{"page": 1, "printed_page": null, "text": ""}
{"page": 2, "printed_page": null, "text": "To\n3.0300 01020 te\n\nL\n\n9160\n\n|\n\nThe Library\nHumboldt State College\nARCATA, CALIFORNIA\n\nLOTOSWNH A10d7\n\nNITION\n\n"}
{"page": 3, "printed_page": null, "text": "Date\n\nDue\n\n|\n\n"}
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{"page": 5, "printed_page": null, "text": "NATIONAL\n\nEDUCATION\n\nOPS tmE UNTIED\n\nASSOCIATION\nSLATES\n\nProceedings\nOF THE\n\nSIXTY-SIXTH\n\nANNUAL\nHELD\n\nMEETING\n\nAT\n\nMINNEAPOLIS, MINNESOTA\nJULY 1-6, 1928\n\nVOLUME\n\n66\n\nThe National Education Association\n1201 Sixteenth Street N. W.\n\nWashington, D. C,\n\n"}
{"page": 6, "printed_page": null, "text": "FEES AND PUBLICATIONS\nMEMBERSHIP\nNATIONAL EDUCATION ASSOCIATION\nITS VARIOUS DEPARTMENTS\nThe National\n\nEducation\n\nAssociation\n\nOF THE\nAND\n\nhas three classes of membership:\n\n1. The $2 membership entitles one to all the privileges of membership\n\nand\n\nto receive The Journal of the National Education Association for one year.\n(9 issues.)\n2. The $5 membership entitles one to all the privileges of membership and\nto receive for one year (a) The Journal of the National Education Association; (b) The Annual Volume of Addresses and Proceedings; (c) The Research Bulletin; (d) Occasional bulletins and reports.\n3. The $100 life membership entitles one\nleges of the $5 membership for life.\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 which issue publications follows:\n1. The Department of Superintendence—$5 membership entitles one to\nreceive for one year: (a) The Yearbook of the Department of Superintendence, which includes a list of members of the department; (b) The\nOfficial Report of the Winter Meeting; and (c) Research Bulletin (5 issues).\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\n\nincluding a list of members\n\nof the department.\n\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. In 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\nHIS IS the sixty-sixth annual record of the service of the National\n| Education Association to the teachers and children of America.\n‘The\nadministration of President Cornelia S. Adair, the first classroom\nteacher president of the Association, emphasized education for citizenship.\n‘The summer meeting was held in Minneapolis.\nIn contrast to 1927, both 1928 meetings were held nearer the centers\nof population.\nThe Department of Superintendence met in Boston in\nFebruary.\nA special feature of the meeting was the presentation to Mrs.\nEvangeline L. L. Lindbergh of a Life Membership in the National Education Association.\nBefore an audience which packed Mechanics Hall,\nPresident Gwinn on behalf of the Department of Superintendence placed\naround Mrs. Lindbergh’s neck the chain that held the life membership\nemblem, explaining that he did so as a tribute to her as the mother of the\nworld’s greatest flier and the teacher who by her modesty and devotion\nto duty reflected credit on the world’s greatest profession.\nColonel Lindbergh was present and addressed the audience, stressing the need for instruction in elementary aeronautics in the schools.\nThe Association took on wider opportunity and greater responsibility\nwhen, at Boston, the National Association of Secondary-school Principals\nbecame the Department of Secondary-school Principals of the National\nEducation Association.\n‘This merger had been under consideration for\nsome time and was finally completed at the Boston Meeting.\nA new department appears in the Proceedings this year.\nIt is the Department of Supervisors and Directors of Instruction, which was created\nby the Board of Directors at the Minneapolis meeting.\nAn effort is made each year to improve the Proceedings by paying careful attention to the material for its content.\nA special effort is made to\npreserve those records and addresses which are the landmarks in the\nadvance of the teaching profession throughout the years.\nDIvIsION OF PUBLICATIONS\nNaTIONAL EDUCATION ASSOCIATION.\n\n[3]\n\n"}
{"page": 8, "printed_page": null, "text": "ine\n\naaa.\n\nlve\n\n“94.\n\nue)\n\neo\n\n)\n\na\n\nane\n\nawn\nyale‘\n\nul\n\nabe\n\nfosk\n\nete\n\nmh.\n\nhad?\n\nSen\n\naaa\n\ndy Sys itec\n\nld\n\nean\n\nAT the Welty sili \" onions ‘\n“4 capil ialvagh¥: ee\nedhe reta ‘\nial\nUy ae i iw wpa\nye\n‘oan\n7\nliga,\n“Te TMT Liebe\nif 1a ig\naig ail\n\n.\navy\nOra\n\n1\n\ntit\n\nee\n\n6.0)\n\nrei ial, ly} ROR A\noil\nemt lengths?\n\naol\n\nae\n\nNe\nse: Me dae flu\n\nie eee\nwb reba, eet\n\nate\n\nGIP;\n\n1h\n\ni‘\n\nla\n\n’\n\noe?\n\nix\n\n.\n\njst\n\n>\n\n,\n\npo\n\n7)\n\n'\n\na\n\nPAT\n\n|\n\niP '\n\nck\n\n‘ ; ies2d)\nry\n\neit\n\ndts\ni\n\n1)\n\nee Tye\n\n’\n\na7\n\nae\n;@*\n1\n\na\n\nwi\n\nhg\n\na4\n\n:\n\n“f es\n\naay\n\nne\n4\n\n,\n\nf\n\nes\n\nfee\n\nate\n\nalee\n\nA\n\n,\n\n\\*\n\nhi teSauik}\n\niF\n\n42\n\ni\n\niT.\n\nry\n\n|\n\nrl\nNe\n\n?\n\ni\nv\n\n~\n\n~—\n\n~\n\neis\n\n7\n\n‘\n\ny\n\nLi)\n\n«ft\n\nee\n\n~\n\n~\n\nae\n\nP\n\n¢.\nty\n\nLe a?\n\na\n\nay\n\nye\n\n‘nadir\n\nss\n\net\n\nPs Tee\n\nPep te\n\nae\n\n%:\n\nPip |\n\nay\n\ntae\n\nI\n\neka\n“yh\n\nTeahh\n\n4\n\nms!\n\nJ ;\n\nLas ‘orhodiey y aay a\n\nb ee\n\n,\n\nj\n\nite\n\nGay\n\nAe\n\nms\n-\n\n=\n\n(Se\n\n1G\n\n,\n\n=\n\ni>\n\niia?\n\nf\n\nF\n\nno\n\n“|\n\n‘i\n\na\n\n'\n\nbeghteais -\n\nfie\n\nwt af\n\n2\n\nom\n\n1\n\n"}
{"page": 9, "printed_page": null, "text": ":\n\nHow This Book = Built\n\nHE CONVENTIONS of the National Education Association are great\n| congresses which bring together a wide variety of interests. This\nvolume reflects those interests.\nPersons who use it will save time\nby forming a picture of its contents and arrangement.\nThe opening pages cover the speeches before the General Sessions at\nthe Minneapolis meeting.\nThese are followed by the reports of the AssoClation’s active committees.\nThe addresses and minutes of the National\nCouncil of Education are next in order and are followed by addresses and\nminutes of the Association’s departments.\nThe closing pages are devoted\nto records and information pertaining to the Association since its organization in 1857.\n“The volume as a whole represents the efforts of hundreds\nof persons engaged in all branches of educational activity.\nSUMMARY\n\nOF CONTENTS\n\nWdadcesses Before the General sessions__---2--.. 622... 22...\nReDOltsmir. Wiamiiiittecs.\nte tee\nee nen\nMie NAtionaLcouncu of Educatione.--.—\n2...\nee ee\nhee Denarimenmorad ult Educatronteuee.\nfae\nee ee\nache\nine\nThe\nhe\n\nDepartment.\nDepartment\nDepartment\nDepartment\n\n17\n177\nDai\n263\not Business Mducation.—\n22 wes\nos oe\n305\nof Classroom ‘eachers_.\no2o2 0 /a5--eSeo22e=— 325\nof Deans of Women___--_.---__------_ eer\n353\nof Elementary School, Principals___-2-_..-2-.-2- 375\nof Kindergarten-Primary Education-____---—-- 411\n\nThe Department\nMines Department of Lip Reading.---eee\nWipeat@epariment of Music Kducation.-_=.-....22=5_-_.\n.<2ee\nSie Wenartment.ot ural. Education.2_.-....-.-.-.---=.- Wes\nThe Department of School Health and Physical Education___-~-_ =\n‘TheaWepartment of Science Instruction....:._-_....---..----=<\nThe Department of Secondary School Principals_____-_----------PlnemDeparementaon pocial (otudicSs...\n2-2-3\n-eanencas\nhes Department, of sSsuperintendence=.\nils 2ke ete ese\n\n435\n451\n453\n545\n569\n591\n651\n655\n\nThe Department of Supervisors and Directors of Instruction_--~~- 831\nMittewiseparument or leachers. Colleges_22.--_2_2-- 2-42-2406 833\nies Depattmenteot Visual Instruction... =_..---.._-.--2=-+.=-+< 949\nhes Department) of? Vocational \"Education..._.-—1-.=-.-..---..- 971\nThe World Federation of Education Associations___------------~-- 1005\nAssociational Records and Information==......2--.-..--.----.+<- 1013\n\n[5]\n\n"}
{"page": 10, "printed_page": null, "text": "ae\naT aig te aes\n7\nty\n\nre rhivf et\n\neRe\n\nbaw ein uni ate nage is “8\nase erty: wheWriting\n‘ogor\ny a\n\nahs\n\nany\n\nbi\n\njf=\n\nz\n\nalin\n\noe\n\nHi\n\n‘inn a\n\nmee\n\n.\n\n4\n\n=owed\n\ntahe.+ia,\n\nirra bl eee\n\nWs 3 Zs\n\n‘dea alae sal teese\nc a\n\nei]\n\nir styeed\n\nis; Se\n\na\n\n.\n\n‘7\nae\nPPT\n\nim\n\n:\n\nm0\n\nVy: “4\nm\n\nates\n1ie\n\n2\n\n:\n\n[\n\nFeo\n\nfey” seven\na\n\nTint\n\nNios\n\nia\n\nOA\n\nIe Jose\n\nTy\n\nMalls\n.\n\n»\n\nww\n*\n\n4\n\n5)\n\nGt\n\nbi\n\ni\n\nime\n\n'\nve\n\n4\n\ni\n‘,\n\nwy\n\n,\n\n5\ni\n\nTe\nk\n\nI\n\ncise\n\n() VISE\ni'\n\nER\n\nPpl\nt\n\n.\n\nAyas\n\npee\nb\n\n_\n\nJee\nmeteED DS\n\nf\nshe\n\n}\n\nts ye\n\nere)t/\n\nWS\nott\n\na AM\n\nLD 2\n\now\n\n”\n\n«si\n\n0 Taal.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL SESSIONS\nMINNEAPOLIS ADDRESSES\nWelcome\n\nto the National\n\nEducation\n\nAssociation—Rogers...............+--\n\nThe Teacher, the Master Workman—Christianson....:.....0cccceceeeees\nGreetings from the Canadian Teachers’ Federation to the National Educa-\n\nHAO NMEASSOCIA\nTIO N—=——H GLU Yi fe ase <ormerepsinae le Panvous hae gE 3G ar8sis.oo es 2 28s\nRe SPONSCELO RG Teel OSB arr ta icy seetcrhieEs pacyerae shopsv sidte-okasdalige elas oda el\nERC OULCTLSMPA CC Te SS 4 A thn Pere aaayShins oloyonn:soG So Sba.e ayenes Ws eleuesake prestween ys a\nHenry Ford’s Theory of Work and the Happiness of the Individual Who\nPaTTi SE SM VOLK ——C FOTOET:«8 rove a,0.c)o:6.6Sisa.ol6 66 oe 65 0 esekua shee sasee Bs\nCitizenshipeendy Rural Educational ey...ss spc.c01010s <ntay 10.0 eiese besajanele ga cues\nEducationgandgylrue)Patriotism—Marshs «<.. sje cde fisayne sue aoa, n0tes 9 seo.\nGreetings from the National Association of Teachers in Colored Schools\nto the National Education Association—Hale...............00000005\nThe Value of the Regional Conferences of the Department of Classroom\nFREAK SOS GOMG .si594 Sot. 0 Sides Oop iGO SOI CIO eee ene ie aera\nGutlook\n\ntor thesNewaDepartment—Niad\n65 Chix. saceecye oiec sae's1s cold «wus ois euc.0/0, 0% slope\n\nPsy CHGlOLymOre\n\nCll Zenshipy\n\nral Mine ——Gra 7 lr wiclels ieiels 210121010 \\02 1s. 0 eon\n\n«Oe\n\nSymposium on Citizenship Training—The Nebraska Plan—Gregg..........\nMem\nOPIEItWaleziiMoe WLANSPCCtS—S\nC77811215.098 or. ae oferaiec yatta eis os © mus.t wie,binselven s,oR\n\nLaying the Cornerstone of Tomorrow’s Healthy Citizen—Jean............\nCinzenshipwan etues Making —J09 110 «....ct-t <sstess syoisisieieioys sve, eis 2» 01% © ei-vewap m=\nTraining for Efficient American\n\nDEBI\nsy Ser\n\naN\n\nCitizenship Through\n\nthe Junior Red Cross—\n\nna too Dare abit ewes au eliiuee baie Ca Diane scot\n\niat cum Citizens\nhiP——S7 OFSinree sock ro!sabe.= agile ibys epo.15 ove sueud's.ssei Sosa s wheel G aiphe Le\nAddress Before the National Education Association in Session at MinneaThe\n\nDOlis MAMI ESOL Ae SIUY: 45) GL 928 —Pe8S n.6ocho yetenersie sone Sheu ie sintehcmis ance eae\nOpportunity for the Teaching Profession to Lead in Promoting Better\n\nUnderstanding\n\nAmong\n\nthe Nations\n\nof the World—Thomas..........\n\nAdult Education and Citizenship—Alderman.........cceccesc\ncerns ccesees\nRural Education and Citizenship—Robinson........0.ccesccescccecesucsers\nEducational Aspects of the Pan American\nChild Congress at Havana,\n\nCHAS\nTraining for\n\nROOTED teen bub GMO OO tee ONO: OCI Cnn EneArner\nHanae\nCitizenship—the Home—Marrs.........:....eeeeccceeeveees\n\nThe Place of the Church\n\nin Citizenship Training—Gulick................\n\nEducation for Citizenship—A Human Engineering Problem—Wright......\nThe Standards and Ideals of the American Bar Association—Horack......\nThe Aims and Ideals of the American Medical Association—Mayo..........\nThe Standards and Ideals of the National Education Association—McEVIE\n“orc be Bao Otte Oo DOG OI\neC\nOe\neee\n\nMoleome Nea Aa SHear SI] Pega eevee inl sera cvscolsi anor lls rere os 6 esi folerfasaai SOohofuia.s\n(Greetinos eiromebta\n\nGreetings\n\nwat i=—Fl OWT A acts cleels} bya aps051 6 6 2 «5 yoscyn-r-e ol @)0)oie) 0Fshe,ops35s\n\nfrom the German\n\nTeachers’\n\nREPORTS\n\nOF\n\nAssociation—Zimpel.............+..\nCOMMITTEES\n\nReport of the Committee\n\non Ethics of the Profession—Muir...............\nReport of Legislative Commission—Davidson...........\n0c cece ene eeee\nReport of the Joint Committee on Health Problems in Education—Wood....\n\n[7]\n\n117\n\n127\n131\n133\n\n136\n139\n143\n\n"}
{"page": 12, "printed_page": null, "text": "8\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nReport\n\nof the Tenure Committee of One Hundred of the National Educafion ~ASSOCiation——H1uU7tEF oe settee vie ereuees aicea analete mtconeies fevakenss teletetonoirene\nReport of the Committee on Retirement Allowances—Pyrtle...............Report of the Committee to Cooperate with the National Association of\nTeachers in Colored Schools—Newbold.......c.ciscees\ncece esseveces\n\nRepurt of the Committee on the Economic Status of the Teacher—Buckingham\nTHE\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nElistorical: SINOGES cote ge\neee cee Dee aale ernas Gearsieia Stebetaheteler steenel aieter Reranch toaeaaae\nThe. Coordination of Educational Interests in Developing a. Program for\nChild Development and Parent Education—Richardson.............\nThe Need for Synthetic Type of Research—Monroe...........0.c0eeeeeee\nThe Preparation of Teachers for Dealing with Behavior Problems of ChilAPEN==RYNis SPR\na ee ee ele oe Sees he oa eaters [eae ee\nee ae\nomen\nReport of a Committee of the National Council of Education on the Fundamental Bases of the Relation of the Business and the Professional\nAspects-of Educational Administration—Strayer.............00ceeeee\n\n223\n226\n\nReport of the Illiteracy Committee of the National Couneil of -Education—\nSLEWATE va.) Laide. ee eee ious eee\nTe Re RT\nfears een es Cannas ena\nSecretary's’ Minutes).ai.c2.9%. scissile\ntiene tee ate este are eee\nNational Council of Education, Officers and Members for 1928-29..........\n\nAdult Education\nAdult Education\n\nfrom the Viewpoint of a City—Fertsch.............00000\nfrom the Rural Point of View—Arnold..................\n\nProposed Coordination of Adult Education Agencies—Hill................\nMethods and Outstanding Devices Uses in Minneapolis Adult Education\nClasswork—-Konlér”\nvacua\nteen coats hee\note\n\nMethods and Outstanding Devices Used in Detroit Adult Education ClassWork-—Beglinger\noon sone & tae\nhn\nHORE\nThe Place of University Extension in a Coordinated Program of Adult EduCation Price wees\nco SATE oon Uk as oe OO\nee\nPlace of the Library in a Coordinated Program of Adult Education—\nDid\nGCOMA srs unset tone eas Gee\nOe oe ee\nee\nee\nThe Place of Public Schoo] Extension in a Program of Adult Education—Reed\n\nThe\n\nTheaNeed\n\nsand Place or an) OfheialyOrgean—-Sitteeee\nae ee eee\n\nSecretary7s seViunutesperr irate er\n\nTHE\nHistorical\n\nINote.G.\n\nritte tata eee ne ee\n\nDEPARTMENT\n\nOF BUSINESS\n\nsseeact asec te © cre\n\nee\n\noe ae ee\n\nEDUCATION\neee\n\nee\n\nCommercial\n\nTeachers\n\nThe Changing Requirements of Education for Business—Tigert............\nCloser Coordination Between Business Education and Placement—Jones....\n\nA National\n\nProgram\n\nfor Closer Cooperation\n\nand!\n\nBusiness)\n\nMen—=Howlequa\n\nter PEP\n\nBetween\nae\n\ney ee\n\na\n\nes\n\nRelationship Between Business Courses in Universities and Secondary\nSchools—Stewergaigiciss\n3514s othe trae CREE\nee\nee\nThe Discovery and Measurement of the Factors Constituting Stenographic\n__Difheulties—Telford\n\nGere. 's,Bioile: KisyeKe wiaketee ea ieiiel Wai v, ciel a '« flv «\n\n306\n310\n\n"}
{"page": 13, "printed_page": null, "text": "CoNnTENTS\n\n9\n\nWhat I Expect of a Commercial Teacher—Edgemond...........00ccc0s\neee.\nThe Use of. Measurements in the Improvement of Instruction in Shorthand—\n\nYANO SOE Grey ete. oo\n\nok Soe ee 6\n\na\n\ner\n\noe\n\na\n\nres hee eee\n\nThe New Course of Study in Typewriting—Vavra.............\ncee\n00c\neee\nThe End-Product in Shorthand Teaching—Reigner..........2..+.+.00-0+0.\nThe Preparation*of Commercial ’Teachers—Hill. :.. 265.6...\n0e0ceca ucleees\nSecretaracme VUIMUtCS eee Mpeg eRe ai txa Msi. facicia. Metin\neae nema,\n\nTHE\n\nDEPARTMENT\n\nlieioreveail\n\nINGYES se oR\n\nAre\n\nGreat\n\nThere\n\nOF\n\nCLASSROOM\n\nArena nite a ined © acerca\n\nTeachers\n\nRN\n\n326\noe UM\n\ntat CALSGHRGRS OnE la arteswe\n\nEAnUaleReportiot thesPrestdemt—0\nules oc8: Oe so% sce vs case sade ane eaeeas\nPVE POLimOLMELe Mm\nICepREsIGeMt——9\n11100 sa oa eas ae ness hens as on oueoranetes\n.anes\nRED OiEO\nMIENCMO CLCUAIV\n== COLLa tat hh Gans wath oe oeass 6 bungevaieeoee\ner asda\nReport of the Eastern Executive Committee Member—Joymnes..............\nReport of the Middle Section Executive Committee Member—Hunter......\nReport of the Western Executive Committee Member—Eisner..............\niReportmonmeNewsmbulletin=-)\names perl:\ndee e lode eek leet\nSECLCLA\ntyasum YLUOLE CEmmNPE wR win eater oe wkcy chen) cyastarveck caer eatin hears s SRSA SRLE\n\nTHE\n\nDEPARTMENT\n\nOF\n\nDEANS\n\n318\n319\nB20\naZe\n322\n\nTEACHERS\n\nan ee\n\nToday?Clark St\n\nPAGE\n317\n\nOF\n\n327\n\n334\n340\n341\n342\n344\n346\n346\n347\n\nWOMEN\n\nANGLO TAC Ali UNIOLE MMR EYnary RPTL re melee emacs eat eel Sarsolchel amdrarna netted tale va\nReport cole them bnesi dent = 1297 5071sat. ete oe ene artes salen wk sls hale\nWhat is a Professional Course for Deans of Women?—Sturtevant..........\n\n354\n355\n356\n\nEducational Personnel Administration—Wo00d......00...20...0\n0c cee t sees\nThe Value of the Dean to the School—Rynearson......\n06. cc ccc ence ees\n\n360\n361\n364\n372\n\naires\n\nCompletes\n\nixecutive—\nONC 072 Or ie nuke vine kheaee othe alee\n\nA eke o Mae\n\naes\n\nDE CLECAT\nYASine VILLI UEE Sisticit ioustsuelaistansyite areas aa)ses abesaatlanpuararehorn laa¥ahinonaanatel daeeeepenal\nTHE\n\nDEPARTMENT\n\nOF\n\nELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\nTeRag@ivate | ING 3 An Reon nes 6 ARO OR OTks Se eee nen\na ona\nei\nara ot\nRebierons LchieniGn\nAo N00). oh 5) onbo5 oBodm 90 0ded soso ae cosndolodGdn\n\n376\n377\n\nCharacter sl raining =m the tome—Dantelsay.\ni. 6.8 key selidiles as ciecamer ss\nCharacter Training in the Preschool Child—Foster................0000005\nA Program for the Desirable Use of Leisure Time as a Cardinal Objective\nof the Public Elementary Schools—Loftus................00\n0ceeeeeees\nCharacter Traits as a Basis for Good Scholarship—Boysen.............4..\nCharacter Training Through Student Organizations—Roys................\nCharacter Training by Means of Patriotic Pageants—Hammond..........\nSeong 6. JIMELESS 465.5 om 656\n05 04 Ooo ao 90 Glu cibidn ain emi oon ale oem ODE\n\n382\n385\n\nTHE\n\nDEPARTMENT\n\nOF\n\nKINDERGARTEN-PRIMARY\n\n390\n394\n401\n405\n408\n\nEDUCATION\n\naistonicaleiNotecs\nterre sitemeter. Saath strlen ve vho ee ah hs ARNE AM abe\nThe Child as Influenced by the Home—Murray.........0cceeeece\nsecre eee\n\n412\n413\n\nA Project in Story-Telling==K77g)7..\nee as eaten esas eve eee ele Oe ee eee\nThe Child as Influenced by the School—Youmgquist.........6.050\n00s eeee\nReportrofethe Research= Committee\n——hOb ers mates edd rll oats ite ee eles\n\n417\n417\n423\n\nThe Child as Influenced by His Contemporary Group—Wood..............\nWhat the Child Guidance Clinic Does for the Child—Chamberlain........\n\n427\n428\n429\n\n‘hes Childs inesiHismPlay=Group—=—BilUuaker anaes 6.6. testi ae ison ce tte ee\nSecretaryass Viinutesme\nemer tetas eto t tine A adicltl: <Prigscete nes Satis aiela ares\n\n432\n\n"}
{"page": 14, "printed_page": null, "text": "ASSOCIATION\n\nEpUCATION\n\nNATIONAL\n\n10\n\nee\n\na\n\nTHE\n\nDEPARTMENT\n\nOF\n\nLIP\n\nREADING\n\nPAGE\n2@.cci es oats Sole eeleten ooo ie a eketeoiene Biba olaPalalter lave als) ofele lolgtr\nHistorical tNoter:..\nReducing the Handicap of the Hard of Hearing—Newhart............+-++Why Hard of Hearing Pupils in the Public Schools Should Be Taught Lip\n\n436\n437\n\neek oleae aerate\n\n439\n\nis Being Done for the Hard of Hearing in the Public Schools of St.\nPaul —Hartael] si3.cse-acccio le eater eaten Me tetene «ote renee vetoissoeotRee eM =o rete\nThe Unnecessary Waste in the Education of the Hard of Hearing—Bryant..\n\n441\n442\n\nReading—Kimball\n\n«.... .. xemussse tees\n\noe\n\neee\n\neet\n\nWhat\n\nThe Value of Lip Reading for the Hard-of-Hearing\n\nAdult—Lindquist......\n\n446\n\nSecretary’ S Minutes sys cc.c..e%..ccs + teuerellesotolorn aiels eneterelene etPaen eset tee een token ere\n\n448\n\nTHE\nHistorical\n\nDEPARTMENT\n\nOF\n\nMUSIC\n\nEDUCATION\n\n“Note v4, casyiisracie sisrece wo c12¥elate) overs close)cloohoetere <70Gl ele eleRete te eRe\n\nserene\n\n452\n\nHistorical). Note... <:ccises Seisenec Make tote Steet etal ola taved sesilolode oh sPokenttte flee eared\nTo What Extent is Differentiation for Rural School Administration Service\nJustified ?—Butterworth. .,.c.0.6 ecisle.s. aiovayevets sie. edlosro.0101s 6, eet eee\nThe Administration of the Public Schools—Engelhardt...............++++The Problem of Differentiating Rural Education Supervision—Heffernan....\nThe Problem of Differentiating Rural Education in Respect to Supervision—\nSUM\nPS OM Sao. d:08, 5s,nhs 0 si4\\6.8) sao andes LO SE\nTree eee\n\n454\n\nTHE\n\nThe\n\nCourse\n\nDEPARTMENT\n\nof Study for One\n\nRoom\n\nThe: Rural, School Curriculum—Heyliae\nThe\nThe\n\nOF RURAL\n\nRural\n\nEDUCATION\n\nSchools—Abstract—Cordts......\n\nceeeeis oa\n\neee\n\n455\n457\n460\n461:\n463\n\neee eee\n\n466\n\nCurriculum of the Rural High School—Roemer..............+ece00++\nProgram of Studies in the Rural High School—Abstract—Ferriss.....\n\n468\n471\n\nDifferentiation in Program of Studies in Rural Junior High Schools—AbStra ct——FTaLl isso acess.ss cyaleseoiedo aaseuemxe sont Ne oeie eres eases Socks Re\neee\nThe Program of Studies in the Small Junior High School—Spaulding......\nThe Preparation of Teachers for Rural Schools—Meredith...............+\nThe Problem of Differentiating Rural Teacher Preparation—Abstract—\nRobinson\nstan cos be cen ee\neee ee\nRural’ Supervision, in| Wisconsin—Plenzke ans... eine\noi esa\nee\nImprovement of Primary Grade Practice in Rural Schools—Light...........\nIndividual Instruction in One-Teacher Schools—Abstract—Hoffman........\nProgress in Consolidation in Pennsylvania—Shaw.............0ceceeeeeees\n\n474\n478\n481\n\n484\n486\n4389\n492\n496\n\nA Salary Schedule for Rural, Teachers—Libby. 2.2.06. cewassssscuese\nones\nComparison of Achievement in City and Rural High Schools—Combs......\nThe Place of the 4-H Clubs in the American System of Public Education—\nAbstract\n2 de ynd tore sisi syathd« Hoe\nere chek ake tae oa oe\ne eee\nThe Place of the 4-H Club Work in the American System of Public EducatO\nDh\nee ae ais.2 2 .aisioves 2 OG Heelies ere\nMein eae\nEe\nThe. Rural School’s Contribution to Our Nation’s Citizenship—Abstrac:—\n|\nati\neae\nee eS\nOC\nEGE Cee\nOOD OT atinS Gor bic SSO re\nAn Appreciation of Past Leaders in Rural Citizenship—Pittenger..........\n\n498\n501\n\nA State Program in Citizenship for Rural Schools—Griffen................\nContributions of Educational Institutions Other Than the School to the Rural\nCitizen—Abstract=W\ntllard uc eo bite «aoe\nhte\nee.\nee\nThe Contribution of the Rural Schools to the Nation’s Citizenship—Baldridge\nExisting and Potential State Sources of Rural School Revenue—Baldwin...\nFinancing Rural Education in Wisconsin—Callahan..........0000.e.000e-\n\n521\n\nState\n\nPolicies\n\nin Rural\n\nSchool\n\nFinance—Ohio—Abstract—Yawberg........\n\n531\n\nState\n\nPolicies\n\nin\n\nSchool\n\nFinance—Minnesota—Swenson\n\nRural\n\n504\n\n508\n517\n518\n\n522\n525\n526\n530\n\n"}
{"page": 15, "printed_page": null, "text": "CoNTENTS\n\n7\n\nin Use or Suggested—Cook............\n\nPAGE\n536\n\nMinutes of the Meetings of the Executive Committee, Department of Rural\nBueaonme nacre Aramaic rene cnc ep deine on Shae\neeu. Made\nSectctaryacme Viitiutesemmenre\nsche et ics s foes hech access sl eeesnued\nResolutions of the Department of Rural Education......................-.\n\n537\n539\n541\n\nOther Outstanding State Plans Now\n\nTHE\n\nDEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nEDUCATION\n\nPARSTOT Cal IN OFC Stet iocsrctaieain.« ¢ eisicle'd. seo ie ciao 51= SNS\nSIPEG\noct Glos wha\nCitizenship and Physical Education—Rogers...\n0.0.0.0. 000.0s0cccececeeeneee\nA School Physical Education\n\nand Health Education\n\nProgram\n\nin a Minnesota\n\nCommunity\n——Ab stract—=1 tpovelen «cic oe coos Weel eeaee whe. ve ee.\nHealtheirends im) Secondary, Schools —Perrizt ........0sc6006\n000 00s noe esata ae\nProblems in a School Health Service—Helgesen...:2.....cevcee.+sesess\nPrinciples in Health Education Training—Bragg..............0ecceeeeeees\nContributions of Physical Education to General. Education—Nash..........\n\nTHE\n\nDEPARTMENT\n\nOF\n\nSCIENCE\n\nDEPARTMENT\n\nOF SECONDARY\n\n548\n549\n555\n558\n563\n\nINSTRUCTION\n\n[ETE\nuO Key PDINGTIOS gee Ce eis © tuo\nGIO Mh One ROOM\nCor ts\nen Se\nThe Relative Importance of the Biological and the Physical Phases of Science\nin the Elementary Schools—Abstract—Trafton....... mes\nShickas tistsSe\nThe Larger Aspect of Nature Study—Abstract—Hadley................4.\nScience in the Elementary Schools of Minneapolis—Abstract—Hall........\nThe Contract Plan of Instruction in Science—Weber......... mAAESeR\nClassroom Plans for the Teaching of Science in the Small High School—AbSET ACL I CI SCFlemta ale eyes eis 6 cin“eau le)©)40) G10) Stora aearETO TM rauslo glare Xk favala dae eveeres\nThe Present Status of Lecture-Demonstration Versus the Laboratory—AbSETAC tel Ud Malate aia fe, Sek aia) d= BBiele oe MMos SRO: ORE Meee MEMO\nmie Science Problems. of an\\ Editor—W arner sé. oo. .is,006 oe0s sa date de Solas\nWeeded Research in Science Teaching—Powers...........0ccee\ncee ceec neces\nshite soctencem. Younes Polksa Want—JV\ncb0ice secsete se weiss ashlee, a siae sem ae\n\nTHE\n\n546\n547\n\nSCHOOL\n\n570\n571\n571\n575\n576\n579\n\n580\n581\n584\n586\n\nPRINCIPALS\n\nStoned MEN Oteee\nee Sree eter cet tenct ss cr tulsssle sea cisscwacssegeeg eter\nThe Educational Program of Soviet Russia—Counts.........6000000ceeeeee\neroplemseot. Hducationwinindia—-Gogate....6tess fee. csc owes ee veaweee ce\nof the National Committee on Research in Secondary Education—\nESHER.\nBbc a OS bp Ul jo DO HOPG CCD\nOe Ce EOC OO GAO aI ania aoetoc\nPlace of the Classroom Teacher in Curriculum Revision—Threlkeld...\n\n592\n593\n602\n\nReport\n\nThe\nGreetings from the National Education Association—Crabtree...........-.\nReport of the Commission on Standard Blanks—Cook...............++--The Articulation of Secondary Schools With Higher Education—Johnston..\nArticulation of Junior and Senior High Schools—The Inherent Need, the\nDifficulties, and a Constructive Program—Glass..........-..00++055\nThe Problems of Articulation Between the Elementary and the Junior High\nSehiools——\nVio Gt CPSC 151 RINE eae tote eters sree ee esate os. feels e's oisSelassie saa ees\nReport of Treasurer, National Association of Secondary School Principals..\nConstitution of the Department of Secondary School Principals............\nTHE\n\nDEPARTMENT\n\nOF\n\nSOCIAL\n\n615\n616\n618\n619\n625\n636\n\n642\n646\n648\n\nSTUDIES\n\nRDO\nINGFBo oy crus cbt oFewcle. o5.00 FO BRO Otte CCRT RIES ENB tee nee ea\nDevelopment of International Attitudes in the Schools—Abstract—Wilson...\n\n652\n653\n\n"}
{"page": 16, "printed_page": null, "text": "12\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\nPAGE\n\nThe Educational\n\nPolicies of Peace\n\nFLQHSC Ris oht viecei\nSecretary's Minutes ies.\nTHE\n\noc\n\nand Religious\n\nOrganizations—Abstract—\n\nea aie\nAns DR a cee\nTONAL\nBEN\ncote tetrete ote okebe mediante pve ee lee folian-keke tele a\n\nDEPARTMENT\n\n653\n654\n\nSUPERINTENDENCE\n\nOF\n\ne eee\n\n656\n\nReligion and Education: Responsibility of Church, School, and Home—Sills\n2.01.20. 2. eee e re oe ene mie ils slo\nGoodwill among Nations—Atwood..\nThe Essential Task of the Liberal Arts Colleges—Pendleton............+Education that Glorifies the Commonplace—Marsh.........02.-0000eeeeee\nShes Official’ or thes Man—Parkives\nwe =o ace clatter tense otslol tiene eres heletet a tanist natin\nGreetin s—NiCHh ols sc cesvsiose custeuste <nadonclavelohss eleva) baahal B00) eave ee ees Rete\nResponse’ to) Greetings—P\notter: sare aac iedalets = rates eielcid « he cle slels «sole tietsteaise felatetats\n\n657\n659\n660\n661\n662\n664\n665\n\nRelation of Secondary Schools to Colleges—Lowell...........0.0005Secondary School Provides Entrance Requirements for Business and\nIndustry—Pullcre. Sia. atari pickersretaosie eeyernsjoie ) Averoysin eekaiShek On\nOR\nThe Secondary School Provides Entrance Requirements for the Home—Reeve\nEntrance Requirements for Citizenship—Burke............... Aalst ees\n\n667\n\nANotet\n\nEistorical”\n\n&..d0c FL) bc cele ho deta came vie GLAS heheacitel statte heerlen\n\nThe\nThe\n\nDemocracy\n\nin’) Education—FatmCelaacwn\n\nae\n\noie\n\nehe eke\n\niene ere eee\n\n670\n675\n683\n688\n\nThe Inter-American! Ideal—Benner ag. ea cee ee eee eee oe\neee\nThe Farmer and the Farmer’s) Child—McMullenegase-.\n7.0 sone. eee\nProgressive Tendencies with Respect to Sources of School Revenues—Swift..\nThe Equalizing Principle in State School Support—Cook............00ee0ees\nyEficient Expendituges of School Moneys—Hunter.............ceeececsaeees\n- Supervision in the Secondary School from the Viewpoint of the Principal—\n\n692\n697\n699\n705>\n713\n\nLC) ae\nee\nOR\nety 8 or icin oc Cima\nooo\nao ms b.0.o0 Dobe.\nSupervision from the Viewpoint of the Superintendent—McAndrew........\nWhat Teachers Wantain Supervision—Adair.eessoa\neons ee ones\nCan High-School Supervision be Made Scientific?—Judd................45\nThe Work of the School Superintendent—Charters.....0....0.ccceceececces\nThe Qualifications of the Professional Superintendent of Schools—Beveridge\n\n718\n723\n729\n733\n742\n747\n\nThe Relation of the Superintendent of Schools to Lay Control—Hartwell....\nProfessional Training of School Executives in the University—Strayer....\n\\The Training of Superintendents of Schools while in Service—Meredith....\nThe Endowed Institution of Higher Education—Its Relation to Public Education\n—=A 2G ell Sige alocs ueid SelOe ree\nae\nee\neee\nThe State University—Its Relation to Public Education—Coffman..........\nThe Relation of the Public Schools to Higher Education—Dorsey...........\nAmerica =the Beautiful—-Batesay,\n5. 06 ee eos\neee one\n\n754\n755\n761\n\nProgressive, Education) in). Bngland—E7sorawseme\nThe Debt of New England to the South and\nIntroductory\n\nStatement,\n\nThursday\n\nEvening,\n\nds lees © + eee\nee\nWest—Winship.............\n\nMarch\n\n1, 1928—Gwinn........\n\nAddtess=—Lind\nberg Brien 3% outhhea osteo\n\nAeronautical@Education—Durand sagen\nEducation\n\nin the Development\n\neee\n\nEe.\n\neee\n\nee\n\neee\n\nof Aeronautics—McCracken..:.............\n\nPresentation of Life Membership and Emblem in the National Education\nAssociation to Mrs. Evangeline L. L. Lindbergh....................\nSecrétary’s UMinute siya si Sapte tan cae ee eer ee\ncoe eso. eee\nResolutions—Department of Superintendence.............:.2.+00eeeeeeeees\nReport of the Commission on the Curriculum—Broome....................\nReport of the Committee on Financing Educational Research—Condon\nReport of the Committee on Relation of Boards of Education and Administrative’ Officers —Hartwaell eee wench\nee\n=e ee\nne\n\n766\n\n778\n788\n798\n800\n804\n807\n\n808\n\n809\n$13\n\n815\n817\n819\n823\n\n829\n\n"}
{"page": 17, "printed_page": null, "text": "CONTENTS\nTHE\n\nDEPARTMENT\n\nOF\n\n13\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\nOF\n\nINTRUCTION\nP\nPAGE\nera tetera ees ere. ac ustahalaid eoviersie aye sunk ale-ogs Sumer vane 2 832\n\nELS\ntOtdCalm O Le rrmnee meen\n\nISnigtorecen\nMinutes\n\nTHE DEPARTMENT\nOF TEACHERS\nCOLLEGES\nINGUBES poo san codeine soso SS ORI EE e Meee CU ets tac emer estare rae\nof the Meetings\n\nALES OStelin\n\ncere\n\nof the American\nete ree\n\niante. «el\n\nAssociation\n\nSET ara ORAS\n\nof Teachers\n\n834\n\nColleges\n\nSe one enone ans ee Gade ees\n\n835\n\nReport of the Committee on Surveys and Standards—Evenden..............\nSeandardsaton Accrediting +leachers-Collemesisy\ns. eee. nest ccs bcc Settee con cus\nA Continuous Survey for Teacher Training Institutions—Bogardus.........\n\n838\n841\n848\n\nAtathimetic Meachers in the, Viaking—7 ayloriioy. Sas0e - nis cess sare tess sheea.\nReport of Committee on Accrediting and Classification—McKenny........\nTwenty Years of Progress in the Selection and Admission of Students in\nState Normal Schools and Teachers Colleges—Linscheid.............\nTwenty Years of Progress in Providing Adequate Training School Facili(NEO—ARMWIO. Sy 5 a saha bo 10 COO OS OEE AD Rent\nS68\nTwenty Years of Progress in the Professional Education of Teachers in ServTEI RMNGGAN 3 550-6 tnd SO RAS AEE Oe Ge BO See oc eer ei eres en\n\n850\n859\n\nTwenty Years of Progress in the Training of Rural Teachers—Burnham....\nWhat Are the Psychological Materials, A Knowledge of Which is Most\nEssential sopdseacherk—P reCnra ies < cine vic settles xe oc ove se seis os Bbieneja aie\nThe Training of Teachers and the Making of the Nation—Holmes.........\nTwenty Years of Progress in the Professionalization of Subjectmatter for\nNormal Schools and Teachers Colleges—Bagley..........cesseceeees\nUt NO LMA TEU CA IU 21 SJE Por Mee tard ccacttor © Mie CMMI Li ae orater ms anemia stakerobe ee\n\nTwenty Years of Progress in the Service Rendered by Normal Schools and\ndheachers= Colleges——Pawrre rac sry vaca er Wie tolerances\nerator RISTO cocieer sie\nTwenty Years of Progress in the Qualifications and the Salaries of Teachers\nof Normal Schools and Teachers Colleges—Hendricks..............\nTwenty Years of Progress in the Financial Support of Normal Schools and\nMheachensim COlleses——B)\nAGRE... reas Ss nhcn sndva ele titiatosea ese eeotoTeue tease Serene\n\nOpportunities’ and “Problems Ahead—JV ithers.......2 0010-055 a00+nses eres\nReport of Board of Directors of American Council for Social Studies—\nULMER GS:5 Sor chon GO ENT\nREO EOI\nSe EO\na en ee\nMinutes\n\nof the Meeting\n\nof the Executive\n\nCommittee\n\nof the American\n\n862\n\n873\n881\n886\n891\n897\n906\n912\n\n916\n920\n\n932\n934\n\n943\n\nCoun-\n\nCilOnee LyGUCAtlOM Acetetdcrt Aenea ras on arckeiers auskatensoeunai’s Caderehe nayemaee raya ry 943\nMEK DEST MeN 1S (1927mm re seme aetelcee ioloie.vaste ele eptvalese <1 %: & cuestehbamnsie Uy “yersuaiiehonenade 946\n\nTHE DEPARTMENT\nOF VISUAL\nPAG tOneT Ca leeIN OL Coy pertoneere iietevet avs:ogsicietava e GieGieaia niet ay\nThe\n\nUse\n\nof the Photoplay\n\nin the Teaching\n\nINSTRUCTION\nOe ic lerke tda e< Sioe\n\nof History—Knowlton\n\nL\n\n950\n951\n\nVisual\n\nInstruction in Teaching the Natural Sciences in the Junior High\nSete\nIY TITIES otro © 0 DG ICN OO CRERCRD At Co CaCO nO Ocak GE auc Arata\n\n956\n\nRecent.\n\nExperiments\n\n958\n\nEffective\n\nin Classroom\n\nCooperation\n\nBetween\n\nProcedure—Finegan........cceceeeeeeuee\nthe\n\nMuseum\n\nand\n\nthe\n\nPublic\n\nSchouls—\n\nTRIG AEGIS ao 3'eb fhB-OO eo 8 OPLEA EEL UChr cd TROT CRO ECR CREE OT Rene eA a\nVisual Instruction Equipment and How to Use It—Hays................445\nLooking Into the Future Through Electrical Eyes—Abstract—Aster........\n\n960\n963\n966\n\nSeensiaag 3: IMMOTICTs\n\n969\n\nov.n8 de Joc\n\nDEPARTMENT\n\nhe05.0.0 ob\nOF\n\nBonds ORtIEe OBB OO A aoRia onc Aen oreetcr\n\nVOCATIONAL\n\nEDUCATION\n\nStoelcelll eiNOL CPE\nErr MPI\nee eo cae uisloicrevera e andaca + geen aiden ole o-aheo\nThe Home and Training for Citizenship—Baylor........5........5....0%\n\n972\n973\n\n"}
{"page": 18, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n14\n\nDEPARTMENT\n\nOF\n\nINSTRUCTION\n\nVISUAL\n\nPAGE\n\nThe Mental Ability of the Student as a Factor in Instruction in Agriculture\nne\n\n2)\n)\n\nIndustrial\n\nEducation\n\non\n\na\n\non tmemaniOUO OCDE 00.0. AOC\n\nre\n\nSmith-Hughes\n\nand\n\na\n\nO00. AGoOO AD\n\nNon-Smith-Hughes\n\nrte\n\n975\n\nBasis\n\nort Pe rhc vero GOs OW Ga HS LID,Ow VOODOO OONGC\nNI\nRyTy en\nChanging Conditions of Work for Women as It Affects Vocational EducaPe SoCo ooadanimood 65.cc OUdodi cc Sooo soe\neS21 ee\nGhange—B owtnait om dae. 0 02 22 ole ohele = ete miedo gvayFeRe bok ase ersten eee Peron aaa\n\n976\n979\n981\n983\n986\n988\n992\n994\n\nThe Demands of Changing Industry upon the Schools—Starkweather......\nUnit Courses from the Administrative Viewpoint—Young................-.\nProgress in Child Training and Parent Education—Richardson..........-.\nManagement Relationships to Child Development—Wood................-Unit Courses in the Senior High School—Whitcomb...........2.2.0000000:\nA Unit Course in Home Economics at Mechanic Arts High School—BumGALANT ah. Celera Raalalen ciao s aketaceoalsele Shela atic cists 8 ltlelte cranial Meh reine\n996\nHome*Economics for) Boys— Recenter tesa cia-telert> ve orel tekehe atesote etateehee = eeetete 998\nA Course in Home Management as a Required Unit in Senior High School—\n16 ON RAE\nOOO OOOO OS DUC ODO SMO CSC EO ROO OU EG COSCO OD cin Liiwoe.o 0 5 1000\nSecretary's: Minutesis ait. iat tits arote «iste eietedethete etn ors tele salt ites Dagsek skeet a eterna as 1003\n\nTHE\nHistorical:\n‘Tentative:\n\nWORLD\n\nFEDERATION\n\nOF EDUCATION\n\nASSOCIATIONS\n\nNotes i365 5 sscv eencw dis fete este) oo.cna eee nett\nProgram’ for ‘Geneval Meetings\neee\neen\n\nenn anre Lore ee ae\noe a eee\n\nASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\nAct of Incorporation,\n«.. 2.7 seca sc aves.« sirensirie the 6 CRO eva Rane\neee\nBy lawy si cctaisces s+ 3 vc ormede, atsenters obonsueye eueuicckcne WAR aeeh ge nels mace\nae\nCalendar of Mectings.\\....:\ncue sam aetantcrete cater\noe ornare ce aed\nOfficers: -for 1927-285\n3+ a+ ote, serene eee\nace\nToe eeear ee\nOthicers’ \"EOL 1928220 Fo saratore etepenere ere cre tera tchanns CIC RNE ic eRe\nCommittees for%d927228 2 acs) a nome Sete Ae\neee eee\nEee\nMinutes of the Eighth Representative Assembly...... ee aS.\nPigs ed\nMinutes of they board ore irectors mele eee eee eee\neee eee ane\nMinutes) ofethemiex ecutive ©ommitte eee a: ee ien anaes eee\nMinutes) of thes Board on <lirustees saa erie ee eee eee eee\nReport of Resolutions, Commilttee.....\n«2. «520-0 srs oe.ocsee ee\nThe. Auditors Report: cre ue.oscreneriscienn aarti crcl ee\nThe ‘Treasurerist Reports.\na. shasttk\nee\nkN\nee\nReport of the Budget Committec.4..\n1d osscc ce nee\nee\nSecretary's. Reportyicsai.sje-e\n23% Ars oh obese\new SU A ae\nList of Names Reported by Necrology Committee......................0-.\nThe BPighth Representative, Assembly teen\naoe\neen eee\nTable of Publications of the National Education Association 1927-28......\nTid ex’. 2. sesesdu-dceetabtnata he satSidi. itaaac, SUC\n\n1006\n1011\n\neee\n\n1015\n1020\n1031\n1034\n1038\n1044\n1058\n1080\n1096\n1103\n1106\n1113\n1126\n1132\n1140\n1165\n1169\n1191\n\nredomn WARS\n\n"}
{"page": 19, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 20, "printed_page": null, "text": "TM\n\nthousand\n\nin the heart of the land of ten\n\nthousand lakes was host to the 1928 summer\nmeeting of the National Education Association. The new Minneapolis auditorium took care of\nthe large crowds comfortably.\nThe educational exhibits were never finer and their position in the basement of the Auditorium brought unusually large\ncrowds of visitors.\nPresident Adair’s theme ‘‘Education for Citizenship,” was the foundation of many\ninspiring addresses from leading educators and laymen of the country.\nRegistration easily passed\n10,000.\nThere were 1152 delegates representing all\n\nthe states and territories.\n\nMany visitors took ad-\n\nvantage of the unusual vacation facilities and the\nsummer session at the University of Minnesota.\nIn addition to the various department meetings\nthe following conferences and allied groups were included in the program: American Classical League;\n\nAmerican Home Economics Association; Conference\nof Superintendents’ Advisory Committees; National\nAssociation of Visiting Teachers; National Conference on Art Education; National Conference on Student Participation in School Government; National\nCongress of Parents and Teachers; National Council\nof Administrative Women in Education; National\nCouncil of Geography Teachers; National Council of\nTeachers of English; National League of Teachers’\nAssociations; National Vocational Guidance Association; School Garden Association of America.\n\n[16]\n\n"}
{"page": 21, "printed_page": null, "text": "WELCOME\nARTHUR\n\nR. ROGERS,\n\nTO THE NATIONAL\nASSOCIATION\nPRESIDENT,\n\nASSOCIATION,\n\nMINNEAPOLIS\nMINNEAPOLIS,\n\nEDUCATION\nCIVIC\n\nAND\n\nCOMMERCE\n\nMINN.\n\nT Is with much pleasure that I extend to the delegates and guests of the\nifNational Education Association greetings on behalf of the citizens of\nMinneapolis and the organization of which I am the head. Minneapolis\nis proud and honored to be your host and to extend to you every courtesy\nthat is within our power. We hope your stay in our city will be an experience that will live long in your memory.\nCities, as well as individuals and organizations, have ideals, but the\norganization of which you are members, to my mind, stands out unique\namong all organizations for its ideals and ambitions.\n“To me the word\n“teacher” has a peculiar significance and carries with it grave responsibilities as well as satisfaction.\n\"To be a teacher means much, for our\nlife is made up of continuing educational processes and to be a teacher\nmeans, therefore, the preparation of the young, the middle-aged and older\npeople for the carrying on of their life work.\nYou take the boy and girl as soon as they can talk—you prepare them\nfor the kindergarten, the elementary school, high school, college, or university. You are responsible for teaching them not only what is found\nbetween the covers of textbooks, but that which is of even greater importance; you teach them the fundamentals of good citizenship, to love their\ncountry, to respect their government, to honor those in high places who\nconduct their offices honorably and honestly; you teach them to have\nrespect for, and to observe our laws.\nIn other words, you take the\nchildren and endeavor to make good citizens.\nYour ideals are of the\nhighest and your aims of the noblest.\nMinneapolis as a community also has ideals.\nIt is unique in the\ncharacter of its business and professional men and women, who give of\nthemselves freely and generously in carrying on any and all civic, charitable, and philanthropic projects which are beneficial to the community\nas a whole. We believe in the ideals which you endeavor to teach. You\nprepare the individuals for us; we take them and endeavor to carry\non the work which you have started. We believe in right education; we\nbelieve that our boys and girls should be educated to earn an honest\nliving, to be good citizens, to assume their responsibilities as citizens in\nthe carrying on of every good work.\nYou can see from this that our ideals are similar to those of your own\norganization and with the common bond which exists we are sure that\nIt will be our endeavor to\nyou will find in our people the ideal host.\nsend you away from here, not only satisfied with the results of your\nown convention but with your stay in our city. We want you to enjoy\neverything our city has to offer, our lakes, our parks, our art galleries\n\n[17]\n\n"}
{"page": 22, "printed_page": null, "text": "18\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nand other things of beauty, and above all we wish you to feel that our\npeople are the ideal hosts and that in leaving, you leave friends who\nare desirous that in the not distant future you may again be our guests\nas an organization and frequently our guests as individuals.\nIn closing I cannot find a better expression of the warm and cordial\nspirit of hospitality in our hearts than to quote the ancient Greek saying\ninscribed upon the building which stands at the Gateway to our city:\n‘More than her gates, the city opens her heart to you.”\n\nTHE TEACHER, THE MASTER WORKMAN\nTHEODORE CHRISTIANSON, GOVERNOR OF MINNESOTA\nI deem it a privilege as chief executive of the commonwealth to welcome to Minnesota the delegates of this convention.\nMany notable\ngatherings have honored us this season, but none more significant or more\nimportant to the state than this, representing the National Education Association.\nFor education is not only a function of the state; it is the\nmost essential and most effective means of its defense.\nIt is the surest\nguaranty of its perpetuity.\nBismarck once said that the “nation that has the schools has the future.” The Iron Chancellor knew that if Germany was going to become a great and powerful country, it must be through the intelligence of its people.\nHis dream was realized.\nA system of education\nwhich stressed efficiency, thoroughness, and loyalty, made a nation which\nwas not notable for its territory or resources, one of the most powerful in\nthe world.\nIf education was so essential to a state with autocratic institutions,\nwhat must not be its value and significance in a country whose government\nrests ultimately upon the individual citizen? If the future of a country\nwith one language and a homogeneous social structure depended on\nschools, then what of a nation which embraces all nations, speaks all\nlanguages, professes all creeds, reflects all national and racial ideals?\nAlthough it is many years since I made my first visit to old Boston, I\nremember that ‘sojourn there most distinctly. Not from choice but from\nnecessity, I ate baked beans and apple pie for breakfast.\nI lost my way\non the downtown streets, the paths where the cows of Puritan New England had lost theirs three hundred years before.\nI strolled on the\nCommon, where minute-men drilled. I saw the spot where the heroes of\nthe Boston Massacre fell. I stood with bared head at the graves of\nSamuel Adams and John Hancock and felt the spirit of the Revolution\nin my heart.\nBut the part of that Boston visit that thrilled me most was the hour I\nspent in the Old North Church, where on a Sunday morning I attended\nworship, sitting in the very pews where Revolutionary Fathers had sat a\nhundred and forty years before. As I stepped out of the church that morn-\n\ning, I engaged in conversation with a boy of ten.\n\nHe had black hair,\n\n"}
{"page": 23, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n1g\n\ndeep brown eyes, and a skin that suggested the ripe olives of his ancestral\nItaly. The boy led me through streets filled with the memories and\nmementos of the men who made America; but I found them occupied\nby a foreign people. I heard not one word of the English tongue, except\nfrom my companion.\nI learned that every Sunday afternoon in the Old\nNorth Church services were held in the Italian language.\nThe boy showed me Copps’ Hill Cemetery and pointed out the grave\nof Cotton Mather.\nHe accompanied me to the birthplace of Benjamin\nFranklin and to the home of Paul Revere.\nHe told me many incidents\n\nin the history of Massachusetts\n\nBay colony and detailed Boston’s share\n\nin the Revolution.\nI was amazed at the amount of knowledge the\nyoung man possessed, and I asked him, ‘‘My friend, where did you learn\nall this?” ‘To which he replied, “In the public schools.” Again I asked\nhim, “You are an Italian, aren’t you?”\nFor a moment there was deep\nthoughtfulness in his eyes, and then he replied, “My father was an\nItalian and my mother was an Italian, but I am an American.”\nHe did not say it to rebuke me, for in his face was not resentment,\nbut exaltation.\nI had had an opportunity to glimpse the melting pot and to catch the\n\nsecret of its alchemy. We come here from many shores. We bring with\nus different tongues, different traits and different traditions.\nWe are\ndissimilar, not only in apparel, but in ideas and ideals. But we send our\nchildren to the same schools. They learn a common language, they read\na common literature, they study the history of a common country; soon\nthey feel the thrill of one patriotism and a veneration for one flag.\nWhere has America been made? In the stress and strain of colonization and adventure?\nIn the wide spaces, where horizons stretched farthest and one could plow the longest furrows?\nIn the heat and fury of\nbattle, where men forgetting home and kin and family, lost themselves\nin sacrifice for country or a cause?\nIn the boom towns of the West,\nwhere opportunity held out beckoning hands; in the deep forests which\nyielded their trees in order that great cities might be built in the wilderness; among the oil-derricks, and in the huge pits which furnished the\nraw material for railroads and skyscrapers?\n\nUndoubtedly America has been made in mine and mill and factory,\non farms, in forests and on battlefields.\nBut these alone could not have\nmade it. For America means more than material wealth and economic\nopportunity; more than far-flung boundaries and unparalleled national\npower.\nIt means undivided loyalty to an ideal and unswerving devotion\nto a great purpose. ‘To afford a place where men and women might do\ntheir work and enjoy the fruits of it; where they might think their own\nthoughts and express them, dream their own dreams and realize them;\nwhere they might grow unhampered and unhindered to the fullness of\ntheir possibilities; where they might make the great experiment of Democracy and apply its lessons in the social, the industrial, and the intel-\n\n"}
{"page": 24, "printed_page": null, "text": "Nationa,\n\n20\n\nEpucaAtion As86crATION\n\nlectual, no less than in the political field—this was the purpose to which\nAmerica was dedicated, and which America must realize to justify the\nhigh hopes and the willing sacrificesof the Fathers.\nSo if you ask me where America was made, I will say that it was made\nwhere its principles were cherished, its ideals vivified and its purposes made\nclear. It was made where character was strengthened, loyalty deepened,\nintelligence expanded, and patriotism intensified.\nSo this morning I salute you—for America was made in the schoolroom.\nThe raw material was boys and girls, and the Master Workman was the\n‘Teacher!\n\nGREETINGS FROM THE CANADIAN TEACHERS’ FEDERATION TO THE NATIONAL EDUCATION ASSOCIATION\nE.\n\nA.\n\nHARDY,\n\nPRESIDENT,\n\nCANADIAN\n\nTEACHERS’\n\nFEDERATION,\n\nTORONTO,\n\nCANADA\n\nI appreciate more than I can tell you, the honor which is mine today of\nrepresenting the Canadian Teachers’ Federation, and of conveying in their\nname the greetings of the teachers of Canada to the teachers of the United\nStates. I am happy to bring to the senior national teachers’ organization\nin North America, organized in 1857, the greetings of the junior national\norganization, organized in 1921, both organizations representing every\nstate or province. The 20,000 Canadian teachers in the C. T. F. send\n\ngreetings to the 180,000 American teachers in the N. E. A.\n\nThe second\n\nnational unit to join the World Federation of Education Associations extends its greetings to the first national unit.\nMay I add a personal touch. The Canadian president is a classroom\nteacher in a Toronto high school.\n\nYou, Madam\n\nPresident, are a classroom\n\nteacher in a Richmond high school. As one high school teacher to another,\nI bring you my personal greetings and my personal appreciation of your\nkindnesses to me.\nSpeaking as a Canadian on July 2nd, just between our Dominion Day,\nJuly Ist, and your Independence Day, July 4, it seemed to me fitting that\nI should try to express to you, though in the briefest way, the outstanding\nfeatures of Canada and Canadian life and the relation of the Canadian\nteachers to that national life. If my claims seem to be somewhat excessive,\nplease remember that modesty is our middle name and govern your judgments accordingly.\nThere are five characteristics of Canada which I would note. First, the\nhigh standards of life, material and spiritual. Thanks to our natural resources, agricultural and mineral, rich beyond the dreams of the wildest\nimagination, and to the marvelous development of these resources, our people live in a general comfort and prosperity unequalled anywhere except in\nthe United States. On the spiritual side we have a creditable achievement\nin literature, painting, architecture, music, and science, and the power of re-\n\n"}
{"page": 25, "printed_page": null, "text": "GENERAL\n\nligion in our life is deep and vital.\n\nSESSIONS\n\n21\n\nIn her general standards of life, both\n\nmaterial and spiritual, Canada is second to no other country in the world.\nSecond, Canada is a land of democracy.\nLet me apply three severe\ntests—flexibility to the people’s will, public service, and public ownership.\nIn Canada, not only must every administration, federal and provincial, go\nto the people for election every four or five years, but they may go at any\ntime, if public opinion demands it. It is a frequent practice to dissolve\nparliament and appeal to the people, if the government so desires. ‘This is\ngovernmental flexibility of a high order. As to public service, we have\nopportunity, through out federal, provincial, and municipal bodies, for many\nthousands of our men and women to represent their fellow citizens. Possibly no other country elects a larger percentage of its citizens to public :\noffice. As to public ownership, Canada occupies a front rank. The Dominion of Canada owns and operates the greatest railway system in the\nworld, a double transcontinental line from the Atlantic to the Pacific of\nover 22,000 miles.\nThe people of the Province of Ontario own and\noperate a hydro-electric system which supplies 70 percent of the people\nof that province with electric light and power.\nMany of our municipalities own and operate public utilities—Toronto with its street car and\nbus system, claims to have no superior.\nA third Canadian characteristic is cooperation.\nOur area is so vast,\nour resources so enormous, our population so small as yet, and so scattered that we have been learning that in cooperation lies our hope of\nsuccess.\nIwo striking examples may be given.\nThe English and the\nFrench races are united in the government and the development of\nCanada with marked success.\nThe Religious Education Council of\nCanada is a nation-wide union of the great Protestant denominations, and\nthe Y. M. C. A. and Y. W. C. A. for a systematic undertaking of the\ngreat task of the religious culture of our young people. So far as I know\nthis is the only nation-wide movement of the kind in the world.\nA fourth characteristic is that of our imperial and international relationships. While we have absolute autonomy in our national, provincial\nand local affairs, an autonomy quite equal to that of the United States,\nwe are also a member of the British Empire.\nHis Majesty, George V\nis our King, quite as much as he is the King of the English. We have\nthe same right of appeal to the throne as has any Englishman.\nOur\nsense of responsibility to the British Empire is a vital factor in our life,\nattested, for example, by our enroling over half a million men in the\nGreat War.\nInternationally we are taking our place. One of our greatest Canadians was a member of the small group who made the League of Nations\nCanada has been a member of the League\nand gave it its Constitution.\n\nof Nations from the first. A Canadian has been President of the Assembly\nof the League and Canada is now admitted to the inner group, the CounIn imperial and international affairs Canada is ascil of the League.\n\n"}
{"page": 26, "printed_page": null, "text": "22.\nen\n\nNATIONAL\nrn\n\nEDUCATION\na\n\nASSOCIATION\na\n\nDIES\n\nNE\na\n\nsuming her place and her people are developing an imperial and a world\noutlook.\nAs a fifth characteristic, let me say that Canada in her strategic position geographically, politically, and economically may serve as the interFrom our\npreter of Great Britain to the United States and vice versa.\nthe\nunderstand\nto\neach\nhelp\ncan\nand\nmiddle position we understand both\nother, surely a service of high value to the world.\nThe relation of the teacher to a life of such characteristics, national,\nimperial, and international, is one of supreme importance. All that ability,\ncharacter, education, culture and professional training can do should be\ncombined with working conditions that will stimulate his highest en-deavor.\nThe quality of the Canadian teacher is maintained at a uniformly high standard by the rigid demand of all the Provincial Departments of Education,\nIt is to achieve such a type of teaching service that professional teachers’ organizations have sprung into existence in every province in Canada\nand that these provincial organizations have united into the Canadian\nTeachers’ Federation.\nIn the eight years of our existence, we have met\non the Pacific Coast and the Atlantic, as well as in the center.\nWe\nhave developed a sense of Canadian professional consciousness which has\nbeen a keen stimulus to the whole body of our teachers.\nSalaries have\nbeen raised very materially, working conditions improved and the whole\nstatus of the profession heightened.\nAlong with this professional service to its members, the Canadian\nTeachers’ Federation has developed a sense of Canadian nationhood, replacing local outlook with a national outlook, thus rendering the nation\na high service. As a member of the World Federation of Education Associations, the Canadian Teachers’ Federation has taken its share in the\ndevelopment of that great organization and was able in Toronto last\nyear to act as host to its second biennial Conference.\nCanadian teachers are realizing as never before the part they must\nplay in the making of nationhood.\nWe know that American teachers are\nplaying a magnificent part in their own national development and so this\nmorning, on behalf of the 20,000 Canadian teachers whom I have the\nhonor to represent, I bring you a message of God Speed in this great work\nthat you are so loyally undertaking in making the American republic not\nonly a mighty but a noble nation, high-minded, democratic, and Godfearing, and one of the world’s greatest factors in international peace.\n\n"}
{"page": 27, "printed_page": null, "text": "GENERAL\n\nRESPONSE\nFRANCIS\n\nG.\n\nBLAIR,\n\nSPRINGFIELD,\n\nSTATE\nILL.,\n\nTO\n\nSESSIONS\n\nGREETINGS\n\nSUPERINTENDENT\n\nFIRST\n\n23\n\nVICEPRESIDENT\n\nOF\n\nPUBLIC\n\nOF\n\nTHE\n\nINSTRUCTION,\n\nASSOCIATION\n\nIn making a response to these words of welcome and greeting, I recall\nan experience in the beautiful little city of Watseka, Illinois. The Farmers’ County Institute and the Teachers’ Institute were meeting in joint\nsession and the mayor was welcoming these two organizations.\nWhen he welcomed the farmers it was noticeable that he used those\nrather formal, stereotyped phrases of ‘““We welcome you to the public\nplaces of the city and all that the city has for you, and if you get into\ntrouble, the chief of police has been authorized to take care of you,” or\nsome such phrases as that.\nBut when’he came to speak to the teachers, there was a noticeable\nchange in his words and a new earnestness in his voice, as he said, ‘‘What\nshall I say in word of welcome to you, the teachers of this county? We\nwelcome you not only to the city of Watseka, but we welcome you, as\nthe teachers of our children, to our very homes, to our very firesides.”\nWhen the county superintendent of that county came to respond to these\nwords of welcome he said, “Mr. Mayor, on behalf of the teachers of this\ncounty, I thank you for your kindly words of welcome to the city, but\nmore particularly do I thank you for that generous extension of your\nhospitality to your homes, but, Mr. Mayor, may I make bold to say that\nif you do not want us to come into your homes, you had better not employ\nus as teachers} for as certainly as you put us into your schoolrooms, we\nare going to come into your homes whether you want us there or not.\n“You may say of Miss X whom you have employed at the school, ‘I\nwouldn’t want Miss X in my home under any circumstances.\nI wouldn’t\nhave her sitting by my fireside.\nI wouldn’t have her associating with\nmy children.\nI wouldn’t have her in contact with them, with her disagreeable ways.\nI wouldn’t have them hearing her cynical words, her\nviews of life.’\n“Mr. Mayor, if that is your view of Miss X, you had better not employ\nher as teacher, for one day, whether you invite her or not, she is going to\nwalk up your front steps. She is going to come through your door, and\nshe is going to be sitting by your fireside. She is going to be shrugging\nher shoulders in the way your children shrug theirs. She is going to\nexpress her point of view as your children express theirs.\nShe is going\nto sit at your table and spread her cynical attitudes and her ill manners,\nif she has them, in the way your children express themselves at the table.”\nI know that is a rather fanciful point of view, but I think that is substantiated in the great book Henry Esmond written by Bulwer-Lytton\nwhen he said, ‘““The relation of teacher and pupil has ever been a delicate\nWhen the pupil comes in the presence of the teacher and that fine\none.\nshuttle of thought and emotion goes back and forth, when the pupil arises\n\n"}
{"page": 28, "printed_page": null, "text": "24\n\nNationaL\n\nEpucaTion\n\nASSOCIATION\n\n*\n\neee\n\nand goes from that contact, he is what he was when he came, plus something else, and that something else is the addendum that has come from\n\nthe personality of the teacher. You can’t measure it by the yardstick\n‘Therefore I think\nbut every child is different from what he was before.’”\nteacher can look\nEvery\nright.\nsomewhat\nthe county superintendent was\nupon his pupils in after years and say, ‘““These are my other selves. “These\nare the intellectual and emotional vessels into which my life has flowed.”\nI believe, therefore, that when a city, a municipality puts a teacher in its\nschools in a way, in a very definite and particular way, they welcome that\nAnd sometimes when we meet in a great city\nteacher to their homes.\nlike Minneapolis and a great state like Minnesota and we hear these fine.\nwords of welcome extended to this great National Education Association,\nwe, without any impertinence, without any reflection in any way, would\nlike to say, ‘“We will receive your words of welcome in the light of the\nspirit in which you have received and welcomed these, our fellow workers,\nour brothers in teaching. As they have come into your city, as they have\ncome into your state, as you welcomed them, as you placed them, as you\nrecompensed them for their labor, as you have honored them in the work,\nyou welcomed the National Education Association, and no words however\nfinely spoken will mean over much in welcoming the National Education Association to any city or any state if in that city and state they have\nnot shown their earnest welcome to the National Education Association\nthrough the way in which they have treated the men and women in the\nteaching profession in such cities and in such states.”’\n. Certainly in this city and in this state where an educational system extending from border to border is thoroughly efficient in its work, here\nwhere, so far as my information goes, you have appreciated and have rewarded the teachers in their work, we are glad to receive these words of\nwelcome from you the representative of the Chamber of Commerce, from\nthe Governor of the State of Minnesota, and from this valiant old soldier\nin the cause of public education, Superintendent Emeritus Jordan of the\nschools of Minneapolis.\nTherefore, on behalf of this organization I wish to respond to these\ncordial words of greeting by saying that thus far this Association has been\nwell received in a physical way in this city of Minneapolis and everything is prophetic of a great and memorable meeting.\nI can say to our friend, Mr. Hardy, from Canada, that we appreciate\nheartily his words of kindly greeting from the teachers across the border,\nand we hope that he will carry back to those teachers the thought that\nAmerican teachers entertain for them a deep feeling of fellowship and\nthat we desire the closest and friendliest relations between our organization and the organization of teachers in the Dominion of Canada.\nNow it is my pleasure, as the presiding officer at this meeting, to perform really the most delightful part of my duty. We have had seven\nwomen presidents of the National Education Association, the first one of\n\n"}
{"page": 29, "printed_page": null, "text": "GENERAL\n\nthem chosen in 1912.\n\nSESSIONS\n\n25\n\nFrom 1856 to 1912 when we started out Samuel-\n\nlike to find a new king for our Israel, we always found some Saul somewhere in the educational pasture guarding the asses and chose him to\nguide the destinies of our educational kingdom, to be president of the National Education Association.\nFrom 1856 down to 1912 when we spoke of\npresident of the National Education Association we thought of only one\nsort of a member and that was a man, but in 1912 this Association selected\nfor its president the superintendent of one of the largest cities in America,\nMrs. Ella Flagg Young, of Chicago.\nThe next woman to be chosen (I\ndo not know about the rotation whether in the early days it was perfect or\nnot) was Mrs. Bradford, then superintendent of public instruction in the\nState of Colorado. Following that came the election of Mrs. Preston, then\nand now superintendent of public instruction in the state of Washington.\nNext this Association selected for president a woman who was superintendent of one of the largest counties in the state of Tennessee, Miss Charl\nWilliams.\nThen came the election of two women, both of them principals in large schools, one of them the largest city of the republic, and\nthe other one in the most important city in Massachusetts.\nMiss Olive\nJones was elected as the president representing the principalship of the\nlarge elementary schools, and Miss Mary McSkimmon as the principal\nof a school in Massachusetts.\nBut this year the Association has done\na most unique thing. It has chosen a classroom teacher, a teacher in a\nhigh school for its president and I am sure that those who have come to\nknow her have realized that in her selection we have a combination of\nsweetness of personality, of fineness of intelligence, of refinement of\nimagination, an all-together wonderful combination.\nIt gives me great\npleasure at this time to introduce to you our President, Miss Cornelia S.\nAdair, who will give the President’s address.\n\nPRESIDENT’S\nCORNELIA\n\nSTORRS\n\nRICHMOND,\n\nVA.,\n\nADDRESS\n\nADAIR,\n\nTEACHER,\n\nBAINBRIDGE\n\nJUNIOR\n\nAND\n\nPRESIDENT,\n\nNATIONAL\n\nEDUCATION\n\nHIGH\n\nSCHOOL,\n\nASSOCIATION,\n\n1927-28\nThe time has come to render an account of my stewardship, and, like\nthe man in the Bible, I can do so with joy and not with sorrow—for\nevery member of the Association and every circumstance have combined to\nmake my term as president a happy one.\nHow could I be aught but\nhappy, when I recall the gracious manner in which you gave me this\noffice, the charm of the lovely city of Seattle, the way in which you have\nwelcomed me into your homes, and at your meetings, the whole-hearted\ncooperation—the work of the Headquarters staff; and, to crown it all, the\nbeautiful hospitality of our hostess city, Minneapolis, whose hearty welcome has just been extended to us.\nInterpreting the work of the Association in the states—When, in Seattle,\nyou did me the honor of electing me your president, it seemed that there\n\n"}
{"page": 30, "printed_page": null, "text": "26\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nae\n\nwere two contributions that I might try to make to upbuilding our organization. ‘The first was to help the teachers of the country to become better\nacquainted with their national association—to be more familiar ‘with the\nscope of its work and its intimate connection with their everyday problems, to make each one feel that it is his, or her, association, and not a\nmere entity far away in Washington. To this end, I have accepted every\ninvitation that it was physically possible to accept to speak to interested\ngroups. Whenever no definite topic for an address was assigned, I have\nspoken of the aims of the Association—of our handsome and thoroughly\nequipped Headquarters in Washington, of what is being done there by\nI have told of the work of the Committees and of\nthe eight divisions.\nI wish that I might picture to you the way\nthe eighteen departments.\nin which this message has been received, or tell of the many special courtesies that have been shown me as the representative of our great national\nassociation. ‘This has been a wonderful year—a year full of interesting\nexperiences.\nIn Canada—Three times your president has had the pleasure of representing the National Education Association in Canada; the first occasion being an address of welcome in your name to the delegates of the\nconvention of the World Federation of Education Associations, which\nheld its biennial meeting in Toronto.\nMore than a thousand of our\nmembership availed themselves of this great opportunity to meet and\nknow educationists from other lands.\nA little later, the greetings of\nthe National Education Association were presented to the Canadian Federation of Teachers. The last occasion of an official visit to Canada was\nto represent you at the convention of the Ontario Education Association,\nwhen they presented our fellow-teacher, Mrs. Evangeline Lodge Lindbergh, with a life membership.\nPerhaps you would be interested in\nknowing the form in which this membership was presented.\nIt was in\nthe shape of a box made of Canadian silver—on each corner of the lid\nwas a maple leaf surmounted by a beaver.\nIn the center was the seal of\nOntario. ‘Within was a plate of Canadian gold, on which was engraved\nthe certificate of membership.\nCoordinating work of committees and departments—The second task\nwhich I undertook was to coordinate, as closely as possible, the work of\nthe various departments and committees of the Association.\nWhile each\ndepartment has its own field of work, nevertheless many educational interests overlap. For example:\nClassroom teachers are often rural teachers; superintendents, principals and teachers are all interested in character education.\nIt is, therefore, quite possible for the same work to be\nundertaken by one or more departments, causing a waste of time, energy,\nand money, ‘This is especially true of committee work within the groups.\nEarly in the fall, letters were sent to the presidents of the various departments, asking that each outline the work of his or her particular\ngroup for this year. “These reports were carefully studied.\nA meeting\n\n"}
{"page": 31, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n27\n\nof the officers of departments and committee chairmen was called in Boston in order that these persons might know each other and become familiar with the objectives of every group. ‘Those present were so much\npleased with the idea of a closer integration of the work of the Association that they decided to make these unofficial gatherings a regular feature of convention procedure.\nA program has been prepared for this\nmeeting and much good to the organization will doubtless result.\nCommittee work—Your president and secretary have kept in close\ntouch with the various committees.\nArrangements have been made for\nreports to be given both to the board of directors and to the delegate\nbody. Let me urge that you study the official pamphlets in the envelope\ngiven you when you register—thus you will be prepared to evaluate and\nact upon these reports.\nInformational material sent out—lIt is impossible for me, as president,\nto give you any idea of the hundred of thousands of pieces of mail that\nhave gone out from Headquarters this year.\nEvery effort has been\nmade to give to our officers, committee chairmen, and members all the\ninformation that they should have in regard to the work of the Association. Inquiries for additional knowledge, to supplement the material sent\nout, have been gratifying in that they have revealed the growing interest\nin education throughout the country.\nComplete agenda have been sent to the Directors before their meetings,\nboth here and in Boston.\nFor the first time, adequate material in regard to committee reports,\nand the completed program, have been sent to state and local association\nsecretaries prior to the Convention.\nLay support of education—One of the interesting features of the work\n\nhas been a more complete realization of the number of groups who stand\nready and willing to help the educators of the country in their work\nfor the schools.\nFrequent invitations have been received to address both\nmen’s and women’s clubs of every kind and description—social, civic, and\nbusiness—local, state, national, and international.\nEvery one of these\ngroups has an educational committee.\nYou have only to think of the\nwork for crippled children done by the Shriners and Rotarians, the health\nwork and provisions for the wiser use of leisure time fostered by the\nKiwanians and Civitans, the emphasis placed on vocational educational\n\nguidance by the Altrusa and Quota Clubs, the slogan of the National Federation of Business and Professional Women’s Clubs “At\nleast a high-school education for every business woman,” the highly significant work of the Parent-Teacher Associations, and so on through the\ncivic, semi-civic, and social clubs. Bulletins have come from many kinds\nof organizations, setting forth their interest in the field of education.\nWhat an army to call to our aid in interpreting to the public the work\nof the schools?\n\n"}
{"page": 32, "printed_page": null, "text": "~ NationaL EpucaTion\n28\na\n\nASSsOocIATION\n\nRemoval of illiteracy—In 1914 the National Education Association\nwas the first group to sound the challenge to the states for the removal\nof illiteracy. Two years ago the Chamber of Commerce of the United\nIt conStates published a bulletin called ‘Four Years of Opportunity.”\ntained a discussion of the illiteracy problem in the United States and\nurged each state to endeavor to reduce the number of its illiterates before\nMuch of the material in this bulletin was gleaned\nthe 1930 census.\nIt hardly seems\nour own Illiteracy Commission.\nof\nreports\nfrom the\npossible that we could have so long remained inactive in the face of the\nimmense financial, social, and spiritual losses we were suffering in this\ncountry through the illiteracy of our people.\nIn every state there are\n\nliterally thousands of native-born illiterates—both white and colored.\nThe “Four Years of Opportunity” have dwindled to two years of opportunity.\nPlease let me urge each one of you to go back to your state\ndetermined to do all within your power to remove from America the\nstigma of five million illiterates.\nHomes for retired teachers—Last summer, just after the Seattle Convention, we received an offer of a thousand acres of land and a hundred\nthousand dollars in money for the establishment of a national teachers’\nhome.\n‘This offer, which has since been duplicated, brought us to the\nrealization that many questions must be answered before we could actually\nestablish homes for teachers.\nHow many teachers would want to go to\na home? Would one large national home be better—or several regional\nhomes? Perhaps state homes would be best. In any case, how would the\napplicants be selected?\nWhere could the money be secured?\nPlans\nhave been made for collecting and tabulating all this information.\nSoon\nwe shall be able to speak with authority as to desirability, location, types,\nand costs of homes for retired teachers.\nResearch—This is a day of research.\nEvery business of any size has\nsuch a department. Our own Research Division has grown immensely in\nscope and influence in the five years it has been in existence.\nBecause of\nthe wide-spread desire for definite information, and because of the lack\nof sufficient data as to what has been and is being done, the executive\ncommittee has recommended that we set up within our Research Division\na plan for the coordination of educational research. This will necessitate\n\nthe employment of an additional research assistant and the extension\nof our present contacts with the Bureau of Education, the universities and\nother agencies. We hope, for example, to secure the interest and cooperation of specialists in different phases of educational research who will list\nand evaluate current material. Periodic, annotated bibliographies will be\npublished and much duplication of effort and expense will be eliminated.\nThus we will help to carry on until the passage of our Bill for the establishment of the Federal Department of Education.\nThe Education Bill—Much has been accomplished in the past year in\nextending the knowledge of the Education Bill. With this knowledge\n\n"}
{"page": 33, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n29\n\nhas come increased support for the measure.\nThe hearing before the\nHouse Committee on Education in Washington last April was most encouraging.\nWhen all educators are informed and working for the\nbill—then, and only then, will we have a Department of Education with a\nSecretary in the President’s Cabinet. “This is as it should be.\nBiased propaganda—There is but one constitutional justification for\nexpending the tax funds of the people upon the public schools.\nIt is to\n\ninsure the general welfare by increasing the common knowledge and\ncommon ability to think accurately and straight. ‘The public schools of\n\nthe United States are attended by more than twenty million Americans\nat the most impressive periods of their lives. The slant of their thinking\nwill determine the public policy of tomorrow.\nFor this reason, the utmost care must be taken to avoid the introduction into the public schools\nof propaganda of a kind that will bias their future judgments.\nCollege faculties and the National Education Association—The statement that members of college faculties are individualists interested in\nnothing outside of their own fields has been frequently made.\nIt has\nalso been said that they are not interested in the National Education\nAssociation.\nOur efficient secretary has in his office literally hundreds\nof letters that would disprove both of these statements. As a result of the\nresolution in regard to tenure of office and salaries of college teachers a\nnew cooperative relationship has been established with colleges and universities. ‘The outlook in this direction is most favorable.\nExchange of credits and certificates—Due to the shift in industry from\none section to another, and other causes, there has been an apparent oversupply of trained teachers in some states and a deficit in others. ‘This\nnecessitates provision for an exchange of professional certificates. A special committee, under the chairmanship of E. C. Doudna, Secretary of the\nBoard of Regents of the State of Wisconsin, is in charge of this work.\nLater in the week you will hear a report from this committee.\nRelation between higher standards of training for teachers, and salaries—The progress made in raising the standard of training for teachers\nis astonishing, but, with a few exceptions, salaries have not increased in\nan equal proportion.\nUnless the public can be made to appreciate the\ndirect relation between better teachers and better salaries, these welltrained young people will be forced to go into other lines of work.\nYour committee on the economic status of teachers, of which B. R.\nBuckingham is chairman, is studying this question in all of its phases. We\nmay confidently expect to hear, in a year or two, an authoritative statement on the subjects of supply and demand, equalization of salaries for\nrural teachers, and kindred topics.\nCooperation with other organizations—The National Education Association has cooperated in every way possible with other educational\n\ngroups. Representatives have gone to many conventions. ‘The relations\nbetween the National Education Association and the Bureau of Educa-\n\n"}
{"page": 34, "printed_page": null, "text": "30\n\nNationaL\n\nEpucaTion\n\nAssociIATION\n\ntion have been most friendly and: helpful., You will be called upon later\nin this week to’ authorize the continued: support: by your officers and Head-\n\nquarters\n\nstaff of a movement\n\nfor an increased\n\nappropriation\n\nfor the\n\nBureau.\n\nThe National Association of Teachers in Colored Schools—Six years:\nago, in Boston, the National Education Association Committee on Preblems in’ Colored Schools was organized. Because of an unfortunate choree:\nIt seemed\nof title, this Committee has been unable to accomplish much.\nWe now have a\nexpedient, therefore, to adopt a plan’ of reorganization.\nCommittee on Cooperation Between the National Education Association\nand the National Association of Teachers: in: Colored Schools. The membership of this Committee is composed of representatives of both organizations. Their president, W. J. Hale, will bring to us here the greetings: of\nthe National Association of Teachers in Colored Schools, and we will send\na representative to their Convention in Charleston, W. Va.\nIt is the opinion of your president and the Executive Committee that\nmore can be accomplished by cooperation with this group tham by a special\ncommittee of the National Education Association.\nDegree requirements for mature teachers—The question has been raised,\nbut little actually accomplished, on the subject of requirements for: Bachelors Degrees for mature teacher-students.\nPerhaps next year something:\nwill eventuate from this year’s work. It is indeed distressing to’ see a social.\nscience or history teacher spending her precious Sabbatical leave studying:\nGreek, French and mathematics.\nNot that the study of Greek, Frenchi\ner mathematics is unimportant, but the whole matter seems a question\nof objectives.\nPublicity—The National Education Association has had an unusual\namount of favorable publicity in the past year.\n‘This has been due: to\nseveral causes: the employment at Headquarters of an exceptionally\n\ngood publicity man, who has established contacts with the various press\nassociations; the cooperation of the official organsof state and local educational associations—as well as other educational journals; the stand that\nthe National Education Association has taken on several matters of importance and the addresses of the officials in various places. In other words,\nthe affairs of the National Education Association have had news value.\nObjectives of the National Education A ssociation—Seventy years ago the\nNational Education Aésociation was organized ‘‘to elevate the character and\nadvance the interest of the profession of teaching and to promote the cause\nof education in the United States.’\nAs has been stated, this movement\nhad two closely allied objectives. One has sought to create the ‘tools of\ngood teaching—courses of study incorporating subjectmatter and activities\nsuited to the needs of all children, teaching technics based upon experience\nand scientific experiment. The other has endeavored to recruit the teach-\n\ning profession from the intellectually elite among the young people of the\n\nnation and to secure social and economic recognition for teachers com-\n\n"}
{"page": 35, "printed_page": null, "text": "‘co\n\nGENERAL\n\nSESSIONS\n\n31\n\nparable to that accorded to the members of other professions that demand,\nthe equivalent in character, training and responsibility.\nThe attainment of these objectives calls for leadership of the highest\nquality, unselfish, persevering, idealistic—leadership worthy of the descendents of pioneers.\nSome accomplishments—What are some of the things that have been\naccomplished?\nBetween the years 1917 and 1927 our high-school enrolment has increased from 1,600,000 to 4,000,000; teacher attendance at\nsummer schools has increased from 40,000 to 250,000.\nThere are now\nfour times as many teachers colleges authorized to grant degrees as there\n\nwere in 1917 (25-100).\n\nThe number of consolidated schools has increased\n\nfrom 8000 to 16,000. Curriculum research has been fundamental and farreaching. ‘Twenty-six states, as opposed to 4 or 5—now have sound retirement laws and the teachers of 13 states have some form of tenure law. The\nvalue of school property has increased from $2,000,000,000 to $4,800,000,000; and the average salary of teachers has increased from $600 to $1300\na year.\nFinance—The National Education Association is now a million dollar\ncorporation. To be absolutely accurate, our June Ist report shows that on\nthat date our income and assets totaled one million, nineteen thousand, three\nhundred and ninety-seven dollars. Our membership (181,350) and our\ncash balance of June Ist ($88,311) are the largest we have ever had. Life\nmemberships are increasing rapidly (1748). With a few insignificant exceptions, our divisions at Headquarters have lived within their budgets.\nA large part of this gain is due to the efficient work of our secretary, Mr.\nCrabtree, and of his able corps of assistants.\nGrowth in membership—The growth in membership of the National\nEducation Association from 10,104 in 1918 to 181,350 in 1928 is amazing,\nbut the growth of the state associations from 200,000 in 1917 to more\nthan 600,000 in 1927 presents an astounding figure. Several state associations and many local organizations count within their membership 100\npercent of the teachers in the given area.\nWe have more 100 percent\nschools in the National Education Association today than we had members ten years ago.\nWork of state secretaries and directors—Too much cannot be said in\ncommendation of the efficient work of the state secretaries and of our state\ndirectors. They are our field agents in education.\nThe end is not yet—While much has been accomplished, much more remains to be done.\nOf the 900,000 persons engaged in educational work\nin America, only 181,358 (about 20 percent) are members of the National\n\nEducation Association.\n\nA tabulation in the Report of the Secretary indi-\n\ncates that while our percentage of possible membership now equals that\nof the American Bar Association, the American Medical Association with\nits 61 percent of possible membership is still in the lead. We are far\nWe do\nfrom our goal of a united profession at work on its problems.\n\n"}
{"page": 36, "printed_page": null, "text": "32\n\nNATIONAL\n\nee\n\nEDUCATION\n\nASSOCIATION\n\nerrr\n\nas\n\nnot yet realize our potential strength for progressive and constructive\neducational legislation.\nThe convention program—For the past year, I Haus traveled to and fro\nand up and down this vast country of ours. I have visited historic Jamestown. I have stood at sunset on Burial Hill. I have knelt in spirit before\nthe defenders of the stockade at Harrodsburg. I have traveled the Oregon\nand the Santa Fe Trails. In my heart there has grown up a deeper respect\nand reverence for those, our pioneer ancestors, whose courage and steadfastness have given us this wonderful heritage.\nI have visited schools—big schools and little schools, one room schools\nand schools whose magnificent masonry and many chambered walls would\nput to shame an ancient palace.\nEverywhere, I have seen teachers at their work training the children of\nAmerica—helping them to establish within themselves those cardinal virtues that marked our founders. So it was inevitable that the Convention\ntopic this year should be Education for Citizenship.\nThe program has been carefully built. Each speaker has his contribution\nto make.\nIt is my hope that all of us will go away from this meeting\nwith a deeper conviction and a wider vision of the part that we, as teachers,\nmay play in the building of a greater America.\nThe challenge of the National Education Association—Perhaps the\n\ngreatest service that our National Association is rendering is helping local\nand state associations in developing within us teachers a finer professional\nspirit—a larger vision of the place of education in the social, civic, and\n\neconomic life of our communities. It challenges us to further professional\nstudy that we may better fit ourselves for our daily tasks, to painstaking\nexperimentation that we may improve our methods of teaching; to scientific study of child life that we may better understand the abilities, interests,\nambitions, and accomplishments of each individual pupil. Our National\nEducation Association challenges us to live life on a high plane—to live\nit abundantly in order that we may interpret it more accurately to the\ndeveloping boys and girls with whom we work. Our National Education\nAssociation inspires us with new courage because of the cooperative effort\nof its 181,358 members.\nIt binds the teachers of the nation together\nin one great professional organization, with a common understanding, common ideals, and one common purpose—namely, service to the children of\nAmerica.\nThe teachers’ opportunity—The opportunity for service yet before our\nAssociation is greater than you and I even dream. Yet we need not be\ndisheartened by the size of our task, for—\n“We believe that the education of youth is the finest of the fine arts and\nthat our task as interpreter of life to youth is a great trust placed in us.\nWe believe in the aspirations and the enthusiams of youth. We believe in\n\nthe power of example.\n\nWe believe in cooperation with all humanizing\n\n"}
{"page": 37, "printed_page": null, "text": "e\nGENERAL\n\nSESSIONS\n\n33\n\nagencies. We believe in patience and perseverance and faith in the final\noutcome of education\n‘and of life.”\nIt has been said that a task without a vision is drudgery—a vision without a task is a dream—but a task and a vision is joy unspeakable. ‘The\nteachers of America have a great task but they have also a vision of the\nresult of that task rightly performed upon the future of America and of the\nworld.\n\nHENRY FORD’S THEORY OF WORK AND\nOF THE INDIVIDUAL WHO FINDS\nSAMUEL\n\nCROWTHER,\n\nBAYSIDE,\n\nLONG\n\nTHE HAPPINESS\nHIS WORK\n\nISLAND,\n\nN.\n\nY.\n\nYour president has asked me to speak on Henry Ford’s philosophy of\nwork and its relation to education. But since Mr. Ford, as I see him, is\nprimarily a philosopher and is engaged wholly in education, although he\nmay seem to be engaged in the making of various kinds of machines, I\nshall have to limit my subject to just one direct experiment in education\nin which he is engaged, that is to say the Henry Ford Trade School.\nThis is rather misnamed.\nIt is not a trade school in the usual limiting\nsense of that phrase but has developed into a new method of education, and\nit is as a method of education and not as an isolated example of a school\nthat I want to draw your attention to it.\nThis requires some clearing of the ground to discover what it is we\nare reallying talking about. One may ask whether the modern trend is\ntoward educating for life or educating away from life. But before that\nquestion can be answered, it must be known what life is, and I have yet\nto discover anyone who knows what it is, although there are many who\npretend to know.\nThe tradition of education is to fit the pupil for an eventual entry into\none of the learned professions.\nBy a curious turn of the wheel we do\nnot today consider any of the old learned professions as really learned.\nProbably they never were.\nThe reaction to the traditional education, which I think had many advantages, is a curious messing about with a great number of what I believe\nare called bread-and-butter subjects, none of which, under the circumstances\nusually obtaining, can really be taught and few of which are worth teaching.\nOn the whole, however, I think it can be said that formal education\nhas as its end the wearing of the white collar. That was quite all right\nyesterday, for then the white collar was the badge of respectability, and\ncertainly no fault can be found with the desire to be respectable.\nBut\nrespectability is a curious thing and in this country depends largely upon\nthe amount of one’s earnings. Our attitude in this respect is most fortunate, for it has permitted us to avoid the withering blight of hereditary\n\nclasses.\n\n—\n\nToday the skilled mechanic is paid more than the skilled office man or\nsalesman, and the really desirable sort of white collar which carries with\n\n"}
{"page": 38, "printed_page": null, "text": "34\n\nNaTIONAL\n\nEDUCATION\n\nAssociaTION\n\nere\noe\n\nit a large income is more often gained by way of the shop than by way of\nthe office. This is the day of the skilled mechanic‘and he is thoroughly\nrespectable, both because he is well paid and because his position demands\n\na high degree of skill and intelligence.\n\nYou will recall thatsa few years ago the prophets were declaring that\nthe coming of automatic machinery would create a race of robots, and |\nrecall that one Russian wrote a play on the subject. ‘The Russians, of\ncourse, are always the first to be wrong on any social subject, largely\nbecause they talk a great deal and rarely know what they are talking\nabout. Those, however, are only the ordinary qualifications of the prophet.\nActually it has come about that the automatic machine has created a\nsmall demand for the thoroughly stupid workman to tend the machines\nand a large demand for the intelligent workman, both to keep the machines\nFor instance, when a\nin order and to look after their intricate products.\nstore sells a broom or a washtub that is the end of it, but when it sells a\nvacuum cleaner or an electrical washing machine, then trained men must\nbe available for their repair. “There is no comparison between the degree\nof skill today required in an automobile repair shop and the degree of\nskill that used to be needed to mend a carriage.\nThe plain fact is that today the need for the skilled mechanic is far\ngreater than the supply and if we have a breakdown in our prosperity’ it\nwill be due to a lack of skilled mechanics rather than to a lack of purchasing power.\nWe cannot get skilled mechanics merely by hand training. ‘There must\nbe a fundamental training of the mind. ‘The old apprentice system has\npassed because it has ceased to be useful. ‘Taking a youngster and putting\nhim to work will not in most cases provide the type of man which we now\nneed. ‘That is one side of the question.\n’\nAnother side has to do with the great expense of our present system\nof public instruction. There is first of all the direct out-of-pocket. expense\nas borne by the taxpayer. This is not serious if the ends of education are\nachieved. It is extremely serious if they are not achieved.\nBut.of.much\ngreater moment is the expense which shows on no books and which consists of the economic loss to society of keeping boys and girls at school\nwhen they might just as well be adding to the wealth of society. That\nloss cannot be measured but it can be put up with.\nThe loss which we should not consent to put up.with is that of boys\n\nand girls who must leave school because the folks at home need their earn-\n\nings or, perhaps, if they do not actually need their earnings, cannot afford\nto feed and clothe them while they do not produce. There is an enormous\n\neconomic loss in the thousands of young people who each year are forced\nout into the world and into the dead-end jobs that alone are open to the\nuntrained beginner. For these no law can provide. In equally bad case is\nthe determined youngster who tries to earn money out of school hours in\norder to stay in school, for he can turn only to menial tasks which do\n\n"}
{"page": 39, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n35\n\nnothing at all toward his development.\nIt is shocking to see a schoolboy\nrunning errands when, as I shall presently demonstrate, the needs of that\nboy, and indeed of his family, might be met out of the revenues of what he\ncould produce in schools hours.\nOn these points Mr. Ford has said:\n“We are in favor of what might be called utilitarian education, although\nnot at all in favor of what passes for utilitarian education. We believe\nthat first of all a man should be able to earn his own living, and that any\neducation which does not so fit him is useless.\nSecond, we believe that\ntrue education will turn a man’s mind toward work and not away from it\nand will enable him to think, and thus to earn a better living not only\nfor himself but also for those about him.\nWhat often passes for a\nutilitarian education is only a scrappy training in a great number of\nwholly useless odds and ends.\n“I am not in sympathy with the trade school as it is commonly organized—the boys get only a smattering of knowledge and they do not\nlearn how to use that knowledge.\nThe trade school should not be a\ncross between a technical college and a school; it should be a means of\nteaching boys to be productive!\nIf they are put at useless tasks—at\nmaking articles and then throwing them away—they cannot have the\ninterest or acquire the knowledge which is their right.\n“When the boy thus enters life untrained, he but adds to the supply\nof incompetent labor. Modern industry requires a degree of ability and\nskill which neither early quitting of school nor long continuance at school\nprovides.\nIt is true that, in order to retain the interest of the boy and\ntrain him in handicraft, manual training departments have been introduced in the more progressive school systems, but even these are confessedly makeshifts because they only cater to, without satisfying, the\n\nnormal boy’s creative instincts.”\n\"The\n\nHenry Ford Trade School was organized twelve years ago in an\n\neffort to find a solution for some of the problems that I have sketched.\nIt began with six boys and one instructor.\ndted boys and one hundred fifty instructors.\n\nIt now has twenty-three hunAbout six thousand boys have\ntaken the course, and the greatest present problem of the school has to do\n‘with admissions, for the waiting list runs above ten thousand and when\nT'was last there applications were coming in at the rate of around five\nhundred a day. The school is constantly being enlarged but you will\nrecognize that no institution could expand at the rate which the applications for admission demand.\nThis school, I may say right here, is not a mill for training mechanics\n‘The graduates may have jobs in the\nfor the Ford Motor Company.\ncompany ‘if they want them, but they are under no obligation to take\nthem. ‘The school is a separately incorporated institution for which Mr.\nFord has personally put up all the funds. It has certain connections with\n\nthe company which I shall explain.\n\nOn the other hand, it is in no sense\n\n"}
{"page": 40, "printed_page": null, "text": "36\n\nTe\n\nNaTIONAL\n\na\n\nEpucaTION\ni\n\nASSOCIATION\nSE\n\nESS\n\na charitable institution and it is, disregarding the single item of interest\non the investment, absolutely selfsupporting.\nAnd it is not usual in\neducational institutions to reckon with the interest on the investment.\nThe school is open to such boys as may be accepted between the ages of\ntwelve and eighteen, and to quote Mr. Ford again:\nFrom the beginning we have held to three cardinal principles: First, that the\nboy was to be kept a boy and not changed into a premature workingman; second,\nthat the academic training was to go hand in hand with the industrial instruction;\nthird, that the boy was to be given a sense of pride and responsibility in his work\nby being trained on articles which were to be used. He works on objects of recognized industrial worth.\n\nThis school differs from all other schools in that every boy has a scholarship which pays him more than he could probably earn outside.\nUpon\nentering, a boy receives a scholarship amounting to $7.20 a week.\nHe\nreceives a hot luncheon each day, and in addition to the scholarship and in\norder to develop the habit of thrift he receives $2.00 a month which he\nmust deposit in some bank and keep it there as long as he stays in school.\nThere are, however, no strings on this money.\n‘The scholarship is paid\ntwice a month, while the thrift account is the boy’s own, with the single\ncondition that if he draws on it he has to leave school.\nThe scholarship payments are gradually increased according to the boy’s\nmarks, and any boy doing reasonably well should be drawing $18.00 a\nweek by the time he is seventeen years old. ‘Taking into account the\nscholarship, the luncheons, and the thrift payments, the minimum rate at\n\nthis school is $450 a year and the maximum rate is $1020. These sums\nlook like tuition fees at a private school but they are payments to the boy\nand not by him. ‘These sums are actually earned by the boys through their\nwork.\nThe school has the ordinary equipment of classrooms and the curriculum\nembraces English, civics, geography, a great deal of mathematics, including trigonometry, and also much more than the usual amount of chemistry\nand physics. In addition there is a thorough training in mechanical drawing, auto mechanics and metallurgy.\nIt is difficult to compare the curriculum with that of the ordinary school, but I should say that in a general\nway a graduate is ready\nto enter college if he takes some history and a\nmodern language on the outside, and that many do. But the scholastic side\nis not shaped toward entering college but toward entering life, and in many\nsubjects the graduate will be ahead of a man who has taken an engineering\ndegree.\nBut it is in the teaching that the greatest divergences from ordinary\npractice come, for nothing whatsoever is abstract. Chemistry and physics\nmean the analysis of definite automobile parts; geography is where the\nmaterials come from and the finished articles go to. The Ford interests\nare so vast that the practical application of every single subject may be\nmade and thus the boy knows that he is being taught useful things and not\njust subjects that the teachers have contrived for his annoyance.\n\n"}
{"page": 41, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n37\n\nIn the academic division the pupil spends one week and then he goes\ninto the school shops for two weeks, and so on. It has been found that it\ndoes not pay to split the day or the week between the classroom and the\nshop, both on account of clothing and on account of mental attitude.\n\nThe\n\nschool insists on thorough work, and it has been learned that breaking\nthe day also breaks the work. The boy has to be either in the classroom\nor in the shop. He cannot have a foot in each. He cannot play at being\nat school or play at being at work.\nThe climax of the school is the shop. ‘That is its reason for being and\nthe phase to which I desire to draw your attention. It is a big shop nearly\n1800 feet long by 70 feet wide, and it has in it the most modern of machinery so arranged in departments that when a boy has finished he will\nknow how to handle any sort of work. And on these machines the boys\ndo practical work designed to be sold to the Ford Motor Company.\nIn the whole history of the school there has been exactly one practice piece.\nEach piece of work is done on a regular order and the Ford Company\nbuys the work after a most rigid inspection on the basis of what it would\ncost to do the same work in the regular shops with skilled workmen.\n‘The\nbeginner gets a task which requires only application and gradually advances to tasks requiring application, skill and knowledge.\nIt is remarkable that, although at times the school has run as much as 60 percent\nabove the time estimated for a skilled worker, the average now is only\nabout 18 percent and the spoilage only about 4 percent.\n‘The average\nannual production is about $1000 per student and this pays the scholarships and keeps the school running. On the other hand, the Ford Company gets its work done as cheaply and as well as it could in its own shops.\nThe school was begun in order to give the underprivileged youth a chance,\nand today more than two-thirds of the boys are so situated that were they\nnot in this school they would have to be out at work.\nI could tell you\nmany stories of them but time will not permit. I can only say that quite\na number have gone on to take engineering courses in the colleges, others\nare showing their heads above the crowd in various industrial institutions,\nand none, so far as is known, is not able amply to support himself.\nYou may say that this school is possible only because of the Ford industries. That is true.\nBut another school would be possible as an adjunct\nto any large industry and the principle is of still broader application.\nYou\nmay\n\nknow\n\nwhere\n\neducation\n\nought\n\nto stop\n\nand\n\nwork\n\nbegin.\n\nI do not.\n\nThey would seem properly to run together through life.\nOr again you may object that the education as outlined is not broad\nenough for the more fortunate boy who does not need money.\nThat may\nbe true.\nI do not pretend to know because I have long since given up\ntrying to discover the exact composition of a well-rounded education.\nBut I do know that economic freedom is a prerequisite to sound culture\nand also that there is a distinction between knowledge and wisdom.\n\n"}
{"page": 42, "printed_page": null, "text": "NaTIONAL\n\n38\n\nAND\n\nCITIZENSHIP\nFLORENCE\n\nM.\n\nHALE,\n\nEpucATION\n\nSTATE\n\nAGENT\n\nASSOCIATION\n\nRURAL\n\nEDUCATION\n\nFOR RURAL\n\nEDUCATION,\n\nAUGUSTA,\n\nMAINE\n\nAs I sit on this platform and see my brethren having to labor to talk\nthrough this mechanical device, situated so far away from you that not\neven the magnetism of a friendly look can compel you to listen and make\nyou glad, I am thinking of an experience I had in a state that perhaps is\nnot the most courteous state in this union but comes pretty near being\nin that class.\nI was speaking in the state of Delaware, at Dover, at an hour that\nwaxed late, in a hall that was of such very large proportions that in the\nrear of the room it was hard to hear the words of the lady or gentleman\nwho must speak from the stage. So when it came my turn, considerably\nafter the noon hour, I was very much alarmed.\nI thought one by one\nthe audience would all go out and I would be left alone, and what sadder\nfate for a woman than to have no listening ear?\nBut so polite were those good teachers of Delaware that even at that\nhour not one went out, not one whispered, not one showed anything but\nthe keenest desire to cooperate with the people who must speak to them\n\nat that hour.\n\n.\n\nHowever, that experience had results that I would not wish duplicated\ntonight, because when I arrived home and found myself on the program\nin my own state (which I feared would be less courteous) at the same\nhour, I told this story of the wonderful Delaware teachers, thinking that\neverybody would surely sit still with such an example before them, and\nsure enough they did, but in the afternoon a very distressed looking lady\nrushed up to me and exclaimed, ‘Never say anything to an audience to\nkeep them in their seats again. You know I just slipped in for a few\nminutes to the convention this morning and I left my dinner on the\nstove, and after you said that about the Delaware teachers, I wouldn’t\nhave gone out for anything.\nSo when I got home the dinner was all\nburned up and my husband said, when I explained, ‘“That’s what comes\nof having those old maid educators going around over the country keeping good housekeepers in their seats when they ought to be home tending to\ntheir dinners.”\nSo tonight if there is anybody here that is lucky enough to have a husband at home waiting for some such thing, then, good sister, depart in\npeace, thou fortunate one, but if no such joy awaits you, it certainly would\nhelp me and the others on this occasion if you could emulate the example\nof those wonderful teachers from Delaware, many of whom will be here\nto do the same fine thing tonight, I am sure.\nIt is certainly fitting that on July 2, 1928, at the close of two great\npolitical conventions, the great National Education Association should\nplace on the program of its opening night the subject of rural education\n\n"}
{"page": 43, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n39\n\nand civilization.\nIf we are to believe what we have heard over the radio\nfrom Kansas City and Houston, the end of all difficulties for us rural educators is in sight. Did we not hear that the greatest concern of both\nparties would be in the near future to relieve us from the burdens of taxation and from those entangling alliances that have made life a hard and\nrisky thing for the agriculturists in this good land?\nWe who teach in rural schools and who supervisé know that when all\nis said on these platforms, the final solution of the rural school problem\nmust depend largely upon the economic solution.\n‘Take consolidation for\nexample.\nI suppose every one in this room realizes that the only real solution for giving the country child an equal chance with that of the city\nchild is to do away as far as possible with the many small, barren rural\nschools, and have instead the fine, large centralized school where increased\nnumbers will indeed teach children to live with others and become good\ncitizens, and where teachers and equipment may be equal to those found\nin the town and city schools.\nI want to tell you that the reason that farmers sometimes are called\nstubborn, sometimes are called ignorant, is because they sometimes seem\nnot to grasp new ideas, like consolidation, for example, but knowing the\ncountry people, being one of them myself, I will tell you that there is no\nclass of people in the world who want better things for their children than\ndo the American farmers.\n‘There is no class of people in this world who\nbetter know what fine things are and who are keener and more alert to\nhave them than the American farmers.\nWhen the American farmer seems sometimes to hesitate and we impatiently say that he is stubborn and that he can’t see the light, it is many\ntimes because of the burden of expense.\nWhen he says the distance is\ntoo far, that the rural community will lose local control, in his heart none\nof those fears really exist to any great extent.\nSuch objections are more\nor less a sort of smoke screen.\nIt is because he knows the centralized\nschool means far more money oftentimes and he feels that he already is\nlaboring under the burden of all the taxation that he feels able to assume.\nIf you will read the last number of New Republic you will see how\nDavid Starr Jordan sounds the note of all this thing when he says, in\nsubstance, ‘‘Do not be deceived and think because you hear less complaint\nthan of yore by the farmer that he considers all his farm problems solved.\n\nInstead read of the increasing number of unskilled men\n\nwho swell the\n\nranks of the unemployed in the cities and the exodus of what should be\nthe best life of the country to the cities where there is no place for them.”\nLadies and gentlemen, if it indeed be true that soon one party or the\nother shall solve the farmer’s problem so that he shall not labor under\nexcessive taxation, so that he shall have an adequate market for his products, so that he shall have less tariff instead of diminishing returns, we\nshall then be able to begin to put over our program in rural education,\nand not until that day will the farmer encoufage and support our program\n\n"}
{"page": 44, "printed_page": null, "text": "NATIONAL EDUCATION\n40\neS\n\nASSOCIATION\nSee\n\neven though in his heart I believe in many instances he really wants it for\nhis children.\nIn speaking with a gentleman today on this topic he said, “It all seems\nrather hopeless and not to be accomplished for a long time.”\nIt could be solved immediately if we\nI say the task is not hopeless.\nhad the right spirit and understanding in the urban places toward rural\n‘The trouble is that too often when men talk in such a chariteducation.\nable tone on a public platform like this, or when they wish to get votes,\nin their hearts they have not actually the love or understanding of rural\nNot until the entire public understands that it is dependent\npeople.\nfor its very life on keeping the best class of citizenship in the rural schools\nand homes, shall we have the keen minds of this country brought to the\nsolution of this problem.\nWhen the public once does fully realize the\nsituation and have the right spirit, the way will be easy enough to find.\nIn my own state the United States senator in one of our rural counties\nin northern Maine made a great plea, in fact introduced a bill for tariff\nprotection on potatoes hoping thereby to help the farmers of this particular\nproduct in our state.\nOur state, a rural state of course, has some manufacturing cities. In\nthe city of Lewiston at once a cry went up, “We won’t vote for him\nagain because we have got to pay more for potatoes.\nWhat do we care\nabout the farmers?\nWe have pleanty here and we want to keep our prices\ndown on our crops, we people who work in the mills and in the factories.”\nHow shortsighted!\nAbout that same time+I was in a store in the city\nto buy a certain article that had been quite expensive and I found it much\ncheaper than I supposed it would be. Knowing there are no bargains in\nlife, I wondered what the “nigger in the woodpile” might be and why\nthat article was so much cheaper, and I inquired of the clerk.\nShe said, “You know the crops last year were very poor and at this\ntime of the year we usually have a great many of those people from up\nthere in the farming country who come down to buy things from our city\nstores, but since the crops were not successful, they didn’t have any money\nto spend and they stayed at home.\nWe stocked up expecting this large\ncrowd of customers that we usually have, and so we are going to be bad\noff- -We are going to lose money because we haven’t any market.”\nDon’t you see that the city people are killing the goose that lays the\ngolden egg when they do not realize that the stability of the country\ndepends upon keeping a satisfied and a fine class of people, permanent\nowners, on the farms all over this country?\n\nSpeaking from that angle, what solution has the National\n\nEducation\n\nAssociation to offer in its effort to help rural education for the finest\ncitizenship?\nI think at the present time that ptobably our finest hope is\nin. the education bill for which we all should work whether in the city\n\nor im the country,\n\nin Washington\n\nin order that we may\n\nhave this great clearinghouse\n\nwhereby these people who so much need this information\n\n"}
{"page": 45, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n4]\n\nand inspiration may have a chance ‘to get it as they have had a chance\nto get the new ideas and inspiration in agriculture which have done so\nmuch for real scientific farming all over this country.\nI realize that in this audience tonight there are only a few rural workers\ncomparatively, and later in the week we shall, in our groups of supervisors and country superintendents, take up more specifically these things\nI have hinted at tonight.\nI also know that in this audience there are\na great many rural teachers. I found one group tonight who were fresh\nfrom normal school, about to teach their first school up in the country.\nI also saw a city teacher today as I wended my way down to the\nauditorium and inquired for the rural department, and she said pityingly,\n“Oh! are you a rural teacher?” and I said, “Yes, I am.”\nShe said, ‘“That’s too bad at your age, isn’t it?” ‘Why don’t you save\nyour money and go to normal school and then you can get out of this\ndrudgery and be a city teacher.\nI would be glad myself to help you be-\n\ncause you look as though you would be a good teacher in some grade if\nyou only had your chance.”\nI thought that was quite a recommendation, but I also went home and\nchanged my speech somewhat, because I want to give those girls an idea\nthat rural education in spite of what we talk about in the economic side,\nis not a failure and is not something to be ashamed of or to look down\nupon.\n\nThe time is going to come when this economic pressure is relieved and\nwe shall see the finest trained teachers in the rural school and our most\nable administrators in charge of rural supervision.\nWhat are some of the things which the rural teacher can take from\nthis meeting for which she has paid hard earned money to come, and feel\nit was worthwhile, while thinking of this bigger economic status into\nwhich the bill will give her insight if she reads it carefully?\nOne reason, I think, why rural young men rush into the city, as David\nStarr Jordan has said, is because of the monotony of rural teaching, the\nlack of vision, because of that aspect I have just illustrated toward rural\neducation.\nFor example, we know that there has never been a time when\nyoung people in America have been so ambitious as they are today. We\nknow there has never been a time when American youth has been so\nworthwhile, so moral, so altogether fine, and this is true of the country\nboy, and with this deeper keenness he no longer is contented if he finds\n\nhimself in an environment where nothing is thrilling, where all day long\nthere is a dead level and nothing to point the way, as it is often pointed\nin the fine city schools, toward that which makes education a live and\nburning thing.\nI went to a big rural conference in a part of this\nMay I illustrate?\ncountry where a fine program was given. On that program was a splen-\n\ndid speaker on rural education and he said to those rural teachers, nearly\nall of whom were teachers in one or two-room schools, “Here is your\n\n"}
{"page": 46, "printed_page": null, "text": "42\nEN\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\nee\n\nchance this fall to go back home and teach history as it has never been\ntaught before, so that we may have more presidents, if anybody wants to\nbe president, and great leaders, out of all of these country schools as we\nused to have in the golden days gone by, according to our forefathers’\nstories.\n“Let’s take Colonel Lindbergh, for example. You are asked in your\ncourse of study in rural schools to teach the lives of the explorers. “There\nHeretofore it has been\nis Cabot and there is Columbus, for example.\nhard for country children, a few in a group, to realize these adventures\nas living things and desire to be brave men like Columbus, but now that\nthey have this splendid example of this young man only a few years older\nthan themselves, the teacher can put such impetus into his acts that it will\nmake them understand that all explorers were once like that, young men\nwith burning ambition, so the whole thing will become an exciting tale.\nOne rural teacher who had been teaching for fifteen years in a rural\nschool, and that wasn’t altogether fortunate as you will see under the\ncircumstances, said to me afterwards, “I don’t believe -a word that man\nsaid. I don’t believe in going to work and teaching about all these young\nfoolhardy boys and making children think they are heroes. When I go\nback to Smith’s Corner School I am going to-teach my regular course of\nstudy, my Cabot and my Ponce de Leon; wouldn’t you if you were I?’\nI thought to myself, ‘““Yes, I suppose I would, if I were you, but I am\nglad I am not you on this particular occasion.”\nAnother thing that I feel is very important in rural education, and, of\ncourse, tonight I can only speak of two or three things, is the power to\nunderstand what the teaching of agriculture really is. Many times in\nthese conventions I am glad to hear arguments when we speak of culture,\nthat because a child is in an isolated place, he should have even a broader\neducation in music and drawing and all those things.\nHowever, we sometimes speak as though agriculture shouldn’t be taught because it must be a\nprosaic subject, nose to the grindstone proposition, but agricultural teachers, scientific teachers in the high schools and elementary schools will tell\nyou that there is no story so fascinating, no subject so beautifully possible\nof culture as the teaching of agriculture rightly understood.\nCan you think of any miracle greater than the changing seasons and\ntheir effect upon the rotation of crops? Can you think of anything more\nwonderful than for the country boy to see a homely brown seed put into\nthe earth and then watch it, with only a little care comparatively, until\nit becomes the beauteous flower or the productive crop? That is a miracle\ngreater than anything wrought in any city by any machine, however,\nmarvelous to behold.\nLet’s see about the moral issue. I don’t know how it is with you. I\nhave attended many churches.\nI have heardsmany wonderful anthems\nthat have caused my heart to swell in worship and in praise, but after\nall, to me the greatest lesson of immortality is seen right in my country\n\n"}
{"page": 47, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n43\n\nschool back home when I see one day along that dusty road the children\npicking up the caterpillars and taking them into school.\nThen, one day,\nthe caterpillars wrap themselves beautifully in their soft white sheets, and\nall the world goes on as though the caterpillar were still crawling along\nthe path, but after a time there is a flutter of wings and a beautiful moth,\nso exquisite it cannot be copied by any artist, comes out to say to you and\nto me, ‘‘ “There is no death. What seems so is transition.”\nThere is no\nsuch thing as a life that is lost.” If this ugly worm that you know can\nexperience such a wonderful transition, you, too, may well know that you\nsome day will find your own fine place, and love and eternity will be yours\nfor aye.\nIsn’t that what nature study, if rightly taught in the country school,\nmeans?\n“Build thee more stately mansions, O my soul,” is certainly\nillustrated by these wonderful miracles of the seasons and the crops and\nthe ordinary things for which the city boy pines and knows not what he\nlacks, and for which the country people need expression:\nDo you know that the saddest thing in the world is to have wonderful\nemotions and have no way of expressing them?\nI have just received a\nletter from a rural woman who was an educated woman and who went\nwith a great deal of enthusiasm back to work upon a farm when her children were little. She wrote to me and asked if it would be possible to\nget a position in the city and let her bring the children in there because\nshe felt she wasn’t amounting to anything and that life was lost. She\nsaid, ‘““There is no music in the school; there is no drawing in the school;\nthere are none of these things that have been life itself to me, and I want\nmy children to have that chance.”\nYou can appreciate how she felt.\nIn this Association today there is a fine group of people working so\nquietly that some of you never even know their names.\nIf I should try\nto name them, I would leave some out that should be included but there\nare men like Peter Dykema of Columbia and Charles Fullerton of Cedar\nFalls, Iowa, and women like Ada Bickens of the Michigan State Department and Frances Clark of Camden, N. J., and others who are bringing\nthe greatest joy to the country people that has yet been theirs in working\nto have every country school have some means of expressing itself in music,\nsome means of hearing fine things over the radio and in other ways making\nit possible for the country child to find that joy and satisfaction that comes\nfrom the finer things of life, and without which no matter how prosperous\nwe are, life becomes a barren thing. And this, my friends, I believe is\nwhat rural education should do for civilization: First, relieve the economic\n\nsituation, because as was so finely said by the first speaker, no man can be\nhappy or a useful citizen when he is worried continually about money\naffairs.\n\nSecond, the ability to take the common, every day events of life and\ntransfigure into interesting stories. “The next thing is to have the country\n\n"}
{"page": 48, "printed_page": null, "text": "NaTIONAL EDUCATION ASSOCIATION\n44\na\nTa\n\npeople see the bigness and the joy of their work, which is agriculture.\nAnd finally for us who labor in rural education to bring music and art\nand poetry into every one of those schools that they may have that big\nround culture that makes the citizen complete.\nFriends, I think a professor in a university here in the West who labored\nvery hard to do much for rural people has expressed this whole topic,\nbetter than any of us can say it, in the last verse of his poem particularly.\nThe last few lines represent that great army of people that some of you\nhere tonight know are working back home steadfastly. They are the\nbackbone of this nation, all too often receiving little reward, and little\npraise, but so faithful are they that rural education even with the hard\neconomic situation that still prevails, is a grand and glorious profession\nfor any man or woman to enter who sees in a life of service the greatest\nreward on earth.\nA fire mist and a planet,\nA crystal and a cell,\n\nA jellyfish and a saurian,\nAnd ¢aves where the cavemen dwelt.\nThen a sense of law and beauty,\nAnd a soul raised from the clod,\nSome call it evolution,\nAnd others call it God.\n\nA haze on the far horizon,\nThe infinite, tender skies,\nThe bright rich tint of the cornfield,\nAnd the wild geese sailing high;\nAnd aJl over upland and lowland,\nThe\n\ncharm\n\nof the goldenrod,\n\nSome of us call it autumn,\nAnd others call it God.\n\nA picket frozen on duty,\nA mother starved for her brood,\nSocrates drinking the hemlock,\nAnd Jesus on the rood;\nAnd millions who humble and nameless\nThe straight, hard pathway plod,\nSome call it consecration,\nAnd others call it God.\n\nDANIEL\n\nEDUCATION AND TRUE PATRIOTISM\nL. MARSH, PRESIDENT, BOSTON UNIVERSITY, BOSTON,\n\nMASS.\n\nEducation is the indispensable means by which society shapes its ends\nand determines its progress.\nIt is impossible to capitalize society so strongly\nthat its accumulated moral strength will not subside and ultimately end\nin bankruptcy unless it be renewed with each new generation.\n‘Therefore\neach generation is faced with the necessity of saving society.\nWe are mistaken if we imagine that the only important thing is to get\nthe oncoming generation properly educated.\nProper education always\nstarts with the older generation.\n\n"}
{"page": 49, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n45\n\nEdgar Guest’s little poem, entitled “In the Garden,” which appeared\none week ago today, is beautiful and suggestive:\nOld folks see the tulip red\nGrowing in my garden bed;\nChildhood with a clearer sight\nPeeps into the blossoms bright\nAnd upon a silver chair\nSees her fairy sitting there. .\n\nOld folks walk my garden round\nWith an air that’s most profound,\nSeeing here and there a weed,\n\nae\n\nNoting blossoms gone to seed.\nLittle Janet, though, can tell\nVisitors where goblins dwell.\nAge which knows so much can see\nAll the dead limbs on the tree,\n\nEvery blemish round the place;\nBut Janet with a happier face\nHas a thousand charms to show,\nCharms which only children know.\n\nWe are glad for the vision of childhood that can see the fairy sitting on\na silver chair in the tulip blossom, glad for the vision of childhood that sees\nthe place where goblins dwell, but it was the older person that prepared the\nsoil and planted the tulips. We are glad that the children see the bright\nand charming things instead of the dead limbs on the trees, and the weeds;\nbut unless older persons prune the trees and keep away the dead wood, the\ntrees will die. Unless older persons note the weeds and pull them out, the\nflowers will be smothered.\nSo the teacher stands between the generation that is passing on and the\ngeneration that is coming on. ‘The teacher is the interpreter of the past,\nthe preserver of the present, and the determiner of the future.\nI was over in France in 1913 (the year before the World War started)\nwith a friend of mine who was a superintendent of schools.\nI saw children\nplacing flowers upon the monument to the lost provinces of Alsace-Lorrain. I said to my friend, “What does that suggest to your mind?”\nI\nwished to see if it impressed him the same way as it impressed me.\nHe said, “Simply this: That for forty years France has been training\nher children to hate, and when the time comes to strike, they will fight like\ndemons to get back those lost provinces.”\nWith the system of education that prevailed in Germany for forty years\npreceding 1914, it was utterly impossible not to have a war; but it was the\nolder generation that was militarizing the minds of the children of\n\nGermany.\nSometimes ignorant folk talk about prohibition of the liquor traffic as\nhaving come upon this country as a result of war psychology. They do\nProhibition is the result of 100\nnot know what they are talking about.\nand the greatest of these\neducation,\nand\nlegislation\nand\nyears of agitation\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nis education. ‘Those of us who remember our public school days will recall\nhow, in the physiologies, at the end of every chapter there was an account\nof the result of the use of alcohol on’whatever part of the body was being\nstudied.\nThen we became teachers and we taught the same subject.\nIt\nwas absolutely inevitable that when the boys and girls who were in the\npublic schools forty years ago, more or less, became voters, the saloon would\nhave to go.\nIt\nThey talk about prohibition being slipped on the country overnight.\nIt is a century plant. A century plant is a\nis a hundred years’ growth.\ncactus, is it not? I suspect the wets have sat down on that plant. That’s\nwhat makes them yell so!\nIf the future is to be determined by the creation of a new intellectual and\nsocial and spiritual climate (and the technical name for the method of\ncreating that. new climate is education), and if we think of that education\nin terms of true patriotism, it is essential that we have a certain definite\ncontent in our education. I do not imply that this should be the total aim\nof education.\nI am limiting what I say to the subject assigned me, “Education and True Patriotism,” and I would say that there are ten commandments for true patriots that must be taught to each new generation.\nThe\nfirst commandment is this: Thou shalt put only good and worthy men into\npositions of power, for every one to whom unmerited power is given endangers the very essence of power.\nIn a democracy where we undertake to do our own kingship, we assume\nthe obligations and responsibilities as well as the privileges of the function. Each new generation must be taught that good laws may be in need\nof good men, but good men never are in need of good laws.\nI saw a suggested editorial this evening in one of the local papers about\nsetting the cat to watch the canary.\nOnly good men can be trusted in\nplaces of power.\nThe second commandment: Thou shalt enact just and equal laws, for\n\nit is by law that individual conduct is socially controlled.\n\nLaw is the last.\n\nresult of human wisdom acting upon human experience for the benefit of\nthe public. Social liberty is more important than personal liberty, and each\nnew generation must be taught anew the necessity of enacting just and\nequal laws.\nThe third commandment: Thou shalt enforce the laws upon all alike\nwithout fear or favor and without delay, for delay causes fermentation of\nunholy propaganda and favoritism tips the scales of justice.\nI know a man, a lawyer, a good friend of mine, who becomes very much\nconcerned about disrespect shown our courts, about the irreverence with\nwhich our courts of justice are treated, and yet I have seen the very same\nlawyer in the courtroom use all the skill of a great legal mind to try to\nget some law violator free of the penalties of violating the law.\nThe stirest way to breed disrespect for our courts of justice is to connive at the deliverance of certain law violators.\n\n"}
{"page": 51, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n47\n\nThe fourth commandment: Thou shalt reverence and obey all laws as\nthe political religionof the nation.\nIt is not enough for a man to say that\nhe is concerned about the enforcement of law.\nHe must obey it. It is\nsilly, it is childish for a man to say that whenever a law prohibits any sort\nof thing, it makes him want to violate the law, whereas before there was\nany law, he did not feel like violating it. I suppose a man like that would\nstop at every principal street intersection if there were no lights of warning; but whenever he sees the “stop” sign, then he steps on the gas and goes\nthrough like lightning!\nSee how silly it sounds!\nAbraham Lincoln saw more clearly and farther than most men, and\nAbraham Lincoln pled that obedience to the law and. respect for the law\nshould be taught in our schools, proclaimed in our legislative halls, preached\nfrom pulpits and enforced in courts of justice. He pled that it might be\nprinted in speller and primer and almanac.\nHe pled that reverence for\nthe law and obedience to the law should become the political religion of\nthe nation.\nThe Pilgrim sires, as the Mayflower was tossed about off Cape Cod,\nmet around that old sea chest of Miles Standish and drew up the first written compact by which any-group of people on earth ever agreed to govern\nthemselves, and in that compact they declare that they will enact just and\nequal laws as may be for the good of the colony, and then they say, ‘““To\nall of which we pledge ourselves to give due submission and obedience.”\nThat Mayflower compact is the cornerstone laying of our American\ndemocracy.\n.\nFifth commandment: Thou shalt learn to think straight, or, to use the\nwords of President Adair this morning, if I heard her correctly, to “learn\nto think straight and accurately,” that mob psychology be not confounded\nwith enlightened public opinion, and that license be not mistaken for liberty.\nMob psychology is to an enlightened public opinion what lust is to love,\nwhat covetness is to the desire for the best things, what insanity is to sanity.\nI was in Europe last summer at the time the Sacco-Vanzetti case reached\nits zenith.\nIn Geneva, on Saturday evening preceding the execution, as\nMrs. Marsh and I were going along the street in front of a theater, handbills in the French language were passed out calling a meeting at a certain\ntime on the following Monday evening to avenge the “‘assassination of two\ninnocent men.”\nOn Tuesday morning when we went down town past\nthe American Express office, we found the windows of the American Express Company’s office all broken in, the store of the Walk-Over Shoe\nCompany smashed, the glass room of the League of Nations Building\nbroken up, and they had killed a man in Geneva that night.\nThe same night there were demonstrations in Paris, starting out by\nattacking buildings that displayed American goods, and then going on to\nsmash hotels where Americans stayed, and then just generally to break up\nwindows\n\nof restaurants and cafes, and then—most\n\nunthinkable of all—to\n\ndesecrate in an unnamable way the tomb of the Unknown\nArc de Triomphe.\n\nSoldier at the\n\n"}
{"page": 52, "printed_page": null, "text": "48\n\nNationaL\n\nEpucaTIon\n\nASSOCIATION\n\nIf you were to ask the leaders why they resorted to such violence, they\nwould tell you that it was a “manifestation” (that was their word) against\nAmerica for the execution of those men, or that it afforded an opportunity\nto exhibit their disfavor of America, and yet the man killed in Geneva that\nnight was a Swiss carpenter.\nHe was not an American.\nThey broke up\nthe League of Nations’ Palace glass room; but America is not a member\nof the League of Nations.\nI wish she were, but she is not. And that\nunknown soldier whose tomb was indescribably defiled was a Frenchman,\nnot an American.\nMob psychology means that a mob will do things that no individual\nmember of the mob would think of doing. Mob psychology is as uncontrollable as the Johnstown flood and as insane as a lunatic asylum.\nLucien Bonaparte once wrote to his brother Napoleon: “Public opinion\nis the greatest force in the world.\nIt is greater than the power of all the\nkings,” and he was right.\nEnlightened public opinion is the native air of a safe democracy; but we\nmust have education so generally diffused that liberty will not be confused\nwith license, nor public opinion with the clamor of mob psychology.\nThe sixth commandment: Thou shalt learn’to appreciate solid attainments of national character.\nOur republic is the result of all that is great\nin bygone times. All of the political strivings of the past from Marathon,\nwhere the dauntless soldiers of loyal Greece achieved the liberty of Athens,\nto Runnymede, where the English wrung from a tyrant king the Magna\nCharta—all of these strivings are alive in our republic today.\nIn one way only, on the roaring loom of time, the framers of the American Constitution found the stuff woven for such a vesture of their thought\nand experience as they were contemplating.\nWe need to have each new\ngeneration learn to appreciate what Washington did, what Jefferson did,\nwhat Jackson and Lincoln and Roosevelt and Wilson have done—to appreciate solid attainments of national character.\nSeventh commandment: Thou shalt be tolerant of progressive change,\nfor the surest way to avoid revolution is to encourage evolution.\nRevolutions come because people go forward while constitutions and governments\nstand still. Revolution always is destructive.\nLook at China.\nLook at\nRussia.\nLook at the French Revolution.\nWhy did those destructive\nrevolutions come?\nIn China there was no encouragement given on the part of the leaders\nfor a natural unfolding and development of the nation’s life, and therefore\nwe need not be surprised to see the energy sublime of a century burst full\nblossom on the thorny stem of time.\nIn Russia the czar’s government had tied the pendulum of progress away\nup on one side with the cord of autocratic power, and when the sword of\nrevolution cut that cord, it was inevitable that the pendulum should swing\n\nto the opposite extreme.\nAnd France.\nYou remember Dickens’ Tale of Two Cities. You remember Carlyle’s history of the French Revolution.\nWas it not Carlyle\n\n"}
{"page": 53, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nwho said that the French Revolution was hell fire let loose?\n\n49\n\nFrance had\n\nsowed the wind.\nShe reaped the whirlwind.\nThe wiles of the aristocrats\nmade wild the serfs. The nobles who betoiled the peasants were bespoiled by the peasants.\n‘The starving populace who had hungered for\nbread until their faces were pinched, fed upon vengeance until their hearts\nwere surfeited.\nFoulon, who had contemptuously said that the starving\npopulace might eat grass, had his head cut off and stuck on a pike with his\n\nmouth stuffed full of grass. The streets of Paris that had been the empurpled thoroughfares of royalty became crimson rivers of blood. The\npowerful who had recklessly driven in carriages over the children of the\nweak, were hauled in ox carts by those wrathful weak to have their heads\ncut off by the guillotine.\nSo I say the seventh commandment is: Thou shalt be tolerant of progressive change, for the surest way to avoid revolution is to encourage evolution.\nThe eighth commandment: Thou shalt not glorify war.\nI suspect, my\nfriends, that no matter how long I live, I shall never get free entirely of the\nteaching of history I received in the public school.\nI can remember in\nthat ungraded country school which I attended as a boy, that usually we\nwould reach the Revolutionary War by the time of the first snowfall and\nthen the snows lasted long enough for us to get through the Revolutionary\nWar, the second war with Great Britain, the Mexican War and the Civil\nWar, and at recess and at noon we would fight over with snow ball ammunition and with snow forts the battles that we had been studying in the\nschoolroom, and that history was so taught that it made war the most\nglorious thing in the world.\nIf you raise up a generation that honestly believes that war is the most\nglorious thing there is, that war is the surest path to glory, you are going\nto continue having war.\nNot only in the schoolroom is it done, but most\nof the impressive monuments that the average boy sees are monuments\nerected to commemorate some battle or erected in honor of soldiers.\n\nMilitary music is stirring. It can make us love the very thing we hate.\nAnd so we see the power of teaching and the call of music and the wealth\nof drama and of art consecrated to the glorification of war.\nBut it is all\nlying. There is no glory in war.\nIn order that I may not be misunderstood, may I say that I was overseas in uniform during the World War.\nMay I also say that for several years following the war I was an officer of\nan American Legion Post.\nI am not now, but I left it in good grace and\nin honor.\nI simply recall these facts so that I may not be misunderstood\nin what I am going to say.\nThere was a great deal of lying and cant and hypocrisy proclaimed durThe simple truth of the matter is that practically\ning the World War.\nevery nation that participated in the World War was partly responsible\nfor it, especially the European nations.\nIt is true that the crimson bloom of battle burst into flower first in\nIt\nGermany, but it was growing in all the other countries of Europe.\n\n"}
{"page": 54, "printed_page": null, "text": "50\n\nNaTIONAL\n\nEDUCATION - ASSOCIATION\n\nis true that the war started by the firing of a pistol at the Archduke\ndown in Serbia, but that was not the cause of the war.\nThe seeds of\nstrife had been planted in all of the psychological soil of Europe and\nthey were growing everywhere.\nThere are certain well meaning persons who get very much wrought up about “atrocities,” as they call them.\nNow let us have the truth. “There was not a single thing done by any\narmy in that World War that was not done by every other army in it,\nif it knew how to do it. And there are persons who get very much excited about civilizing warfare and making war humane.\nYou might\nas well try to sail the Atlantic in a ship of steel with sails of lead as to\n\ntry to humanize warfare.\nIt cannot be done. War is of the jungle. It is\nbrutal and brutalizing. It is devilish, and it cannot be civilized or made\nhumane.\nThe logic of war is destruction and death. ‘That is what nations go\nto war for. It is to destroy the enemies’ property.\nIt is to kill the enemies’ soldiers.\nWhen men talk about going into war that they might\ndie to make the world free, they have misspoken themselves, they have\nthrown the whole thing into reverse gear.\n“They may die—too many\nof them do—but they do not go there to die. “They go there to kill. You\ncannot make war humane.\nModern physics and biology and chemistry\nare every day making war more and more inglorious.\n‘\nThose who were overseas during the World War know that there is\nno glory in mud and lice and being shot at by an enemy forty miles away\nand shooting at an enemy that you cannot see. There is no glory in that,\nand you cannot make it humane. ‘Therefore when people try to pass rules\nabout the use or non-use of poisonous gases, about the use or non-use of\nsubmarines, about the use or non-use of disease bacteria, it is all wasted\ntime, for when a nation gets into war if it feels that it is being pushed\nto the wall, that it is likely to suffer defeat, it will resort to all the\ningenuity of hell in order to win its cause.\nYou cannot make war humane.\nThe logic of war is against it. In\nolden times, when tribes fought one another with. stones, the first tribe\nto make use of bows and arrows and spears and javelins was roundly\ndenounced for inhumanity by the other side, but as soon as the other side\ncould get the spears and javelins and bows and arrows they used them\ntoo.\n\nThe first army to use gunpowder was roundly denounced for its lack of\nchivalry and honor, but as soon as the army doing the denouncing could\nget gunpowder they used it too.\nYou can just be sure that there is no glory in war.\nNapoleon Bonaparte probably knew more about war than any other warrior who has\never lived. Napoleon Bonaparte, after he had won his great victories and\nbefore he knew defeat, said, “One thing impresses me more than all\nelse.\nIt is the futility of war, the impotence of force to organize anything.\n\n"}
{"page": 55, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n51\n\nThere are but two powers in the world, the sword and the spirit, and\nin the long run the spirit will win every time.”\nI have quoted exactly from Napoleon, and after he had known both\nvictory and defeat, in the bitterness of his St. Helena exile, he wrote his\npolitical will to his son just a little while before his death, and in that\npolitical bequest he said (and these are his exact words), “War is an\nIt is more than an anachronism.\nanachronism.”\nNapoleon was right.\nIt is organized insanity.\nI told you a little while ago I was in Europe the year before the war\nstarted. I was in Europe during the war.\nI was in Europe last summer,\nand I want to tell you that everywhere I went last summer I could not\nhelp but note the contrast between the Europe of today and the Europe\nof 1913. Something has happened.\nSomething more has happened than\nthe loss of 20,000,000 of the finest young men that could be produced.\nSomething uncharted and untabulated has happened with the blowing to\npieces of genius hidden in the loins of 20,000,000 men.\nSomething has\nhappened to civilization with the snuffing out of talent that was there.\nSomething has happened to the very soul of Europe.\nIt seems flabby.\nI tell you that unless our white civilization can find some method of\nsettling its disputes without resorting to rude arbitrament of the sword,\nour white civilization will perish with the sword.\nNinth commandment: Thou shalt overcome fear. It is fear that leads\nto suspicion, and suspicion ripens into hatred, and hatred makes its appeal\nto physical force and violence. So each new generation should be taught\nto overcome fear. The modern psychologist knows that fear and rage\nare closely analogous emotions.\nNinety percent of all the fighting the\nworld has ever seen is the twisted reaction that comes from terror, from\nfear. Nations as well as individuals get certain prejudices in their minds,\ncertain horrible fears. Nations make me think of a man I once heard of\nwho went crazy, and his insanity took the peculiar form of making him\nthink he was dead.\nNow, I have known some persons that were dead\nbut didn’t know it; but this man thought he was dead. It was a horrible\nthing for his family. He would go around moaning, “I am dead. I am\ndead.” They tried every way to get the hallucination removed, but they\ncould not succeed.\nHe was driving them all to the verge of insanity.\nSo they called in the family physician, and the physician attacked the\nproblem in a practical way.\nHe said, ““Now look here: You will agree with me that a dead man\ndoes not bleed. Let’s start right there.”\n“Yes, that is so; but I am dead.”\n‘Well now, wait. Say it over with me. ‘A dead man does not bleed.’ ”\nHe repeated it, “A dead man does not bleed.”\nThe physician said, “All right, now I am going to stick my knife into\nyou and if you are dead there will be no blood, but if you see any blood\nHe\nyou will know you are not dead, for a dead man does not bleed.”\n\n"}
{"page": 56, "printed_page": null, "text": "NATIONAL\n\n52\n\nEDUCATION\n\nASSOCIATION\n\nrepeated it. Then the physician jabbed his knife into him and the blood\nspurted out. The crazy fellow looked at it and said, “By golly, a dead\nman does bleed, doesn’t he?”\nI have known some whole groups, whole communities, whole nations\nthat were just as silly as that man. They would get an hallucination, a\nnational hallucination, fear, and the fear leading to rage and the rage resulting in war.\n\nWe must teach each new generation the causes of war and the best way\nof avoiding conflicts when disputes arise. We must teach friendship and\n\nunderstanding and goodwill as a substitute for war.\n\nWe must renounce\n\nwar as an instrument of national policy—and when I use that phrase I\nam quoting from Secretary of State Kellogg in the treaties he is proposing to France and other nations of the earth—that we renounce war as\nan instrument of national policy.\nAll honor to Secretary Kellogg.\nI\nwish him the highest success.\nOvercoming fear means that we shall have a right sense of what constitutes courage and honor.\nI heard of a case where a man was going\nalong the street. He had an enemy. ‘The enemy was in the second story\nof a building, looking out of the window.\nHe saw this man coming along\nand he poured a bucket of salt water upon the man. The drenched man\nlooked up and saw who was there. He walked on.\nA friend who saw it said, ‘Say, what’s the matter with you? Are you\n\ngoing to let that fellow get away with that? If I were you, I would blow\nhis head off. Have you no sense of honor?’\nAnd this man said, “Oh,\nhe poured that salt water on what he thinks I am, but it never touched\nme.”\nLet me tell you a plainer illustration: A man was coming along the\nstreet and an Irishman hauled off and struck him in the face, and the\nman keeled over into the gutter. As the Irishman struck him he said,\n“There, take that you damned Swede.”\nThe fellow picked himself up out of the gutter and began to brush\noff his clothes, smiled and started to move on, when somebody said, “Say,\nwhat’s the matter with you? Go and paste him in the jaw!\nHaven’t\nyou any sense of honor at all?”\nThe fellow said, “Oh, the joke is on him. He tinks I bane a Swede,\nand I bane a Norwegian.”\nWe need to teach the rising generation what real honor is, personal and\nnational.\nWe need to teach them that it is. not true courage that is\nready to fight at the drop of the hat. Let us make our appeal to reason\nrather than to physical force and violence as a means of settling disputes.\n\nTenth\n\ncommandment:\n\npatriotism.\n\nPatriotism\n\nThou\n\nshalt. develop\n\nis one\n\nof the noblest\n\nan intelligent\nimpulses\n\nand\n\nand\none\n\nvital\nof the\n\n"}
{"page": 57, "printed_page": null, "text": "(SETS ete\n\nens\n\nGENERAL SESSIONS\neel\nRede ila\n\nmost sovereign traits of a good man.\nsoul, as Sir Walter Scott indicated:\n\nii\n\n53\na\n\n‘The absence of it indicates a dead\n\nBreathes there a man with soul so dead\nWho never to himself hath said,\nThis is my own, my native land.\n\nBut to Sir Walter Scott’s idea of patriotism we ought to add the\npatriotism of the Hebrew Prophets.\nWith them patriotism was more\nthan an emotional thrill. To be sure, they had the emotion. Their longing for Jerusalem when they were in exile, and their joy on seeing the\nHoly City on their return, bear witness to the fervency of emotional patriotism; but to that emotion they added a certain ethical passion which\nmade them denounce the sins of the people that were eating like a dry rot\nat the very vitals of national life.\nThey got what is usually given to true prophets: ““O Jerusalem! that\nstoneth the prophets and killeth them that are sent unto thee.”\nIt was the dictum of Samuel Johnson that “patriotism is the last refuge\nof a scoundrel.”\nWhat did he mean?\nSimply that a man may use the\nphrases of patriotism to conceal the unpatriotic spirit which animates him.\nHe may use the Declaration of Independence and the Constitution of the\nUnited States as some mere outside work, some squares of the trellis work\nup which the vines of selfishness climb. Of all liars, constitutional liars\nare the worst.\nWe must teach the rising generation that a man who makes this\ncountry worth dying for is as worthy of honor as the man who dies for it.\nWe must teach the rising generation that a true patriot will, if need be,\ndie for his country; but a true patriot, if need be, will also suffer social\nostracism or even death to make his country right when his country is\nwrong.\nThe will to power is one of the most sovereign traits of normal human\nbeings, in individuals and in nations. ‘The will to power.\nHow soon it\nasserts itself in childhood.\nIt comes early, but inasmuch as destruction is\neasier than construction, whether it be a house of blocks or a state, destruction comes earlier than construction. ‘The child, unable yet to build his\nhouse of blocks, wants you to build it, and he kicks it over—and laughs\nwith glee to see it fall, because it is an expression of the will to power\nover other things. After a while he is able to build a house of blocks.\nHe has power over these blocks. As time goes on, the will to power\ndrives him to do various things for weal or woe.\nAmerica has been a pioneering nation.\nShe has given the world a\ndemonstration of the democracy of man.\nShe is now big enough and\nstrong enough and rich enough to pioneer in the great adventure of world\npeace. We may now show the world a democracy of nations. When\nPresident Wilson preached the doctrine of international Christianity, or\nChristianity applied to international relations, he was but giving expres-\n\n"}
{"page": 58, "printed_page": null, "text": "54\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nsion to the conscience of America. And so I would have the school teachers take these ten commandments for true patriots as though they were\nthe ten fingers of the hands, in order that the rising generation might be\n\nable to seize the tools of true patriotism and build a new world.\nBeat down yon beetling mountain,\nAnd raise yon jutting cape:\nA world is on the anvil,\n\n‘Now\n\nsmite it into shape.\n\nWhence comes that iron music\nWhose sound is heard afar?\nThe hammers of the world’s smiths\n\nAre beating out a star.\n\nAnd you are among the smiths of the world who are beating out a star,\nmaking a new world.\n\nGREETINGS FROM\nTHE NATIONAL\nASSOCIATION\nOF\nTEACHERS IN COLORED SCHOOLS TO THE NATIONAL\nEDUCATION ASSOCIATION\nW. J. HALE, PRINCIPAL, STATE AGRICULTURAL AND INDUSTRIAL COLLEGE,\nAND PRESIDENT, NATIONAL ASSOCIATION OF TEACHERS IN COLORED\nSCHOOLS, NASHVILLE, TENN.\nIn an examination in English in one of our schools the teacher asked\n“Who can give an example of prose and poetry?”\nJohnny’s hand went\nup promptly, and he gave the following answer:\n‘There\n\nwas\n\nan\n\nold\n\nwoman,\n\nShe went up on a hill,\nIf she hasn’t come down,\nShe’s up there still,’\nThat’s poetry!\n'There was an old woman,\nShe went up on a hill,\nIf she hasn’t come down,\nShe’s up there yet.’\nThat’s prose!”\n\n“T can beat that, teacher,’ yelled Willie.\n“All right, Willie,” said the teacher.\nWillie answered:\n‘There was an old woman,\nShe fell in the well,\nIf she doesn’t quit falling,\nShe will land in\n4\nWhat do you want, teacher, prose or poetry?”\n\nI come to bring greetings from the National Association of Teachers in\nColored Schools in prose, not poetry.\nA few years ago -you elected one of Tennessee’s fairest daughters, Miss\nWilliams of Memphis, president of your Association. We said then, “ ‘It\nwon’t be long now’ (this was not slang at that time) before all countries\n\n"}
{"page": 59, "printed_page": null, "text": "Sn\n\nos aro nce\n\nGENERAL SESSIONS\nete cans Sera ae ee SO a a a a\n\n55\n\nand all races will get a hearing.” Now you have a daughter of Virginia,\na princess from the capital of the Southern Confederacy, as your president,\nMiss Adair, who, working with you has put the Association on such a\nhigh plane that the prophecy has come true.\nA few weeks ago one of the great national political parties in Kansas\nCity discovered that the West is a part of the United States. Last week\nin Houston, another great political party served notice that the United\nStates not only has a North and East, but also a South. The National\nEducation Association is bigger than political parties, bigger than cardinal\npoints because it includes in its program, all sections, all countries, and\nall races.\nOur Association joins the people of America with bowed heads, in\nreverence to the National Education Association that has revolutionized\neducation conditions in America.\nAn organization that serves well its\npeople or its country is a great organization of its time. But the N. E. A.\nin extending a helping hand to all people and all sections, is great not\nonly for its time, but for all times. It belongs to the Ages.\nThere was a time when the trip between Jersey City and New York\nwas made exclusively by boat. Finally it was decided to tunnel under the\nHudson river.\nFirst there were failures.\nAt last, two groups of men\nstarted to work on the opposite sides of the river. Years after the beginning of the gigantic task, the workers met under the middle of the Hudson\nriver and were out of line only a fraction of an inch—a supreme example\nof cooperative achievement.\nLikewise, such a degree of understanding\nand cooperation is necessary for teachers and kindred workers who have\n\nfor their goal the training of the nation’s future citizens.\nBefore any great work can be done, it is imperatively necessary to establish confidence among the workers.\n“To pursue such a course as would\ngradually establish confidence among Negroes themselves as well as\namong the whites was a great task. When the National Association of\nTeachers in Colored Schools began 25 years ago in the Athens of the\nSouth, it was a puny organization of uncertain mortality.\nIt had an\nenrolment of less than 100 teachers. ‘The outlook in Negro education\nwas not highly encouraging.\n‘The large majority of schools were poorly\nequipped, taught by untrained teachers, and ran short terms of two to\nfive months.\nThe present President of the National Association of\nTeachers in Colored Schools worked for $72 per year.\nRural schools\nwere dilapidated, uninviting, and in many cases unsanitary.\nAbsenteeism\nand retardation were the rule rather than the exception.\nPublic funds\nIn the face of such\nwere difficult to secure, even for white schools.\ndiscouraging conditions, the National Association of Teachers in Colored\n‘Today it has over five\nSchools set up its standard for improvement.\nthousand members, drawn from all sections of the country, particularly\nfrom the South, publishes a professional educational journal, holds annual\nmeetings which are attended by several thousand teachers, and enjoys the\n\n"}
{"page": 60, "printed_page": null, "text": "56\n\noe\n\nNATIONAL\na\n\nEEE\n\nSS\n\nEpuCATION\nES\n\nASSOCIATION\n\naes\n\nfriendship and cooperation of the state departments of education throughout the South, and such national educational agencies as the Rosenwald\nFund, the Jeanes Fund, The John F. Slater Fund and the General\nEducation Board.\n\nThe 1928 meeting in Charleston, West Virginia, July\n\n24-27 will probably be attended by more than three thousand teachers.\nUntil the second decade of the Twentieth Century the majority of\ninstitutions for Negro education were conducted under private auspices.\nThe history of Fisk, Morehouse, Walden, Wilberforce, Atlanta University, Hampton and Tuskegee, and similar schools is an integral part\nof the history of Negro education. ‘Today public institutions are gaining\nthe ascendancy as a result of liberal appropriations by state and local governments.\n‘The future of Negro education will probably rest with public institutions.\ni\n“As Maine goes, so goes the Union,” for many years was a political\ntruism.\nSimilarly, today, Tennessee is the educational weather vane for\nthe South. The famous “Monkey Law” of Tennessee was but a smoke\nscreen preceding one of the greatest periods of educational progress ever\nmade by a state. ‘The state whose legislature passed the anti-evolution\nlaw has recently established a uniform eight-month school term for all\nchildren, appropriated millions of dollars for state teachers colleges and\nelementary schools, and spent more than a million dollars for the Negro\nState College. What Tennessee is doing in education for the Negro is\nindicative in a large degree of the new order of things throughout the\nsouthland.\nFlorida, Arkansas, North Carolina, and in fact southern\nstates in general, are making substantial appropriations for Negro education.\n\nPerhaps the greatest single factor in Negro education that has brought\nabout substantial improvement on a large scale is the work of the philanthropic boards which have added in increasing the number of teachers,\nprincipals, and supervisors, in increasing the length of school terms and\nencouraging free medical examination in establishing and equipping libraries, in placing agriculture and vocational training on a high level, in\n\nexpanding the curriculum of Negro colleges and normal schools and in\nencouraging advanced studies of Negro teachers by means of scholarships\nand fellowships. “The work of such educational statemen as the late Wallace Buttrick, Julius Rosenwald, James H. Dillard, and Mabel Carney\nwill live through the centuries in the hearts of a grateful people whom\nthey have so nobly served.\nThe press is the advance guard of the advancing South.\nAs a class\nthe newspaper folk are among the soundest and sanest of our citizenship.\nThe newspapers of the South are preaching fair play for Negro education.\nFor\nEspecially noticeable among these papers is the Chattanooga Times.\nmore than a quarter of a century this newspaper, through its editor, Lapsley G. Walker, than whom the Negro has no better friend, has stood\nout demanding justice and a square deal.\n\n"}
{"page": 61, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n57\n\nThe white man and the Negro both realize that Uncle Tom has made\nhis contribution and passed on to his rich reward, “Well done, thou good\nand faithful servant.” ‘The Negro knows now that he must rise or fall\nby the laws of the game as other races have done and that the hour\nhas arrived when he must take his place in thinking, working, serving\nand making his contribution as a worthy citizen of the world.\nNot long ago, a group of engineers with their families and friends went\nout for a picnic in a boat on the Mississippi River, near Memphis. Almost\nwithout warning the boat began to sink. Rescue of any of the occupants\nseemed almost impossible, and no one dared to take a chance to help\nexcept one Negro who was passing by in his skiff. Dangerous as it was,\nhe made trip after trip to save, from a watery grave, more than twenty\nof the victims.\n‘‘He forgot that they were white.”\nA month later a\nNegro returned to his home and found the officers of the law shooting\nhis wife and daughter.\nThey turned on him.\n‘The next day there\nwas a funeral of one of the officers. “The Negro was tried for murder and\nthe jury brought in the following verdict: “Not guilty—The Negro was\ndefending his home, his castle.” “They forgot that he was colored.”\nThe teachers in American schools may well be astonished by the manipulation of the stock and bond markets of the world.\nWe have noticed\nhow the markets of the world are cornered.\nCapitalists secure a monopoly on oil, or wheat, or sugar; control the supply and raise the price to\nsuit their purposes.\nInventors have made machines than can fly, sing,\nrun, talk, count, work problems, and etc., but none has invented a machine\nthat can think.\nIt is given to the teacher to develop the greatest of all\nmachines—the human mind.\nIn increasing the supply of virtues and\nin training the human mind to do its work efficiently the National Education Association and the National Association of Teachers in Colored\nSchools are one in objective.\nWhat the National Education Association desires for its members and\nthrough them for the students of America, the National Association of\n‘Teachers in Colored Schools desires for its membership and for the students taught by them.\nIf anything is wrong in America, it is our desire\nto join with you to help make it right.\nThis world that we’re livin’ in,\nIs mighty hard to beat,\nYou get a thorn with every rose,\nBut ain’t the roses sweet?\n\nIn the midst of American civilization, is a little child. ‘Take wise\nand loving care of that child and all human interests are safe; neglect the\nchild and all human interests are in danger.\nThe tumult\n\nand the shouting dies;\n\nThe captains and the kings depart:\nStill stands Thine ancient sacrifice,\nAn humble and a contrite heart.\nLord God of Hosts, be with us yet,\n\nLest we\n\nforget—lest\n\nwe\n\nforget!\n\n"}
{"page": 62, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION\nsk\ni Act Re A Ae oe\n\n58\njE\n\nShoe,\n\nTHE VALUE OF THE REGIONAL CONFERENCES\nDEPARTMENT OF CLASSROOM TEACHERS\nJEAN\n\nL.\n\nSOULES,\n\nTEACHER,\n\nDENT,\n\nEMERSON\n\nDEPARTMENT\n\nOF\n\nSCHOOL,\nCLASSROOM\n\nSPOKANE,\n\nOF THE\n\nWASH.,\n\nPRESI-\n\nTEACHERS\n\nIt is\nThe term “Regional Conference” is in a measure a misnomer.\napplied to any meeting of classroom teachers held by an officer of the\nDepartment of Classroom Teachers.\nTheoretically, a regional conference is a meeting held at some convenient center and attended by teachers\nfrom nearby towns and rural districts. In practice, it is often limited to\nthe teachers in one locality, since it is difficult for teachers to attend meetings away from their own districts; in many cases the expense of such\nattendance is a hindrance.\nConferences held in connection with state\nand county conventions are regional, since teachers are in attendance from\nvarious points. These serve effectively as centers for disseminating information and for arousing enthusiasm.\nIn such meetings are found many\norganization leaders whose contributions to the discussions are helpful to\nthe less experienced workers, and who carry. back to their respective\nWhether regional or local, the\nlocalities, the benefits of the conference.\nconferences are valuable in several ways:\n1. They bring together classroom teachers in a manner which stimulates\nacquaintance among them, and gets them started to solving problems\ncommon to their group.\nThey promote acquaintance among teachers in\ndifferent sections of the United States.\nEach group finds encouragement\nand inspiration in the achievements of other groups.\nThere develops\na realization that there are many common problems.\n‘This tends toward\nsolidarity of interest. The Conference is a unifying agency among teach-\n\ners, as well as between teachers and school authorities.\n2. The Regional Director brings near to teachers the great national\norganization.\n‘To thousands of classroom teachers who have not the opportunity to attend National Education Association conventions, and who\nhave no representative in attendance to bring back to them information\nand inspiration, this great Association seems far away.\nMany teachers\ndo not realize on how many sides it touches their professional lives.\nSchool administrators often make use of statistics furnished by the\nNational Education Association.\n“These facts and figures are given to the\nteachers who make use of them without realizing their source.\nIndividual\nteachers should be so closely in contact with the National Education Association that they will seek for themselves, from the national organization,\nmaterial to use in solving their problems.\nI mean to say that each teacher\nshould be conscious of a direct relationship with the national organization.\nThe Regional Conference tends to bring about such realization on the\npart of individual teachers.\n3. The conferences increase National Education Association membership and give meaning to it. Organizations are encouraged to affiliate\n\n"}
{"page": 63, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n59\n\nwith the national association, and to bring up their membership so they\nwill be entitled to a delegate to the representative assembly. There are\nstill too many teachers who join the National Education Association\nbecause their membership is solicited by some person in authority; it means\nlittle more than a name on the National Education Association roll and\ntwo dollars in the treasury. This is good as far as it goes, but it does\nnot go far enough.\nOne effect of the regional conferences is to vitalize this membership.\nIf\nthe National Education Association had one hundred thousand members\nreading its publications with interest and understanding, and working together to solve the problems of the profession, surely we should soon be\nin sight of the goal set up by this Association—“The Entire Profession\nat Work on its Problems.’\n4, Not only is there need of helping teachers throughout the country\nto become acquainted with their national association, but those who carry\non the activities of the National Education Association and direct its\nprogress, should know the teachers who make up its membership.\nThe\nregional conference gives opportunity to learn what are teachers’ needs\nas felt by themselves.\nWith the best of intentions, the association may\nfall short of its full service to teachers, unless there is available first hand\ninformation concerning teachers’ needs.\n‘The Officers of this Department,\nthemselves classroom teachers, are the ones who can most effectively\npromote this mutual acquaintance.\n5. There is usually some newspaper publicity given the conference.\nIt\npleases the community to know that its teachers are thus meeting to further professional interests, and it tends toward a greater appreciation of\nteachers whose good qualities and efficient service have hitherto been taken\nfor granted.\nIt promotes an understanding of teachers on the part of\nschool authorities and the general public.\nOur friendly custom of handshaking had its origin in fear and suspicion.\nWhen one man met another he extended his right hand, the hand which\nso often carried a weapon; this was to signify that he came as a friend.\nThe other seized it quickly to guard against treachery.\nNo doubt many\na genuinely friendly gesture was thus misinterpreted.\nBut if sincere on\nthe part of both, there leaped from each to the other an impulse of good\nwill, and the handclasp of distrust became the cordial handshake of friendship..\nOrganization provides machinery by which teachers make their gesture\nof goodwill to school authorities and to the community.\nThe regional\nconference director can, in many\n\ncases, interpret this gesture so that it is\n\nreceived with the good faith in which it is made.\n\nHaving shaken hands\n\nin genuine\n\nand\n\nfriendship,\n\nteachers,\n\nschool\n\nauthorities\n\nthe\n\npublic\n\ncan\n\njoin forces to serve the interests of children.\nTo enable teachers to know and appreciate the National Education Association; to win new members to the National Association; to vitalize\n\n"}
{"page": 64, "printed_page": null, "text": "ION\nNATIONAL EpuCATION ASSOCIAT\n60\nin\ni\neat\noo\n\nmerely nominal membership so that it is quickened into life; to bring to\nofficials of the National Education Association the requests of teachers\nfor specific kinds of service; to develop acquaintance among classroom\nteachers and to foster in them professional consciousness; to persuade\neducational leaders to draw upon the great reservoir of talent and enthusiasm which is available within the teaching body—these are things\nwhich have been accomplished in a measure, here and there, and those\nwho are closest to this movement are convinced that the regional conferences are effective and that more of them should be held.\nA response won by prodding or pressure from without must be constantly renewed.\nGrowth from within is selfstimulating, and has great\npossibilities of further growth. The regional conferences plant the seed\nof a broad professional interest, loosen about the young plant the hard\npacked earth of indifference, part the mists of not-knowing to let in the\nsunshine of knowing, water and tend the new growth, and bring to the\ncause of education the fruit of a professional minded teaching body.\n\nOUTLOOK\nJ. STEVENS\nMASS.,\n\nKADESCH,\n\nPRESIDENT,\n\nFOR\n\nTHE\n\nNEW\n\nHEADMASTER,\nDEPARTMENT\n\nDEPARTMENT\n\nMEDFORD\nOF\n\nHIGH\n\nSECONDARY\n\nSCHOOL,\n\nSCHOOL\n\nMEDFORD,\n\nPRINCIPALS\n\nI was under the impression that I was merely to receive for the National\nAssociation of Secondary School Principals your congratulations on its\nadmission as a Department of the National Education Association and\nthen was to sit back and listen to the feast of reason and flow of soul\nemanating from the real geniuses: Teachers, principals, and superintendents here present.\nAll knowledge is correlated, says the philosopher, and proceeding from\nthat premise my random remarks on the new Department may, by a\nmiracle of correlation, bear on the subject I see has been assigned to me.\nModesty and the brief time allotted me forbid the enumeration of the\npast accomplishments of the new Department.\n‘That is ancient history\nand now serves merely as a background for the opportunities of service\nthat have been opened up by our affiliation with the National Education\nAssociation.\nIt is, therefore, with timidity that I quote from the welcome\nyour kindly and most efficient secretary, Mr. Crabtree, gave to the new\nDepartment at the Boston meeting: “The National Association of Secondary School Principals—yesterday a noted national organization, cooperating with the National Education Association—today an integral\npart of the National Education Association itself with power and prestige\nalmost on a par with that of the Department of. Superintendence.\nWhat\ncould mean more to the National Education Association for this outstanding organization to come in with its history rich in achievements, and\nwith a complete leadership and control of policies in secondary education\n\nand administration!\n‘This is one of the greatest acquisitions of strength\nin the history of the Association.”\n\n"}
{"page": 65, "printed_page": null, "text": "'\nee\n\nGENERAL\neee\n\nSESSIONS\neee\n\nCC\n\n61\n\nI hope that the new Department will measure up to and continue\nto merit the kindly praise of Mr. Crabtree, but I am certain that the\ngreatest acquisition has been ours.\nThe new Department may now function with greater efficiency and effectiveness and become indeed “a link\nin the chain of strength of the greater Association.”\nIn so brief a time allotment, it is impossible to enumerate in the secondary school field all the vital problems that demand immediate solution.\nIf, for the present, the new Department were to concentrate its efforts\nupon the following five objectives, secondary education would indeed\nbecome more effective as well as more economical!\n1. Scientific research\n\nwork\n\nleading to the readjustment\n\nof the secondary\n\nschool\n\ncurricula that would fit young men and women better to meet the needs of the\nhome and the community; a curricula simplified and including only the fundamental subjects necessary for adequate preparation in citizenship\n2. The organization of a scientific technic in the administration and in the\nsupervision of the secondary schools\n3. The erection of simpler but adequately equipped high-school buildings with\nresultant economies in educational costs that might well be applied to the improvement of instruction and to higher salaries for adequately trained teachers\n4. Articulation of the secondary groups with elementary and with higher education and articulation within the secondary groups\n5. Insistence upon a high grade of scholarship by voluntary cooperation on\nthe part of pupils to inculcate right habits of thinking and of work, for only by\n\nright thinking and hard work\n\ncan true American\n\ncharacter\n\nbe developed.\n\nThe standards by which we had been measuring educational accomplishments passed out of existence a decade ago. ‘The present generation must\nbe educated in high school and college so that it will adjust itself to the\ntremendous changes that the world struggle effected in the commercial,\nsocial and intellectual life of America.\nIt should not be our purpose to\nadvocate ease and superficiality in this educational process.\nIt is just that\nwhich we have to combat.\nLast week, I heard the president of a Phi\nBeta Kappa society, who was emphasizing this same point, quote the\nstory of the college graduate travelling abroad who wrote home about his\nvisit to the Louvre and said he covered it all in an hour and a half but\nthought that if he had had on his spiked shoes he could have done it in\none hour flat. But radical adjustments are necessary in education. ‘They\nhave already taken place in industry and commerce, and in the social\nand intellectual life of the people. We educators are on doubtful\nground—the shifting sands of flux and change.\n‘The procedures that\nled to the partial solution of social, industrial, and educational problems\na decade ago have been thrown into the discard by the type of lessons\nthat humanity learned in the varied and bitter experience of war.\nThe clearer vision superinduced by the war opened our eyes to colossal\n‘“‘We wasted well intentioned effort upon fruitless\neducational waste.\nthings,” says Monroe.\n‘We wasted the time of youth upon work that\nmeant as little to us as it did to them. We shrank from spending money\n\n"}
{"page": 66, "printed_page": null, "text": "62\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\na\n\nin experimentation but did not hesitate to waste vast sums\npetuation of traditional medieval methods of instruction.”\n\nfor the per-\n\nWe have built and are building splendid edifices that are the last word\nBut we must\nin structural beauty and purely mechanical equipment.\nlook to it that these modern and. beautiful structures are not. serving the\nold purpose that Stephen Leacock attributes to them; namely, “to successfully conceal the schoolmaster and his antiquated methods of instruction.”\nEducation to become really efficient must be a factor in the training\nof youth both in and out of school; it must make use of the immense educative power of real work and real play and endeavor to direct the energies\nof the youth therein.\nTo that end, it must utilize numerous aids and forces outside the\nschool. The home figures tremendously in the education of the child, yet\nat scarcely a single point do these forces of home, school and college cooperate or even remotely touch.\nIndustry depends for its welfare upon\nthe type of product turned out in the schools and colleges, yet only in\nisolated instances do these cooperate to the end that the one may be the\ntraining ground for those abilities and talents of which the other is the\ntesting place.\nThen, too, our people are no longer homogeneous; there is a great\nforeign element as yet unassimilated.\n‘The disintegrating influence of-the\nwar upon our thought and culture, the very general and growing indifference to the true and the good, not alone in literature and art, but in all\ndepartments of life, and the corresponding increase of indulgence in the\nfollies and extravagances that characterize our present age—these are\nsome of the problems that confront us in the schoolroom.\nHow are we\nto solve them?\nBy eternal vigilance, by untiring effort, but, most of all,\nby willing and intelligent cooperation.\nor if education as a science has\nits problems, it also has its postulates, notably that “Strength in Union”\ndictum which has become axiomatic.\nShifting sands make poor foundations, and shifting responsibilities—those of one group upon the shoulders\nof another and vice-versa—is not less deterrent to the permanence and\nstability of the structure we hope to build.\nAnd finally: “A little leaven leaveneth the whole lump.”\nThis educational process is, shall we say, the stimulus which is to the\ndevelopment of the pupil as the leaven to the loaf. Let us expand the\nmetaphor and complete the homely analogy. First, there is the introduction of the yeast into this mass of raw material, the dough—lumpish stuff,\nheavy, amorphous, inert. The leaven begins to work; the mass rises\nto notable heights and noble proportions; it looks ready for the proving\nground, the oven. But is it? Watch the efficient and intelligent housewife, shall we say the teacher, who is not deceived by this specious inflation.\n\nShe takes the dough\n\nand molds\n\nit anew,\n\nuntil the yeast has per-\n\nmeated the inmost recesses of the mass.\nShe then sets it aside for a time\nin an atmosphere of warmth and geniality, where once more it assumes\n\n"}
{"page": 67, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n63\n\npromising and imposing proportions and is really ready for the oven—\nthe “trial by fire,” to continue the symbolism, whence the finished product\nemerges, a thing of form and comeliness, of worth and substance.\nThe new Department with its splendid background of accomplishments\nin the field of secondary education and of efficiency in its administration\nby the exemplary leadership of its pioneers will, I am confident, with the\nsupport and the cooperation gained by its affiliation with the National\nEducation Association, achieve great things. The new Department,\nMadame President and members of the National Education Association, is\nat your service.\n\nPSYCHOLOGY\nA. G. CRANE, PRESIDENT,\n\nOF\n\nCITIZENSHIP\n\nTRAINING\n\nUNIVERSITY OF WYOMING,\n\nLARAMIE, WYO.\n\nThe psychology of citizenship training sounds fearfully technical. The\nspeaker, however, is not qualified to treat the subject in a scientifically\ntechnical fashion.\n‘The speaker’s viewpoint is that of an ordinary student\nof education.\nViewing the problem from the standpoint of the public\nschool administrator, | may perhaps be charged with being in the position\nof the boy who was apparently deeply interested in the sand lot game of\nbaseball.\nA bystander accosted him and said, “Young man, I suppose you\nknow all about this game of baseball?”\nThe reply was, ‘‘No, sir, I don’t\nknow a t’ing about it, I’se only de umpire.”\n‘The administrator is often\nrequired to be the umpire and as such he should know the general rules\nof the game, though perhaps those whom he supervises are vastly better\ndetailed technicians than himself.\nDuring the past few decades, the attention of educators has been closely\ncentered upon the content of courses, the making of syllabi and curricula.\nVocational and professional training have brought in the reign of the\nspecialist, until in higher education and measurably in secondary education, we have seen the hyper-specialization of courses and the creation of\nstudent programs made up of highly specialized fragments in the various\nfields of knowledge.\nEducators are now beginning to cry that the graduates’ schooling has failed to give an integrated whole; that there has\nbeen no coordination; that his acquaintance with the fields of human\nknowledge is scrappy and confused.\n‘The emphasis upon specialized subjectmatter has overemphasized the intellectual, often neglecting the social\nand moral needs of students.\nThere is a refreshing reaction from this\nattitude now becoming evident in educational thought.\nEducators are\nrecognizing that students and citizens are more than intellectual machines ;\nthat qualities of heart and soul and personality are fully as important as\nkeen intellectual power.\n“This trend of thought is showing itself in the\nestablishment of student personnel departments, in the creation of new\ntesting devices to show individual differences, in the student health programs, in an insistent demand for better citizenship training. The very\n\n"}
{"page": 68, "printed_page": null, "text": "64\nsi\n\nNATIONAL EpucATION\ner TANNIN Ata Oa i\n\nASSOCIATION\nRO\n\nkB\n\npresence on the program of this great association of the topic of citizenship\nshows the attention being given to this topic by educators.\nFrom the school administrator’s standpoint, two very basic false assumptions have often been made in the plans for training citizens. The first\nCitizenfalse assumption has been a too narrow concept of citizenship.\nship is more than a knowledge of machinery of the government, more than\nthe mere performance of voting, holding office, or watching government\nWe have had notable examples in the last decade of men who\nactivities.\nare highly successful in all these particulars and yet were arrant knaves\nCitizenship is a more complex thing. Essentially it means\nin high places.\nharmonious and efficient teamwork in society. Good citizens are good\nneighbors, good friends. The sum total of a man’s social reactions determine his citizenship.\nHis character, personality, his attitude toward public welfare, are all parts of his citizenship.\nA second false assumption in which the schools have fallen readily because it is the line of least resistance, is the undue emphasis placed upon\npreachment.\nIt has been assumed that an intellectual.knowledge of right\nconduct would assure performance.\nIt is the old mistake made in our\nboyhood days when the lad who recited the ten commandments most\nglibly was given the prize Bible and it was easily supposed that he would\nbe the best boy. As a matter of fact, we lads knew him as the ringleader in all the deviltry. ‘The emphasis has been put upon intellectual\nknowledge.\nAmericanization courses have relied for their efficiency upon\na knowledge of the mechanics of government, a smattering of American\nhistory, a knowledge of the functions of county officers, as if this information would make good citizens. We have overlooked the fact that the\nbest training agencies in America to make our foreign-born peoples good\ncitizens, are the cooperative societies in which these men and women\nparticipate and experience the satisfactions of good team work.\nCodes\nof ethics, courses of instruction in morals, have been largely preachment\ngiving information as to right conduct.\nIt is true today as in days of old\nthat he who knows best is not always the one who does best. Eyes they\nmay have but they see not; ears they may have but they hear not. “They\nmay be hearers of the word only and not doers.\nCitizenship depends upon the sum total of man’s personality which has\nbeen described as the sum total of his habits, attitudes, ideals and prejudices, which determine his daily reactions.\nOne’s daily reactions are\nmostly a matter of habit and only partly a matter of formulated intellectual code. One might say that roughly one’s social conduct is seventyfive percent habit, fifteen percent standards, and ten percent ideals.\nHabits, however, are not acquired by an enforced intellectual assent, by\nthe ability to repeat at examination time preachments given by the teacher.\nThey are not acquired by memory exercises, not by discussion of cases, but\nhabits are acquired by satisfying experiences oft repeated.\nTo acquire\na personality which shall assure the proper social responses of a good\n\n"}
{"page": 69, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n65\n\ncitizen, one must taste the satisfactions of good citizenship through good\nreactions.\nIf the schools then are to train their students to become good\ncitizens, the schools must afford the students opportunity to acquire habits\nof good citizenship, and these habits must be acquired through oft repeated\nsatisfying experiences.\nHabits alone, however automatic they may become, are not reliable\nin times of stress. A mere automaton does not possess the necessary\nflexibility required by changing conditions.\n‘The actions of an automaton\nwill break in times of sore temptation.\nThe habits must have for their\nIt\nsupport and as an aid in their acquisition some formulated standards.\nis here that the intellectual guide of citizenship training makes its appearance.\n‘The standards will probably be highly specific, simple and applicable to a limited situation. Here again in a new complex situation the\nstandards may break down and we need for the fullest assurance of right\nreaction, that the standards of conduct shall be illuminated and inspired\nby the light of ideals. We thus have a triumvirate of habits, standards\nand ideals, working together and a three-fold cord is not easily broken.\nWe\nWe are most of us reasonably honest in small matters of money.\nwill return excessive change and we do it without any great mental\nstruggle, almost automatically from a matter of habit. We would probably be honest to the extent of $5. If it were a transaction involving\n$100, we might give some serious thought to the question of returning\nthe money.\nIn this case the habits are threatened and the standard comes\nto their rescue and says: ‘‘A mistake in your favor should be rectified\nas readily as you would wish a mistake against you to be corrected.”\nIf\nthe amount, however, should reach into the thousands there might be a\nvery severe mental struggle. None of our existing standards would fit a\nsituation of such magnitude.\nWe would be tempted to find reasons and\nHere the thing which might save\njustifications for keeping the money.\nthe situation would be a high ideal of honesty as an abstract virtue. Like\nsome famous men, you might decide that you would rather be poor and\nhonest than rich and a thief. Your ideal will say “It is not right” or\n“You must live with yourself, your selfrespect ;your contentment is worth\nIn the triumvirate of habits, standards, and\nmore than mere money.”\nideals, each is reinforced by the others. ‘The ideal makes possible the\nIt is an intellectual thing which\ntransfer from one situation to another.\nin the past has been in teachmistake\nthe\nbut\nschools,\nthe\nby\ntaught\nbe\ncan\ning this to the neglect of the acquisition of good habits or even in the\nface of contradictory habits. ‘The mistake has been in teaching the ideal\n\nwithout the proper foundation of experience from which the ideal might\nhave been built inductively.\n\nLittle Mary comes to the table with dirty hands.\n\nHer mother says:\n\n“Mary, you must go to the bathroom at once and wash your hands.\n\nlittle dog next door wouldn’t eat his dinner with such dirty paws.\nnot nice to come to the table with such dirty hands.\n\n‘The\n\nIt is\n\nOther people do not\n\n"}
{"page": 70, "printed_page": null, "text": "66\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nlike to see such a dirty little girl.” This experience is repeated inexorably\non each day of the week, and it is surprising the amount of innate resistence which Mary possesses. After weeks and months of this training,\nhowever, she decides that it is more comfortable for her to wash her hands\nbefore she comes-to the table. She reluctantly gives assent to the standard\nof clean hands at the table. She has acquired a habit of neatness, specific\nShe\nand exceedingly limited, which does not extend beyond meal time.\nhas acquired a standard equally limited which says: “Your hands must\nbe clean when you appear at the table.”\nLater she goes to school and\nhere the teacher insists upon clean hands and Mary has repeated experiences formed perhaps a little more easily now than the first one, which\nforms habits of clean hands at school, and the standard which says: “Your\nhands must be clean when you go to school.”\nLater she forms another\nspecific habit by the same process which says that she must have clean\nhands when company appears and later again a habit of clean hands when\nplaying with her pretty playthings.\nFrom these habits and along with\nthem she has also acquired four standards which can ‘be stated in intellectual terms: hands must be clean at table; hands must be clean at school;\nhands must be clean when company comes; and when playing with soilable\nplaythings.\nLater in life when more specific habits and standards of neatness have been formed, there may come a day when Mary will catch\na glimpse of an ideal of neatness'in the abstract: neatness and cleanliness\nof person, of mind, of thought, of her home, and her surroundings.\nFrom\nhabits there came a generalized standard, not a generalized habit, but a\nformulated set of specific standards.\nFrom this set of standards, by\n‘This is a process\nprocess of abstraction, comes the ideal of cleanliness.\nof training, starting with experience and working out inductively to the\nhighest thing—the ideal. Many of the attempts to teach morals, character, personality, citizenship, in the schools, have tended to reverse the\nprocess and force upon little children ideals first before there is com‘The result has been mere memoriter acquisition\nprehension or acceptance.\nof the information—unassimilated, unaccepted, and functionless.\nHow can the schools then obey these simple laws of citizenship training\nand afford their students opportunity to acquire harmonious social habits,\nuseful formulated standards, and inspired, guiding ideals?\nUnconsciously\nin most cases, the schools are already doing much in this line and their\nmost successful results are secured when following this psychological order\nof habits first, standards and ideals later. Punctuality, regularity, accuracy, honesty in indivdual classwork, courtesy, consideration for others,\nare all being taught in our public schools by the daily discipline of the\nschools.\nOur supervised playgrounds, our extracurriculum activities of\nstudents, are giving students first hand experience of good citizenship.\nMy little boy came home proudly from the first grade and stated that he\nwas Mayor. I said, “Mayor of what?” and he said, “Mayor of Happy\nTown.”\n“Where is Happy Town?”\n“Why, Happy Town is our\n\n"}
{"page": 71, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n67\n\nschool and I am Mayor.\nWe have policemen and hostesses and other\nofficers in our town.”\nLater he came back with the proud announcement\nthat he had been reelected Mayor of Happy Town.\nIn his little childish\nway, he and the others were participating in the pleasures and satisfactions\nof good citizenship.\n‘The schools are indeed affording opportunity for\ntheir students to become good citizens but much is being overlooked\nand neglected.\nMuch more must be done. ‘The schools must be true\nsocial communities.\nThe teacher must be the manipulator and creator\nof social situations.\nThe teacher must thoroughly understand the laws\nof personality training, the standards and ideals to be secured.\n‘The\nteacher must look upon the students as individuals and the task of teaching\nas one greater and nobler than that of a mere impartation of subjectmatter.\nThe harmful tendencies which the little Marys and Johns and\nPauls show must be suppressed, discouraged.\nThe positively helpful attitudes must be put in their stead by creating situations in which the\nyoung people may primarily acquire correct habits.\nWith the formation\nof the habits must go the formulation of standards, and as the standards\nmultiply and the upper levels of the school life are reached, ideals must\nbe abstracted and made to illuminate and interpret and strengthen the\nstandards.\nThe object of this address is to endeavor to bring to the consciousness\nof our teaching profession the true and- natural process whereby young\npeople acquire harmonious social personalities. “There must be in the forefront of the teacher’s consciousness the realization that good habits are\nprimary, but that good habits cannot be effectively formed or reliably\nmaintained unless there accompanies these habits a stated standard, and\nthat standards will in times of great stress be ineffective unless the whole\nis illuminated, interpreted, and inspired by ideals. “This triumvirate must\nbe vividly in the teacher’s mind as manipulator, creator, and director of\nsituations.\n“The work of the school—the teaching of readin’, writin’, and\n’rithmetic, must be made to afford the young people opportunities to\nacquire the pleasing habits which shall assure the student’s individual\nhappiness and success and make him a blessing to society.\n\nSYMPOSIUM\nF. M. GREGG,\n\nON\n\nCITIZENSHIP TRAINING—THE\nNEBRASKA PLAN\n\nNEBRASKA\n\nWESLEYAN\n\nUNIVERSITY,\n\nLINCOLN,\n\nNEBR.\n\nWhen Moses, the great ethical law giver, had seen much of life in Egypt\nand among his own enslaved people, he went off into the land of Media to\nOn his return, seeing the depravities of his\nmeditate for many years.\nbrother Israelites, he went up in due course of time into the heights of Sinai,\nthere to receive, amid the thunderings and lightnings of that desert peak,\nthe ten laws that have been made the basis of morality among the inheritors\nBut\nof the Hebrew religion and morals for over three thousand years.\nnow, after these thousands of years, and in our own America, a growing\n\n"}
{"page": 72, "printed_page": null, "text": "68\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nnumber seem to be returning, in part at least, to the degeneracies of ancient\npeoples. All too many of us have put nots into the two positive Mosaic\nlaws and taken the nots out of the eight remaining ones.\nGreatly impressed by the numerous concrete instances of the practical\nfollowing of this modernized Mosaic code, the men and women of the\nNebraska legislature of 1927 passed a law requiring the preparation for,\nand adoption by, the schools of the state, of a course of study in character\nIt may have been that the steadily increasing dangers to\neducation.\nand to human life acted as the chief incentive for the\nprosperity\nmaterial\npractically unanimous passing of this law, but the jeopardizing of other\nsocial values must also have been operative in the minds of all the thoughtful members of that lawmaking body.\nDoubtless the reason for asking the schools of our state to undertake a\nlarger program of character education was the widely recognized principle\nthat whatever is desired for the citizenship of a commonwealth must first\nfind a place in the public schools.\nBut while this principle is a valid and,\nindeed, a sacred one, and in this instance of its application will yield an\nappreciable return in character values among our oncoming generations,\nthere yet remains the necessity for a vast reenforcement to the work that\nthe schools at best can do, before a high level of character regeneration can\nbe achieved.\nE\nCharacter education is too complex and depends on too many factors\nto be wholly controlled by any formal system of public education.\nFor\ninstance, if the leading citizens of a community are known to patronize the\nhip flask on social occasions, and the report thereof becomes a matter of\nlevity in social circles, any teaching of the schools on the subject of respect\nfor law is promptly nullified.\nNor would any teaching of the virtues of\ntemperance and sobriety be effective in any high degree among a bibulous\npopulation whether or not there is any such thing as an Eighteenth Amendment.\n‘This same type of comment can be made with respect to honesty,\nregard for property, virtue in men and women, or any other moral quality\nthat distinguishes civilized man from untutored savage.\nOur commonwealth and no other will ever be wholly restored to ideal citizenship\nthrough the work of the schools alone.\nThe present state of moral flux, we are reminded by Judge Kavenaugh’s\nrecent book on crime in America, is not to be attributed to the World War,\nto the Volstead act, or to any other single force or influence that the partial\nIt is a combination of many\nstudent of human society may chance to select.\ncauses that brings about what seems in some respects, at least, to be a moral\nbreakdown of our times.\nPerhaps the nearest approach we can make\ntoward the assignment of a single cause is the wide-spread use of cigarettes,\nwhich so quickly narcotize the moral sensitiveness of our boys and girls.\nWhere the use of the cigarette abounds in school, all moral training is at\nonce placed under an extremely heavy handicap.\nTo discover all the widely scattered demoralizing influences, and to seek\nthe adequate way out, it would seem to be desirable in many common-\n\n"}
{"page": 73, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n69\n\nwealths to call a great congress on morals and character education for the\nconsideration of important agenda to uncover the trends, forces, and influences that control the current type of citizenship and to seek, not to draw\nup more laws for the statute books, but to set into operation such a measure\nof public opinion as shall combat audacious evils that now go unchallenged,\nand to reinforce the struggling goods that are now too weak for victory.\nTo such a congress of some hundreds of citizens there might well come\nhigh-minded men and women from among educational organizations, parentteacher congresses, ecclesiastical groups, commercial clubs, luncheon clubs,\n\ncredit men’s associations, organizations of county attorneys and sheriffs,\nand every other kind of organization with altruistic objectives.\nIt is not\nat all impossible that such a congress will be assembled next winter in\nNebraska.\nWhile still considering character education in general, it might be added\nthat owing to many recent shifts in social and material life, there is a great\nneed for evaluating and refining a code of morals for life as it now is and a\nneed for determining what are the absolutely basic human virtues.\nCurrent history and sociology, conscientiously studied, could be made to yield\na dependable list of desirable and of undesirable social practices and virtues,\nespecially if these were reviewed by a group of widely experienced men and\nwomen with great moral vision.\nImagine, for instance, the effect of the\nfine code that could have been worked out by such great spirits as Count\nTolstoi, Cardinal Mercier, Pastor Wagner, Phillips Brooks, William E.\nGladstone, Theodore Roosevelt, Woodrow Wilson, Frances Willard, and\nAlice Freeman Palmer.\nEndowed with high purpose and great human\nunderstanding, such a group as that could not have come far from thinking\nafter Him the thoughts of the Great Intelligence, and in giving to our\ntimes an approximation to an ideal moral code.\nOur great institutions of learning spend several hundred dollars a year\non each of their students in developing skills in English, in finance, in\nlinguistics, in agricultural practice, in hog-cholera control, in automobile\nmanipulation, and a hundred other matters of material concern. ‘They\nalso make extensive studies of social psychology and the control of people’s\nbehavior in salesmanship, in advertising, and in the decisions of a jury; but\ndefinite set-up is rarely provided for the scientific discovery of moral fact.\nIs gambling, social or subterranean, good for society? Let someone examine all the facts and give us the scientific conclusion.\nIs the hip-flask\nthe scientifically indicated remedy for human complexes and mental inhibitions?\nIs it wise or fatuous for a woman to spend a large part of her time\nat a bridge table to the neglect of her family? Is cigarette smoking among\ngirls and women a harmless pastime? Is the reading of the True Story\nmagazine and other salacious matter by the boys and girls of our junior and\nsenior high schools an adequate return to the schools for their painstaking\nefforts to develop the art of silent reading?\nSurely the answer to all such\nquestions can be revealed by scientific investigation.\n\n"}
{"page": 74, "printed_page": null, "text": "70\n\nNaTIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nee\n\nComing now more specifically to the work of character and citizenship\ntraining in Nebraska, it is fully recognized that the schools in our and every\nother commonwealth have always stressed moral education, both directly\nand indirectly, in many ways, and have been doing their full share in the\nBut by as much as there can be improvements in\nsnaking of good citizens.\nother aspects of school work. academic, organiational and administrative,\nthe faith in which is fully evidenced by this great teachers’ convention, so\ncan there be improvement in the arts of character and citizenship training. What, therefore, the Nebraska course proposes to achieve, is, first, to\nintroduce the teacher to perhaps a little clearer conception of the more\neffective underlying principls in character education, and second, to suggest\nways and means for a more successful inculcation of ethical truth and\npractice.\nTo this end, a 200-page, tentative course of study was drawn up in the\nsummer of 1927, which is designed, in part one, to furnish a basis for the\nstudy of character-education principles by the teachers of the state and by\nthe students in normal-training high schools and in higher institutions for\nteacher training.\nPart two of the manual supplies many suggestions to\n\nteachers for applying the principles to the classroom situation.\nIt is clearly\nrecognized that the teaching of character and citizenship must utilize both\ndirect and indirect methods.\nIt is assumed throughout that character is the sum total of one’s tendencies to behavior, and that a pupil’s will is resident in his character.\nIt is\nfurther assumed that the theoretical basis of character education never lies\nwholly within the viewpoint of any extremist.\nThe theory of the extreme\nmentalist that lost souls can instantly be redeemed by miracle is not recognized because the results of such procedure have not seemed to justify its\nclaims. The theory of the biological fatalists that natural and artificial\nselection are the only adequate means of moral amelioration is not accepted,\nfor to do so is to surrender at once all claims for character education in the\nschools, and to belie the sociological facts of history.\nThe theory of the extreme behaviorists that by the manipulation of\nenvironment one can make any kind of character out of any kind of normal\nbaby is rejected because on such a theory there is nothing to guarantee that\nthis would-be shaper of human destiny, governed by similar fortuitous controls, might chance to make anything at all out of any child. A second\nreason for rejecting this hypothesis is that it disregards ten lines of evidence\nfor the functioning of instinctive nature and racial urge, namely, the\nanatomical, the neurological, the pathological, the genetic, the psychiatric,\nand the testimony of the feeble-minded, the senile, the depraved, the drug\naddict, the social manipulator, and the case of identical twins reared apart.\n\nHowever, it must be said that any course of study in character education,\nto be consistent and effective must be organized on some definite basis of\npsychology and philosophy. The Nebraska course, therefore, very frankly\ntakes a middle ground and assumes that heredity has much to do with what\na person becomes; that environment always has been and always will be a\n\n"}
{"page": 75, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n71\n\npowerful factor; and finally that mental and spiritual values, when vital\nand genuine, have been shown time and again to be vastly important in the\nbuilding of a beautiful life.\nOn such a background the Nebraska course regards the individual as\ndependent for what he is, on six forms of behavior, namely: (1) His reflex\nand automatic acts, (2) his emotions and instincts (I dare to use the word),\n(3) his disposition, that is, the relative intensities of his instincts, conditioned or reconditioned, (4) his sentiments or loves, (5) his ‘“‘social gallery,”\nand (6) his distinctly acquired forms of behavior both deliberate and\nhabitual. ‘The human creature is a behaving creature who is under control, both separately and jointly, of his spinal cord and brainstem, his\nthalami, and his cerebral cortex.\nThe problem of character education thus becomes one of organizing all\nthe individual’s forms of response in such a way as to serve a unified and\nsocially acceptable human reactor.\nThe four major opportunities for\ncharacter education, so far as the schools are concerned, lie in influencing\n(1) a pupil’s disposition, (2) his sentiments or ideals, (3) his habits, and\n(4) the character of his accepted “‘social gallery.”\nIn dealing with dispositions, the teacher must necessarily do a lot of\nindividual work and must know something of the arts of conditioning\nneglected instincts. She must also seek continually increasing skill in the\nart of reconditioning unfortunate snarls in emotional life. In this connection she must fully acquaint herself with the typical dispositions in the stage\nof unfoldment of original nature which she finds exhibited in the school\ngrades with which she works.\nAlong with this study of childhood characteristics in successive periods,\nthere needs yet to be worked out the appropriate traits and trait actions\nthat can be most advantageously stimulated in each of the school-life stages.\nFor instance, it is useless to talk about loyalty or patriotism in primary\ngrades. ‘The pupil there is an individualist, and any discussion of these\ntraits falls on utterly uncomprehending ears.\nIn later childhood and early\nadolescence, however, the situation is very different, for there the pupil is\nconspicuously gregarious and quickly appreciates the importance of being\ntrue to the group.\nOne of the most interesting sights I have seen this year in Nebraska was\nthe operation of a club of Uncle Sam’s boys and girls in a room made up of\nfourth, fifth, and sixth grade pupils. “Time does not permit a description\nof the scene or a report of the positive character advances so enthusiastically\ndescribed by the teacher.\nBut corroborating her testimony is the testimony\nthat has come in through reports to State Superintendent Taylor’s office\nfrom the teachers of Nebraska.\nOnly a relatively few of the teachers have\ntried out this feature of the Five-Point System of the Character Education\nInstitution, adopted in the Nebraska manual, but those who have done so\nare almost unanimous in endorsing the method.\nIncidentally, I am requested by Secretary Fairchild to say that the Character Education Institu\n\n"}
{"page": 76, "printed_page": null, "text": "72\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\ntion at Chevy Chase, Washington, D. C., is a research station and not one\nfor practically directing plans or systems.\nA joint committee of the Nebraska State Teachers Association and of\nthe state department of education will be actively at work the coming school\nyear in making a careful survey of the technics of character education and\nwill doubtless seek to discover the desirable character traits to be inculcated\nby the schools, the optimum school ages for their presentations, and the\nschool situations, both curricular and extracurricular, through which they\nmay best be developed.\nWith this study there will probably also go an\ninquiry into the practicability of character surveys taken by the pupil himself, as the Iowa Plan provides, or by the teacher alone, as the Character\nEducation Institution insists shall be the method.\nIt is the Iowa plan of\nselfsurveys that is incorporated in the Nebraska manual, but not many\nteachers this year have reported a trial of the survey method.\n“Those who\nhave done so, however, seem favorable to the taking of pupil surveys.\nOf prime importance will also be the investigation of the problem of the\ndirect versus the indirect method.\nNot a little confusion has come in the\ndiscussion of these two methods because of the two very different usages\nfor the term “direct method.”\nAll are agreed that the indirect method\nbegins with chance situations out of which trait actions and finally traits\nmay emerge if the situations continue favorable.\n“The direct method is\npopularly understood to be deductive and authoritative and is illustrated by\nthe Sunday school teacher of the generation that is passing.\nBut scientifically the direct method contemplates definitely selected traits as objectives,\narrived at out of situations that are more or less controlled.\n“The procedure\nis inductive and experimental and the movement is consciously toward moral\nconclusions or ideals organized into a system of ethics. This procedure\nmight perhaps better be described as directedly indirect—indirect so far as\nthe pupil is concerned, but direct and sum-clear so far as the teacher is\nconcerned. It is the method toward which I predict we shall be moving in\nNebraska—the method of “directed indirectness.”\nTouching now only briefly on the place of ideals in character education,\nit may be said that we need a clearer statement of technic than we now\nhave. An ideal is an emotionalized concept.\nIt is a sentiment, in McDougall’s use of that term, and involves the exercise of emotions in connection with concepts. It is a cortico-thalamic activity. A pupil’s ideals are\nhis appreciations, his loves, what he really cares for. One of the finest of\npedagogical arts is that of getting boys and girls to fall in love with many\nworthy things—art, music, literature, nature, native land, foreign peoples,\nsplendid manners, and fine character-building ideals. Who shall teach us\nhow best to do these wonderful things for our boys and girls?\nAmong the character-building ideals are, of course, the items in a code\nof morals. ‘The Nebraska manual adopts, for the elementary grades, the\nHutchins code as found in the Five-Point Plan developed by the Character\nKducation Institution.\nFor the high-school grades, the Squires code is\noffered as a model, with the recommendation that the pupils be stimulated\n\n"}
{"page": 77, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n73\n\nto revise the code as may seem goodto them under teacher leadership.\nThe tragedy of any code, however, is that teachers will too often attempt\nto teach its items as a mere catechism without providing a rich background\nof observation and experience of which each item of the code shall repreThe emotional element is pretty certain to be lost\nsent a crystallization.\nand thus the bare cognitive truths cannot become idealized. Who again\nshall teach us how to convert codes of morals into functioning ideals?\nThe work of habit formation and the acquisition of skills is, of course,\nan ever present one in every schoolroom.\nWhat is most needed now is the\napplication of the well-known laws of habit development to the fixing of\ntrait actions and the acquisition of traits. We say to the pupil, “Put your\nbooks in your desk in an orderly way.\nBe neat.\nPut all scraps of paper\nin the waste basket.\nBe neat.\nErase the blackboard, leaving it free from\nbrush marks.\nBe neat.”\n‘Thus, through persistent exactions of these\nresponses, the pupil gets not only the concept but the generalized habit of\nneatness.\nThere will also be transfer of training if a wise pedagogical\nbaggage master is always on the job.\nLast and most important of all the phases of character education is the\nbuilding up of a wholesome “‘social gallery” in the life of the individual.\nMore than on anything else, who one is depends on whom one cares for.\nOne’s selfregarding sentiment, the essence of one’s personality, centers\naround the group of individuals of one’s social orientation.\nHere conscience has its seat, for boys and girls get their consciences from the social\ngroup they most respect. “The human mind is necessarily and inescapably\nsocial, and a supreme work of school and church is to assist the pupil to\ncome under the influence of a wholesome “‘social gallery.”\nMore specifically, if the worthy teacher can herself find a place in the\nchoir invisible of a child’s life, she will have done the greatest thing possible\nfor her pupil.\nHappy indeed the boys and girls of America who have\nteachers that are to them as Greek divinities to whom they daily pour out\nsincere libations, and into whose likeness they steadily grow, provided those\nteachers live always on the Olympic heights of character, surrounded by the\neternal snows of purity and goodness, and reflect ever the unfading sunlight of intelligence and of righteousness.\nThus and thus only, in the last\nanalysis, shall we have a better citizenship of boys and girls and ultimately\nof men and women in a better America.\n\nTHE\nAGNES\n\nSAMUELSON,\n\nSPIRITUALIZING\nSTATE\n\nSUPERINTENDENT\nDES\n\nMOINES,\n\nASPECTS\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nIOWA\n\nThe greatness of a nation is not truly measured by a summarization of\nher material progress; in the ultimate analysis, it depends upon her contribution to civilization.\nThe grandeur of a cathedral may be described\nreal glory of the structure lies in its use in\nthe\nbut\narchitecture,\nby its\nestablishing the relationship of the worshipper to his God. Costly tapes-\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntry and precious antiques may embellish a mansion, but the crucial test\nof a home is love. Real citizenship is better distinguished by the prosaic\nactivities of everyday life than by poetic flag-waving on special occasions.\nLikewise the work of the public school is not accurately appraised by\na survey of the value of the school buildings; the number of books in the\nlibraries, trees on the school grounds; state certificates on record; cost\nand enrolment figures; and other statistical data. Necessary as they are,\nthese material manifestations do not constitute the real core of the program of public education.\nIt is not properly explained by the findings\nof educational research, details of classroom practice and technic, investigations of curriculum, listing of objectives, or results of testing programs.\nNo single item of the administration, the supervision, or the\ninstruction serves as the criterion; the dominating purpose of the entire\norganization is to build citizenship, to advance character, and to help\nchildhood “to achieve life of rich significance,” as Dewey put it.?\nThe national necessity for such a program was pointed out by Horace\nMann in 1845: “If we do not prepare children to become good citizens;\nif we do not develop their capacities, if we do not enrich their minds with\nknowledge, imbue their hearts with the love of truth and duty, and a\nreverence for all things sacred and holy, then our republic must go down\nto destruction, as others have gone before it.” * As recently statedby\nCharters, ‘““The development of character and personality has always attracted the attention and elicited the energies of men and women who\nhave in any way felt responsible for educating children for citizenship.” *\nToday in this citizenship symposium we are repeating this essential truth,\nand devoting the full program to a recapitulation of the pertinent facts\nin education for citizenship.\nAs we now turn from the composite idea of citizenship to its spiritual\naspects, we approach the most difficult phase to analyse. ‘There is a lack\nof educational research on this subject; it is not as concrete as spelling\ncounts or diagnostic tests in arithmetic.\nIdeals are not as tangible as\nmaterials, procedures are still in the empirical stage.“ The progress\nof materials has always exceéded intellectual and spiritual advancement.\n“Things are in the saddle,” said Emerson in 1842; ‘Things are in the\nsaddle and ride mankind,” said Whitman in 1859.\nIn 1928 the stupendous achievements in things can ride mankind either to annihilation or\nto a more beautiful and enduring civilization.\nMan cannot live by\nbread alone, nor can real character and spiritual citizenship be organized\non a theory of things. We are in greater need of idealism today than\nmaterialism; our future depends more upon character than intellect.\n1 Webster, W. F., Music and the\ncation Association, 1927, p. 859.\n\n2Mann,\n\nSacred\n\nSeven,\n\nAddresses\n\nand\n\nProceedings,\n\nNational\n\nEdu-\n\nHorace,\n\nCommon School Journal, 1845, Vol. VII, pp. 140-141.\n® Charters, W. W., Teaching of Ideals, preface, pp. 1109, 279.\nseve\nof the Committee on Character Education of the National\nion, p. 2.\n\nEducation\n\nAssocia-\n\n"}
{"page": 79, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n75\n\nThe organized education of childhood is no longer limited to a mastery\nof facts; the common essentials do not consist merely of certain knowledges and skills.\nTo develop the abilities, habits, ideals, attitudes, insights, and appreciations that make for proper citizenship and adequate\nliving is now considered the goal. This is only another way of saying\nthat the curriculum is being spiritualized as well as intellectualized.\nThis\nemphasis upon the spiritualizing aspects does not minimize the basic importance of academic training.\nThe machinery must be adequate and\nin proper working order before the vital spark can transform it into\nrhythmic action.\nFundamentals in character must be mastered before the\npersonality can be polished.\nThe spiritualizing aspects are found in those outcomes of instruction\ndealing with ideals, attitudes, and appreciations—the hardest to teach.\nThey have to do with enriching life, with developing the quality that\nmakes life significant, and with building a wholesome philosophy of life.\nEvery section of the public school curriculum has spiritualizing values.\nOur president says that all our science and all our arts will never be\nthe means for the true advancement of our nation, will never remove us\nfrom the sphere of the superficial and the cynical, will never give us a\ncivilization and a culture of any worthy and lasting importance unless\nwe are able to see in them the outward manifestations of a spiritual\nreality; that unless our halls of learning are real temples approached by\nour youth in an attitude of reverence, consecrated by worship of the\ntruth, they will all end in delusion; that our colleges will fail in their\nduty to their students unless they are able to inspire them with a broader\nunderstanding of the spiritual meaning of science, of literature, and of\nthe arts.”\nThe possibilities of the language arts in establishing high ideals, proper\nattitudes, and fine appreciations are now being approached.\nWonderful development is being made in the use of literature as inspiration stimuli\nthrough the delightful changes in children’s books. ‘The library as ‘the\nplayground of the mind” is providing rich and vicarious reading experiences; incidentally we are discovering childhood in the process.\nA\nnew classroom technic exalts pure enjoyment over critical analyses and\ntedious details; a better understanding of the psychology of teaching places\nemphasis upon satisfying learning situations.\nIt is a scientific fact that\nchildren will read poetry if they are permitted to enjoy its meaning rather\nLiterature thus becomes a pleasure\nthan required to analyze its form.\ninstead of a duty and “children’s reading not a byproduct of the English\ncourse, an intelligence test, or anything else—a subject of limitless possibilities and life long implications.’’*\n1 Kilpatrick, Wm. H., An Effort at Appraisal,\nences, T'wenty-fourth Yearbook, Part II, p. 181.\n2 Coolidge, Calvin, “Emphasis Must Be Given\nLife, Vol. XIII, No. 2, Oct., 1927.\n3 Moore, Annie C., New Roads to Childhood.\n\nSchools to Individual\n.\nDevelopment of Moral Power,”\n\nAdapting\nto\n\nthe\n\nDifferSchool\n\n"}
{"page": 80, "printed_page": null, "text": "76\n\neel\n\neeeeee\n\na\n\nEDUCATION\nNATIONAL\neee\n\nee ee\n\nASSOCIATION\n\nee\n\nCharters says that so great is the effect of the literature of a nation\nupon its youth that the pupil who reads widely and intelligently is unable\nSince the folk lore of\nto escape the influence of the records of the past.\nthe nation depicts the ideals dominating the lives of its people, stories and\nsongs present ideals in a way that no agency can approximate.\nAs the\npages of great books acquaint the pupils with ‘‘all that mankind has done,\nthought, gained” in the words of Carlyle, as the heroes of all ages pass\nin panoramic view—Hercules, Roland, Sir Galahad, Robin Hood, Siegfried, William Tell, Portia, and hundreds of others, as the stories from\nAesop to Brer Rabbit entertain their fancy, as they adventure among the\ngreat masterpieces of prose and poetry, as they enjoy the matchless majesty\nof the psalms and the monumental personification from Genesis to Revelation, as they discover the law of laws permeating the traditions and\nideals of all nations, school children are gathering principles that cannot\nhelp but color their philosophy of life. With an enriched content and a\nhappier technic literature has a better chance to function in life outside\nthe school and to play a more direct and indirect part in perfecting that\nsomething which we call personality.\nThe pages of literature are full\nof the most beautiful word pictures and the loftiest ideals of the ages;\nno subject in the curriculum has greater possibilities for developing right\nattitudes toward life or deeper appreciations of its values.\nThe spiritualizing aspects of the tool subjects may not seem as obvious\nas those of English, but there is beauty in mathematical order and in\nspelling precision.\nIt is the business of the teacher so to spiritualize the\nfacts that their primary values will be accompanied by certain concomitant learnings.t\nThe development of standards of neatness, accuracy, workmanship, and a sense of values are not to be trusted to the\n\nmagic of transfer but sought along with specific skills and knowledges.\nIn no field does the psychology of achievement apply more easily than\nin arithmetic classroom where the bright child is challenged to higher\nlevels of accomplishment and the dull pupil thrilled with the success of\nreaching a certain standard which he has done his very best to attain.\nAs the pupils perfect their technic in the manual and vocational arts, do\nthey not gain a better concept of what is beautiful in form, honest in\nwork, and fine in standards?\nAs they increase their conscious enjoyment\nof the masterpieces of art, as they follow their urge to win the intellectual\nbattle of freedom from prejudice, ignorance, and superstition, as they\ntune in on greater wave lengths of rhythm and sweetness and harmony\nof life through musical appreciation, are they not learning to evaluate life\nin terms of quality rather than quantity?\nThe facts of the sciences from the microscopic to the telescopic teach\nus that “it is man who sends out the only jarring note that mars the\nmusic of the spheres.” What field is more appealing to the modern youth\nthan that of science? What has captured his fancy like the story of the\n1 Kilpatrick, Wm.\n\nH., Foundation\n\nof Method,\n\nChap.\n\nVIII, p. 103.\n\n"}
{"page": 81, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nFi.\n\nconquest of the air? Have not Colonel Charles A. Lindbergh’s aviation\nflights spiritualized the whole world?\nDoes he not hold the boyhood\nof the world in his hands?\nAs the boundaries of human knowledge are\nbeing pushed back, is not the outlook for our school children being broadened? Are not the concomitant values of tolerance, open-mindedness,\nand willingness to seek and accept the truth, desirable outcomes that will\nremain to bless the personality after the laboratory drawings are forgotten? Think also of the poise, balance, and happiness objectives of the\nmodern health program.\nThe responses to the objective stimuli of nature\nstudy are attitudes, ideals, and appreciations relating to the conservation\nof natural beauty and the worthy use of leisure time.\nThe inspirational uses of the formal facts in the social sciences are\nbeing emphasized in the modern course of study.\nIf geography is to\nfunction in the spiritual as well as the economic life of the world, the\nfacts are to be taught in such a way that the child’s eyes and heart are\nopened to a greater world appreciation, enjoyment, sympathy, and understanding.\nNo true teacher of history fails to incorporate in her lesson\naim the cultivation of the attitudes of respect and appreciation for those\nwho have made present day civilization possible. In civics she does not\nforget that personal and civic ideals are as necessary as specific knowledges. If the study of our country’s glorious history does not provide\nhigh-school and college students with patriotic and lofty action patterns,\nif the work in civics does not make them better participators in the adventures of citizenship, the courses must surely be in need of revamping.\nUnless special days are observed for their spiritualizing purposes, they\ndo not serve their highest functions.\nInstead of being merely perfunctory\ncelebrations they should crystallize the regular instruction into moments\nof high spirituality.\nTake the meaning of our country, the spirit of\nAmericanism, as a topic for a patriotic program.\nOur country should\nmean more to our school children than a spot of color on the map of the\ngeography, more than resources, institutions, codes, and boundaries.\n‘The\nspirit of America should be traced through the crosses at Flanders Field,\nthrough the emancipating pen of Lincoln, through the provisions of the\nConstitution—that greatest document of democracy, through Washington\non his knees in the winter snow in prayer at Valley Forge, through the\nMagna Charta—that other great charter of human liberty. to which we\nare indebted,\n\nthrough\n\nthe long caravan\n\nof humanity\n\nthat has struggled\n\nthroughout the centuries to hold aloft the torchlight of human brotherhood, justice, and liberty. Old glory should signify more than a beautiful glare of color; it represents the spirit of America.\nIt will not hurt\nthis cold-blooded age to be moved to deep emotions along with the children at the sight of this glare of color, for it symbolizes the result of\ncenturies of struggle from the valley of tyranny to the mountain top of\nfreedom; the story of the human family’s struggle since the dawn of\n\nhistory to substitute the ballot for the sceptre, the home for the castle,\n\n"}
{"page": 82, "printed_page": null, "text": "NATIONAL\n\n78\n\nEpucaTION\n\nASSOCIATION\n\na\n\nthe plow for the sword, the freeman for the slave, the school for the\ncitadel.\nAs our school children are thrilledby the romantic stories of Benjamin\nFranklin’s statesmanship, John Marshall’s legal learning, Horace Mann’s\nactivities in behalf of the common school, Daniel Boone’s hunting expeditions, Mary Lyon’s opening college doors to women, U. S. Grant’s siege\nof Vicksburg, Stonewall Jackson’s matchless cavalry, Frances E. Willard’s\ncrusading for temperance, Dr. Anna Howard Shaw’s championing of the\nsuffrage reform, Clara Barton’s bringing the American Red Cross to our\ncountry, Dr. Walter Reed’s conquering Yellow Fever, General George\nW. Goethal’s building the Panama Canal, Ezra Meeker’s blazing the\nnorthwest trail, Luther Burbank’s plant creations, Thomas A. Edison’s\nmarvelous inventions, Colonel Charles A. Lindbergh’s aviation record,\nand the ideals and achievements of the many other interesting pioneers\nin high adventure for the benefit of civilization, they are learning to appreciate and interpret the spirit of America.\n“The spiritual values which education should make clear are: The\nintegration or spiritualizing of the community; the law of love; the idea\nof citizenship; the new significance of work and culture; our service to\nthe next generation.\nWe need in our educational scheme no less mastery\nof facts, but greater wisdom in teaching the spiritual significance of facts—\nthat deeper significance of fact values which when put into action gives\nus vision, understanding, and guidance in our attempt to solve our daily\nproblems.’”*\nIf the work of the school is to develop citizenship of the\nAmerican Beauty Rose type, the facts compose the roots and the stem,\nwhile the spiritualization of the facts constitute the fragrance and beauty\nof the flower.\nThe crux of the whole matter is, therefore, not what the child is to\nknow, important as that is, nor what he is to believe, important as that\nis, but what he is to be. How is public education adjusting itself to this\nproblem?\nHow are the facts to be vitalized?\nHow are ideals to be\ntranslated into character?\nWho is to give the commonplace a spiritualized\nsetting?\nThe answer for the public school is the classroom teacher.\nLike everything else in the whole scheme of education—when policies have been\ndecided, objectives proposed, curriculums formulated, textbooks written—\nit still remains for the classroom teacher to breathe into it the breath\nof life that it may become a living soul pulsating with life. Fine school\nplants, costly apparatus, highly organized administrative or supervisory\ntechnic all depend upon the presence and leadership of the real teacher.\nUpon her devolves responsibility second only to parentage. Throughout\nthe ages, it has been so—the readings from Homer, the Indian lad stretched\nout on the sand before the chieftain’s tent listening to the folk-lore of the\ntribe, the school child looking up into the face of the beloved Pestalozzi,\np.\n\npete\n800.\n\nM.\n\nG., Spiritwalizing\n\nthe Facts,\n\nNational\n\nEducation\n\nAssociation\n\nProceedings,\n\n1927,\n\n"}
{"page": 83, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n79\n\nthe modern pupil being introduced into the mysteries of language through\nthe new primer—the teacher has inspired and idealized the youth. An\nunseen and immeasurable influence may be builded into the lives of our\nyouth by the living example and loving services of the one whom Henry\nVan Dyke calls the Unknown Teacher.t\nLike the one whose body lies\nin stately grandeur in the tomb of the unknown soldier at Washington\nrepresenting legions of those who died like him that civilization might be\npreserved, our unknown teacher also represents a countless multitude of\nthose who enrich the lives of those entrusted to their care.\nShe does her work so quietly that often she is unknown outside of her\nown community.\nFor her there are no headlines of publicity, no functions of honor, no demonstrations of spectacular character.\nShe goes\ndaily to her task of encouraging the timid, quickening the slow, lending a\nhelping hand to the faltering.\nShe communicates to them her own joy\nof learning and leads them to discover the treasures of knowledge.\nShe\ncauses them to work for a mastery of self and the satisfaction of an approving conscience.\nEvery one of-us recalls such a teacher of our childhood whose memory comes to us as a benediction.\nWho shall be sufficient for these things?\nShe who is not too scientific\nto be motherly nor too motherly to be scientific; she who is not too pedagogical to be social nor too social to be pedagogic.\nShe who hath clean\nhands and a pure heart, who has concrete fineness, whose soul is afire\nwith a consuming love for all God’s little ones.\nHer tangible work with\nlesson materials may end with the marks entered on report cards, but her\nintangible work of love continues to bless those whom she has inspired\nto achieve lives of rich significance.\n\nLAYING\nSALLY\n\nLUCAS\n\nTHE\n\nJEAN,\n\nCORNERSTONE OF TOMORROW'S\nHEALTHY CITIZEN\n\nCONSULTANT,\n\nHEALTH\n\nEDUCATION,\n\nNEW\n\nYORK\n\nCITY\n\n“To prepare us for complete living is the function which education has\nto discharge,’ says Herbert Spencer.\nMethods and ways of imparting\nknowledge may change and shift with time and changing conditions.\nKnowledge itself may be added to but the function of education remains\never the same—‘to prepare us for complete living.”\nThat health is vital for complete living is incontrovertible and it therefore follows that education must bend its efforts to secure for every child\nthat “state of being hale, sound and whole in body, mind and soul”—which\nis health. How best to acquire this for our children is a very definite question in the mind of all educators.\nIt has been only about ten years since the socalled modern school health\nprogram was introduced, and, though the progress has been great, the\nresults in healthier children cannot be said to satisfy educational adminis1Van\n\nDyke, 5 Henry,i\n\ntion, Jan.,\n\n1927.\n\n‘he\n\nUnknown\n\nTeacher,”\n\nJournal\n\nof the National\n\nEducation\n\nAssocia-\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\ntrators who are responsible for programs, or the public who supplies the\nfunds.\nThere is a distinct difference between the service, the environmental and\nthe instructional phases of the program, and all must be taken into consideration in evolving an effective plan.\nIn scarcely any school system have all three of these factors been equally\nwell developed. Some phases have received more ‘attention in one place—\nothers in another place. However, it is but the part of wisdom to profit by\nexperience—to select what is best in each place as we find it and use it in\nour developments and plans for the future.\nThe old school health program consisted of the detection and correction\nof physical defects and disease through medical inspection and school nursing, the imparting of knowledge principally through the teaching of formal\nphysiology, and the sanitary construction of buildings consistent with the\nbest sanitary standards of the time.\nMedical inspection and school nursing—The work of doctors and nurses\nin the schools has been of great value to the health of the nation. Its importance cannot be estimated, but this factor in the program has not kept\npace with modern knowledge.\nIt cannot be said that this is the fault of doctors or of nurses, as the\nsituation is caused by a lack of realization on the part of the public of the\n\nvalue of these activities. This has resulted in insufficient funds being\nappropriated to the department responsible for the work.\nMedical inspection usually has come to mean a superficial inspection of\nall elementary school children at intervals, by doctors appointed for that\npurpose; the number of children examined within a given time being dependent upon the hours the doctor is paid to devote to the service.\nIn many places the law requires that all children in the elementary\nschools be inspected by a school doctor once or twice a year, or thrice or\nfour times during the child’s school life.\nIf the amount appropriated for the work permits the doctor to spend\nonly as much time as will allow the children to pass rapidly before him,\nobviously little effect can be expected. The result is that parents who, to\nsome extent at least, decide appropriations, are not sufficiently enthusiastic\nabout this phase of the school health program to promote it. An effective\nbreak has, however, been made in the apparently vicious circle.\nIn some cities and counties thorough physical examinations are given all\nchildren at regular intervals during their school life, with special attention\nby both doctor and nurse to those children requiring care between the regular periods.\nThe type of physical examination that can be expected to influence\nparents favorably and to effect the health of the children themselves is that\ngiven by the well-trained physician in the presence of the teacher, the nurse\nand at least one of the child’s adult guardians—the mother preferably, the\nchild being stripped to the waist.\n\n"}
{"page": 85, "printed_page": null, "text": "GENERAL\na\neg\nES\n\nSESSIONS\n\n81\n\nThe annual health examination is advocated by all health authorities for\nadults as well as children, but this goal can only be reached through the\nawakening of public consciousness to the value of a thorough examination\nby a physician.\nThe impression made upon children in school by the thorough physical\nexamination of the child’s body by a sympathetic understanding doctor will\nhelp to create an attitude of mind which must exist toward this important\nfactor of health if it is to become a national custom.\nA part of the cornerstone of this future citizen has been laid when,\nthrough his school experience, he attains a knowledge of what a thorough\nhealth examination can be and gains a desire for this health service.\nThe Health Section of the Edinburgh Conference of the World Federa. tion of Education Associations in 1925 passed the following resolution:\n1. Arrangements for the promotion of health should include physical examination\nof all children by a qualified physician at least three times during the school life—\nat the period of school entry, at the age of about nine years, and also shortly\nbefore leaving school.\n\nThe community providing a small appropriation which permits only a\nfew hours weekly being devoted by a doctor to school examinations, and a\nlaw that demands that all children be inspected by a doctor annually, may\nwell consider changing their law. A demonstration of thorough health\nexaminations in one school will influence parents sufficiently to ensure their\nsupport for such a measure.\nIn a community in which such a demonstration was tried in one\nschool, some of the most indifferent parents, with children in other schools,\nbecause indignant that their children were not having the same type of examination as that given in the demonstration school. ““Why were their\nchildren being discriminated against and missing the privilege?” was the\nquestion sent to the city council.\nSome public opinion was created to secure the necessary appropriation.\nHealth education—The formal physiology and hygiene of the past was\nbased on the assumption that knowledge would result in practice. However, the results of years of such instruction convinced both health and\neducational authorities that the nation’s people who had passed through the\nschools during the twenty-five years preceding the great war had not had\ntheir health practices favorably affected by the information imparted to\nthem.\nWith this conviction came a definite effort to develop a form of health\ninstruction which would not only affect the child today, but would assist in\n\ndeveloping health habits for life.\nShifting the emphasis from disease and its symptoms to positive health\nand the attaining and sustaining a strong body, has been a most powerful\nfactor in the new health teaching.\n\nMeans of arousing and keeping the child’s interest in his own health,\nwithout creating either morbidness or hypersensitiveness in regard to himself, has been accepted as vital in the instructional program.\n\n"}
{"page": 86, "printed_page": null, "text": "82\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThis belief has led to the adoption of methods and devices for health\nteaching many of which cannot be entirely approved. But as the trial and\nerror method necessarily had to be followed, such a situation was to be\nexpected.\nOut of the many efforts to find ways to capture and sustain the interest\nof the child in health practice without making him introspective and hypocondrical, has come much definite light which it is safe to follow:\nWeighing and measuring—One of the most important of the newer\nmethods has been the establishing, in the child’s mind, of a goal to be attained in health.\nAverage weight for height and age offers a definite objective which\neven the youngest child can comprehend and in which all age children can\n\nbe interested.\n\nThe reason for this interest is not only the one which is |\n\napparent, that of being able to see the hand on the dial revolve, or the bar\nof the scale indicate a higher number, but a fundamental one, the normal\ninterest of all human beings in growth.\n‘\nThe regular monthly weighing of school children»\nhas probably more\nthan any other one factor resulted in a greater increase in health practices.\nEven though the process is not scientifically carried through and records are\ninaccurate, the child himself has gained tremendously by this one device.\nOn the scale he sees for himself that there is a relationship between his\nown practices and his weight, and a foundation is established for further\nconsideration on his part as to what he shall eat, how long he shall sleep\nand the number he knows he is expected to reach next weighing day.\nOnly those unfamiliar with regular weighing of school children as a part\nof a progressive school health program, can doubt the value of the process.\nIt can be a perfunctory, useless affair when teacher or nurse conducts the\nweighing as a task to be accomplished and only records are supposed to result from the occasion. However, wherever the weighing day is used as a\nmeans of positive health teaching, with the emphasis placed on accomplishment, it arouses the enthusiasm of school authorities, parents, and children.\nMuch has been said of the evils of competition; i. e., that the children\nare overstimulated in their effort to reach their average weight for height\nand age, or to excell their fellows.\nIf one studies this possible overemphasis usually it will be found that it can be traced to an overzealous,\nhighly trained teacher or nurse who has not yet learned that the weight of\na child is only one factor in the health program and that the weighing and\nmeasuring is only a means to encourage the child to follow a whole health\nprogram involving the advice of a physician.\nHenry James in “Talks to Teachers” says:\nAmong the recent modern reforms of teaching methods a certain disparagement\nof emulation as a laudable spring of action in the schoolroom has often made\nitself heard.\nUnquestionably, emulation with one’s former self is a noble form of the passion\nof rivalry, and has a wide scope in the training of the young.\nBut to veto and\ntaboo all possible rivalry of one youth with another because such rivalry may\n\n"}
{"page": 87, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n83\n\ndegenerate into greedy and selfish excess does seem to savour\n\nsomewhat of sentimentality or even fanaticism. The feeling of rivalry lies at the very basis of our\nbeing, all social improvement being largely due to it. There is a noble and\ngenerous kind of rivalry as well as a spiteful and greedy kind.\nAll gamés owe thé zest which they bring with them to the fact that they are\nrooted in emulous passion; yet they aré the chief means of training in fairness\nand magnanimity.\nCan the teacher afford to throw such an ally away?\n\nThe late Dr. L. Emmett Holt, the eminent authority on child health,\nhas said:\nSo far as the children themselves are concerned and their parents, the great advantage of regular weighing is to maintain the interest of the children and to interest their parents in the géneral truth that a healthy child gains every year and\n\nusually a pretty definite amount. A child who is not making such growth and such\ngain cannot be considered in thé healthy group. . . . In the classroom the scale\ncan; I believe, be used as a means of interesting the child only through regular\nand systematic weighings.\nThough monthly weighing may not give us an accurate picture of the child’s growth, it does serve to interest the child in his\ngrowth.\n\nThe child who learns that he is expected to gain month by month rather\nthan to gain a definite weight and that this growth is desirable if he is to\naccomplish his purposes, such as strength and agility in games, has had\nplanted within his consciousness one of the fufidamental elements upon\nwhich a health regime can be developed, and has added to the commiunity a\ncitizen who is health minded.\nHealth practices—‘Interest in growth afouses a natural curiosity in the\nthings which make for growth” and as the kind and quality of food is\nlargely responsible for growth, questions about food and other habits follow\nthe interest in weight.\n“How much milk shall I drink every day to gain my half pound hext\nmonth?” leads very naturally to a discussion of this important element.\nDr. E. V. McCollum, the eminent nutritionist of Johns Hopkins, has\nsaid, ‘Everyone should take daily throughout life approximately the equivalent of a quart of milk.”\nThis belief is held by a sufficient number of thoughtful physicians to warrant acceptance by the laity and yet as a nation we are taking less than\nhalf this amount.\nMilk, whole milk, for every child, every day, is essential for normal\ngrowth unless a greater quantity of green leafy foods are eaten than we in\nAmerica are willing to consume.\nWe are becoming a milk drinking, butter eating people, but there is\nmuch work to be done in the classrooms before all children can be expected\nto receive their daily share of these essential commodities.\nThe milk lunch helps to create a taste for milk as childten will take\nfoods furnished in the school which they may scorn at home. Converting\none child to the milk and butter habit is worth much effort. In this connection it is of importance to recognize the significance of the movement to\nsecure good milk.\n\n"}
{"page": 88, "printed_page": null, "text": "84\n\nNatIONAL\n\nEpuCATION\n\nASSOCIATION\n\nES\n\nMost of the large cities and towns now require that their milk supply\ncome from tuberculin tested herds. According to a recent bulletin of the\nU. S. Department of Agriculture more than 2,000,000 cattle owners have\nplaced their herds under federal and state supervision for tuberculosis\neradication and many more have applied for testing.\nThe task of eradicating the disease from cattle is approximately half\ncompleted. Creating public opinion in favor of this measure is one method\nof lessening the prevalence of tuberculosis in human beings. Informing\nthe older school children about this matter and stimulating their interest\nis a sure means of arousing interest in the grownups.\nPasteurization of milk is another health factor about which children are\nespecially keen. In the new supplementary reader by Andress and Bragg,\nThe Sunshine School, a lesson on this subject is presented to children who\nare learning to read. “Though absolutely accurate and uptodate as to the\nmethods used in a modern pasteurization plant, it proves fascinating to the\nchildren of seven, eight, and nine years of age.\nBoth information and\npractice is the aim of the book.\n;\nFor the older children The Path of the Gopatis, a history of dairying through the ages, covering a period of five thousand years, has been\npublished by the National Dairy Council. It is a delightful story which\nrelates the trials and tribulations our forebears have withstood to protect\nthe milk supply. The glass of white fluid assumes a new role as a child\npursues its pages, becoming a priceless possession for which men have\nfought and died. Other excellent aids are offered by the council.\nThere is romance even in milk.\nThe dairy industry realizes more and more their responsibility to make\nthe milk supply safe and in most large cities, pasteurization is compulsory.\nSee that the milk your school children drink either comes from tuberculin tested cows or is properly pasteurized.\nMidday school lunch—Wherever children are gathered together\nmany hours, food—simple nourishing food—should be available.\n\nfor\n\nNot all children require food between regular meals but many children\ndo, and all children may have their food customs influenced by the school\nlunch; certain foods, placed before them for selection are declined until\nthey are made popular, fashionable.\nOne cafeteria director said, “I just\ncan’t supply them with baked apples now we are having a run on them.\nPerhaps its the new cinnamon or the brown sugar.”\nAgain the milk\nconsumption and carrot orders have jumped up amazingly. This the wise\nprincipal attributed to the posting of rules for athletic training.\nWhether it is a mid-morning lunch of milk and crackers, or the midday lunch furnished to supplement the food brought from home, the\nschool lunch should be part of the health education program, and the\nvarious factors discussed in class.\nThe Cleveland schools place small\nplacards on each tray as the pupils file by after selecting their luncheon.\nFruit, milk, cereal, etc., indicates type of additional food required for a\nwell-balanced meal.\nNo placard means the lunch selected is approved.\n\n"}
{"page": 89, "printed_page": null, "text": "ee\n\nee ee\n\nen\n\nGENERAL SESSIONS\neC\nNT ON\nees\n\n85\n\nThe children afterwards discuss in class the placards received and strive\ndaily to reach 100 percent classes of ‘no placards.”\nThe school lunch can only be called successful if the food cost is carried\n\nby the money paid. School systems have found, as do business concerns,\nthat the school lunch pays dividends (not in cash to be used for the purchasing of athletic equipment) but in the ability of the children to\ncarry on equally well through the whole day.\nThe good school lunch offers an opportunity which no school system\ncan afford to neglect.\nEnvironment factors—The school buildings, such as they are, must\nusually be used. ‘Taxpayers are not willing to appropriate sums for new\nstructures as rapidly as the newer knowledge of school architecture comes\ninto being.\nMuch can be done to use more effectively the apparently inadequate\nschool buildings, whether the one-room type, the small town school with\na few rooms or the large city building, though the latter when antiquated\nis the most difficult to adjust to present needs.\nV entilation—According to the report of the New York Ventilation Commission, good ventilation is a matter of low temperature (not higher\nthan 68° F.) ; air in motion, with a moderate degree of humidity.\nThe findings place satisfactory ventilation within reach of all teachers, except perhaps those in buildings having mechanical ventilation.\nHere it\nis necessary to depend upon the intelligence, good humor and conscientiousness of the school janitor. This official plays a very important part\nin the school health program and should be taken into consideration in\nplanning any program to improve, through the school, the health of\nchildren.\nLimitation of time does not permit a discussion of this subject but you\nwill find The Janitor and the School Child, a publication of the School\nHealth Bureau of the Metropolitan Life Insurance Company, offers much\nhelpful information.\nVentilation and Health by Wood and FenenEsen: is also a mine of\npractical suggestions.\nThe reading of the thermometer hourly in each class is becoming usual\nbut all too often is a perfunctory task. The most effective means of\n\ncreating a sense of the desirability of fresh air is to accustom children to\nliving in the fresh air. The habit once acquired cannot be easily lost.\nIn one\n\nschool\n\nsystem\n\nwhere\n\nfigures are placed on the board.\n\npupils\n\nrecord\n\ntemperature\n\nhourly,\n\nlarge\n\n‘This is not a small neat record for the\n\nprincipal’s files, but numbers the entire class can easily see; red being used\nwhen the temperature rises above 68°.\nThe community consciousness as to the importance of cool air in class\nrooms can be aroused by this simple device; the children carry home the\n\nmessage about “our class record today, etc.”\nof children have become accustomed\n\nWhen\n\na sufficient number\n\nto a low temperature and air in mo-\n\n"}
{"page": 90, "printed_page": null, "text": "86\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ntion as their daily ration at school they will have an effect upon the habits\nof adults at home. Thus another piece of the cornerstone of health will\nbe laid, cleanliness.\nAs to the condition in which the school building is kept we must return\nto the janitor.\nNot only is he responsible for the air the children breathe (at least\nin large mechanically ventilated schools), but also for the state of cleanliness which prevails.\nInadequate janitor service, old splintery floors and desks fastened to\nthe floor, with soot and dust pouring in from the streets, make cleanliness\nof school buildings a great problem; but the results obtained by the application of good housekeeping methods, under the supervision of a committee of mothers, accomplish the impossible.\nA folder recently issued\nby Cleanliness Institute, “Good Housekeeping in Schools,” contains helpful suggestions.\nA survey by the older children of the conditions of their own classrooms\nand later by the whole building, arouses interest in caring for existing\nfacilities and also furnishes a background for improving conditions through\nthe creating of public opinion.\nChildren intelligently aware of undesirable conditions in their schools\nare excellent publicity agents.\nModern lavatories, washing facilities and drinking fountains are expensive affairs, but we recognize their importance.\nWhile striving toward\nthe securing of the best models let us look into the possibility of better use\nof those existing.\nA place for children to wash their hands under pleasant circumstances is\nessential if the handwashing process which all teachers urge is to be frequently practiced, but the tin basin on a bench with liquid soap made by\nboiling down remnants of old soap, with paper towels, offers an example\nof handwashing equipment which may be satisfactory to the children at\n\nleast and assists in establishing the habit of handwashing.\nThe wash basins in connection with basement toilets are not usually clean\nor pleasant and pleasurable association helps tremendously to form this\nessential habit.\nClean hands are desitable. They are pleasant and they help to prevent\ndisease spreading. Let’s establish in all schools satisfactory conditions\nunder which children can wash their hands frequently, especially before\neating.\nRunning water, hot and cold, soap and towels (all situated not too far\naway from the classroom) are essential for the process.\nWe can look to\n\nward the day when at least every two classrooms will have these facilities\n\nprovided. ‘Then, and only then, can we expect children to establish this\nhabit during school days.\nThe cornerstone of the Nation’s health will have been laid when all\nchildren have a desire for health and the knowledge of how to obtain it.\n\n"}
{"page": 91, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n87\n\nThis time will come when all the health factors in the school are coordinated and a health atmosphere is created.\nHealth can be made as contagious as disease!\nThe whole world is looking to America to show them the way and each\neffective school health program which is developed influences countless\nthousands of children in other lands.\nTo succeed in making health our first objective in education a thorough\nsuccess all forces must work together—the department of health and the\ndepartment of education, the administration of the program being directed\nby one person agreeable to both departments.\nIn large cities there is usually found a director of medical inspection,\na director of nursing, a director of homemaking or cookery, and a director\nof health education. All of these may exist and yet the program fail be_ cause coordination of the various activities is lacking.\nThe time has come to create programs using all of the available facilities. The school of today offers a great medium, unequalled in the history\nof the world, for the establishment of a race of healthy human beings.\n\nCITIZENSHIP\nMRS.\n\nEDITH\n\nB.\n\nJOYNES,\n\nDEPARTMENT\n\nOF\n\nIN\n\nTHE\n\nMAKING\n\nEASTERN\n\nEXECUTIVE\n\nCOMMITTEE\n\nMEMBER\n\nCLASSROOM\n\nTEACHERS,\n\nNORFOLK,\n\nVA.\n\nWe learn by doing—and the only way one can become a good citizen\nis to practice being a good citizen.\nIf youth is to learn citizenship and\ndevelop ethical character, then it must be by practice of the qualities of\nhonesty, fair dealing, consideration for rights of others, unselfishness, cooperation, and industry.\n“These qualities are made possible by regular\nstudies and by what we are pleased to call extracurriculum activities. “The\ndevelopment of character is a matter of growth day by day in all the\nsituations of life.\nThe making of the citizen commences when this untrained bit of humanity enters the kindergarten, or the lowest elementary grade. Little by little\nthere must be implanted in this child’s mind new ideas.\nHe must understand at once that above his fancies there exists certain fixed standards that\nmust mold his life; that the Golden Rule and due regard for others are\nstill dominating this world; that authority is to be respected primarily as a\nprinciple, not because of the personality of those presenting it.\nThrough games, nursery rhymes, and simple stories, the child gets a background of experience which lays the foundation for the more formal work\nwhich follows later.\nThe time has long since gone when training in the three R’s is sufficient\nto make our citizen of today able to meet the living conditions.\nWe have\nradio sermons for church worship, Sunday auto trips for the Sunday School\nclasses, movies for home entertainment, mother’s and father’s joint contribution to the budget as compared with father’s supporting the family, no\nlonger the large home, where the family can entertain, but a hole-in-the-\n\n"}
{"page": 92, "printed_page": null, "text": "88\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nwall apartment which drives the future citizens away from home for amuse-\n\nIn\n‘These are a few of the changes that we find in society today.\nment.\nThe curricthe school we must keep pace with the changing civilization.\nulum of our public schools is built around the social studies, in order to\n;\nbring out the most desirable traits that a citizen must possess.\nreading\nbeen\nhad\npupils\n“The\ngrade.\nfifth\nthe\nI visited a history class in\n‘They had read all the stories they could find about\nabout King Arthur.\nKing Arthur and his knights. They were eager to take part in a discussion which brought out traits such as bravery, loyalty, and courtesy.\nThey were then asked to give instances in which traits of loyalty and\nbravery were demonstrated in the stories. ‘When do you think Lancelot\n‘This was then put in the form of a written composishowed bravery?”\ntion, but not before the words were given as a spelling lesson.\nOne child made a drawing to illustrate his composition.\n\"This brought\nabout a discussion which finally led to this conclusion—that the best way\nthe stories of King Arthur and his knights could be illustrated was to have\na movie.\nThe class then spent the next two weeks in designing the costumes of the time and the construction work of the play. The curtains\nfor the stage were made by the girls; the boys worked out the ways and\nmeans of making the pictures to go into the moving picture story.\n:\nThese boys and girls found zestful social living under the wise guidance\nof this teacher.\n‘They had training in the three R’s, also history, drawing\nand construction work, and in addition they had the illustration and inculcation of traits of citizenship such as Honesty, Courtesy, Selfcontrol, Obedience, Loyalty, Kindness, Trustworthiness, and Patriotism.\nIn Norfolk this year, we tried to find out how elementary schools may\nfunction in moral and civic training.\nWe decided first, to determine the\ndesirable traits to be taught in elementary schools; second to find out how\ncharacter education represented by these traits may become an integral part\nof the school program; third, how these character traits may be checked;\nfourth, how these desirable citizenship traits may be measured.\nLists of character traits were obtained from four sources: Parents, teachers, elementary school faculties, and elementary school pupils. The parents\ngave a list of 150 traits, teachers 118, elementary school faculties 94 traits,\nand elementary school pupils 124 traits. These four lists were then\ncombined giving each of the thirty most popular traits in each group.\nThis\nlist will be used in developing this study.\nCommittees from the kindergarten to the seventh grade are at work.\n‘The members of these groups are\nbusy experimenting with their classes. They hope to be able to present\nsome of the best methods for making this combined list of traits a more\nvital and integral part of the program of school life. McCall, quoting\n‘Thorndike in his “How to Measure in Education” sets up for his first\nthesis, ““What exists—at all, exists in some amount.”\nMeasuring of\ncharacter is a difficult problem, but we hope to get a better system for\nmeasuring character traits as these citizens continue in their school life.\n\n"}
{"page": 93, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nNo longer do we say “world out of school,” but “world in school.”\n\n89\nThe\n\npupils of today are experiencing most of the forms of the social order; they\n\nselect their leaders, and have intense activity within the group.\n‘The school\ntrains not only the child’s mind but his social habits as well; it instills ideas\nof honesty, fair dealing, and it trains leaders. As Aristotle says ‘They\nwho are to be the judges must be the performers.”\nThe pupils are trained\nto choose their leaders.\n“These leaders must be able to think straight, to\ndistinguish between right and wrong, and to act promptly for the right.\nA leader must be able to serve his companions whenever and wherever he\nhas an opportunity.\nIn this practice of working together, pupils come to\nrealize that leaders must be supported if they expect to accomplish anything worth while.\n‘They learn to cooperate with others for the common\ngood and to place service above self. These activities help boys and girls\nmake the necessary adjustment, so that they can live peaceably with other\nmembers of the social group.\nThe curriculums of the high schools are also built around the social\nstudies.\nFor example:\nIn history we have the opportunity to instill the ideals of honor, love\nof country, truthfulness, and loyalty. We must make our history a living\nthing. Historical characters must seem real. The lives of such characters as George Washington, Robert E. Lee, and Abraham Lincoln set\nup a definite and potent reaction in the mind of the child.\nWe attempt to inculcate within this child a love of honor and truth, and\na hatred for dishonor and falsehood.\n‘There has been no time in the history\nof the nation when there was more need for honest men, men who will\nfearlessly stand for the truth, men who will practice honesty, and live up\nto the best standards of life. I know this year in selecting the cast for a\nplay we had one part a rather despicable villain. The boy who was\noffered the part said, “I don’t like to be that kind of man.”\nYou see he\nhad the right kind of ideals for a man.\nHe said, “However, I will be a\ngood scout and take it.’ “Thus he puts cooperation above his personal\nfeeling.\nIn all schools we find a desire to organize clubs.\nAmericans love to\norganize.\nOf course these clubs have varied objectives and diversity of\nmembership, but results are the same. Our government is based on certain\nunderlying principles, and interest arises in organization.\nNow comes a\nneed for rules and regulations which leads to a study of parliamentary\nlaw. A constitution is necessary; a detailed study of our national constitution and probably of the constitutions of other student organizations\n‘The president must\nOfficers to be elected must be competent.\nfollows.\nappoint his committees intelligently if desired results are to be accomplished.\nEach member must do his part willingly and promptly or the proposed\nproject will fail, and thus the necessity for cooperation becomes a recognized fact. Every time an election is held the democratic principle of the\nIntelligent voting is necessary or\nrule of the majority is demonstrated.\nIs this not true in our own national affairs?\ndisaster comes.\n\n"}
{"page": 94, "printed_page": null, "text": "90\nje\n\nNATIONAL EpUCATION ASSOCIATION\nEe\nNae LOL\nos Sasa\n\nee\n\nThe highest duty of a citizen is not voting but helping to make the\nThe ballot is important chiefly\npublic opinion which controls government.\ninsofar as it expresses intelligent opinion. It devolves upon the graduates\nof our high schools, colleges, and professional schools to mold this public\nopinion. It is the educational element in the community that must lead\nin public thought. There never has been a time before in our own history\nor in the history of the world when the safety of society depends so directly\non intelligent public opinion.\nFrequently young club members find in themselves unsuspected abilities\nwhich when properly encouraged give poise and selfconfidence that will be\nof value through life. Will not the realization of the necessity of law and\norder, cooperation, submission to the will by the majority, and loyalty to\nfundamental principles function as these new citizens take up the business\nof the nation?\nThrough all the grades the teacher is molding the thoughts and habits\nof those under his care. When the high-school stage is reached, the impression of the most high ideals can be carried most rapidly to the desired\nend, as this is the susceptible age. “They want to know the reason of\nthings—why such an economic policy is allowed; why some men are put\ninto office. It is to the everlasting, “why” and “what” of these minds\nthat a sane answer must be given. ‘The teacher must not side step; but\nwith great care and keen vision, present lofty ideals that influence these\nboys and girls to become the ideal citizen of today. We as teachers must\nlive up to what we teach.\nNo teacher is fit to train these future citizens\nwho does not personify the highest type of citizen.\nWe realize the truth of Bismarck’s statement made in the ’70’s: ‘““Whatever you wish to appear in the life of a nation you must put into the school.”\nGermany put militarism into her schools, and the world is reaping the\nharvest of desolation and devastation.\nIf our boys and girls are to become\ncitizens of a democracy—that form of government where the governed are\nthe governors—the school must give opportunity to learn citizenship in the\nschool by permitting the pupils to assume and discharge its responsibilities\nunder guidance. You cannot teach social science without having laboratory\npractice any more than you can any other science.\nLeadership, selfcontrol,\npoise, service, and group responsibility cannot be developed by the lecture\nmethod any more than swimming can be learned by correspondence.\nEveryone knows that our youth must have guidance in student or cooperative government, in athletics, in the club, and social affairs.\nThe teacher who guides the youth must be able to devise methods so that\neach pupil may participate in the life of the school.\nHe must inspire the\npupil to want to practice being a good citizen until lofty ideals, habits, and\nright attitudes toward citizenship responsibilities become the real aim of\nthe life of the next generation of adult citizens.\nThe customs, traditions,\nideals, and habits of a people are the results of having lived them.\n\n"}
{"page": 95, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n91\n\nTRAINING\n\nFOR EFFICIENT\nAMERICAN\nCITIZENSHIP\nTHROUGH THE JUNIOR RED CROSS\n\nH. B. WILSON,\n\nDIRECTOR,\n\nAMERICAN\n\nJUNIOR\n\nRED\n\nCROSS,\n\nWASHINGTON,\n\nD. C.\n\nOur problem tonight is consideration of the making of good American\ncitizens—what the result is that we seek, how this result may be attained,\nthe procedures employed, the materials used, and the agencies at work in the\ndevelopment of one hundred percent American citizens.\nNot only are we\ninterested to set forth and emphasize those qualities, attitudes, and general\nequipment which definitely characterize a good citizen, but especially to\nstress the educational forces and socializing agencies which are peculiarly\n\nhelpful and deeply concerned in producing efficient American citizens.\nMy particular concern is to indicate how the American Junior Red Cross\nhas related itself to the training of citizens and to show what contributions\nit has made toward the end of developing good American citizenship understanding and practice. I shall seek simply to recall to your minds the efforts\nmade and the work done by you, the American public school teachers and\nleaders, during the past ten years, through using the Junior Red Cross program to assist in educating and socializing the school children for whose welfare you have worked.\nIn approaching our problem we should be conscious of three fundamental\nchanges which have been and still are taking place in American thought and\nprocedure. Each of these changes, together with its effects is vitally related\nto the task of developing good American citizens. It is basically important\nbriefly to indicate these changes.\nIn the first place, since the American colonies declared and won their\nindependence, our ideas of the good democratic citizen have been growing\nand changing. In the early days of the Republic, the good American citizen was deeply devoted to a belief in freedom, equality, and democracy, all\nrealized in a union under such adequate law as would insure such safety\nand order as would promote the general welfare and preserve the liberties\nwhich had been won.\n‘The citizen that we are called upon to produce,\nis devoted also to these earlier ideals, but he is broader, more liberal in his\n\npoint of view, and more international in his interests and concerns than were\nhis forebears. Through the Monroe Doctrine, the Emancipation Proclamation, and the declarations and experiences of the Great War, breadth, liberality and a growing international mindedness have become characteristic of\nthe fundamentally educated American citizen. So certain of the virtues and\nvalues of democracy is the true citizen, that he is anxious to extend the\nThe\nrights and privileges of democracy to all the peoples of the world.\naccomplishment of that result was an actuating purpose with the United\nStates in entering the great World War.\nIn the second place, the educator’s idea of how fundamental, useful learning takes place has changed greatly in recent years. The schools formerly\nbelieved and practiced that education was accomplished by mastering the\n\n"}
{"page": 96, "printed_page": null, "text": "92\nct\n\nNATIONAL\na\n\nEDUCATION\n\nASSOCIATION\n\ncontent of the textbooks in use, whether there was any known need for what\nwas acquired or not. Progressive educators now generally believe and\npractice that learning is to make possible the doing of something important.\nSo, important and meaningful things needing to be done are discovered by\nchildren and teachers. Under the responsibility for completing an undertaking, or of discharging a responsibility, pupils, guided by artistic teachers,\ndetermine the information and habits they need to acquire in order to do\nwhat they have set themselves to accomplish. ‘This defining of their tasks\nguides them in determining just what they need and provides the requisite\nmotive for mastering what seems necessary.\nIn the third place, and resulting in part from the effects of the second\nchange just noted, the educator’s ideas of the materials which are important\nfor mastery in the process of education have changed greatly. The content\nthat is now recommended and stressed for mastery is socialized. It is useful.\nIt functions in living and in the doing of life’s duties. The effort to provide\nsuch a content for use in the work of the public schools, explains the extensive program in curriculum revision which has been in progress during the\nlast fifteen years. “This program has eliminated great quantities of useless,\nfunctionless material. It has likewise added rich materials needed in realizing the great ends of public education.\nThese changes in our conceptions of the good American citizen, of\nhow one learns, and of what it is important to learn, are vital and basic in\nrelation to the problem of educating for citizenship. Within the last decade,\nduring which the Junior Red Cross was born and has been at work as\nan educative agency, these changing concepts have exerted a deep and far\nreaching influence upon public education.\nIt is due to modifications in\neducational procedures which these changing conceptions have affected that\nthe schools have been able to use the Junior Red Cross program to aid them\nin doing their work.\nIn the older type of school, where the procedure is\nmore formal and the problems attacked and the work done are dictated by\nthe textbooks in use, the Junior Red Cross program is less apt to be used\neffectively. Its program is suited to the development of the broader type of\nAmerican citizen who learns in order to do and in the process of doing, and\nwho selects for mastery that information and those habits which he expects\nto use in doing that for which he has become responsible.\nThe Junior Red Cross was born of a need. Until it was organized, there\nwas no way provided to do certain things that needed to be done. Under the\ninfluence of leading educators and social engineers, the public schools and\nthe American Red Cross became the parents of the Junior Red Cross. It is\ntheir child. Its aims and purposes are those of the public schools and the\nAmerican Red Cross. ‘The Junior Red Cross came as an addition to the\nschool to aid it in broadening and doing its work.\nIt is both fundamentally interesting and significant that the children in\nthe schools were at work and organizing themselves before the Junior Red\nCross was established. It came into existence to provide machinery to en-\n\nable them to work effectively, and with the immediate objective of enabling\n\n"}
{"page": 97, "printed_page": null, "text": "ee\n\nGENERAL SESSIONS\nee\nSS\nNN\n\nee\n\n93\n\nthem to learn and serve as citizens. That President Wilson clearly saw this\nis shown in his September, 1917, letter of proclamation to the school children, where he said:\nThe American Red Cross has prepared a junior membership with school activities in which every pupil in the United States can find a chance to serve our\ncountry.\nThe school is the natural center of your life. Through it you can\nbest work in the great cause of freedom to which we have all pledged ourselves.\nAnd best of all, more perfectly than through any other of your school lessons,\nyou will learn by doing those kind things under your teacher’s direction to be\nthe future good citizens of this great country which we all love.\n\nSince the war the Junior Red Cross has been thought of definitely and\nchiefly, as a citizenship training agency, as will become evident to any one\nwho studies and uses its program intelligently. This is seen also in discussions by many educators and in the statements of those officials who were\nresponsible for continuing and developing the Junior Red Cross as an\nintimate ally and assistant to the public schools in pursuing their great objectives.\nDr. Farrand, who was the head of the American Red Cross at the close\nof the War, saw clearly its value in promoting citizenship training, for he\nsaid:\nIf this machine can be so treated as to make a real contribution of service to\nthe American people, to American democracy, to American citizenship—then it\nshould be conserved to them.\nThe thing that is needed is not merely a perpetuation of the Junior Red Cross\n\n*\n\n*\n\n*\n\nbut the training\n\nand\n\nbreeding\n\nof sound\n\nAmerican\n\ncitizenship—citizen-\n\nship inspired by the true, fundamental ideals of sound democracy.\n* * * The\nwhole fabric of our American democracy rests on the school.\nNothing must\nbe done by any organization that does not fit in with, and is not welcomed by\nthe educational authorities.\n* * * What it must be is simply a toll at hand,\nwisely directed, working with the educational equipment of the country, to produce certain results.\n“One of the greatest things that can be produced in the child is the habit of\nservice—the object of doing something for somebody besides himself. * * *\nHe has been started right during the War, and, if we can perpetuate that thing,\n* * * he is expressing what is,\nif we can show him that by being of service\nafter all, the fundamental emblem of democracy, and * * * that, to be a\ncitizen of a democracy carries with it not merely a benefit but a responsibility of\nservice, * * * we are doing the best possible thing to breed sound, faithful\n\ncitizenship.\n\nArthur D. Dunn, my immediate predecessor as director of the American\nJunior Red Cross, also said:\nThe Junior Red\ntype of American\n\nCross conceives\ncitizenship.\n\nits first duty to be that of furthering a high\n\nIt has, therefore,\n\nits assistance in reaching the children\n\nof our\n\na program of civic activity and instruction.\nthe school authorities the Junior Red Cross\n\nasked that it be allowed to lend\nelementary and high schools with\n\nIn thus offering its assistance to\nhas no thought of imposing upon\n\nprogram of its own, but proposes merely to lend its facies\nof principles of civic training which are already widely recognized,\n\nthe schools a new\n\nin support\nby the\n\nschools\n\nthemselves,\n\ntimes with inadequate\n\nand\n\nfacilities.\n\nwhich\n\nthey\n\nare\n\nendeavoring\n\nto inculcate,\n\nsome-\n\n"}
{"page": 98, "printed_page": null, "text": "94\n\na\n\nNATIONAL\nre\n\neres\n\nPE\n\nASSOCIATION\n\nEpUCATION\nea\n\na\n\nee\n\nSS\n\nee\n\nIn the following sentences Mr. Dunn emphasized that the good citizenship for which the Junior Red ‘Cross stands is thoroughly American and\nmuch broader than mere Good Samaritanism:\nEven the enterprise of earning a living, in which selfinterest occupies a prominent place, means earning the services of others by the performance of service\nIt is this broad .conception of service, of exchange of services, of\nfor them.\nteamwork in service for the common good, as the basis of normal community\nlife and of efficient democracy, that lies at the foundation of good citizenship.\n\nIf the major work of the Junior Red Cross is training for citizenship, how\ndoes it go about making this contribution, and what has it done? As you\nwell know, it develops a program of action, of doing, of achievement, into\nwhich the children enter with joy and inspiration. “The annual calendar,\nwhich is the course of study in outline, of the Junior Red Cross, provides a\nprogram of doing in terms of “Suggested Activities.” In the process of the\nperformance of duties, the meaning of service and citizenship is expressed,\n\nand fundamental citizenship training is secured by the pupils of the schools.\nThe Junior Red Cross program is essentially one of action, not one of\nmerely reading and reporting. It entails taking on and carrying out obligations with such learning as is necessary to successful doing. “Thus through\ndoing and discharging duties, does the Junior Red Cross program promote\ncitizenship development.\npointed out:\n\nAs William\n\nH.\n\nKilpatrick\n\nhas so effectively\n\nPupils learn their citizenship through living their citizenship.\nIf our\nwill, under proper guidance, assume active responsibility for citizenship\nprises of varied\n\nkinds,\n\nwe\n\ncan\n\nreasonably\n\nhope\n\nfor the\n\nincrease\n\npupils\nenter-\n\nin knowledge,\n\ninsight, sensitivity, ideals, attitudes, and habits necessary to make up education\nin and for citizenship. Being learned thus in actual living connections, they will\nbe applied, more likely, when they may later be called for in life. In this way\n\nmay we expect our pupils to learn eitizenship by living citizenship.\n\n» There are three aspects to the complete education of a good citizen—\none is a good citizen in his home community, in the nation where he\nlives, and internationally.\nThe Junior Red Cross, in its triple program,\nseeks to ‘develop a good citizen in this three-fold aspect.\nIt provides,\ndefinitely, for enabling each pupil to participate in doing needed and im-\n\nportant things in the community where he lives, in the nation where he\nis a citizen, and in the great family of nations,\nIn the process of carrying these responsibilities, requisite learning takes place.\n\nWhat training for the practice of good citizenship at home, does the\npupil receive through his membership in the Junior Red Cross, and through\nparticipation in its program of activities, as a learner?\nYou know well\nthe program set up in your schools for training your pupils in the understanding and practice of good citizenship. Provision is made whereby your\npupils enter democractically and cooperatively into the doing of those\nthings that enable them to live helpfully together. They counsel about\nthe school’s standards of conduct and achievement and find ways to\n\nimprove them.\n\nThey consider the cleanliness and neatness of the school\n\nplant, and assist in bettering them.\n\n‘They take an interest in the immediate\n\n"}
{"page": 99, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n95\n\nschool community and try to aid its order and attractiveness.\nThey\ninterest themselves in community and state movements for improving the\n\nsafety of the lives of the people, and for increasing the security of property. All of these types of effort obtain in progressive schools where\nthere is no Junior Red Cross effort and program assisting in the education of the pupils.\nIf there is a Junior Red Cross in the school, its supports all of the\ninterests and citizenship training opportunities which the ‘school offered\nwithout it, but it opens, also, new lines of interest and concern.\nIf there\nis need for production work, classes in sewing, manual training and other\nlines of work participate in helping to meet the need.\nLast year the\nschools of one large city made over 10,000 garments and 27 layettes from\nmaterials furnishedby the Junior Red Cross.\nThey also supplied 37\nknitted articles for city institutions, and 325 children’s garments for a\nforeign hospital.\nSeven hundred and fourteen miscellaneous gifts of\nvarious sorts were distributed to needy children.\nThe ex-service men\nwere likewise remembered by this same chapter, 2800 Christmas stockings\nbeing filled, while 25 Christmas trees were supplied to veterans hospitals.\nMany other types of remembrance were also sent. ‘This same city sent\nto veterans in hospitals, 777 articles such as smoking stands, checker\nboards, ash trays, table lamps, and the like. Favors in quantity were made\nand sent; 1000 Shamrock bows, and over 1000 placecards were made.\nAnother city sent almost 1600 Easter favors.\nAnother made 12,000\nChristmas menu cards for use of the boys in the naval service.\nSo well\npleased were they with this remembrance that next year the Navy has\nasked for 40,000 to 50,000 similar cards. Work of this sort is done by\nevery school system where the Junior Red Cross is well organized.\nThe values of the Junior Red Cross in providing fundamental citizenship training are greatly increased when the work is so conducted that the\nchildren participate in laying out their program of activities and in\nselecting, from time to time, those things to do which make a strong appeal to them. In many of the best managed communities, the Junior Red\nCross Council does very efficient work from this standpoint.\n\nIn Utica, New\nmore\n\nYork, for illustration, they saw the need of knowing\n\naccurately than they did, their city and its needs, in terms of the\n\ntypes of work which the Junior Red Cross does.\n\nAccordingly they de-\n\ncided to make a survey, using an appropriate questionnaire for each insti-\n\ntution investigated. [he result was that a total of thirty-three Juniors,\nrepresenting nineteen schools, made a survey of fifteen institutions in the\ncity. When they had finished they had a result on which to build future\nprograms of action.\nEvery Junior Red Cross should have the needs which it tries to meet,\nbudgeted in detail, so that its service may be well balanced and evenly\n\"The work done by the Utica Junior Council was the basis\ndistributed.\nof a similar procedure in Syracuse. In both cities the Junior Red Cross\nCouncil\n\ncarried\n\nthe responsibility.\n\nIn other communities\n\nsimilar\n\npieces\n\n"}
{"page": 100, "printed_page": null, "text": ",\n\nNATIONAL EpucATION ASSOCIATION\n96\nNaa\n\nof work have been done, the Junior Red Cross Council functioning in\nlarge ways.\nAll types of Junior Red Cross responsibility are usually assumed by\nthe children, with great seriousness and with a large understanding of the\nmeaning of what they are doing. Each child in an Indian school indicated what he would do in the way of service in order to earn his Red\nCross button. One of the boys whose surname, significantly, was “Pipe“The third grade\nstem,” announced that he would quit using tobacco.\nchildren of a school organized for Junior Red Cross work, adopted a\nConstitution.\nIn one of their meetings the President of the group gave\nShe urged that each mema talk about being good American citizens.\nber should teach any one who did not know, how to read and write. On\nanother occasion the same President gave a talk about February celebrations, and in the course of her remarks urged the importance of being\nquiet when passing or playing about any house where there might be\nillness.\nAll of the work that the Junior Red Cross does in its local program\nis usually much appreciated by those who benefit thereby. “The Chicago\nJunior Red Cross has the custom of giving a monthly Saturday afternoon\nentertainment for the benefit of the patients in the Government Hospital\nat North Chicago.\nAfter one of these entertainments the Directorof\nthe Red Cross Service sent the following note of appreciation:\nWe hope the students realize how much happiness they are bringing when they\nput on an entertainment for us and what a joy it is to look forward to these\nmonthly events.\n\nThe number of corresponding expressions could be endlessly extended.\nI attended a meeting of the New York City Junior Red Cross Executive\nCommittee just after the Juniors had gladdened the hearts and brought\ngood cheer to the various hospital inmates of that city. In the meeting\nmany letters of appreciation, expressing gratitude and thankfulness were\nread.\nThrough the activities that are undertaken and executed in carrying\nout successfully the responsibilities they assume, pupils are continually\nusing and exercising those abilities such as are manifest in the good citizen.\n‘The good citizen is thoughtful.\nHe is altruistic and considerate.\nParticularly is he fair in his recognition of needs and in rendering service.\nThrough continual experience in and exercise of good citizenship, the\nchildren are learning it for practical use.\nNot only do they work cooperatively themselves, but when pupils become members of the Junior\nRed Cross they also become members of an organization, the American\nNational Red Cross, to which their parents and other adults belong, and\n\nparticipate with them in work of great public importance.\nThrough\nthinking and carrying responsibilities they thus learn how the thoughtful,\nresponsible citizens of a community care for and promote its welfare.\nWhat training for the understanding and practice of good citizenship\nwithin the nation does Junior Red Cross membership and _participation\n\n"}
{"page": 101, "printed_page": null, "text": "GENERAL SESSIONS\neee\nee\neee\n\nLe\n\n97\n\nin its work, afford? The Junior Red Cross, as you know, provides many\nopportunities not otherwise available for pupils to consider and participate\nin large national undertakings.\nAs a result of the stimulus which the\nJunior Red Cross supplies, and through using its machinery, schools in\ndifferent parts of the United States write to each other. A total of forty\nschool systems thus exchanged correspondence this year. ‘This exchange\nof correspondence extends their acquaintance.\nThey thus come to know,\nintimately and concretely, of the interdependence of different parts of our\ncountry. All of these types of insight increase their mastery and understanding, and likewise promote a feeling of helpfulness and goodwill, and\na splendid spirit of cooperation, between the children of the different sections of our country.\nNot only do the children in the American public schools write to each\nother, but white children are paired with children of the Indian schools\nin correspondence and in the exchange of other school products.\nDuring\nthis year there were ninety-five pairings of American schools with Indian\nschools.\nAmong the exchanges, aside from the correspondence, were\nsuch as the following: A beautiful Navajo rug was made for a junior\nhigh school, which reciprocated with a five-tube radio set.\nAnother\nAmerican school sent a fine set of Compton’s Encyclopcedia, and the\nIndian school reciprocated with Indian designs, stories, petrified wood,\nand an Indian rug.\n‘The American juniors have placed a number of\nlibraries in Indian schools, as a result of these pairings.\n‘Through the\nNational Children’s Fund, supported by the American Junior Red Cross\nmembership, teachers of blanket and rug weaving, basketry, and _ pottery making, are employed.\nIn this way their arts, which are fast disap-\n\npearing, are being preserved in the schools attended by Indian children. _\nThe American juniors, likewise, participate in affording needed help\nand relief in times of disaster.\nSome of their outstanding experiences\nin this type of citizenship effort were fully set forth in an extended article\nin the Ohio Teacher for May, 1928.\nUsing funds contributed by the\nchildren, the American Junior Red Cross arranged for gifts of small\nlibraries for schools in the flooded areas of Arkansas, Louisiana, and Mississippi.\nOne hundred and thirty libraries were supplied to Arkansas\nschools; 44 were furnished to Mississippi schools, and 40 to Louisiana\nEach library was carefully selected, each book was supplied\nschools.\nwith a junior bookplate, and each offering was accompanied by a greeting. ‘The responses from the pupils benefiting from these libraries, were\nheartening indeed. In corresponding ways the children in other stricken\nareas, such as Florida and Vermont, were remembered by the American\njuniors. In all of these, and in many other ways which there is not time to\n\ndetail, do the children throughout the United States become acquainted,\nenter into cooperative national relations, and render helpful service to\neach other. Through citizenship experiences of this sort are pupils receiving training for participating nationally as good citizens.\n\n"}
{"page": 102, "printed_page": null, "text": "98\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe American juniors are also trained to think nationally, as citizens,\nthrough participating in the Annual National Convention of the American\nRed Cross. Fifty-three high-school: delegates participated in this meeting in October, 1927. Large numbers are planning to attend and take\n‘Their contacts and efforts in this\npart in the next annual meeting.\nNational Conference, working along side of mature delegates brought\ntraining of a valuable sort for participating nationally as citizens, in\nmatters of great importance.\nAlice Russell, the delegate from the Curtis High School of New York,\nsaid, in reporting to her school on the values of the National Convention:\nIf I have remembered and digested a small part of all that { experienced in\nWashington, my knowledge of the good and beautiful things in life has been\nincreased one hundred fold.\n\nAlma Gage, a junior delegate from Dayton, Ohio, wrote in the December\nissue of High School Service:\nIt wasn’t the beautiful memorials and monuments that I saw, and it wasn’t\nthe historical places which I visited that made me feel as I did. It was something deeper, more impressive and gripping, something that made one have\na longing to serve and a feeling that he was being needed, which affected me,\nand, I venture to say, every other delegate.\n\nAs Miss Gage implies, the deepest human interest clusters about efforts\nto render service to some one needing it. Meeting such needs has given\nheart, soul and deep purpose to all pupil activities growing out of aiding\nthe Junior Red Cross to do its work.\nMembership in a national organization, such as the American Red\nCross, involving thinking and participating on a national scale, is within\nitself, valuable training for citizenship nationally.\nSuch experiences supplement and extend greatly the training provided through the study of\ngeography, history, civics, and the songs and literature of our country.\nThe most unique and distinct citizenship training provided by the\nJunior Red Cross is afforded through its international program of activities and\n\nresponsibilities.\n\nFine,\n\nadequate\n\ntraining\n\nfor citizenship,\n\nal-\n\nthough somewhat more limited without the Junior Red Cross program,\nis provided locally and nationally by the public schools.\nWithout the\nJunior Red Cross machinery and relationships, however, certain types of\ntraining, invaluable for international understanding, friendship, and world\ncitizenship, would be practically impossible.\nIt is here that the Junior\nRed Cross program of international relations is unique and of inestimable\nvalue.\nThe various types of international undertakings, together with their\neffects in training for world citizenship, will be briefly noted. Four types\nof undertakings are outstanding.\nThe first of these is the giving of\nneeded help of all sorts. Since the war, through the National Children’s\nFund, the American juniors have spent more than a million dollars in\naiding and encouraging the children of other nations who were in need.\nThis aid has not been given patronizingly but cooperatively, through pro-\n\n"}
{"page": 103, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n99\n\nviding help to encourage the doing of important work that was in contemplation, or in process of being done.\nJust following the war the\nneeds were great and widespread, and it was necessary to select with\nmuch care those things which could be financed.\nThe undertakings requiring money have been gradually reduced until this year there .was\nbudgeted from the National Children’s Fund only $25,000 to be spent\noutside of the United States.\nOf this amount, $20,000 went in support of the Albanian Vocational School, which has thus far been financed\nand developed by this fund, with particular reference to the type of\neducation most needed by Albanian youth.\nThe permanent result of giving such help became evident during the\ngreat floods of 1927, in Mississippi, Vermont, and elsewhere.\nLetters of\ndeep sympathy came to the children of America in diaster zones from the\nchildren of other nations with whom they were in correspondence.\nContributions of money were likewise sent. The Polish children senta contribution of $1900.\nChildren of a Russian refugee school sent a check\nfor $5, which they were able to give by doing without their breakfasts of\nbread and tea for several days.\nNot only have the children of the American Junior Red Cross given\nactual help that was needed, but they have interested themselves to send\ngood cheer to the four corners of the earth. Since the war, annually at\nChristmas time, approximately 100,000 Christmas cartons have been\nsent to the children of other lands, carrying greetings, such as our children enjoy sending. ‘That these remembrances came from the hearts of\nAmerican children, and were responded to with deep feeling by those\nto whom they were sent, will become evident to anyone who reads the\nletters of appreciation exchanged by the participants.\nThese letters\nfrom Esthonian children are very expressive and impress one with their\nnaturalness :\nI thank you Southern children!\nAs the sun when it shines brightly, thus warms\nand gladdens us, also the presents.\nI wept happy tears when I got them.\nIt was winter yet, and the sunshine did not warm, but the feeling was as if\nspring had come.\nThe heart beat fast and rejoiced.\n\nMany thanks for the Christmas\nsister so very happy.\n\nShe\n\npresent you sent us.\n\nalso would\n\nnot as she is only four years\n\nlove to thank\n\nIt made\nyou\n\nme and my little\n\npersonally\n\nbut she can-\n\nold.\n\nMany additional letters might be quoted from numerous communications\nwhich\n\nhave\n\nbeen\n\nreceived\n\nat National\n\nHeadquarters.\n\nOut\n\nof this ex-\n\nchange of presents and from other relationships, it seems that it may\nliterally become true that “‘the children of the nations may be allied;\nand peace may be born of their union.”\nA third type of international contact is through international school\ncorrespondence. Through this activity the eleven million children enrolled\nin the Junior Red Cross organizations of forty-eight nations, are writing\nto each other.\nYou know the nature of the content of these correspondence portfolios.\nNot only are friendly letters transmitted, but a\n\nwide variety of materials of high educative value are exchanged.\n\nVarious\n\n"}
{"page": 104, "printed_page": null, "text": "NATIONAL\n\n100\n\nEpuUCATION\n\nASSOCIATION\n\ntopics are written upon, with the result of bringing intimacy, concreteness\nand clearness of understanding to the children who are the recipients of\nthe letters. The wide variety of materials and ideals exchanged by the\nboys and girls of the schools of the world, through international school\ncorrespondence, is proving of inestimable value in supplementing text‘The values\nbook materials, and establishing sympathetic understanding.\nn.\ninformatio\ncorrect\nof\ngiving\nthe\nof this correspondence extend far beyond\nbreak\nto\ntends\nn.\nIt\nappreciatio\ning\nand\nc\nIt fosters sympatheti understand\nIt tends to cultivate international\ndown long established prejudices.\nNo textbook can give the intimate, human touch that these\nfriendship.\nletters give. ‘The Junior Red Cross provides the plan and the mechanism\nof international association and exchange. It also provides the stimulating\nappeal and adequate social motive.\nThat the children see deep meaning and significance in the possible\nultimate effects of the correspondence that is taking place between them,\nis frequently borne out by their letters, as the following quotations\nplainly show:\n;\nFrom a Canadian school to Dubuque,\n\nIowa:\n\nWe feel we already know you and we surely love you though we are separated\nhundreds of miles geographically, yet through our Junior Red Cross we are very\n\nclose in our warm friendship.\n\n‘\n\nFrom the Stone Arabia School to a Junior Red Cross Secretary:\nI hope we don’t have any more war because we are getting friends with the\nones across the ocean.\n‘The juniors of Stone Arabia think there will never be\nanother war because the Juniors of America are writing letters to other countries.\n\nThen when we grow big we will not go and fight our own friends.\n\nFrom\n\na school in Poland\n\nDon’t forget\n\nabout\n\nus\n\nand\n\nto Mitchell,\npreserve\n\nalso\n\nSouth\n\nin your\n\nDakota:\nhearts\n\na little spark\n\nof true\n\nfeeling for our beloved fatherland which owes in a great measure its restoration\nto the intervention of your great statesmen.\nThe ties of friendship united us since a long time, confirmed by the blood of\nPoles shed on your battlefields.\nLet the union of blood strengthen the alliance\nof hearts\n\nand make\n\nit more\n\nsolid\n\nand\n\nsplendid.\n\nFrom a Japanese school to an American school:\nWe understand that you, the members of the American Junior Red Cross, pay\nspecial attention to the development of your sound bodies, and that you strive for\nthe betterment of human relations.\nTo your manly attitude toward life, we pay\nour profound respect.\n\nWe, therefore, should like to shake hands with you, and fully cooperate with\nyou in your attempt to bring about world peace. We are determined to carry out\nour program of the Junior Red Cross on the other side of the ocean.\n\nFrom a Polish school to Minot, North Dakota:\nWe wish to spin further this golden thread of love, that is written so gloriously\non the pages of history; and which teaches us that ‘the brotherhood of nations’\nis not a fiction. We wish to build further a bridge of common understanding and\nmutual friendship, in spite of the ocean, in spite of the distance that separates\n\nus.\n\nMrs. Gladys B. Potter, County Superintendent of Schools, San Bernardino, California, feels that international school correspondence has\n\n"}
{"page": 105, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n101\n\nbeen a real boon, especially to the small school. The schools of her county\nhave corresponded with Canada, Bulgaria, Japan, Latvia, Lithuania,\nGermany, Hungary, Greece, Switzerland, South America, Spain, Austria,\nAlbania, Hawaii, and South Africa.\nMany other superintendents in\nboth counties and cities have similarly expressed themselves.\nThe fourth type of contact that takes place between the children of\nthe United States and the other nations of the world that publish school\nmagazines in the English language, consists in exchanging their school\nmagazines.\n“This year, 127 schools are paired in such exchanges.\nThe\nvalue of such relations in promoting friendship, understanding and good\ncitizenship, are too evident to require discussion.\nThe international infiltration of reading matter which takes place, also,\nbetween the twenty-seven Junior Red Cross National Magazines, through\nexchange with each other, is very great.\nA tabulation shows that\nduring the period of a year, the twenty-seven magazines made 200 uses\nof each other. That is an average of twenty uses per publication month.\nThrough thus quoting each other, from east to west, over eleven million\nchildren become acquainted with each other through the stories, history,\ncustoms, and songs that appear in the various issues of these magazines.\nThe total result is inevitably a certain common fund of knowledge and\nsome similar literary experiences.\nPrincipal L. W. Brooks, of the Wichita, Kansas, high school, in his\ninaugural address at the national meeting of secondary school principals\nin February, 1925, said, in advocating training of pupils for international\nunderstanding:\nIf we implant faith and trust, cooperation, intellectual concord, mutual helpfulness, “Peace on Earth, Good Will toward Men,” the American citizen will\ngradually evolve into a higher one, while militarism, greed, and distrust will\ngive way to the loftier things of the spirit.\n\nFollowing Principal Brooks, Dr. Augustus O. Thomas, of the World\nFederation of Education Associations, speaking on the opportunities of\nthe high school to train for American citizenship, said:\nCitizenship today must be broader than nationalism.\n‘There must be an international consciousness, an international heart, and a world mind.\n‘This “world\nmind” is largely an attitude, or habit of thinking in large units, and a habit\nIt is learning\nof regarding the nations as cooperating parts in the great whole.\nto measure other people by their own standards, and geiting their points of\nIt is recognition of those great virtues, attitudes, traditions and ideals\nview.\nwhich constitute national character.\n\nThe Junior Red Cross, in training for world citizenship, seeks to give\nto the children and youth of all nations a body of usable knowledge,\nand to foster in them attitudes and habits that will promote living together\nIf public\ninternationally, as well as in nations and in smaller groups.\n\neducation, through using the Junior Red Cross international machinery,\ncan promote the development of a world consciousness and a world point\nof view, and right ideals of thinking and working internationally, it will\nhave accomplished what is now so fundamentally needed in America.\n\n"}
{"page": 106, "printed_page": null, "text": "102\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nAs Dr. Thomas said, citizenship today must be broader than nationalism.\nYes, this is an international world, with an international organization\nfor sustaining relationships and transacting business. ‘The call in America is to relate ourselves without anxiety or uneasiness to the rest of the\nworld.\nLoyalty to America doesn’t necessarily mean that there may be\nno higher interests than loyalty to the nation. We can understand that\nloyalty to the family, the community and the state, is normally harmonious with loyalty to the nation.\nAs a people we must come to\nunderstand that it is not disloyalty to our nation to recognize the internationality of the world. It is not disloyalty to the nation to try to understand the other nation’s point of view, and to attempt to do the thing\nthat is right for both, rather than merely to stand narrowly for the\nrights of one’s own.\nHow frankly the children appreciate each other\nis shown in this letter from Parma, Itlay, to a school in Knoxville, Tennessee; they are very fair and justly praise each other:\nOur love has lifted the frontiers of the fatherland and has extended itself to\nall humanity.\nf\nHow beautiful is your state;\nHow many lovely things you get at Tennessee!\nWe, too, are proud of our country.\nItaly is but a small peninsula; however,\nit is glorious and beautiful.\n\nMay I emphasize, in closing, that the great effectiveness of the Junior\nRed Cross lies in the fact that it belongs to the children; that behind them\nstand the ideals of public education and the traditions and ideals of\nunselfish service of the Red Cross. The children work together cooperatively, in undertaking various humanitarian tasks and find in their work\nan appeal to latent spiritual forces which leads them to higher levels of\ncharacter, and to greater citizenship understanding and practice.\nSir Philip Gibbs well said:\nThe front door of any little school which has membership in the Junior Red\nCross opens to the wide world, and the spirit of the schoo] is directly in touch\nwith the children of many countries.\n\nThis, in brief outline, fellow teachers, is the type of influence the Junior\nRed Cross exercises in helping to train the pupils of the public schools\nfor citizenship. We have seen that it trains for the three-fold expression\nof citizenship, locally, nationally and internationally.\nThis is the Junior\nRed Cross which, after the war, was saved to the schools through the\nleadership of educators, was extended to forty-seven other nations by the\nvalues which the public school teachers of the United States showed it\npossessed, and was guided and influenced in the details of its development\nby the able leadership of its Director, Arthur W. Dunn.\nIt is not a\nmethod of education, nor does it offer a heavy educational program, but,\nas has been well said, it is “a great free spirit that quickens the life of the\nschool” wherever it is operating.\nIts influence in developing good citi-\n\nzens, i. €., “thoroughly effective and serviceable members of society,” as\nJohn Dewey defines the good citizen, is deep, far reaching and fundamental,\n\n"}
{"page": 107, "printed_page": null, "text": "GENERAL SESSIONS\nge\n\nThrough\n\nworking\n\nin the American\n\nJunior\n\nRed\n\nce\n\n103\n\nCross, the children\n\nreceive a broader and more humanitarian citizenship point of view and\ntraining than would be possible without it. The truest and most humanitarian citizenship and the most lasting happiness come from rendering\ndistinterested service, such as the children have manifold opportunity to\nextend through the Junior Red Cross. Their work is great, for they are\nservants of all; yes, “‘a little child shall lead them.”\n\nWORLD\nWALTER\n\nR.\n\nSIDERS,\nOF\n\nFIELD\n\nEDUCATION\n\nCITIZENSHIP\n\nREPRESENTATIVE\nASSOCIATIONS,\n\nOF\n\nTHE\n\nWORLD\n\nWASHINGTON,\n\nFEDERATION\n\nD. C.\n\nI have understood that in these later days there is a stereotyped form\nof making a speech; that you should first indulge in a bit of facetiousness\nwhich is more or less venerable, that you should next comment on what a\nwonderful world this is, then upon the great age in which we live, then\nwhat a wonderful people we are, and having gotten that far along, you\nare ready for a discussion of the White Man’s Burden.\nBut I am going to entitle it ‘“The White Man’s Privilege.” Constituting as we do over fifty-five percent of the population of the world,\nleading, as the Caucasian undoubtedly does, the world, it is not a duty\nso much as an inestimable privilege to bring all the peoples of the earth\ninto one great world unity, that the dream of the poet may be realized—\nof a parliament of man and a federation of the world.\nCitizenship in its essential elements means equality before the law. It\nis not necessary that we have the same stage of civilization.\nIt is not\nnecessary that we have the same degree of culture. The citizens of a\ntown are of varying degrees of culture and of different nationalities and\nof different occupations.\n‘There are all kinds of peoples in the towns making up the state, and in the various states making up the nation. Similarly\nwe can have a world community made up of various races and peoples.\n\nThey can be coherent in a common interest and in a common protection.\nWe can be a federation of states in which there are citizen states, or there\ncan be a superstate of which all will be citizens.\nI suppose every one of you has a vision of how this world is shrinking\nIn our lifeand shrinking, growing smaller, smaller, and still smaller.\ntime we have seen it shrink amazingly.\nThe rapidity of travel!\nI get\non a train. I go to sleep. The next morning I am there. I step into\nthe airplane and in a few hours I am there.\nTake the Atlantic—formerly an ocean, now a lake. It used to take\nmonths to cross the Atlantic Ocean, now the flying machine has made it\na lake.\nI saw a sign in Boston, “Anthracite coal from Wales at the same price\n\nas Pennsylvania anthracite.\n\nMore heat and less ash.”\n\nI do not know\n\nI cite the example to show how cheap\nof the merits of Wales anthracite.\nAtlantic transportation is.\nIt was the night before last that a friend of\nThe world is shrinking.\n\nmine desired to communicate with his father who was on a ship going\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nfrom Cape Town, Africa, to Europe. He talked with his father by sending a cable to the Canary Islands, they put it on the radio and picked up\nthe ship, and father had from his son, “Best wishes and many happy returns of the day. We are all well.”\nSix dollars and thirty cents, from\nMinneapolis, Minnesota, to hunt up father on the trackless ocean and\nwish him many happy returns of the day and to tell him all are well.\nThe world is shrinking. We communicate everywhere in the world.\nWe communicate with our trains.\nHaven’t you ridden along on the\ntrain with a radio telling you everything that is going on? We communicate with our friend on the ship in the ocean.\nWe talk with the airplanes in the air and they go chattering all the way across the Pacific Lake\ntelling us what kind of weather there is and that everything is going\nfine and how the machine is working.\nThe other evening I heard music in the air. I looked up. There was\na muffled airplane with a radio and a loud speaker casting down music\nto the ground.\nVoices came out of the air. Music came out of the air.\nThe world becomes smaller.\nSpace is almost a negligible factor. Everything is becoming so bound into a community of interest that we are perforce compelled to look forward to the time in the very near future when\nworld citizenship will be forced upon us from commercial reasons, and\nfrom reasons of communication.\nNations that have lived in isolation\nare approaching the age when they will have no more privacy than a gold\nfish.\nBecause we approach a world citizenship, I should like to ask a few\nquestions to determine if we are becoming internationally minded, and\nwhat is necessary that we may become such.\nSuppose we consider first of all the legal phase of the question.\nIn\nour Declaration of Independence we wrote down our belief in certain\ninalienable rights among which were life, liberty, and the pursuit of happiness. Are we willing to grant to all people life, liberty, and the pursuit\nof happiness? Are we willing to grant to all peoples religious freedom,\nfreedom of speech, freedom of the press? Are we willing to grant to\nall people the right peacefully to assemble? You will recognize that\nI am on the bill of rights which protects our liberties. Are we willing to grant the right of selfdefense to all peoples, to the Igorot, to\nthe Hottentot, to the Bushman, and to the people lowest in scale of civilization? Are we willing to grant to all peoples security of person, house,\nand home, that there shall be no trial for capital crime other than an indictment by jury? And soon.\nWithout going farther into this because they\nare well known to you, are you willing to extend to other people the same\nthings that we enjoy?\nTake the Kellogg proposals to end war, which are going to fifteen\nnations. ‘The French reservation is in effect that if one nation wages an\naggressive war, that releases all. ‘Then each one has the right of defensive war.\nAll have defensive rights. If anyone becomes an aggressor,\nall are released from the compact.\nAn aggressive war has been defined\nas one in which one party is wrong.\nA defensive war is one in which\n\n"}
{"page": 109, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n105\n\none party is right. “The necessary war is one in which both parties are\nright. A civil war is one in which our side is right. However, we hope\nfor the. success, of these Kellogg proposals because they undoubtedly move\nin the right direction.\nWe call ourselves a Christian nation.\nWhatever that may mean as a\nnation, it must mean that the good morals and ethics that are good for\nindividuals are excellent things in a nation and that the standards thought\nof as good for individuals must have universal application.\nSo I put the nation in place of person and I find: “What does the Lord\nrequire of a nation?\nBut to do justly and to love mercy, and to walk\n“humbly with God.”\n‘Thou shalt love thy neighboring nation as thyself.” Mexico, for example.\n\nIf you don’t take that standard and if you say, ‘“O God, bless us and\nour nation, our flag, and no other nation.\nProsper us and plague those\nwho do not agree with us,” then you are setting up a standard that I don’t\nfind in Christian principles.\nWe can have international friendship without local disloyalty.\nNote\nthe Golden Rule. As Christ gave it, “Do unto other nations what you\nwould have them do unto you,” and as Confucious said it, ‘Do not do\nunto other nations what you do not want them to do to you.”\nNote a few of the Ten Commandments: “Thou shalt not bear false\nwitness against other peoples.”\n‘Thou shalt not covet thy neighboring\nnation’s oil wells, nor his natural advantages, nor his industries, nor his\nplace in the sun, nor anything that is thy neighbor’s.” As a nation “Thou\nshalt not steal any of these things.”\nNotice how Christ states that difficulties shall be settled:\n“Moreover if thy brother shall trespass against thee, go and tell him\nhis fault between thee and him alone: if he shall hear thee, thou hast\ngained thy brother.”\n“But if he will not hear thee, then take with thee one or two more,\nthat in the mouth of two or three witnesses every word may be established.\n“And if he shall neglect to hear them, tell it unto the church; but if\nhe neglect to hear the church, let him be unto thee as a heathen man and\na publican.”\nEvery effort is to be made for reconciliation before there is any condemnation.\nAs adapted to relations between nations, we may say:\n“If thy brother nation hath trespassed against thee, go to him for\nreconciliation and if he will not be reconciled, go to him with witnesses,\nand if he will not then be reconciled, let him be unto thee’—finally and\n\nlastly, after every reasonable effort has been exhausted—“even\nand publican,” and not considered without attempts\n\nas heathen\n\nat reconciliations.\n\nIt also says: “Thou shalt not kill” —\nThat is what the Bible teaches.\nneither wholesale nor retail.\nEvery nation formerly had its god and protector deity. In the Bible\nwe read, “The Lord, our God.” Every nation had a patron god, and this\n\n"}
{"page": 110, "printed_page": null, "text": "106\nSee\n\neee\n\nNATIONAL\neet Sere\n\nthe designation of the God\n\nEDUCATION\nee\n\nASSOCIATION\n\nre\n\nrecognized by the Jews as supreme.\n\none Supreme God is recognized\n\nNow,\n\nthroughout the world, but we still have\n\nHim interpreted nationally and He is supposed to be on our side. We\nclaim a monopoly on God. Each nation claims His power and protection\nto its own interest. We must recognize that He is the God of all people\nand has the welfare of all peoples in mind.\nWorld citizenship would require an agreement on what is true. Bacon\nJesting Pilate said, and\nin one of his essays wrote, ‘What is truth?\npaused not for an answer.” We haven’t time to call for an answer either,\nbut we do know that we must have the truth in history. We must have\nthe truth in law. We must have the truth in equity. We must have it\nin morals.\nWe must have it in religion. It is time to abandon high\nsounding national phrases and get down to fundamental facts. One fundamental fact (I haven’t time for more) is this: That a democracy is a\nplace where I feel equal to anybody else but where I often fail to recognize that everybody else is equal to me.\nWe must do away with suspicion and distrust.\n“There is a story that\nall the animals in the world at one time gathered together for a Peace\nDay, and in the forenoon had a big parade.\n‘They put the elephant as\nthe largest animal at the head, then the hippopotamus, the giraffe, grading\ndown to the smallest.\n:\nThe fox kept jumping out of line, jerking, twisting, looking over his\nshoulder, and jumping this way and that way.\nThey said, ““What’s the\nmatter with you?”\n;\nThe fox said, “It’s that hound behind me.”\nThey said, “But this is Peace Day; don’t you know that? He is not\ngoing to bother you.”\n“Yes, but I am not sure that hound knows it is Peace Day.”\nWe should despise no people, for ‘““God has written one line of His\nthought on each people.”—Guiseppi Mazzini.\n‘There should be universal\nappreciation of the national genius of each people, and an unqualified\nrecognition of their contributions or possible contributions to civilization.\nThere are hidden resources for civilization in the neglected nations of the\nearth. ‘There should be universal education for all.\nEducation enlightens the world.\nEducational associations are important\nagencies in furthering civilization.\nThere is now a world education organization, the World Federation\nof Education Associations, with over half of the teachers of the world\nin its membership, devoted to the cause of uplifting all peoples through\nThis Federation is at work, and intereducation and world citizenship.\nnational friendship is its ideal, and we hope to have the cooperation and\nthe support of all teachers and peoples in carrying on this mighty educational, social, character training, and spiritual work.\n\nAmerica is the common denominator of all the nations and we better\nthan any other people should be able to understand other people.\n\n"}
{"page": 111, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n107\nee\n\nI listened to Sousa’s Band.\nEvery man sat in his place playing his own\ninstrument, orderly and obedient in his place.\nNo one said, “Oh, let me\n\nplay my horn now,” or, “I would like to be the first for a while, I have\nbeen second or third for a long time,” or, “I would like to pound that\nbass drum a while.”\nBut every man had his place and played his part right on time, and\nas Sousa stood up there and motioned to them what to do, they did it and\nthey did it perfectly, in perfect accord; and I thought, “Oh, what a splendid illustration of unity and accord.”\nAway back on the stage was one of those steel triangles. A man was\nstanding beside it and not doing anything, and I thought, ‘What an insignificant position that man has, what an insignificant instrument and\n\nhow terribly discouraged he must be.”\n\nJust then the orchestra commenced\n\nto get faster and faster and the volume of sound louder and louder, up\nand down the scale, faster and louder, until it just seemed as though everything was running away and everything was about to burst and unless\nsomething happened pretty soon everything certainly was going to smash—\nthe whole world and the whole creation. Just when we got to the point\nwhere we couldn’t stand it any longer, this man with the steel triangle\n\nIt required some discordant sound.\npicked it up and struck, “Whang!”\nWe couldn’t go any higher. We couldn’t go any further. We had to\nhave what Wagner has called the divine discord to satisfy us, to bring us\ndown,\nI want to close with this thought.\nI think every nation in the world\ncan play its part in producing this world harmony, and even though it\nmight fall to me or it might fall to my nation to stand back and do nothing, but at the very apex of sound, at the very climax of the production\nto hit the steel triangle, yet it might be the note that would complete\nand satisfy the whole harmony of the situation.\n\nELIMINATING\nY. C. JAMES\n\nYEN,\n\nILLITERACY AND MAKING\nFOR CHINA’?\nDIRECTOR\n\nTION\n\nOF\n\nTHE\n\nGENERAL\nMASS\n\nOF THE\n\nEDUCATION\n\nCHINESE\n\nNEW\n\nCITIZENS\n\nNATIONAL\n\nASSOCIA-\n\nMOVEMENT\n\nBut it seems\nIt is a great privilege to be asked to speak this evening.\nto such\neducation\nlike\nsubject\na\non\nspeak\nto\npart\nquite presumptious on my\nthousand\nten\nleast\nat\nbe\nmust\n‘There\neducators.\nof\nbody\na distinguished\npresent tonight. I feel, as we say in China, much like “exhibiting classics\n\nbefore Confucius” !\nThe mission of the Chinese Mass Education\n\nMovement\n\nis not only\n\nto teach the unlettered masses of China to read, but also to train them\nfor modern citizenship. Hence the Chinese slogan of the Movement, “T’s’u\n\nWen\n\nMaung, Tso Shim Min,” which may be rendered into English as\n\n“Eliminate [literacy and Make New Citizens for China.” Within the\ntwenty-five minutes at my disposal I am afraid I shall have to confine myselt\n1A verbatim\n\nstenographic record.\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nNaTionAL\n\nEpucaTion\n\nASSOCIATION\n\nto the first stage of work of the movement,\n\nnamely, the elimination\n\nof\n\nilliteracy, its activities and its results so far achieved.\nThe Chinese Mass Education Movement was originated in a rather\nunique and unexpected way. During the World War when the “Allies”\nneeded laborers to dig trenches, manufacture ammunitions, etc., they came\nto China and recruited approximately 200,000 Chinese laborers from the\nprovinces of Chili and Shantung. There were about 100,000 working with\n\nthe British Army and about 50,000 working with the French and the\nAmerican Armies respectively. As laborers they did a very creditable piece\nof work which\n\nwas\n\nuniversally appreciated\n\nby the Allied\n\narmies.\n\nYou\n\nmay be interested to know that quite a few of them were even decorated\nbecause of their bravery during the war. And a larger number of them\nlaid down their lives and “did their bit,’’ as we used to say, for the Allied\ncause.\nWhile attending Yale I was asked whether I would not be willing to\ngo over to France to help these Chinese laborers.\nI said I would.\nSo\ntwo days after my graduation at Yale I left for France.- I was first put in\ncharge of about 5000 laborers in Boulogne, northern France. Living day\nand night with these laborers I came to know them in a way that I never\ncould before.\nIntelligent and industrious as they were, most of them\nwere uneducated and unschooled. ‘They were unable to read or write even\ntheir own language.\nThey were very homesick, but they couldn’t write\nletters to their home folks. They were very eager to know what was going\non in the war, but they were unable to read the newspapers.\nBeing utterly\nincapable of either speaking or reading the French language, or the English—or for that matter the American—they were quite miserable and had,\n\nin general, a very bad time.\nSeeing the situation as I did, I decided that the most essential thing that\nI should do for these laborers was to give them the fundamentals of Chinese\nlanguage education.\nSo right there in the labor camp I began my first\nChinese class of forty laborers.- There was no textbook, so I had to write\nit. here was no other man available to teach, so I had to teach. After\nabout half a year I found, to my great surprise, these laborers, ranging from\ntwenty to fifty years of age, not only eager but able to learn. They were\nsoon able to write simple letters to their folks in China. Later, I published\na small paper in very simple language, containing news about their home\ndistricts and the war.\nWhen the other laborers in the camps found out\nthat those who had attended my class had the extra advantage of learning\nabout China and the war, I didn’t have great difficulty in enroling more\nlaborers. The work went on so well that I was later asked to go to Paris\nto take charge of the educational work for our 200,000 laborers.\nWe\nrealized a good deal of success, so much so that I was urged to start a newspaper for them entitled the “Chinese Laborers’ Weekly,” published in\n“Pai Hua,” the simple, plain language of the people.\nIt was much appreciated by the men.\n\n"}
{"page": 113, "printed_page": null, "text": "GENERAL SESSIONS\n\n109\n\nOne day I received a very touching letter from one of the laborers who\nhad learned to read in France. It ran somewhat as follows:\nMr. YEN, Bic TEACHER:\n\nEver since the publication of your paper, I began to know about everything under\nheaven.\n(That is the Chinese way of putting it!) But your paper is so cheap.\nIt costs only one centime a copy. Maybe you have to close down your work very\nsoon.\nSo I enclose herewith 150 francs which I have saved during my last three\n\nyears of labor in France.\n\nFriends, that was the greatest relevation of my life.\n\nOver there in the\n\nlabor camps, I learned something of fundamental importance which I could\n\nnever learn in a Chinese university or an American university. I realized\nas I never did or could before, the dire need of education of my fellow\ncountrymen and at the same time their tremendous possibilities! We of\nthe “‘student class’? despised them and called them ‘‘coolies,”’ or “lower\nclasses.”\nBelonging to a family of generations of Confucian scholars, I\nnever associated with the laborers before the War.\nBut there in France\nI had the privilege of associating with them daily and came to know them\nintimately.\nI found out that these men were just as good as I and had\njust as much to them as I. The only difference between them and myself\nwas that I had had opportunity and they didn’t.\nSo right there and then I made the resolution that upon my return to\nChina I was going to give my life to the education and enlightenment of\nthe millions and millions of my fellow countrymen who have been denied\na normal opportunity of schooling. Yes, we have many, many millions of\nour people who do not even read or write our own language.\nIt’s embarrassing, but it’s true! Illiteracy, like poverty, we think it no disgrace\nto acknowledge but a degradation not to make efforts to overcome.\nI have been often asked by my American friends why it is that in a\nhighly civilized nation like China, which gave the world the art of printing and papermaking and had a Minister of Education more than 2000\nB. C., there should be such a large percentage of its people who are unlettered and incapable of reading their own language. Yes, it does seem\nstrange, but there are reasons for it. Among others, I only have time to\nmention two here.\nIn the first place, as you know, China has been a\nmonarchy for many centuries and under a monarchy education for the\nentire people was not considered either necessary or desirable.\n(In fact\nthe idea of giving an entire people education is a comparatively recent one\nin any country!)\nFurthermore, the Chinese emperors of the dynasties had\nThey wanted to practice\ndeliberately discouraged people’s education.\nand they succeeded very\nPolicy”\n‘Ignorance\nthe\nChinese\nin\nwhat we call\nwell. The “Burning of the Books” by the First Emperor of the Chin\nDynasty is a glaring example of this.\nAnother reason for the prevailing illiteracy among the Chinese people\nis the Chinese language itself. For centuries the only recognized literary\n‘To\nmedium in China had been the classical language, or the “Wen-Li.”\nlearn this classical language with any degree of proficiency means practically a lifetime of study and this, as you will see, automatically ruled out\n\n"}
{"page": 114, "printed_page": null, "text": "110\n\nNaTIionAL\n\nEpucATION\n\nASSOCIATION\n\nthe great masses of the people, such as the farmers and laborers who occupy\n\neighty percent of our entire population and who had to engage themselves\nwith the earning of a living, the winning of a “rice-bowl.”\nFortunately for mass education there is another language in China, the\n“Pai-Hua.”\n‘Pai’ means plain, or simple, and “Hua” means language.\nIn other words, it is the plain, simple language of the people. I am glad\nto say that some of the best novels we have in our country were written\nnot in the difficult classical language just mentioned, but in Pai-Hua.\nThanks to the noble efforts of the leaders of the ““New Tide” movement,\nPai-Hua has gained the standing or the prestige of a written language.\nIt is most encouraging to see the large number of Pai-Hua publications\nthat have sprung up during recent years in China in the form of newspapers, magazines, novels, and even school textbooks.\n\nIt is unquestionably\n\ngoing to be the national language of the new China.\nIt is this language, the Pai-Hua, that the mass education movement\nwants to make the illiterate masses of China literate in. But the problem\nis how we can do that with the great masses of the people who are either\ntoo poor to pay for their education or too busy to attend schools.\nSo it\nis quite clear that unless we could further simplify the Pai-Hua so that\nit could be mastered at a minimum of cost within a minimum of time, it\nwould be still beyond the reach of the masses of China. The first thing we\ndid to facilitate the learning of Pai-Hua is this. We collected more than\ntwo hundred different kinds of literature and publications in Pai-Hua,\nincluding novels, stories, magazines, accounting books, official proclamations, etc., and counted the characters or words in each book or publication.\nEach character is given so many points, according to its frequency of appearance.\nAltogether we had taken more than four years of statistical\nstudy, having covered more than 1,600,000 Chinese characters.\nAs a\nresult of this rather elaborate, cumbersome\n\nstudy, we were\n\nable to deter-\n\nmine the minimum essentials of the Pai-Hua vocabulary that every Chinese man, woman and child must know.\nFrom a total Chinese vocabulary of over 40,000 characters we have reduced to a “foundational vocabulary” of 1300 characters.\nBased upon these 1300 characters, four readers entitled, ‘People’s Thousand Character Readers,” were prepared. Each reader consists of twentyfour lessons. A busy farmer or a busy laborer has only to spend one hour\na day in the classroom to learn one lesson, six hours in the week and six\nlessons in the week, and on Sunday he does not have to work!\nIn four\nweeks, by spending one hour a day in the classroom, he completes one\nreader which comprises more than 300 of the most fundamental characters\nof Pai-Hua.\nSo within ninety-six hours of classroom work the average\nman completes the entire course of the 1300 characters contained in the four\nreaders, and the ideas and ideals which these characters are capable of\nexpressing and conveying. As to the cost, each reader costs the fabulous\n\nsum of three cents! So in all four months which constitute the full terms\nof the elementary mass education schooling, all that it costs the poor\nfarmer or laborer is the price of four books, or twelve cents in all! Upon\n\n"}
{"page": 115, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n111\n\nthe completion of these readers in the “People’s Schools,” the average man\nis able to write business letters, keep accounts and read Pai-Hua newspapers intelligently.\nAfter this first “educational tool’? was worked out, our next problem\nwas how to put it within the reach of the masses.\nIt was clearly under-\n\nstood at the outset that in promoting\n\nmass\n\neducation\n\nof this kind no\n\nspasmodic or individual attempt alone would be of much avail. Organized\nand cooperative efforts in the form of a city-wide mass education campaign (so far as the cities are concerned) are essential. Such a campaign\naims at enlisting as many volunteer workers as possible and coordinating\nall the forces available in any given community.\nEach local committee\nor association, as the case may be, is entirely responsible for the finance,\nstaff, and equipment of the campaign of its locality.\nThe place chosen for the first education campaign was Changsha,\nin the Province of Hunan, central China, and that was in March, 1922.\nLet me mention very briefly a few of the salient features of the campaign.\n1. Organization—Under the leadership of the local Y. M. C. A., a\nMass Education Committee consisting of leading business men, editors,\nguild leaders, officials, pastors, teachers, and students, was organized.\nOut of this general committee, five subcommittees on finance, recruiting\nteachers, recruiting pupils, securing school building, and publicity were\nrespectively appointed to set up the campaign.\n2. Publicity—The Committee used 1500 posters picturing China’s\nproblem of illiteracy and the need for education; 600 official proclamations\nissued by the magistrate exhorting all citizens old and young to avail\nthemselves of the opportunity to learn; 10,000 leaflets giving information\nconcerning the “People’s Schools”; daily newspaper material.\nIn order\nto arouse the interest of the unlettered public, over 5000 people, including\nbusiness men, students (both men and women), gentry, scholars, and artisans, carrying large banners and lanterns participated in the parade.\n3. Recruiting—Fifty-two teams of high-school boys and girls and college\nstudents were organized and sent out to canvass the fifty-two districts from\nhome to home and shop to shop. We were told by the local people that\nwe would not be able to recruit more than one hundred students.\nBut\nin two afternoons the recruiting teams enroled over 1400 illiterates. ‘The\n\nyoungest of those enroled was ten and the oldest fifty-six years of age.\nThe great majority, however, were of the adolescent age. Eighty teachers,\nincluding gentry, business people, and faculty members of the schools, were\nenlisted. [hese teachers received no salary. They taught for the regular\nschool term of four months on an average of one hour each week day.\n4, School huildings—Fifty buildings were secured in all sections of the\ncity. Primary schools, churches, guild halls, temples, club houses, private\nresidences, police stations, yamens, Y. M. C. A.’s, and Y. W. C. A.’s were\n\nall utilized.\n5. The commencement—Out of the 1400 students first enroled, 1200\nstuck to the last and had the courage to come for the final examination\n\nwhich was supervised by the governor of the province, and 967 passed the\n\n"}
{"page": 116, "printed_page": null, "text": "ily,\n\nNationaL\n\nEpucaTIon\n\nASSOCIATION\n\nexamination successfully. “They celebrated a big commencement, the biggest\nin the history of that great ‘province. The governor gave the commencement speech and distributed the diplomas for “Literate Citizens” to 967\n’ students. ‘These proud students had a big parade through the city with\ntheir diplomas:in their hands.\nThat aroused citywide interest.\nBy the\nway, the diplomas they received were very much larger and prettier than\nthe sheepskin I received from’ Yale.\nThat was just an experiment, friends.\nThat was the beginning of a\ncampaign to wipe out illiteracy from China. The old scholars who insisted\non teaching the classical language, who opposed us and attacked us in the\nnewspapers, now came to our support. ‘They said,\\““Now we must educate\nall the illiterate people in this province and put this work on a more\npermanent basis by organizing a Mass Education Association for the province.’ They did. Friends, up to 1925, before the Communists got in\nthere, we had 150,000 students in that province alone.\ni\nWe passed on to another part of China. As China is a continent in itself,\nwe couldn’t say that because we realized certain measure of success in one\nprovince, our methods and principles would be equally successful all over\nChina. That would be very sweeping, very unscientific indeed! We went\nto North China for our second campaign in Shantung, the home DEpyince\nof our great sage, Confucius.\nTo make a long story short, I would just say that we had more experience and we realized greater results. All schools and shops were closed.\nTo have a boycott strike? No! ‘They wanted to celebrate the big mass\neducation day for wiping out illiteracy in their province.\nWe had 1400\ngraduates this time and I am proud to say that as many as four hundred\nincluded women and girls!\nA good many of the classical highbrows were still so benighted that they\ncould not see the fundamental importance of the work and openly poured\ncontempt upon it. So when the time came for the graduation ceremony the\nlocal committee felt that a notable personage ought to be secured to give\nthe commencement speech in order to give dignity to the occasion. Madame\nHsiung Hsi-Ling, wife of the ex-premier, one of the three elder statesmen\nof China, was the happy choice. I had the privilege of escorting her all\nthe way from Peking. She came and delivered the commencement speech\nand gave out the diplomas.\nHowever, while she was distributing the\ndiplomas, she broke down.\nShe couldn’t do any more.\nAfter the commencement she came to me and said, ““Mr. Yen, you know I have attended\nmany graduation exercises, but I never witnessed one like this one today.\nIn the first place I never saw 1400 students graduate at the same time\nbefore having both men and women.\n(We don’t as yet in China have\ngraduates by the thousands as they do at Columbia or Yale.)\nAs these\ngraduates walked up twelve at a time to receive their diplomas, I noticed\non one side you would see an old man fifty or sixty years of age and on the\nother, you would see a little boy of about twelve. I never saw that before.\nAnother thing that impressed me profoundly was that among the graduates\none sees boys seventeen and eighteen years old all dressed up in Chinese\n\n"}
{"page": 117, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nis:\n\nfashion, and others barefooted and in rags. You know, Mr. Yen, I have\nbeen interested in all kinds of organizatiotis—I am President of the\n\nNational Women’s Red Cross and also President of the National Women’s\n\nLeague—but I am going to resign from them all.\n\nFrom now on I am going\n\nto devote my life to the work of the Mass Education Movement.”\nFriends,\never since August 1, 1923, Madame Hsi-Ling has been a great leader and\nstaunch supporter of the Mass Education Movement in China.\nThen we went to East China.\nThen we went to South China.\nWe\nconducted experiments all over China. The concrete results of these experiments made such a stir all over China that the leading educators began\nto visit the places where we were making these experiments.\n‘They were\ninspired and enthused.\nThey realized that in order to promote Mass\nEducation work systematically and on a nation-wide scale, the formation\nof a central organization was urgently needed. So a National Convention\non Mass Education was called in Tsing Hua College, Peking, August,\n1923. In this representative gathering from twenty provinces the National\nAssociation of the Mass Education Movement was organized with an\nexecutive board of nine directors and a national board of directors composed-of two representatives from each province. Mme. Hsiung Hsi-Ling\nwas elected unanimously the chairman of the board and concurrently of\n\nthe National Association.\nI am glad to say that the president of your great National Education\nAssociation in this country is a woman and over there in our country the\nchairman of our national board of the Mass Education Movement is\nalso a woman.\nSince the inauguration of the National Association, thirty-two city selfsupporting Mass Education Associations have sprung up in strategic centers\nlike Wuchang, Changsha, Anking, Nanchang, Nanking, Peking, Tientsin,\nShanghai, Hangchow, Canton, Chengtu, Kirin, and Harbin.\nThrough lack of means and personnel, we haven’t been able to find out\naccurately the total number of students enroled in our urban and rural\n“People’s Schools,’ but basing on the sales of our books, the Movement\nhas today—to be very conservative—between four and five million students\nstudying in all parts of China.\nFriends, that has been done in all these\nyears of flood, famine, and war, and that would not have been possible if\nit were not for two important reasons.\nThe first reason, I may say, is\nthe tremendous eagerness on the part of the people to get an education.\nThere is, as you know, the traditional respect for learning in our country.\nEducation has been for centuries confined only to the scholarly few. It is\ntrue that education in China had been for centuries open to all, without\ndiscrimination, from the “‘coolie”’ to the prince (there is no such thing as\ncaste in China, as there is in India and other countries), but it was never\npossible for all. Since through the “People’s School,” education is made\npossible for the people, they just seize the opportunity. There is no government compulsion whatsoever forcing them to attend our schools. ‘They can\ncome and go as they please; but they come by the hundreds of thousands;\nand in spite of their terrific economic pressure and keen struggle for a living,\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nwe have, as I said a moment ago, several million students, men and women,\nboys and girls, studying in our “‘People’s Schools” throughout the country.\nThe other-reason is that modern, educated men of today have come to\nrealize as they never did before, that in order to uplift China and in order\nthat she may take her rightful place among the nations, her masses must\nbe educated. No nation rises higher than its masses. Our sages have taught\nus over 3000 years ago that “‘the people are the foundation of the nation;\nif the foundation is firm then the nation enjoys tranquility.” So the educated men and women of China today have volunteered and are volunteering by the thousands to teach in our “People’s Schools” in the cities and\nvillages without pay.\nFriends, the entire nation is receiving an intellectual shock.\nIt is, as I\nsee it, a true Renaissance, not merely of a few of the intellectuals, but of\nthe entire people. It is the beginning of a new life for the masses and the\ndawn of a new civilization in the East.\nAs a result of almost ten years of promotion and experimentation, we\nhave awakened our nation to the importance and urgency of educating unlettered and illiterate millions; and now all of a sudden, as it were, we come\nto the painful realization that our real task of educating the people is just\nbeginning. “The Chinese Mass Education Movement is confronted today\nwith a number of very fundamental and pressing problems. May I be’permitted to cite very briefly a few of them?\nTake, for instance, the problem of supervision. ‘Thousands of “‘People’s\nSchools” have sprung up in all parts of China. China is larger in territory\nthan the entire continent of Europe, but without the modern facilities of\ntransportation of Europe.\nHow can the Movement give adequate supervision to all these schools throughout the land? Then there is the question\nof training. Our Movement has been invited by North and South China\nto train Mass Education leaders for their respective provinces.\nWhile\nwe could afford to send leaders to South China to help the Nationalist\nin organizing the mass education work in the province of Kiangsu, which\nwe did last February and for which an appropriation of two million\ndollars was made, we had no more men on the national staff to send to\nSuiyuan, Inner Mongolia, which also urged us to help. Our problem today\nis not so much promotion as supervision and training.\nThen there is the problem of literature for the people. The Movement\nis teaching several million people to read now and will teach many more\nmillions.\nThe question is, what are they going to read?\nWhat a tremendous challenge, and yet what a golden opportunity!\nHitherto, as I\nsaid before, almost anything done in writing worthwhile at all, had been\nwritten in the classical language, and consequently, one may almost say,\nthere is no reading material or literature available for the ever-increasing\nreading public. We have, in other words, to create a new literature for the\nmasses of China.\nPractically eighty percent of our people live on the farm. The most\npertinent and important question is, while we are educating these farmers,\nhow can we make our education count in their every-day life? How can\n\n"}
{"page": 119, "printed_page": null, "text": "oe ae\n\na\n\ncr\n\nGENERAL\nSESSIONS\n2 ei\na,\n\nlal\n\n115\n\nwe make education effective and practical for them? It is chiefly for this\nreason that our Movement decided over threé years ago to select a special\n“Hsien” (district) in North China for intensive study and experimentation\nin order to apply modern agricultural science to Chinese conditions, in order\n\nto “humanize” agricultural science so that even the poor and small farmers\nof China could reap the benefits of modern science.\n(I am sorry I have\nno time to tell about this phase of our work tonight, but hope I may have\nthe opportunity of doing so at some other time. )\nThen there is the question of citizenship education.\nThe Chinese\npeople have had a political history of nearly 4000 years and are facing today\na new world with new political ideas and institutions. It is true that the\nvillages of China have been very democratic and selfgoverning for centuries ;\nin fact, some Western writers call them “‘Village Republics.” The family\nand clan may be efficient organs of local government, but they are so\nstrictly local that they do not incite their members to look beyond the\nvillage limit.\nThe central objective of our educational efforts in this\nfield of modern citizenship training is the extension of the noble moral\npractices prevailing in the clan and family unit and of the fine political\ninstitutions which have been for centuries operating in the “village republic”\nto the larger units of the community and the state. In order that China\nmay be able to cope with the demands, external as well as internal, made\nupon a modern democracy, the horizon of her village folk who represent\napproximately eighty-five percent of the entire population must be broadened and their spheres of interests, mentally speaking, must be extended.\nThe ultimate great objective of the Chinese Mass Education Movement is\nnot merely to make an illiterate artisan a “reader of books” or even a\nprimitive peasant a scientific farmer, but, above all, make him an intelligent\nand progressive citizen of the Chinese Republic. Hence the second part of\n\nthe slogan of our Movement: ‘““Make New Citizens.”\nOf the four traditional “classes” of our Chinese society, the farmer has\ncertainly got the best “stuff” with which to make a great citizen. What\nhe needs is an opportunity; opportunity for development and expression.\nThe story of the regeneration of Denmark by the farmers under the influence of the Danish folk high schools is an outstanding and convincing proof\nof the tremendous possibilities and capacities of these humble toilers of\nthe soil. Given a chance for education and enlightenment (as was given\nthe Danish farmers by the folk high-school movement), there is nothing\non earth that can stop the Chinese farmer doing for China what the Danish\nfarmer did for Denmark.\nThese are some of the problems facing the Movement today. It is quite\nclear that unless we have men\n\nof high caliber and special training, and a\n\nlarge number of them, we will never be able to handle them. I aim very\nhappy to say that the Movement, though terribly under-staffed, is drawing\n\nmen of great ability and scholarship. We have now on our national staff\nthree former presidents of national universities who have resigned their\npresidencies in order to cast their lot with the Mass Education Movement.\nThey have joined us at a great sacrifice, but they consider it a great\n\n"}
{"page": 120, "printed_page": null, "text": "116\nore\n\nNATIONAL EpucaTION\nek\na\n\nASSOCIATION\n\nprivilege and opportunity to do so. They feel that they have not joined\nMass education\nan educational institution merely, but a great Crusade,\nto them is their one great life-purpose—nay, their religion. ‘They are resolved to struggle on through thick or thin, war or peace, to carry out the\ngreat objective of our Movement, namely, educating China’s unlettered\nmillions for citizenship.\nWe have heard tonight about world citizenship and world peace. Now\nthe question is, how are we going to bring that about? It seems to me that\nthere are one or two things that we as educators could do to help. First\nof all, I may say on the negative side, what we as educators and teachers\ncan do is to teach our young to hate international sin as well as national\nsin, international injustice as well as national injustice; whether it is committed by other countries or by one’s own country. ‘The attitude of “my\ncountry right or wrong” should be discarded.\nAnother thing we can\ndo in a positive way is to teach our young to appreciate the civilization\nand culture of other peoples. One of the great failings of many of our\neducational institutions, as well as that of the writers of history, is that\nwe just glorify our own country and frequently at the expense of other\ncountries. I may add here that I have seen textbooks entitled, ‘History\nof the World” with China absolutely left out! We fail to see the great\nthings, the great culture of other people. That is one of the reasons why\nwe think so much of ourselves and so little of others, and that breeds\njingoistic and chauvinistic spirit among the people.\nIf the West could\nboast of men like Lincoln, Bismarck, Napoleon and Shakespeare, the East\ncan certainly say that it has given birth to such great leaders as Buddha,\nConfucius, and Jesus.\nThe world is growing smaller each day. Space does not count as it\nonce did. ‘The peoples of different nations are thrown together more\nthan ever before, and this makes it imperative that we should know more\nabout each other and appreciate each other’s culture more.\nOne of the\nreasons why we Chinese students have such great admiration for your\ngreat country is because we know something about your Lincoln and\nWashington.\nI dare say that our school boys know more about your\nLincoln and Washington than your school boys know about Confucius or\nMencius.\nAfter four thousand years of educational history and experience, we\nChinese have developed an almost exaggerated sense of the importance of\neducation.\nWe believe in the omnipotence of education. We believe as\neducators we can make or unmake nations.\nIt is my earnest hope that\nwe who are engaged in the sacred calling of education in the two great\nRepublics, one on each side of the Pacific, will exert our influence to\ncreate a new mentality on the part of our youths, and to uphold and apply\nthe great ideal of World Brotherhood which is embodied in the Christian\nteaching, “God has made of one blood all nations,” and is beautifully expressed by our sage, Confucius, “Under Heaven there is but one family.”\n4\n\n"}
{"page": 121, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n117\n\nADDRESS BEFORE THE NATIONAL EDUCATION ASSOCIATION IN SESSION AT MINNEAPOLIS, MINNESOTA,\nJULY 4, 1928\nSIMEON\n\nD.\n\nFESS,\n\nUNITED\n\nSTATES\n\nSENATOR\n\nFROM\n\nOHIO\n\nVery few invitations have reached me in the last five years that were\nmore acceptable and which I desired to accept than the one that came\ninviting me to come to Minneapolis.\nIt came at a time when pressure was upon me and a good deal of uncertainty as to the immediate\nfuture, and the only thing I could do was to say I would come if conditions would permit.\nThe day itself appeals to me tremendously.\nThe occasion of the teachers of the nation in convention no less appeals to me.\nThis wonderful\nsection of our wonderful country, the Twin Cities, appeals to me also. I\nwas not aware that I was to have the pleasure of an introduction by my\nwarm personal friend and a distinguished member of the House with whom\nI have collaborated, he being on the Interstate Commerce Committee of\nthe House, I on the Interstate Commerce Comittee of the Senate, we together collaborating upon legislation that is of national interest to the\ntransportation of the nation.\nJI was not aware that I was to meet him\nhere.\nI want to express my appreciation of his words.\nLast night reaching this city sometime after midnight, which according\nto my time was after one o'clock, I was so gratified on the one hand and\ndepressed on the other in having the honor to be met by a distinguished\ngroup of American educators.\nNo higher in rank in any profession can\nbe found in any country at any time than the committee that came to the\ntrain. I have them on either side of me and some of them in the audience.\nConsequently, if I do not say something that is worthwhile here, I shall\nfeel greatly humiliated.\nI wonder how you were impressed with that splendid reading of this\ngreatest of human charters or charter of human liberty that has ever been\ngiven by a people to a people in the history of the world.\nSo few of us\nare familiar with that document.\nWe are so busy in the every day work\nof life that we do not take time to estimate properly or interpret these\ntwo wonderful documents, the Declaration of Independence on the one hand\nand the Constitution of the United States on the other.\nI wonder how many of you have your minds refreshed upon the background of this instrument that was read here today.\nIn the days when Rome was at her height, one tenth of the population\nNine tenths or the mass of the people were\nwere known as patricians.\nAll power was given to the former; no privilege was permitted\nplebeians.\nGovernment was a matter of privilege limited to the few.\nto the latter.\nIn the days when Greece was in her palmiest era, one tenth of the\nOne of the\npopulation exercised power, nine tenths were mere slaves.\ngathered\nwere\nwhere\ngroves\nacademic\nthe\nin\nthat\nis\nhistory\nof\nparadoxes\nthe Aristotles and Platos in the dissemination of philosophy, it was mostly\n\n"}
{"page": 122, "printed_page": null, "text": "NaTIoNAL EpucaTion ASSOCIATION\n118\ne\nic\nc\ncima\ni\nnose\n\ndone by slaves and not by persons who had any participation in government, whatever.\nIn the days of the feudal system, or what we might speak of as the\nMiddle Ages, about a fraction, or a tenth of the people, were feudatory,\nholding the land; all the mass beside that few were serfs, bought and sold\nwith the land. That was a degree higher than either was known by the\nslaves of Greece or the Plebeians of Rome.\n\nAt the time of the revolutions in western Europe when peoples began\nto look for new habitation in the new world, all the population was divided\ninto about nine tenths lacking privilege and one tenth exercising power and\nthe participants in government.\nIn the new world with this background, after a considerable contest\nwith the mother country running over more than a half century, after\nthis seething unrest came this pronouncement written by the greatest\ndraftsman of his day if not of any day, the most remarkable exponent of\nliberty in government the world has ever known in the instrument that\n:\nwas read in your presence.\nThink of that first sentence: ‘“We hold these truths to be selfevident;\nall men are created equal, endowed with certain inalienable rights—life,\nliberty, and the pursuit of happiness.”\nHow would that have sounded\nin Greece or Rome or feudal Europe?\n:\n“To secure these rights governments are instituted among men, laying\nthe foundation upon the principle—the right to govern must come from\nthe consent of the governed.” ‘That is the greatest announcement in the\nhistory of civil government.\nWhat that would have produced if announced in Greece or Rome or any of the countries preceding the foundation of America!\nNo wonder that Henry Thomas Buckle, one of Europe’s greatest historians, made the statement that the principles of the Declaration of Independence ought to be printed on the door posts of every lover of government in the world. That was an announcement of a citizen of the country against which this declaration was pronounced.\nFellow teachers, there is one item in this document that we overlooked.\nWe must never forget that the indictment made up of the several counts\nwas not against the people of Britain as a people, but was against a king\narbitrary in his character, dogmatic as well as despotic in his administration.\nIf you would have read the counts that were omitted this morning, you\nwould find that every single one, with the exception of two, begin with\nthe personal pronoun “he,” referring to George III, and the only two\nthat refer to the British Parliament were the two that were read by the\nreverend gentlemen this morning where it refers to the fact that we have\nnot been unmindful in calling attention of our brethren to so and so. So\nthat this Declaration of Independence was a declaration against despotism in\ngovernment, was a pronouncement of a principle of local selfgovernment\nron was here for the first time established upon these foundation principles.\n\n"}
{"page": 123, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n119\n\nThat was 152 years ago. What has come about since that day? When\nit was first announced, it was ridiculed.\nNo one outside of the immediate\nfathers had any faith in the possibility of a government by the people.\nLater on Lord Macaulay in his history ridiculed the idea that a population could govern itself. Even men like de Tocqueville down in the middle\nof the century after we had had experience for half a century, made the\nprediction that the American government based upon the principles of the\nDeclaration of Independence could not be perpetuated, and he predicted\nthat it would discontinue as a republican form of government.\nSince that day America has grown apace.\nShe today stands in numbers\nof population double the next largest English speaking nation of the world.\nShe today stands as the most cosmopolitan population that can be found\nanywhere in the world.\nShe today stands fundamentally upon these principles better grounded now than at the time that they were first announced.\nThis people is ranked from the standpoint of material wealth as the most\nbewilderingly wealthy nation of all the dreams of all the historians of the\npast, with an annual income almost as large as the total wealth of the\nnext wealthiest country on the globe, Great Britain, and with a distribution of that wealth more general than has ever been dreamed of in the\nhistory of the world, and a population with a buying power that is the\nbewildering fact in modern life.\nFellow teachers, I had an occasion recently to look over the financial\nobligations that the government has undertaken in the last few years.\nI\nhave never seen anything that even approaches the ability in buying power\nof the American public.\nTake the operations of the Treasury Department where in the beginning\nthere was $3,000,000,000 of obligations due at once that never had been\n\nfunded.\nThey were cared for. Victory Notes amounting to $4,050,000,000, the last issue, to finance the World War, due the first of May,\n1923, have been cared for at a lower rate of interest. “The Second Liberty Loan of $3,708,000,000 due in 1942 has been refinanced for the\nreason that they commanded a 4% percent interest when they could be\neasily readjusted and refunded at the rate of from 3% to 3 percent at a\nsaving of millions of dollars of interest. The last issue of last October\nof $300,000,000 was refunded at the low rate of only three percent and\nthe people were so desirous of it that they oversubscribed it nearly $1,000,000,000.\nThat opened the way for the refunding of the Third Liberty\nLoan which shall come due this October, of $2,147,000,000.\nLong before October is reached that will be readjusted at a lower rate of interest\nat convenient maturities so that they can be met when due.\nHere, fellow teachers, is an accumulation of financial obligations of this\ngovernment that reaches nearly $14,000,000,000, all of it handled in such\na way that the business of the country scarcely knew it was being done.\nOnly on the basis of the tremendous buying power of the American public could that have been accomplished, and I mention it only as an evidence\nof what the nation is 152 years after the famous document promulgated\n\n"}
{"page": 124, "printed_page": null, "text": "120\n\nNationaL\n\nEpucaTtion\n\nASssocIATION\n\nby the great Thomas Jefferson, its author. That is only one suggestion\n;\nof what has been done.\nRecently I was interested in pursuing the program of homes built within\nJI find that there have been 3,500,000 homes built in the last\nour midst.\neight years at an annual expenditure of over $4,000,000,000, meaning that\nhere is an expenditure of over $30,000,000,000 in the institution of the\nAmerican home.\nWhen I go into these homes to ascertain what is found there, I note that\nthey consume fifty percent more food than in the next greatest country\nof the earth, use ten times the number of telephones, use twelve times the |\nSo\namount of electricity, have thirty times the number of automobiles.\ntrue it is that someone said to me not long ago that the American people\nhave become automobile minded and the first thing we know they will all\ngo to the poorhouse, and I stated, “If they do, four-fifths of them will\ndrive in their own automobiles to the poorhouse.”’\nHere are 152 years of national development, of a nation builded upon\na document, announced by a great author, that was pronounced at the time\nas ephemeral, that couldn’t be permanent, and so far as I can see has today\nthe same meaning that it had in that day.\nLet me warn you the Declaration of Independence is a pronouncement\nof the open door through which you are admitted.\nWhenever the open\ndoor to every citizen in America\n\nor to any citizen in America\n\nis closed,\n\nit is in violation of the principle of the Declaration of Independence.\n‘That\nis not only true industrially, economically, but it is true politically.\nOne of the famous statements of the great Abraham Lincoln, whose life\nhas been one of careful study by myself, was at Philadelphia on the anniversary of the birth of Washington in 1861. It was on that occasion\nthat out in front of Independence Hall Abraham Lincoln on his way to\n\nWashington raised over the hall an American flag, as was done this morning by my friend, the distinguished Congressman.\nIn the short speech on that occasion, one of the greatest Lincoln ever\nmade, he took occasion to make this statement: ‘‘All of the political principles of which I am aware I have taken from the document adopted in\nthis hall.” ‘That was the estimate of this great war president of the\nDeclaration of Independence in the time of the Civil War.\nSo much for the attitude of our country on this instrument that we\nare celebrating today. What effect has it had outside of America?\nIt\nis one of the favorite themes of mine as a teacher of history to trace the\ncurrent of the effort to govern by selfgovernment, not only in America,\nbut elsewhere.\n‘That current is a most interesting theme.\nI shall not\ndo it at this occasion, but I only mention the fact that when the Declaration of Independence was announced, it had no confidence anywhere outside\nof our own fathers here. It was the subject of criticism everywhere.\nWhat do we see today?\nThere was a movement up to the breaking-out of the World War that\nwas universal.\nThat movement was away from the government of the\n\n"}
{"page": 125, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n121\n\nfew and what we would call despotism, to the government of the many,\nwhat we would call popular government or democratic government, government of the many.\nEvery nation of the earth felt that seething unrest. “There wasn’t a nation in Europe or America, in Asia or Africa\nthat was an approach to a civilized nation that wasn’t drifting toward a\nlarger participation of the people in their own government. I could indicate if it were necessary, but it is not.\nSuffice it to say that at the time\nof the adoption of the Declaration of Independence there wasn’t a republican form of government anywhere on the round globe, outside of the\nUnited States, not one, and today there isn’t a government on this round\nglobe that isn’t seething for this form of government that we have.\nLook at China.\nWe have great sympathy for the nationalist ambitions\nof China.\n“‘That’s why America is keeping hands off with the exception\nof protecting American lives in China.\nThat’s the limit of our use of any\nauthority in China.\n°\nLook at the effort in Russia. While it is doubtful whether the movement is promising there, it is the same effort that frequently disintegrates\nand gets into the control of the few, which we fear is the approach in\nRussia, but in time it will work itself out.\nLook at Mexico with her perennial insurrections, but coming gradually\nto a recognition of the principles of constitutional government.\nCentral\nAmerica, South America, the islands of the seas.\nIn other words, the\ngerm of American selfgovernment through our constitutional procedure\nis working itself through in every people on this globe today.\nWhen the World War came on, and its aftermath was so difficult to\nhandle, there was a retardation, a repercussion of the old view, and you\n\nand I have been quite fearful of this reaction. ‘Today no less than eight\ncountries of Europe are under dictators in which the people who heretofore were in some form of authority are without authority, where they have\nseemingly coincided with the desire or at least with the power of PACES\npower without exercising popular authority.\nWhile you and I as citizens of our own country are careful and cautious\nabout any criticism inherently of any particular countries in their government, nevertheless we cannot close our eyes to some fear that there may\nby such a reaction that popular government heretofore established may be\nless effective.\nWhatever happens in Italy, whatever happens in Poland,\nwhatever happens in Spain, whatever happens in Portugal, whatever hap-\n\npens in any country of Europe, the dictatorship is not the American way\nand it will not be resorted to nor tolerated.\nOn the other hand, we have read this morning that the right of the\n\ngovernment must come from the consent of the governed. ‘That’s the\nlarge principle. That’s the one that we are attempting to work out, not\nalone in our own country,\nsome conflict there.\nFor example,\n\nbut elsewhere.\n\n‘There seems\n\nthere was the appearance\n\nof inconsistency\n\ngood faith as an American\n\ngovernment\n\ntoward\n\nto be sometimes\nin Cuba.\n\nOur\n\nCuba was not long in the\n\n"}
{"page": 126, "printed_page": null, "text": "122\ned\n\nNaTIONAL\n\nEpucATION\neae\n\nASSOCIATION\nee\n\nRe\n\nshadow and not very long in doubt. We threw off the shackles of a sixteenth century government from Cuba. We couldn’t give her her independence immediately. We set up a government and used our influence to\nhelp her help herself. When she was able to stand on her own feet we\nwithdrew with the consequence that Cuba today is a modern country and\nin a sense one of the finest examples of what can be done by a people for\nthemselves that we have in the western world.\nWe are hoping to be able to do the same thing for Haiti and also for\nsome of the Central American countries where there seems to be some\nconflict, but let me state as an officer of the country that it is the purpose\nof the American government to maintain the principle announced in the\nDeclaration of Independence to the degree that is possible, especially to\nstabilize the governments that are on our border in order to enable them\nto prevent disorder and especially to protect American lives and property.\nThat gives us a considerable problem because it appears to be somewhat inconsistent with the professions that we announce.\nOur foreign policy today, ladies and gentlemen, is rather outstanding\nin our efforts for peace.\nCongressman Newton is one of many in the\nlower house, I am one of many in the upper house that are constantly receiving letters in the form of petitions begging for movements on behalf\nof world peace.\n“These petitions represent the yearning of the American\npeople to outlaw war and it is a theme that ought to appeal to the educators of the country, and I know it does.\n\nThe United States at the close of the war undertook to lead against\nthe rivalry in arms, one of the most dangerous movements that the world\nhad undertaken.\nBritain would build a dreadnaught.\nGermany would\nbuild a dreadnaughtier.\nJapan would build a dreadnaughtiest, and then\nthey would start over again, and we saw that we were in a stage of\nrivalry on which there was no limit, and America with her unlimited wealth\nwould likely get into a state of mind where we would lose our senses and\nbuild a navy bigger than all the balance of the navies of the world.\nWe\ncould do it if we wanted to, and that was the danger. “There was an\nalliance between Great Britain and Japan. There were only three naval\ncountries of the world.\nOurs was the third. That alliance had existed\nfor twenty years and we asked Britain why it was that the two naval\ncountries outside of the third were in an alliance, if it were not offensive\nto the United States. Why should two of the three be in an alliance unless\nthey were afraid of what we were going to do? And we asked that it be\ncorrected.\nThe reason that we did not want that situation continued was that if\nthere should get in the minds of America the fear that some day Britain\nand Japan in an alliance would be against America, there would be\nno possibility of holding in check the militant spirit of America, and because\nof that we wanted it discontinued.\nIt was discontinued through the Washington Conference.\n;\n\n"}
{"page": 127, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n123\n\nThen we stated to these nations that with our unlimited wealth we\ncould build a great army and we could build a great navy and we could\nstand it better than any other country but it wasn’t our policy. We asked\nthem if they wouldn’t agree with us to limit the armament and stop this\nrivalry.\nIn the Washington Conference of three months in 1921 and 1922 we\nagreed right from the source without\n\nany concerted’ action preceding,\n\nto\n\nscrap thirty-one ships, 900,000 tonnage on the sea provided that the other\ntwo countries would follow our lead.\nI shall never forget the sensation I had when I sat in the gallery of\nthat conference and listened to the proposals of the United States Government through the Secretary of State to scrap these thirty-one ships.\nArthur Balfour, the head of the British Commission, sat close to Hughes,\nand when our government proposed to scrap 900,000 tonnage on the sea,\nBalfour stood on his feet, extended his hands in the face of the Secretary\nof State, and vociferously clapped the proposal.\nI felt very good over\nthat because in the past every proposal for the limitation of the navy had\nbeen opposed by Great Britain, and consequently I was much pleased to\nnotice this expression of the leader of the British Commission.\nThen the Secretary of State turned to the British Commission after\nmaking his statement as to what we would do and said “Now for the\nBritish proposals,” and he proposed to name the vessels that Great Britain\nwould be required to scrap. ‘Then I watched closely. Everybody cheered,\nexcept a few. Balfour cheered, but his hands were way down here, nobody could see them; and then the Secretary of State turned away from\nthe British Commission and looking straight at the Japanese said, “And\nnow for the Japanese proposals,” and I sat where I could look into their\nfaces. I wasn’t farther from the Japanese representatives than I am now\nfrom the first seat here. I never saw a group of faces so impossible to\ninterpret what was in their minds, when Phil Campbell from Kansas sitting\nby me exclaimed “What poker faces.”\nAfter the proposals were read the Secretary of State said, “We will\nadjourn this preliminary conference to such time when we may be informed\nas to the attitude of the other governments.”\n‘Three days later we had\nword that the second plenary conference was called. We were there to\nhear the report. It was Balfour who spoke first when he said, “I am now\nunder authority to state to the conference that the British Empire accepts\nthe American proposals.” ‘That was limited to the navy.\nThen the question was whether it could be extended to the army.\nEverybody thought it must be. Without waiting for Europe, we cut our\narmy from 576,000 to 280,000, then to 150,000, and now we have got\n\nit down to 137,000, and I want to say to the teachers, although you are\nwonderfully peaceful, we must not go any lower. For that is merely a\npolice force.\n\nlead.\n\nWe had hoped that Europe would be willing to follow our\n\nFrance was in an unfortunate situation.\n\non her own part.\n\nFrance asked to be heard\n\n"}
{"page": 128, "printed_page": null, "text": "NATIONAL EpucaTION ASSOCIATION\n124\ntT\nnO\n\nNever in\nThe third conference was held and Briand made the speech.\na group\non\nproduced\neffect\nan\nsuch\nrealized\nI\nhave\nsince\nor\nbefore\ntime\nmy\nHe spoke in French and very few,\nof people as did this speech by Briand.\nI think, understood what he said, but a friend of mine sitting to my right\nwas so stirred by his speech that twice he was on his feet. We were in\nthe front row of the gallery and I didn’t know but what he was going\nto make a fool of himself. I finally pulled his coattail and said, “Phil,\nI didn’t know you underyou must be enjoying this speech wonderfully.\n\nstood French.”\nHe said, “I haven’t understood a damned word he said yet but no man\never heard such a speech.”\nLadies and Gentlemen, the outcome of that wonderful effort on the part\nof the Premier of France was to omit from the agenda the discussion of\nthe army, and that conference was limited not only ‘to the navy but to the\ncapital ships of the navy.\nSo France couldn’t see her way to follow our course in the limitation\nof armies.\nOur government has been urging from the beginning that\nthis is the one substantial method of assuring world peace, that resolutions\non behalf of outlawing war do not have very great effect when they are\nwritten in the corner of a building where ammunition is stored.\nFor that\nreason the government has been insistent that we lead Europe into a better\nsituation for peace.\nSome people have criticized us on the basis that we\nhad not shown a proper attitude to the economic recovery of Europe.\nLadies and gentlemen, after the statesmen of Europe had floundered\nin economic unbalance for years, it was an American statesman, no less\nthan the Secretary of State, who suggested to France a method of economic recovery if they would only agree to it. “They didn’t see their way\nclear to agree to it, and then it was dickered for nine months until a\nBritish statesman made a tour of America and appeared in this very city\nof Minneapolis and spoke with tremendous force in Chicago, asking the\nUnited States if we wouldn’t repeat our proposal, upon which the Secretary of State again repeated the proposition, which was accepted.\nAfter the Commission made a survey of European conditions, pointed\nout a basis of recovery by which France might be able to withdraw from\nthe Ruhr Valley and with greater freedom to the formerly vanquished\ncountry, the way was opened, and today, under the direction of a Mr.\nGibson, an American citizen, the situation of Europe has greatly cleared\nand we are hopeful that they are on the high road to permanent recovery.\nOn the matter of security for France, there has been a long series of\nstruggles.\nFrance put it this way.\n‘‘We are surrounded by enemies.\nWe\nhave no guarantee from invasion of anyone.\nBefore we reduce our armies,\nwe have got to have that security. That security must come through\ntreaties of safety, and therefore the first proposal was that France would\nreduce her army if we would join France and Britain in a tripartite treaty\nof defense. Teachers as well as citizens generally know that the United\n\n"}
{"page": 129, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n125\n\nStates is fearful of engaging in alliances with Europe.\nThat proposal of\n1919 failed for want of action on the part of the Senate.\nThen, in 1922 a conference at Cannes was held and a treaty was agreed\nupon including this time Belgium and Italy, omitting the United States.\n\nThat treaty was rejected by France, by the overturn of Briand through\nPoincare.\nThe next effort was the Genoa conference.\nFor the same reason it\ngot nowhere over the dispute as to what should be done with the Russian\ndelegates, and it adjourned without any decision.\nThe next was at Geneva, known as the Geneva Protocol. Unfortunately,\nJapan injected the immigration question and it was rejected this time by\nBritain, who is quite sensitive on the immigration question with regard to\nCanada and Australia.\nYou can’t criticize Great Britain for her attitude\nbecause we would have taken exactly the same view. I do not wish to be\noffensive and certainly would not be, but the time is here, fellow teachers,\nwhen America alone must determine who shall and who shall not come\nto America as immigrants.\n‘That is our business.\n\"That was the position\nthat Britain took, and for that reason it failed.\nFour efforts thus far to secure treaties of security had failed. Then let\nit be understood that an American diplomat, a former statesman, a member of Congress, made the suggestion to. Great Britain, who laid it before\nFrance: that if the proposal of a treaty of security would not be limited\nbut extended to include all countries, even Germany to be protected as well\nas France, such a treaty would be acceptable.\nFrance immediately stated that she would be very glad to have such a\nproposal and made it known that she would be glad if Germany would\nmake it. Germany made the proposal.\nFrance offered four modifications\nwhich were accepted by Germany.\n‘The outcome of this is the famous\nLocarno Treaty with the splendid Locarno spirit. ‘The conference lasted\nbut a few days, and they adopted five treaties, all signed and all ratified.\nThis was the last\\obstacle, as it appeared to us, against the limitation\nof the armies of Europe.\nOur government immediately took it up to ascertain whether we could have another conference on the limitations, but the\n\nLeague of Nations Council desired to call the conference. The President\nwas very glad to defer to the League Council.\nThe conference was called at Geneva.\nThe United States was rep‘The meeting was all last summer, a year ago. ‘To our tremenresented.\ndous surprise our proposal in specific terms was first rejected by France\nand second by Italy. That was a disappointment to us because the conference that appeared to have cleared by the Locarno Treaty, some way\nor other failed.\n\nThen, our government, desirous to make some limitation, desired the\nconference to take up the naval limitation and extend the work of the\nWashington conference to the cruisers, which had been omitted in 1921\nand 1922. Upon this we differed from Britain. Britain wanted seventy\ncruisers; we didn’t see any need of so many, yet I frankly state, friends,\n\n"}
{"page": 130, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n126\ntitel aii 158 OK ERAS BE\nS\nsD WG\n7\n\nEE\n\nthat, from my standpoint, Britain would need more cruisers than we would\nin view of the fact that she is a far-flung empire with possessions in every\nBut whether Britain\nquarter of the globe, while we are not so scattered.\n\nhas any right to more cruisers than we is not the question. America\nhas come to the conclusion that she must not be weaker on the sea than\nany other nation, no matter what the nation is.\n‘Then France,\nSo the conference failed, to our great disappointment.\nto lessen the hurt, came to us with her resolution to outlaw war by passing\nOur government took this\na resolution in the form of an agreement.\nview: ‘That every step that America can take that will create a sentiment\nagainst war, every step that the nation can take that will build up a conviction for peace, ought to be taken, even though it may not reach very far.\nConsequently, when Briand submitted his proposal, that teachers all over\nthe United States petitioned Congress to accept—the Senate to accept—\nour Secretary of State took this view, and the nation backed him: That\nin order to make your resolution effective, it must not be unilateral but\nmultilateral.\nIt must not be limited to one or two nations resolving or\nagreeing, but it must extend to all nations that might enter into war.\nFrance, after weeks of consultation, decided to make an answer, accepted our view, but limited the treaty to nations that were aggressive in\nthe world, that is, it couldn’t extend to all wars but would extend only\nto aggressive wars.\nOur nation informed France that there never was a\nnation that entered into war and admitted it was aggressive; and in order\nto make the treaty effective, it must not limit it to aggressive wars but it\nmust extend to all wars.\nLadies and gentlemen, that’s the pending measure today. I think I can\nsay on the fourth day of July, 1928, that proposal will be accepted not\nonly by Great Britain, but every respectable government in Europe in time.\nWe are trying to work out some of the details.\nSo it seems to me that one of the missions of America on the part of\nworld peace is well understood and steps are in progress quite promising.\nI mention this in extenso because it is the teachers and the ministers and\nthe people who are most concerned to avert war that have been writing me\nas a member of the Senate, whose function it is to act upon anything in the\nform of a treaty. That is one of the subjects that my friend Newton is\nnot bothered with in the House, but we have it in the Senate because it\nbelongs to that body, and I only apologize for taking this time before you\nin order to give you what I think is a reasonable prospect of what is to\nbe done.\nLadies and gentlemen, I would not be justified in coming all the way\nfrom Washington and returning tonight if I didn’t say one thing more,\nand that one thing is this. While material progress will always be the\nchief concern of legislation and of administration, the conservation of the\nhuman resources of America is of greatest value to you and to me, and to\nthe people at large.\nAfter the expenditure of effort and money that we are making to build\na better civilization, there must be no doubt as to what shall be our\nattitude\n\n"}
{"page": 131, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n127\n\non the conservation of these rescources.\nWe believe in conserving the\nmaterial resources and that’s the subject of legislation always. I hear that\neverywhere, but you don’t hear so much about the conservation of the\n‘That, my friends, is the fundamental task of the selfhuman resources.\npreservation of national life.\nThe conservation of human resources is the principle which underlies\nthe philosophy of the modern state today. After the expenditure of billions of dollars to make better conditions of existence, for the rearing of\nchildhood, for the education of our youth, for noble and better living, and\nfor the lengthening of the span of life, we must not permit the scuttling\nof a program of that sort through any sort of an impulse, whatever it may\nbe, through a noisy minority who wants to exploit the mass of our population in the interests of themselves.\n‘That cannot be.\nTime has come when America must sound the warning against the\neffort to break down the moral forces of America, no matter what be the\nurge or where the source.\nLaw enforcement in the interest of order must\nbe observed, and on no basis shall there be a weakening at the violation of\nlaw, no matter what it be.\n\nThat’s the most important thing that I have said to you. That’s the\nthing that appeals to the teachers, that appeals to the citizens. What\ndoes it mean if we win the world in wealth and lose our own soul?\nOn this day, the natal day of our nation, when we think of our fathers\nin their efforts, and relate the wonderful accomplishments of our great\npromoters of selfgovernment, when we think of the debt we owe to Jefferson. and the debt we owe to Hamilton, to Jefferson because he was the\npromulgator of the principles read here this morning, Hamilton the\npromulgator of the principles of the Constitution that made possible putting\nthese principles into operation in government, when we think of the fathers\nled by George Washington, who started the nation 150 years ago, then\nrealize the comfort that you and I have enjoyed; what might we say of\nthe good fortune we have to live in America today.\nLadies and gentlemen, to live in this country under the blessings of\nthe Declaration of Independence, the guidance of the Constitution of the\nUnited\n\nStates, is the greatest privilege that ever could come\n\nto any human\n\nbeing under the sun.\n\nTHE OPPORTUNITY FOR THE TEACHING’: PROFESSION\nTO LEAD IN PROMOTING BETTER UNDERSTANDING\nAMONG THE NATIONS OF THE WORLD\nAUGUSTUS\n\n0.\n\nTHOMAS,\n\nSTATE\n\nCOMMISSIONER\n\nOF\n\nEDUCATION,\n\nAUGUSTA,\n\nMAINE\n\nThe outstanding problem of the present generation is to provide some\nmeans whereby the nations of the world, thrown so suddenly together in one\ncommunity, may become harmonious, and all together in cooperation promote the general welfare of mankind.\n\n"}
{"page": 132, "printed_page": null, "text": "NatioNnAL EpucAtTion ASSOCIATION\n128\ne\nee\neg\n\nIt was my privilege to sit in the League of Nations when Germany was\nadmitted to that body. It was a very significant occurrence, for Germany\nand her old antagonist, France, had long taught the doctrine of hate to their\nchildren, that they might be successful on the battlefield when the emergency arose.\nIt was a wonderful thing to contemplate that in these later days France\nand Germany should come together and bury those old contentions and\ngrudges and stand in a new light before the nations of the world.\nI heard Dr. Stresemann, that great German statesman, in his address to\nthe League on that occasion, and he gave utterance to this very significant\nstatement: ‘“[he Divine Architect did not create mankind as a homogeneous\nwhole. He created them different nationalities, gave them peculiar institutions, homes of their own, their own tongue, the sanctuary of their own\nsoul. but he did not intend that those nations should use their supreme\nenergies and resources in attempting to destroy each other, but that they\nshould work together in harmony to promote the general welfare of all\nmankind.”\n:\nAnd then he said in speaking of the question of loyalties, ‘“Chere is no\nconflict between love of country and love of fellowman.\nHe does best who\ndevelops his God given powers of mind and heart to the highest possibilities\nand steps over national boundaries to serve mankind.”\nThis subject which is assigned to me this morning contemplates especially\ntwo things. First, that the teaching profession may have an opportunity\nto lead in this great problem, and second, there is a possibility that something can be done in producing a harmonious world.\nIt is necessary in the few minutes given me to go rapidly from one thing\nto another. I call your attention to three things in getting at this particular\nkind of program.\nFirst, there must be international consciousness.\n“This means that we\nmust become aware of other peoples and other units of governments like\nour own; that God did not make the peoples of the earth a homogeneous\nwhole, but that he divided them into races and nations. But the Divine\nArchitect did not intend that some should be preferred before others, nor\ndid he intend that they should spend their supreme energies and resources\nin vengeful contention against each other. He gave to each nation qualities\nand characteristics and gifts peculiar to themselves and intended that each\n\npeople should contribute its gifts to the advancement of the human race in\nits own way.. We must come to recognize that the nations are created\nfree and equal in certain inalienable rights and that among these are the\nright to peacefully pursue its own advancement and to contribute to the\nadvancement of civilization in its own way.\nSecond, there must be an international mindedness. ‘This is the habit of\nthinking of foreign relations and the habit of dealing with other countries\nas free and cooperating equals in developing industry and commerce, in\n\n"}
{"page": 133, "printed_page": null, "text": "GENERAL SESSIONS\na\n\n129\n\nspreading enlightenment and culture throughout the world and in promoting the progress of a common humanity.\nThird, there must be also an international morality. ‘There must be a\nworld circling application of the Golden Rule. We must apply to our\nneighboring nations the same principles of conduct we would apply to in-\n\ndividual persons with whom we may be associated. We must not covet\nwhat is the property of another nation; it should be as great a wrong to do\nanother country an unprovoked wrong as to injure an individual of our\nown country.\nInternational morality means the application of the rules of\nhonest dealing to international affairs just as to individuals within our own\ncountry.\n\nThen following that, if education is to have a part, there must be an\ninternational aspect of education. This international aspect of education is\nmerely the finding of human values which may be understood and interpreted by the minds of different types of peoples who make up the nations\nof the world.\nAnd that these are human instruments, that in dealing nation with\nnation in the past we have commercialized international relations. ‘The\nbig problem in order to bring about a harmonious world is to humanize\ninternational relations. How is it to be done?\nThe fact that this is the great world problem today and that every mode\nof life is interested, is shown by the various attempts that are being made\nin different parts of the world. Last year we had the International Chamber of Commerce meeting at Stockholm, the International Rotary Convention at Ostend, the Pan American Congress at Havana, the Conference on\nFaith and Order at Lausanne, the World Federation Meeting at Toronto.\nWe are having meetings of people between different countries and nationalities on almost every conceivable phase of life today.\nThis shows the\nstruggle and the desire of the people that they may solve in some manner\nthis greatest problem which confronts the nations of the world.\nThe point is, what can education do? We are all familiar with our\ncreed. All of us believe, and if we do not, then we have no excuse for remaining in the profession, that if it were possible for us to formulate a code\n\nof ideals which we would like to see embodied in the life, the character,\nthe attitudes, the personality of the generations to come, and could we place\nthese ideals in the hands of the 5,000,000 teachers of the world, teaching\n\nthe 300,000,000 children of the world, and could they teach them as they\nshould be taught, we could determine today the trend of civilization tomorrow. We believe so much in it that we are willing to make sacrifices and\nthe teaching profession stands out as the leader of this great army of the\nyoung, directing it, directing its force, directing its attitudes, its consciousness; this is the task of the teaching profession.\nBut you say we must always deal nation with nation from the field of\ndiplomacy. ‘That is true. There will be no other way to give expression\n\nto the great political movements, to commerce and trade throughout the\nnations of the world, than through diplomacy.\n\nThat is why the nations\n\n"}
{"page": 134, "printed_page": null, "text": "NaTIONAL EpucATION ASSOCIATION\n130\na\na\nmL\nrte eemsseereoeenemsmet hi sat\n\nhave gotten together and have given to us the system of representation in\nthe capitals of the world and in the great trade centers, so that the interests\nof countries may be cared for.\nBut diplomacy cannot do it alone. Diplomacy may furnish the machinery, but education must furnish the skilled operator in order that this\ncondition may be brought about.\nI want to read to you from an editorial that occurred in a local paper\nrecently. To me much of it is a very sane expression and substantiation of\nthis point.\n‘Every war in which this country has been engaged since it first set up\nits own government has been won in the schoolroom from ten to fifty\nyears before the first gun was fired. Patriotic teaching in the first half of\nthe nineteenth century saved the union when the crisis came.\n‘The old\nworld tyranny has gone from the western hemisphere because in the three\nor four decades following the Civil War children in the public schools were\ntaught that to honor the flag and to bear arms in defense of a flag were\nsacred obligations of American citizenship.\n“Indeed, instead of sawing wood as he now is, the ‘tenes Kaiser would\nbe dictating the world policies from Potsdam had not American school\nteachers twenty, thirty, and forty years ago been teaching their pupils\nthat patriotism was something to be served in deeds as well as in words.”\nNow, if teaching will produce the military spirit, there is no doubt but\nif they are taught the lessons of peace, the children today when they become men and women will know how to deal with each other. I find the\nteachers are struggling with this problem. They do not know exactly how\nto proceed. ‘They do not know yet what materials are available, but they\nare struggling with it. The World Federation has become the instrument\nof the age for the development of this international consciousness, for the\ndevelopment of this international morality, and for the development of a\nworld aspect of education.\nIt is the instrument of means which was\nproduced by this organization itself, the National Education Association\nback in 1921 by appointing a committee on international affairs, out of\nwhich grew the first conference at San Francisco, from which came the\norganization of the World Federation.\n‘This is an organization of the\neducational forces of the different countries knitted together by common\ninterests and held together by common ideals, working out common results\nfor civilization. Our objective must be a spirit of cooperation with other\nnations.\nCooperation is as the sun whose genial rays coax the seeds into\nlife, warm the earth, and bring forth the fruit and the grain. Conflict is\nthe occasional storm that sweeps over the land and destroys but cannot\ngive life.\nThis organization is for the purpose of bringing the leaders in education\ntogether on common grounds, that they may develop programs, and study\nthe mental and moral reactions of the materials we teach in the lives of the\n\n"}
{"page": 135, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n131\n\nchildren. ‘This is a phase of education which has never been undertaken\nby any pioneer in education.\nWe have been so closely connected with the old bloodthirsty days of the\npast, those institutions have been so thoroughly instilled into the lives and\nhearts of the people, that the older generation cannot get away from them.\nIt will require a new generation with a new viewpoint.\nWe must find a way of developing broadmindedness, cooperation, and\nservice, and must seek to bring about a feeling of friendship among the\nchildren of different countries. As we develop more friendships, we shall\nneed less warships.\nLet us teach the children of all lands that the horrors of war far exceed\nits glories, that international violence is a folly to be avoided by every honorable means, that the statesman who leads his nation upward without resort\nto war is a greater hero than he who plunges his country into avoidable\nconflict.\n\nADULT\nL.\n\nR«\n\nALDERMAN,\n\nEDUCATION\nSPECIALIST\n\nIN\n\nEDUCATION,\n\nAND\n\nADULT\n\nCITIZENSHIP\n\nEDUCATION,\n\nWASHINGTON,\n\nU.\n\nS.\n\nBUREAU\n\nOF\n\nD. C.\n\nDemocracy is founded upon the idea of equalization of educational\nopportunity.\nThe United States, through free public schools, has attempted to provide equal educational opportunity for all.\n“Educate all of the children of all of the people” was a powerful slogan.\nIt rallied strong leaders and capable, unselfish workers. ‘The idealism that\nhas permeated the public schools of our country could not fail to bring\nresults.\nTwo decades ago, when William Hall Smith announced the above\nslogan, the general idea of education was eighth-grade attainment. ‘Today,\nwhen we speak of public school education, secondary education is in-\n\ncluded.\nPublic sentiment toward the slogan, “Educate all of the children of all\n\nof the people’ has taken form in compulsory school attendance laws in\nevery state of the union.\n‘The strength of this sentiment is revealed\nby the enforcement or the lack of enforcement of these laws.\nThe building of the American public school system, composed of the\nelementary school, the secondary school, the state university, and teachertraining institutions, has been a monumental task; and, at every stage of\nthe development\n\nof this system,\n\ngood citizenship\n\nhas been a compelling\n\nmotive.\nWe must have good citizenship if our democracy is to endure,\nfor the race is always on between education and calamity.\nA checking of our achievements in education reveals the fact that we\nhave not reached all of the children of all of the people. The American\nAcademy of Sciences reports that of the one and one-half million men\n\n"}
{"page": 136, "printed_page": null, "text": "132\nos\n\nee ni\n\nNaTIONAL EpucaTION\nea\nee\n\nASSOCIATION\nte\na\n\nexamined for the draft in 1917, young men from 18 to 35 years of age,\n“This test was pro31 percent were given the Beta classification test.\nvided for those who could not read simple English.\nThe simple truth is that we cannot reach all of the children of all of\nthe people unless we also reach all of the people of all of the children.\nThe most potent influence in the life of a child is the influence of adults\nwho not only have control of his body but who shape his mental growth\nas well. The most effective, and in many cases the easiest, way to reach\nchildren is through their parents and members of their families.\nPerhaps, at this point, you have in mind that we have no compulsory\nschool attendance laws for adults, hence no assurance of their attendance\nat schools which might be provided for them.\nLet me remind you that\nwe now have demonstrated for us all the proof, which any scientific\ninvestigators might require, that adults, if given an opportunity accompanied by the right kind of invitation (an invitation that says, “Come\nwith us’) will attend classes in very large numbers.\nFor evidence of this fact, ask the president of the Department of Superintendence of this great organization to tell you about his evening schools;\nof the opportunity he finds in them to reach those who need help, to\nincrease the earning power of men and women who need this power,\nto improve family relationships, to make better citizens, and of the influence of these evening schools upon his whole public school situation.\nIf we were to call upon this platform the superintendents of schools\nof St. Louis, Los Angeles, Buffalo, Gary, Johnstown (Pa.), and others,\nwe would find ample proof that adults are hungry for educational opportunity.\nIf proof is needed that people in small towns and rural communities\nare anxious to attend evening schools, call upon the superintendent of the\nstate of Delaware’s public schools. He will tell you of the evening schools\nin the southern part of his state. Ask the county superintendent of Buncombe county, North Carolina, to tell you of his evening schools for those\nwho had been neglected. In that county, seven years ago, were 7000 white\nadults who were illiterate.\nOver 5000 of these men and women have\nnow been taught to read and write and to function as citizens of the\ncommunity. At least one-third of the group have reached the fourth grade\nlevel. The fifth grade level in public school subjects and with it the\nhabit of reading is the aim of these community schools.\nIf adults do not come to your schools when you first ask them, bear\nin mind that they cannot be expected to be hungry for something which\nthey have never tasted.\nYou and your corps of teachers have the tact\nand the graciousness to invite, in such a manner that they will come,\nthose in your community who need elementary and secondary educational\ncpportunity ;and, when they do come, you have teachers who, by preparation for this field of work, can hold them as “‘satisfied customers.”\n\n"}
{"page": 137, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n133\n\nBut adult education is more than this. This is merely foundation work.\nAdult education, in reality, means the development of life to the full.\nIt increases human values.\nIt says:\nGrow old along with me!\nThe best is yet to be,\nThe last of life, for which the first was made:\nOur times are in his hand\nWho saith, “A whole I planned,\nYouth shows but half; trust God: see all, nor be afraid.”\n\n.\n\nI know two elderly women.\n‘They were neighbors and playmates\nwhen girls. One of them is one of the most interesting women I ever\nmet. She is the center of an interesting circle wherever she goes. She is\ninteresting because she is interested. She is a student and has something to\ncontribute to almost any subject that arises in conversation. This woman\nis scintillating at sixty.\nThe other woman, although in the fifties, is old. She talks only of\nthe experiences of her youth. She, with Byron, says over and over again:\nMy days are in the yellow leaf;\nThe flowers and fruits of love are gone;\nThe worm, the canker, and the grief\nAre mine alone!\n\nWhat a contrast!\nAdult education is that formal and informal process which guides men\nand women in their quest for a full, satisfying life.\n\nRURAL\nWM.\n\nMCKINLEY\n\nEDUCATION\n\nROBINSON,\n\nWESTERN\n\nSTATE\n\nPRESIDENT,\n\nDEPARTMENT\n\nDIRECTOR,\n\nTEACHERS\nOF\n\nAND\n\nDEPARTMENT\n\nCOLLEGE,\nRURAL\n\nCITIZENSHIP\nOF\n\nKALAMAZOO,\n\nRURAL\n\nEDUCATION,\n\nMICHIGAN,\n\nAND\n\nEDUCATION\n\nIn this decade, and particularly in the last few months of this decade,\nit has become increasingly apparent that our country is divided, into two\nconflicting groups, rural and urban.\nActs of indifference, misunderstanding, antagonism, and exploitation indulged in by either group are detrimental to our national life. Neither group can stand alone; their interdependence is mutual.\nUrban life is tied up inextricably with life in surrounding rural districts not only as consumers of food and man-power\ngrown on farms, but also as producers of services and goods that are dispensed in rural areas.\nAgricultural problems are city problems; producers’ problems are consumers’ problems.\nMay I for the moment call to your attention some facts concerning\nthe agricultural situation?\nApproximately one-half of the population of\nthe United States is rural; farmers constitute our largest occupational\ngroup.\nBefore and during the World War the farmer received not less\nthan 20 percent of the total income of the country; today he receives\n\n"}
{"page": 138, "printed_page": null, "text": "134\n\nNaTIONAL\n\nEpuCcATION\n\nASSOCIATION\n\nbut little more than 10 percent. Of course, during the same period of\ntime the agricultural population has declined, but not nearly so much as\nHis wage earnings are about 70 percent of what they\nhas the income.\nwere in 1920, whereas the wage earnings of factory employees are slightly\nabove what they were in 1920. Furthermore, during the general decline\nin the level of prices of farm products he has to sell, he has not enjoyed\na corresponding decline in the level of prices of commodities he has to\nbuy. His taxes are now 214 times as much as they were in 1914, while\nthe prices of farm products have increased but 1/3. American farmers\nsince 1920, according to estimates, have suffered losses totaling 30 billion\n\ndollars.\nIn the face of these facts the farmer has been told that for the most part\nhe must work out his own salvation.\nI wonder, have we stopped to consider that the farmer has the lowest educational advantages of any of the\ngroups with whom he competes?\nAs an additional handicap, the farmer\nas an individual still prides himself on his independence, a fact which\ngreatly hinders him in any concerted effort for relief.\nNumerous agencies and institutions are working in his behalf. ‘The\none with which we are concerned today and the one which is most fundamental, it seems to me, is the public school. It will not be necessary for\nme before this Association to dwell very long on the rural education situation. You are no doubt aware that half of the school population lives\nin the open country and villages.\nOver 414 million of them attend oneteacher rural schools.\nMany of these schools have undergone little change\nduring the last generation.\n‘Their teachers have received the fewest weeks\nof professional training of any group of teachers, over one-fourth of them\nare teaching their first term of school, and the majority of them are 3 or 4\nyears younger than urban teachers.\nRural school terms are 1 or 2 months shorter than city terms.\nData\nin a study including over 70 thousand typical rural children chosen at\nrandom in 10 of our states show that one-half of them attended school\nless than 714 months, over one-fourth of them attended considerably less\nthan 5 months, and over one-eighth of them attended less than 3 months.\nIncidentally, those pupils with less than 130 days of attendance averaged\nmore than 1% years below grade in reading and spelling achievement.\nSo\nI might go on at some length relating the handicaps under which the\nmajority of rural boys and girls obtain their public school education, but\nI refrain from doing so.\nMay I add that the picture has its bright spots,\nits high lights?\nWhat can be done about this educational situation, the one point at\nwhich it seems to me we educators may most effectively attack agricultural\nproblems?\n*\nOne point of attack is in the consolidation of many of the existing\n161,521 one-teacher rural schools. It is conservatively estimated that the\n16,000 consolidated schools formed since the beginning of the movement,\nover 80 years ago, have replaced between 40 and 50 thousand one-teacher\n\n"}
{"page": 139, "printed_page": null, "text": "GENERAL\n\nrural schools.\n\nSESSIONS\n\n135\n\nNearly four times as many one-teacher schools exist today\n\nas have been consolidated.\nSpecialists in the field estimate that, after\nall practicable consolidations have been made, between 30 and 40 thousand one-teacher rural schools will remain, because in their isolated locations they cannot with advantage be united with other schools. Should\n\nconsolidations continue at the rate of uniting 5000 one-teacher rural schools\nper year, which is the highest record for any one year, another quarter\nof a century will elapse before all practicable consolidations will have been\nmade.\n‘The present economic status is hampering consolidation. Whether\nor not consolidation proves expensive in the long run, the farmer is shy\n\nof anything which will entail the outlay of money.\nMay I suggest that the mere physical consolidation of schools will not\nsuffice. Scientific studies and observations show that in some cases the\nconsolidated school is not proving as effective in certain respects as had\nbeen hoped.\nBut withal we have much faith in the consolidated school.\nAnother point of attack is in the reorganization of financing rural education.\nAn entire session of the Department of Rural Education this\nweek was devoted to this subject. Much emphasis was given the fact\nthat, if quality of educational opportunities is to be any more than an empty\nphrase, the rural school must receive greater financial aid from outside\nthe local school unit. Should we not seek to alleviate a condition which\nmakes it possible for city superintendents to come to our normal schools\nannually, select, and secure the strongest prospective teachers?\n‘The responsibility for financing education under our democratic form of government rests clearly with the state and the nation.\nThe professional preparation of teachers affords another approach to\nthe rural education situation. ‘The constant raising of certificate requirements and minimum qualifications of teachers indicates the importance of\n\nprofessional training.\n\nDuring this convention we have been told several\n\ntimes of the degree standards required in some cities of elementary school\n\nteachers. Are degree standards of academic and professional training any\nthe less desirable for rural teachers?\nThe comment is often made, and with good foundation, that the teacher\nof the sons and daughters of the farmer, who is carrying a large share of\nthe tax support of the state normal school and teachers college, is not receiving as much attention and as adequate training for her job as is the\ncity teacher.\nThis situation, however, is rapidly adjusting itself. Whereas\nin 1918 only 96 state normal schools and teachers colleges offered courses\nin rural education, a study by the writer indicates the tendency has become\nso general that today 154, or 83 percent, of the state normal schools and\n\nteachers colleges differentiate in some degree the work for prospective\nrural elementary school teachers.\nThe stigma once attached to rural teaching is disappearing.\nMore and\nmore well-prepared and ambitious young men and women desiring an\nopportunity to get real experience and personal growth in their chosen\nprofession, and at the same\n\ntime seeking the privilege of participating in\n\n"}
{"page": 140, "printed_page": null, "text": "136\nce\n\nNationa, Epucation ASSOCIATION\nee\nee\nee\n\nunselfish community service, have chosen the rural field because of its\nfreedom, latitude, and challenge for the exercise of an almost unlimited\nLet us encourage the movement by helping to secure\namount of initiative.\nLet us\nmore nearly adequate salary compensation for these volunteers.\nfurther stimulate the movement by helping to raise the qualification requirements for rural elementary school teachers so that those without adequate professional background, or those who have received their professional training in other curricula such as home economics, high-school\nmathematics, or music, and are unable to secure positions in those special\nRural teaching\nfields may not find refuge in rural teaching positions.\nshould, and can be, made as exclusive and as dignified as any other part\nof the teaching profession.\nTime will permit of no more than a brief mention of another factor\nwhich is essential in helping to solve the rural problem.\nI refer to rural\nschool supervision.\nIf city teachers need supervision with all of their\nmore nearly adequate training and facilities, how much more do rural\nteachers need it? In spite of this greater need, we find fewer teachers\nin rural schools under supervision, and what supervision is found is usually\n\nless in amount and very often inferior in quality to that of urban schools.\nConsolidation, financial aid, better prepared teachers, and supervision\nare but four of the more potential means of improvement.\n:\nDue to the diversity of opinion and practice in the application of these,\nand other potential means of improving rural education, this Department\nand all agencies interested in the field should, if possible, initiate, foster,\nguide, and complete a scientific study, or series of studies, to be carried\non over a period of years to supplement what has already been done and\nto determine what means and procedures are most hopeful in their solution of the rural education problem.\nIn closing, may I say that our National welfare largely depends upon\na demand from rural people for their rights and an insistance from urban\npeople that the rural child shall enjoy an equality of educational opportunity.\n\nEDUCATIONAL ASPECTS OF THE PAN AMERIGAN\nCONGRESS AT HAVANA, CUBA\nFRANCISCO\n\nVIZCARRONDO,\n\nASSISTANT\n\nCOMMISSIONER\n\nJUAN,\n\nRICO\n\nPORTO\n\nOF\n\nCHILD\n\nEDUCATION,\n\nSAN\n\nHistorical survey—Vhe first Pan-American Congress on Child Welfare\nwas held at Buenos Aires, Argentine Republic, in 1916. The second\nCongress assembled at Montevideo, Uruguay, in 1919.\nThe fourth Congress met at Santiago, Chile, in 1924.\nOn the occasion of the second Congress at Montevideo, Uruguay, the\nfoundations were laid for an International American Institute for the\nProtection of Infants, with headquarters at Montevideo.\nAt the fourth\nCongress at Santiago, the bases were finally laid for the organization of\n\n"}
{"page": 141, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n137\n\nthe Institution.\nThe congress at Santiago, Chile, selected Havana, Cuba,\nas the meeting place for the fifth Congress.\nMembership—The members of each congress are classified into three\ngroups—honorary, official, and appointed.\nHonorary members are selected\nat each meeting.\nOfficial members are the delegates of the governments\nof the countries represented at each congress, and the members of the\norganization committees at the place of meeting.\nAppointed members are\npersons engaged in practical and scientific child-welfare activities or representing institutions engaged in child-welfare work.\nAims—The aims of the Institution are: To undertake the organization\nof congresses on child welfare; to gather and publish laws, regulations and\nall such matters as may apply to the protection of infants; to inform, and\ngenerally assist, all private and public organizations and institutions connected with child care; to collect works, reviews and bibliographies on\nchild welfare and often publish them; to frame statistics and general data;\nto be, in a word, a clearinghouse of information for the nations of the\nwestern hemisphere in the matter of child welfare.\nHavana, A convenient place—The Congress at Santiago, Chile, chose\nHavana as a suitable meeting place for the fifth Congress.\nNo better\nplace than this could have been selected.\nCuba is halfway between both\ncontinents.\nThe influence of both cultures, north and south, is equally\nfelt. Its background is full of old and quaint traditions.\nIt is a proper\nsetting for a meeting where Spanish and English-speaking countries bid\nfair to meet one another for a common good. Besides, excellent work\nhas been done along the line of child welfare, and schools, asylums, and\nother institutions are models of their class, showing the attention and\ncare given to the children of the greatest of the Antilles.\nOrganization of the Fifth Congress—The first step in connection with\nthe organization of the fifth Congress at Havana was the appointment\nof an executive committee by the President of the Cuban Republic, General\nMachado.\nThe Congress was held during the week beginning December 8\nand ending December 13, 1927. The official languages were English and\nSpanish.\nThe Congress was divided into six sections, namely: (1)\nMedicine; (2) Hygiene; (3) Sociology; (4) Education; (5) Psychology;\n(6) Legislation.\nSessions—Four different classes of sessions were held: Formal, plenary,\n‘The Secretary of State of Cuba presided\nsectional, and governmental.\n\nat the preliminary session which was held at the National ‘Theater, with\nthe attendance of the diplomatic corps, the official delegates and the people\nof the community.\nProgram—All matters of a fundamental character in connection with\nthe child and the promotion of his welfare were fully discussed in the\nvarious sections of the Congress.\nPorto Rico was honored with the presidency of the educational section,\n\nafter a motion of the executive official of the organizing committee, Dr.\nRamiro Guerra, superintendent of schools of the Cuban Government.\n\n"}
{"page": 142, "printed_page": null, "text": "138\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\neeeS\ne\nEE\n\nThe following topics received the attention of the delegates and were\nfully discussed:\nThe responsibility of the school in preparing the child for his future work\na citizen\nThe need of a national\n\nas\n\npolicy in regard to education\n\nThe need of developing in the child a true love for his country; the need of\nharmonizing the love for his country and the love for mankind\nEducation and welfare of the blind\nOrientation in the elementary school in the work of citizenship\nDuty of the state towards the destitute\nHealth as the chief aim in education\nThe Junior Red Cross as an instrument in educating for citizenship\nEducation of the abnormal child\nEducation of the deaf and mute in accordance with present-day tendencies\n\nThe responsibility of the parent in preparing the child for school, both physically and mentally\nWelfare work and the schools where instruction is given for this type of work\nRegulating the work of child and youth\nProtecting the child against vice and corruption\nMeasures to protect the child at home\nEstablishment by the state of children’s\nFighting poverty\n\nlibraries\n\nPreserving the family relation as to the prevention and treatment of child\ndependency\nEducating professional workers in the field of child welfare\nTests and measurements; what Mexico has done in this connection; revision\nof the Simon-Binet Scales\nPsychological clinics; their organization and work\nThe delinquent child; how to study him\nThe psychology of the child of preschool age\nThe moral life of the child; ethical motivation\nMethods used to study the child while in school.\n\nComments—The importance of these congresses where all the nations\nof the western hemisphere take an active part cannot be overemphasized.\nThere is a mutual advantage gained from the exchange of bulletins, monographs, books and other scientific publications.\nA wider use is made of\nthe experiences, researches, and investigations in all matters pertaining to\nthe child, since such a plan is possible in these gatherings. ‘The study\nof child nature, his education, his needs, his ideals, are compared with what\nis being done in other nations which are members of the Institution.\n‘This\nbrings necessarily a unity in purpose and action among the nations of both\nAmericas.\nThis unity in educational aims and ideals must be the most desirable\n“The school systems of South America, though\noutcome of these congresses.\ncoming\n\nfrom a common\n\nsource\n\nin Europe,\n\nshow\n\na great variation\n\nfrom\n\neach other and from the system of their origin. Each state in the union\nof North America also has its own type of school organization and administration, and, even within the same state, counties and cities differ\nconsiderably.\n\n"}
{"page": 143, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n139\n\nOut of this seemingly chaotic situation there must be specific standards\nas to purposes, ideals, methods, and procedures.\nThere must be something like uniformity in the fundamentals of education: In the aims (the\nhealth of the child; his preparation to be an economic factor of his community; teaching him how to discharge his duties as a citizen; giving him\na wide cultural background) ; and in the manner of attaining these aims\n(studying his nature and obeying the laws governing teaching and learn-\n\ning).\nIf uniformity is secured in both (aims and methods), details as to the\nbest subjectmatter to include in the curricula of the schools of the nations\nof America must necessarily be left to the judgment and aspirations of\neach country, as supplied by the elements in their national history, life,\nand ideals.\nThis uniformity or rather unity, as to educational ideals will be translated\ninto uniform laws regarding the care and protection of the child at home,\nin school, in the street or factory.\nIt is a means to carry into each national\nconscience the desires and aspirations of the whole continent.\n‘These\ngatherings aid enormously in promoting international goodwill.\nThey\npave the way to carry ideals of peace and happiness from the humble abodes\nof the teachers of America to the floors of legislatures under the majestic\ndomes of nation’s capitols.\nIn both places, schools and state houses, the\ndestinies of nations are wrought.\n\nTRAINING\nMRS.\n\nS. M.\n\nN.\n\nMARRS,\n\nFOR\n\nCITIZENSHIP—THE\n\nPRESIDENT,\n\nNATIONAL\n\nTEACHERS,\n\nAUSTIN,\n\nCONGRESS\n\nHOME\nOF\n\nPARENTS\n\nAND\n\nTEXAS\n\nThe attention that is being given’ generally to the cardinal objectives\nof education as adopted by our educational leaders a few years ago, is most\ngratifying.\nCurriculums are being revised to include these objectives in\none way or another, teachers are being trained to stress the fundamental\nobjectives as well as the processes, and educators, singly and in groups,\nare considering the child rather than merely methods of presenting subjects. In fact, the whole educational trend is toward training the youth\nof today to meet the complex problems of this age in such a way as will\nbuild strongly and well our great national life. It seems fitting that the\nsixty-fifth annual convention of the National Education Association should\nchoose for its general theme “Education for Citizenship.” A more important subject and one more far reaching in interest could not have been\nfound; for not only the professional educator, but the general public as\nwell, is awake to the value of this new thought in education.\n\nTwo years ago the National Congress of Parents and Teachers, an\norganization of 1,275,000 men and women bound together in the common\ninterest\n\nof childhood\n\nand\n\nyouth,\n\nadopted\n\nas its program\n\nthe seven-fold\n\nobjective set forth by the Commission on the Reorganization of Secondary\n\n"}
{"page": 144, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n140\nee\n\nee\n\nEducation: Sound health; worthy home membership; mastery of tools,\ntechnic and spirit of learning; faithful citizenship; vocational effectiveToday through the\nness; wise use of leisure; and ethical character.\nlength and breadth of the country in every state and every local unit these\nseven objectives are forming the program of study and activity of the\nFor parents\nparents of the children for whom the schools were organized.\nhave awakened to the fact that the school is only one of the great educational institutions, and that it cannot succeed in developing this practical\nand fundamental educational program which it has adopted without the\nsympathetic and intelligent understanding and cooperation of that other\neducational agency, the home.\nAnd so the parents of today, like the\nteachers, are preparing themselves to meet intelligently their responsibility\nas educators.\n‘This is a most encouraging fact, and one of great significance, for after all the parent is the child’s first teacher and, therefore\nthe most responsible.\nJohn Dewey’s conception of education isaohat it is growth, implying of\ncourse growth in the right direction.\nIn what direction should this growth\ntake place? We shall find the answer to this question, says an educational leader, by analyzing the demands of life and the opportunities that\nlife itself offers. In his words, ‘Each of us as he goes through life has\ncertain situations to face as a citizen, as a parent, as a seeker of happiness,\nas a worker in a particular field of labor. Such situations not only lay\nobligations upon us but create opportunities for getting greater satisfaction out of life. An analysis of life into its constituent obligations and\nopportunities may be expected, therefore, to reveal the objectives of education.”\nA close study of the seven objectives will show conclusively that each\none has a direct bearing upon the training for citizenship.\nIs not sound\nhealth fundamental to sound and productive citizenship?\nSurely a good\ncitizen must first of all be a worthy member of a home. A useful citizen\nshould not only have a knowledge of the fundamental processes, but he\n,Should have acquired the spirit of learning which will create in him a\n“desire to continue to study throughout his life. A worthy citizen should\nbe efficient in the profession or vocation he has chosen for his life work.\nA citizen to be faithful in all relations of life must have ethical character.\nInasmuch as character is developed to a great extent during the hours outside of the classroom instruction or home supervision, it follows that the\nwise use of leisure has a specific bearing upon citizenship.\nTraining for\ncitizenship, then, might be said: to be the prime aim of education.\nInasmuch as education is a continuous process of development, it remains that education for citizenship means a constant training in the\nqualities that make for good citizenship. ‘The question then presents itself: “What is a good citizen?”\nThe good citizen has been said to be the person who does his job in\nthe best way possible from the highest motive possible. The good citizen\nhas a friendly, sympathetic attitude toward all measures which contribute\n\n"}
{"page": 145, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n141\n\nto the improvement and wellbeing of society and social conditions.\nHe\nrecognizes the beneficient influence of just laws impartially administered;\nhe gives his support and influence to such public officials as are fearless\nand honest in the performance of their duties; and he cheerfully contributes\nof his means\n\nto the support of the government\n\nand of worthy social in-\n\nstitutions.\n\nWe must realize that good citizenship means much more than a knowledge of the laws of our country and a recognition of our obligations to\nobserve them; it means more than exercising the right of franchise; it\nmeans much more than a knowledge of the machinery which operates our\nlocal, county, state, and national government; good citizenship means the\nvery highest possible development of the individual, physically, mentally,\nmorally, and spiritually.\nIt involves the right adjustment of the individual to his human environment.\nAnd good citizenship means world citizenship.\nGood citizenship comes through years of training. The future citizen\nlike the child learning to walk needs to be led and guided and gradually\nbrought into the attitudes, knowledge, skills, and motives for actions ot\na good citizen.\n“The great concern of earnest men and women today,\ntherefore, is not only to meet the ever increasing responsibilities of government, but also to prepare the coming generation to solve the problems\nthat await it.\nWe have been too prone to think of the school as the only educational\nagency; but when we define education as growth, we see at once that it\nis not confined to the school.\nEvery experience, as one writer puts it,\nhas educative possibilities, whether it is playing with the gang, reading\nthe newspaper, magazine, or book, going to the movies, attending Sunday\nschool or church, visiting the country and neighboring city, working at a\n\njob, or performing some home duty.\n\nAll these and many more make up\n\nthe environments each of which makes a distinct contribution to the education of the most important citizen, the child.\nIn the words of Angelo\nPatri: ‘“The school cannot do it all. The parents, the grandparents, the\ncommunity, the homes, the use of leisure, the play, the church, the library,\nand countless other agencies are at work quietly but surely in the tremendous movement called education. ‘There are twenty-four hours in a day.\nThe child spends at least six hours in school, five days in a week, forty\nweeks in a year.\nHe spends eighteen hours outside of school, seven days\nin a week, and fifty-two weeks in a year. No, the school cannot compete! The handicaps are too great. It must be together—child, teacher,\nAll need the school, but even\nparents, home, community, and church.\n\nmore does the school need all the other helpers. Educating boys and girls\nIt is too big for the schools alone.\nis the biggest job in this land of ours.\nChilConfidence and faith are at the base of all cooperative endeavors.\ncooperate.”\nmust\nparents\ndren, teachers, and\nThe home has been called the first and the greatest educational institution. It is here during the child’s most impressionable years that habits\n\n"}
{"page": 146, "printed_page": null, "text": "NATIONAL EpuCATION ASSOCIATION\n142\ne\na,\ne\nDe\n\nare formed and ideals set up that will largely determine his whole attitude\ntoward life. The home touches practically every important problem of\nevery day living: Health habits, selfcontrol, responsibility, moral standards, financial judgments, spiritual values and social attitudes and ideals.\nIt has been said in truth that no education or influence, however powerful it may be, can altogether overcome, in after life the effect of the bias\ngiven the character of children by the daily example of their parents and\nthe home training during childhood.\nThe home may be compared to a laboratory where children experiment\nwith life under the sympathetic eye of their natural instructors.\n‘The end\nof all the experimentation is that the pupils may learn for themselves what\nmixtures lend to health and permanent happiness, whether at work or\nplay.\n\nThe\n\nformulas\n\nof others must be tested before they are accepted;\n\nthe nature of the growing child demands freedom to form mixtures of his\nown, and whatever appears to him to be successful is naturally the thing\nhe tends to accept.\nAs a consequence of this tendency damaging compounds may come from harmless appearing mixtures.\nOne ride in an\nautomobile plus father at the wheel and the boy on the front seat watching the speedometer move from 30 to 60 may result in the creation of a\nspeed maniac.\nOne abstract lesson in truthfulness plus one convenient\nfalsehood that “Mother is not in” may result in a habitual liar. Am indifferent and uneducated parent plus an alert child seeking the quickest\nroad to happiness may result in a cynical scoffer at law.\nThen there are all kinds of instructors.\nNo laboratory can be successful unless its leader is trained.\nHe must know relative values of chemicals; he must understand his pupils. He must realize that the curious\npupil will want to play with dangerous mixtures and that he must know\nhow to guide tactfully the child’s curiosity to the study of the true compounds and their formulas.\nHe knows that there are some students who\nwill follow directions simply from fear of the disastrous explosion or\npunishment which will result from not following the laws. But he\nrealizes that his highest task is to teach the child to follow the true formulas\nbecause they result in the larger good which we call worthy citizenship.\nAs Fosdick has said: “Give us laws—give us obedience to the law—but\ngive us homes which send out men and women selfgoverned from within.\nThis is the only hope of any society.”\nTo quote again from the simple and sincere counsels of the schoolmaster\nof the great city:\n“Make up your minds what you want your children to be; if you would\nhave them live by the ten commandments they would better meet them\ndaily. If sobriety and frugality and modesty are to be their characteristics\nthey would better know them by first-hand acquaintance in their homes.\nIf sincerity and uprightness and honor are to come first in their dealings\nwith men it would be well that they meet with them at home.\nFor I tell you in all earnestness that no school however dedicated, no\nchurch however consecrated, can take the place of the day-to-day living\n\n"}
{"page": 147, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n143\n\nwith righteousness in the home.\nIt is home and home people that educate\nthe children for character and there is not the slightest use in scoring the\nschools and the churches when the homes shirk their job. Make up your\nminds what the children are to be and then set about shaping them to it\nby your example.”\n\nTHE PLACE\nSIDNEY\n\nOF THE CHURCH\n\nL. GULICK,\n\nSECRETARY,\nAND\n\nIN CITIZENSHIP\n\nCOMMISSION\n\nGOODWILL,\n\nNEW\n\nON\nYORK\n\nTRAINING\n\nINTERNATIONAL\n\nJUSTICE\n\nCITY\n\nThe cultivation of religion is the unique function of the church.\nWhether or not it helps train good citizens depends on the nature of the\nreligion it cultivates.\nThe religion which the Christian churches of America seek or should\nseek to cultivate is the religion taught and lived by Jesus. It finds its\nbest expression in the New Testament.\nThe religion which the Jewish Synagogues of America seek or should\nseek to cultivate is that which arose among Jews during a thousand years\nbefore Jesus and found its noblest expressions in the Old Testament\nprophets, revered also by Christians.\nThe Christian and Hebrew faiths accordingly have large elements in\ncommon.\nAmong their basal ideals and principles two have primary significance.\n1. Worship of the infinite, holy, righteous, just and loving Source of\nall Being, Creator of Nature, Ruler of Nations, Father of Men.\nThe\nchurch or synagogue which succeeds in making its members joyously conscious of personal relations with God and of working with him for the\nestablishment of His Kingdom among men is successfully laying foundations for a good citizenry.\n2. Practice by the individual in his personal relations with others of\ntruthfulness, sincerity, mercy, helpfulness, courtesy—in a word, brotherliness. The church or synagogue which trains men and women and young\nfolks in these personal characteristics and modes of life is rendering inestimable service to the state in training its citizens.\nFlowing out of these two principles, love to God and love to man, come\nall the many characteristics which make men and nations great through\ntheir embodiment in personal character and in national institutions.\nTrue religion liberates one from the bondage of mere things, from\nIt makes\ndomination by the fleeting forms and illusions of time and sense.\nenlarges\nIt\nprejudices.\nnarrow\nIt banishes\nhim a citizen of the universe.\nof class\nregardless\nsuffer,\nwho\nall\nfor\nsympathies\nhis horizons, quickens his\nGod’s\nwhich\nin\nworld\na\nfor\njustice,\nfor\nstruggle\nto\nhim\nIt nerves\nor race.\n\nwill may be realized for all. It helps him to see and to rejoice in the\nIt helps him to be a\ntrue, the good and the beautiful wherever found.\nbrother with all those who seek truth and light and life. It enables\n\n"}
{"page": 148, "printed_page": null, "text": "NatTIonaL\n\n144\n\nEpucaATION\n\nASSOCIATION\n\nhim to see the finite and the fleeting present in the light of the universal,\nthe infinite, and the permanent.\nThe church or synagogue that cultivates these ideals and secures their\npractice among its members is rendering a service of incalculable value\nin the training of good citizens.\nTurning now from these broad principles, let me illustrate in one small\nconcrete realm what the Federal Council of the Churches of Christ in\nAmerica has been doing in the training of good citizens—though without\nmentioning the subject—by promoting better attitudes toward each other\nI\nof the children and young people of the United States and Japan.\nrefer to the exchange of Friendship Dolls which has taken place during\nthe past two years.\n\nEDUCATION\nJ. F. WRIGHT,\n\nFOR\n\nEXECUTIVE\n\nCITIZENSHIP—A\nING PROBLEM\nSECRETARY,\n\nHUMAN\n\nPATHFINDERS\n\nENGINEER-\n\nOF_AMERICA,\n\nDETROIT,\n\nMICH.\n\nTrue citizenship is not determined by an oath of allegiance to any one\nflag, it is measured by allegiance to principles that make for citizenship\nin every man’s country.\n,\nWith apologies to the Christian Century—true citizenship has a double\nresponsibility.\n“It must discover the beauties and nobilities of life amid\nits common places, and it must reveal the iniquities of men underneath\ntheir respectabilities.”\nIn other words, the physician who does not trace effect to cause and\nback again is neither a good diagnostician nor is he qualified to prescribe,\nand if he is so dainty and tender hearted that he is afraid to soil his hands\nor tell his patient the truth, he will never become a successful surgeon.\nIn this spirit, with all kindness possible and not to criticise individuals\nbut to face facts rather than theories, I shall be pleased to discuss with\nyou briefly this morning this great human problem.\nAs every organization\ncomes into existence to meet some specific need, a brief review of conditions prompting our organization will give you a better understanding\nas to our aims.\nIn 1780, eighty-three days was the average schooling period, while in\n1880 it was eleven hundred days, and what have we gained?\nIn 1780\nwe knew nothing about radio, radium, liquid air, pianolas, adding machines,\nflying machines, submarines, harvesters, electric welding, electric heating,\nrotary printing presses, department stores, parcel post,\nof government, Roosevelt Dams, Catskill Aqueducts,\nminimum wage plan, or the Ford automobile.\n\ncommission form\nPanama Canals,\n\nIn fact, the man or woman living today who is ninety years of age has\nlived to witness more material progress than all the people who have\never lived before this time.\nHistory does not record another race so Godlike in its material progress as the present race, as we have changed the very\n\n"}
{"page": 149, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n145\n\nface of nature by boring through mountains of solid granite, tunnelling\nunder river beds and changing deserts into harvest fields. We have defied\nthe laws of gravity, as it were, by leaving the earth and speeding to the\nclouds and flashing our messages through the air to men and nations in\nall parts of the earth.\nThis has been possible only through the triumph of principle in all kinds\nof engineering—mechanical, electrical, steam, gas, civil, and others.\nBut what of our spiritual progress?\nHistory does not record another\nrace, so inconsistently satanic in their relationship towards each other as\nWe blamed the world war on the Kaiser, and after\nthe present race.\nwe had killed ten million other men, crippled fifteen million for life, and\nmade twenty-five million widows and orphans, at an expense that will\ntax unborn generations—if it is ever paid—the crowned heads of Europe\nthink the Kaiser has suffered enough.\nWe knew where he was all the time but no move was made to get him,\nyet we will send two detectives clear across the United States to bring\nsome boy back and put him in prison for stealing an automobile that was\nnot worth $300.\nNotwithstanding the billions of dollars we have invested in schools, colleges, universities, churches, Sunday Schools, Y. M. C. A., Y. W. C. A,,\nlodges, libraries and other uplift organizations, and the millions upon millions we spend annually to maintain them, our annual crime bill in the\nUnited States today is fifty percent greater than the combined net earnings\nof every corporation in the United States—a sum that would build annually 1100 Roosevelt Dams, or 71 Catskill Aqueducts, or 27 Panama\nCanals, or would build three ten-million-dollar universities every day in\nthe year, including Sundays.\nThe dollar is the least item in the cost of crime, as heartaches and tears\nare human equations not measured in dollars and cents.\nMoney will not\nrelieve the father’s aching heart nor dry the mother’s pillow that is wet\nwith tears over some wayward child.\nWe have hundreds of social welfare organizations supported by voluntary contributions, such as anti-vice, anti-cigarette, prohibition, etc. and\n\nthe only excuse any of them have for existence is to work over the wrecks\nof society. Of what use has my boy for an anti-vice, anti-cigarette, or a\nprohibition society if he has been properly trained in human engineering,\nwhich includes ‘“‘reading the price tags of life.”\nWho are the criminals?\n‘The very same people who we have spent all\nour money on in our schools, colleges, universities, churches and Sunday\nSchools. Analyzing the comment of the Cleveland News of October 29,\n1926, on the annual report of Sing Sing prison, we find that 74.3 percent\nof the prisoners had jobs at the time they committed the crime.\nWe like to fool ourselves and say that our criminals are foreigners but\nonly\n\n17.5 percent\n\nwere\n\nforeigners;\n\n48.6 percent\n\nhad\n\nfinished\n\nthe sixth\n\ngrade in school, while 83 percent is the average outside of prisons.\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nNine and four-tenths percent had finished high school, while 13 percent\nis the average outside of prisons; 4.6 percent were college degree men,\nwhile 2 percent is the average outside of prisons. “The average age was\ntwenty-eight.\nThe increase of college men was greatest, from nineteen for the previous\nyear to sixty-seven in 1926.\nSociety blames it on the parents, the parents blame\nWho is to blame?\nblame it on the church, the church blames\nschools\nthe\nit on the schools,\nit on the devil, then the devil says, “now we will all get out from under\nand blame it on society.”\nWhen the house is on fire it is a poor time to discuss who is to blame,\nbetter see who can do the most effective work in subduing the flames.\nWhat is the remedy?\nHumanization through constructive education—\nnot war or legislation—is the only hope of civilization or Christianization.\nWhat is humanization?\nMan is humanized just to the degree that he\nunderstands and appreciates his individual relationships and personal responsibilities in the great universal plan.\nThis great human problem will never be solved ae diagnosing a cross\nsection of any one nationality, color, tongue, creed, denomination or class,\nas error is a human weakness not peculiar to any one group.\nNor is the United States’ annual crime bill—thirty million dollars per\nday—paid by the group to which the individual criminal belongs, but is\npaid for by society as a whole.\n“Therefore, the criminal problem must be\nsolved by society as a whole, as a human problem, free from all political,\nreligious, or sectarian implications, just as we solve our physical and material problems.\n‘\n“A child is the repository of infinite possibilities’ and comes into the\nworld a potential asset to society as it comes in response to a universal\nlaw and in fulfillment of a natural law, If it ever becomes a liability the\nfault is more with society than with the parents or the child, as society\nhas the advantage of the accumulated knowledge and wisdom of the ages,\nto which the child has an inherent right, and society as well as the parents\nand child must suffer and pay for what the child does not get.\nIn modern schools and colleges we teach zoology, mineralogy, geology,\nbiology, sociology, psychology, sexology, and hundreds of other ologies,\nincluding bibliology and theology, and then find that, because we have\nomitted humanology, we are forced to spend thirty million dollars per\nday with the same pupils as subjects in our study of criminology and\npenology.\nWe train pupils to become surgeons “with such skill that they successfully operate on the human heart; we train them to become so proficient\nin mechanics that they will take a bar of steel four feet long and four\ninches square and stretch it into a single wire 13,000 miles long; we train\nthem to become astronomers with such an accurate knowledge -of the\nplanets and their relationship to each other that they can tell us years\nand years in advance just what day, hour and moment some star or comet\n\n"}
{"page": 151, "printed_page": null, "text": "GENERAL SESSIONS\n\ni47\n\nmay become visible to the naked eye, though it may be traveling towards\nthe earth at the rate of millions of miles per day, but we have failed to\nteach them to understand and appreciate their individual relationship and\npersonal responsibility to each other.\nAs the public schools is one place where society as a whole speaks with\nsome authority, and is the one place where children of all groups are\nbrought together, that is the one best place to start solving the greatest of\nall human problems—humanizing the race.\nCharles M. Sheldon of Topeka, Kansas, is quoted as saying, ‘There are\nthirty-two million school children in the United States, with only five\nmillion of them under any religious instruction or influence whatever, and\nas many cities prohibit the discussion of religious subjects in the public\nschools, the church is limited to only those pupils who will go to the\nchurch. ‘The ones who need moral training most do not go to church.”\nIn this great changing world, homes are not what they wete when most\nof us were boys and girls—in many cases today home is but a place to eat\nand sleep and park the automobile.\nWhen the son of a physician or surgeon decides to follow in the profession of his father, why does not the father train the son? Simply because\nthe home is not equipped nor is the father qualified.\nFor the same reason\nthe daughter of the college graduate mother is sent to college for the experierice she can get in no other place.\nUp to the first day that Bobby goes to school, he has been given to\nunderstand by every member of the family that he is the center of the only\nworld there is. However, his first day in school changes entirely his\nprevious viewpoint of life, as he finds Willie, Susie, Charlie, and Bessie\nand a lot of other little worlds that he has never even dreamed about.\nSo his first problem in life is not to adjust his world to theirs—as he has\nbeen given to understand that his world is all right—but it is to adjust\ntheir worlds to his. This is not a home problem as it did not originate\nin the home and parents can no more train him to meet this problem in\nthe home than they can teach him to swim in the parlor for fear he might\n\ndrown if he went into the water.\nMany parents today are more interested in preparing the path for the\nchild than preparing the child for the path. Few parents, have the time\nor inclination to teach their children, and many do not understand child\npsychology sufficiently to train them properly evert if they were so inclined.\nMany parents do not stop to consider the far-reaching results of child\nhabits formed from suggestions made by the parents.\nFor example, a prominent club woman in Detroit told at a banquet how\nshe had her little boy stand up and watch out the back window\n\nin the\n\ncar for the traffic officers, while she violated the speed ordinarice to get\nto church.\nA little girl in school told how her mother had told her to lie to her\nlittle sister about going to the movie, while one told that her mother had\ntold her to tell a lady at the door that she was not home.\n\n"}
{"page": 152, "printed_page": null, "text": "NationaL Epucation ASSOCIATION\n148\nhah 2 SOIREE\ncacy tao\nRN\n\nee\n\nNo man can live higher than he thinks, and when you have changed\nthe standard of his thinking you have changed the standard of his living.\nWhen you make this change by force or brutal punishment you have set\naside all psychological laws, and if this is to be the rule our school teachers\nshould then be selected for their brute force instead of their intelligence.\n“Any knowledge acquired by compulsion has no hold on the mind.”\n“The only education that is worth a copper penny to any man is the education that he gets himself, because he wants it.”\nHardly a day passes that some parent, in tears and anguish, does not\ncome to my office to ask what I can do for their child, and I tell them, in\nall possible kindness, that there is no power in heaven or on earth that\ncan do anything for their child until the child wants something done.\nA life prisoner in a western prison, who was so vicious that no guard\never went near him without keeping his eye on him as he would if he\nwere a wild animal, heard of our work with prisoners and wrote asking\nif he could take our course on human engineering or reading the price tags\nof life by correspondence.\nHe took the course for one year and then we\nheard nothing from him for two years, though, of course, we knew where\nhe was all the time as he was a life prisoner. At the end of two years\nsilence he wrote us saying he had purposely refrained from writing as he\nwanted to test our philosophy to see if he had to keep rehearsing, it all-the\ntime to keep it working.\nHe found that he did not and that he had not\nbeen angry for two years, as his mind refused to function on that line.\nHe so thoroughly convinced the prison officials and the public that\ncame in contact with him of his complete reformation, he was released,\nwent to war as a private, came back as an officer and has been made a\nthirty-second degree Mason.\n‘Two women released from the Detroit jail, where they had Pathfinder\nlectures, asked the privilege of going back on the days the Pathfinder instructor was there. A woman in jail charged with murder asked if her\ndaughter might come to the jail and get the Pathfinder lectures.\nAfter we had several years of experience reaching men and women of\nall nationalities, colors, tongues, and creeds, convicted of all kinds, types,\nand degrees of crimes, and getting results that are not only amazing, but\nwill “stand the acid test,’ Woodbridge N. Ferris, then Governor of\nMichigan, reminded us that as all men and women in prison were at one\ntime boys and girls in school, to confine our work to prisons was like trying\nto purify a polluted stream at its mouth instead of at its source, and suggested that we go to the public schools with our work.\nIn November, 1921, the pupils in the Tilden school in Detroit, Michigan,\nasked their teacher if she would not invite me to come to the school and\ntell them about our work in prisons, which she did. During my talk I\nnaturally told them what many prisoners had said to me—namely, that\nif they had had such work when they were boys and girls in school they\nwould not be in prison. At the close of the talk a little boy in the seventh\ngrade asked Miss Alice V. Hart, their school principal, if they could\norganize a junior council of Pathfinders of America to take up the study\n\n"}
{"page": 153, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n149\n\nof human engineering. Miss Hart, one of the most modest and retiring\nladies I ever met, never thinking the work would go beyond her school\nor that room, gave her consent.\nWithout asking prison official, inmate, school principal, teacher or\npupil—going only where and when we are invited—we are now reaching\nover 5000 men and women in prisons, and over 25,000 children in the\npublic schools of Detroit and vicinity, and the work has spread to Ohio,\nIndiana, Georgia, New York, England, Turkey, and Italy.\nWhen the parents of children who have pathfinder work in their school,\nmove to some new school district where they do not have the work, the\nchildren get busy talking to the pupils, teacher and principal, which many\ntimes leads to the organization in that school.\nBecause of moving from one school to another, we have pupils in Detroit\nwho have had the first year’s Pathfinder work three times and seldom a\ncomplaint.\nI wonder how many of them would take their history, spelling, grammar or other school studies three times with as little objection.\nSo it is with teachers, when they are moved from a school with Pathfinder\nwork to one where it is not. And some of them tell us they hope they\nwill never have to teach school without the Pathfinders.\nEdwin L. Miller, Assistant Superintendent of Detroit public schools,\nin a public address said, “The Pathfinders of America have made virtue\nmore attractive than vice.’ How do we do it? When we are invited\nby the school principal to organize his school, we ask to meet the teachers\nand tell them how we conduct the classes, so that we may be sure of their\ncooperation.\nWe then ask to present it to the pupils, as they are the last\nword, though we have never had a class refuse to take it, although we\ntell them it is entirely optional with them.\nIn the elementary grades we call them junior councils, in the high schools\nthey are called high-path councils and in prisons, inside councils.\nWhen we appear in the schoolroom to organize, we explain to the\npupils why mother and father belong to clubs, why doctors, dentists, engineers, conductors, brakeman, carpenters, plumbers and all tradesmen have\nclubs—namely for mutual help and to help each other get positions as\nwell as for social purposes.\nWe explain to them that boys and girls go to school for years to fit\nthemselves for some profession, while here is an opportunity to fit themselves for the most important profession of all—to know how to live and\nbe healthy, successful, and happy. ‘They are told that it costs them nothing, not even any books to study, as the lesson sheets are furnished to those\nNeither do they have any examinations, as we\nwho are taking the work.\ndepend upon the written reactions of pupils and reports we get from\ntheir teachers, parents and outsiders for an estimate as to what the pupils\n\nare getting from the work.\nEach grade or room is organized as a Pathfinder council, electing their\nown officers as would be the case in any debating society or other social\norganizations.\n\nWhen\n\nthey have completed\n\nthis course\n\nat the end of the\n\n"}
{"page": 154, "printed_page": null, "text": "NaTIONAL EpucatIon AssocIATION\n150\ncey IR LRRD\nAch did\nnear\nc\nE\n\nBusiness men\neighth grade, they receive a diploma as a human engineer.\ngive our graduates the preference in positions of trust.\nA little eleven-year-old girl in the Pathfinder settlement house council\nin Brooklyn, N. Y., came in for her second lesson and said before the entire\nclass, “My mama and papa used to fight a great deal, but when my papa\nread the first Pathfinder lesson he said, ‘I guess we will have to cut our\nfighting out,’ and our home has been happy since that time.” The little\ngirl’s mother came to the class three months later to thank the Pathfinder\ninstructor for the sunshine she had brought into their home.\nNew York said, “I have told my mother so many\nAnother little girl in\nlies that she does not believe me when I am telling her the truth, but I am\ngoing to keep on telling the truth because I feel so much better.\nA little nine-year-old boy in one of our settlement houses in Detroit\ncame in one night and said, “Mr. Wright, I felt so good towards my\nmother that she thought I was sick.”\nA little fifth grade girl said, “Mother was surprised when she saw\nme washing and drying the dishes and sweeping the basement and asked\nme ‘What does this mean?’\nI said, ‘Oh, mother, it is so nice to make\nsomebody happy by helping them,’ and mother’s smile was the sweetest\never saw.”\nA seventh grade colored girl writes: “I wish that I could tell you how\nmuch your lessons have helped me.\nI am a colored girl in the seventh\ngrade. I had your lessons for two years.\nI am now much improved.\nMy ma says she wishes all us kids could have your nice lessons.”\nA fourteen-year-old boy says, “I have enjoyed reading your lessons and\nI think it is very true. Before I came to Houghten School I was going\nto\nschool. At the\nschool they trained the memory instead of\nthe mind. ‘That is the reason I didn’t have Pathfinder lessons.”\nA thirteen-year-old boy writes: “I really appreciated the lesson on selfcontrol, and I am positive that it will help me in later life. It seems\nto me that before I began my human engineering lessons that I was like\na butterfly wrapped up in a cocoon, and now I can begin to see daylight,\nand now I also realize that it is you, Mr. Wright, who is pulling apart\nmy cocoon and showing me a new world of which before I had never even\ndreamed.\nWishing you all success in teaching other children as you have\ntaught me, I close.”\nA high-school boy writes: “If you were to ask me, I would say that\nthe study of ‘Human Engineering’ requires more application of originality\nand common-sense than any course I am at present taking up in high\nschool. ‘The reasons are selfevident.\nAlthough we use no books, we are\nguided throughout the meetings by the use of one of the elementary principles of logic; namely, that when a question is asked, we weigh, measure,\nand judge the veracity of the answer by things we know to be true. That\ngives everyone a chance to develop his mind.”\nWe advise all of our Junior Pathfinders to take their lessons home with\nthem and discuss them with their parents, so that hundreds of families\n\nin Detroit are getting the benefit of our lessons through their little chil-\n\n"}
{"page": 155, "printed_page": null, "text": "GENERAL SESSIONS\net\nee\neT\nae\nAT)\n\n151\nURE\n\ndren who attend the public schools—truly “a little child shall lead them.”\n\nOne little girl wrote us that after supper they pushed their chairs back\nand discussed the Pathfinder lesson until nine o’clock and the subject was\nstill unexhausted.\nMothers tell us their girls would never wash dishes\nif they could get out of it until they became Pathfinders, and that their\nboys were never so manly about the house and willing to do their work.\nOne janitor reported to the board of education a 100 percent improvement\nin the care of the building sixty days after we had organized the Path-\n\nfinder work in that school.\nOnce each month the Pathfinder instructor, one who has been specially\ntrained for the work, and who does nothing else, nor does he or she ever\nappear before the class under any other réle but that of a human engineer,\ncomes into the room, and after the council president has called the meeting\nto order, discusses with the children for thirty minutes the lesson for\nthat month.\nAfter the discussion each pupil is given a sheet containing a synopsis\nof the subject discussed and advised to take it home and discuss it with\ntheir parents.\nApproximately two weeks later the class has another thirtyminute period for class discussion which is conducted by the council president, from a sheet of instructions, questions and problems furnished by\nthe instructor.\n‘This discussion is supervised by the room teacher. After\nthe discussion by the class each pupil writes a letter to the Pathfinder intructor who gave them the lecture, telling what part of the lesson appealed\nto them most and what part they can make use of in their daily lives, as we\ntell them that their time is wasted unless they put into practice what their\nlessons teach. ‘This thought is impressed upon their minds by illustrations\nfrom their own lives.\nWe advise starting the work in the fourth or the fifth grade and completing the course at the close of the eighth grade. ‘Thus the pupil has five\nyears of Pathfinder work. We have had equally as good results in high\nschools, but the high-school program does not fit our course as well as the\nlower grades, and if given in the grades below the ninth, it would be but a\nshort time until all high-school pupils would have completed the Pathfinder course before they entered high school.\nWhat is the cost? One additional high grade teacher for each 3500 to\n4000 pupils, besides a small expense for material furnished the pupils, but\nthe total cost would not exceed $1.50 per pupil per school year. The\naverage cost per pupil for regular school work ranges from $50 to $75 per\n\nyear in different localities.\nCommunities having less than 4000 fourth to eighth grade pupils, could\njoin other communities and divide the expense of one human engineer.\nEvery village, town or city has sewer, street, and other commissioners,\nIs anything else more important?\nwhy not have a “human engineer?”\nSome day, society will realize that it is far cheaper and better to ‘‘Prepare and Prevent, than to Repair and Repent,” and that it is better to\n“Chart life’s seas than to salvage the wrecks.”\n\n"}
{"page": 156, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n152\nihn\nea\n(in\n\nTHE\nH.\n\nC.\n\nSTANDARDS\nHORACK,\n\nADVISER\n\nAND IDEALS OF\nASSOCIATION\nON\n\nLEGAL\n\nBAR,\n\nIOWA\n\nTHE\n\nEDUCATION\nCITY,\n\nAND\n\nBAR\n\nAMERICAN\nADMISSIONS\n\nTO\n\nTHE\n\nIOWA\n\nDuring the past year, as president of a state bar association, I have\nhad the question put to me several times, ““What good does it do you\nDoes a law\nto spend your time in the interests of a bar association?\nteacher benefit by any increase in the amount of business that is done by the\nlawyers?’ Whether or not these questions have been seriously put they\nseem to voice a lurking suspicion in the mind of the layman that all bar\nassociations, state or national, are in some way concerned with the promotion of the lawyer’s financial interests. “The answer is that these are professional organizations.\nI wish to present to you a general view of the activities and purposes of\nthe American Bar Association: First, its attitude toward professional ethics\nand its powers in dealing with such subjects; second, its interests in the\ndevelopment of the law and the administration of justice, and third, its\ninterest in proper educational standards for admission to the profession, the\nopposition it has met in securing the adoption of these standards, and the\nmeasure of success it has achieved.\nOne of the fundamental purposes for which the American Bar Association was created was to “uphold the honor of the profession of the law.”\nTo accomplish this it has been active in seeking to establish in the minds\nof the lawyers of America the professional spirit. In carrying out this\npurpose a written code of ethics has been adopted which sets forth four\ngeneral classes of ethical obligations: The lawyer’s duties and relations to\nthe court, the lawyer’s obligations to his clients, his relations with his\nfellow attorneys, and his proper attitude toward litigation.\nThe public’s impressions of the lawyer are gained to a considerable extent\nfrom newspaper stories. It does not make a sensational headline to state\n“Lawyer strictly observes the ethics of his profession” any more than it\ndoes to state “Minister looks after moral welfare of his congregation.”\nBut announce that “Preacher elopes with beautiful member of choir” or\n“Lawyer conspires with bootleg gang,” and at once the interested attention of a considerable portion of the reading public is secured.\n‘Thereupon, many draw the inference that all ministers are immoral and all\nlawyers are crooks, and are, no doubt, ready to give acquiescence to\nShakespeare’s oft-quoted statement of Dick, the Butcher, in Jack Cade’s\nRebellion, “The first thing we do, let’s kill all the lawyers.”\nIt is\nhoped that the activities of the American Bar Association will result in\na desire on the part of the public that some lawyers are allowed to live!\nThe American Bar Association draws its membership from the top, and\nnot from the bottom of the profession, and hence does not have a great\nmany cases among its members that require discipline.\nOn the other\n\n"}
{"page": 157, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n153\n\nhand, if one of its number does fall from grace, his case is much more\nconspicuous than that of some erring brother-in-law outside its ranks.\nThe Association has undertaken to enforce the observance of its ethical\nstandards by initiating investigations wherever it has reason to believe\nsome infraction of its rules has been committed.\nFor this work, and for\nthe gathering of evidence and the presentation of a case against any of its\nmembers, it employs an attorney whose regular business it is to handle\nthese affairs. Yet the Association has no power to disbar an attorney\nor prevent him from practicing.\nIt can only dismiss him from its membership and bring the matter to the attention of local authorities who\nhave the power to disbar.\nAs to the proper growth of the law, no official or governmental\nagency can attempt its direction, yet there is no field in which the interests of the people are so vitally concerned.\nIt is nobody’s business to\nundertake to regulate development either in particular branches of the\nlaw or in the law as a whole, or to be alert to prevent the passage of\nharmful and undesirable legislation, although every citizen may be directly\naffected thereby in his personal or property rights.\nThis duty the American Bar Association has assumed, for no group\nother than the leaders of the legal profession has the training or capacity\nto render this service. ‘The Constitution of the Association has so stated\nthis as one of its objects: ‘““I’o advance the science of jurisprudence, promote the administration of justice and uniformity of legislation and\njudicial decision throughout the nation.”\nThis work is performed largely through sections and committees.\nA\nwide range of subjects is covered and most branches of the law are\nunder consideration.\n‘The principal sections deal with such subjects as\ncomparative law, criminal law and criminology, legal education and admissions to the bar, patent, trade-mark and copyright law, public utility law,\nand others.\nIn addition, there are a number of allied organizations that\nmeet with the American Bar Association, such as the Conference of Commissioners on Uniform State Laws and the Conference of Bar Association Delegates that act in cooperation with it.\nThere are nine regular sections which carry on investigations with reference to various branches of legal activity, and in addition fifteen standing committees and usually eight or ten special committees which deal\nwith special topics.\nSuch matters as air law, which includes not only\n\nnavigation of the air but the use of the radio and the rights and liabilities and proper adjustments of the various interests involved, are considered.\nLegal aid, dealing with free service for the poor, American\ncitizenship, professional ethics and grievances are among the committees\nthat perform very important services.\nEach section is composed of such members of the Bar Association as\n\nwish to enrol in it. It has in addition to its officers a council of eight\nmembers.\n‘These councils of the various sections are the effective work-\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nne\n\na\n\n-\n\nee em\n\nNATIONAL\nee\n\nEpucATION\n\nASSOCIATION\n\ning organizations which study and deal with particular problems, reporting their findings to the sections which in turn may recommend appropriate action by the American Bar Association.\nIt cannot of\nWhat powers does the American Bar. Association have?\nitself put into effect any changes in law or in the administration of justice, yet it has the great influence of an organization that is established for\nno selfish ends, that acts only for the good of the profession and to protect\nthe interests of the public. Its influence is the result of the active interest\nof leaders of the’ profession who are willing to devote their energies and\nabilities to make effective the objects for which the Association stands and\nthe conclusions which it has reached.\nOne activity to which the American Bar Association has recently devoted much attention, and in which educators are specially interested, is\ncarried on by the section of legal education and admissions to the bar.\nIn 1921 the American Bar Association set up certain educational standards which it considered the minimum preparation that should be demanded of those seeking admission to the bar. These standards called\nfor two years of college work as preliminary to three years of full-time\nlaw school study.\nThese requirements are not intended merely for the improvement of the\nprofession, but are designed essentially for the protection of the public\nagainst the incompetent and poorly trained practitioner, and are for the\ndirect good of the young men themselves who are entering the profession.\nIf it is considered necessary to license individuals who alone may practice\nlaw, it is because the public is entitled to protection against incompetent\npractitioners.\nIn a recent address Chief Justice Taft said: “The situation is exactly\nas it is in the medical profession, except that in the medical profession the\nreason for deep and thorough preparation, though not greater, is more\neasily illustrated.”\nIs it a sufficient argument for issuing a license to the untrained applicant that he may not often have the opportunity to kill his client when\nhe may, because of professional incompetence, bring about such lack of\nconfidence in the administration of justice and such disrespect for the\nlaws under which we live, as may shake the very foundation of the government that in its leniency has given him his license to practice? From\nthe standpoint of the public welfare the possibilities in other professions\nof the occasional loss of a human life through carelessness or incompetence\n\nis as nothing compared with this.\nIf the poorly trained man is given a license to practice, it must be\nexpected that he will use it. He is in a highly competitive field and must\nmake a living. Is not too great a burden placed upon him when under\nthese conditions he must often choose between support of himself and his\nfamily and unethical practice? This situation is the initial cause of much\nof the improper professional conduct among the younger members of the\n\n"}
{"page": 159, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n155\n\nbar, and we may expect the public to rate the whole profession by the\nactivities of this lowest portion of its membership.\nAll sincere men must be set aright who, thinking “quickly and not\ndeeply,” fear that the law will become an undemocratic and snobbish\nprofession by setting up standards which a prominent educator, not\nconnected with legal education, described as being “not standards of\nexcellence, but minimum standards of decency.”\nThese educational requirements are so moderate that it may seem\nstrange to those familiar with educational conditions that there has been\ncpposition to this program in any quarter.\nOne very active source of\nopposition has developed in commercialized law schools that seem to fear\na diminishing number of students who might be induced to study law, and\nby the further fact that many prospective law students, after having taken\ntwo years of college work, might not seek the commercialized type of law\nschool in which to secure their legal training.\nAnother more serious though less tangible source of opposition comes\nfrom lawyers of the old school, and some even of the middle-aged school,\nwho have themselves achieved their measure of success without college\ntraining and who point with no little pride to the exceptional men\nwho with like handicap have held high place in the affairs of the\nnation.\n‘The outstanding example is, of course, Abraham Lincoln, and\ntheir deduction is that no college education is necessary in order to produce great lawyers, and that no barriers should be placed in the path of the\nambitious young man. Unfortunately, if the bars are let down for the occasional Abraham Lincoln, there is let in a herd of untrained young men,\nthe best of whom are unfairly handicapped in the pursuit of their profession, while others, no doubt, have been attracted by what appeals to them\nas a white-collar job without a boss or a time clock.\nThere is also the occasional person whose attitude is that what was\ngood enough for the past should be good enough for the present, and who\nis out of sympathy with any type of education different from that of his\nday and generation.\n‘The teacher in every line has always encountered\nthis resistance.\nBack in 1875 Will Carleton expressed this attitude in his poem entitled\n“The Schoolmaster’s Guests’:\nWe’ve come here, school-master, intendin’ to cast an inquirin’ eye ’round,\nConcarnin’ complaints that’s been entered, an’ fault that has lately been found;\nTo pace off the wedth of your doin’s, an’ witness what you've been about;\nAn’ see if its payin’ to keep you, or whether we’d best turn ye out.\n\nThe first thing I’m bid for to mention is, when the class gets up to read,\nYou give ’em too tight of a reinin’, an’ touch ’em up more than they need;\nYou’re nicer than wise in the matter of holdin’ the book in one han’;\nYou turn a stray g in their doin’s, an’ tack an’ odd d on their an’.\nThere ain’t no great good comes of speakin’ the words so polite, as I see,\n\nProvidin’ you know what the facts is, an’ tell ’em off jest as they be,\n\n*\n\n*\n\n*\n\n"}
{"page": 160, "printed_page": null, "text": "156\neen\n\ni\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nThen, also, your ’rithmetic doin’s, as they are reported to me,\nIs that you have left Tare an’ Tret out, an’ also the old Rule o’ Three;\nAn’ likewise brought in a new study, some high-steppin’ scholars to please,\n\nWith saw-bucks an’ crosses and pot-hooks, an’ w’s, x, y’s and 2’s.\nWe ain’t got no time for-such foolin’; there ain’t no great good to be reached\n\nBy tiptoein’ childr’n up higher than ever their fathers was teached.\nAnd the other four good district fathers gave quick the consent that was due,\nAnd cocked one eye up to the ceiling, and said, “Them’s our sentiments tew.”\n\nThe American Bar Association has taken the greatest care that no person of capacity be deprived of his chance to become a lawyer, but, rather\nthan make its rules to fit the exceptional cases, it has taken care of them\nby making exceptions to its rules.\nIt permits the applicant who has\ngained his education outside of accredited institutions of learning to\ndemonstrate this fact in examinations given by the university in the state\nwhere he seeks a license to practice.\nIn this group it is unnecessary to call attention to the enormous changes\nin educational opportunities and conditions that have taken place since\nthe days when the older lawyer was admitted to practice.\nThe number attending college today is greater than the number who attended\nonly high school a generation ago.\nNeed there be cause to worry about\nthe opportunity to secure two years of college work with junior colleges\nspringing up so rapidly in many parts of the country that figures as to\ntheir number are out of date by the time they are collected? ‘There is\nhardly a young man in America today who is not within a few hours’ auto\nride of a college—and hardly a boy that does not have a collegiate flivver\nin which to make the trip.\nAs education has come to the masses, certainly it is not demanding too\nmuch of the lawyer to ask that he be at least as well educated as a large\nproportion of his clients if he is to have a law practice that is even moderately successful.\nWe are told that democracy consists in equality of opportunity. If this\nbe true, those who would have the profession of the law truly democratic\nshould insist that every young man who enters it today should have such\ntraining as may fairly fit him to compete with those who have availed\nthemselves of the best educational opportunities of the day. To permit\nanything less is not only unjust but fundamentally undemocratic, for he\nis handicapped in his chance of success in the profession.\nThe problem of the poor boy’s opportunity to secure a college education is a problem only to those who are unfamiliar with it, yet is one that\nis raised in opposition to any requirement of college work.\nIt would\nbe most rash to suggest to a group, familiar with present educational conditions, that a young man of ability and determination cannot make his\n\nown way in college. It is a moderate estimate that as many men are now\ngoing through college entirely by their own efforts as the sum total of all\nmen who were going to college thirty years ago, while the number who are\n\npaying the major portion of the expenses of their schooling is conserva-\n\n"}
{"page": 161, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n157\n\ntively three or four times this number.\nThe democracy of college life\nis shown in the positions of honor in campus activities that is accorded\nto these men everywhere.\nIn a recent hearing before the New York Court of Appeals a young\nlawyer who had made his own way through college and law school said\nof his experience: “It is a thing which I would not want to give up for\nanything.\n. . . It is a strengthening experience, it is a thrilling experience.\nI do not believe that any boy of capacity and determination\nwill fail to accomplish it if he sets out to do it, and I am sure that no\nboy who does accomplish that task will ever forget it or will ever regret it.”\nThere is a big educational task ahead. The public must be educated\nand, unfortunately, many lawyers. Already eight states have established\nrequirements which substantially comply with the American Bar Association standards, and sixty-five law schools have been placed upon its\napproved list as furnishing the required type of preparation.\nThe problem must be handled in each state either by its legislature or\nby rules adopted by its Supreme Court. Yet many judges and legislators\nwho fully appreciate the situation hesitate to take a stand in favor of it\nbecause they fear they may be charged with setting up standards which\nare undemocratic, and as a result may lose the political support of the\nnon-college man, particularly the laborer.\nBut let them not fear the\nthreat as to labor, for it is not made by the authorized representatives of\norganized labor. ‘They believe most thoroughly in adequate preparation\nfor each calling. If such threats are made, they are probably made by the\nlawyer, usually the lawyer who has some special interest to be served, and\nshould be discounted accordingly.\nOf the various standards and ideals of the American Bar Association—\nits attitude toward and enforcement of professional ethics, its activities\nwith reference to the proper development of the law and the proper administration of justice—there is none that is more fraught with public interest\nthan that of securing learning for this—the learned profession of the law.\nNo one should infer that all problems which confront the profession\nwill immediately be solved by raising the educational standards, but it\nshould be stated emphatically that this is one of the elements involved\n\nin every problem that concerns the profession and the administration\nof justice. Character committees and committees on law reform will\nhave sufficient to engage their attention even though none but adequately\nprepared applicants are admitted to. practice. With the enforcement of\nproper educational qualifications the difficulties involved will be greatly\ndecreased.\nSolve the problem of proper education for admission to the\nbar and the solution of all other problems of the legal profession will\nbe very measurably advanced.\nThough the legal profession has a very special responsibility in this\n\nmatter, the type of lawyer who is to be allowed to practice is not merely\na professional problem.\n\nIt affects vitally the government\n\nunder\n\nwhich\n\n"}
{"page": 162, "printed_page": null, "text": "NationaL\n\n158\n\nEpucaTion\n\nASSOCIATION\n\nyou live—it affects you. Your help is urgently needed, for you underYou know that educastand educational opportunities and conditions.\ntional needs cannot be judged by individual instances of success or failure.\nYou appreciate the value and the effect of proper training. Your active\ninterest will greatly aid in the rapid solution of the pressing problems that\nconfront the profession and the public today—the better administration of\njustice—justice for the poor, and justice for the rich.\nOn the cover of your program is the quotation ‘Democracy is some“The American Bar Asthing deeper than liberty; it is responsibility.”\nsociation is seeking to establish in America a truly democratic profession\nof the law—not one in which every man who desires shall be free to\nprey upon the public, but one whose members must have character,\ncapacity, and adequate training, to the end that they may feel their responsibility not only to their profession, but to the public that they are\nlicensed to serve.\n\nTHE\n\nAIMS\n\nAND\n\nIDEALS OF THE AMERICAN\nASSOCIATION\n\nWILLIAM\n\nJ. MAYO,\n\nROCHESTER,\n\nMEDICAL\n\nMINN.\n\nEarly medicine was satisfied largely by an appeal to the emotions, and\nsickness and health were supposed to be controlled by the gods, While\nwe have gained enormously in developing a sound system in the practice\nof medicine based on science, man has not outgrown those fundamental\ncharacteristics of physical fear in the dark and mental fear in the presence\nof the unknown, but, through many generations of contact with an advancing civilization, has obtained better control of his emotions.\nThe\nsame emotional appeal to ignorance and superstition still exists, however,\nthe appeal being made through cults and quackeries, which change as the\nfraud of the old forms becomes apparent.\n:\nIf all fools were knaves, it would be possible to control the evil influence\nresulting from prejudice and ignorance and prevent many of the miseries\nof mankind, but unfortunately the fools are often, if not usually, honest.\n\nA serious attempt to control them by any means other than education only\ninflames their ardor and gives them the persistence of the martyrs.\nThe beginning of science came through Aristotle, the Greek philosopher,\nphysician to Alexander the Great. Aristotle developed deductive reasoning\nand a primitive form of inductive logic, which ushered in scientific medicine. The students of Aristotle, working in the great library and museum\nwhich was established in Alexandria on the delta of the Nile by the\nPtolemies, made great contributions to advancement in science in the\nfourth, third, and second centuries before Christ.\nThe development of\nscientific methods of investigation was the greatest contribution to human\nadvancement of the first 2000 years of medicine.\nThe fall of the western Roman Empire early in the sixth century\nA, D. submerged scientific knowledge, but fortunately through the pro-\n\n"}
{"page": 163, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n159\n\ntection of the Church this knowledge was not completely lost. During the\ndark ages the emotional side of medicine overshadowed the scientific, and\nit was not until the twelfth century, owing to the teaching of Abelard,\nthat the emotional appeal of ignorance and superstition began to take\nsecond place in medicine.\nAbelard established systematic education and\npromulgated the dictum that understanding is essential to belief, in con-\n\ntradistinction to the ecclesiastical concept that belief is essential to understanding.\n\nScientific medicine developed rapidly in the sixteenth century after\nthe introduction by Francis Bacon of sound methods of inductive reasoning.\nThe new reasoning led to experimentation and research which\ndeveloped scientific imagination, the building of images to be compared\nwith known facts. In his Novum Organum Bacon sharply criticised\nthe misuse of authority by the universities and showed the deadening effect\non education of insistence on man-made doctrines as representing God’s\nwill.\nThe invention of the microscope by the Jannsen brothers in 1590 was\nthe greatest contribution of all time to the welfare of humanity.\nThe higher brain of man is a visual brain and visual impressions reach\ndirectly to consciousness. Only in the primates, among whom man is predominant, has the eye direct pathways to the upper anterior brain, without\npassing through wayside ganglia. In all of the vertebrates except the\nprimates, the brain has been built up from the olfactory ganglion, centering around the sense of smell. All the other senses pass through the midbrain and various ganglia to reach consciousness. “The olfactory ganglion\nin man as in other vertebrates has direct access to consciousness, but the\nsensory function has been overshadowed by that resulting from the tremendous development of the cerebrum, the visual brain.\nThe microscope brought into view that enormous number of minute\nobjects lying between direct vision and 1/10 micron or 1/250,000 inch\nin diameter. In the next three centuries after its introduction the microscope gave a tremendous impetus to science in modern medicine which\neventuated in the work of Pasteur, who demonstrated the living nature\nof microdrganisms, such as bacteria and protozoa and their relation to\ndisease. Armed with this knowledge Lister brought forward his astonishing revelations of the effect of these microdrganisms which made possible\nin the next generation the development of methods for the prevention of\ninfectious and contagious diseases, and added twenty years to the lifetime\nof man.\nWe speak of mass production in industry; we have its counterpart\nin the mass production of health, not through individual efforts but\nthrough the combined efforts of many men working as a group in the\npublic health departments of the nation, state, and community, dealing\nwith the welfare of infants, children, and adults, and controlling infectious\n‘Today pure water for drinking purposes, pure\nand contagious diseases.\n\n"}
{"page": 164, "printed_page": null, "text": "160\npais\n\nNationaL\neae OM\n\nEpucaTIon ASSOCIATION\n2 ied the\nei\n\nSE\n\nmilk and pure food are to be had everywhere in our country. Ignorance\nup helpless children as well as their\nand superstition, however, still offer\ndeluded parents as a sacrifice to the ancient gods in opposition to a constructive health program.\nAs the trend in modern industry is toward the development of new combinations from the breaking down of the old, so in medicine similar fundamental changes are taking place. Industry has the advantage that in\nits experimental work it deals with replaceable materials; medicine must\ndepend to a considerable extent on animal experimentation, which has\n‘To have\nplayed a magnificent part in the advance that has been made.\nvalue, animal experimentation must of necessity be carried out with\nthe same humane care as surgical and medical procedures on the human\npatient; otherwise the experiments would be inexact and therefore worthless. It is a pity that so many well-meaning people have allowed themselves to be swayed by fallacious statements into giving aid to an active\nband of so-called antivivisectionists. Without real knowledge these misguided people throw every possible obstacle in the way of scientific advance in the prevention and cure of disease, and their very honesty makes\nthem difficult to cope with. Even more unfortunte for future progress in\nfor\nmedicine are the moneys left to establish foundations in perpetuity\nsuch short-sighted purposes; ultimately these foundations support human\nparasites who, not by reason of their’ present opinion on the subject, but\nat\nbecause of their ‘“‘job,” interfere with humanitarian movements\nIt is a curious fact\npractically every session of every state legislature.\nthat among the opponents of animal experimentation are some ardent\nIt is a still more curious point of view that perhunters and fishermen.\nmits antivivisectionists to shoot game and to leave to a lingering death\nfrom wounds and starvation the injured birds and animals which they\nfail to bag, and to look with delight on their catch of fish slowly dying\nin a basket or on a string.\nIn the last generation so much has been added to knowledge of the\nvital processes of life, through researches in every field, that there has\nnot been time to organize it properly.\nIt is impossible for any one man\ntoday to acquire more than a working knowledge of some field in medicine,\nand this state of affairs will continue until scientific knowledge is so\norganized that the physician may gain a true perspective instead of a\nconfused view of a mass of incompletely coordinated details.\nThe physician is no longer an individual practitioner, but has become\ndependent on fellow practitioners for the special information they possess,\nin order to treat the patient correctly. The physician obtains his diagnosis\nof infectious disease from the public health\nnations from a radiographer, and detailed\ntechnicians.\nThis does not mean that the\nappear, far from it; he will occupy an even\n\ndepartment, his X-ray examilaboratory examinations from\ngeneral practitioner will disgreater position in community\nlife than previously, in his role of guardian of the health of the people\nindividually as well as collectively.\n\n"}
{"page": 165, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n161\n\nScientific investigation in the ultramicroscopic field of the colloids\nthrough physics and chemistry is aiding a better understanding of the\nindividual patient. ‘The microscopic limit of 1/10 micron or 1/250,000\ninch has been extended to include particulate objects of 1/1000 micron or\n1/25,000,000 inch in diameter.\nIn the sixteenth century the average lifetime of man was twenty years.\nModern research has advanced a better understanding of the individual\nand has brought the average lifetime of today up to fifty-eight years, and\nthe end is not yet.\nOur methods of medical education are in a state of flux, based on the\nold-fashioned idea of an individualistic system.\nWe find ourselves attempting to educate our medical students so that they shall have a good\nunderstanding of the details of the entire range of scientific medicine. And\nyet we who are in the practice of medicine, by the very reason of the\nimpossibility of comprehending more than a part, find ourselves dependent\non others for detailed information.\nMedical education is groping uncertainly forward. The conception ten\nyears ago was that by providing the highest type of a premedical cultural\neducation for a student and increasing the length of time of his medical\nstudies he would accomplish the impossible task of becoming an all around\nphysician.\n‘The result was to increase very greatly the expense of the\nmedical course, limit the number of medical students, and disturb the\nmedical outlook, until now there are many smaller communities without\na trained physician. With the decrease of trained physicians there has been\na corresponding increase of irregular practitioners, untrained or belonging\nto some peculiar cult, who satisfy the emotional appeal without the\nbackground of knowledge.\nThe aim of the medical schools is to prepare a sufficient number of\ntrained physicians to care for all the people. It is evident that the present\nattempt to organize all of the knowledge extant for the medical student\nis impossible.\nAbout the best that can be done is to furnish a sound\nfundamental education in anatomy, physiology, and chemistry, and those\nbranches that are known as basic science subjects. If in addition to a solid\nfoundation we can give the medical student a perspective, a broad viewpoint, and teach him where to go for specialized information, especially\nas related to carrying the benefits of modern medicine to the individual,\nas the health departments are carrying them to the mass, we shall accomplish much.\nThere is a limit to the amount of learning a man can absorb. When I\nwas in college, culture meant a deification of those things which could\nnot be used directly for gain. ‘The physician in England, because his\nknowledge was useful, went in at the back door with the boy delivering\ngroceries.\nThe modern conception of education recognizes the cultural value of\nthe useful.\n\nAdmitting that the practitioner of medicine needs culture, one\n\nmay ask, what constitutes culture?\n\nSometimes as I look over the require-\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nments of our premedical and medical courses and talk with the professors, I have an uncomfortable feeling that a possible object of some of\nthe socalled cultural requirements, especially honor points, of the premedi-\n\ncal course, is to bring the classes down to the relatively small number that\nAnd yet we have great buildings, with\ncan be taught conveniently.\nexpensive equipment, working comparatively few hours a day.\nAgain, there is a tendency to make the profession of medicine an\naristocracy. The cost of medical education, the number of years before\nmen can be selfsupporting, the age at which students graduate, averaging\naround twenty-seven years, is driving many bright men into other professions. Investigation has shown that the student who graduates before\n\nhe is twenty-five is of greater average professional worth at the end of\nfifteen years than the one who graduates after twenty-five, and it has\nbeen further shown that those who rank in the second half in scholastic\nattainments at a medical college are at the end of fifteen years on the\naverage of as great professional value as the first half.\nThe state is interested in the medical schools. For each dollar that is\npaid by the medical student, the state directly or through endowment\nfunds pays two to three dollars or more.\n“This expense on the people of\nthe nation is borne willingly in the hope of securing competent help for\nthe care of the sick.\nIf a student is unnecessarily delayed in his medical course for a year by\na lack of credits, he on his part and the state on its part are put to undue\nexpense. When one analyzes the reason for refusing this student admission to the medical school, it is sometimes learned that he would have\nbeen permitted to enter other less crowded departments of the university\nand that his lack of credits was often in subjects that had little to do with\nthe practice of medicine.\nAt the University of Edinburgh there are today from 1000 to 1200\nmedical students.\nAre there better practitioners of medicine than the\nmen from the University of Edinburgh?\nIf so, I do not know them.\nAt Guy’s Hospital in London, the medical school is a part of the hospital,\nand the clinical teaching goes on with the medical studies in the fundamental branches.\nIn so vast a field as medicine I do not feel competent to say just what\nshould be taught the student that he may become a good general practitioner, but I do believe that the function of the medical school is to\nturn out general practitioners, and that the man who desires to take up a\nspecialty should take it up after graduation, and that of all the graduate\nsubjects research is the most important—the bright hope of the future.\nThe requirements for general practice must change year by year as\nknowledge advances and new conditions are made manifest, or as old\ndiseases are modified by environment, and changes occur in the social\nlife of the people.\nJ do not advocate a letting down of standards in our medical schools,\nbut | am convinced that one year of time could be saved in our grammar\n\n"}
{"page": 167, "printed_page": null, "text": "GENERAL, SESSIONS\n\n163\n\nschools and a year could be saved in our medical schools by the four-quarter\nsystem. That children in the growing age haye three months’ vacation\n\nin the summer is no reason that young men and women at the height of\ntheir physical vigor, in a world on a twelve-months’ working basis, should\nhave three months’ vacation.\nJust as conditions of medical practice have changed, so have those of\n‘The expense of illness in the\nnursing service, and of hospitalization,\nhome and the attendant unavoidable disruption of home economics have\ncreated a situation that is being met by increased facilities for hospitalization, Today every community with civic pride is establishing a community hospital, where the sick can be cared for better, and at less expense,\nthan at home,\nThe glory of medicine is that it is constantly moving forward, that\nthere is always more to learn. The ills of today do not cloud the horizon\nof tomorrow, but act as a spur to greater effort. The triumph of the\nmedical profession lies in the victory over physical ailments of man. The\nfailure lies in an inability to appreciate and deal intelligently with the\nemotional instabilities of those physically ill or those with inherited or\nacquired instabilities of the nervous system which lead to miseries as grievous as though they were dependent on tangible physical causes. We must\nnot forget that happiness is a state of mind, not necessarily of body, and\nthat life is what each person believes it to be. The sick man needs faith,\nfaith in his physician, but there comes a time when faith in a higher power\nmay be necessary to sustain his morale.\nNotwithstanding the narrow\ncreeds and misuse of authority which has so frequently characterized the\nchurch, religion based on the Sermon on the Mount and carrying the\ncomfort of the Twenty-third Psalm of David, gives great assurance.\nThere is a tendency of the times for a group of intellectuals, that is,\npersons who have been educated beyond their intelligence, to underrate\nthe value of religion as the universal comforter in times of physical or\nspiritual stress, but to the mass of the people, religion has the same\npotency that it has had for two thousand years.\nThe aim of medicine is to prevent disease and prolong life, the ideal\nof medicine is to eliminate the need of a physician.\n\nTHE STANDARDS AND IDEALS OF THE NATIONAL\nEDUCATION ASSOCIATION\nMARY\n\nMCSKIMMON,\n\nPRINCIPAL,\n\nPIERCE\n\nSCHOOL,\n\nBROOKLINE,\n\nMASS,\n\nAs one scans the program of this convention of the greatest educational\n\norganization in the world, it is hard to believe that the National Education Association was begun barely seventy-one years ago. “Today it exists\nonly to improve the public schools in which our country feels so great a\nsatisfaction. For neither her part in the conquest of the air, nor her enormous wealth, her rich mines and richer harvest fields, nor the prosperity\nand contentment of her millions, nor eyen the fine friendship with far\n\n"}
{"page": 168, "printed_page": null, "text": "164\nTe\n\nny\n\nNaTIioNAL\na\n\nEpucaTION ASSOCIATION\ni\n\naway neighbors can measure up to America’s pride in her system of public\n“It is counted one of the cornerstones of our greatness.”\nschools.\nStep by step the National Education Association has kept pace with the\ndemand of the leaders of a progress toward better things for America, and\ntoday it has become a stimulus to ever greater achievement through its\nIt seeks\nnearly 200,000 members and through them to thousands more.\nto serve the childhood and youth and adult students with its ever increasing\npower to achieve.\nIt is bewildering to realize that our great systems of education are of\nsuch recent growth.\n‘Tens of thousands of teachers know of the dame\nschools only as a curious tale in half forgotten biographies, but in the\ngeneration just before the older ones among us it was an actual experience\neven for the well-born child.\nTwo years before his death in 1891, James Russell Lowell, then only\nrecently returned from his ambassadorship at the court of St. James, gave\nat the Lowell Institute of Boston, a course of lectureson the old English\ndramatists, that it was my high privilege to enjoy. The poet’s first schooling had been obtained from a dame’s school, as he himself often related.\nEven as recently as a single century ago the task of early education was so\nlittle understood that any old lady, set aside from useful occupation in’ the\nhousehold by reason of her years, could with the aid of a switch keep the\nrestless little group before her, quiet long enough to learn to say the letters,\nto spell the words in the New England Primer, recite the godly precepts\ntherein, and depart when their aged teacher feared that the growing\nstrength and swift retreat from the all powerful rod left her helpless to\ncontinue as the ruler of her little kingdom.\n‘Then the child was usually\nturned over to the minister as tutor for the Latin and Greek required for\ncollege entrance.\nThe child of common folk was delegated +o the district\nschool of that day, and the cruelty, inefficiency, and ignorance of the\nteacher were matters completely ignored by the communities in which they\nflourished until the first great survey of Horace Mann, which may be found\nin his reports to the Massachusetts Board of Education.\nLet us think for a moment how near to us in time those great educational\nleaders are whose wisdom still stimulates the American teacher. When\nour preliminary association was formed in 1857, Horace Mann was president of Antioch College in Ohio, where he died two years later. Mann\n\nhad established the first normal school in Lexington in 1839, just eleven\nyears after the death of Pestalozzi, whose insight into the hardships of the\ncommon people and whose sympathy with childhood must have made an\nindelible impression on our great American apostle of education.\nHerbert\nand Froebel were Mann’s contemporaries, and their wisdom and far reaching service to the cause of real education kindled Horace Mann’s deepest\ndevotion and inspired his European visit with profound delight and benefit.\nArnold was then making his contribution to Rugby that was te change the\nface of England. He, also, together with Henry Barnard of Connecticut,\nwas Mann’s contemporary.\nOur own former president, William T.\nHarris, was twenty-four when Mann died; our later president, Charles W.\n\n"}
{"page": 169, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n165\n\nEliot, was twenty-five; and G. Stanley Hall was thirteen; Col. Francis\nW. Parker was twenty-two. Each one of these noble men worked with his\nfine mind already awakened to the inner demand of finding his own way\nto make his great gift to the building of American education. Our great\neducational philosopher, John Dewey, recently and reverently given the\ntitle of the second Confucius by one of China’s wisest old scholars of the\nday, was born the very year that America’s first great leader, Horace\nMann, died.\nThe forerunner of our Association was begun at the city of Philadelphia\nduring the summer of 1857. The group to which we owe our origin\nworked valiantly to establish an organization where each might profit\nfrom the experience of his fellow workers, that education might be rescued\nfrom prejudice and indifference, and made a real contributicn to the development of a great and free people. They used no vague or idle formulas\nin expressing to the world their real aims. First and foremost they harked\nback to that great principle of the Declaration of Independence through\nwhich in eighty years our country had made progress that had astonished\nthoughtful people everywhere. Their first aim was clearly stated: To promote the educational welfare of our country.\nNo one can read even the program of this Minneapolis meeting so\nnobly planned by President Adair without realizing how faithfully our\nAssociation has wrought to realize the standard set by this first plank in\nthat beginning platform. ‘Today the leaders in our American public schools\nare working in twenty great departments and eighteen nation-wide committees to accomplish this aim. We are the dispensers of a great budget,\nthe possessors of a beautiful headquarters building at the Capitol which is\nthe pride of the profession, with its effective organization of the entire list\nof the activities represented in the organizations of the American schools\nof today. If the reports of the service rendered this week by the chairmen\nof the National Education Association committees could be read by every\nteacher in the land, we should in a single year have gone far toward the\nenrolment of the entire profession.\nOur departments include those of\nSuperintendents, Secondary School Principals, Elementary Principals,\nClassroom Teachers, Adult and Business and Rural Education, Deans of\nWomen, Lip Reading, Science, Social Studies, Visual Instruction, Health\nand Vocational Education.\nWe are allied with the American Classical\nLeague, Home Economics Association, National Congress of Parents and\nTeachers, National Council of Administrative Women in Education, National Council of Geography Teachers, Teachers of English, Vocational\nGuidance Association, and School Garden Association.\nOur committees\ninclude one on the Ethics of the Profession, International Relations, Legislative Commission, Tenure, Cooperation with National Association of\nTeachers in Colored Schools, Economic Status of the Teacher, and on Educational Cooperation between States. Surely the first promise of the\n\nfounders is being kept.\nThe second principle of the founders was: To concentrate the wisdom\nand power of each for the benefit of all. How well they built! How well\n\n"}
{"page": 170, "printed_page": null, "text": "166\nsin\n\nNatIionaL EpucaATION ASSOCIATION\nse, A Lenten aDeilnidibe PS STLIIE NE SE\n\nthis second plank of their concise platform has bridged the way for all that\nIt has made safe and sure the disseminating of the seed for\nhas followed.\nthe harvests that have followed. Our Association gathers the treasure of\nthought, ideals, and experience into the heart and mind of the listeners\nfirst, then extends this knowledge through the printed pages of the volume\nof Proceedings. Did this earnest group of that first meeting even catch a\nglimpse of the tons of paper and ink necessary to convey this “wisdom and\npower of each for the benefit of all” of today’s annual meeting? Was this\nthe unconsicious response of the newly awakened professional spirit to\nHorace Mann’s pleading with the people of his day to do away with the\nignorant adventurer usurping the sacred task of the teacher, and help to\nbuild a real profession that should aim to develop each child into the finest\npowers, skills, attitudes, and ideals possible for his achievement?\nWere\nthese early leaders anticipating the challenge of Col. Francis Parker thrilling us as if uttered only yesterday: “Sin and sorrow, the dark background\nof life, which tinge with permanent sadness the dark background of our\nolder hearts, do not belong to childhood. A joyful youth is the best preparation for an earnest manhood.”\n\"Wisdom and power are ever the gift\nof leadership. ‘They belong, alas, still to the few today as of that other\nday. But we know they can be shared with the multitude, even of ‘our\nchildren, even as to the five loaves and two small fishes of that nameless\nchild fed the hungry throng beside the Lake of Gallilee that far off divine\nday.\nBefore that early meeting for forming an association of teachers had\nended, the members had agreed upon the third and last article of fundamental principles: To contribute of their own means to advance the\ndignity, the respectability, and the usefulness of their calling. When we\nrecall the fact that the average salary of the teacher in America only ten\nyears ago was $780, and realize that sixty years earlier in those communities whose records have been preserved the sum was less than one third of\nthat amount, we begin to have some idea of the sacrifice required to make\nthat agreement. Of the usefulness of their calling they needed no convincing\nargument, for they better than any other knew the transforming power of\neducation upon the eager mind of childhood. It was not merely an accomplishment, it was civilization itself.. The dignity and respecability were\ngranted only to the rare and exceptional teacher like Mary Lyon or Maria\nMitchell; Louis Agassiz or Nathaniel Shaler. For more than half a century the great literary presentation of a teacher was that despicable coward\nIchabod Crane.\nSurely the need of advancing the “dignity and respectability” of teaching was more than a fleeting desire. We realize the power\nof a real leader in education today from the experience of one of our recent\npresidents, lately superintendent of schools in Oakland.\nOn his departure\nto take up new work in Colorado, the chamber of commerce presented Dr.\nFrederick M. Hunter with a bronze plate bearing the inscription, ‘“Because of your coming among us, we are made a new people.” Could any\nfiner tribute be the answer to the hope of those earnest pioneers who started\nour first trail to better days for the American teacher?\n\n"}
{"page": 171, "printed_page": null, "text": "a\n\na\n\nGENERAL\nee\n\nSESSIONS\n\n167\n\nWhat then does the National Education Association need, organized\nas it is with its great Research Division whose findings are honored in\nevery town and city where the problems of education are really studied for\na wise and honest solution; with its classroom teachers grouped together\nfor study of their problems, passing on to their fellow works throughout\nthe country the solutions as they find them; with the great Department of\nElementary School Principals whose yearbook has been used in the colleges\nof education from its first volume? What can we ask of more service to\neducation than the great Department of Superintendence that is binding\nthis country together in the best that each one know, making curriculums\nfor our new needs. What more does education fitted to America’s need\ndemand of us?\nWe are waiting for the heart and mind of this country to be kindled anew\neven as it was kindled in the days of Horace Mann, and as it was kindled\nlater when this organization of ours was first formed. We are waiting to\nhave the research that is necessary to discover the best and wisest methods\nof teaching, training the retarded child for a life of happy usefulness;\nhelping the gifted child to make his best contribution to the service of his\ncountry. We await the day when the best discoveries in educational proceedure shall no longer be the possession of some favored teachers but as\nfree to all teachers as the discoveries about seed, and harvestings, abolition\nof insect pests, and knowledge of weather conditions are free to the farmers\nthrough the United States Department of Agriculture.\nThere are better ways of accomplishing the service that shall make finer\ncitizens than the great army of us teachers have yet attained, and those\n\nbetter ways are the possessions of favored towns and cities here and there\nthroughout the land. We await that happy day when the teacher of the\ncountry school and the city school alike shall be in possession ot the knowl-\n\nedge that shall solve problems that confront the earnest teacher constantly,\nthe problems of a mind that does not work normally, of a disposition that\nhas gone awry.\nThis Association believes that there is one sure and definite means by\nwhich these needs will one day be fulfilled. It will be when this country\nhas realized its great peed through the universal acquirement by the\nschools of the knowledge of how to salvage its human wealth through the\nspread of the results gained by expert research.\nOnly the influence and\nprestige of our federal government can accomplish this research and make\nits findings the common inheritance of every teacher. We await that happy\nday when our country shall demand a Federal Department of Education\nwith a Secretary in the president’s cabinet.\nLast summer I found out how much easier it is to command the help of\nexpert research to save a little tree than to save a child from destruction.\nA score of miles from my little camp a young teacher, fresh from the normal school, had been deliberately and cruelly murdered by a lad of fifteen.\nThe boy had a wellknown record for acts of cruelty toward the farm animals, but the young teacher had no knowledge of any authority to whom\n\n"}
{"page": 172, "printed_page": null, "text": "168\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nshe could apply for help in the mental disease as shown by the boy’s life\nhistory and daily practice.\nBut I had a row of little white pines that had made beautifui growth the\nfirst two years after transplanting, but last August every little stem turned\nyellow and the delicate needles drooped. In trying to save the little trees\nplanted with so much care and growing so willingly, I broke off a handful\nof the twigs and sent them to a tree authority in the nearest city. Within\ntwo days he wrote that he was very much interested in the specimens. It\nwas a very strange and unusual disease he believed that had attacked my\nlittle trees, something that he called “geometrid.”\nHe askcd to have a\ncase filled with twigs and sent to a scientific school in another state, where\nthere was equipment for more intensive study in order that he might be\nsure his diagnosis was correct. ‘The case was filled and sent on its way.\nSoon came the analysis from this great school that the earlier diagnosis had\nbeen wrong and the second opinion was that the condition was the result of\nthe spittle disease. “This authority asked to have specimens s-nt to still another great laboratory. “We want to be sure that we have established this\ndisease correctly.” Other specimens were forwarded and soon the answer\ncame back that it was not geometrid, it was not spittle disease. The diseased condition was due to the over frequent rain in Maine and the little\ntrees had been drowned.\nNow what could I have done if I had been a teacher down in that district with a child growing wrong? How could I have had the opinion of\nthe great scientists to help me understand the trouble with the child? Is\nnot a child of more value than many trees? And is it not going to be\npossible some day for us to arouse this great nation to the need of a department of education for many things for the improvement of education,\nbut chiefly, as far as we in the schools are concerned, for the help that every\nteacher will have in solving these human problems that come her way.\nWe are building for this great America, and we cannot let ary portion of\nthis building go wrong through our lack of getting the right material into\nthe building. Our great country looks to us today as no land has ever\nlooked before to a group of men and women.\n‘The people of America are\nlooking to the schools to build the America of today finer and nobler than\nany America that we have yet known. We have’everything of a material\nkind with which to build. Our children are in our hand today and tomorrow they will be sailing on that great adventure, away from our care and\nkeeping.\nThou, too, sail on, O Ship of State!\n\nSail on, O Union, strong and great!\nHumanity, with all its fears,\nWith all the hopes of future years,\nIs hanging breathless on thy fate!\n\nWe know what Master laid thy keel,\nWhat Workmen wrought thy ribs of steel,\nWho made each mast, and sail, and rope;\nWhat anvils rang, what hammers beat,\nIn what a forge and what a heat\n\n"}
{"page": 173, "printed_page": null, "text": "GENERAL SESSIONS\nSoe\nreece Miri ia\n\ne\n\n169\n\nWere forged the anchors of thy hope!\nFear not each sudden sound and shock—\n\n*T is of the wave, and not the rock;\n\"T is but the flapping of the sail,\nAnd not a rent made by the gale!\nIn spite of rock, and tempest’s roar,\nIn spite of false lights on the shore,\nSail on, nor fear to breast the sea!\nOur hearts, dur hopes, are all with thee,\nOur hearts, our hopes, our prayers, our tears,\nOur faith triumphant o’er our fears,\nAre all with thee,—are all with thee!\n\nLOOKING\nALBERT\n\nE. WINSHIP,\n\nAHEAD\n\nEDITOR, JOURNAL\n\nOF EDUCATION,\n\nBOSTON,\n\nMASS.\n\nHenry Ford says that the United States is the biggest job in the world\nand that its bigness has largely been made in the last six or seven years.\nThere isn’t any question but that since 1920 there have been greater\nachievements industrially, commercially, civically, and educationally than\never before in American history.\nThis Association this week has the best program that I have known in\nfifty-nine years because it is a program of achievement, the most remarkable, the most wonderful meeting, a miraculous meeting.\nWe have\nhad seventy-one programs and the word “psychology” hasn’t been mentioned.\nNothing has been evaluated, nothing has been motivated and\nnobody has oriented himself.\nIf that isn’t a miracle, I don’t know a\nmiracle when I see it. Everywhere from start to finish the question has\nbeen achievement, and we have had a great achievement.\nThe three most marvelous achievements have been the unanimity with\nwhich this Association a year ago elected a classroom teacher to make up\nthis program, the first classroom teacher in the history of the Association,\nand last Winter the Department of Superintendence elected for its president the superintendent of a small city who has never written a book\n\non professional education and this year you have elected unanimously a\nman principal of a state teachers college.\nI don’t use stories any more but I do use illustrations sometimes.\nIt\nso happens that the daily papers have had a wonderful\n\nchange of heart.\n\nNow they talk\nBefore 1920 every paper talked about thundershowers.\nabout electrical storms. “Thunder never does anything but make a noise,\njust makes a noise in an attempt to frighten timid people, but electricity\nis the greatest force that man controls, and we need to realize that we are\npassing from thunder to power—from noise to achievement.\nAnd it isn’t ourselves alone. The universities of America last June gave\ndegrees to 100,000 young people who learned what they were told to learn\nas they were told to learn it and none of those 100,000 got any attention\nfrom the public press except where the institutions were and at their\nhomes, but those same universities this year gave their highest degree\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nonly to people of achievement, and they changed that word honorary\ndegree to achievement degree. They have given a doctor’s degree to a man\nfor what he has achieved in China, They have given to Lindbergh in\nWisconsin—they wouldn’t give him a degree when he wouldn’t do as they\nwanted him to do when they wanted him to do it—their highest honor\nwhen he did something that he wanted to do as he wanted to do it and\nas no university on earth could teach him to do it. And today the\nuniversities and this Association leading off in it are saying to the world,\nto our boys and girls and to our young men:\nDo what you can do best in school and out and yeu will be rewarded for achievement in and out.\n\nGREETINGS\nF. E. HOWARD,\n\nPRESIDENT,\n\nFROM\n\nHAWAII\n\nHAWAIIAN\n\nEDUCATION\n\nHAMAKUAPOKO,\n\nMAUI,\n\nASSOCIATION,\n\nHAWAII\n\nIn the middle of the Pacific Ocean at a distance- of over 2000 miles\nfrom the mainland is the territory of Hawaii, the western frontier of\nAmerica, with its 2300 public school teachers and many others who are\nassociated with the National Education Association. “These teachers have\nsent you an Aloha which in Hawaii may mean anything nice but which in\nthis case means a wish for your happiness and your continued prosperity\nand activity, and so great is this Aloha which we bring that it took twenty\ndelegates to convey it.\nYou as members of the representative assembly of the great army of\nteachers of America want to hear about Hawaii and its schools, its teachers, and what they are doing, and how we fit into the educational procedure.\nHawaiian teachers take great pride in that they have ranked first of all\nthe states and territories in their percentage of membership in this organization for a number of years. Some of you who have never noted the\ndata will be surprised to learn that Hawaii has 2300 public school teachers\nand over 2600 members of the National Education Association.\nHawaii’s\npercentage of membership is therefore about 115. Immediately, one would\nwonder how this is, and the explanation is to be found in a number of different features.\nIn the first place Hawaii has a number of private schools where the\nteachers are as professionally minded as the teachers in the public schools.\nAlso, there are members of the parent-teacher association, not teachers,\nto swell our membership in this Association.\nTogether we present a membership considerably in excess of the registration of public school teachers.\nOur teachers have to economize.\nSome economize on entertainment,\nsome perhaps on clothing and mayhap some even on food, but they never\neconomize by neglecting to become members of the National Education\nAssociation.\nWe are proud of this record, but I do not think we are conceited about\nit. Conceit is foreign to the Hawaiian’s nature,\n\n"}
{"page": 175, "printed_page": null, "text": "GENERAL SESSIONS\n\n4 |\n\nThe extension work of the territory normal school is of enough importance to warrant mention here. ‘Three years ago the president of the\nnormal school and the director of extension launched a scheme for the\nimprovement of teachers in service by starting their extension work away\nfrom Honolulu, which is the home of the normal school.\nThe experiment was first tried out on the Island of Maui where the\nfirst center was organized with an enrolment of about thirty-five grammar\nschool teachers.\n‘The next semester saw additional centers on all of the\nmore important isles, until today there are seventeen centers where extension is carried on and there is an enrolment among the teachers of the\n‘territory of about 600. Today in the summer session of the territorial\nnormal school there is an enrolment of approximately 1000 teachers, or\nforty percent of the public school teachers of the island, and if the National\nEducation Association had not been holding its meeting here this year,\nthe twenty delegates who sit in this assembly would undoubtedly have\nbeen in the Honolulu summer session of the territorial normal school.\nSince coming to this convention I have been interested in studying some\nof the data that has been furnished us in the matter of life membership.\nI find that Hawaii cannot rank first in this matter.\nWe are surpassed\nfirst by the Virgin Islands where we find there is one life member to every\nsixteen teachers, and to the Virgin Islands we offer our sincere felicitations.\nWashington, D. C., comes next, and without any intended offense, we\nwould say that we would expect Washington, D. C. to set us this good\nexample.\nArizona appears to come next with a higher percentage of lifemembers than Hawaii, and to Arizona we present our congratulations.\n\nWe would like to come down and shake your hand and give you an\nAloha and find out how you do it so we can go back and do it. Next\ncomes Hawaii with its twelve members, or a life member for each less\nthan 200. ‘Thus, while we do not lead in our percentage of membership\namong the life members, yet you might say that we occupy a position of\nhonorable mention and we congratulate those who have surpassed.\nHawaii is a long way from Minneapolis.\nFor practically one week we\njourneyed on the water before we saw land, and then another four days\non the train were necessary before we reached your wonderful Twin Cities.\nIn our isolation in Hawaii we recognize that we do not have immediate\naccess to the great things in education that may take the attention of\nthe teacher who occupies an urban position, but with fewer distractions we\nenter on the work which we can do and which seems most important to us.\nThis is the explanation for our rank of No. 1 in the percentage of membership and near that point in the matter of life memberships and also for\nthe great interest in the professional growth offered in the extension work.\nHawaii owes much to this organization. The NAaTionAL EDUCATION\nASSOCIATION JOURNAL is not hastily laid aside in Hawaii, but after its\nreceipt, its articles form a basis for much study and comment of the teachers\nwho read and reread the articles.\n\n"}
{"page": 176, "printed_page": null, "text": "172\n\nNationAL\n\nEpucaTion\n\nAssociATION\n\nWe have received assistance from this organization also in a more mateUp until the present time teachers of Hawaii have been subject\nrial way.\nto the federal income tax. The last session of congress finally placed the\nteachers of Hawaii on the same basis as the teachers of the states, and\nnext year for the first time we will be exempt from this tax which has\nnever been a burden to you, and the National Education Association has\nassisted us in this matter. In fact, Hawaii looks to the National Education\nAssociation as it should, as the organization which best expresses educational leadership in this democracy.\nSome day Hawaii hopes to act as host to the National Education Association at their annual convention. We are not actively engaged in soliciting the support of the organization for this honor.\nWe do not want\nyou to come until you come of your own volition and with the same unanimity with which you nominate candidates for your presidency.\nWhen\nyou come you will receive an Aloha which will linger in your memory\nuntil you are no more.\nSome day Hawaii hopes to be represented in the flag of our country\nby an additional star.\n‘Today we are ready economically.\nFor the\nfiscal year ending June 30, 1927, the territory of Hawaii led thirteen\nstates in the amount of money paid into the federal treasury in taxes and\nother contributions. We are ready economically.\nThe objection to statehood at the present time is that we have too great\nan alien population, but this objection, while true at the present time, will\nnot necessarily remain true forever. Great numbers of children of alien\nancestry are of American birth, and it is the duty of the schools to transform\nthese aliens into good American citizens.\nWe believe that we are accomplishing this result with more than a fair measure of success.\nUpon the\nschools of Hawaii rests this obligation and we accept it without reservation.\nFar out in the Pacific Ocean there are 2300 teachers waiting for us\nto return and bring back to them the inspiration of these meetings. “They\nwould like to be here to partake of it. By their order they have directed\nus to bring to you and to our officers an Aloha, more especially to bring\nsomething tangible which at this time the Hawaiian people will assist me\nin delivering.\nMadam President, I am directed by these people to make a presentation\nto you at this time. The lei is revered by all the people of Hawaii.\nIt\nis a token of friendship. When an Hawaiian gives, he gives that which he\nhimself holds dear, and today we are presenting to you a lei, and it is\nfitting that the actual presentation be made by one of Hawaiian blood;\nMiss Muriel Heen will now wait on you. And in conclusion for our own\nteachers back in Hawaii, I wish you Aloha nui nui.\n\n"}
{"page": 177, "printed_page": null, "text": "GENERAL SESSIONS\nGREETINGS\nMAX\n\nZIMPEL,\n\n173\n\nFROM THE GERMAN\nASSOCIATION\n\nPROFESSOR\n\nIN\n\nHIGH\n\nSCHOOL\n\nAT\n\nTEACHERS’\nFRANKFORT-AM-MAIN,\n\nGERMANY\n\nI have the honor to present to you the heartiest greetings from the\nGerman Teachers’ Association.\nOur national education association has 150,000 members and embraces\nthree-fourths of the German teachers.\nI did not come directly from Germany.\nI am here to learn. I have\ngot two years leave of absence in order to study thoroughly your educational system.\nGermany is a young republic, but a republic thoroughly different from\nyours. Your republic is like a vast community, full of natural resources.\nYou have therefore plenty of room and you are prosperous.\nOur republic\nis a small house with a big family in it. You are a real commonwealth,\nbound together by the common profit, we might be called a commonpoverty, forged together by nineteen years full of need and hardships. A\nunion must be based on law, our family requires love. When you obey\nyour laws, you are called good, loyal citizens.\nOur republic demands\nmore than loyalty; it must be brotherhood.\nYou can say to your fellowneighbor: Help yourself! We must live according to the motto: One for\nall, and all for one.\nIn the course of your history you have developed the highest type of good\ncitizenship.\nYou have had the finest leaders: Washington, Franklin,\nLincoln, and you live up to their high ideals. I have found this everywhere.\nI found good citizenship in your public life, in your homes, in your\nservice clubs, in your churches, among farmers and businessmen, in the\nAmerican Legion, among your school children, and last, but not least,\namong your leaders and here in this wonderful convention.\nIn the years that the German republic has existed, we have tried to de-\n\nvelop brotherhood in our professional, national and international life.\nWe German teachers especially do not feel to be a profession, we are\nLike the old crusaders we are a fighting and a chara real brotherhood.\nitable body. We have to fight against all the old traditions and prejudices\nso strong in the Old World. They will not recognize that all men are\ncreated equal and that everyone has inalienable rights on life, liberty, and\nWe teachers have therefore the slogan: We will\npursuit of happiness.\nraise the standard of our people by raising the standard of our schools!\nEvery second year we have a national convention, and these gatherings\nare not cheerful get-togethers, but real battles. We know how to fight.\nOnly two topics are discussed, the two most burning questions of the day.\nAnd in these battles we have achieved many things:\nWe all are appointed for lifetime, after seven years successful teaching;\nwe are all paid on the same scale, teachers in rural schools get the same\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nNationaL\n\nEpucaTion\n\nAssociATION\n\nsalary as in urban districts. Only two differences exists, in the house\nallowance, this of course being lower in villages than in big cities, and in\nregard to the family of the teacher. For each child a special allowance\nis granted, five dollars a month up to the age of eighteen. ‘The salaries\nare increasing automatically, the maximum is reached at the age of fifty.\nAt the age of sixty-five\nWe have further a very good pension scheme.\nwe can retire and get three-fourths of our last income.\nIn case of death\nthe widow gets two-thirds of the pension of her husband as long as she lives\nand an additional sum for each child who is not a wage-earner. We are\nsupervised only by the state, and all our supervisors are also appointed\nfor lifetime, thus being enabled to carry out far-reaching programs, undisturbed by political and local influences.\n‘[‘wo-thirds of our teachers\nare men, only one-third women.\n‘The salary is a little better for women.\nThey get nine-tenths of the man’s salary, but only teach twenty-four hours\na week, whereas a man is obliged to teach thirty hours; (a survival of\nthe old idea to consider the women as the weaker sex).We are also a charitable brotherhood.\nThe*teachers have started\namong themselves insurances against illness, fire, and theft.\nThey help\nwhen widows and orphans are in need or scholarships are wanted. “They\nown houses for recreation on the sea and in the mountains.\n‘They help\nwherever they can.\nWith brotherhood we try to fill our national life. For half a century\nwe have had our social laws, protecting each laborer against old age, invalidity, and illness. “These laws have been greatly improved under the\nrepublican government, and to them the unemployment insurance has\nbeen added.\nBrotherhood did not allow two millions of unemployed\nworkers with six million women and children to starve or be driven into\ndespair. ‘To stop the bad housing conditions the government has disowned\ngreat properties and has built large colonies of small holdings. ‘The building of houses is encouraged by loans from the government at low interest,\netc. But the finest fruit on the tree of brotherhood is the German youth\nmovement.\nMillions of young men and women go out on Saturday afternoon and Sunday, fond of hiking and helping, enjoying songs and sports,\nsimple life and hardships, a very great number opposed to drinking and\nsmoking.\nThey like to join their political opponents, in order to get\nbroadminded and to understand each other.\n\nIs it necesssary to show that we have brought brotherhood also into our\ninternational life? Have we now shown that we are willing to forget\nby joining the League of Nations, by signing the Locarno treaty, renouncing all future wars? Is it not strange that in our new Republican\nconstitution we find nearly the same objective for our teaching as it is\nstated by your P. T. A. All instruction given in our schools shall build\ninto the lives of children such ideals of justice, goodwill, and cooperation\nas will remove the causes of war and lead to universal peace? Have we\n\n"}
{"page": 179, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n175\n\nnot announced immediately our willingness to outlaw war when your\nsplendid Secretary of State, Mr. Kellogg, made his wonderful proposal?\n\nHas not the man who knows Germany better than any one else, your excellent ambassador in Berlin, Mr. Thurman, said quite recently: “There\nare only two real republics in the world now-a-days, The United States\nbeing the one and Germany being the other.”\nWith this, dear friends, I have come back to America. Fifteen thousand\ngood citizens have come to this convention; fifteen thousand better citizens,\nleaders of the coming generation, will go out today and tomorrow from this\nbeautiful town of the laughing water as heralds of justice and love. Your\nsplendid president, Miss Adair, has earned international recognition by\nbringing together people from four continents, all with the same message:\nPeace on earth, and goodwill toward man.\nCitizenship has been our watchword for this whole week.\nTurn it\ninto brotherhood.\nYou are too modest when you call yourself only good\ncitizens. All your papers have shown that you are already thinking and\nacting in terms of brotherhood.\nAlso your great republic is becoming\nmore and more one large family. Not the need brings you together, it is\nthe progress of mankind that unites you and all of us with irresistiible\npower. Already now automobiles, airplanes and radio connect the remotest\ncorners of the earth. Lindbergh, the finest type of American manhood,\nhas linked together, a second Columbus, the New and the Old World by\nair. In a few weeks a huge German airship, the dirigible Count Zeppelin,\nwill make a ten thousand mile non-stop flight from Friedrichshafen to Los\nAngeles to see what his little sister is doing whom we sent you a few years\nago.\nYour world is shrinking, shrinking, shrinking.\nYour neighbors\ncome nearer and nearer to your house.\nHenry Ford, our great contemporary, has written a wonderful book,\nToday and Tomorrow.\nWe have translated it and changed the title into\nThe Great Today and the Greater Tomorrow.\nHe is right when he says:\nAmerica enjoys a great today, because her people are good citizens; he is\nwrong, when he says this great today must be followed by a greater tomorrow.\n‘Things might alter. When you forget your neighbors, your\nOne day you might awake and find\nneighbors will not forget you.\nthe United States of Europe and of Asia, perhaps even of Africa, and\nI am doubtful, if this would mean a greater tomorrow for the U. S. A.\nToday you are the richest nation in the world; that does not mean you\nYou have only the greatest responsibility.\nare happier than other nations.\nWill you leave for Germany the honor to lead in universal brotherhood ?\nWe have started in this direction, but we enjoy our splendid isolation.\nWe are now the pilOur way is rather lonesome and full of dangers:\npeople bear it to see\nproud\nyou\nCan\npioneers!\nthe\nare\nWe\ngrim fathers!\nWe are old\nstruggle!\nhard\na\nfind\nwill\nYou\nalong!\nCome\nus ahead!\n\n"}
{"page": 180, "printed_page": null, "text": "176\n\nNationaL\n\nEpucaTIon\n\nASSOCIATION\n\nsoldiers, and new and eager sportsmen.\nIf you can defeat us, we will be\nas happy losers as you and the world will be happy winners.\n\nAnd now let me finish with a hearty invitation to your National Education Association to send a delegation to our German convention next\nyear.\n\nYou will find the heartiest welcome\n\nin our\n\nteaching brotherhood,\n\nall of you, especially when you come to my home in Thur.\nWhat it\nmeans to understand a foreign country, you can see it with me.\nAfter\none and a half years I admire America, I love her, and I pray for her.\n\n"}
{"page": 181, "printed_page": null, "text": ""}
{"page": 182, "printed_page": null, "text": ""}
{"page": 183, "printed_page": null, "text": "REPORT\n\nOF\nSARAH\n\nTHE\n\nCOMMITTEE ON ETHICS\nPROFESSION\n\nT. MUIR,\n\nLINCOLN,\n\nNEBRASKA,\n\nOF\n\nTHE\n\nCHAIRMAN\n\nHE committee on ethics of the profession which has been in existence\nfor four years has steadfastly aimed to prepare for the members of the\nNational Education Association a code of ethics which should express\nthe actual belief of the members of the teaching profession themselves.\nWhat the committees delegated to draft codes of ethics for teachers in\nthe various states believed to be ethical was studied by the committee on\nethics of the profession and an analysis made of the findings in the report\nof 1926.\nWhat standards of conduct the individuals in the profession\nare willing to be guided by is the subject of this report.\nThe committee has been strengthened by four years of investigation in\nthe belief that a code is needed for the following reasons:\n1. The increased power and better training of teachers demands higher standards of professional conduct.\n2. Those who have taken up the profession seriously are guided by worthy\nethical principles in the main, but need support.\n3. The working principles of those who look upon teaching as a profession\nshould be made available to all in order that those who are entering the profession may have\n\nas a guide a definition of what a professional teacher is.\n\n4. For the sake of the teacher himself and in the interests of education there\nshould be a formulated code of ethics and means established to give authority\nto the code.\n\nSince a code of ethics can be of little avail without the acceptance of\nit by a large body of those whom it concerns, the committee bent its\nefforts to discover how much agreement could be found in a list of practises gleaned from various state codes and elsewhere.\nTo accomplish this, a questionnaire was framed by the committee and\nsent out to a selected list of 3145 teachers in January, 1928. The teachers represented every status in the profession and were distributed fairly as\nto locality. To each state was sent the quota proportionate to the membership in the N. E. A., the largest number, 238, going to Pennsylvania\nand the smallest, four, to Nevada.\nThe mailing lists used were submitted on request by the executive secretaries of the state organizations.\nUnforunately, ten states and territories did not send in names of representative members of the N, E. A.;\nhence, questionnaires could not be sent to these states. Those states are\nlisted on the following page.\nFrom these 3145 questionnaires, there are 1606 replies at the time of\nwriting this report. Considering the fact that a follow-up was not sent\nnor a return envelop and postage included, this percent of responses\nmay be considered satisfactory.\nAs the questionnaires came in they were placed in three groups, namely,\nchief executives, administrative subordinates, and classroom teachers.\nUnder chief executives were placed replies from persons who hold chief\n\n[179]\n\n"}
{"page": 184, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n180\ne\nea\nnN\n\nexecutive positions such as college and university presidencies and superinUnder administrative subordinates were placed\ntendencies of schools.\nquestionnaires from such persons as assistant superintendents, principals,\nUnder teachers were placed all persons\nassistant principals, and deans.\nnot included in the two aforementioned groups. This list included, particularly, classroom teachers and supervisors. ‘The responses of the members\nof these three groups have been kept separate as a perusal of the material\nwill show.\nNUMBER\n\nOF QUESTIONNAIRES\n\nSENT\n\nTO EACH\n\nSTATE\nNumber\n\nPennsylvania\nRhode Island\nSouth Dakota\n\nMaryland\n\nWashington\n\nMassachusetts\n\nWest Virginia\nWisconsin\n\nNames\n\nof members\n\nof the N. E. A. were not sent to us by the following states and territories\n\nhence questionnaires were not sent to or received from them:\nAlabama\nArkansas\nDistrict of Columbia\nMississippi\nNew Hampshire\n\nTHE\n\nNATIONAL\n\nEDUCATION\n\nNew Jersey\nNew York\nTennessee\nVirginia\nHawaii\n\nASSOCIATION\n\n1201 Sixteenth Street\n\nWashington,\nSarah T. Muir, Chairman\nCommittee on Ethics\n\nTo members\n\nD. C.\n1801 South 17th Street\nLincoln, Nebraska\n\nof the teaching profession:\n\nThe committee on ethics of the profession of the National Education Association\nis undertaking a study of professional ethics for teachers with the expectation of\n\nsecuring information which it will use in designing a code to be recommended\nfor adoption by the National Education Association.\nAny code of ethics to be\nworthwhile, and to secure the approval of the members of the profession, must\nrepresent a cross section of the highest ideals of the members of the profession.\n\nWe have seen no method of securing your assistance except through the use of a\nquestionnaire. The committee has formulated a select list of 4000 teachers, prin-\n\n"}
{"page": 185, "printed_page": null, "text": "a\n\na\n\nReports oF CoMMITTEES\na\n\n181\n\ncipals, state and local superintendents, and other members of the profession to\nwhom to send this questionnaire. Your name is on that list. It will require a few\nminutes to write your answers, but you may be sure that in giving such time you\nwill be contributing something toward the advancement of the profession.\nWe\nplead for an answer to our questionnaire from each one of the 4000 to whom it\nis sent and for the response within the next ten days. Any information which\nyou give will be kept confidential.\nPlease return the questionnaire to Professor Ward G. Reeder, Ohio State University, Columbus, Ohio.\nMr. Reeder is secretary of the committee and will\nsupervise the tabulation of the material.\n\nSincerely yours,\nSarAH\n\nT. Muir,\n\nChairman.\n\n“Please answer every one of the following questions by checking\nyour views in the proper column.\nFor example, if in answering Question 1, you think it is ethical ‘to apply for a position not known to be\nvacant,’ place your check mark in the ‘Yes’ column; if you think the\npractise mentioned is not ethical, place your check mark in the ‘No’ column; if your answer to the question would depend upon circumstances,\nplace your check mark in the column headed ‘Depends.’\nIf you place\nyour check mark in the last column, it would be extremely helpful to the\ncommittee if you would explain on a numbered inserted sheet your\nanswer to each question so answered.\n“The word teacher is meant to\ninclude teachers, principals, supervisors, superintendents, etc.”\nThirty-nine more or less common practises of members of the profession were listed in the questionnaire.\nBesides being asked to indicate by\na check mark which of those thirty-nine practises were considered ethical\nand which unethical, the recipients of the questionnaire were requested to\ncomment, whenever they wished, on the questions and to list in order of\ntheir seriousness and frequency the six most unethical practises in which\nmembers of the profession engage.\nBecause of lack of clerical help and\nof time, only the replies of the chief executives (president and superintendents) have as yet been tabulated.\nSince the tabulation of these illuminating comments and explanations\nis incomplete, the first part of this analysis will be confined to a consideration of the vote on the original thirty-nine queries. “The tables will show\nthe figures which are under consideration.\n“Ts it ethical 2” asks the questionnaire and then follows the list of practises.\nClassroom teachers, administrative subordinates, and chief executives are alike in placing the item listed as number six in the questionnaire\nat the head of unethical practises. For “a school official to fail to recommend one of his teachers for a position in another community because\nhe does not want to lose her services” is condemned by 95.97 percent of\nthe classroom teachers, 96.40 percent of the administrative subordinates,\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIs it ethical\nTo apply for a position not known to be vacant?,.....---+-sseeepeccfereree|errrerderes .\nFor a teacher to apply for a position directly to a board instead of to\nave ee\nthe superintendent or to a similar executive?.........-++seeeeeec|eeeeeedes de o Kat\nTo accept a position from which the immediately preceding occupant\nleseeerae\nteleceeeeleneets\ncet\neset\ne\n0. csc cece eter\nwas dismissed unjustly?..........\n\nTo fail to withdraw outstanding applications when a position has been\nACCOMPLICE? 5... elevate guste\n\ncere Sone\n\nora Lace cere\n\nseen eeeee\n\nTo accept a position in a community where a relative is a member of\nthe board or is superintendent of schools?...... seteeeneectareetelerscns|ece sfeus liens\nFor a school official to fail to recommend one of his teachers for a\nposition in another community because he does not want to lose\nMOL SEF VICES L ro cere isieie sree ieleneketole eto otssa:chelelettrelayenetensysi ietslopeisveielnsenene\nFor a school official to go to a teacher to persuade her to accept a\nposition with him, before he has conferred with her present officials?\nTo issue or use a ‘“‘to-whom-it-may-concern” testimonial?.........\n. To fail to give ail pertinent facts when writing recommendations?...\n10. To bid or underbid for a position?...........,..+-. ones sisngiieswnc\n11. To seek an offer elsewhere for the purpose of securing advancement\nin one’s present position?\n\ncn seicius\n\nccc\n\ncoe\n\nne we ewaee ve tins ss\n\n12. To enter a combination to force increases in salaries?...... gaeweies\n13. To break a contract to accept another position?............ Lee eesees\n14, To dismiss, or recommend for dismissal, a teacher without giving her\nample notice and an opportunity to be heard?................ anes\nTo endeavor to secure or to maintain position by innuendo, exploitation, complimentary press notices, or advertising?................\nTo discuss deficiencies of pupils in such a way as would embarrass\n\n°\n\nthem or their parents?aascgncis.e\ncee ebm memerertnereketetenetiete) ete) avers nada\n17. To teach one’s religious, political, or other private beliefs to pupils—. .\n18. To accept pay for tutoring one’s own pupils?.............-.+++-+:19.To accept igifts from pupils?:(). Joi 5050! Seles\nlas - olnb > ees tele\n20. To accept pupils expelled from other schools until the expelling\nauthority has been consulted?..... fy < {0ST Pei\nGee Ee\n21. For school officials not to consult their subordinates before they\nmale policies? .fri020 04%. Wah. iG.dds. eyetiinic eee\nbicteeteleof\n22. To go ‘“‘over the heads” of one’s superiors?............--.+.+++--23. To fail to support school policies until they are changed even though\nene does not.agree: with them? ..ji050).... ) pe =o ber eee ites suas ee\n24, To violate official correspondence or conversation among teachers?.|..\n25. For school officials to change pupils marks?\nFor school officials to take the side of pupils against teachers?.......\nFor one teacher to mark the work of a pupil in another teacher’s\nclass or to interfere in disciplinary or other problems?..........\nTo fail to defend members of the profession when they are unjustly\nattacked? } . aN. GIR\nPOR ORS\naU\nTEs\nSNS\nTo censure and disclose unprofessional or immoral conduct, including mefficiency, within the profession?...................2e000eTo fail to be a progressive student of education?...................\nTo fail to encourage the fit to enter, and to discourage the unfit from\nentering the profession? oer ee tis. «cd gt sco\nce akin ars Suto mee\nTo use oe profession as a stepping stone to other professions or vocations\n3\nTo criticise the profession?\nTo do more than to vote for candidates in a political campaign?....\n35. To engage in a practise of recreation, dress, etc., of which the community doesnot approve ta sme\nns ts sete hase eee\nok eee.\n36. To fail to participate in activities for community betterment?\n37. To write general testimonials for salesmen?\n38. To solicit sample textbooks?.... /20.,.....sshee\neee\nbee\n39. To act as an agent for, or receive a commission, royalty, or anything\nof value from books or supplies in the purchase of which he or she\nexercises official decision?\n\nA LIST\n\nOF COMMON\n\nUNETHICAL\n\nPRACTICES\n\nPlease list here in the order of their seriousness and frequency the six most unethical practices\nwhich you have observed that teachers, principals, supervisors, and superintendents most frequently engage in and of which you think that a code of ethics should take cognizance.\n\n(1)\n(2)\n(3)\n(4)\n(5)\n(6) ee\nYour\n\n2aM.e—J_—\n\nPost\n\ne\n=\nn\nAddtess—————\n\nee\n\nion-\n\nee\n\neee\n\nee\n\n"}
{"page": 187, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n183\n\nTABLE I—SUMMARY OF RESPONSES OF CLASSROOM\nTEACHERS TO THE QUESTIONNAIRE\nTo- | Per- | To-\n\nPer\ncent\n“No”\n\nne\n\naeoo\n\n59.28\n\nataveceteiehats\n\ntal\nde|pends|\n| unquali-|\nfied\n\ncent\nde-\n\ntal\ndepends | pends}\nunquali-|\nquali- | fied\nfied\n\nPer\n\ncent\nde-\n\nTo- | Per\ntal\n\ncent | Total\n\nununpends | ananquali- |swer- |swer-|\nfied\ned\ned\n\nreplies\n\n92\n\n14.24\n\n73\n\n11.30\n\n13\n\n2.01\n\n| 646\n\n61.30 | 105\n52.78.|\n105\n83.12\n22\n23.52 | 114\n\n16.25\n16.25\n3.40\n17.64\n\n54\n68\n16\n67\n\n8.35\n10.52\n2.47\n10.37\n\n6\n15\nWW\n10\n\n92\n2.32\n1.85\n1.54\n\n646\n646\n646\n646\n\nMares eels\nbinda goss\n\n.\n\nbatted aeeryc§\nAarevels eats\n\n;\n:\n\n95.97\n68.11\n\nZz\n51\n\n.30\n7.89\n\n5\n32\n\nTT\n4.95\n\n2\n16\n\n.30 | 646\n2.47 | 646\n\nhong Seng\n\nA\n\n44.73\n\n61\n\n9.44\n\n40\n\n6.19\n\n30\n\n4.64\n\n| 646\n\nbie es a\n\né\n\n78.79\n\n58\n\n8.97\n\n29\n\n4.48\n\n13\n\n2.01\n\n646\n\n7\n.\n3,\n\n86.06\n51.54\n44.89\n66.09\n\n20\n69\n| 148\n97\n\n3.09\n10.68\n22.91\n51.01\n\n16\n28\n7E\n80\n\n2.47\n4.33\n10.99\n12.38\n\n12\n9\n16\n20\n\n1/85\n1.38\n2.47\n3.09\n\n646\n646\n646\n646\n\n1.38\n\nbode? gon a4\nmies) acetone\nopie Joos\nwnrece te ates\n\newe\n\n1.\n\n94.58\n\n9\n\nmerovalel seas\nNearevells epee\nmee Nere\n\nShae\n\nwe\nRe\na2\n9.\n22:\n4,\n\n91.79\n93.18\n91.64\n63.15\n28.48\n87.92\n\n15\n18\n12\n| 104\n| 189\n22\n\n16.\n\n58.20\n\n87\n\na\n4.\na:\n1.\n1.\ni.\nos\n5.\n\n65.94\n82.35\n94.58\n84.21\n58.20\n91.33\n91.48\n26.78\n\n| 105\n52\n2\n53\n| 138\n20\n22\n| 103\n\n2\n\n8\n\n1.23\n\n9\n\n1.38\n\n| 646\n\n2.32\n15\n2.78\n11\n1.85\n22\n16.09\n68\n29.25 | 112\n3.40\n20\n\n2.32\n1370:\n3.40\n10.52\n17°38\n3.09\n\n4\n1\n8\n7\n17\n7\n\n.61\n“id\n1.23\n1.08\n2.63\n1.08\n\n646\n646\n646\n646\n646\n646\n\n13.46\n\n67\n\n10.37\n\n12\n\n1.85\n\n| 646\n\n16.23\n81\n8.04\n23\n.46\n2\n8.20\n28\n21.36 | 106\n3.09\n21\n3.40\n10\n15.94\n62\n\n12.53\n3.56\n.30\n4.33\n16.40\n3.25\n1.54\n9.59\n\n17\n1l\n18\nad\n15\n5\n5\n14\n\n2.63\n1.70\nVey b)\n1.70\n2.32\n77\naad\n2.16\n\n646\n646\n646\n646\n646\n646\n646\n646\n\n90.71\n\n14\n\n2.16\n\n4\n\n.61\n\na7\n\n2.63\n\n| 646\n\n80.18\n40.71\n\n22\n| 122\n\n3.40\n18.88\n\n13\n78\n\n2.01\n12.07\n\n26\n10\n\n4.02\n1.54\n\n646\n646\n\n46.59\n\n98\n\nub soo\n\n91\n\n14.08\n\n22\n\n3.40 | 646\n\n31.88\n64.55\n77.86\n76.62\n48.45\n\n| 118\n| 103\n57\n56\n| 114\n\n18.26\n15.94\n8.82\n8.66\n17.64\n\n60\n61\n38\n27\n57\n\n9.28\n1.44\n5.88\n4.17\n8.82\n\na7\n22\n19\n22\n20\n\n2.63\n3.40\n2.94\n3.40\n3.09\n\n91.95\n\n17\n\n2.63\n\n11\n\nLe70\n\n4\n\n646\n646\n646\n646\n646\n\n-61 | 646\n\nand 94.57 percent of the chief excutives. A glance at the figures will\nshow that qualified statements are made by a small percent in each group.\nAll groups are likewise in agreement in giving second place in their\ndisapproval to “the violation of official correspondence or conversation\namong teachers.”\nClassroom teachers standing 94.58 percent against it,\nadministrative subordinates, 94.59 percent, and chief executives 94.57\npercent.\n;\nChief executives and administrative subordinates both give third place\nin their votes against the practise of ‘endeavoring to secure or to maintain\nposition by innuendo, exploitation, complimentary press notices, or advertising.”’ Classroom teachers place this fifth.\n“To discuss deficiencies of pupils in such a way as would embarrass\nthem or their parents” is frowned on by classroom teachers, 93.18 percent of whom give it third place, as do chief executives with a vote of\n\n92.44 percent.\n\nAmong\n\nadministrative subordinates\n\nthis unethical\n\ntise is given sixth place with a vote of 93.02 percent of their number.\n\nprac-\n\n"}
{"page": 188, "printed_page": null, "text": "184\nTABLE\n\nNatIoNAL\n\nEpuCATION\n\nASSOCIATION\n\nOF ADMINISTRATIVE\nOF RESPONSES\nII.—SUMMARY\nSUBORDINATES TO THE QUESTIONNAIRE\nTotal\n\nPer-\n\nTo-\n\nPer\n\ntal\n\ncent\nde-\n\npends | pends\n“Yes”\n\nNo\n\ni-|\n\nquali-\n\nht\n\n2.\nZe\niP\nLa\n8.\n3.\n4.\nLS)0.\nib\n3.\nLe\n2.\n13\nDe\n3.\n3.\n4.\n\nARNT\nO\nKAUNHEWwWNH\n\n_\n\n,HAUNDAN\nOW\nBe\nPIORT\nPOW\nRSE\nAWUAIAIAO\n\nANNAANA\n4\n\nPEEREER\n\naerorere\namis\naura\nlemrier\noeenk\ntea\nScare\ncorctnca\ntne\nSan\nDe\nal\nGN\nIN\nG8\nS989\nNE\nBSNS\n\nIt is interesting to note that the three groups vote almost in harmony on\nmany of the issues, practises which occupy the four lowest places being\nthe same for all types. The practise deemed least unethical in all lists\nis the ‘“‘acceptance of a position in a community where a relative is a member of the board or is a superintendent of schools.”\nRated as thirty-eighth in all lists is “failure to censure and disclose\nunprofessional or immoral conduct including inefficiency within the profession.”\nIt may, perhaps, be assumed that this does not imply that\nteachers condone any of these items, but that ‘“‘censuring and disclosing”\nsuch conduct might involve legal procedure not considered within the\nprovince of the teacher.\nThe thirty-seventh and thirty-sixth places are held by items about\naccepting gifts from pupils and doing more than ‘to vote for candidates\nin a political campaign.”\nIn the pages which follow the arrangement of practises for each group\nand the percent voting the practise unethical are listed. It will be seen\n\n"}
{"page": 189, "printed_page": null, "text": "REPORTS OF COMMITTEES\nee\nas ee\nTABLE\n\nNo.\nof\nQuestion\n\n185\n\nIII—SUMMARY\nOF RESPONSES\nOF CHIEF\nTIVES TO THE QUESTIONNAIRE\n\nToPer\nToHE tal\n; cent\ntal\nYes” | “Yes” | “No”\n\nPer\ncent\n| “No’\n\nToPerTotal\ncent\ntal\ndededepends | pends | pends|\nquali-}\nununquali-| quali- | fied\nfied\nfied\n\nRA:\n\nPer\nToPer\ncent\ntal\ncent | Todeununtal\npends | ananTequali- |swer- |swer-|\nplies\nfied\ned\ned\n\n1.74\n\n| 516\n\n5.23\n\n372\n\n31\n\n6.01\n\n9\n\n54\n\n10.47\n\n341\n\n66.09\n\n99\n\n19.19\n\n18\n\n3.49\n\n4\n\n.73\n\n145\n\n28.10\n\n175\n\n33.91\n\n| 151\n\n29.26\n\n40\n\n(hot\n\n5\n\n.97 | 516\n\n65\n203\n21\n62\n179\n\n405\n115\n488\n388\n211\n365\n452\n310\n314\n\n78.49\n22.29\n94.57\n75.19\n40.89\n70.74\n87.60\n60.08\n60.85\n\n30\n| 159\n\n35\n125\n60\n\n12.60\n39.34\n4.07\n12.02\n34.68\n8.91\n6.78\n24.22\n11.63\n\n49\n89\n84\n26\n60\n| 119\n\n5.81\n30.81\n1.16\n9.50\naes\n16.28\n5.04\n11.63\n23.06\n\n7\n30\n1\n11\n21\n15\n1\n12\n20\n\n1.36\n5.81\n.19\n2,13\n4.07\n2.91\n.19\nDror\n3.88\n\n9\n9\n(0)\n6\n16\n6\n2\n9\n3\n\n20\n\n3.88\n\n367\n\n(pli\n\n96\n\n18.60\n\n28\n\n5.43\n\n5\n\n17\n14\n13\n14\n31\n\n3.29\n2.71\n2iSe\nAe fi\n6.01\n\n448\n481\n477\n407\n354\n\n86.82\n93.22\n92.44\n90.50\n68.60\n\n43\n19\n22\n24\n98\n\n8.33\n3.68\n4.26\n4.65\n18.99\n\n6\n1\n2\nuf\n23\n\n1.16\n.19\n.39\n1.36\n4.46\n\nZ\ni\n2\n4\n10\n\n130\n\n25.19\n\n162\n\n31.40\n\n| 187\n\n36.24\n\n23\n\n4.46\n\n14\n\n2.0\n\n516\n\n31\n83\n\n6.01\n17.05\n2.33\n3.88\n3.29\n3.29\n2.52\n2.13\n4.84\n52.33\n6.40\n13.95\n19.57\n23.06\n36.05\n6.59\n4.65\n5.62\n19.38\n3.68\n\n407\n265\n379\n444\n488\n415\n284\n461\n464\n119\n441\n389\n231\n210\n143\n342\n412\n402\n247\n475\n\n57\n78.88\n51.36 | 118\n84\n73.45\n40\n86.05\n2\n94.57\n60\n80.43\n55.04 | 166\n36\n89.34\n17\n89.92\n96\n23.06\n85.47\n17\n30\n75.39\n44.77 | 140\n40.70 | 149\nPURd AU Ses}\n66.28 | 116\n60\n79.84\n65\n77.91\n47.87 | 126\n92.05\n16\n\n11.05\n22.87\n16.28\n7.75\n.39\n11.63\na2 17\n6.97\n3.29\n18.60\n3.29\n5.81\nya ag e)\n28.88\n29.65\n22.48\n1163\n12.60\n24.42\n3.10\n\n14\n28\n22\n7\n1\n12\n39\n4\n3\n23\n6\n6\n29\n24\n25\n15\n10\n12\n23\n3\n\ndew Gk\n5.43\n4.26\n1.36\n.19\nZuse\n7.56\n78\n58\n4.46\n1.16\n1.16\n5.62\n4.65\n4.84\n2.91\n1.94\n2.32\n4.46\n.58\n\n7\n17\n19\n5\n8\n12\n14\n4\nVA\n8\n19\n19\n15\n14\n9\n9\n10\n8\n20\n3\n\n1.36\n3.29\n3.68\n.97\n1.55\n2.32\n2.01\n.78\n1.36\nLDS!\n3.68\n3.68\n2.91\n2.71\n1.74\n1.74\n1,94\n155)\n3.88\n.58\n\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n\n27\n\n72.09\n\n(Hh\n\n14,92\n\n1.74\n1.74\n.00\n1.16\n3.10\n1.16\n.39\n1.74\n58\n\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n\n.97 | 516\n.39\n19\n.39\n.78\n1.94\n\n516\n516\n516\n516\n516\n\nthat the three lists contain exactly the same items, but the sequence\nchanges slightly for the different groups.\n‘The first list is that of the\nclassroom teachers:\n1. For a school official to fail to recommend\n\nfor a position\n95.97 percent.\namong teachers.\n\none of his teachers\n\nin another community because he does not want to lose her services.\n\n2. To violate official correspondence or conversation\n\n94.58\n\npercent.\n\n3. To dismiss, or recommend for dismissal, a teacher without giving her ample\n94.58 percent.\nnotice and an opportunity to be heard.\n4. To discuss deficiencies of pupils in such a way as would embarrass them or\n93.18 percent.\ntheir parents.\n5. To\n\nact\n\nas\n\nan\n\nagent\n\nfor,\n\nor\n\nreceive\n\na\n\nvalue from books or supplies in the purchase\ndecision.\n\ncommission,\n\nof which\n\nroyalty,\n\nor\n\nanything\n\nof\n\nhe or she exercises official\n91.95 percent.\n\n6. To endeavor to secure or to maintain position by innuendo, exploitation, com91.79 percent.\nplimentary press notices, or advertising.\n7. To teach one’s religious, political, or other private beliefs to pupils.\n91.64 percent.\n\n"}
{"page": 190, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n186\nae\nee\na\n8. To fail to defend members of the profession when they are unjustly at91.48 percent.\n;\ntacked.\n9. For one teacher to mark the work of a pupil in another teacher’s class or\n91.33 percent.\nto interfere in disciplinary or other problems.\n\n90.71 percent.\n10. To fail to be a progressive student of education.\n11. To accept pupils expelled from other schools until the expelling authority\n87.92 percent.\nhas been consulted.\n86.06 percent.\n12. To bid or underbid for a position.\n84.21 percent.\n13, For school officials to change pupils’ marks.\n14, To fail to withdraw outstanding applications when a position has been\naccepted.\n83.12 percent.\n15. To fail to support school policies until they are changed even though one\ndoes not agree with them.\n82.35 percent.\n16. To fail to encourage the fit to enter, and to discourage the unfit from entering, the profession.\n80.18 percent.\n17. To fail to give all pertinent facts when writing recommendations.\n78.79 percent.\n\n18, To fail to particpate in activities for community betterment. 77.86 percent.\n19. To write general testimonials for salesmen.\n;\n76.62 percent.\n20. For a school official to go to a teacher to persuade her to accept a position\nwith him before he has conferred with her present officials. »\n68.11 percent.\n21. To break a contract to accept another position,\n66.09 percent.\n22. To go “over the heads” of one’s superiors.\n65.94 percent.\n23. To engage in a practise of recreation, dress, etc., of which the community\ndoes not approve.\n\n64.55\n\npercent.\n\n24. To accept pay for tutoring one’s own pupils.\n63.15 percent.\n25. For a teacher to apply for a position directly to a board instead of to the\nsuperintendent or to a similar executive.\n61.30 percent.\n26. To apply for a position not known to be vacant.\n59.28 percent.\n27. For school officials not to consult their subordinates before they make\npolicies.\n58.20 percent.\n28, For school officials to take the side of pupils against the teacher.\n58.20 percent.\n\n29. To accept a position from which the immediately preceding. occupant was\ndismissed unjustly.\n52.78 percent.\n30. To seek an offer elsewhere for the purpose of securing advancement in\none’s present position.\n31. To solicit sample\n\n32.\n33.\n34.\n35.\n\nTo\nTo\nTo\nTo\n\n36. To\n\n51.54 percent.\ntextbooks.\n48.45 percent.\ncriticise the profession.\n46.59 percent.\nenter a combination to force increases in salaries:\n44.89 percent.\nissue or use a “to-whom-it-may concern” testimonial.\n44.73 percent.\nuse the profession as a stepping stone to other professions or vocations.\n40.71 percent.\ndo more than to vote for candidates in a political campaign.\n31.88 percent.\n\n37. To accept gifts from pupils.\n38. To censure and disclose unprofessional or immoral\n\nciency, within the profession.\n39. To accept a position in a community\nboard or is superintendent of schools.\n\nwhere\n\nThe order in which those in subordinate\nthe practises as unethical follows:\n1. For a school official to fail to recommend\nin another community\n\nbecause\n\nhe does\n\nnot want\n\n28.48 percent.\nconduct, including inefi-\n\n26.78 percent.\na relative is a member of the\n23.52 percent.\n\nadministrative\n\npositions list\n\none of his teachers\n\nfor a position\n\nto lose her services.\n96.40\n\npercent.\n\n"}
{"page": 191, "printed_page": null, "text": "REPoRTS OF COMMITTEES\n\n187\n\n2. To violate official correspondence or conversation among teachers.\n94.59 percent.\n3. To endeavor to secure or to maintain position by innuendo, exploitation, complimentary press notices, or advertising.\n94.14 percent.\n4. To act as an agent for, or receive a commission, royalty, or anything of value\nfrom books or supplies in the purchase of which he or she exercises official\ndecision.\n93.92 percent.\n\n5. To teach one’s religious, polticial, or other private belief to pupils.\n93.47 percent.\n\n6. For one teacher to mark the work of a pupil in another teacher’s class or to\ninterfere in disciplinary or other problems.\n93.02 percent.\n\n7. To\n\ndiscuss\n\ndeficiencies of pupils in such\n\na way\n\nas would\n\nembarrass\n\nthem\n\nor their parents.\n93.02 percent.\n8. To dismiss, or recommend for dismissal, a teacher without giving her ample\nnotice and an opportunity to be heard.\n92.57 percent.\n9. To fail to defend members of the profession when they are unjustly attacked.\n\n;\n\n90.09 percent.\n\n10. To fail to be a progressive student of education.\n87.84 percent.\n11. To fail to support school policies until they are changed, even though one\ndoes not agree with them.\n87.39 percent.\n12. To fail to withdraw outstanding applications when a position has been\naccepted.\n\n84.46 percent.\n\n13. To bid or underbid for a position.\n84.23 percent.\n14. To accept pupils expelled from other schools until the expelling authority\nhas been consulted.\n83.56 percent.\n15. For school officials to change pupils’ marks.\n81.31 percent.\n16. To fail to participate in activities for community betterment.\n79.95 percent.\n17. To write general testimonials for salesmen.\n79.05 percent.\n18. To fail to encourage the fit to enter, and to discourage the unfit from enter-\n\ning the profession.\n19. To go “over the heads” of one’s superiors.\n20. To fail to give all pertinent facts when\n\n76.58 percent.\n74.55 percent.\nwriting recommendations.\n74.32 percent.\n\n21. For a school official to go to a teacher to persuade\n\nher to accept a position\n\nwith him, before he has conferred with her present officials.\n74.10 percent.\n22. For a teacher to apply for a position directly to a board instead of to the\nsuperintendent or to a similar executive.\n71.62 percent.\n23. To accept pay for tutoring one’s own pupils.\n70.50 percent.\n24. To break a contract to accept another position.\n67.12 percent.\n25. To apply for a position not known to be vacant.\n66.22 percent.\n26. To engage in a practise of recreation, dress, etc., of which the community\ndoes not approve.\n64.64 percent.\n27. To seek an offer elsewhere for the purpose of securing advancement in\none’s present position.\n57.43 percent.\n28. For school officials to take the side of pupils against teachers. 53.60 percent.\n\n29. For\npolicies.\n\nschool\n\nofficials\n\nnot\n\nto\n\nconsult\n\ntheir\n\nsubordinates\n\nbefore\n\n30. To enter a combinaton to force increases in salaries.\n31. To solicit sample textbooks.\n32. To use the profession\n\nas a stepping stone to other professions\n\nthey make\n51.58 percent.\n\n50.68 percent.\n48.87 percent.\nor vocations.\n45.50 percent.\n\npreceding occupant was\n44,82 percent.\n42.34 percent.\n.\n40.99 percent.\n35. To issue or use a “to-whom-it-may-concern” testimonial.\n36. To do more than to vote for candidates in a political campaign.\n33. To accept a position from which\n\nthe immediately\n\ndismissed unjustly.\n34. To criticise the profession.\n\n28.83 percent.\n\n"}
{"page": 192, "printed_page": null, "text": "NaTIONAL EpuCcATION ASSOCIATION\n188\nee\neS\ne\nSY\n28.15 percent.\n37. To accept gifts from pupils.\n38. To censure and disclose unprofessional or immoral conduct, including\n22.75 percent.\ninefficiency, within the profession.\n39. To accept a position in a community where a relative is a member of the\n18.92 percent.\nboard or is superintendent of schools.\n\nChief executives list the thirty-nine practises as unethical in the following order:\n1. For a school official to fail to recommend\n\none of his teachers for a position\n\nin another community because he does not want to lose her services. 94.57 percent.\n2. To violate official correspondence or conversation among teachers.\n\n94.57 percent.\n\n3. To endeavor to secure or to maintain position by innuendo, exploitation, complimentary press notices, or advertising.\n93.22 percent.\n4. To discuss deficiencies of pupils in such a way as would embarrass them\nor their parents.\n5. To act as an agent for, or receive a commisson,\n\n92.44 percent.\nroyalty, or anything of value\nfrom books, or supplies in the purchase of which he or she exercises official\ndecision.\n;\n92.05 percent.\n6. To teach one’s religious, political, or other private belief to pupils.\n90.50 percent.\n7. To fail to defend members of the profession when they are unjustly attacked.\n89.92 percent.\n8. For one teacher to mark the work of a pupil in another teacher’s class or to\ninterfere in disciplinary or other problems.\n89.34 percent.\n9. To bid or underbid for a position.\n87.60 percent.\n\n10. To dismiss, or recommend for dismissal, a teacher without giving her ample\nnotice and an opportunity to be heard.\n\n86.82 percent.\n\n11. To fail to support school policies until they are changed even though one\ndoes not agree with them.\n86.05 percent.\n12. To fail to be a progressive student of education.\n85.47 percent.\n13. For school officials to change pupils’ marks.\n80.43 percent.\n14. To fail to participate in activities for community betterment.\n79.84 percent.\n15. To accept pupils expelled from other schools until the expelling authority\nhas been consulted.\n78.88 percent.\n16. To fail to withdraw outstanding applications when a position has been\naccepted.\n78.49 percent.\n17. To write general testimonials for salesmen.\n77.91 percent.\n18. To fail to encourage the fit to enter, and to discourage the unfit from\nentering the profession.\n75.39 percent.\n19. For a school official to go to a teacher to persuade her to accept a position\nwith him, before he has conferred with her present officials.\n75.19 percent.\n20. To go “over the heads” of one’s superiors.\n73.45 percent.\n21. To apply for a position not known to be vacant.\n|\n72.09 percent.\n22. To break a contract to accept another position.\n71.12 percent.\n23. To fail to give all pertinent facts when writing recommendations.\n24. To accept pay for tutoring one’s own pupils.\n25. To engage in a practise of recreation, dress, etc., of which\ndoes not approve.\n\n26. For a teacher to apply for a position directly to a board\nsuperintendent or to a similar executive.\n\n70.44 percent.\n\n68.60 percent.\nthe community\n66.28 percent.\n\ninstead of to the\n66.09 percent.\n\n27. To enter a combination to force increases in salaries.\n60.85 percent.\n28. To seek an offer elsewhere for the purpose of securing advancement in one’s\npresent position.\n60.08 percent.\n\n"}
{"page": 193, "printed_page": null, "text": "REpPoRTS OF COMMITTEES\n\n189\n\n29. For school officials to take the side of pupils against teachers.\n55.04 percent.\n30. For school officials not to consult their subordinates before they make\npolicies.\n,\n51.36 percent\n31. To solicit sample textbooks.\n47.87 percent.\n32. To use the profession as a stepping stone to other professions or vocations.\n44.77 percent.\n\n33. To issue or use a “to-whom-it-may-concern” testimonial.\n40.89 percent.\n34. To criticise the profession.\n40.70 percent.\n35. To accept a position from which the immediately preceding occupant was\ndismissed unjustly.\n33.91 percent.\n36. To accept gifts from pupils.\n31.40 percent.\n37. To do more than to vote for candidates in a political campaign.\n27.71\n\npercent.\n\n38. To censure and disclose unprofessional or immoral conduct, including inefficiency, within the profession.\n23.06 percent.\n39. To accept a position in a community where a relative is a member of the\nboard or is superintendent of schools.\n22.29 percent.\n\nThe foregoing analysis is only a small part of the story. This shows\nhow the different persons in the three groups reacted to the thirty-nine\nqueries submitted to them by the committee.\nMore illuminating matter\nstill appears in the comments and original cases cited by those who answered the questionnaire.\n‘This material has so far been tabulated only\nfor the group of chief executives. A glance at that material reveals much\nto guide the committee, but until replies of all groups can be passed in\nreview together no authoritative deductions can be made.\nA code for the teaching profession should include all those who have\nto do with education in any capacity. This is the belief of the committee\nand appears also to be the opinion for the most part of those to whom the\nquestionnaire was sent. “To sort out from this wealth of material cases\nof the type that will keep the members of the teaching profession thinking\nas one body is the task to be accomplished.\nSome of the perplexities confided to this committee do not come under\nthe head of ethics at all, it would seem.\nOne member of the chief executives groups puts down “undue timidity” as one of the six most unethical\npractises.\nSome of us would claim that such a characteristic, while\nunfortunate, is none the less about as little to be remedied by a code of\nethics as freckles would be. Other items listed might be characterized as\ninexpedient, impracticable, or out of taste rather than unethical. However,\nit will be conceded that nearly all point to the need of a clearly defined\nstatement of cases and the publication of a code.\nFrom 516 returns, representing forty-one states, 1698 unethical pracMost\nOf these 1698 practises, 370 were different.\ntises were tabulated.\nthereare,\nand\ntimes,\nfew\nof them were mentioned only once, twice, or a\nfore, not to be considered as particularly significant. The replies varied\nall the way from “applying for positions not known to be vacant” to\n“failure to love the world” and “failure to accept one’s location in ‘California style’.’” Ten unethical practises mentioned most frequently are\n\n"}
{"page": 194, "printed_page": null, "text": "ASSOCIATION\n\nEpucATION\n\n190\n\nNATIONAL\n\nherewith listed.\nchief executives:\n\nIt will be remembered\n\nthat they are items listed by\n\nItem\n1. Teachers\n\napplying for positions not known\n\n2. Breaking\n\na contract\n\nFrequency\n101\n\nto be vacant..........+-++..\n\nposition..........+-+++e+seeeeees\n\n93\n\n3. Failure to give all pertinent data when writing recommendation........\n4. Bidding or underbidding for positions.......-....+++e+eeeseeeerereeeee\n5. Failure to support school policies until they are changed, even though one\n0-0 «ji sels + o\\~ 2 eeleirielole oleicieithchske biel aickoae\ndoespnot agree) with them...\n6. Failure to be a progressive student of education.........sseeeeeeeereees\n7. Endeavoring to secure or to maintain a position by innuendo, exploitation, complimentary press notices or advertising..............++++.-68. Going over the heads of one’s SUPETIOIS.....--.\n1... see eee er seer eee eeeees\n9. Failure to withdraw outstanding applications when a position has been\n\n81\n69\n\nto accept\n\nanother\n\n61\n52\n49\n44\n\nACCEPLEGs vag. htste apendeePheys) akefakesahcous! e ) Skemsiskeuaites p= ensl-wich > Reatete et) tolrete ee knee\n\n37\n\n10. Criticizing other members of the profession unjustly.............+..-+---\n\n37\n\nUntil the study begun can be completed, it would be unscientific as well\nas overventuresome for this committee to formulate a-code.\nOne might hazard a few guesses about the tenor of some principles to\nbe included:\n1. Fairness of teachers to their superiors and of superiors to their teachers.\n2. Scorn of vulgar advertising of oneself.\n;\n3. Frowning on the broadcasting of private information learned about one’s\npupils.\n4. Tolerance, indicated by avoidance of stirring race, political, or religious\ncontroversies in school.\n5. Respect for one’s profession indicated by defense of one’s colleagues, urging\nthe fit to enter, keeping oneself abreast of the times.\n\nIt is hoped that before the summer is over, the committee will be able\nto have a digest of all this material in readiness. To those who believe\nthat a code can be built up only by cases, the tabulations from this questionnaire should prove a gold mine.\n\nREPORT\nWILLIAM\n\nM.\n\nOF LEGISLATIVE\n\nDAVIDSON,\n\nCHAIRMAN,\n\nPITTSBURGH,\n\nCOMMISSION\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nPENNSYLVANIA\n\nThe report of the Legislative Commission has been printed and placed\n\nin your hands.\nBy way of giving special emphasis to the organization,\nI desire to read certain paragraphs as set forth in the report.\n\nYour Legislative Commission desires to submit the following report upon\na few of its major activities since the date of the Seattle meeting of the\nNational Education Association in July, 1927.\nThe Commission, under the set-up as provided for in the administration\nof Francis G. Blair and as continued under the present administration. now\ncomprises 132 members, including representatives from every state i the\nunion. In addition to this central, nationwide group, there is a very large\n\n"}
{"page": 195, "printed_page": null, "text": "pets\n\nste, Oe\n\nOF COMMITTEES\neeeREPORTS\nenti\nal ali rt llc\n\n191\n\nsupplemental body, including some 3000 members of the National Education Association, who are assisting the Commission in carrying on its\nnationwide campaign of publicity and education.\nThe members of this\nlarge supporting group are serving on state, county, and local committees\nin practically every state of the union and in every section of the country.\nIncreased\n\nInterest in Bill\n\nIt is largely through the 3000 members of these widely distributed\nsupporting committees that the activities of the Legislative Commission\nhave been broadcast to the country through the office of the Field Secretary\nAs a result of their\nof the National Education Association at Washington.\nfine cooperation and support, we feel that we close. the year with a more\nenthusiastic and intelligent interest in the Education Bill than in any previous year in the history of the National Education Association.\nBy careful check the volume of publicity on the bill during the past\nyear has exceeded that of any other year. This has included newspaper\neditorials and reports of addresses by the president of the Association, the\nchairman of the Commission, the Field Secretary and other members of the\nAssociation,\nSuch an increase in publicity is the natural result of the\nset\nof 3000 people in behalf of a movement in which they heartily\nelieve.\nCurtis-Reed\n\nBill\n\nReintroduced\n\nThe Education Bill was reintroduced as H. R. 7 in the House of Representatives on December 5, 1927, by Representative Daniel Alden Reed of\nNew York, chairman of the House Committee on Education, and in the\nSenate as S. 1584 on December 13 by Senator Charles Curtis, majority\nleader of the Senate and now Republican nominee for vicepresident.\n“The\nbill contains one important change, a new Section 10, which provides for a\nnational council of state superintendents of education.\nAt the urgent\ninsistence of a large number of leaders of the movement for a Department\nof Education, this provision was added in the hope of facilitating the work\nof the federal department as a clearinghouse for educational problems.\nGreat impetus was given to the movement for a Department of Education through the very excellent statement which President Coolidge made\nin his annual address to Congress on December 6. ‘This strong endorsement of the principles of coordination of existing federal educational\nactivities, provided in the Curtis-Reed Bill, reads as follows:\nFor many years it has been the policy of the federal government to encourage\nand foster the cause of education. Large sums of money are annually appropriated\nto carry on vocational training. Many millions go into agricultural schools. The\ngeneral subject is under the immediate directionof a Commissioner of Education.\nWhile this subject is strictly a state and local function, it should continue to have\nI am still of the opinion that\nthe encouragement of the national government.\nmuch good could be accomplished through the establishment of a Department of\nEducation and Relief, into which would be gathered all of these functions under\none directing member of the Cabinet,\n\n"}
{"page": 196, "printed_page": null, "text": "192\n\nNATIONAL\n\nEpuUCATION\n\nStatements of Members\nNot since the Education\n\nASSOCIATION\n\nof Congress\n\nBill has been before\n\nCongress\n\nhas such an\n\nendorsement of the principles of the measure been made by a President of\nNor have we, in any previous year, been so fortunate\nthe United States.\nin having statements on the bill made by prominent members of Congress.\nOn December 20 the Congressional Record carried the remarks on a De-\n\npartment of Education by Representative Reed, co-author of the bill.\nReprints totaling 100,000 have been circulated, and excerpts have been\nwidely printed. The late Senator Woodbridge N. Ferris of Michigan,\nanother friend of our cause, prepared a speech on the Education Bill early\nin the Seventieth Congress, but was prevented from delivering it by his\nsickness and death. “his undelivered address was filed in the Congressional Record of May 6 in connection with memorial services for the\nSenator\nSenator, and distribution has been begun of 40,000 reprints.\nMorris Sheppard of Texas, an avowed friend of the Education Bill, has\nfortunately been appointed to succeed Mr. Ferris on the Senate Committee\non Education and Labor.\nDuring the recent hearing on the Education Bill Congressman William\nC. Hammer of North Carolina made a brief but effective statement in\nwhich he said that he had no fear of the violation of state rights in education through the activities of a Secretary in the President’s Cabinet.\nAlready thousands of copies of this statement have been distributed throughout the country.\n\nConferences\n\nat Washington\n\nIn the first week of Congress I spent several days in Washington conferring with the President of the United States, the authors of the Education Bill, and a number of other important leaders in both houses of Congress whom I had come to know during my years in Washington as\nsuperintendent of schools in the District of Columbia.\nA careful study of the personnel of the Committees on Education in both\nhouses of Congress made it apparent that a vigorous attempt to force the\nbill out of committee would be unwise before the party conventions and\nthe November elections. At the opening of the next Congress it is possible\nthat the atmosphere will be cleared and the stage set for more sympathetic\nconsideration of this bill than ever before.\nIn order to prepare for favorable action at that time renewed efforts will\nbe necessary during the coming year by educators who are attempting to\ninterest their Congressmen in this bill. It is therefore most important that\nmembers of Congress be interviewed on this subject while they are at home\non vacations.\nEvery teacher should arrange for a conference with his\nCongressman about this bill, and in addition get at least one business man\nof the community to speak to his Congressman in support of a Department\nof Education.\nIt is significant that both the major political parties in this country have\nat different times given their endorsement to the principles involved in the\n~\n\n"}
{"page": 197, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n193\n\nEducation Bill. The Republican party specifically endorsed a Department\nof Education and Relief at its Cleveland convention in 1924. The Democratic party in the same year, at its New York convention, and again this\nyear at the Houston convention, has likewise committed itself to the general\nprinciple for which this association has stood since 1918 in its battle for a\nCabinet post for education.\nIt is likewise significant that the Republican\nparty, at its recent convention in Kansas City, nominated as its candidate\nfor vicepresident one of the sponsors of a Department of Education, Hon.\nCharles Curtis of Topeka, Kansas, co-author with Congressman Reed of\nthe new Curtis-Reed bill, now before the Education Committees of both\nhouses of Congress.\n\nPlans Made\n\nfor the Hearing\n\nThe Legislative Commission has continued the plan of holding a conference of its members at the time of the annual meeting of the Department\nof Superintendence.\nSuch a conference was held during the Boston meeting of this department last February, at which time plans were outlined and\ndiscussed in connection with the proposed hearing on the new Curtis-Reed\nBill before the Committee on Education in the House of Representatives\n\nat Washington.\nAs a result of this Boston conference, a hearing on the bill was arranged\nfor the last week in April, 1928.\nI hold in my hand a copy of the report\nof this hearing which contains, according to the friends of the bill in the\nHouse Committee on Education, perhaps the finest and most logical arrangement of proper statements for the bill that have yet been assembled in a\nsingle volume.\nWe were fortunate in having Mr. Reed, the author of the bill, as chairman of the Committee on Education which heard the arguments for and\nagainst the measure.\nI want to call your attention to the fact that in the\nreport we have quoted the preliminary statement of Chairman Reed as set\nforth in the record of the hearing on the Education Bill which has just\ncome from the Government printing press at Washington.\nA limited number of copies of the report of this hearing are available for distribution to\nthe teachers of the land. Later I shall speak a word with regard to how\nwe may secure a multiplication of the supply of copies. In the very beginning of the hearing, desiring to bring out a clear statement of the need for\na Department of Education, Mr. Reed set up the following points to which\nhe directed the attention of witnesses:\n1. We know that the federal government has always been interested in the\npromotion of education and we want to ascertain if the purpose of this bill means\nin any sense a departure from the established policy of the federal government.\n2. The United States has supported a Bureau of Education in the Department\nof the Interior for more than a half century. If this bureau is not adequate the\ncommittee wants to know in what ways it is inadequate and what remedy, if any,\nthe present bill proposes for this inadequacy.\n3. The present bill provides for scientific investigations or research in various\nfields. What would be the advantages of such research study to the country as a\nwhole and to the different types of education?\n\n"}
{"page": 198, "printed_page": null, "text": "194\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ne\nSS\nS\nwe\n\neee\n\n4. The committee would like any light that it can receive on the question of the\nconstitutionality of the present bill, especially if there are any provisions in the bill\n:\nthat place control of education in any way with the secretary of education.\n5. The members of the committee would like to know how the present bill\nwould affect private and sectarian schools throughout the country.\n6. The committee wants to know whether or not the present bill is tied in with\nthe proposal for federal aid or whether in the judgment of those who are proponents of the measure the question of federal aid is entirely independent of the\npresent measure.\n7. The committee would like to know definitely who are in favor of this bill\nand who are against it, together with facts, reasons, and arguments held by opposing groups.\n\nIf the committee can get light on the foregoing matters, the members will be in\nmuch better position to form a definite opinion as to the desirability of the bill.\n\nProponents\n\nof the Bill\n\nPursuant to Mr. Reed’s introductory remarks, for five days witnesses\nfor and against a Department of Education appeared before this committee.\nThere was a notable array of speakers including Dr. John A. H. Keith,\nState Superintendent of Public Instruction in Pennsylvania; Dr. John H.\nMacCracken, Chairman of the Committee on Federal Legislation of the\n\nAmerican Council on Education; Dr. Charles R. Mann, Director of the\nAmerican Council on Education; Dr. Cloyd Heck Marvin, Presiderit of\nGeorge Washington University; Dr. Thomas E. Finegan, Education Director of the Eastman Kodak Company; Dr. Milton Fairchild, President\nof the Character Education Institution, Washington, D. C.; Mrs. Frederick\nP. Bagley of Boston, Vice Chairman of the National Committee for a\nDepartment of Education; Harlan B. Peabody, of Providence, Rhode\nIsland, State Chairman of Activities in Behalf of a Department of Education; Joy Elmer Morgan, Director of Publications, and Dr. John K.\nNorton, Director of Research, National Education Association.\nA number of persons who were unable to be present at the hearing also\nfiled statements in support of the bill. Among these were Mr. A. Lincoln\nFilene, a leading merchant of Boston, whose secretary represented him at\nthe hearing; Miss Cornelia S. Adair, President of the National Education\nAssociation; and Dr. Frank D. Boynton, President of the Department of\nSuperintendence of the National Education Association.\n\nStrong\n\nOrganization\n\nSupport\n\nIn addition, statements and resolutions endorsing the bill were placed\nin the record from 34 state superintendents of public instruction, 30 state\nor sectional education associations, and 22 lay supporting organizations.\nAlmost without exception these statements and resolutions were dated\nduring the past year, while the opponents of the measure found it necessary\nto use some statements and resolutions from several years back in support\nof their arguments.\nThe greater value of recent endorsements is most\nobvious, and for that reason state and sectional education associations are\nurged to take action on the Education Bill, at least annually, until the\n\n"}
{"page": 199, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n195\n\nmeasure is adopted by Congress.\nOnly in that way and by personal communications can the members of Congress be convinced that the endorsement of this movement for a Department of Education is a matter of vital\nimportance to the teaching profession.\n\nSpecial Research\n\nProblem\n\nPresented\n\nAt former hearings the committee members were insistent upon knowing\nwhat problems needed study, what research would be undertaken by a\n\nDepartment of Education, and why educators had not presented this need\nfor appropriations\n\nfor such purpose\n\nto Congress.\n\nSuch\n\nquestions\n\nwere\n\nanswered in specific terms at this hearing by Dr. Charles H. Judd, Director\nof the School of Education, University of Chicago, who headed a committee of the North Central Association of Colleges and Secondary Schools\nthat appeared before the committee on education to ask for a special appro-\n\npriation of $500,000 for two years for a study of secondary school problems\nto be conducted by the United States Bureau of Education.\nThe members of this committee were Dr. W. W. Boyd, President of\nWestern College for Women, Oxford, Ohio, and Past President of the\nCentral Association of Colleges and Secondary Schools; W. I. Earley,\nPrincipal of the Washington High School, Sioux Falls, South Dakota, and\npresent President of the North Central Association of Colleges and Secondary Schools; H. V. Church of Cicero, Illinois, Sécretary of the National Association of High School’ Principals of the United States; and\nW. P. Morgan, President of the State Teachers College, Macomb, Illinois,\nPresident of the American Association of Teachers’ Colleges of the United\nStates.\nRepresentatives of only 10 national organizations appeared against the\nbill, while the total number of statements for the opposition was less than\none-fourth as many as those in support of the measure.\n\nUnusual\n\nHelp from\n\nCommittee\n\nExperienced people, for the most part, presented our side of the case, and\nfriendly members of the committee helped our cause by skillful questioning\nof witnesses.\nEspecially helpful were the remarks of five members of the\nCommittee on Education.\n‘They were Representatives John M. Robsion of\nKentucky, Elmer O. Leatherwood of Utah, Willis G. Sears of Nebraska,\nB. G. Lowrey of Mississippi, and Chairman Reed of New York.\nMr. Reed was present at nearly every session of the committee and\nstudied the arguments both for and against the bill. At the close he\nsummed up the situation in the following short statement which ought to\nbe familiar to every school teacher in America:\nWe have been listening, for the better part of five days, to the arguments advanced for and against enactment of H. R. 7, a bill which provides for the creation\nof a department of education, with a secretary in the President’s Cabinet.\nValuable information has been brought out about every point which I set up in my\nstatement at the beginning of the hearing. After listening to the testimony it seems\nto me that a number of conclusions may be drawn.\n\n"}
{"page": 200, "printed_page": null, "text": "196\n\nNATIONAL\n\nEDUCATION\n\nGovernment\n\nHas\n\nASSOCIATION\n\nNee\nee\nee\neee eee ee ee\n\nFederal\n\nAlways\n\nPromoted\n\nEducation\n\nIt is not my purpose to review here the significant part which the federal\nI\ngovernment has taken from the very beginning in the promotion of education.\ndo want to urge the members of the committee, however, to read, in this connection,\n\nthe testimony of John A. H. Keith, commissioner of education in the state of\nPennsylvania, in which he outlined the history of federal participation in education. I think it has been definitely demonstrated at this hearing that the present\nbill does not mean in any sense a departure from the established policy of the\nfederal government.\n\nBureau\n\nof Education\n\nInadequate\n\nfor Present\n\nNeeds\n\nThe present Bureau of Education, created in 1867, is inadequate to meet the\nneeds of a federal agency in this day and time. It was declared, by one witness\nwho was opposed to a department of education, to be hopelessly inadequate.\nThere\nwas general agreement among the proponents of the bill that the Bureau of Education, under present conditions, cannot do the research work that it is hoped\nand expected a department of education will do. Convincing arguments in support\nof this point of view have been brought out at the hearing.\n\nResearch Now Applied in Many\n\nFields\n\nNo one could have listened to these arguments or could read this record without marveling at the gigantic strides that have been made in the whole field of\nscientific investigation in recent years.\nImpressive evidence has been given concerning scientific research which is going on in almost every branch of human\nendeavor.\nWhen one’ contrasts the investigations that are being made in the field\nof business, agriculture, manufacturing, and distribution with the comparatively\nsmall effort which the federal government is putting forth in scientific research\nin education, one cannot help being impressed with the need for similar research\nin education such as would be possible only under a federal department of education.\n\nConstitutionality\n\nof Bill Upheld\n\nThe question of the constitutionality of H. R. 7 has been raised during this\nhearing. The opponents of a department of education very generally agree that\nthe work which the Bureau of Education is doing deserves support and ought to be\ncontinued, thereby admitting the right of the federal government to promote education. Because I have made a study of this question I should like to add further\nemphasis to the arguments that have been given to the committee regarding the\nconstitutionality of the bill, which provides for a fourth “welfare” department.\nAuthorization for creation of the Department of Agriculture and later of the\nDepartments of Commerce and Labor was found in Article I, section 8, of the\nConstitution, which provides that the federal government may levy taxes for the\ngeneral welfare as follows:\n“The Congress shall have power to lay and collect taxes, duties, imposts, and\nexcises, to pay the debts and provide for the common defense and general welfare\nof the United States, but all duties, imposts, and excises shall be uniform throughout the United States.”\nThis clause has given rise to much controversy, but the interpretation given\nto it by Story in his great work on the Constitution has been followed by Congress\nin practice since the Government went into operation. As Story observes, the clause\nshould be read as follows:\n“Congress shall have power to lay and collect taxes, duties, imposts, and excises, in order to pay the debts and provide for the common defense and general\nwelfare of the United States; the common defense and general welfare and the\n\n"}
{"page": 201, "printed_page": null, "text": "REPORTS OF COMMITTEES\npayment\n\nof the public debts, being the ends for which\nand taxation a means for their attainment.”\n\n197\nthe power\n\nis conferred,\n\nThis is the interpretation placed on this clause by Hamilton in 1791, in his\nReport on Manufacturers, who stated it as his clear opinion that the phrase\n“general welfare is as comprehensive as any that could have been used” and that\n“there seems no reason to doubt that whatever concerns the general interests of\nlearning, of agriculture, of manufacturers, and of commerce, is within the sphere\nof the national councils as far as regards an application of money; the only\nqualification of the generality of the phrase in question which seems to be admis-\n\nsible is this: That the object to which\n\nan appropriation of money\n\nis to be made\n\nmust be general and not local, its operation extending in fact, or by possibility,\nthroughout the union and not being confined to any particular spot.”\nPresident Monroe in an elaborate and cogent paper entitled, “Views of the\nPresident of the United States on the subject of material improvements,” submitted with his veto in 1822 of the Cumberland road bill, took the same view.\nHis attitude is expressed in the following sentence:\n“My idea is that Congress have an unlimited power to raise money, and that\nin its appropriation they have a discretionary power, restricted only by the duty\nto appropriate it to the purposes of common defense and of general, not local,\n\nnational, not state, benefit.”\nSince the Civil War there has been no President who denied the right of Congress to raise and appropriate money for purposes of general welfare because such\npurposes were not within the fields in which Congress is, by other provisions of\nthe Constitution, empowered to legislate.\nThe appropriations made annually since 1862 for the Department of Agriculture,\nthe Department\n\nof Labor, the Bureau\n\nof Mines,\n\nand the Bureau\n\nof Fisheries\n\ncan\n\nfind no justification except under a power to raise and spend money for “the general\nwelfare.”\nIt will be noted, too, that by the Adams Act, the Smith-Lever Act, the SmithHughes Act, Congress has made appropriations of large sums of money raised\nby general taxation for the advancement of education throughout the country.\n\nQuestion of Federal Aid Not\n\nInvolved\n\nAt this hearing much of the opposition to H. R. 7 has been directed against\nfederal aid to education, in spite of the fact that no federal aid is provided for in\nthis bill. The creation of a department of education in no way involves the question of federal aid for education.\nThe federal aid which the government has extended\n\nto education\n\nin the past has been\n\nauthorized\n\nwithout\n\nany reference\n\nwhat-\n\never to a department of education.\nInthe future Congress could either increase or\ndecrease the amounts granted for federal aid to education, but such increases or\ndecreases are in no way connected with the proposal for the creation of a department of education.\nSavings to Taxpayers Foreseen\nIt has been stated over and over at this hearing that money could be saved\nfor the taxpayers through the elimination of duplication and waste which is to be\nfound not only in the unrelated and uncoordinated educational activities of the\nfederal government, but in the needless waste and duplication which is to be\nfound in education in all the states. That being true, it seems to me that Congress would be wise in passing this bill at an early date, thus securing to education\nthe advantages which have been outlined by the proponents of this bill.\n\nState Control of Education Not Endangered\nOpponents of the present bill have very generally agreed that there is no\nprovision in it that would result in infringement upon the rights of the states.\nTheir chief fear seems to be that subsequent legislation might be passed that would\n\n"}
{"page": 202, "printed_page": null, "text": "NATIONAL\n\n198\n\nEDUCATION\n\nASSOCIATION\n\nwine\nte\na\n\ncurtail state rights. In this connection I wish to remind the committee that the\ntenth amendment to the Constitution of the United States reserves to the states the\nright to control and administer education. At the same time, the principle of state\nand local direction of the schools is so thoroughly entrenched in American thought\nas to provide another guaranty of the continuance of local control of schools. It is\nnoteworthy that every person who has appeared in favor of this bill is opposed to\nnational control of education. To my mind it is clear that a department of education can perform the large and important function for which it is to be created\nwithout in the least hindering local and state initiative. On the other hand, I firmly\nbelieve, as do many educators who have appeared here, that state and local initiative will be greatly stimulated by making available to all the facts and information\nwhich would be collected by the new\n\ndepartment.\n\né\n\nAll Schools\n\nto Benefit\n\nFrom\n\nWork\n\nof Department\n\nPrivate and sectarian schools will benefit alike with public schools from the\nscientific research which is to be made by the department of education. That they\nhave benefited by the work of the Bureau of Education was cheerfully admitted by\na number of opponents of this bill. Several representatives of privately endowed\ncolleges and universities appeared in support of the bill because they believe their\ninstitutions would greatly benefit through the work of the department.\n\nSupport\n\nFor Department\n\nof Education\n\nNationwide\n\nFriends of the bill have brought to our attention the fact that 31 great national\norganizations support the movement for a department of education and more than\na score of these have filed statements, or resolutions, or both, at this hearing. In\naddition, statements have been filed showing that at least three-fourths of the state\n\nsuperintendents or commissioners of education have gone on record as favoring a\nfederal department of education and have made it plain that they are not afraid of\nits interfering with the rights of the states to control and administer their schools in\ntheir own way.\nOn the other hand, opposition to the bill has been voiced by representatives of 10 national organizations, 7 of which seem to fear some infringement\nupon the freedom and initiative of private and sectarian schools. Three local\norganizations with a membership largely in Massachusetts and Maryland, appeared in opposition to the bill.\nQuestion\n\nWidely\n\nStudied\n\nin Local\n\nGroups\n\nThe need for a department of education has been presented in hearings to the\nCommittee on Education at every Congress since 1918. ‘The reports of these hearings have been widely distributed, and debates have been conducted in high schools,\ncolleges, women’s clubs and men’s organizations in practically every state of the\nunion. There is no question before the country today in which more people are\n\ninterested\nweek.\n\nthan the one\n\nEducation\n\nwhich\n\nthis committee\n\nhas been\n\nis a huge enterprise in this Republic.\n\nconsidering\nWe\n\nhave\n\nfor the past\n\nmore\n\nthan 27,-\n\n000,000 school children and nearly a million teachers.\nSchool property is valued\nat more than $4,500,000,000, and the annual expenditure for public education is\napproximately $2,000,000,000. Because the country is growing by leaps and bounds,\nthe task of educating these children and directing the expenditure of these huge\nsums will be magnified with each succeeding year. It is my personal opinion that\nno other enterprise of comparable import would be conducted without more\nadequate facilities for determining methods and procedure than are now available\nin the field of education.\n\n"}
{"page": 203, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n199\n\nEducation Entitled to Spokesman in Cabinet\nThe\n\nfederal\n\ngovernment,\n\nwith\n\nprofit to all concerned, has\n\npromoted\n\nthe three\n\ngreat national interests of agriculture, commerce, and labor, and has provided representation for each of them in the President’s Cabinet. Education, on the other\nhand, is represented only by a commissioner at the head of a small bureau in one\nof the large executive departments.\nSurely the large number of people supporting\nthis bill are justified in their contention that education, which concerns so many individuals, which involves so much expenditure, and which is the very foundation\nof the Republic, is entitled to a spokesman in the councils of our nation.\n\nEarly\n\nPassage\n\nof Bill Desirable\n\nIt seems to me that we now have before us all the facts that can be presented\nboth for and against the enactment of H. R. 7. It is my hope that during the recess of Congress the members of the committee will find time to study the record\nof this hearing which will be printed in the shortest possible time, and that we\n\nmay\n\nbe able to report\n\nthis bill out\n\nfavorably\n\nwhen\n\nCongress\n\nmeets\n\nagain\n\nin\n\nDecember.\nDuring the years that this proposal has been before Congress, the people of the\ncountry, and Members of Congress as well, have had ample time to study the\nquestion. Requests that the bill be reported out of the committee, in order that it\nmay be considered on the floor of the House, have been received from all parts\n\nof the country, and from Members of Congress.\nand justice to all concerned we can longer delay.\n\nI do not believe that in fairness\n\nA study of this hearing will enable you to glean sufficient information\nto talk intelligently to congressmen, to groups of business men, and indeed\nto groups of citizens anywhere, upon the wisdom of placing in the Cabinet\na Secretary of Education.\nWith a secretary at its head the Department of\nEducation could give the schools of our Nation a service comparable to that\nnow offered by the great Department of Agriculture, the great Department\nof Commerce, and the great Department of Labor, and certainly could place\nitself in a position to justify the belief that education of the children and\nthe youth of America is as important, as exalting, as deserving of Cabinet\nmembership in this country as a Department of War and a Department\nof Navy.\n\nReprint of Hearing\n\nNeeded\n\nOnly 1000 copies of the report of this hearing have been printed, and\nconsequently there have been many more calls for copies than can be supplied. I wish to tell you how you can bring about a reprint of the record\nof the hearing and thus multiply the number of copies available for distribution.\nIf you will only give attention to the request of the Commission\nwe can assure you that results will follow.\nEach of you delegates write to your Congressman, asking him for a copy\nof the record of this hearing, and then get 8, 10, 12, 15, or 100 of your\nteacher-acquaintances to do the same.\nIf 10,000 requests for this report\nare received by Congressmen before December, you will find members of\nCongress so eager to satisfy the wishes of their constituents that they will\npass a resolution asking for a reprint of this hearing in the number required\nto meet your demands,\n\n"}
{"page": 204, "printed_page": null, "text": "200\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\na\n\nCongressmen\n\nLook\n\nto Constituents\n\nI have quoted from this hearing the following statement of Representative E. Hart Fenn of Connecticut, a member of the House Committee on\nEducation:\nEvery town in Connecticut has a parent-teacher association, but I have not\nhad a communication from one or from a single layman in my district with regards\nto this bill. If there was a great demand for this bill it would come from the\npeople in our respective districts who would write to their Congressmen.\nMy secretary tells me of hundreds of letters I have had in regard to the increase in the Navy. The lay people of my district take a great interest in that,\nand there have been innumerable letters either in favor of a larger Navy or opposed to it, but in regard to this matter I have not received a single letter except a\ncommunication from my state board of education which I filed in the hearing a\n\ncouple of years ago opposing it.\nRegarding the great demand for this bill, as suggested by my colleague, these\nsolicitations, to use that term, have come from the great organized bodies throughout the country, but not from people in the districts to whom Congressmen look\nfor advice concerning what the people want.\nIt is a singular thing to me that I\n\nhave not received a single communication in regard to this bill.\n\nIn explanation of the situation referred to by Mr. Fenn I will cite the\ncase of my own state, Pennsylvania.\nIf we were to ask for the sum total\nof requests for a Department of Education that have gone direct to the\nCommittees on Education of the two houses of Congress, we would make\na poor showing in Pennsylvania.\nWhile the educational forces in the state,\n57,000 strong, stand solidly for this piece of legislation, our communications from Pennsylvania have almost always been sent to our own Congressmen in our respective districts. Only a few letters in behalf of the\nEducation Bill have gone from our state to the Committee on Education\nin the House of Representatives or to the Committee on Education and\nLabor in the Senate.\nThis is the case in many other states, and it has led the Commission to\nmake a special request at this convention that you not only write your own\nindividual Congressman, calling his attention to the Education Bill and to\nthe necessity of enacting this measure into law and asking him to read the\nreport of the hearing, but that at the same time you place yourself on record\nin favor of a Department of Education in a letter addressed specifically and\ndirectly by name to the Chairman of the Committee on Education in the\nHouse, Mr. Reed, and the Chairman of the Senate Committee on Education and Labor, Senator James Couzens.\nMay I ask that you give special attention to the Commission’s need of\nbeing backed up by the individual members of the profession? We never\ncan pass the Education Bill by the 132 members of the Commission working alone, nor can we pass it by the help only of that supplemental committee of 3000 which is working with us. The whole thing depends upon\nyou and the 1,000,000 teachers of the Republic. They must be interested\nto the end that they will insistently and persistently fusillade the Committee on Education in the House of Representatives and the Committee\n\n"}
{"page": 205, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n201\n\non Education and Labor in the Senate, as well as their own individual\nrepresentatives in the House and Senate, in behalf of a Department of\nEducation.\n\nCampaign\n\nof Education\n\nWell Under\n\nWay\n\nWith 31 great national organizations supporting the movement for a\nDepartment of Education, with 44 state chairmen of activities in behalf\nof a Department of Education, and with a district chairman now in each\ncongressional district in 35 states it ought not be said that the members of\nCongress have not been informed of the need for enactment of the Education Bill and the deep interest of their constituents in its behalf.\nAfter all the campaign for this measure is largely a campaign of education.\nNot until the voters in the states, and especially the teachers themselves, know what the Education Bill provides and are enthusiastic in its\nsupport—not until then will Congress pass this legislation. ‘Those people\nwho think that this measure will be enacted into law by some clever\nstrategy at Washington, rather than by a serious nationwide effort, are not\nfamiliar with the situation which exists in the Congress of the United\nStates today.\nDuring the past year the movement for a Department of Education\nhas made considerable headway, but as chairman of your Legislative Commission I urge renewed and more purposeful efforts in this cause until the\nenactment of the bill shall have been assured.\n:\nI wish to put up to you, then, in my final word, the necessity for marshalling the forces all along the line in support of our slogan that somehow\nor other we will win. We must convince members of our profession that\n“Education in America can be made large and strong if the teachers of\nAmerica will measure up courageously enough and unanimously enough to\nput over with power the force they have to accomplish things in the arena\nof national education.”\nI will state supplementally that at the meeting of the Legislative Commission yesterday this report was unanimously adopted by the. Commission\nwith directions that it be placed before the body in printed form this\nmorning with a request for favorable action.\n\nREPORT\n\nOF\n\nD.\n\nWOOD,\n\nTHOMAS\n\nTHE JOINT COMMITTEE ON\nPROBLEMS IN EDUCATION\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nHEALTH\n\nCITY,\n\nCHAIRMAN\n\nThe Committee on Health Problems in Education of the National\nEducation Association continues its work with the steadily maintained\nand effective cooperation of the corresponding committee of the American\nMedical Association.\nThis Committee on Health Problems was created as a committee\nof the National Council of Education at the meeting in San Francisco\nin 1911, at the suggestion and recommendation of the American Medical\n\n"}
{"page": 206, "printed_page": null, "text": "202\n\nNatIONAL\n\nEDUCATION\n\nASSOCIATION\n\nee\n\nAssociation, which was in session at the same time in Los Angeles. The\ncommittee was appointed at that time by the late Dr. Charles H. Keyes,\nwho was president of the Nation Council of Education.\nDr. Keyes, from the beginning, took great interest in the work of\nthe committee; he became a member at the expiration of his term as\npresident of the National Council, and continuously during the remainder of his life was an active, loyal, constructive, and highly helpful\nmember of this committee.\nAt the meeting of the National Education Association, in Des Moines,\nin July, 1921, this committee was formerly adopted as a committee of\nthe National Education Association.\nThe reports of the committee include the following:\n1. ‘Country Schoolhouses,” prepared by Fletcher B. Dresslar, a member of our committee. This report is out of print.\n2. “Minimum Health Requirements for Rural Schools.”\nThree editions of 800,000 copies of this report have been distributed.\n‘The cost of\nprinting the very large introductory edition of 750,000 copies of this\nreport was covered by a gift of over $3000 from the Elizabeth McCormick\nMemorial Fund of Chicago.\n(This public-spirited organization has repeatedly given generous assistance in money and expert service to~the\nCommittee on Health Problems, which should be known to all the members of the National Education Association. )\n3. “Health Essentials for Rural School Children’? was printed in\n50,000 copies. ‘wo editions of this report have been distributed.\n4, “The Health Chart Report.’’ Two editions of this report, of 10,000\ncopies each, have been distributed and the third edition is now in press.\nThis pamphlet not only serves to illustrate and explain the health\ncharts, but is being extensively used for health instruction in both city\nand country schools, and also as a guide in making health posters and scrap\nbooks.\n5. “The Health Chart Set” comprises 60 charts, each 22 x 28 inches.\n\nOver 1100 complete sets of the health charts (over 60,000 individual\ncharts) have been distributed in our own and in foreign countries. Many\norders for individual charts have been received. One state department of\nhealth ordered 2400 copies of individual charts. ‘Two charts dealing with\nschool ventilation have been added to the original set of 58.\n6. “The Teacher’s Part in Social Hygiene” was published in 1921 with\nthe cooperation of the American Social Hygiene Association, and this\ncooperating Association presented the Joint Health Committee with 5000\ncopies of this valuable bulletin. ‘This report, containing a very carefully\nselected bibliography, has supplied a valuable bulletin for many teachers.\nA second and revised edition of this report has been printed and presented\nto the Joint Health Committee by the same Association.\nA moderate\nnumber of copies of this valuable report are still available for free distribution.\n\n"}
{"page": 207, "printed_page": null, "text": "ce nT\n\nREPORTS OF COMMITTEES\nnatLe oR se ac\ntl ea\nSn\n\nila ee\n\n203\nLc\n\n7. “Health Improvement in Rural Schools” was completed and published in 1922, with the substantial cooperation of the staff of the Elizabeth\nMcCormick Memorial Fund. This report is still being distributed.\n8. “Health Service in City Schools of the United States” is the report\nof a survey, conducted by our committee in 1922, of the health work which\nSix hundred\nwas being done in the city school systems of this country.\nwere\n\nsent out to city superintendents\n\ntwenty-two\n\nsix-page questionnaires\n\nof schools.\n\nFilled-out questionnaires containing much valuable information\n\nof current accomplishment were received from 340 (54.6 percent) of the\nsuperintendents.\n9. “Daylight in the Schoolroom’’ is the title of a valuable report on\nschool lighting which was prepared in 1921 by a subcommittee under the\nchairmanship of Dr. Edward Jackson, eminent ophthalmologist of Denver\nand a member of our joint committee.\n10. “Health Education—a Program for Public Schools and Teacher\nTraining Institutions.”\n‘This report of 160 pages was prepared with the\nconstructive cooperation of a technical committee of twenty-seven experts,\nand is considered by many recognized specialists to be the most authoritative publication ever issued in this field. Over 25,000 copies of this report\nhave been distributed.\n11. “Ventilation of School Buildings” was published in 1925. This\nreport, dealing with another topic of great importance in the health program of the schools, was prepared with the cooperation of the Elizabeth\nMcCormick Memorial Fund, in Chicago.\n‘This Fund added to its extended program of generous contributions to our Committee by furnishing,\nwithout expense to our Committee, 2500 copies of this report on school\nventilation.\n12. “Conserving the Sight of School Children” is the first report in\na series planned to furnish standards of health norms and health defects\nin school children.\n‘This report of 50 pages is based upon returns from\nquestionnaires sent to 200 eminent ophthalmologists and has been prepared\nthrough the cooperation of the National Society for the Prevention of\nBlindness with our Joint Health Committee.\nThis national cooperating committee has already published a revised\nedition of this valuable report. This report furnishes a uniform standard\nfor the examination and conservation of eyes and vision of school children...\nStandardized (Snellen Type) Letter Charts and Symbol E Charts,\nillustrated and described in this report, have just been printed in wallchart size and are now being distributed under the auspices of the Joint\nHealth Committee and the National Society for the Prevention of Blindness,\n13. “The Deafened School Child” has just been published and is\nbeing distributed at the Minneapolis meeting.\nThis report has been\nprepared for the Joint Health Committee by the cooperation of the American Federation of Organizations for the Hard of Hearing and the New\nThis very important report is\nYork League for the Hard of Hearing.\n\n"}
{"page": 208, "printed_page": null, "text": "204\nTa\n\nNATIONAL EpucaTION\na\nee\na\n\nASSOCIATION\n\nthe second in the series planned to furnish standards of health norms\nand health defects in school children, and describes the methods approved\nby the highest professional authorities for the discovery, treatment, and\nprevention of hearing defects among school children.\nIn view of the fact that approximately 3,000,000 pupils in the schools\nof this country have measurable hearing defects which should be discovered\nand receive attention, this new report promises very important aid in relation to this problem.\nSix other reports in this series are now being planned for and prepared.\nAnother report dealing with the periodic health examinations and inspection of school*children is also in course of preparation.\nIn the preparation of these reports just referred to, the services of the\ncooperating committee of the American Medical Association are of the\ngreatest value to this Health Committee of the National Education Association.\nMany important health problems in education still need careful investigation, and call for reports which may be helpful to general and\nspecial workers in the education field. “These specific problems, proposed\neach year by the members of the Joint Health Committee, seem actually\nto increase in number as the work of the Committee proceeds. ‘To ‘continue with reasonable efficiency the program now under way, the Health\nCommittee respectfully asks for an appropriation for the coming year\nfrom the National Education Association.\nYour Committee, according\nto the custom of many years, confidently expects from the American Medical Association an appropriation equal to the sum granted by the National\nEducation Association.\n\nREPORT OF THE TENTURE COMMITTEE OF THE HUNDRED OF THE NATIONAL EDUCATION ASSOCIATION\nFRED\n\nM.\n\nHUNTER,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nOAKLAND,\n\nCALIFORNIA,\n\nCHAIRMAN\n\nThe work of the Tenure Committee of One Hundred appointed by\nMiss Olive Jones, President of the National Education Association in\n1923, and continued by succeeding presidents of the Association since that\n\ndate, has been chiefly to survey the prevailing tendencies in the tenure of\nteachers in the school systems of the several states and the legislative provisions for teacher tenure in the same and to make available the salient\nfacts for all interested in the problem.\nThe findings of the Committee have been assembled in four reports\nto date. These reports have been printed in the form of bulletins issued\nby the Association.\nOne of them—the first—presented at the Washington meeting of the Association in July, 1924 was reissued in November\n1925 as a bulletin of the Research Division of the Association.\nThe report of 1924 discussed the origin of the question of teacher tenure,\nassembled and presented facts showing prevalent conditions in teacher\n\n"}
{"page": 209, "printed_page": null, "text": "REpoRTS OF COMMITTEES\n\n205\n\nturnover as reported by the state superintendents, reviewed flagrant cases\nof unjust dismissal of teachers, studied causes for dismissal by means of a\nwidespread questionnaire survey among teachers and laymen, proposed\nprovisions for tenure laws for recommendation to state teacher organizations, stated tenure conditions for teachers in the nations of Europe, and\npresented the texts of the several state tenure laws.\nThe 1925 report covered an investigation of tenure in colleges and\nnormal schools and reviewed the principal arguments for indefinite tenure\nand tenure conditions in foreign nations.\nThe report of 1926 reviewed teacher turnover conditions and presented\nan extended bibliography on the subject of teacher tenure.\nIn 1927, the Committee offered a report defining the several types of\ntenure, included a tentative statement of principles which should control\nthe framing and operation of tenure laws, presented the principal arguments for indefinite tenure and the principal arguments against indefinite\ntenure, made a pointed comparison in teacher turnover between rural communities with tenure upon a yearly contract basis and urban communities in\nwhich the policy of indefinite tenure prevails either by rule of the board\nof education or by state law, summarized data from an extensive survey\namong the high schools of the United States showing the number of young\npeople entering the teaching profession among high-school graduates, and\nprinted in full three newly enacted teacher tenure laws.\nThousands of copies of these reports have been available to members\nof the teaching profession, to laymen, to committees of legislatures, and\nto others interested in the problems of the profession. “The data assembled\nby the work of the members of this Committee have had influence in\ndetermining the attitude of teacher organizations and of legislatures in\narriving at sound judgments on tenure policies.\n\nRestatement\n\nand\n\nCriticism of Tentative Principles\nPresented by the Committee\n\nPreviously\n\nAs noted above, last year’s report contained a tentative statement of\nprinciples proposed by the Committee for the guidance of those studying the problem of tenure legislation and establishing policies relative to it.\nFor the purpose of review, this tentative list of principles is herewith\nrepeated :\n1. Tenure laws should\ninstruction for children.\n2. Tenure\n\nlaws\n\nshould\n\nbe devised\n\nand\n\nbe accompanied\n\ntraining, certification, remuneration,\n\nadministered\nby proper\n\nin the interest of better\n\nlegal regulations\n\ngoverning\n\nand retirement allowances.\n\n3. Tenure laws should be devised and administered as a stimulus to better prep-\n\nand more efficient service on the part of teachers.\n4. Indefinite tenure should be granted only upon evidence of satisfactory pre;\nliminary training, successful experience, and professional growth. ;\n5. Indefinite tenure should be provided after successful experience during a\nprobationary period of adequate length, usually two or three years.\n6. The right of dismissal should be in the hands of the appointing board.\naration\n\n"}
{"page": 210, "printed_page": null, "text": "206\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\n7. Laws establishing indefinite tenure should provide for the easy dismissal of\nunsatisfactory or incompetent teachers for clearly demonstrable causes ; such as,\n\nmisconduct, incompetence, evident unfitness for teaching, persistent violation or\nrefusal to obey laws, insubordination, neglect of duty, or malfeasance.\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.\n9. In cases of proposed dismissal, teachers should be granted right of hearing,\n\n10. Teachers who do not desire to continue in their positions should give reason:\nal!\nable notice in writing of their intention.\n;\n11. Suitable provision should be made for teachers already in service in putting\ntenure laws into operation.\ny\n12. Indefinite tenure should be accorded to all classes of certificated school\n. employees on status of teacher at least.\n\nAfter a widespread circulation of the 1927 report of this Committee and\na general call for criticism of the tentative principles stated therein, the\nCommittee has received well-nigh universal approval of its initial statement.\nOf course, it is not to be assumed that all interested in tenure and\nall having had experience in administering tenure laws are in complete\n\nagreement with the detail of this statement of principles. “The attitude\nexpressed by widespread correspondence from almost every state indicates\nthat approval is sufficiently universal to warrant a belief that this statement\nof principles should constitute a general platform supported by the Association as its tenure policy.\nHas Indefinite Tenure\n\nTended to Prevent\nGrowth?\n\nor Retard\n\nProfessional\n\nIt has been contended many times that indefinite tenure, and especially\npermanent tenure, will produce deleterious results on the part of members\nof the profession, that teachers who are not interested in professional\ngrowth or in the development of an effective service on the part of themselves and their coworkers in teaching are retained in the ranks, and\nthat a proper stimulus is lacking toward the consummation on the part of\nindividual teachers of the highest ideals of professional growth.\nIn fact,\nthe policies of the National Education Association and local teacher organizations have been questioned largely by two groups.\nFirst, there is the unthinking opposition which stands against tenure\nbecause of prejudice. ‘Those who are numbered in these ranks wish arbitrary control of schools and school systems and have a selfish desire to keep\nin their own hands the complete direction of all administrative procedures.\nIn some instances a personal or political purpose is the immediate motive.\nThis class of opposition needs not be seriously considered because in the\nlong run, it will be defeated.\nAnother group opposes tenure because it has given thoughtful consideration to the question and as a result of this consideration has concluded that\n\nindefinite tenure causes deterioration in the ranks of the teaching profession. Some of our most distinguished educational thinkers belong in\nthis group.\nThey go so far as to maintain that cities and states which\nhave had tenure in actual operation for many years show the effects thereof\nin a tendency of the teachers to take their positions for granted, and con-\n\n"}
{"page": 211, "printed_page": null, "text": "REPORTS OF COMMITTEES\na\n\n207\nSe\n\nee\n\nsequently lessen their own efforts toward scientific study of teaching and\nprofessional growth.\nIn addition, this group maintains that because teaching is a public service, it is noncompetitive and that its very nature and the nature of the\nrelationship involved in the employment of teachers by boards of education make the professional noncompetitive, and that it therefore tends to\nbecome mediocre.\nThe duty of teachers and teacher organizations relative to these two\ntypes of opposition is plain. The first group of opponents should be beaten\nby our own scientific study of the problem and organization to make clear\nto the public the real facts. The second type of opposition should be met\nby a vigorous attitude among ourselves to prevent mediocrity in the profession and to stimulate professional growth.\n‘Teacher organizations themselves should have a professional growth program and should devise and\nIt\nrecommend means for eliminating the weak and ineffective members.\nis only by such measures that we can hope to appeal successfully to public\nopinion for support.\nIt is the desire of the Committee of One Hundred to search assiduously\nfor the facts. A sound and defensible policy will only come from finding\nand recognizing the truth whichever way it points. “The best evidence,\nof course, is to be found from a study of conditions prevailing in the ranks\nof the teaching profession in states and cities where indefinite tenure has\nbeen in operation longest. “The great difficulty lies in isolating the influence of tenure from the influence of other factors.\nIt appears possible, however, to muster some evidence from those states\nand cities where measures affording indefinite tenure have been in effect\nfor some years in which fairly accurate records have been summarized\nor special studies made.\nFor instance, the states of Massachusetts and\nNew Jersey afford such opportunity.\nTwo or three cities have also been\ninvestigating this problem.\nStudies from both these states and the cities\nof Portland, Oregon, and Oakland, California, are available.\nIt is also proposed to make studies in the states where new tenure laws\nhave just been effective—for instance, Minnesota where a tenure law was\nenacted by the 1927 legislature applying to Minneapolis, St. Paul, and\nDuluth; and Indiana where a statewide tenure law became effective for\nthe school year 1927-28.\nEven in carefully directed studies, it is not possible to eliminate wholly\nother factors when we try to form conclusions about indefinite tenure\nIf we ask, “Does indefinite tenure\nand its effect upon the profession.\nlessen turnover and tend to stabilize the profession?” and attempt to arrive\nat an answer scientifically we find such factors as increased salaries, better\nworking conditions, better pension and retirement provisions, and the\nlike going hand in hand and entering into the result.\nOn the other hand, if we state the principal question at issue as follows:\n“Can evidences be found to show that the practise of indefinite tenure in\nadministering public school systems tends to deteriorate the professional\n\n"}
{"page": 212, "printed_page": null, "text": "NATIONAL\n\n208\n\nf{\n\na\n\nASSOCIATION\n\nEpucATION\n—.—\n\n—_—_— nn\n\nae\n\nadvancement of the members of the teaching staff,” the evidence thus far\nThe Comseems to be unmistakable that such results do not follow.\nmittee hopes through a study of the states mentioned above; namely, Massachusetts and New Jersey—representing those commonwealths in which\nstatewide tenure has been practised longest, and Indiana and Minnesota—\nthe states adding tenure laws most recently—and a study of professional\ngrowth in certain cities where tenure has operated over a long period of\nyears, to ascertain definitely whether or not there are signs of deterioration\nin professional attitude.\nStudy of Massachusetts\nTenure\n\nLaw\n\nin Operation\n\nSince\n\n1914—Applicable\n\nto the\n\nEntire\n\nState\n\nExcept\n\nthe\n\nCity\n\nof Boston\n\nStatement of facts relating to professional attitude of teachers—The following data have been assembled by the state commissioner of education,\nDr. Payson Smith, submitted by A. B. Lord, supervisor of research and\nstatistics under date of April 9.\na. We do not have statistics showing the number of teachers who attended\nsummer sessions in 1912-13. However, as I remember conditions at that time, the\nnumber was few as compared with the present day. There has been a decided increase every year. During the summer of 1927, there were over five thousand\nMassachusetts teachers attending summer sessions for professional improvement.\nb. In the division of university extension of this department, 3269 teachers\ntook extension courses solely for professional improvement last year, while a great\nmany more teachers took courses in literature, current events, psychology, language,\netc. We do not have the number of courses taken by teachers with private\noganizations, although we know that a great many teachers carried on extension\ncourses with private colleges both within and without the state.\nc. Number and percent of teachers in service who are university or college\ngraduates:\nMED PAE lb Sin oc do SH an ooecuUosuOsSaaweer\nD9 26-27 vo eine cieisie ote crerter mieialele cecetelsie siarsicrs sieve\n\nd. Number\n\n2697 or 15.9 percent\n5247 or 21.3 percent\n\nand percent of teachers in service who are normal\n\nschool graduates:\n\nTED OAS IG! 4 Aa Gide Lc ORGo.s Diogo dob A hs cietsnie 9037 or 53.2 percent\nV9OZGE27 A race tte eles che on arom ene o ee ee ete al 14,704 or 59.8 percent\n\nCity training schools:\n\n1912203 psmrercterars aien Sergei storie sehen ets ee\n\noalaye\n\ners\n\nU9Z 6-2 (vistors cstcutzslontisie\nssaianste lasso omece erate erste\n\n1551 or\n\n6.3 percent\n\ne. Number and percent of teachers\ntutions of higher education:\n\nin service who\n\nslo(ers sie)efatepeucte > alstels olptore leevere terereral oe\nNGA DOIN OOS bo OHO Hd OND OURO Oatdan\nf. I am\n\nunable\n\nto give you\n\nthe number\n\nare graduates\n\nof no\n\ninsti-\n\n5245 or 30.9 percent\n3108 or 12.6 percent\n\nof high-school\n\ngraduates\n\ncity entering the teaching profession either in 1912-13 or 1926-27,\n\nin a typical\n\n"}
{"page": 213, "printed_page": null, "text": "Sg\n\nREportTs OF CoMMITTEES\n5 TS\nekBERS eT\n\neS\n\nee\n\n209\n\ng. The enrolment in the teachers colleges and normal schools of the state in\n1912-13 was 2644 and in 1926-27, 4368. We are now graduating about 200 teachers per year more than the vacancies in the state require. This has resulted in the\nestablishment, two years ago, of a selective system of admission.\n‘The pupil\nwho has a rating of A or B in all subjects is still admitted to the normal school\nwithout examination but a system of selection has been established which eliminated\nlast year nearly two hundred applicants who were qualified so far as certification\nwas concerned,\nh. During the year ending December 31, 1925, of 301 towns and cities reporting,\n1494 principals and teachers terminated their services in the positions which they\nwere holding. Of this number 365 gave up teaching; 63 left to enter other employ-\n\nment; and 302 left because of marriage. The remaining number accepted positions\nin other communities.\ni. In 1913 there were 48 organizations of teachers formed for professional\n\nimprovement with 8000 teachers belonging to these associations.\nIn 1926, there\nwere 129 organizations to which 16,033 teachers belonged.\n‘This is exclusive of\nstate and county organizations. It represents only the local town and city organizations of various types. These organizations were reported as carrying on for the\nmost part series of lectures or extension courses during the school year for various\ngroups of their members.\nThe\n\nnumber\n\nof teachers\n\n24,613 teachers were\n\nin public schools\n\nemployed\n\nin 1912-13\n\nStudy of New\nTenure\n\nwas\n\n13,959\n\nand in 1926-27,\n\nin the public schools.\n\nJersey\n\nLaw in Operation Since 1910\n\nThe following proposal to study effect of operation of tenure laws in\nNew Jersey with a comparative study of same factors in other states nét\nhaving tenure laws has been submitted by Willard S. Elsbree, assistant\nprofessor, Teachers College, Columbia University, New York City.\nProposed points to be studied:\n1. Turnover—This is a study of the percent of teachers who left the profession in\nthe state during the period the tenure law has been in effect and for several years\nprevious to the enactment of the law.\nIt will afford some evidence of the\nstabilizing effect of the law. Data are available which show the length of time\nin the present position for each teacher of the state, also the position held in\n1926-27.\nThese data will give a good measure of the stability of the group at\nthe present time, as well as the amount of local turnover.\n2. Dismissal—We\n\nshall attempt to secure\n\nall of the available\n\nevidence\n\nconcern-\n\ning the dismissal of teachers after tenure has been secured in order to determine\nwhat constitutes legitimate grounds for dismissal.\n3. Professional progress and training in service—We shall study the professional\nimprovement in service of those who have been on tenure for five years or over\nand compare this with teachers in Connecticut under similar conditions where\ntenure does not apply.\n4. Policies regarding the selection of teachers—Because of this tenure law many\nschool boards have established policies against retaining married teachers on\ntenure and regarding the employment of local teachers. ‘The extent of such policies\nwill be determined.\nSpecial salary provisions for training secured in service exist in a few communities. Account must be taken of this and similar policies which might be factors\nin the problem.\n\nBefore any valid conclusions can be drawn from the above study, it will be\nnecessary to make comparisons with states or communities similar to New Jersey\nbut not having a tenure law.\nConnecticut, Pennsylvania, and the large villages of\n\n"}
{"page": 214, "printed_page": null, "text": "NaTIoNAL EpucATION ASSOCIATION\nTir aes Ra SErte 8) ie tl ie Eee\n\n210\nSie\n\nNew York will make it possible, we hope, to get some comparative data. _From\nour discussion of this problem, and we have given it considerable thought, it will\nbe impossible to draw any clearcut conclusions unless we make as extensive a study\n4\nas we have outlined here.\n\nDr. Elsbree’s investigation will probably be ready for the report of\nIt should shed\n‘the Committee for 1929 if the Committee is continued.\nmuch light on the question of deterioration as stated above.\n\nStudy of Indiana and Minnesota\nThe Committee has asked the departments of education, respectively, in\nthe state university of Minnesota and the state university of Indiana to\nundertake a study through its graduate division of the results of the\noperation of the tenure laws recently enacted over a five year period. At\na future date, the Committee—if continued by the Association—hopes\nto render a report which will be of value upon the study of these two\nstates.\n\nStudy of Two\n\nCities Practising Indefinite Tenure for More Than\nFive Years\nOakland, California\n\nIndefinite\n\ntenure\n\nlaw\n\nin operation\n\nsince\n\n1921—1852\n\nmembers\n\nof teaching\n\nstaff\n\nProfessional attitude of teachers of Oakland public schools as indicated\n\nby record of professional courses taken—Of the 767 elementary teachers\nand principals who have taken summer session work, 7 of them have taken\nunits or have received credit from courses taken in the university; 586 of\nthem have taken extension courses; 187 of them have taken private work;\nand 26 have travelled in America or Europe. When 31 percent of all the\nelementary teachers and principals have taken from 1 to 15 courses in the\nsummer session, and 38 percent have taken from 1 to 15 courses in the\nextension department of the university, it means that the. teachers are\nbusy and are forging ahead. Of the 316 junior high-school teachers, 250\nhave taken summer session work, 189 have taken extension courses, 81 have\ntaken private work, and 10 have travelled in America or Europe. Of the\n422 high-school teachers, 225 have taken summer session work, 202 have\ntaken extension courses, 149 have taken private work, and 32 have travelled\nin America or Europe; of the 36 supervisors, 30 have taken summer\nsession work, 24 have taken extension courses, 17 have taken private work,\nand 2 have travelled in America or Europe.\n\nTaking it all in all, 1092 of the 1541 teachers or 71 percent\ntaken from 1 to 15 courses in summer sessions; 16 or 1.04 percent\ntaken from 1 to 75 credits in the university; 1001 or 65 percent\ntaken from 1 to 15 extension courses; 434 or 28 percent have taken\n\nhave\nhave\nhave\nfrom\n\n1Excerpt from study “The Professional Preparation and Improyement\nof the Teachers of Oakland and a Comparison of a Similar\nStudy M\ni\nDiether, Viceprincipal, Technical High, School.\nMat. ciedl\nbean\n\nService\n\nWhile\ni\n\n3\n\nin\n\n"}
{"page": 215, "printed_page": null, "text": "REPoRTS oF CoMMITTEES\n\n211\n\none month to 12 years private work; and 70 or 4.5 percent\nhave travelled\neither in America or Europe.\nChart showing the increase in Summer Session and Extension Courses taken\n\nby Oakland teachers in eight years, 1919-1927\nSUMMER SESSION\nCoursEs\n\nEXTENSION\nCOURSES\n\n10\n\n1\n7% | 11%\n\n1919\n\n5% | 65%\n\n1927\n\n1919\n\nPortland,\nIndefinite\n\ntenure\n\nlaw\n\nin operation\n\nsince\n\n1927\n\nOregon\n1913—1705\n\nmembers\n\nof teaching\n\nstaff\n\nStatement by Charles A. Rice, superintendent of schools—‘Approximately twenty-five percent of our teachers did professional work prior to\ntenure law; now sixty percent.\nIncrease due in part to platoon schools\nrequiring teachers to specialize; also to single salary schedule which pays\n\nmaximum salary to teachers with Bachelor’s Degree regardless of grade\ntaught. We believe tenure stabilizes the profession and stimulates growth\n\nof teachers.”\n'\nA review of the movement toward professional improvement shown by\nthe cities of Oakland, California, and Portland, Oregon, indicates that\nother factors than tenure have entered.\nHowever, there certainly has been\nno deterioration.\nOn the other hand, a manifest movement toward pro-\n\n"}
{"page": 216, "printed_page": null, "text": "212\n\nere\n\nepee\n\nas\n\nEpucAtTION\nNATIONAL\nENA\n\nASSOCIATION\n\nfessional improvement by the members of the teaching staff is apparent in\nboth cities. It is fair to reason that stability in each of the above cities\nhas been one of the factors operating in conjunction with others to bring\nabout this tendency toward professional improvement.\nStatements\n\nof Professional\n\nLeaders\n\nAt a regularly called meeting of the Tenure Committee of One Hundred held in Boston on the occasion of the last meeting of the Department\nof Superintendence, it was determined that a statement of recommendations .\nfor tenure provisions should be asked from educational leaders in teachers\ncolleges and universities who have expressed an attitude on the problem of\n‘The Committee was desirous of securing the views of\nindefinite tenure.\nthose who oppose indefinite and permanent tenure as well as those who\nsupport it. We submit herewith such statements from Frank Spaulding,\nEllwood P. Cubberley, Leonard V. Koos, and George D. Strayer.\nFrank E. Spaulding, Dean of School of Education, Yale University—\n“Each state must work out its own tenure policy in the light of its own\nconditions.\nIt is impracticable to attempt to formulate a policy which\nwould be generally applicable. Hence ‘the best state policy’ can be nothing\nbetter than an unworkable abstraction. The greatest need now is unbiased\nstudies of effects of policies in operation.\nEllwood\n\nP. Cubberley,\n\nDean\n\nof School\n\nof Education,\n\nStanford\n\nUni-\n\nversity—‘“The movement for life tenure of teachers is an outgrowth largely\nof injustices in the matter of employment, caused largely by the whims of\ncommunities and the unintelligent actions of local boards of education.\nThat yearly reemployment is both unsatisfactory and unjust to teachers,\n‘and that the effect upon the teaching force and in turn upon the schools is\ninjurious cannot be doubted.\n‘The results have been that the teachers, to\ncure an evil, have proposed to create what in time is very likely to become a\ngreater one, as full life tenure is almost certain in time to be even worse\nthan annual reemployment.\nThat security in tenure, so long as the services rendered are satisfactory,\nis desirable there can be no question.\nSecurity will tend to draw a better\nclass of young people to teacher training institutions, and to retain a better\n\nclass of instructors in the teaching ranks. ‘The schools exist, however, to\nafford the best possible instruction for children, and only incidentally to\n\nafford places for teachers, and any consideration of the tenure problem\nmust be approached from the child’s point of view, rather than from that\nof the teacher.\n}\nAnnual reemployment and life tenure represent two extremes in the\nmatter of teacher employment, and there is no necessity for having either.\nThere is, instead, a middle ground that is fair alike to the children, to the\n\nteacher, and to the public which\n\npays the bills; namely,\n\nemployment, followed by indeterminate tenure.\nfollowing a reasonably satisfactory probationary\n\nprobationary\n\nIndeterminate tenure,\nperiod, guarantees the\n\n"}
{"page": 217, "printed_page": null, "text": "se eaten\n\nReports OF CoMMITTEES\niremers t\n\n213\n\nteacher virtual life tenure during efficient service, lays proper basis for the\n\nimprovement of teachers while at work and for a general salary and pensioning scheme, and at the same time guarantees the public that a capable\nand progressive school system can be maintained.\nNearly all the permanent tenure laws so far enacted contain a provision that teachers enjoying\ntenure may still be dismissed, after a public trial, for immorality, insubordination, neglect of duty, unprofessional conduct, or ineompetence. ‘The\nfirst four causes seldom occur with teachers, and when they do a quiet\nresignation is usually the solution, while the only serious charge—incompetency—can almost never be proved if the teacher chooses to fight; and\n\nwhen it is attempted it is the accusing officer and not the teacher who is in\nreality put on trial. Almost any attorney, representing the teacher, can\ncreate a bad situation for the board and the superintendent, while the\nresulting newspaper publicity and the personalities exchanged leave a bad\nimpression with the community.\nIf the board dismisses the teacher, an\nappeal to the courts almost always results in the reinstatement, with full\nback salary, of the teacher so dismissed.\nThe result is that school boards\nand superintendents soon give up the attempt to rid the schools of incompetents, and life tenure for all, regardless of efficiency, becomes a certainty.\nThat a body of teachers, reasonably efficient at the time a life tenure\nlaw is enacted, will all continue to be capable and efficient instructors fifteen to twenty-five years afterward, any one who has had much to do with\nteachers or is acquainted with human nature knows will not be the case.\nMost teachers, like other people, keep themselves alive best if under the\n\ninfluences of a gentle but constant spur. For some teachers the surest\nmethod for producing inefficiency is to take away the incentive to activity,\ngrowth, and personal improvement which the opportunity for a periodic\nreview of what they are doing provides.\nIf the purpose is to develop a selfsatisfied and an unprogressive teaching force, ultimately to weaken seriously our American public schools, and in time to turn over education,\nfor those who can afford it, into the hands of the private and parochial\nschools, leaving the public schools to minister to the needs of only the\nrural and village populations and the poorer and more ignorant classes\nof our cities, then unlimited life tenure laws for teachers and principals\nis one of the surest means that could be devised for so doing. So large\nand so important a national undertaking as public education, where progress\nand personal growth are so essential to efficiency, cannot be for long\nsuccessfully carried on on a life tenure basis of employment.\nA sound plan for teacher tenure, in the judgment of the writer, should\nbe constituted substantially as follows:\nA new\n\nteacher entering the service of a city or a county school district should\n\nenter on probationary\n\nappointment,\n\nfor say a five-year term, with credit for sery-\n\nice elsewhere, to be determined at the time of entrance, not to exceed three\nyears in amount.\nAt the completion of the probationary period, if satisfactory,\nthe\n\nteacher\n\nshould\n\nbe\n\nelected\n\nto\n\nindeterminate\n\ntenure,\n\nafter\n\nwhich\n\nno\n\nyearly\n\n"}
{"page": 218, "printed_page": null, "text": "214\n\n~\n\nNationa\n\nEpucatrion\n\nASSOCIATION\n\nelection would be called for, as long as the teacher met the general requirements\nThe teacher\nof the state as to certificates and professional study and improvement.\nwould then be given virtual life tenure, as long as she, or he, did not fall under\nsome of the legal causes for dismissal from the service, as provided by general\nstate law.\nThe causes for dismissal should be two types, and should be dealt with differently,\nThe first type should include causes requiring immediate attention, such as immorality, insubordination, willful neglect of duty, and probably certain clearly\nFor these, on proper proof, the teacher\ndefined cases of unprofessional conduct.\nshould be subject, at any time, to suspension by the superintendent and dismissal\n\nby the board of education, always subject to the appeal provided for hereafter.\nThe other type of cause is incompetency or unfitness for the teaching service.\nWhen this is the charge, the teacher should not be brought to trial before the\nboard in an attempt to prove what can seldom be proved, but instead be transferred back to the probationary class for teachers for the ensuing year. In a large\ncity there could be a special school, or schools, under a very competent training\nprincipal, where teachers could be transferred, helped, and if necessary, retrained\nHer work should then be placed under careful\nand prepared for reassignment.\n\nobservation, and she should be given any needed help. There should be no reduction in salary, and, if the teacher demands it, a change to another school in\nthe city or county school district should be permitted.\nAt the end of the year of\nprobationary service the teacher should either be restored to indeterminate tenure\nor be dropped from the service.\nIf necessary to assign her again to probationary\nstatus, she, or he, should be discharged instead.\nAs to the validity of the evidence for dismissal\n\nthe board of education concerned\n\nunder\n\nshould be the judge.\n\neither\n\ntype\n\nIf dismissed,\n\nof cause,\n\nthe teacher\n\nshould be permitted to appeal the case to the state commissioner of education—\nor to a state appeal board—for review and final decision, but with no appeal of\nthe case to the courts except when the rights of the teacher in the matter, as defined in the law, have been infringed.\nThe question of competency is an educational and not a legal matter, and it should be decided on educational and not on\nlegal grounds.\n\nAfter a little while, under such a law, boards of education would cease\nto attempt the dismissal of teachers except for sound reasons; all good\nteachers would have undisturbed tenure; weak and inefficient teachers\nwould not find the schools a safe haven in which to earn a livelihood;\npublic trials under the guidance of lawyers interested only in establishing a\ncase for their client would be almost entirely eliminated; and the chil-\n\ndren—for whom the schools exist—would be protected in their right to\nhave as good a teacher as the money available can secure.\nLeonard V. Koos, Professor of Educational Administration, University\nof Minnesota, and Director of Survey of Secondary Education of the\nState of California—‘‘For many years, I have been favorable to providing\nsuch assurance by statute.\nI am still favorable, but after recent contacts\nwith those who have had experience with laws in operation, I have modi-\n\nfied my viewpoint somewhat.\nPerhaps I can best describe that attitude by\nsaying that I am just as strong as I ever was for tenure for those employed\nin the profession of teaching, any qualification of my former attitude arising\n\nout of a present lack of professionalization in the teaching group.\nFor\nexample, I begin to doubt whether we should assure permanent tenure to\nteachers with lower grades of certificates and professional training. Again\n\n"}
{"page": 219, "printed_page": null, "text": "Reports oF CoMMITTEES\n\n215\n\nI doubt whether it is feasible to pass tenure laws applicable to situations\nwhere professional supervision does not apply as in the case of county\nsuperintendents who are elected by popular vote and who make very\ninfrequent contact with the schools under their direction and control.\nThis revised attitude may be put positively by saying that I am favorable\nto tenure laws for teachers who are professionally qualified and who are in\nsituations where they receive professional supervision.”\nGeorge D. Strayer, Teachers College, Columbia University—Teachers\n\nwho enter the service after having received standard professional training should serve a probationary period of three years during which time\ntheir fitness for the teaching profession should be determined.\nAfter the\nprobationary period, they should be given indeterminate tenure.\nAfter\nthis tenure has been established, they should not be subject to annual or\nterm elections.\n‘Their continuance in the service should, however, be\ndependent upon meeting the advancing standards of the profession. ‘They\nshould be dismissed only after trial for inefficiency and for immorality.\nThere should always be provided an appeal from the decision rendered by\nthe local board of education.\n‘This appeal should be to the commissioner\nof education or state superintendent of schools.”\nSummary—The Committee believes that a continued study of the operation of indefinite tenure in the states where such laws exist and in the\ncities where the practise prevails through rules and regulations of the\nboard of education or by virtue of long established precedent will afford\nthe facts upon which a permanent policy for the Association can be based.\nThe Association has already taken a definite attitude in favor of greater\nstability in the profession and better conditions for teachers everywhere.\nA sound policy of state legislation can be recommended to state legislatures\nand state teachers associations only when the facts are well established.\nThe study of Massachusetts and New Jersey, where the oldest tenure\nlaws exist—the study of Indiana and Minnesota, where the newest tenure\nlaws exist—undertaken over a period of five years, and the observations of\nthe effects of tenure in large city school systems ought to be a valuable\n\nguide to those who determine the policy of the National Education Association and of the teachers associations in the several states.\n\nREPORT\nE.\n\nRUTH\n\nOF\n\nTHE\n\nPYRTLE,\n\nCOMMITTEE ON RETIREMENT\nALLOWANCES *\n\nCHAIRMAN,\n\nPRINCIPAL,\n\nLINCOLN,\n\nThe Retirement\n\nCommittee\n\nnow\n\nBANCROFT\n\nSCHOOL,\n\nNEBR.\n\nhas 187 members\n\nrepresenting every\n\nstate and territory.\n1 These remarks were made at the Minneapolis meeting by Miss Pyrtle, chairman of the committee, in presenting a preliminary report. ee revised report will appear as Vol, VI, No. 3,\nissue of the Research Bulletin of the N. E.\n\n"}
{"page": 220, "printed_page": null, "text": "NATIONAL\n\n216\n\nEpUCATION\n\nASSOCIATION\n\nRetirement Committee objectives\n\n1. The preparation of reports and other materials valuable to those\nworking for the development of sound teacher retirement systems.\n2. The maintenance of a clearinghouse of information for those concerned with the problem of teacher retirement allowances.\n3. The conduct of studies of major problems growing out of the movement for sound teacher retirement systems.\n4. Assisting with the proper kind of press publicity for sound teacher\nretirement allowances outside as well as within the teaching profession.\nThis is one if not the greatest need in this great cause, so important to\nthe efficiency of the teachers’ profession.\nThe reports contain material which should be of great value to those\nstriving to establish or to maintain and improve sound teacher retirement\nsystems.\nThe reports show that 23 states and the District of Columbia\nhave now state-wide retirement laws, 15 more states have state laws that\napply to certain cities only and the other 10 states are now working diligently toward state-wide retirement legislation.\nOur Committee through\ncorrespondence has assembled in the Research Department of the National\nEducation Association at Association headquarters an excellent library of\ntheoretical and practical material and a file of the texts of practically all\nthe retirement laws in effect.\nA continuing correspondence is carried on with state officials and members of state and local teacher retirement systems to secure the latest information concerning the progress of retirement legislation, assembling\nit in one place, in order that the Association may respond promptly to the\nmany calls for assistance from those out in the field working on retirement\nproblems.\nA statement of the “Fundamental Principles of a Teachers’ Retirement\nSystem” contained in this report and which is the result of several years’\nresearch and the cooperation of experts on teacher retirement, located in\nall sections of the country, has become the bible guide on retirement study,\n\nso one of the hard working committee members wrote me a few weeks\nago. Frequent letter responses reach me similar to this received June\n19, 1928 from Miss Jennie Roch of New Orleans.\n\nShe writes:\n\nIt may be of interest to you to know that we have introduced into the Louisiana\nLegislature\n\nNew\n\nwhich\n\nis meeting\n\nOrleans Retirement\n\nFund.\n\nat\n\npresent\n\nThe\n\na bill\n\nAct was\n\nfor\n\nplanned\n\nthe\n\nreorganization\n\nby Mr. Buck.\n\nof the\n\nThe\n\nnew\n\nlaw contains all except two of the principles advocated by the Committee on\nRetirement Allowances of the National Education Association.\nThe two principles that are not included are reciprocal relations and options.\nThe Bill has\npassed the house unanimously, and we expect no opposition in the Senate.\n\nOur Retirement Committee appreciates the cordial effective cooperative\nrelations which has been established with the National Council of Retirement Systems. A most valuable half day joint session of discussion was\nheld at the Boston meeting.\n\n"}
{"page": 221, "printed_page": null, "text": "Reports OF COMMITTEES\n\n217\n\nThe Committee hopes to initiate during the coming year some cooperative research studies valuable in the retirement field—protection and\nproper investment of large reserve funds now being built up.\nGeneral progress of retirement movement—The wisdom of providing\nsound teacher retirement systems is more generally recognized than ever\nbefore. Just as progressive industries have recognized that business efficiency is increased by the adoption of sound plans for the retirement of\nsuperannuated employees, progressive state school systems are recognizing\nthat teaching efficiency is increased by the adoption of sound plans for the\nretirement of teachers. The sound teacher retirement systems already\nin effect are being improved.\nCareful study is being made of less well\nestablished systems with a view to placing them on a sound basis. A\n\nnumber of states which have no provision for teacher retirement have\ndefinite plans which promise to remedy the situation.\nThe measures being proposed in thése latter cases are nearly all of the\nsound 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\nretirement of disabled or superannuated teachers.\nOur 1926 retirement report recommended to the Board of Directors\nthe establishment of a modern, sound retirement plan covering the Association headquarters employees.\nSuch a plan was worked out and at the Seattle meeting was authorized\n\nby the Board of Directors.\nThe plan went into effect Dec. 1, 1927. A review of the plan is in the\nJune, 1928, Journal of the National Education Association.\n‘The Committee heartily approves the action of the Board of Directors.\nWe feel it\nmeans the continued efficiency of the headquarters staff.\nThis Committee is greatly indebted to John K. Norton and his assistants of the Research Division for their efficient work in the preparation\nof this report.\n\nREPORT OF THE\nTHE NATIONAL\nORED SCHOOLS\nN. C. NEWBOLD,\n\nCOMMITTEE\nASSOCIATION\n\nTO\nOF\n\nDIRECTOR,\n\nOF NEGRO\n\nRALEIGH,\n\nDIVISION\nN.\n\nC.,\n\nCOOPERATE WITH\nTEACHERS IN COLEDUCATION,\n\nCHAIRMAN\n\nOn a basis of averages, every tenth child born in the United States\nHe is just as human, just as anxious to enjoy\nbelongs to the Negro race.\nthe privileges of life, liberty, and the pursuit of happiness as are the other\nHe appeals to America for a chance\nHe is a potential citizen.\nnine.\nwith which his Creator has endowed\npowers\nGod-given\nthe\nto develop all\nhim.\nRepresenting this tenth child and his twelve million kindred in America,\nyour\n\nCommittee\n\nwishes to express\n\nappreciation\n\nfor interest and coopera-\n\n"}
{"page": 222, "printed_page": null, "text": "218\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ntion already manifested in the National Association of Teachers in Colored\nSchools, and to recommend for your’ earnest consideration, and, we hope,\nyour adoption at this meeting, the following plan for further cooperation.\n1. Studies or surveys or investigations by this Committee or other persons under its direction.\n(a) Collecting data on the status of Negro education in this country—elementary\nschools, high schools, and colleges, teacher training, school attendance and the like.\nThis would be done mainly by bringing together the facts from reports already\npublished by the states and by the United States Bureau of Education. This\nsummary of the present status of Negro education would be of real value to educational officials and to students of this subject throughout the country.\n(b) That a basic study be made, if possible, of the conditions affecting the\nhealth of the Negro schoo] child as they exist at the present time. To aid, in\nsome measure, in organizing and directing such a study we can, in all probability,\nsecure the cooperation of the American Child Health Association.\n\n2. That in at least one program of the General Sessions there be included an address by some leader in Negro education who has a wide\nreputation for service in this field.\nThe obvious purpose of such an address would be to remind us of existing conditions in Negro education, and, if possible, furnish a basis for\nhelpful cooperation.\n3. That a Negro musical organization be invited to furnish the music\nfor at least one program of the General Sessions.\nSuch organizations as\nthe Hampton, Tuskegee, Atlanta University, and other college quartettes,\nand the Fisk University Jubilee Singers would charm and delight the\nthousands who attend the National Education Association meetings.\n4. That the National Education Association give its sympathetic interest\nand encouragement to the preparation of a motion picture which will describe on a factual basis the history of Negroes in America, their struggles,\ntheir accomplishments in education, literature, art, music, and in the accumulation of wealth, their contributions to America in industry, agriculture, and in the arts and sciences, and in peace and war.\nThe purpose of such a serious effort to describe the Negroes’ part in our\nhistory is selfevident, viz: To inform the mass of our American people\nthat Negroes form a component part of our population, that they desire\nto share in the privileges of our great government, but that they are eager\nto bear their full part of the responsibilities of other American citizens.\n5. That the Committee to cooperate with the National Association of\nTeachers in Colored Schools be included in the list of permanent commit-\n\ntees of the National Education Association, and that an adequate appropriation be made for its activities in the current year.\n\n"}
{"page": 223, "printed_page": null, "text": "Reports OF COMMITTEES\n\nREPORT\n\nOF\n\n219\n\nTHE GOMMITTEE ON THE\nSTATUS OF THE TEACHER\n\nB. R. BUCKINGHAM,\n\nOHIO\n\nSTATE\n\nUNIVERSITY,\n\nECONOMIC\n\nCOLUMBUS,\n\nOHIO,\n\nCHAIRMAN\n\nSandwiched as I am between the legitimate people on this program, I\nthink it is not proper that I should occupy much of your time or attention.\nI don’t want to prevent the talking of the people who talk so lovely.\nThey are getting nervous on the right and left, and I am sure they would\nlike to begin.\nThe Committee on the Economic Status of Teachers was appointed by\nthis representative body meeting in Seattle, to collect data concerning the\nsituation of the teaching force of this country.\nI should like to point out\nthat it isn’t entirely a question of salary. An excellent committee has\nbeen appointed by Miss Adair and it will set to work on the problem right\naway as soon as the Budget Committee does its part, which I presume it\n\nwill.\nThe committee met early this week and formulated certain plans. It\nis true that the question of salary in various aspects as it relates to the\npurchasing power of the income of the teacher is a large factor in our\nthinking, but it is not all by any means.\nIf I had time and you had the\ninclination to hear me, I should tell you some of the topics that we decided\n\nwe had better look into.\nI wish we might hear from some of the delegates who were particularly\nresponsible for the appointment of this committee at Seattle. You must\nhave had something in your minds that you wished the committee do. If\nwe could know what those things are, we should appreciate it greatly.\nOf course, it isn’t possible for us to go into all phases of the question, but\nwe should not like to leave out some of the major things, some of the\nthings that are particularly lying in your minds.\nI said a moment ago that they are not all questions of salary and you\nknow that right well. It is a fact, isn’t it, that socially the teacher is not\nalways as highly regarded as we think he or she should be.\nRight here I want to say that I am not going to say he or she, or him or\nher. Iam going to say he and him. You can take the masculine pronoun\nto include the ladies. Miss Adair reminds me that the men embrace the\nwomen.\nI was at one time visiting a school on the occasion of a parent-teachers\nmeeting.\nThis was one of these swell schools in a high class residential\nsuburban section.\nAfter the meeting one of the parents was talking to me,\n\na lady of very evident wealth and station, presently she said, ‘There goes\nthe teacher of my little boy.”\n“Do you know her?” I asked.\n“Oh yes,” she replied.\n\n“T presume you have had her to dinner at your home?”\n\n"}
{"page": 224, "printed_page": null, "text": "220\nee\n\ni\n\nNaTIONAL\ntc\n\nEpuCATION\n\nASSOCIATION\n\n“No, we wouldn’t invite her to\n“Oh, no,” said she evidently surprised.\nso on. The lady succeeded\nand\nShe wouldn’t enjoy that,”\nour home.\nthe teacher was not up\nopinion\nher\nin\nthat\nidea\nthe\nwith\nin impressing me\nto her standard.\nA part of this question of status of the teacher takes in that whole problem of the social setting in which the teacher finds himself. You know the\nWe\nlawyer and the doctor and the engineer are all recognized as experts.\nto\nattend\ncan\nhe\nknow\nwe\nthat\nbusiness\nhave\ngo to a lawyer when we\nbetter than we, and we don’t oppose his judgment, at least not very\nstrenuously.\nThe same is true with the doctor, and likewise with the\nengineer and all sorts of other folks who specialize, but everyone under\nheaven seems to have a clear idea how the school should be run.\nOne of the things the teachers most need to establish is their rightful\nstatus as experts in education; but in order to do this they must be really\nand truly and conspicuously expert. As perhaps some of you know, I\npreach the idea of studentship on the job, the idea of studying education,\nits products, its processes, and its curricula.\nThe thought that research\nis something that university professors alone indulge in has done a whole\nlot to hamper the scope and dignity of the professionalism of the teacher\nin the elementary and secondary school.\n4\nWe know, of course, that the university professor is employed to investigate and to teach.\nIt ought to be a doctrine held throughout all\neducational institutions that teachers should be trained, hired and expected\nboth to teach and to investigate, in other words, that teaching and research\ngo hand in hand.\nI do not mean that the emphasis on research need be as great in the\nelementary school as it is in the university, but I do mean that it ought\nto be there and that it ought to be planned for and expected.\nYou know we are different from the people in the physical sciences and\nin the linguistic and social sciences. We do not have old manuscripts or\nbugs or fossils upon which to exercise our spirit of inquiry, but human\nbeings; and we have human beings at the most engaging period of their\nexistence, namely, childhood.\nIn endless procession, as one class succeeds\nanother, they pass before us ever at the level of childhood.\nMoreover,\neach of these children has his own peculiarities, which it is our privilege\nto study and to serve.\nIf therefore the work of the teacher includes,\nbesides teaching, the study of childhood and the ministration in the most\nintelligent way to childhood, then the status of the teacher, it seems to me,\ntakes on new meaning and new dignity.\n\n"}
{"page": 225, "printed_page": null, "text": "The\n\nNational\n\nCouncil\n\nof Education\n\n"}
{"page": 226, "printed_page": null, "text": "HE\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nwas\n\nor-\n\nganized in 1880, growing out of a paper read by\nThomas W. Bicknell before the Department of\nSuperintendence. See Proceedings, 1880:90-94. The\nactive membership of the Council consists of 60 members chosen by the Council; 60 chosen by the Board of\nDirectors of the Association ;andthreechosen by each\nof the Departments of the Association. The list of\nmembers is published in this volume, pages 256-262.\nFor constitution and bylaws, see 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 1928-29 are: President, Henry Lester\nSmith, Dean, School of Education, Indiana University, Bloomington, Ind.; Vicepresident, Mrs. Susan\nM. Dorsey, Superintendent of Schools, Los Angeles,\nCalif.; Secretary, Adelaide 8. Baylor, Chief, Home\nEconomics Education Service, Federal Board for\nVocational Education, Washington, D. C.; Hxecutive\nCommittee, A. J. Matthews, President, Tempe Normal School, Tempe, Ariz. (term expires 1929) ; M. G.\nClark, Superintendent of Schools, Sioux City, Iowa\n(term expires 1930). Facts relating to the establishment of this Department and the record of meetings are found in earlier Proceedings as follows:\n1880:\n90- 94\n1884 : Pt. 3:1-67\n1885:\n405-551\n1886:\n261-331\n1887:\n257-328\n1888 :\n253-321\n1889:\n147-440\n1890:\n289-364\n1891;\n275-378\n\n1892 :745-806\n1893 :925\n1894 :593-678\n1895 430-509\n—° 1896:393-470\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[ 222]\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\n1927 :247-292\n\n"}
{"page": 227, "printed_page": null, "text": "THE COORDINATION OF EDUCATIONAL INTERESTS IN\nDEVELOPING A PROGRAM FOR CHILD DEVELOPMENT\nAND PARENT EDUCATION\nANNA\n\nE.\n\nRICHARDSON,\n\nFIELD\n\nRENTAL\n\nEDUCATION,\n\nAMERICAN\n\nWORKER\n\nINGTON,\n\nD. C.\n\nIN\n\nHOME\n\nCHILD\n\nDEVELOPMENT\n\nECONOMICS\n\nASSOCIATION,\n\nAND\n\nPA-\n\nWASH-\n\nBere we can discuss the question of coordinating the educational interests of the public schools into a functioning program of child development and parent education, it is important first to consider the school’s\nshare in this program and how it can best discharge the responsibilities\nwhich it must assume in connection with it.\nThe school of today is committed to the ideal of giving to each child\nwho comes within its guardianship a chance for maximum development\nwithin the range of opportunities which it is able to provide.\nThe school’s share in the program of child development and parent education must start then with its first contract with the child or the child’s\nhome, for as early as possible the school and the home should set up a\npartnership, the purpose of which is to furnish the best possible opportunities\nfor the child to develop to the optimum his potential capacities. “This cooperation should be continued throughout the child’s school life.\nThe school cannot intelligently do its share unless it has a pretty clear\nunderstanding of the life of the child outside of school hours, his physical\ncondition, his food habits, his rest and his play—something of the home\nwhich is conditioning the behavior which is evidenced in school. As education is a continuous process and all of life’s experiences are educative, the\nschool cannot select wisely those experiences which it can best offer to the\nchild unless it knows something of the full round of his activities, particularly in the home, for in these early years the home is primarily responsible\nfor shaping child behavior.\n‘This means that the school should start its\nprogram of parent education at the time that it accepts its charge from the\nhome, for it is no longer content merely in doing what it can for the child\nduring school hours, it will wish to affect for the better the home from\nwhich he comes. The school must not supplant the home, but it must supplement its work, oftentimes guide and direct it, in its handling of problems of child care.\nMuch excellent work is already being done in the early grades, but not\nenough.\nThe program suggested above takes cooperation with doctors,\nnurses, health specialists, habit clinics and nutritionists, as well as teachers\nespecially trained in the various aspects of child development.\nNursery\nschools, kindergartens and primary education are costly say the school ad‘The numbers are great here and they fast drop out in the\nministrator.\nIt is much more economical to spend at the top. Perhaps\nupper grades.\nso, but what becomes of the one who drops out without ever having had\n\neven a chance to make the most of himself?\n\nWe see evidences every day\n\nof this vicious circle—the unfit beget the unfit—even\n[ 223]\n\nthe best of schools\n\n"}
{"page": 228, "printed_page": null, "text": "224\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncannot save all, but psychological, educational, and sociological research\nhave directed the way to salvaging many, if we are ready to pay for the\ncost of such a program.\nThe next very important aspect of this problem, the school’s program of\nchild development and parent education, is the school’s responsibility for\n\ngiving to its girls and boys training which will achieve our objective of\n“Worthy home membership.” We have accepted this as one of the cardinal\n\nprinciples of education, but we have done little to promote a functioning\nprogram.\nAre we ready to pledge ourselves to a program of curriculum\nand extracurriculum activities which will give to every girl and boy an\nappreciation of the significance of the right kind of home life and a desire\nto perpetuate it? Which will build up ideals and attitudes of home loyalties\nand which will influence the part which they play as a member of a\nfamily?\nMany children in the public schools come with no ideal of the kind\nof home which should be preserved, or of the kind of home which is worth\nstruggling for or working for. Is the school of today ready to furnish\nthis ideal to the boys and girls under its charge? Are we ready to teach\na democratic organization of the home in which every member shares in the\nwork and in the responsibilities, and at the same time has a share in- the\nplanning of its activities and its organization?\nAre these questions of importance for boys and girls of high-school age?\nStatistics show that there are now 700,000 girls who were married below\nsixteen years of age, and statistics further show that marriages of students\ncompleting the seventh and eighth grade produce three to four children,\nwhile marriages from high-school graduates, two children, and marriages\nfrom college graduates, .35 to .95 of a child. ‘These facts clearly indicate\nthat not only should our public schools assume responsibility for developing\nideals of homemaking but that they should also furnish training in the social\nand biological sciences underlying the maintenance of a home in the problems of child care and management and the skills which must be practiced\nin the home. A number of our schools are offering good courses in homemaking but many are limited too much merely to the teaching of the skills\nand most of them are reaching comparatively few girls and practically no\nboys.\nA recent survey reports courses in child care offered as a part of the\nhome economics program in a number of schools and indicates that they\nare using a good deal of ingenuity in providing for their pupils observation\nand experience in handling young children. ‘This is being secured through\ncooperation with kindergartens and primary grades, day nurseries, health\nand behavior clinics, children’s hospitals, orphanages, child placing homes,\nplaygrounds, and nursery schools.\nThe girls are given opportunity for\ndirected observations and after some experience are permitted to assist with\nthe care of the children. ‘The class discussion is based upon the questions\nwhich contact with the children provoke.\nIt is thus well motivated and\ngrows out of very genuine interest on the part of the students.\n\n"}
{"page": 229, "printed_page": null, "text": "NaTIONAL\n\nCounciL\n\noF EpucaTIoNn\n\n225\n\nThe nursery school is growing in popularity in this country and it is one\nof the most effective means for offering parental and preparental training.\nThe children can be observed under quite normal conditions and the way\nin which they respond to wisely conditioned environment and the skill with\nwhich the well-trained teacher handles situations is of much consequence\nto young women and to mothers who wish help :in handling young children.\nOne of the most effective nursery schools, organized as a part of the\nhome economics course in public school, has now been open for more\nthan two years. In this school the course in child care is required of every\ngirl for graduation.\nGroups of high-school girls are assigned each day\nto the nursery school and they are given regular duties which are rotated so\nthat each girl has a chance for a wide variety of contacts. They help supervise the cloakroom, assist in the bathroom, toilet, with the preparation and\nserving of lunches, and with games and outdoor play. There are sixteen\nchildren in attendance and the school is open from 8:30 until 3 o’clock.\nThe children have a light mid-morning luncheon and a heavy noon meal and\nhave their rest period and their nap in the afternoon. ‘This experience is\nrich in opportunity for high-school girls and they avail themselves quite\neagerly of it. ‘The service in the nursery school is supplemented by class\ndiscussions and readings which give opportunity for many questions and\nwhich open up many important topics. This training is not designed for\nnurse maids or teachers of little children but to give high-school girls, who\nwill in a few years have homes of their own, some appreciation and understanding of the problems of child care and how they can most intelligently\nbe handled.\nA program which will encourage girls and boys to assume their share in\nthe home today and challenge them to strive for the maintenance of worthwhile homes in the future, demands the cooperation and coordination of a\nnumber of the subjectmatter departments and of the extracurriculum activities as well. Life’s problems and situations are not solved in terms of chemistry, mathematics, or biology, they are solved only when these subjects\nfunction as tools and are understandingly used to this end. Child care\nand other problems of home and faimly life cannot be adequately taught\nas a subject or by one department alone. It can very well be organized\n\nby the home economics department but it should have the assistance of the\nschool nurse, physician, psychiatrist, health and physical education departments, and the social and biological sciences, as well as music, literature, and\narts, if they will serve. Community agencies interested in the care of little\nchildren, such as day nurseries, children’s hospitals, clinics, etc., must assist\nif adequate laboratory facilities are to be made available.\nThere is no objective, which has come into the school’s program, which\n\noffers more of a challenge to the school authorities or to the subjectmatter\ndepartments than does that of providing in the public schools opportunity\n\nfor child development under wise guidance and for preparental training for\n\nhigh-school girls and boys.\n\nA program in the schools which will further\n\nworthy home membership will stand or fall, by the vision and the under-\n\n"}
{"page": 230, "printed_page": null, "text": "NATIONAL\n\n226\n\nASSOCIATION\n\nEpUCATION\n\nstanding which is shown in coordinating all available agencies which can\nfunction in its promotion.\nIn conclusion I can only say a few words about the parental program—\ninterest in adult education is growing steadily and parent education is an\nSeveral cities now employ\nincreasingly important part of this movement.\nwhole time to such work.\nher\ngives\nwho\neducation,\na specialist in parental\n\nThe states that are leading in this movement\n\nare Oklahoma,\n\nNebraska,\n\nWe have become acIowa, Massachusetts, New York, and California.\ncustomed to spending public school funds for the training of auto mechanics, brick layers, milliners, and for the teaching of history, geography,\nand English—can we question the wisdom of spending of public funds for\ntraining in homemaking and parenthood? It is a program which meets vital\nneeds, which promotes in the most effective manner the maintenance of the\nbest principles of the institution of the home and it well deserves the support of our educators.\n5\n\nTHE\nPAUL\n\nNEED\n\nFOR\n\nMONROE,\n\nSYNTHETIC\n\nTEACHERS\nNEW\n\nTYPE\n\nCOLLEGE,\nYORK\n\nOF RESEARCH\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCITY\n\nAs inductive and deductive reasoning were used pragmatically by every\nindividual from the dawn of the human race but awaited an Aristotle for\nlogical formulation and Francis Bacon and the modern scientists for application and control of the phenomenal world, so with the analysis and synthesis of research. Both types have been used pragmatically from the first\ngropings of human understanding, yet richer experience and wider application permit only an adequate formulation even at the present day.\nWhen our father Adam gave as an excuse for the first misstep that the\nwomen tempted him and he ate to discover what manner was the fruit of\nthe tree of knowledge he furnished the first recorded instance of analytic\nresearch. And later when he accepted the penalty of analytic research that\n\nthereafter in labor and the sweat of his brow should he obtain life and\nfuture knowledge, he furnished also- the first record of research of\nsynthesis.\nWe are accustomed to contrast pure research and applied research much\nas for practical purposes as we are accustomed to make the distinction which\nin reality does not exist between pure and applied science. So in reality\nanalysis and synthesis in thinking and analysis and synthesis in research\nare not contrasting, much less antagonistic, processes. ‘They are in reality\nparts of the same process when completed, but which too frequently are left\nincomplete or separated.\nThe place of analysis and synthesis in educational research can best be\nindicated by comparison with related fields. The teaching of history has\nlong been criticized because of its exclusive emphasis on the political and\nresulting military interests in human experience.\nThe historical student\n\n"}
{"page": 231, "printed_page": null, "text": "NATIONAL\n\nCounciL\n\noF EpucaTion\n\n227\n\nhas isolated or analyzed the political interests and activities, probably because they are best recorded in documents, and has followed out this one\n\ninterest of man\n\nand called it history.\n\nAnalysis is isolation of essential\n\nfactors from the mass of phenomena for the sake of better understanding.\nThis isolated political aspect of life has been called history. More recently\ngreat emphasis has been laid upon another factor, the economic, and has\nled to the economic interpretation of history. Much of the recent controversy over the teaching of history has arisen from the attempt to correct\nthe one-sided and misleading interpretation which is bound to arise through\nthe isolation of the political factor by a similar isolation of the economic\nfactor. It may be just as much of an error pedagogically and historically,\nbut probably less debatable a fact, to present John Hancock as a smuggler\nas to present him as a patriot of the purest ray serene, or the framers of our\nConstitution as petty lawyers and speculators, anxious for a rise in Continental paper money, as to consider them the statesmen, moved only by the\npurest patriotism and of political wisdom little less than inspired.\nCertainly the clue to the teaching of history as a part of the common education\nof all youth is to be found in the substitution of synthesis for an analytic\napproach, which can only be made possible by researches of corresponding\ncharacter.\nNo American historian has been more bitterly criticized for his emphasis\non the economic aspect of American history than Dr. Charles Beard. But\nin his most recent work Dr. Beard has stated:\nIn reality the heritage, economics, politics, culture and\nof any civilization are so closely woven by fate into one\n\ninternational filiations\nfabric that no human\n\neye can discern the beginnings\n\nany economic\n\nof its warp\n\nor woof.\n\nAnd\n\ninterpre-\n\ntation, any political theory, any literary criticism, any aesthetic appreciation,\nwhich ignores this perplexing fact, is of necessity superficial. That a few students\nrecognize the nature of the problem and are beginning the search for a synthesis\nis a striking sign of the new epoch in American intellectual development.\n\nThis is exactly the situation in education ‘and particularly educational\nresearch.\nPerhaps further illustrations from the field of practical education are desirable before attempting the application to the field of educational research.\nWe have long been familiar with the merits or at least\nthe advocated merits of the analytic and synthetic methods of learning to\nread, learning to write, or of studying geography, arithmetic, or nature.\nThe same controversy over the merits of the analytic and synthetic methods\nextends to the more advanced fields of mathematics and science.\nIt is easy to see the complete inadequacy of the extreme analytical position of the old; and long discarded, alphabetic method of learning to read;\nthough it is not so easy to dispose of the controversy between advocates\n\nof the word method and of the sentence method.\n\nBut it is easy to see\n\nthat as opposed to the alphabet method, the word method is a synthetic\nmethod, whereas as opposed to the sentence method, it is synthetic. Perhaps to the practical, mature man, as to the student of education, the truth\n\n"}
{"page": 232, "printed_page": null, "text": "228\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nRNa\n\nlies in a combination of analysis and synthesis, and it may be that in reality\nthey are not opposed and contradictory and mutually exclusive, but are\nparts of the same process.\nIn fact, both analysis and synthesis are for the sake of understanding\nand control and both are necessary to the completed process, whether this\nprocess be a simple process of thought or an elaborate program of research\nto solve a complicated problem of education.\nWe analyze to isolate a\nfactor in a situation, in order to clarify, to understand, to control.\nOn\nthe other hand, it is quite as necessary to synthesize the various elements\nisolated by analyses, also in order to clarify, to understand, to control. And\nthe synthetic process is ordinarily far more difficult, and more subject to\nerrors than the analytic process.\nA child understands a flower or a fruit by analyzing its color, form,\nsmell, taste, size; a scientist by analyzing its component parts, pistils, stamens, petals, sepals, and each classifies according to the analysis. But in the\ncase of either child or scientist, a real understanding of the place of the\nflower in life is absent until the flower is synthesized again and connected\nback with plant and bud and fruit.\nFurther, it may be seen from this illustration that in our ordinary educational processes we are often satisfied with the analytic processes because\nwe are satisfied with partial results.\nIf we demand the complete results\nof absorption of the process into life so that it has become a real educative\nprocess, it must have proceeded from analysis to synthesis.\n“Chat is—\nneither the analytic nor the synthetic process is complete in itself; both are\nmeans to an objective—the completed educative process.\nSo also is it with the analytic and synthetic aspects of research, and this\npresents our problem. Unity of the educative process on a scientific basis\ndepends on development of synthetic scientific research. As matters now\nstand, scientific research in education has made great strides in the analytic\nphase. We have scientific tests by which children can be segregated, classifield on the bases of abilities, interests, and achievements.\n“These can be\napplied pari passu through the school progress of the child. Accurate interpretation of various phases of the child’s mental life are available for the\nstudent and for the teacher. While there have been some very creditable\nattempts at the interpretation of specific social needs and demands, some\nattempts on a scientific basis for moral education, some efforts other than\npurely pragmatic ones at a unified curriculum logically connected with\nactual classroom processes, social situations and the growth of individual\nchildren, yet after all nothing comparable to what has been done in the\nfields amenable to the analytic procedures has been accomplished in the\nsynthetic field. The very complexity and enormity of the task baffles\nand repels.\n\nDuring the war it became rather a commonplace observation that man’s\nmoral and social development had not kept pace with his development of\nthe control of forces of nature through science. Through chemical and\nphysical research we had learned how to manipulate chemical and me-\n\n"}
{"page": 233, "printed_page": null, "text": "NATIONAL\n\nCouNcIL oF EDUCATION\n\n229\n\nchanical destruction of life on a huge scale, while this same knowledge\nmight have been used to enrich rather than to destroy life. But though\nmankind became most efficient in cooperative action and cooperative research\nto carry on such destructive activities, we have not learned how to cooperate\nto confine the use of such knowledge to constructive purposes. ‘The reasons, of course, are obvious. The increase of knowledge of nature and with\nthis an enormous increase in practical power is the result of the analytical\nprocess of investigation.\nAn understanding of this is within the scope of\nthe average intelligence. Its devotees are numbered by millions. But the\nother side of the process, the unification of these new forces, of this new\nknowledge, until it takes its proper functional place in the whole life of\nsociety, awaits the results of a multitude of studies that call for the highest\norder of the intellect, that deal with the most puzzling problems of complicated education, in fact that demand the constructive, unifying, synthesized types of mind that are rare, and that can neither be appreciated nor\nrewarded as can the more definite, more tangible, more ponderable results\nof the scientific analytic type.\nSo also is the situation in education. The results of a generation’s effort\nin education in the United States is not to be measured by the mere growth\nin bulk—as from 250,000 to 4,000,000 students in the secondary field, or\nby the entire development of quantitative measurement, or by the progress\nor clarification of the qualitative, in child psychology, as is revealed by the\ndifference between the child study of the nineties and the child study of\ntoday, in itself almost as great as that between the infant schools of Wilderspin of a century ago and the preschool education of today.\nOne thing that gives the junior high school and the junior college their\nsignificance today, is not merely the more effective educative advice of\nprevision, but that both have fostered and developed not only essential\nphases of this larger educational integration, which my topic subsumes, but\nthat in themselves they have in turn stimulated this more integrating type\nof education as a whole. Witness the courses in contemporary civilization\nand the courses of orientation in general in the junior high school, in place\nof the old isolated required courses in philosophy, economics, history and\nlogic or whatever was tried in the old college. In the junior college in\na similar way, the exploratory courses, even if these earlier attempts, are\nnot always successful, or even if not usually successful, there is the effort\nto integrate—which is the essential point we are emphasizing.\nNow all of this experimentation by various institutions is one form of\nresearch, but like all of our institutional and administrative experimentation\nin American education, it is expensive and wasteful; both expensive and\nwasteful because not sufficiently checked up, that is, made sufficiently\nscientific, not clearly enough placed in the whole educational procedure\nand not sufficiently made well known to other experimenters.\nIn all of these respects there has undoubtely been a great improvement\nin the course of a generation. Experimentation in educational administration, whether of college, university, or public school, is usually after con-\n\n"}
{"page": 234, "printed_page": null, "text": "230\nnT\n\nON\nNatTIONAL EpucaTIon ASSOCIATI\ncalcite alt hee Sor ade Ee\n\nsiderable discussion and criticism of plans. In fact, most experimentation\nis an outgrowth not of individual insight but of the general professional\nIf insufficient publicity is\ndiscussion of the problem under consideration.\nresults from time to time,\nthe\nto\not\ninitiation\nits\ngiven either to the scheme,\nbecause there is insufrather\nbut\nproponent,\nthe\nof\nfault\nno\nusually\nthis is\nficient time for all others interested to keep informed of all that is being\nattempted.\n\nOne interesting aspect of our subject is this: that the integrating or\nsynthetic type of investigation cannot often or so successfully be carried on\nMore often it must be done by institutions\nby individual investigation.\nand involves a large number of individuals. While such procedures may be\nrecognized as experimentation, we do not always think of them in terms\nof research. But the investigations of individuals into aspects of the curriculum, are never completed until they have been tried out in school and\napplied to large numbers of children. So the school as well as the individual\nresearcher must take part in the research. ‘The organization and scientific\nchecking necessary are far more difficult than in the case of an analytic\nprocess wholly under the control of the experimenter. ‘The physical as well\nas the human material necessary for such experiments are far more elaborate than in the case of an analytic study; the difficulties of scientific checking are far greater; and the tangible results are far less definite and far\nless amenable to measurement.\nIn fact, we readily realize that we have\nnot progressed far as yet in the scientific measurement of such phenomena.\nIn certain aspects my topic involves a more serious consideration than\nthat of an abstract question of method.\nWe have greatly improved our\ntechnic, both of teaching in the classroom and of study and investigation.\nWe have greatly multiplied the opportunities for education and spread its\ninfluence more intimately and more extensively over the population. We\nhave made more efficient the administration of education, until it has be- *\ncome a profession with quite as scientific a basis as some others.\nBut in\ncertain essential respects it remains quite as inchoate, quite as untechnical,\nas it always has been. No one knows with certainty what materials are\nreally cultural for our civilization; no one seems to know in what proportion actual and practical social, that is, industrial and technical processes,\nshould enter into the cultural education; no one seems to know for what\npurpose the children are to be given a cultural education or why they\nshould have it. In other words, purposes or needs in education are just\nabout as much the product of opinion as they ever have been.\nLet us take one illustration: the marked tendency of the extension of\nsecondary and higher education to develop an excessive number of people\nonly for the clerical, professional, and academic circles—the white collar\nclasses.\nIn countries where the social structure is less complex than our\nown, the result can be seen more clearly. In both the Philippine Islands\nand Porto Rico we carried the American public school system about a\ngeneration ago. While both these countries are wholly agricultural and\ncannot be to any extent either industrial or commercial, and while the\n\n"}
{"page": 235, "printed_page": null, "text": "NatTIonat\n\nCouncit\n\nor Epucation\n\n231\n\nprofessional opportunities and needs are strictly limited, the American high\nschool with its academic course was set up as the logical goal for all graduates of the American elementary schools. As such opportunities had hitherto\nbeen greatly restricted and as undue social rewards went to the few who\ndid have such an education, an arbitrary and exaggerated importance was\ngiven to this type of education which greatly stimulated attendance. According to the first census taken by the Americans in the Philippines a\ngeneration ago, less than 2 percent of all persons employed in gainful occupation were in the socalled white collar job. In the census of four years\nago, 12 percent of those so engaged were in these jobs, and unnumbered\ngraduates of the high school were would-be’s.\nIn Porto Rico, wholly\nagricultural, the teaching profession is the one profession involving large\nnumbers and some prospect of moderate expansion.\nBut here of the 1100\nstudents enroled in the state university, over 700 are in the school of education, and most of the graduates of the faculty of arts, go into teaching in\nthe high schools. But high-school positions are now all filled, and there\nis a waiting list of 600 licensed teachers for the graded or rural schools\nout of a population of slightly over one million. In both of these cases it\nis obvious that large numbers of educated people are doomed to disappointment, that society has a great many misfits in occupation, and that there is\ngreat social wastage. As a matter of fact rhost of the political and social °\ndiscontent in both localities is due to this one fact, and because the educational situation is being aggravated, the political and social situation is apt\nto become worse rather than better. Not only are American political ideas\nbeing given a rigid and trying test in these regions; so also are American\neducational practices. In these major aspects the results in social attitudes,\naspirations, and achievement are far from unquestioned success. And yet\nthere is no evidence of any great realization of the significance of these\nexperiments, or of educational investigation.\nThe condition is different in our own country because size obscures the\nevils of the problem, because enormous natural resources permit the support of a large number of socially unprofitable individuals, and because the\ncomplexity and the wealth and the lack of rigidity in the social structure\npermit of innumerable readjustments which a more limited policy such as\nthat of the island societies mentioned, do not.\nYet the problem is the\nsame.. We are applying on a huge scale an education which justified itself\nin the past because applied to a very small proportion of the population.\n\nConsequently\n\nthe significant aspects today of our secondary and higher\n\neducation are those wherein we are experimenting with others than the\ntraditional cultural aspects of life in the endeavor to work out this problem.\nWe really do not know where we are going in this greatest of educational\nexperiments.\n\nThe types of integrating research we have mentioned are those concerning the content of a given subject; or of the educational integration of\nanalytical tests; or of the effects of certain types of education or of programs\nof schools in the social outcome.\nManifestly the dominant types of inte-\n\n"}
{"page": 236, "printed_page": null, "text": "NATIONAL EpuCATION\n232\na\na\n\nASSOCIATION\naa\n\ngrating research relate to the curriculum and to the social aspects of education. In fact it is probably this wide spread and comparatively recent emphasis upon the curriculum and upon curriculum research that has suggested the topic on this program.\nOne other phase of current research interest illustrates the growing\nrecognition of the importance of integrating or synthetic research: namely,\nthe studies of moral or character education. The analytic studies in children’s interests have played a large part in shaping educational thought over\na generation or so of teaching. The philosophical and psychological study\n\nof interests of an empirical character is even of longer duration. But all\nof this has gotten us nowhere in actual character formation in the schools.\nAn integrated process such as the Boy Scouts’ training, though wholly\nempirical, has often proven far more effective as an actual educative procedure.\nBut numerous recent efforts have been made towards the integrating\nstudy of character as a whole. Some of these studies have been ill-starred\nand unscientific; but several recent ones have been far more scientific in\nquality and have had far more suggestive results. At least sufficient progress has been made to indicate that the old analytical methods of study of\ninterests and motives are quite inadequate and that there are possibilities\nof investigations of the integrating, synthetic character that have been undreamed of before. Sufficient achievement has been made to demonstrate\nthe inadequacy of much of our complacent attitude with regard to the\nmoral aspect of education and the need for a much more critical attitude\nand active interest in this problem on the part of American educators.\nNo doubt your chairman in assigning this topic was aware that the writer\nwould necessarily bring in his special interest as one phase of the subject\nunder discussion.\nAnd indeed one phase of the curriculum problem is\nthat which bears on the most inclusive of our social problems, namely:\nour attitudes towards other peoples.\n‘The public-school system in every\ncountry has found its chief justification and purpose in the creation of satisfactory group attitudes and in training in the necessary skills of an accepted\nnational citizenship. The recognition that patriotism, the entire cultural\ncontent of citizenship, the adaptability of people in mass to social control,\ncould be created for an entire population by the artificial processes of school-\n\nroom discipline and instruction, was in fact the social discovery that lay\nat the basis of modern public educational systems. As one nation after another has realized this truth, it has proceeded to make effective its public\nschools. A number of nations which we are apt to term backward yet believe that a small trained educational class is sufficient and that the masses\nmay be left untrained and ignorant.\nRecent experiences and dawning\nrealization of the possibilities of the future both in the Orient and in the\nWest force the conclusion that the power or capacity for social evil of such\ngroups Is a most dangerous one. The problem is forced upon us—how can\nan effective, workable, durable, greater integration, which will include attitudes of toleration, of world friendliness, of cooperation be produced, as\n\n"}
{"page": 237, "printed_page": null, "text": "NaTIONAL\n\nCouncit\n\nor EpucaTion\n\n233\n\nnational integration has been produced by the old processes. We do not\nknow. We do not even generally know that we ought to know.\nBut we never can know except by investigation and experimentation and\neffort. And investigation and experimentation must begin on a small scale\nand be repeated innumerable times and precede the wholesale effort on a\nnational scale. Undoubtedly the most effective of such investigation and experimentation must be in the contents of the curriculum as that effects the\n\nattitudes and character of children and hence the action of adults.\nThus a further type of research of synthesis challenges us: how can we\nof our public-school materials create a world citizenry which is a natural\noutgrowth of an effective national citizenry? And again the answer is,\nonly by research and experimentation, only by effort on our part as educators.\nWe no longer think faithfulness to one’s profession, to one’s\nchurch, to one’s family, is incompatible with good citizenship. We know\nthat one may be a good father, a good teacher, a good Roman Catholic\nor a good Protestant, and yet be a good patriot.\nMay it not be that\none may be a good patriot—in the national sense—and a good citizen of\nthe world?\nTo consider this general problem aside from its political aspects, is difficult. Yet it must be considered fully and frankly and effectively as an\neducational problem, or all other educational and social endeavor may be\nof little consequence.\nIsolated as we are in the United States from these international problems, we are prone to persuade ourselves that such problems do not exist,\nor if they exist do not concern us.\n\nAs one important aspect of the situation it is well to recognize that the\nleaders in many countries believe that all attempts now being made for\na better international understanding and particularly those now being made\nthrough the schools to create friendly international attitudes are but attempts upon the part of successful or of favored or of dominating nations\nto preserve the status quo and to prevent any disturbance of their enjoyment of unjust privileges, territory, or political, and economic advantage.\nIn a similar way, nations not suffering from defeat in war, but suffering\nfrom economic backwardness or what they believe to be the unjust disadvantage imposed upon them by stronger foreign powers, take a similar\nattitude. All such peoples are deliberately using the schools to make clear\nto the children the character of such injustices and are developing attitudes of antagonisms rather than attitudes of understanding and goodwill.\nIn other words, numerous nations, whatever may be their relationships to\nothers politically and publicly, are inculcating the idea in the coming\ngeneration that these national maladjustments are so fundamental that\nthey can be remedied not by educational means but only by appeal to force.\nAltogether aside from the political merits of the case and carrying quite\nas much responsibility for the nations responsible for the supposed injustices or maladjustments as for those who are now using their schools to\nproduce attitudes of revolt and protest against existing conditions, I am\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNationaL\n\nEpucation ASSOCIATION\n\npointing out the facts-and the serious consequences involved and the need\nfor adequate scientific study of these conditions; not attempting either to\njustify or to condemn the situations as they exist.\nThe millions of children in the government schools of China have now\nbeen taught for fifteen years the successive steps in the filching of her\nterritory by western powers; the anti-foreignism of the present day is no\noccult phenomenon, nor one due to communistic influence of recent date.\nThe educational authorities of Mexico are doing many most excellent\nthings, among the best being a wide campaign for adult education.\nYet\nabout the first thing that is presented to the youth in these schools is a\nmap of North America with all the western part of the United States\npainted in solid black with a discussion of the process by which these lands\n\nwere taken from Mexico\n\nby the United\n\nStates.\n\nI am not raising the\n\nquestion of the merits of the case, but simply pointing out how the schools\nmay be used and are being used to create unfriendly rather than friendly\nattitudes among peoples. Our own experience with reference to the attitudes towards England created by our history texts is obvious to every\nobserver.\nIn Continental Europe both ‘‘the victorious’ peoples and the\nconquered are using their schools to justify to the coming generation their\nconduct and achievements or to protect their present status, thus creating\na distinctly hostile attitude towards their neighbors.\nGerman educators\nfirmly believe that they are justified in using the schools to fix in the minds\nof the coming generation what they consider to be the injustices of the\nVersailles treaty. In America almost any attempt to develop attitudes of\n,\nworld-citizenship is looked upon with suspicion.\nEven wholly unintentionally the school texts may be used to cultivate\nuntriendly attitudes. In the Philippines we used extensively the ordinary\nUnited States history texts, with their antagonism to Great Britain and\nto a remote overseas government with their emphasis on the wrongs of\ncolonists; and then we were quite surprised to discover that the Filipino\nyouth had developed “callow” ideas of independence, what we popularly\nconsider to be a lack of appreciation and of gratitude and an ill-founded\nand impracticable belief in the rights, needs and ‘Possible continuance of\ntheir own independence.\nThese instances of major character are all cited to show that schools\ncan be and are used whether consciously or unconsciously to develop natural group antagonisms. If this is so, they may be used to develop friendly\nattitudes. In fact, while school materials are used to this end to a marked\ndegree, in many respects they fail. Oftentimes this failure is that of\ngiving a wrong impression of foreign peoples, of developing wrong attitudes through incorrect or partial information, or factual statements which\nin their isolation produce the undesirable attitude.\nThis is the problem; by no means a merely academic or schoolmaster’s\nproblem, but one upon which the continued well-being of our whole social\nstructure may depend.\n\n"}
{"page": 239, "printed_page": null, "text": "NaTIONAL\n\nCoUNCIL\n\noF EpucATION\n\n235\n\nSuch a problem cannot be solved unless it is given very general attention by large numbers of educators. It cannot be solved except by extensive programs of investigation. While many isolated portions of the problem may be attacked by analytic research, no great progress can be made\nwithout comprehensive and repeated inquiries of a synthetic type.\nCivilization is control of environment.\nWe are very conscious of this\ntruth when we think of the control of the physical environment through\nscience. The Oriental is very conscious of this truth when he thinks of\ncontrol of conduct and of his adjustment with his fellows in social institutions. When during these last few years we in the West have drawn\nthis contrast between the control of environment through science as used\nin the destructiveness of war, and that lack of control of political and\nsocial environment that made the war possible, we are conscious of that\ncontrast which was mentioned above as one of the great human lessons\ntaught in our generation.\nAs educators we formulate the problems of education for the individual\nin terms of the child’s control over his own social and physical environment, which means control over conduct.\nEducation as a whole then means, just as civilization means, control\nover environment.\n‘The questions which arise are: what are the essential\nfeatures of that environment which need control; what do we mean by\ncontrol; how is control to be secured?\nEach of these questions implies a\nmultitude of subordinate questions,\nEach of these questions implies research, investigation; and as we have indicated, education or civilization\nin the sense of control means that each of these researches at each stage,\nor for each problem, must be carried through from the first analytic steps\nto the stage of completed synthesis. On the social side we are just beginning to see the implications of the scientific conception of education.\nIn conclusion, may we say: that the many recent achievements of analytic research call for consolidations of gains through research based on\nmethods of synthesis rather than upon those of analysis; that research\nthrough the formulation and application of various types of scientific measurement permits advance in the formulation of the principles of education through such synthesis; that reformulation of the content of various\nsubjects, as well as of methods of teaching them, are now proceeding on\nthe basis of synthesis; that the emphasis on curriculum research, experimentation and reformulation is an evidence of the same change in the basis of\napproach; as is also the new methods, new approach and new advance in\ncharacter education; and that the general subsidies recently given to research in the social sciences, research in the various subjects of the curriculum, Latin, modern languages, etc., and for research in curriculum\n\nstudy and experimentation, are but evidences in the large of the realization of the truth that progress in human endeavor is secured through\nthe related steps of analysis and synthesis in research and experimentation,\nas well as in thought and the action which grows out of thought.\n\n"}
{"page": 240, "printed_page": null, "text": "236\nchalice\n\nNaTIONAL EpucaTION ASSOCIATION\nre olhcl ealeienamiatinn teininioh iss neni eee\n\nTHE PREPARATION OF TEACHERS FOR DEALING\nBEHAVIOR PROBLEM CHILDREN\nW.\n\nCARSON\n\nRYAN,\n\nJR.,\n\nCHAIRMAN\n\nSWARTHMORE\nOF\n\nCOLLEGE,\n\nSUBCOMMITTEE\n\nON\n\nSWARTHMORE,\n\nWITH\nPA.,\n\nTRAINING\n\nFew recent changes in education are as significant as those that have to\ndo with behavior problems.\nWhat may fairly be called the scientific attitude—that of patient observation, recording of data, interpretation, understanding—is beginning to replace older methods of handling difficult children. ‘The situation has been clearly stated by Howard W. Nudd of New\nYork City, chairman of the National Committee on Visiting Teachers:\nEvery teacher, every social worker, and many a parent is familiar with the\nproblem child—the boy or girl whose school progress or whose reactions to normal\nrequirements point toward later inefficiency, delinquency, or some other failure in\npersonal or social adjustment.\nWhat is the trouble with such children, and what can be done for them?\nHow can the school obtain and utilize a knowledge of the forces that are affecting their success, and give them in fullest measure the benefits of their educational\nexperience?\nPuzzles or pests at home, in school, or elsewhere, their personal welfare and the welfare of society require painstaking effort in their behalf. ‘They\ncannot wisely be regarded as temporary nuisances, whose present weaknesses a\nkindly fate will in some way heal with the balm of time, nor can they wisely be\nignored without serious study and effort, as inevitable liabilities which society\nmust expect along with its blessings. \"Tomorrow they will be citizens, for weal\nor for woe, and their shortcomings today, if left uncorrected, may have dire effect\nupon the character of their citizenship tomorrow.\n‘They present the most baffling,\nthe most urgent, and the most interesting problems in the field of education.\n\nThe visiting teacher and the regular teacher—During the past few years\nthe visiting teachers, or counselors, as they are called in some localities,\nhave made a very important contribution to the task of dealing with be-\n\nhavior problem children. With their study of home background, their application of the principles of social case work, their understanding of\nmental hygiene, they have helped the schools and the teachers greatly in this\ndifficult situation.\nIt has become clear, however, that, important though\nthe services of the’ visiting teachers have been and will continue to be,\nultimately the problem becomes one of giving to all teachers, in their\npreliminary preparation if possible, something of the same basic understanding of human behavior that visiting teachers are obliged to have, to\nthe end that they may better understand individual boys and girls in school.\nThat a real beginning has been made in this direction is indicated by the fact\nthat, of some two hundred universities, colleges, and normal schools whose\n\ncatalog announcements were examined, at least twenty are giving special\ncourses definitely intended to prepare teachers for handling difficult children,\nand another score or more are offering courses in mental hygiene with\nsomething of the same purpose.\n‘These courses have nearly all made their\nappearance in the past year or two.\nMost of them are the direct outgrowth\nof the work of the National Committee of Visiting Teachers.\nDuring the\nsummer of 1927 courses on children’s problems as seen by the visiting teacher\n\n"}
{"page": 241, "printed_page": null, "text": "Nationa, NS\nCouneit or Epucation\neast\n\nce\n\n237\npina st tan\n\nns\n\nwere provided in seven teacher-training institutions. For 1928 courses\nhave been arranged with the help of the Committee in the following\nuniversities and colleges: University of Alabama; University of California;\nGeorge Peabody College for Teachers, Nashville, Tenn.; Michigan State\nNormal College, Ypsilanti, Mich. ;University of Minnesota; University of\nMissouri; New York University ;University of North Carolina; University\nof Washington; Western Reserve University, Cleveland, Ohio; and the\nUniversity of Wyoming.\nCourses of the same type, given by visiting\n\nteachers, are also being offered independently at the University of Colorado.\n“The purpose of these courses,” says a statement from the Committee, “is\nnot in any sense to train visiting teachers, but primarily to assist the class\nteacher to understand and teach puzzling and difficult children.”\nTypical courses—One of the newer courses which clearly shows the influence of the visiting teacher movement is the course called “The Problem\nChild in School,” given at the summer session of the School of Education\nof Western Reserve University, Cleveland, Ohio.\nThis course is described\nas follows:\nA study of the school problem of the individual child based upon actual case\nmaterial drawn from the experiences of visiting teachers.\nThe relation of behavior and scholarship to developmental history, mental ability, personality makeup, environment, family relationships, recreation, and other causative factors. The\nadjustment of their problems through adaptation or change of attitude in home or\ncommunity and schools.\nUtilization of community resources.\nAdaptation of the\ncurriculum to special needs.\n\nAnother course at the Cleveland school is the ‘Seminar on the School’s\nResponsibility for Adjustment of the Individual Child.”\nIt includes “intensive study of several types of problem children, such as the dull-normal,\nsuperior, emotionally unstable, neglected, and socially unadjusted,” and\nprovides for ‘‘additional case material drawn from the experience of visiting teachers.”\nThe school of education of the College of the City of New York calls\nits course “Problems of Child Behavior’’:\nThe\n\naim of this course\n\nis to train teachers in the technic of dealing with the\n\nbehavior problem of school children through actual study of cases reported by\nchild-guidance bureaus, habit clinics, disciplinary schools, and similar agencies.\nEmphasis is placed on methods of gathering, assembling, and interpreting data.\nFundamental laws of behavior are formulated as a result of these case studies.\n\nAt the University of Utah courses of the newer type are illustrated by\nthe following:\n(a) An application of the technic of social case\nGase work and the schools.\n(b) The réle of the childwork in dealing with normal and “problem” children.\n(c) The\nguidance clinic in facilitating the behavior adjustment of children.\nvisiting teacher and her work.\n\nMental hygiene (Advanced).\nof mental\nlooking\n\nhealth.\n\ntoward\n\nthe schools.\n\nthe\n\nAn\n\nadvanced\n\ndevelopment\n\nAn attempt to formulate the established principles\ncourse\n\nfor teachers,\n\nof mental\n\nhygiene\n\nhygienists,\nguidance\n\nand\n\ncounselors,\ninstruction\n\netc.,\nin\n\n"}
{"page": 242, "printed_page": null, "text": "238\n\nNATIONAL\n\nEpuCcATION ASSOCIATION\n\nAt the New York State College for Teachers, Albany, a course intended\nfor graduate students and seniors is labelled ‘Psychological Study of\nIt includes ‘“‘study of intellectual, emotional, and other\nProblem Children.”\ncharacteristics of children who differ from the average’; it attempts to\n‘trace various causes of unsatisfactory work, truancy, lying, destruction of\nproperty, and other forms of undesirable behavior”, and it “considers con-\n\nstructive measures for aiding children to adjust to life situations.”\nBesides a number of courses dealing with child psychology, child development, and mental hygiene, the National Kindergarten and Elementary\nCollege, Evanston, Ill., offers the following:\nChild guidance—A series of lectures stressing the necessity of observing carefully the reactions of normal children in normal situations in order to help individual children realize their greatest potentialities.\n\nIn the summer session the same institution offers a course in the “Scientific\nMethod in Handling Behavior Problems,” in which “a study is made of\nthe outstanding behavior problems with young children and the application\nof the principles of mental hygiene and psychology to their successful solution.” A survey of the current literature in case studies and observation in\nthe demonstration school of the college are required.\n.\n“The growing conviction that the school must concern itself with the\nentire personality of the child, and not merely with his intellect,” is the\nreason announced by the Central State Teachers College, Mount Pleasant,\nMichigan, for its course on “Mental and Sex Hygiene.”\nAnother state\nteachers’ college that has shown its interest in the newer approach is\nMarshall College, Huntington, West Virginia, which offers a three hour\ncourse in the summer session on “The Problem Child.” The college of\neducation of the University of Minnesota calls its course in the regular\nsession ““The Psychology of Behavior Problems in Children.”\nThe University of Cincinnati, in its college of education, offers, in addition to\ncourses on personality and education, the study of personality differences,\npsychology of character, and principles of mental hygiene, a special course\non “The Problem Child in Home and School,” which is described as “a\nreview, through case discussion, of the typical social and psychological\nfactors leading to undesirable behavior in children; types of motivation;\nremedial measures.”\n‘The course on mental hygiene in the summer session\nof the same institution covers:\nMeaning and scope of mental hygiene; need for it in the schools; what has\nbeen done; human nature and social adjustment; practical suggestions for use in\nthe schoolroom; for leaders of youth movement and for: adults.\n\nField-work experience for teachers in training—In a few instances field\nwork is offered as a major part of the work of the course.\nThis is the\nchief element in the plans that have been worked out by the White-Williams\n\nFoundation, of Philadelphia, particularly in cooperation with the Philadelphia Normal School, but also with other institutions.\n‘The chief\n\n"}
{"page": 243, "printed_page": null, "text": "NaTIONAL\n\nCounciL\n\nor EpucarTion\n\n239\n\nemphasis of our work,” says a report of the director dated February, 1928,\n“is coming to be upon cooperation with teacher-training courses in order\nthat the problems of children’s behavior may be better understood and\n\nhandled by classroom teachers.” Accordingly “counselors”\n(visiting\nteachers) are placed in the schools of practice and a course in behavior\nproblems is given by one of the counselors to a selected group of students\nwho in connection with this are doing field work with the school counselors\nMiss\n\nin their schools.\n\nEmma\n\nRannells\n\nfurnishes\n\nthe following\n\ndescrip-\n\ntion of the work as done under the senior sociology course:\nA small group of students, instead of doing the regular senior work in\nsociology, are having all their class and field work with the White-Williams\nFoundation, gaining in a very practical way further knowledge of child psychology\nand mental hygiene principles.\nThis group of students, for a nine weeks period\n(the other nine weeks of the term they are doing practice teaching), meets for\nan hour a week of class discussion and spends two afternoons a week in field\nwork in the two schools of practice and in the other elementary schools in which\nwe are working.\nSince starting the work in February, 1927, we have had five such groups, and\na sixth group is starting this spring (April, 1928). Because of the practical\ndifficulty of offering field work to many students, our largest group so far has\nconsisted of 12 girls. Altogether so far we have had 48 girls. In our new\ngroup we have 13. The group having this special work is selected by the sociology\ndepartment of the normal school on the basis of high averages in the two departments of psychology and sociology.\nIn the class period our method has been that of discussion.\nThe aim has been\nto give the students the point of view that behavior, troublesome and irritating to\nthe teacher, is symptomatical and that to affect the behavior we must understand\nand treat the causes\n\nof the symptoms.\n\nEach\n\ngroup\n\nof students\n\nhave\n\nchosen\n\ntheir\n\nown list of problems to discuss in the nine class periods. The following is the\nlist of one group: The rude, fresh child, the bully, the shy, backward child (the\none who cries often), the lazy, indifferent child, the defiant child, the child who\nsteals, the child who lies, the fussy child, the tale bearer, the selfassertive child,\nthe nervous child.\nIn class the counselor presents a case referred to her by the teacher because\nthe child has been exhibiting the particular type of behavior under discussion.\nIn\nthis way the fundamental causes of the behavior and the treatment applied in one\ncase are clearly brought out. There is free discussion of the case, of other\npossible causes for the same type of behavior, and of other treatment measures.\nWe choose the case carefully.\nFor instance, the case of the lazy, indifferent child\ndiscussed by the last group was chosen, from among a number of such cases, for\nseveral reasons—it was the case of an only child, in which problem the class had\nexpressed interest, the child was of a well-to-do family, and, too, it offered the\nopportunity of presenting the work of the Child Guidance Clinic, as Thomas was\nstudied there. In this case the chief causative factors of the laziness and indifference Thomas was exhibiting were found to be hyperfatigueability and immaturity, both of these factors in turn having causes in both the physical and the\n\nemotional\n\nrealm.\n\nFor\n\ntremendous care and\ndifficult in school for\n\ninstance,\n\none\n\nfactor\n\naccounting\n\nfor immaturity\n\nThis had\nprotection the boy had always had.\nhim to apply himself because the teacher could\n\nwas\n\nthe\n\nmade it\nnot give\n\nIn\nhim the constant stimulation which he had so depended upon in the home.\nconsidering cases the students think in terms of which factors in the situation are\nassets and which are liabilities, and treatment, of course, is directed toward the\n\nmodification\n\nof the liabilities.\n\n"}
{"page": 244, "printed_page": null, "text": "240\n\nNationaL\n\nEpuCATION\n\nASSOCIATION\n\nWhen the students first come to the school for field work they meet the principal and teachers, have a trip through the school, learn about the neighborhood, and consider the problems one might well expect to arise because of neighborhood conditions, such as lack of play space, factory neighborhood, etc. Field work\nexperiences consist of conferences with children referred as problems of one kind\nor another, consultation with their teachers, visits to their homes, and visits to social\nagencies at the time, or formerly, interested in the family. Home visits are made\nonly to those homes well known to the counselor and for a special purpose—such\nas giving the date of a hospital appointment previously consented to. However,\nbecause of the familiarity of the student with the situation as a whole, she invariably brings back information which is helpful in an understanding of the\ncase. Before sending the student to a social agency the counselor explains every\nShe confers with the agency worker, telling\nso the worker gives the student not only a\nreport of the agency’s contact with the family, but also an interpretation of their\nwork in general, the aims and ideals of the agency.\nWhen the student comes back\nwith the report from an agency she goes over all the material secured with the\ncounselor and the part the information plays in an understanding of the present\nsituation is thought out by counselor and student together.\nphase of the problem as we know it.\nher of the student’s background, and\n\nA course in which field work is the major element has been carried\non during the past five years by the education department of Swarthmore\nCollege in cooperation with the White-Williams Foundation.\nThe course\nis called ‘Social Work and the School,” and is described in the Swarthmore\ncatalog as follows:\nThis course is given in cooperation with the Department of School Counseling\nand Training of the White-Williams Foundation of Philadelphia.\nIt consists of\nat least one half-day each week of supervised field work with the counselors in\nthe public schools; and a fortnightly conference with the supervisor of the department for discussion of particular problems and interpretation of the work.\nThe aim of the course is (1) to enable those who intend to be teachers to enter\nteaching with an understanding of some of the social causes of school difficulties,\nand some knowledge of social resources, and (2) to give those students who are\ninterested in social work as a profession an opportunity to get a brief practical\ncontact with one kind of social case work.\n\nWhat can be done through existing courses—It is, of course, quite possible to help prospective teachers for handling behavior problems by modifying existing courses, without necessarily introducing entirely new ones.\nIndeed, there is something to be said for this method of making the needed\nchanges in the preparation of teachers in normal schools and colleges. An\nintroductory course in educational psychology may, of course, help little or\nmuch in preparing teachers for the work they have to do. It may merely\nbe the old psychology of the nineteenth century, with little or no relation to\nteaching ;it may be modern in its viewpoint on laws of learning and scientific measurements; and it may—and of course should—include the contributions of what is sometimes called the newer psychology in respect to emo-\n\ntional life and human behavior.\nIf prospective teachers can actually get\ntheir introduction to psychology and teaching from college and normal\n\nschool teachers who themselves have the modern approach and are equipped\nwith the newer psychology and mental hygiene, a real advance will have\n\n"}
{"page": 245, "printed_page": null, "text": "NATIONAL\n\nCouncit\n\noF EpucATION\n\n241\n\nbeen made toward preparing teachers adequately to handle the problems of\nbehavior.\nDean William S. Gray, of the Universityof Chicago, points out\nthat while at Chicago, for example, no special emphasis is given to courses\non behavior problems, actually ‘‘a very large number of our courses in the\nschool of education give attention to behavior problems of children.”\nHe\ncites the following titles: “(Mental and Physical Growth of Children,”\n“Psychology of Elementary Education,” “Psychology and Treatment of\nExceptional Children,” ‘‘Psychopathic Retarded and Mentally Defective\nChildren,” and remarks: “I seriously question the advisability of organizing special sequences of courses to take care of this particular field. I believe the best results can be secured by incorporating the necessary training\ninto the basic courses which a department gives.”\nThat significant case material can be introduced into courses bearing\nrather conventional titles is the experience of a number of institutions.\nSupplementary notes on the published announcements at Johns Hopkins indicate that in the regular educational psychology courses “teachers and students make case studies of individuals having adaptive difficulties’; the\ncourse in clinical methods includes the purpose of “helping those who take\nit to increase their ability to understand the behavior problems of children\nand to help in the solution of these’; and the educational clinic “has for\nits aim the discovery and diagnosis of behavior problems of individual children,” including “follow-up and recommendations of remedial treatment.”\n“School Use of Social Agencies’’ is the title of a course given at Teachers\nCollege, Columbia University.\nThis is:\nA course especially designed to orient superintendents, principals, and teachers\nin the problems of personality as they arise in the field of education, which, while\nnot primarily involved in teaching, fundamentally condition the total experience of\nthe child. A consideration of the resources that exist at present to meet such\nproblems: the visiting teacher; the pupil’s life-history record; the home; the\nneighborhood; the community and its social work agencies, especially child clinics\nand bureaus of welfare, research bureaus, agencies for the prevention of delinquency.\nGuidance, its methods and values for the child and the community.\nThroughout, discussion will proceed so far as possible from the consideration of\nactual cases,\n\nThe inadequacy of any courses, whether of the special sort or regular\ncourses in which the newer point of view is incorporated, unless contact\nwith social agencies is made possible, is emphasized by Dr. Elizabeth L.\nWoods, Director of the Psychology and Educational Research Department\nof the Los Angeles schools..\n“Few of our teacher-training institutions\ngive much if any work which is definitely practical on this subject,” says\n‘Some mention is made of conduct difficulties in certain of\nDr. Woods.\nThe best help is usually obtained,\nthe courses in educational psychology.\nfrom such laboratories as a\nsupervision\nunder\nwork\nhowever, in careful\ndealing with behavior\nClinic\nPsychological\na\nor\nClinic\nGuidance\nChild\n\nI believe that we are on the right track here in our system.\nproblems.\nWe are lending a school counselor each year to the Child Guidance Clinic\n\n"}
{"page": 246, "printed_page": null, "text": "242\n\nNATIONAL\n\nEpuCcATION\n\nASSOCIATION\n\nto do intensive case work on problem and behavior cases under careful supervision. This counselor comes back at the end of the year to us and assumes her own duties, but with new enthusiasm and point of view.”\nChild Guidance Clinics, such as Dr. Woods mentions, are now in operation in seven communities, following the five-year demonstration of the\nCommonwealth Fund, which came to a close in 1927, and visiting teachers\nare at work in 55 communities, in 21 of which a demonstration had previously been made by the fund. ‘The opportunities, therefore, for cooperation between teacher-training institutions and social agencies interested\nin the schools are better than ever before, both for teachers in training and\nfor teachers already in service.\nMinimum essentials in preparing teachers for behavior problems—In\nhis report to the National Conference of Social Work in May, 1928, Dr.\nHenry W. Thurston, who served as chairman of the subcommittee on\ntraining of his organization and has cooperated throughout with the subcommittee of the National Education Association, presented a number of\nstatements he had secured in answer to the question: “What are the\nminimum essentials regarding the problem child and his treatment which\nsocial workers in general and school teachers ought to know.”\nBecause of\ntheir direct bearing upon the topic of this report summaries of several of\nthese statements are included in this report.\nDr. William Healy, of the Judge Baker Foundation, sums up the needs\nas follows:\nI. Some knowledge of physiology and medicine is needed by social workers\nand school teachers.\nII. They also need a very considerable acquaintance with the values and weaknesses of social backgrounds.\nIII. Thoughtful consideration of the following facts will serve to enrich the\nknowledge and aid the everyday judgments of any who wish to deal understandingly with delinquents:\n(1) The problem of mental capacities in terms of standardized forms as far\nas these have been established.\n(2) The problem of mental balance.\n(3) Certain dynamic qualities of mental life, such as states of temporary or\nconstitutional lethargy and laziness, as contrasted to alertness and forcefulness.\n(4) The qualities of mental life which are subsumed under the head of personality characteristics, etc., love of adventure, revengefulness, stubbornness, rebelliousness, or loyalty, generosity, kindness, responsiveness, etc.\n(5) Certain traits and trends as related to characteristics of the individual’s\ngroup.\n(6) Of immense significance frequently for the study of delinquency is the\nmental content—ideation or imagery.\n(7) Mental experiences, plus repressions, are worthy of much attention in many\ncases showing the most persistent trends toward delinquency.\n(8) The fact and force of mental habit should never be lost sight of.\n(9) General mental attitudes, such as grudge formations against individuals or\ngroups or against society as a whole.\n(10) Mental impulsions.\n\n"}
{"page": 247, "printed_page": null, "text": "NATIONAL\n\nCouNcIL oF EDUCATION\n\n243\n\nDr. Lawson G. Lowrey, of the Institute of Child Guidance,\nCity, lists the following statement of essentials:\n1, Every social worker and teacher\nreading Burnham’s The Normal Mind\n\nshould have a knowledge\nas a foundation.\n\nNew York\n\nof psychology,\n\n2. Social workers and teachers should know a great deal about modern dynamic\npsychiatry,\n\nreading\n\nsuch\n\nbooks\n\nas White’s\n\nOutline\n\nof Psychiatry,\n\nAlfred\n\nAdler’s\n\nIndividual Psychology, Freud’s General Introduction to Psycho-Analysis, and\nBleuler’s Textbook of Psychiatry.\n3. They should know a great deal about how children get to be problem\nchildren, reading such books as Healy’s Individual Delinquent, and Mental Conflict and Misconduct, as well as the Commonwealth\nFund _ publications—“The\nProblem Child in School,’ Three Problem Children,” and ‘Teachers’ Attitudes.”\n\n4. All this reading should be tied together by courses of lectures on the dynamics\nof behavior and by actual case experience.\nThe worker should carry at least\none case through a clinic and attempt to work it out in detail, particularly with\n\ntreatment.\n5. One of the most important things such work must accomplish\n\nis to give the\nworker and teacher some insight into her own personality trends and the meaning of those trends in stimulating responses from those with whom she comes in\ncontact, particularly children.\n\nA brief summary of the needs is the following from Dr. Marian Kenworthy, of the New York School of Social Work:\n1. Teacher and social worker should feel unsatisfied until they gain enough\ninsight into the total experiences of the child to evaluate what these experiences\nhave done in the development of the child’s personality.\n2. Social worker and teacher should feel challenged with the necessity of discovering what need lies behind the chld’s behavior, and what his behavior actually\nmeans to the child in his attempt to work out his adjustment to life.\n3. Teacher and social worker need to know causes in the child’s environment,\n\nas well\n\nas in his personality.\n\n‘They need\n\ncontact\n\nwith\n\nfamily background\n\nand\n\nknowledge of interaction between parents and children, sisters and brothers, their\nattitudes, interests, and prejudices relative to the child.\n\n4. Teacher and social worker need to know the child’s habits; the methods\nof handling him, and his educational experiences, beginning with the methods\nused in habit training and including his school experiences, both academic and\nin social adjustment.\n5. Teacher and social worker should feel the necessity of planning treatment\nbased upon knowledge of physical and psychological treatment of the child and\ndirected toward the causes of behavior, whether physical, academic, social or\nenvironmental.\n\nConclusion—The past decade has been the period of scientific measurement of capacity and achievement as applied mainly to the traditional school\nsubjects. With something of the same scientific spirit teachers are now\ngiving attention to the problems of children as human beings. It seems\nlikely that teacher-training institutions are about to expand and modify\ntheir existing programs to include the recent contributions of psychologists,\nsocial case workers, and mental hygienists in the field of human\n\nbehavior.\n\nEdith Everett, former president of the National Association of Visiting\nTeachers, says:\nFor the teacher\n\nhavior,\n\nalready in service, the scientific attitude\n\nas a fact for which\n\nthe cause\n\nmay\n\nbe sought\n\ntoward\n\nand\n\nfound\n\nundesirable\n\nbe-\n\nin earlier ex-\n\n"}
{"page": 248, "printed_page": null, "text": "NATIONAL EpucaTion ASSOCIATION\n\n244\n\ncen\nee\nes\n\nperiences, and the remedy for which may be provided through a change of conditions, making possible a more genuinely satisfying success, puts a new dynamic\nFor the student in training for teaching,\nquality into her classroom relationships.\nit often removes effectively a bugbear which has been hanging. .ver her-her fear\nof meeting disciplinary problems. For when all behavior becomes, not a subject\nfor praise and blame, opinion and judgment, but for thoughtful study and analysis,\nit leaves no room for feat, unless it be fear that we have not yet skill and\nunderstanding enough to give | it the wisest treatment.\nSubcommittee\n\non Training, National Education Association\nBehavior Problems of Children\n\nCommittee\n\non\n\nW. Carson Ryan, JRr., Swarthmore College, Swarthmore, Pa. (Chairman).\nMeta AnpeRSON, Department of Special Education, Public Schools, Newark, N. J.\nMrs. Susan M. Dorsey, Superintendent of Schools, Los Angeles, California.\nWituiam S. Gray, Dean, School of Education, University of Chicago, Chicago, IIl.\n\nHELEN\n\nT. Woo.tey, Teachers College, Columbia\nOutve M. Jones, Public School 120, New York\ncommittee).\net\n\nUniversity, New\n\nCity (Chairman\nSees\n‘*\n\nYork\n\nCity.\nof the general\n\nREPORT OF A COMMITTEE OF THE NATIONAL COUNCIL\nOF EDUCATION, ON THE FUNDAMENTAL BASES OF\nTHE RELATION OF THE BUSINESS AND THE PROFESSIONAL ASPECTS OF EDUCATIONAL ADMINISTRATION\nGEORGE\n\nD.\n\nSTRAYER,\n\nTEACHERS\n\nNEW\n\nYORK\n\nCOLLEGE,\nCITY,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCHAIRMAN\n\nA modern school system proposes to offer to each pupil enroled those\nunique opportunities for acquiring skills, for practice in precise thinking,\nand for growth in power of appreciation which are attainable by one of\nhis intelligence.\nIn the administration of a school system that seeks to\nachieve this desirable end, problems of personnel, of pupil records, of\ndiagnostic and achievementjtest programs, of attendance and health service,\n“of courses of study and curricula, of the planning, maintenance, and operation of the school plant, and of the financing of the school system, must be\nintegrated by the executive who relates each administrative procedure to\nthe realization of the purposes for which the schools exist.\nThe efficient administration of our schools depends upon the recognition\nof the distinction in function between the school board as a policy-determin-\n\ning and legislative body and the superintendent of schools as its chief executive officer. “The members of a school board render their most important\nservice when they select the ablest executive available; having rendered this\nservice, they may continue to serve the public best. by advising with him concerning the schools, by interpreting for him the will of the people whom\nthey represent, and by requiring of him from time to time a record of the\nwork done by the school system and proposals for its further development.\nThe superintendent of schools, if he be competent, will present his program\nto the board of education and will demonstrate the wisdom of the policies\nwhich he advocates.\n\n"}
{"page": 249, "printed_page": null, "text": "Nationa Councit or Epucation\n\n245\n\nIn recent years it has been suggested that the business administration of\nschools can to advantage be divorced from their professional management.\nIt has been argued, that the construction of school buildings, their maintenance and operation, the purchase, storage, and distribution of supplies,\nthe making of the budget, and the like, can be best handled by one trained\nin business affairs. In a considerable number of school systems the business\nmanager has been made an officer coordinate with the superintendent of\nschools, reporting directly to the board of education. This type of organization ignores the fact that every act of the business manager is worthy of\napproval only as it contributes directly to the furtherdnce of the educational\nprogram adopted by the board of education,\nA budget should be adopted only after the most careful consideration of\nthe educational program which it proposes to finance. A school building\nis well built only when it has been planned to serve the needs for a school\noffering a program of education which has been proposed by the superintendent of schools and accepted by the board of education.\nIn our modern\nschool systems it' will seldom happen*that any two buildings will accommodate exactly the same educational program.\nIn the maintenance and\noperation of the building, the health and convenience of teachers and pupils\nare matters of primary importance.\nIn the purchase of supplies, the needs\nof teachers and pupils, and the demands of the educational program furnish\nthe only sound basis for determination of the quantity or quality of materials to be purchased.\nWhere the business executive has been given a place coordinate with\nthe superintendent of schools, this action has been taken upon the assumption that better business practice would prevail and that economies would\nbe effected. A thorough going investigation covering the states of New\nYork and New Jersey has proved that this assumption is not true, and\nthere is no reason why it should be true. “The board of education that\nplaces responsibility upon\n\nthe superintendent\n\nof schools for the complete\n\nadministration of the school system and requires the assistant in charge of *\nbusiness affairs to report through him, may reasonably expect to secure as\nhigh efficiency in the business office as could be attained were the head of\nthis division\n\nto be given a position\n\ncoordinate\n\nwith\n\nthe superintendent.\n\nOther investigations have established the fact that misunderstandings and\ninefficiency are bound to occur where a dual system of administration has\nbeen adopted.\nIndeed, it not infrequently happens that under dual control\n\nthe superintendent of schools, who certainly must be the leader in the educational program, supported by the board of education, spends a large part\nof his time in making adjustments with the business office, often on a personal basis.\nNo good can come from this waste of the time and energy of\nthe man responsible for the development of an efficient school system.\nAll affirm the necessity for adequate business procedures in the adminis-\n\ntration of a school system.\n\nThe board of education in our larger com-\n\nmunities should elect, upon the nomination of the superintendent of schools,\n\n"}
{"page": 250, "printed_page": null, "text": "NATIONAL\n\n246\n\nEDUCATION\n\nASSOCIATION\n\nan assistant superintendent in charge of business affairs. “This man should\nbe highly trained as a business executive and should cooperate with the\nsuperintendent of schools in the making of the budget, in the development\nof plans and the supervision of the construction of buildings, in the purchase, storage, and distribution of supplies, in the handling of the payroll,\nand the like. His efficiency will be increased by virtue of the relationship\nThe\nwhich he bears to:the chief executive officer of the board of education.\nwhich\nrelationship\na\nfrom\nprofit\nwill\nadministration of the school system\nis sound in theory and which has been successfully established in practice.\n\nREPORT\nMRS.\n\nOF THE ILLITERACY COMMITTEE OF THE\nNATIONAL COUNCIL OF EDUCATION\n\nCORA\n\nWILSON\n\nSTEWART,\n\nWASHINGTON,\n\nAMERICAN\nD.\n\nRED\n\nCROSS\n\nBUILDING\n\nC., CHAIRMAN\n\nYour committee has been as watchmen in a tower observing the movement to wipe out illiteracy, its growth, its changes, its tendencies, methods,\nand purposes.\nMilton said, “He also serves who only stands and waits.”\nIn this case might we not add the words, “waits for a message and runs to\ntell it to those who can help.” It must not be supposed that the persons\nmaking up this group were not anxious to be in the thick of the fight. Some\nof them have been on the firing line much of the time, and in the watch\ntower the remainder.\n‘This, however, is not a campaign committee.\nThere are agencies so engaged, but this one was created for another purpose—for the purpose of observation or survey.\n\nThree of those in the watch tower have made their observations and\npresented\nTeaching\n\ntheir reports—H. V. Holloway on “Textbooks Suitable for\nMen and Women to Read and Write’; A. B. Meredith on\n“Methods of Financing Illiteracy Campaigns”; and Charles H.McKenny\non “The Prevention of Illiteracy in the Future.”\nTwo noble and valued\nmembers of the group, J. G. Crabbe, of Colorado, and Ada Van Stone\nHarris, of Pennsylvania, were called into the presence of the Great\nTeacher before they had completed the investigation on which they were\nso earnestly engaged. Theirs was a well earned promotion, but their going\ndesolated\n\ntheir coworkers\n\nand left an irreparable\n\nweakness\n\nin the work\n\nwhich this committee has undertaken to do.\nPrior to the year 1911 illiteracy was little discussed in the councils of\neducation in this country, and was a subject not mentioned by the laity\nat all. ‘No literature had been created on the subject because there had\nbeen no study of the problem, no interest in it,» no effort to solve it.\nNothing could be found in print in any library save the statistical reports\nof the Federal Census Bureau and one slender bulletin in the public library\nof New York City, which was a copy of an address by a former commissioner of education of New York State.\n\nDecade after decade had seen the\n\nstaggering figures marshalled, showing that millions of men and women in\n\n"}
{"page": 251, "printed_page": null, "text": "eee\n\n‘NATIONAL\nSe SON\n\nCouncit\neS\n\nor Epucation\ndaetMeseneie\n\n|\n\n247\n=e\n\nour nation could not read or write, but to these figures there was not the\nslightest response.\n‘“Youth must be served” was the slogan of the educators\nof the past generations.\n‘There are elementary schools to establish and\nfinance, school terms to lengthen and laws to enact to compel attendance\non their sessions, there are high schools to found and vocational schools to\nequip, colleges and universities to endow and expand,” thus they reasoned\nand thus they wrought, until the education of the child became the fixed\npolicy of the state, and, more than a policy, a proud and sacred duty. In\nthe noise and din of their building a public school system that would insure\nto every child a chance, the cries of illiterate men and women were drowned\nout.\nOnly a few indeed were crying for their chance.\nThe millions were\nmute in their despair. ‘Through the ages there had come down a few\nexamples of individual illiterates who had thrown off their shackles.\nRobert Browning, in defiance of his father’s wishes, had taught a negro\nIn North Carolina, where the law specifically forbade\nto read and write.\nthe teaching of a negro slave, Christian-hearted masters had, in a few\ninstances, taught their aged slaves to read the Bible. The wife of a Tennessee mountaineer had put her husband to the book one evening after\nsupper and, finding him apt, had taught him to read and write, little\ndreaming that she was educating a future president of the United States.\nIn Ohio John Davey, at the age of twenty-one, had carved his way out of\nilliteracy to become the greatest authority on tree surgery in the world.\nThese were examples that might have proved the results which would come\nIn the\nfrom an organized movement to teach illiterate men and women.\nlight of recent developments we are led to believe that could the education\nof the elders have gone hand in hand with the education of the child, it\nwould have made the education an easier and happier experience for the\nyouth and would have enlarged the boundaries of democracy. But had this\nbeen done, it would have deprived our generation of a great opportunity\nand a rich experience in a vast, new field of education.\nIt was in the decade ushered in by 1910 that the cry of the illiterate was\nfirst answered.\nA fortunate thing it was that the first experiment was\nmade among mountain people of fresh, keen minds, ambition and eagerness\nthat could not fail to make of the pioneer experiment a success; and it should\nbe a matter of pride to educators that public school teachers first answered\nIt is a reform that could so easily have started from the\nthe challenge.\noutside rather than from inside the profession. It was in Rowan County,\nKentucky, that a band of fifty school teachers led out and established\nfree schools for illiterate men and women, who had been humbly solicited\n\n‘Moonlight Schools” they were called, being\nin advance to attend.\nheld only on moonlight evening when mountain roads could be negotiated\nwith the least danger. Thus the first campaign against illiteracy began.\nIn this pioneer effort, designated\nof Education as “An Experiment\n\nby the United States Commissioner\nfor the Elimination of Illiteracy in\n\nthe United States,” there was demonstrated a fact which Dr. Thorndyke\n\n"}
{"page": 252, "printed_page": null, "text": "248\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nof Teachers College, Columbia University, proclaimed sixteen years later—\nthat in the acquirement of knowledge, the grown person could outdistance\nthe child. ‘There it was first demonstrated that an adult beginner could\ncover in a course of twenty-four lessons—forty-eight hours—as much as a\nchild could cover in any one of the first four years of the elementary grades.\nTwo other important facts were demonstrated to the world: the intense\ncraving of adults for knowledge, and that no age limitation existed to\neither the desire or the ability to learn.\nThe movement has now attained nation-wide and even world-wide proportions, and where no method was being proposed, today various methods\nare being suggested and many doctors are appearing with remedies that\nTwo distinct methods, or schools of thought, have\nthey would apply.\ndeveloped in this new field of education.\nOne group, “despising the day\nof small things,” says, “Away with these crude pioneer methods with their\nspectacular and vociferous campaigning.\nWe want no volunteer teaching. System and money are the things. We will -have no schools for\nilliterates save those with paid teachers especially trained for teaching\nadults.” They claim for their method stability and thoroughness.\n“They\nwould quickly standardize and set their institutions.\n“They would turn\nout fewer products through longer period of school attendance, who would,\naccording to their theory, be better trained. ‘This group of educators would\nbe professional rather than pioneers.\nThere is nothing original in their method. It is what the evening schools\nof the cities have been doing for about fifty years and more, and these\nschools were modeled after our public day school system for children. “The\nfollowers of this method, or school for the education of illiterates, simply\nprefer to follow their pioneer grandfathers, who developed the elementary\nschool for children, rather than their pioneer fathers, who blazed the trail\nfor the education of illiterate adults. The results of this school or method\nis that it attracts a majority of educated adults and a minority of illiterates. The sessions being longer and no early goal in sight the attendance\ndwindles as a rule, but those who stay to the end are supposed to be wellgrounded in the prescribed, but not particularly inspiring, course of study.\n\nThe effect of this method on the leaders is to make them lose sight of the\nmain objective. Illiterates become to them of diminishing importance and\npupils of any degree of elementary education count as much with them as\ndo those who have no knowledge whatever.\nThe other school of methods speaks and says, “Until we have enlightened\nand enlisted the educated public to come to the aid of the illiterates, there\nis need of beating the drum, hence a vociferous outcry against illiteracy and\na spectacular campaign to bring everybody to the rescue is essential. We\nwelcome trained teachers and are glad to see them paid, but we claim that\nit is the right of others to help a brother out of the ditch if they can reach\nhim first. We regard the illiteracy movement as the Red Cross work of\neducation, as first aid and rescue work, and urge immediate succor rather\nthan leisurely training. We agree that it is good to be thorough and well\n\n"}
{"page": 253, "printed_page": null, "text": "NaTIonaL\n\nCouncit\n\nor Epucation\n\n249\n\nto systematize, but we say you must build your house before you can set\nup equipment and begin to keep books. We ask how are you to get the\nmoney for a system of schools for the people and paid trained teachers until\nyou have aroused the public sufficiently to bring the state to appropriate\nfunds, and where are you to get teachers trained to teach adult illiterates,\nsave in the school of experience in teaching adult illiterates? We believe\nin efficiency, but not in too much fixation at this stage of the game. We\nwould keep the movement fluid until we have learned how best to do the\njob. We see in this movement a laboratory in which we may learn how to\nWe do not contend that ours is the best\nteach illiterate men and women.\nmethod, but we believe that it is the way to find the best method. While\nthe movement is yet in its pioneer stage, we would use it as a great laboratory in which we can learn the most tactful methods and out of which we\ncan draw suitable materials for the instruction of adult beginners. Believing that it would delay the opportunity for millions of illiterate men and\nwomen and would cut off other millions forever from a chance, we would\nnot wait for adequate finances to be provided and every teacher to be\ntrained, but we would say, “All together let us do what we can with the\nmeans we have at hand, each who has profited by education immediately\nreturning something from his store to the brother who has none, and thus\nwe shall start many on the road to knowledge, who, in turn, will swell our\narmy.\nWe shall teach many as we go on learning how best to do this\nrescue work.\n‘Thus would we pave the way for a better system with\ntrained and compensated teachers.”\nThis group asks, “Did the day schools wait for trained teachers and\nmoney to lengthen their term?”\nNo; they started with the preacher, the\ndoctor, the peddler, and the blacksmith as teachers and ran for a two or\nthree months’ session.\nBy these crude efforts education was popularized\nuntil a longer term with teachers better trained was secured.\nThe difference in these two schools of methods may be illustrated by a\nbrief description of their plan of teaching writing to beginners.\nOne of\nthese schools would first ground the adult illiterate well in penmanship,\nby teaching principles and movements before introducing sentences or words.\nThe other group holds that immediate achievement is necessary to inspire\n‘They begin by teaching him to\nthe adult beginner with selfconfidence.\nwrite his name, the thing which he most needs and craves to do. ‘This being accomplished, they set a new goal—the writing of his first letter on a\ndate set far enough ahead to be possible of attainment, and yet near enough\nto sustain his interest. They set up standards of attainment before him,\nThis group\nto serve as milestones by which he can measure his progress.\nregards definiteness and achievement as important factors in the success of\n\neducating adult beginners—a definite number of hours to complete a prescribed course—a road where both the volunteer teacher and the adult pupil\nIt may be forty-eight hours, twenty-four evenings\ncan see to the end.\ntwice forty-eight, but it must be marked\nevening—or\neach\n‘with two hours\nthat it is no long process of years.\nrealize\ncan\npupil\nthe\nthat\nso\nclearly\nout\n\n"}
{"page": 254, "printed_page": null, "text": "250\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nAnother difference in these two schools of method is that one would\nplaster a certain selected group of a thousand words onto the minds of the\nilliterates, and the other would build the word content to suit their environment, interests, and life activities. If they happen to be stationed in an\narmy camp, the latter group would provide lessons in terms of camp life,\nthat daily activities and environment might be translated into writing and\nconveyed in letters written home.\nIf the illiterate lives on a farm, his\nlessons would be largely of farm life, its needs, its possibilities and its joys.\nIf he is an Indian on a reservation, his first lessons would be of Indian life,\n\nillustrated in brilliant colors and dealing with Indian traditions, preferences\nand pride, leading on to preferences and practises that would be desirable\nEven\nto add to the background which is the heritage of the Indian.\nilliterates in prison have problems peculiar to their environment and their\nneed to which first lessons might contribute something in the way of cheer,\nstrength of character and determination for a new start and a better life.\nSo, the one group would work with tools that are very professional, picked\nby the man who has not been much among illiterates, and the other would\ngo among them to find out their needs, to learn what they are thinking and\nto relate it to the thought that might be most desirable for them to hold.\nThe best test of any system is its results. “The campaign method, coupled\nwith an established school, seems to have secured the result of teaching the\nlargest number of illiterates. Alabama, a state which has devotedly sought\nthe best method for fifteen years, swung away from an illiteracy commission a few years ago to a more standardized type of work, but recently found\nit advisable to create a new and volunteer state illiteracy commission charged\nwith the duty of appointing a county illiteracy commission in every county\nin the state. “This indicates that Alabama believes that system and money\nalone cannot do the job.\nThere is not time to dwell longer on the difference between these two\nschools of thought, which in this report can only be indicated. We must\n‘turn to the tactics employed in the campaign against illiteracy, which is\nmost fully represented in the pioneer school of methods. It is a campaign\nwhich aims primarily at reaching\nand teaching illiterates, though it welcomes\nnear-illiterates and other adults, when possible, into the schools set up\nthrough its influence or efforts. It believes in the dramatic in education—\nin this type of education at least, for the reason that if the older and better\nknown phases of education do not need advertising, this new movement\nmust dramatize itself to the public to draw adherents.\nThe movement is\ncarried on during its pioneer stages in most of the states with dramatic and\nwartime intensity.\nSlogans, campaign songs, posters, parades, and prizes\nhave been utilized to drum up an army and to provide the munitions of war.\nNot one type of school alone or one name but many have been used, accord-\n\nto the need of the individual and the choice of the community.\n\nMoonlight\n\nschools, grown folks schools, lay-by schools, adult schools, community\nschools, opportunity schools, old folks schools, and by other names they have\nbeen called, and their sessions have been held in public school houses, in\n\n"}
{"page": 255, "printed_page": null, "text": "NaTIONAL\n\nCouNcIL\n\noF EpucaTion\n\n251\n\nchurches, in women’s clubs, in Elks’ clubs, in public libraries, in prisons, in\nthe homes of school officials, in the homes of illiterates, and classes have\neven been held in court squares, at fair grounds, and in public parks.\nPerhaps one of the most unique schoolrooms, and, certainly one offered\nwith the most pride, was one of the two rooms in the home of an Indian on\nthe Blackfeet reservation, an Indian not long gone from the tepee to the\ncottage, not long enough indeed, to have his two rooms furnished, but\nproud that he possessed space that he could offer for the first moonlight\nschool on the Blackfeet reservation.\nThis campaign has developed some inspiring slogans. There are slogans\nexpressing purpose, slogans expressing determination, slogans of suggestion,\nslogans appealing to pride, slogans fixing a definite goal. ‘Honduras without an Illiterate”; “Eliminate Illiterates and Make New Citizens for\nChina” are slogans expressing purpose.\n“Illiteracy in Alabama, Let’s Remove It’’; “Illiteracy in Mississippi, Blot It Out” are slogans of suggestion.\n“Let South Carolina secede from Illiteracy” ;Delaware, “First to Sign the\nConstitution, First to Wipe Out Illiteracy’; relating to historic events in\nthe history of the state, are appeals to state pride. ‘No Illiteracy in the\nUnited States in 1930”; “No Illiteracy in Chile in 1930”; “No Illiteracy\nin Russia in 1933,” are slogans fixing a definite goal. Of all the slogans\nthe latter are perhaps the most dramatic and set up the most definite ideal,\nbut may be subject more than any of the others to criticism and jeers.\nThose who voice this slogan may retort to their critics. “Not failure but\nlow aim is crime,’ and may have the satisfaction of knowing that even\nthough they may be “the lunatic fringe” of the movement, their fanaticism\nhas helped to bring the conservatives half way.\n‘To their war-cry of “No\nIlliteracy in 1930” there begins to come from conservative camps the\nrejoinder, ‘“‘No Illiteracy in 1940,” where in former days the attitude was,\n“Tlliteracy to be abolished from the nation never.”\nThe battle of statistics has been one most vigorously fought. Until the\nyear 1911 no analysis was made in the public mind of illiteracy figures by\ncounties and municipalities.\nSuch figures were considered only in bulk for\nthe nation. The number of illiterates was read and dismissed at a glance\nwith the idea that it was the nation’s business, or to use an old adage,\n‘Everybody’s business is nobody’s business.” The figures running into\nmillions were staggering, but were vague.\n‘They looked too stupendous\nfor any individual or community to attack, and the people represented by\nthese numbers were supposed to be far away, somewhere, up in the mountains, or, anywhere, other than next door. To bring this home to each\nindividual and to each community has been the purpose of the “battle of\nstatistics,” and so the figures have been proclaimed by cities and counties\n\nand preached from the housetops.\n\n“They have been hurled at every school\n\nofficial and headlined in the press until now many people, school people and\nothers, know and are concerned over the number of illiterates in their own\nlocalities, where formerly none knew the number and few thought such information necessary, or even cared to know.\n\n"}
{"page": 256, "printed_page": null, "text": "NATIONAL\n\n252\n\nEDUCATION\n\nASSOCIATION\n\nThe movement in this country is thus far largely a rural movement,\nthough the urban centers have better facilities for organization and for the\nremoval of this evil. And they have need of it too, for Chicago is showing an increase in illiteracy with each decade; New York has two boroughs,\nRichmond and the Bronx, which had an increase in the percentage of illiteracy between 1910 and 1920, notwithstanding the Federal literacy test;\nBoston has enough illiterates to make six regiments of soldiers ;Philadelphia,\nthe city of brotherly love, has enough to make a city the size of Springfield,\nOhio, and the City of New York has enough to populate another Kansas\nCity, but it would be a place without books, newspapers, stationery stores\nDr. Phillips of the United\nor public libraries, for none could use them.\nStates Bureau of Education has suggested a standard to which all communities of the future will unquestionably measure and all school systems\nwill have to meet.\nIt is that in ranking the state or community in its educational efficiency, its efforts to wipe out illiteracy shall be the thing which\ngives it first rank.\n;\n\nSECRETARY'S MINUTES\nBoston\n\nMeeting\n\nOFFICERS\nPresident—Henry Lester Smiru, Dean,\nton, Indiana\nVicepresident—Mrs. Susan M. Dorsry,\n\nSchool\n\nof Education,\n\nSuperintendent\n\nSecretary—ADELAIDE S. Bayior, Chief, Home Economics\nfor Vocational Education, Washington, D. C.\n\nFirst\n\nSession,\n\nMonday\n\nAfternoon,\n\nof\n\nIndiana\n\nSchools,\n\nUniversity,\n\nLos\n\nAngeles,\n\nEducation\n\nService,\n\nFebruary\n\n27, 1928\n\nBloomingCalifornia\n\nFederal\n\nBoard\n\nThe meeting was called to order by the president in the auditorium of the First\nChurch of Boston.\nThe theme for the first session was Synthetic Research (Integration).\nPapers were presented as follows:\nUniry Amip Diversiry In EDUCATIONAL ENDEAVOR\nJ. C. Miller, University of Pennsylvania, Philadelphia, Pa.\nCOORDINATION OF EDUCATIONAL INTERESTS IN DEVELOPING A PROGRAM FOR CHILD\nDEVELOPMENT AND PARENTAL EDUCATION\n:\nAnna E. Richardson, Field Worker in Child Development and Parental Education, American Home Economics Association, Washington, D. C.\nNEED FOR THE SYNTHETIC TYPE OF RESEARCH\nPaul Monroe, Teachers College, Columbia University, New York, N. Y.\nAfter a brief general discussion in which a few questions were raised on one\nor two of the papers read, the president appointed John R. Kirk, Kirksville,\nMissouri, and Arthur Chamberlain, San Francisco, California, to present at the\nnext meeting of the Council, any further comments on the program of the afternoon.\nSecond\n\nSession,\n\nTuesday,\n\nFebruary\n\n28, 1928\n\nThe meeting was called to order by the president at 2:15 P. M. in the auditorium of the First Church of Boston.\nThe president introduced John R. Kirk, Kirksville, Missouri, to round out the\n\ndiscussion of the previous\n\nafternoon on the synthetic method\n\nappled to education.\n\n"}
{"page": 257, "printed_page": null, "text": "NaTIONAL\n\nCounciL\n\nor EpucaTIon\n\n253\n\nMiss Olive M. Jones, Principal, School No. 120, New York City, and chairman\nof the Committee on the Behavior Child Problem, presented a brief report on\nthe organization of her committee, the plan of work and progress to date, and\nthen introduced W. Carson Ryan, Swarthmore College, who led a general discussion on the problems connected with the training of teachers to deal ae the\nbehavior child.\nThe president announced that the report of the Committee on Illiteracy scheduled for this session would not be presented due to the absence of the chairman\nbeause of her illness.\nOn motion of Katharine Blake the secretary was authorized to send a telegram\nto Mrs. Stewart expressing the regret of the Council at her inability to be present.\nRequest from Dean Milton Bennion, University of Utah, Salt Lake City, that\nhis unavoidable absence from the Boston meeting of the Council be excused was\ngranted.\nFollowing the meeting of the Council in Seattle, where it was decided that\ncertain problems should be taken up by that body for special investigation, Dr.\nGeorge D. Strayer was asked to serve as chairman of a committee on “Funda_\nmental Basis of the Relation of the Business and Professional Aspects of Educational Administration.”\nAt the request of the president of the Council, Dr.\nStrayer’s acceptance of the chairmanship of that committee is here made a matter\nof record.\nAdjourned.\n\nMinneapolis\nPresident—HeEnry\nton,\n\nLester\n\nSmitu,\n\nDean,\n\nMeeting\n\nSchool\n\nof Education,\n\nIndiana\n\nUniversity,\n\nBlooming-\n\nIndiana\n\nVicepresident—Mrs.\n\nSusan\n\nSeeretary—AbDELAIDE\n\nfor Vocational\n\nS.\n\nM.\n\nFirst\n\nDorsty,\n\nBaytor,\n\nEducation,\n\nChief,\n\nSuperintendent\nHome\n\nWashington,\n\nSession,\n\nMonday\n\nof\n\nEconomics\n\nD.\n\nSchools,\n\nLos\n\nEducation\n\nAngeles,\n\nService,\n\nCalifornia\n\nFederal\n\nC.\n\nBoard\n\n\\\n\nAfternoon,\n\nJuly\n\n2, 1928\n\nThe meeting was called to order by the president at 2 P. M. in one of the\nauditoriums of the Wesley M. E. Church, Minneapolis...\nFollowing an excellent musical program furnished by the Roosevelt High School\nMixed Chorus and Girls Glee Club, the president explained that the two outstanding speakers scheduled for the afternoon were unavoidably absent.\nHe stated that arrangements had been made for Dr. James C. Yen, Director\nGeneral, National Association for Mass Education in China, Peking, China, to\nspeak later in the afternoon and proposed that the first part of the session be\ngiven over to a Round Table discussion on the significant educational developments of the year.\nThis suggestion was accepted and the members participated\nas follows in the Round Table:\nH. B. Wilson, Washington, D. C.: “Work of the Junior Red Cross in\nrelation to the school.”\nE. E. Bass, Greenville, Miss.:\n“What the Red Cross did for Greenville\nunder flood conditions.”\nJ. M. Gwinn, San Francisco, Calif.; “Prominence aviation is to have in\neducation.”\nA. E. Winship, Boston, Mass.: “Remarkable growth in educational achievements now in progress.”\nJames E. Rogers, Des Moines, Iowa: “Progress under way in health and\nphysical education.”\nCaroline F. Fairchield, St. Paul, Minn.:\n“What ten minutes of daily\n\nphysical\n\neducation\n\nE. E. Oberholtzer,\n\ndevelopment\n\nhas done\n\nHouston,\n\nfor the children\n\nTexas:\n\nof junior colleges.”\n\n“What\n\nof one\n\nguidance\n\nschool.”\ncan\n\nbe given\n\nin the\n\n"}
{"page": 258, "printed_page": null, "text": "NATIONAL\n\n254\n\nEpuCATION\n\nASSOCIATION\n\n.\n\nJohn R. Kirk, Kirksville, Mo.: “Determination of the people to have Junior\nCollege opportunities for their children.”\n“Progress of the World Federation of\nA. O. Thomas, Augusta, Maine:\nand\n\nEducation Associations during the past year\nat Geneva, next summer.”\n\nplans\n\nfor the meeting\n\nThe round table discussion was discontinued on the arrival of Dr. Yen, who\nwas at once introduced by the president of the Council, and gave a very enlightening talk on the need for mass education and how China was attempting to\nHe stated that no nation was secure unless its government\nsolve the problem.\nwas “of the people, for the people, and by the people.” The first two conditions\nmay exist so long as rulers are good and have at heart the welfare of their\npeople, but a surety of government for the people is contingent upon government\nby the people.\nMass education will make possible successful government by the people as\nwell as of the people and for the people While only 5 per cent of the student\nbody enrolled for educational purposes in the institute of China are women, the\nattendance surpasses that of the men, and varies from 85 percent to 95 percent.\nDr. Yen referred to the great numbers of people in China—approximately 400,000,000—and the 4,000,000 square miles of territory occupied, and appealed to those\npresent to assist China as far as possible in the solution of their great problem\nof mass education.\nAt the close of a brief discussion in which Dr. Yen answered questions raised\nby those present, the Council went into executive session and the secretary read\nthe report of the Membership Committee on recommendations\nfor supplying\nvacancies in the offices of the Council and in membership.\nOn motion of J. M.\nGwinn, the secretary was instructed by the Council to cast the ballot for those\nrecommended by the Membership Committee for office and for Council membership. The list follows:\n\nOfficers\nPresident—Henry\nLester SmirH, Dean of the School of Education, Indiana University,\nBloomington, Indiana, with term expiring in 1931.\n(Re-elected.)\nv\nExecutive Commitee—M. G. CiarK, Superintendent of Schools, Sioux City, Iowa, with term\nexpiring in 1931.\nElected to succeed Grorce N. Cuiip, Superintendent of Schools, Salt\n\nLake City, Utah.\nMembership lapsed.\nCommittee on Membership—H. B. Witson, Director, Junior Red Cross, Washington, D. C.,\nand OxivE M. Jongs, Public School No. 120, New York City, with terms expiring in\n1931.\n(Re-elecetd.)\nCaroting Wooprurr,\nPrincipal, State Normal\nSchool, Castleton,\nVermont, with term expiring in 1929.\nElected to succeed Wittiam B. Owen, Chicago,\nIll.\n(Deceased.)\n\nMembers\n\nReelected with terms expiring in 1934:\n\n.\n\nRosert J. Airy, President, Butler College, Indianapolis, Indiana.\nRose Presta, Windermere Hotel, Chicago, Illinois.\nene\n¥. Cuapsry, Dean of School of Education, University of Illinois, Urbana,\ninois.\nMetvin G. Crarx, Superintendent of Schools, Sioux City, Iowa.\nA. B, Hi, President, Ouachita College, Arkadelphia, Arkansas.\nMinnig J. Nietson, 901 Fifth Ave., Valley City, North Dakota.\nAusert E. Winsuir, Editor, Journal of Education, 6 Beacon St., Boston, Mass.\n\nElected with term\nGuy\n\nexpiring in 1934:\n\nM. WiLson, Boston University, Boston, Mass., to succeed CLareNce H. Dempsey,\nState Commissioner of Education, Montpelier, Vermont.\nMembership lapsed.\nWitit1am H. Zeicrr, Dean of School of Education, State Teachers College, Cleveland,\nMississippi, to succeed\nE. M. Barner,\nJunior\nCollege, Kansas\nCity, Missouri.\nMembership lapsed.\nErnest Horn, Iowa\nState University, Iowa City, Iowa, to succeed W.\nA. Jessup,\nPresident, Iowa State University, Iowa City, Iowa.\nMembership lapsed.\n\n"}
{"page": 259, "printed_page": null, "text": "NatronaLt\nElected with terms\n\nCouncit\n\nor EpucatTion\n\n255\n\nexpiring in 1930:\n\nWits\nA. SuTTon, Superintendent of Schools, Atlanta, Ga., to succeed Carron\nMembership lapsed.\nGizson, Superintendent of Schools, Savannah, Ga.\nAcnEs SAMUELSON,\nState Superintendent of Public Instruction, Des Moines, Iowa,\n(Deceased.)\nsucceed Oscar T. Corson, Oxford, Ohio.\n\nElected with terms\n\nexpiring\n\nW.\n\nCarson\n\nto\n\nin 1931:\n\nSHELTON J. Pue.rs, Professor of School Administration,\nville, Tenn., to succeed C. R. Ricuarps, Ardmore,\n\nElected with term\n\nB.\n\nGeorge Peabody College, NashOkla.\nMembership lapsed.\n\nexpiring in 1932:\n\nRyan,\n\nSuperintendent\n\nSwarthmore\n\nCollege,\n\nof\n\nPittsburgh,\n\nSchools,\n\nSwarthmore,\nFa.\n\nPa.,\n\nto succeed\n\nMembership\n\nW.\n\nM.\n\nDavinson,\n\nlapsed.\n\nIn order to secure the consensus of opinion of members of the Council on the\ndesirability of changing the dates for the meetings in an effort to insure larger\n\nattendance, a suggested list of dates for checking had been sent out by the secretary a few weeks previous to the Minneapolis meeting.\nThe secretary reported that uptodate less than 20 per cent of the replies had\nbeen received, and those were about evenly divided among the dates to be checked.\nOn motion\n\nof Mr.\n\nOberholtzer,\n\nit was\n\nvoted to make\n\nno change\n\nfor another year,\n\nat least, in the time of holding the meetings of the National Council of Education.\nSecond\n\nSession, Tuesday\n\nAfternoon,\n\nJuly 3, 1928\n\nThe meeting was called to order by the president at 2 P. M. in an auditorium\nof the Wesley M. E. Church, Minneapolis.\nA delightful musical program was\nrendered by the Roosevelt High School Mixed Chorus and Boys Glee Club.\nOlive M. Jones, Chairman of the Committee on Behavior-Problem Children,\nstated briefly the plan of work of the committee and progress to date and and\nexplained that the special report for this session, copies of which were distributed\nto those in attendance, would take up “The Preparation of Teachers for Dealing\n\nwith Behavior-Problem Children.” She then introduced W. Carson Ryan, who\ngave the results of a survey on what teacher training institutions are doing to\ntrain teachers to handle these problems.\nHe stated that while twenty institutions\nare doing some work of this kind, few if any of them have very definite programs.\nDr. Ryan felt that the report would contain helpful materials for those\nattempting\n\na\n\nsolution\n\nof the\n\nproblem\n\nof training\n\nteachers\n\nto\n\nhandle\n\nbehavior-\n\nproblem children.\nIt developed in the discussion that since teachers are being trained to teach\nlarge groups rather than individuals, the introduction of this type of teacher\ntraining into teacher-training institutions, is necessarily delayed as the problem\nof handling behavior-problem children must be largely individual.\nIt was\n\nfurther brought out that such training at the present\n\ntime is largely that\n\nof teachers already in the field and not preemployment training of prospective\nteachers.\nIn harmony with the suggestion of the chairman of the committee it\n\nwas\n\nunanimously\n\nvoted\n\nthat in continuing the work\n\nof such work be enlarged.\nDr. George D. Strayer,\nof the Relation\n\nchairman\n\nof the Business\n\nof the\n\nCommittee\n\nand Professional\n\ntration,” presented the report of his committee.\nand\n\nthat the committee\n\nhad\n\nsimply\n\nAspects\n\non\n\nBases\n\nAdminis-\n\nstated that the com-\n\nbe needed to make\n\nset up certain\n\nthe scope\n\n“Fundamental\n\nof Educational\n\nDr. Strayer\n\nmittee felt that a fund of at least $50,000 would\nthis kind,\n\nof the committee\n\nprinciples\n\na study of\nto be fol-\n\nlowed later by investigations if funds were available.\nOn motion it was unanimously voted to adopt the report of the committee\npresented by the chairman and request that it be printed by the National\ntion Association and made available not only to school administrators\n\nas\nEducabut to\n\n"}
{"page": 260, "printed_page": null, "text": "NATIONAL\n\n256\n\nEpuCATION\n\nASSOCIATION\n\nIt was agreed that Dr. Strayer would\nschool boards.\nwith the group of business managers in schools.\nThe final report of the committee on illiteracy was\n\nWilson\n\nStewart, chairman\n\nmake\n\nnecessary\n\npresented\n\ncontacts\n\nby Mrs.\n\nCora\n\nof the committee.\n\nMrs. Stewart explained that the report did not in any measure attempt to cover\nthe field, as no committee could do this, but the time seemed opportune to make\na final report.\nIt was voted to adopt the report as final. It was further voted to express the\nappreciation of the Council and its thanks to Mrs. Stewart and her committee\nfor their excellent work.\nMr. Oberholtzer said that he had hoped the report would go far enough to\ndefine certain standards of illiteracy and to determine what is and what is not\nilliteracy. After some discussion of the need for further study in this field, a\n\nmotion was made by Mr. Oberholtzer and seconded by Dr. Kirk that the president\nof the Council appoint an advisory committee to look over the ground and bring\nin or formulate some plan for the next step in the study, if any additional step\n\nshould seem advisable, such plan to be presented for the consideration of the\nCouncil.\nThe motion was carried and the president stated that he would name\nsuch advisory committee later. Adjourned.\n\nNATIONAL COUNCIL OF EDUCATION\nOFFICERS AND MEMBERS FOR 1928-29\nOFFICERS,\n\nSTANDING\n\nCOMMITTEES,\n\nMEMBERS\n\nHenry Lester SmitH, Dean of School of Education, Indiana University, Bloomington, Ind., President.\n(Term expires in 1931)\nMrs. Susan M. Dorsey, Superintendent of City Schools, Los Angeles, Calif.,\n\nVicepresident.\n(Term expires in 1930)\nADELAIDE STEELE Baytor, Chief, Home Economics Education Service, Federal\nBoard for Vocational Education, Washington, D. C., Secretary.\n(Term exPires in 1929)\n:\n\nExecutive\n\nTHE\n\nPRESIDENT,\n\nCommittee\n\nEX-OFFICIO,\n\nCHAIRMAN\n\nANNA Laura Force, Principal, Junior High School, Denver, Colo.\n(Term expires in 1930)\nM. G. CLark, Superintendent of Schools, Sioux City, Iowa.\n(Term expires\nin 1931)\n\nA.\n\nJ. MatrHews,\nPires in 1929)\n\n2\n\nPresident,\n\nState\n\nNormal\n\nSchool,\n\nTempe,\n\nAriz.\n\n(Term\n\nex-\n\nCommittee on Membership\nTHE PRESIDENT, EX-OFFICIO, CHAIRMAN\nJoun R. Kirk, State Teachers College, Kirksville, Mo.\n(Term expires in 1929)\nCaROLINE WoobruFF, Principal, State Normal Training School, Castleton, Vt.\n(Term expires in 1929)\nCaRROLL G. Pearse, Milwaukee, Wis.\n(Term expires in 1930)\nRopert H. Waricut, President, East Carolina Teachers\nCollege, Greenyille,\nN. C. (Term expires in 1930)\nH. B. Wuson, Director, Junior Division, American Red Cross, Washington,\nD. C. (Term expires in 1931)\nOtivE M. Jones, Principal of Public School No. 120, New York City.\n(Term\nexpires in 1931)\n\n"}
{"page": 261, "printed_page": null, "text": "NATIONAL\n\nCouncil\n\nor EpucATION\n\nO57\n\n-Members\nTerms\n\nElected\nEMMA\n\nto Expire\n\nby the Association\n\nCOLBERT,\n\nDean\n\nof Teachers\n\nCollege, Indianapolis, Ind.\nEMILY GRIFFITH, Opportunity\nSchool, Denver, Col.\nFLoRENcE\n\nM.\n\nHAts,\n\nState\n\nG.\n\nJones,\n\nHouse,\n\nSuperintendent\n\nof\n\nSchools, Cleveland, Ohio\nUst W. LAMkKIN, President, Northwestern Missouri Teachers College, Maryville, Mo.\nMary McSxkimmon, Principal,\nPierce School, Brookline, Mass.\nS. M. N. Marrs, Superintendent of\nPublic Instruction, Austin, Texas\nA.\n\nJ. MAtrHews,\n\nNormal\nM.\n\nSchools,\n\nPresident,\n\nState\n\nSchool, Tempe, Ariz.\n\nE. Pearson,\n\nSuperintendent\n\nKansas\n\nElected by the Council\nE. E. BAss, Superintendent of\nSchools, Greenville, Miss.\nJ. A. C. CHANDLER,\n\nAugusta, Maine\nR.\n\nin 1929\n\nof\n\nPresident,\n\nCol-\n\nlege of William and Mary, Williamsburg, Va.\nTHOMAS R. Cole, Superintendent of\nCity Schools, Seattle, Wash.\nMrs.\n\nSusan\n\ntendent\nCalif.\n\nM.\n\nDorsey,\n\nof Schools,\n\nSuperin-\n\nLos\n\nAngeles,\n\nT. E. Jounson, Lansing, Mich.\nC. W.\nA. Luckey,\nWashington,\n\nDG.\nFREDERICK\n\nE.\n\nPARRINGTON,\n\nChevy\n\nChase School, Washington, D. C.\nLwa LEE Tati, Towson, Md.\nAvucustus O. Tuomas, State Superintendent of Public Instruction,\n\nCity, Kans.\n\nAugusta,\nGEORGE\n\nMaine\n\nL. TowNeE,\n\nUniversity\n\nPub-\n\nlishing Co., Lincoln, Nebr.\n\nTerms\nC.\n\nto Expire in 1930\nElected\n\nElected by the Association\nM. BeEAcH, Superintendent\nSchools, Enumclaw, Wash.\n\nof\n\nCorNELIA\n\nnue,\n\nby the\n\nCouncil\n\nS. Aparr, 2121 Park Ave-\n\nRichmond,\n\nVa.\n\nFrancis G. Bair, State Superintendent\nof Public\nInstruction,\n\nSARAH\nLouIsE\nMass.\n\nSpringfield, Ill.\nM. C. Brittain, President, Georgia\nInstitute of Technology, Atlanta,\n\nN. H.\nR. W. Focurt, President, University\nof Wichita, Wichita, Kans.\n\nADELAIDE S. BAytor, Chief, Home\nEconomics\nEducation\nService,\nFederal Board of Vocational Education, Washington, D. C.\nJoHN W. Carr, Dean, State Normal School, Murray, Ky.\nAGNES SAMUELSON, State Superintendent of Public Instruction, Des\nMoines, Iowa\n\nC.\n\nJoHN\n\nGa.\nE. W.\n\nBurTTrerFIELD,\n\nsioner\n\nof\n\nState\n\nEducation,\n\nCommis-\n\nConcord,\n\nB. GLENN,\nSuperintendent\nSchools, Birmingham, Ala.\n\nL. N.\n\nHines,\n\nPresident,\n\nState\n\nof\nNor-\n\nW.\n\nA.\n\nVa.\nW. F. WessterR,\n\nWitus\n\nSuperintendent\nMinneapolis, Minn.\n\nof\n\nLincoln,\n\nABERCROMBIE,\n\nMontgomery, Ala.\nWiz Lou Gray, Columbia,\n\nmal School, Terre Haute, Ind.\nCuarves S. MEEK, Superintendent\nof Schools, Toledo, Ohio\nJoseph H. SAuNpeERS, Superintendent of Schools, Newport News,\n\nSchools,\n\nARNOLD,\n\nB.\n\nMerepirH,\n\nState\n\nS. C.\nCommis-\n\nsioner of Education,\nHartford,\nConn.\nEpwin S. Monroe, Dean, Oakland\n\nCity College,\nA.\n\nOakland\n\nSuTToN,\n\nof Schools,\n\nAtlanta,\n\nCity, Ind.\n\nSuperintendent\n\nGa.\n\n"}
{"page": 262, "printed_page": null, "text": "NatTIoNAL EpuUCATION ASSOCIATION\n258\nIE\n\nTerms to Expire in 1931\nElected by the Council\n’\n\nElected by the Association\n\nMary\nD. Braprorp,\n1211 Gilpin\nAvenue, Wilmington, Del.\nGrorce N. CuHILp, Superintendent\nof Schools, Salt Lake City, Utah\nJ. G. Cotticort, Superintendent of\nSchools, Columbus, Ohio\nTuomas\n\nE. Finecan,\n\nEducation\n\nDi-\n\nrector,\n\nEastman\n\nKodak\n\nCo.,\n\nRochester, N. Y.\nMarie Gucie, Assistant Superintendent\nof Schools,\nColumbus,\nOhio\nFrep M. Hunter, President, University of Denver, Denver, Colo.\nJesse\n\nH.\n\nNewton,\n\nLincoln\n\nORMOND\n\nWILLIAMS,\n\nField\n\nSecretary, National Education Association, Washington, D. C.\n\nM.\n\nEducation\n\nALLTUCKER,\n\nAssociation,\n\nNational\n\nWashing-\n\nton, D. C.\nRANDALL J. Conpon, Superintendent of City Schools, Cincinnati,\nOhio\nALFRED D. Cook, State Superintendent of Public Instruction, Baltimore, Md.\n\nCuarLes H. Jupp, University\nChicago, Chicago, Ill.\nJoun\n\nK.\n\nNorton,\n\nof\n\nDirector,\n\nRe-\n\nsearch Division, National Education\nAssociation,\nWashington,\nD.C.\n\nSchool,\n\nTeachers College, Columbia University, New York City\nS. L. SmirH, General Field Agent\nfor\nRural\nSchools,\nNashville,\nTenn.\nCHARL\n\nMarGareT\n\nSHELTON\n\nJ. PHELPS,\n\nGeorge\n\nPea-\n\nbody College, Nashville, Tenn.\nMrs, JOSEPHINE C. PRESTON, State\nSuperintendent of Public Instruction, Olympia, Wash.\nR. O. Stoops, Superintendent of City\nSchools, York, Pa.\nTuomas\n\nD.\n\nversity,\nA.\n\nWoop,\n\nNew\n\nDuNcAN\n\nColumbia\n\nYork\n\nUni-\n\nCity\n\nYocum,\n\nProfessor\n\nof\n\nEducational Research and Practice, University of Pennsylvania,\nPhiladelphia, Pa.\n\nTerms to Expire in 1932\nElected by the Council\nElected by the Association\nMary\nC. C. Braprorp,\nDenver,\nKATHERINE\nD. BLAKE,\n101 West\n85th St., New York City\nColo.\nArTHUR H. CHAMBERLAIN, Editor,\nEDWARD\nBUCHNER, John Hopkins\nSierra Educational\nNews,\nSan\nUniversity, Baltimore, Md.\nFrancisco, Calif.\nDavip B. FELMLEY, President, State\nNormal College, Normal, III.\nELIZABETH HALL, Assistant Super-\n\nFRANK\n\nintendent of Schools, Minneapolis,\nMinn.\nDavip B. JoHNSON, President, Winthrop College, Rock Hill, S. C.\nJoun R. Kirk, Kirksville, Mo.\n\nJoun\n\nCHARLES McKENNY, President,\nState Normal College, Ypsilanti,\n\nMich.\nJosePH Roster, President, State Normal School, Fairmont, W. Va.\nH. Lesrer\n\nSmitH,\n\nsity, Bloomington,\n\nIndiana\n\nInd.\n\nUniver-\n\nP. Graves,\n\nCommissioner\n\nof\n\nEducation, Albany, N. Y.\nOuive M. Jones, Principal, Public\nSchool No. 120, New York City\n\nA. H. Keiru,\n\nState\n\nSuperin-\n\ntendent\nof Public\nInstruction,\nHarrisburg, Pa.\nW. Carson RYAN, Swarthmore College, Swarthmore, Pa.\nH. H. SEERvLEY, President,\nState\nTeachers\nCollege, Cedar Falls,\nlowa\n\nCora Witson STEwarT, Chairman,\nNational\nIlliteracy Commission,\nWashington,\nHENRY\n\nCAROLINE\n\nState\n\nD. C.\n\nSUZZALLO,\n\nWooprurF,\n\nNormal\n\nCastleton,\n\nVt.\n\n‘\n\nSeattle,\n\nWash.\n\nPrincipal,\n\nTraining\n\nSchool,\n\n"}
{"page": 263, "printed_page": null, "text": "NaTIONAL\n\nC. Baciey, Teachers College,\nColumbia University, New York\nCity\n\nMILTON\nBENNION,\nUniversity\nof\nUtah, Salt Lake City, Utah\nAcNEs E. Douwerty, 2078 Summit\n\nAvenue,\nIsABEL\n\nSt. Paul,\n\nLANCASTER\n\nMinn.\n\nEcKLEs,\n\nRussELL,\n\nDean,\n\nCollege,\nColumbia\nNew York City\nH. B. Witson,\n\nvision,\n\nTeachers\n\nUniversity,\n\nDirector, Junior\n\nAmerican\n\nDi-\n\nCouncil\n\nDRAKE,\n\nCity\n\nSchools,\n\nIn-\n\ndianapolis, Ind.\nW. A. Lewis, President, State Normal School, Hays, Kans.\nFRANK\n\nG.\n\nPICKELL,\n\nof Schools,\nA.\n\nSuperintendent\n\nMontclair,\n\nN. J.\n\nL. THRELKELD,\nSuperintendent\nof Schools, Denver, Colo.\n\nMay TrumpeER, State Superintendent of Public Instruction, Helena,\nMont.\nJ. H. Wacner, U. S. Bureau\nEducation, Seattle, Wash.\n\nRed _ Cross,\n\nD. B.\n\nmal\n\nTeachers\nN. C.\n\nby the\n\nANNIE WeBB BLANTON, University\nof Texas, Austin, Texas\nI. I. CAMMACK, Superintendent of\nSchools, Kansas City, Mo.\n\nWashington, D. C.\nRosBerT H. WricuT, President, East\nCarolina\nGreenville,\n\n259\n\nGrace AspoTt, Chief, U. S. Children’s Bureau, Washington, D. C.\n\nFLtorA\nSuperin-\n\ntendent of City Schools, Santa\nFe, N. Mex.\nANNA Laura Force, Principal of\nthe Junior High School, Denver,\nColo.\nE. RuTH PyrTLe, Principal, Bancroft School, Lincoln, Nebr.\nWILLIAM\n\nor EpucaTIon\n\nTerms to Expire in 1933\nby the Association\nElected\n\nElected\nW.\n\nCounciL\n\nWa po, President,\n\nSchool,\n\nof\n\nState Nor-\n\nKalamazoo,\n\nMich.\n\nCollege,\n\nTerms to Expire in 1934\nElected by the Assoctation\nElected by the Council\nTuomas\nW. BurcHeEr, President,\nKansas\nState\nNormal\nSchool,\nEmporia, Kans.\n\nRosert J. ALey, President, Butler\nCollege, Indianapolis, Ind.\n\nWILLIAM M. Davipson, Superintendent of Schools, Pittsburgh, Pa.\n\nSchool of Education, University\nof Illinois, Urbana, Ill.\nMeELvin G. CLARK, Superintendent\n\nE.\n\nG.\n\nDoupna,\n\n717\n\nBeaver\n\nBldg.,\n\nMadison, Wis.\nJ. M. Gwinn, Superintendent\n\nSchools, San Francisco,\nE. E. OBERHOLTZER,\n\nCuHarLes\n\nE,\n\nCuHaApsey,\n\nDean\n\nof\n\nof Schools, Sioux City, Iowa\nof\n\nCalif.\n\nSuperintendent\n\nA.\n\nB. Hu,\nPresident, Ouachita\nCollege, Arkadelphia, Ark.\n\nErnest\n\nHorn,\n\nIowa\n\nState\n\nUniver-\n\nof Schools, Houston, Texas\nCARROLL G. PEARSE, 4315 Lisbon\nAvenue, Milwaukee, Wis.\n\nsity, lowa City, lowa\nMinnigz J. Nrevson, Bismarck,\nDak.\n\nHELEN B. SuHove, Principal, Longfellow School, Minneapolis, Minn.\n\nRose\n\nWindermere\n\nHotel,\n\nPau. C. Sretson, Superintendent of\nSchools, Dayton, Ohio\n\nGuy M..:WILson, Boston\nsity, Boston, Mass.\n\nUniver-\n\nGrEorGE\n\nALBERT E. WINsHip, Editor, Journal of Education, 6 Beacon St.,\nBoston, Mass.\n\nlege,\nYork\n\nD. STRAYER,\n\nColumbia\nCity\n\nTeachers\n\nCol-\n\nUniversity,\n\nNew\n\nPesra,\n\nChicago,\n\nWitutiAM\n\nN.\n\nIIl.\n\nH.\n\ners’ College,\n\nZEIGEL,\n\nState\n\nCleveland,\n\nTeach-\n\nMiss.\n\n"}
{"page": 264, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n260\nee\nOe\n\nActive Ex-Officio Membership\nU. Si Commissioner\nJ. W.\n\nCRABTREE,\n\nNational\n\nSecretary,\n\nEducation\n\nretrial elton ote ele Washington, D.C.\n\nspris. a)\n\nof Education\n\nses eweeeee Washington, D. C.\n«...i..0.s.50+-\n\nAssociation\n\nJoy E_mer Morcan, Director, Division of Publications,\nNational Education Association .........sc2.sse+e+eereees Washington, D.C.\n\nExecutive\n\nS. D. SHANKLAND,\n\nWALTER\n\nSecretary,\n\nR. Sipers, Field Agent, World\n\nEducation\n\nAssociations,\n\nMembers\nAMERICAN\n\n1201\n\nDEPARTMENT\n\nEarL\n\nOF\n\nFederation\n\nof\n\nN.\n\nW.\n\nStreet\n\n16th\n\nElected\n\nASSOCIATION\n\nH. B. WituiaMs, President\nNormal School, Bowling\n\nJoun\n\n......0.5...+++22++eeeeee Washington, D.C.\n\nof Superintendence\n\nDepartment\n\n........ Washington, D.C.\n\nby the Departments\n\nOF TEACHERS\n\nCOLLEGES\n\nGreen,\n\nexpires\n\nBUSINESS\n\nOhio\n\n(Term\n\n1929)\n\nEDUCATION\n\nG. Kirk\n\nCity Schools, Philadelphia, Pa. (Term expires 1928)\nW. BARNHART\nFederal Board for Vocational Education\nWashington, D. C. (Term expires 1930)\n\nJ. O. MALLoTT\n\nU. S. Bureau of Education\nWashington, D. C. (Term expires 1932)\n\nDEPARTMENT\nLioy\n\nOF\n\nCLASSROOM\n\nGALPIN\n\nTEACHERS\nii\n\n2354 Addison Way, Los Angeles, Calif. (Term expires 1930)\nJuuia E. SULLIVAN\n9 Marion St., Charlestown, Mass.\n(Term expires 1932)\nJEAN L. SOULES\nWomen’s Athletic Club\nSpokane, Wash.\n(Term expires 1934)\n\nDEPARTMENT OF DEANS OF WOMEN\nDorotHy STIMSON\nDean, Goucher College, Baltimore, Md. (Term expires 1929)\nM. Dorcas PRICHARD\nDean, Fairmount State Normal School\nFairmount, W. Va. (Term expires 1931)\nWINIFRED J. ROBINSON,\n\nDean of Women’s Colleges, University\nNewark, Del. (Term expires 1933)\nDEPARTMENT\n\nOF\n\nELEMENTARY\n\nof Delaware\n\nSCHOOL\n\nPRINCIPALS\n\nJesste M. FInK, Principal\n\nBuchanan School, Grand Rapids, Mich.\nARTHUR S. GIsT\nBurbank and Whittier Schools\nOakland, Calif. (Term expires 1930)\nDEPARTMENT\n\nOF\n\n(Term\n\nexpires 1929)\n\nKINDERGARTEN-PRIMARY\n\nEDUCATION\n\nCAROLINE BARBOUR\nSupervisor, Kindergarten-Primary Department,\nState Teachers College, Superior, Wis. (Term expires\n\n1930)\n\n"}
{"page": 265, "printed_page": null, "text": "NATIONAL\n\nCouncIL\n\noF EpucaTion\n\n261\n\nAGNES BURKE\nTeachers College, Columbia University\nNew York City (Term expires 1932)\nFRANCES BERRY\nSupervisor, Kindergarten-Primary Department\nBaltimore, Md. (Term expires 1934)\n\nDEPARTMENT\n\nOF LIP-READING\n\nALICE G. BRYANT\n502 Beacon St., Boston,\n\nDEPARTMENT\n\nOF\n\nMass.\n\nRURAL\n\n(Term\n\nexpires\n\n1934)\n\nEDUCATION\n\nN. SEARLE LIGHT\nState Board of Education\nHartford, Conn. (Term expires\n\n1930)\nNorMAN Frost\nGeorge Peabody College for Teachers\nNashville, Tenn. (Term expires 1932)\n\nMasBeL CARNEY\nTeachers College, Columbia University\nNew York City (Term expires 1934)\n\nDEPARTMENT\nCATION\nETHEL PERRIN\nAmerican\n\nOF\n\nChild\n\nSCHOOL\n\nHealth\n\n370 7th Ave., New\nMELVILLE\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nAssociation\n\nYork\n\nCity (Term\n\nexpires 1928)\n\nSTEWART\n\nCharleston, W. Va. (Term expires 1930)\nWILLIAM BurbDIckK\nState Department of Education\nBaltimore, Md. (Term expires 1932)\n\nDEPARTMENT\n\nOF\n\nSOCIAL\n\nSTUDIES\n\nHH. Cy Hine\nUniversity of Chicago, Chicago, Ill. (Term expires 1928)\nA. E. McKINLEY\nUniversity of Pennsylvania\nPhiladelphia, Pa. (Term expires 1930)\nEpcar DAwson\n‘\nHunter College, New York City (Term expires 1932)\n\nDEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\nFRANK D. BOYNTON\nSuperintendent of Schools\nIthaca, N. Y. (Term expires 1929)\nE. C. BROOME\nSuperintendent of Schools\nPhiladelphia, Pa. (Term expires 1930)\n\nDavip A. WARD\nSuperintendent of Schools\nWilmington, Del. (Term expires 1932)\n\nEDU-\n\n"}
{"page": 266, "printed_page": null, "text": "262\n\nNATIONAL\n\nDEPARTMENT\nC. F. HoBen\n\nOF\n\nEpUCATION\n\nVISUAL\n\nASSOCIATION\n\nEDUCATION\n\nState Department of Public Instruction\nHarrisburg, Pa. (Term expires 1930)\nDupDLEY GRANT HAYES\n1539 Farwell Ave., Chicago, Ill. (Term expires\nANNA V. Dorris\nState Teachers College\nSan Francisco, Calif. (Term expires 1934)\n\nDEPARTMENT OF VOCATIONAL EDUCATION\nANNA G. GREEN\nState Board for Vocational Education\nHarrisburg, Pa. (Term expires 1930)\nJ. E. PAINTER\n3416 Pillsbury Ave.\nMinneapolis, Minn. (Term expires 1932)\nLEONARD W. WALSTROM\nFrances W. Parker School\nChicago, Ill. (Term expires\n\n1934)\n\n1932)\n\n"}
{"page": 267, "printed_page": null, "text": "The Department of Adult Education\n\n"}
{"page": 268, "printed_page": null, "text": "HE DEPARTMENT OF ADULT EDUCATION was\nestablished by vote of the Representative Assembly, July 8, 1921, as the Department of Immigrant Education. The first meeting was held in\n1922 in Boston.\nSee Proceedings, 1922:905.\nIn\n1924 the name of the Department was changed to\nthe Department of Adult Education.\nSee Proceedings, 1924 :566.\nThe officers of the Department for the year 192829 are: President, A. W. Castle, Director of Extension Education, State Department of Public Instruction, Harrisburg, Pa.; Vicepresident, Mrs. Ethel\nRichardson Allen, Assistant State Superintendent\nof Public Instruction, 1130 Sun Finance Building, —\nLos Angeles, Calif.; Secretary, C. S. Marsh, Dean\nof the Evening Session, University of Buffalo, Buffalo, N. Y. This Department meets once a year in\nJuly. Facts relating to the establishment of this\nDepartment and the record of meetings are found in\nearlier Proceedings as follows:\n1921 :460\n1922 :905-968\n\n1923 :669-703\n1924 :565-582\n\n1925 :337-353\n1926 :327-371\n\n[264]\n\n1927 :293-334\n\n"}
{"page": 269, "printed_page": null, "text": "ADULT\nTHEODORE\n\nEDUCATION\nUTNE,\n\nFROM\n\nDIRECTOR,\n\nDEPARTMENT\n\nOF\n\nTHE\n\nDIVISION\nEDUCATION,\n\nSTATE\nOF\nST.\n\nPOINT\n\nEVENING\nPAUL,\n\nOF VIEW\n\nSCHOOLS,\n\nSTATE\n\nMINN.\n\nHE early pioneers, men of rugged but of high intelligence and moral\ncharacter, many of whom had been denied the privileges and advantages of education, comparable to those existing today, recognized\nthat the welfare of the state depended largely upon the educational opportunities made perpetually available to its future citizens.\nIn Minnesota,\nas in other states, this was recognized by the framers of the state constitution, in which we find the following provision:\n“The stability of a Republican form of government depending mainly\nupon the intelligence of the people, it shall be the duty of the legislature\nto establish a general and uniform system of public schools.” Article 8,\nSection 1.\nIn conformity with this constitutional provision, the legislature established and provided for the maintenance of a system of public schools. Recognizing the high character of its citizenry, it delegated to the local communities the actual management and conduct of its elementary and secondary\nschools.\nIn order that the system of public schools might be uniform\nthroughout the state, however, it fixed by statute the duties, responsibilities,\nand powers of the local school authorities. It also provided for a measure\nof state direction and leadership and financial assistance to help equalize the\nburden of school maintenance.\nThe period of childhood and youth is primarily a period of preparation\nfor the responsibilities to be assumed by the adult. In order to insure to\neach individual at least the elements of a common school education, we\nhave compulsory attendance laws, requiring the school attendance of our\nboys and girls.\n.\nWhen the time comes that all the states of the Union enact and enforce\ncompulsory school attendance laws, illiteracy on the part of our native-born\npopulation should disappear, except for the poor unfortunates' who are\nmentally handicapped to such an extent that they are not educable.\nAt the present time, however, we have a considerable number of adults,\nsome born in this country but more,of them abroad, who had little or no\neducational opportunities in their earlier years. In general they are thrifty,\nindustrious and law-abiding.\nMany of them are desirous of securing now\nthe schooling which they failed to obtain as children.\nOthers, who may\nhave been educated in their native lands but have migrated to America with\nthe intention of making this their permanent home, seek to learn our language and our institutions in order that they may fit themselves for American citizenship.\nThe welfare, not only of these individuals, but of the\nthat educational opportunities be afforded them. ‘This\nrequires\nstate itself,\nbecomes an obligation of the state. It cannot be left to private enterprise.\nSince the large majority of adults are engaged in daily tasks which make\nit difficult if not impossible for them to take advantage of daytime instruc[265]\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\ntion, evening school classes have been organized for them. ‘The state of\nMinnesota has a law on its statute books authorizing any school district\nin the state to provide evening school classes for adults and to pay the necessary cost of instruction from public funds.\nAmong the standards set by the state board of education for such stateaided evening school classes are the following:\n1. Aid will be granted for an evening school term\nof six hours per week, and for a term\nhours per week, or the equivalents.\n\nof not more\n\nof not less than six weeks\nthan\n\neighteen\n\nweeks\n\nof six\n\n2. The average attendance in each class shall be at least six during the\nperiod for which aid is granted, except that in rural districts the average attendance shall be at least four.\n3. The curriculum shall include spoken and written English, Reading, Writing,\nSpelling, American History, Civics, Geography, and Health and Sanitation.\n4. Teachers in evening schools shall have the same qualifications as those who\nteach the corresponding subjects in day classes.\nTeachers not so included shall\nbe specially certified by the department of education.\n\nAs part of its guidance program, the state department of education, in\ncooperation with the local schools, has prepared and published a bulletin\noutlining syllabi for elementary non-vocational classes for adults, stressing\nthe work in English and citizenship. These syllabi provide a course of\nstudy covering a period of three years.\nThe adult education work in the public schools, however, is not limited\nto the elementary non-vocational classes in English and citizenship. In the\nlarger urban centers we find classes organized in home economics, in the\nindustrial and fine arts, in commercial training, and in various vocational\nfields. For those seeking additional academic training, evening high-school\nwork is offered. Colleges and universities, moreover, through their extension divisions, offer advanced academic and professional evening courses for\nthose who cannot attend the regular day classes.\nOur schools, be they elementary, secondary, or collegiate, are providing\neducational opportunities for a considerable number of adults, but there\nare other agencies, at least partly educational in nature, that come in contact\nwith tens of thousands of men and women whose socalled school days are\npast. I note that three of these agencies are represented on the program\nof our session tomorrow: The public library, parent-teachers organizations,\nand the press. My time does not permit of a discussion of the services they\nrender.\nAs far as the state is concerned, it is the duty and the privilege of the\nstate to furnish such educational opportunities to its citizens, young and\nold; rich and poor, as will promote the happiness of the individual and the\nwelfare of the group.\nMuch has already been done to this end.\nMuch\nstill remains to be done.\nMay I take the liberty of pointing out what\nappears to me to be the next forward steps in adult education?\nToo frequently the teachers of adult classes have had no specific training\nfor this field. ‘The methods which may bring excellent results with pupils\n\n"}
{"page": 271, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n267\n\nin the primary grades are scarcely suitable for use in teaching the parents,\nthe grandparents, the aunts, and the uncles of these children. In our day\nschools we would not expect a teacher trained for junior high-school work,\nfor instance, to take charge of a kindergarten. For work with the more\nmature pupils, such as are found in our junior and senior high schools, we\nOne teacher is trained in the field of Engprovide departmental teaching.\nlish, another in the social studies, a third in mathematics, a fourth in natural\nSpecific training for a given field will promote the\nscience, and so on.\n‘This is also true in the field of adult\nclassroom efficiency of the teacher.\neducation.\nMay the time be not far distant when we shall provide and\nrequire specific training for the teachers of adult classes.\nIn all our work it is essential that we never lose sight of our objectives,\nthe goals toward which we are striving. What are these objectives? One\nis the acquisition of useful knowledge.\nMen and women, for instance,\nshould know our language; they should know something about the structure\nand operation of the government. A second objective is the acquisition of\nuseful skills. We need to be able to write neatly and legibly, or to add,\nsubtract, multiply, and divide with reasonable speed and accuracy.\nBut\nthere is a third objective, probably of more far-reaching significance than\neither knowledge or skills, and one which I am afraid we sometimes overlook, and that is the importance of right ideals, attitudes, and appreciations.\nOur penal institutions are filled with people who have committed crimes,\nnot because they were lacking in knowledge of what was right and wrong,\nbut because they were not actuated by right motives. Education of the\nhead is important; education of the heart is at least equally important.\nWe\nare training the intellect; we must also train the emotions.\nDo not misunderstand me.\nI do not mean to imply that in our adult\neducation work we are paying no attention to attitudes and ideals. But I\nam inclined to think that we do not always give them the emphasis they\ndeserve.\nI wonder if there is not danger of our overemphasizing the mere\nacquisition of facts without paying adequate attention to the interpretation\nof these facts.\n\nADULT\n\nEDUCATION\n\nALBERT\n\nFERTSCH,\n\nFROM\n\nDIRECTOR\n\nTHE\n\nVIEWPOINT\n\nOF ADULT\n\nEDUCATION,\n\nOF 4 CITY\n\nGARY,\n\nIND.\n\nAdult education from a city viewpoint is not necessarily different from\nany other point of view. Especially is this true when education is considered in the modern light of a continuous adjustment of life to changing\nand expanding situations and the adjustment of the individual to his hopes\nand aspirations limited only by his capacity and willingness to act.\nNaturally, general education recognizes that persons young and old eduIna city there may be more opportunities for conferences,\ncate one another.\ncommittee meetings, clubs, and organizations as well as lodges, the active\n\n"}
{"page": 272, "printed_page": null, "text": "NATIONAL EpuUCATION ASSOCIATION\n\n268\n\neS\n\npaticipation in which is an educational process and procedure comparable\nto the opportunities for selfactivity in parttime schools, libraries, and the\nbusiness houses of a city.\nViewing adult education from the tower of a city hall, one estimates\nthe educational situation from the variety of homes, variety of mentalities,\nvariety of degrees of school progress, variety of interests, and the variety\nof occupations represented.\nLooking toward the horizon certain educational facts stand out prominently in our country.\na. Fifty percent of those between 15 and 20 years of age are in school and\n50 percent are at work, 5,000,000 in school, 5,000,000 at work.\nb. At 20 practically 200,000 are in colleges and 1,800,000 are at work.\nc. Of all over 21, 60,000,000 are at work and 300,000 are in training.\nd. Of the adults not in school over 3,000,000 are improving themselves through\nsystematic study.\ne. Private correspondence schools collect between sixty and seventy million dol-\n\nlars in fees a year.\n\nAnd yet there is another peak of facts indicative of the adult education\nproblem.\nEach year:\n. Four billion dollars’ worth of substance\n. Fifteen thousand homicides.\nNineteen thousand automobile deaths.\n\nAone\n. Six hundred\n\nthousand\n\nis stolen.\n\ndollars is spent to guard\n\nthe mails.\n\nA city is up against the proposition of providing an adult educational\nprogram which includes opportunities for all who have determination\n\nand\n\nambition to improve themselves through systematic study and also includes\nprovisions for the encouragement of the determinations and ambitions of\nothers.\nA hundred percent program of adult education challenges the ingenuity\nof the master minds of a city. However, there are ways open and a decision for action is essential.\nThroughout the cities, the viewpoint is fast coming to a realization that\neducation is a capital investment, the value of which is dependent upon\nhow it is added to as years go by. It is time that educationists teach that\n\nviewpoint as well as almost universally practice it. Yet, if I may digress,\nthere is a need of realization of educational people in general that coerced\ntraining in any line of work, study or play for those without capacity or\ninterest kills other fine individual characteristics. All of us have examples\ngalore in our minds, especially if we have dealt with dropouts and “‘squeezeouts” of our schools and colleges.\nThe development of an adult educational program in a city must be\nbased on this present trend and should include provision for the expansion\nand growth of the program.\n‘The strength of such a program lies in\nthe fact that the knowledge and power of interpretation and appreciation\nwhich adult individuals achieve in their educational venture become usable\n\n"}
{"page": 273, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\nLery\n\nn\n\n269\ncoven\n\ncece\n\nin the practices of life of a community.\n‘These applications may be put to\nvocational, social, recreational, political or general citizenship uses.\nThere is a need, then, of an economical and efficient use of the public\nschool facilities in a city to make possible the development and growth of\nthe adult citizenship by providing opportunities in and encouragement for:\na. Systematic\n\nstudy\n\nin\n\nelementary,\n\nacademic\n\nand\n\nliberal\n\narts\n\nand _ sciences.\n\n(Academic Program.)\nb. Increasing skills.\n(Vocational and Industrial Program.)\nc. Expanding social aspects of the community.\n(Club and Social Program.)\nd. Gaining higher appreciation and greater variety of interests.\n(Auditorium,\nMusic and Film Program.)\ne. Continuing adventure.\n\n(Physical\n\nEducation\n\nProgram.)\n\nIf I may speak of my home city, Gary, Indiana, I may say that it provides an adult educational program through the school city’s organizations\n(a) The general continuation school; (b) the day school for adults;\n(c) an evening school for adults at each school center and in every department from seven to twelve months a year; (d) a university program in\ncooperation with Indiana and Purdue Universities.\n\nGary considers the adult school program a logical and economical step\nin extending the facilities of the work-study-play program, the basis upon\nwhich the school system is organized.\n“Through this adult educational program, Gary is offering further opportunities of study to all groups of\npersons from the unlettered to the college graduate.\nIn the several departments of academic, vocational, music, club, auditorium and physical education activities, there were enroled during the\nyear just closed 15,000 in the evening schools. Over six thousand were\ntaking academic and vocational work, while the remainder participated in\nthe physical education, social, and auditorium divisions of the evening\nschools.\nA far larger number have been spectators at the physical education and auditorium activities.\nIt should be borne in mind that in Gary evening school activities are not\nconfined to the use of one or two centers, but are extended to all school\ncenters in the city. The school libraries, the clubrooms, the auditoriums,\n\nthe moving picture machines, the academic and science classrooms as well\nas the commercial, millinery, and sewing, machine shop, drafting, and printing departments, the showers, swimming pools, gymnasiums, and athletic\nfields are made available in each school community for adults. ‘The field\nof adult education in a city is so great that when agencies other than the\n\nschools provide adult activities there can be no competitionso long as the\n‘The real compettprograms are educationally effective and economical.\ntion is between all educational agencies and outside distracting influences.\nIn Gary we were interested several years ago to know how many of the\nboys and girls between the ages of sixteen and twenty who were not in\nregular day schools were participating in the several activities of the eve“The census department tabulated the names of 1672\nning school centers.\nThe department of adult education\nyoung men and women not in school.\n\n"}
{"page": 274, "printed_page": null, "text": "NATIONAL\n\nEpucATION\n\n270\na\na\n\nASSOCIATIONa\n\ntabulated the names of all between the ages of sixteen and twenty participating in the adult activities. This total was 1365. Naturally, in Gary\nwe hope that the 300 of these ages not participating in the evening schools\nwere active in programs of other educational agencies rather than engaged\nin the real competing groups of activities of an undesirable distracting type.\nBesides the regular program evenings at each school there are meetings\nof all kinds during the year.\nSome of the meetings are as follows: Political,\nlocal improvement discussions, parent-teachers’ meetings, parties, banquets,\n‘The auditorium of each\nspecial lectures, radio programs, and concerts.\ncenter is available for any educational activity to meet the needs of a developing community.\nFrom a city point of view, then, an adult educational program provides\nan opportunity by the efficient and economical use of the public educational\nfacilities of the city for all adults irrespective of the degree of previous\ntraining. An adult educational program recognizes that participation in\nlodges, conferences and clubs are for many educational opportunities comparable to provisions in other selfeducational activities of parttime schools,\nlibraries, and business houses.\nIt appreciates that because of the rapid\nprogress and changing situations, education has become a necessary lifelong\nadjustment.\nIt consequently makes provision for the cultivation and stimulation of intellectual interests, not for a few years only, but as a permanent,\nnecessary and inspirational aspect of citizenship.\n\nADULT\n\nEDUCATION\n\nFROM\n\nTHE RURAL\n\nPOINT\n\nOF VIEW\n\nBEATRICE ARNOLD, SOUTH CAROLINA\nTo all persons experienced in putting across a program for adult education, the rural problems are far more difficult than the urban—because, in\nthe first place, we have landlords who are more indifferent to tenants than\nofficials in manufacturing concerns; this indifference possibly due to absentee\nlandlordism. Second, we have the small farmer who needs financial back-\n\nground as well as cultural background. Third, in rural communities the\neducational urge is not so great—slogan, “Aim a little higher, Ma.”\nFourth, isolation is a problem unto itself which must be met.\nFifth, notwithstanding the fact there is leisure on the farm, it is hard to make the\nfarmer believe it. He has formed the habit of thinking he is busy when,\nreally, if his hours were planned and checked up he would find that his\ntime would be by no means taken up.\nTo solve these problems we must take the school to the rural person,\nmake it so practical, so appealing, and so attractive, thereby giving to this\nrural population ideals which will mold their lives, stimulate their imagination, widen their interest, create a zeal for reaching out after the finer\nthings of life and bringing into their lives culture in its widest and truest\nsense, making them wiser parents, more intelligent and happier men and\nwomen.\n\n"}
{"page": 275, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n271\n\nThese schools must make for pleasant associations and avoid unpleasant\nones, so the pupil will become interested in further efforts. The adult\nschool, taught by the right sort of teacher greatly enriches the seven tangents\nin the educational aim—health, vocation, civics, social, recreation, aesthetics,\n\nand ethical character.\nWhat kind of teachers do we need for these rural adult schools and why?\nOur aim is to wipe out illiteracy and we are very, very careful of the\nteacher, who has such a gigantic share in realizing our aim. Our teachers\nare chosen with this particular type of pupil in mind. We try to send our\nadult pupils only to teachers of personality, tact, enthusiasm, Christian\ntraining, friendly attitude, having a sense of humor, neat in appearance,\norderly in habits and very vivacious, so that the learning process will be\n‘These\nguided and facilitated in an able and, above all, a pleasant way.\nteachers are trained not only in teaching, but trained in formulating and\ncarrying out a community program.\nHow are we to get trained teachers for this particular work? One good\nway, when you have a state program, as we have in South Carolina, is to\nhave an organizer for each county.\nThis organizer selects the type of\nteacher which I have just mentioned.\n\"These teachers are required to\nattend an institute which is held each summer at our state institution at\nWinthrop, where they are given intensive training along our summer\n\nprogram.\nAfter this training they come back to the county where the organizer,\nwith the county superintendent, has a group meeting just prior to these\nteachers going into their districts. At this meeting the program is outlined and all plans for work discussed. The aim being the enrolment of\nevery person in the district literate as well as illiterate in some type of\nstudy group.\nIn the campaign this summer the project will be the rural\nhome: Teachers will be given a detailed project placing all work—reading,\nwriting, spelling, arithmetic, English and civics around the home.\n‘The\nproject will be arranged so that definite community growth can be checked\nsimilar to better homes contests in cities. Pupils will be permitted to take\nphases of work in which they are most interested and feel the greatest need.\nAs soon as the teacher goes into the district a survey of the district is\nmade to find the status of educational opportunities of the people, the hour\nwhen they can come or devote time to study and arrangement of classes,\nas to whether they are in the home, in the school building or in what place.\nThe organizer places these schools.\nPreference is given to those communities where the need is greatest and where best local cooperation can\nbe secured.\nThese schools usually leave some tangible results other than\nthe knowledge obtained from books, such as a lighting system left in the\nschool building, shrubbery placed around the school building, steps to be\nrepaired and subscriptions to magazines left to the day school children.\nDaily newspapers are sent complimentary by newspaper managers to\neach home represented not already taking the paper.\n\n"}
{"page": 276, "printed_page": null, "text": "EpucATION\n\nNATIONAL\n\n272\n\nASSOCIATION\n\nFor the closing exercises of our summer program there will be a twoday stay at Clemson College, our state institution, verifying the project\nstudy during the lay-by school, which is what our state college is doing\nfor the rural home.\nWe are studying the pupil, the teacher, the subjectmatter, the time allotment, the materials of instruction, and we are trying to fit our methods to\nthe results of these studies. ‘Then with such effort we must succeed.\nWe\nare looking forward to the 1930 census proving this.\nThe greatest good resulting from adult schools is the awakened public\nsentiment changed from educational apathy to keen interest in all which\ntouches the welfare of the children and of the United States.\n\nADULT\nL.\n\nR.\n\nEDUCATION\n\nALDERMAN,\n\nFROM THE\nVIEW\n\nSPECIALIST\n\nIN\n\nEDUCATION,\n\nADULT\n\nNATIONAL\nEDUCATION,\n\nWASHINGTON,\n\nU.\n\nPOINT\nS.\n\nBUREAU\n\nOF\nOF\n\n_D. C.\n\nAdult education is a much used phrase. “That we are unable to define\nit seemingly does not decrease its use. “The phrase has a different meaning\nfor different groups and for the same group at different times.\nThe speaker has seen the members of various organizations attempt to\ndefine adult education and has seen them adjourn without any agreement,\nbut with the idea that adult education is expanding so rapidly that we\nshall have to await some future time to define it accurately.\nNevertheless,\nthe phrase “adult education” is a challenge which is causing much comment\nand considerable activity.\nUtopian writers are using adult education as\nthe new element in their alchemy to bring about a new world.\nFor the purpose of this address we shall think of adult education as the\nvoluntary, leisure-time education of those who are above the compulsory\nschool age specified by law. Attention will be called to a few of the types\nof public adult educational activities which are national in character.\nThe evening schools will be spoken of first, because these schools make\nformal public education possible for adults. ‘To the evening schools of a\ndistrict, if there be such schools, may come the native population whose\nearly education has been neglected.\nJust how many of these there are, we\ndo not know. The 1920 Federal census shows that there were at that\ntime 3,084,733 native-born people over 10 years of age who were illiterate.\nThe American Academy of Sciences reports that of over one and one-half\nmillion men in the draft at the time of the World War, 31 percent could\n\nnot take the Alpha classification test. This test required a reading ability\nin simple English.\nTo the evening schools may come the men and women of other lands,\nthat they may learn English, American customs, and be prepared for citizenship. The census figures show that there were in the United States in\n1920, 1,763,740 foreign-born white illiterates over 10 years of age. This\n\n"}
{"page": 277, "printed_page": null, "text": "DEPARTMENT\n\noF ADULT\n\nEDUCATION\n\n2I3\n\nnumber could not write in any language. The American evening schools\nhave been called “blessed” by thousands of our foreign-born citizens.\nTo the evening schools may come that large army of youths past compulsory school age whose earnings are needed for family support. Notwithstanding the very rapid growth of secondary schools, more than onehalf of our boys and girls of high-school age are not in school. For those\nwho must work in the daytime the evening school is the only school available.\nIn most school districts there are no evening schools.\nSchool officials\nwho do not provide adequately for evening schools may unwittingly do a\ngreat injustice to those who can attend only night school, if they attend\nschool at all. Evening schools cost so little in comparison to the cost of\nday schools, it would seem that every school system, where there is need\nfor evening schools, would make a serious attempt to provide them. To\nillustrate the expenditure of public money for evening school pupils as\ncompared to that expended for day school pupils, let us take the case of\ntwo neighbor boys of high-school age, namely Tom and John. The family\nof Tom does not need his earnings. ‘Therefore, he has the privilege of\nattending the day high-school for four years at an average yearly cost, to\nHe then attends the state university for four\nthe district, of $173.72.\nyears at an average yearly expense to the state of $593.75.\nIt is thus\nseen that $3,069.88 of public tax money has been spent upon the education of Tom during those eight years.\nOf considerable contrast are the conditions surrounding John.\nHe\nlives in a home where all must contribute to the family’s support, and\nhis only chance to attend school is after the day’s work is done. Provided\nhe is privileged to attend an evening school for eight years, he has spent\nupon his education, from public funds, an average of $10 a year, or a\ntotal of $80 for the same period of time that the education of Tom\nhas cost the district and state $3,069.88.\nThe fact that there are in America more John’s than Tom’s, as pictured in this illustration, should make school officials who believe in\neducating all of the children of all of the people strong advocates of\nsuch schools as will give this larger group of American youths their chance\nfor development and service.\nTo the evening schools also may come that large and ever-growing\ngroup of mature people who need some guidance in the study of vocational or cultural subjects, that they may be better adjusted to their\ncomplex and constantly changing environment.\n‘To the evening schools\nmay come those who need help in the wise use of their increased leisure\ntime. Many of these are surfeited with passive amusements and are\nhungry for the worthwhile things of life.\nTo the evening schools may come parents, young and older, who have\ndiscovered that they, as parents, have unsurpassed opportunity in the\ncare of their children to give them a mind-set and to establish in them\n\n"}
{"page": 278, "printed_page": null, "text": "274\n\nNaTIONAL\n\nEpUCATION ASSOCIATION\n\na\n\nhabits that will make them more effective and happier human beings.\nParents are asking for classes that they may learn how to be better\n\nparents.\nThe evening school bids fair to become one of the greatest educational\ninstitutions of our times. It will enable school authorities to reach those\nIt is probably true\nwho have the most powerful influence upon children.\nthat the older members in most families have more influence upon the\ngrowing child than do the public school systems and all other public\ninstitutions combined.\nHence, if our purpose were merely to teach all\nthe children of all the people, we would find that adult education is neces-\n\nsary in order to do this effectively.\nFrom a national point of view we\n\nfind that the evening school is not\n\nreceiving the attention it deserves.\nHere and there localities have developed schools of this type which show clearly what can be done in\nthis regard when the matter is given proper consideration by school offcials: Most school districts have no evening schools at all and in many\ndistricts, where there are successful evening schools, there is constant uncertainty as to their continuance. Should not the evening school be made\na regular part of the public school system? Many districts make evening\nschools entirely selfsupporting by collecting student fees; indeed, some\nvery successful schools are supported in this way.\n“The most important\nmatter is, not how the school is supported, but that evening schools be\nmaintained.\nExperience show that adults in considerable numbers will\nattend evening schools even if they must pay the cost of instruction.\nJust\nwhy the public school trains for citizenship the child of nine and not the\nman of 21 years of age is a question that is difficult to answer.\nAnother type of adult school is that held in the homes of foreignspeaking mothers. Such mothers, on account of inability to speak English\nand often because of the number of children in the home, are unable to\nattend classes elsewhere.\n‘This work is doing much, not only to bring\nthese foreign-speaking mothers into citizenship, but to increase the efficiency\nand happiness of the whole family.\nA most interesting development has been made in the state of Delaware\nin rural evening schools.\n“These schools have now been in session for\nthree winters. The attendance shows that rural people are interested in\nattending classes if they may choose the subjects they are to study. They\nwelcome an opportunity to study in a group and to secure the help of\na teacher. The speaker attended the graduating exercises of these schools\nrecently and was deeply impressed by the zeal and earnestness of the\n\nstudents who ranged in age from 25 to 60 years.\nAnother type of adult education that gives promise of very large development is university extension.\nIn many cases the evening school\nattendance at these institutions is larger than the day-school attendance.\nIn some cities university extension work amounts to junior college work.\nThere are over 200 institutions of higher learning that give work either\n\n"}
{"page": 279, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEpUCATION\n\n205\n\nby classes held outside of the institutions or by correspondence.\nThe\nnumber taking advantage of the opportunity offered by these types of\nwork is capable of being expanded manyfold.\nA question which constantly arises is, “Shall adults who pursue work through extension\nmethods be given entrance or college credits for the work accomplished ?”\nThe speaker has heard many college people express the idea that in this\n\nnew field of education we should not encumber ourselves with the machinery of credits.\n\n“Let us do this for the love of the work itself,” they\n\nsay. While the matter of receiving credit for extension work is not important to many adults, there are those who do wish to receive credit\nfor work done in this way. College credits which lead to a degree have\na financial as well as a social value. Those colleges which are to render\nthe greatest service in this work will be those which develop methods\nof examination that will both safeguard the standards of the university\nand be just to students, whether they be regular or extension students,\nyoung or old.\nUndoubtedly the greatest opportunity for the expansion of informal\nadult education is through reading good literature.\nMany people waste\ntime by not reading at all, and others by reading books of little or no\nvalue.\nMany of these people would welcome information as to good\nbooks, where they may be procured, and guidance in reading them.\nReading courses issued by various organizations are in great demand.\nThe United States Bureau of Education has, for many years, issued\n\nreading courses and given certificates for the completion of the courses.\nThe\n\ndemand\n\nfor these courses and guidance in reading the books grew\n\nto such an extent\n\nthat the bureau\n\ncould no longer handle\n\nthe work\n\nwith the personnel available.\nA plan has now been worked out and\nadopted by national organizations which may link up many educational\nforces and render a great service to the public.\nThe plan is that the Bureau of Education and the American Library\nAssociation will continue to issue reading courses.\n“The National University Extension Association has agreed to recommend to the various\ninstitutions composing its membership that they distribute these reading\ncourses. Io those readers who desire it the institutions will offer guidance and, at the successful completion of a course, a certificate of accomplishment will be awarded.\nIn addition to the institutions forming the above association, there are\nover 400 colleges and universities in the United States which conduct\nIt may be that many of these will desire\nsome kind of extension work.\nto offer guidance for reading courses.\nThe American Library Association and the National Congress of\nParents and Teachers will call to the attention of library boards, both\nstate and local, the importance of having available at the libraries the\nbooks required by these reading courses.\n\n"}
{"page": 280, "printed_page": null, "text": "276\nOS\n\nNatTIONAL EpucaATION ASSOCIATION eee\na\n\nee\n\nThis plan, to the extent that it provides attractive, uptodate reading\ncourses, secures their distribution to all parts of the country, makes available the books to be read and gives help and encouragement in the reading,\nmay render a much-needed service to many who desire it.\nUnder the proposed plan any organization or individual may request\nLibrarians are\nthat reading courses be prepared on a given subject.\nalert to find out what demand there is for reading matter.\nThis plan, which links up for the promotion of good reading four\nnational organizations, is a start in the right direction.\nIt is hoped\nthat many other organizations will cooperate in providing reading\ncourses, in the distribution of courses, or in providing service in the conduct of the courses.\nHere, then, is the clarion call for cooperation of organizations and\nindividuals in bringing good literature into the lives of millions of\nreaders.\nState departments of education, one after another, ate adding a worker\nin adult education to their office force. “This officer, in many cases, has\nother duties. Sixty percent of the states have already enacted legislation\ntending to encourage adult education.\nWe find the state of Pennsylvania has this law:\n;\nArticle XLI. Extension Education.\n(4102) That the board of school directors\nof any school district may and upon written application, signed by twenty or more\nresidents of such district above the age of sixteen years who are not in attendance\nat any public or private day school, shall provide free extension education for\nthe instruction\n\nof said applicants\n\nin any curricular\n\ncourse\n\nof study so requested,\n\nor in English and citizenship for immigrants and native illiterates, or in citizenship for adults and in such other extra-curricular courses of study as said board\nmay deem advisable: Provided, That any such board of school directors may\nrefuse to provide or continue such extension education whenever less than twenty\nof its said applicants are unfitted to pursue with reasonable profit the course of\nstudy requested.\n\nTwenty of the states of the Union now provide state funds for adult\neducation, sharing with the local district the expense of such schools.\n\nPROPOSED\n\nCOORDINATION\nOF\nAGENCIES\n\nROBERT\n\nEXECUTIVE\n\nT. HILL,\n\nNEW\n\nYORK\nON\n\nCITY\n\nAND\n\nSECRETARY,\nCHAIRMAN\n\nCOORDINATION\n\nOF\n\nADULT\n\nADULT\n\nCOUNCIL\n\nON\n\nADULT\n\nOF DEPARTMENT\nEDUCATION\n\nEDUCATION\nEDUCATION,\n\nCOMMITTEE\n\nAGENCIES\n\nSection I\nReview of committee organization and work—The Committee on\nCoordination was authorized two years ago at the Philadelphia session\nby the Department of Adult Education of the National Education Association.\nIts organization was attributed to at least three reasons, although we may not all have been fully conscious of them at the time.\n\n"}
{"page": 281, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n277\n\nFirst, a desire to broaden the scope of the department to recognize and\ninclude various types of education for adults in keeping with the general\nmovement for adult education. Second, the apparent need of coordination\nand articulation from, by, and-between various agencies engaged in different types of education for adults in order to prevent waste and reap the\nadvantages of cooperation.\n‘Third, the need of better organization for adult education of various grades, particularly under public auspices,\nrequiring the coordination and articulation of departments and types of\nwork within publicly supported systems of education.\nYour\n\ncommittee\n\nmet several times last year and made a preliminary\nreport at Seattle, much of which was printed in the Interstate Bulletin\nA large part of the report was devoted to definion adult education.\ntions and to a statement of policy and program with the scope of adult\neducation. In the judgmentof the committee, this preliminary work was\nimperative largely because of general confusion of thought and ideas.\nThe committee decided, furthermore, that the scope of its work related\nchiefly to various forms of adult education under public auspices, which\nBy this, however, the committee\nheretofore has received little attention.\ndid not attempt to isolate adult education under public auspices from\nOn the contrary, it is\nother organized forms of education for adults.\nthe sense of the committee that all types of adult education within a community should be coordinated and correlated as far as possible, including\nsuch activities under public support.\n\nIt was the deliberate opinion of the committee that study of and recom‘mendations on specific problems of coordination\n\nand articulation involved\n\nlarger problems than could be covered in its first survey.\nwork was deemed necessary.\n\nSupplementary\n\nBefore proceeding this year on such studies, the committee, having\nbeen continued by the last meeting of the department at Seattle, soon\nlearned of the organization by the Department of Superintendence of\nthe National Education Association of a somewhat similar committee\nof which Superintendent C. R. Reed of Bridgeport is chairman and who\nSubsequently\nwas authorized to complete the personnel of his committee.\nthe two committees were merged or affliated. Including the preliminary\nmeeting three sessions of the two groups—including two or three additional persons—have been held and steps taken to publish, through the\nmedium of the National Education Association yearbook to be published\nthis fall, a treatment of the subject as a whole. This work is now partiIt is expected that from 60\ntioned among several committee members.\n\nto 70 pages of the yearbook will be devoted to adult education.\n\n"}
{"page": 282, "printed_page": null, "text": "278\n\n’ NatronaL\n\nEpucaTion\n\nASSOCIATION\n\nSection IT\nGeneral conclusions—Largely for these reasons, your committee has\nnot pursued its original plans. Deliberations of the committee and many\ninformal decisions of its members, who at various times have been able\n_ to be together, have led to the following conclusions:\nFirst, the Department of Adult Education of the National Education\nAssociation should be broadened in scope to include various types of adult\neducation and to promote within this national educational body a recognized division for leadership and discussion of problems relating to adult\neducation as a whole.\nSecond, in view of the growth and extension of education for adults,\nmeans and methods should be devised to secure increased coordination\nand articulation of its various activities under public, institutional and\nprivate auspices.\n;\nL\nThird, because of the prospective development of adult education under\npublic auspices, increasing attention should be devoted to the efficient\norganization and correlation of departments of work, program and fiscal\nand administrative policies.\nPreliminary recommendations on matters\nrelated to adult education under public auspices were presented in the\ncommittee’s report last year.\nThe committee now desires to suggest some of the main items involved\nin coordination and articulation between various agencies engaged in\nadult education.\nAccording to its previous report, the committee refers\nparticularly to adult education under public auspices for persons of maturity who devote some portion of their time to educational pursuits.\nIt.\nis the sense of the committee that no single agency may be more useful\nin the field of adult education than the public school with an adequately\norganized and directed program.\n\nSection III\nGeneral policy and practice in coordination—In order to obtain the\nfull benefits which cooperative and coordinated effort will insure, the\ncommittee suggests that:\nA. National.\n\n1, The Federal Bureau of Education be encouraged to continue its policy of\naffiliating and coordinating in appropriate ways, the interest and efforts of various\nnational organizations active in various forms of education for adults.\n2. The governing body and officers of the National Education Association be\nrequested to encourage the affiliation and coordination of appropriate activities\nand interests within the scope of adult education within a well-organized\nDepartment of Adult Education.\n\n"}
{"page": 283, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n279\n\nMembership in the Department, representing various types and grades of education among adults, indicates current tendencies in coordinate effort.\nThe\nCommittee believes that an active representative Department on Adult Education\nwithin the National Education Association is peculiarly needed at this time as a\nmedium for consideration of numerous matters relating to education among adults.\nB. State.\n\nState departments of education or regularly authorized or recognized public\nstate agencies for adult education, as for instance, departments of extension education, in connection with state universities, are urged to affiliate and coordinate\nin appropriate ways, organized effort within state borders, in order to secure the\nbenefits of coordinated state-wide service.\nIllustrations of this policy and practice are as follows:\n\nWorkers education in California—A joint enterprise between the state federation of labor, the extension division of the University of California with a joint\nCommittee representing organized labor and the university, and local operating\n\ncenters.\nAdult education summer school—California—A joint enterprise under auspices\nof the state department of education with the following cooperating agencies: The\nCalifornia Association for Adult Education; The Adult Education Teachers Association; The California Library Associations; the California Federation of\nWomen’s Clubs; The California Federation of Labor; the Association of University Women; The California League of Women Voters; The Y. M. C. A.\nSessions were held at Mills College, Oakland.\nOrganized reading—A cooperative undertaking in which the Indiana Federation\nof Womens Clubs, with the help of the Indiana Library and the extension division\nof Indiana University features club plans and reading courses published by the\nAmerican Library Association, Indiana University, and the U. S. Bureau of Education.\nParental\n\neducation—The\n\njoint undertaking of the Indiana\n\nsociation and Indiana University\nof education for parents.\n\nin promoting\n\nand\n\nParent\n\norganizing\n\nTeachers\n\nappropriate\n\nAs-\n\nforms\n\nMiscellaneous types of coordinated effort—As for instance between state organization and agencies in provisions for library service, university extension, visual\neducation, teacher training, farm institutes, civic education, education for adult\nliteracy, education for the foreign-born, etc.\nC. Local.\nCities and local communities are urged to mobilize and coordinate activities\nof local agencies and organizations to take advantage of possibilities in mutual\naid; to procure increased efficiency, to avoid waste and duplication; and to\nmobilize and direct facilities and means to meet a wide diversity of conditions and\nneeds.\n‘To illustrate:\nCoordinated and articulated programs in which local libraries, museums, educational visitations, evening schools and organizations representing business, industry, women’s clubs, and civic and other organizations participate.\n\nSection IV\nThree types at least of articulated\nbe recognized.\n\neffort in education for adults may\n\n"}
{"page": 284, "printed_page": null, "text": "280\na\n\nNATIONAL\na\n\nEpUCATION\n\nASSOCIATION\n\nA. Progressive coordination—This type involves a program of conSuch may be\ntinuous educational effort to be followed by participants.\nauspices,\npublic\nunder\ny\nparticularl\nwhich,\nby\nts\narrangemen\nby\nillustrated\nin evening and extension schools, adult students may progress from eleThis makes possible continuous\nmentary to higher grades of learning.\neducational effort through evening elementary schools, into evening high\nschools, and so on into university, trade, or technical schools.\nB. Curricular coordination—This type of articulated effort provides\nfor a curricular program as for instance, at Torrington, Connecticut,\n\nwhere evening school students in English find their studies related largely\nto trade courses which may be pursued later in regular trade school\ncourses when their working knowledge of English is sufficient.\n\nVariation of this type may be found where university extension students\nfind material for study in their local museum or art centers or in connection with other organized educational facilities.\nC. Community Coordination—In this type of articulated education\nfor adults advantage is taken of resident local resources, as to organization and instructional facilities, in order to serve broad local needs.\nSuch may be illustrated by working agreements between schools, libraries,\nmuseums, civic, business, and industrial organizations, etc., as suggested\nin Section III, C.\n\nSection V\nGeneral recommendations—Canvass of the field of education for adults\nreveals extraordinary diversity in kind and amount.\nLargely because\neducation among men and women is pursued voluntarily, diversity in\norganization and responsibility is marked.\nCommunities possess more\norganized and operating facilities for adult education, conducted at public\nor part public expense, than is usually recognized.\nMuch of it is selfsustaining. Much of it would enjoy the benefits of better organization,\ndirection and purpose, if more closely integrated and articulated.\nApparent competitors may profitably become collaborators and -cooperators\nto the benefit of all, particularly to those whom they desire to serve.\nEducation for adults in the United States is marked by variety, diversity, and more or less adequate organization.\nMore clearly defined objectives and programs are desirable.\nMany organizations, both public\nand private, are operating.\nNeed of coordinated effort is conspicuous.\nThe current tendency is to discover and utilize the forces of mutual aid\nand cooperation in common undertakings. The committee suggests, therefore, that organizations and agencies serving within this field endeavor to\nfind, not only their own peculiar task, but also to discover in what ways\n\n"}
{"page": 285, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEpuUCATION\n\n281\n\ntheir service may be facilitated and improved through coordination and\narticulation of their service with that of other organizations and agencies.\nThe committee furthermore urges closer articulated and coordinated\neffort within communities to prevent waste, confusion and duplication.\nCooperative effort in advertising, publicity and organization, as for instance, through the medium of the Central Chicago, Dallas, Buffalo,\nBrooklyn, New York, and Cleveland councils or organizations for adult\neducation is suggested.\nThe committee again welcomes the service of the American Association\nfor Adult Education as a needed coordinating agency for various types\nof effort among adults.\nThe committee recommends the organization of local councils on adult\neducation, which, through the medium of their individual and organization memberships, may extend the idea of cooperative and coordinate\neffort within their respective fields. It urges closer working relationships\nbetween organizations and agencies and complete understandings between\ntheir recognized leaders as to division of the field of service and as to\ntheir respective representatives.\nExperience proves the need of such developments, beth in rural and urban communities.\nThe committee especially urges the adoption by boards of education\nand other local and state public educational authorities of a policy of\nenlarged educational service among adults, in which coordinated and\narticulated organization with other agencies is an essential feature.\nCommittee\n\nL. R. ALpERMAN,\n\non Coordination\n\nWashington\n\nC. S. Marsu, Buffalo\n\nA. W. CastTLe, Pennsylvania.\nETHEL RicHaArpson, New\nR. C. Demine, Connecticut\nW. C. SmitH, New York\nRopert T. Hiti, Chairman, New York City.\n\nYork\n\nMETHODS AND OUTSTANDING DEVICES USED IN MINNEAPOLIS ADULT EDUCATION CLASSWORK\nKATHERINE\n\nM.\n\nKOHLER,\nPUBLIC\n\nDIRECTOR,\nSCHOOLS,\n\nEXTENSION\nMINNEAPOLIS,\n\nAND\n\nSUMMER\n\nSCHOOLS,\n\nMINN.\n\nIn Minneapolis the elementary English classes for adults are centered\nin twelve districts and are in session for two terms each year, a total\nof twenty-six weeks.\nIn 1924, because of demand on the part of the\nstudents, a third term of nine weeks was added. Since funds were limited\nand the number of students in each center was small, it seemed expedient\nin the spring of 1926 to open only one school located in the center of the\ncity. Upon organization of this school with its various classes, each\none of which necessarily included students from all the schools, it was\nsoon apparent that there was a great divergence in the standards for\nclassification\n\nin the, various\n\nability in each class.\n\nevening schools\n\nas well\n\nas a wide\n\nrange\n\nof\n\n"}
{"page": 286, "printed_page": null, "text": "282\nhin\n\nN\nNATIONAL EpuCATION ASSOCIATIO\nSS\" om the\nNA CAINS BSS BPP\neA\n\nte\n\nA committee\nThese findings called for immediate remedial measures.\nOne of the\nmade.\nwere\non research was appointed and various studies\nthe\ncovering\nprogram\ntesting\na\nis\ncommittee\nthis\nresults of the work of\nfollowing objectives:\n1. To assist in placing students in classes best suited to their needs—Students\n\noften are assigned to classes where the work is much too difficult for them. This\nnot only is discouraging to them but also hinders the work of the rest of the\nclass. On the other hand, many students who progress faster than the majority\nIt\nof the class often remain in classes in which the work is too easy for them.\nshould be possible for each student to proceed from class to class as fast as he\ncan. The testing program is intended to help avoid the first of these conditions\nand to provide for reasonable adjustments of the second.\n2. To indicate to the teacher the range of ability possessed by the students in\nher class—Even though the students have been very carefully classified there is in\nmany of the classes a great range of ability. If the teacher knows the limitations\nand special abilities of her group, she can plan her work in a more satisfactory\n\nway.\n3. To give the teacher definite information concerning the individual needs of\nthe students—Such factors as length of residence in the United States, amount\nand kind of foreign education, peculiar environmental background, the amount\nand kind of education in this country, nationality, speech peculiarities, age, and\noccupation vary for each student in the class. Consequently, each student is encountering different kinds of difficulties, and is in need of a different kind of\nspecial help. The instruction following is determined by these individual needs.\n\nSpecifically the testing program is planned to aid in revealing the ability\nof the student in three important fields: Conversation or oral expression ;\nreading, both oral and silent; and written expression.\nIn the brief allotment of time for this paper it will be seule at best\nto discuss the testing program only in a most cursory manner.\nSilent reading—The tests in silent reading, which were made and\nused previous to March, 1928, were more or less valuable in that they\nrevealed certain teaching results, but they were not entirely satisfactory ©\nin content and sequence difficulty.\nThe silent reading test, the results\nof which are shown here, apparently has met our requirements.\nIt consists of twenty paragraphs sequenced according to word and content\ndifficulty. The first five paragraphs contain vocabulary used in the beginning classes. The others were selected from various types of reading\nmaterial such as newspapers; magazines; the city traffic ordinance; bulletins concerning postal, telegram, fire prevention, and health information;\nhistorical and geographic readers, etc.\nA tabulation of the distribution of scores was\n\nmade\n\nfor each class and\n\nschool taking the test. The following tabulation is a summary\nclasses and includes both evening school and home classes.\n\nof these\n\n"}
{"page": 287, "printed_page": null, "text": "DEPARTMENT\n\nSILENT\nEvening School\n\nOF ADULT\n\nREADING\n\nEDUCATION\n\nTEST\n\nDistribution of Scores\n10}11}12)13)14/15/16\n\nBeginning\n\n283\n\n18)19/20\n\nB....\n\nBeginning A\n\nl\nalles\nIola\n\nHomE CLASSES\nBeginning\n\nB....\n\nBeginning\nA. .\n\neels.)\n\n> ods.\n\nere ie\n19|12/10|13] 5\n\n2\n2| 6\n\nThe distribution of scores on the tabulation sheet clearly shows that many\nchanges should be made in the classification of students.\nThe causes for the maladjustments in most cases have already been discovered and corrective measures will\n\nbe used in the fall.\n\nEnglish—The English test is divided into three parts. For the beginning classes Part I is a simple dictation exercise; Part II, correct usage\n(rewriting sentences in correct order, writing plural forms, and supplying\ncorrect verb forms and pronouns in sentences stated) ; Part III, composition (the writing of several sentences on one of a number of subjects\nlisted). For the intermediate classes Part I, spelling (20 words taken\nfrom Ayre’s 1000-word list); Part II, correct usage (writing as dictated two sentences and the heading, salutation, and complimentary closing of a friendly letter for punctuation and capitalization; using in sentences certain words listed; selection of complete statements; choice of\nthe correct words in given sentences) ; Part III, composition (the writing\nof a short paragraph on one of the subjects listed).\nIn scoring the English test a total score for the whole test is made for\neach student.\nScores are also made for each part of the test so that\nstudent difficulty may be easily located.\nIn the spring of 1926 a composition test was given from which a\nscale was made for rating the written work in the various grades. ‘This\nscale is still used.\nIt has proved to be most helpful and has been one\nfactor in raising our standards.\nArithmetic—During the school year 1925-26, H. P. Cooper, assistant\nto the superintendent, who was doing research work in the evening schools\nat that time, made an investigation concerning arithmetic instruction\nfor’the foreign-born students in the elementary English classes. Excerpts\nfrom his report are as follows:\n\n"}
{"page": 288, "printed_page": null, "text": "284\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\na\nne\n\nThe purpose of the investigation—The purpose of this investigation was (1)\nto determine to what extent the foreign-born students in the elementary evening\nschools possessed the knowledge and skill in those arithmetical terms and processes\nnecessary to intelligent living in the United States; (2) to secure valid information upon which basis both the course of study and method of instruction in\narithmetic could be improved.\nThe nature of the investigation—A group of six tests was given to various\nclasses in the evening school.\nThe results of the different tests were tabulated\n\naccording to the nationality of the students taking the tests. It was believed that\nthis knowledge would help determine the type of emphasis needed in the\nmathematics instruction of the various schools, as there is usually in each school\nA second tabulation of some of the test rea predominating nationality group.\nsults was made according to classes. This gave a comparison of arithmetic knowledge between students in lower and higher classes. The investigation did not include enough cases to make possible a tabulation according to nationality within\nthe same class.\nContent of the Tests—Test I was a test of the knowledge of the common measurement terms with which both men and women come in contact in their every day\nliving and in connection with which their arithmetic knowledge is chiefly used.\nThe test was given orally by the writer in order to require of the student no reading knowledge.\n‘The directions were made clear to the student, his work being\nmerely to write answers in figures.\nTest II was a test of the ability to add, subtract, multiply, and divide thirty\nexamples of abstract numbers.\n‘The examples contained all the important specific\nabilities in the four operations and took for granted that the students knew the\ncombinations.\nNo time limit was given as it was decided that by investing the\ntest with an atmosphere of speed, we would defeat our purpose of discovering exactly the student’s ability to handle the fundamental operations.\nTest III was a test of the student’s ability to use three forms common in\nAmerican business.\nThese three forms were the check, deposit slip, and monthly\nstatement.\nThe students were directed how to fill in these blank forms.\nTest IV was a test of ability to place the decimal point correctly.\nThis was\ngiven through abstract problems which would make it a test only of the ability\nto place the decimal point.\nAll the answers to the examples were given; the\nstudent was directed to place the point in the proper place in the answer.\n‘The\ntest proved very confusing and as a result the conclusions are unreliable.\nTest V was a test of the ability to manipulate fractions in abstract examples.\nAll the different types of fractions were included in the test.\nTest VI contained\ncommission.\n\nfour problems,\n\none\n\neach\n\nin percentage,\n\ntaxes,\n\ndiscount,\n\nand\n\nBased upon the results of the arithmetic tests important changes were\nmade in the curriculum and in methods of instruction.\nGeneral conclusions—The objectives stated at the beginning\n\nof this\npaper have not yet been fully realized. We have accomplished a few\nthings. A change was made in classification: Only beginning and intermediate classes now comprise the elementary English schools; the advanced groups were transferred to one center and organized into departmentalized high-school preparatory classes. The classification within each\nschool is much improved.\nStudents are not only classified by grade, but\n\nthey are grouped in each class as follows: ““A” group—those who develop\nrapidly ;““B” group—those who develop at an average rate; “C” group—\nthose who develop slowly. There is greater flexibility in transferring\n\n"}
{"page": 289, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n285\n\nstudents. The tests have given the teacher valuable data concerning individual needs.\nThe information thus gained has resulted in better\nmethods of teaching. The students, too, -have benefited through the consciousness of their own difficulties.\n\nMETHODS\nAND\nOUTSTANDING\nDEVICES\nUSED\nDETROIT ADULT EDUCATION CLASSWORK\nNINA\n\nJ. BEGLINGER,\n\nSUPERVISOR\nSCHOOLS,\n\nOF\n\nWORK\n\nWITH\n\nDETROIT,\n\nMICH.\n\nFOREIGN-BORN,\n\nIN\n\nPUBLIC\n\nSomeone has a sense of humor to suggest that one may give a resume\nof even the highlights of procedure in any one line of education in the\nbrief time allotted to speakers in such a gathering as this. Being possessed of professional spirit and desirous of supporting our leaders in this\nspecial field, the only thing that can be done is to attempt the impossible,\nwhich I am now doing.\nFirst, there is no time for introducing the topic, neither may one approach it with the dignity that such a topic deserves.\nThe one thing\nleft to do is to plunge. Therefore we plunge.\nIn the schools of Detroit devices and general methods are interwoven\ninto one unit. This I will endeavor to touch upon later.\nGenerally speaking, devices class themselves into what might be called\nmotivating or stimulating devices and instructional or teaching devices.\nI shall dismiss at once all such that may be classed as advertising—announcements, newspapers, handbills, circulating letters—all such belong\nto administration and have no place in actual teaching.\nOur first and greatest motivating device to keep our students with\nis definiteness of place. When we instituted a course of study that dovetailed into our general system of education a few years ago, many questioned the wisdom of such a move.\nOur noted friend from England\nwhom you all know was quite aghast and wasted considerable time in\ngiving reasons why it wasn’t feasible.\nDiscussing all that, I can only\nsay that after eight years of experimentation we consider it one of our\ngreatest aids to permanency.\n‘The average student, including the adult\nilliterate, completes this course of study in four twelve-week terms.\nThis year 800 completed the examinations successfully that will admit\nthem to high-school or to vocational schools. The efficiency of this definiteness is partly manifested by the fact that regardless of the decreasing\nimmigration, Detroit’s elementary evening schools have grown steadily\nin enrolment and also in percentage of attendance.\n‘There has been no\n\nyear of retrogression in eitherof these during the nine years I have been\nin Detroit.\nYou will note that I am not discussing citizenship classes.\nI speak of students achieving the socalled regular standards required for\nadmittance to our high schools in which they may prepare for college or\nuniversity as their ambition or interest dictates.\n\n"}
{"page": 290, "printed_page": null, "text": "NaTIONAL EDUCATION ASSOCIATION\n286\nree\ni\n\nOur methods for beginning classes, foreign-born and illiterate alike,\nWe have drawn upon\nconsist of practically all that is best in technic.\nall fields.\nWe use dramatics, iE ON pictures, and objects for comprehension\nwhen needed and for stimulation to oral expression when needed.\nFor mastery of the printed page we use phonics in the seventeen places\nwhere they are definite and fixed.\nWe use four principles governing vowel sounds.\nWe use the word methods for teaching skank\nWe do not use phonetic families.\nWe do not use oral spelling.\nWe have drill lessons.\n\nWhen the first twelve drills are mastered students can achieve a fifth\ngrade ability in oral reading. This requires from three to four weeks.\nWhen the drills are completed the student is master of the mechanics of\nthe language.\nOnce oral reading ability is acquired by a alent. our major device\nchenges and we aim to develop oral and independent fluency.\nFor this\none most valued device is silent reading. We do not use this in beginning\nclasses. Immediately the student has raastered the mechanics of oral\nreading, that activity is reduced to a minimum and reading becomes a\ntool subject for thought-getting.\nIt is thus that we control our required\ncontent in the study of the social sciences as well as mathematics.\nSpelling is never taught as such. It is the result of power over mechanics\nas taught in the first six weeks.\nReading over that period is purely a\ntest of achievement in oral mastery of the printed page. “The value in\nthis control is that it later conserves both the time of student and teacher\nfor comprehension and application.\nWe have in Detroit schools white and colored men and women.\nOur\nclasses for women now include twenty-one classes for foreign mothers\nand four classes for illiterate women.\nOur next year’s work as outlined\nincludes testing and revising four sets of cards known as “Units of\nAchievements.”\nThese cards belong to the students and have been in\nuse for five years.\nEach has listed fourteen or more units of mastery.\nThe student proceeds at his own normal rate, hence no student can\nblame his lack of achievement upon any cause save his own application\nonce the material has been presented.\nI have utterly failed to touch upon one of our most wonderful “finds.”\nIt is sufficient to say that by changing the sequence by which new material\nis presented we can increase or decrease its effectiveness from ten to\nfifty-three percent.\n\n"}
{"page": 291, "printed_page": null, "text": "Se ED CRI\n\nTHE\n\nDEPARTMENT OF ADULT EDUCATION\nLES RAL\nTART\nREET SS Or\n\n287\n\nPLACE OF UNIVERSITY EXTENSION IN A COORDINATED PROGRAM OF ADULT EDUCATION?\n\nRICHARD\n\nR. PRICE, DIRECTOR\n\nOF UNIVERSITY\n\nMINNESOTA,\n\nEXTENSION,\n\nMINNEAPOLIS,\n\nUNIVERSITY\n\nOF\n\nMINN.\n\nWhat is university extension?—Speaking generally, university extension is a phase or section of the much larger movement for adult education which was so noteworthy a product of the social forces released\nduring the first two decades of the twentieth century.\nAdult education\nis defined by Frederick Keppel as “the process of learning, on the initiative of the individual, seriously and consecutively undertaken as a supplement to some primary occupation.”?\nWe have here, then, an organized program whose goal is the enlistment of all mature people in a campaign of education continuing throughout the duration of life. Study,\nlearning, the development of intellectual capacity, the enrichment of\nthe mental and spiritual resources, the growth of the latent powers of\npersonality, should not cease with the passing of school or college days.\nThese should be a regular part of the normal activities of life, to continue\nas long as life itself.\nThe general program of adult education is carried on by multifarious\nagencies. \"To name only a few of them, we have the Y. M. C. A. and the\nY. W. C. A., the Knights of Columbus, the numerous commercial correspondence schools, the various types of people’s institutes, the library\nextension organizations, reading clubs, women’s clubs, the chautauqua system, popular lecture courses, and university extension.\n‘These all have\nthe same aim, to make education an unending adventure of the human\nspirit—coterminous with life itself. “The goal is not only the immediate\none of selfimprovement but also the ultimate one of the progressive amelioration of human society.*\nMr. Keppel, in the article already referred to, is authority for the statement that, “today there are at least five times as many adults, men and\nwomen, pursuing some form of educational study as are registered as\n\ncandidates for degrees in all the colleges and universities in the country.”\nHe estimates their numbers as follows:\nIn the\n\n350\n\ncommercial\n\ncorrespondence\n\nschools\n\nof the\n\nUnited\n\nmillion and a half new students register every year.\nIn public evening schools, parttime and continuation\n\nStates\n\nabout\n\nmore\n\nschools,\n\na\n\nthan\n\n1,000,000.\na\nee\n\ni\ni\ni paper is taken from a chapter contri ibuted by\\ the\nin this\ncontained\nt of the material\na volume on Higher Education in America, edited by Dean R. A. Kent of North-\n\nwestern\n\nUniversity,\n\nand\n\nto be published\n\nby Ginn\n\n& Company\n\nin the\n\n2 Vale Review, April, 1926.\n1¥For a full discussion of the aims and ideals of adult education,\n(New Republic, Inc., 1926.)\nThe Meaning of Adult Education.\n\nautumn\n\nof\n\n1928.\n\n,\nsee Edward\n\nC. Lindeman:\n\n"}
{"page": 292, "printed_page": null, "text": "7288\n\nEpucaTION ASSOCIATION\nSoNatIioNAL\nitil CAST eG gel\na\nae\n\nee tee\n\nIn university extension classes and correspondence courses, 150,000 students.\nIn Y. M. C. A. courses, 100,000, in courses given by other non-academic organizations, 100,000; in workers’ education classes, 30,000.\n\nThese figures take no account of agricultural institutes, art and natural\nhistory museums, chautauquas and lyceums, public library reading courses,\nand instruction through the film, the radio, the magazines and newspapers.\nIt\nWhat part does university extension play in this general program?\nbegins with that large group between the ages of 18 and 20 who have\nsevered their connection with formal schooling, and it includes those of\nany subsequent age who, lacking school connections, are nevertheless and\nfor a variety of reasons moved by the passion of learning.\nUniversity\nextension may be defined as the organized and systematic effort to make\nthe resources of college and university faculties, libraries, laboratories,\nbuildings, equipment, and other facilities available for educational service\nto those individuals and groups in the general population who, for a\nvariety of reasons, are unable to matriculate as regular students but must\npursue higher education “‘as a supplement to some primary occupation.”\nIt deals primarily with employed people, who must compress their educational activities within the limits of their spare or leisure time.\nIt meets\nthem, however, with a college or university program keyed to the intellectual pitch of higher education.\nHerein chiefly is it to be differentiated\nIt offers a program\nfrom most of the other agencies of adult education.\nof university material to people capable of profiting by such material, but\nat times and places suited to those whose working hours are absorbed in\nthe stern business of making a living.\n)\nUniversity extension itself has two main divisions, which differ from\neach other in materials, in programs, and in objectives.\nThese two\nbranches of the general movement are usually distinguished as Agricultural\nExtension and General University Extension.\nOf agricultural extension\n\nit may suffice at this point to state that its purpose is to diffuse among the\npeople, through cooperation between the United States Department of\nAgriculture\n\nand the land-grant\n\ncolleges, useful information\n\non the sub-\n\njects relating to agriculture and home economics and to encourage the\npractical application of this information.\nThis is accomplished through\ndemonstrations, exhibits, the operation of model farms, farmers’ institutes,\nthe services of county farm agents, the organization of clubs of farm boys\n\nand girls, and the circulation of informative printed matter couched in\nplain and untechnical language. The work is supported by federal money\nmatched dollar for dollar by state money. This form of extension is found\nonly in land-grant colleges or in state universities which include land-grant\ncolleges.*\n1¥For further information on 1 the origin and operation of agricultural ex: tension.\ni\nannual reports and other bulletins of the U. S. Department of Agriculture.\nSee Ko\nx\neee iene ee\nSupport of State Universities, Chapter VIII.\n(Harvard University\nress,\né\n\n"}
{"page": 293, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n289\n\nGeneral university extension, on the other hand, deals with the diffusion\nof all branches of knowledge and learning dealt with in the college and\nuniversity curriculum, with the sole exception of subjects embraced under\nthe heads of agriculture and home economics.\nIts purview therefore is\nmore strictly the academic and professional branches of the university program and the facilities and expert service pertaining thereto.\nBecause of\nthese reasons of difference of objectives and difference of methods, the\nadministration of the two types of extension service is usually entrusted\nto two different departments within the university organization.\nFormal versus informal education—As a sidelight on the causes which\n\nbrought university extension into operation it may be observed that there\nnow exist simultaneously in society two processes or systems of education,\none conventional and regular and the other informal and irregular. Under the former a child enters the kindergarten and then progresses by regular and more or less equal steps through the primary and elementary\ngrades, the high school, the college, and the university or the professional\nschool.\n‘This is the system that society has provided for those favored\nones who are regular and who fit into the uniform program.\nBut society\nhas not been equally thoughtful for those who, through economic pressure,\nfamily responsibilities, ill health, and other causes, have not been able to\nmaintain themselves in the lock-step described above. For the most part\nthese have had to shift for themselves. And it is a matter of social sig-\n\nnificance to recall in the light of history that many of those who have\nthus been forced out of the formal educational system have been found\nlater to be among the intellectually gifted. In other words, the adverse\nselection has been based not on mental capacity but on the vagaries of the\nsocial and economic order.\nHence, in order to offset these inequalities of opportunity, there has\narisen parallel with the conventional system of education a loosely organized, uncoordinated regime of educational offerings, aimed to supply\nthe deficiences of those who must perforce pursue their studies at irregular intervals and at unconventional times.\nIt is a guerrilla band compared with the serried ranks of the regular educational forces. Such individuals formerly picked up crumbs from the educational table through\nprivate reading, attendance on lectures, or other means dependent upon\npersonal initiative. A generation ago students of law and medicine “read”\nthese subjects in the office of a practitioner and under his guidance and\nsupervision.\nNow organizations such as were listed in an earlier paragraph have been formed for the express purpose of rendering systematic\n\neducational service to those outside the regular ranks.\n\n‘The chief aim has\n\nbeen to offer formal and organized instruction in the evening hours and\nMoreover, ability\nat places readily accessible to the prospective students.\nto reguconformity\nto profit by the offerings has been emphasized above\n1See J. B. Johnston:\nof Minnesota,\n\nVol.\n\nHigher\n\nEducation\n\nat the Dinner\n\nNo.\n\n38, July\n\n26,\n\nXXVII,\n\n1924.)\n\nTable.\n\n(Bulletin\n\nof the University\n\n"}
{"page": 294, "printed_page": null, "text": "ASSOCIATION\n\nNaTIONAL EpucaTION\n290\nee\nee\n\nNot the least\nlations or adherence to prescribed methods of approach.\nembraced\nthat\nis\nimportant of the organizations formed for this purpose\nunder the general title of university extension.’\nThe modern university is not only a teaching institution but it is also\na storehouse of miscellaneous information, authentic and uptodate, and a\ncenter of research and investigation.. In other words, the university conBut\nserves knowledge, increases knowledge, and diffuses knowledge.\nof\nalthough\nincrements,\nmuch of the stored-up knowledge and its periodic\nbe\nto\nform\nin\nnot\nis\nlarge,\nat\nsociety\nto\ngreat interest and importance\nreadily assimilated by the busy people who can make practical use of it.\nTherefore it must, in many cases, be culled from scientific journals and\nthe publications of learned societies, translated from technical language\nand abstract phraseology into the vernacular, and circulated widely among\nthe people in attractive and readable form.\n‘This office of intermediary\nbetween scholars and the public is also a function of university extension.’\nUniversity extension began, not as a spontaneous movement on the initiative of the universities and sponsored by them, but as a response to public demand.\nUniversity men were concerned, but the pressure came upon\nthe institutions from outside. The class system.developed from the original lecture series supplemented by syllabi, questions, and examinations. . As\nadjuncts came bulletins, study clubs, exchanges, and traveling libraries.*\nThe objectives of university extension—As a part of the general movement in the interest of adult education, university extension has, speaking\nbroadly, the same objectives as higher education itself. University extension consists of higher education brought to a group more mature on the\naverage than the corresponding matriculated students in residence at a\nuniversity, and at somewhat irregular or unconventional times and places.\nThese general objectives may be inferred from the two following statements, the first dealing with adult education as a whole and the second\nconfined to that distinctive portion known as university extension:\nOrthodox education may be a preparation for life but adult education is an\nagitating instrumentality for changing life. Adult education will become an agency\nof progress if its short-time goal of selfimprovement can be made compatible with\na long-time, experimental but resolute policy of changing the social order.\nAdult education through university extension seeks to provide adults of any\nage, who have not pursued all or part of a university curriculum or who, having\nhad a part, desire to continue such a curriculum into more advanced subjects,\nopportunity for intellectual improvement at such time and place as approximate\nthe adults’ convenience,\n\nsuch opportunity\n\nbeing dependent\n\non the university's type\n\nof instructor and his organization of the subject, the latter differing but little, if\nat all, from that required of intramural students.¢\n1¥For\n\na survey\n\nExtension\n\nof the\n\ndevelopment\n\nin the United States.\n\nof university\n\nKnowledge,\n\nop.\ncit.\n\ncit.\n\nsee\n\nL.\n\nof Seer\n\n(The Macmillan Co., 1926,)\nsee James Harvey\nRobin\n.\n\n(George H. Doran Co., N. Y., 1923.)\n\n® Edward C. Lindeman:\n*A. L. Hall-Quest: op.\n\nextension,\n\n(Bulletin of U. S. Bureau\n\nA, L. Hall-Quest: The University Afield.\n2?For a fuller discussion of this topic\n\n:\n\neo\n\nE. Reber:\n\nUni\n\nit\n\n1914 Ne, 19); and\n’\n\nThe\n\n:\n\nHumanizing\n\nof\n\n"}
{"page": 295, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n291\n\nIn general the objectives are both vocational and cultural. The goal is\nto stimulate the student’s selfmotivating powers, to the end that he shall\nrise to his potential level, develop his latent capacities, and round out the\nfull resources of his personality. This is economy of human resources, to\ntrain a man to play the part he is best fitted to play and to fill the niche\nin the social fabric that he can best fill. It means the final elimination\nof the faulty social engineering inherent in the practice of fitting the\nsquare peg in the round hole.\nThe more specific aims and purposes of university extension, especially\nas related to its teaching functions, may be summarized as follows:\na. University service for nonmatriculants—A university, and more particularly\na state university, has an obligation to disseminate learning and to carry the\ncultural heritage of the race to the whole of its constituency. This means, among\nother things, making university instruction available to nonmatriculated students.\nIt implies also making higher education a vital force in the lives of those who are\nunable to participate in the regular university campus program.\nIn furtherance\nof this aim university extension makes possible the use by outsiders of materials,\nfacilities, or equipment not usually available except for resident students, if such\nuse can be shown to be educationally profitable.\nIt also brings about contacts\nbetween faculty,individuals or groups and outside representatives of science, art,\nindustry, professions, to the reciprocal profit of both parties. Not infrequently it\nbrings the material equipment and facilities of the university and the expert knowledge and technical skill of its staff to bear directly upon the specific problems of\nthe commonwealth.\nThe direct contact between university teachers and officers\nand living, working humanity, outside the academic walls, tends to make more\nreal and vital the connection between school and society.\nb. University opportunity for employed people—People engaged in making a\nliving are usually, by the very engrossing nature of that pursuit, debarred from\nparticipation in the regular or conventional offerings of higher education—and\nthat without regard to their aptitudes, capacities, or tastes.\nBecause of economic\npressure they may not abandon their jobs for the pursuit of education, and the\nregular university program operates during the working day when their energies\nare already engaged.\nTo such as these, often avid for the intellectual life or for\nvocational training, the extension program of evening classes and correspondence\ncourses comes as a boon.\n‘Training, information, and guidance in vocational subjects on the higher levels is given to those engaged in trades, industries, commerce, and professions. This enables individuals with the requisite native capacity\nto combine making a living with obtaining an education, often to the reciprocal\nadvantage of both pursuits.\nAnd the socalled cultural subjects are by no means\n\nexcluded from the advantages of this combination.\n\n¢. Provision\nset forth\n\nfor irregular\n\ncertain\n\nacademic\n\nstudents—The\nprerequisites\n\nfor\n\nand\n\ncolleges\nentrance\n\nuniversities\n\nto their\n\nin general\n\nprivileges,\n\ne. g.,\n\ngraduation from a high school. But there is need of some provision for satisfying\nthe intellectual aspirations of those mature persons who are deficient in previous\n\nThey have the brains, and in addition seriousness of\neducational preparation.\npurpose developed by maturity and experience. Again there are persons of adequate mental ability who wish to study under competent guidance subjects in\nwhich they are particularly interested without being forced te embrace an entire\nThese people obtain under the system of university extension the\ncurriculum.\n\nThe opprivilege of taking, if they choose, one course or subject at a time.\nportunity for study and instruction is made flexible, to the end that the work may\n\nbe ‘done\n\nat\n\nsuch\n\ntimes,\n\nsuch\n\nrates,\n\nand\n\nunder\n\nsuch\n\nconditions\n\nas\n\nmay\n\nbe\n\n"}
{"page": 296, "printed_page": null, "text": "292\n\nNaTIONAL\n\nEpucaTIon ASSOCIATION\n\n‘\n\nSuch a system also to the\nnecessary or most convenient for the given student.\nimpecunious college student who must drop out from time to time to recoup his\nfinancial resources.\nDuring his absence on gainful occupation he may, through\nevening classes or correspondence instruction, keep up some of his academic courses.\nd. Stimulation for continuing education—The central gospel of university extension is conveyed in the doctrine that education, and particularly higher education, should be a continuing process functioning throughout life. Hence, the individual, whatever his age or social status, should always be engaged in some\nform of organized study. To furnish adequate and generous opportunity for this\nconstant individual development is the high duty and privilege of the university.\nThereby will come to many whose formal schooling is over, richness of life and\nThis task of the university\nenlargment of the intellectual and spiritual resources.\ncarries with it the duty of disseminating as widely as possible the accepted and\nverified results of the investigations of scholars and discoveries, and of inculcating among nonacademic people habits of thinking based on facts and verifiable\ndata. As a means to this end, there must be made available to the general public\nin popular and non-technical language and with suitable interpretation the latest\nauthoritative findings of scientists, economists, sociologists, psychologists, philosophers, and critics of contemporary life. This should eventually result among people\ngenerally in a more intelligent and discriminating attitude toward the tenets,\nfindings, principles, or standards of present-day science, art, literature, history,\nNor should the fact be overlooked that by this function of uniand philosophy.\nversity extension social values are conserved through the facilities afforded individuals to specialize in some single phase of intellectual life or in one of its\ncultural aspects, e. g., drama, literature, philosophy, science, whether for diversion,\nas an avocation, or merely for mental relaxation and enjoyment.\ne. Extension of university leadership—It goes without saying that university extension is vested ex officio with a mission to furnish authoritative leadership in\nhelping to set the pace and to determine the trends and content of popular, extramural, adult education.\nBut its province and function extend more widely than\nthat. It has also the high privilege and opportunity of discovering, fostering, and\nstimulating among non-university people latent capacities, powers, skills, or aptitudes, through the development of which these individuals may rise to their\noptimum levels.\n\nEntrance requirements for extension work—lIt is clear that university\nextension appeals to two classes of people: those who, in an irregular\nway and at a slow pace, are accumulating credits and satisfying requirements looking toward the attainment of one of the university degrees;\nand those who are satisfied to seek merely the content value of the instruction, whether for vocational or cultural ends. To the former group the\nregular college entrance requirements are applicable and valid. The second class, however, deserve and receive more liberal treatment in this\nrespect.\n\nIt is customary\n\nto require of these students only a certain ma-\n\nturity, a definite purpose, ambition, and the mental ability to do the work.\nThe latter is demonstrated by doing it. Only those individuals who are\nactuated by strong motivation and who are conscious of the possession of\nadequate intellectual powers will undergo for any length of time the\nselfimposed but arduous discipline involved in earning a living while at\nthe same time pursuing university studies. An inexorable natural selection weeds out the incompetent, the slothful, and the faint-hearted.\n-\n\n"}
{"page": 297, "printed_page": null, "text": "a\n\nDEPARTMENT\n\nOF ADULT\nES\n\nEDUCATION\n\neae\n\nee\n\n293\n\nae\n\nUniversity extension as an organized system has come to function usually in three ways: through formal instruction, informal instruction, service\nenterprises.\n\nI. Formal\n\nInstruction\n\nUniversity extension classes—Extension classes are organized and offered\nto extramural students for the purpose of bringing to them at convenient\nhours and places the equivalent of the courses found in the several university curricula. These classes appeal to business men and women, teachers, clubwomen, housewives, mechanics and artisans, college graduates desiring to continue their studies, college students endeavoring to make up\ndeficiences, and all others who are interested in vocational efficiency or\ncultural development.\nThe extension class system, for obvious reasons, is\nmost successful in universities located in large population centers.\nCorrespondence instruction—Formally organized teaching by correspondence or instruction by mail was first exploited by commercial institutions on a large scale. During the past 30 years one such privately-owned\nschool has enroled nearly 3,000,000 students. During one year it sent out\nmore than one million lesson assignments.\nLater this form of teaching\nwas incorporated in the extension programs of the universities.\nIn spite\nof much initial skepticism about the value of correspondence courses,\nthis form of educational activity has grown steadily in public favor, and\nwhen administered with proper regard for standards of instruction has\ncommended itself to well-informed educators through the country.\nEspecially is this true in the middle west and the far west. It is one notable\nmeans for democratizing higher education.\nShort courses—In the effort to adapt the educational program of the\nuniversities to the varying needs of the population through the medium\nof university extension, it has been found that there is a demand on the\npart of special groups for courses given in shorter and more circumscribed\nunits than the normal semester courses. ‘The demand is for highly intensive treatment of a narrowly limited field. “This is accomplished by bringing the group together for a period varying from two days to two weeks,\n\nduring which time the whole day and occasionally the evening is devoted\n\nto lectures, demonstrations, clinical work, and laboratory experiments coyering the desired subject. Highly qualified persons, expert in their several\nlines, are employed as the lecturers.\n“The content value of the material\nis emphasized and credits are in no wise involved. ‘These brief, intensive\ndrives upon a special field of knowledge are called short courses or institutes, and they are coming to occupy a larger and larger place in the pro-\n\ngram of extension activities. Their chief characteristics are brevity, intensity, and concentration upon a narrowly limited field of subjectmatter.\nThe purpose of these short courses may be briefly summarized as the\neffort to bring and keep knowledge uptodate. The advancement of science,\n\n"}
{"page": 298, "printed_page": null, "text": "294\n\nNaTIoNAL\n\nEpuCATION ASSOCIATION\n\nboth pure and applied, is very rapid. New discoveries and inventions\nare being announced from day to day, new technics are being developed,\nnew theories promulgated, new methods, devices, and forms of organization put in practice, new sources of information made available, new systems of economy and efficiency devised. A professional man who has been\nout of school ten years begins to fall behind the times unless he uses every\nThrough the short course the practical\nmeans for keeping uptodate.\nman keeps in touch with the theorist.\nII. Informal Instruction\n\nSpace and time forbid a detailed discussion of the manner in which university extension operates through informal instruction.\nSuffice it to say\nthat the work is done through (1) extension lectures; (2) the university\nlyceum; (3) the university radio; and (4) the promulgation and supervision of selected reading lists and study club program outlines.\n\nIII. Service Enterprises\nIn addition to the formal and informal instructional or teaching functions of university extension, we find also a group of activities which\nmay be called informational or service functions.\nHere again space and\ntime forbid more than a mere enumeration of these activities.\nWe may say in general that these service functions are performed\nthrough: (1) the municipal reference bureau; (2) the bureau of visual\ninstruction; (3) the drama service; (4) the community welfare service;\n(5) the package library service; (6) promotion of state-wide contests\namong schools; and (7) miscellaneous activities, such as the publication\nand dissemination of bulletins and monographs on subjects of public interest, promotion of ready contact between the public and university facilities\nof expert information and service, and cooperation with other organizations for the promotion of adult education.\nThe movement for adult education is aimed at all sorts and conditions\n\nof people, and it must take them as it finds them. In our heterogeneous\npopulation there are folks with mediocre minds and folks with fine minds,\nmen and women with good intellectual foundations and backgrounds and\nothers lacking these advantages, people with an environment of culture and\nrefinement and people existing in intimate contact with the raw and the\n\ncrude, individuals striving for vocation advancement and those seeking\nenrichment of life. The program designed to satisfy these different tastes\nmust be rich, varied, and flexible. Obviously this cannot be accomplished\nby one form of organization or by one mode of approach.\n‘There must\nbe versatility in content, in method, in agencies, and in educational levels.\nIn closing I must briefly sound one warning.\n‘There is clearly discernible a tendency to overdo the strictly vocational element in adult\neducation. We are concerned with the loaves and fishes, to the exclusion\n\n"}
{"page": 299, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n295\n\nof weightier matters of human life and destiny. ‘Getting and spending,\nwe lay waste our powers.”’ It is a truism to observe that every man has .\ntwo things to do in life: To make a living, and to live a life. We are at\npresent so engrossed in the former that we tend to neglect the latter; and\nthis same trend shows clearly in the current movement for adult education. What we need, without excluding vocational training, is to guide\nour students also to choose those subjects that lead them out into a larger\nand more abundant life. In this way we shall contribute to that ideal\nof the purpose of the adult education movement so eloquently set forth\nby Alfred Zimmern:\nTo dispel the melancholy belief that grown men and women have nothing left\nto learn, and to diffuse throughout all countries, and in every section of society,\nthe sense of wonder and curiosity and the gift of mutual sympathy and companionship which add so much to the meaning of life.\n\nTHE\nM.\n\nPLACE OF THE LIBRARY IN A COORDINATED\nPROGRAM OF ADULT EDUCATION\n\nS. DUDGEON,\n\nLIBRARIAN,\n\nMILWAUKEE\n\nPUBLIC\n\nLIBRARY,\n\nMILWAUKEE,\n\nWISCONSIN\n\n“The date of this meeting is suggestive that democracy is deeply concerned with adult education.\nAs Newton D. Baker says, ‘Unless we\nwant to be governed by the uneducated, we must educate our governors.”’\nDr. Alexander Meiklejohn also voices the incontrovertible principle that\nreading is necessarily an important part in the education of the voter when\nhe says, “I do not believe that any society can be a democracy in any considerable measure at all except as it develops reading.”\nA library program on adult education—The American library profession has taken a position which I can officially announce to you: The\nlibraries of the entire country have adopted a definite policy and program\nof cooperation with other adult education agencies.\n1. The first step in this program is to build up at every library a wellequipped bureau of information on adult education that will enable the\nlibrary to become the adviser of every adult in the community who wishes\nto know when and how and under what circumstances he can take instruction from one of the various adult education agencies.\n2. The second step in the library program is to furnish the best possible service to the other adult education agencies—by depositing books in\nthe quarters where instruction is given, by reserving books for use of the\nadult education students, and otherwise—in short, to make the public\nlibrary the school library and the college library of every other adult education agency in the community. When there is no local library or when\nthe local library is inadequate, state libraries and state library commissions\nare pledged to place their resources at the disposal of the adult students\nthroughout each state.\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL\n\n296\n\nEpucATION\n\nASSOCIATION\n\n3. “The third step in the library program is to provide a ‘“Reader’s\nAdvisor.” The function of this advisor is to meet in a confidential interview every serious-minded reader and to write out a special course suited\nto his individual needs and to supply him promptly with each book as he\nneeds its, reminding\n\nthe delinquent\n\nreader\n\nthat his next\n\nbook\n\nis ready.\n\nIn short, the reader’s advisor is to diagnose the potential reader mentally\nand then to write a purely personal prescription for his mental needs—\nfilling this prescription by seeing that the books are delivered promptly to\nhim.\nThis library program is not merely a theoretical program—it is being\nfollowed in its entirety in some libraries, and parts of it are in actual\noperation in nearly every library of any size.\nNo duplication—The libraries, however, do not plan to Uienlicaee the\nservice of or to supplant in any way other adult education agencies. “They\nhave not the remotest thought of changing libraries into schoolhouses or\nof transforming librarians into formal teachers.\n“Their duty lies solely\nwith the printed page.\nIt is their ambition that every adult education\nstudent consider and use the public library or the state library as his\nschool library.\n\nTHE\n\nPLACE\n\nCARROLL\n\nOF PUBLIC SCHOOL EXTENSION\nGRAM OF ADULT EDUCATION\n\nR. REED,\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nIN A PRO-\n\nBRIDGEPORT,\n\nCONN.\n\nI assume that I have the right to change the topic which has been\nassigned for my discussion.\nI do not like the term ‘Public School Extension” and would prefer to call it ‘Public School Improvement.”\nAs a public school administrator and the head of a large city school\nsystem I am looking forward to the time when adult education will be an\n\nimportant part of the public school system.\n\n‘The aim of public school\n\neducation in the United States has been constantly changing during the\nlast hundred years but until the present our objectives have been stated\ninvariably in terms\n\nof the improvement\n\nof children\n\nand the educational\n\nopportunities for youth below the age of eighteen. ‘The scope of free\npublic education has been slowly but steadily increasing during this period.\nPermissive elementary schools back in the colonial days were followed by\ncompulsory elementary schools designed to give to all the children of all\nthe people an education in the three R’s. After a long and bitter fight\nsecondary schools were added and in comparatively recent years vocational\nschools offering instruction in the useful trades. ‘This development has resulted in a steady rise in the age at which children are allowed to leave\nschoal. ‘There has been a corresponding increase in the grade attainments\nrequited. In Bridgeport at the present time no child may leave school\nuntil he has completed the work of the seventh grade regardless of his age.\n\n"}
{"page": 301, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n297\n\nCompulsory evening school instruction is a part of the school attendance\nlaw in some states for those who are legally employed.\nAlthough public evening schools are not a new development and in\nmost of our larger cities some attention is given to the Americanization\nof the foreign group, there has been a general acceptance of the idea that\nwhen an individual accepted employment and became a wage-earner the\n\nresponsibility of the community\n\nceased so far as formal education was\n\nconcerned.\nIn most cities there has been an insistent demand during the past few\nyears to reduce school expenses or at least to curb the mounting costs.\nThis constantly increasing expense has been brought about by many factors—more beautiful school buildings, elaborate systems of ventilation,\nsafety regulations and fireproofing, special rooms made necessary by our\nexpanding elementary school curriculum. ‘The modern school should have\na gymnasium, an auditorium, science rooms, shops, a more elaborate equipment of books and supplies, special equipment for the special subjects—\nart materials, victrolas, pianos, and radios. ‘This increase in educational\nopportunities has tended to keep children in school for a longer time.\nIt has been necessary to increase the salary of teachers and to provide more\nand better supervision. All these elements have combined to cause a large\nincrease in school expenditures.\nIt is inevitable that the demand for\neconomy should come and when it does come the savings are usually\nbrought about by cutting the expense of evening schools, vacation schools\nor other extensions of the traditional school system. In many cities tuition\nfees have been established for evening school in the attempt to make\nschools for adults selfsustaining.\nThere is a wide variation between cities in the percent of the total\npopulation enroled in evening schools but in most communities the enrolment changes very little from year to year. “This enrolment depends not\nonly upon the size of the city and the number of children retained in day\nschool, but also upon the arnount of interest which school officials are\nwilling to take in the evening school.\n\nThose cities which have succeeded in enroling large numbers in the\nevening schools have usually done so on account of the methods which\nthey use in informing the public about evening school opportunities.\nA\ncontinuous campaign of publicity is necessary if there is to be growth in\nthe demand for more educational opportunities. In most cities the evening\nschool term lasts from October until April and is preceded by a campaign\nof advertising. Advertisements are placed in the newspapers and placards\nare distributed in the store windows telling the story of the opportunities\noffered in the evening school. In most cities it is possible to get the cooperation of the foreign language papers so that everybody may know of\nthis educational offering. Children in the grade schools are used to take\nhome leaflets informing parents or older brothers and sisters what the\nschools offer them.\n\n"}
{"page": 302, "printed_page": null, "text": "298\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\net\nee\n\nThe handicaps which evening schools are laboring under at the present\n‘The teaching corps is usually made up of day school\ntime are many.\nin the evening because they wish to supplement\nteaching\nteachers who are\ntheir income since they find it difficult to live upon the salary which they\nreceive for their day school work. They are tired and have neither the\nenergy nor the time to carefully prepare their lessons for the evening. In\nspite of these handicaps it is probably true that in most cities the day\nschool teaching corps is the best source from which to recruit the evening\nschool staff.\nTeaching methods are inefficient because very little effort has been made\nto adapt day school methods to the widely different teaching conditions\nwhich exist in evening schools.\nSome progress has been made by the\nauthors of textbooks and by progressive supervisors in the large cities in\nbuilding a technic for evening school and adult instruction.\nIn some\nstates groups of teachers are being trained as specialists in adult education work and in a few cities teachers are appointed who perform no work\nin day school but spend part of their time in recruiting classes or in teaching\nhome classes for foreign women.\n‘This movement is a very hopeful sign\nfor the future of adult education.\n;\nIt is very difficult for night school pupils to find time for home study,\nwhich makes it necessary to use the limited time in evening school for\nstudy as well as recitation. “The pupil has done a day’s work already, is\nusually tired and not physically capable of a great amount of study outside\nof the regular evening school period.\n‘The physical and mental well\nbeing of every individual demands some time for recreation each week.\nThere is no time in the evening school for proper pupil guidance. The\nlarge number in attendance, the shortness of the class period and the\nabbreviated school term all militate against this important part of the\nprogram.\n‘This need may be the means of justifying the appointment\nof more teachers who shall spend their whole time in adult education,\nteaching in the evening schools and helping in the guidance problems of\nadults who attend those schools.\nOn account of the inability of public school systems to furnish adequate programs of educational opportunity for evening schools there is a\ntendency for other organizations, the Y. M. C. A., engineering societies,\nand other organizations to establish schools either along vocational or\ncultural lines. The work which is being done in many of these schools\nis excellent and they are reaching many individuals.\nThe difficulty is a\nlack of uniformity in the standards by which the work may be evaluated\nand the tendency to give pupils instruction not in what they most need\nbut in what the organization desires them to have or in subjects which are\nmore easily taught on account of a better supply of teachers or a more\nlimited equipment.\nIt is time to state the purpose of education in America in such a way as\nto include everybody who is able and willing to avail himself of the\n\n"}
{"page": 303, "printed_page": null, "text": "co\n\nDEPARTMENT OF ADULT EDUCATION\narc\nie ES Syats al\n\n299\n\nopportunity for education.\nToday we are asking that free educational\nopportunity be continuous from the kindergarten through the university\nand that it be universal.\nEducation is not something that happens to a\nperson while he is young—it is a continuous process.\nIt is a good symptom for America that our grownup men and women\nare beginning to look at themselves critically and express their willingness\nto be educated.\nOf course this objective for American education is\nidealistic but it is nearer consummation than many of us realize. The\nopen forum, the noon-day luncheon club, the various national associations,\nfraternities, museums, libraries and labor unions are already offering a\nrich educational opportunity for those who will seek it.\nThe great problem before us today is the problem of articulation, of\nwelding all of these forces and institutions into a great working educational unit. The National Education Association is facing this problem.\nIt is peculiarly fitting that our great educational association bend ‘its energies toward the solution of this problem since the resources at the disposal of any one school system are inadequate for the complete solution\nof so large a problem.\nIt extends beyond the local community and\nmust be solved by the work of many school systems cooperating, and the\nnational committees made up of administrators and specialists from many\ndifferent fields.\nThe Commission on the Articulation of the Units of American Education is studying this problem. One of the subcommittees of that Commission deals with adult education.\nWe have the cooperation and active\nassistance of the Research Division of the National Education Association.\n\nFrom the standpoint of adult education we are hoping that the next yearbook of the Department of Superintendence will have as a result of the\nwork of our Commission a restatement of the philosophy and purposes\nof adult education and its relation to the institutions which have been\nset up for the education of children,\nBut what of the future of the public school system in relation to this\nvery important phase of our work? We must proceed along the follow-\n\ning lines: The efficiency of our evening schools must be increased.\n\n‘There\n\nmust be an improvement qualitatively as well as quantitatively. “The decreasing hours of labor and the higher wages which most of our people\nare enjoying gives us the opportunity and at the same time increases\n\nthe need for these improvements.\n“This will be brought about by more\nmoney for adult education which will only come with more support\nfrom the people who are being benefited.\nThe question is sometimes asked, “When shall we stop spending public money for new features in education?” and the answer is this—‘“We\nshould spend public money for any phase of education or social welfare\n\nor government when the work can be done better and more economically\nunder ‘public auspices.”\n\n"}
{"page": 304, "printed_page": null, "text": "NATIONAL EpuCATION\n300\na\nSe\n\nASSOCIATION\n\nThere must be a closer cooperation of all the agencies in the community\n‘The\nwhich are either actually or potentially educational institutions.\npublic library, the art museum, the parent-teacher associations, the noonday luncheon clubs, the civic improvement associations—all of these organizations have a contribution to make to this great problem. We hope\nthat the time will come when a civic improvement association will be\nwilling to widen its horizon so that it is not only interested in an addition\nto the local schoolhouse or a newly paved street, but also in the individual\nimprovement of its members through the discussion of vital questions\nunder the guidance of a teacher.\nThe obstacles which exist at the present time in the use of the school\nplant and equipment in the evening and during vacation periods, should\nbe removed.\n‘This is very largely a financial problem and it dependent\nupon an increase in popular interest and popular support for adult education.\nWe should take measures to close the gap between- the education of\nadolescence and the education of adults. ‘There should be no time when\nthe young adult is not faced with opportunities for improving himself\nand records should be adequate to tell us where he is, what he is doing,\nand what are his plans for the future.\n:\nThe function of the public school system is to make educational opportunity universal and to build a new technic and method which shall be\nfree from the shackles of tradition.\n\nTHE NEED AND PLACE OF AN OFFICIAL ORGAN\nW. C. SMITH, CHAIRMAN EDITORIAL BOARD, INTERSTATE BULLETIN,\nALBANY, N. Y.\nDuring and immediately following the World War approximately six\nthousand teachers in the field of citizenship training in the evening schools\nalone, to say nothing of the number engaged in allied subjects, were without voice, except locally, as their programs could be put in the daily press,\nalready crowded with organized propaganda.\nThere was no central medium by which either the workers themselves\ncould express their aims, or the public could get first hand information of\nthe work which was being done.\nMisinformation, misunderstanding, msinterpretation of the aims and\nobjectives of adult education in its elementary phases and larger implications were prevalent. Magazines and weeklies, eager to hit upon the unusual, radical views gave free access in their columns to criticisms of programs looking to adjustment and assimilation.\nGradually it became evident that teachers and the movement for closer\ncorrelation of evening school activities with other forces in the adult education program needed an organ. A small group sponsored the formation\nof the Interstate Bulletin early in 1926, and it began in a small way to\nbring together some developments in the field. Not confining itself to\ntechnical matters, but seeking to point out outstanding experiments it has\n\n"}
{"page": 305, "printed_page": null, "text": "i aaa\n\ni Sa\n\nDEPARTMENT OF ADULT EDUCATION\neel ala ate lic\nul i\nth\n\n301\ncian\n\nmade steady progress both in the field of helpful contributions in classroom practice and also in the larger social aspects in the related fields of\nadult education.\nIt seeks now to bring to the attention of workers in the separate fields\nsuch as evening schools, day classes, libraries, Parent-Teachers’ Associations,\nand the work of the other groups in whatever field they are working. That\nthere is great need of this is apparent to many, when there is an effort to\nfind out what is being done, and one is confronted with the dearth of\narticles or material.\nIn addition to the need of such an organ as the Adult Education—Interstate Bulletin the official organ of the Department of Adult Education\nof the N. E. A., in the spread of general information, the following outpate needs among the workers themselves will at once commend themselves:\nTo raise standards of teaching.\nTo maintain a professional status.\n\nTo secure the recognition in the general\nentitled.\nTo point the way to better things.\n\nfield to which\n\nthe special\n\nfield\n\nis\n\nTo have a worthy part in the strength and direction of one of the great educational movements of the day.\nTo be able to use the power inherent in cooperation, in constructive work.\nTo become articulate.\nTo know what is going on among others in your own field.\nTo have a sense of belonging—with all that it implies.\nTo help the thing “go on.”\n\nSECRETARY’S MINUTES\nMinneapolis\n\nMeeting\n\nFirst session—In the Citizens Aid Building, Minneapolis, Minnesota, the first session of the 1928 meeting of the Adult Education Department of the National\nEducation Association was called to order at 2 o’clock on Monday afternoon,\nJuly 2, 1928, by President A. W. Castle. The song, “America the Beautiful,” was\nsung by all after which President Castle, in his opening remarks, commented\nupon the need of carrying out suggested recommendations that have come and\nthat would come from the committees of this Department.\nAfter several announcements the program for the afternoon was followed.\nAt a point about midway in the scheduled program a group of nine boys, called\nthe “Bryant High School Troubadours,” came in and sang a group of songs.\nThe chairman appointed the following committees:\nA. On nominations—L. R. Alderman, Washington, D. C., Chairman; Nina B.\n\nBeglinger, Detroit, Mich.; Marguerite Burnett, Williamsport, Del.; Robert T. Hill,\nNew York City; Maud Aiton, Washington, D. C.; Theodore Utne, St. Paul, Minn.\nB. On resolutions—W. C. Smith, Albany, N. Y., Chairman; E. F. Fowler, Washington, D. C.; 8. R. Elson, Omaha, Nebr.; L. L. Dickerson, Chicago, Ill.; Albert\nFertsch, Gary, Ind.; Kathryn Ray, Los Angeles, Calif.\nOn\n\nmotion\n\nit was\n\nlater time.\nThe President\n\ndecided\n\ndeclared\n\nto\n\npostpone\n\nthe meeting\n\nthe\n\nadjourned.\n\nscheduled\nAbout\n\nbusiness eae ceo\n100 were\n\npresent.\n\nto\n\na\n\n"}
{"page": 306, "printed_page": null, "text": "NATIONAL\n\nEpuUCATION ASSOCIATION\n\n302\na\nee\n\nSecond session—~The second session was a dinner meeting beginning at 6 o’clock\nAbout 125 sat\non the afternoon of July 2, 1928, in the Citizens Aid Building.\ndown to dinner, although for the program following the dinner approximately 300\nwere present. Miss Katherine Kohler, director of extension and summer schools\nin the Minneapolis public schools, was chairman of the local committee and under\nher direction the local committee had prepared not only an excellent menu but\ndelightful entertainment throughout the dinner.\nSuperintendent C. R. Reed of\nBridgeport, Connecticut, functioned as toastmaster during the series of speeches\nthat followed the meal. The first of the many who made apt remarks was the\nhonored guest of the evening, Miss Cornelia Adair, President of the N. E. A,,\nwho gave us an informal but delightful explanation of goodwill and interest from\nthe N. E. A.\nFollowing the speeches, a dramatic sketch was furnished by amateurs secured\nby Miss Kohler portraying typical episodes in the progress of an immigrant from\nthe\n\npoint\n\nof\n\npreparing\n\nto\n\nleave\n\nhis\n\nown\n\ncountry\n\nto\n\nthe\n\nfull\n\nassumption\n\nof\n\ncitizenship in the United States.\nThird session—Following the dinner program, President Castle called the meeting to order at the tables and the program as printed was followed, after which\nthe President declared the meeting adjourned.\nFourth session—The fourth session was called to order by President Castle in\nthe Citizens Aid Building at 2 o’clock Tuesday afternoon, July 3, 1928, with\napproximately seventy-five in attendance.\nMore came in as the program developed.\nb\n\nResuming the program as printed for the third session, a brief period of time\nwas given to discussion of Miss Aiton’s paper of the previous evening after which\nthe program as printed for the fourth session was taken up.\nUnited States Commissioner of Education, John J. Tigert, brought an interesting\nmessage as his part of the program but spoke extemporaneously.\nPractically all papers were delivered from manuscript and may, therefore, be\nread and studied in the volume of Proceedings of the N. E. A., and in the issue\n\nof the Interstate Bulletin devoted to that object.\nIn the business session that followed, a letter from Mr. Robert C. Deming, former president of this Department, was read by the Secretary and, on motion,\nordered to be filed.\nA report of progress for the committee on coordination was given by its chairman, Robert T. Hill, and it was moved and carried that the report be accepted\nand the committee\n\ncontinued.\n\nThe\n\npersonnel\n\nRobert T. Hitt, New York City,\nChairman\nL. R. ALDERMAN, Washington, D. C.\nA. W. Caste, Harrisburg, Pa.\nRospert C. DEMING, Hartford, Conn.,\n\nof this committee\n\nis as follows:\n\nWiz Lawson, Arkansas.\nC. S, Marsu, Buffalo, N. Y.\nETHEL RICHARDSON ALLEN, Los\ngeles, Calif.\n\nAn-\n\nFor the committee on literacy tests a report of progress was made, and on\nmotion it was ordered that the report be accepted and the committee continued.\n\nThe personnel of his committee is as follows:\nRopertT C. Deminc, Hartford, Conn.,\nA. W. Casrte, Harrisburg, Pa.\nChairman\nc HARLES HERLIHY, Boston, Mass.\nWit? Lou Guay, -Colambia a0)\n\nW. C. Smitu,\n\nAlbany,\n\nN. Y.\n\nFrancis G. Barr, Springfield, Il.\n\nL. R. ALDERMAN, Washington, D. C.\n\nA. E. REJALL, New York City\n\nFor the committee on naturalization procedure, the program report was given\nand on motion the report was accepted and the committee continued.\nThe personnel of this committee is as follows:\n\n"}
{"page": 307, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nMarcGurERITE\nBuRNETT,\nWilmington,\nDel.\n:\nCHARLES RAYMOND MOLLEY\n\nOn motion\n\nit was\n\nordered\n\nEDUCATION\n\n303\n\nJ. J. Manoney, Boston, Mass.\nCHARLES FINCH, Rochester, Minn,\nHowarp BRADSTREET, Hartford, Conn.\n\nthat reports not present\n\nat the time of the meeting\n\nbe published in the bulletin.\n\nBefore the formal report of the committee on resolutions the chairman requested\nthe Secretary to read the following resolution which had been handed to him:\nWHEREAS, all national educational movements acquire their momentum and development from the unselfish devotion and sacrifice of a few individuals, and\nWHEREAS, such devotion to an ideal is too often deeply felt but unexpressed, now\ntherefore\nBe It Resolved, that on this day, July 3, 1928, the Department of Adult Education of the National Education Association extend to William Chandler\nSmith, Chief of the Bureau of Immigrant Education of the New York State\nDepartment of Education, father of the Department of Adult Education and\nfounder of its Interstate Bulletin, this tribute of appreciation in grateful recognition of his long and steadfast devotion to the cause of Adult Education which\nhas made this Department and its official organization possible.\n\nThis\n\nresolution\n\nwas\n\nadopted\n\nby standing\n\nvote\n\nand\n\non\n\nmotion\n\nthe Secretary\n\nwas requested to send copies to W. C. Smith, and to Frank P. Graves, Commissioner of Education for the State of New York, and to others concerned.\nThe committee on resolutions offered a report which provoked some discussion; it\nwas ordered on motion that the report be referred back to the committee with\npower, in order that the consensus of opinion as brought out by the discussion might\nbe incorporated in the final draft of the resolutions.\nAfter finally revised by the\n\ncommittee, the resolutions follow:\nI. WHEREAS, the recent widespread interest in Adult Education has enlisted the\nactive support of many individuals and agencies interested in the extension and\nimprovement of educational facilities for adults, and\n\nII. Wuereas, this interest has resulted\nheretofore largely unrelated agencies, and\n\nin important\n\nand\n\neffective\n\nservice\n\nby\n\nIII]. WHEREAS, this interest may be made to function most effectively in professional service through better coordinated and articulated programs for the extension and improvement of educational opportunities entailing the mutual support\n\nand interest of such individuals and groups, and\nIV. Wuereas, this improvement and articulation can best be secured by an\nagency for the study and solution of problems (and the articulation of programs)\nof adult education.\nNow, therefore, be it\nResolved, that the Department\n\nAssociation\n\nshall\n\nfunction\n\nas\n\nan\n\nof Adult Education\n\nagency\n\nof the National\n\nfor the coordination\n\nEducation\n\nof means\n\nand\n\nthe study and solution of problems in the field of adult education.\nV. Wuergeas, the attention of the public has long been focused upon the need\nfor a reduction of illiteracy; experience has disclosed the difficulties of this task\n\nand the necessity of specially trained teachers; that classes for adults are the\nonly means through which an opportunity for formal schooling can be made available for a large proportion of our adult population who need elementary and secondary education, therefore be it further\nResolved, that we\n\nprogram\n\nreaffirm\n\nour belief in a carefully\n\nplanned\n\nand pledge our united interest and accumulated\n\nand sustained\n\nknowledge, obtained\n\n"}
{"page": 308, "printed_page": null, "text": "304\neee\n\nNATIONAL EpuCATION\nah\nkaa\n\nASSOCIATION\n\nthrough experience and extensive research in the field of foreign and nativeborn illiteracy, to achieve our objective—a literate citizenry.\nVI. Wuerzas, those responsible\nthey live, therefore be it further\n\nmust\n\nknow\n\nwho\n\nthe illiterates\n\nResolved, that the Department of Adult Education\n\nare\n\nand where\n\nof the National Education\n\nAssociation respectfully request and urge the apportionment of funds to the\nBureau of Education in cooperation with the Bureau of the Census, in order\nto tabulate and forward promptly, as soon as available from the Census of\n1930 to the state departments of education for distribution\nofficials, the names and addresses of such illiterates.\n\nto public\n\nschool\n\nVII. Resolved, that we express our confidence in the soundness of the provisions\nof the revised by-laws whereby the scope of interest of the Department is extended\nto include the full range of training of adults and wherein membership privileges\n-are opened to those in elementary, secondary and higher institutions, as well as\nto those working for and ‘with adults in libraries, museums, community organizations and other similar nonprofit agencies offering instruction or training to adults. .\n\nVIII. Resolved further, that we reiterate our hope that wherever and whenever\npossible, the several agencies working for adults in a community, come quickly\nto a common understanding of each other’s aims and functions in order that a\ncohesive and comprehensive program of training for adults may be made available.\nIX. Resolved, that the Department is under deep obligation to the local committee of arrangements under the able leadership of Miss Katharine M. Kohler for\nthe manner of planning and handling our meeting, its appointments well conceived\nand adequately carried out—for the conduct of the annual dinner and its colorful\nprogram—the groups. who served as members of the demonstration—the Bryant\nJunior Troubadours for their fine spirit in melody—the Schiller orchestra for\ntheir evening musical program, and be it further\nResolved, that we commend the public spirit of the trustees of the Citi-\n\nzens Aid Building and its manager, Mr. Reichmuth, for their splendid\noperation in the housing arrangements and many other courtesies.\n\nco-\n\nIt was moved and carried that copies of these resolutions be sent to persons concerned and to their superiors.\nThe committee on nominations reports its recommendation that the incumbents\nof the offices of President, Vicepresident, and Secretary be continued as such for\nanother year. The report of the committee was adopted by vote and the Secretary\nwas instructed to cast a ballot for A. W. Castle as President, Ethel Richardson\nAllen as Vicepresident, and C. S. Marsh as Secretary.\nThe President declared\nthese officers elected.\n\nIt was moved and carried that the meeting adjourn until 10 o’clock Wednesday\nmorning, July 4, in view of the fact that the proposed provisions of the bylaws\nhad not yet been considered.\nBusiness\n\nsession—President\n\no’clock Wednesday\n\nmorning,\n\nCastle\n\ncalled\n\nthe business\n\nmeeting\n\nJuly 4, in the lobby of the Hotel\n\nto order\n\nCurtis.\n\nWe\n\nat 10\nbegan\n\nat once a consideration of the bylaws, article by article. The group worked all\nmorning, adjourning for a brief time at noon, and continued its deliberations until\nnearly 6 o’clock in the evening.\nMany suggestions were made.\nMany revisions\nwere adopted by vote.\n, The bylaws as finally revised and adopted will be printed in the 1929 Proceed-\n\nings.\n\n"}
{"page": 309, "printed_page": null, "text": "The Department\n\nof Business Education\n\n"}
{"page": 310, "printed_page": null, "text": "HE\n\nDEPARTMENT\n\nOF\n\nBUSINESS\n\nEDUCATION\n\nWas\n\ncreated in response to a petition read at the\nmeeting at Saratoga Springs, N. Y., July 12,\n1892, from the Business Educators’ Association, requesting admission as a department of the National\nEducation Association.\nSee Proceedings, 1892: 31.\nThe Business Educators’ Association was organized\nin New York City in 1878.\nIts constitution was revised for acceptance by the Department of Business\nEducation and may be found on page 958 of the Proceedings of 1894.\nThe officers of the Department for the year 192829 are: President, Paul A. Carlson, Head of Accounting Department,\nState Teachers\nCollege,\nWhitewater, Wis.; Vicepresident, Frances M. Butts,\n\nDirector of Placement, Business High School, Washington, D. C.; Secretary, A. B. Opfer, Head of Commercial Department, West High School, Minneapolis,\nMinn.\nThis Department meets once each year in\nJuly. Facts relating to the establishment of this\nDepartment and the record of meetings are found in\nearlier 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[ 306]\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\n1927 :335-352\n\n"}
{"page": 311, "printed_page": null, "text": "THE\n\nCHANGING\nJOHN\n\nJ. TIGERT,\n\nREQUIREMENTS\nBUSINESS\nUNITED\n\nSTATES\n\nOF EDUCATION\n\nCOMMISSIONER\n\nWASHINGTON,\n\nOF\n\nFOR\n\nEDUCATION,\n\nD. C.\n\nOMING to you not as an expert in your field, but with a general interest in commercial education and other phases of the educational\nprogram, I want to raise some questions with you.\nI do not propose\nsolutions for these questions.\nFrom my general observations, however, I\nbelieve some of these questions have not been satisfactorily and permanently\nanswered.\n‘The rapidity with which changes are taking place in the field\nof office and store positions requires great flexibility in the adjustment of\nthe commercial curriculum.\nIt is my observation that commercial teachers have been concerned chiefly\nin the past few years with preparation of specific groups of pupils for gainful employment immediately upon their leaving school. ‘This is a worthy\nobjective, and I appreciate the fact that it is only one of your objectives.\nYou have made much progress in the development of your courses accordingly. Pupils, parents and business men seem more satisfied each year\nwith your achievements.\nIn this accomplishment you are to be commended\nand congratulated.\nHowever, I am confident you are not making changes\nin your curriculum as rapidly as changes are taking place in the occupational world into which you are sending your graduates and drop outs.\nIn addition to this larger question of vocational adjustment which I shall\ndiscuss today, I want to call your attention to the growing complexity of\nour modern economic and business life. I shall pause merely to ask you\nwhat is commercial education contributing to the noncommercial groups\n-which as consumers of the products and services in business, need to know\nand appreciate values, business products and business services. What can\nthe leaders of commercial education do, perhaps in cooperation with the\nleaders of the social sciences, in response to those marginal responsibities between the social sciences and commercial education as regards preparation of\nall secondary pupils for greater efficiency in their everyday economic and\nbusiness lives?\nLooking at the problem of vocational adjustment over a period of years,\nI can see that a number of changes have taken place and it is very probable\nthat many additional changes are being made.\nAs a general observation,\nsome of the steps in the evolutionary process of business occupations began\nearlier and have been more rapid in the larger companies than in the smaller\nones.\n‘They have frequntly represented experimental efforts toward obtaining greater efficiency in office and store positions. As closer analyses of the\npersonnel problems have been made, considerable effort has been expended\ntoward effecting desirable changes. Are you studying the changes? Are\nyou making adjustments in your courses which will be necessary for the\nadjustment of your graduates to their opportunities and requirements in\nbusiness?\n\n[307]\n\n"}
{"page": 312, "printed_page": null, "text": "N ASSOCIATION\nEDUCATIO\nNATIONAL\nee\nee\nee\n\n308\nSee\n\nOne of the changes to which I refer is the breaking up of the former\noffice and store positions into a large number of more highly specialized\njobs. It is one means of obtaining greater production in the offices. Each\nworker performs a smaller number of duties and is performing each task\nmore frequently, thus developing greater skill and turning out more work.\n‘Example—The position of bookkeeper of only a few years ago had been broken\ninto a number of related and subsidiary jobs such as junior clerk, ledger clerk,\nIn addition to this division of labor, the business firms\nand head bookkeeper.\nfrequently call in auditors, public accountants, certified public accountants and\nefficiency engineers to examine, criticize, and reorganize the work of the bookkeeping department.\nWith the development of the larger stores, there has been a comparable special‘There is the specialization, not only in selling particular\nization in sales work.\nkinds of merchandise, but in the various steps of merchandising; such as are indicated by the positions of the buyer, window trimmer, advertiser, salesman, floorwalker, etc.\n\nThere\n\nis a tendency\n\ntoward\n\nstandardization\n\nof the office and store\n\npositions.\nExample—The\n\ntrend\n\ntoward\n\nstandardized\n\npayroll\n\ntitles\n\nand\n\nthe\n\ngrading\n\nof\n\nemployees, for instance, into first, second, and third-class stenographers, asis done\nin some of the larger companies and in the Civil Service, are phases of the\n\nstandardization\n\nof such positions.\n\nboth employer and employe.\n\nfor grading\n\nand\n\nclassification\n\nThis\n\nstandardization\n\nObjective measures\n\npurposes\n\nhas\n\nits advantages\n\nfor\n\nof the achievement of the worker\n\nsettle many\n\npersonnel\n\nemployer.\nThe employe on the other hand knows definitely\nmust meet for each of the higher levels of occupations.\n\nproblems\nwhat\n\nfor the\n\nstandards\n\nhe\n\nThere is a tendency toward requiring specialized preparation for each of\nthe new office and store positions.\nand retention are more definite.\n\n“The requirements\n\nfor both entrance\n\n»\n\nExample—It is a matter of common information that business men are asking\nfor workers who are specially prepared to perform the duties of particular positions as they become vacant.\nThe help-wanted ads are classified according to\nparticular kinds of help wanted.\nThe calls from business men to employment\nbureaus are requesting people who have specific kinds of training. The efficiency\nof the various departments in business enterprises demands high degree of skill\nof the workers.\nVarious business tests are utilized particularly in the civil service\nand larger companies and by employment agencies to measure objectively quality\nand quantity of skills and information.\nThe pressure of work is such that the\noffices and stores cannot offer all the training necessary for filling the variety of\npositions in these establishments.\nThe old apprenticeship system, for instance,\nwhere bookkeepers in the office would teach bookkeeping to other members of the\noffice force, has passed.\n\nThere is a trend toward substituting workers with technical training for\nthose without such training. ‘This is a problem of economy—to a certain\nextent a survival of the fittest and has become most noticeable in the office\nand store occupations within the present generation.\nExam ple—Comparatively few of the older generations had the opportuntiy to\nobtain in school high degrees of skill and specialized information necessary for\nthe specialized positions in business.\nMany of them, however, have been able\n\n"}
{"page": 313, "printed_page": null, "text": "DEPARTMENT\n\nOF BUSINESS EDUCATION\n\n309\n\nto learn on the job, in evening schools, and home reading. The sociologist and\nthe professional social workers are endeavoring to meet the problems of those who\nfail to make satisfactory adjustments to changing conditions.\nInasmuch as the\nschools today are turning out younger and skilled workers who frequently can do\nthe job better, the skilled worker is gradually replacing the unskilled. The\nworkers\n\nare in competition with one another\n\nfor business positions and they con-\n\nsume these business positions in the order of greatest satisfaction to themselves.\nOn the other hand, the business man by necessity must employ workers according\nau economic laws of consumption whereby he obtains the maximum service for\nsalaries.\n\nThere is less opportunity for the worker on a particular office job to\nstudy the duties and requirements for higher positions.\nExample—Each worker spends the entire day at specialized tasks and does not\nhave an opportunity to learn a sufficient amount of information and to acquire\nthose skills necessary for him to qualify for other jobs. Furthermore, those in the\nhigher positions are too busy to explain the duties they perform. A clerk, for\ninstance, in a purchasing department who is handling purchase orders, cannot\nstudy the values of materials purchased to the extent that he could qualify for the\nposition of purchasing agent. The journal clerk in the bookkeeping department\nmaking entries into the journal cannot, as the result of such daily tasks, qualify\nfor the position of certified public accountant.\n\nIn the breaking up of the office and store positions into a larger number\nof positions, perhaps the most significant factor has been the creation of\noccupational levels.\n’\nExample—Each of the new positions that have been created to replace the\nformer bookkeeper, the former general sales person, etc., have distinct levels. ‘The\nlower levels may be comparable to the position of messenger boy or the clerk who\nsorts office papers according to alphabet, number, or color. The intermediate\nlevels frequently require considerable skill and technical knowledge, such as the\npositions of the stenographer, bookkeeper, and specialty sales person.\n‘The higher\nlevels may approach the work of the executive and require independent judgment,\nsupervision of the work of others, and professional bodies of knowledge and skill.\n\nAmong other changes a significant one pertains to the upgrading of\ncertain business occupations.\n“The upper levels of these occupations are\nrapidly becoming business professions.\nExample—The upper levels in the various specialized fields require high degree\nof skills and very broad and technical training. The people who are going into\nthese positions are to a very great extent college graduates and many have six and\nseven years of college training which combines courses in business with courses in\nengineering, agriculture, law, and other fields. The colleges have found: That\nthe necessary preparation consists of a body of facts and principles that can be\ntaught; that business is applying for the social good the findings of science; that\nbusiness is using the scientific method; and that the various business groups have\ndeveloped professional codes of ethics. A study of the college catalogs reveals the\n\nincreasing conviction of the leaders in education for business that success in the\nbusiness world demands that the leaders of business enterprises be in a position to\nsupervise\n\nand\n\ndirect\n\nprofessional\n\nworkers,\n\nfor instance,\n\nin both\n\nengineering, or other combinations of workers.\nLegislation is tending also to create professions of the business\nthe higher\n\nlevels.\n\nFor instance, public accountants\n\nare\n\nexamined\n\naccounting\n\nand\n\noccupations\n\non\n\ncertified\n\nby\n\nand\n\n"}
{"page": 314, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nea\n\n310\nSe\n\nstate boards in every state.\n\nNineteen states license real-estate brokers\n\nand real-\n\nLarge numbers of the universities have received the cooperation\nestate salesmen.\nof business men’s organizations in establishing definite curriculum for professional\ntraining in particular fields.\n\nIn view of the trend toward specialization in office and store positions,\nit behooves each of you to carefully study various phases of the movement\nIn order to preserve proper\nand to adjust your curriculum accordingly.\nmobility in these vocations, you should distinguish between preparation for\ninitial positions and preparation for promotional opportunities.\n“The distinction between preparatory and extension education for business occupations has not received adequate consideration.\nSimply because you prepare\na pupil to become a file clerk, a stenographer, or a bookkeeper, do you supHave you\npose that you have discharged your duty toward that citizen?\nbroadened your objectives to include preparation of the individual for proHave you developed the necessary unit courses\nmotional opportunities?\nfor preparatory and extension education in your evening schools?\nThe changes which have been and are taking place in the business\noccupations make it increasingly important that you give ample consideration, not only to the regular day school, but to the continuation schools and\nthe evening schools.\nIncreased competition among the workers, the changing and additional requirements for positions, the introduction of new\nmethods and office equipment and the fact that people drop out of school\nat various ages necessitate the development of evening classes in order that\neducation for business may be continuous—that those who wish to become\nmore efficient in their given tasks, qualify for other kinds of office work, or\nprepare for higher tasks in a given occupation may do so.\nIt is a fact that the greatest use that is being made of the facilities in\neducation for business is for the preparation of pupils and students for the\ninitial positions—the stepping-stones of their life careers.\n‘The time is ripe\nwhen you must help the workers in business to utilize these facilities for\npromotional opportunities.\nIt is an opportunity for you to add to the vocational happiness and efficiency of the workers—an opportunity to add to our\nnational efficiency. Are you ready and willing to make education for\nbusiness continuous?\n\nCLOSER\nLLOYD\n\nL.\n\nCOORDINATION\nEDUCATION AND\n\nJONES,\n\nASSISTANT\n\nBETWEEN BUSINESS\nPLACEMENT\n\nCOMMISSIONER,\n\nCLEVELAND,\n\nBOARD\n\nOF\n\nEDUCATION,\n\nOHIO\n\nThis paper attempts to discuss plans and ideas for closer cooperation\nbetween business education as operative in the public schools and the placing\nof commercially trained public school students in business offices.\nIntelligent placement cannot be separated from vocational guidance.\nIntelligent\n\nvocational\n\nguidance\n\nmust\n\nbe based\n\nupon\n\nfacts; and\n\nthe fact\n\nfoundation for guidance and placement is the data on which an adequate\n\n"}
{"page": 315, "printed_page": null, "text": "ce\n\nDEPARTMENT OF Business EDUCATION\na a\nne\n\n311\n\ncommercial curriculum must be constructed.\nIn other words, if placement of public school drop-outs and graduates is to function, then the\nperson responsible for placement must know about the needs of the immediate business community and see to it that boys and girls are guided and\ntrained for those needs.\nIt has become quite popular for the public secondary school to boast of\nhaving a placement department.\nBut how does it function?\nDoes the\nperson responsible for placement really go out into the business community,\nget acquainted with the business men and employers, and bring back to his\nschool the facts which will help build an adequate and functioning cur-\n\nCan the person responsible for placement make occupational\nriculum?\nstudies and talk the language of business?\nIgnorance of community life—Ignorance about community life and\noccupational\n\nfacts is indefensible in this public school placement business.\n\nWe all know that the secondary schools know considerable about the requirements of colleges and universities.\nHigh-school principals and school\ncounselors are deluged with college catalogs and often called upon by college representatives. This is guidance—and very excellent guidance—for\npotential college students, but they comprise less than 25 percent of the\nsecondary public school enrolment.\nWhen we consider that 38 percent of all pupils in public secondary\nschools are pursuing commercial courses with the idea of entering business\nbut that less than 25 percent ever graduate from high school, then we have\na serious problem of guidance and placement for the 75 percent who leave\nhigh school and enter community business life. Placement seems to have\nconcerned itself largely with high-school graduates.\nPlacement is much\nmore than answering a telephone call for a good, honest, reliable boy who\nwill have to start at the bottom and work up. In this sort of request the\n_ employer is spending five cents for a telephone call and saving the price of\na want ad in a newspaper.\n‘The sending of a boy in answer to this request\ndoes not require much placement skill or ingenuity.\nIn research and scientific investigation, modern business is already setting\n\nthe pace for the public schools.\n\nWe are aware that within the past fifty\n\nyears there have been startling changes in the occupations of the people of\nthe United States. We have changed from dominant agricultural activities and have become the greatest industrial and commercial nation of the\nworld.\nWe have heard a lot about the school modifying its curriculum\nto meet changing industria] and business conditions.\nBut does the school—\nyour school—have any machinery set up for informing itself of industrial\nand commercial opportunities in the community?\nIs it not the function of\nthe school to gather unbiased occupational information?\nAnd right here\nis the chance for a great contribution by the school placement expert who\nis in a strategic position to gather information, organize it for the enrichment and adjustment of the curriculum, and for the placement and follow\nup of drop-outs and graduates.\n\n"}
{"page": 316, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n312\n\nA NATIONAL PROGRAM FOR CLOSER COOPERATION BETWEEN COMMERCIAL TEACHERS AND BUSINESS MEN\nEDGAR\n\nF. FOWLER,\nCOMMERCE\n\nIN\nOF\n\nCHARGE\nTHE\n\nOF\n\nUNITED\n\nEDUCATION\nSTATES,\n\nSERVICE,\n\nCHAMBER\n\nWASHINGTON,\n\nD.\n\nOF\n\nC.\n\nIt is not\nThe key word in the subject assigned me is “cooperation.”\nIn fact it has been used so often of late\na new word to us in America.\nyears that we are inclined to become a trifle bored if it occurs in a topic for\ndiscussion. We cannot, however, get away from it or its analogous expres-\n\nsions, for it is the gospel of American life today. ‘The world’s work is\nbeing done by group action. ‘The individual who refuses to work with his\ngroup is now an outsider, and his tribe is becoming about as extinct as the\ndodo.\nReleasing and guiding into useful channels latent human energy is a\nproblem common both to business and to education.\nBoth the business\nman and the educator are aware of the importance of this problem each in\nhis own field, and each is working hard to improve conditions.\nOnly recently, however, has there developed a desire, indeed a willingness, for\ncooperative effort as between the two groups.\n\nThe history, results, and an understanding of the new technic of cooperative effort in America are important if one is to have a true view of\npresent conditions.\nFor our purpose a few cases must suffice.\nIn the business and industrial field, whereas the first groups were formed\nfor the purpose of forcing out hated rivals, certain benefits were found to\naccrue through shared experiences.\nFifty years ago the first trade association was formed by 100 paper manufacturers meeting at Saratoga\nSprings, N. Y. Now there are upwards of 2000 trade associations in the\nUnited States.\nSimilarly, those engaged in marketing farm products originally fought\nfor the existing market.\nCompetition was another name for war.\nOf late ©\nyears cooperative efforts have resulted in a larger market with larger profit\nfor all. Just recently orange growers, one time rivals, cooperated in\nadvertising the wonderful dietary benefits of eating more oranges.\n‘Thereupon the public bought more oranges, which benefited their health and\n\nthe orange grower’s purse.\nReduction of waste through standardization of products is the result of\ncooperation of business with the U. S. government.\n‘The plan now known\nas “simplified practice’ was inaugurated by the Secretary of Commerce.\nRepresentatives of many industries met with the Secretary and his staff in\nWashington in 1921.\nSince then an immense variety of similar types of\narticles has been reduced more than 73 percent.\nFor example: 210 different shapes of bottles were reduced to 20; 175 kinds of automobile wheels\nto 4; 66 kinds of paving brick to 7; 287 kinds of tires to 32; varieties of\nhotel chinaware from 700 kinds to 169; and files and rasps from 1351\nvarieties to 496. ‘These, of course, are only a few examples of the results\nof cooperation.\nMany more could be given. ‘The important point is that\n\n"}
{"page": 317, "printed_page": null, "text": "DEPARTMENT\n\nOF BusINEss EpucATION\n\n313\n\nthese groups themselves, without pressure, and really of their volition, when\na proper technic for cooperation was established, eliminated this waste\nwhich had resulted from useless competition.\nBusiness is convinced that such cooperation is essential in our interdependent, complex, social and economic life and that it should be extended\nto include all groups with a common interest. . . . This enlightened\nattitude is not confined to business management.\nMr. Green, President\nof the American Federation of Labor, has recently said: “American labor\nrecognizes that the interest of management and workers, while not identical, are mutually interdependent and that standards of living can be permanently raised only by increasing the productivity of industry.\nReal progress lies not in exploitation but in cooperation to find more ait\ncient methods.\nCooperation cannot proceed from one side only.”\nOne of the fundamental principles of the moral code of present day\nbusiness is “The foundation of business is confidence, which springs from\nintegrity, fair dealing, efficient service, and mutual benefit.”\nTo the pessimist who sees difficulties in every opportunity, catastrophe\nis certain. ‘Io the optimist who sees opportunities in every difficulty, education will win.\nI still have sublime faith in the ability of America’s\ngenius to meet this challenge.\nI am betting on the optimist.\n\nRELATIONSHIP BETWEEN BUSINESS COURSES\nUNIVERSITIES AND SECONDARY SCHOOLS\nR.\n\nA.\n\nSTEVENSON,\nUNIVERSITY\n\nDEAN,\nOF\n\nSCHOOL\n\nMINNESOTA,\n\nOF\n\nBUSINESS\n\nIN\n\nADMINISTRATION,\n\nMINNEAPOLIS,\n\nMINN.\n\nThere has been a definite lack of coordination between the universities\nand secondary schools in the organization of courses in commerce and business administration.\n“The work offered has been so different in character\nthat there has been little chance for cooperation.\nIn the high schools,\nemphasis has been placed upon a type of vocational training for a few\nspecialized occupations, whereas the collegiate schools of business have\naimed to give a broader training in management.\nFurthermore, practically\nall of the students taking commercial courses in the secondary schools in\nthe past have gone directly into some form of clerical work.\nVery few\nhave entered the universities for further training in business.\nUnder these\ncircumstances there were no common problems and slight occasion for the\nconsideration of a joint curriculum.\nThis situation is changing in several respects. “The high schools are enlarging their programs by introducing courses in other commercial fields\nthan the traditional subjects of stenography, typewriting, and bookkeeping.\nA number of the newer subjects have been taken over bodily from the collegiate schools of business. ‘This movement represents in part a broadening\nof the objectives of the high-school commercial course, and is partly a recognition of the necessity for finding new occupational outlets.\n\n"}
{"page": 318, "printed_page": null, "text": "314\nsled SM\n\nASSOCIATION\nNATIONAL EDUCATION\nisn\ncr\nI\n= a et\n\nte\n\nThere are also more students entering the universities who have had\nIt is no longer possible for the faculcourses in the commercial subjects.\nto ignore the work which their\ntion\nadministra\nbusiness\nof\nschools\nin\nties\nstudents have had in certain subjects. Students who have taken high school\ncourses in accounting, for example, are prepared to go on with the more\nadvanced work in the university without taking the elementary courses.\nIt has been necessary for students to go over much of the same ground in\nthe first course in accounting as had been covered in their high-school\n‘This is a needless duplication and a waste of the student’s time.\ncourses.\nThe high-school commercial course is bound to become more of a preparatory school as the number of students completing that course decide to\nenter the university. We must recognize the fact that the average student\nwill expect to find a logical development of subjectmatter from the beginning courses in commerce in the high school to the advanced courses in the\nuniversity.\nIt is impossible any longer to explain the lack of coordination\non the basis of a difference in objectives. At least that group of students\nwhich plans to go on through a university course in business deserves some\nconsideration.\nIt may be that the high-school commercial departments will\nhave to set forth two separate programs, one for the students who will go\nto college and another for those who will seek immediate employment.\nThis is a question that will bear considerable study.\nIt is not the purpose in this paper to discuss all aspects of the high-school\ncommercial curriculum.\nIt is concerned only with the problems pertaining\nto a joint program for students who plan to go through both the highschool commercial course and the collegiate school of business.\nIn considering this question, we may ignore the immediate utilitarian objectives\nof the traditional commercial course.\nIn fact, it is unnecessary to consider\nhigh school graduation as a significant terminal.\nIt is time to organize a\ncurriculum which proceeds logically from the elementary school to the end\nof the professional business course.\nWe will be concerned in this discussion only with some general considerations in establishing such a program.\nAn attempt was made a few years ago by the American Association of\nCollegiate Schools of Business to establish a coordinated program.\nA survey of the social studies existing in general high-school courses was conducted for the association by a special commission in 1921.\nThe report\nof this commission was published under the title “Social Studies in Secondary Schools” by the University of Chicago Press in 1922. This is\nprobably the most complete study which has been made of the problem of\nestablishing a well balanced program in the whole field of social science.\nThe objectives of the courses proposed in each of the stageS—elementary\nschool, junior high school, senior high school, junior college, senior college,\n\nand professional school were stated and a program which would coordi-\n\nnate the work of these institutions was prepared.\n\nNot much in a tangible\n\nway has as yet emerged from that study. It contains a valuable body of\nmaterials and suggestions, however, that should be helpful in establishing\na closer coordination between the schools offering work in commerce.\n\n"}
{"page": 319, "printed_page": null, "text": "DEPARTMENT\n\nOF BusINEss EpucATION\n\n315\n\nTHE DISCOVERY AND MEASUREMENT OF THE FACTORS\nCONSTITUTING STENOGRAPHIC DIFFICULTIES\nFRED TELFORD,\n\nDIRECTOR,\n\nBUREAU\n\nOF PUBLIC\n\nWASHINGTON,\n\nPERSONNEL\n\nADMINISTRATION,\n\nD. C.\n\nMany teachers of commercial courses in which typing and stenography\nare included are keenly aware that in a disappointingly large number of\ncases the grades they give their students do not correspond closely with the\nestimates of stenographic success on the job which they later obtain.\nMost\npublic and private personnel administrators, moreover, realize that the\nmethods they use in selecting stenographers with and without experience\nare quite faulty. Some of those given a rating of excellent when interviewed or otherwise tested are reported by their emp'oyers to do poor work,\nwhile others rated as doubtful, or at best fair, in the interview or test\napparently do satisfactory work on the job.\nSuch a state of affairs is of course highly unsatisfactory to both the\nteaching and the personnel groups.\nIt is not easy to explain. The personal equation of the stenographer and the person for whom she works undoubtedly constitutes one factor. The standards as to attendance, output,\naccuracy, and the like which are observed in the office are another.\nOne\nserious investigator actually thought he found that the men for whom\nstenographers work look with a considerable degree of leniency upon the\nfaults of a good looking girl and are inclined to be pleased with her work\neven when it is slovenly, while the stenographer not blessed with so much\nbeauty has to meet higher standards.\n‘There is good reason to believe,\nmoreover, that good looks aid a stenographer very much in obtaining a job.\nFor some time a number of those who have tried to analyze the situation\nhave been of the opinion too that the discrepancy between estimates of\nschool or testing success and estimates of success on the job may be due in\nlarge part to our inability to recognize what constitutes stenographic difficulty—that is, to perceive whether a given stenographic task is actually\neasy, difficult, or something in between.\nA somewhat informal study conducted by the bureaus of public personnel administration shows that there is ground for the last mentioned\nbelief. A number of letters believed to range from quite easy to very\ndificult were prepared and given to some 35 stenographers employed in\nseveral different offices in the public service, each believed to be well managed.\nService or efficiency ratings for the same stenographers were obtained. A comparison showed that there was practically no relation between the rate or accuracy of transcription and the service ratings.\nIn\naddition, for some fifty stenographers employed in seven different offices,\nbelieved to be well managed, some in the commercial world and some in the\npublic service, data were obtained as to age, years in office work, and salary;\nfor the same stenographers estimates of stenographic success were secured\nfrom supervising officers familiar with their work. These data were\nanalyzed statistically with surprising results. ‘There seemed to be little\n\n"}
{"page": 320, "printed_page": null, "text": "316\n\nNATIONAL EDUCATION ASSOCIATION\n\nrelation between the age of a given stenographer and the estimate of her\nstenographic success, though as far as there was any effect the younger the\nstenographer the higher the estimate of success was likely to be. Likewise\nthere was no marked relationship between the salary paid and the estimate\nof success, though the higher the salary the more likely the estimate of\nOn the other hand, there was a high corsuccess was to be unfavorable.\nrelation between age and years in office work and also between age and\nsalary. ‘This means that in these seven offices there was a marked tendency to give to the stenographers a high salary as they became older without much regard to their estimated success in performing stenographic\ntasks. It seems difficult to accept the conclusion that in well managed\noffices the stenographer who is able and willing to remain on the job will,\nwithout much regard to her stenographic performance or the estimate in\nwhich her work is held, be able to get her salary increased rather consistently as she becomes older. Such, however, is undoubtedly the case in\nthese seven offices.\n;\nAs has been suggested, the explanation may be that neither the teacher\nof stenography, the personnel administrator, nor the employer can tell\nwhether a given stenographic task is easy, medium, or difficult.\nIt is a\ncommon experience in personnel work, for example, for an examiner to\nprepare two letters which he believes to be of exactly the same difficulty and\nto find, when they are both given to the same group, that one in fact is\nrather easy while the other for some reason that is not perceived is quite\ndifficult.\n\nRETAIL\n\nSELLING\n\nMONETTE\n\nO. TODD,\n\nAS OFFERED IN THE LOS ANGELES\nHIGH SCHOOLS\n\nDIRECTOR\n\nOF RETAIL\n\nSCHOOLS,\n\nLOS\n\nSELLING,\n\nANGELES,\n\nLOS ANGELES\n\nCALIF.\n\nPUBLIC\n\n:\n\nThe patch work quilt fascinates one.\nHow beautiful it is; the individuality of the pattern, the unusual colors, the romance woven into it. Each\npiece carries with it a story: one of difficulties, another of happiness, maybe\nof misunderstanding or of success. Each piece incomplete in itself, apparently unrelated to the others, but, as visioned by the maker, a necessary\nbit, an integral part of the finished pattern.\nWe, in the salesmanship division of the Los Angeles city schools, often\nthink that one visiting the classes in the different high schools may feel\nmuch the same way about the “pieces” that form our work. We, the\nmakers, however, see the entire plan and how each fits into its place; we\nsee that there is a common purpose, a unity. We hope that you too will\nsee it. Why should there be an apparent lack of unity, of common purpose?\nWe, like you, believe that salesmanship must assist in the preparation of\nstudents to live and work with people. We believe that we are training\nindividuals not writing courses. Our city is growing rapidly. Therefore we\nconstantly have new community needs to consider, new difficulties to meet,\n\n"}
{"page": 321, "printed_page": null, "text": "DEPARTMENT\n\nOF Business EpuCcATION\n\n317\n\nnew adjustments to make.\nEach high school has its individual problems;\nthe course must be adjusted to meet these.\nIt may be a change in the\ncourse, or even in the subjectmatter in a particular class. This can be\n\ndone easily for we teach by outlines which have been made for each course\nby the teachers in the division and the textbooks are considered supplementary to these.\nThere is a definite plan toward which we are working and as it can be\ndeveloped in a school it is done. .\nThe course may be divided into three parts:\n1. That which is known to us as sophomore salesmanship—a one-semester course\nrequired of all commercial students in the second year.\n2. The advanced or upper grade salesmanship, which emphasized the principles\nof selling. We accept junior and senior students who are interested in the\nsubject as well as those who have selected it as a vocation.\n3. Merchandise—which emphasizes the economics of production and distribution\napplied to mercantile concerns.\nThis is given in three high schools in the\nsenior year. Advanced salesmanship is a prerequisite.\n\nThese subjects are arranged into definite salesmanship courses to meet\nthe requirements of the particular high shools.\n\nWHAT\nJOHN\n\nW.\n\nI EXPECT\nEDGEMOND,\n\nOF A COMMERCIAL\n\nDIRECTOR\n\nHIGH\n\nOF\n\nSCHOOLS,\n\nCOMMERCIAL\nOAKLAND,\n\nTEACHER\n\nSUBJECTS,\n\nOAKLAND\n\nCALIF.\n\nPreliminary to my remarks on the subject assigned to me, may I call\nyour attention briefly to the entrance and growth of commercial subjects\nin the public schools and particularly, the recent developments in California?\nCommercial subjects first appeared in the public high schools about 1895.\nFrom the beginning, the growth in number of pupils enroled in these subjects has been rapid. ‘The report of the Commission of Education for 1922\nstates that approximately one-third of all the pupils enroled in the public\nhigh schools were taking commercial subjects. In some states this percentage is much higher.\nThis enrolment created such a demand for teachers of commercial subjects that at the close of the great war there was a very great shortage of\ntrained commercial teachers. ‘This shortage was primarily due to the fact\nthat the teacher training institutions had not taken over the responsibility\nfor the training of commercial teachers.\nPrivate business colleges offered\nthe only opportunity for the prospective teacher to receive training in commercial subjects.\nAs a result, most of the teachers of commercial subjects were looked upon\nas below cast by the academic teachers. The commercial department has\nbeen, too often, considered by the school administrators as a dumping\nground for the pupils who were unable to make satisfactory progress in the\ncollege preparatory courses.\n‘The more intelligent pupils were discouraged\nfrom taking the commercial courses, as commercial education was looked\n\n"}
{"page": 322, "printed_page": null, "text": "NaTIONAL EDUCATION ASSOCIATION\n\n318\n\nupon as being utilitary and therefore less desirable than the formal or so-\n\ncalled cultured phases of education.\nThis feeling towards the commercial teachers by the administrators and\nacademic teachers was, in many cases, somewhat justified in that the commercial teacher too frequently was not trained in methods of teaching,\nknew nothing of psychology of learning, had no definite objective other\nthan the teaching of subjectmatter, was not interested in research, and made\nno effort to develop a testing program either for diagnostic purposes or for\nNeither was any effort made to determine\nthe improvement of instruction.\nwas such as to prepare the graduates\noffered\nwhether or not the training\nin the local community.\nthem\nto\nopen\nl\npositions\ncommercia\nthe\nfor\n\nOF MEASUREMENTS IN THE IMPROVEMENT\nOF INSTRUCTION IN SHORTHAND\n\nTHE\n\nUSE\n\nETHEL\n\nA. ROLLINSON,\n\nINSTRUCTOR,\n\nSECRETARIAL\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nDEPARTMENT\n\nCOLUMBIA\n\nCITY\n\nThe type of stenographic work considered satisfactory or allowable in\nbusiness a few years ago is absolutely unsatisfactory and not allowable today.\nMuch greater efficiency is required and will be required in the future in\nterms of accuracy, speed, and thoroughness.\nSociety always determines our\neducation: the society of business determines our stenographic education.\nAnd to satisfy the increased demands of this society, there must be an equal\nand continuous improvement in our instruction.\n‘To bring about this improvement, we must retrospect a bit every little while. We must ask\nourselves, ““Does our training prepare a product that will fit into the business experiences of today and accommodate itself to new conditions?”\nBefore I get myself in any deeper, let me say that in general I believe we,\nas stenographic teachers, can safely answer in the affirmative. We are as\nefficient as the man who applied for a job in a power plant. When asked\nwhat he could do, he said, “Almost anything needed, boss.’’ Being a bit\nof a humorist, the boss replied, ““Well, you seem all right Can you wheel\nout a barrow of smoke?”\n“Sure,” was the ready answer.\n“Fill up the\nbarrow.” My contention, however, is that of the old adage, “Everything\ncan always be done better than it is being done.”\nNo matter how capable\nwe are or how well we are doing our particular job, there is always room\nfor improvement—the more efficient and the more successful, the more\nalert we will be to see the possibilities for improvement.\n‘The use of measurements will improve instruction.\nIt will improve the\nmental attitude, if our minds are static and our instruction mechanical,\nmeasurements will help reduce this static and mechanism.\nIt will improve\nthe teacher group activity, get teachers to thinking and working together\nto bring about a cooperative production.\nIt will improve the objectives,\nmake them more clearly defined and achieved.\nIt will improve the course\nof study; aims, functions, and attainments of each unit of stenographic\nknowledge instruction, skill acquirement, and ideals of thoroughness\nand\n\n"}
{"page": 323, "printed_page": null, "text": "DEPARTMENT\n\nOF Business EDUCATION\n\n319\n\naccuracy development will be definitely set up and measured step by step\nfor each ability group.\nIt will improve the subjectmatter.\nMaterial will\nbe selected to fit the needs of the community and the pupil (his economic,\nsocial, health, religious, and interest activities; and his individual capacity).\nIt will improve the methodology, the efficiency of various methods will be\nweighed by pupil achievement in terms of workable knowledge of shorthand, sufficiently large variety of vocabulary, commercially usable speed of\ntaking dictation, and marketable ideals of accuracy and thoroughness of\nworkmanship.\nThe use of measurements will help us to scientifically experiment,\nanalyze, weigh, reorganize and thus improve our objectives, course of study,\nsubjectmatter, and methodology; and when these will have been improved,\nwe will have improved our instruction.\n\nTHE\n\nNEW\n\nCOURSE\n\nOF STUDY\n\nMINNIE A. VAVRA, CLEVELAND\n\nIN TYPEWRITING\n\nHIGH SCHOOL, ST. LOUIS, MO.\n\nImprovement in the instruction of commercial education depends to a\nlarge degree upon the course of study. In fact, it is as valuable to the\nteacher as a road map is to the automobilist.\nIt points out the best possible paths of learning in reaching a desired goal. It gives distances and\nmilestones that the traveler along the path of learning may know how far\nhe has gone and how much farther away lies the goal. It calls attention\nto points of identification along the way to minimize the danger of straying\nand to prevent time-consuming rambling.\nIn fact, the new course of study\nin typewriting is comparable to an uptodate road map.\nIn the olden days the tourist had to trust to luck. Or he may have\ndepended for guidance upon a chance passerby, or an individual who had\nfound one way.\nIn a similar fashion the typewriting teacher gradually\nevolved a plan on the basis of her own rather limited teaching experience.\nOr she adopted the favorite plan of some typewriting textbook author and\nfollowed it implicitly. Not that such a procedure was fatal. On the contrary in many cases it was notably successful.\nWith the recent improvements in typewriting texts, the publishers have done much to improve instruction and we are grateful to them.\nHowever, there is far more involved in the teaching of typewriting than can be found within the covers\nof a textbook.\ni\n‘Teaching of typewriting is one part in the education of the pupil. ‘The\nnew course of study in typewriting is one part of the new curriculum.\nA\nconception of this new curriculum is found in an article in the Journal of\nthe National Education Association called ‘““The New Curriculum.”\n“For\nthe first time in educational history a curriculum is being built broad enough\nto meet the needs of all the children of all the people and varied enough\nto serve the interests of the individual child. The narrative of its development is a fascinating story. It takes us into the science of education now\nstruggling in its crude beginnings, even as medicine struggled a century\n\n"}
{"page": 324, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n320\na\n\nago. It opens the doors of research bureaus at work on the problems of\nIt takes us\neducation, even as engineers study the problem of buildings.\ninto teacher colleges where psychologists are studying the learning procMost important of all, the story of the new curriculum helps us to\nesses.\nvision education as a many sided process which concerns the entire life of\nthe child on the one hand and the whole life of society on the other.”\nAs part of this new influence the course of study in typewriting had to\nbe in harmony with it. ‘Therefore, the form in which it was written is\nuniform with that of every other subject in the educational program.\nThat means that the new course of study in typewriting presents specific\nobjectives, suggested activities, suggested procedures, and desirable outcomes.\nFor the first time typewriting was accorded its rightful place, as\na subject on a par with the others, as one contributing in its way as much\nFor\nto the all-around development of the pupil as any academic subject.\nthe first time typewriting ceased to be a mere mechanical process, and was\ndeemed worthy of full credit, equivalent to that of any other subject in the\nhigh-school curriculum.\n\nTHE\nCHARLES\n\nEND-PRODUCT\nG.\n\nREIGNER,\n\nGENERAL\n\nIN SHORTHAND\nMANAGER,\n\nBALTIMORE,\n\nTHE\n\nH.\n\nTEACHING\nM.\n\nROWE\n\nCOMPANY,\n\nMD.\n\nThe ultimate test of a process in industry is the product.\nBy the same\ntoken, the test of the shorthand teaching process is the transcript—the beall and end-all of shorthand instruction.\nWe have available today a considerable body of evidence which has\na direct bearing on the teaching of skill subjects. Experimental psychology\nhas shown us the factors which accelerate or retard the formation of the\nspecial habits we want to develop in shorthand teaching. A good beginning\nhas also been made in the development of standard tests. Worthwhile work\nis being done in that most difficult field—the construction of prognostic tests\nfor the determination of special aptitude for shorthand.\nThe educational values of shorthand—and the subject has such values—\ncan be realized only as the student becomes vocationally efficient. The\ntranscript is the only valid test of vocational efficiency. Transcribing should\nbe begun early on specially constructed material—and the amount of transcribing should be increased progressively throughout the course.\nPupils learn a good deal subconsciously. Material assigned for repetition\npractice as well as that dictated for transcript work ought, therefore, to be\nrepresentative of the forceful, vigorous, business writing of today.\nThe\ndictation of material that contains stereotyped and hackneyed phrases is an\nanachronism in present-day shorthand teaching. Some material used very\nrecently in state and regional contests is open to criticism on this score.\nThe shorthand teacher is primarily a teacher of language.\nSometimes\nwe write language on the typewriter, sometimes in longhand, and sometimes in shorthand; but all the time it is words, phrases, sentences, para-\n\n"}
{"page": 325, "printed_page": null, "text": "DEPARTMENT\n\nOF Busingss EpucaTION\n\n321\n\ngraphs—language—that we are writing. The mechanical aspects of correct sentence structure can be most effectively taught when pupils realize\ntheir need of exact knowledge. That realization comes in the production\nof the transcript.\nThe writer has recently made a detailed study of the transcripts produced\nby beginning stenographers in offices.\nOne hundred eighty transcripts\nwritten during the first week of actual employment were studied. The\nmost common error was the incorrect use of a and the; the next, the\n“comma fault”—failure to recognize the end of a sentence; and the\nomission of the apostrophe or its incorrect use was the third error in order\nof frequency. “Pure” transcribing errors—the misreading of shorthand—\nwere of relatively infrequent occurrence.\nThe departmentalized organization of the high school curriculum has its\ndrawbacks as well as its advantages.\nIt is apparent that formal English\nteaching instruction in shorthand ought to reinforce the formal instruction\nin English. We can go even further and weave into our shorthand teaching\ndefinite and systematic training in those phases of English that are directly\napplicable to the transcribing of shorthand. When we do that, we shall\ncontribute directly toward raising the level of transcribing efficiency.\n\nTHE PREPARATION\nJ. MURRAY\n\nHILL,\n\nOF COMMERCIAL\n\nVICEPRESIDENT,\n\nBOWLING\n\nBOWLING\n\nGREEN,\n\nGREEN\n\nTEACHERS\n\nBUSINESS\n\nUNIVERSITY,\n\nKY.\n\nThis is an intellectual era. Mass education has become a passion. It\nis the dominant note of American life. “The world at school” is not an\nidle phrase.\nOur universities and colleges, both private and public, are\nno longer troubled with the old problem of getting money, but rather more\nwith the problem of how to properly utilize the stream of gold flowing\ninto their coffers from a people swept by a wave of educational zeal. ‘The\nstar of the school is in the ascendency. America is infested with high-school\ngraduates. Up to a few years ago we heard that education had to be sold\nto the people. “Today it is probably oversold, and we school people must\nadmit that we are all feverishly trying to make delivery. ‘Nothing succeeds like success,” is a good phrase, but “nothing fails like success” is a\nproven axiom. History, modern and ancient, reveals that totterting thrones,\nfallen governments, broken business enterprises, and individual failures\ntraced the beginning of their reverses not to periods of adversity but to\nSo our Amerithe hour when success seemed easy, secure, and permanent.\npublic. The\ngenerous\nand\nindulgent\nan\nto\nsold\nbeen\ncan school system has\nis not\nproduct,\ndelivered\nour\nof\ncertain\nnot\nare\npeople\nschool\nfact that we\nits\nhewed\nhas\nschool\npublic\nthe\nin\neducation\nCommercial\nomen.\nbad\na\ncourse through that primeval forest of traditional prejudice. Our progress\nhas been a slow and measured\n\nabout complete.\nAnd so I come\n\none.\n\nWe\n\nto the subject of my\n\n“The conquest\n\nhave arrived.\n\nBut to take a field is one thing—to\n\nis\n\nhold it is another.\n\ndiscussion—“What\n\nis the Objective\n\n"}
{"page": 326, "printed_page": null, "text": "322\n\nNATIONAL EDUCATION ASSOCIATION\n\nFinally,\nSchools?”\nin the Secondary\nEducation\nof Commercial\nit is not assumed that the question raised here, “What is the Objective\nof Commercial Education in the Secondary Schools,” is an original or\na new one, but as indicated in this discussion and as is wellknown in this\nbody, there are at present as many conflicting answers as were advanced by\nOld Plato’s philosophy of educathe “Seven Blind Men of Hindustan.”\ntion was, “First find what you are best fitted to do and prepare to that end.”\nThe purely academic mind counters with Spencer’s theory that “Education\nis a preparation for complete living.”\nIf the high-school commercial department can be first, a prevocational,\nrather than an almost entirely vocational department, we may claim that\nwe are developing in harmony with both of these apparently conflicting\ntheories of education.\nDr. Welsh of New York, in his recent book on\nsecondary education, said, “One hundred percent materialists are no more\ndesirable than one hundred percent idealists.”\nI am submitting this discussion in the hope that this distinguished body\nof students of commercial education may find in the question, ‘““What are\nthe Educational Objectives of Secondary Commercial Education?” a\nchallenge to set in motion machinery sufficient to find the much overdue\nanswer.\nIdentified with this program are men who have made marked\ncontributions to the cause of commercial education through research activities. We are not always in sympathy with their conclusions, sometimes because their findings run counter to our superficial or conventional\nway of thinking, as well as our selfish or local interests. Commercial education must adjust itself before it can advance. It must be discovered before\nit can be developed. We do not need further external recognition as much as\nwe need internal analysis. ‘This we can have only through well-directed\nstudy and research. In recent years our more thoughtful leaders have become introspective—a healthy condition for commercial education that\nmay well be encouraged and fostered—to the end that our further development may be based upon a clarity of purpose, an accepted objective, and a\npractical idealism.\n\nSECRETARY’S\n\nMINUTES\n\nFirst Session, Tuesday, 12:15 p. m., July 3, 1928\nThe thirty-fourth annual meeting of the Department of Business Education\nopened Tuesday, July 3, 1928, at 12:15 o’clock at the annual luncheon conference\nwith the Minneapolis Civic and Commerce Association in the Sun Room of the\n\nCurtis Hotel. Music was furnished by students of Marshall Junior-Senior High\nSchool under the direction of Miss Mabel Vincent.\nPerry S. Williams, Executive\nSecretary of the Minneapolis Civic and Commerce\nThe following program was presented:\n\nAssociation,\n\npresided.\n\nKerYNoTe: Business Education for Citizenship and Placement.\nAppress: John J. Tigert, U. S. Commissioner of Education, Washington,\nCLoseR CooRDINATION BETWEEN BUSINESS EDUCATION AND PLACEMENT:\nJones, Asst. Commissioner, Board of Education, Cleveland, Ohio.\n\nD. C.\nLloyd L.\n\n"}
{"page": 327, "printed_page": null, "text": "DEPARTMENT\nA\n\nOF BusINEss EDUCATION\n\n323\n\nNATIONAL PROGRAM FOR CLOSER COOPERATION BETWEEN COMMERCIAL ‘TEACHERS\nAND -Business Men: Edgar F. Fowler, in Charge of Education Service, Cham-\n\nber of Commerce\n\nof the United\n\nStates, Washington,\n\nD. C.\n\nMr. Williams said in part, “I think this a great idea that you have put into\neffect, meeting annually for at least one session with the local Chamber of ComIt gives us a chance to get a little of each other’s viewpoint.”\nmerce.\nDr.\nTigert discussed the growing problems of vocational adjustment caused by the\nchanging requirements for business and stated that the commercial high-school\n\ngroup has become the largest of all except the college preparatory.\nHe expressed\n“the need of some one who can outline the methods and the objectives of a general\nunderstanding of commercial education, not only for those who are going into\n_commerce,\n\nbut for all people.’ Mr.\n\nJones deplored\n\nthe general\n\nlack of standards\n\nin vocational guidance and placement.\nMr Fowler stressed the fact that cooperation is a word that we cannot get away from. “It is a key word in American\nlife.” The meeting adjourned at 1:50 p. m.\n\nSecond Session, Tuesday, 2 p. m., July 3, 1928\nThe second session of the department was held in the East Room of the Curtis\nHotel on Tuesday afternoon, July 3, 1928. Lawrence N. Pease, president of the\nDepartment of Business Education, presided. .\nThe following program was presented:\nKEYNOTE: Improvement in the Organization of Commercial Education.\nRELATIONSHIP\n\nBETWEEN\n\nBUSINESS\n\nCOURSES\n\nIN UNIVERSITIES\n\nAND\n\nR. A. Stevenson, Dean, School of Business Administration,\nsota, Minneapolis,\n\nSECONDARY\n\nSCHOOLS.\n\nUniversity of Minne-\n\nMinn.\n\nA Test PROGRAM IN COMMERCIAL EDUCATION: Paul A. Carlson, Head of Accounting\nDepartment, State Teachers’ College, Whitewater, Wis.\nTHE DiscovERY AND MEASUREMENT OF THE Factors CONSTITUTING STENOGRAPHIC\nDirricutties: Fred Telford, Director, Bureau of Public Personnel Administration, Washington, D. C.\nRETAIL SELLING AS OFFERED IN THE Los ANGELES HiGH ScHOooLs: Monette Q. Todd,\nDirector of Retail Selling, Los Angeles Public Schools, Los Angeles, Calif.\nWuat I Expecr oF A COMMERCIAL TEACHER:\nJohn W. Edgemond, Director of\n\nCommercial\n\nSubjects, Oakland\n\nHigh Schools, Oakland,\n\nCalif.\n\nThe discussion was lead by Dean R. A. Stevenson of the University of Minnesota.\nDr. Stevenson discussed the tendency to broaden objectives in the highschool commercial course, and stated that, “During the ten years ending in 1924\nthe attendance in business courses in the universities increased from 12,000 to\n80,000 or 566 percent.” . . . “It is time for the organization of a commercial\ncourse in the high school leading to the professional business course in the universities similar to the science course which prepares students for entrance to the\n\nengineering schools.” . . . “Courses which merely drill the student in routine\nmethods cannot be considered an integral part of a training program for management any more than the typical manual training courses constitute a basis for\nengineering education.”\nThe meeting adjourned at 5 p. m.\n\nThird Session, Thursday, 2 p. m., July 5, 1928\nThe\n\nthird\n\nsession\n\nof the\n\nDepartment\n\nof Business\n\nEducation\n\nwas\n\nheld\n\nin the\n\nAuditorium of the Donaldson Department Store on Thursday afternoon, July 5,\n1928. A. B. Opfer, West High School, Minneapolis, Minn., presided. The following program\n\nKEYNOTE:\n\nwas presented:\n\nImprovement\n\nin the Instruction\n\nof Commercial\n\nEducation.\n\nTue Use oF MEASUREMENTS IN THE IMPROVEMENT OF INSTRUCTION IN SHORTHAND:\nEthel A. Rollinson, Instructor, ‘Secretarial Department, Columbia University,\nNew York City.\n\n"}
{"page": 328, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n324\nTue\n\nNew\n\nCourse oF Stupy\n\nIN TypEWRITING:\n\nMinnie\n\nA. Vavra,\n\nCleveland\n\n:\nTEACHING:\n\nCharles\n\nG. Reigner,\n\nHarlem\n\nSchool, St. Louis, Mo.\nTue Enp Propucr in SHORTHAND\nBaltimore, Md.\n\nTHe PREPARATION OF COMMERCIAL TEACHERS: J. Murray\ning Green Business University, Bowling Green, Ky.\nDiscussion\n\nled by P. L. Greenwood,\n\nRoosevelt\n\nHigh\n\nHigh\n\nSquare,\n\nHill, Vicepresident, Bowl-\n\nSchool, Minneapolis,\n\nMinn.\n\nAt the close of the third session Lawrence N. Pease, president of the department, called the meeting to order for the reports of committees and election of\nofficers.\nThe following officers were elected:\nPresident—PauL A. Carison, Head of Accounting Department, State Teachers’\nCollege, Whitewater, Wisconsin.\nVicepresident—Dr. Frances Moon Burts, Director of Placement, Business High\nSchool, Washington, D. C. and Chairman, Committee on Commercial Education, World Federation of Education Associations, Social Adjustment Sec-\n\ntion.\nSecretary—A.\n\nB. Oprer, West\n\nHigh\n\nSchool,\n\nMinneapolis,\n\nMinnesota.\n\nResolutions were unanimously passed directing the secrétary, to send letters\nof sympathy to John Robert Gregg and Paul S. Lomax in their recent bereavements, and thanking the following named persons, organizations, and associations\nfor the many courtesies and splendid cooperation extended to the 1928 Departmet of Business Education of the National Education Association:\nMr. A. B. Opfer and the members of his Local\nMinneapolis Civic and Commerce Association.\nHouse of Friendship.\nManager and Staff of the Curtis Hotel.\n\nThe Leader\n\nand members\n\nof the Marshall\n\nCommittee.\n\nJunior High\n\nSchool\n\nOrchestra.\n\nThe Donaldson Department Store.\nOfficers of the Department of Business Education.\nThe speakers and leaders of the discussions.\n\nThe Woodstock Typewriter Company.\nThe Eastern Commercial Teachers’ Association.\nThe John C. Winston Publishing Company for printing and mailing free of\ncharge over 13,000 copies of the program.\nAnd all other agencies that contributed to the marked success of the 1928 meetings of the Department of Business Education of the National Education Association.\n\n"}
{"page": 329, "printed_page": null, "text": "The Department\n\nof Classroom Teachers\n\n"}
{"page": 330, "printed_page": null, "text": "HE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\nheld\n\n‘Vis first session at the St. Paul meeting, July 8,\n\n~1914. It was organized in response to petitions\nrepresenting classroom teachers in all parts of the\ncountry. See Proceedings, 1914: 909. The Department was reorganized under a Constitution at the\nBoston meeting\nin July, 1922. For the constitution\nand bylaws of this Department see Proceedings,\n1924: 568-70.\nThe Department of Classroom\nTeachers cooperates with the National League of\nTeachers’ Associations.\n|\nThe officers of the Department for the year 192829 are: President, Mrs. Edith B. Joynes, 410 W.\n14th St., Norfolk, Va.; Vicepresident, R. Ross Smith, 5719 So. Francisco Ave., Chicago, Ill.; Secretary,\nCharles E. Scott, Grant High School, Portland,\nOre.; Executive Committee: Middle Section, Kula\nF. Hunter, 13824 E. Morphy St., Fort Worth,\nTexas (Term expires 1929); Western Section,\nMiriam D. Hisner, 3098 California St., San Francisco, Calif. (Term expires 1930) ; Eastern Section,\nSara H. Fahey, 191 Lincoln Place, Brooklyn, N. Y.\n(Term expires 1931). This Department meets at\nthe time of the annual meeting of the Association.\nFacts relating to the establishment of this Department and record of meetings are found in earlier\nProceedings as follows:\n1914 :909-916\n1915 :1161-1177\n1916 :637-652\n\n1917 615-622\n1918 :381-389\n1919 :375-392\n\n1920 :343-355\n1921 :399-406\n1922 :683-691\n\n[ 326}\n\n1923 :569-620\n1924 :460-499\n1925 :365-402\n\n1926 :391-423\n1927 :352-390\n\n"}
{"page": 331, "printed_page": null, "text": "ARE\n\nTHERE\n\nGREAT\n\nTEACHERS\n\nTODAY?\n\nM. G. CLARK, SUPERINTENDENT OF SCHOOLS, SIOUX CITY, IOWA\nARK HOopkKINs and his log is still the American classic in educa- 4\nHe and it stand for the ideal school. A simple,\ntional oratory.\nunadorned, apparatusless schoolhouse, with a James A. Garfield\nfor its product, is still quoted by those who believe, even though life and\nthe problems of life have become complex, involved and modernized, that\neducation should remain as simple as in the days of Garfield’s boyhood.\nOne can secure an audience anywhere if he will but attack modern public\nschools, public school methods, public school extravagances, public school\nfads and even the public school teachers.\nOne can secure the applause\nand adulation of crowds of admiring taxpayers if he will but advocate a\nreturn to the good old days when the R’s reigned triumphant in the little\nred schoolhouse.\nOur\n\ncritics quote\n\nthe education\n\nof our\n\nfathers\n\nas being sufficient\n\nto\n\ncolonize, pioneer, explore and develop the resources of today. It gave to\nus, they say, sturdy men and women, hardy of body, keen of mind and brave\nof soul. All that has been wrested from the virgin soil of America; all\nthat has been built upon that soil, all those forces which have organized\nour present social, political, and economic structures, have come to us as\nthe product of the education of the simple three R days.\nIn the place of logs we now have luxurious school palaces; in the ae\nof planks we now have modern, easy, beautiful chairs and desks. We have\nspecial departments, special equipments, for the study of every phase of\nhuman activity. In the place of homespun clothing and rude social associations, and work that was toil, we have play and dancing and mock\ncooking and silk apparel.\nIs it possible, out of this soft-handed, comfortable and easy educational environment, to produce men and women capable\nof meeting the strenuous problems of the new generation?\nDoes not the\nvery environment of our present system preclude the breeding of that ruggedness of character, that sturdy desire for mastery and that determination\nto conquer difficulties that gave vitality and stamina to society of yesterday? Are logs more educational and more conducive to the building of\nsterling habits and sturdy character than are our modern school plants?\nThis question is asked in sincerity. It is vital to America.\nSo much for the evolution of the log. What about Mark Hopkins?\nOur\n\nquoted classic implies that James A. Garfield\n\nwas\n\nthe handiwork\n\nof a great teacher.\nSome of us may believe that James A. Garfield would\nhave become James A. Garfield, even without Mark Hopkins and a log.\nNevertheless, if we are honest, an hour of quiet introspection, beginning\nwith our own earliest remembrances will reveal that many of the ideals\ngoverning our daily actions, have come from our associations with personalities that have impressed themselves upon us and discipled us; for as\n\nin the days of the Great Teacher, we of today are the disciples of our\naccepted masters.\nSuch introspections should be valuable to us as teachers.\n\n[ 327]\n\n"}
{"page": 332, "printed_page": null, "text": "328\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIA'TION\n\nCatalog your ten characteristics and for a half day of introspection, open\nyour mind to its own processes of growth, trace back one by one each of\nyour virtues to its earliest functioning.\nWhen and where did an ideal\nhave birth in your consciousness or at least, when and where did it first\n’ receive its enthusiasm for a personal functioning in your life economy?\nThe speaker discussed this matter of introspection in a recent article in\nThe Normal Instructor and from that article he freely quotes.\nAt a recent evening gathering, a group of men, over their after-dinner\ncigars, fell to discussing their early school experiences.\nOne by one they\nbecame introspective. One told of little Della Carver, a beautiful eighteenyear-old school teacher whom he still vividly remembered and to whom he\ngave much credit for the pride and care he exercised in his personal appearance.\nAnother told of the principal of an Eastern Academy whose\nsterling character and red-blooded manhood had instilled in him ideals of\nstraightness of thinking and of squareness of acting. Another spoke of\nan early high-school teacher whose personality, poise and ability to think\nupon his feet and to express his thought clearly and with conviction to\nothers, had given him a desire for a like mastery of thought and speech\nexpression—an ability that had become, in later life, one of his great assets.\nAll agreed that the great work of these teachers had been their discipling\nof ideals.) They acknowledged that their ideals of manhood, of right living and right thinking had been born in their desire to follow great\nexamples.\nMuch discussion arose whether the teachers of today are influencing\nboys and girls as did their teachers of fifty years ago. Has modern education destroyed teaching personality? Are the teachers of today teachers\nof subjectmatter, test-givers, rather than leaders of young people? Is it\nthe business of the teacher of today to make the wheels of the machine\ngo round smoothly, to see that the program of the day is executed as\nplanned, that semester examinations are given and grades properly dealt\n\nout in accordance with a pre-arranged scientific curve of passing and failing grades?\nHas teaching become a mere grind of daily routine, or is\nthere still a place in the modern school for the teacher who centers his\neffort, consciously, upon leading boys and girls to become men and women\nof character and service, as Mark Hopkins is thought to have done in his\nteaching of Garfield?\nAre the minds and the hearts of American teachers\nactuated by a conscious conviction that their greatest- work is to be found\nin the leadership, the discipling of young people?\nDo graphs and grades\nand medians and reports constitute the result of teaching, or is it still\nto be found in ideals of life that will permeate the hearts of the studentbody and give to them future poise and control and life direction?\nThe modern teacher talks glibly of the I. Q. of John, of Mary and\nof Tom, and arranges and re-arranges her class in accordance with what\nshe considers their mental abilities. Have we become so analytical of\nmental ability and so proficient in our mental classifications that we are\ncoldly scientific in the application of our teaching and fail to remember\n\n"}
{"page": 333, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\n‘TEACHERS\n\n329\n\nthat the warmth of a hand grasp, the encouragement of a kind word, the\ninspiration that can come\n\nfrom the fire of a teacher’s eye, may be worth\n\nmore to a child and be remembered far longer than will any of the\nacademic and scientific efforts of the classroom?\nThe implication of some of those who discussed this question seemed\nto be that Mark Hopkins and his log had become an institution and that\nno longer were children idealizing life activities through their contact with\ngreat teaching personalities.\nI am not through with my analysis of this problem, but that no teacher\nmay become discouraged and leave the room before I have finished my\naddress, I cannot refrain from quoting from a letter and poem recently\n\nwritten by a high-school senior to a daily newspaper\nschool and a teacher that had discipled her:\n\nas a tribute to a\n\nI am a senior in the high school, I did my grade work\n\nin the Irving School,\n\nwhere I received my first inspiration to become a writer in the language work I\ndid under one of the teachers there.\nI hope some day to achieve success in literary work and will be very happy\nif you consider the inclosed worthy of publication.\n\nThe Irving School\nSomewhat back from the corner of Eleventh and Jennings Street,\nWhere the noise of the car daily mingles with the patter of many\nAn old brick building is standing, weather-worn, bleak and bare,\nA monument grim and ugly to the hands that put it there.\nIn a room\n\nWhere\n\nin the southwest\n\ncorner\n\nof this building\n\nwe\n\nlove\n\nthe winter winds whistled harshly and the summer’s\n\nOne\n\nof our\n\nTo\n\nguide\n\nbest beloved\n\nour\n\nteachers\n\nlabored\n\nfeet, often wayward,\n\nfor years,\n\no’er the rugged\n\nhalf\n\nfeet,\n\nso well,\n\nhot rays fell,\na score,\n\npaths of lore.\n\nLessons in truth and valor from knights of long ago,\nFrom history’s fairy pages ever will brighter grow,\nAnd the river of Gold that could only be found by kindness to others shown\nIn memory still we cherish with the best that we have known.\nHigher the goal we\n\nstrive for and deeper the truths we\n\nlearn,\n\nBut, I fancy, on memory’s altar, a fire forever will burn,\nTo the days we spent there preparing life’s greater problems to face,\nAnd to strive with honest endeavor to finish well in the race.\n\nSomewhere back from the corner of Eleventh and Jennings Street,\nWhere the noise of the car daily mingles with the patter of many\nAnd old brick building is standing, weather-worn bleak and bare,\nA monument, loved and lasting, to the teachers who labor there.\n\nfeet,\n\nAn editor in a wellknown midwest farm paper recently said: “In our\nschool system, there is no place for a great teacher.\n‘The routine, the\nred tape, helps the poor teacher, it cramps the great one.” Using this\neditorial as a text, the editor of a labor paper makes\n\nthe following com-\n\nments:\n\nIt was about 1890, to the best of my knowledge and belief, that we began the\nprocess of gradually eliminating the great teacher and substituting for him costly\nequipment and the machinery of system with rank on rank of supervisors, inspec-\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL\n\n330\nen\n\nERP\n\nEpuCATION\n\nASSOCIATION\n\nES\n\ntors and statisticians. * * * When we lose the great teacher, who never has\nexisted and never can without freedom—freedom of personal initiative, freedom\nfrom the army of meddling inspectors, statisticians, and superintendents—we have\n* * * In the little red schoollost the one power that can build a civilization.\nhouse, we were just a big family. * * * Each went just as fast as his mental\npower and purpose or help at home would permit. * * * And out of that\nschool went boys and girls with a vision and a purpose. * * * No hardboiled\nThat requires the touch of the great teacher.\nsystem can make men and women.\n\nThese quotations from supposedly thoughtful editors should challenge the\nthought of every classroom teacher. “They should likewise challenge the\nthought of the boards of education of America and of every school official.\nWe need to stop and take a mental measurement of ourselves.\nThe\nspeaker does not believe that the log, of itself, has any potential value.\nHe believes that the modern schools and their equipment of today are but\na part of today’s social and economic life.\n\nHe believes that a return from\n\nthe present buildings and equipment to the simple one-room school would\nmean a turning back of the social, economic, and educational pendulum\nto its swing of the day that produced the little red school.\nIt is not in\nthe buildings and the equipment that we find the danger, but it is to be\nfound in the fact that possibly through the use of these buildings and\nequipment we may have become so intoxicated with the glamour of our\nmachinery, that we have forgotten that it is the personalities and not the\n\nmachinery that constitute the important part of the work of education.\nAre we substituting machinery for the human touch? Are we allowing\nthe machinery and the system to use us instead of making them subservient\nto us and our work?\nHave we organized lock-step situations, so systematized and so hard and fast that it holds within its grasp both teachers\nand pupils, crushing the individuality of each and leaving for neither that\nricher life that comes from the conscious inspiration of being in daily contact with the great truths and soul feeding ideals? Let us evaluate our\n-work and take an inventory of our daily processes.\nCan it be true that\npersonality and leadership and character and righteousness and honor and\nloyalty and studentship and mastery, and the consciousness of victory, no longer constitute the foundation of the real educational process? Are we\nas classroom teachers evaluating ourselves by the success of the tests we\ngive to our children and the efficiency with which we handle the machinery\nof our office, rather than by the boys and girls we have set on the right\ntrack in their search for the real meanings of life?\nClassroom teachers, principals, supervisors, superintendents, the whole\n\ngroup of school workers and school officials, need to consider for a moment\nwhether they have substituted system, machinery, course of study and\nsupervision, mental tests and diagnostic tests, for the more vital and worthwhile factors of life-building.\nLet us during our introspective hour answer the following questions honestly:\nDoes the fact that a teacher is not situated in a little red school house, without\nglobes, maps, and course of study, handicap his personality?\n\n"}
{"page": 335, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n331\n\nDoes the fact that the teacher is placed in a modern building, wellheated, welllighted, well ventilated, with the most uptodate educational helps, with all needed\n\nschool materials and with the course of study calculated to save time and make\nmore efficient his efforts and the efforts of his pupils, so magnify the material\nphase of education\n\nand\n\nemphasize\n\nthe tools of education\n\nthat there\n\nis no oppor-\n\ntunity for the teacher to disciple his pupils through his own personality.\nIs it necessary to greatness on the part of the teacher that he work without a\ncourse of study and without supervision?\nDoes greatness,\n\nas was\n\nimplied\n\nin the quoted editorials, depend upon the teach-\n\ner’s freedom to lead the children where he will, as in olden days, over and over\nthe same reading lessons and the same arithmetic problems and through the same\nspelling lists they were supposed to have mastered the preceding year?\nDoes the fact that the course of study provides for continuous progress from\ngrade to grade, and defines the minimum work of a grade, so limit the freedom\nof the teacher that initiative and individuality are destroyed?\nThey are intended\nto give to that teacher an opportunity to develop with far greater intelligence the\nrange of a reasonable year’s work.\nDo they fail in this? If so, why?\n\nThe course of study provides fresh material each year; does this freshness, the\nfact that the material is new, inhibit the freedom and the initiative and the\ngreatness of the teacher?\nOught it not rather to give the teachers a better oppor-\n\ntunity to enrich and magnify and spiritualize their work?\nDoes the fact that a teacher has but one grade of work, instead of eight, and\nbut eight or ten preparations per day instead of forty, make for smallness or\nmediocrity?\nOught it not rather to inspire him to bring a truer vision to his\npupils?\nDoes the fact that a supervisor or supervisors, whose business it is to know all\nthe work from the kindergarten through the eight grades of the elementary school,\nvisits occasionally to see that each department of the school is functioning; that\nthe children are building upon that which has preceded; that they are making a\nproper preparation for that which is to come in following grade; that mistakes,\nwhich the teacher who does not see the whole scheme of education might make,\nare avoided; does such supervision inhibit the teacher’s personal manifestation of\nindividuality and initiative?\nDo such visits and such supervision destroy the\nteacher’s opportunity to inspire character-development or inhibit this teaching of\nthe ideals of life?\nIn other words, is it possible that a Garfieldian log in all its simplicity is necessary to education in order that the great teacher may function?\nNo more important questions can arise in education than this question which\nsummarizes the problem, have we magnified the materials and submerged the\nteacher?\nHave we maximized great buildings, splendid equipment and scientific\ncourses of study and minimized the personal touch?\nHave we become masters in\nname, but are we barren of disciples?\n\nThe speaker has emphasized the preceding questions, not because he believes the answer to be in the affirmative, but because he believes there is\na real danger which we need to see and to avoid lest the answer may\nbe sometime in the affirmative.\nThe influence of the whirlpool is felt\nfar beyond one’s ability to see the current it creates. The canoe of many\nan unsuspecting voyager has been drawn within the maelstrom because he\nwas not conscious of the whirlpool’s far-reaching influence.\nLet us avoid\nsuch an educational crisis.\nWe public school teachers believe that the American public school is\nthe one institution\n\nthat may\n\nkeep America\n\naway\n\nfrom ultimate\n\ndisaster.\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL\n\n332\nSS\n\na\n\nEpucATION\n\nASSOCIATION\n\na\n\nTo the public schools have been intrusted the millions of America’s future\ncitizens and to the American public school will be checked up the final\nresponsibility of America’s safety or America’s disaster. The ideals of the\nAmerica of tomorrow must exist in the minds and hearts of the American\nteachers of today and these ideals must in some way be transmitted to the\nminds and hearts of the young people who sit in the classrooms of our\nAmerican schools. If America is to remain great, it will be because\nAmerica has had great teachers; if America is to become small, to disintegrate, to fail of its mission, it will be because America’s teachers have\nnot been great enough—big enough for their jobs.\nThe speaker takes the attitude, from his twenty-five years of association with public school teachers, that they possess all the attributes of\ngreatness that the teachers of any age have ever possessed.\nHe takes the\nattitude, therefore, that the great teacher cannot be submerged or enslaved\nby his environment.\nHis greatness keeps him free. ‘The great teacher\nis the master of his environment. The modern school system elevates\nhim to a position of far greater influence than he could possibly have had\nunder the conditions of pioneer days. “The teacher of today adjusts himself to his environment and in that environment he finds opportunity to\nput to work his leadership, his ideals, and his spiritual vision through his\ncontacts with the children assigned to his tuition.\nIt is quite possible that it takes a greater teacher to master the environment of this complex age than it took to officiate from the end of the\nhistoric educational log. ‘There are teachers of today who, in this complex age, are handicapped by the meagerness of the log of Mark Hopkins.\nIf such teachers possess the elements of greatness, they will be great because of their masterly handling of those meager materials.\n“They will\nrise superior to their environment through their personal leadership, mental\ncapability and spiritual influence.\nBut if, on the other hand, teachers find\nthemselves so fortunate as to be surrounded with the materials and methods\nand courses of study of the modern schools, they will again prove their\ngreatness by making these materials subordinate to their own masterly\nhandling, their own technic, their own purposes, always keeping the ideals\nof true living, rather than the materials of education, before the eyes of\ntheir pupils. ‘Thus, the teacher’s personality, his ideals, his character and\nhis righteousness, will find a far greater vantage point than could Mark\nHopkins have found from the end of the Garfieldian log. In other words,\na Mark Hopkins in the modern school must be a far greater Mark Hopkins\nthan he was in his associations with Garfield.\n\nGarfields sit in the seats of the public schools of today.\n\nThey\n\nare\n\nfound in every modern school—they are not necessarily indigenous to logs.\nThe teacher’s opportunity for leadership is far greater today than it was\nfifty years ago. It is found in his better preparation; it is found in his\nbetter organized courses of study; it is found in his better helps and\nbetter supervision and it is also found in his better school environment,\nin the better homes and higher ideals of his pupils; it is found in the\n\n"}
{"page": 337, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n305)\n\nabsence from the roughneckism of the days of the Hoosier Schoolmaster.\nThousands of school teachers today are responding to these teaching\nconditions. ‘They regard them as challenges to put forth in their work the\nbest that is in them. The poor teacher, the mediocre teacher, is kept\nfrom making serious mistakes by the very organization of the modern\nschool. The course of study, the supervision of the school keeps him within\nthe bounds of safety, but it is likewise true that the poor teacher and\nthe mediocre teacher is more quickly revealed and succumbs to the law of\nthe survival of the fittest more quickly today than he did fifty years ago.\nSuch teachers plead lack of initiative, lack of freedom, as a handicap.\nIn\nreality, such teachers are handicapped because of their own inadequate\nability to handle and make subservient the teaching technic and the principles of their subject.\nQuite often such teachers fail because of their lack\nof vision.\nTrue, the great teacher of today does not stand out so prominently as\ndid the great teacher of fifty years ago, but this is because of the better\nteaching and better equipment of the great mass of teachers. The number who stand head and shoulders above the group is comparatively few\nbecause the standard of the whole group has been raised.\nThere are, of course, time-servers and salary-drawers, subject teachers\nand mere classroom teachers and teachers who teach while they wait, and\nmany, unfortunately, who are still waiting. “There always have been such\nteachers and always will be. “There are teachers who draw a heart-rending sigh of relief when the clock points to four and who, if possible, dismiss their pupils five minutes before time and lock the door as the clock\nis striking.\nBut there is, likewise, that other splendid group, far more numerous\nthan ever before in the history of the American schools, who teach because they are called to teach and who find the greatest joy in life to be\nthe service and vision they give to the children of their community. They\nare present day Mark Hopkins.\n‘They are great teachers.\nMuch is being said today concerning character education.\n‘There are\nthose who assume it can be made an academic study. They would assign\nten or fifteen or twenty minutes daily to the conscious teaching and study\nand analysis of the science of character.\nAll this may be of value in the\nhands of a great teacher. ‘The speaker believes that character, like the\n\nmeasles, is catching.\n\nCharacter is caught from character and if real men\n\nand women are to be sent out from the graduating halls of our high\nschools and colleges, it will be because they have been in contact with\n\ngreat men and great women in their school life.\nthrough contacts with living ideals.\n\nIdeals of life are born\n\nThe subjectmatter of the course of study has arisen from the practical\nIt helps in life problems and therefore is more than\nneeds of mankind.\n\na mere category of facts. It must be filled, therefore, not only with cold\nfacts but more important with ideals that come from the hearts of great\nIf mathematics, history, and literature are taught\nmen and great women.\n\n"}
{"page": 338, "printed_page": null, "text": "334\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nas life problem subjects, they will be so spiritualized by the life of the\nteacher that they will function in the pupils’ idealizations of live activities. The great teacher is, of course, a teacher of his subject, one who\nbelieves in his subject and makes his subject contribute something to the\nproblems of life, but over and above everything else, he is great because\nhe surrounds his school with an atmosphere of right thinking, right living, and right acting. This atmosphere can never be taught; like a perfume, it emanates from the heart of a great personality and silently it\ncreeps into the hearts of his disciples.\nThe speaker takes the liberty to rewrite for his use a few verses from\nan unknown writer. It is entitled:\nThe Day’s Work\nIs any pupil happier because you passed this way?\nDoes any child remember that you spoke to him today?\nThis day is almost over and its toiling time is through;\nDoes anyone remember now a kindly word from you?\nDid you give a cheerful greeting to the boy who came along,\nOr a churlish sort of “howdy” and then vanish in the throng?\n\nWere you selfish, pure and simple, as you rushed along the way,\nOr is some girl mighty grateful for a deed you did today?\nCan you say tonight, in parting with the day that’s slipping fast,\nThat you really helped a pupil of the many that you passed?\nIs a single heart rejoicing over what you did or said?\nDoes a child whose hopes were fading now with courage look ahead?\n\nAsk any high-school graduate today, if somewhere from the kindergarten through the high school there has been a personality among his\nteachers that he reveres, and instantly he will name some one or two or\nthree who stand out as disciplining influences in the charting of his life.\nYes, there are still great teachers, masters whose disciples will in turn\nbecome masters of a new generation—and so the chain holds and America\nis safe.\n\nANNUAL\n\nREPORT\n\nOF THE\n\nPRESIDENT\n\nJEAN L. SOULES, SPOKANE, WASHINGTON\nThe Department of Classroom Teachers has stated in its Constitution\ntwo aims: (1) To improve teaching.\n(2) To encourage the organization\nof teachers and to promote cooperation among them.\nThe second is, in fact, a means to the first, since it is through cooperative effort that teachers are able to bring about conditions in which they\ncan do their best work. Pupil welfare and teacher welfare are not opposed\nto each other. They advance together.\nBrilliant figures in the foreground of the education field attract attention to the importance of education.\nThis, in itself, adds to the value\nof the achievements of such leaders.\nBut thousands of citizens do not\nknow of these accomplishments and must depend upon their acquaintance\nwith teachers in their local school systems for knowledge of the service\nwhich education renders to the nation.\n\n"}
{"page": 339, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n335\n\nWhen the great majority of teachers are cultured persons of superior\nquality, rendering service of a professional type, the school will be able\nto meet the needs of society to a greater extent than is now possible, and\nwill occupy a higher place than at present in public esteem.\n‘Therefore,\nthe Department offers its cooperation to those educational agencies which\nwork toward high standards for all who enter the profession, and it seeks\nto encourage superior persons to choose teaching as a career.\nAn attempt has been made in the Third Yearbook of the Department\nto suggest to young people of talent that classroom teaching offers opportunity for the use of their special gifts. Lack of space has placed limitations upon the number of special kinds of teaching that could be presented,\nbut enough are described to indicate the scope of the teaching field.\nA brief summary of what the teachers of one state have accomplished\nby cooperative effort is given with the hope that other organizations may\nfind in the report helpful suggestions and encouragement.\nPresident Albert R. Lang, of California State Teachers College, Fresno,\nCalif., and John C. Almack, Professor of Education, Stanford University,\ngive their views of classroom teaching in the special articles contributed\nby them.\nField trip—TVhe Spokane Board of Education granted your president\nthree months of leave without loss of salary to make the field trip which\nhas come to be recognized as an important feature of the Department\nwork. An effort was made to visit those states in which little work had\npreviously been done by officers of the Department, as well as to accept\ninvitations from many places where teachers felt the need of closer contact\nwith the national organization. It was with regret that numerous invitations were declined because of the amount of travel involved and because\nthe consumption of time would have been too great.\nThe states visited were Maine, Vermont, Massachusetts, Maryland,\nMichigan, Wisconsin, Minnesota, Iowa, Kansas, Illinois, Missouri, Oklahoma, New Mexico, Arizona, California, and Oregon—sixteen in all.\nThe National Education Association and the Classroom Teachers Department were presented to forty-two groups of teachers, to two parentteacher associations, and to two business and professional women’s clubs.\nStudents in seven normal schools were addressed on the general theme\nof Loyalty to the Teaching Profession.\nMindful that those attending the meetings had already done a full day’s\nteaching, and that many of them would yet attend extension lectures or\nwrite papers to submit for credit before their day’s work was ended, an\nattempt was made to avoid long meetings.\nFor this reason, some points\ncould not be fully explained in a general meeting. The kind of program\nwhich was found to give the best results was one by which there was an\nopportunity for a general presentation, and for later group conferences.\nTo an increasing degree, administrators show interest in the work and a\nIn\ndesire to understand the purposes of classroom teacher organizations.\n\n"}
{"page": 340, "printed_page": null, "text": "336\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\na number of cities visited, this group met during school hours with your\npresident, and so had the opportunity to ask questions for which there\nwas not time in the general meeting.\nIn many cases the officers of the\nlocal association, with other specially interested individuals, formed another\nconference group. Frequent opportunity was given for questions and discussions, but many teachers lack experience in participating in meetings,\nand the liveliest discussion was found in the small and medium-sized\ngroups.\n‘The hesitancy of teachers to express their opinions in meetings\nwas greatest in those organizations which include all members of the\nschool system, and in places where there was no organization.\n‘These\n\nteachers were found to be less active in the state and national associations\nthan those who are accustomed to handling organization affairs. In some\ncases, there is domination of the association by superintendent and principals which is none the less real because unintentional.\n\n‘Teachers accus-\n\ntomed to looking to these individuals for leadership find it difficult to meet\nthem on a common footing in a mutual organization.\nA report of the president’s field trip would not be complete without\nmention of her visit to N. E. A. Headquarters.\n‘The friendly interest\nand cooperative spirit of Secretary Crabtree were evidenced in a number\nof ways. He arranged a staff meeting which gave opportunity to promote\nacquaintance between the Department of Classroom ‘Teachers and the\nheads of various headquarters divisions.\nMuch time was spent in conference with Agnes Winn, our representative at headquarters, planning\nthe details of the president’s itinerary, the make-up of the Yearbook,\narrangements for meeting places in Minneapolis and numerous matters\nwhich could be handled for us at headquarters.\nIn every division, the\nspirit of courteous service prevailed.\nTeachers’\n\nProblems\n\nWhile the immediate problem confronting one corps of teachers at any\nspecific time differs from that which other groups are facing, certain of\nthese problems are seen to be general. They are:\nStudying done by teachers—There are apparently three causes which\noperate to cause teachers to continue studying while engaged in teaching:\n1. A salary schedule based on education and training.\nThese, with\nexperience, constitute a basis not dependent upon human judgment, which\nis fallible, and constantly in danger of being swayed by prejudice. A single\nsalary schedule, based upon measurable attainments, is just and is in the\ninterest of efficiency.\n2. Requirements imposed by school boards, school executives, and supervisors. These are designed to improve teaching but fail, in some cases,\nto accomplish that purpose. ‘The courses imposed concentrate the teacher’s\nattention in a narrow channel and so make him a less valuable member\nof society than he might be if his interests were broader; and the time\nallowed for reaching the standards set up is so short that teachers\n\n"}
{"page": 341, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n337\n\noverwork.\nBoth rest and recreation are necessary for the vivid personality needed for teaching.\n3. Zeal on the part of teachers to make themselves more efficient.\nThis is a quickening force which makes teaching vital and effective, The\nteacher’s experience shows what courses offer practical help and inspiration.\nCourses chosen to meet a need or for the joy they give because in line\nwith one’s tastes, are cultural, without the feature of drudgery.\nAll three of these are attended by dangers: (a) The teacher’s health\nmay suffer or his view of life become jaundiced from lack of recreation.\n(b) The amount of time required may be so great that teachers cannot\nbe prevailed upon to perform service for the benefit of the whole teaching\nbody, such as organization activities.\nThis is bad for the morale of the\nindividual and of the corps. Perfunctory membership in an organization\nprevents one from getting the full value of the membership, since cooperation is the sou! of organization.\n(c) Many hours each week spent in study make it difficult for teachers\nto participate in the community life or to be well informed on public affairs,\nand the influence of the school is correspondingly lessened.\nThis question of study for teachers appears to be a matter for teachers’\norganizations to consider with a view to finding a way to decrease the\nharmful features of the situation without losing the benefits.\nTeacher participation—Another problem concerns the matter of teacher\nparticipation.\nIn some cases school administrators still feel that it has\nlittle value.\nIn other cases the privilege of such participation is given\nso rapidly that teachers find themselves burdened by additional work without having been given time to adjust their load so as to carry it well.\nSomewhere between these two extremes lies the amount of administrative\nwork in which teachers may share without being too greatly burdened. It\nmight be a wise plan to submit to the organization several pieces of work\nfrom which the group may choose one. ‘Those undertaking the task should\nhave the benefit of skilled direction and advice, and at the same time the\nparticipation should be genuine.\nSince teachers must do this additional\nwork outside of school hours, not too much should be undertaken in any\none year.\nOther problems—Other problems which still await solution are:\n1. Tenure of position: We should not allow the apparent failure of a\nparticular plan of tenure to weaken our adherence to the principle of tenure.\nWhen the matter was first discussed, few, except classroom teachers, saw\nthe need of it. In growing numbers, members of the profession are coming to favor it, and if we continue to study the question, a way will be\nfound to have tenure with justice to all concerned.\n2. Retirement annuities: There is need that the entire body of teachers\nstudy thoughtfully the principles which underlie a sound retirement plan.\nThen we must be willing to yield our individual preferences in the details\n\n"}
{"page": 342, "printed_page": null, "text": "338\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nof the plan and unitedly work in our respective states to establish a sound\nplan of teacher retirement.\n3. Size of class: The sort of work which teachers are called upon to\ndo, as teaching gradually approaches the level of a profession, requires that\nthe teacher shall have freedom to develop his own method, being allowed\nlatitude in the matter of details of the day’s work.\nIn very large classes,\nthere is danger that the teacher may become a mere mechanical device, and\nthe children be treated as so much material for the machine to work upon.\nFreedom for teacher and child and opportunity for acquaintanceship between them is not usually found in schools where the number of pupils\nper teacher is large.\nMeeting the problems—Teachers are meeting the problems through\norganization.\nIn the local association, they become acquainted with one\nanother and find ways to make use of the special gifts of each. Leadership, social charm, tact, vision, executive ability; all these and other qualities\nare found in the group and by organization machinery they are applied\nto specific problems.\nThe cooperative effort of teachers has sponsored art exhibits and lecture\ncourses, provided libraries in schools, and hung pictures on schoolroom\nwalls. Well organized local groups have provided funds and workers for\nstate associations, and have contributed to the success of campaigns for\nbeneficial school legislation.\nOrganization makes possible cooperation among all parts of the school\nsystem because officers and committees can officially represent their respective groups.\nHigh Lights\nLack of space in this report makes it necessary to omit many matters\nof interest which have come to the attention of the Department during\nthe year—examples of achievement among classroom teachers as the result\nof organization.\nFour have been selected from many worthy of mention,\nin one of which your President had a part.\n1. An instance of practical, genuine teacher participation in planning a\nschool is described elsewhere in this volume, under the title ‘Teacher\nParticipation in Schoolhouse Planning.”\nA most interesting visit was\nmade to this school.\n2. The High School Teachers’ Association of Los Angeles deserves much\ncredit for the Creative Exhibit conducted by them April 12, 13, and 14,\n1928.\nIndividual teachers demonstrated their ability in various fields of\nart. Music, including composing, sculpture, painting, literature and handicraft, all had a place. This is an activity which could be carried on by\nany fair-sized club.\n3. The Classroom Teachers Association of Kansas City, Kans., made\narrangements with the local moving picture theaters whereby children’s\nmatinees sponsored by the organization were conducted, the association\n\nreceiving half the income from admissions.\n\nThis money is being used to\n\n"}
{"page": 343, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n339\n\ndefray the expenses of delegates to the Minneapolis convention. Not only\ndid the association profit financially, but the children of Kansas City were\nfurnished with suitable entertainment.\n4. On the occasion of our annual luncheon, which took place in Boston\non February 29, we had the honor of having as our guest Mrs. Evangeline\nLindbergh.\nHer presence and her words of greeting added to the pleasure\nof the occasion for all present.\nOther guests whom we were happy to\nwelcome were Dean Henry Lester Smith, who was our principal speaker;\nCornelia Adair, president of the National Education Association; Walter\nR. Siders, chairman of the board of trustees; and three past presidents of\nthe Department.\nNews\n\nBulletin\n\nThe officers of the Department of Classroom Teachers realized the\nneed of a means of communication more frequent than the Yearbook.\nEarly in the school year a letter was written by the president, addressed\nto every classroom teacher. It was sent inclosed in a communication from\nNational Education Association headquarters to principals with a request\nthat it be given to the teachers under their supervision.\n‘This method\nof distribution was chosen as being the most direct. In April, the Department launched a News Bulletin which has been received with genuine\ninterest. ‘This is in the nature of an experiment. Its purpose is to stimulate interest among the classroom teachers of the country in the work of\nthe Department and to keep them informed concerning its activities as\nwell as to furnish information on professional problems which many teachers’ organizations are investigating and studying. A recommendation concerning it occurs in the closing section of this report.\n\nRecommendations\n\nto the Department\n\nof Classroom Teachers\n\n1. News Bulletin—That three issues of the News Bulletin be published\neach year, the approximate time of publication being November 1, January 1, and May 1. Associations which have been organized not more\nthan two years may receive the News Bulletin free of charge, older associations being asked to pay a subscription price covering the cost of publication, the price to be fixed by the Executive Committee for the year\n\n1928-29.\n2. Regional Directors—That the members of the Executive Committee\nchosen from the eastern, middle, and western sections be known as Regional\nDirectors and that one additional director be chosen from each section, in-\n\ncreasing the Executive Committee to nine. Since such action will increase\nthe expense of travel for attendance at conventions, and since we have as\nyet no adequate plan of finance, it is recommended that when the first\nadditional member is chosen, it shall be from the eastern section, the middle\nand western sections each to be given an additional member as soon thereafter as is practicable.\n\n"}
{"page": 344, "printed_page": null, "text": "340\n\nNationaL Epucation ASSOCIATION\n\neS\n\n3. Yearbook—That the Executive Committee of 1928-29 choose a Yearbook Committee to serve three years, and to report in July, 1929, a threeyear policy, stating in the report the subject of the volume for each of\nthe three years. ‘That they make a recommendation as to whether one\neditor shall be chosen to carry the three-year plan to completion.\n4. Roundtable conferences—That all roundtable conferences held under\nthe direction of the Department of Classroom Teachers be held at the\ntime and place chosen by the Executive Committee.\n5. The Constitution—That a committee be chosen to present, at the\n1929 meeting, any changes in the Constitution of the Department of Classroom Teachers which may be made necessary by the adoption of these\nrecommendations, and that the president for 1928-29 take such steps as\nare required to permit the matter to be voted upon in July, 1929.\n\nBRIEF REPORTS OF OFFICERS GIVEN AT THE BUSINESS\nSESSION OF THE DEPARTMENT, THURSDAY\nAFTERNOON, JULY 5, 1928\nREPORT\n\nOF\n\nR.\n\nROSS\n\nTHE\n\nVICEPRESIDENT\n\nSMITH,\n\nCHICAGO,\n\nILL.\n\nI am going to skip all portions of my report having to do with conferences in the ordinary way. I wish to say that I have made arrangements\nwith Dean Smith for a conference at the University of Indiana in October, one in Riverside, and so on down, but the job that I want to\ntalk to you about is the job that the Board of Directors at Boston in February handed to me. First they did something and then they shoved it over\nupon me. I don’t know why, but they did.\nYou heard in the report of the minutes of the Seattle meeting that\n\nprovision was to be made for the rural teachers, and that’s the job that\nthese colleagues of mine shoved at me in Boston. I thought and I thought\nand I thought, and then I put it off, and off and off as to what I might do\nwith that job.\nIt is true 1 began my work in a rural school, in a country school down\nin Southern Indiana, and it is true that I got a great deal of my education\npartly in the same country school in which I taught. Finally this was the\nconclusion that I came to: I will find out what the rural schools in the\nten central states of the Middle West are doing, and therefore I sent out\nletters to each county superintendent in those central states and got in\ntouch so far as possible with the teachers in the elementary schools in that\nway.\nIn other words I built my contacts.\nThe thing I wanted to do was\nto get something to bring to you, to give you some notion, you from Ohio\nto take back as to what Iowa was doing, you from Kentucky to take back\nas to what Minnesota was doing, and that’s my report.\nI have found from previous experience that people will read such reports\nif they are gotten up in newspaper style, and that is what I did.\n\nI wrote\n\n"}
{"page": 345, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n341\n\nthe report in the form of a little newspaper.\nI decided to call it “The\nDistrict School,” and then on the last minute I very foolishly changed it\nto “The Classroom Teacher.” That is the story of the little paper.\nIn that little paper I tell you what Mr. Burg in Ohio is doing for his\ncountry schools in which he has a band—a band in every country school.\nThat’s the story that comes from Ohio. The story that comes from Iowa\nis that every year history is made vital, made absolutely dramatic and vivid\nby the use of pageants. I should like you to get those little papers as you\ngo out.\nThat is history. I want you to go forward with me for a moment to\nthe future.\nAt noon today I ate lunch with three young ladies. Two of those\nyoung ladies are country school teachers—one, Miss Aschenbrenner, the\nnewly elected president of the Rural Conference of the Department of\nClassroom Teachers—the other, Miss Peterson, the newly elected secretary of the conference.\nI do not know that their positions are really\nofficial—but, at least, official or not, these girls will help me to organize\nthe country teachers for this Rural Conference—the job that the Board\nof Directors of the Department gave me at Boston.\nWe have two sponsors for these young country school teachers—people\nwith wider contacts.\nBut I am not going to tell you of these sponsors—\nmerely of the president and secretary.\nWhat we really do with this Rural\n\nConference I’ll tell you next year at Atlanta.\nNow it’s a dream.\nBut\nwhat these two young country teachers hope to do is to form a little\nnucleus of country teachers like themselves—teachers with similar problems—to exchange ideas—and to have a good report of their work for\nthe Rural Conference at Atlanta.\nThe other thing is this, we are going to try to show the city schools how\nthe rural one-room school maye be put more nearly on a par with the big\ncity schools.\nREPORT\nCHARLES\n\nOF\n\nTHE\n\nE. SCOTT,\n\nSECRETARY\nPORTLAND,\n\nORE.\n\nI am a high-school teacher but I have a good deal of sympathy for the\nelementary teachers and am pretty well interested because it happens that\nmy wife is a teacher in the primary Bunce, so I have a little experience\nalong that line.\nIt was with a good deal of fear and doubt that I took this job last year\nin Seattle, and I felt especially that way when I went to our dinner in\nSeattle at the Olympic Hotel and looked around over 600 or 700 teachers\nI think my education has progressed\nwho were there, mostly women.\nsomewhat and I am learning what the department stands for and the work\nthere is to do.\nThere have been two things that I have tried to stress in the conferences\nI have held this year and wherever I have had the opportunity to do so.\nThe first is that the high-school teachers had a place in the Department\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL\n\n342\n\nEpucATION\n\nASSOCIATION\n\nI think our round table discussion on Tuesday\nof Classroom Teachers.\nafternoon showed that there is interest. We had a large meeting, and the\npeople who were there were eager for discussion.\nThe second thing I have tried to stress is this. I have tried to tell\nthe men that they belong in the Department of Classroom Teachers. We\nneed more men in our classrooms and we want those that we do have, to\nidentify themselves with the department.\nThe school board of Portland was very kind to me. They granted me a\nmonth’s leave of absence without loss of pay for the trip to the superintendents’ meeting in Boston, and most of the conferences that I held were\nheld on the way to Boston. The details of that you will find in my report\non page 95 of the Yearbook.\nThere are one or two corrections and additions, however, that I wish to\nmake. I had intended to go to Salem after the Boston convention.\nHowever, I found that Miss Soules was going to be able to come through\nOregon, and so I asked her to hold that conference in Salem, because I\nknew the effect of an address by the president of the organization would\nbe much greater than that of a mere man.\nThen on my way home from Boston I stopped at La Grande to hold a\nconference, and incidentally that was the easiest conference I had to hold.\nThe things that I learned at Boston, the experience I had there just fitted\nright in with what I wanted to do in that conference.\nJust this last\nmonth I received word from the teachers in La Grande that they had\norganized a local unit of the department. We have a state department of\nclassroom teachers in Oregon, but so far as I know, that is the only state\nunit of the department.\n‘They also have sent a representative to this\nconvention.\nI think I will not bother you with any more report.\nI do want to say this about the Yearbook.\nI have looked around and if\nI have estimated the people here, they are just about enough Yearbooks for\nthe people here, which will be distributed as you go out.\nREPORT\n\nOF\n\nTHE\nMRS.\n\nEASTERN\nEDITH\n\nEXECUTIVE\n\nB. JOYNES,\n\nCOMMITTEE\n\nNORFOLK,\n\nMEMBER\n\nVA.\n\nI am a high-school teacher but I have taught in the elementary grades,\nand I have also been principal of a small elementary school, a teaching\nprincipal so to speak, but at the present time I am a high-school teacher,\nand I am like the new eastern representative, a commercial teacher.\nI felt that I must remind Mr. Smith that he had forgotten me because\nI was afraid you would think I haven’t been doing any work. This year\nI have held conferences in New Jersey, in Florida, in North Carolina, in\nDelaware, Maryland, Connecticut, and my own home state; so I have been\nquite busy.\nIn these meetings questions of this kind have come up: “Do you find\nthat the teachers are organized?” I do find that the teachers are organized\n\n"}
{"page": 347, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n343\n\nin their local associations. I find that the teachers are very well organized\nin their state teachers’ association, but this I have found, they do not know\nanything about the classroom teachers’ department of the National Education Association in many cases.\nThe two states that I have had a chance to come in contact with in the\neastern section that seemed to take more interest in the National Education\nThe\nAssociation than any other two were Connecticut and Virginia.\nother states have not taken an unusual interest in our department of the\nNational Education Association.\nI want to say that on my trip to Boston just as soon as I held conferences with these local associations and told them what the National Education Association was trying to do, they became interested, and in two\nor three instances they have affiliated with the National Education Association and I feel that hereafter they are going to be interested in what the\nclassroom department is doing.\nThe one thing that it seemed to me'I should call to your attention this\nafternoon was this: I feel that the superintendents’ conference is of just as\nmuch interest to the classroom teacher as it is to the principal and the superintendent, and on my trip to Boston, the very first thing that I did was to\nask them as I held the various conferences, ““Are you sending a classroom\nteacher delegate to Boston?” The superintendent looked at me in several\ninstances and said, “Is that customary?”\nI said, “Well, you know we are changing the old order of things nowadays and I feel that the classroom teacher must certainly want to know\nwhat you want her to teach, and to have some idea of the problem direct.”\nI remember one particular experience with a very nice superintendent up\nin Connecticut.\nHe said, “Do you think those classroom teachers will\nattend the meetings?”\nI said, “I personally will be responsible.\nI am absolutely sure that if\nyou will arrange for them to go, they will attend the meetings. I am going\nto put this proposition to the local association. If the local association will\npay the expenses of two delegates, I will suggest to the superintendent that\nhe ask the school board to pay the expenses of two delegates.”\nFinally after much discussion in several different places the local association sent one or two delegates and the school board did the same, and I\nwill assure you that those classroom teachers attended every meeting. I\nhave heard from them since, and I feel that it was a piece of work which\nwas worth while.\nThis is what I want you to do. Don’t go home and keep this bit of information to yourself. ‘Tell your own school boards what they are doing in\nother places, and when next winter comes and we all go to Cleveland, I hope\nthat in every one of your local associations you will at least make the effort\nto get the school board to send one classroom teacher to the winter meeting.\nPerhaps they won’t pay their expenses. All well and good. I am sure\nevery local association could arrange to pay the expenses providing the\n\n"}
{"page": 348, "printed_page": null, "text": "NATIONAL EpuCATION ASSOCIATION\n344\ne\nee\na\nSE\n\nschool board will pay the substitutes’ fee, and I feel sure that they will\ndo it. At least I ask you to make that one of your projects.\nThen there is just one other thing I would like to mention. In two or\nthree states in the past two years they have been giving credit for the\nrenewal of certificates in case the classroom teachers attended the National\nEducation Association meeting and took a trip as outlined by the state director instead of going to summer school. They at least recognized that travel\nis a form of education. They also recognized that it is raising the professional status of the classroom teacher by having this opportunity to attend\nthe National Education Association meeting.\nI wish you would think that over.\nI believe that if we as classroom\nteachers work on a few of these problems in our local associations, the sup-\n\nerintendents and principals can no longer say that we are not professional.\nThey will say that we are professionally minded, and it depends upon you.\nJust one other thing, because I am. your new president I hope that next\nyear you will not forget that I want your ideas, that I want your help, that\nthis is a very large organization. I don’t think there is any one president\nwho can do the job alone, and if it is poorly done, I am going to put the\nblame on you.\nREPORT\n\nOF THE\n\nMIDDLE\nEULA\n\nF.\n\nSECTION\n\nEXECUTIVE\n\nCOMMITTEE\n\nHUNTER,\n\nFORT\n\nTEXAS\n\nWORTH,\n\nMEMBER\n\nI believe it was the request of the president and others that we tell you\na little bit about the work which we do in the classroom in order that you\nmight know more about the members of the executive committee.\nWhen I was elected to this position on the executive committee, I was\nworking in an elementary school, which later was made into a junior high\nschool. I am a teacher of mathematics.\nMy avocation, I suppose, is that\nof extracurriculum activities. ‘This last year I took up work in the senior\nhigh school, and am now a teacher of mathematics in the senior high school\nat Fort Worth, Texas.\nThe work of conducting regional conferences for the Department of\nClassroom Teachers of the National Education Association impresses us all\nthe more of the trite but true saying that history repeats itself. Wherever\nwe go into sections of the country, we find teachers interested in very much\nthe same professional problems.\nMany of those are peculiar, of course, to\none locality, and yet there are questions in which people of all localities are\ninterested. As history is repeating itself, we find that in addition to that,\nmany new volumes, new chapters of history, are constantly being added.\nThe work of conducting regional conferences among the classroom teachers\nis indeed interesting. We have the opportunity of seeing the teacher at\nher work and of knowing in what problems she is most interested, and\nthat, I think, is one of the big problems of the executive committee members.\n‘The other, and perhaps the greatest service that we get, is through finding\nout from these local groups of teachers just what they would like to have\n\n"}
{"page": 349, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n345\n\nthe department do, and just how this executive committee can best serve\neach organization through this national committee.\nI have conducted regional conferences, as many as it was possible to conduct, through the central section of the United States during the past year.\nThese conferences so far as possible, have been held in connection with\nstate meetings, in order to save teachers the expense of travel, and in order\nto make it possible for them to attend. As with some of you, it isn’t always\neasy for a classroom teacher to leave her work to attend any sort of a\nconference.\n“Those of us who are on the executive committee find that\nsame trouble.\nYou might be interested in knowing that our school boards are very\ngenerous in granting us leave of absence without loss of pay to do the\nwork of this department. ‘They have given me at home during the last\nthree years since I have been on this board from two to three weeks of\nabsence each year without loss of pay. Most of the conferences, though,\nhave been held on week-ends, because that is the best time to make it possible for teachers in the field to attend the meetings.\nThe special duty that was assigned me as a member of the executive\ncommittee and of which I would like to speak briefly, is that of the study\nof the relation of extracurriculum activities to teacher load. ‘Those of you\nwho have had some experience in the field of research know that a question\nof that kind cannot be answered quickly. If it is answered accurately, it\nwill require much research. ‘That has only been begun. You will find a\nplan of the work in the Yearbook.\nI would like to tell you just a little bit about how it is progressing.\nI\nwould like to acknowledge our appreciation for the help we have received\nfrom Dallas, Norfolk, Portland, Fort Worth, Fort Smith, and a few other\norganizations which are now working and which have taken the trouble\nto fill out the questionnaire and help us in this work.\nAs I said, you may not hear from me quickly for no sooner had we\ngone into it than we found it necessary to form a definition of an extracurriculum activity and also of a teacher load.\nI know these terms are\nbeing very much discussed and we may call it extracurricula or extracurriculum and you may say teaching load and teacher load. After\nall there is not very much difference, I think, but just now we are centering our attention on an attempt to find out just what is a teaching\nload.\n‘That question has never been handled through research.\nHowever, some interesting studies have been made touching upon it, and some\nvery scientific studies have been made. We are going into it as accurately\nas we know how, and we hope to have something real definite to give out\nto you before very long.\nWe are interested in knowing just to what extent teachers are given\ntime for the extra duties which they have not provided for in the curriculum.\nI should like to have time to discuss at length with you the work, and\nto give you the report which T had really planned to give you for the after-\n\n"}
{"page": 350, "printed_page": null, "text": "346\n\nee\n\neee ee\n\nNatIoNAL\nee\n\nEpucATION\n\nASSOCIATION\n\nee\n\nees\n\nnoon, but you are as anxious to be through as I am, and if you have some\nquestions to ask, I should be glad to.answer them as far as I know how.\nREPORT\n\nTHE\n\nOF\n\nWESTERN\n\nMIRIAM\n\nD. EISNER,\n\nEXECUTIVE\nSAN\n\nCOMMITTEE\n\nFRANCISCO,\n\nMEMBER\n\nCALIF.\n\nI would like to say that I represent the elementary teachers. I would\nlike to tell you that I am the only member of the executive board that is\nan elementary teacher, so I feel I have a great responsibility for next year.\nI stopped in Spokane on my way to Minneapolis to see Miss Soules,\nand although she was suffering greatly at that time, her first and last\nthoughts were for the classroom department.\nIt is growing rather late\nand I am sure we all want to leave here early, so instead of reading Miss\nSoules’ report which you will find printed in full in the Yearbook, I am\ngoing to read the recommendations she has made to the Department of\nClassroom Teachers as published in the president’s report in the ‘Third\nYearbook.\n(The recommendations were read.)\nThe San Francisco school board granted me a month’s leave of absence\non full salary to attend the Boston meeting and to carry on field work.\nI\n\nshall not take the time to report on the conferences held as these are covered\nin the Yearbook.\nREPORT\nAGNES\n\nON\n\nWINN,\n\nNEWS\n\nBULLETIN\n\nWASHINGTON,\n\nD. C,\n\nBefore I speak of the News Bulletin I will say that we have copies of\nthe Yearbook here. We have referred to it several times and you will\nrecelve one, that is, those who stay to the end of the meeting, but if you\ndon’t happen to receive one, I assure you that we are going to send one\nto each afhliated organization from the Washington office.\nI am very sorry that I haven’t a copy of the News Bulletin with me this\nafternoon, but those of you who have seen it know to what we refer. It is\na little four-page folder, newspaper style, which the executive committee of\nthe department at their Boston meeting voted to publish.\n‘The one we\nissued in April is only a trial. We probably will have either three or four\nissues this next year, according to the vote and decision of the executive\ncommittee before the members leave Minneapolis, and you will probably\n\nreceive one.\nThe Bulletin seems to have met a great need, because we have received\nso many words of praise from people in the field, not only classroom teachers, but principals, superintendents, publishers, and editors.\nSome of the\nclassroom teachers have written, “I received the copy of the Bulletin the\n\nother day and I read every word of it.”\nWe\n\ndo not want this to be just a one-person affair.\n\nWe\n\ndon’t want\n\nit\n\nto be just the affair of the members of the executive committee of the\ndepartment.\n\nWe\n\nwant to meet the needs of the people in the field, and\n\n"}
{"page": 351, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n347\n\nso we welcome any suggestions.\nI put a note to this effect in the first\nBulletin and I received a good many suggestions, and we are making very\ncareful note of those. We are hoping to make it helpful to all of you in\norganization work in your professional problems.\n[Each time we are planning to devote one page to professional problems, perhaps group insurance,\nretirement, credit unions.\nIn the first number in the fall we are either going to feature the credit\nunion idea or group insurance. This last time we featured travel and study\nfor teachers, sabbatical leave, cumulative sick leave, and so forth.\nYesterday in discussing it with your executive committee we decided\nWwe wanted more news about what organizations are really doing, and so\nif you are president of an organization, you may receive this fall a questionnaire which will be as brief as possible, asking you about your activities,\nsimilar to the one I have sent out in previous years. If you will send that\nin, giving information on your organization and the work that it is doing,\nyour organization will be featured. I would very much like to hear from\nall of you, because it is hard when you are back in Washington at national\nheadquarters to always know exactly what you would like. I think perhaps there may not be any time for discussion, Mr. Chairman, but I think\nif anyone has any particular suggestion about the Bulletin, those who have\nseen it, it might be well to take five or ten minutes to let them have an\nopportunity to speak of it. We want to make it a very, very fine bulletin,\nand we want the succeeding issues to be better than the first one.\nSECRETARY’S\nFirst Session,\n\nTuesday\n\nMINUTES\n\nAfternoon,\n\nJuly 3, 1928\n\nThe first session of the Department of Classroom Teachers was held in the\nMinneapolis Auditorium on Tuesday, July 3. The meeting was called to order\nby the vicepresident, R. Ross Smith.\nMr. Smith explained that the absence of the\npresident, Jean Soules of Spokane, Washington, was due to personal illness. He\nthen introduced Mrs. Edith B. Joynes, Eastern Executive Committee Member,\nNorfolk, Va., who presided over the session,\nThe following program was presented:\n\nMustc—Maria\n\nSanford Junior High School Boys’ Glee\n\nADDRESS—ARE\n\n‘THERE\n\nM.\n\nGREAT\n\nTEACHERS\n\nG. Clark, Superintendent\n\nof Schools,\n\nDISCUSSION\n\nSecondary\n\nPresiding,\n\nEula\n\nF. Hunter,\n\nSioux\n\nCity, Iowa\n\nGROUP\n\nand Higher\n\nExecutive\n\nClub\n\nTODAY?\nA\n\nEducation\n\nCommittee\n\nMember\n\nof the\n\nDepartment,\n\nFort Worth, Texas\nDiscussion Leaders, R. M. Caldwell, Teacher, Bryan Street High School, Dallas,\nTexas; and Charles E. Scott, Secretary of the Department, Portland, Ore.\n\nTorpic—WHAT IS THE GREATEST PROBLEM OF SECONDARY ‘TEACHERS TopAy?\nMiss Hunter explained the purpose of the secondary and higher education\n\ncon-\n\nference and then called on Mr. Caldwell, one of the discussion leaders, who spoke\n\non general problems of interest to all high-school\nbriefly the subject of extracurriculum activities,\n\nteachers.\n\nMr.\n\nScott discussed\n\n"}
{"page": 352, "printed_page": null, "text": "348\n\nSy is 5 ie\n\nEpUCATION ASSOCIATION\nNaTIONAL\nnh\neee\n\n9 = Se\n\neee\n\nAbout one hundred high-school teachers were in attendance and interest in the\nmeeting was shown by the lively discussion which followed the two talks. At\nMiss\nwas the sense of the meeting that the roundtable conferences be continued.\nMaybelle Wilson of Berkeley, Calif., was elected chairman of a committee to\nprepare a program for the meeting in Atlanta, Ga., next summer.\n\nDISCUSSION\nRural\nPresiding, R. Ross\nTopIc—WHAT ARE\noF Topay?\n\nChairman,\n\nSmith, Vicepresident\nSOME\n\nOF\n\nTHE\n\nGROUP\n\nB\n\nEducation\nof the Department,\n\nIMMEDIATE\n\nPROBLEMS\n\nDISCUSSION\n\nGROUP\n\nElementary\n\nEducation\n\nOlive Bennison,\n\nElementary\n\nSecretary, Nell E. Lain, Elementary\n\nTeacher,\n\nTeacher,\n\nOF\n\nChicago,\n\nTHE\n\nIIl.\n\nRURAL\n\n‘TEACHERS\n\nC\n\nGrant\n\nIrving\n\nSchool,\n\nSpokane,\n\nSchool, Kansas\n\nWash.\n\nCity, Mo.\n\nDiscussion Leader, Ella Probst, Principal, Calhoun School, Minneapolis, Minn.\nTopic—PrRoBLEMS TO BE MET IN CONNECTION WITH INDIVIDUAL INSTRUCTION\nThe aim of the elementary education conference was to discuss problems peculiar\nto this group.\nAs these roundtable conferences were merely an experiment this\nyear, the question as to whether or not they should be continued was discussed.\nLater a motion was passed that a proposal be presented to the business meeting\nof the Department recommending that the chairman of each discussion group\nappoint a committee of three to meet with the Executive Committee of the Depart-\n\nment to consider the advisability of continuing the roundtable conferences.\nMiss Probst, the discussion leader, had provided a series of contributions relative to “Problems to be met in connection with individual instruction.”\nNo one\nscheme of individual instruction having proved a panacea, the problem is not a\nsimple one and becomes more complex because the misfits do not now drop out of\nschool due to the compulsory education laws. ‘Thus there must be a correlation\nbetween class teaching and individual instruction.\nBernice Newell of Minneapolis presented a report\n\nof an experiment on the\ntechnic of reaching backward children. By means of standard tests the children were divided into four groups having varying reading ability and were\nthen given training adapted to the particular group of which they were members.\nEllen C. Nystrom of Minneapolis showed how the subject of handwriting had\nbeen taught, analyzing special defects by means of diagnostic charts, suggesting\ncorrections and developing inducements for individual improvements.\nEdith McNaughton of St. Paul had made an extensive study of teaching gifted\nsixth-grade children selected by means of intelligence tests. The children having\nbeen taught selfcontrol, how to study, and a consciousness of objectives, were able\nto cover one or two more terms of work than they would have done under ordinary conditions,\n\nSecond\n\nSession, Thursday\n\nAfternoon,\n\nJuly 5, 1928\n\nBusiness meeting—In the absence of the president, Jean L. Soules, the meeting\nwas called to order by the vicepresident, R. Ross Smith, who presided over the\nsession. The minutes of the Seattle meeting in July, 1927, were read and approved\nas corrected.\n\nOn motion the next order of business was the election of officers for the ensuing\nyear. Mr. Smith appointed the following tellers: R. M. Caldwell, W. B. Satterthwaite, and Nell E. Lain.\nMrs. Edith B. Joynes of Norfolk, Va., was nominated for president and was\nunanimously elected.\n\nThe following nominations were made for vicepresident: Estelle Boggess of\nDenver, and R. Ross Smith of Chicago. Mr. Smith was reelected vicepresident.\n\n"}
{"page": 353, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n349\n\nCharles E. Scott of Portland, Ore., was nominated for secretary and was\nunanimously reelected.\nSara H. Fahey of New York City, who served as president of this department\nfor five years during the war period, was nominated for Eastern Executive Committee Member and was unanimously elected.\nThe complete list of officers for 1928-29 was announced as follows:\nPresident, Mrs. Edith B. Joynes, Norfolk, Va.\nVicepresident, R. Ross Smith, Chicago, III.\nSecretary,\n\nCharles\n\nE. Scott, Portland,\n\nOre.\n\nEastern Executive Committee Member, Sara H. Fahey, Brooklyn, N. Y.\nMiddle Section Executive Committee Member, Eula F. Hunter, Fort Worth,\nTexas.\n\nWestern Executive Committee Member, Miriam D. Eisner, San Francisco, Calif.\nMiss Fahey then thanked the department for the honor they had shown her and\nasked for the privilege of saying a few words.\nShe spoke of her efforts during the\nwar days to keep alive the interest of the classroom teachers and gave several\ninteresting reminiscences.\nThe next order of business was the reports of officers. As there seemed to be a\ndesire on the part of those present to know more about each of the officers the\nchairman asked them to tell something about themselves in giving their reports.\nHe added that these reports would be brief and informal because the detailed\nreports were printed in the Yearbook.\nMiss Fahey, the newly elected executive\ncommittee member was the first called upon. She spoke as follows:\n\n“You\n\nprobably wish to know\n\nsomething of my experience\n\nin the various fields\n\nof school work.\nI have taught from the first primary grade to the high school,\nand my interest is quite as deeply with the classroom teachers in the elementary\n\nschool as with the high-school teachers because their problems are one. I see no\ndifference when it comes to their problems in this department. For six years I\nwas a model and critic teacher in the New Haven, Connecticut, State Normal\nSchool.\nIn New York City, I began my teaching in the fourth, fifth, and sixth\n\ngrades. Later I went to the junior high school, and for the past five years I have\ntaught in the senior high school. These teacher interests are the same in all\ngroups, I can assure you. The elementary teachers have no secrets from me, nor\nI from them. I fear that some people who have not followed the work of the\ndepartment as long as I have, are confused in their ideas of the objects and aims\nof the department.\nThey want to discuss methods of work instead of the immediate teacher problems.\n“Before the National Education Association was reorganized on the delegate\nbasis, there was a Department of Elementary Education and a Department of\nSecondary Education.\nIn some manner or other, these departments have faded\nout. I do not know the history of their fading out. I do know the struggle which\nthe classroom teachers had to have a department created in which a study could\nbe made of the teacher’s special problems.\nThe natural tendency in a department of elementary or secondary education is to emphasize the courses of study\nand the material side of school work rather than the individual welfare of the\nteacher. It is not selfishness that makes us want our own department.\nIt is because we know that we cannot render the service that we should render to the\nstudents unless our welfare is safeguarded.\nIt was for that specific purpose that\nthe. Department of Classroom Teachers was organized in 1914, if I recall correctly.\n“In 1915, I made an effort in California to get a New York teacher made\npresident. However, the Denver people outwitted us by electing Miss Adkisson.\nMiss Ennis of New York was made vicepresident. The following year I was\nelected president. It was a time of stress, particularly in educational matters,\nand probably for this reason I was reelected year after year until I resigned in\n1921. I should like to say to you that I am deeply interested in the professional\n\n"}
{"page": 354, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION\n\n350\nce\n\nelementary,\nstatus of teachers whether the problem is that of the kindergarten, the\nor the high school. In New York City, I am a member of the Welfare League,\nthe\nan organization of elementary teachers mainly, which deals with conditions in\nof\nmember\na\nalso\nam\nI\nproblems.\npension\nwith\ny\nelementary schools, particularl\n\nthe High School Teachers Association.”\nThe officers then gave their reports.\nMr. Scott then suggested that high-school teachers present place on the registration card any questions or problems they would like to have discussed at the round\ntable conference next year,\nMiss Jahnke, Chairman of the Resolutions Committee, was then recognized and\npresented the following report:\n\nRESOLUTIONS\n\nOF\n\nAs goals for which\n\nwe\n\nTHE\n\nDEPARTMENT\n\nthe classroom\n\nCLASSROOM\n\nOF\n\nteachers.of America\n\nare\n\nTEACHERS\n\nconstantly\n\nstriving,\n\nsubmit the following resolutions:\nEntrance\n\nRequirements\n\nTo guard the children and the profession against the untrained teacher, we\ndeclare ourselves in favor of three years of professional training and of two years\nas a minimum of training beyond high school for entrance into the profession.\nHigher requirements for certification will raise the professional status of the classroom teacher and improve the quality of the teaching service.\nTenure\nThe peace of mind\n\nthat comes\n\nto a teacher\n\nfrom\n\nsecure\n\ntenure\n\nis an important\n\nfactor in the efficiency of the schools. We favor an indefinite tenure following\na probationary period, but in no case should it be made difficult for boards of\neducation to dismiss the unfit or the inefficient after reasonable warning.\nWe are\nindebted to the Tenure Committee of One Hundred for the service they have rendered the cause of education and hope the teachers will make a careful study of\nits report.\nRetirement\nA sound retirement fund increases teaching efficiency and is coming to be considered an integral part of a progressive school system.\nSome states have unsound\nretirement laws and others have made no provision for teacher retirement.\nTo\n\nguard children against instructors who have become incapacitated by age, we\nwould urge state teachers’ organizations to bring to the attention of legislatures the\nwisdom\n\nof placing on the statute books\n\na sound\n\nretirement\n\nfund\n\nlaw.\n\nWe\n\nwish\n\nto express our gratitude to the Committee on Retirement Allowances for valuable\nmaterial they have made available to those who are working for the enactment of\nactuarily sound retirement-fund laws.\n\nSalary Schedule\nIt gives us pleasure to note that the single salary schedule is finding increasing\nfavor with boards of education.\nWe urge school boards who have not recognized\nthe principle of equal salary for equal preparation\nage or grade of pupils taught, to give the single\nconsideration.\n\nand experience,\nsalary schedule\n\nregardless of\ntheir serious\n\n"}
{"page": 355, "printed_page": null, "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n351\n\nRating\nIn order\n\nthat improvement\n\nin service\n\nmay\n\nresult from\n\nsupervised\n\nratings, we\n\nrecommend that every teacher be given a duplicate copy of his rating sheet.\nare opposed to the practice of rating as a basis for salary.\n\nTeacher\n\nWe\n\nParticipation\n\nWe reaffirm our stand on teacher participation in school administration.\nWe\nurge teachers to avail themselves of every opportunity for such participation.\nLest some in their zeal assume duties and responsibilities belonging to those in\nexecutive positions, let us bear in mind that participation in school administration\nand usurpation of executive powers\n\nstand each\nteamwork.\n\nother’s\n\nproblems.\n\nare not synonymous\n\nMutual\n\nunderstanding\n\nWorld\n\nPeace\n\nterms.\n\nWe need to under-\n\nmakes\n\nfor\n\nsympathetic\n\nWe at all times should advocate such measures as will hasten the outlawry of\nwar and the establishment of world peace.\nTo this end we advocate the observance\nof May eighteenth as World Peace Day.\nNew\n\nEducation\n\nBill\n\nThe teachers in the classrooms of America are fully aware of their responsibilities and their needs in the great task of training the youth of today to be the\ncitizens of tomorrow.\n‘They believe that education should be adapted to the needs\nof the individual child, and to this end they ask for scientific research and experimentation on a nationwide scale commensurate with that now rendered industry,\nagriculture, and labor.\nFacilities for adequate research, we believe, could best\nbe provided by a Department of Education in the federal government.\nA\nthorough understanding of the functions of this department, not only on the part\nof the teachers themselves but by the lay public, must precede its establishment by\nCongress.\nWe therefore pledge ourselves to a vigorous effort to do all within our power\nto bring about the enactment of the Curtis-Reed Bill (S. 1584, H. R. 7), which\nprovides for the creation of a Department of Education with a Secretary in the\nPresident’s Cabinet.\n\nAppreciation of National\nWe\n\nwish to express\n\nour\n\nEducation Association Research Division\n\nappreciation\n\nto the members\n\nof the Research\n\nDivision\n\nfor their hearty response to every request.\n\nAppreciation\n\nof Courtesies\n\nto Minneapolis\n\nTeachers\n\nTo the teachers of Minneapolis, we owe a debt of gratitude for their hearty\nhospitality that will make our stay in Minneapolis a pleasant memory for years\n\nto come,\nEach\n\nresolution was\n\namendments\n\nwere\n\nread\n\noffered\n\nand\n\ndiscussed\n\nbut when\n\nfrom\n\nthe floor.\n\nput to a vote were\n\nSeveral\n\nchanges\n\nand\n\nlost.\n\nThe following additional resolutions which had just been handed in were read\nby the chairman, discussed from the floor and carried:\n\nWhereas many teachers are deprived of the privilege of attending the sessions\nof the N. E. A., on account of conflicting time of the summer sessions of college\nand universities and whereas many boards of education require this summer work\nof their teachers be it\n\n"}
{"page": 356, "printed_page": null, "text": "ASSOCIATION\nEpuCcATION\nNATIONAL\nSe eo e eei\nS e\n\nbey\npiper\n\n| a PAP\n\nResolved that we urgently request that colleges, universities and all other\neducational institutions that do not now meet these conditions delay the opening of\n\ntheir summer school sessions until after the closing of the N. E. A. or give credit\nfor N. E. A. attendance.\nWhereas, the findings of the Federal Trade Commission of the United States\nGovernment have revealed the fact that a nationwide and insidious propaganda\nof prodigious proportions has been and continues\npower companies of this country, and,\n\nto be carried\n\non by the private\n\nWhereas, this propaganda has attacked the entire public school and educational\nsystem of the country, undertaking to censor and revise existing textbooks, hiring\ncollege professors and prominent educators to write and deliver lectures under\nacademic auspices without disclosing their private power company connections;\nestablishing and subsidizing bureaus of socalled research under high sounding\nnames in universities, paying the expenses of college professors to attend conferences conducted under private company auspices and otherwise attempting to\nintroduce their propaganda into the-public schools, and,\nWhereas, the public schools and educational system of the country constitutes\nthe very citadel of American democracy upon which its future depends, and,\nWhereas, the classroom teachers. are the ones who must use these censored text\n\nbooks and literature and are held responsible for the proper guidance and training\nof the youth who are to become our future citizens, therefore be it\nResolved, that we most earnestly protest against the use of the public schools\nand educational system of our country by any private concern or organization in\nbehalf of selfish and class interests against the general and public welfare; And,\nbe it further\n\nResolved,\n\ni\n\nthat we\n\ncall upon\n\nthe general\n\npublic to give closest\n\nattention\n\nto the\n\nfindings of the Federal Trade Commission that they may be informed and fully\naroused to the peril involved; and particularly do we urge upon the press of\nthe country their solemn duty to give the facts and findings of the Commission the\nprominence and publicity which their overshadowing importance demands.\nMiss Olive Bennison of Spokane, Washington, speaking for the elementary\nteachers relative to the round table conferences which were held at the Tuesday\nafternoon session, made the following motion:\nThat the chairman of each of these groups appoint a committee of three from\nthat group to meet with the executive committee of this department to consider the\nadvisability of continuing the division of the department into conference groups.\nSeconded and carried.\nMrs. Anna L. Brassovanyi expressed regret over the absence of Miss Soules and\nmoved that a message of sympathy be sent to her together with an acknowledgment of her work during the year. \"This matter was referred to a committee with\npower\n\nto act.\n\nMiss Harden, of Chicago, then called attention to the report on the amendments\nto the National Education Association Bylaws which was to be presented at the\nmeeting of the Representative Assembly the following day. A discussion from the\nfloor followed but no action was taken by the department.\nThe meeting adjourned at four-fifty o’clock.\n\n"}
{"page": 357, "printed_page": null, "text": "The Department of Deans of Women\n\n"}
{"page": 358, "printed_page": null, "text": "HE DEPARTMENT OF DEANS OF WOMEN (National\nAssociation of Deans of Women) associated\nitself with the National Education Association\nin 1918. Its meeting is first reported in Proceedings, 1918 :391-417.\nThe officers of the Department for the year 192829 are: President, Dorothy Stimson, Dean of\nWomen, Goucher College, Baltimore, Md.; First\nVicepresident, Helen M. Smith, Dean of Women,\nWestern Reserve University, Cleveland, Ohio; Second Vicepresident, Florence Purington, Dean ofWomen, Mt. Holyoke College, South Hadley, Mass.;\nSecretary, Mary W. Sawyer, Dean of Girls, High\nSchool, Brookline, Mass.; Treasurer, Estella G. Hefley, Dean of Women, Texas State College for Women,\nDenton, Texas; Headquarters Secretary, Gwladys\nW. Jones, 1634 I St. N. W., Washington, D. C.\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\n1920 :357-364\n1921 :407-420\n\n1922 :693-793\n1923 621-636\n\n[354]\n\n1924 :500-536\n1925 :403-449\n\n1926 :423-457\n1927 :391-418\n\n"}
{"page": 359, "printed_page": null, "text": "REPORT\n\nOF\n\nTHE\n\nPRESIDENT\n\nDOROTHY STIMSON, DEAN, GOUCHER COLLEGE, BALTIMORE, MD.\n\nORE than ever the president’s report this year has to be in the nature\nof a progress report rather than of a task accomplished. First, as\nto the administration of the Association’s business: ‘The readjustment of the organization under the revised constitution has been steadily developing under the faithful and intelligent guidance of our headquarters\nsecretary. The growing usefulness and importance of her services and of a\npermanent office are daily more apparent to both officers and members of the\norganization.\nThe period of transition from volunteer work and lower\ndues to paid service and slightly increased dues is being taken care of under\nher tactful direction with the minimum of disturbance.\nIt is too soon\nfor a fair comparison of our membership totals with other years, but\nhappily the increase in our dues seems to have had but slight effect upon\nour growth, and our Association continues to thrive as deans more and\nmore recognize its importance to them professionally.\nWhat this may\nmean for the future is hinted at in an inquiry at the headquarters office\nlast fall: “How may one become a registered dean?”\nAlready we are\nregarded as setting standards.\nAs you will see in the various committee reports and in the work of\nthe sections, our members are actively engaged on diverse problems connected with our field. At least two new state and regional or local\norganizations have been formed during the past twelve months.\nMany\nof the older state organizations have developed the program of their annual or semi-annual meetings along the line of institutes to further the\ndean’s professional training, while the three joint sessions planned as part\nof this week’s program continue our national policy of cooperation with\nother closely related organizations.\nThe second consideration of this report is the far more fundamental\none: What of the immediate future of the dean’s position both in high\nschool and in college?\nThe time is approaching, if it has not already arrived, when the necessity of defining the terms “‘active’ and “associate” members may thrust\nupon us farreaching decisions in regard to our legitimate fields, the importance of which we are perhaps not yet fully cognizant.\nSerious as\nthe organizing and financing of our Association activities may appear to\nthe executive officers, still these problems are of exceedingly minor imIn this\nportance in comparison with that of our professional future.\ndisclosed\ntwo\nfor\narranged\nhas\ncommittee\nprogram\nconnection the\ncussion meetings this week on the training needed for the dean’s work\nas seen by those engaged in various phases of it and as seen by those lead-\n\ning training classes for the work.\n\nIts ardent hope is that out of the\n\ndiscussion may come material for further study and perhaps for formulation into standards both as to qualifications for the work and as to the\n[355]\n\n"}
{"page": 360, "printed_page": null, "text": "356\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ndelimitation of the field. For has not the time come for us to recognize\nour own limitations?\nDo we not perhaps need to consider a department\nof dean’s work in which are brought together specialists in educational,\nvocational, social and other related fields, to give the student the most\ncarefully considered advice available?\nShould we not ourselves become\nspecialists in some one of these fields perhaps, rather than to lay ourselves\nopen to the charge of being a “maid of all work,” as we have been\ncalled?\nIn one or two of the large institutions such a departmentalizing of the dean’s work is already in progress with the consequent elimination of the dean herself.\nShould we not take thought ourselves as to\nthe future of our profession, its legitimate field of activities and the\nqualifications needed for work in that field and thus ourselves help to\nshape its future? ‘This fundamental problem calls for the most earnest\nconsideration of us all not merely during these institute days but in the\nmonths to come.\nThese two points, then, the further development of the machinery of\nour Association in order to free our members of drudgery and give room\nfor important enterprises, and, secondly, the future of the profession, are\nthe considerations uppermost in the mind of your president at this time.\nThe Committee on Resolutions will give the Association opportunity\nto express its appreciation for the hospitality shown us here in Boston this\nweek, but no adequate thanks can be given the Committee on Local Arrangements for their months of thought and hard work to make these\ndays profitable and pleasant for us all. “To them and to our hostess\ninstitutions most hearty appreciation of their help and gracious hospitality\nis here also thus publicly extended by one who perhaps knows best of all\nwhat work has been entailed in all these arrangements for our comfort\nand well-being.\n‘To work with so responsive and responsible a group\nof women as this and our other committees represent is indeed a privilege\nand a pleasure.\n\nWHAT\nSARAH\n\nIS\nM.\n\nA\n\nPROFESSIONAL\nCOURSE\nWOMEN?\n\nSTURTEVANT,\nCOLLEGE,\n\nASSOCIATE\n\nCOLUMBIA\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\nNEW\n\nFOR\n\nDEANS\n\nEDUCATION,\nYORK\n\nOF\n\nTEACHERS\n\nCITY\n\nAn eminent authority in education has said, “The growth of professional schools is perhaps the most striking characteristic of recent university history. Their growth is adduced by increased wealth in our land,\nwhich means ability to pay for expert service, and the inability of most\npeople to cope with the increasing complexity of modern life. This willingness of the public to employ graduates of professional schools and to\npay them for expert service is the correlative factor in the development\nof professional education.”\nIt is not then out of place to ask, ‘““What is a professional course as\n\napplied to the field of the dean of women?”\n\n"}
{"page": 361, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\nSiew)\n\nIn the first place, the question presupposes the assumption that the\nwork of the dean is a profession in its own right It is not a side line\nof activity appended to the profession of teaching, or of nursing, or of\nvocational guidance, or of being a vice-principal, or a principal, or a matron,\nbut has those three characteristics which mark the profession as different\nfrom the vocation.\nIt requires a sound liberal education as a basis for\nprofessional training; it has a body of professionalized subject-matter\nworthy to be the material of a curriculum; it is rapidly developing a\ncode of ethics by which the members of the profession govern their relaIt is only fair to say, however, that the work\ntions one with another.\nof dean has so recently emerged from the position of being an incidental\nactivity of almost any school factotum, and the body of professional\nmaterial is so small compared with that of law, or medicine, or theology,\nthat some do not admit its claim to professional status.\n\"The assumption\nof the paper is, nevertheless, that young as it is, the work of deans has\nbecome a profession with a professionalized subject-matter.\nThe results\nof Jones’ study of ‘““The Status and Function of Women Deans in Colleges and Universities” tend strongly to substantiate this assumption.\nWhat then is a professional course?\nA professional course is one designed to provide a worker with what\nhe needs in the practice of his profession.\nIt is not a salamagundi of\ncourses selected from the liberal arts college, because they furnish general\ninformation necessary to the dean. Psychology, sociology, history, literature, science and religion are part of the cultural background conceded\nto be necessary equipment of every professional worker, without which\nsuccess in professional work is doubtful.\nSuch educational background\nshould, however, not be confused with professional training which has\nits own categories and its own curricula worked out in terms of function.\nIt is not possible, for instance, to train a surgeon by giving him an\nacademic course in history, though it be the history of medicine, or the\naccount of development of the science of anatomy.\nHe must learn how\nto hold a scapel, make an incision, and suture a wound.\nThe content of a professional course must be built on the basis of a\nfunctional analysis of the work involved.\nSuch analyses of the work of\nthe dean have been made in recent studies of the function of deans in\ncolleges and teacher training institutions.1\n‘They indicate the following\nduties performed by deans, which in turn suggest some of the categories\nin use.\n1. Work with individuals on personal problems—This is the most universally performed duty of deans of both colleges and teacher training\ninstitutions and takes the most time.\nEighty-four percent of deans in\ncolleges and universities spend time in the performance of this duty. Few\nDeans in Colleges and Uni“The Status and Function of Women\n1Jones, Jane I.\nBureau of Publications, ‘Teachers College, New York, 1928.\nversities.”?\n‘The Status and Function of Deans of\nSturtevant, Sarah M., and Strang, Ruth M.\nBureau of Publications, Teachers College, New\nWomen in Teacher Training Institutions.”\nYork, 1928.\n\n"}
{"page": 362, "printed_page": null, "text": "358\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\na\n\naD\n\ndeans would doubt that improved skill in this important function might\n.\nbe learned.\n2. The organization and management of social activities, including\nsupervision of student participation in government, sororities, and other\nSeventy-nine percent of deans work intimately\nstudent organizations.\nwith student government and seventy-five percent supervise extracurricular activities.\n\nThere\n\nare certainly technics\n\ninvolved\n\nhere that, were\n\nthey known ahead of time, might save the waste of the trial and error\nmethod of procedure.\n3. The supervision of housing, with all that it means of planning, equipment, organization and social values of dormitories, to say nothing of\nother forms of housing.\nSixty percent of the deans approve plans for\ndormitories.\n4. The organization and direction of part time employment of students,\nwhich involves standards of academic work, health, and social development.\nForty-three percent of the deans perform this duty.\n5. Research—One might mention other duties which are performed by\nmany deans.\nFifty-six percent handle discipline cases; many have administrative functions and influence the development of curricula and\neducational policies in general; most give numerous public addresses;\nmany have to do with the selection and orientation of freshmen.\n‘These\nare the functions which become the basis on which a professional course\nfor deans should be constructed.\nA consideration of their functions as a basis for a professional course\n_suggests the second question, What particular skills does one need to\nperform these functions?\nA satisfactory answer entails a further functional analysis. Discipline, for instance, involves skill in case study, and\nin the art of bringing about recovery from wrongdoing.\n‘The student\ninterview if successful assumes skill in getting “contact” with the interviewee. Successful administration demands skill in the planning of work,\nand in the use of devices for accomplishing work.\nA third question demanding attention is, What information is needed\nin order to do the work?\nSuch information immediately divides itself\ninto knowledge directly pertaining to and knowledge merely relating to,\nthe work in question.\nFor example, the standards of adequate housing,\nthe comparative number of women graduates now as compared with that\nof twenty years ago, the application of psychology to work with the\nadolescent, a conception of the place of habit, impulse and intelligence in\nconduct are kinds of information needed to perform the dean’s tasks,\nwhile the history of education, or Greek literature, might be called related\nknowledge. In such work as that of the dean to which the humanities contribute so much, there is, of course, no sharp division between direct and\nrelated knowledge as exists in the case of the trades, but there is without\ndoubt specific knowledge which should be a part of the professional course\nand which as a part of a professional course should be treated from quite\na different standpoint from that of the academic subject. The academic\n\n"}
{"page": 363, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n359\n\nsubject is taught logically, developed as a whole.\nProfessional subjectmatter is treated with reference to its usefulness in a practical situation.\nIt has been said that in liberal education the question is, “What will\nthe subject do to the student?”\nThe question in professional education\nis, “What will the student do with the subject?’ This difference between the academic and professional attitude toward subjectmatter is\nfurther illustrated by a question once asked by a superintendent of schools,\n“Can you tell me why people who have had a major interest in psychology\nso often cannot teach successfully?”\nThat phenomenon is easily explained on the basis of the difference between the academic interest in\nthe subject as such and the professional attitude which uses the subject\nmaterial in a specific situation.\nThe professional course, therefore, must develop its own curriculum in\nterms of its own problems. ‘The test of what is to go into a course of\nstudy is whether it is needed in practice, whether it fits one to take the\nsuccessive steps in this work with confidence, skill, and intelligence.\n‘There\nis no such thing, consequently, as logical development of subjectmatter,\nor of progressing from the simple to the complex.\nWhat is needed to\nmeet a given situation may involve a dozen different fields of subjectmatter which are useful as applied to the problem in hand.\nThis implies that the method of the professional course is different from\nthat of the academic course.\nIt uses the concrete problem which should\nbe skillfully selected by the leader because it is common to the dean’s\nwork and points to principles of procedure.\nOne might list any number\n\nof problems which might become the stuff of a professional course, the\nsolution of which would take the student into many fields of subjectmatter for her information.\n‘The method is that of problem-solving.\nIf one were to say that each can learn as the case requires, the answer .\nwould be “yes,” but the purpose of a professional course is to short-cut\n\nthe way to an end by working under a leader who knows the field as a\nwhole and the various methods of approach.\nThe amount of professional\nsubject-matter and the expert knowledge of the leader depends somewhat\non the age of the profession.\n‘The dean’s field is new as compared with\n\nlaw, medicine and theology, but even so there is material that could not\nbe exhausted in three years of graduate work.\n,\nThis suggests another problem connected with a professional course.\nThe economic return that may reasonably be expected will determine\nthe amount of time that one will feel he can spend on preparation.\nIn\nthe last analysis professional education is an investment upon which one\nmust rely for definite economic returns as well as for satisfaction in work.\n\nJones’ study showed that the median salary for deans in 263 colleges and\nuniversities reporting is $2766.66. The median salary for deans in institutions for teacher training is slightly higher, $3,054.\nIn most\ncases these facts mean that training will be confined to one year of graduate work. What selection of material then shall be made? It is difficult\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nto find a way to give students what they need for successful practice and\nadvancement in their profession in a limited time. In making such selection, the teacher must ask, “What have students had before they came\nby way of education and experience? What can they get for themselves\nelsewhere?\nWhat in technic can better be supplied by other courses\nin the college?”\nIt is clear, for example, that a critical study of the\nBible can better be made under a specialist in the Bible, that speech-making\nand writing, and research, all technics much needed by the dean, can\nbe satisfactorily obtained in other well-organized departments of the\ncollege. And finally he must ask, ‘““What can most advantageously be\ngiven in this course in a limited time?”\nThe full development of a professional course entails not only theoretical\nknowledge but also a practice period of interneship.\n‘This is hard to arrange in a field where one has to deal with people who have to be learned,\nbut there is no reason why such practice could not be provided in time.\nOpportunity to serve as assistant to a dean or as head of a hall is in effect\nan apprenticeship which is being more and more asked for by young women\nthemselves.\n3\nIn conclusion, then, a professional course is one which seeks to provide\nthe knowledge, skills and technics which are necessary to the practice\nof the profession in question.\nIts purpose is to shorten the way to an\nend by offering the opportunity for study under competent leadership,\nfor survey of such materials as are available, and for knowledge of the\nwhole field as well as of specific problems.\nIts value as a course will\ndepend on what the person is and knows to begin with, and what use\nhe can make of his training.\nIn my opinion, the continuance of the professional status of the work\nof the dean depends upon the rapid development of the specific information and skills and technics which comprise professional subjectmatter.\nThere is more and more demand for those who have learned to use expertly the tools of service in the field of personnel, in the field of housing,\nin administration.\nAs James E. Russell says, ““The leadership of the olden time may have\nbeen dependent upon the accident of birth, but the leadership that is ahead\nis a matter of professional training.”\n\nEDUCATIONAL\nDR.\n\nBEN\n\nWOOD,\n\nDIRECTOR,\n\nSEARCH,\n\nPERSONNEL\nBUREAU\n\nCOLUMBIA\n\nOF\n\nADMINISTRATION\nCOLLEGIATE\n\nUNIVERSITY,\n\nNEW\n\nEDUCATIONAL\n\nYORK\n\nRE-\n\nCITY\n\nCivilization depends upon the exploitation of the type of mind possessed\nby only a very few people and we should therefore make every effort to\nselect this type as early as possible. ‘The administrative problem of educational guidance is to get information that is accurate and significant and to\ncommunicate it in meaningful terms to those who are to use it. We need\n\n"}
{"page": 365, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WoMEN\n\n361\n\nto “learn” our students rather than “teach” them.\nThe educational performance of school and college should be a single cumulative proéess.\nAs an illustration of how such cumulative information can be obtained\nand used for the best interests of the student concerned, the following case\nwill be of interest. J. M.S. in 1927 took college entrance examinations\nin five subjects.\nHe was refused admission because in English he ranked\namong the lowest 16 percent, because the principal, supervisor and mathematics teacher (all strangers to him) estimated his intelligence as below\naverage, and because in a three-minute interview the college admissions\nofficer could make nothing out of an excessively shy, selfconscious, and\nexcitable lad.\nThe unused data in possession of the school when brought together in\ncumulative form tell a very different story; in fact they seem to indicate that\nthe college officer who rejected this boy was actually dealing with a mind\nthat should have been classed among the best five percent of college risks.\nStudied as a whole this record gives indubitable indications of a mentality that may be close to genius. “The separate items taken alone count\nfor little; but the sweep of evidence across even six years of this boy’s life\nis unmistakable and should place the subject among those whom an institution handles with the utmost care.\nIt is doubtless an extreme instance,\nbut if a case so obvious as this can be so badly bungled in our administrative\nprocedure, it seems likely that the average child must be a frequent sufferer.\nThe complete report of the case, together with the cumulative chart of\nhis record can be had in a bulletin of the Carnegie Foundation for the\nAdvancement of Teaching, entitled “A Program for a Study of the Relations of Secondary and Higher Education.”\n\nTHE\nEDWARD\n\nVALUE\n\nRYNEARSON,\n\nOF THE\nPRINCIPAL\nPITTSBURG,\n\nDEAN\nOF\n\nTHE\n\nTO\nFIFTH\n\nTHE SCHOOL\nAVENUE\n\nHIGH\n\nSCHOOL,\n\nPENNSYLVANIA\n\nAt one time there was only one teacher in a school. The increasing\nenrolment made necessary an increase in the teaching force, and so one was\ndesignated to be head master or head teacher—principal.\nThe history\nof the growth of secondary education in the United States is familiar to\nevery one present.\nNot only has there been a great increase in enrolment,\nbut there has been likewise a change in the character of the high-school\npopulation ; “varying capacities, aptitudes, social heredity, and destinies in\nlife.” Soon it became apparent that one person could not attend to the\nmany and varied duties thrust upon the principal and he was given an\nassistant. ‘The high school became not only a school preparing for college,\n‘The requirebut also one preparing the large numbers for life work.\nments of the different vocations are so many and are so changing that a\n\nHe gives his entire time to assisting\nvocational counselor was necessary.\nthe high-school pupils to study, to choose, to prepare for, and make progress\nin an occupation.\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNaTioNAL\n\nEpUCATION\n\nASSOCIATION\n\nAnother significant change was taking place: Educators came to appreciate the value of the socalled extracurriculum activities as a means of socializing the high school. They began to realize the truth of Bismarck’s\nstatement made ’way back in the ’70s: “Whatever you wish to appear in the\nlife of a nation you must put into the school.”” Germany put militarism into\nher schools, and the world is reaping the harvest of desolation and devastation. If our boys and girls are to become citizens of a democracy, that form\nof government where the governed are the governors, the school must give\nopportunity to learn citizenship in the school by permitting the pupil to\nassume and discharge his responsibilities under guidance. You cannot teach\nsocial science without having laboratory practice any more than you can any\nLeadership, selfcontrol, poise, service, and group responother science.\n\nsibility cannot be developed by the lecture method any more than you can\nEvery one knows that our youth must\nlearn swimming by correspondence.\nhave guidance in student or cooperative government, in athletics, in the\nclubs, and in the social affairs. These activities should no more be turned\nover to the immature, inexperienced children than should the classes in\ngeometry, Latin, and other subjects. ‘The activities should be selfdirected\nas far as the pupil is concerned, but at the same time guided by the wise\nteacher, both to control any individual who may be a menace to the organization and to give such aid as may be given by a master hand.\nPupils in charge of any of the finances must be taught absolute honesty,\nnot to borrow for private use from the funds that belong to another individual or to a group of individuals.\nPupils should also learn that efficiency in public affairs can be obtained not by machine politics, but only\nwhen the best administrators, irrespective of color, sex, creed, or party, are\nelected to places of trust and responsibility.\nWithout supervision, those\nwho most need the development of leadership through the activities may be\ncrowded out by those who are long on extracurriculum activities.\nUnless someone with authority maintains a firm stand in favor of these\nactivities, they may be so hampered as to become ineffectual or even crowded\nout entirely. Some time may elapse yet before some of our teachers of\nspecial subjects will realize that their respective subjects do not have a\nmonopoly of culture, power, and the ne plus ultra of education, and that,\nhour for hour, the appropriate activity rightly guided has a value equal to\nthat of any subject taught in the high school.\nYou would not expect a high-school principal ever to acknowledge that\nthere was any part of the administration which could not be well performed by him, yet in spite of this modesty, he must admit that keeping\nin touch with the entire high-school organization and with the classroom\nteaching in a high school with an enrolment of 1000 requires more time\nthan he is able to give. The supervision of extracurriculum activities and\nthe social affairs must also be delegated to some one who is specially fitted\nand who can give her entire time.\nSince our girls are the warp and woof\nof the social texture of the high school, a dean of girls is the necessary\nweaver in every high school.\n\n"}
{"page": 367, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WoMEN\n\n363\n\nThe value of a true dean of girls cannot be estimated.\nIf she handles\nthe social affairs of the school and keeps everybody sweet, she will earn\nmore than her salary. She has the time to make thorough investigation\nbefore she acts and thus makes friends and gets the hearty cooperation of\nIt must be understood that her chief duty is neither\npupils and teachers.\nto plan parties nor to be a matron.\nThe dean of girls appreciates the necessity of having social standards and\ndoes her best to make the social program of the school conform to these\nstandards.\nShe also realizes that she directs the social life of the school.\nShe sets high ideals before the girls. She, in a large way, directs their manners and morals and through them, those of the school. By friendly conference and visits to the homes of many of the girls, she familiarizes herself\nwith their heredity and environment.\nThis knowledge often explains the\nconduct of the girl and forms the basis of dealing with her. Many of the\ndisciplinary problems grow out of the stress and strain of girl life of which\nno mancan know.\nSo many problems peculiar to girls can be adjusted only\nby a sympathetic woman that the appointment of a dean of girls becomes\nimperative.\nThe dean is primarily a teacher, one who knows the objectives of education and who constantly looks to these as the port toward which she steers\nher bark with its precious cargo.\nShe teaches not only the information\nfound in the textbook, but she uses all information, whether found in the\nbook or out of the book, as a means to the end—the development of the\npotentialities of each individual girl to her actualities. Although she is a\nteacher, her position is really that of an assistant principal in charge of girls\nand all extracurriculum activities.\nWhile the dean of girls is not to be considered a matron, yet she must\nbe in intimate touch with the health problems of girls. She should ever\nkeep in mind the varying needs of adolescent girls and see that instruction\nis given them in the laws of health and the necessity for their observance.\nAlthough high schools have vocational counselors, the dean in her conferences will often be faced with the responsibility of looking into the girl’s\nfuture with her.\nSomeone has said: ‘“‘Civilization rises no higher than its women.”\nSince\nthis is true, we must increase our emphasis upon the character training of\nour girls. In this industrial age let spirituality rather than materialism be\n‘Seek ye first the kingdom of God and His righteousness and\nenthroned.\nall these shall be added unto you.”\nLet us remember, then, that every high school should have a dean of\ngirls who is an assistant principal because the principal does not have (1)\nthe time for the work, (2) the training, (3) nor the understanding of the\nShe must be an exceptionally\nproblem due to the peculiarities of the group.\nand pleasing personality.\nstrong\na\nwith\nbroad-minded, sympathetic woman,\ndisciplinary, teaching,\nadministrative,\nare\nposition\nThe peculiar needs of the\nand counseling.\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\n(er\n\nASSOCIATION\nNatTIONAL EDUCATION\neS\nSe\na\n\nee\n\nee\n\nThe dean as well as all other teachers of the adolescent girl will hear\nand heed the crying need of greater purity in the lives of young men and\nwomen.\nThis is our challenge; shall we meet it?\n\nTHE\nJOHNSON\n\nO'CONNOR,\n\nCOMPLETE\n\nGENERAL\n\nELECTRIC\n\nEXECUTIVE\nCOMPANY,\n\nSCHENECTADY,\n\nN.\n\nY.\n\nScience has taken the physical characteristics of the human race formally\ninto his hands, not only by measuring many of them, but by formulating\nsome of the laws which govern their passage from one generation to another.\nMental characterstics are not as well understood.\nAre there such things\nas mental characteristics? And, if so, can they be measured?\nI want, if possible, to make mental characteristics seem a little more real\nto you than they have perhaps seemed in the past. I have brought some\napparatus which I wish you to think of exactly as you would think of any\nlaboratory apparatus—as you would think of the chemist’s bottle, funnel,\nand filter paper.\nHere is a board with a shallow tray at one end and a hundred drilled\nholes at the other. We piled three hundred small, one-inch pins into the\ntray at this end, and then asked a large number of people to come into our\nlaboratory and take up the pins, three at a time, and place three in each\ndrilled hole, as fast as possible. Among a thousand girls whom we have\ntimed, one completed in five minutes; another took fifteen. “Thus, the\nslowest person has taken three times as long as the fastest. “This at first\ndoes not seem like a striking difference to find among a thousand people;\nbut compare it, for a moment, with physical characteristics.\nWhen we see\na man five feet tall walking with another six feet two or three, we think\nof it as a striking difference; and yet we never see one normal man three\ntimes taller than another.\nHere, in an invisible characteristic which we\nmay call finger dexterity, we find one person three times longer than another.\nOr turn to another bit of laboratory apparatus.\nHere are two columns\nof numbers.\n‘The first two numbers, at the top, 96 and 96, are the same\nand so we ask a man to check opposite these in the third column headed\n“same.”\nThe next two numbers, reading down the column, 64 and 68,\nare different and so we ask a man to check opposite these in the fourth column headed “different,” and so on throughout the list. Among a thousand\nmen whom we have measured in this way, one completed in forty seconds;\nanother required three minutes. ‘Thus, one was four or five times longer\nthan another; and yet even this does not represent the full difference between the two men, because the one who finished in forty seconds checked\nthe numbers correctly, while the other made five mistakes.\nWe often hear\nof the slow but sure men; and yet practically all the laboratory work which\nwe have been doing for the past five or six years shows that the slow but\nsure man is almost a myth. The group, as a whole, who have checked the\n\n"}
{"page": 369, "printed_page": null, "text": "nu\n\nDEPARTMENT OF DEANS oF WoMEN\n\n365\n\nnumbers in less than, let us say, a minute, which is unusually fast time, have\nmade fewer mistakes than those who hate taken more than a minute.\nThose who have checked the numbers in less than two minutes have made\nfewer mistakes than those who have taken more than two minutes.\nOne\ncan always find exceptions: men who have rushed through and made mistakes, and others who have gone slowly and painstakingly and checked the\nnumbers correctly; but even including all of these exceptions the fast men,\nCombining time\nas a group, are accurate and the slow men make mistakes.\nand errors, the best number checker is twenty times better than the poorest.\nOr turn to still another laboratory experiment.\nTwo college graduates,\nroommates the last three years of their course, entered our laboratory and\nwe showed them this block, told them that it was made of nine wiggly\nblocks (such as this) ; that it was cut through into three piles, with three\nblocks in each, and also into three layers with three blocks in each. We\nthen shuffled the blocks and asked the men to put them together again.\nOne of the pair finished in half a minute; the other struggled half an hour\nbefore finally getting his together.\nOne was sixty times longer than the\nother.\nAs chance plays a considerable part in the selection of the correct\nblock, the men repeated the solution.\n‘The one who succeeded in half a ~\nminute on the first trial, equalled his performance; the other, who originally consumed half an hour, improved slightly, needing but twenty minutes\nand, on a third attempt, only twelve.\nStill he labored twenty-four times\nas long as his companion.\nWhat is it that causes this difference peeween persons? Apparently not\ncollege training, because these two men were both graduates of a technical\nschool of high standing. Is it, then, early training? Psychologists are constantly emphasizing the importance of the first few years of life. It is\ndificult to answer this question with any degree of certainty. So many\nfactors enter into education that it is all but impossible to analyze test\nresults.\nLet us return, however, to the simplest of these three experiments,\ntaking up three pins at a time and placing them in a drilled hole, and study\nthe effect of education on this simple problem.\nWe asked one of the girls\nwho was extremely slow in picking up the pins, requiring fifteen minutes,\nto come into our laboratory a second time.\nShe improved, needing but\ntwelve.\n\nWe then asked her to practice every day for a month;\n\nday she showed an improvement over the day before.\n\nand every\n\nEven at the end\n\nof the month she was still gaining, and if we had continued the experiment,\nshe would probably have improved still further.\nThis is true of every test\nwhich we have tried. Anyone by repeating a test can learn to do it grad-\n\nually better.\nBut instead of marveling at this extraordinary improvement\nwhich is within reach of every person, let us compare two girls, one who\ncan assemble the pins in six minutes and another who takes just twice as\nlong, twelve minutes.\nBoth repeated the performance and improved, the\ntwelve-minute girl taking only eleven minutes, and the six-minute girl\nonly five and a half. Both improved, but the slow girl still required longer\n\n"}
{"page": 370, "printed_page": null, "text": "366\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nthan the fast one. The two girls then continued their practice for a month.\nAt the end both had improved decidedly ; the twelve-minute girl could now\nStill the slow girl\ndo it in eight and the six-minute girl in four minutes.\ntook just twice as long as the fast one. ‘This represents our finding with\nalmost every test which we have tried.\nIf two persons are given equal\nopportunity and equal practice, the slow person continues to be slow and\nthe fast person fast. ‘They hold quite accurately their relative position\nwith respect to each other. Of course, if the slow person practices and the\nfast one does not, the slow one can gradually overtake the fast person.\nBut\ngiven equal opportunity, the slow person continues slow and the fast person\nfast.\nRealizing this, it is extremely important to place each person on that particular type of work for which his abilities best fit him. No amount of\neducation\n\nor interest\n\nor energy\n\ncan\n\never\n\nmake\n\na boy who\n\nstarts on\n\na type\n\nof work for which he is unfitted go quite as far as he would go if he had\nstarted on the right type of work. As a first step in trying to place each\nboy at the particular type of work for which he is best fitted, we have made\nup this set of what we call “sample jobs.” We are trying gradually to\nmake a sample of each different type of work.\n‘The pins represent any type\nof delicate, manual work for instance, meter assembly or instrument assembly.\n“The number checking represents clerical work: accounting, book-\n\nkeeping,\n\ntypewriting,\n\nstenography\n\nor secretarial\n\nwork.\n\n‘The\n\n“wiggley”’\n\nblocks represent engineering, designing, drafting, die-making, tool-making,\nor any type of work requiring the ability to visualize mechanical structure\nin three dimensions.\nLet us run through the development of one of these samples step by step.\nTake, for instance, the “wiggley” blocks, the engineering work sample.\nWe made first a thing which we thought was a fair sampleof engineering.\nWe then asked a group of men that we know are successful engineers, men\nwho have been successful engineers long enough so that we know that they\nare successful, regardless of whether they do our sample well or poorly, to\ntry it. “They did the sample poorly, which meant that we had made a mistake in our reasoning.\nWe knew, to begin with, that the men were successful engineers. The fact that they did poorly showed that the thing\nwas not a representative sample of engineering, and so we discarded it and\nmade another.\nWe asked successful engineers to try this, and again they\ndid poorly, and again we discarded the sample. We made up, in this way,\ntwenty or thirty samples, each one of which we felt was a fair sample of\n\nengineering, before we finally found one which successful engineers, as a\ngroup, do well, and unsuccessful ones poorly. This gives us a mechanical\nway of separating those men whom we know are successful engineers from\nthose whom we know are not.\nThe next step is to try this same sample with a group of boys entering\nengineering, and then follow them to see what happens.\nFive or six years\nago we tried a large number of boys on the “wiggley” blocks and graded\n\n"}
{"page": 371, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n367\n\nthem A, B, C, or D, very much like school grades, and have since followed\n\nthem.\n\nOf a hundred who originally graded A, seventy are now successful\n\nin some type of work requiring ability to visualize mechanical structure.\nOf a hundred who graded B, thirty are now successful in this type of work.\n\nOf a hundred who graded C, ten are successful.\nOf a hundred who\ngraded D, only two.\nThus, we cannot tell even the boy who grades D\nthat he will never become a successful engineer. We can, however, tell\nhim that his chance of success in this type of work is two in a hundred;\nwhereas his chance of success in the type of work where he scores A is\nWe cannot tell any particular individual that he\nseventy in a hundred.\nwill be a success or that he will be a failure. We can, however, tell him\nhis chance of success or his chance of failure. He can then use this as one\nfactor in selecting his occupation.\nThe type of test with which you are probably most familiar is the socalled\ngeneral intelligence test. What is this intelligence which all of us more\nor less unconsciously recognize, and yet find such difficulty in defining, for\nthere are almost as many definitions as there are definers? Intelligence may\nbe one of three things. It may be truly general.\nIt may be, first, like the\nrays of a searchlight, illuminating any problem upon which it falls. Or,\nsecondly, there may be certain types of work, certain tasks, in which intelligence plays little or no part, in which case we must think o# intelligence,\nnot as truly general, but as more or less specialized, as specific intelligence.\nOr intelligence may be used in still a third way, to mean a group of abilities,\n\nand employed in such a way that the larger the group, the more intelligent\nthe possessor.\nIf intelligence is truly general, if, like the rays of a searchlight, it\nillumines any problem upon which it falls, we should then find a group of\npersons who do both the block and the number checking well. We should\nfind another group who, because of lack of intelligence, do both poorly.\nWhen we actually measure a large number of persons we find no such\n\ngroup; we find these two abilities scattered among persons wholly by the\nlaws of chance.\nSuppose, for instance, that we should deal two playing\ncards to each member of this audience.\nWe would find that one quarter of\nthe audience would receive two black cards, one quarter two red cards,\nand one half a black and a red card each; that is, the cards would fall wholly\nby the laws of chance. So with these two abilities: the fact that one checks\nnumbers well tells nothing about his ability to assemble blocks.\nHe may\ndo the blocks either well or poorly. “The fact that he does the blocks well\ntells nothing about his number checking ability. Again, he may do this\neither well or poorly.\nThese are, then, two separate abilities with no overlapping, with no\nWe have been able in this way to separate\ncommon element between them.\nfive disconnected aptitudes, five wholly isolated abilities, with no common\nelement.\nA great many interesting stories could be told to emphasize the independence of these abilities. A very brilliant man, who is superintendent\n\n"}
{"page": 372, "printed_page": null, "text": "368\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof schools in one of our larger cities, asked me if I would test four boys for\nhim, boys decidedly mentally retarded; sixteen and seventeen years of age,\n‘The\nwho had never been able to complete fourth grade school work.\nsuperintendent tried the tests first in order to get some idea of their difhculty. On-the ‘“wiggley” block he spent eighteen minutes in putting the\nOne of the boys then did the same thing in a minute and\npieces together.\na half with ease.\nWe asked him to do it several times, to make certain\nthat it was not luck, and every time he did it easily in a minute and a half.\n\nThe superintendent was a brilliantly intellectual man, but lacked mechanical ability almost completely. The boy, on the other hand, was almost a\nmechanical genius, but possessed no school ability. At the time we saw the\nboy he had been associated with younger children so long, and had been\ntold so many times that he was a complete failure, that his whole personality\nhad been warped out of shape, and it was impossible to do anything for him.\nI cannot help feeling, however, that if the first year he failed on school\nwork he had been given to understand that he was outstanding mechanically, and had been trained along mechanical lines, he might have been\nmade into a selfsupporting, contributing member of society. Now he is in\na school for abnormal children, and will always continue living at the\nexpense of the state.\n:\nThis year I am specializing on executive ability, and attempting to study\nthe executive exactly as, in the past, we have studied the mechanic, the clerk,\nand the engineer. “That is, we are trying to see if we can find something\nwhich even the executive can do well.\nWhen we turn to the executive we find almost the general intelligence\nfor which we have been seeking. We find with the executive a group of\nmen who do a large number of things well. Imagine four such disconnected tests as we have been discussing.\nShould sixteen unselected executives come into our laboratory, one out of the sixteen would do all four\ntests well, and one out of sixteen do all four poorly.\nEight more of the\nsixteen executives would do three of the four tests well. That is, among\nexecutives we find a group of men who do a large number of things surprisingly well, and yet even their ability is not a truly general ability, but\na collection of abilities any one of which may be lacking.\nI remember one executive in particular whom I tested in New York a\nfew months ago.\nHe looked at the tests and said, “Anyone can do those.\nThat is just common sense.\nI would not have anyone in my organization\n\nwho could not do all of those things well.” And he offered instantly to\nprove it by trying the tests himself.\nI gave him the number checking and\nhe did it rapidly and accurately, obtaining a high A score, and pushed it\naside contemptuously, saying, “Next.”\nI gave him a test for personality,\nand again he obtained a high A score and once again pushed it aside with\nhis contemptuous “Next,” which began to disturb me a little. I hoped he\nwould do something poorly.\nI gave him a test for English Vocabulary, and he obtained next to the\nhighest score of anyone who had taken it up to that time.\nI tried to\n\n"}
{"page": 373, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS\n\nOF WOMEN\n\n369\n\nexplain that it was an outstanding performance, but he was not particularly\ninterested. He was a little disappointed that he was next to the highest,\nbut, except for that, he once more pushed it aside contemptuously with his\n\nmaddening, ‘‘Next.”\nI gave him the “wiggley” blocks. After about five minutes I heard his\nstenographer who was in the next office carefully get up and close the door\nbetween the two rooms.\nYou may remember that he scored unusually high\nin vocabulary.\nAfter some twenty-one minutes he finally succeeded in\ngetting the blocks together.\nIt was inconceivable to him that there was\nsomething of this kind which he simply could not do, and he insisted on\ntaking it right over again. He improved, improved about as much as the\naverage man improves when he repeats the test. It was interesting that\nhe took it much more to heart than I had any notion he would do, and\nwrote me some weeks later that he had never been able to understand why,\nin all his life, he had lost money investing in freak mechanical schemes.\nNow he would hire an engineer to advise him and attempt to do no more\nmechanical thinking.\nThis man could do almost everything well, and yet on this one thing he\nwas as poor as anyone who has ever taken the test. If his ability had been\ntruly general, it would have helped him a little in solving the block. ‘The\n\nfact that he was so poor shows that he has a large collection of abilities,\nwith this particular one missing.\nAnother interesting executive characteristic which we have attempted\nto measure might be called personality.\nMany attempts have been made\nto divide personality into types. A few weeks ago a book appeared which\ndivided men into bromides and sulphides. ‘The one is the ordinary, commonplace individual who does more or less what one expects him to do.\nThe sulphide is more unusual, apt to do the unexpected, perhaps more original. Girls in Bryn Mawr College have two slang words which express\nmuch the same notion, for they call their friends “‘jiggers’’ and “goons.”\nI am never quite certain which are the jiggers and which the goons, but\nthe one, again, is the commonplace individual who does the expected, the\nother the extraordinary unusual person.\nA German physiologist has divided men in somewhat the same way, more\nscientific, for he uses more scientific names and calls them “cycloids” and\n“schizoids.”\nThe cycloid is the round, fata, jolly individual, who may lose\nhis temper momentarily, but soon forgets it. ‘The schizoid, on the other\nhand, is the long, lean, lanky individual, with long, thin, dangling arms\nand legs, who may carry a grudge for years without allowing it to come\nto the surface. And yet even this explanation is not really scientific, for\none cannot place.a man on scales, and if he weighs over one hundred\n\nand\n\nfifty say he is a cycloid, and if he weighs less a schizoid.\nWe wanted, if possible, to find an objective way of measuring personality,\nand so we decided to say to a man\n\nthe word\n\n“‘tiger,”’ and ask him to an-\n\nswer the first word which came to his mind connected with “tiger,” or\nassociated in some way with “tiger.”\n\n"}
{"page": 374, "printed_page": null, "text": "370\n\nNaTIONAL\n\nOne man answered “milk.”\n\nEDUCATION\n\nASSOCIATION\n\nI have trained myself never to look sur-\n\nprised no matter what answer I receive, but evidently I did not live up to\nI answered that I was\nmy training, for he said, “You look surprised.”\nsorry, that I tried my best not to. He explained that every Christmas he\nreceived a case of Scotch from a friend in Washington and, as it is not\nlegal to mark a package “Scotch,” his friend always wrote on the outside\n“tiger’s milk.”\nIt happened that the very next person whom I tested answered “butter’’\nHe had been reading aloud to his youngsters\nto exactly the same word.\nevenings a book for children called Black Sambo, which describes a thing\ncalled “tiger butter.”\nAnother man, when I said “tiger,”’ answered “‘tiger.”” He was a lover of\nBlake’s poem, reading “Tiger, tiger, burning bright, in the forests of the\nnight.”\nOf a thousand men whom we tested, only one answered “milk,” only\none “butter,” only one “tiger.” These were three unique individuals, different from everyone else. A cartoonist could draw them, the man who\nreceives a case of Scotch from a friend in Washington, the man who reads\nBlack Sambo to his youngsters evenings, the man who is a lover of Blake.\nAmong the same thousand persons, two hundred and eighty answered\n“tiger-animal,’ and one hundred and eighty others “‘tiger-lion.”” “The fact\nthat so many agree in giving the same response seems to affect their whole\npersonality.\nI think I probably feel this more than the average person,\nfor whenever I say to an audience of this kind, “(One man answered ‘tigermilk,’ ”’ I see surprised faces everywhere, and I cannot help wondering for\na moment just what I said, whether I said exactly what I intended to say\nor not. In a talk of this kind one’s thoughts are always a little ahead of\nwhat one is actually saying, and when I see the surprised faces I cannot\nhelp feeling that I must have said something which I did not intend to say.\nThe man who naturally gives an unusual response must see this same surprise. Consequently he becomes quieter, a little slower to respond, and\ngradually draws more and more into himself, and becomes what we call\nthe introvert type. The man, on the other hand, who responds “‘tigeranimal,” sees the greater part of the audience nod their heads almost unconsciously.\nHe realizes that he is receiving the approval of the multitude.\nHe pushes himself ahead and becomes the aggressive, executive, sales or\n\nextravert type.\nWe have recently measured a large number of salesmen and executives\nwith this particular test. In a group of eighty salesmen we found as many\nwho scored subjectively or introvert as who graded objectively or extravert,\nand yet, when we actually analyzed their sales records, we found that the\nextravert group had, as a group, sold ninety-five percent more than the\nintrovert. We have checked this in two other organizations and, although\nwe almost always find as many subjective salesmen as objective, we find\nalmost invariably that the objective group are the high sellers.\n\n"}
{"page": 375, "printed_page": null, "text": "DEPARTMENT\n\nOF DEans oF WOMEN\n\n371\n\nThe test does not work as well with executives.\nOn the whole executives are objective, but there are many exceptions. We divided our group\nof foremen into those who are objective and those who are subjective, and\nfound that the subjective group as a whole, that is, the “tiger-milk” or\n“tiger-butter” individuals, have had twice as many complaints made against\nWe also found\ntheir decisions as against the “‘tiger-animal” kind of men.\nthat, when these complaints have been investigated, eighty percent of the\ndecisions of the subjective foreman have been reversed, whereas seventy per‘The\ncent of the decisions of the objective foreman have been confirmed.\nobjective man, the “tiger-animal” or “tiger-lion’’ man apparently can stand\naway from the world, see it from the outside, see the other man’s problems\nmore fairly than can the subjective individual.\nMany persons look upon this fixity of human ability in a pessimistic way.\nIt seems to me that the exact opposite is nearer the truth. We call the\nman who plays the piano more perfectly than his contemporaries, or the\none who paints more beautiful pictures, a genius.\nIs not the boy who\nassembles the “wiggley” blocks sixty times faster than another a genius in\nhis own way? And if we can guide him to the type of work where he\ncan use his peculiar ability, will he not become as great a genius, in his own\nfield, as the pianist or the painter?\nEither orfe of these, had he happened\nupon some occupation other than music or art would, in all probability,\nhave failed; and so with the boy who assembles the “wiggley” blocks in\nrecord time.\nUnless he happens upon the particular type of work where\nhe can use this ability, he will, in all probability, fail.\nWhat can we do to help boys and girls to develop these particular executive characteristics? Apparently very little to help them increase the number of abilitities. ‘These are fairly fixed. Certainly after the age of twelve\nwe can do very little. We can, on the other hand, do much towards saving those who have this large collections of abilities. I have been following for the past five years six people who do unusually well in everything.\n‘They were the only five or six who had done unusually well in practically\nevery test. I felt that they were outstanding. Yet today they are no further along than they were five years ago. Apparently they had shifted\ntoo much. One started in using his clerical ability. Then he felt he was\nnot using his mechanical ability. Soon he felt he wasn’t realizing his full\ncomplement of ability. You will find that among this whole group one\nthing is evident: they are restless, they are constantly wanting to shift.\nI made the statement that we would hesitate to hire a person who was\ngood in a large number of things. When we find such a person we ought\nto follow him very carefully, to shift him conscientiously from one thing\nto another with some aim in view. For instance, if we find a person who is\nunusually good in number checking but also good in the “‘wiggley” blocks\nwe won’t put him in accounting work. This would use only one of his\nabilities; he would be restless. We would put that particular person on\ncost accounting. So we try in that way to place each particular person very\ncarefully.\n\n"}
{"page": 376, "printed_page": null, "text": "372\nOe\n\nNaTIONAL EpucATION\na\n\nASSOCIATION\nee\n\nWith younger persons who have four or five abilities, it is almost impossible to place them instantly. Therefore, they must be shifted and yet\nshifted with a plan. After five years it should lead them further along\nthan they were at the beginning.\nThe second executive ability that we found was that he did unusually\nwell in his own particular field. We can do for any girl or boy\nHe can\nsimply by placing him on the work for which he is best fitted.\nthen go ahead in that line, and he will not only succeed but he will instantly feel the confidence which success gives, which is sometimes more\nimportant than the success itself. ‘This confidence is very important.\nThe third executive characteristic, the objective or subjective personality,\nwe do not yet understand. We do not know whether a person can constantly change his attitude toward life. We find exactly the same standards\namong a group of boys of twelve as we do among adults.\nWe do not\nchange very much as time goes on. As a group there is no change at all.\nApparently not a great many shift either. Apparently even that personal\nview toward life is a fairly fixed thing.\nThe fourth characteristic, wide general knowledge, we can give to almost anyone. We find that the learning curve continues to rise even up to\nas late as thirty. Even up to thirty-five men can consciously develop wide\ngeneral knowledge. A great many persons look with pessimism on this fixed\nability. It seems to me that we ought not to view it that way. We think\nof a talented musician who transports us with his exquisite melodies, as a\ngenius ;we think of a painter who paints wonderful pictures, as a genius. It\nseems to me that the boy who puts the “wiggley’’ blocks together sixty times\nfaster than another is a genius, and if we can guide this ability in the\nright line of work, he should be guided so that he can become a genius in\nhis line. In other lines he would probably be a failure.\nHe must be\nguided where he can use that outstanding ability, and unless we can guide\nhim in that kind of work we can only expect him to be a disappointment.\n\nSECRETARY'S\n\nMINUTES\n\nFirst Session, February 27, 2 P. M.\nThe 15th regular meeting of the National Association of Deans of Women was\ncalled to order by the President, Miss Stimson, on February 27, 1928, at 2 P. M.,\nat the Copley Plaza, Boston, Mass.\nThe minutes of two Executive Committee meetings were read.\nMrs. Franklin, chairman of the local committee on arrangements, extended\ngreetings to the Association.\nIt was voted to accept the recommendation of the Executive Committee that\nmembers whose membership has lapsed, may on their request be re-instated on the\npayment of dues for the current year and one preceding year.\n\nThe following committee reports were accepted and placed on file: That of the\nheadquarters secretary, Gwladys Jones; those-of the treasurer and auditor, presented by Miss Hefley; that of the president, Miss Stimson; that of the Press and\nPublications Committee, given by Miss Husband; and that of the Research Committee, given by Miss Smithies\n\n"}
{"page": 377, "printed_page": null, "text": "DEPARTMENT OF Deans or WomEN\n\n373\n\nThe report of the Membership Committee was given by Mrs. Durand.\nIt was\nvoted to accept the report, apart from the recommendations, and place it on file.\nIt was voted to refer to the Committee on Revision of Bylaws the question of\ndefining honorary membership.\nIt was voted to elect to honorary membership Miss Eleanor L. Lord and Mrs.\nAnne C. E. Allinson.\nIt was moved and seconded that the Association appoint a committee to investigate the desirability and possibility of establishing a national registry for\n\ndeans.\nIt was voted to amend the motion by substituting\nAssociation.”\nThe motion as amended was tabled.\n\n“the chair”\n\nfor “the\n\nThe report of the Health Committee was given by Miss Pierce.\nIt was voted\nto accept the report, apart from the recommendations, and place it on file. It\nwas voted to refer the recommendations of the Health Committee to the Executive Committee for consideration and to report to the Association at its next\nbusiness meeting.\nThe report of the Committee on the Revision of By-Laws was given by Miss\n\nHathorn.\n:\nIt was woted to revise Article III, Section 5, to read as follows:\nSection 5. The title of life member shall be conferred upon any active member who pays seventy-five dollars, the sum to be paid in one payment, or in three\nannual payments of twenty-five dollars each. She shall be exempt from the payment of further annual dues after the first payment has been made.\nIt was voted to revise Article III, Section 7, to read as follows:\nSection 7. A member who, after two notices have been sent her, fails to pay\nher annual dues by October 1st in any year, shall forfeit her membership and\nother benefits of the Association.\nIt was woted to revise Article V, Section 3, to read as follows:\nSection 3. Forty active members shall constitute a quorum.\nIt was voted to refer the revision of Article VIII, Section 1, to the Teacher\nTraining Section.\nSection 1. The term “deans of women in teacher training institutions” shall be\nsubstituted for the term “deans of women in normal schools and state teachers\ncolleges.”\nIt was woted to refer the revision of Article IV, Section 6, to the Executive\n\nCommittee.\nSection 6. ‘The Health Committee shall consist of five members, of which the\npresident of the Association shall be one. The chairman of this committee shall\nname one active member, for membership in the Women’s Foundation of Health,\nwho shall represent the Association at the meetings of the Foundation for a term\nof three years.\nMeeting adjourned.\n\nBusiness Session, March 1, 1928, 9:30 A. M.\nA business session of the National Association of Deans of Women\non Thursday, March 1, 1928, at 9:30 A. M., at the Copley Plaza.\n\nwas\n\nheld\n\nThe minutes of two Executive Committee meetings were read for information\nThe minutes of the general business meeting were read and approved.\n\nVoted, on recommendation of the Teachers College and Normal School Section,\nto allow Article VIII, Section 1, of the Bylaws to stand as it now is.\nVoted to accept the recommendation of the Executive Committee that the Committee on Relations to Other Organizations discover and report to the 1929 Convention the movements and material available from these professional organizations and, until this information is presented to the Association in conference,\n\n"}
{"page": 378, "printed_page": null, "text": "EDUCATION\n\nNATIONAL\n\n374\n\nASSOCIATION\n\nn of Deans\nwe recommend that the Health Committee of the National Associatio\na defiof Women suspend its activities and, by-so doing, this will make possible\nof\nnition and direction of further policy for the National Association of Deans\n;\nsae\nhealth.\nof\nfield\nthe\nin\nWomen\nThe report of the Committee\n\non Intellectual\n\nand Educational\n\nPolicies was\n\ngiven\n\nVoted to accept the report, apart from the recommendation,\nby Miss Brewster.\nEach of these three recommendations was voted upon sepafile.\non\nit\nplace\nand\nrately and adopted.\nVoted to approve the recommendation of the Executive Committee to refer to\nthe Committee on Revision of the Bylaws the recommendation that the organizaof this revision be\ntion be put on a purely professional basis and that a report\nmade\n\nat the 1929 meeting.\n\nVoted to accept the recommendation of the Executive Committee that the matter of re-instatement of members whose membership has lapsed be referred to\nthe Committee on Revision of Bylaws for incorporation in the Bylaws.\nThe\n\nreport\n\nof the Commiittee\n\non Relations\n\nto Other\n\nOrganizations\n\nwas\n\ngiven\n\nby Miss Robinson.\nVoted to accept the report and place it on file, referring the\naccompanying resolutions to the Resolutions Committee for incorporation in its\nreport.\n;\nAn informal report of the Headquarters Committee was given by Miss Rose.\nThe report of the Committee on Sororities was given by Miss Wells.\nVoted\nto accept the report with the accompanying resolution.\nVoted to continue the\ncommittee giving them power to add to their number such members as they desire\nto carry on the study recommended by the committee.\nce\nThe report of the Nominating Committee was given by Miss Lydia Jones.\nIt was voted to accept the report and instruct the Secretary to cast a unanimous\nballot. The Secretary therefore declared the following officers elected:\nFirst Vicepresident, Helen M. Smith, College for Women, Western Reserve\nUniversity, Cleveland, Ohio.\nSecretary, Mary W. Sawyer, Brookline High School, Brookline, Mass.\nThe report of the Budget Committee was given by Mrs. McLean.\nVoted to\naccept the report with the recommendation that, in order to clarify it, the registration\n\nfee for the\n\n1929\n\nConference\n\nbe struck\n\nout\n\nof the\n\nestimated\n\nreceipts\n\nfor\n\n1929 and that $300 be deducted from the contingent fund, making it $211.23.\nThe report of the Resolutions Committee was given by Miss Stapleton.\nThe\nfirst six resolutions were adopted.\nIt was voted to add a resolution that cordial greetings be expressed to the\nAmerican Association of University Women in appreciation of their cooperation\nin furthering the development of our Association.\nResolutions on the death of Association members and on the death of Miss\nCratty of the National Y. W. C. A. were adopted with a rising vote.\nThe resolution that this Association go on record as favoring for deans professional training in addition to the B. A. degree from institutions accredited by the\nAmerican Association of Universities was referred, after discussion, to a special\ncommittee to be appointed by the chair and to report at the 1929 convention.\nIt was voted to accept the resolution recommending sabbatical leave for teachers\namended to include “with whole or part salary.”\nVoted to empower the Executive Committee to approve the minutes for publication in the Yearbook.\nOn motion, the meeting adjourned.\n\n"}
{"page": 379, "printed_page": null, "text": "The Department of Elementary\n\nSchool Principals\n\n"}
{"page": 380, "printed_page": null, "text": "if\n\n\\HE DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRIN-\n\nCIPALS, temporarily organized as the National\nAssociation of Elementary School Principals at\nthe Atlantic City meeting of the Department of\nSuperintendence in February, 1921, became a department of the National Education Association at\nDes Moines, in July, 1921.\nThe officers of the Department for the year 192829 are: President, Eva G. Pinkston, Principal,\nSam Houston School, Dallas, Texas; First Vicepresident, Helen B. Shove, Principal, Longfellow School,\nMinneapolis, Minn.; Second Vicepresident, John\nSparge, Principal, Ashland School, East Orange,\nN. J.; Third Vicepresident, F. H. Duffy, Principal,\nHarding School, Steubenville, Ohio; Fourth Vicepresident, Cassie F. Roys, Principal, Walnut Hill\nSchool, Omaha, Nebr.; Fifth Vicepresident, A. J.\nHamilton, Principal, University Elementary School,\nBerkeley, Calif.; Secretary, Herbert C. Hansen,\n315 Plymouth Court, Chicago, Ill.; Hxecutive Committee: Mrs. Jessie M. Fink, Principal, Buchanan\nSchool, Grand Rapids, Mich. (Term expires 1929) ;\nM. KE. Peterson, Principal, Twentieth Street School,\nLos Angeles, Calif. (Term expires 1930) ; Elizabeth\nMcCormick, Principal, Howe School, Superior, Wis.\n(Term expires 1931); John Merrill, Principal,\nLingermann School, 567 Montclair Ave., Detroit,\nMich. (Term expires 1932).\nThis Department\nmeets twice each year—in February and July.\nFacts relating to the establishment of this Department and the record of meetings are found in earlier\nvolumes of Proceedings as follows:\n1921 :453\n1922 :851-886\n\n1923 :653-666\n1924 :545-564\n\n1925 :450-477\n1926 :457-495\n\n[ 376]\n\n1927 :419-456\n\n"}
{"page": 381, "printed_page": null, "text": "RELIGIOUS\nW. 0. THOMPSON,\n\nEDUCATION\n\nPRESIDENT EMERITUS, OHIO STATE UNIVERSITY,\nCOLUMBUS, OHIO\n\n[eas widespread interest in religious education presents two features,\nfirst, the conviction on the part of religious people that the ideals\nembodied in religion should be carried forward to the next generation, and second, that the leaders in public schools have declared that\nthere is something lacking in our education which the new emphasis on\nthe spiritual and the religious would provide.\nThree views—As has been pointed out repeatedly there are conflicting\nviews concerning religious education.\n‘These may be briefly stated as:\nFirst, the theory that education is exclusively the function of the state.\nThis view opens the road toward the secularization of education or looks\ntoward such a union of the church and the state as would permit the\nchurch to be the agent of the state. The second view is that all education\nis the function.of the church.\nThe Roman Catholics having coincided\nclosely with this. “Their support of the parish school and their insistence\nupon the religious education of the children is the best evidence of the\nfundamental character of their belief. “The third view is that education\nis the function of the state while reserving the religious education for\nthe church and the home.\nUnder this view the state does not undertake\nto cover the entire field of education but leaves the religious and the\nspiritual to the church and the home, except insofar as the religious view\nis caught rather than taught by contact with the more mature mind of\nthe teacher.\nObviously here is an attempt to divide the indivisible, and\nto separate the inseparable.\nBoth religion and education are a part of\nlife. While no formal adherence may be acknowledged, it will be noted\nthat all religion is educational and all education carries with it something of the idealism of religion.\nAt present we are trying to patch\nup this education by supplementary processes.\nWe are so determined in\nour political science that the church and the state must be kept separate,\nthat we are forced into a difficult situation when we undertake to teach,\nno matter what the subject may be. Parents cannot teach the principles\nof ordinary domestic life without at the same time teaching the fundamental principles underlying all government. ‘The majority of parents,\nIt\nhowever, do not regard themselves as professors of political science.\nis equally true that all instruction in religion carries with it some education. It is a teaching process no matter whether it is done in the home,\nin the pulpit, or by example of daily conduct. The difficulty of separating\nreligion and education arises out of the fact that both have to do with\nall life processes.\nThe materials—The general statement may be made that the open\nBible is the principal and most important textbook in religious education.\nAll other books are commentaries, observations, helps, and are auxiliaries\n\n[377]\n\n"}
{"page": 382, "printed_page": null, "text": "378\n\nNaTIonNAaL EpucaTion\n\nASSOCIATION\n\nto the Bible itself as the source material from which\ngathers its enthusiasm.\n\nreligious education\n\nThis statement, however, is too general to be entirely satisfactory to\nmany teachers.\nScholars present these varying interpretations in their\nwritings.\nFamiliarity with these differing, if not opposing, interpretations, challenges the allegiance of the ordinary teacher who makes no\npretension to original ability in the matter of interpretation.\nRecognizing\nthat the content of the Bible is the subjectmatter of religious instruction\nwe also recognize the open door to the divisions characterizing modern\nreligious life. This is due to the presence of two elements, namely\nauthority and freedom.\nAuthoritative interpretation determines at once\nthe character and content of our teaching. “The right of private judgment opens the way for variety and eventually for division. ‘This presents\nat once the difficulty of uniting the teaching body of the country in the\nmatter of religious instruction.\nWe cannot fail to recognize in all this\ndivision that the body of knowledge obtained from the Bible when once\nacquired will constitute the basis on which our religious education proceeds.\nThis is but to recognize the general principle in our experience that knowledge of any subject constitutes the starting point and the background for\nour progress. In some such way the more complete the knowledge of. the\nBible the better the background.\n‘The more accurate the interpretation\nthe more reliable will be the teaching. ‘The clearer the view of the Scripture the more definite the teaching will be. Spiritual enthusiasm is the\nbasis of our desire to inspire others to the same ideals and loyalties which\nhave values for us.\nRecognizing these situations the several religious denominations and\nsome independent organizations have undertaken to supply such helps and\nto provide such literature as would render the task of the teacher more\nintelligent and somewhat easier. These same people have undertaken to\nset up for the teachers of the country the principles of education and the\napplication of these principles to religion. Much credit is due to many of\nour leaders’\nfor their service in showing the application of sound psychological principles and methods in. the processes of religious education. ‘This\nwork begins with the story-telling processes for the kindergarten in our\nSunday schools and does not end until it has influenced the scholar in his\nstudy of Biblical criticism, or his development of the most exacting questions of theology, or his interpretation of the social values in both the Old\n\nTestament and the New Testament, These scholars have greatly assisted\nin the larger views of the Bible. In a score of fields they have demonstrated that the Bible is the finest kind of source material for the student\nof religion and for the inspiration of the teachers of religion.\nDifficulties—The problems of religious education are not all inherent in\nthe subject. Reference has already been made to some of these inherent\ndifficulties.\nIn our day we are having the revival of that old warfare between\nreligion and science which seems even more virulent than in the preceding\n\n"}
{"page": 383, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\nae\ng\naim\ncess\na\n\nee\n\n379\neee\n\nee\n\ngeneration. Many have appeared to assume that this conflict is inevitable\nand without remedy.\nThey have been so definite in their statements\nas to impress the uninformed mind as to the impossibility of a reconciliation between these opposing views. They have gone even further and\nintimated that where an individual attempts a reconciliation in his own\nmind, he demonstrates by that attempt his own incompetency.\nOthers\nhave felt that such an assumed conflict requires them to put an exaggerated emphasis upon one or the other, or minimize importance in one\ncase or the other. Still others have developd a dogmatic and unreasoning\nattitude toward either religion or science or both. All this, of course, is a\nmatter\n\nof sincere\n\nregret\n\nand\n\nmakes\n\nno\n\ncontribution\n\nto enlargement\n\nin\n\nreligious matters or progress in living. The situation must be faced. We\nmust deal with people as they are. Let me remark, therefore, that this\nconflict, if it be a conflict, does not constitute an argument against religious\nSuch an assumed conflict, or if it be a real conflict, does not\neducation.\nconstitute an insurmountable barrier. It rather constitutes a challenge that\nwe attempt a solution of the difficulty. It may be remarked, therefore, that\nChristianity being a religion of truth and freedom is continuously at war\nwith error. It comes into the world as a proposal to correct existing conditions and to open up a way of life. No intelligent person ever assumes\nthat the progress of Christianity is free from conflict with all sorts of\nerror. There is, then, no sound basis for discouragement in the mere fact\nof conflict. “The discouraging feature arises out of the personal element\nin the conflict. It is not so much that two philosophies are in disagreement, or that two interpretations of history are made, or that current\nviews of the ordinary problems of life are difficult to harmonize, but\nthat the personal differences manifest antagonisms, ill feeling, a contentious\nspirit, and other qualities which are destructive of both religion and education. It is a sort of travesty when men fight over varying philosophies on\nthe assumption that they are proclaiming the gospel of Our Divine\nLord. Any real inherent difficulties in religious education, therefore, lie too\nfrequently in closed minds, dogmatic minds, prejudiced minds, or the\nminds unwilling to open to the light as the flower to the sunlight.\nAnother issue in religious education arises out of the adjustment necessary in representing the religious ideas as contained in the Scriptures to\nchildren and youth.\n‘The inquiring mind of the child needs the most\ncareful and sympathetic guidance.\nChild psychology has made a long\nstride in the last two decades but we are not so well assured of our\nposition as to be able to speak with confidence concerning all the methods\nContribuused, the adjustments tried, and the experiments under way.\ntions on the religious training of children reveal quite distinctly the theological or religious views of the writer. This is to be expected. However,\nit presents a real problem in our efforts to secure unanimity in a comThe views that people hold concerning the Bible are\nmunity program.\nquite apt to influence the teaching. There is a difference of opinion among\nadults as to how far the teaching may suggest to the child’s mind the\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nee\n\nMany people resent one view,\ndiffering views concerning the Scriptures.\nview. The difficulty is a\ndifferent\na\nresent\nprobably,\nnumber,\nequal\nand an\nCertain questions as to the historical character of\ncertain dogmatism.\nportions of the Old Testament and questions regarding its truthfulness\nand its authority are presented in a very positive way.\nReligious instruction, therefore, is faced with the practical issue whether\nthe Bible may be studied in a manner similar to other books. The authoriQuite\ntative method has prevailed throughout the conservative circles.\napart from their religious views concerning the Bible these people have been\ndisposed to feel that it was the privilege or the duty of the older generation to tell the younger generation what it should think and what it\nshould believe. At this point the youth under modern methods of instruction are quite apt to revolt.\nOn the other hand the socalled liberal method of treatment proceeds\nwithout recognizing any divine or supernatural authority in the Bible.\nThese people often become extremely dogmatic and definite in their teaching. Occasionally they affirm in a very definite way positions which\nscholars stoutly deny. In fact the scholars of the world will probably\nnever be able to settle certain interesting and important issues in the Bible.\nIn all this area it is unwise to be dishonest or untruthful.\nIt is quite-as\nunwise to be ignorant and dogmatic. ‘These things are suggested because\nthey are sources out of which many difficulties arise. “The conservative is\nsuspicious of liberal, and the liberal suspects the conservative.\n‘There is\nevidence of a considerable prejudice in the minds of people who study or\nattempt to teach the Scriptures. We are quite apt, under these circumstances, to be giving religious education a black eye.\nRemedies—At the outset let me suggest that a change in our method of\nprocedure would be of some assistance.\nOne does not need to reflect very long to be convinced that the dogmatic\nmethod of instruction has seriously interfered with religious teaching. It\nis obvious that a great many people have held the Bible in such sacred\nrelation that they cannot understand how its authority can be discussed in\nthe classroom without great danger. The Bible has been hedged about\nwith certain theories concerning its authority, its inspiration and _ its\nhistorical character.in such a way as to cause a great many people much\ndistress of mind if they discover that anything like a scientific test is\nto be applied to the Scriptures. The more courageous people have conquered their fears and believe that the Bible will stand the test of careful\nresearch, and that eventually it will be on stronger ground because of\nthat fact. It is not the purpose of this paper to advocate a particular\ntheory of the Bible. The purpose is simply to attract attention to the\nquestion of applying the scientific method to the Scriptures without\narousing a prejudice that practically prohibits a wide use of it.\nFurthermore, it should be noted that the teaching of the Bible is one.\nthing, and its doctrinal interpretation is a different thing. It would\nbe most unfortunate if every teacher should undertake an interpreta-\n\n"}
{"page": 385, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n381\n\ntion. The truth is that the church and scholars vary in their interpretations of many Scripture readings; and further, that the church, in its\nseveral denominations, is divided upon the questions of interpretation.\nThey are united upon the fact that the Bible is accepted as the source of\nreligious instruction. ‘The teaching process, therefore, in religious education, especially in the community ideas, will confine itself to subjectmatter\nand incidentally result in a favorable point of view as to the Bible.\nAll such questions as interpretation, of Christian decision, denominational\npreferences, and others, must be left entirely to the church as an institution,\nand the preacher as an agent or herald, acting only on their own right and\npremise. ‘The teacher can rarely, if ever, properly be made an evangelist.\nEvangelists may be teachers, and ought to be, but not all teachers may\nbe evangelists.\nThe fundamental question with teaching religion is, as I see it, that at\nthe heart of things it is a great appeal for the individual to adjust himself\nwith God. It is a matter of his life, the quality of it, and the character to\nbe developed. It involves, also, his relations to others. ‘These are essentially religious, spiritual, and moral issues. ‘The teacher is primarily an\nintellectual teacher, although not exclusively so. Where a denominational\nor ecclesiastical organization permits, teachers may combine.\n‘This is the\nsound plea made by the Christian school as compared to the secular school.\nIn community schools, under the provision of the vacation daily Bible\nschool, where people attend voluntarily, the teacher has larger freedom\nto supplement his intellectual methods with an evangelistic appeal, or with\nany other appeal approved by the religious constituency.\nIt should be\nwell recognized, therefore, that there are certain limitations in a free public\nschool which cannot be ignored. ‘There are certain superior opportunities\nof perfect freedom in a school where the religious ideal is frankly the\nbasis of teaching.\nCertain objectives—In the closing paragraphs it may be well to suggest\nthe objectives usually present in the minds of religious teachers.\nFirst\nof all, I think, we should everywhere agree that the great search of the\nhuman spirit for God needs to be made attractive and effective. Our\nteaching, therefore, should form the basis upon which the matured life\nof the individual, may find his belief in God a source of increasing satisfaction and happiness.\nA second objective will be the proper conception of ourselves.\nChildren desire to know who they are. Older people have the same desire\nalthough it becomes a much larger issue. Religious instruction is, with\nmost people, based on the theory that the Bible presents a picture of\npeople in their most vital and important relations. It is important that\nour children shall understand what it is to be a child of God and that their\nmature years may bring to them the significance of the brotherhood\n.\nof man.\nFrom another point of view it becomes important that life shall be properly seen and interpreted as our intelligence develops and our age increases.\n\n"}
{"page": 386, "printed_page": null, "text": "382\na\n\nEpUCATION\n\nNATIONAL\n\nASSOCIATION\n\nEe\n\ne\na\nng\ne\n\nThe important issue is that these changes may be in the direction of the\nspiritual idealism set up in the Scriptures.\nSumming up what we have in mind it may be said that all religious\ninstruction will find its great inspiration in the development and mainteIt encompasses the moral excelnance of the God-like character in man.\nlence usually believed to be found in their complete harmony with the\n\nlife of the One who has been amply described\nthousands, the One altogether lovely.\n\nCHARACTER\nMRS.\n\nHAZEL\n\nC. DANIELS,\n\nTRAINING\n\nthe\n\nIN THE HOME\n\nEDITOR-IN-CHIEF,\n\nCASTER,\n\nas the chief among\n\nMINNEAPOLIS,\n\nPARENT-TEACHER\n\nBROAD-\n\nMINN.\n\nI want you to know the Parent-Teacher Council of Minneapolis appreciates the honor and the courtesy extended when you invited a mother\nto speak to you. It makes us feel very happy, for it makes us feel that\nwe are more and more becoming allied in the big job of developing the\nright kind of citizens, which is the common ground upon which school\nand home meet.\nBut what can I tell you, a group of educators, about\ncharacter as it is developed in the home? “For our children speak so loud;\n\nyou cannot hear what I say.”\n\n;\n\nNever before have parents shown such a keen interest in their children’s\ndevelopment, never before have they striven so hard to comprehend the\nnewer methods in education.\nWe comprehend that among the new phases of endeavor that have\nengaged you educators is character education. As I understand it, it does\n\nnot contemplate that children shall study character as they study arithmetic or geography, but rather that incidentally and by indirection the\nteacher shall guide the child toward the higher moral values.\n‘The school is a powerful agency for good, but it should not be forced\ninto taking more than its share of this character-building responsibility, for\nafter all specifically and primarily, schools are maintained for the purpose\nof academic and vocational education and should be supplementary to the\nhome, whose purpose is to serve as a brooding place for citizenship. But\nat the present time I feel this responsibility is being shifted more and more\nto the public schools. ‘This is perhaps natural, as the schools are highly\norganized while homes are not and while character training is an integral\npart of the right kind of teaching, still it is time parents grasped and took\nto themselves the vital truth that we should not send our children to a\nschool as raw material is sent to a factory.\nLife’s mightiest forces are the intangibles, so how are parents to go\nabout this job of training children that they may become acceptable members of society? When we study classifications of the qualities that go to\nmake up character it is rather disheartening. And when reflection brings\nto mind that we can give only what we have, it is appalling.\nOur con-\n\n"}
{"page": 387, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n383\n\nsolation must be that there is no perfect parent, and, our effort, some reasonable approach toward good character in ourselves, because in our children\nthe finished product will bear the imperfections of the mold in which it\ngrew.\nThe dominant home influence is not the kind of instruction that the\nchild directly gets from its father and mother, but the indirect instruction\nit gets from its father’s and mother’s own life attitudes. Children do not\nlearn from copy-book maxims.\nThey learn from example. They do not\nlearn nearly so much from what their parents tell them as from the way\nthey see their parents behave.\nIn the upbringing of children there is nothing we need more than some\nmethod, surer than the passing sensation of the moment, for determining\nwhat is the real significance of any given act. How easy it is for us to\n\nimagine our own comfort and our children’s morality as one and the same\nthing. For, as a rule, if the adults in any home enjoy comfortable peace,\nthe conclusion is the children in that home must be good.\nMost children have to learn to survive as best they can the wildly\nvarying extremes of an ethical temperature that is determined, not by things\nas they are, but by things as they happen to affect their elders.\nThey\nmust learn to emulate the patient philosophy of the little boy who upon\nbeing asked what wicked thing he had done that his mother should scold\nhim so, explained briefly: “Oh, Mother’s got an awful headache today.”\nUnder such a system what ideas of right and wrong will the children\nthemselves learn? Will they not have the conception that a good action is\nsomething done when one’s mother is feeling well and good natured, a bad\none, anything done when she has a headache.\nChildren afford us a virgin field in which to work.\nBecause, coming\ninto the world as raw material, they have in them the very elements that\nmake it easy for us to plant and cultivate; that is, the native tendencies of\nthe child.\nThose tendencies are the channels through which the child\ndraws to himself the impressions that mold him.\nHis sympathy develops\nlove; his parental love inclines him to obedience; his tendency to imitate\nleads him to copy what we do, be it good or bad; his desire for approval\nmakes him do the things we commend him for; his curiosity is a vast cavity\nthat we may fill with material of our own choosing; and through his sense\nof justice he may be taught to be just to others by our being just to him.\nBut the child has other tendencies and instincts that do not lend themselves to our work—the instinct of selfpreservation, selfishness, anger, and\nothers—that must be suppressed or diverted.\nIn fact, directing and in some measure controlling the instincts and\ntendencies of the child is about the sum of our endeavor in character\nbuilding.\nI am rather a believer in the theory of heredity in matters of mental\nand moral quality. I believe that every human being has within him certain ineradicable virtues and vices, some near the surface and others so\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNATIONAL\n\nEpucCATION\n\nASSOCIATION\n\ndeeply buried that they rarely if ever show themselves. But I do not follow\nthe advocate of the theory of heredity who says the human quality cannot\nbe modified by environment. He preaches a cold and heartless doctrine. If\nit be a true doctrine, then the ills of humanity can only be alleviated by\nselective parentage, and the age-long endeavors of churches and schools\nand men and women to teach children love of God and love of their\nfellowmen are so much waste effort.\nBut undoubtedly in the beginning the child is what he is, and undoubtedly\nhe retains in some degree all of his inherent characteristics. As I see the\nproblem, it is to bring out and develop the virtues so that they will overshadow and smother the vices, just as a strong and healthy plant will protect itself against the weeds.\nWhether an inherent vicious tendency is\nrooted out is not so important. Our purpose is well served if he prevent the\nexpression of it; for whatever may be the inherent tendencies or qualities,\nvice is vice only when it is expressed in word or thought or deed.\nWe teach best the things we live and we cannot hide our lives from\nour children.\nIt is astonishing, and sometimes embarrassing, to learn\nhow open their eyes, and ears have been, how keen their observation, and\nhow completely our thoughts are absorbed and how accurately reflected.\nLittle children are mirrors of our own lives, with the difference that the\nreflection does not disappear with us.\n\nHonesty cannot be taught by a dishonest teacher. I speak now of\nhonesty in its fullest sense, and not merely as indicating that a man does\nnot steal or deliberately lie. ‘The little subterfuges and deceptions, the\nevasions and equivocations that we are so likely to resort to when we want\nto avoid embarrassment or effort or what not, does not escape the keen\nyoung eyes that are always upon us. We may get by once, we may get\nby several times, but when the realization comes that father or mother\nis no longer the paragon of honesty but has feet of clay, what may at first\nbe disappointment is invariably succeeded by imitation, for filial love and\nrespect still hold up the parent as the model to which the child should\nconform.\nInsincerity is a dangerous thing. ‘To pretend before guests that\nthe feast that is spread on the board in their honor is only an example\nof the daily fare, or to pretend the behavior of the children is far below\nnormal, breeds insincertiy and deception in the hearts of little ones.\nLove and reverence is not taught by being harsh and unkind in the\nhome, or by being disrespectful and intolerant toward others.\nNor is it\ntaught by sermonizing.\n‘The children get it when they see it lived. If\nthey have kindness and courtesy, they do not need to be taught politeness.\nWithout them politeness is mere artificiality, which sometimes develops\ncunning.\nMost good teaching is done by permitting the child to draw his own\nconclusions from what he sees and hears and by letting him dig things\nout for himself. All we need to do is to provide the opportunity, and\nthat can be done by doing things or suggesting things instead of telling\n\n"}
{"page": 389, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n385\n\nabout them directly, and by putting in his way the books we want him\nto read and the objects we want him to study. The end to be sought\nis not commanding the child what he must do, but permitting him to learn\nwhat he ought to do.\nNow I might go on and tell you that the greatest trouble in the home\ntoday is the selfishness of parents.\nThey do not like their children enough\nto be friends with them. They shirk the anxiety and responsibility of\nloving. Men want to play golf with other Olympians on Saturday afterWomen want to\nnoons instead of taking Harry or George out fishing.\nread the last best seller to themselves instead of reading Peter Rabbit to\nthe toddler.\nBut this is no brief on the inadequacy of the home. You know what\nits shortcomings are as well as I do; but I do want you to know there\nis being made the same concentrated effort on the part of thoughtful\nparents to teach children to live that you are making in the schools.\nNow I realize I haven’t brought anything new to you, but what is there\nnew to bring? ‘The finest rules for right living that have ever been\nevolved date back to the time of Moses.\nWhat we parents need to do is to teach our children ““The Ten Commandments,” have them understand them, practice them, and get enjoyment out of such practice, and when we are able to do this we shall hear\nno more of the inadequacy of the home, for we shall have produced a\ngeneration of children developed as they might be.\n\nCHARACTER\nJOSEPHINE\n\nC.\n\nTRAINING\n\nFOSTER,\n\nIN THE PRESCHOOL\n\nINSTITUTE\n\nMINNESOTA,\n\nOF\n\nCHILD\n\nMINNEAPOLIS,\n\nWELFARE,\n\nCHILD\n\nUNIVERSITY\n\nOF\n\nMINN.\n\nWhether it is intentional or not, the young child before he enters school\nhas received training which is so fundamental that it may exert an enormous influence on all his later life. At first thought it may seem that some\nneglected children are receiving no training at all. ‘This is the point of\nview of the old lady who congratulated her friend on having a “son with\nno habits.” As a matter of fact, the child who is neglected by his parents\nis receiving very definite training from the rest of his environment.\nThrough first hand experience, he is learning how to dominate his playmates, how to escape punishment, and so on.\nThe training of practically all children of preschool age is in the\nhands of the parents with some incidental help or hindrance from the\nRecently, however, a number of nursery\nplaymates in the neighborhood.\nschools have sprung up in which a large share of the training of the child\nIn a number of ways it is much easier for\nis taken over by teachers.\nto direct a child in the acquisition of good\nmother\nthe\nthe teacher than for\n\nhabits.\na day.\n\nFor one thing, the teacher has the child only six or seven hours\nA mother who has been up most of the night with one sick child\n\n"}
{"page": 390, "printed_page": null, "text": "386\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nis in no physical or mental state to steer another child through the diffh-\n\nculties of the following day.\n\nThe second thing which makes the task an\n\neasier one for the teacher is that, although she may be very fond of each\nchild, she does not take each little slip in behavior emotionally, as a ‘‘disgrace to the family” or a “reflection on her own handling of the child.”\nShe takes the child less personally.\nThis afternoon I am going to confine myself to a discussion of character training in the nursery school and shall tell you simply what we try\nto do in the way of character training in the nursery school of the Institute\nof Child Welfare at the University of Minnesota.\nIn this school we have\n36 boys and girls from all classes of society, from minister’s sons and\ndeacon’s daughters to the children of factory hands.\n‘The oldest four or\nfive children will be entering kindergarten this fall, the youngest is barely\ntwo years old.\nStarting with the notion that it is much easier to be good if you are\nwell than if you are sick, we try first of all to keep the children in the\nbest possible physical condition..\nThis means that before the child comes\nto school at all, we ask the parents to have him vaccinated against smallpox, and given the diphtheria toxin-anti-toxin.\nIt means several complete\nphysical examinations during the year.\nIt means a daily inspection of\nthroat and chest by the nurse and the sending home of any child who gives\nany indication that morning of a cold or of a contagious disease. “This\nis done partly for the sake of the individual child who would not be happy\nin an environment planned for well children, but it is done primarily\nin the hope of preventing the spread of any infection among the other\n‘children.\nWhen we have, then, an apparently healthy group in the school\nfor the day, we try to give them a proper amount of exercise, of rest, and\nof well-selected and well-cooked food.\nWith the ideal of a perfect physique as a basis, we go on to help the\nchild to acquire desirable habits, to lose any undesirable habits he may have\nalready acquired, and to develop fundamentally sound attitudes toward\nhimself, toward his playmates and toward his environment in general.\nCharacter is a psychic attitude, it is the quality and nature of an individual’s approach to the environment in which he moves.\nHow, then, shall\nwe treat the child in order to give him a desirable attitude toward his\nenvironment ?\nWe cannot react satisfactorily toward our environment unless we have\na sane attitude toward ourselves.\nOne of the most important things for\nthe nursery school teacher to do is to teach the child his position in the\ngroup. This does not mean that we teach the child to become introspective or that we want him to keep constantly thinking of himself. On the\ncontrary, we do sometimes have to work definitely toward counteracting\nthe home atmosphere where the entire household, the entire world of the\nchild, seems to revolve about him as a center.\nOut of our 36 children,\nabout one third are either only children or have no sibling within five\n\n"}
{"page": 391, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n387\n\nyears of their age. The children in this group, therefore, have received\nthe entire attention of the adults of the family for the greater part of each\nday. When such a child comes to us, we have to teach him that in school\nhe is not “lord of all he surveys” but only one of a group.\nHe has to\nlearn that each member of the group has the same privileges that he has\nhimself, no more, no less. The over-aggressive child has to learn to restrain himself, to refrain from grabbing toys from younger and smaller\nchildren, and so on.\nSome other children, on the other hand, are encouraged to become more aggressive.\nNot only do we try to teach each child to take his own place in the\ngroup, but we try to teach him to help himself, to rely on himself.\nWith\nthis end in view the children are encouraged to care for themselves as much\nas possible.\nTo be sure, an adult can wash a three-year-old child’s hands\nmuch more quickly and much cleaner than the child can himself. To be\nsure, the child is apt to become so thrilled in playing with the water and\nthe soap that he forgets everything else. To be sure, he will probably\nspill the water a little on the floor or on his suit, but, after all, what of\nit? He is learning that the habit of clean hands is not all drudgery.\nHe is learning the qualities of water and of soap.\nHe will also learn a\nlittle later that damp cuffs are uncomfortable and that he should have\nbeen a little less splashy. Just because we adults think handwashing is\nan uninteresting duty to be gone through for the sake of a desirable result\nis no reason why we should take the joys connecting with handwashing\naway from the child. The child is not particularly interested in the\nresulting clean hands.\nIt is only through years of experiencing clean hands\nthat we come to prefer them to dirty hands.\nSo why take away the joy\nof the process before the satisfaction in the result is achieved?\nNext after the acquiring of a healthy body and a sound attitude toward\nhimself and his duties and abilities, comes the importance of learning a\nwholesome respect for the rights of others. ‘The children learn quickly\nthat the play materials at the nursery school are the property of the\nschool and not of any individual child.\nIn contrast to these are the\n\nplaythings which a child may happen to bring with him from home. A\nvast distinction is drawn between the two.\nIf a child brings a toy to\nschool some day, he is at liberty to use that toy as he wishes.\nHe may\nput it away in his locker to be produced only at the conversation hour.\nHe may play with it alone by himself or he may allow a few chosen friends\nto play with it for a time limit which he sets himself. ‘The other children soon learn that the only way they can get a chance to play with\nMary’s doll which she brought from home is by being very polite to Mary\nand asking very nicely to be allowed to hold the doll, and by being very\ncareful of the doll when it is lent. When Mary wants the doll back,\nthen without question it is hers. Very different is the attitude toward\nThis last year we acquired a quite lovely new doll.\nschool property.\nThe doll was laid on the doll-bed before the children arrived at school.\n\n"}
{"page": 392, "printed_page": null, "text": "388\n\nNatrona,\n\nEpucaTIon\n\nASSOCIATION\n\nTwo or three little girls came in from the playground, spied the doll,\nstood around her in an admiring ring, handled her very carefully and\nexamined her costume. Then they laid her down again almost reverently\nand turned to the nearest teacher to ask ‘““Whom does the doll belong to?”\nWhen they were told that the doll belonged to the school, there was a\nwhoop of joy and the children raced back to the corner in their anxiety\nto be the first one to play with the doll. In order to emphasize this question of ownership, the school provides of some types of equipment less\nthan enough to go around.\n‘Thus there are only a few swings, only one\nslide, only eight kiddie-kars, and so on. The children are thereby forced\nto take turns, and taking turns is, it seems to me, one of the simplest\nand most fundamental points in learning a respect for the rights of others.\nIt is an attitude which the children readily adopt.\nNot only must the child learn proper attitudes toward his playmates\nbut he must also learn correct attitudes toward the adults with whom\nhe comes in contact.\nWe try to bring out in the child a true courtesy.\nA visitor commented one day “I have never seen grown-ups so polite to\nchildren.”\nThe children are not required to fulfill the formalities of\n“please” and “thank you” accompanying each request.\n“Too often have\nwe heard children say “You’ve got to give it to me, because I said ‘please.’ ”\nBut the teachers are very careful themselves to approach a child politely\nwhen a request is made and to show appreciation when the child does\nwhat he is asked or does some task particularly well. We stress a pleasant\nvoice and an agreeable expression more than the parrot-like repetition of\nphrases.\nChildren who are surrounded with courtesy will absorb some of that\natmosphere and then give it out again. It may not work the first time,\nbut it will after repeated efforts.\nAnother rule which governs the teachers’ conduct is to make as few\ndemands as possible and to stick to those few. ‘This concept the children\nlearn sometimes after many trials. “They learn the vital fact that some\n\nthings have to be done whether the individual wants to or not. They\nlearn that when something has to be done, the teacher is deaf to refusals,\nshe is deaf to teasing, she is ready to answer questions but she cannot\nbe detoured from her purpose, she is above ail deaf to such social devises\nas temper-tantrums.\n‘This sounds pretty harsh, perhaps, but remember\nthat the teacher makes perfectly clear to the child what has to be done\nand what may be done if the child likes. Remember also that the re-\n\nquest is made so pleasantly that most of the children are only too glad\nto do as the teacher asks. And remember that the child is let alone for\nlong intervals and that requests are infrequent.\nStill another teacher’s rule is that of making suggestions positive and\nnot negative. We have no desire to have a nursery school child think\nhis name is “Don’t.”\nWe try to keep the children busy at worthwhile\noccupations. We try to substitute a desirable occupation for an un-\n\n"}
{"page": 393, "printed_page": null, "text": "j\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n389\n\ndesirable one. A child who is found trying to make the mud turtle stand\non his head is taught a more reasonable treatment for turtles. Thus the\nchild learns good habits and attitudes through the frequent repetition of\nthe desirable act. ‘Through, emphasis on the right his attention becomes\nfixed on the right and in time he forgets to think of the wrong because\nhis habits are set in the other direction.\nHis experience has provided him\nwith so many delightful occupations with pleasant outcomes that it is\nnot worthwhile to try some uncertain piece of naughtiness with the chance\nof that greatest of punishments—disapproval\nelders and, worse yet, his comrades.\n\nand perhaps criticism by his\n\nThere is still another fundamental attitude which we try to instill in\nthe preschool child. We try to give him a feeling of responsibility for\nhis toys and other play equipment.\nIn the first place we try to give\nhim a broader sympathy and understanding by having a few animals at\nthe school. All winter we have a canary and a bowl of gold-fish. In\nthe summer we have rabbits. The children are much interested in watching the animals and in their feeding and cleaning.\n‘They are learning\nsome natural history and they are learning something more important, a\nkindly attitude toward animals.\nWe believe also that the child should respect his toys. For that reason\nour equipment is not the flimsy tinny type that even a careful adult cannot keep whole outside of cotton-wool.\nOur equipment is the most\ndurable we can find, but even so we expect the children to treat it with\nrespect. They learn, for example, that toys must be brought in at night.\nThey learn that each toy has a place where it belongs when not in use.\nThey learn that if they spill sand on the floor they are expected to sweep\nit up. hey learn that if milk is spilled at the table it must be wiped\nup. They learn to keep the toys in reasonable order.\n‘They learn that\nbroken things cannot be immediately replaced.\nIf a doll’s head is broken,\nthe accident is not at once rewarded by a new doll. No, indeed.\n‘The\nold doll is carefully mended and remains as a reminder of their carelessness or, if too badly broken, the doll is put away and there is for a considerable time no substitute in the ‘“‘vacant chair.”\nI have said nothing about something which some of you probably\nthink of as the chief point in character training and that is the elimination\nof bad habits. I have omitted this consideration deliberately because I\nwant to give you the spirit of the school and the spirit in which I think\nall young children should be treated.\nLet us emphasize the good. Let\nus make the good, the interesting, the fascinating thing to do. Let us\nform good habits in the child before the poorer habits have a chance to\ntake root. And when and if bad habits crop up let us keep them from\nbecoming firmly established by the immediate and persistent substitution\nof desirable habits.\n\n"}
{"page": 394, "printed_page": null, "text": "390\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nA PROGRAM FOR THE DESIRABLE USE OF LEISURE TIME\nAS A CARDINAL OBJECTIVE OF THE PUBLIC ELEMENTARY SCHOOLS\nJOHN\n\nJ. LOFTUS, PRINCIPAL, PUBLIC SCHOOL NO. 80, BROOKLYN,\nPRESIDENT-ELECT OF NEW YORK PRINCIPALS’ ASSOCIATION\n\nN. Y.,\n\nThe topic for today was selected by the chairman from a list submitted to\nhim. In seeking for someone familiar with providing materials and occupations for leisure time, he quite naturally assumed that no one should be\nbetter qualified than a representative of Coney Island, a summer resort, that\nentertains more than forty million visitors a year, a community that in a\nsingle day in mid-season takes care of 800,000 merry-makers, more than\nthe entire population of one of our largest cities—Coney Island, a land\nof laughs and thrills, where democracy rubs elbows and forgets its cares\nfor a day, Coney Island known far and wide as the playground of America.\nA discussion of what the public schools can do and should do in training\nthe children of America for the best uses of their leisure is very timely.\nToday working hours are shorter; leisure hours are longer; spending money\nis more abundant; opportunities for uplifting or debasing uses of time more\nnumerous; homes ties less binding, companionships more varied, life more\ncomplicated, the influences of the street, the newspaper, the theater, the\nadvertiser, the fashions and follies of the day more subtle and potent than\never before.\nOn our leisure occupations depend to a large measure individual and\npublic health whether we shall choose ideals and practices that make for\nvigor, manliness, recreation, and relaxation from the nerve strain of\nmodern life or companionships and vile practices that undermine and disintegrate.\nOn our leisure interests depend in large measure the integrity and happiness of the home—whether we shall use the fruits of our toils to\nstrengthen and enrich the family associations or whether home shall be\nmerely a place in which to eat and sleep and quarrel. On our leisure practices depends often our value as desirable citizens in our community,\nwhether our pleasures and attitudes shall be such as make for cooperation,\nfellowship, and goodwill, or those that defy traditions, authority, law, and\nthe rights of others. On our leisure interests depends to a large degree our\ncharacter and our reputation. On our leisure avocations and hobbies often\ndepend our vocational aptitudes and efficiency.\n\nSo much of our life and character is affected and determined by what\nwe do in our spare time that it should not be left to chance. The training for leisure activities should not be in the hands of casual agencies, but\nit should be inspired and to some extent controlled by the influence of the\ngreatest educative agency in America, the public schools which daily touch\nthe lives of millions of children.\nTen years ago the Commission on the Reorganization of Secondary\nEducation of the National Education Association promulgated a new defini-\n\n"}
{"page": 395, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n391\n\ntion and a new philosophy of education for democracy which aimed to\nreconcile the needs of the individual with those of society. The new program represented a fundamental revision of traditional school procedure.\nIt implied an organization of the curriculum, not on the traditional vertical\nalignment of subjectmatter but on the horizontal basis of typical and essential activities and experiences of the kind in which every normal individual is expected to engage throughout the greater part of his life. In\nthe past 90 percent of the time and energy of teaching and learning went\ninto the job of mastering subjectmatter. This effort could not be justified\neither in terms of success in examinations or in terms of usability in the\nOn the other hand when children are trained and disposed to do\nworld.\ncompletely*the things they must do any way, mere subjectmatter and skills\nin tool subjects are subordinated to a place commensurate with their usefulness in the world, and pupil participation in worthwhile activities takes\nthe place of dull indoctrination in adult wisdom. The new conception takes\ncognizance of both the sociological and the psychological implications of individual differences in children. All men are created equal, but it is what\nthey are equal to that concerns the modern educator.\nIn order to carry out their recommendations the Commission set up\nseven major goals—seven cardinal objectives—habitual health, worthy home\nmembership, vocational insight and guidance, efficient citizenship, ethical\ncharacter, command of the fundamental tools of knowledge and social intercommunication, and training in the desirable use of leisure time. ‘These\ngoals are both immediate and ultimate. They apply to every school child\nnow. ‘They apply to every adult. They are not confined to pupils of the\n_ secondary schools. ‘They are not mythical goals in a far distant future.\nThey are not isolated and independent, but overlapping and interdependent,\nand must be discussed with reference to each other.\nTen years have passed since the report of the commission; readjustment\nhas been slow. Of the 500 or more curriculum revisions during that period\nfew have really departed from traditional practise, but the idea of education for democracy has moved forward. ‘Today we are participating in a\ngigantic educational convention whose keynote is teaching citizenship in\nthe schools.\n‘Today the Department of Elementary School Principals is\nconvened to work out the essential problems of character training. ‘Today\nyou are assembled in this hall to consider a program of training for the\ndesirable use of leisure time as one of the objectives coordinate with health\nand citizenship and character.\nIf we consider the recent wave of crime and juvenile delinquency that\nhas swept over the country, we are brought face to face with a grave phase\nof the leisure problem. What brings so many mere boys into our courts\nand prisons? What makes our young men prefer the street corner, the\ngang, the racetrack, the poolroom, the night club?\n\nYou may blame it on bad environment, on the breakdown of the family,\non the lack of religious training, on the maladjustment of the Americanized\n\n"}
{"page": 396, "printed_page": null, "text": "392\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nadolescent children of the unAmericanized immigrant parent, but you cannot ignore the absence of any organized program of training for leisure\ntime anywhere in our elementary schools. If our young people have chosen\nIf we tell\nbadly, perhaps they know no other way to amuse themselves.\nwe prodo\nthem to keep away from the moving pictures what substitutes\nto the\nproblem\nthis\nof\nsolution\nthe\nleft\nWe have\nvide or recommend?\nnot\nand\ncenters\nrecreation\nand\nclubs\nboys’\nto\nScouts,\nBoy\nthe\nto\nchurches,\nassumed any responsibility ourselves. We have been satisfied with casual\nresults where organized and permanent controls might have been established. Search the recent literature of the boy problem and the girl problem, analyze the recent courses of study and syllabuses and see how many\npossibilities there are, but how little has been attempted.\n°\nIf we consider for a few moments the industrial leisure revolution of\ntoday, we face another serious aspect of the problem.\nModern machinery\nhas become so efficient that it is gradually eliminating manpower.\nIndustry has made wonderful strides in production. It has much to do\nfor the worker. Vocational education has found a place in the schools today. It must stress this leisure phase of the industrial problem in its curricula.\nIf again we consider the spirit of the age, the mania for speed, the crav-_\ning for sensation, the subtle influence of modern journalism and modérn\nadvertising, the revel of the night club, the daring of the modern stage,\nthe thrill of the movie, the era of jazz, of flaming youth and roaring forty,\nwe as educators need to put our wits together to set up wholesome attitudes\nand counteracting influences and deal constructively with the many perplexing problems involved.\n;\nIf, on the positive side, we think of the wealth of opportunities for culture and recreation and enjoyment in modern life, the park, the theater,\nthe radio, the athletic field, the opera, the club, the phonograph, the camera,\nthe auto, the library, the evening school, the church; if we consider all the\nsocial agencies willing to cooperate in the promotion of desirable: leisure\nactivities for modern youth, shall we not survey these and organize them\ninto a program whose controls are within the schools? How many thousands of boys and girls never use the resources available to them in their\ncommunities!\nHow many teachers have never given a passing thought to\nwhat might be done outside of school for the young people in their care.\nHow many principals lack the vision to extend their influence beyond their\nbuildings and their books.\nIf again we have in mind the wonderful contemporary contributions to\nscience, invention, and modern comfort and convenience that owe their\norigin to the hobbies and useful avocations of American students and\nworkers, we see a field of education possibilities rich in promise for the\nwelfare of our country and mankind.\nIn justifying the right of training for leisure to be a cardinal objective\nof education we are forced to take into account the growing conception of\neducation which regards the public school not as an isolated institution, but\n\n"}
{"page": 397, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n393\n\nas the social center of the community in which it is situated; which believes that the work and the conscious influence of a school must not be\nconfined to the school day and the school premises, but must take the responsibility for directing and influencing as far as possible the attitudes,\ntastes, appreciations, and activities of public school children throughout\ntheir waking hours. There are principals who can never rise to this conception of a school, whose educational horizon is bounded by classrooms and\nblackboards and wardrobes; but to the principal who is an educational engineer, the problem of training for the desirable use of leisure time is indeed one of the cardinal objectives.\n\nUp to this point I have spoken in general terms. I want now to say a\nfew practical words on the program of training for the desirable use of\nleisure time carried on for some six years in Public School 80, Coney\nIsland. Public School 80 is a typical American public school—a typical\nmelting pot in a crowded polyglot tenement district at the very gateway\nof America.\nIt has had probably the worst problems of overcrowding\nknown in the public schools of this country and has many special community problems that militate strongly against the wholesome influence of\nthe school.\nA little over six years ago, under the splendid guidance of Dr. Payne and\nother professors of the school of education of New York University, I\nundertook to revise the curriculum of Public School 80 on the basis of\nactivities, experiences, and projects rather than on subjectmatter and I\ngrouped them around the seven cardinal objectives. As far as I can learn,\nPublic School 80 is the only public school which is organized in this way\nand which has a conscious, concrete, continuous policy and program of the\nkind.\nThe procedure was practically as follows:\n1. We made an intensive study of the definition and the implications of the\nseven major objectives.\n2. We made a comprehensive survey of the home conditions, interests, and\nactivities of the children and the resources and handicaps of the community under each of the seven objectives.\n3. The teachers adopted a group of specific practical objectives under each\n\nof the seven major objectives which we undertook to realize as rapidly\nand thoroughly as possible.\n4. We made a careful survey of all the classroom activities that had been\nused and others that were being planned under each of these specific\nobjectives.\n5. We made a similar survey of all the actual and possible out-of-class\nactivities that were available under each of the objectives.\n6. We made a survey and evaluation of the various methods\nused by different teachers to accomplish our objectives.\n\nand devices\n\nThe plan was comprehensive, but comparatively simple and progressive\nover. several years, flexible, never fixed or arbitrary, but always open to\nmodifications and growth. The resulting curriculum may be said to have\nemerged from local needs.\n\n"}
{"page": 398, "printed_page": null, "text": "394\n\n7\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe following are the specific objectives which we adopted and which\nwe can attain in the training for desirable use of leisure time:\nObjectives\n\nin Use\n\nof Leisure\n\nTime\n\n1. To set up the ideal of using leisure time to advantage and avoiding\nidleness and undesirable companions and occupations.\n2. To give children desirable interests and hobbies to fill up most of their\nfree time.\n\n3. To\n\nacquaint\n\nchildren\n\nwith\n\ninteresting\n\nplaces\n\nto go\n\nand\n\nworthwhile\n\nthings to do.\n4, To set up within the schools clubs and other activities in which children\n\nwill be intensely and profitably interested.\n5. To discover to children some of their special abilities and talents.\n6. To set up in school desirable permanent companionships by permitting\nchildren of similar aptitudes to work together on projects that bring\nthem together outside of school hours.\n7. To induce the community to set up social and recreational activities\nwhich will absorb the interests of the community and counteract the\nattraction of bad companionships and undersirable amusements.\n8. To familiarize children through the study of biographies of famous\nmen and women with their tastes and hobbies.\n9. To familiarize children with best materials in books and special magazines along the lines of their interests.\n10. To induce all upper grade pupils to join the school library and the\npublic library.\n\nCHARACTER\nAGNESS\n\nBOYSEN,\n\nTRAITS AS A BASIS\nSCHOLARSHIP\n\nPRINCIPAL,\n\nLYNDALE\n\nSCHOOL,\n\nFOR\n\nGOOD\n\nMINNEAPOLIS,\n\nMINN.\n\nThe tendency throughout modern education today is a growing desire\nto introduce character education into our school. Educators are not satisfied with the work of many of our graduates.\nSome of these boys and\ngirls go out into the world and do not succeed; in fact, some are absolute\nfailures.\nz\n\nThe time has come when we must ask ourselves this question: What\nare the necessary qualities one must possess to establish a well-ordered,\nsuccessful life? What must be taught our boys and girls to make them\nunselfish sons and daughters, considerate husbands and wives, intelligent\nfathers and mothers and desirable neighbors and citizens?\nEach day presents countless opportunities to establish correct thinking\nand not one of these opportunities must ever be neglected. Principals and\nteachers must be left free and unhindered that they may have time to\ndiscuss and work out these problems whenever they arise. Standards must\nbe so clearly outlined that children will respond to tests in character as\nquickly and with as clear an understanding as tests in the fundamentals.\nThis no doubt brings to mind the problem of obtaining teachers who are\ncapable of instilling such ideals. Only an honest teacher can teach honesty,\nonly the teacher who has poise can teach selfcontrol, only the teacher with\nwisdom can teach good judgment.\nShall not our future teachers be\n\n"}
{"page": 399, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n395\n\nchosen with other qualifications in addition to the university degree; at\nleast until the universities are ready to promote and graduate on character growth.\nThe schools of the future will need men and women of the highest type\nof character. With this in view may we not begin now to request that\napplicants be examined and appointed according to these requirements as\nwell as the other necessary qualifications?\nYou and I have met together here today to discuss the biggest problem\nthat has yet confronted educators, the problem of developing character in\nour boys and girls. Yet you will agree with me that it is the most vital\none that we have ever attempted to solve.\nWithout always realizing it during your life as a principal, character\ntraining has been the chief function.\nHow many hours have you spent at your desk sometimes when the\nwinter twilight was descending patiently teaching that troublesome boy\nor girl the art of correct living and lovingly insisting that he must do\nright?\nAnd many men and women today are leading normal useful\nlives because of those very interviews.\nHow many of such after school conferences have you held with teachers\ninsisting on the principles of courtesy, kindness, and unfailing honesty.\nAnd those teachers have gone forth from your presence resolved to abandon\nold beliefs and prejudices and start anew; and the next morning, the little\nchildren felt this unusual happiness in that classroom and a new tone\n\nof love in the teacher’s voice and they went home rejoicing and taking\nwith them joy in their hearts.\nStill these things did not seem much to you. ‘They were in the course\nof the day’s work, and you have expressed good, and talked ideals as naturally as you breathed; but those were the great points in your career, far\ngreater than all the achievement tests you have ever given, for you\ntouched character, and when you touch character you are building for\neternity.\nHowever, you have not been altogether satisfied with the amount of\ntime available for such conferences and you have often regretted the\n\nfact that you could not give that particular boy more time. Many times\nas you have seen him leaving you at graduation, you have had misgivings,\nand often a whispered prayer has been upon your lips for the welfare of\nhis future.\nOur graduates have gone out into the world and have not\nalways been a benefit to mankind, in fact many have been a detriment.\nEducators with a vision have throughout all time desired to teach more\ncharacter training but how has it been possible to give to it its rightful\nplace when academic subjectmatter has been poured in, filling every\n“\navailable minute of the day.\nteach\nto\nis\nschools\nthe\nof\nbusiness\nthe\nthat\nus\ntaught\nTradition has\nBut have these fundamentals in themreading, writing, and arithmetic.\nUnfortunately we\nselves ever produced a really great man or woman?\nfind in our penitentiaries many expert mathematicians proving that some-\n\n"}
{"page": 400, "printed_page": null, "text": "NatioNAL EpucaTion aASSOCIATION\n396\nTe\nET\nee\n\neet\n\nthing more was needed in the mastery of this subject than mere accuracy\nand speed. A man may bea great student of history but if he does not try\nto emulate in his own life the lives of those great historical characters, if\nhe does not see that through his own efforts, past mistakes in government\nneed not be repeated, his knowledge of history will be of little value to\nthe world. A man may be an earnest student of civics, but if he has not\nyet learned to be considerate of his neighbor’s rights, if he does not see\na necessity of upholding and conforming to law whether or not he agrees\nwith it; in short if he is not a law abiding citizen at all times, his knowledge of civics will not especially benefit mankind.\nInformation in itself\nhas never made a great man or woman.\n°\nWe are heartsick in reading of the crimes of the youth today to find\nthat many are not only high-school graduates, but have been faithful Sunday school workers as well.\nOften the first question that arises is, “But what of the home, is this not\nthe primal duty of the home?”\nMost assuredly it is and. we do not wish\nto deprive the home of one responsibility.\nThere are three reasons which I should like to have you consider which\ncondition the influence of the home.\nThe first is the utter inadequacy of many parents in child training:\n‘They are sincere and honest, but they do not know how. Many of them\nacknowledge it freely and are desirous of gaining intelligent help along\nthis line. ‘They are as much at loss in this phase of work as you or I\ncould be if asked to adjust the mechanism of some strange delicate machine of which we had not the slightest knowledge. No doubt with our\nclumsy fingers we might break or mar some part of that intricate workmanship.\nSo with the child; many clumsy remarks and methods of handling have broken and marred a budding life which might have had the\nmost exquisite flowering.\nThe greatest work in the world, that of\nmotherhood and fatherhood, requires no preparation.\n\"Then the other\ngroup of parents are those possessing no character themselves.\nThe only\nideals that ever reach the lives of such children are those implanted during\ntheir hours in the schoolroom.\nThe second reason for not leaving the character training entirely to\nthe home is the fact that education goes on unceasingly whether we\nrealize it or not.\nWe cannot say that character development ceases when the child bids\nhis mother goodbye. The first boy friend he meets begins to pour into\nhis ear statements which are making impressions either for good or bad\nand some influence will replace some other one during the entire day.\nHe may remember to tell his mother about these impressions on the return\nhome, but it is very doubtful if he will. He needs a steady, governing influence going on unceasingly to strengthen the good impressions and forcefully dispel the wrong.\nThe most intelligent parents are always the\nmost appreciative of this work and maintain that the moral strength of the\n\n"}
{"page": 401, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n397\n\nchild seems to be increased two fold by this constant pouring in of the need\nof correct thinking.\nThe. third reason is one that is many times given by parents themselves.\nThey say that their child is governed more by group consciousness than by\nindividuals and that the truths learned in school seem to sink more deeply\nthan the same truths learned at home. Public opinion is indeed a wonderful teacher. It often succeeds when individual persuasion fails.\nIn trying to place responsibility outside of the school there are many\nwho turn to the church and Sunday schools. We all know the struggles\nof these faithful workers and the vast amount of good they are constantly doing, but what percentage of our children today attend Sunday\nHere\nschool? And what percentage of teachers are trained workers?\nagain in most cases their standard for promotion in Sunday school is\nSome day the\nacquiring information rather than character development.\nSunday schools will require that only those capable of teaching shall\nteach and that these instructors shall receive proper remuneration for\nthis most worthwhile work.\nSo I think you will agree with me that there is one institution only\nwhere all children regardless of color, race, or creed may receive correct\nstandards for daily life and that is the public school. Attendance there\nis compulsory.\nOnly instructors may be acquired capable of transmitting\n\nright ideals.\nIn an experiment of the type which we worked out at the Lyndale\nschool every teacher in the building must be in complete sympathy with\nthe project before it should be attempted.\nFor two years at the Lyndale in our weekly conferences we discussed\nthe main functions of education before we took any definite action.\nWe considered first the business world. We consulted successful business\nmen asking why boys and girls were not making good. We received\npractically the same replies in every interview. “These were among them—\n“They lack responsibility—They are not dependable—When they finish\none job, they expect someone to give them another rather than finding it\nthemselves—They do not cooperate—They cannot take criticism—They\nare not punctual—They object to taking orders and argue with the\npeople who give them—They waste time.” ‘There were many more. We\ndid not neglect to ask if any were unsuccessful because of a lack in the\nability to spell or the inability to add correctly. They all smiled at this\nand gave somewhat the same answers.—“You give us a boy or girl on the\njob, willing to work honest, pleasant, alert and courteous, and we'll risk\nthe spelling and arithmetic.”\nAfter discussing these interviews in our meetings we decided that something more was needed in business than the mere acquisition of subjectmatter.\nUnfortunately in our district\nWe then discussed the home situation.\nthere are many broken up homes as there are in most districts today.\nWe selected traits of character that tend to make a harmonious, well\n\n"}
{"page": 402, "printed_page": null, "text": "398\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nNRRERNI\n\nneesnneat EEEEEEEEEINCROUESENEIREISSRE\nner\nana\n\nordered home. ‘These were among them: The ability to organize and\nsystematize a love of the beautiful, the ability to work harmoniously with\nothers at all times and under all circumstances; a knowledge of thrift and\nways of expressing it; the ability to reconcile differences; poise; a sense of\nhumor; an understanding of one’s duties and responsibilities and a constant desire to fulfill these efficiently. In fact we discovered that a home\nmay be very happy and useful even though its workers do not know the\ncapitals of the states of the union.\nOn the other hand we decided that\na home had little chance of succeeding if within its borders were not\nexpressed most of the selected character traits.\nAt this time, the teachers had become pretty well dissatisfied with\n\npresent requirements.\nThey could discern without difficulty that education was not preparing for life. They asked if some of these desirable\nqualities might not be listed on the report cards.\nI had seen this tried\nout in former schools without success.\nStill I was glad to have them\nexperiment.\nSome teachers added reliability, others, courtesy or service\nor leadership.\n“The parents were mildly interested; they thought it a\npleasant little device. “The children enjoyed it, but there were no positive results. ‘The teachers were dissatisfied. It is quite impossible to get\nsatisfactory results in combining the academic subject marks and the marks.\nin character traits. Parents, teachers, and children will continue, under\nsuch a plan, to place the importance on the academic subjects. Something\ndrastic at this period is needed to place character traits first and subjectmatter second. This can never be done so long as academic subjects are\nlisted for grading. I then opened the question of a report card with no\nacademic marks. “The teachers with one accord asked that it be tried at\nonce. This was in the spring of 1925. And I agreed that if they were\nas enthusiastic in the fall I would consult our superintendent.\nWhen\nschool opened in September the first request was for the new report cards.\nKnowing how thoroughly our superintendent is in sympathy with character training, I did not hesitate to lay our project before him. I received\nhis immediate encouragement and support. Since then we have had many\nvisitors from different parts of the United States, and one and all congratulate me on having been able to proceed under such a progressive regime.\nWithout the entire freedom which we were permitted to enjoy our experiment would have proved a failure.\nAfter receiving permission to go ahead we began to outline plans. At\na building conference we listed every known desirable character trait and\nand finally grouped them under ten headings: Reliability, obedience, industry, selfcontrol, social attitudes, judgment, punctuality, initiative, personal habits, thrift.\nWe then formed committees to define these character traits in terms\nthat the children would\n\nunderstand.\n\n‘These requirements\n\nwere\n\ntaken off\n\nwith the mimeograph and each child as far down as the second grade made\na booklet for himself. Each page listed some of the ways in which these\ncharacter traits may be expressed.\nThe page on reliability begins —“I\n\n"}
{"page": 403, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n399\n\nmust learn to think honestly.”\nThere are eleven other ways listed in\nwhich boys and girls may express reliability. The page on judgment contains these sentences.—‘‘I must exercise careful judgment in crossing\nthe streets, I must wear the proper wraps without being told.” There are\nfifteen other requirements for expressing good judgment.\nThere is no\ncharacter trait that has brought greater result than judgment.\nThe first sentence under industry is—“I must begin work promptly upon\narriving at school.’’—and the first sentence under thrift is—‘“I must not\nwaste time.” It was suggested that the children add from time to time\nother desirable requirements and make a notation in their books. At the\nend of the year the books were collected. The following year after the\nsuggestions had been added one of our junior highs kindly offered to print\nthese books. ‘This last year we have had them printed by a local printing office.\nThe next step in our project was to call the parents together and\nlay our plans before them.\n‘The Lyndale parents are a most desirable\ngroup with which to work. ‘They own their modest homes and care for\nthem. ‘They are exceedingly interested in their children.\nI explained to\nthem what we planned to do. ‘There were about three hundred fifty\nparents present.\nMost of them were very enthusiastic, a few were\ndubious and one or two openly antagonistic.\nI then asked for their\ncooperation for one semester.\nI stated that at the end of that time\nwe would send out a questionnaire asking for opinions and would abide\nby the decision of the majority.\nI gave them as many details as possible and outlined situations which\nmight puzzle them.\nOne thing I emphasized was that they must not\nexpect too much of the children. After I had named the character traits\nI inquired if they would receive an “A” in all of them. “They of course\nsmiled and shook their heads.\nI then asked if they could receive “B.”\nI received the same response. ‘Then I concluded that it was unfair to expect more of children then we were able to give ourselves. Children are\nin the school of life and nothing could be more unwise than to upbraid\na child for not doing something in which he may never have had proper\ninstruction.\nI suggested that they go over the little booklets carefully\nwith the children helping them to find ways in which to express these\nqualities and when a child came home with a low mark to see what\nthe difficulty was, and suggest ways of overcoming it rather than blaming\nor scolding him.\nThe children had been hearing much about the character traits so the\nplan for marking was not new to them. As soon as the teachers began to\nstudy these traits, it was only natural that they should begin to discuss\nthem with the children.\nFor two weeks after we issued the report cards we did practically nothing but interview parents. Some parents agree to this method enthusiastically because they are thinking that it will effect only their neighbor's child.\nWhen a boy receives an “F” in Arithmetic his father regrets it, but when\n\n"}
{"page": 404, "printed_page": null, "text": "400\niach he\n\nNATIONAL EpUCATION ASSOCIATION\natte tetelena eey shrine meine ihe ns Vefarpeviviediuh mn ee mr P<\n\nhe receives an “F” in Reliability, it is quite another matter. We had the\npleasure of meeting many parents that we had never seen before. While\nthe struggles were sometimes long the outcomes were generally very\nsatisfactory. And we always parted thoroughly persuaded that we were\nworking for the same results.\nAs the report cards continued to be issued reports of quite another\ntype began to pour in. I regret to say that I shall be able to give only a\nfew of these this afternoon because of the lack of time. The reports\ncame from not only the parents but the corner stores, the policeman and\nthe people in the neighborhood.\nChildren were more reliable, more considerate, more thoughtful. Parents stated that boys and girls were asking\nThey\nfor chores to do around the house in order to express industry.\nwere playing with brothers and sisters and neighbors harmoniously in\norder to show desirable social attitudes. They refused to spend money for\ncandy and gum and movies, as heretofore, because they wanted to bank\nit, to show thrift. “Those who had refused to eat the proper food were\nasking for vegetables because it expressed good judgment. ‘They insisted\non going to bed at eight o’clock for the same reason.\n“These are not a\nfew detached cases; it became quite general throughout the entire building.\nSome fathers asked for extra booklets to take on the road with them,\nsaying that they were quite as good for business as they were for school,\nwhich was the exact comment we were delighted to have, for we are preparing boys and girls for the business world.\nWhile the teachers and myself had expected growth in scholarship, we\nhad never anticipated a change as remarkable as that which occurred.\nWe started out to prove that growth in character would produce\ngrowth in scholarship and we proved it. The first year we used this\nmethod the Lyndale rose in scholarship far beyond anything it had done in\npast years.\nHowever we are running at the present time as a good\naverage; sometimes above the average. We started out to prove character\ntraining would promote scholarship, but today we are only aware of one\n\nthing and that is that it teaches boys and girls standards of right living\nat all times. The children do keep graphs in subjectmatter because of\ntransfers to other buildings.\n“They are always delighted to notice how\nconsistently does their growth in scholarship progress with growth in\ncharacter traits.\nThe character traits never leave us.\n‘They are embodied in every\n:\nassignment and every lesson.\nStandards must be so clearly outlined in this work that children will\nrespond to tests in character as readily and with as.clear an understanding\nas tests in the fundamentals.\n‘These character tests of course are live\nsituations arising in the course of every day.\nNo doubt the question comes to your mind of obtaining teachers who\nare capable of instilling such ideals. Only an honest teacher can teach\nhonesty, only a teacher with poise can teach selfcontrol, only a teacher\nwith wisdom can teach judgment.\nSometimes the greatest good that\n\n"}
{"page": 405, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n401\n\ncomes out of character training work is the good it does for teacher\nand principal. One of two teachers in the Lyndale have told me that they\nhave changed completely since teaching the character training and it is\nobvious that they have. It is impossible to check children all day in selfcontrol and continue to lose one’s temper.\nOur big work of the future, yours and mine, is to see that the schools\nare furnished with men and women of the highest type of character.\nTeachers’ colleges, if you please, will find it necessary to discourage students continuing in the profession whose integrity or morals are questioned.\nYou and I can request that applicants be examined and appointed\naccording to these requirements as well as the other qualifications which\nare being stressed today. Character education will be successful in proportion to the earnestness and absolute conviction of those who are teaching it. Arithmetic and spelling may be put across with a certain amount\n\nof mediocrity in the instruction, but not so with character training.\n\nThe\n\nheart and soul of the teacher must be in full accord, as must also her\nown principles in order to raise her pupils to the high standards which\nthey must attain.\n\nCHARACTER\nCASSIE\n\nF.\n\nROYS,\n\nTRAINING THROUGH\nORGANIZATIONS\n\nPRINCIPAL,\n\nWALNUT\n\nHILL\n\nSTUDENT\n\nSCHOOL,\n\nOMAHA,\n\nNEBR.\n\nBefore we enter into the discussion of the real significance and value of\ncharacter training in our elementary schools by means of student organizations, let us in our imagination take a glimpse of a school in which\nthere is one.\nAs we draw near one of these schools, our attention is attracted to a\nboy officer, directing traffic on a busy crossing.\nOn the curb nearby,\nother boys are stationed to assist the children, especially the smaller ones,\nas they start to cross the street. The sound of merry voices of children\nplaying at their games greets us and, as we study the various groups on\nthe playground, we notice that each group has its own captain.\nEvery\none is playing under the direction of these boy and girl captains.\nHere\nand there, on the school grounds, we are greeted by boy officers, who\nhelp to keep the smaller ones off the lawn, away from the shrubbery, and\nout of the street.\nWe enter the building. The door is opened by a door captain. If it\nhappens to be inclement weather, the little ones are assisted with their\nwraps and rubbers by the members of the service committee. When the\nbell rings, we notice various pupils stationed on the stairs, in the halls, and\nin the toilets. Outside, before the tardy bell rings, some older and larger\nboys are there to assist the stragglers, for you all know that stragglers\nmake tardies.\n\nBut why all this?\n\nWhy are these boys and girls carrying on the work\n\nof directing and controlling their own\n\nschool activities, when only a few\n\nyears ago teachers assumed all such responsibility?\n\n“There is an old axiom\n\n"}
{"page": 406, "printed_page": null, "text": "402\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\na\n\nModern educators advocate\nwhich says, “We learn to do by doing.”\nthat ‘children learn best by doing.” °\nThe economic and social world about us have made such rapid material advancement that we, as educators, are very apt to accept these\nchanges without thinking of their effect on society. We must study these\nconditions that confront us and see what changes are necessary in our\nschools to meet these conditions.\nFor years there has been much discussion concerning the best way in\nwhich to develop the character of our boys and girls in the elementary\nschools. Some criticism has been voiced against the formal lessons. At\nthe present time there seems to be a more urgent need than ever for\ncharacter training. No doubt, because so much of this training is being\nneglected in the modern home.\nAnd, if the home does not, or cannot,\nassume the responsibility for character development, then the school must.\nThe true test of any educational institution is whether or not it fits the\nneed of the child. As I have said before, “children learn best by doing.”\nThe elementary school of today must provide a program to meet this\nnew demand, that pupils may participate in those activities which will\nprovide for the very fullest development of every individual into the\nbest possible example of his own type.\nEvery elementary school must\nprovide the very best environment for those children who are entrusted\nto its care. ‘This environment must, in itself, insure the conservation and\nfurther growth of the fine possibilities of every child. Modern educational\nphilosophy has taught us that we must respect the personality of each and\nevery child. Hence, this school program must be one that will give some\npractice of that respect.\nThere are certain elements of the pupil selfgovernment idea which are\napplicable in the elementary school program.\nEach year something can be\ndone so that parents, teachers, and pupils will become accustomed to the\nidea of individual selfcontrol; and, also, to the idea that many responsibilities in the school and community can be assumed by the pupils.\nThe elementary school principal must build up a spirit for this sort\n\nof an organization in her own community. The modern school of today\nmust provide a large number of opportunities and activities in which\npupils may assume responsibility, show initiative, and act as leaders. These\nare the only avenues through which responsibility, initiative, and leadership can be developed. It is the obligation of the school to give useful\neducation through doing, to create standards and habits, to awaken the\nspirit of fair play, good sportmanship and high ideals in social and civic\nlife. In this way we are creating the desire for active citizenship. Just\nnow, I am reminded of an inscription on our new Capitol building at\nLincoln: “The salvation of the state is the watchfulness of the citizen”.\nIn my own school there is a student organization which has been\nThis organization consists of the sixth,\norganized about three years.\nseventh, and eighth grades in the three upper rooms.\nIt is a school\nactivity, in which the pupils are given an opportunity, not only to develop\nleadership, but also to learn to be good followers.\n\n"}
{"page": 407, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n403\n\nThe pupils themselves have prepared a very simple constitution and bylaws; simple, because, as Dr. McMurry says, “There are few circumstances in life that can be properly treated by rule of thumb. Good judgment is called for at every turn.” They state as their object the growth\n\nand improvement of their school and the development of citizenship among\nthe pupils. There are the usual number of officers who are elected for\na term of one year at the February meeting. ‘These officers perform the\nusual duties of any organization, and with a representative, chosen from\neach class, together with the chairmen of the various committees, form\nwhat is known as the student council.\nThis council meets on alternate Thursdays to carry on the routine of\nthe organization, to make suggestions for the improvement of the school,\nand to reprimand or help those pupils who have not yet imbibed the school\nspirit for good, active citizenship. These meetings are usually most interesting and I have made some wonderful discoveries concerning the personalities and abilities of many of our pupils.\nThere are several committees whose duties are to assume the responsibility for the care of school property and the behavior of the pupils in\nthe halls and the toilets and on the playground and the street.\nEach\ncommittee is headed by a chairman who appoints his officers every two\nweeks.\nEach officer must be ok’d by every one of his teachers before he\ncan take up his particular duty. A good officer must learn to control\nhimself in his own classes before he can take up any larger duties. ‘The\nservice committee is a special committee, whose members assist the teachers in various ways according to the needs of the school.\n\nThe committee of which I am especially proud is the library committee.\nThey have done a remarkable piece of work and have made a wonderful\ncontribution to the school. ‘This committee, with the help of the eighth\ngrade, have catalogued and indexed all the books in the library, have\nhandled all the routine of checking the books in and out, and have supervised many of the younger pupils during library hours. The chairman\nof this committee is the librarian of the school, as we have no teacher who\nacts as a librarian.\nHowever, the eighth grade teacher acts as library\n\nsponsor.\nAnother splendid opportunity which is offered the members of this\norganization is the chance to work for their school letter or monogram—\n“W, H.” In order to earn this letter, pupils must obtain twelve hundred\n‘These are based on health, scholarship, citizenship and\npoints or more.\nservice school activities, and athletics. In this way some are enabled to\nearn their letters by excelling in scholarship, others in school activities, and\nstill others in athletics. It is an incentive to these pupils to develop their\nBut whatever they may be, efficiency is the goal. As Dr.\nown powers.\n“Efficiency on the part of the pupils is the goal, and facts\nsays,\nMcMurry\nare selected with the object of making pupils energetic and highminded,\nal\njudicious, forceful, and selfreliant.”\n\nAt the regular monthly meetings, certain routine of the school is dis-\n\n"}
{"page": 408, "printed_page": null, "text": "404\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\na\n\ncussed and many helpful suggestions are given for the improvement of the\nschool. Here pupils have an opportunity to get some training in parliamentary practice and to stand on their feet and express their own opinions.\nThe program committee usually provides a short but interesting program\nfor each meeting.\nTo me, as principal of an elementary school, the value of our student\norganization cannot be overestimated.\nHere is an activity in our school\ncurriculum which gives our boys and girls a real opportunity for character\ntraining.\nEducation in its fullest sense goes on just as actively and as\nincreasingly when a child enters into all of these activities, as when he\nstudies from books.\nTeachers have always worked for character growth, when time permitted, after they had emphasized the academic subjects.\nBut education\nfor life, consists in more than the mastery of the academic subjects. One\nof the criticisms on the public schools which comes from the business\nworld is that “The school man is apt to rate his students-on mental alertness, whereas, the business man is apt to rate his employees upon their\nability to see things through, regardless of obstacles.’ Both qualities are\nabsolutely essential to success.\nThis organization gives pupils a chance to see things through. It gives\nthem an opportunity to assume responsibility, and to develop initiative.\nAt every turn they are forced to think things through for themselves, to\nweigh their conclusions and to form good judgments. “They are forming\ncorrect habits of living with their fellow-beings. What better situation in\nschool can be found, wherein a boy or girl can learn to feel that group\nconsciousness, which is so necessary to the successful man or woman, either\nin the business or social world?\nIt helps to build up a school spirit, by\nmaking each child feel a keener interest in the activities of the school and in\nthe care of school property.\nIt makes use of the surplus energy of many pupils, especially the older\nboys and girls. ‘These older children enjoy their power, but, of course,\nmany at this point, need careful guidance. ‘These are impressionable years\nand most boys and girls respect the faith and trust placed in them.\nIt emphasizes and develops certain personal virtues, as, obedience,\npunctuality, courtesy, reliability, honesty, respect for others, and selfcontrol.\nOf course teachers must study the individual pupils to find the best\nleaders.\nGood student leaders are an important factor in any school.\nThey help to make public opinion. They can exert a powerful influence\nfor good, not only in the school, but also in the community. This is not\nasking too much of any teacher, because the successful teacher should be\nas able to make a keen analysis of the characteristics of his or her pupils, so\nas to present subjectmatter in a clear and comprehensive manner.\nThe teachers are all heartily in favor of this kind of an organization,\nbecause they, too, feel that children in such an organization will be fair\n“They will learn the beauty of service; they will be more\nand honest.\nloyal to the school, and more obedient to authortiy. Teachers believe, too,\nthat it helps to build up a finer community spirit.\n\n"}
{"page": 409, "printed_page": null, "text": "DEPARTMENT\n\nCHARACTER\nL.\n\nDAISY\n\nHAMMOND,\n\nOF ELEMENTARY\n\nSCHOOL\n\nTRAINING BY MEANS\nPAGEANTS\nPRINCIPAL,\nCLARK\n\nJOHN\n\nSCHOOLS,\n\nH.\n\nDAYTON,\n\nPRINCIPALS\n\n405\n\nOF PATRIOTIC\n\nPATTERSON\n\nAND\n\nLEOTA\n\nE.\n\nOHIO\n\nAlthough my paper will cover much ground, I can do but little more\nthan set forth the merits and advantages of the training afforded by the\ninstructive and inspiring presentation of patriotic pageants.\nTo us they\nare a means to an end—developing the characters of children. It is the\nframework on which our school builds its program of character education.\nFrom the original, brief, weekly service, held in the corridor of our old\nbuilding, many, many years ago, to the nationally known patriotic pageant\nof today is a long story, but one in which I think you might be interested.\nAbout seventeen years ago, when I was a teacher in the Patterson\nschool, the principal, the late Leota E. Clark, an executive of rare skill,\na leader with a powerful and gracious personality, wrought her dreams into\ndeeds by arranging a patriotic service for the boys and girls of Patterson\nschool. She firmly believed that the American public school was founded\nand should be maintained to produce good American citizens—to mold\ncharacters of boys and girls as well as their intellects.\nLike the Saint\nof old, who built the bridge for those who followed, she built the pageants\nto help her pupils reach the goal.\nJust a word about the nature of these pageants. Our first service consisted of a processional, the pledge to our flag, the singing of a few hymns\nand patriotic songs and a recessional. From this simple, brief service of\nlong ago has grown the pageant of today. Numerous changes are always\nmade from year to year as history is in the making, but our principal aims\nhave always remained the same.\nFor instance, during the war, when\nnationalism was being intensified throughout the world, the martial spirit\nwas very predominate in the service. Since then, internationalism is being\nemphasized, making our nation friendly to all nations. We feel it is our\nduty and task to create in the hearts of our children a new era of friendliness and goodwill and to help them realize that ‘Peace hath her victories\nno less renowned than war.”\nWe have always had faith in the character building value of patriotic\npageants because patriotism creates an atmosphere conducive to the appreciation of American ideals. Children are imitative and enthusiastic and\nparticipation kindles their enthusiasm to emulate those masterful personalities and ideals that are so splendidly embodied in our great historical\ncharacters. ‘Idealism is caught not taught,” says a great writer.\nWe aim to impress upon our children that patriotism means more than\nfollowing the drum; it means loyalty, not only to flag and country, but to\nhome, school, and community; to serve humanity, to desire to do his best,\nnot only for self but to help his fellowmen.\n\n"}
{"page": 410, "printed_page": null, "text": "406\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ng\nnn\ne\npa\n\nen\n\nWe have established the custom of having our service of forty-five\nminutes every two weeks on Thursday morning at eight thirty. Every\npupil in grades six, seven, and eight participates. All the children in the\nlower grades, including kindergarten, witness the exercises, thus training\nthem to become polite, courteous listeners.\nThe real value of these patriotic pageants to our school and to our\ncommunity cannot be measured, for the results carry over into nearly\nall the activities of the school. The task taxes our energies, for a project\nof this kind creates plenty of opportunities for hard work. One must have\na very effective organization, for arrangements must be made for every\nminute detail. Every teacher must be in hearty cooperation and sympathy\nwith work—always ready and always willing to give generously of their\ntime and energy. Through the skill and devotion of our teachers we have\novercome almost insurmountable difficulties, and I’m sure they would\nagree with me in saying that the experience they acquired in helping to\nbuild a program of this type has been far-reaching in the development of\nan efficient staff.\n“Acts make habits—habits make character.” ‘The school is preeminent\n\namong educational forces in building the characters of our boys and girls\nupon a foundation of good habits, due to the routine, continued regularly\nthroughout the year. ‘Thorndike tells us that “In training character the\nformation of useful habits is exceedingly important.” Believing this to be\n\ntrue, it is imperative that we instill in the minds of the children the spirit\nof obedience.\nThrough our repeated performances they are helped to\nacquire this trait with the habits of punctuality and regularity—doing a\ncertain thing, at a certain time, in a certain place. ‘They must think\nclearly and quickly, without confusion while on their feet and do their\npart forcefully—acquiring attitudes and skills worthwhile.\nOur pageants, learned and practiced with incessant care, abound in\nsplendid opportunities for training in cooperation, that much-needed and\nessential element in shaping human affairs.\nOur children, through ex_ perience, know all too well that individual effort is not enough, for every\npresentation calls for teamwork of teachers and pupils, and one person\ncould mar the service.\nThe children, through participation, receive a definite training in\nresponsibility.\nAs members of the group they are energetic and determined in working out their part of the pageant. They are encouraged to\ntake the initiative and frequently we are amazed and gratified at the\ndisplay of originality, The opportunity to experience the results of their\nsuggestions is always of great value to the child.\nOur frequent presentations give us many chances to recognize and\nencourage leadership and selfreliance by inspiring confidence through praise\nof honest efforts. We all know how tactfully these seeds must be sown,\nyet we feel that the children should be given every opportunity to develop\nand use every talent God has given them, so that some day they may be able\nto make their contribution to the world.\n\n"}
{"page": 411, "printed_page": null, "text": "ee\n\nDEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\nee ee ere eee reer ee eres ree\nme\n\n407\n= ET\n\nThose of us who were fortunate in having the opportunity of hearing\nCameron Beck of New York speak at our banquet in Boston last February, will recall the plea he made for us to give the children a “training\nin social intelligence” —meaning that combination of those attributes of\npersonality, dress, mannerisms, tone of voice, association with others, etc.\nSince hearing him I have often thought Mr. Beck would be encouraged if\nhe knew how we emphasize those very traits in every performance and\naim to carry them over into other activities.\nIn the preparation of this paper, our president, Mr. Gist, suggested that\nI write to parents and to business men and women, who were former\ngraduates of Patterson school, and get their reactions to the value of the\nservice. ‘This I did, and I feel as though I am under a lasting debt of\ngratitude to him for the suggestion, for the letters I have received, expressing the judgments of qualified experts, have inspired us beyond words\nand have strengthened our faith in the value of a service of this type. You\ncannot imagine how it thrilled us to hear these folks say that their appreciation of much that is good was traced to the source of its cultivation—the\npatriotic pageants. Finding the letters from the adults so interesting and\ninspiring, I decided to carry Mr. Gist’s suggestion further and get reactions from our classes of eighth grade pupils. After reading their comments, we were convinced that we were making some progress in developing the characters of our boys and girls.\nI have been asked many times for an outline of our pageants., This is\nimpossible for two reasons; first, like the legends of old, the words have\nnever been printed and have come down through the years by word of\nmouth.\nSecondly, the services are not static, but dynamic, meeting. the\nneeds of changing conditions. Someone has said that “Nothing is permanent but change.”’ Perhaps this may be one of the reasons our pageants\nhave lived and become an institution in our school. Nothing is truer than\nto say that the pageants of today’s are not yesterday’s, tomorrow’s will not\nbe the same as today’s.\nIn the hands of our pupils today rests the future hope of the nation.\nThese children will, all too soon, be face to face with questions of great\nimportance and we, who have the responsibility of leadership in the public\nschools of America, must train these youth to meet and solve the problems\nof their age. Therefore, let us have faith in our institutions and determine\nto press forward with a definite and forward looking attitude to this\nwork of building characters, with greater enthusiasm and with more\nbravery than ever before. “The process will take time and courage, but\nwe must do it earnestly and sincerely.\nThe whole field lies open before us ripe for the harvest and our opportunity to be makers of men and women is the greatest opportunity that\ncan come to any principal in an elementary school. I am an optimist and I\nbelieve that every one of us here this afternoon will return to our fields of\nlabor with a lighter heart and a clearer vision of duty.\n\n"}
{"page": 412, "printed_page": null, "text": "408\n\nNaTIONAL\n\nEpuCcATION\n\nASSOCIATION\n\nSECRETARY’S MINUTES\nMinneapolis Meeting .\nThere were three breakfast meetings (July 2, 3 and 5) served to members of\nthe Department of Elementary School Principals at the Leamington Hotel. ‘The\nattendance, ranging from fifty-five to eighty, far exceeded the usual attendance\nat such meetings. The programs of the breakfast consisted largely of reports\n\nfrom the various committees.\nOf particular significance among these reports was\nThe Research Committee’s statement presented by Miss M. E. Milholland for\nChairman E. W. Cober. This report indicated a plan for research and field work\nin connection with the Division of Research of the National Education Association.\nThe theme of two afternoon meetings was character training. On Monday\nafternoon, W. O. Thompson, President Emeritus, Ohio State University, spoke on\ncharacter training from the religious point of view. He emphasized that religion\nand education were inseparable in life. Mrs. Hazel C. Daniels, Editor of the\nofficial magazine of the Parent-Teacher Association at Minneapolis, was the sec-\n\nond speaker.\nplain-spoken\n\nIt was gratifying to hear a real mother and a thoughtful woman so\nabout the responsibility of parents in the problem of character\n\neducation.\n:\nJosephine C. Foster, University of Minnesota, discussed the subject of Character\nTraining from the point of view of the preschool child. She believes that the\n\nchild should learn wholesome respect for rights of others and one way to teach\nthis is not to have enough equipment in the schoolroom so that all will have to\ntake turns.\nAnother able speaker on Monday’s program was John J. Loftus, PresidentElect of the New York City Principals’ Association, who comes from the city\nof Coney Island, and who believes that “all men are created equal, but what\nthey are equal to is what counts.”\nOn Tuesday afternoon, July 3, the main business meeting was held.. A change\nor two in the constitution was ratified and there was an election of officers.\nHerbert C. Hansen, as Chairman of Resolutions Committee, presented the resolutions, all of which were adopted and will appear in the October Bulletin of the\nDepartment of Elementary School Principals.\nFollowing the business meeting the second program was given. Mrs. Agness M.\nBoysen, Principal of Lyndale School, Minneapolis, gave an interesting talk with\nmany beautiful allusions to life, every sentence teeming with sensible thoughts.\nIn her school she has charged the report card of the children from the traditional\ntype so that the ten points in character training may be included.\nMiss Cassie Roys, Principal Walnut Hill School, Omaha, Nebraska, presented an\ninteresting account of the use of student organizations in character development.\nMiss L. Daisy Hammond, Dayton, Ohio, told how character could be taught\nthrough patriotic pageants.\nOne of the loviest affairs of the whole week was the banquet at the Lafayette\nCountry Club on the shores of Lake Minnetonka.\nFrom the Courtesy Cars escorted by motorcycle policemen to the last item of the program there were evidences of careful planning by the Minneapolis committee.\nThe first part of the\nprogram consisted of several numbers by the “Rusty Hinge Quartette’ composed of Minneapolis principals. The ridiculous element was supplied by the\n“Simp-Phoney Orchestra” playing upon an incredible variety of instruments.\nThe\nspeaker of the evening, Superintendent Thomas Cole of Seattle, made a brief but\nvigorous talk in which he said that elementary school principals had made more\nprofessional progress during the past ten years than any other group of educators.\n\nProbably the special treat which will linger in the minds of all was the rendiand Mrs.\n\ntion of the Indian classic “By the Waters of Minnetonka,’ by Mr.\nThurlow Lieurance.\nMeanwhile, a gorgeous sunset on the lake gave\ngettable setting for the song.\n\nan\n\nunfor-\n\n"}
{"page": 413, "printed_page": null, "text": "DEPARTMENT\n\nMINUTES\n\nOF ELEMENTARY\n\nSCHOOL\n\nOF THE EXECUTIVE\n\nPRINCIPALS\n\n409\n\nCOMMITTEE\n\nThe executive committee meeting was held at the Leamington Hotel, Tuesday\nmorning, July 3rd.\nThose present were: President A. S. Gist, Elizabeth McCormick, Herbert C. Hansen, W. T. Longshore, Helen B. Shove, secretary.\nThe question of the type of yearbook to be issued, and value of and participation in, of research work by the Department was discussed at some length. Assistance from the N. E. A. in retaining a research man, who can also do some field\nwork to check up returns is greatly appreciated.\nThe motion was made by McCormick, seconded by Hansen, that: It be the\npolicy of the executive committee to continue the variety topic yearbook, with a\n\nresearch yearbook on a single topic every few years, perhaps the fifth year; with\nresearch bulletins prepared frequently in conjunction with the Research Division of\nthe N. E. A.\nThe suggestion was made by Hansen and approved by Longshore that: The\neditor of the 1930 yearbook be carefully considered and appointed at the Cleveland meeting.\nThe motion was made by McCormick, seconded by Hansen, that $1000 be appropriated for treasury of the Department to continue and further research studies.\nThe question of salacious literature was discussed.\nIt was considered most\nexpedient to defer action temporarily upon that subject.\nThe motion was made\nby Hansen, seconded by Longshore, that: The appropriation of $500 made the\n\nExecutive\n\nCommittee\n\nin Boston,\n\nfor the investigation\n\nof salacious\n\nliterature\n\nbe\n\ntemporarily postponed.\nLife Membership in the Department was discussed.\nThe motion was made\nby Longshore and seconded by McCormick that: A committee with H. C. Hansen,\nchairman, confer with Secretary Crabtree of the N. E. A., regarding Life Membership in the Department, and to report at the Cleveland meeting.\nThe idea of\nthe conference being to accept Secretary Crabtree’s suggestion regarding Life Membership in the N. E. A. held by principals apply to the Department of Elementary\nSchool Principals, provided an appropriation of $2 pro rata be returned to the\nDepartment.\n\nReferring to the plan for conference\nvisors\n\nand\n\nDirectors\n\nof Education,\n\non\n\nwith Hosic of the Department\nthe problem\n\nof classification\n\nof Super-\n\nof functions\n\nof the two organizations, the motion was made by Hansen, seconded by McCormick, that: The committee be continued with A. S. Gist as chairman, to report\nat Cleveland.\nThe motion was made by Longshore, seconded by McCormick that: The Department of Elementary School Principals be represented on the National Committee for the Study of Education by the following:\nMrs. Jessie Fink, Grand Rapids, Mich.—1 year.\nArthur S. Gist, San Francisco, Calif.—2 years.\nThe motion was made by Hansen, seconded by McCormick, that: The new\nofficers confer with Mr. Adams, of the N. E. A. staff, about increased publicity of\nactivities of the elementary principals.\n\n"}
{"page": 414, "printed_page": null, "text": "“axpeihaonsStee.\nyabeosT liatolt bees’\niy ue A mio 2 A cae\n\na4\naa\n\nq¢one peas\n\nreYo autey\n\nBde +9\n\nre { SiHh2 ig bvkbwselb: aye\n\ncast\n\nols mela ney ode ‘regbet\n\noes\n‘6 yea\n\n4\n\nbate ite\n\n\"Sies WSedhtt a\" “py bite:\n\n;\n\nbiden\n\npedyese viet weitey SKr yan\n\nis\n\ncls ityee1\n\nFak\n\nat\n\n. oben\nlind |\n\nWith’ Sud aqdilg Pause WY Have steerslustia kee\n\nNovae} ae iit”Haiiyna laos a “hinsupsit ionsifs\n\nWa uc\naoe a “iad s“bet” rare va sbeotie\nD Fa? de tAraliqge fib th bles, qhotstws ad dob Haeig\nLid dade: Hd? Jhodiielt wan si\ndie St haesd VSedvtut Hue awe\n\n'Waibbiegoa envy sf,\n\nfH\n‘yd’“obeut Sa\nMTs qot sits Vey\n\n.byeetionil; a a\n\na pudtonies\n\nShatt dicey ‘aaiort SUT\nYoo\n(ile! satis wwa\nBF fee ee WW ooftahqorqié-sdt Fed!\ndeel\n\nwuoyehhe\n\nhf iy th\n\nTe surnames vat 3\n\ncP\n\nft\nale\n\nhehe a\n\nvp\n\ndb enw vite sf: Steeple env {aoatss aque!\naaere\naeshele sO BY dew astiais Fede\niit\nStodegnod\nenielh stil gal\nrae ste A\nory ase\nstate |\nf\nWW. AHP ENT “yvirsdam Bible wAD” vtecte saga oe!\nane\nbie peor\n\nLea SRT roth. Teg “Mie sRMAe's SaudeTF waeisyae\n\nHedoetD\n\na hated\n\nta wrsayril Sas by veggie ‘atlanta tak avira\n\not had bois:et\n\nHE WIEY Oe ae hga\n\noe\ni\n\na\n\nbsbivetq iietiniel\n\n7. aioe\n\njr crews\n\nyagi i peepee any te shot ihyiey banbiptad nob nate die\n“grist\natest to qoilethiewls lo-mestdorg eilede tolfoowbS to evox\nba\nOM vd -bibotvi® \\trieTl gd ebten «ni aoiom eodtanginesiaasy’ ovens Ws. m)\n\n.SaaST oO! venaneey: re. ted a ze ute giana 64 sstyieasas OTS nent alike\n\nop:\n*o\\Baghdpetin\nve,\nb6f .oa'T shady? doin wit vd bolieanss poorer yh ober deer anita\nSlt a\nnye)\n\nRaby\n\n“oats oo\n\nBensesre\n\nod eliqvattss\n\nloos:\n\nyrelaswald\n\nto heeeiag\n\nsBiivetiot. vd) Cd abitesoh ty ¢hote adeeovod optbior:\nise SeeidoiM ehigeS bags ah ul) sively el.\nPor\n\nont\n\nesistt wine\n\nto Gisiidey byeesmal\n\nVs\n\n;\n\nuote\n\nSpine! Se diis®! cmeisngtS mek etch le WiditAc?\nyd balaorse toma yd sbem sew neon fT\nJie\n\nAo\n\nA\n\nade to aushsA\n\n=a\n\ni\n+\n\n~~\n\nlab\n\nditve ssinwt rosy\n\ncams sremiersies! 9 ori de esstivirne\ntar\n\n"}
{"page": 415, "printed_page": null, "text": "The\n\nDepartment\n\nof Kindergarten-Primary\n\nEducation\n\n"}
{"page": 416, "printed_page": null, "text": "HE\n\nDEPARTMENT\n\nOF ° KINDERGARTEN-PRIMARY\n\naf EDUCATION grew out of a meeting of the Froebel\nInstitute of North America, which met in connection with the Association’s meeting in Madison,\nSee Proceedings, 1884:74.\nWisconsin, in 1884.\nThis department cooperates with the International\nKindergarten Union, whose officers for 1928-29 are:\nPresident, Caroline Barbour, Superior, Wis. ;E'ecutive Secretary, Charlotte B. Norton, Washington,\nD. C. The Union publishes a monthly magazine,\n;\nChildhood Education..\nThe officers of the Department for the year 192829 are: President, Mary Dabney Davis, Specialist\nin Nursery-Kindergarten-Primary Education, U. S.\nBureau of Education, Washington, D. C.; Vicepresident, Winifred Bain, Kindergarten-First Grade\nDepartment, Teachers College, Columbia University,\nNew York City; Secretary, Florence Davenport, Principal, Deane School, St. Paul, Minn.\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[412]\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\n1919 :171-179\n\n1920 :191-203\n1921 :461-471\n1922 :969-987\n1923 :705-719\n1924 :583-597\n1925 :478-504\n1926 :495-527\n1927 :457-472\n\n"}
{"page": 417, "printed_page": null, "text": "THE CHILD AS INFLUENCED BY THE HOME\nMRS. BELLE FARLEY MURRAY, SAGINAW, MICH.\nEFORE we can analyze the home influence upon the child we must\nadopt a meaning for the word home. I believe all of us will wish\na broader significance than the literal consideration that it is the house\n\nin which one lives. Home means the dwelling place of the family, true.\nMuch more, it means that intangible something, home atmosphere, created\nby the personalities and activities of those within the house.\nSometimes\nthis home atmosphere may give to the family, life abundant; sometimes,\n\nbut mere existence.\nLive for a moment with Tommy and David who are having their\nearly years in a crowded little house with parents who have lost completely whatever regard for each other they once may have had. ‘The\nfather’s inability to make a living coupled with the mother’s sharp temper\nincreased by worries make violent scenes the rule. An irritable grandmother keeps house and scolds the boys while their parents are away. To\nthis aged woman small boys are an unmitigated nuisance whom she must\nbattle continually in her effort to keep an inmaculate and orderly dwelling.\nIn happy contrast to these little lads are Jack and Robert who are\ngrowing up in a home giving them the opportunities which every child\nshould have. Their mother, a former kindergarten teacher, and their\nfather, a man who seeks to understand his boys, have created a home which\nwas accurately described by a little neighbor boy:\n“Tt’s a place where you want to stay because you can do what boys\nwant to do in it and because when you're there you don’t want to do\nwhat you shouldn't.”\nThis desirable condition has come about because the parents of Jack\nand Robert realize that while the three-year-old is being trained to take\nhis place admirably in a grownup world, his world, which is largely his\nhome, must be fitted to his childish needs.\nWhen a man and a girl marry and establish a new home they determine\nthe two major influences in the lives of their offspring. By choosing life\nmates they select their children’s parents, their grandparents and a host\nof more remote ancestors who limit the hereditary traits of our future\nhopes. All too often this matter of prime importance receives little or\nno consideration.\nNature must have great faith in this human species of her creation.\nNot content with her generosity in allowing these parents, self appointed\nand often with very little supervision to determine their fitness for the\ntask, the privilege of choosing that they will give to future generations\ncharacteristics of the past, she grants them the responsibility of selecting\n\nfor their children their environment. ‘The home of their making during\nprecious early years of their child’s life undoubtedly furnishes the chief\n\nstimuli to the development of that individual’s inherited possibilities.\n\nWhen a child arrives in this world all that can be done in the way\n[413]\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof his inheritance gift has been accomplished.\n\n‘The home then begins its\n\nactivity as an environmental factor. . What must this home influence\nprovide as inalienable benefits for a child thrust into this world of uncertain happiness, struggling to adjust himself to the demands of a social\n\ngroup?\nThree rights seem preeminent.\nFirst, he has a right to come into a\nhome established because two people, fit in every vital way, have a genuine\nlove for each other and a desire for children.\nNext, he is entitled to loving and intelligent care. ‘Third, he has a right to a home which is a\nplace attracting him and his friends to its kindly influences rather than\na force repelling them.\nThe undesirable qualities of a home brought into being by people\nwho are unfit physically or mentally are too obvious to need comment.\nIf genuine love does not exist between the mother and father the finest\ninspiration which that child may have as the basis for the home which\nhe will sometime make is lost.\n\n‘\n\nA group of seventh grade girls had been discussing standards which\nmight well form the foundation of a happy marriage.\nOf course, self\ncontrol, unselfishness, and consideration for the rights of others had been\nanalyzed.\nOne pert youngster gave voice to this idea:\n“Tt’s all very well to talk that way and it listens good but you an\nhave to show me the married people who don’t fight.”\nUntil that day I think it had never entered her mind that a marriage\ncould be the delightful mutual relationship it often is.\nMany times where love does not exist between the parents the child\nis reared in an undesirable atmosphere of family quarrels, verbal battles\nwhich make deep impressions upon the listener’s mind.\n‘To have these\nparents with little affection for each other is a sad experience, but an\neven greater calamity befalls the little human being who comes into this\nworld unwelcome and remains here unwanted.\nFrom the very outset\nof his existence his chances for a normally happy life suffer an almost\ninsurmountable handicap.\nHe may become the weak member of society,\nlacking in selfconfidence and believing the worst of himself as he has\nalways heard it. Other products of this environment continually expect\nto be treated unfairly and meet life always suspicious and antagonistic.\nIf this first right of the child, a home founded on love, is provided,\nundoubtedly he will have one half of the next requirement, loving, intelligent care. Were loving the only adjective to be applied to supervision\nwhich children should receive, many parents who now rank as mediocre\nwould be elevated to the rank of supremacy.\nUnfortunately, the idea\nwhich seemingly prevailed for many years that parenthood, and particularly\nmotherhood, in some magic manner inspired the owner of the title to\nacts of great wisdom in dealing with her child, has been found an\nextremely fallacious one. ‘To this mother interest must be added a large\nmeasure of intelligence trained for the mother’s special task.\n\n"}
{"page": 419, "printed_page": null, "text": "DEPARTMENT\n\nOF KINDERGARTEN-PRimARY\n\nEDUCATION\n\n415\n\nWhile having the very interesting experience of teaching child care\nto a group of high-school girls I found this lack of wise training of\nchildren many times in evidence in our nursery school. A certain mother,\none afternoon, called with her lively three-year-old Elizabeth.\nShe wished\nto enter the child in the school and during the conversation made this\nremark;\n“Elizabeth is only three, but already she is well on the way toward\nbeing ruined.\nI observe her and I know there is good material to be\ndeveloped.\nI also realize that she is being hopeslessly spoiled at home.\nI don’t know what to do with her. If only you'll take her, I’ll be eternally grateful. We get on each other’s nerves so there is no pleasure in\nPlease help me.’\nour association.\nHere was no mother pleading so much for her own release from the\nproblem as for the proverbial ‘“‘stitch in time to same nine’? where the\nlittle daughter was concerned.\nAlso there was a rather one sided intelligence which quickly recognized and admitted existing difficulties, but\nwhich apparently had been unable to prevent them, a case where the\nmoment of prevention would have counterbalanced weeks of cure.\nElizabeth the victim of home influences, was as she was, I believe, because\nan apartment house life with one normal father, a charming, but rather\nnervous mother, two overly solicitous grandparents and a nearby adoring\ngreat uncle and aunt had proved too much for her quick, restless and\naggressive mind and body. As we wish all stories might, this one, so\nfar as it has gone, does end happily.\nElizabeth came to the nursery\nschool where obedience was taken as a matter of course, where temper\ntantrums availed one nothing, where she was not an only child, where\nall day long she heard “do” many more times than “do not,’ and where\nher energy found a happy outlet. Although she did not become perfection itself, her wonderful natural abilities were developed; the mother\nand child, rested from each other during the day, did build a splendid\nrelationship; and home, which I believe had conditions continued as they\nwere when Elizabeth came to us, might have completed its start toward\nmaking her a lawless, rebellious individual, became a place of peace\ninstead of strife.\nQuite a different but equally mistaken case of loving care was that\n\nconcerning twelve-year-old Ona who mourned because her mother\nwouldn’t allow her to help with various home tasks. Mother and grandmother felt that she would have years of such hardship—what a false\nThey wished her to take pleasure without work while\nnotion—later.\nIf a girl is\nLoving care, possibly, intelligent care, never.\nshe might.\nopportunity\nno\nup,\ngrowing\nis\nshe\nwhile\nduties\nhome\nin\ngiven no share\nresponthose\nassume\nto\nexpected\nbe\nshe\ncan\nhow\nwork,\nof\nto learn the joy\nhomemaker?\nthe\nbecomes\nshe\nwhen\nsplendidly\nsibilities\nWith the differences between loving and intelligent care apparent we\n-come to a contemplation of the latter.\n\n"}
{"page": 420, "printed_page": null, "text": "416\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIntelligent care will supply the basis for a healthy body, an invaluable\nasset as anyone who even for a day has lacked it will testify. This means\nan understanding and application of simple rules of hygienic living, proper\ndiet, rest, and recreation.\nIt means growth in a quiet calm atmosphere\nwhich will foster emotional stability. The home influence, either directly\nor through its choice of an outside agency, is practically the only one during the preschool years, those years important beyond comparison.\nIntelligent care must be only that and not an unintelligent overdoing\nof the matter.\nThe child must be given the privilege of interpreting life\nfor himself.\nIntelligent care signifies wise discipline. Under this regime parents\nwill be kindly, understanding guides, not imperial tyrants. They will\nstrive to make good habits more attractive than poor ones.\nNecessity for\ndiscipline will be reduced to a minimum by furnishing the child with\nample, healthful outlets for energy which appeal to the young members\nof the family. Minor pranks will be overlooked.\nWhen punishment\nseems necessary it will be given promptly, without impatience and with\nfull understanding on the part of the offender as to why he is being\nreprimanded. Many times this understanding is lacking and pitiful parentchild anatgonisms are begun. Whenever possible the punishment will\nbe the logical outcome of the misdemeanor.\n‘\nAfter a class discussion as to the meaning of home one fifteen-year-old\nconfided to me:\n“Do you know, home to me is a place where I’ll stay when I get so\nold I can’t go anywhere else and have a good time. In the meantime\nI'll sleep there when I’m free a few hours at night.”\nA survey of conditions disclosed a type of home much too common\nfor one’s peace of mind.\nThis was a home of family bickerings, not\nviolent, but unpleasant.\nEach member had but little consideration for\nthe rights of others. ‘There was no opportunity for wholesome, happy\nboy and girl social life. Is it any wonder that this child, unwisely wise\nbeyond her years, regarded home a place from which to escape? That\nshe will desire and plan a different life for her children is one great\nhope.\nThis order drawn upon the homes to supply both good ‘heredity and\nenvironment is a huge one. ‘That there are so many fine people in the\nworld is a tribute to the homes of the past; that there are so many misfits\n\nis a challenge to homes of the future. ‘To us is awarded the responsibility\nof searching out methods of home improvement and then: giving to both\nfuture mothers and fathers that training which will make the home\na most desirable influence in the child’s life, which will furnish the world\na genuinely improved home product.\n\n"}
{"page": 421, "printed_page": null, "text": "DEPARTMENT\n\nOF KINDERGARTEN-PRIMARY\n\nA PROJECT\nMRS.\n\nHAZEL\n\nEDUCATION\n\n417\n\nIN STORY-TELLING\n\nKING,\n\nTEACHER,\n\nTRENTON,\n\nMICH.\n\nThe visualized story is a means of selfexpression.\nIt combines storytelling, modeling, and stage-craft.\n\"The ideas derived from the story are\nvisualized by molding the characters in clay and by moving them about\nin a series of mirliature stage settings.\nThe purpose of the visualized story is to develop the “passion for concrete representation” that distinguished the Greeks; to discover artistic\ntalent before it is lost in factory, office, or kitchen; to bring to the everyday work of the schoolroom “the joy in activity which is the essence of\nplay.”\nThe production of a story by this method unifies the work of the\nschool, holding the attention of a large group of children on a difficult\npiece of work for a relatively long period of time. The method may be\nused in any grade from the kindergarten to the high school.\nSuccess\nis found in the ideas expressed rather than in motor skill.\nA suggestive outline of work comprises: (1) Reading the book, (2)\ndramatizing the story, (3) selecting the characters and events to be\nvisualized, (4) making the characters and scenes, (5) presenting the\nexhibit and telling the story.\n\nTHE\nLIVIA\n\nCHILD\n\nAS INFLUENCED\n\nYOUNGQUIST,\n\nPRIMARY\n\nTEACHER,\n\nWINNETKA,\n\nBY\n\nTHE\n\nHORACE\n\nSCHOOL\n\nMANN\n\nSCHOOL,\n\nILL.\n\nSome one has said, “If we understood our children our educational\nsystems might be revolutionized.”\nOur educational thinking is being\ndirected to understanding children.\nModern\neducational psychology\nteaches us: that child instincts, interests, attitudes, and ability must be\ncomprehended; that a large freedom is a strong environmental factor in\nbehavior; that a favorable attitude should accompany the learner’s procedure; that shorter drill periods are essential.\n“These facts are basic\nfor understanding children.\n‘The application of these facts can best be\nexplained by telling of some of the work as it is done in the public schools\nof Winnetka.\nThe village of Winnetka, about eighteen miles north of the Chicago\n“loop” is made up of people, a few of whom have a mere livelihood, most\nof whom have a comfortable livelihood, and some of whom have a lux‘They cooperate for the good of the school and the\nurious livelihood.\nvalue the teacher for her merits as an equal for poor\n‘They\ncommunity.\nand rich alike. They value a public school so much that they privately\nsubscribed $329,000 for the erection of the junior high school. ‘There\nare three other buildings for the kindergarten and the first six grades.\nIn one of these there is a nursery school.\n\n"}
{"page": 422, "printed_page": null, "text": "418\n\nNaTtTIoNaL Epucation\n\nASSOCIATION\n\nThe parent-teacher association is a strong working unit. Within its\norganization are classroom units made up of all the mothers of each\ngrade in the system. The grade mothers furnish help and materials\n\nfor making a schoolroom attractive. They discuss educational problems\nand general school problems. They seek learning from the school. One\nof them recently said, “I am glad that I came to this meeting.\nI learned\nso much that I did not understand before.”\nThe\n\nparents\n\nfind that their children\n\nare\n\nnot\n\nforced: into molds\n\nbut\n\nare allowed to grow as individuals within a growing group.\n‘They find\ntheir children mastering the knowledges and skills needed in life. ‘This\nhelpful understanding of the parents affects the children.\nIt helps to\nmake the school a place where the children want to go. The children\nwant to exhibit their handwork or share their schoolroom activities. A\nmother once said, “I couldn’t stay away from this meeting. Billy would\nbe heartbroken.”\nThe Winnetka\n\ncurriculum is based upon four principles:\n\n1. Every child has a right to live naturally, happily, and fully as a child.\n2. Every child has a right to master those knowledges and skills that he will\nprobably use in life.\n3. Every child has a right to develop his own individuality.\n4. Every child must develop a strong social consciousness.\n\nHealth is a major consideration—health of body, of mind, of spirit.\nThe major aims of the physical training department are first, to develop\nstrong, healthy, normal bodies and minds, and secondly, to foster certain\npersonal, civic, and social attitudes. Attempting to accomplish both aims,\nthe department of physical training introduces competitive activity as\nmuch as is possible. ‘Teamwork is essential. ‘The physical director is\nassisted in the supervision work by two play leaders from each room chosen\nfrom among the children by election. The play leaders share the director’s responsibility of minor behavior activities. “They are able to direct\ngame activities, too.\nFor stressing the second aim, a list of attitudes expressed in action in the playing field is given the children.\nThese are\n\ndiscussed and kept before the children by example and an effort is made\nto have the children understand the intimate relations of the attitudes to\nthe sports program.\nThere are also scheduled programs, formal and informal in the gymnasium.\nOne period a week is devoted to corrective gymnastics.\nFolk\ndancing is popular. ‘There are examinations of all the pupils for physical\nfitness. A school nurse checks up the causes of absences.\nAnd because\nthe curriculum adjusts itself to the individual child there are no failures\nand no repeaters, there is no fear, no despair, but rather a spiritual soundness and emotional fitness.\nThe freedom of the well managed home is found in the school at its\nbest. The child is courteous, is fair, is himself without the fear of being\npunished. The controlling power is not one of authority but one of\nfriendliness, one that secures enthusiasm instead of obedience.\n\nThe school\n\n"}
{"page": 423, "printed_page": null, "text": "ee\n\nDEPARTMENT OF KINDERGARTEN-PRIMARY\nee\neee\neer sere\n\nEDUCATION\n419\nee\n\nwants natural and happy children. The children want a natural and\nhappy school.\nThe drill subjects: reading, writing, spelling, language, and arithmetic\nare the knowledge and skill part of the curriculum.\nA great deal of\nresearch has been done in recent years both in Winnetka and elsewhere\n\nto determine what skills and knowledges\n\nare commonly\n\nneeded.\n\nSome\n\nof these studies will serve as an illustration of this phase of the work.\nA person in order to read intelligently must have familiarity with the persons\nand places which are commonly alluded to in periodical literature.\nAn exhaustive\nstudy of these allusions forms the basis for a fact course in history and geography.\nThe spelling words most likely needed by children, the phonograms most useful\nto children learning to read, and the syllables which occur so commonly as to\ndemand instant recognition—all have been determined by scientific investigation.\nThe standards toward which children should work in arithmetic are determined by knowing what arithmetic knowledge the adult needs in every day life.\nIt has been found that we need to give more practise work and attention to\naddition and subtraction of integers, and less to multiplication and division of\nintegers, and still less to the study of fractions.\nBy measuring the speed and\naccuracy that the adult uses, one finds a guide to the degree of skill children\nare likely to need.\n\nThe research department has made it possible to determine the correct\ngrade placement for any book so far as difficulty in structure is concerned.\n(The content factors that determine the grade placement of a book are\nstill under investigation).\nBy measuring a child’s ability and having\nbooks graded (as to structure) it is possible to give children reading material that coincides with reading ability.\nGranting that a scientifically determined knowledge and skill part of a\ncurriculum is necessary to practically every normal person, every child\nshould have an opportunity to master that part. But no two children\nhave the same ability. ‘The essential knowledges cannot be comprehended\nby all the children in any group in the same length of time and with the\nsame number of repetitions. The school must provide different time allotments and different amounts of instructional practice materials for different children.\nThe individual technic demands selfinstructive and selfcorrective practise materials for each child in order that he may study the specific unit\nof subjectmatter with the minimum amount of help from the teacher.\nThe children learn how to progress from one step to another in the practise books. They understand the method of selfcorrection. The pro(All the children learn that\ncedure is accepted as a matter of course.\nway.)\nIt becomes a routine procedure.\nThe individual technic provides complete diagnostic tests to be used by\nthe teacher to determine when each child has mastered a specific unit of\nEach child stays on the work as long as is necessary to make a\nwork.\nHow many units of work can be attained with\nhundred percent grade.\nthis high standard of efficiency by all normal diligent children in a year’s\ntime in each grade has been determined by experimentation.\n\n"}
{"page": 424, "printed_page": null, "text": "420\n\nNatTIonaL\n\nEpucaATION\n\nASSOCIATION\n4\n\nThe individual technic defines the knowledge and skill part of the\ncurriculum in terms of definite units of achievement or goals. The\nbrightest child will complete the goals in a shorter time than the average\nchild will. But he will continue to stay with the group of children of\nhis own age or social development.\nThe slow child will take a long\ntime to complete his goals. But he too will stay with the children of his\nown social or chronological age regardless of advancement of academic\nsubjects.\nThe record for each child is in the form of a goal book.\nIn it are listed\nin columns the goals of each subject. The date of the accomplishment\nof the first goal of the grade is recorded just above the preceding one.\nThe child thus sees a graphic picture of his work and is stimulated to compete with his own accomplishment.\nWhile the first grade child does not necessarily know anything about\ngoals he incidentally knows of goals as found in the units of subjectmatter\non which he is working.\nHe wants to reach his goal. _ He discovers the\nsatisfaction accompanying a goal. He acquires a study habit. A primary\nchild says, “I know this row better than that row,” or “Mary does not\nknow this lesson. May I help her?” And “Please test me, I am ready.”’ A\nlittle six year old said, “Oh boy! I am glad I can soon get to this story.\nMy sister read it to me and is it a good one.\nOh boy!”\nThe teacher gives the children individual attention and help. She need\nnot correct practise papers, but she does correct test papers and knows if\nmore tests are needed for any child. She sincerely rejoices with the child\nover his individual progress.\nShe is alert to watch for habits of laziness,\nwasting of time, and over exaggeration of ability. The child says, “I\nam ready for a test,” when he is not ready. “The teacher must then in a\nfriendly way force the child to take up again the routine procedure for\nmastering the unit of work.\nShe tries to discover the method through\nwhich there is a strong feeling of satisfaction. \"These satisfactions may\nresult from correctness of doing, beauty of doing or social approval.\nThe\ngroup is always ready to be glad with the child who wants to show or\nexpress his accomplishment.\n‘The teacher, however, guards against indiscriminate use of praise.\nDrill periods are short periods of the day. The technic of individual\ninstruction and progress demands less time from the pupils, for the learning of the skills and knowledge part of the curriculum.\nThe subjectmatter is in the form of goals, the accomplishment of which insures the\nfeeling of responsibility to meet the standard of attainment.\nThe subjectmatter fits the child correctly (science has made it so). It has been\nfound that one half of the day is all that is needed.\n\"The other half of\nthe day can be spent in social and creative work.\nSome of the expressional subjects for the social and creative work\nare: Music, dramatization, puppet show, manual arts, garden, plays, and\nauditorium activities. ‘They are subjects in which a child may manifest\nan urge for expression and experimentation.\nBut the urge must be sacri-\n\n"}
{"page": 425, "printed_page": null, "text": "DEPARTMENT\n\nOF KINDERGARTEN-PRIMARY\n\nEDUCATION\n\n421\n\nficed when the interest of the group demands it. The child senses his\ndependence upon the group as well as his responsibility for the group of\nwhich he is a part.\nFor instance in music, the sweetest tones, the clearest diction, the most\ncorrect pitch that each one can produce gives that much more pleasure\nto the others of the group.\nIn listening to good music each child must\nplace himself in a receptive mood.\nOne first grade has repeatedly requested that Chopin’s “Black Key Etude” be played at their weekly appreciation lessons. A sixth grade shared its intimacy with the three composers, Bach, Beethoven, and Mozart, by giving biographical talks accompanied with lantern slides of their selection and manipulation.\nThree\nchildren furnished music from each of the composers.\nFinished singing\nand finished rhythm exercises are not the ultimate aims for music, but\nrather the joy of singing and of listening and of dancing.\nThe assembly work is a means for unifying the whole school.\nIt is a\nplace where children may share their individual and group activities.\nPrograms vary.\n“They may be those of solely electing school-government offcers and committees.\n“They may be talks about the school day’s activities,\nstory festivals or finished dramatizations.\nBut the group cannot progress unless there is developed in each child\nthe latent capacities that are different.\nThe individual varies from the\naverage, and should be encouraged to do creative work.\nHe should be\noriginal in what he contributes.\nThe content subjects such as health, civics, literature, nature study, and\nhistory that includes geography stimulate a wide variety of cooperative\nactivities through which the child may grow.\nIn the first grades such\nsubjects as community life, home life, farm life might be experienced.\nA\nsecond grade has Indian, or Arabian or Japanese life. A certain third\ngrade teacher said to me, “This year I am teaching Russia, as I am interested in that country.\nI am not required to do it. It is my own idea.\nThe children are keenly interested, too.”\nThere is a supervisor who aids the teacher and the pupils directly and\nindirectly in this field of creative work.\nShe maintains a reserve library\nand a supply room of lumber, clay, paints, kiln, picture machine, camera\nShe and the teacher want the children to expeand illustrative materials.\nrience life. Therefore, the creative activities are in the form of playhouses that are big enough to “go inside”; caves big enough to live in;\ntepees that are life size; Viking boats that are big enough to hold a pupil\nAs much of the world as is possible is brought into\npassenger or two.\nWhen that is not possible, the school goes out to the\nthe schoolroom.\n\nworld.\n\n‘There are trips to the farm, to the museum, to the stores.\n\nOne\n\ngrade tramped far into the woods to live as did the cave men.\nThe third grade which is studying Russia trooped into their room the\nother day at three, instead of at one o’clock, in the afternoon, their arms\nloaded with marsh grasses to be used in making a thatched peasant cottage.\n\n"}
{"page": 426, "printed_page": null, "text": "422\n\nNatTIONAL EpucaATION\n\nASSOCIATION\n\nProblem solving is an essential phase of a group activity lesson. A fifth\ngrade group converted the stage of the auditorium into a Grecian dwelling.\nThey had to measure the width of the stage and from that measurement\nfind the right number of pillars that were needed. ‘They had to select\npillars that were not too thin, nor yet too thick, in order that the dwelling\nbe pleasing to the eye and correct as to structure.\n\nA fourth grade had Egyptian life displayed in the room in various\nforms.\n‘The teacher said in answer to questions, “Yes.\nIt is quite extensive. I told my children that if any one presented any more ideas for this\nexpressional work, I would be unable to help them.\nSure enough a child\ncame forth with idea of a palm tree for the princess’ palace. “The child\nmade the tree all right. But to make it stand up was the problem.\nI\n\nhave learned that a child can solve about three-fourths of a problem in\nhis creative work.\n‘The one-fourth resolves itself upon me.’\nThe teacher and the supervisor also aim to teach correctness of form\nof expressing an idea whether the form be speech, drama, music or handwork. This alertness is constantly evident but not so constantly that\nspontaneity and freshness are inhibited.\nWhen an environment is rich\nfor creative expressions one may find attempts to give thoughts the form\nof poetry. A first grade child composed the following:\nIn summer\n\nwhen\n\nthe leaves\n\nare green\n\nAnd little children happy seem,\nThe farmyard animals make noise.\n‘Cluck, cluck’ goes the rooster,\n‘Bowwow!’ goes the dog.\n‘Bowwow! wow’ all the day,\n‘Moo, moo,’ goes the cow,\n‘Moo, moo, moo’ the cow does say,\nThe farmyard is the best at last\nTo stay and lie all day.\n\nA second grade child wrote:\nI have a little shadow\nThat stays by me at day.\nBut when it goes a raining\nMy shadow goes away.\n\nThe teacher and the supervisor know that new experiences for the child\nshould be added to the old when the child is ready to make these experiences a part of himself. Their attentions are directed to keeping every\none happily busy. <A certain first grade wanted the simplest technic for\ndrawing a tree. During the art lesson a child had crayoned a whole\npage of rhythmical sweeps of the brightest crayon colors instead of drawing a tree. The result was a pleasing effect. When questioned as to\nwhy she had made her picture thus, she said, “I just wanted to make\ncolor.”\nSharp lines are not drawn to separate absolutely the social and individual\nparts of the work. When a socialized activity needs certain knowledges\n\n"}
{"page": 427, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN-PRIMARY\n\nEDUCATION\n\n423\n\nand skills, the social and individual activities merge.\nBut certain parts\nof the day are devoted to individual mastery of tool and fact subjects.\nOther parts give the emphasis upon selfexpression and socialized activities.\nFor the group and creative subjects the child receives no grade marking.\nBut on one side. of the goal card are check marks showing the child’s\nprogress in developing certain habits and attitudes. They are orderliness,\nwork spirit, selfreliance, initiative, and special interests.\nDiscipline is different from what it used to be. It is training in the\nuse of freedom.\nDiscipline controls and guides. It maintains a direction\nthat more and more develops into selfdirection and selfdetermination.\nA\nmost obstreperous, unthoughtful fifth grade boy said to his teacher shortly\nbefore spring vacation, “I am much better than I used to be. I like\nto be polite and kind now.\nAnd now I am invited to three parties this\ncoming vacation.\nI never was invited before.”\nA first grade child, who had been a problem child at the beginning of\nthe year, recently analyzed his behavior thus: ‘See my good paper.\nIsn’t\nit good? I was good all afternoon.\n‘This morning I was naughty. That’s\n\nwhy I didn’t do good work.”\n\nAnd another first grade child said, ‘Miss\n\nX, if you want to go away, we can take care of ourselves.”\nThe child has a right to be natural and happy in a real life situation.\nEducation is life. He has a right to modify his intellectual ability in the\nway that makes for growth and prepares for life; he has a right to develop\nhis individuality with real problems to solve; he has a right to develop the\nspirit of group service, living with others for others. Because the child\nis being better understood, the Winnetka public schools are offering him\nopportunities to experience life situations, to develop skills, to create attitudes, to train abilities.\nThe child gains habits, thoughts, and actions\nthat are foundations for a full living.\n\nREPORT\nJANE\n\nROBERTS,\n\nOF\n\nTHE\n\nRESEARCH\n\nCOMMITTEE\n\nKINDERGARTEN-PRIMARY SUPERVISOR,\nGARY, IND.\n\nPUBLIC\n\nSCHOOLS,\n\nDuring the year 1925-1926, a poetry experiment for the purpose of\nobjectively discovering children’s likes and dislikes in poetry was conducted\nby Miriam B. Huber, Herbert B. Bruner of Teachers College, Columbia\nUniversity, and Charles M. Curry, formerly of the Indiana State Normal\nSchool. This experiment was conducted in twelve different cities. Fifty\nthousand children from the first grade through the ninth, as well as the\nfifteen hundred teachers of these children, took part in the experiment.\nThe result was the publication, in 1927, of nine volumes, one for each\ngrade, called The Poetry Book, each of which contains the best liked of the\npoems for each grade. A volume for teachers also resulted, called Children’s Interests in Poetry. The publishers, Rand, McNally and Company,\nfinanced the publication of the experimental edition of the poems, and are\nthe publishers of the permanent edition.\n\n"}
{"page": 428, "printed_page": null, "text": "424\nSe\n\noe A\n\nNaTIONAL\nee\neee\n\nN ASSOCIATION\nEpUCATIO\nee\n\nSince Gary was one of the cities to take part in the experiment, a number\nof Gary kindergartens expressed the wish that they might do something\nsimilar with four and five-year-old kindergarten children. A need for a\ndifferentiated curriculum for four and five-year-olds had long been felt\nin Gary, and it was thought that the carrying out of such an experiment\nmight point the way to selecting different poems for these two groups.\nSo, in the fall of 1927, a list of eighty poems thought suitable for such an\nexperiment with kindergarten children was selected and prepared for the\nuse of the teachers. Briefly, these poems were selected as follows:\n1. The first ten best-liked poems in the first grade list of the HuberBruner experiment were included.\n2. Forty-six from the list published by the Literature Committee of\nthe International Kindergarten Union were selected.\n3. A large number of kindergarten courses of study were examined,\nand those poems that were common to most of them were included.\n4. A few were included that did not appear in very _miany courses of\nstudy, or that were found in no courses, because it seemed to those selecting\nthem that they would make a particular appeal to kindergarten children.\nAn example of this type is the one called ““The Pumpkin and the Moon.”\nThe directions for carrying on the experiment coincided very closely\nwith those of the Huber-Bruner experiment.\nAfter we had started our\nexperiment we discovered that the procedure as outlined by the HuberBruner experiment was not suited to kindergarten children. ‘They could\nrather readily choose one of five poems which they liked best and one\nwhich they liked least, but it was difficult for them to choose two from\nfifteen or thirty or sixty, as was necessary in following their organization.\nTherefore, if we try this experiment again we shall have a different organization which will not require that the children choose from more than\nfive poems at one time.\nWe shall quote briefly from the directions given our teachers in order\nthat the procedure followed may be understood.\nThis experiment with children’s poetry will take approximately eighteen weeks\nto finish . . . In general, the scheme consists of having the children come in\ncontact with sixty poems and then checking up to see which of these poems are\nliked best or least.\nIt makes no difference in what order the poems are presented. The method of\nteaching should be your own. It is not meant that the poems should be memorized,\n\nunless the teacher and children so desire. If any are memorized, only a small\nfraction of those presented should be attempted.\nStep 1—Select any five poems from the booklet and plan to present them the\nfirst week. This would be an average of one poem a day.\n(It is possible, when\nthose selected are Mother Goose rhymes’ or familiar material, that more than\none could be given in one day.)\nAfter these five poems have been selected and presented to the children, you\n\nwill set aside one period to record the children’s first choice and last choice of the\nfive poems he has become familiar with. This we shall call selection day. Four-\n\nyear-olds and five-year-olds will\nshould be no variation in this.\n\nbe given\n\nthe\n\nsame\n\npoems\n\neach\n\nweek.\n\n‘There\n\n"}
{"page": 429, "printed_page": null, "text": "DEPARTMENT\n\nOF KINDERGARTEN-PRIMARY\n\nEDUCATION\n\n425\n\nThe following plan for determining the children’s choice is offered:\n\nFirst talk to the children and let them talk to you about each of the five poems\nthat you have read to them during the past few days. Then, if you have both\nfour and five-year olds in the same group, separate them, assigning one group\nto the teacher working with you, or, if you are alone, allowing one group to play\nwhile you work with the other. Then, with your scoring sheet in your hand, call\none child at a time to you, and have him tell you, as a secret, which one of the\nfive poems he liked best, and which one least.\nAs soon as your pupils have come in contact with the first five poems selected\nfor them, and have had their selection day as outlined above, they are ready\nfor five more poems.\nYou select this next group of five, and proceed with them\n\nas you did with the first five.\nof the supervisor your\n\nAfter each selection day, you should send to the office\n\n“Summary\n\nof Results\n\nSheet.”\n\nStep 3—When you have finished with the second five poems and your results have\nbeen sent in to the office, choose a third five and present them. Proceed to record\nthe children’s choices from these five just as you did before.\n\nWe shall not quote further from the directions for lack of time. When\nfifteen poems had been presented, they were reviewed and a choice of two\nmade from the fifteen. Then another five was selected and presented, and\n\nso on until sixty poems altogether had been used.\n‘Toward the end of the first semester, the Kalamazoo, Michigan, public\nschools joined in the experiment.\nTheir procedure was somewhat different from that followed in Gary, in that the review and the choice from\nthe reviewed poems was eliminated. While this brings the number from\nwhich the children chose at one time, down to a practical size, it has the\nweakness of not allowing for revoting on some of the poems.\nKalamazoo had approximately six hundred children in the experiment—\nfive hundred five-year-olds and one hundred four-year-olds.\nGary had\napproximately fifteen hundred,—one thousand five-year-olds and five hundred four-year-olds.\n\"This made the total number from both cities approximately two thousand.\n‘This number is not large enough to give\n\nreliable results, but it was believed that the results from this number might\nat least indicate something.\nResults of the experiment—There is not time enough to call attention\nto all the interesting points that may be found by a study of the tabulated\nlists. Only a few of the more outstanding will be mentioned.\n1. Mother Goose rhymes seem to be more popular with Gary children\nthan with Kalamazoo children. Nine of the twenty-five best-liked poems\nin the Gary five-year list are Mother Goose, while in the Kalamazoo fiveyear list there are six Mother Goose rhymes in the first twenty-five. Comparing the four-year-olds, fourteen of the twenty-five best-liked in Gary\nare Mother Goose while in Kalamazoo eleven are Mother Goose. This\nwould seem to indicate that Mother Goose is better liked by four-year-olds.\nIn Gary, Jack and Jill seems to be the best liked by both four and\nfive-year-olds. But it is also the most disliked by five-year-olds in Gary.\nIn other words, about three-fifths of Gary five-year-olds prefer Jack\nand Jill, while about two-fifths dislike it most.\nHow can we account for these things?\n\n"}
{"page": 430, "printed_page": null, "text": "NATIONAL\n\n426\n\nEpuCATION\n\nASSOCIATION\n\nIt is thought that Kalamazoo children, being mostly of American parentage, are tired of Mother Goose when they enter kindergarten, having\nhad it at home. A large percentage of Gary children are foreign born or\nof foreign parents, and therefore Mother Goose is new to them when they\nenter kindergarten at the age of four, or in many cases, five.\nThe fact that Jack and Jill received the highest number of votes from\nGary five-year-olds as being most liked and disliked may be due to the\nsame thing. In other words, it appealed most to foreign children, and\nOr, the ones who\nleast to American children who had had it before.\ndisliked it may have been those who had already attended kindergarten\na year.\nThese figures seem to indicate that we can give too much Mother Goose\nto kindergarten children.\nAnother interesting point is that The Woodpecker is the first choice\nof Kalamazoo five-year-olds, and the first choice of first graders in the\nHuber-Bruner experiment.\nCertain poems appear uniformly at the end of both the Gary and\nKalamazoo best-liked lists, indicating general unpopularity.\n‘They are:\nWe\n\nThank\n\nThee, Old lieth: Lullaby, Three Jovial Huntsmen, A Child’s\n\nPrayer, A Child’s Grace.\nWhile not in every case standing in highest rank, the following poems\nrank high, or fairly high, in both Gary and Kalamazoo four and five-year\nlists: The Barnyard, A Farmer Went Riding, Three Little Kittens, The\nBalloon Man, Puppy and I, The Snowman, Time to Rise.\nThe Barnyard, Time to Rise, and Three Little Kittens occur among\nthe first ten in both Gary and Kalamazoo five-year lists; while The Barnyard and Three Little Kittens are the only two common to the first ten\nin both Gary and Kalamazoo four-year lists.\nReasons for liking and disliking poems—Time prevents our drawing\nfurther comparisons, as there are other interesting phases of the experiment\nwhich should be touched upon. One of these is the children’s reasons for\nliking and disliking certain poems. ‘The reasons are given in the children’s\nown words.\nThe Snowman—I like it because I like snow; I like it because the snowman\nmelts; because we know a story of a snow girl and I like it.\nI don’t like it because the snowman turned to a puddle.\nJack and Jill—I like it because they fell down; I like it because they went uphill; because its funny; because it makes me laugh; because they helped their\nmother; I like to say it; I sing it at home; it’s good; it’s short.\nI don’t like it because Jack fell down and broke his crown; I don’t like to hear\nit; those kids are not strong; they can’t carry a pail of water; they are not good\nkids; because they fell down and got hurt; I don’t like it because I know it; it\ndoesn’t sound good.\nThe Cow—lI like it because I like cream; because I like milk; because the cow\nis pretty; because the cow is red.\nI don’t like it because I don’t like cows; because the cow gives milk and I\n\ndon’t like milk; I don’t like it because the cow\n\nate the flowers.\n\n"}
{"page": 431, "printed_page": null, "text": "DEPARTMENT\n\nOF KINDERGARTEN-PRIMARY\n\nEDUCATION\n\n427\n\nTime to Rise—I like it because the bird told sleepy-head to get up; because the\nbirdie had a yellow bill; because it is the prettiest one; because the birdie hopped\non the window-sill; I’d like to have a birdie of my own; because I’m a sleepyhead too; I like yellow birds; because\n\nthe bird waked\n\nup the kid.\n\nThree Little Kittens—I like it because it’s pretty; because I like kittens; because they have mittens; because I know it best; because the kittens ate pie; because they found their mittens; because its furry; because its a nice one; because\nthey cried; because it says “purr.”\nThe Barnyard—I like it because the animals are polite; because the animals\nsaid ‘thank you’ like we do; because the cow said ‘moo’ and the duck said\n‘quack’; because I’ve seen these animals on the farm; because it had so many\nfunny things in it; because the words are pretty; because the farmer says ‘goodnight’ to them.\n\nFrom the tabulated list of choices and the reasons can we not get some\nindication of what our measure for poetry, from the children’s standpoint,\nshould be?\nPleasing content, which is pleasing because it involves some object or\nexperience pleasurable to the child; humor; brevity; rhythmic word combinations and rhyming words; concrete, objective subjectmatter, seem to\nbe outstanding reasons for the selection of poems by children.\nThis is borne out by their choices. Compare any of the best-liked, The\nBarnyard, Time to Rise, and Three Little Kittens, with any three of the\nleast-liked_We Thank Thee, Old Gaelic Lullaby or Three Jovial Huntsmen, and it is clear that the children have made honest and child-like\nchoices.\n\nWe feel that we have but made a beginning in this study of kindergarten\nchildren’s preferences in poetry.\nWe need from ten to fifteen cities in\ndifferent parts of the country to join us in carrying it on next year.\n\nTHE\n\nCHILD\n\nAS INFLUENCED BY\nGROUP\n\nSTELLA\n\nLOUISE\n\nWOOD,\n\nPRINCIPAL\n\nTRAINING\n\nSCHOOL,\n\nMISS\n\nHIS\n\nWOOD'S\n\nMINNEAPOLIS,\n\nCONTEMPORARY\nKINDERGARTEN-PRIMARY\nMINN.\n\nIn every group of children we find some with the quality of leadership.\nIt is through our skills in enlisting the interest and cooperation of these\nleaders along the lines of right habits and attitudes that we secure that\ngroup morale which is so necessary for successful character training. “There\nis in every group of children a certain fine loyalty to the code of the group,\nand it should be within the powerof every teacher to transfer this fine\nloyalty from a narrowly personal to a broadly moral realm. It is a challenge to every one of us, this making honesty, justice, and truth fashionable\nin the group.\nIt has been most evident in the last few years that modern methods in\nregard to health habits, for instance, have succeeded in securing the interest\nand cooperation of the group. The tooth brush has become involved with\ngold stars and radio talks; milk taken from a bottle by means of a straw\nin the joyous company of other weight-seekers seems more attractive than\n\n"}
{"page": 432, "printed_page": null, "text": "428\nSiac sear\n\nNATIONAL EDUCATION ASSOCIATION tee es\n«chic Erie cece ann Ds. Ha inner\n\noS\n\nthe fluid urged upon one by anxious parents, spinach is mentioned with\naffection and carrots with respect, in the comforting consciousness that this\nis in full accord with the best group traditions.\nIn matters of social adjustment we arrange situations and provide activities which allow for the practise of principles of right conduct in such a\nway that it is proven that the only possible method by which harmony,\nhappiness, and the approval of the group may be secured is by taking turns,\nby respecting property rights, and by sharing privileges.\n\nWHAT\nH.\n\nE\n\nTHE CHILD GUIDANCE\nFOR THE CHILD\n\nCHAMBERLAIN,\n\nDIRECTOR\n\nCLINIC,\n\nOF\n\nBOARD\n\nOF\n\nCLINIC DOES\n\nTHE\n\nMINNEAPOLIS\n\nCHILD\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nMINN.\n\nGUIDANCE\n\nYouth is not in revolt when it seeks to know how and why life actually\nshould be lived. The youth of today has been stimuated by modern invention and science to live by trial and error rather than by the authority\nof some ancient custom or creed. The prestige of tradition and precedent\nwavers.\nA child of five can enter the kindergarten today having seen\nfrom the automobile, having heard over the radio, having observed on\nthe screen, and having overheard from the press more events and information of life than did his grandparents ever learn in their entire life span.\nIt is natural, then, that in recent years educators universally have come\nto stress not so much the acquisition and retention of knowledge in the\nclassroom, as the use of knowledge in every-day life. It is the utilization\nof one’s knowledge which hampers or facilitates an individual to adapt\nto the lives of others about them.\nColleges and professional schools decry the training the student received\nin high school; the senior high school criticizes the preparation given in\nthe junior high school; and the junior high school looks askance at the\nelementary grade achievements.\nFinally, the primary grade and the kindergarten turn to the home to blame a parent not known to them to be\noverworked or ill or distraught with trouble.\nEach and every one are\ntempted to blame another other than estimate their own responsibility\nin the behavior and progress of a child. Not infrequently all join together to label the fault as inherited or the responsibility of a generation\nago. Sometimes it is more convenient to blame the child, particularly if\nthere is the likelihood that the error committed will come to rest upon an\nadult. Youth, today, is not so much in revolt as it is curious to know at\nlast how life should be actually lived, and not by some defunct authority\nof some ancient tradition or creed.\n‘This uncompromising refusal of\nchildren to continue blindfolded on straight and narrow paths where our\nancestors were content to be defeated should be encouraged and should be\nguided.\n\nA child guidance clinic jointly associated with the school system aids\nthe child early in the kindergarten to understand others and to be under-\n\n"}
{"page": 433, "printed_page": null, "text": "DEPARTMENT\n\nOF KINDERGARTEN-PRIMARY\n\nEDUCATION\n\n429\n\nstood. It more often assists adults than it does the child. Home life in\nAmerica may be on the wane, but there is still much of family life which\ncannot be shared with those outside the family circle. With the ethical\nstandards of the medical profession, a child guidance clinic assumes the\nresponsibility of interpreting the home of a child to the teacher, the school\nto the parents of the child, and primarily the child is assisted to comprehend the aims and attitudes of adults, teachers, and parents. Not always\ncan the attitudes of adults be explained to the child.\nIt would be too\noverwhelming and too discouraging for the child to know early that too\nmany adults believe they have the inalienable right or the sacred duty to\nshape, check, repress.or coerce the emotions and thoughts of children to\ntheir own individual whims and prejudices.\nIt is the right and the duty of parents and teachers, however, to learn\nall they can of each child to whom they are responsible and to help that\nchild become selfreliant and selfcontrolled. In this duty, a child guidance\nclinic shares with parents and teachers the opportunity to assist children\nto grow up with confidence and courage to cope with the changes of constructive modern life. A child guidance clinic assists those interested in\nchildren to help the child himself to be encouraged to make use of his own\nindividual method of response to the subjectmatter of life.\n\nTHE\nMIRIAM\n\nBRUBAKER,\nAND\n\nCHILD IN HIS PLAY\n\nNURSERY\n\nSCHOOL\n\nELEMENTARY\n\nDIRECTOR,\n\nCOLLEGE,\n\nGROUP\nNATIONAL\n\nEVANSTON,\n\nKINDERGARTEN\n\nILL.\n\nIn considering a study of the child in relation to his play group let us\nthink of him in relation to a group of his own choosing, whether it be in\nthe backyard or in the playroom of the home, the playground at school or\nwithin the four walls of the building itself. In such a group which he joins\nof his own volition, rather than in the organized play group where games\nand directed activities are carried on, we\n\nfind the real child.\n\nGroups of\n\nthis type represent the child in his leisure time comparable to the adult\nwith the opportunity for leisure.\nInasmuch as my special interest at the present time lies in the youngest\nmember of the educational family, the nursery school child, I will endeavor to bring to your attention a few aspects of the development of the\n\nyoung child as he goes about the serious business of play.\n\nAt the nursery\n\nschool level the development of speech that comes through group contact\nis a most interesting study. We find children whose vocabulary has been\nretarded, and when exposed to the social situation offered by several\nchildren playing together, the child’s freedom of expression grows by leaps\nPerhaps in his association with adults or with older children\nand bounds.\n\nin the family, he has resorted to his dramatic ability, to gesture or sounds\nto gain his point. Parents respond to these baby means of expression, but\nhe finds that these have little weight with his companions and as a result\nthe need for language comes home to him in order to satisfy his desires.\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nee\nnee\nee i\n\nOn the other hand the older members of the group may revert to the\nbaby talk of younger playmates. If this passes unnoticed among the grownup members of the circle they soon forget this. It is evidence of the\nsensitivity that the young child has in hearing conversation about him.\nThe child who has the privilege of being one of a play group meets a\nchallenge to his mental capacities that the child who plays alone does not\nmeet. Follow a youngster for a morning in the nursery school or kindergarten and note the number of problems that confront him. One of our\nthree-year-olds will plot, bargain and maneuver in order to solve his dif_iculty whatever it may be. He has found through sad experience that\nsnatching or hitting another child to force him to give up the beloved\ntoy brings only an undesirable response.\n‘The other day all the kiddiekars were in use and at that moment Phil apparently had a great yearning\nfor one. He stood at the window looking longingly at a playmate enjoying a kiddie-kar as he pulled a duck on wheels behind him. Phil watched\nenvyingly the rider of the kiddie-kar, then looked out of the window at the school sheep grazing on the grass plot beyond the playground.\nAn\nidea dawned! His face lighted up and he shouted, with great enthusiasm,\n“Oooh! See the sheep! See the sheep!” His enthusiasm and tone of voice\ncommanded the interest of several children. ‘The rider of the kiddie-kar\nhopped off and ran to the window while Phil slyly absconded the kiddiekar. In this case the solution to his problem worked, fer Jack became\nabsorbed in watching the sheep. Phil will soon learn however that attempts at diversion will not always meet with success.\nWe as teachers\nknow that only too well.\nTwo little girls were washing doll clothes in the wash basin when the\nbowl became too full. The water faucet had stuck and as the water rose\nto the top the children began to look about with panicky expressions.\nOne child ran for the mop as she saw the overflow was inevitable, while\nthe other gave the stopper a hard pull. Every day with any group of\nchildren, challenging problems arise and the success with which they meet\nthem is due to the opportunity given the youngsters to work out their\nown salvation. The adult acts as an onlooker and interferes only when\nmight alone will win, or when the solution is beyond the child’s ability.\nThe child must be alert. When in this play contact with others he soon\nlearns through experience that he will lose out many times unless he is\nalive to the activity about him. Competition calls forth greater effort.\nImagination is aroused and many other mental traits are stimulated.\nAs to the emotional life of the child we frequently see fears disappearing\nbecause of the many activities carried on by others. Often the example\nset by one eradicates fear in a playmate, and places the child on the road\nto selfconfidence.\n\nFor example the child who is afraid of heights sees a\n\nfriend ascend to the top of the slide, a large drygoods box, or a fence.\nHe tries it too, and after several attempts finds there is no cause for fear.\nHow contagious is laughter over thunder and what a help to those who\nhave squirmed under its peal.\n\n"}
{"page": 435, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN-PRIMARY EDUCATION\n431\nSe\neee\neee\n\nThe fiery temper is curbed and controlled as the peppery individual finds\nthat his outbursts bring him isolation rather than the attainment of his\nwishes.\nAs social adjustment becomes more evident greater harmony is established in the group, which should mean for the individual the building up\nof the habit of being happy. If we as adults, can guide the play of children so that the atmosphere prevails and the habitually happy child is\nthe result are we not helping to cultivate one of the most priceless characteristics a human being may possess?\nIn a consideration of the emotional condition of children in a play group\nthere is need for the adult to be constantly alert to signs of over stimulation which may come about frequently from too large groups, limited play\nspace or from no supervision.\nThe latter condition is often responsible\nfor the fatigue and over-stimulation that comes in the home: or backyard.\nWe are aware of the value of the play group as a socializing agency.\nEven the youngest nursery school child is gregarious and enjoys being\nnear or with the crowd, though his activity may be purely individual.\nGradually he enters into contact with one or two other little individuals,\nthough his approach may be that of snatching or hitting. A give and take\nrelationship finally evolves through the experience of living together in this\nplay atmosphere.\nSuch qualities as generosity and thoughtfulness cannot\nbe taught to little children but must grow out of life situations.\nLet me give an example of the development of generosity as it has been\nstudied in one of our nursery school centers. The director has made a\nmost extensive study of play materials for this age level and has seen the\nneed for considerable duplication.\n‘There must be times when the individual is protected so that he will not have to give up some beloved toy\nto others. He should, many times, be able to reach a point of satisfaction.\nIf frequently forced to, ‘Be generous,” especially if accompanied by the\nfamiliar little sermon of many mothers, ““You mustn’t be a selfish boy,\nJohn. Give the engine to your little friend,” will there be a true desire\nto share, or will John feel resentful toward the adult who requests him\nto give up his precious engine? And will he rejoice in seeing a playmate\npossess it proudly? Not at all! Here is the need for duplication. It is\ntrue we cannot and should not at all times offer a duplicate, but in the\nhighly individualistic stage of the two to four-year-old it is often advisable.\nWe must help to cultivate friendly attitudes if sharing is to mean anything.\nA criticism parents make of social groups at the nursery school or kindergarten level is that children soon reach the place where they never want\nto be alone. This is a dangerous state of affairs. Children need to learn\nto enjoy being alone and finding worthwhile occupation as well as to enjoy\nand to adapt happily to groups. Are not many of our young people in that\nstate of restlessness today? They must have a crowd around and there\nmust be something going or some place to go. If parents and teachers\nare setting up the right environment and are encouraging creative effort\n\n"}
{"page": 436, "printed_page": null, "text": "NATIONAL\n\n432\n\nEpucATION\n\nASSOCIATION\n\nalong all lines, should not group contacts develop in the child a resourcefulness which will bring about a satisfaction in individual pursuits?\nThat intangible something we call personality is molded and developed\nthrough association with others, and at what an early age do we see these\nlittle personalities taking on new tones, new shades!\nIn the physical life of the child we see new skills and abilities arising.\nCompetition enters in and though joy in the activity is of more importance at this level than development of skills, the child is constantly gaining in coordination.\nAnyone knowing young children intimately will agree I believe that\nchildren are more spontaneous and free when engaged in play out of doors,\nthan when they are within the four walls of home or school. ‘There is\n\nsomething about having the blue sky for a roof and the horizon for a\nboundary line that is conducive to the presentation of the real child. Let\nme make a plea therefore for more play out of doors—not organized games\nor a longer “recess period’”—but the selfinitiated activities found in ourinformal lower school groupings. ‘This means the moving out and in of\nmaterials but often this is possible and the teacher who attempts it will\nreap the benefits of seeing the most worthwhile work.\nTo aid children in putting more content into their play should we not\ngive them more first hand experiences, utilizing the opportunities and\ninstitutions that our communities offer? I recall a first grade teacher who\nhad a group in rather a poor section of the city close to the down town\ncenter. The children were attempting to carry on a street car project.\nUpon questioning, the teacher found that many of the children had had\nthe experience of seeing street cars only from the éutside. Few had ridden\nin them. ‘The teacher thought this enlightening information.\nShe called\nthe principal, a most understanding person, and when he was confronted\nwith the fact of the children’s meager background, he straightway secured\na pocket full of nickels and he, the teacher, and the children spent the\nafternoon riding on the street cars and visiting the car barns and repair\nyards.\nDo we as teachers know the experiences our children have? They need\nthose which will carry over and be reproduced and enacted in their daily\nplay activities, for in the vital, serious business of play children develop an\nattitude which will make for purposeful work at each stage of progress\nuntil, when later life is reached, the habit of purposeful work and wise\nuse of leisure is established.\n\nSECRETARY’S\nThe\n\nluncheon\n\nof the\n\nDepartment\n\nMINUTES\n\nof Kindergarten-Primary\n\nEducation\n\nof the\n\nNational Education Association, July 5, 1928, at the Nicollet Hotel, Minneapolis,\nMinn., completed a most successful series of meetings for this department.\nThe meeting was presided over by Miss Eleanor Troxell, President of the\ndepartment.\n\nOfficers for the coming year were announced as follows: President, Mary Dabney Davis, Head of the Nursery-Kindergarten-Primary Division of the Bureau\n\n"}
{"page": 437, "printed_page": null, "text": ".\n\nDEPARTMENT\n\nOF KINDERGARTEN-PRIMARY\n\nEDUCATION\n\nof Education, Washington, D. C. Vicepresident, Winifred Bain,\nstudent at Teachers College, Columbia University, and formerly\nTeachers College, Milwaukee, Wisconsin.\nSt. Paul, Minnesota.\nThe following delegates to the National\n\nSecretary,\n\nMiss\n\nFlorence\n\n433\n\na fellowship\nof the State\nDavenport,\n\nCouncil of Education were announced:\nMiss Agnes Burke, Teachers College, Columbia University; Miss Frances Berry,\nKindergarten-Primary Supervisor, Baltimore, Md.; Miss Caroline Barbour, State\nTeachers College, Superior, Wisconsin.\nMiss Barbour, President of the International Kindergarten Union, brought\ncordial greetings from that organization to the assembled group.\nMiss Hahn,\nPresident of the Primary Council, sent a very happy greeting by letter, with\ndeep regrets that she could not be present.\nMiss Miriam Brubaker, director of the nursery school at National Kindergarten\nand Elementary College, gave a most interesting and helpful talk on “The Child\nin His Own Play Group.”\nShe made a plea for more outdoor activity and more\nexcursions for the little child. Among other things, she warned that young children should not be overstimulated, and that teachers should see that they have\nopportunities to be alone.\nGroup play only, develops the desire for companionship at all times, so that the child is not satisfied at home.\nMrs. Eleanor Poehler, accompanied by Mrs. Eleanor Freemantle, sang a most\ndelightful and charming group of songs about children.\nDr. John Chamberlain, Head of the Child Guidance Clinic of Minneapolis,\nMinnesota, gave a most helpful talk. His subject was, “What the Child Guidance Clinic Does for the Child.” Dr. Chamberlain said that the Child Guidance\nClinic aids the child in the kindergarten to understand and to be understood;\nit aids the adult more often than it aids the child; it interprets the home and\nthe child to the school, and the school to the home.\nIts method of work is to find\nout about the family history, to give a psychometric examination, and to make\na personality study.\nMiss Stella Wood, head of Wood’s Kindergarten-Primary Training School, read\na very interesting paper on “The Child in His Contemporary Group.”\nShe\nbrought out the point that the school can often do more to bring about desirable\nbehavior on the part of the child than can the home, because the school has it\nwithin its power to make certain activities “fashionable.”\nShe gave as examples\nthe instances of children eating in school certain foods which they will not\ntouch at home; washing without protest at school; behaving unselfishly because\nothers do, etc.\nHer paper closed with a very interesting “case history” written\nthirty-five years previously, showing how a selfish child learned to share through\nthe influence the group had upon him.\nThe meeting was then adjourned.\n\n"}
{"page": 438, "printed_page": null, "text": "=\"\naa\n\n~~\n\nai\na\n\nSb\nprathelas Vibe!\n\n,\n\na\n\nfonehy\n\n;\n\n=)\n\n.\n\n.\n\nae\n\na\n\n@\n\ndF sinten‘isin\n\n'\n\n”\n\nA\n\n~\n\nai\n\n-\n\nys\n\npike ees Sy\n\nean Diyarys3g0) lm\n\n“fot\n\neating\n\nistored\natoe\ndngG isese oe\nSib\nyoutoA, ee\na\n\nee aren sis,\n*\n\n'\n\ncS.\n\nhs * leo\n\n1\n\nsneer as\n\nWHaqcqnnitt Ys Baik |\nfi\n“ide Blue dite fay retin dle\naakbtad:! tint ede:\n\npiew angivedieed\n\n- thpeamekng, od or bile aS\nDae patel ody yeterquanti, gare gy\nbee\nsrt ak door bodeene:@\nD450\nwees uy baa ta\ncath\nlune aiieatdies wT “Gans\n\naR: WR\n\niL\n\nOR uategd)\n\nddeziqah twody\n\nfi\n\ni eral loidax ote, &+\n\neit\n“b'\nS¥aisheiewl «\n\nBa\nesMijacd 3 ¥e Sek epee\niity |Aid ya!\nde\n\noat\n\nreumnck Umedlivad aAtendsdy pleotign\n\n‘\n\nye\n\nape\n\nnp\n\nabi\n\nge\n\nomereA een pir baer\ndyunjd? ready OrLonyest\n'\n\n‘2a\n\ncea\n\nHoh se\nAe\n\n1s\nUrits,\nbbe\n\n¢\n\nVT\n\nny\nOR\n\nwoh\nwhen,\n\n& od asi wleagiverg\n\nsie Spawiris Satay dich gnmicah\n\naVER Soe\n\nMe err oges! arid\n\nGea\n\nrevi\n\nWi 2\nLater Hite\n\nlire\n\nMitel\n\nheamnde\n\ntah\n\n;\n\nj\nme\n\nOn\n\nuPpidie4\n\n<\n\nae\n\noe\n\nMOE\n\noe\n\nap\n\n4\n\n:\n\n“i\n\n=\n\nwi\n\n:\n\nte 2\n\n'\n\nan)\na\n\n|\n\n‘\n\nis\n,\n\nes\n\n4\n\nTh\n\n$\n\n4\n\noi\n\n“4\n\naertee\n\nPk\n\nf\n\nay\n\nn«\n\nhon:\n\nvet\n\n1p\n\nTye\n\ntu\nv\n\ndorms id aes\n\n.\n\npit\n7\n\nenacted ia aiins iit,\n\nay eet tog? «) progrits\nocene@etul wed aeul, wine\n\ni\n\n:\n\nsonal\n\nvid\n\nof nidvhilldens\n\nle ote mdteywecl\ntet, she\naE OF\n\nUre ey,\nMe\n\n#6\n\nwilt gogo bed quorg sd?\n\nTle\n\ngrape,\n\nno Bod\n\nwee\n.\n\n“7\n\n®\n\niw\n4\n\ntale\n\nBaw\ntiv\n\n‘\n\nbaw\n\nif\n\ncs\n\nibae oye\n\n"}
{"page": 439, "printed_page": null, "text": "The Department of Lip Reading\n\n"}
{"page": 440, "printed_page": null, "text": "as HE DEPARTMENT OF LIP READING was established\n\nat 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 1928-29: are President, Caroline F. Kimball, 39 Jackson St., East Lynn,\nMass.; Vicepresident, Coralie N. Kenfield, 617\nShreve Building, San Francisco, Calif.; SecretaryTreasurer, Alice I. Putnam, 3610 Milam St., Houston, Texas. Meetings are held once each year in\nJuly. Facts relating to the establishment of this\nDepartment and the record of meetings are to be\nfound in earlier Proceedings as follows:\n1926 :473-486\n\n1927 :473-486\n\n[ 436|\n\n"}
{"page": 441, "printed_page": null, "text": "REDUCING\nHORACE\n\nTHE HANDICAP\n\nOF THE HARD\n\nNEWHART,\n\nASSOCIATE\n\nPROFESSOR\n\nMINNESOTA,\n\nPRESIDENT\n\nOF\n\nTHE\n\nAMERICAN\n\nFOR\n\nTHE\n\nHARD\n\nORGANIZATIONS\n\nMINNEAPOLIS,\n\nOF\n\nOTOLOGY,\nOF\n\nOF HEARING\nUNIVERSITY\n\nFEDERATION\n\nOF\n\nOF\n\nHEARING,\n\nMINN.\n\nHE MAGNITUDE and importance of the problem of the hard of hearing has long been unappreciated.\nRecent investigations by scientific\nmethods of the acuity of hearing have shown that in the United\nStates there exist nearly three million public school children with a hearing\nloss sufficient to be a possible hindrance in their educational advancement\nand to become later in life a probable factor in limiting their economic\nsuccess and in curtailing their social contacts and pleasures. “There are\ndoubtless three million more individuals who are already seriously handicapped by their defective hearing.\nThis situation has long existed but has not been generally recognized\nexcept by our otologists. ‘The latter, unaided, have been unable to cope\nwith the problem.\n‘They have realized, nevertheless, that a very large\nproportion of cases of partial deafness are preventible if: discovered early\nand given adequate treatment.\nEfforts in this direction on a large scale\nhave not been possible, chiefly because of ignorance, indifference and a law\nof adequate means to detect accurately a slight degree of hearing loss.\nThe result has been an admittedly gross neglect of the hard of hearing\nand their peculiar needs. It has remained for the hard of hearing themselves aided by a few interested otologists, scientists, and public spirited\ncitizens, to initiate and carry on definite effective efforts in behalf of this\nneglected group.\nIn any comprehensive program for reducing the handicap of the\ndeafened, prevention must hold first place. Prevention implies the early\ndetection of all those individuals who may have even a relatively slight\ndegree of hearing loss; for if overlooked and neglected until the impairment becomes apparent, they already have a serious handicap which too\noften cannot be remedied but is apt to become progressively worse.\nThe most advantageous time to apply preventive measures in combating\ndeafness is during school life. Our older methods of testing hearing acuity\nhave proven altogether inadequate for the purpose of prevention.\n‘Their\nuncertainty, slowness of application and cost have precluded their application on a large scale and have made of no effect such laws as exist in\nmany of our states providing for the yearly testing of the hearing of all\nschool children.\nThe recent invention and perfection of the audiometer, chiefly the contributions of Dr. E. P. Fowler and of Dr. Harvey Fletcher, of the Bell\nTelephone Laboratories, has given us the means for quickly, accurately,\nand economically determining the acuity of hearing of large groups. With\nthe 4-A or multiple telephone phonograph audiometer it is now possible\nto test children above the second year in elementary schools at the rate of\n\n[ 437]\n\n"}
{"page": 442, "printed_page": null, "text": "438\neo\n\nNATIONAL EDUCATION ASSOCIATION\neee\nee\nEe\n\neee\n\nmore than one hundred per hour; forty or forty-eight being examined\nChildren who are too young to write to dictation are\nsimultaneously.\nwith another instrument, the 3-A audiometer of the\nindividually\ntested\nWestern Electric Company at a rate of twenty to twenty-five per hour.\nAll pupils showing in one or both ears a hearing loss of six or nine sensation units and more (the basic figure varying at the present time with\nthe operator according to the needs of his immediate environment) are\ngiven a second test for the sake of accuracy. All who on this retest still\nshow a definite hearing loss are regarded as requiring special otological\nexamination to determine the possible presence of any factors which require\nremoval or correction.\nThe regular examination of the hearing acuity of school children by\nmeans of the audiometer was first officially adopted by the Board of Education of Minneapolis in September, 1926, although preliminary research\n\nwith the audiometer\n\nhad already been conducted\n\nin New\n\nYork\n\nCity,\n\nRochester, New York, and Poughkeepsie, New York.\n‘The findings have\nbeen so conclusive that many cities including San Francisco, Detroit, St.\nLouis, Boston, Chicago, Columbus, Ohio, Fort Worth, and many\nothers have already adopted this method.\nIt is very apparent from the\ntests already made that from eight to ten or more percent of our school\nchildren are in need of medical attention directed to their ears.\nIn the\nlight of knowledge most recently acquired, this means not a superficial\nexamination, but one in many cases calling for highly specialized skill and\nknowledge. ‘This fact however should not deter us from giving to each\nchild the best which present equipment and medical skill can provide.\nThe entire subject is so new that there is need for the greatest publicity\nto acquaint all classes with the need and possibilities of attainment connected with this work. There is already apparent a need for the standardization of methods.\n‘This system is now applicable in all of our larger\ncities, where already much of the organization required has been provided.\nWith modifications, it has an equal, if not a more needy field of applica-\n\ntion in our rural communities where the teacher can most efficiently carry\non in cooperation with the medical man, after each shall have been made\nfamiliar with the details of the work. Ultimately uniform legislation in\nall of our states must be secured, which will provide for the regular periodic and adequate examination of the ears of all school children, and will\n\nguarantee to each child the benefit of the necessary medical care to yield\nthe most nearly perfect hearing in each individual case.\nUnder all circumstances the teacher is so situated as to do much to lessen\nthe handicap of her hard of hearing charges. They should always be given\nseats near the front of the schoolroom with the better ear toward the\nteacher and the other pupils. It is also important that the light should\nbe such as to fall favorably upon the lips of the teacher and those reciting.\nCorrect speech habits on the part of the teacher also go far towards\nlessening the efforts of the hard of hearing pupil.\n\n"}
{"page": 443, "printed_page": null, "text": "DEPARTMENT\n\nOF Lip READING\n\n439\n\nA most important means to effectively lessen the handicap of impaired\nhearing is the provision of instruction in lip reading for all children who\nare retarded in their class work because of this deficiency be it only slight.\nOne or two short periods a week, it is recognized, will keep many of\nthese pupils abreast of their classmates, whereas they would otherwise be\nretarded and become repeaters—an unfortunate circumstance for the pupil\nand for the taxpayer.\nA still further step in reducing this handicap is found in extending to\nthe adult deafened the boon of lip-reading through the organization of\nspecial classes.\n\nWHY HARD OF HEARING PUPILS IN THE PUBLIC\nSCHOOLS SHOULD BE TAUGHT LIP READING\nCAROLINE\n\nF.\n\nLYNN,\n\nKIMBALL,\n\nTEACHER\n\nMASS., AND\nREADING,\n\nOF\n\nPRESIDENT\n\nNATIONAL\n\nLIP\n\nREADING,\n\nPUBLIC\n\nOF THE\n\nDEPARTMENT\n\nEDUCATION\n\nASSOCIATION\n\nSCHOOLS\n\nOF\n\nOF LIP\n\nEveryone will admit that there are a few hard of hearing pupils in the\npublic schools, but they are skeptical about there being a sufficient number\nof such pupils to justify the employment of a teacher to instruct them in\nlip reading, or speech reading as some prefer to call it.\nInvestigations have been conducted that show that there are probably\nno less than 3,000,000 pupils having frtechys hearing in the public schools\nof our country.\nSome years ago, when the feo of lip reading in the schools was in\nits early stages, the school authorities in Washington, D. C., thought there\nwere not more than eight hard of hearing pupils in the schools of that city.\nA survey has been made which has resulted in the finding of over 1400\npupils having defective hearing in the intermediate grades alone.\nPartial deafness is not always easy to discover, in fact, in many cases the\npupils themselves do not know that they are hard of hearing. The old\nway was to allow such pupils to get what they could in school, and after\ndragging along for some years, finally to drop out, discouraged and with\nsmall equipment to meet the problems that life thrust upon them.\nBut happily, there is a new way, a brighter outlook for the hard of\nhearing at the present time, not only for the children, but adults as well.\nIn fact, the work started with the adults, and because of the benefit they\nderived, it is being adapted to the needs of children having imperfect hearing.\nFor many years the condition of the totally deaf child without speech has\nbeen recognized, and educational facilities provided for such cases. Witness\nthe fine schools for the deaf in all parts of our country with devoted teachers\never seeking for the best ways of teaching the pupils in their charge.\nBut what about those little people and, indeed, the older pupils who have\nspeech, who hear somethings and miss somethings, whose ears play tricks on\nthem? Surely, they do not belong in schools for deaf children. What they\nneed is to be shown how to pay closer attention, to have their eyes and their\n\n"}
{"page": 444, "printed_page": null, "text": "NatTIoNAL EpUCATION ASSOCIATION\n440\nlea\nOE\n\nminds more alert by special practice. And so we teach them lip reading,\nwhich is designed to do this very thing.\nThe 4A phone-audiometer, a scientific instrument for testing the hearing,\nis constantly revealing cases of pupils whose backwardness in school is due\nto impaired hearing when no one realized before that such was the case.\nWitness the case of this boy: A phono-audiometer test was made of the\npupils in his school. His test showed that he had a 24 percent loss of hearing in both ears. Because of intelligence tests he was well placed in school,\nbut his work in the schoolroom was not what the result of the intelligence\ntest would indicate. When asked what they thought was the reason for his\npoor showing in the schoolroom, his teachers said they thought he was lazy.\nNeither they nor he knew that his hearing was below normal.\nOnly recently I found a little girl in one of the schools I visit regularly.\nShe had just become a member-of the class. Her grandmother with whom\nshe lives had told the teacher that the child was hard of hearing. When\nasked if she noticed the child’s handicap, the teacher said “No.” The only\nthing she noticed was the wild answers which the child gave to the questions she was asked.\nNow, I believe that by training children in lip reading and following\nthem along through the grades, the handicap of imperfect hearing may be\ngreatly minimized.\nMary first came to me when she was in the first grade. She could not\nhear as well as the other children. We began the lip reading lessons, very\nsimple at first, being careful not to overtax the eyes. I have kept along\nwith Mary. She is now in the 6th grade. I am confident that without the\nlip reading lessons and some help in her other lessons that I have been\nable to give her, she would not have progressed in school as well as she has.\nIt behooves us to discover and follow-up the cases of hard of hearing\npupils, because deafness is in most cases progressive and insidious in its\nprogress. The child who shows a slight loss of hearing now, in a few years’\ntime is likely to show a greater loss. Lip reading does minimize the handicap.\nIt is a source of great satisfaction to me to see how much more readily\nchildren who have had lip reading lessons understand what is said than do\nchildren who are beginning the lessons.\nAnother point to keep in mind is this, that if the hard of hearing pupils\ndo not have special training to meet their needs, when they become older\nwe suddenly awake to the fact that they have lost something which can\nnever be made up to them.\nA child lost her hearing when she was three or four years old because of\nscarlet fever. She could hear some, but not enough to learn to talk. Her\nmother thought when she had an opportunity she could take the child to\nthe hospital and by having some slight operation the child would be able to\ntalk and hear. When, at the age of nineteen, she finally did take her\ndaughter to the hospital, she found that nothing could be done for her.\nThe daughter had tried to work in the shop, but she could not understand\n\n"}
{"page": 445, "printed_page": null, "text": "a\n\nSe\n\nee\n\nDEPARTMENT OF Lip READING\neen ce he nn\neine\naa\n\n441\n\nwell enough to follow the simplest directions. She had remained in school—\nnot the public school—through the fifth grade. She had learned to write\nand copy very nicely.\nAt the hospital her mother was advised to have the young lady study\nlip reading. Lip reading classes had just been started in the city in which\nshe lived.\nOf course, she needed more than lip reading.\nAfter four\nmonths’ study she had an opportunity to go to work.\nHer folks were\nskeptical about her being able to hold the job, but they wanted her to\ntry it. “That was seven years ago. She is still working at the same place,\na happy, useful member of society and a trusted employee. She travels on\nthe train to her work, goes shopping by herself, and is selfreliant and resourceful. Who can doubt that lip reading is a real benefit? Without the\nlip reading lessons and help that she received, she would not have been\nable to go outside her home to work. She continues to take private lessons\nand has for the past three or four years had a lesson a week through the\nwinter. She has a good mind. How much better it would have been for\nHow many children\nher to have had the training when she was younger.\nare we neglecting now?\nThis year'a young lady has graduated from one of our high schools, an\nhonor pupil in spite of the fact that she has been handicapped by increasing\ndeafness, which can neither be relieved nor can its progress be checked by\nmedical treatment.\nFor the past five years this young lady has had instruction in lip reading\nand she is a very good lip reader. During that time, I have witnessed her\nincreasing deafness. If it must be that she will lose her hearing entirely\nin the future, what better training could she have than the lip reading lessons which have been provided for her during her junior and senior highschool years?\nOur aims are prevention of deafness, by all means, when it is possible;\ndiscovery of pupils with imperfect hearing; medical treatment to cure if\npossible, if not, to improve existing conditions; lip reading instruction for\nthose who are handicapped or who will be later in life.\n\nWHAT\nS. O.\n\nIS BEING DONE\nTHE PUBLIC\nHARTWELL,\n\nFOR THE\nSCHOOLS\n\nSUPERINTENDENT\n\nOF\n\nHARD OF HEARING\nOF ST. PAUL\nSCHOOLS,\n\nST.\n\nPAUL,\n\nIN\n\nMINN.\n\nIn provision for the hard of hearing, we are behind both our needs and\nour desires. For two or three years the director of special classes has been\nurgently presenting the need for at least two additional teachers who should\ntake these groups for parttime work in lip reading. While state aid would\nbe available for part of the expense, our budget is just now so hampered\nthrough charter restrictions that we have not been able to meet the evident\nneeds.\nBut a recent survey has not only given us working data for proving the\ndemand, but has started some remedial work.\n\n"}
{"page": 446, "printed_page": null, "text": "442\nhig\n\neee\n\nsane\n\nASSOCIATION\nEpuUCcATION\nNATIONALnen\nET\n\neen\n\nIn March, 1928, tests were given to all the pupils in eight schools in\ngrades 4B to 8A, inclusive. The schools selected make a fair cross-section\nof the city clientage. Audiometers for both group and individual testing\nwere used. Assistants from the division of research and the division of\n\nhygiene conducted the tests and scored the papers.\nTwo results are noted: For about seventy-five pupils, reports were sent\nhome advising parents regarding the deficiency in hearing and suggesting\nmedical attention. The records of the division of hygiene show that about\nthirty have consulted a physician, of these ten have been reported back as\nSecond: If the average percent of loss of hearing\nnot needing treatment.\nin these eight schools adequately represent the city situation, some 2500\npupils need at attention of an ear specialist and approximately 140 should\nhave the chance to learn lip reading.\nSometimes accurate information, such as this survey has given, helps to\ndisclose funds not hitherto available.\nNo such gleam of light has yet\nilluminated our 1928 budget. But at least the immediate problem ahead is\nmade clear.\n\nTHE UNNECESSARY\nALICE\n\nG, BRYANT,\n\nM.\n\nOF HEATING\n\nWASTEIN THE EDUCATION\nHARD OF HEARING\n\nD., OTOLOGIST,\nAND\n\nAND\n\nVENTILATING\n\nMEMBER\n\nENGINEERS,\n\nOF\n\nOF THE\n\nAMERICAN\n\nBOSTON,\n\nSOCIETY\n\nMASS\n\nEducation as it has been carried on in our schools has not fully justified\nitself in the eyes or minds of the hard-of-hearing pupils. There is reason to assume that such education from the viewpoint of the hard-of hearing pupils has not given full measure of returns.\nFor them it has been\na lessened education and indeed a costly education.\n“They have as copartners in the accepted educational scheme the right to expect a return\non their capital. We refer now to capital not in its moneyed sense.\nThe\nhuman factor is to be reckoned with. Every day it was becoming more\napparent to the hard-of-hearing pupils that there have been widening and\ndeepening barriers existing between their educational knowledge and experiences and those of their hearing comrades. They do not want special\nlegislation.\n‘They do not want to be segregated.\nSegregation is unwarranted, unnecessary, and unjust. They do want the thoughtfulness and\nthe intelligence of a consistent unity of life in order to direct their forces\nfor the achievement of their rightful education and successes. ‘They should\nhave the initial advantage of a common pupilship.\nIt is a significant fact that the hard of hearing should have their special\ntraining in the lip reading, speech reading classes, but above all they should\nhave the wide companionship of normal hearing individuals in the regular\nclassroom work.\nThese statements have been obtained by independent\nauthorities who have had intimate practical knowledge of the requirements, possibilities and results in the educational training of the hard of\nhearing. As we think on these things, the hard-of-hearing pupils have been\n\n"}
{"page": 447, "printed_page": null, "text": "DEPARTMENT\n\nOF Lip READING\n\nCS\nee\na\n\n443\n\neducated on side lines. They have been allowed to trail behind as interpreted in processes of class-repeating and class-repeatings. There has been,\non the whole, much groping in the dark in our lack of classification of the\ndeaf and the hard-of-hearing. We who are closely associated with them\nin the home, in educational, in social, in economic, and in medical ways\n\nclearly differentiate in our minds the cleavage lines between them. On\nbroad lines, we may say the deaf include those persons who were born deaf\nor who became deaf before they acquired speech, while the hard-of-hearing\nbecame deaf after speech had been acquired. The former have been favorably provided for, as their condition is more in evidence, but we appeal\nfor a fuller understanding of the latter—that is, the hard-of-hearing.\nThere is desirability and need for a common understanding on these.\nquestions.\nA continuous and unending progress must follow our direct\n‘Incentive of study with unity and aim of purpose sweep away these educational barriers. The teachers of lip reading, speech reading, and groups\nof physicians, aurists, research workers, acoustic engineers, social service\nworkers, nurses, parents, guardians, school boards, advanced thinkers of\neducation, are stressing the potent and beneficial influences of intensive work\nfor the hard-of-hearing.\n‘These groups are thinking in terms of life-expectations at their best, and thus “an evil clearly understood is always on\nthe way to remedy.” The keynote in this education is to shun old methods\nof instruction, to enlarge our outlook by sympathetic and intelligent understanding of the position that the hard-of-hearing child bears to education\nand that education bears to the hard-of-hearing child. In fact, we should\nexamine these problems in their entirety. We need to study and to forecast the net balance in the educational training of the hard-of-hearing child.\nThe pleadings of individuals and groups interested in the hard-of-hearing\nproblems have been heard during the years. ‘They want to prepare the\nhard-of-hearing for the stresses of life, to prepare them to step into positions of the skilled worker and to occupy fields of usefulness wherever they\nshould find themselves placed. These pleadings have gathered force and\nthe National Education Association in its wisdom has created a Department of Lip Reading.\nLip reading, speech reading, affords an avenue toward a yonstructive\nmethod of dealing with this situation of the hard-of-hearing.\nIt bridges\nover the untrodden pathways between the hard-of-hearing and the normal\nhearing individuals. It serves as a stabilizer. ‘The hard-of-hearing are no\nlonger restricted, hampered, discouraged, or unduly depressed when lip\nreading, speech reading is understood. This would seem like a fairy tale,\nif it were not for the real facts, the actual outcome of the systems. “There\nis infinite scope of deep study in these interests of the hard-of-hearing that\nare not only individual but national and international. We have as yet\nWe are only nearing the\nbut scratched the surface of these problems.\nWe now know\ndevelopment.\nunending\ngrowing edge of a continuous and\nunderstanding\nof\nlack\nand\nfailures\nand\nour common ground. Misgivings\n\n"}
{"page": 448, "printed_page": null, "text": "444\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nere\na\n\nmay come our way, but with unquenchable hope and great faith and ceaseless and undaunted endeavors we will carry on the good work.\nA network of interests in this movement is being developed throughout\nEach city of\nthe educational world, within and without the schoolroom.\nfor the\nclubs\nand\nany large size in our country has its guilds, branches,\nhard-of-hearing. There is a spirit of happy and productive cooperation and\ncoordination among these interconnected relationships. Across our borders\nand across the seas, a noteworthy interest is being shown in these comprehensive efforts for the hard-of-hearing.\nIt is desired to arouse general\nand world-wide interest on this subject by a fuller appreciation of its\nbeneficial results.\nThe causes of impaired hearing are sometimes baffling, but no opportunities are missed by the aurists to meet the situation.\nThey are\nunceasing in their research studies and contacts to work for the conservation of hearing and prevention of impaired hearing or deafness. “They are\nseeking aid wherever it is to be found to solve these problems, and more\nand more they are linking up with other scientific societies and new connections are being constantly formed.\nOne of our stumbling blocks has been the impossibility of individually\ntesting the hearing of the millions and millions of school children.\nSuch\na procedure would have been a colossal affair, a time-consuming task. It\nwould have taxed the otologists’ and examiners’ strength up to the hilt.\n‘Today there is a keen sense of love of research, of the conquest of the unknown. A recent example of this is the invention of Dr. Harvey Fletcher,\nan acoustic research engineer of the Bell Telephone laboratories and the\nWestern Electric Company.\nHe has invented the phono-audiometer.\n“It\nis a combination of phonograph and telephone system, whereby the record\non the phonograph can be heard by a group of children through telephone\nreceivers.” It is possible to link up groups of receivers and thus increase\nthe number of children to be tested. The different percentages of losses\nin hearing classifies the children for the lip reading, speech reading teachers.\nPhysicians are under deep obligation to Dr. Fletcher for his invention.\nIt is of inestimable value to the aurist in interpreting the degree of deafness.\nThe hard-of-hearing pupil is left no longer to chance.\nHe is given immediate attention and continuous consideration.\n‘This strong grouping\nscheme is a great new adventure, full of possibilities for the prevention\nof deafness and the conservation of hearing.\nDr. Fletcher, in association with Dr. E. P. Fowler, has estimated that\nthere are over 3,000,000 school children in this country whose hearing\nis impaired.\nDr. Harold Hays, the wellknown otologist, and an understanding exponent of the hard-of-hearing child, states that in New York\nCity 14.4 percent of the children have defective hearing.\nThe invention above referred to has rendered conspicuous service to the\nadvancement of the study of the hard-of-hearing.\nIt has become a timesaving device, an instrument of precision and a necessity—not a luxury.\nIts only disadvantage would seem to be its cost. The practicability of this\n\n"}
{"page": 449, "printed_page": null, "text": "DEPARTMENT OF Lip READING\nee\neee\nee\n\n445\n\ninvention and the far-reaching necessity of skilled expert teachers for the\nhard-of-hearing who should be deservedly paid will do away with classrepeating and class-repeatings. To figure the cost question in either case is\na matter of thoughtlessness, and it is not sound reasoning. The child with\nimpaired hearing has been long enough an innocent, helpless and unguided\nshareholder in the plant of education. Teachers must qualify for lip reading or speech reading positions. They are in high demand and the demand is far in excess of immediate supply. Whether the enrolment will\ncome from the rank and file of teachers or from a group of teachers\nspecially equipped can be answered as to qualifications by stating that the\nteachers must be so fitted for this specialized study that they will maintain\nthe high standards set by their forerunners in the lip reading, speech reading professional field. It seems unnecessary even to suggest to the normal\nhearing individuals that they should enunciate clearly for the benefit of\nthe hard-of-hearing pupils.\nIt favorably affects them to understand intelligently the spoken words. The essential point is to avoid nerve strain\nas “fatigue deafness” in the hard-of-hearing. The slovenly practice of poor\nenunciation, the improperly modulated, diluted and staccato voices, the\nunsteadying effect of not facing the hard-of-hearing when addressing them,\nthe facial contortionists and hand-gesturing, and the fly-wheel conversationalists are undesirable in the life of the hard-of-hearing, and they contribute to nerve deafness.\nBefore the normal hearing individual criticizes the hard-of-hearing, let\nhim learn the lesson of controlling himself in the above-mentioned ways\nbefore he attempts to control the hard-of-hearing. A group of hard-ofhearing individuals have ear-marked a week in May as “National Hearing\nWeek.” ‘Thus it appeals to a broader understanding and appreciation of the\nsubject and also promotes a fashion of contributing to its growth.\nThe fetish of super-architectural school construction is overdone.\nIt\ninvolves unbelieveable millions and billions of dollars.\nMeanwhile the\nhard-of-hearing pupils who are innocent and helpless participants within\nthe schools are struggling, often unaided, to surmount and to survive the\nhandicaps placed in their way. We should remember the pupils must accept existing conditions.\nWe have been trying to put square pegs into\nround holes and round pegs into square holes, but it may be at times no\nNo opattempt has been made to put each peg into its rightful hole.\nportunities should be allowed to be missed in the lives of the school children.\nLip reading, speech reading, for the hard-of-hearing is all too insufficiently\nWithout it the activities\nunderstood by the normal hearing individuals.\nsuccessful competition\nhampered,\nare\nindividuals\nof the hard-of-hearing\nthey partake of the\nand\nlessened,\nare\nendeavors\nlife’s\nin\nand participation\ninsistent demands\nbe\nmust\n‘There\nexperience.\nand\nknowledge\nof\ncrumbs\nfor skilled medical knowledge for the prevention of deafness and conservation of hearing, accurate hearing tests and lip reading, speech reading and\nIf in places where they think, there are those who apvoice training.\nproach these considerations in an apathetic, lukewarm and hesitating way.\n\n"}
{"page": 450, "printed_page": null, "text": "NATIONAL\n\n446\n\nEDUCATION\n\nASSOCIATION\n\nor who question the advisability of stressing the reform in the education of\nthe hard-of-hearing, then we are led to believe that they have taken a\nsuperficial viewpoint or appraisal of existing conditions. If we expect for\nthe hard-of-hearing greater output and better results and unhampered social\n\nvelations and preparation for qualified positions, let us not permit them to\ndrift into undesirable, unprofitable, and unqualified bypaths.\nThe usefulness of lip reading has been tested and its existence is justified.\nIt is a vital asset. Through the ripening and fruitful experience of those\nwhose principal life-task has been to associate with the hard-of-hearing, it\nis recognized that the latter are taking courage, taking heart. The bedrock of the whole situation is a full appreciation and a clear mental picture\n‘The hard-of-hearing are coming into their\nand a mutual understanding.\nrightful and common human heritage.\n\nTHE\n\nVALUE\n\nOF LIP READING FOR\nHEARING ADULT\n\nTHE\n\nHARD-OF-\n\nIDA P. LINDQUIST, PRINCIPAL OF THE MINNEAPOLIS SCHOOL OF LIP\nREADING, MINNEAPOLIS, MINN.\nLip reading for the hard-of-hearing adult is both old and new. Almost\n300 years ago John Bulwer, of England, advocated “hearing with the eyes.”\nA little later a Dutch educator preached the same doctrine.\nIt was in\nGermany, however, that such teaching was first put into general practice,\nbut it was limited to those who were born deaf. Nothing was done to\nhelp those who became deafened after speech habits had been established\nuntil late in the 19th century.\nAs a regular help for deafened adults, lip reading is as new as the 20th\ncentury.\nIn America this study has had its chief source and attained its\ngreatest development in the private schools. In 1902, Martha E. Bruhn\nfounded the Muller-Walle school of lip reading in Boston.\nIn 1903\nEdward B. Nitchie established the New York School for the Hard of\nHearing.\nFrom these parent schools teachers have gone out to “carry on’’ all over\nour land. ‘Today—twenty-five years later—the advertising pages of the\nVolta Review, our magazine, list 39 private schools in 31 cities.\nThe American Federation of Organizations for the Hard of Hearing\nhas published a roll of 155 teachers of lip reading in 70 different centers.\nSome of these give fulltime work in downtown school locations. Others\nteach parttime in home studios; while still others give lessons to adults\noccasionally, but devote their time mainly to teaching children.\nEven a casual observer will realize that the way to secure results is by\nthe intensive concentrated effort of the private session in a special school.\nUnfortunately, however, many cannot afford the expense of private instruction. ‘To these the public schools have offered free evening classes.\nA beginning of such instruction in the public schools was made in Boston\n\nas far back as 1883 by Miss Sarah Fuller.\n\nThe work was continued by\n\n"}
{"page": 451, "printed_page": null, "text": "DEPARTMENT\n\nOF Lip READING\n\n447\n\nEleanor F. Hough until 1893, and then by Alice Mary Porter.’ In\nBrooklyn, N. Y., Miss Mary Woodrow started a class of five women in\nJanuary, 1913, while in October, 1912, Chicago gave its first instruction\nto a class of eight adults. In 1915 Miss Estelle Samuelson took charge\nof the first class in Manhattan.\nSuch was the beginning.\nToday, according to the latest statistics available, 47 cities in 17 states\noffer free evening classes in lip reading in the public schools, California\nbeing in the lead with 12 cities. No state has as yet sponsored any such\ncourse.\nBut why all this bother?\nDoes the deafened adult need lip reading?\nDoes he need it badly enough to warrant the help of the public schools?\nLet us consider this question. Way, way back mid childhood memories\nthree phrases stand out, “Life—liberty—and the pursuit of happiness.”\nWell, what of them? They were said to be the right of each man, woman,\nand child under the stars and stripes. ‘‘Life’—the deaf man has that in\nthe form of existence. He needs it in the form of real living. ‘“‘Liberty”—\nIs he free? No, for he is in bonds just as surely as is his blinded or crippled\nbrother. He needs to be set free. Has he a fair chance of success in ‘‘the\npursuit of happiness?”\nHe has not.\nUnhappiness is his daily portion\nHow can be attain this triple goal? No miracle of present-day surgery can\nrestore his hearing. Perhaps he can use one of the many truly wonderful\nhearing devices now on the market.\nIf so, his rehabilitation is easy and\nsecure.\nHe needs no other help. But suppose he is one of those whose\ndeafness is of such a nature that an ear phone is of no benefit—what then?\nThen he faces two alternatives. Either he must master lip reading or he\nwill slip backwards and downwards.\nHis earning capacity will decrease;\nhe will become discouraged, dull and morbid.\n“Out of this darkness of\ndeafness” said one who had been there, lip reading will lead him “into the\nlight of hope and courage, where he is ready and willing to face the world\n\nand finds a thrill in the impact of meeting it.”\nWe borrow from the Volta Review this argument.\n‘Lip reading is a\nhappiness insurance policy. It yields large dividends in satisfaction.\nIts\ncash value lies in the independence it gives one and the ability to meet\nothers on an equal footing.”\n“Happiness, satisfaction, independence”’ are\nnot these a very desirable trio?\nA deafened man who is a lip reader has a decidedly better chance to\nsecure and hold a position than a non lip reader.\n“That helps to make\nhim independent. Economic independence begets a sense of satisfaction, that\nis essential to happiness. He is both useful and happy?\nThe central theme for all divisions of the National Education Association this year is “Education for Citizenship: To be a good citizen.a man\nor woman must be economically independent, intellectually “able to meet\nothers in an equal footing,” and socially happy. Any line of teaching that\nhelps to bring about these desirable results becomes therefore “education\nfor citizenship.” And if lip reading contributes aught toward this end, it,\n\n"}
{"page": 452, "printed_page": null, "text": "448\n\na\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\neae\n\ntoo, is doing its bit to educate for citizenship. And then it, too, merits a\nshare in the interest and help of the public schools and public funds.\nDoes it do this? Has it proved itself really worthwhile?\nFirst let us consider some general results. The hard-of-hearing person\nWhen eyes have been trained to help ears, this\nis morbidly sensitive.\nsensitiveness diminishes. ‘The nerve strain of trying to hear is lessened and\nhe gains in poise. His mental processes are quickened. He becomes alert\nwho once was inattentive and distracted. He sees more, thinks faster, remembers better. He perseveres like a dandelion. He enjoys better health;\nHis family,\nhe even looks better, for he is happier and more efficient.\nfriends, and business associates find it much easier to communicate with him.\nSometimes they even regard his skill with wonder and admiration.\nLet us do our utmost in both private and public schools, that every adult\nwho needs the help of lip reading may share in its benefits. Let us do all\nin our power to help the deafened realize their rights to “life, liberty, and\nthe pursuit of happiness.”’ Rid, in some measure at least, of their handicap ;\nliving, not merely existing; and happy because of their restoration to usefulness, they will be better men and women.\nAnd better men and women\nmake better citizens.\nWill you help us to help them reach that goal?\n\nSECRETARY’S\nMinneapolis\nFirst session—About\n\n140 persons\n\nwere\n\npupils who took part in the musical\n\nMINUTES\nMeeting\npresent.\n\nprogram\n\nOf this number\n\nunder\n\nthe direction\n\nabout 40 were\n\nof Mrs. Alice\n\nMurray.\nThe pupils were from the Phillips Junior High School.\nUnder the direction of Mrs. Murray, they rendered a fine program which added much to the\ninterest of our meeting.\nAll the speakers were present and took part except Mayor Leach who was undoubtedly prevented by official business, as he had twice assured us that he would\nspeak.\nDr. Horace Newhart, of Minneapolis, President of the American Federation\nof Organizations for the Hard of Hearing, was the foremost speaker of the afternoon.\nHe gave a very interesting address on “Reducing the Handicap of the\n\nHard of Hearing.” He also explained and demonstrated the use of the 4A phonoaudiometer.\nMiss Ella Rusch, Principal of the Minneapolis School for the Deaf, gave an excellent demonstration of lip reading with a group of pupils from her school.\nMiss Kimball’s paper on “Why Hard of Hearing Pupils in the Public Schools\nShould be Taught Lip Reading” was well received.\nThe audience showed much interest in all the numbers on the program.\nSecond session— About 135 persons were present. Of this number 8 were pupils\nfrom the Phillips Junior High School who took part in the musical program under\nthe direction of Mrs. Alice Murray.\nThere were some changes in the musical program for this meeting.\nAll the\nnumbers were finely rendered and they added to the pleasure of the meeting.\nAll the speakers were present and gave their addresses as listed in the program.\nSuperintendent S. O. Hartwell, of the public schools in St. Paul, gave an interesting account on “What Is Being Done for the Deaf and Hard of Hearing in the\nPublic Schools of St. Paul.”\n\n"}
{"page": 453, "printed_page": null, "text": "DEPARTMENT\n\nOF Lip READING\n\n449\n\nDr. Alice G. Bryant, of Boston, gave an address on “The Unnecessary Waste\nin the Education of the Hard of Hearing.”\nMiss Ida P. Linquist, Principal of the Minneapolis School of Lip Reading, read\na paper on “The Value of Lip Reading for the Hard of-Hearing Adult.”\nMiss Mata Westerman, Principal of school of lip reading in St. Paul, gave a fine\nlip reading demonstration with adult pupils.\nAll the addresses were well received and listened to with close attention.\nAt the close of the program, Mrs. Alice R. Strobridge, Executive Secretary of\nthe Minneapolis League for the Hard of Hearing, demonstrated the working of\nthe 4A\n\nphono-audiometer\n\nfor those\n\nwho\n\nwere\n\ninterested.\n\nAt the business Meeting the following officers were\n1929.\n\nelected for the year\n\nPresident, CAROLINE F. KIMBALL, Teacher of Lip Reading,\nMass.\n39 Jackson St., East Lynn, Mass.\n\nPublic\n\n1928-\n\nSchools, Lynn,\n\nVicepresident, CoraLie N. KENFIELD, Teacher of Special Adult Lip Reading Classes\nSan Francisco, Cal.\n617 Shreve Building, San Francisco, Cal.\nSecretary-Treasurer, Avice I, PuTNAM, Teacher of Lip Reading, City\nHouston, Texas.\n3610 Milan St., Houston, Texas.\n\nSchools,\n\n"}
{"page": 454, "printed_page": null, "text": "v2 oe\n\naay\natts\n\n4\n\nSe n\n\n% morbid\n\nokt\n\nov\n\nBriais\n\nyy.\n\nVaivey’ETP\n\naL f\n\npulriWesaaitasirs sroks dsivg eras\n\nton\n\napera2992, avinusaxd Sh\nave 2st)tea\n“Hi\n\nee\n\ne\n\na\n\nhep bd to “ante,\nHs0RkD\nTt, ba:\n8\n# ent sated ae\nPeaSELHak i,\nbi tub, tsa wiser ki) biceitaf\n\nAe'P obigu\nSamideed\nGoaMidd sv ycdie\ntte ete‘ohtoneel\n\nplows aide cetiuahi adi havsddongt) eect et d. woe\n\nMie\n\npcre)\n\nLab\n\nonthe\n\nRamet aaa 2 alld\nRe same\ncele quoting\n\na\n\nat\n\nond meyi sia a heir es\n\n;\n\na\nPivat\n\nda\n\npupite\n\nWistrr<salle,\n\n‘\n\n-\n\nmv\n\nMortoe)\n-\n\n& fina\n\ntet ofide’\n\nNo\n\nTh\n\nseriewd\n\nThal\n\nLAL\n\nti~\n\n|\n1\n\ncry.\n\n:\n\n,\n\nwales\n\nshalhial daipiona\n\nierr? «¢\n7.\n\na ei\naa\n\n:\n‘The\n\nMian\n\nwh\n\nabil\n\nOre\n\n'\n\n=\n\nithe\n\n? Punt\n\n»\n\niy\n\n;\n\ni\n\nfae\n\nbt\n\ni\n\na\n\nays\n\ns\n\nbeeryver\nts,\n\natk aureles\n\nait\n\nWie diveecfon” { Mh: alia\n\nTh Sika Se Lat, ae\n\nSjerk\n\n-\n\nCAD\n\ntad\n\npeop\n\nTerre\n\nhe\n\nA\n\nMag\n\nvee\n\n“8 Ineotal\n\niu\n\nShr,\n\nWhe\n4\n\n;\n\nLik n\n\nBins\n\nPepe\n\nfist Cadin\n\n>\n\n“Ve\n\n200\n\nSetotivis,\n\nBick\n\nStopes\nvA\n\nTir\n\nUpday: they\n\nadded\n\nmei\n\nKeach\n\nWhe aia\n\nete)\n\nwe thet\n\nNcw\n\n‘\n\n*, rad\n\nf\n’\n\nw\n\n{\n\n'\n\nVile\n‘\n\n¢\n\n\"i\n\nq\n\n>\n\n4\n\nahi\n\nlind ie\n\nMe\n\n¢\n\ni\n\n;\nivf\n\n\\\na\n\n;\n\n|\n\n’\n\nec}\n\n:\n\n\\ iter\n\ni\n\n‘\n\nae en\nwet\n\nhy\n\nCHET\n\ns\n\nond\n\npe)\n\nithe\n\n-\n\n'\n\ni\n\n1\n\na\n\n16s\ncent\n\nae\n\n.\n\nrey\n\nf\n\na\n\n>\n\n.\n\ny\n\nt\n\n+\n\n,\n\ni\na\n\nat\n\n‘\n\n~\n\nif\n\nwe\n\nay\n\nRS\nie\n\ny\n\noem\n\n-\n\n"}
{"page": 455, "printed_page": null, "text": "The Department of Music Education\n\n"}
{"page": 456, "printed_page": null, "text": "HE DEPARTMENT\n\nOF MUSIC\n\nEDUCATION\n\nwas\n\ncre-\n\nated by the Board of Directors at the Madison,\nWis., meeting in 1884. See Proceedings, 1884:\n23. This Department cooperates with the Music\nSupervisors’ National Conference. No meeting was\nheld in connection with the Minneapolis Convention.\nThe officers of this Department for the year 192728 were: President, Thaddeus Giddings, Director of\nMusic, Minneapolis, Minn.; Vicepresident, Estelle\nCarpenter, Director of Music, San Francisco, Calif.;\nSecretary, Esther Sather, Director of Music, Everett, Wash. Facts relating to the establishment of\nthis Department and the record of meetings are\nfound in 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\n1896 :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\n1905 :627-706\n1906 :703-706\n1907 :849-877\n1908 :835-862\n1909 :673-701\n1910 :789-833\n\n[452]\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": 457, "printed_page": null, "text": "The Department of Rural! Education\n\n"}
{"page": 458, "printed_page": null, "text": "HE DEPARTMENT OF RURAL EDUCATION grew out\nal of the Department of Rural and Agriculture\nEducation which was authorized by the Board\nof Directors in 1907. See Proceedings, 1907:44-45.\nAt the Chicago meeting in 1919, the Department\nwas reorganized with three organized rural groups\nthen existing—The National Association of State\nSupervisors and Inspectors of Rural Schools, The\nCounty Superintendent’s section of the National\nEducation Association, and the National Association of Persons Engaged in the Preparation of Rural\nTeachers—under the name of the Department of\nRural Education. See Proceedings, 1920:279.\nThe Department meets twice each year, in February and in July.\n;\nThe officers of the Department of Rural Education for the year 1928-29 are: President, William\nMcKinley Robinson, Western State Teachers College, Kalamazoo, Mich.; Vicepresident, Ada York, ~\nCounty Superintendent of Schools, San Diego, Calif. ;\n\nSecretary, Mrs. Katherine M. Cook, Specialist in\nRural Education, U. 8. Bureau of Education, Washington, D. C.; Executive Committee, A. F. Harman,\nCounty Superintendent of Schools, Montgomery,\nAla. (Term expires 1929) ; Fannie W. Dunn, Teachers College, Columbia University, New York City\n(Term expires 1930) ; Agnes Samuelson, State Superintendent of Public Instruction, Des Moines,\nIowa (Term expires 1931); J. C. Muerman, Southeastern State Teachers College, Durant, Okla.\n(Term expires 1932); C. H. Barnes, County Supera\nof Schools, Duluth, Minn. (Term expires\n3).\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\n1911 :1365-1391\n\n1912 :1365-1391\n1913; 801- 812\n1914: 877- 909\n1915 :1131-1161\n\n1916:\n1917;\n1918;\n1919:\n\n613599271281-\n\n[454]\n\n637\n615\n295\n289\n\n1920: 271- 278\n1921: 523- 617\n1922 1099-1197\n1923: 745- 841\n\n1924:\n1925:\n1926:\n1927:\n\n651522536497-\n\n715\n563\n600\n560\n\n"}
{"page": 459, "printed_page": null, "text": "TO\n\nWHAT EXTENT IS DIFFERENTIATION FOR RURAL\nSCHOOL ADMINISTRATIVE SERVICE JUSTIFIED?\n\nJULIAN\n\nE. BUTTERWORTH, PROFESSOR OF RURAL EDUCATION,\nUNIVERSITY, ITHACA, N. Y.\n\nCORNELL\n\nE ARE meeting in Boston, a city of something over three quarters\nof a million.\nIt may help us to visualize our problem here today\nif we compare some of the administrative duties of the superintendent of Boston with those of the district superintendents of Tompkins\nCounty, New York.\nIt is recognized, of course, that neither position is\nlikely to be attained except by those with preliminary administrative experience, but the significance of this for our discussion will be considered\nlater.\nTompkins County is probably a fairly typical rural county of New\nYork.\nIt has one city with 20,000 population. The remainder of the\ncounty is divided into three supervisory districts each under the leadership\nof a district superintendent.\n‘Their professional duties are not unlike those\nof the county superintendent of other states. In the county are 139 rural\nschools including 7 rural high schools and 126 schools with one teacher.\nOne community is now in the process of organizing a central rural school\ncommonly called a consolidated school. The fact that the county is\nneither semi-urban nor extremely rural makes it better for our purpose.\nSimilar and dissimilar elements in the two situations—As we study these\ntwo types of administrative jobs we begin to realize that there are both\n\nsimilar and dissimilar elements.\n1. Either officer needs a background of administrative knowledge, including such items as: the function of the federal government in education; principles pf state educational organization; existing types of such organizations; principles and types of intermediate and local unit organization; the function of each level in educational control; state legislation on\nsuch basic problems as attendance, teacher certification, state aid, minimum\nsalaries, teachers’ pensions, and the like.\n2. There are other problems that have both similar and dissimilar elements.\nTake, for example, the preparation of a local salary schedule.\nThe general factors to be taken into account are probably largely the\nsame: cost of living; amount of training and experience; efficiency, and\nthe like. I am not sure but that a factor is needed in constructing a\ncounty schedule that is not needed in a city—that is a recognition of the\newer social and recreation opportunities of the county and the rural village, and the rewarding of those who are willing to sacrifice on them.\nIn planning a building program there appear to be numerous differences\nbetween country and city. In most rural counties the population is, in\ncontrast with the city, increasing very little if at all. In many it is deEven where there is little change in total population it is often\nclining.\nshifting from hamlet to village or from village to village as new roads\nare opened or new service agencies are established.\n[455]\n\n"}
{"page": 460, "printed_page": null, "text": "NATIONAL\n\n456\n\nEpUCATION ASSOCIATION\n\nFrom\nLeadership is needed in both urban and rural school situations.\ngeneral observation one is tempted to say, however, that democratic leadership of the whole citizen body is more essential to educational progress\nin the country than in the city. While the rural citizen has, of course,\nthe same general characteristics as the urban citizen, the conditions under\nwhich he lives appear to develop habits and ideals that create special\nHis first step in successful leadership is\nproblems for the school leader.\nand the social and economic condicitizen\nrural\nthe\nthe understanding of\ntions under which he lives.\n:\n3. There are some problems that are largely different. Among the\nmore important ones are: Finding satisfactory housing conditions for the\nteachers; organizing the schedule of classes for one teacher to cover six\nto eight grades instead of one; keeping the teacher professionally alert\nwhen she is largely without contact with other teachers; providing a really\neffective plan of supervision; consolidating the schools, and transporting\n\\\nthe children.\nResearch must be used to settle the question—It would be well for us\n\nto know more exactly the nature and the degree of the similar and dissimilar elements in city and rural school administration.\nI can see two\nways of proceeding in getting the desired knowledge.\n1. We may select some problem, such as a building program for Boston and for Tompkins County, and work toward a practicable and scientific solution in each situation, primarily that we may answer the‘ question as to the nature and the extent of the differentiation.\n2. We may carry on a series of investigations regarding building programs under various types of city and rural conditions. When we have\na fair number of these studies we may then compare the cases to see what\nis the nature and the extent of the dissimilarities and theneto make a judgment as to what differences should be made in preparing fot the two\npositions.\n\nTo me the latter procedure seems the wiser one as a general policy.\nWe should be concerned not so much in whether differentiation in rural\nor urban administration is or is not justified as in understanding the\nproblems of administration in country and in city in order that they may\nbe more intelligently attacked.\nIn other words the determination of differentiation should not be the purpose of the research but a very valuable\nbyproduct of it. If we follow the first procedure there is danger that unconsciously we shall try to prove much or little differentiation as ‘accords\nwith our present view.\nba\nMy present conception of the organization of training courses for administrative officers is this:\n1, Have\n\nan introductory course\n\nlargely to those problems\ntration.\n\nin general school\n\nthat are common\n\nadministration\n\ndevoting itself\n\nto all types of public school\n\nadminis-\n\n2. This introductory course should then be followed by differentiated ones for\nparticular positions. One or more comprehensive courses may be given for all\n\n"}
{"page": 461, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEpuUCATION\n\n457\n\ncity superintendents or the material may be broken up into several, devoted to\nfinance, school population, the teaching staff, etc. I do not pretend to know\n\nwhat would be best for the city group, but I believe that for rural administrators\ntwo comprehensive, differentiated courses are imperatively needed: one for county\nsuperintendents and similar officers and one for village principals. Even then\nwe shall have only relative homogeneity because rural situations differ as to their\n“ruralness” and the problems thereby created.\n\nI should organize these courses on the socalled “jobanalysis’” basis.\nFrom it I should expect the members of the class to learn to analyze such\nsituations; to secure knowledge as to what procedures have been successful or seem likely to be successful; to evaluate technics adapted to the\nsituation; to set up clearcut ideals as to the function of the rural school\nadministrator and attitudes that will help him to be a successful leader\nof rural citizens on school questions.\nFrom the national point of view one difficulty with the average general\ncourse in administration is that it sets the faces of the class cityward.\nThis is partly unconscious but is influential nevertheless.\nI for one am\nnot willing to admit that the rural field can get along with the “left\n\novers.” The problems there are fully as acute as in the city; I believe\nthat the tangible rewards in, say a county superintendency, can be made\ncomparable to those of the average city.\nIf the institution putting on such a program as that just outlined has\nboth a department of administration and a department of rural education the two differentiated courses may well be joint offerings of those\ndepartments.\nContact with the administration group will permit the instructor to keep up with the newest developments in that field. Contact\nwith the rural department will stimulate him to keep in touch with the\nproblems of rural life. It should develop in him and his group the\nrealization that the work is worthwhile and a willingness to expend energy\nin its promotion.\n‘This group consciousness is one of our real needs now\nin rural education.\nHowever it is not the basic purpose of differentiated\nwork in rural school administration but a result of it. “The real purpose is to insure an adequate and sympathetic study of administrative\nproblems as they exist under rural conditions.\n\nTHE\nN.\n\nL.\n\nADMINISTRATION\n\nENGELHARDT,\n\nPROFESSOR\n\nLUMBIA\n\nOF\n\nOF\n\nTHE\n\nPUBLIC\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK\n\nSCHOOLS\nCOLLEGE,\n\nCO-\n\nCITY\n\nThe administrator of a program of public education will understand his\ntask better if the significant differences in the organization of public education and private business are realized. Without doubt, one of the potent\nforces in the improvement of the administration of a private enterprise is\nthe element of competition.\n‘Through its agency, superior methods, higher\nefficiency and, as a result, a superior service are secured. “The administration in a public school organization feels to less degree the urge of com-\n\n"}
{"page": 462, "printed_page": null, "text": "458\n\nNATIONAL EDUCATION ASSOCIATION\n\nnn\nPc\n\npetition and must rely upon professional attitudes and human interest for\nimprovement and success.\nIn a private enterprise, the capital is secured through voluntary investment; in education, even those profiting only remotely are compelled to\nshare the costs of the undertaking.\n‘The returns from an educational\ninvestment are difficult of measurement; in business, the dividends or the\n“The\nlosses are expressed in a commonly understood medium of exchange.\nchief executive of a private corporation assumes complete responsibility.\nIn\nTo this is linked the necessary authority to manage his organization.\npublic education, the administrative responsibility is frequently spread\nIn such cases, responsibility\namong different officers and board members.\nand authority rarely go hand-in-hand.\nThe business employer can, in the\nmajority of cases, accurately measure the production of his workers.\nIn\neducation, the product of the personal service involved is rarely reducible\nto owt units of accomplishment.\nThe salaries of those responsible for success in business in aver degree\nare commensurate with their successes. In education, the financial rewards\nfor management may depend upon human factors as the value of the administrative services can be gaged with only a slight approximation to\naccuracy.\nEven the clientele in public education is different, being the child, and\ntoo infrequently, the adult.\nThe administration of a public school system is also confronted with\nproblems of personal management which vary significantly from those of\nthe business enterprise.\nLife tenure is rapidly becoming established, salaries may be paid without full recognition of accomplishment, and contrary to a commonly held but fallacious opinion, working hours cannot be\nfixed. If other features of public educational service, such as the possibilities of advancement for the classroom teacher, the supervision of work\ndone, and the capacity of the workers, were studied in relation to similar\naspects of private enterprise, significant differences would appear.\nThe problems of school administration are also undergoing the change\nto be expected as an enterprise expands.\n‘The increase in the number of\nchildren attending school, the greater diversification of the educational\nofferings, the size and numbers of school buildings, the growth in the\nappreciation of the teaching personnel of its responsibilities, produce new\nconditions and new problems. ‘The tendency toward the development of\nlarger school districts, the increase in competition for funds between education and other types of community service, the growing scientific nature\nof the educative process itself, and the demands of parents for a better\nadjustment of curriculum and progress to the needs and abilities of their\nchildren have placed demands upon educational administration\nfar above and beyond the requirements of some decades ago.\n\nwhich\n\nare\n\n,\n\nWhether a county or a city school board is involved, the success of the\nadministrative program is in the first analysis dependent upon the division\nof the legislative and executive functions of the work to be done. A\n\n"}
{"page": 463, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n459\n\nthoroughly alert, active-minded board of education cannot be expected to\ndelegate the executive responsibilities of a school system to an untrained\nand unqualified executive.\nIf administrative officers are desirous of assuming the responsibilities which, logically, should be centered in their\noffices, professional skills, expert knowledge and administrative vision must\nnot only be evidenced in the methods employed, but also in the results\nachieved.\nNo school administration may be expected to succeed where its program\nhas not been well defined, and clearly and professionally supported before\nthe public and in the press. The administrator has no right to expect\nsupport for hazy objectives, a hit-or-miss program, or a slip-shod budget.\nIn public education, as in other enterprises, a twofold classification\nof activities may be made, i. e., the productive and non-productive groups.\nThe aim of the administration should be to conserve for instructional purposes the highest possible percentage of the budget.\nThe chief executive in a school system determines, in large measure,\nthrough his own professional attitudes, devotion to his work and _ his\ninterest in educational progress, the zeal and application of his staff in\nthe professional advancement of the school system. ‘The superintendent\nof schools maintains his leadership in a school system through professional knowledge and accomplishment, not through command or the mere\nauthority of position. In few other fields is it so incumbent upon the\nchief executive to have the professional knowledge which comes only\nfrom constant study, the human sympathy which grows out of full understanding of the material and personnel with which he deals, and the liberal-mindedness which.can give credit to others for accomplishment and\nencouragement to those who have failed. ‘The success of a program of\nschool administration is in part determined by a loyalty built upon respect,\nnot fear, a devotion due to an example, not a contract, and a service inspired by loftiness of purpose and confidence in mankind.\nProfessional educators, however, will oppose strenuously the continuance of the widespread practise, now sanctioned by statute or state constitution, of electing officers of school administration by popular vote.\n\nIt is beyond the power of the electorate to discriminate between the professionally and politically competent.\nThe most significant change which\ncan take place in the administration of public education in the United\nStates is to remove from the control by ballot the officers of state, county,\nand district superintendents of schools. Every city in the country has now\nbeen freed from this unfortunate method of selecting a superintendent of\nschools.\nNo effort should be considered too great to free state and county\neducational office from the restrictions which popular election places upon\nthem.\nSchool administration may be distinctly improved through a program\nWhen a superintendent of schools applies rating deof selfmeasurement.\n‘The adevices to the administrative program, two results are secured.\nwhich an\nto\ndegree\n‘The\nquacy of the program itself is first questioned.\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nNo\nadequate program is being put into operation is then ascertained.\nor\nteacher\na\nto\nrating\nprofessional\na\ngive\nto\nadministrator should feel free\nprogram\nown\nhis\nsubmit\nto\nanxious\nand\nwilling\nnot\nis\nwho\na supervisor\nand work to a similar analysis.\nA program of school administration can achieve greater success through\nA fourth-grade\nfirst ascertaining what has already been accomplished.\na point or two\nadvanced\nhas\nhe\nthat\nlearning\nfrom\nchild gains confidence\non ascale. The continuing selfsurvey should accomplish for a school system what such a scale can for a child. No school system should be satisfied with anything less than the thorough analysis of the changes each year\nhas brought to the end that further growth may be based upon what has\nalready been accomplished.\n\nTHE\n\nPROBLEM\n\nOF DIFFERENTIATING\nTION SUPERVISION\n\nHELEN\n\nHEFFERNAN,\n\nCHIEF,\n\nSTATE\n\nDIVISION\n\nDEPARTMENT\n\nOF\nOF\n\nRURAL\n\nRURAL\n\nEDUCA-\n\nEDUCATION,\n\nCALIFORNIA\n\nEDUCATION\n\nIdeally the function of the supervisor is the improvement of teachers in\nservice but in rural areas this way may mean removing some of the obstacles\nin the way of improving the teacher.\nIn every known factor involved in\nschool efficiency and progress, the rural schools are lamentably handicapped and toward all factors the rural supervisor must direct attention.\nBecause of the untrained ‘personnel and loose, inefficient organization\nand administration in the rural situation, the supervisor must attack problems not recognized as within the scope of city supervisory functions.\nAn analysis of the yearly supervisory programs of the California rural\nsupervisors reveals that in addition to the functions directed toward the\nimprovement of classroom technic, responsibility for functions usually discharged by other departments is placed upon the rural supervisor.\nThese\nfunctions are related to administration, community relations, research, and\nservice.\n\nTwo serious problems of administration are being met for the rural\nsupervisor in California (1) by the county library system, which provides\nfor the circulation of supplementary textbooks, reference books, maps,\npictures, stereographs, phonograph records and films to rural schools in\nforty-seven of our fifty-eight counties, and (2) by centralized purchasing\nof all school supplies by the county school superintendent.\nThese provisions reduce the responsibilities of supervision to selection and standardization.\nA cooperative program between teacher training institutions and rural\nsupervisors has taken form during the past year that promises to reduce\nstill further these extra-supervisory functions of the rural supervisor.\nIn\ntwo teacher training institutions, a series of discussions with senior students\non the problems which inexperienced teachers meet are conducted by rural\nsupervisors.\nThese discussions cover such problems as the qualifications\n\n"}
{"page": 465, "printed_page": null, "text": "DEPARTMENT\n\nof a successful\n\nteacher;\n\nOF RURAL\n\nthe teacher’s\n\nEDUCATION\n\nopportunity\n\n461\n\nfor service\n\nand\n\npro-\n\nfessional growth in the rural field; professional relationships of the teacher\nto county officials, to the community, to professional organizations; the\neducational service rendered to rural schools by the county library, the\n\ngeneral supervisor, the special supervisors of music, art, physical education, attendance and the health department; school management in regard\nto necessary equipment, good school housekeeping, the playground and\nthe school garden, the school program, the course of study, the school register; problems of teacher placement.\nNot only does this cooperative activity serve to prepare teachers-to-be\nfor the problems which they are anticipating but it serves to bring to the\nattention of institutions the problems which school officials regard as urgent\nneeds for training. ‘The project should facilitate the adaptation of the\ninexperienced teacher and create an excellent professional relationship between the new teacher and her supervisor with whom she had the\nopportunity to become acquainted.\nThe specialized supervisory problems which rural conditions create call\nfor certain differentiation:\n1. Adaptation of the educational program to individual differences in\nrural areas where classification is impossible to meet the needs of:\n1. The mentally retarded pupil.\n2. The accelerated or specially gifted pupil.\n3. The pupil of special disability.\n\n2. The integration of subjectmatter into units of activity and the organization by groups rather than by grades to economize the teacher’s time\nand effort and to give coherence to the program.\n3. The provision of selfdirected and educationally valuable activities\nat various grade levels to meet the problem of many grades in one class-\n\nroom.\n4. The use of the educational resources of the community and provision\nfor those human experiences which the community lacks.\n5. The adjustment of a modern program of education to present equipment.\n\nTHE\n\nPROBLEM OF DIFFERENTIATING RURAL\nTION IN RESPECT TO SUPERVISION\n\nI. JEWELL\n\nSIMPSON,\n\nASSISTANT\n\nELEMENTARY\n\nSTATE\n\nSUPERINTENDENT\n\nINSTRUCTION,\n\nBALTIMORE,\n\nIN\n\nEDUCA4CHARGE\n\nOF\n\nMD.\n\nThe standards are often much lower in the rural teaching service than\nin the city service. Furthermore, at teachers’ institutes and at state teachers’ associations, rural teachers and supervisors are often segregated to discuss such topics as The Country Teacher, Socializing the Rural Community, The Hot Lunch in the Rural School, while other teachers and supervisors are meeting elsewhere to discuss their professional problems; per-\n\n"}
{"page": 466, "printed_page": null, "text": "462\n\nNATIONAL EDUCATION ASSOCIATION\n\nhaps Weaknesses in the Teaching of Reading, or Some Appreciations to be\nDeveloped through History, or Common Sense in the Planning of Lessons,\nor Developing Sane Policies for Promotion.\nClass distinction such as these imply either that country children are less\nimportant to the state or nation than city children, or else that they are\ndesigned to be distinctly different types of citizens. Teachers are protesting, supervisors are protesting, country dwellers are protesting on the\nground that the principles of teaching and of learning are the same everywhere; that purposes and standards at least in the case of elementary education should be the same for children whether in rural or city communities.\nSupervision of teaching has proved itself a necessity in the progressive\nschool system; it has accomplished much that is worthwhile; and yet in the\npublic school system as a whole it is far from fulfilling the hopes and ideals\nwhich may reasonably be expected of it. Of course, supervision of teaching is the most difficult job in education.\n‘Therefore, it is not surprising\nthat fine supervisors are more scarce than fine superintendents or fine teachers. The crux of the matter is that many city supervisors and most country supervisors do not have certain qualifications which are essential if they\nare to fulfill the strenuous demands of the profession.\n‘These essential\nqualifications are the same whether the supervisor elects to serve in a rural\nenvironment or in a city environment.\n1. He needs a fundamental philosophy of education, clearly defined in\nhis own mind, so that he can see the implications and possibilities of\ndemocracy in education and of education in a democracy.\n2. He needs to think straight in a practical situation.\nAlthough the standards of training and the type of training for supervisors should be the same, whether for rural or city environment, there is\nthe big problem for each supervisor of adapting what he is and what he\nknows to the practical situation in which he finds himself.\nCommon\nsense on his part and the advice of the superintendent should be sufficient\nto enable a person of proper education and training to cope with the\ninequalities existing between rural and city communities.\nHowever, there\nare certain prerequisites to success in a rural environment and certain differences between rural and city supervision about which the applicant for\na position in the rural field should be informed.\n1, The rural supervisor must be sympathetic to country life and must see the\nadvantages that the country offers.\nHe ought to know how to make the most of\nrural life, and perhaps even be somewhat of a propagandist for it. Above all,\nhe cannot have a superiority complex toward country children.\nHe must be able\n\nto face cheerfully the discomforts of weather, travel, and often of poorly equipped\n\nschools.\nReflecting constant discontent and unhappiness has a bad effect on the\nchildren, the teachers, the community.\nProbably a person whose life has been\nspent wholly in the city ought not to undertake the supervision of rural schools\nunless he is an unusual individual with wide sympathies and interests, with an\nabundance of common sense and with a fine philosophy of life. On the other\n\nhand one can be an excellent rural school supervisor\nhave attended a one-teacher or a two-teacher school.\n\neven\n\nthough he may\n\nnever\n\n"}
{"page": 467, "printed_page": null, "text": "DEPARTMENT\nSE ESN\n\nar\n\nOF RURAL\nlr\nar\n\nEDUCATION\n463 .\neg alee\n\n2. The rural school supervisor has, perhaps, a bit more of responsibility to the\ncommunity than the city supervisor. Country people are more curiously and\ndubiously inquisitive about all that is taking place in a community than are\ncity people. The supervisor will do well to attend small meetings of parents at\nthe schoolhouse or larger meetings of parent-teacher associations for the purpose\nof explaining the group schedule which may be in effect in the one- and twoteacher schools, the new report card, the course of study, the objectives for the\nyear; or for discussing age-grade problems, attendance problems, progressive\nmethods or what not.\n\nConditions\n\ndiffer in different states.\n\nPerhaps\n\nhe will need\n\nsometimes to meet school boards, in an effort to make them intelligent in the\nmatter of the modern school. He may need to explain the advantages of consolidation, realizing how important it is to carry the community ahead of the\nschool\n\nThe\n\nprogram.\n\nrural\n\nschool\n\nsupervisor\n\nwill\n\noften\n\nneed\n\nto help\n\nsell the\n\nIn the city there are more avenues available for this purpose.\nschool program.\n3. The rural school supervisor must needs give even more careful attention to\nthe matter of economy of time and effort than the city supervisor. It may be\nmore economical to have fewer all day teachers’ meetings rather than many meetings lasting from one to three hours.\nHe may believe that instead of making\nfrequent visits to very small rural schools, a more economical and more stimulating type of supervision is to meet four or five teachers in groups for demonstration and discussion.\nIt is usually more economical to stay in the community over\nnight when long trips—fifty miles or more—must be made.\n4, The rural school supervisor is likely to have many more untrained teachers\nthan the city supervisor, so that supervision cannot be on a cooperative basis\nis quite the same sense as it can be when the teachers are trained, “speak the\nsame language,” and have more nearly the same point of view as the supervisor. Also the rural school supervisor will have more new teachers than the\ncity supervisor since the turnover in rural communities is so much greater than\nin cities. Fortunately, a supervisor, whether rural or urban, is judged not simply\nby the quality of the teaching in his schools, but by the growth of the teachers\nin teaching power.\n5. The rural school supervisor’s relationship to the school principal is apt to\nbe somewhat different from that in city systems.\nIn city systems there are supervising principals; in rural schools most of the principals are teaching principals.\n\nThese five points brought to the attention of the supervisor of rural\nschools are merely matters of adaptation.\nIn no sense are they in conflict with the position that public education cannot be divided into city\neducation and rural education, and that the invidious distinctions now\nmade between rural and city teachers and rural and city supervisors should\ngive way to distinctions based solely upon education general and professional, and upon successful experience.\n\nTHE\nANNA\n\nD.\n\nCOURSE\nCORDTS,\n\nOF STUDY FOR ONE ROOM\nSCHOOLS—ABSTRACT\n\nPROFESSOR\n\nTEACHERS\n\nOF\n\nELEMENTARY\n\nCOLLEGE,\n\nCEDAR\n\nEDUCATION,\n\nFALLS,\n\nRURAL\nIOWA\n\nSTATE\n\nIOWA\n\nI. The course of study for rural schools should state clearly and definitely the nature and the amount of subjectmatter to be covered in each\nNot the usual type of suggessubject throughout the eight years of work.\ncertain items of subjectselect\nmay\nteacher\nthe\nwhich\nfrom\nmaterial\ntive\n\n"}
{"page": 468, "printed_page": null, "text": "464\n\nNATIONAL EDUCATION ASSOCIATION\n\nmatter, but clear, concrete statements of the definite goals or standards of\nattainment to be reached in each of the eight grades or years. Too often\nthe course of study presents merely an outline of the topics to be taught.\nSuch an outline contributes little to better teaching of the subject.\nII. The course of study for rural schools should state definitely the\nmethod or methods of procedure for teaching the required units of subjectmatter.\n\nThe procedure should be definite and concrete; not general, abstract,\ntheoretical discussions of the principles of education; but simple, concrete,\nillustrative lessons that have been worked out, tried and tested, by teachers in rural school situations and found successful. ‘This is the kind of\nhelp that the rural teacher needs; the kind of help that the teacher can\nunderstand, and therefore use with profit; the kind of help that is most\ndifficult to obtain. It is not enough that the method of procedure embodies the best modern educational ideas. It must be workable under the\nkind of conditions under which the rural teacher teaches.\nIt is my belief that two or three lessons, worked out definitely and concretely for the teacher’s guide in each of the subjects, are worth more to\nthe rural teacher than all of the books that may be had on the theory and\nprinciples of teaching. ‘The young, untrained rural school teachers cannot\ninterpret theory. ‘They cannot make the carry-over from theory into\npractice.\n‘This is a difficult task. It challenges even the supervisor, the\nsuperintendent, and graduate students in education.\nOftentimes the theory\nis stated in words far beyond the understanding and the grasp of the rural\nschool teacher. Her training and knowledge are often too meager to enable\nher to understand even the terminology. ‘These statements are based\nupon many years of experience with several thousand school teachers in\nall sections of the United States.\nMoreover, the rural teacher, given the capacity and the background for\nthe interpretation of educational theory, has not the time in which to do it.\nThe method of procedure in classroom teaching must be actually worked\nout for her or it will not function.\nThe course of study must tell her\ndefinitely what to say when introducing the subject in order to stimulate\nan interest in it; to set up a background of familiarity; to lead the pupil\nnicely and successfully into the study of the subject. It must tell her definitely how to teach the subject; how to close the recitation and how to\nassign the new lesson. To merely tell the teacher in the course of study\nthat she should know how to do these things is futile. It is time and\nspace wasted, and leaves her still with no better introductory lead than\nthe usual question, ‘““What is our lesson about today?”\nIn teaching and\ntesting, she still is limited to the questions asked in text. For terminating the recitation, she has nothing better than the traditional assignment,\n“For tomorrow we will take the next lesson. Class excused.”\nIt means little or nothing to tell the rural teacher in the course of study\nthat the most important thing in the teaching of history is to cultivate a\nlove for the subject; that history must\n\nnot be taught as a record of dry\n\n"}
{"page": 469, "printed_page": null, "text": "DeEPARTMENT\n\nOF\n\nRURAL\n\nEDUCATION\n\n465\n\nfacts, lists of unimportant dates and events; that it must be made a vital\n\nthrobbing subject. The teaching of history is little improved by the\nknowiedge that one of the most important objectives in teaching history is\nto give the pupil an understanding of our social, industrial, and political\nproblems and a desire to do his share in solving them; to make him feel the\n\nresponsibility which devolves upon him as a member of a democratic society;\nto develop a wholesome and intelligent patriotism; a spirit of pride in\nhis country and the flag; and the desire to become a worthy American\ncitizen; that it is important to teach the pupil, not only the what and the\nwhen of history, but also the how and the why. Such theory, though perhaps sound enough, has a most doubtful hope of being realized in practice,\nfor the reason that the rural teacher does not know what to do with it.\nIII. The course of study should include, not merely suggest, informal\nobjective tests for the subjectmatter recommended in the course of study.\nIt is not enough to advise their use and point out the fact that the same\nstandards of achievement should obtain in judging rural as in judging\nurban children.\n\nIt is futile to tell the teacher, in the course of study, to\n\nuse these tests. “Teachers do not know where to buy them. ‘They do not\nknow how to administer the test, nor how to interpret the results. ‘The\nrural teacher has not the time nor the background to become skilled in\nthe use of the tests. The course of study should include the test, whether\nit requires filling in blanks, answering questions, choosing the best answer,\nor whatever its nature may be. With the inclusion of such tests, the\nteachers will not only be able to objectively measure the pupils’ achievement, but they will be interested in preparing children for the type of\nwork in which they will be tested.\nIV. The course of study must recommend a daily program; not a general suggestion of what constitutes a good daily program, but definite\nrecommendations with a copy of a model program for the teacher’s use.\nThe daily program must present a workable scheme of combination and\nalternation of classes if such a scheme is desirable.\nStudies show that\nteachers have made little use of the suggestions of combining and alternating classes, perhaps because they have not known how to do it. The\nprogram must provide for study, occupation, and primary seatwork as\nwell as for the recitation periods.\nIn summary, the standards of attainment, the method of classroom procedure, recommended in the course of study, must take into account:\n. The short recitation periods.\n. The long study periods.\n. The meager library and general equipment.\nThe short tenure of teachers in rural schools.\nbe\nThe small classes.\nThe meager academic and professional training of the majority of the rural\nAave\nN\nteachers.\nMe\n7. The lack of close personal supervision.\n\nBecause of these conditions, the rural school teachers of America should\n\nhave a course of study which has been worked\n\nout with these problems\n\n"}
{"page": 470, "printed_page": null, "text": "NATIONAL\n\n466\n\nEDUCATION ASSOCIATION\n\nin view. It is not enough that the state course of study be adapted to the\nrural school situation. The course of study, to be really helpful to those\nteachers who need the help most, must be expressly made for them and\ntheir needs.\n\nTHE RURAL\nHELEN\nSTATE\n\nHAY\n\nHEYL,\n\nOF NEW\n\nASSISTANT\n\nYORK,\n\nSTATE\n\nSCHOOL\nIN\n\nRURAL\n\nDEPARTMENT\n\nCURRICULUM\nEDUCATION,\n\nUNIVERSITY\n\nOF EDUCATION,\n\nALBANY,\n\nOF THE\nN. Y.\n\nI believe that there should be a differentiation in the rural and urban\ncourses of study for elementary schools because of the conditions that\nactually prevail in the country school today. With all the needs in relation to the entire rural school situation which such discussion as these this\nafternoon are revealing, perhaps none is more pressing than this matter\nof the rural curriculum.\nTeachers of rural schools and pupils in rural\nschools are in dire need of materials of instruction built to fit the needs\nof rural children, the peculiar organization of the schools they attend,\nand to supply the lacks, while using the resources of the environment in\nwhich they live.\nOur need is not only for professional leadership and trained supervisors\nand teachers, but also for material of instruction which will meet the\npoint of view and fit the conditions actually prevailing among these seven\nmillion rural school children. And this leads me to ask: “How shall we\nconceive this rural school? What shall be its aims? And how shall we\ncarry these aims over into daily classroom practice?’\nI ask these questions because our point of view in relation to the main function of the\nschool will determine in large measure the criteria which we set up for\nselecting the materials of instruction.\nIs the rural school to be thought of merely as a place where the child\ncomes to learn those things which he has no opportunity to master in his\nsocial living outside of the school, a place where he merely exists during\nthose hours when he is mastering the tools of education while social living\nwhich is the real educational process is done entirely on the outside?\nOr is the rural school to be conceived, as a social group where children\nlearn and daily practice the art of social living? In other words is rural\nschool education to be isolated from life or integrated with life? Is the\nschool to give education into social relationships? To my mind it must\nbe this latter. Now, to do this the rural school must be provided with a\ncurriculum which will offer a broad educational experience to country\nchildren. The course of study must be a teacher’s handbook which will\nhelp the country teacher lead this country child through a wide range of\neducational activities into his peculiar social inheritance so that he can\ntake pride in being a farm child and at the same time come into a deepened\n\nknowledge of his partnership with the nation and an understanding of\nhis ability to take his place in any phase of American life to which his\nnative capacities and acquired interests may lead him.\n\n"}
{"page": 471, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nDDUCATION\n\n467\n\nWe cannot deny that the fundamental function of the elementary school\nis this harmonious extension of the child’s whole personality, but we often\nignore the fact that the limits of this extension of. personality are set primarily within the total environment in which the learner can participate\neither actually or imaginatively. This necessitates marked differentiation\nin the rural and urban courses of study if country children are to be truly\nserved.\nFor we must remember that whereas equality of educational\nopportunity is a fundamental doctrine of American life, equality does\nnot necessarily mean identical opportunity.\nIt may mean quite the contrary.\nIf the potential assets of the rural community are to be capitalized,\nif the lacks and needs of rural children are to be adequately met, then\nthe rural curriculum must differ very materially from that built for the\ncity schools.\nSuch adaptations have always been recognized as a fundamental principle of good curriculum building, but they have been applied\ntoo rarely in the rural field. In fact, a rather careful analysis of nine\nthousand courses of study recently issued in different. sections of the country show that less than two percent of them offer any suggestions to rural\nteachers.\n‘The time is here, however, when such application must be made if educational opportunity is to be equalized.\nWhat form then shall this differentiation assume, first in the field of objectives, and then in relation to\nthe selection of content and organization?\nUltimate objectives will probably be the same rural and urban, but immediate objectives must necessarily differ due to the differences in the assets and the needs of rural\nand urban children.\nIn relation to the selection and organization of content or activities the\nrural environment and the rural experiences of country children not only\noffer the interpretative basis for the teaching, but provide in some measure\nthe resources; demand a different method of approach, and require a different emphasis on certain phases of subjectmatter.\n“While the need for\na practical organization of materials for rural schools, especially for that\nlarge group of one-teacher schools, presents so difficult a problem as to\nmerit especial extended study and experimentation to that end.” +\nThis raises some essential educational questions in relation to rural curricula which must be answered in the light of the present rural school\nsituation;\n,\n1. Should the rural curriculum place emphasis upon preparation for future\nliving in the rural community or upon improvement of the child’s present life?\n2. Should major emphasis be placed upon making the child a better individual\nor upon aiding him to improve his own social group?\n\nIf we accept a joint responsibility then: (1) How are we to determine\nthe chief needs and interests in our rural children’s present lives in order\nthat we may improve present living?\n(2) In preparation for the future,\nhow are we to determine what will be the chief adult needs of our present\n1Dr.\n\nFannie\n\nW.\n\nDunn,\n\nTeachers\n\nCollege,\n\nColumbia\n\nUniversity,\n\nNew\n\nYork\n\nCity.\n\n"}
{"page": 472, "printed_page": null, "text": "468\n\nNatIONAL EpucATion AssoclATION\n\nSO\na\neg\n\nchildren? In other words, how can the rural curriculum take care of\npresent and future needs that cannot be easily foreseen?\nHow are we\nto determine what improvements\n\nneed to be made in the various societies\n\nof which this child is now or will later be a member?\nIt is here that research can help us. There is need for more study\nin relation to the whole problem of the rural school curriculum for only\ncarefully directed research can answer some of the issues involved.\nAmong\nthese, there is need for:\n1. Studies of activities as well as of the interests and abilities of rural children\nat various stages of maturity.\n2. Experiments conducted in rural settings to determine immediate objectives.\n3. Special investigations to discover the best selection and organization of materials for all types of rural schools, especially one-teacher schools.\n4. Investigations to determine the most practical means of providing for individual differences in rural schools.\n5. Studies to discover how best to combat, supplement and utilize the environmental influences which rural life exerts upon the rural child’s education.\n\nTHE\nJOSEPH\n\nCURRICULUM\nROEMER,\n\nPROFESSOR\n\nVISITOR,\n\nOF THE\n\nRURAL\n\nOF SECONDARY\n\nUNIVERSITY\n\nOF FLORIDA,\n\nHIGH\n\nEDUCATION\n\nSCHOOL\n\nAND\n\nGAINESVILLE,\n\nHIGH\n\nSCHOOL\n\nFLA.\n\nIn preparing this paper the writer has in mind primarily the typical or\nusual four-year high school with a faculty of from two to five teachers.\nThis position is taken in the light of the fact that although there are a\ngood many junior-senior high-school organizations in the rural districts,\nnevertheless, the great group of rural high schools the country over at\npresent are of four years duration and are usually built upon an elementary\nschool of seven or eight grades.\nThe very fact that educators nationwide are divided in their opinions\nas to just what should constitute the curriculum of the rural high school,\nshows that the matter is of serious import and as yet far from settled.\nThis disagreement found among educators in general is quite as pronounced\namong the workers in the particular field of rural education.\n‘This but\nemphasizes the fact that it is a real problem.\n1. The fundamental purpose of all high-school education is liberal and\n\ngeneral in its nature—I think the workers in the field of secondary education, after all is said and done, will agree that the primary purpose of\nany type of secondary education should be of such a nature that general\nvalues would be stressed. “This does not mean that there is not a place\nin every high-school curriculum for certain types of vocational work or\ncertain courses of a broadening and finding nature.\nIt does mean that\nthe basic purpose of all high-school education is not and cannot ever be\nof a strictly vocational or a trade training nature.\n2. When a high school can offer only one curriculum it should be of a\ngeneral or liberal type with variables bearing on the vocational life of the\n\ncommunity—This second principle is in a way a corollary of the first one;\n\n"}
{"page": 473, "printed_page": null, "text": "SS\n\neee Seat\n\nDEPARTMENT OF RuRAL EpucaTION\na LS eS a A LR\nch a\n\n469\n\nbut of enough importance to bear repetition. Of course, the number of\nvariables offered by any high school will be contingent upon the number of\nfaculty members and the condition of buildings and equipment.\nIn some\ninstances a rather wide offering of variables might be possible; in others,\n\nvery few, if any, should be offered; but as said above, the variables should\nbe secondary in consideration and should be worked out in the light of\nthe community life which the school is serving.\n3. Little differentiation is possible in high schools with faculties consisting\nof from two to five teachers—Immediately as one begins the matter of\nworking out a daily schedule and offering a number of electives he meets\nwith difficulties when he has a small faculty. It is a commonly accepted\nfact in secondary education that the larger the faculty the more variables or\nelectives it is possible for the school to offer.\n4. The earlier years of the high school-curriculum should be liberal and\ngeneral in nature and closely related to contemporary life, thus affording\na broad range of educational experiences to all and especially to those who\ndrop out before graduation—In following out this principle of administra-\n\ntion, the first two years of the high-school curriculum are largely fixed.\nDuring these two years it is the purpose of the school to stress the more\ncommon elements of education and to orientate the student as far as possible to modern civilization. ‘The training should consist of courses in\ngeneral: science or biology worked out on a life basis to give the proper\nscientific outlook.\nIn order to give the greatest amount of social and\ncivic training, emphasis in the social studies: falls upon civics and the\nvarious phases of American and modern European history. During the\nthird and fourth years of the curriculum, electives should be more common\nallowing for differentiation under guidance and providing for the training\nof special aptitudes and abilities.\n5. In rural communities where a second and a third curriculum can be\noffered, they should be home economics and agriculture in the order mentioned—In the small communities where only one curriculum is offered,\nthe variables usually are offered in these two departments; but when facilities justify additional curriculums these are the ones that would render\nthe greatest service in the rural high school.\n6. Core curriculums should be followed when more than one curriculum\nis possible—By core curriculum the writer does not mean the subjects like\nEnglish, civics, science, etc. that should be constants in every curriculum;\nbut a grouping of those subjects which, if pursued under proper organization, would determine the peculiar character and function of said curriculum.\n7. College preparation should be a secondary function or at most only\none of the several functions of any high school—There was a time in the\nhistory of secondary education when the primary and only purpose of a\nsecondary school was the preparation for college entrance.\nSo firm a hold\ndid this matter get upon the thinking of educators that to many it is\nstill its dominant purpose.\n\n"}
{"page": 474, "printed_page": null, "text": "470\n\nNATIONAL EDUCATION ASSOCIATION\n\n8. There is a distinct difference between a general or liberal education\nas discussed\n\nin this paper and the traditional classical education\n\nof the\n\npast—It is pretty well agreed among school men that the education of the\ntraditional classical high school was rather worthless for most students of\n. the rural high school.\n;\nThe writer wishes to make himself perfectly clear on one point and\nthat is that the general, liberal high-school curriculum which he is advocating for the rural high school is not to be confused with the traditional, classical high-school curriculum so prevalent now among high schools\nof the country. The liberal high-school curriculum has as its fundamental purpose the task of giving to every high-school student the proper\noutlook upon life as it exists today.\nIt tries to orientate him socially,\nmorally, intellectually, spiritually and physically so that he can take his\nplace in modern civilization as a helpful unit in present day society. It\ndoes not in any way exclude the classical or traditional elements in education; it merely reduces them to their proper places in the whole scheme\nof high-school training. Again it does not suppose that every boy and\ngirl in the rural high school will go to college and consequently only,\noffers a college preparatory training.\nOn the other hand, it does assume\nthat it is the right and the heritage of every high-school pupil to go to\ncollege if he so desires and consequently, it takes care of him along with\nthose of the other varying groups.\nIn the third place, it assumes that\na certain vocational training of a general nature with the proper insight\ninto the big occupational and vocational work of the world is a legitimate\npart of every child’s high-school education.\nIt assumes that a certain\namount of vocational insight is a part of the orientation work of every\nadolescent.\n\nIt does\n\nnot,\n\nhowever,\n\nadvocate\n\nthat extreme\n\nattention\n\nbe\n\ngiven to socalled vocational subjects at the expense of the general education simply because the pupils happen to live in the rural districts.\nThe\nwriter takes the position that more and more we will have to assume\nthat increasing numbers of children from the rural districts will become\ncitizens later in the towns and cities. He assumes that the cityward drift\nof the rural population is to be expected and will be continued in the\nfuture. He bases this statement on the fact that scientific agriculture\ntogether with modern invention of every description is every day increasing the productive power of men and is consequently making it possible for\nfewer people to be engaged in agricultural pursuits. This tendency is\n\nso strong that it will increase in the future even after the increase in\npopulation is taken into consideration.\nStated another way, it means\n\nthat we will have to continue to expect large numbers of the rural boys\nand girls to move into the city and it would not be fair to limit them to\na strictly agricultural curriculum.\nThe rural high school of necessity will continue to be small and because of this fact it will only be able to offer one curriculum with few\nvariables.\n\n"}
{"page": 475, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEpUCATION\n\n471\n\nIn the light of the foregoing discussion this curriculum must be of such\na nature as to result in a liberal, cultural training; one that would orientate the student to contemporary life.\nSince this type of training is especially adapted to the first two years\nof high school, the junior high-school movement is perhaps the solution\nto the problem.\nIt would be possible for most any rural community to\nBy proper organization a\nmaintain a junior high school of three years.\nconsolidated\n\nthe graduates\n\ncentral senior high school could be located so as to care for\n\nof a large number\n\nsurrounding communities.\n\nof junior high schools located\n\nin the\n\nSuch an organization would allow the junior\n\nhigh schools to do the work in orientation courses, broadening and finding\ncourses, and other courses of a general nature.\n‘The senior high school\ncould offer several core curriculums. designed for the purpose of giving\n\nspecial training in which these junior high-school graduates could find work\nbest suited to their varying interests, needs, and capacities.\n\nTHE\n\nPROGRAM\n\nEMERY\n\nOF STUDIES IN THE\nSCHOOL—ABSTRACT\n\nN. FERRISS,\n\nCORNELL\n\nUNIVERSITY,\n\nRURAL\nITHACA,\n\nHIGH\nN. Y.\n\nThe purpose of this discussion of the program of studies of the rural\nhigh school is, as I understand it, to indicate the nature and amount of\ndifferentiation, if any, necessary between the program of the rural high\nschool and that of the urban high school if the former is to meet the\nneeds of rural pupils. This is, it seems to me, the very question that\ncannot be answered explicitly until there has been much more careful,\ndetailed study and research in the direction of determining what the\nneeds of rural pupils actually are and how these needs may be most\neffectively met with the facilities that can be made available in the rural\nhigh school.\nTherefore, I should prefer to state our main question as:\nWhat are some of the problems to be faced in developing the rural highschool program of studies to meet the needs of the children of high-school\nage living within its attendance area?\nBefore we can go far in our discussion we must arrive at some understanding, if not agreement, as to what a rural high school is. I shall\ndefine a rural high school as one situated in rural territory and serving\na rural population.\nIf we approach the question of the rural high school and its program\nof studies from the standpoint of its guiding aim and ultimate objectives,\nwe can say, it seems to me, that its broad purposes are the same as those\nof all high schools.\nAlthough they are probably inadequate in certain respects, yet, because of their wide acceptance and authoritativeness, we may accept for\npresent purposes the cardinal principles formulated by the commission on\nthe Reorganization of Secondary Education as the ultimate objectives of\n\n"}
{"page": 476, "printed_page": null, "text": "472\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nthe high school. They will afford us a basis for indicating the nature\nand scope of the program of studies of the rural high school.\nTo determine a program of studies of sufficient range and variety to\n\nmeet the requirements of the seven cardinal principles and, at the same\ntime, to provide curriculum differentiation to meet, in part at least, the\nvariant needs of each of the major groups of pupils, presents a number of\n\nproblems peculiar to the rural high school.\nLimited as it is in respect to size the rural high school cannot expand\nits program of studies beyond what can be offered by a small teaching\nstaff. Its first responsibility is to meet as well as possible the common\nneeds of all its pupils and its second responsibility is to meet the special\nneeds of the different groups of pupils.\nIf it is to have proper balance,\nMany subjects desirits program must be the result of rigorous selection.\nable in some respects must be rejected in favor of others of greater values.\nThe question as to the relative amount\n\nof emphasis to be given different\n\nsubjects and subject groups and the determination, within the limits set\nby circumstances, of sequential groups of subjects sufficient to permit a\ndesirable amount of concentration in the work of pupils along lines of\nmajor interests and purposes, present acute problems in the building of a\nprogram of studies for the rural high school.\n;\nFinally the question arises as to the possible ways of putting into operation a program of studies that will meet the common and differentiated\nneeds of the pupils in any adequate manner without overloading the teaching staff and without having a large number of extremely small classes.\nHere the possibility of alternation of subjects must be considered and\nthe evolving of a practicable plan of alternation that will not operate in\nthe direction of undesirable standards of work and that will not deprive\nany pupil from taking all the subjects needed to complete his course\nwith the degree of continuity and variety desirable.\nThe second group of problems to be considered with reference to the\nprogram of studies in the rural high-school concerns directly the rural\npupil and his characteristics.\n‘The adaptation of the program of studies\nof the school requires the study of children of high-school age in the attendance area of the school.\nThis brings up the whole question of rural environments, their characteristics and their importance in shaping the mental development of\nrural youth.\nWhen the next step is taken, however, and we begin the work of setting\nup the more specific objectives or goals to be reached, we at once get into\nfields where differentiation enters.\nIn the third step, that of selecting\nspecifically materials, activities, and problems for a certain type of community through which the learner is to attain the objectives set up, the\ndesirability and even necessity of differentiation becomes still more evident.\nTo be more concrete, let us consider from this angle certain of the\ncardinal principles.\nIn the matter of the ultimate vocational objective it\nis quite generally accepted that the work offered by a high school should\n\n"}
{"page": 477, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n473\n\nbe in vocations of major importance in the community, where these vocations are appropriate to secondary education.\nThese specific objectives and\n\nthe materials and exercises to be used in attaining them can be determined\nonly by individuals who know thoroughly the activities and problems\nof these vocations and the circumstances under which they are carried\non in that particular community.\nIn working toward the ultimate objective of health it is probably true\nthat a majority of the specific objectives should be the same for all schools.\nEven among those that are alike for all schools, however, there are undoubtedly many that should receive different degrees of emphasis in different high schools and that should in part be attained through different\nmaterials and exercises.\nSome specific health objectives will evidently\nneed to be set up for rural high schools that are not needed at all in urban\nschool programs.\nIn the realm of citizenship, particularly in what we may call the civic\naspect, it is again clear that the rural high school, if it is to keep in contact with the community and educate in part, for life in the community,\nshould deal with materials and problems definitely related to the civic\nactivities and the civic agencies and institutions found in rural areas. Here\nagain, the agencies of civic control and those that protect the individual\nin his rights are less numerous and less evident than in urban communities.\nMore personal responsibility for civic activities must be assumed by the\nrural than the urban dweller for he may go days and even weeks without being made conscious of agencies of civic control. Forms of local\ngovernment are usually more or less peculiar to rural areas. While the\npupil in the rural high school should undoubtedly become acquainted with\nstate and national, and even city, civic institutions and their functions, in\npreparation for his more immediate civic activities and responsibilities and\nas a starting point in developing in him the broader understanding of citi-\n\nzenship, his education with reference to his local institutions should receive emphasis in his program of studies.\n\nIn training for worthy use of leisure we\n\nfind another\n\nfruitful field\n\nfor study in planning a program of studies for the rural high school.\nTo\na large extent practicable ways of using leisure are dependent upon the\npossibilities of the community; the forms of leisure activities desirable\ndepend in no small degree upon the nature of the occupational activities\nof a community.\nIn any case there are the problems of utilizing the resources of the community and of counteracting its lacks and deficiencies.\nIn most rural communities libraries are not accessible and opportunities\nto come in contact with good books and magazines are lacking except as\n\nthe high school offers them. There are some data available indicating\nthat rural high-school boys and girls do less reading than urban boys and\ngirls. There is some evidence indicating that the reading done is likely\nto be such as is found in cheap magazines and paper back novels. ‘The\nrural high school should, it seems\n\nprobable,\n\ngive more\n\nattention\n\nthan\n\nit\n\n"}
{"page": 478, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION\n\n474\n\ndoes to the development of habits of reading for enjoyment that will\nbe most likely to carry over into life.\nNo small part of the task of building the program of studies for the\nrural high school is to be found in discovering and evaluating the educational byproducts of rural social institutions other than the school. Closely\nrelated to that problem is the problem of locating educational lacks and\nFor\ndeficiencies due to the absence of social institutions in rural areas.\nexample, in many rural communities no Boy and Girl Scout or Campfire\norganizations with their programs of citizenship are to be found.\nIn\nmost rural communities there are no libraries other than the school library,\nno art galleries, no museums, no theaters except movies, and no orchestras\nor other musical organizations of high class offering opportunities to hear\ngood music and operating in the direction of developing musical taste\nand musical appreciation.\nIn conclusion I am of the opinion that the, task of building an effective\nprogram of studies for the rural high school demands special study of the\nrural high school and its limitations and possibilities and of all aspects of\nrural life. Furthermore, it seems clear to me that any intelligent solution of the problems involved will require research by persons who are\nnot only trained in the general principles of curriculum making but who\nknow also rural life from all angles, as: economic, health, civic, social,\nintellectual, recreational and moral and ethical. ‘They will need to understand the prejudices, customs, attitudes, standards and ideals of rural people. Finally, they will need to have, or develop, technics effective in\nstudying rural people and their activities and problems.\n\nDIFFERENTIATION IN PROGRAM OF STUDIES IN RURAL\nJUNIOR HIGH SCHOOLS—ABSTRACT\nCLYDE\n\nHILL,\n\nPROFESSOR\n\nOF\n\nSECONDARY\n\nNEW\n\nHAVEN,\n\nEDUCATION,\n\nYALE\n\nUNIVERSITY,\n\nCONN.\n\nWith the spread of the high school to communities in which there were\nno other agencies for secondary education, it immediately took on preparation for college as one of its major functions. A number of factors,\nwhich I need not discuss here, operated very early in its history to make\nthe college preparatory curriculum the sole curriculum of the high school,\nand it is only during the past 30 years, coincident with the phenomenal\nincrease in high-school enrolment and the development of the psychology\nof individual differences, that the need for a differentiated secondary program of studies has again expressed itself in practice.\nWhen many children with their wide range of abilities and capacities\nbrought to high school the great variety of occupational interests which\nhad grown out of the complexity of American society, it made necessary\n\nan enrichment and broadening of the high-school course.\n\nWealthy, popu-\n\nlous communities not only provided for many free electives in their hich-\n\nschool curriculums, but even went so far as to establish differentiated high\n\n"}
{"page": 479, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n475\n\nschools, many of which were highly specialized and technical in character.\nThis differentiated program of the high school imposed upon very young,\nuninformed pupils the necessity of making practically irrevocable educational choices. The difficulty of making these choices, as well as the\nfrequent unwisdom of them, served to impress upon educators the fact\nthat the serious gap which had developed between elementary and secondary education would have to be bridged before pupils could profit to the\nutmost by the enriched program of the secondary school. The junior high\nschool was conceived as the bridge between the practically undifferentiated\nprogram of the elementary school and the wide range and variety of courses\n\nand subjects of study offered by the secondary school. Its fundamental\ncharacteristic from the first, therefore, has been exploration to the end of\nintelligent, informed differentiation.\nWith the spread of the junior high-school movement and the desire\nof villages and rural communities to provide at home secondary schools\nfor their boys and girls, paramount questions arose.\nEducators asked,\n“Ts the junior high-school organization feasible for village and consolidated\nrural schools?\nCan a differentiated program of studies be provided in\nview of all the limitations inherent in the rural situation? To what\nextent can the devices used to provide a differentiated program in urban\ncommunities be adapted to small rural schools?”\nDifferentiation in its most complete form provided for differentiated\nschools. ‘The specialized high school was usually a four-year institution\nbuilt upon the work of the eight grades, or a three-year school requiring\nfor entrance the completion of the junior high-school course.\nThe specialized junior high school in cities is rarer, if, indeed, it exists at all. Certainly the trend is not in that direction.\nBut the differentiated senior\nhigh school suggests immediately that the rural junior high school in\ncomparison with the comprehensive urban junior high school should be\ndifferentiated with respect to the interests, previous training and experience, and probable future needs of its major group of pupils. In view\nof the limitations, which I shall specify in a moment, this is the way\nin which the most significant differentiation of a program of studies for\nrural junior high schools can be made.\nBest practice and expert opinion\nagree that, in the first year and to a large extent in the second year of\nthe junior high school, even under most favorable conditions, the curriculum should provide for exploration leading to differentiation, rather\nthan for a differentiated program of studies. ‘The very small junior high\nschool, the characteristic type in rural communities, cannot offer a wide\nchoice of curriculums or a wide range of electives even in the third year.\nIt should, therefore, fashion its central curriculum in accordance with\nthe interests, and present and probable future needs of a majority of its\nstudents. This will differentiate its work from that of the comprehensive school.\nWith the limitations in small junior high schools due to small enrolment, the size of the teaching staff, the qualifications of teachers, and the\n\n"}
{"page": 480, "printed_page": null, "text": "476\n\nNATIONAL EDUCATION ASSOCIATION\n\nmeager physical equipment,\n\ncertain elements of a program\n\nof differentia-\n\ntion considered essential in large schools are clearly out of the question.\nIn this list we would place such features as the homogeneous grouping of\nstudents, wide range of curriculum offerings, numerous free electives, special classes, remedial rooms, complete sex segregation, and special teachers\nto coach backward pupils.\nOn the other hand, any junior high school worthy of the name can\nmake use of a number of the following plans to provide in its curriculum\nofferings suitable to individual needs:\n1. The school] itself should be clearly differentiated from the comprehensive\njunior high school. This differentiation should be based upon pupil interests and\nneeds taking into account the major group.\n2. During the first year “broadening and finding” courses should be taught by\nthe best equipped teacher on the staff. By the skillful alternation of subjects\nby years during the last two years of the course, the number of electives or curriculum variables may be increased.\n3. The differentiated lesson assignment which provides for variety both in content and quantity of subjectmatter should usually be employed.\n4. The small class makes possible and desirable the use of some form of individualized instruction at least in some of the courses and a part of the time.\nThis at once makes possible the acceleration of the more able pupils.\n5. The comparative ease with which schedules can be arranged makes promotion by subject entirely feasible.\n\n6. The frequent housing of the junior high school in the same building with the\nelementary school permits pupils to carry courses in both schools, simultaneously.\n7. The marking system can recognize quality of work through varying the assignment of credit.\n8. The traditional plan of five recitations a week for each class can be abandoned, thus making more flexible the daily schedule.\n9. The class period can be increased to 60 minutes to provide for the direction of\nstudy especially with a view to properly guiding and stimulating superior pupils.\n10. Every member of the teaching staff can do effective work in educational and\nvocational guidance if she will make a study of it. This guidance can be very\neffective because of the intimate acquaintance the teacher has with a small number\nof pupils.\n\nAt least three other questions are pertinent to our discussion,\n\nnamely:\n\n“What has actually been done with reference to the differentiation of\nthe program of studies in rural junior high schools?”\n“What is now\nbeing done?” and “What are the trends?”\nIn 1916, the educational system of the state of Vermont underwent\ncomplete reorganization.\nAmong other things, the program included\nthe establishment of rural junior high schools in all communities desiring them. M. B. Hillegas, who was then Commissioner of Education,\ngave me the privilege of directing the junior high school work.\nWe\nattacked the problem of a differentiated program of studies with the\nlight which we then had. The plan used at that time, after undergoing certain minor changes, has proved in the main successful, insofar as\nwe can judge success by pupil persistence and achievement.\nIndeed, I\nhave it on good authority that those schools which have held most rigidly\n\n"}
{"page": 481, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEpUCATION\n\n477\n\nto the guiding principles set up twelve years ago have enjoyed the most\nmarked success.\nThe fundamental purpose underlying the establishment and maintenance of junior high schools in Vermont is the extension of the educational opportunities of each individual boy and girl in the state in the\nlight of our professed educational aim—social efficiency. ‘This means\nthat the work must be planned to suit the individual needs of the pupils.\nIt means that the school has just as much responsibility in equipping\nfor their life work to the greatest possible extent those large groups of\nchildren who drop out of school early as it has in equipping the few who\nplan to enter college. It means the provision of nourishing, worthwhile\nstudy material for the gifted pupil quite as much as the discovery of\nthe most promising field of activity for and to the dull pupil and the development of such abilities and skills as he may possess.\nAnother way in which instruction is improved is by the enrichment of\nthe course of study through the reorganization of the material which it\nusually contains, the downward extension of subjects ordinarily confined\nto the high school, and the introduction into the course of new subjects\nwhose immediate value is unquestioned.\n“The courses are so planned as\nto offer sufficient variety to care for widely divergent interests, aptitudes, and abilities and at the same time to permit pupils to explore various fields of knowledge so that they will be “informed electors” when\nthey reach the regular high-school work.\nIf they drop out of school\nearly this plan will have put them in touch with a great body of valu-—\nable information which will not only be a source of continuous satisfaction and enjoyment but will actually give point and direction to their outof-school work and study.\nIn the new organization, more and more the formal, stereotyped recitation is giving way to the socialized recitation where teachers and pupils sit\naround a table and cooperate in the discovery and solution of meanful, interesting problems.\n\"These problems are made significant because interpreted in terms of their use by the pupil in “modifying his familiar experience.’ ‘This type of recitation makes enthusiastic searchers after knowledge and has for its main purpose teaching pupils how to think and how to\nstudy. This is another point in improving instruction and it suggests the\nnext—namely, the use of the pupil’s own experience in teaching him what\nhe needs to know and the provision for individual differences.\nA four-year, three-teacher, forty-to-seventy pupil, rural junior high school\ncannot be economically organized with a variety of distinct differentiated\ncourses, neither can segregation be carried to any great extent.\nIndividual\ndifferences must therefore be provided for in other ways.\n“The small class\nwhich makes segregation impractical at the same time permits, on account of\nthe intimate knowledge which the teacher has of the pupil and all his work,\nthe use of other devices which are perhaps equally effective.\nWe feel that\nduring the junior school period it is unwise to shut the door to the college\nfor any pupils except those who are absolutely sure they will not, and per-\n\n"}
{"page": 482, "printed_page": null, "text": "NATIONAL\n\n478\n\nEDUCATION ASSOCIATION\n\nhaps should not, continue their courses beyond the high school. With this\nin view the core of required courses is such that half of the college entrance\nrequirements will be satisfied upon completion of the junior high school\nIn addition to these courses, elective courses which vary according\ncourse.\nto need in the different schools are offered throughout the four years. We\nfind it possible to offer a sufficient range of electives in each school without multiplying classes unduly, because the individual community needs are\nrather clearly defined.\nStill another type of election is possible—election within the subject\nitself. If a pupil becomes especially interested in electricity while engaged\nin wiring the building for electric bells, he should not only be permitted\nbut should be encouraged to pursue his study as long as he finds it profitable and interesting, even to the neglect of some of the details of the work\nbeing done by the other pupils in the class, Of course his study must be\nunder the teacher’s direction and must be systematic and he must give the\nclass the benefit of the knowledge he obtains. The other members of the\nclass in turn keep him informed, during the class period,- of their work.\nWhile we feel that this type of work is worthwhile we are extremely\ncareful to make the pupil discover it early if he is pursuing a phantom, and\nalso to see to it that he gets some valuable conclusions and habits of study\nin his special field. It is a truism that there are many bits of knowledge\njust as valuable, and for individuals more valuable, than those ordinarily\nprescribed in school courses.\n\nTHE PROGRAM\nFRANCIS\n\nT.\n\nOF STUDIES IN THE\nHIGH SCHOOL\n\nSPAULDING,\n\nASSISTANT\n\nUNIVERSITY,\n\nPROFESSOR\nCAMBRIDGE,\n\nSMALL\n\nOF\n\nJUNIOR\n\nEDUCATION,\n\nHARVARD\n\nMASS,\n\nPerhaps chief among the shibboleths of the junior high school for the\nsmall school system has been the notion that for every subject offered in\nthe program of studies, and for each year’s work in every subject, there\nshould be organized a separate class. Rivaling it in importance is a second; the generally conceded need for teachers specially trained in the materials and methods of the subjects which they are to teach. The first\nrequirement would seem to demand a class-program so extensive as to be\nbeyond the reach of the small school; the second, a teaching staff so large\nas to make a full junior high school program of studies unthinkable.\nUnless we can find some method either of meeting these requirements or\nof evading them, the small community must content itself with some other\nform of school organization than the junior high school.\nHow great an obstacle the first requirement may be is readily conceived\nif we set before ourselves even a minimum list of the subjects of study\nwhich a “real” junior high school may be expected to provide.\nThe small schools which have attempted to meet this problem have\nadopted various methods of procedure.\n‘The method seeming to promise\n\n"}
{"page": 483, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n479\n\ngreatest success has been that of abandoning the customary grade-lines, and\ncombining pupils from two or more grades in subjects offered only in alternate years.\nIn all but the smallest schools, such alternation of subjectmatter and combination of grades allow at least a nominal provision for a\ncomplete program of studies.\nIf we examine the program of studies in detail, we find that the subjectmatter which the junior high school presents falls roughly into two different classifications.\nOn the one hand are those subjects or parts of subjects which demand the acquisition of certain skills—mathematical, linguistic, mechanical, and the like. On the other hand is the content subjectmatter—that which emphasizes general information, attitudes, and appreciations, rather than the development of specific skills. Of the skill\ntype are, of course, English composition, specialized foreign language,\n\nclerical work, certain phases of practical arts. Of the content type are\nEnglish literature, most aspects of the social studies, the appreciation of\nart, many phases of general science.\nIn teaching content subjectmatter, the grouping of pupils of various\nlevels of ability and maturity need offer no insuperable barrier to effective\nwork, even on the customary class basis. ‘The materials may in general be\nso organized as to allow group attack upon fundamental problems or\ntopics, in connection with which individual pupils may study broadly or\nnarrowly as their abilities permit. For the brighter pupils such subjectmatter makes possible the acquirement of wider experiences and more detailed understandings, in contrast with the more limited acquaintance with\nthe same topics gained by the less able pupils at the same time. But in skill\nsubjectmatter broader study frequently means more rapid progress.\nAdvancement in such work is likely to be cumulative: more effective study\nthan the average at any one level places the pupil even farther above the\naverage with respect to the next higher level. Hence any serious attempt to\nprovide for differences in ability-to-learn in skill subjects must of necessity\nresult in the abandonment of uniform group progress, and the substitution\nof some form of invidual instruction.\nCombination of classes, therefore, offers to the small junior high school\nonly partial assistance in providing a program of thirty-one subjects.\nWere\nall these subjects of either*one type or the other, the school’s burden might\nbe measurably reduced, without ill effect, through combinations within\nthe content subjects. Grouping of classes in cumulative skill subjects\nwould result in serious disadvantages under our usual methods of instruction, since the needs of individual pupils would have to be subordinated\nto the rate of progress of the group.\nBut the economy which would result from combination of classes in content subjects would go far to offset\nthe expense of necessary small-group instruction in the skill subjects.\nOur present subjectmatter divisions, however, recognize no clear dis-\n\ntinctions between content and skill materials.\n\nThe established subjects of\n\nstudy, whether required or elective, are likely to present both types of sub-\n\njectmatter within each single field.\n\nHence with the accepted program of\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nNATIONAL EpuCATION ASSOCIATION\n\nstudies, combination of classes only in content subjects is seidom possible.\nIf combination is attempted, and it at the same time instruction is. carried\non according to the usual class-method, there must almost certainly follow\nan undesirable neglect of individual ability-to-progress, so far as the skill\nelements are concerned.\nThe second shibboleth of the junior high school is the assumed need for\nteachers specially trained in the materials and methods of the subjects\nThis need is, of course, not peculiar to the\nwhich they are to teach.\njunior high school; but the difficulty of obtaining trained junior high-school\nteachers as compared with elementary or senior high school teachers has\ndoubtless been an important\n\nfactor in limiting the development\n\nof small\n\njunior high schools. Furthermore, the necessity in the small school for assigning a number of different subjects to a single teacher almost inevitably\nGranting\nresults in the ineffectiveness of at least a part of the program.\nan adequate background in as many as three different subjects, the teacher\nwho must be responsible for four or five cannot do justice to all, and may\ndo justice to none.\nWe are brought face to face, in other words, with the\nquestion of how to make possible specialized teaching on the part of the\nteacher who is no specialist.\nThe most intelligent teacher cannot successfully distribute his efforts\nover a wide range of subjectmatter if he must proceed according to our\npresent methods of classwork. The teacher in the small school is faced\nwith major responsibility for planning, directing, and measuring the results of pupils’ activities in several grades, in several subjects, and for\npupils of widely differing interests and needs.\nHis teaching can seldom\nrise above the level of hand-to-mouth effort. If the small school system\nis to be reorganized on a sound junior high school basis, the reorganization must give relief to the teachers from a part of the duties which are\ncommonly imposed upon them.\nIn the contention that the junior high school needs teachers who are generally intelligent, rather than highly trained in special fields, we have a\nsuggestion as to the form which this relief may take. We cannot and\nshould not free our teachers from the necessity of guiding the immediate\nactivities of their pupils. But can we not give them greater help than at\npresent both in planning such activities and in® measuring their results?\nCan we not provide for them a body of carefully prepared teaching materials, to be used directly by the pupils rather than after translation by\nthe teacher? ‘These materials might well take the form of graded assignment-sheets, covering in detail the successive units of those subjects in\nwhich individual differences are likely to be most significant’and in which\nspecialized subjectmatter receives greatest attention.\n‘With the aid of\nsuch assignment-sheets, the teacher’s function might be that of stimulating\nand guiding the pupil’s learning rather than of “teaching” him all that he\nmust know. If we can furnish materials of this sort, we shall have made\nit possible for the intelligent teacher of limited specialized training to supervise the work of pupils even in specialized fields.\n\n"}
{"page": 485, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATIUN\n\n481\n\nThere are obvious difficulties and dangers in such a plan. The drawing\nup of lesson-materials may tend to formalize teaching and to limit unduly\nthe initiative of the teacher.\nIt may prove difficult to adjust assignments\nadequately to individual interests and needs.\nThe extensive use of printed\nmaterials may tend to limit progress even beyond the extent to which it is\nnow limited.\nBut the plan as a whole seems to offer so many possible\nadvantages to the small school that it deserves careful attention in any general program for the improvement of rural education.\nJudged in terms\nof present conditions, it promises definite gain in both the breadth and the\nquality of teaching.\nThe two procedures here suggested—rearrangement of the junior highschool program to allow more advantageous subjectmatter groupings, and\nprovision for detailed and specific instructional material in the form of\ncarefully prepared assignment-sheets—offer a possibility of valuable distinction between the program of the small junior high school and that now\naccepted for the large. To what extent either procedure will be worth\nwhile can be surely determined only by actual trial, and by long-continued\ntrial. We have some clue as to their usefulness in the present Dalton and\nWinnetka Plans.\nBut it is neither the Dalton nor the Winnetka Plan,\nas such, that is here urged for consideration.\nOur purpose has rather been\nto suggest certain specific changes in the approach to the small school program of studies, in the light of immediate conditions which would seem\nto make those changes advantageous.\n\nTHE PREPARATION\nALBERT\n\nB.\n\nMEREDITH,\n\nOF TEACHERS\n\nSTATE\n\nCOMMISSIONER\n\nFOR RURAL\nOF\n\nEDUCATION,\n\nSCHOOLS\nHARTFORD,\n\nCONN.\n\nI. 4 condition—In October, 1923, a study was made of 295 one-teacher\nscheols in Connecticut distributed among about ninety small towns, a few\nmore than half the towns of the state. “This study showed that 101 normal\ngraduates and two college graduates were employed, or 34 percent of the\nwhole number of teachers.\nThe majority of the remaining 66 percent\nwere high school graduates only with one or more six-week periods of\ntraining at summer normal schools.\nFurthermore, the study revealed the fact, with the exception of one of\nthe four normal schools, a distinctively urban school, that each school had\ncontributed an equal number of graduates to the rural field. The one exceptional school was in the largest city in the state, and this school contributed a little more than twice as many rural teachers as did each of\nthe others. It was evident that providing teachers for the rural schools\nwas not a problem peculiar to any one normal school.\nIn September, 1927, there was an improvement in the situation.\nSixtyeight percent of the teachers of one-room schools, 273 in number, or\nexactly twice the percentage of 1923, were normal graduates.\nFor the\nmore than one-teacher schools, the percentage was 76 percent, and for the\n\n"}
{"page": 486, "printed_page": null, "text": "NATIONAL EpucATION\n482\na\na\n\nASSOCIATION\na\n\nentire rural. area, 72 percent of the teachers had had a full normal\nschool course of two years, preceded by four years of high school.\nThis changed condition in the teaching personnel was the result of\nfive years of effective planning and execution, in which the school officials\ncooperated with the normal schools, and with the other administrative diviFor in 1922 the state board passed\nsions of the state board of education.\nto teach in the elementary\nbeginning\nteachers\nnew\nall\nthat\na resolution\nschools, rural or urban, after July 1, 1927, must be graduates of a twoyear approved normal school course.\nMoreover, in meeting this situation not only the one-teacher schools, but\nthe consolidated and village schools in rural areas also, were found to\nhave their peculiar problems, and these were of concern to the normal\nschools. Among these problems are those clustering about the conveyance\nof pupils from surrounding areas.\nThese pupils bring their lunches to\nschool and arrive and depart at almost the exact moments for opening and\nclosing the school sessions. With these noninstructional problems the\nprospective rural teacher must become acquainted.\nAfter all, the numerous difficulties in equalizing educational opportunity\n\nare obstacles, and obstacles are not devils, only obstacles, and they suggest\nproblems to be solved. They are not impassable hurdles.\nOne attitude of mind on the part of town school committees had to he\novercome.\n‘This was that normal school training does not make teachers.\n“Such must be born.”\nBack of this attitude, all too frequently lies an unfortunate experience with one or more normal graduates who have failed\nto manage.\nThese graduates have come from the lowest quartile of the\ngraduating class, and are considered good enough only for rural schools.\nThey ordinarily lack the personality, physical strength, and specific knowledge and insight necessary to succeed in schools which present problems\nquite different from those in the urban schools to which their abler classmates have gone. ‘The last type of school for which the normal school\nshould recommend these poorer graduates is the one-room school. This\nlack of confidence in the normal schools operated not alone to reduce the\ndemand for normal graduates, but worse still it tended to prevent local\nhigh-school graduates from entering the normal schools.\nCommittees of the normal school faculties studied these problems dur-\n\ning the year 1923-1924 and reached the conclusion that the process of\ntraining teachers to teach in rural schools involved all that is necessary in\nthe training of teachers\n\nfor grade schools, plus an understanding\n\nof the\n\nenvironment and organization of the one-teacher school. With such a conviction, what factors have played a part in the operation of a program\n\nwhich has been contrary to rural differentiation in teacher preparation?\ni: The Problem—First, I wish to emphasize the idea that the question of differentiating education for the rural field, with regard to teacher\npreparation, is a part of the broader question of-rural differentiation in\ngeneral. The question of differentiation is one that cannot be answered\nby a simple “ves,” or “no.” It is rather one of degree. To what extent\nis it desirable to differentiate in the program\n\nof education\n\nfor the rural\n\n"}
{"page": 487, "printed_page": null, "text": "DEPARTMENT\n\nOF KURAL\n\nEDUCATION\n\n483\n\nschool, since it is fair to assume that it is the function of the normal schools\nto prepare\n\nteachers to carry out a program.\n\nIII. First as to general differentiation—The real field for differentiation is to be found in vocational and professional education and not in general education\n\non\n\nthe liberal or cultural\n\nlevels.\n\nThe\n\nelementary\n\nfield,\n\ntherefore, is not the field for differentiation, Here we are concerned with\nelemental skill and a fairly uniform body of knowledge and habits and\nwith ideals that should be common to all. Moreover, this is the period of\neducation for which we require compulsory attendance, and seek to lay\na foundation for subsequent advance.\nThe conception of education that\n\nwould require a degree of differentiation for other than vocational and\nprofessional purposes or for educationally exceptional children has many\nimplications and as yet requires substantiation.\nUnless, then, it can be shown that specific differentiation is required for\n\nthe pupils of the rural schools, there is little justification in providing for\na rural differentiation in teacher preparation.\nThe curriculum offerings require quite as great an enrichment and as\nwell qualified teachers in one community as in the other.\nIt is probable that when school finance is placed upon a comparable plane in the\ntwo types of communities, rural and urban, and when the educative materials, the equipment and the teaching personnel are provided without the\ndifferences that now exist in these respects, in some of the states, the problem of educational differentiation will disappear.\nIV. Differentiation in teacher preparation—Ilf, upon further examination and with an adequacy of school support, the need of educational differentiation as between rural and urban communities comes to be either\nreduced to a very small amount, or eliminated, then it follows that there\nis little need for differentiation in the matter of teacher preparation.\nDifferentiation in teacher preparation to the extent of providing a rural\ntraining curriculum must require a professional guidance program that\nwill prove efficient in bringing about wise choices in professional preparation.\nA close examination of the teacher-training program throughout the\ncountry discloses the fact that the process of training for rural schools requires, as has been said above, all that is required in the process of training for other elementary schools. Examine, if you will, the programs of\n\nstudy and what do we find? Of 170 state normal schools and teachers’\ncolleges, a few years ago 52 of them maintained special rural departments\nand 61 others offered special rural courses, and we find that such rural\nteacher training requires psychology, principles of education, professional\n\nethics, professionalized subjectmatter and the like. It is manifest therefore, that all of these elements and some others are necessary. It is upon\nthe extent of these other things that the degree to which we should go in\nmaking rural emphases in our teacher-training institutions depends.\nWherever the normal schools and teachers’ colleges-are under a single\nadministrative control such as a department of education, the problem of\nproviding adequate state programs is simplified. Furthermore, a teacher\n\n"}
{"page": 488, "printed_page": null, "text": "NATIONAL\n\n484\n\na\n\nASSOCIATION\n\nEpuCATION\n\nis not broadly prepared without a more or less intimate acquaintance with\nseveral types of schools.\nIn conclusion, differentiation in the elementary school curriculum, as\nbetween rural and urban schools, is thought to be inadvisable, hence dif‘The evidence in one\nferentiation in teacher preparation is unnecessary.\nstate at least seems to justify this conclusion.\n\nTHE\n\nPROBLEM\n\nWILLIAM\nCATION,\n\nOF DIFFERENTIATING RURAL\nPREPARA TION—ABSTRACT\n\nMC KINLEY\nWESTERN\n\nROBINSON,\nSTATE\n\nDIRECTOR,\n\nTEACHERS\n\nDEPARTMENT\n\nCOLLEGE,\n\nOF\n\nTEACHER\nRURAL\n\nKALAMAZOO,\n\nEDU-\n\nMICH.\n\nDuring the last two decades much progress has been made in the general\nfield of normal school education. Among the outstanding tendencies are:\nThe raising of entrance requirements—mental, physical, moral—for admission to normal schools and teachers colleges; the extending of the curricula based on high-school graduation as a prerequisite until in many instances three and four years are required for their completion; and the\nmaking of greater provision for and use of the “laboratory equipment” for\nobservation and practice teaching by novices.\nThe fact that the state normal schools have grown away from the general curriculum makes even more necessary than heretofore special consideration of a curriculum for the training of rural elementary school\nteachers, for surely no one of the usual curricula offered—kindergarten,\nprimary, intermediate, or grammar grade—is any better if as well adapted,\nas was the general curriculum, to the needs of prospective rural school\nteachers.\nTeacher training institutions have gradually come to accept this\npoint of view.\nThe comment is often made that the teacher of the sons and daughters\nof the farmer, who is carrying a large share of the tax support of the state\nnormal schools, is not receiving as much attention and as adequate training for her job as is the city teacher.\nAssuming the end of rural and of\nurban education to be the same, in how far should the normal school curricula of both groups of prospective teachers be identical? The writer\nis of the opinion that in many of the general professional courses offered\nin the normal schools, such as child study, educational tests and measurements, public school systems and school law, the rural and the urban\nprospective teachers should be together. There is need for common, rather\nthan differentiated, aims and philosophy for the two groups. Their mingling in all classes except those requiring strictly rural emphasis—such as\nrural school observation and practice teaching, rural school administration, management, and curriculum, and rural community activities—has a\nwholesome broadening and cultural effect on both urban and rural students\nalike.\nAlthough some teachers colleges divide their classes in the specific professionalized subjectmatter courses into rural and urban sections, this prac-\n\n"}
{"page": 489, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEpucatTION\n\n485\n\ntice may be questioned.\nAs indicated in the above paragraph, lines of\ncleavage should be overcome wherever possible rather than emphasized.\nWith the two groups together in courses, however, the instructor should\nconsciously aim to adapt the materials and make applications, use illustrations, and assign problems suitable, respectively, to rural and to urban conditions.\nAmong the courses that are differentiated and receive rural emphasis,\nthose in observation and practice teaching are, in my judgment, the most\nessential and promising in educative results. Theoretical instruction at\nthe best can but tell about teaching, whereas experiences involving responsible activity in rural teaching situations can improve the normal\nschool students’ rural teaching skill. \"The major portion of the prospective\nrural teacher’s professional preparation should center in and about the\ndemonstration and practice schools maintained or affliated with the normal school. Adequate facilities should be provided to meet this need.\nThe different curricula should include and be administered so as to give\nample opportunity for observation and practice teaching, carefully supervised and sufficiently graded to meet the varying needs of the students.\nThe practice teaching courses should be the central and most important\nactivities in the student’s curriculum.\nMost of the instruction in subjectmatter, classroom management, and teaching technic should be motivated\nby them.\nFrom actual practice and experience with concrete cases, the\nstudent may be led to the theoretical and abstract general principles of\nthe profession.\nThe graduates of a two-year rural elementary school curriculum, who\nhad taken all or part of their observation and practice teaching in rural\nschools, were asked if in their judgment it was of sufficient value over and\nabove that obtainable by using exclusively the urban practice school to\njustify the extra time, effort and expense involved.\nNinety percent of\nthem answered this pertinent question in the affirmative.\n‘To a similar\nquestion asked the 21 educational experts, 19 answered “yes.” The fractional part of the total amount of observation and practice teaching to be\ndone in rural schools’is variously estimated by the experts with 50 percent\nbeing most frequently suggested.\nUnder\nA scientific approach to the problem of differentiation is needed.\nh\nCommonwealt\nthe\nby\nfinanced\nand\nCharters,\nW.\nW.\nof\nthe supervision\nFund, there has been under way for the past two years a job-analysis of\nthe teaching profession. The purpose of the study has been to obtain a\nscientific basis for determining the curriculum for the preparation of teachers. Time does not permit a detailed description of the study. ‘The fact\nthat W. W. Charters and the Commonwealth Fund are responsible for\n‘The writer\nit are proof sufficient that the study is scientifically sound.\nwas so fortunate as to obtain permission to use the data concerned with\nthose activities of the teaching profession, with their decile ratings, which\nthe various groups of teachers felt should be taught in the teacher preparing institutions. The rural teacher group varied two or more decile\n\n"}
{"page": 490, "printed_page": null, "text": "NATIONAL\n\n486\n\nEpucATION\n\nASSOCIATION\nae\n\na\n\na\n\na\n\na\n\na\n\npoints (which the investigators consider a significant difference) from\nboth the kindergarten-primary and intermediate groups, the most nearly\ncomparable groups, in 166 of the total 558 activities listed. In other\nwords, the rural teachers indicated a significant difference in emphasis in\n30 percent of the activities listed by the elementary teachers as being those\nwhich they thought should be taught by teacher-preparing institutions.\nIn conclusion, conditions have not so changed but that we as a Department of Rural Education may well reiterate and again pledge our support to a resolution passed by this organization at the Chicago meeting in\n1922, which in part reads:\nThe safety of society demands a new kind of rural school suited to the preparation of rural people for the new world situation. The present supply of prepared teachers in no sense equals the demand which should be made by rural\npeople. We believe that normal schools and other teacher preparing institutions\nshould immediately recognize their obligation, first to train teachers for rural\n\nschools, and second, to create\nprepared\n\namong\n\nrural people an ever increasing demand\n\nfor\n\nteachers.\n\nTo this resolution, however, should be added a second one which, in my\njudgment, is very essential. In view of the diversity of opinion, practice,\nand outcome among those struggling with the problem of preparing rural\nschool teachers, this Department should, if possible, initiate, foster, guide,\nand complete a scientific study or series of studies to be carried on over\na period of years to supplement what has already been done and to determine which curricula and training practices are most hopeful in their\nsolution of the rural teacher problem. Surely not all of the multitude of\npractices now offered are equally adequate and efficient in meeting the\nneed.\n\nRURAL\nO.\n\nH.\n\nPLENZKE,\n\nSUPERVISION\n\nFIRST\nFOR\n\nASSISTANT\n\nSTATE\n\nWISCONSIN,\n\nIN WISCONSIN\nSUPERINTENDENT\n\nMADISON,\n\nOF\n\nSCHOOLS\n\nWIS.\n\nRural supervision is determined by the administrative units under which\nschools are organized and operated. Wisconsin has. approximately 7100\nschools under the jurisdiction of county superintendents.\nSix thousand\nfive hundred of these are one-room schools. The others are state graded\nschools of two or more rooms, All units except city superintendencies are\ndirectly under county superintendents.\nThere are no county boards of\neducation except for the selection of textbooks.\nThe establishment and\nprojection of educational policies is therefore up to the state department\nif any degree of uniformity is to be attained.\nAccording to the state\nconstitution the school system shall be as nearly uniform as practicable.\nThe time of the county superintendent is almost entirely absorbed by\nclerical and executive duties, thus permitting only a modicum of supervision.\n\nIn 1915 Wisconsin established the supervising teacher system.\n\nA county\n\nhaving 125 teachers is required to employ one; if it has more than that\n\n"}
{"page": 491, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n487\n\nnumber it must employ two.\nIt so happens that in the seventy-two\nsuperintendent districts, thirty-six have one supervising teacher and thirtysix have two.\n‘The state, therefore, has 108 teachers charged with the\nsole duty of supervising rural schools. The department of public instruction has set up training and experience standards for this work.\nTheir salaries and travelling expenses are paid out of the state distributable school fund. Training institutions have thus far not trained them\nfor their specific work, hence, promising and successful teachers have had\nto be trained by superintendents and the state department in service. Two\nmembers of the department spend the major portion of their field time\nin company with the supervising teachers in rural visitation. The aim\nis to assist them in formulating supervisory programs and acquiring an\nacceptable degree of technic. When the work was first inaugurated\nsupervising teachers had no goals or aims to guide them.\nIt was but natural for them to assume that each teacher in a rural school presented\na problem distinctly her own and unrelated to conditions which might be\nfound in other schools. Each school was regarded as a supervisory entity\nrather than a part of a system. The prevalence or possibility of common\nproblems was not recognized.\nNo doubt the actual conditions in the\ncountry schools were more suggestive of incoherence than relatedness.\nTo bring to the teachers and county administrators the conception of a\ncoordinated forward movement of the county and state school systems\nwas evidently the next big task of Wisconsin’s educational leadership.\n\nThe first step in this direction was the revision of the state course\nof study so that it could be adapted to the program of the rural schools.\nThis was done and the course embodied the feature of a combination of\nthe work of certain grades and presentation of some subjects in alternate\nyears.\n‘This marked the departure from haphazard methods to one of\nstandardization of subjectmatter.\nIt gave the supervisors an opportunity\nto unify the county educational work.\nSubsequent development of the\ncourse has given Wisconsin’s rural schools practical workable programs\nfor every activity for which they are accountable.\nAll professional workers know exactly what standards have been prescribed.\nOne valuable byproduct of the system is its effect upon the county\nsuperintendents.\nThese officials have been awakened to a consciousness\nof their responsibilities; they have learned the difference between supervision and administration; and recognized that a program of supervision\nshould be the dominating activity of their office. By law the county\nsuperintendent is required to visit each school annually. A realization\n\nof the inadequacy of these required visits has prompted about one half of\nthe superintendents to initiate well-planned supervisory programs for\ntheir schools.\n\nThese\n\nserve\n\nas guides for supervisors\n\nand teachers alike.\n\nA supervisory program should not be confused with teaching plans, deMethodology is not synonyvices, methodologies, or testing programs.\nA supervisory program is a well-defined outline\nmous with a program.\n\nof the activities by which the educational objectives of a school unit may\n\n"}
{"page": 492, "printed_page": null, "text": "488\neel\n\na\n\nNATIONAL EDUCATION :ASSOCIATION\nca ND MAREE Ties SAK ES\n\nbe realized over a period of years. It is not a spasmodic emphasis upon\na particular phase of school work but a plan of continuous procedure which\nProshould involve and animate every one connected with the system.\ngrams should be determined by the educational needs of the counties.\nRegardless of the fact that the responsibility for such a program is directly\nupon the county superintendent it should be drawn up with the assistance\nof his teachers, principals, supervising teachers, and interested group repMay it be said at this point that the success of a program\nresentatives.\nis prefaced upon it being the cooperative effort of the various educational\nagencies of the unit. A program handed down from above may be a lifeBesides the necessity of interpreting its conless thing to administer.\ntents it may appear to them an impractical scheme more concerned with\nadministrative problems than the improvement of teaching.\nTeacher training and in-service training are directly correlated.\nRural\nteachers are trained with few exceptions in county rural normal schools,\nhigh-school training departments, and rural departments of teachers colleges. The largest number are products of rural normal schools governed\nby a three member board, the county superintendent being ex-officio secretary. Several county superintendents maintain their offices in the county\nnormal building instead of in the court house, thereby making the training\nschool the educational center of the county.\nIt is evident that a definite\nrelationship between teacher training and the county schools is inherent\nin the nature of the organization. ‘The students observe the work of rural\nschools early in the year and bring back material for discussion in methods\nclasses and model room practice teaching. “The county superintendent\nand supervising teachers usually accompany the students as do the rural\nnormal faculty. Later in the year a week of practice work is done by\neach member of the training class in one of the rural schools.\nIt has become the general procedure for faculty and supervising teachers\nto exchange positions for a short period so that each group may better\nunderstand the problems of the other and give the benefits of their experience to the other field. Some rural normal schools conduct classes on\nSaturday permitting rural teachers the privilege of visiting and observing\nthe work carried on. A splendid tie-up between training and theory is\nths maintained.\nSeveral of the training departments have been especially\nhelpful in providing unit lessons for the county schools. Field service by\nthese departments as conducting evening meetings, providing movies, organizing community organizations, and drives of many sorts further emphasize the close relationship prevailing.\nThis interchange of service has\nimpressed the teachers that training does not terminate on graduation day.\nIt has given the entire system fluidity and progressive development from\nwithin.\nUnification of programs into a state plan is heartily endorsed by the Wisconsin Teachers’ Association. “Through the columns of its monthly magazine the program has been kept before them. To promote such a program and a fusion of interests the state department conducts annual con-\n\n"}
{"page": 493, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n489\n\nferences for the supervising teachers the week preceding the opening of\nschool in September.\nPolicies, new statutory requirements and modern\nmethods are explained by members of the state department; outstanding\nsupervising teachers and county superintendents report upon projects carried on in their respective counties; and special subjects as health, thrift,\nrecreation, music, and farm records and accounts are discussed by specialists.\nLater a similar conference stressing administrative topics is held for county\n\nsuperintendents.\n‘This is followed by a meeting for principals of county\nrural normal schools.\n\nIMPROVEMENT\n\nOF PRIMARY GRADE\nRURAL SCHOOLS\n\nPRACTICE\n\nIN\n\nN. S. LIGHT, DIRECTOR OF RURAL EDUCATION, STATE DEPARTMENT OF EDUCATION, HARTFORD, CONN.\n\nPrimary grade practice is the weakest part of the rural school. It is\nso because of a number of factors each of which tends to perpetuate a\nmost undesirable condition. First is the group who are about to leave\nthe elementary school for high school or for employment.\nThis group\nmore or less below standard in achievement by reason of the weakness in\nthe lower grades appeals to the teacher as especially needy. They must\nbe helped if they are to succeed in the high school.\nIf they are to leave\nschool soon, there is so much to be done for them.\nHigh-school requirements set up standards which must be met directly.\nThe attitude of the community toward the school is a second big factor. ‘The community tends to judge a school by the work of the upper\ngrade pupils and by the record of its pupils in high school.\nFrequently, all\nthe community expects of the primary grades is that in a motherly way\nthey be trained to work at something quietly and without disturbing the\nupper grades. ‘Too often that is the teacher’s point of view also and busywork devices are in constant demand.\n“The needs of the older pupils must be met.\n“There is time enough in\nthe coming years to meet those of the primary pupils if they will only keep\nquiet.”” Meanwhile, as the primary group passes through the grades, it\nis thinned out by discouragements, lack of progress and an uninteresting\nregime of busy-work.\nThe situation is abominable from an educational\nstandpoint and very difficult.\nAgain, the rural community does not keep abreast of progress in education.\nNo more do city people, but they cannot make themselves felt\nbecause of the vast organization or machine intervening between them\nand the schools.\nCountry people labor under no such difficulty. ‘They\ncan make themselves felt and they do. ‘They are in intimate touch with\nthe school and I, for one, would not have it otherwise.\nThat close relationship is worth a great deal, but it suggests the necessity for educating\nthe community, for keeping the community aware of changes accomplished\nand proposed, and for developing an appreciation of what it all means.\n\n"}
{"page": 494, "printed_page": null, "text": "490\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nIt can\nThis cannot be done by lectures backed by all kinds of authorities.\nactual\nan\nwork,\nschool\nwhere\nmeetings\nintimate\nbe done only by more\nlearning situation, is shown and explained and where the community has\nopportunity to ask questions and talk it over. The worker in the rural\ncommunity who resents this questioning or who finds this work of helping a rural community to modernize its concepts of education distasteful\nis out of place.\nThe schoolroom itself presents many difficulties. ‘There is little room\nto move about or in which to locate many activity centers. The desks\nare more often than not fixed quantities.\nIn fact, to the beginner these\nfixed quantities of the rural school present the most difficult and baffling\nAnd thereby\nThe response is frequently, “It cannot be done.”\nsituations.\nhangs the tale.\n\nOne cannot do in many rural schools the sort of thing modern school\nmagazines love to photograph.\nThat does not mean, however, that modern practice is impossible.\nIt may mean that certain practices are impossible, due to these same fixed quantities, to the fewness of the pupils,\nto the lack of the newer conventional teaching materials and to the teacher\nhimself.\nOther practices just as modern in spirit, just as educative in\nworth, just as social in their possibilities and just as valuable are possible.\n\nBut before going on with that, account must be taken of the teachers.\nThe rural teacher is a variable with unknown limits. He may be an\nelementary school product only and sometimes of long ago. He may be\na high-school graduate with more or less professional training at summer\nschool.\nHe may be normal school trained with or without especial preparation for rural school practice or liking for his work in a rural school.\nHe may be a sojourner there pending marriage or a position in a larger\nschool system. Or he may be a genuinely professional teacher who is able\nto see opportunities and problems, who is able to lead, to stimulate, to\nguide and do it in terms of the social and physical environment in which\nthe school is set.\nWhatever may be the limits of this variable, the teacher profits invaluably by good supervision because supervision brings to bear on the\nproblem more professional training, other experience and the insight\nwhich grows out of these. Supervision must be the agency through which\nany extensive or profound changes in primary practice are effected.\nThe supervisor with understanding of modern primary practice born of\nteaching experience, study and reflection visits the school frequently and\nthere in conference with teacher and pupils helps them to discover the\npossibilities of their situation and to realize them.\nBut the supervisor\nwho enters the rural school with a stock of ready-made, conventional ideas\nfinds the going exceedingly rough and sometimes he is wrecked.\nThe situation calls for adaptability and ingenuity, and is therefore a challenge rather\nthan an impossibility.\nThe pupils are not so unlike other pupils. They are children with interests appropriate to their age. Their experience has embraced much\nthat is common to other groups elsewhere, in the home, in the school,\n\n"}
{"page": 495, "printed_page": null, "text": "PR\n\nDEPARTMENT\nsee we 8 Sg TE RSE\n\nOF RURAL EpuUcATION\nNIRA\na A\nA\n\n49]\n\nat play and so on. It has elements of difference, too, which supervisor\nand teacher may well find and capitalize.\nThere is a schoolroom with possibilities. Generally it presents many\nopportunities for teaching applied art, sanitation and living together well.\nDid it ever occur to you that the country child has many advantages over\nthe city child in his opportunities to do and learn so many things that are\nThe fundamental\ndone for. the city pupil by hands and forces unseen.\n\nprinciples of community sanitation mean something to the country child.\nTransportation is something else than stepping into the subway and being\nshot somewhere.\nConnecticut has undertaken to solve the problem presented by these\nmore or less complex conditions through introducing into the rural school\nspecialists in modern primary practice.\nBeginning with certain experiments some years ago this organization has been extended until this year\nthere are nine of these specialists giving full time to supervising especially the primary grades.\nThe situation briefly is this. For twenty-five years the state board of\neducation has been furnishing supervisory service to the small towns of\nConnecticut.\nIn recent years the territories of nine successful men supervisors have been enlarged and to these men have been delegated such administrative duties as may exist together with the supervision of the upper\ngrades and high schools. With each of these men has been associated\na woman to supervise the primary work. ‘These women have had extensive teaching experience in the primary grades and advanced training in\nprimary practice.\nIn some cases they have had supervisory experience.\nThey are free to devote their whole time and energy to supervision. The\none-teacher schools are arbitrarily divided between the two supervisors\nto give the primary supervisor from 55 percent to 60 percent of the supervisory load. Where the one-teacher school is very largely primary, as\nmany of them are, it is assigned to the primary supervisor.\nThis is a long term program.\nWe do not expect to achieve our goal by\n1929 or 1930. We do anticipate that each year will see more of the spirit\nof modern primary practice penetrating these schools in all lines of work.\nThe rural school can reflect modern education just as clearly as any\nschool albeit in different colors. Originating problems and activities, planning, executing, judging are just as feasible in the rural school as elsewhere.\nClay modeling, poster-making and puppet shows, if these be accepted as parts of a modern school’s program, can all be provided in the\nrural school.\nStandards of achievement in what some people are graciously\npleased to call the fundamental subjects have been and can again be attained in the rural school.\nIt is for expert leadership to find the way and that is the task of the primary supervisor in the rural school. The primary supervisor becomes the\nchampion of the younger pupils who constitute the weakest part of the\nrural school. As the spirit of the new permeates the lower grade work,\nit will hasten the same process in the upper grades until the unfortunate\nsituation described at the beginning of this paper disappears.\n\n"}
{"page": 496, "printed_page": null, "text": "NATIONAL\n\n492\n\nINDIVIDUAL\nU.\n\nJ. HOFFMAN,\n\nEpucation\n\nAssocIATION\n\nINSTRUCTION IN ONE-TEACHER\nSCHOOLS—ABSTRACT\nSTATE\n\nSUPERVISOR\n\nOF\n\nRURAL\n\nSCHOOLS,\n\nILLINOIS\n\nSchool improvement progresses in stages. “The first schools in America\nwere one-teacher schools even in cities. Horace Mann led the movement\nto centralize the schools of a community and segregate pupils in groups\nIt was\nof like attainments, and place each group in charge of a teacher.\nthought that specialization would be advantageous to instruction and to\n‘These schools were designated\nlearning, but the chief gain was economic.\ngraded schools. The practice became universal.\nOnly the schools in\nsparsely inhabited communities remain one-teacher schools.\nDuring the last two decades the effort to meet the educational needs\nof the individual child has been making such progress that the hope\nmay be entertained that the child is coming into his own—the opportunity\nto be aided to grow into the best manhood of which he is capable.\nCredit\nis due to Dr. Stanley Hall and to Col. Francis Parker for directing\nattention to the child rather than the subjects of knowledge taught.. Learning is not an end in itself, but a means to change the child into the man\nof matured powers.\nThe “child study” of these great leaders has been made definite and\nspecific in the mental measurements that have been devised.\nSo that now\nthe effort is widespread to aim the teacher’s efforts at the learning needs\nof every pupil or student.\nHigh schools and colleges are laying stress on\nstudy rather than as previously on instruction.\n“The graded schools are\ngrouping pupils according to their ability and speed in learning. ‘The\nteacher’s aim is to help each group and each individual in the group to\nattain the maximum of his ability and to hold each one responsible for\nall that he is capable and no more.\nThe one-teacher school has suffered most from the graded procedure.\nThe school is divided into eight grades.\nEach grade constitutes a class\nand is taught as a class though there be but one pupil in the grade. The\nabsurdity of delivering a lecture to an audience of one is not greater than\ntreating one or four pupils as if they were a room full. Each grade has\nat least four study or class periods. ‘That gives the teacher thirty-two\nor more class periods. ‘This drives her to.the cafeteria method of service.\nThe teacher’s desk is the center of activity. Each class comes up and\nis served each the same portion. ‘This occupies all the teacher’s time and\none fourth of the pupil’s time. Three fourths of his time he must shift\nunaided for himself.\nThe present program is a teacher’s program.\n‘The pupils are obliged\nto adjust themselves to her convenience.\nThe program should be primarily a pupil’s program and the teacher should adjust her activities to\nserve the pupils in every possible way to aid him in successful learning.\n\n"}
{"page": 497, "printed_page": null, "text": "DEPARTMENT\nWhat\n\nOF RuRAL EpucATION\n\nthe Program\n\n493\n\nShould Provide\n\nFirst: It should provide ample and uninterrupted time for the pupils\nto study each subject and do the necessary exercises.\nSecond: It should provide ample time for the teacher to start every\npupil in his work at the beginning of each session.\nThird: It should provide time for class instruction, class cooperative\nstudy, class conference or discussion and testing.\nFourth: It should provide time for the teacher to give individual instruction to those who were not able to profit by class instruction to the\nend that the gifted pupil may work to his full capacity and the slow pupil\ndo at least the minimum essentials to enable him to progress in his studies.\nFifth: It should provide time for “general exercises” participated in by\nall the pupils. such as singing, story telling or reading, current events,\nmorals and manners, etc.\nSixth: -It should provide time for recreation and play.\n\nWhat\n\nCan Be Effectively\n\nDone by Class Instruction?\n\nFirst: Time can be saved by serving every member of the group at the\nsame time.\nIf pupils are equally well prepared and wanting to do the\nwork this is the only help they need to attack the problem successfully.\nSecond; By capitalizing the social nature of children they can be more\neasily motivated to undertake the mastery of a problem. ‘The interest\nand enthusiasm of the teacher and some members of the class awakens\n\ninterest in those who at first have no interest in the work to be done.\nThird: The class exercise may be so conducted that the pupils learn\nfrom each other, exchanging ideas and the selfexpressions resulting therefrom are helpful both in learning and in stimulating interest.\nKinds\n\nof Class Exercises\n\nThe assignment of the lesson—(instruction period). Lesson planning is\nessential.\nThe chief purpose of the plan should not be for the teacher\nto enable her to teach better, but for the pupil that he may study better.\nThe teacher should find the plan for teaching in the pupil as well as in\nthe subject taught. When a new subject, a new section of the subject or\na new project or problem is to be taken up, the teacher should meet the\nclass.\nHer first aim should be to interest them in it, to arouse their\ncuriosity and their determination to conquer the new situation.\nNext\nshow them what they are to do, get the problem clearly before them.\nNext\nshow them how to begin and how to proceed, removing as many obstacles\nas is advisable.\nBoth ideas and words may be unknown that are essen‘The text may convey little meaning because of\ntial to comprehension.\nthis obscurity. This should be cleared up before the pupil is expected\n\nto begin the mastery.\nwork,\n\nthe pupils\n\nWhen\n\ncooperating\n\nassigning the lesson, the teacher does the\n\nby giving\n\nattention,\n\nasking questions\n\nare\n\n"}
{"page": 498, "printed_page": null, "text": "494\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\notherwise making it known what they do not understand or wish to know.\nIt may require one or even more class periods to get the assignment across\nto even the brightest pupils. Even with the most skillful work by the\nteacher some pupils will fail to get a start. ‘They should be served by\nindividual instruction.\nClass study of the lesson—Another method may serve the purpose better\nto get the pupils to understand what to do, how to begin and how to proceed. This is called class study, the teacher regarding herself as a memIf posber of the class. Cooperatively they read and discuss the text.\nsible, the pupils decide what should be done. They determine what is of\n“They should discuss the possibility of\ngreater and of less importance.\nother information not found in the text. Finally, they should organize\ntheir knowledge into a logical statement.\nIf the information gained is\nto fit them for doing some thing such as solving problems in arithmetic\nor writing a letter or thesis in language, the information is to be applied\nin doing these things. Even in this procedure some will fail to profit.\nThey must be sought out and helped individually.\nIndividual study and instruction—Following either of these class exercises, there comes the time for the pupils each to study by himself, to apply\nhimself to doing the work for which he has been preparing.\nIt may be\nlearning facts and truths that he does not already know or it may be acquiring skill by doing exercises.\nDuring this time the teacher can best\nserve by inspecting the work of each pupil by suggesting improvement, by\ncommending those who are doing well, by inspiring those who fail, and\nshowing them how to succeed.\nWhat is done here by both pupils and\nteacher is the real thing. All that was done in class was done that the\n\nstudy and the learning that is done here may be successful in bringing\nabout the change in the pupil that is desired. ‘This is the most educative\nwork that can be done in school. Good instruction is greatly to be desired but successful study is more so. Instruction is good only to the\ndegree that it helps to make study successful.\nClass discussion of the lesson studied—The pupils having succeeded in\nwhat they undertook, should be given the opportunity to mutually\nrejoice in their victory. “They have each for himself or with the assistance\n\nof the teacher mastered the problem.\nNow they should be given the\nopportunity to talk it over among themselves.\nKnowledge is not quite\ncomplete until it is expressed.\nNow comes the time for expression.\nThis\nshould in no sense be a “recitation,” but a conference of equals.\nFault should not be found or censure administered by the teacher for\nthe pupil’s contribution to the discussion. What he says should be received in as good faith as it is given, however faulty it may be. What\nis sought is free expression.\nAppreciation, not criticism, encourages this.\nThe diffident pupil should be led to talk on a subject that the teacher\nknows he can do with credit. Succeeding in small things will give courage\nto undertake larger ones.\n\n"}
{"page": 499, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEpucaTion\n\n495\n\nGreat care should be exercised to avoid giving the impression that the\npupils will be judged by what he does in the discussion period. Questions\nshould be asked in a way that leaves the impression that it is done to bring\nout a point for the benefit of the class. This should not be a test. It\nshould be a genuinely honest, cooperative effort to get at the truth. No\nmatter how well or how poorly a pupil does it should be understood that\nit has no effect on his grades or standing.\nGiven this freedom and all fear removed, pupils will ask questions that\npoint out clearly the pupil’s needs. The teacher can then come to his\nassistance, enlighten him, direct him how to help himself, or set him right\nif he is in error.\n\nAny method\n\nor manner\n\nthat induces the pupil to hide\n\nhis deficiencies from the teacher defeats her in her efforts to serve him.\nThe thing most desired in the pupil is an inquiring mind.\nIn the discussion period everything should be done to encourage inquiry and expression.\nThe test—Another class exercise is the test. If the pupils have been\ninstructed in the assignment of the lesson, if they have had the teacher’s\nguidance while they were preparing the lesson, if they have talked over\nthe work with their class-mates and the teacher they will be glad to be\ntested.\nIt should be carefully impressed upon their minds that this is\nan opportunity to prove to themselves rather than to the teacher that\nthey have succeeded in what they undertook.\nFear that doing poorly will\ncause them to fail to pass should be removed.\nIf taught as suggested in\nthe foregoing they already know that they have profited by the lesson,\nthat they know what they were expected to learn, that they can do what\nthey were expected to do. ‘The teacher also knows.\nBoth may be mistaken in their judgment.\n‘The test will help both to make sure. Failing\n\nto stand the test satisfactorily should not mean that they “flunked.” It\nshould signify that more effort must be made to get what the lesson\nhas to give and steps should be taken to make good the deficiency.\nPupils are not neglected—The parents of the school children of today\nwere taught by exclusive class instruction.\n‘They remember to have received help from the teacher only in class. For the rest of the time, they\nhad to shift for themselves.\nThe teacher did nothing more than watch\nthem and tell them to study the lesson if she suspected them of doing something else. When they learn that their children are not assembled in class\nevery day in every subject, they naturally decide that the children are\nneglected and the teacher is loafing on the job. It must be clearly impressed on the minds of the children that they do get the teacher’s help\nevery day in every subject. Some days they all get the same help at the\nsame time. On other days every one who needs help gets it at the time\nhe needs it most.\nIf he does not need help he is not disturbed while he\nis doing the essential thing that he can do without help. If this is done\nthe children will repeat at home that their teacher does differently from\nother teacher, that she shows them how to get their lessons. When they\ncannot do it very well she helps them so that they can do it. ‘The doubt\n\n"}
{"page": 500, "printed_page": null, "text": "NATIONAL\n\n496\n\nEpUCATION\n\nASSOCIATION\n\narising in the parents’ mind about not “reciting” every day in every subject can very easily be cleared up by explaining that the children come to\nschool to learn—that the teacher is employed to do everything she can\nto help them; that she is doing it in a way that helps the children most.\nThe parent should be requested to watch and see whether the children\nIf they are\nare interested in their studies and whether they are learning.\nthe teacher cannot be rightly charged with not doing her duty.\n\nPROGRESS\nROBERT\n\nC.\n\nSHAW,\n\nIN CONSOLIDATION\nDEPUTY\n\nSUPERINTENDENT\nHARRISBURG,\n\nIN PENNSYLVANIA\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nPA.\n\nThe philosophy of education that underlies the principle of consolidation\n\nhas been developing gradually in Pennsylvania from the establishment of\nour state system in 1834. ‘There has been evidence of it in various Acts\npassed from time to time giving school boards the privilege of uniting small\nschools into larger units of organization.\n:\nIn 1901 an Act was passed by the legislature authorizing school boards\nto submit the question as to the consolidation of the schools of their district to a vote of the people. In fact, this was an obligation resting upon\nthe board, if a majority of the qualified electors of the township school district representing or owning property to the amount of not less than onefourth of the assessed valuation of such township district petitioned the\n\nboard for such an election. If a majority of the electors voted in favor\nof consolidation, it became the duty of the board to proceed at once to\nthe centralization of the schools of that township.\nIf a majority voted\nagainst centralization, the question could not again be submitted to the\nelectors for a period of two years. This, then, puts the matter of consolidation into the hands of the people of the township school district.\nIn 1911, the year in which the present Pennsylvania School Code was\nwritten, an Act was passed placing the authority for the consolidation of\nschools in the hands of the school board instead of in the hands of the\nelectorate of the district. This Act states that “Whenever graded schools\ncan be made to accommodate\n\nthe pupils of one or more ungraded schools\n\nby consolidating said ungraded school or schools with another school either\ngraded or ungraded it shall be the duty of the board of school directors to\nabandon the one-room school or schools and instead of repairing or rebuilding the one-room schoolhouse or schoolhouses they shall erect a suitable modern building for the purpose of consolidating and properly grading\nall of the said schools.”\nIn addition to the above Act there was a provision in the School Code\nitself which provided for the closing and consolidating any of the public\nschools in the district because of the small number of pupils in attendance\nor the condition of the existing school building or for better gradation and\nclassification or for economical or other reasons.\nThis Act stated that\nin the case of the closing of such schools, children living in a district of\n\n"}
{"page": 501, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n497\n\nthe fourth class belonging to any such closed school or schools and residing\none and one-half miles or more from the school to which they are assigned\nshall be furnished proper transportation at the expense of the school district.\nFrom 1911 to 1919 a great deal of interest in consolidation was taken\nby the school people of the state, especially the county superintendents of\nschools. Consolidation was a subject for discussion in most of the eduSentiment was growing rapidly in favor of a larger\ncational meetings.\nunit of organization and against the one-teacher school. During this\nperiod the war came on, trained teachers became scarce and the one-teacher\nschools in many cases in the state were being taught by inexperienced and\nuntrained teachers. As a result of this the one-teacher schools had reached\nCounty superintendents realizing this felt\nan almost impossible condition.\nthat the only relief was the closing of these schools and consolidating\nthem.\nAs a result of the interest shown in consolidation of schools, the legislature of 1919 passed an Act providing for reimbursement of school districts for transportation of children to consolidated schools and also passed\nanother Act making it obligatory upon school boards to close all oneteacher schools of the fourth class districts having an average term attendance of ten or less. “This Act contained the same provisions relative\nto the transportation of children and the reimbursement by the state in\nthe case of the closing of these small schools as provided for consolidated\nschools.\nIn 1921 a provision was made in the law whereby a district of the\nfourth class closing any school or schools would receive two hundred\ndollars annually for each and every school permanently closed. ‘This appropriation for closed schools went far towards assisting school boards in\nfinancing their building programs.\nTwo hundred dollars or any multiple\nof this number would practically pay the interest on indebtedness necessary in the erection of new school buildings, of course depending upon\nthe type of building erected.\nIn addition to the legislation mentioned the state council of education\nand the department of public instruction at this time put on an intensive\ncampaign of education for the consolidation of schools throughout the\nstate. A bureau of rural education was organized in the department of\npublic instruction to assist in this program.\nIn 1919 we had 115 approved consolidated schools in the state to which\nchildren were transported and reimbursement from the state became available under the Act of Assembly of that year.\nBy 1927 there were 417 approved consolidated schools to which transIn addition we had approxmiately fifty approved\nportation was provided.\nconsolidated schools where transportation was unnecessary.\nIn 1925 the Legislature amended the Act providing for reimbursement\nof school districts for children transported to consolidated schools and\nIn Pennsylvania districts are reimbursed for the\nextended the provisions.\npayment of the minimum salaries of teachers according to the valuation\n\n"}
{"page": 502, "printed_page": null, "text": "NatTIonAL\n\n498\n\nEDUCATION\n\nASSOCIATION\n\nback of each teacher in the district. The ratio in fourth class districts is\n50, 60, or 75 percent of the minimum salary of the teachers depending\nThis Act of 1925 placed reimbursement for transupon this valuation.\nportation\n\nof children\n\non\n\nthe same\n\nbasis as reimbursement\n\nfor teachers\n\nsalaries. This is another factor that encourages districts to close their\nsmall schools and unite them in larger school units.\nThe legislature of 1925 in order to equalize the appropriations to all\n\nschool districts for reimbursement for transportation passed an amendment whereby school districts owning their own conveyances receive annually 15 percent of the original cost of the transportation vehicle up to\none hundred dollars per vehicle per year. This provides for the maintenance of the vehicle.\nOf course, in Pennsylvania, as in all other states, the last decade has\nprovided a road building program such as no state had ever experienced\nup until ten years ago. “Thousands of miles of improved roads have been\nbuilt and during this same period a system of motor bus conveyances has\nbeen developed to make transportation possible over the improved highways.\nThis more than anything else has stimulated the program of consolidation in Pennsylvania.\nKeeping in mind all of the factors named\nabove and the growing desire on the part of our rural people for the better\neducation of their children, the immediate future is full of promise in a\nprogram of consolidation in Pennsylvania.\nWe believe that we do not exaggerate when we say that consolidation\nis sold to a very large majority of the rural people of our state.\nIt should be stated that the greatest hindrance to a more rapid development of consolidation in Pennsylvania is the present cost of the erection\nof school buildings.\nFarmers are now paying a very heavy tax compared\nwith their earnings. Anyone acquainted with the conditions in the rural\ndistricts would agree to this. With excessive cost of the erection of new\nschool buildings and the relatively high taxes paid by the farmers it is\ndificult for rural school districts. to provide the type of building most\ndesirable for consolidated schools.\nPennsylvania has taken one step to\nrelieve this situation.\n‘The last legislature appropriated for this biennium $100,000 to be used by the state council of education to aid school\ndistricts that are in special need of a building program but unable to\nfinance it. In addition to that there is approximately $50,000 available\neach year to the state council of education derived from the state school\n\nfund to be used as they may determine.\n\nA SALARY\nRICHARD\n\nJ. LIBBY,\n\nSCHEDULE\nSTATE\n\nAGENT\n\nFOR\nFOR\n\nRURAL\n\nRURAL\n\nTEACHERS\n\nSCHOOLS,\n\nAUGUSTA,\n\nMAINE\n\nFrom available information it would seem that the median salaries of\nurban elementary teachers in the several states are from three to seven\nhundred dollars per year higher than the median salaries of rural teachers\nin the same states.\nPerhaps the difference may be better shown by stating\n\n"}
{"page": 503, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n499\n\nthat the median rural salaries are from fifty to eighty percent of median\nurban salaries.\nMuch has been done within a few years to improve the general standard\nof teaching through laws establishing uniform standards for certification.\nHas the time not come when it is proper for the state which has fixed the\nminimum requirement for eligibility to fix a minimum salary which this\ncertified teacher may receive?\nAnd also fix a minimum increase to be\npaid for further professional training beyond the required minimum?\nIt is my belief that these minima should be the same for both rural\nand urban schools.\nWe find in this section of the country at least, that there are two major\ngroups of towns—first, the small towns having only schools which are\nclassed as rural, whether they are of the one-room type or consolidations,\nand second, those towns having both the urban and rural types.\nThe first group are nearly always poor towns having relatively low\nper capita valuations so that the rates of taxation for maintenance of\nschools, required to pay even the present unsatisfactory salaries, often run\nas high as .020 in fact the average rate for maintenance of schools in Maine\nis .0117 per thousand of valuation.\nObviously no law should be passed\ngreatly adding to the financial burden in these towns.\nProvision must be\nmade for supplying the necessary funds from some other source.\n“The\nmethod of financing such towns which seems most readily to meet the\nsituation is the equalization fund apportioned by the commissioner of\neducation upon a purely mathematical basis, a certain amount per teacher\nto be apportioned to each town having a tax rate above the average set,\nand the amount per teacher to be increased as the tax rate necessary to\nmaintain the required standard increases.\nUnless some such provision is\nmade to equalize the burden of taxation it will not be feasible to increase\nthe minimum requirement for certification as they should be increased\nin most states and it is to be feared that unless action is taken by the states\nthese small towns will continue to employ the type of teacher who cannot go elsewhere and demand a reasonable salary.\n\nThe second group of towns—those having both rural and urban\nschools—present a somewhat more difficult problem.\nA careful study of\nconditions in my own state shows that the tendency in a great majority\nof cases is to make the rural school a training school from which teachers\nfor the graded urban schools are recruited. “The maximum paid to teachers in the rural school being about the same as the minimum paid in the\ngrades. So long as the patrons of the school and the school officials of\nthe town are content that as soon as the teacher in the rural school has\nproven her worth she shall be sent elsewhere about all that we can do\nis to try to create sentiment for better rural teachers so that those teachers\nwho have the necessary training and ability to teach in graded town\nschools but who prefer the open country and the country school may be\nable to remain there without financial loss.\n\n"}
{"page": 504, "printed_page": null, "text": "500\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nee\n\nFortunately for us in Maine there are some such teachers and through\nthe helping teacher movement, fostered by our commissioner of education,\nwe have been able, not only to hold them in the rural school, but to enlarge their sphere of usefulness.\nBy act of the legislature of 1919 the commissioner was authorized to\nestablish a school for rural leaders to be held for six weeks at one of the\nnormal schools. Candidates for admission to this school must be nominated by the superintendent for whom they are to teach for the ensuing\nyear, must be graduates of a two-year normal course or its equivalent,\nand must have had two or more years of successful teaching experience.\n' We have divided the work for the six weeks into six unit courses and\nhave brought to this school as instructors recognized authorities in rural\neducation from widely scattered sections of the country.\nWhen the teachers return to their schools their duties are threefold,\nfirst their schools are to serve as demonstration schools to. which other\nteachers in the district may come to observe; second as visiting teachers\nand supervisors who work under the direction of the superintendent of\nschools; and third as community leaders who study conditions in their own\nand other school districts and make the schools community centers for\ntheir patrons.\nWhat has this to do with salary schedules?\nThe same legislative act\nauthorizing the training of rural leaders provides that tuition and board\nshall be free to all teachers accepted for this special training and that the\nteachers shall be reimbursed for all expenses of travel to and from the\nschool and it provides further that when the teacher has served for one\nyear under the direction of the superintendent of schools and his report\nof her work has been filed with the commissioner of education, the commissioner shall pay to the helping teacher a bonus of twenty-five percent\nof the salary paid her by the town.\n‘These helping teachers are by virtue\nof their training and experience among the best paid rural teachers and\nwhen their bonus is added, their salaries compare very favorably with the\nbest urban salaries.\nSatisfactory as this financial recognition of the importance of the rural\nteacher is to those of us who have the improvement of rural schools at\nheart, by far the most important result is the change in the morale of the\nrural teachers. There is now a definite goal to which the rural teacher\nmay look which offers professional and financial recognition in her chosen\nfield. ‘Through the operation of the equalization fund, inadequate as it\nstill is, and the change in attitude toward the rural school both among\nthe teachers and patrons of the schools, we have been able in the\nlast four years to increase the number of graduates of normal school in\nthe rural schools from 535 to 1295; to increase the median annual salary\nof rural teachers by nearly one hundred dollars and to increase the\nnumber of rural teachers who receive more than one thousand dollars\nper year three and one-half times.\n\n"}
{"page": 505, "printed_page": null, "text": "DEPARTMENT\n\nCOMPARISON\nM. L. COMBS,\n\nOF RuRAL\n\nEpucaTION\n\nOF ACHIEVEMENT IN\nHIGH SCHOOLS\n\nDIRECTOR\n\nDIVISION\n\nPARTMENT\n\nOF\n\nOF RESEARCH\n\nEDUCATION,\n\nAND\n\n501\n\nCITY\n\nAND\n\nSURVEYS,\n\nRICHMOND,\n\nRURAL\n\nVIRGINIA\n\nDE-\n\nVA.\n\nIt is not always easy to differentiate between rural and non-rural high\nschools. For the purposes of this study, however, the term rural high school\nis used to denote a high school situated in a community with a population of less than 2500.\nIn Virginia the enrolment in rural high schools\nranges from 25 to 200. For the year 1926-27 approximately 20 percent\nof all accredited four-year high schools in Virginia had an enrolment ranging from 25 to 50; approximately 30 percent had an enrolment between\n51 and 75 and 68 percent of all accredited high schools in the state for\nthat year had enrolments of less than one hundred.\n‘There were 146\nthree-teacher high schools, all rural. Eighty-five percent of all accredited\nhigh schools in Virginia are rural. ‘The enrolment in these schools amounts\nto only about 30 percent of the total secondary school enrolment in the\nstate however.\nThe study of intelligence and achievement scores of high-school seniors\nover a period of two years and also tests given in connection with local\nsurveys indicate that the instruction in rural high schools is inferior to\nthat in city high schools, and that rural pupils have had comparatively poor\nopportunities for accumulating other practical information and enlarging\ntheir range of experiences.\nWhile the seniors in the latter type of school\napproximated the norm for the Iowa Contest Examination in such subjects as English and mathematics, the median scores for the city schools\non the same subjects were above the norms for the tests.\nBut in considering the comparative scores for the Terman Group Test of Mental\nAbility and for reading comprehension, it was found that the medians for\nstudents in rural high schools were not only below those of students in\ncity high schools, but were below the norms for the tests. On the other\nhand, the medians for students in city high schools on the same tests were\nconsiderably above the norms for the tests.\nThe comparatively low scores made by pupils in rural high schools do\nnot necessarily mean that they have any less innate mental capacity than\ntheir city cousins.\nI should be reluctant to admit this was true. Although\nthere is a possibility that the cities were affected by selection. ‘These\nscores most likely indicate a lack of opportunity rather than a lack of native\nability. Someone has defined intelligence as “ability to learn as determined by what already has been learned.’\nBut one cannot be expected to\nknow what he has never had an opportunity to learn.\nIt is apparent, therefore, that in some instances intelligence tests are\nmerely opportunity tests. This clearly indicates that no test has been devised, or perhaps ever can be devised, that will measure the mental status\nof an individual at any given time apart from learning and experience,\nand it is impossible to standardize experience.\n\n"}
{"page": 506, "printed_page": null, "text": "502\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nmeme\nsccm\n\nSince most rural schools are small in comparison with town and city\nschools, there is little opportunity available for the proper training of any\npupil except those who are interested in the traditional college preparatory\nIn general, pupils encourse and possess the ability to profit by same.\nroled in small rural high schools are required to pursue the traditional or\ncollege preparatory course of study regardless of their abilities, aptitudes, or\ninterests because the size of the school does not make differentiation possible, or at least practicable.\nOf course, it should not be assumed that there is a causal relationship\nbetween the location of the school and the achievement of its pupils. Since\nsize is a limiting factor, however, and most rural high schools are comparatively small, rural conditions do indirectly affect the status of the\nschool.\nAchievement in rural high schools is also affected by-other factors due\nlargely to rural conditions, such as irregular attendance, poor roads, distances, health defects, etc. Other limiting factors which might be mentioned, and which do not exist in the average city school, are crowded conditions, over-loaded teachers, lack of opportunity for teacher-specialization,\nhigh percent of teacher turnover, and obsolete and outworn theories of education.\nEven today there is a belief prevalent in most country districts\nthat there is something inherently valuable in a task that is difficult. ~\nNow let us compare the records in the freshman year of college of the\nstudents graduating from the two types of high schools. At first glance\nit would seem natural to assume that since most rural secondary schools\nare small and therefore confine their efforts largely to the college preparatory course, that their graduates who enter college would be as well or\nbetter prepared to pursue college work as those who come from the city\nhigh schools. But the few studies of this kind that have been made do\nnot bear out this assumption.\n\nBecause\n\nof the superior opportunities\n\nfor\n\nexploration, guidance, and differentiation in the city high schools, the graduates of the college preparatory curriculum are better prepared for college\nthan is the average graduate of the rural high school.\nPupils enroled in city high schools who do not have either the interest\nor the capacity to go to college have opportunities to pursue other curricula\nand are shunted in a different direction early in their secondary school\ncareer. The pupils who enter college from this type of school are therefore probably a more select group and better prepared to pursue studies\nin higher institutions of learning than the average group of students graduating from the rural high school.\nStudents from small rural high schools find it more difficult to make adjustments in the freshman year of college than do students graduating\nfrom large schools located in towns and cities. In contrasting the conditions usually existing in rural and city high schools with those in the\naverage college we find that the contrast between the situation in the city\nschools and that in college is not so great as between the rural high schools\nand college. It is a well-established principle of psychology that one tends\n\n"}
{"page": 507, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n503\n\nto respond to a new stimulus or a new situation in the way that he has\nresponded to the situation most like it in the past. The adjustment problems in the freshman year in college of graduates from large city high\nschools should not be as difficult, therefore, as are those of graduates of\nsmall rural high schools since the organization and atmosphere of the\nlarge high school are more like those of the college than are those of the\nsmall high school. In small high schools pupils have close contact with\nteachers while in college just the opposite condition prevails. Not only\ndo they have close contact with teachers in small high schools but teachers\ntend to nurse pupils.\nIn college students are thrown upon their own responsibility to face different methods of teaching such as lecture and laboratory methods as contrasted with question and answer methods, drill\nmethod, etc. What is more, these students were most likely leaders in the\nsmall high schools from which they graduated, but in a larger and more\nselect group in college they may not rank as leaders.\nBecause of the lack of opportunities for differentiation in small eh\nschools the rural high school must turn out all pupils according to the same\npattern. All pupils study approximately the same thing regardless of\ntheir abilities or their interests in life. The result is that many students\nare sent to college who never should have gone or who should have gone\nat least to some other type of institution.\n“These students should have\nbeen shunted in a different direction early in their high-school career.\nThe simplest and most satisfactory way of preventing college failures is\nthrough guidance and differentiation in high school.\nWe have embarked upon a program of universal secondary education in\nthe United States. This implies education of all children of the secondary\nage group, approximately twelve to eighteen, for all the varied life purposes of individuals of the group. Realization of some of these life purposes\nrequires a college education, realization of other life purposes is not necessarily conditioned upon a college education, but rather upon vocational\nor some other kind of training that presupposes immediate entrance into\nvocations or other type of activity upon completion of the training offered\nby the high school.\nGeneralized college preparation, therefore, no longer suffices. College\ncurricullums today looking toward specific fields of work are highly specialized, and the high school should provide specialized curriculums articulating as well as may be with special college curriculums.\nWhere the pupil contemplates immediate entrance into vocational life\nupon completion of the high-school course of training the need for spe‘The occupational world\ncialized high-school curriculums is equally great.\nWith\nyear to year.\nfrom\ncomplex\nmore\ngrows\nand\nis now very complex\nincreasing industrial specialization goes increasing demands for specialized\ntraining in preparation for occupations.\nIn the face of such a point of view and such ideals, it is obvious that\nmost rural high schools, as we find them today, are comparatively ineffective. The rural high schools need to be adjusted to present-day demands.\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIn conclusion what are the remedies for the situation? The first and\nConsolidation inchief means of improvement is through consolidation.\ncreases the valuation of the district served so that a comprehensive\n\nschool\n\ncan be maintained by reasonable tax levies. Consolidation also increases\nthe number of pupils in one school so that differentiation becomes possible. Hard-surfaced roads combined with other modern means of transportation will soon make a program of consolidation practicable in almost\n‘The pupils will be able to go comparatively long\nevery rural community.\ndistances in a short time.\nThe second remedy for improving rural high schools especially in localities where it is impossible or impractical to consolidate, is the itinerant\nteaching staff for special subjects. This enables the small school to expand its program of studies in response to current demands at a lower\nper pupil cost than would be possible if teachers of vocational and special\ncourses were maintained in each school.\nThe third remedy, and this may be applied along with the other remedies,\nis the reorganization of the school on the 6-5 plan in systems having only\neleven grades, or on the 6-5 plan in twelve grade systems.\nAs a fourth means of enabling the small rural high school to meet current demands and to serve most effectively the interests of all pupils, the\ncurriculum may be reorganized in the first two years with the view of\nserving most effectively all types of pupils, and in the last two years emphasis may be placed on those subjects specially required for college entrance.\n[his recommendation would tend to take care of the large number of pupils who drop out before they graduate and those who do not\ngo to college.\nThe fifth means of adjustment of the program of studies of the rural\nschool to the demand for a wider range and number of studies without\nunduly increasing the per capita cost is by alteration of subjects and by\ncombination of grades.\nMany small high schools will be eliminated gradually through consolidation and centralization but in sparsely settled agricultural regions\nsuch as are found in the south and west the comparatively small high\nschool probably will continue to be the predominant type of secondary\nschool for many years to come.\nIt is, therefore, highly desirable that this\ntype of school be given careful study and be made as effective as possible.\nIn the last analysis what we desire is ‘‘not equality of achievement but\nequality of opportunity.”\n\nTHE\n\nPLACE OF THE 4-H CLUBS IN THE AMERICAN SYSTEM OF PUBLIC EDUCATION—ABSTRACT\nALFRED CHARLES TRUE, SPECIALIST IN STATES RELATIONS WORK, UNITED\nSTATES DEPARTMENT OF AGRICULTURE, WASHINGTON, D. C.\nThe cooperative agricultural extension work of the land-grant colleges\nand the United States Department of Agriculture is based on the SmithLever Extension Act of May 8, 1914, and related federal and state legisla-\n\n"}
{"page": 509, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nRURAL\n\nEpuCcATION\n\n505\n\ntion. Its object, according to the Smith-Lever Act, is “to aid in diffusing among the people of the United States useful and practical information on subjects relating to agrculture and home economics, and to en* * * The work shall consist\ncourage the application of the same.\nof the giving of instruction and practical demonstrations in agriculture\nand home economics to persons not attending or resident in said colleges\nin the several communities and imparting to such persons information on\nsaid subjects through field demonstrations, publications, and otherwise.”\nIn reporting the bill to the House of Representatives from the Committee on Agriculture, Mr. Lever stated that since Congress had adopted\nthe policy of providing federal funds for experiment stations and higher\neducation in agriculture, it should follow this up with funds for taking the\ninformation acquired by the state colleges and experiment stations and the\nDepartment of Agriculture to the people on the farms.\nFor ten years the demonstration work in the south has been a great\nsuccess. “The theory of the bill is to extend this system of itinerant teaching.” ‘The state is to measure the relative importance of the different lines\nof activity and to provide “at least one trained demonstrator or itinerant\nteacher for each agricultural county.” The county agent “must give leadership and direction along all lines of rural activity—social, economic, and\nfinancial.\nNot only production but also distribution must be taught by the\nextension service.’ “One of the main features of the bill is that it is so\nflexible as to provide for the inauguration of a system of itinerant teaching\nfor boys and girls.”\nThe Smith-Lever Act is frankly intended to improve the practices of\nagriculture and the farm-home, and the instruction for which it provides\nmust necessarily have a vocational aspect.\nBut it will fail of its most\nvaluable and important effect if it does not also result in the improvement\nof the individuals who come under its influence. ‘That educational results of great value might come from work primarily intended to improve\nagricultural practice was shown long before the passage of the Smith-Lever\nAct by the outcome of the work of the agricultural experiment stations.\nThe discoveries of the stations not only brought about fundamental and\nhighly beneficial changes in the practice of agriculture but also broadened\nand strengthened the mental status of great numbers of the farming people.\nAttention was called to this in 1900 in Bulletin 80 of the Office of Experiment Station (p. 76).\nThe education of the individual is certainly not confined to the courses\nof instruction of the ‘schools but is also brought about through his relations to the home, the church, the library, the press, and various social organizations, such as the Grange, the Y’s, the boy or girl scouts, etc.\nThe extension work is also one of the agencies which supplement in\npeculiar ways the education given in the schools. In its organization and\nfinancial support it differs from the other agencies to which reference has\nbeen made in that it is a department of the state college and is supported\n\n"}
{"page": 510, "printed_page": null, "text": "506\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nby federal, state, and county funds. It is therefore a part of the American\nAs such it is under legal as well as moral\nsystem of public education.\nobligation to aid the development and progress of education through the\nIn its work with\npublic schools and promote their general interests.\nit stimulates their\nunless\nfailed\nsignally\nhave\nwill\nit\nadults and children\ninterest in the education given in the schools, brings their influence to\nbear on the improvement of the schools, and leads the youth of the rural\ncommunities to prolong their attendance at school as far as possible. Much\ntestimony has been given by rural teachers and county superintendents that\nclub work tends to vitalize the rural school and is a positive help to the\nschool work.\nThe children on the farms and in the farm homes are living in the midst\nof the farm and home operations.\nFrom an early age they are more or\nless familiar with farm and home practices and have some part in them.\nWithout the influence of any outside agency the farm children are naturally and inevitably learning a vocation.\n‘The extension service does not\ncome to force such training upon them.\nIt simply takes them as they\nare undergoing vocational work and helps to lift the processes of the farm\nand home vocations above the plane of drudgery, to teach both the adults\nand the children better ways of doing the things they are already doing\nand to give them a broader interest and intelligence in dealing with their\nfarm and home problems.\nIt shows them that country life may be of a\nworthwhile type, with high standards of personal character and broad community service.\nThe farm boy, from the time he is able to walk about the fields, learns\nhow corn is planted, cultivated and harvested, he rides on the wagon when\nit is being taken to the barn, he sees it when it is being cut up and put in\nthe silo, he watches the cows eating the silage. As he grows older he takes\nan increasing part in growing and disposing of the corn crop.\nOne day\nthe county agricultural agent comes along and talks with his father about\nhis corn and they go out into the field to see how the crop is coming on.\nThey discuss the selection of the seed, the method of planting, the fertilizer\nused, the time of harvesting, etc., or they may go to the storehouse and\nlook at the ears of corn selected for the next planting. The agent picks\nup some of the ears and examines the kernels and they talk about the best\nforms of ears and kernels.\nPerhaps the agent pulls out of his automobile\nsome ears of a variety he just received from the agricultural college or\nelsewhere and asks the farmer if he would not like to try this next season\nsince it is thought to be superior to the variety he is now using. The boy\nis not far away when this is going on and is perhaps more curious than his\nfather to see this new variety. He is therefore pleased, if somewhat\nabashed, when the agent asks him if he would like to grow some of this\nnew corn himself and join with some other boys in the neighborhood in\n\ngrowing it.\n\nOf course they must have their fathers’ permission to do this.\n\nAnd so the little home demonstration\n\nin corn growing is started on that\n\n"}
{"page": 511, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n507\n\nfarm and a 4-H club is begun in that neighborhood.\nSomething similar\nis done when the boy undertakes to raise a calf or some pigs.\nThe boy’s sister wants to grow something too and she may try to raise\ntomatoes or other vegetables in the kitchen garden. Then the question\narises what to do with the crop. A home demonstration agent comes along\nand asks her how she would like to can it and agrees to show her and some\nMother may come to\nother girls nearby how to do this in the best way.\ntheir meeting if she wants to or perhaps she is willing to invite the other\ngirls to her house and they will have the demonstration there. After a\nwhile the agent inquires of this group whether any of them have:the use\nIf it appears that several of them do, they\nof a room in the farm home.\nare asked how they would like to do some things to make that room more\ncomfortable and attractive.\nIf they are interested in this, ways are suggested by which with the use of inexpensive materials and simple processes\nimprovement in the room’s furnishings may be made.\n\nBut it is not enough to arouse the interest of the boys or girls in improved farm or home practices.\n“There must be opportunity for selfexpression, an important factor in education.\n‘Therefore the extension system\nis founded on the principle that the participants in it should themselves be\ndemonstrators, whether they are adults or children, The farm boy must\ngrow the corn or the pig, the farm girl must grow the vegetables, raise\nthe hens, can the tomatoes, refurnish her room, etc. The individual club\nmember is to keep an account of the cost of each project and the value\nof the product, and is to write a report on his work.\nIn doing these\nthings he will, of course, take advantage of what he has learned in school.\nTo learn the value of money or other property earned by productive work,\nthe functions of the banker and the insurance company, and the importance of wise expenditures to make possible a good income from work,\nis worthwhile as a part of a child’s education. The 4-H clubs therefore\nencourage buying and marketing by the club members of the things used\nand produced in the projects and child ownership of the products and\nproceeds.\nCooperation in effort to do worthy things is also a good element in education. Hence it is better to have children in classes in school rather than to\nteach them singly. For the same purpose the 4-H clubs are formed. And\nwhen the clubs have meetings the children should express themselves in the\nmanagement of the meetings. Hence their instruction in the simple forms\nof organization and parliamentary usage. This is something like what is\ndone in the uptodate Sunday school, where the juniors and seniors conduct\ntheir own services of worship.\n\nIn every effective system of cooperation there must be an element of competition. Hence our schools and colleges have their schemes for rating\n\nstudents and encouraging them with scholarships, prizes, honors, membership in societies like Phi Beta Kappa, etc. In like manner the extension\nclubs have developed competitions and prizes of various sorts. This matter is sometimes overdone in both the clubs and the schools. It should\n\n"}
{"page": 512, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n508\nee\na\na pl\nep\na\n\na\n\nExperience has shown\nbe wisely limited and improved but not abolished.\norganizations that a\nfarm\ncooperating\nthe\nand\norganizations\nthe extension\nconservative policy regarding prizes is best. ‘Therefore the club prizes are\nto an increasing extent taking the form of scholarships or other provisions\nfor education in school or college or of tours of observation which broaden\nthe outlook of the participants not only as regards farming and home life\nbut also higher education, government, industries, and social life.\nThe club activities are undoubtedly organized and conducted with a\nview to giving children a favorable outlook on agriculture and country\nlife. With the great pressure of various forces to take people away from\nthe farms and the favorable impressions regarding city life which are\ncrowding in on young people in the country there is little likelihood that\nclub work will tend unduly to keep them on the farm. One of the most\nfundamental and important problems in American life today is how a sufhcient number of intelligent people whose best work can be done in agricultural lines may be made content to remain in our rural communities.\nThe extension system aims to interest the farming people in the improvement\n\nof community\n\nlife.\n\nHence\n\nthe adult men\n\nand women\n\nare en-\n\ncouraged to work together through their various organizations for the betterment of the government, schools, churches, fairs, roads, sanitation,\nhealth, and recreation.\nIn a measure these efforts reach out beyond the\nlocal community to the state and the nation. Through the 4-H clubs\nthe farm children are to a certain extent made to have an increased interest\nin patriotism, good morals, and health from both personal and social considerations. ‘Their participation in local, county, and state fairs through\nexhibits is one of the forms through which they express community interest.\nTeam demonstrations of better practices and sharing in general community\nactivities are other important ways of expressing such interest, which in\nturn develop a genuine feeling of community responsibility.\n\nTHE PLACE\nFANNIE\n\nW.\n\nOF THE 4-H CLUB WORK IN THE AMERICAN\nSYSTEM OF PUBLIC EDUCATION\n\nDUNN,\n\nPROFESSOR\n\nLUMBIA\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK\n\nCOLLEGE,\n\nCO-\n\nCITY\n\nThe problem which is basal to the theme to be discussed this afternoon,\n“The Place of the 4-H Club in the American System of Public Education,”\nis one which probably never would have arisen if there had been, twenty\nyears ago, a well established Federal Department of Education, with a\nSecretary in the Cabinet; and is an excellent illustration of the prejudicial effect upon American public school education or the lack of such\nprovision.\nThe type of work now known as 4-H Club, or Boys’ and Girls’ Club\nWork, was inaugurated a quarter of a century ago by various county\nsuperintendents or school principals in a number of agricultural states.\nKern’s Winnebago County Boys’ Club was organized in 1902, and by\n\n"}
{"page": 513, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n509\n\n1906 the same idea had spread to many localities in Iowa, Indiana, [Ilinois, Wisconsin, Nebraska, Ohio, and Texas.\nSuperintendent Miller, of\nSigourney, Iowa, in his annual report for 1903-04, told of his agricultural\nconventions for boys and girls and an educational excursion to the Iowa\nState College of Agriculture, which was attended by nearly 1500 persons.\nA woman superintendent in Christian County, Illinois, had a large and\nenthusiastic boys’ club, had made two excursions to the state college of\nagriculture, and was planning for 500 boys to take part in the corn growIn Nebraska in 1905 the assistant state superining contest of 1906.\ntendent conducted a state-wide boys’ corn-growing and girls’ cooking contest that brought 629 boys and girls to Lincoln for the concluding banquet.\nAn Indiana superintendent had a corn club of nearly 300 members, and\nconducted an excursion of more than 300 boys and their parents to the\nstate agricultural college in 1905.1. The same year that Kern started his\nWinnebago club, a school principal in Springfield township, Ohio, organized\na corn club, a clover club, a garden club and a home beautification club,\nand two years later took more than 100 boys and girls and their parents to\nspend the day at the state university.2, Other early superintendents in\nclub work were O. H. Benson, who developed club work in Wright\nCounty, Iowa, in 1905, and W. H. Smith, out of whose work in Mississippi, in 1907, grew the first Boys’ and Girls’ Club Work under the Department of Agriculture.*\nThis work was an early but genuine instance of what we call today a\n“project” or “activities” curriculum, with great promise for the development of a superior type of education in rural schools.\nHave you read\nKern’s Among Country Schools lately? It is astonishing how much it\nbreathes the atmosphere of modern educational theory.\n“I plead for the\nspiritualization of country life,” he says. “Education must do this. A\nnew educational ideal in the country school will lead the boys and girls\nto see more of the ‘divine joy of living’ in the country.\n. . . The\ncountry school should be so organized as to meet the new conditions of\nlife. It ought not to be continually necessary for country people to desert\nthe farm for the city that their children may have art, music, libraries,\nlectures, and social intercourse.\n\"The proper organization and administration of the country school will bring to the farm all these things.”\nAs an expression of his concept of the kind of education demanded by\na democratic society Kern quoted Hanas: ‘Education cannot be limited\nIt must acquaint the\nto the school arts—reading, writing, ciphering.\npupil with the material and social environment in order that every avenue\nof knowledge may be opened to him, and every incipient power receive\nHe tells of his efforts to provide for the chilappropriate cultivation.”\nprocesses, through the school garden,\neducational\nin\ndren “participation”\ndi (kp euilare 1926, p. 12,\naaa ead\nieee\neee\n,\n3 Miscellaneous Circular 85, U. S. Department of Agriculture, 1926, p. 12%\niTeafiel, Bureau of Plant Industry, 647, U. S. Department of Agriculture, April\nDiels\n\n5, 1911,\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nNaTIONAL\n\nEDUCATION\n\nthrough indoor art and decoration,\n\nASSOCIATION\n\nschool socials, school libraries, educa-\n\ntional excursions, manual training, and his farm boys’ experimental club.\nEspecially significant is the reason he gives for the inauguration of this\nclub. Some way, he thought, “should be devised to reach the great number of country boys and girls who for various reasons quit the district\nschool when they are fifteen or sixteen years old and do not go to a city\nor village high school.” Lacking high school opportunity in the country,\nmany of the children were attending city high schools; many more had\nHis boys’ club was to reach the big boys, in the\ndropped out of school.\ndistrict school and those outside, and interest them in the work of the state\nHe called it his “country-school extension work.”\ncollege of agriculture.\ndetailed accounts of those early days of real\nfew\nthe\nof\nKern’s is one\nprojects in rural schools. Jessie Field’s Corn Lady, published in 1912, is\nanother, telling of many activities growing directly out of the children’s\nbackground of experience.\nHigh spots these, undoubtedly, yet nevertheless symptomatic of a general\nmovement.\nBut teachers and superintendents all had their hands very\nfull, with little time for the many tasks needed to be done, and few of\nthem had the educational qualifications to realize the vision which inspired them. Consequently, when the Smith-Lever Bill in 1914 made\nfederal subsidies available for the extension teaching of agriculture and\nhome economics, the school agencies welcomed the aid, in the form of\nexpert information or help in instruction, which the extension workers\ncould give, the work appearing to promise a fine type of cooperation between the two forces to the end of improving the educational opportunities of country boys and girls.\nHowever, as might have been anticipated, the justifiably predominant\ninterest of the Department\n\nof Agriculture\n\nin economic\n\nimprovement\n\nof\n\nthe agriculture of the nation, to a very large extent changed the direction of aim and the nature of emphasis of the club work.\nThe function of the Department of Agriculture is to improve the conditions of\nworking and living on the farms of today. The state colleges of agriculture through their extension departments had been doing what they\ncould to get to the farmers on their farms the new knowledge and improved methods of agriculture which had been developed at the experiment stations. The Smith-Lever Act brought the resources of the federal government to aid in this work, and subsidized the “giving of instruction and practical demonstrations in agriculture and home economics\nto persons not attending the agricultural colleges.”\nThat it is hard to teach an old dog new tricks is proverbial. One of\nthe best means of getting an entering wedge into farm practice proved\nto be through the work of enthusiastic youthful club members, many of\nwhom for a decade had been developing under the leadership of the\nschools. Demonstration by these young folks was convincing where other\nmeans failed, and soon ‘Demonstration Clubs” were in full swing. Although benefit to the boy or girl was still valued, the main purpose was\n\n"}
{"page": 515, "printed_page": null, "text": "DEPARTMENT OF RuRAL EpUCATION\na\nan\nee\n\n511\n\nthe immediate improvement of the farm practice and economical status\nof the rural community.\nCitations to support this statement are abundant:\nGirls’ Club Work was started on the theory that the first fundamental and essential need was to increase the family income\nVolunteer leaders have been selected because of particular ability to handle the\nclub activity undertaken, and not on account of their general interest in boys and\n\ngirls?\nThere is need of an agent employed to work wholly with young people if the\nlatter are to play an effective role in bringing about a wider use of the better\npractices in agriculture and home making?\nClub work—provides an opportunity for boys and girls, 10 years of age and\nover—to put on demonstrations in their own communities designed to show better\npractices in farming and home making.‘\nFour-H Club work was organized by the extension forces to teach young people\nagriculture and to obtain their help and cooperation in farm and home improve-\n\nment.°\nFrom their inception the development in numbers\n\nand variety of interest of the\n\n4-H clubs has been in close relation to economic trends on the farm, and has been\n\nresponsive to the economic needs of the farm home.®\n\nThere is no question that through these demonstration activities the\nclub members have received distinct educational benefit.\nIndeed, in many\nrespects the work represents a high type of one phase of education—voca-\n\ntional. It is a high type of vocational education because it involves actual\ncarrying through of the vocational activity being learned in a real situation, with real difficulties and real responsibilities, and because in addition it involves certain concomitant learnings of high value, in the form\nof experiences in cooperation, the development of attitudes of helpfulness,\nof service, of appreciation of labor, and all of these under the impulse of\n\na genuinely purposeful and selfpurposed activity. For Kern’s big boys\n(and girls too) already out of school, it is a distinctly desirable opportunity. Even for his big boys and girls yet in the district school it is of\ngreat value, though it is regrettable that it is divorced from and therefore does not reinforce, nor is reinforced by, the child’s other learning.\nThe excessive emphasis on the economical values and the skills and knowledges involved tends to crowd out the aesthetic values, the appreciations;\nand the remaining school studies, deprived of the fertile contacts of such\na genuine activity are thereby and to that extent devitalized.\nMost serious of all is the failure to differentiate functions for the various ages, from 10 to 20, included in the club membership range. To\nimprove farm and home practices, to give training in agriculture and home\neconomics, and to teach pride in occupation, may be legitimate purposes\nin work with boys and girls in the later teens, but they are certainly un1 Departmental\n2 Departmental\n3 Departmental\n4 Departmental\n5 Miscellaneous\n\n®Thid, p. 6.\n\nCircular, 248, Nov., 1922, p. 13.\nCircular, 192, Dec., 1921, p. 4.\nCircular, 192, Dec., 1921, p. S.\nCircular, 312, Tuly; 19247 pa lie\nCircular 85, Department of Agriculture,\n\nDec.,\n\nmE\n1926,\n\np.\n\n4.\n\n"}
{"page": 516, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION ee\n512\neee\nre\n\nee\n\nFor these\nsuitable for preadolescents and even for early adolescents.\nyounger ranges, the danger lies in too early specialization, in undue limitations of horizon, in educational determination.\nThe position has of late years been so commonly accepted as to be\nalmost an educational truism that preparation for a specific vocation has\nno place in the elementary school period, but only a wide range of in-\n\nsight-giving experiences and information about many vocations, as a basis\nfor intelligent choice.\nIn spite of this, however, one of the most recent\n\npublications of the extension\n\nservice?\n\nrecommends\n\nwhat\n\nmay\n\nbe col-\n\nloquially termed catching them young, indicates earning of the apprenticeship type as the desirable method, and confines its suggestions for guidance,\nwhich it recognizes as a valid purpose, to a favorable presentation of agriculture as a vocation and the early development of faith in the Department as a source of information and help.\nThe\n\nUnited\n\nStates Department\n\nof Agriculture\n\nand the land grant colleges are\n\ncharged, under the Smith-Lever Act and in appropriations to the United States Department of Agriculture, with the task of teaching improved practices and stand-\n\nards in agriculture and home economics to rural people. * * * ‘The task placed\nupon the department and the colleges is essentially an educational one and is\ncontinuous.\nIt is recognized that when the state has an educational duty to perform, it is in accord with good teaching principles to begin with the youth of\nthe country, rather than wait till they reach maturity. To this end boys’ and\ngirls’ 4-H Club work has been organized throughout the United States.\nClub work is learning by doing. It is in accord with the theory that the large\nmajority of human beings learn primarily by observation and the apprenticeship\nmethod.\nThe particular value of club work is that it gets hold of young people while\ntheir minds are plastic and gives them guidance when they need it, teaches them\nsome of the inspiring things in agriculture, and gives them a vision of its possibilities as a life job.\nFour-H Clubs serve a distinctly useful purpose in bringing people in contact\nwith cooperative extension work while they are yet young, so that when they\nlater operate farms and farm homes for themselves, they will know the sources\nof agriculture and home economics information and help, and will have faith in\nthem.\n\nThis vocalization of early education is advocated, be it noted, not on\nthe basis of a soundly reasoned judgment that such a plan is best for the\nchild, but because it seems the most promising means for performing a task\nlaid upon a federal department by a federal congress.\nThe aims indicated above—improvement of adult practice through boys’\nand girls’ demonstrations, and vocational training, with somewhat limited\nvocational guidance, of the boys and girls themselves, have been consistently\nmaintained from the beginning with only slight variations, in the publications of the national Department in Washington.\nWide differences in\npoint of view and in conception of function have been shown in various\nstate publications.\nConsiderable latitude being permitted to the state\nand county agents, the more ambitious or energetic of them have extended\n1 Miscellaneous\n\nCircular\n\n77,\n\nDepartment\n\nof\n\nAgriculture,\n\nDecember,\n\n1926.\n\n"}
{"page": 517, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n513\n\ntheir enterprises from the original one of improving mere agricultural\nand home making practices to include, “the finer and more significant\nthings of rural life,’ whatever that phrase may mean; and 4-H Clubs,\n“originally created for the purpose of soil conservation,’! may undertake\nto guide home recreational reading, promote the appreciation of music, direct hot lunches in the rural school, and even concern themselves with the\nimprovement of the three R’s—all with little required professional preparation of club leaders for the responsible work of general education, especially in the elementary field.\nUnquestionably such activities as these are more appropriate for children from ten to twelve or fourteen years of age than narrow, highly\nspecialized training in vocational proficiency. But that they should become part of the 4-H clubs’ field is a perilous notion.\nOn the one hand,\nis the vocational specialist or the lay volunteer leader qualified to undertake or direct general educational work?\nAnd, on the other, what is to\nbecome of the rural schools, in this day of education through activities,\nif its potential situations for educational projects are one by one to be\ntaken over for exploitation by another agency?\nIndeed, it is a serious question whether the extension agents should have\nany directive part in educational activities with boys and girls of school\nage. ‘There are fine possibilities of cooperation for the benefit of school\nchildren between the extension service and the school, the former aiding\nthe teacher with specialist’s knowledge, with the inspiration that an occasional visit from an outsider brings, and with coordinated instruction\nof mothers, as for example in a county health program.\nBut the public\nschool is the fundamental agency for general and vocational education of\nchildren compulsory up to the age of 14, or 16, or 18, according to the\nstate, and the presence of a coordinate educational agency, dealing with the\nsame children, must inevitably cause more or less friction, uneconomical\nlearning, waste motion, or even interference.\nOne type of such interference is to be found in the assumption and promulgation on the part of club agents of the idea that the school is of necessity a barren lifeless place, suited only for abstract learning, dry facts,\nbook learning, and the pouring in process, whereas, to “‘see education at\nits best,’’ as an astonishing editorial in a recent issue of the N. E. A.\nJournal * put it, one must go out “to where a fine lad and his father and\na boys’ club leader stand in mutual admiration of a cow that the lad has\nraised.” Parenthetically, I am curious to know how the Journal, which\nis supposed to be the mouthpiece of the united public school forces of the\nUnite States, has been persuaded that “education at its best” is performed,\nnot by the school at all, but by the “extension service of the Department\nof Agriculture.”\nAs a matter of fact this is not “education at its best,” and the work of\nthe school must inevitably suffer if schoolmen so regard it. Such an\n1 Miscellaneous Circular No. 85, U. S. Department of Agriculture,\n2Journal of the National Education Association, Feb., 1928, p. 52.\n\nDec.,\n\n1926,\n\np.\n\n1.\n\n"}
{"page": 518, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n514\nee\nee\nee\n\nee\n\nevaluation is based upon an inadequate conception of education through\nactivities, a conception far inferior to that which Dewey expressed in\nIn that tiny volume upon which so large a part\nThe School and Society.\nof modern educational theory and advanced practice is based, and which\nunquestionably inspire at least part of the early school clubs, Dewey emphasized as the revolutionary difference between the old education and the\nnew a shift in the center of gravity from something outside the child to\nthe child himself.+\nHe described an ideal home, wherein the child learned through the\nsocial converse and constitution of the family, participated in household occupations, had a miniature laboratory in which his inquiries could\nbe directed and a workshop in which to work out his constructive interests.\nHe further conceived the life of the child in this ideal home as extending\nout of doors to the garden, fields, and forests, through excursions, walks,\nand talks. But having delineated all this, he added that even in the\nideal home the occupations and relationships are not specially selected for\nthe growth of the child, the main object being something else, and what\nthe child can get out of them being incidental.\nHence, said he, the need\nof a school, wherein the life of the child becomes the all-controlled aim.”\nThe great thing to keep in mind\n\nregarding the introduction\n\ninto the school of\n\nvarious forms of active occupation, is that through them the entire spirit of the\nschool is renewed.\nIt has a chance to affiliate itself with life, to become the\nchild’s habitat, where he learns through directed living; instead of being only\na place to learn lessons having an abstract and remote reference to some possible\n\nliving to be done in the future.®\n\nInsofar as a conception of education throught activities which falls short\nof this ideal is promulgated and accepted, to just that extent is the potential\nservice of the school weakened and voided.\nAnother hurt to the educational work of the school is illustrated by the\nevidence that the Four-H type of work is regarded to be meeting well\n\nthe child’s educational needs. As long as school authorities or the public\nat large are persuaded that the needs of the child are being adequately\nsupplied as through the Four-H club, it naturally follows that they will\ntake no steps to improve the situation.\n\nClub work under the U. S. Ex-\n\ntension Service has the form and many of the earmarks of highly satisfactory education, but as a matter of fact, it is only a half loaf of bread,\neven for the very small proportion of the school population to whom it is\navailable.\ni\nIt was toward the provision of a whole loaf for all that our country\nschools were moving a quarter of a century. ago. It seems to me a fact\nof serious import that this movement for the vitalization of rural public\nschool education through the introduction of active occupations, should\nhave been stunted, if not actually starved to death, for lack of adequate\nfinancial support, whereas, cuckoo-like, the similar enterprise, but for an\n1Dewey.\n\nThe School\n\nand Society,\n\n2From Dewey, The School and\n3 Ibid., pp. 31, 32.\n\np. 51.\n\nSociety,\n\npp. 35-38.\n\n"}
{"page": 519, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n515\n\neconomic end, should have waxed fat and almost altogether crowded the\nformer out.\nThat this has been the case is traceable directly to financial support, or\nthe lack of it. Club work has been subsidized by federal funds, duplicated, or more than duplicated, by state funds.\nIt is one of those mysteries\nthat are past finding out why the rights of the states to direct and control\nthe education of their own children are compatible with federal subsidies\nfor agricultural extension agents, whose purpose is an economic one, and\nwho regard boys and girls and their potentially educative activities primarily as means to adult development, whereas these same state’s rights\nare menaced by federal aid for public school education in financially handicapped regions, and by a federal Secretary of Education to represent the\n\ndevelopment of the nation’s children equally with the development of its\nanimal and vegetable crops, its soldiers and its ships.\n‘\nI wonder what our rural schools would be today if they, instead of the\nagricultural extension service, had been subsidized for the past fourteen\nyears to ‘“‘acquaint boys and girls with the material and social environment\n(all of it, not merely its vocational and economic phases) in order that\nevery avenue of knowledge might be opened to them (rather than a few\nagricultural lines), and every incipient power (not merely vocational\nskills) receive appropriate cultivation,” all this with the help and guidance that might have been rendered by a national Department of Education.\nIt is a startling fact that the club enrolments include a very small percent of these out-of-school young people. Of a presumably random sampling of about 3000 rural boys and girls in 4-H clubs studied by the Department in 1926, less than 5 percent were not enroled in school.\nIf\nthese data are indeed representative, less than 30,000 of the 3,000,000 outof-school] rural youth are club members.\nWhy is this so? If for nearly a decade it has been known that every\nagricultural county has so great an excess of out of school youth over the\nnumber for whom any club agent can provide, why have not the efforts\nof the extension service been concentrated upon these young people, needing some form of continuation education, likely to be attracted by the social\nfeatures of a club, and of sufficient age to make the highly vocational nature of club work quite suitable for them?\nIs it perhaps because the children enroled in school are more easily accessible, and larger groups can be\nreadily assembled and so more easily utilized to promote the agricultural\nprogram?\nSuch a reason as this is stated to be the case in one demonstration agent’s report, printed in a recent circular of the Department: “These\nhealth clubs were started with the idea of organizing the clubs around the\ncommunity instead of around the school as a center.\nBecause of the difficulty in getting the scales for weighing and because of the interest shown\nby teachers, school nurses, and superintendents of schools, practically all the\nhealth clubs have been organized in connection with the schools.” ?\n1See\n\n:\nHarris, opus cit.\n314, Home Demonstration\n\n2Circular\n1924, p. 9\n\nWork,\n\n1922,\n\n2\nU.\n\nS. Department\n\nA\nof Agriculture,\n\nJune,\n\n"}
{"page": 520, "printed_page": null, "text": "516\nee\n\nee\n\nNATIONAL\n\nEDUCATION\nee\n\nASSOCIATION\n\nThis, however, is not extension education, but rather dual direction of\nthe education of in-school children. We have here, however, but another\naspect of the fundamental fact that the meeting of the educational needs\nof youth is not the end and aim of the work, the degree and kind of attention to boys and girls being determined rather by extent and facility to\nwhich they may be used to contribute to a general community program.\nRecently, however, the extension service has expressed a recognition of\nthe needs of these out-of-school boys and girls. In a Department circular\nissued in December, 1926, a plea is made especially to reach and guide\nthrough club work the boy and girl who have dropped out of school, and\nthe suggestion is made that we might well adjust our educational system\nto consist of two parts, the teaching of those in school and the teaching of\nthose out of school.\n. Doubtless as an outcome of this plea, Senator Capper has recently introduced into the National Congress a bill to increase the Smith-Lever funds\nby $500,000 each year for the next five years to extend 4-H work so as\nmore adequately to provide for the 3,000,000 rural boys and girls now out\nof school.\nms\nIt would seem that this is an opportune time to evaluate carefully the\nwhole club program.\nShould the extension service be taking a directive\npart in the education of any boys and girls in school, or should it for these\nserve in only advisory capacity, affording specialist information for the\nschool agents and maintaining a cooperative attitude toward the development of educative activities in and through the school, but focusing its\nresponsible direction upon the out-of-school youth?\nJust what is the place of the 4-H Club in the American system of public\neducation?\nWhat aims are appropriate respectively for the various types\nof members it at present includes:\nElementary school pupils; pupils enroled in high schools; boys and girls beyond the compulsory education age\nwho have not completed a high school course, but are not enroled in any\nschool; and youth who have completed high school? What part of the\nprogram for various ages should be under the direction of the United\nStates Department of Agriculture and what part under the several state\ndepartments of education?\nWhat part is it desirable that the agricultural\nextension workers play in the state educational programs?\nShould not the school forces and the federal extension service unite in\na critical review of the whole provision made today for the education of\nrural boys and girls, especially those living on farms?\nImportant factors\nhave changed in the past quarter of a century.\nOnly in more backward\nsections are normal boys and girls in their later teens to be found in district schools. Longer terms and accessible high schools have very much\naltered the constitution of the rural school’s enrolment.\nThere is a widespread impetus to recognize and make adequate provision for rural elementary education in both consolidated. and one-teacher schools. The\nSmith-Hughes law has made provision for vocational in-school education.\nThe large number of out-of-school youth who still remain are, because of\n\n"}
{"page": 521, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n517\n\nadvance in compulsory education, mainly in the later teen ages. National\nfarm practice is today in no such need of improvement as was the case when\nSmith-Lever work was first started, and all signs point to a far greater\nimportance of general education for farm youth than was recognized by\nrural education writers fifteen years ago. If anything is certain, it would\nseem to be that a decade-old program for state and national cooperation\nin the education of farm youth could not be the best program for today.\nOur problem as educators, all of us, is to get together and set up a modern\nplan that will assure to all the farm children the best all-round education\nwe can give them with all the money we can induce the nation and the\nstates to spend on them.\n\nTHE RURAL SCHOOL’S CONTRIBUTION TO OUR\nNATION’S CITIZENSHIP—ABSTRACT\nWEBSTER\n\nH.\n\nPEARCE,\n\nSTATE\n\nSUPERINTENDENT\nLANSING,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nMICH.\n\nr |‘HE American people need to be aroused to the great contributions that\nthe rural schools have made to the strength and perpetuity of the\nnation and to the danger to the republic if the educational opportunities\nof the youth of the country are less than those enjoyed by the city children.\nRural children are not the assets of the country district alone but are the\nassets of the whole state and the nation and the whole state and nation\nshould accept the challenge of the present situation and guarantee to all\nour children an equal educational opportunity without confiscatory taxation upon our farming communities. “The resources exist with which these\nequal opportunities may be provided if they are but adequately marshalled\nand employed.\n‘The rural schools have contributed moral power, character, the determination to do right, as well as many material things, to\nthe nation’s welfare and will continue to do so if our people will but\naccept the rural challenge of the times.\nOur rural leadership of today may have come originally from the country but as I know this leadership now it has in general gotten as far from\nfarm life as conveniently possible. I am not unmindful of the strength\nand devotion of this leadership and that existing conditions often make\nnecessary that this leadership live in the city but I am quite of the opinion\nthat a leadership that reaches out its hand from city life to country lads\n\nand lasses cannot be as effective as a leadership that walks arm in arm by\ntheir side under rural conditions.\nI covet for this leadership the courage and insight to rightly direct the\nrural education of this generation that the rich contributions that have\nbeen made in the years that are past by the rural schools may continue\nunreduced.\nI firmly believe that this nation’s continued spiritual pros-\n\nperity depends upon the continued welfare of urban and rural folk living\n\n"}
{"page": 522, "printed_page": null, "text": "518\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nmust\nhappily and contented in equality. Any nation that looks forward\nlook forward with the children.\nOur challenge is that we as teachers help our nation to look forward\nwith all the children in both the city and rural schools.\n\nAN APPRECIATION\nL. A. PITTENGER,\n\nOF PAST LEADERS\nCITIZENSHIP\n\nPRESIDENT,\n\nBALL\n\nMUNCIE,\n\nSTATE\n\nIN RURAL\n\nTEACHERS\n\nCOLLEGE,\n\nIND.\n\nIt is well for us who are vitally interested in helping solve the most dif_icult problem ever presented to our American people—the batte of rural\nlife to save itself from centralizing and exploitation processes—to pause for\na few minutes to pay tribute to those who saw and then fought for the\nvision. Fortunate, indeed, is it for any nation to have seers who recognize\nproblems at the crossroad and then do valiant service to produce a proper\nsolution.\nOnce we were wholly an agricultural nation; now we are largely industrial. Once we were a democracy economically as well as governmentally.\nThrough the years our nation has developed various interests that have\nbuilt about them laws for their special benefit. Vast sums of money and\nstrong organizations have developed tremendous legislative powers that\nhave produced unlimited success for the industries and occupations concerned. ‘The Adamson law has aided the workmen; the Esch-Cummins\nlaw the railroads; multitudinous federal and state laws, the utilities; the\nfederal tariff law, the manufacturer; the Federal Reserve Act, the banks;\netc., etc. But the margins must be paid and are always paid by the unorganized, noncooperative groups.\nThe most notable of all groups of this\ntype is the farmer.\nAt the source of the economic stream he finds the\n\nresults of his labor drawn off to other reservoirs than his own to the point\nthat his own is constantly low. ‘Costs and added margins of profit are\npassed on until they reach the farmer and he must pay.\nMother Earth\n\npays all the bills ultimately.\nSchools have added to this development by pointing students to higher\ncallings implying, if not stating, that the white collared job ranks higher\nthan that of producing food from the earth. Seventy percent of our population are now in the cities and thirty percent, suffering from lack of\nleaders, are keeping the soil for us all. If they do this job badly, starvation\nlies around some corner; if they have the opportunity to do it well, our\nhopes are assured,\n.\nFour splendid souls have sensed this situation and have tried to make\neducation serve in staying this migration from soil to city and to vouch-\n\nsafe for rural folk a fair share of the economic wealth they produce that\nthey may have a decent standard of living with modern comforts and con-\n\n"}
{"page": 523, "printed_page": null, "text": "DEPARTMENT\n\nveniences.\nCampbell.\n\nOF RURAL\n\nEDUCATION\n\n519\n\nI name Jason S. Hoffman, Eli M. Rapp, Ina Barnes, and Macy\n\nJason 8. Hoffman was born in the year 1859 and died from the effects\nof an operation September 3, 1927. For forty-eight years he served Hunterdon County, New Jersey, sixteen years as a teacher and thirty-two years\nas county superintendent.\nHis education was obtained in the Hunterdon County public schools\nand Rutgers College, from which school he graduated in 1879. His leadership was so pronounced that Commissioner Kendall chose him to direct\nan experiment in rural school supervision.\n‘Today his county has three\nhelping teachers and the whole state is committed to the policy. For a\nnumber of years his county has been used by Columbia University as an\neducational laboratory. This use of Hunterdon County brought him and\nhis work into international prominence.\nHe established rural school festivals, better language clubs, and the\nHunterdon County Health Club.\nHis activities were marked by their\npractical and direct influence on the life of the children.\nHe fought for a distribution of school funds on the basis of school attendance rather than ratables.\nIn this fight he was not successful but the\nstate board did adopt this method in distributing the ten percent reserve\nfund. ‘This policy gave Hunterdon County an increase in annual income\nof from $70,000 to $80,000. Consolidation of rural schools was another\npolicy dear to his heart. In this work his success was marked.\nHe was a member of the Department of Superintendence, National\nRural Education Association, The New Jersey Council of Education, The\nState School Masters’ Club, The American Country Life Association, The\nRotary Club, and the Presbyterian Church.\nEli M. Rapp was born March 20, 1865, and died in Reading, Pennsylvania, in 1926.\nHe was educated in the Berks County, Pennsylvania,\nschools and the Keystone State Normal School, graduating from the Normal in 1886.\nHe taught ten years and then served for thirty years as\nsuperintendent of the Berks County schools.\nHe was a member of many associations and clubs. It is interesting to\nnote that he was a member of the Farm Bureau and was an active worker\nand counsellor in this organization.\nHe was an honest, tireless worker, cultured, practical, never satisfied,\nbut always craving the better part just ahead, and a lover of his country.\n\nHis selfreliance made him a sturdy leader, a wise counsellor, and genial\ncompanion.\nIna G. Barnes was born in Washington, D. C., December\n\n11, 1876, and\ndied of paralysis at her sister’s home in Weston, West Virginia, January\n19, 1924.\nMiss Barnes was the product of the public schools of West Virginia,\nthe West Virginia Conference Seminary, West Virginia Wesleyan College\nShe was adjudged by mental equipment and\nand Columbia University.\n\n"}
{"page": 524, "printed_page": null, "text": "520\nseid\n\ni\n\nNATIONAL EpucaATION ASSOCIATION\nRS\nBL Fal\ncaecaccie nla\n\nacademic preparation to be one of four or five of the national leaders in\nrural education in her day.\nShe taught in the schools of Buckhannon, was a supervisor of instruction\nthree years in the Williamson, West Virginia, schools, taught three years\nin the Glenville Normal, was supervisor of rural instruction in Newcastle\nCounty, Delaware, for a time and then, in August, 1923, she entered the\nservice of the General Education Board of the Rockefeller Foundation as\nsupervisor of rural education in LaGrange County, Indiana.\nDeath cut\nshort her service in Indiana and she had merely begun her work when she\nwas taken from us. Although she had only begun her work she made a\ntremendous impression on her new community and made a place second\nto none in the hearts of the people.\nIn addition to her teaching and supervisory work she made a notable\ncontribution to the literature on rural education in her Rural School Management (1923). ‘The text shows a keen comprehension of the field; her\nmethod of presentation is clear, concise, concrete, and filled with a human\nand inspirational element that makes the book helpfulto beginners and\nexperienced teachers alike. She defines the field of rural education accurately, expresses the modern viewpoint and keeps in mind always the prospective rural teacher.\n\nHer Rural School Methods\n\nwas\n\nunfinished\n\nat the\n\ntime of her death.\nMacy Campbell—The gods must have been pleased at the birth of Macy\nCampbell for, from the beginning, whatever he set his mind to had purpose\nand prospered.\nThen, saddest proof of all that they loved him, they\nclaimed him at the youthful age of forty-seven. He died April 16, 1926,\nat Macon, Georgia, while on duty, having done a strenuous day’s work on\n\nthe previous day and was looking forward to the morrow filled with duties.\nBut he was stricken and the waiting duties have never been performed.\nBefore high noon a master mind passed from us and a world of work he\nintended to do was left for those of us who remain.\n\nMacy Campbell loved nature, he loved his work, and, most of all, he\nloved agriculture.\nIn this basic occupation he saw the chief sources of\nour material and spiritual developments.\nHonesty, thrift, industry, and\n\nall the cardinal moral qualities were for him products of man’s working\nwith the earth.\nMacy Campbell attended Cedar Falls Normal and graduated from that\ninstitution in 1903. In 1915 he returned to his Alma Mater as head of\nthe rural education department.\nFor twelve years he labored incessantly\nfor the development of his department.\nHis success was so marked that\nhe and his work are known from one end of the United States to the\nother.\nOf the many associational connections he had, I name two.\nHe was\npresident of the Iowa State Teachers Association and chairman of the\nRural Department of the National Education Association.\n\n"}
{"page": 525, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n520\n\nHis Rural Life at the Crossroads is a classic and sounds the depths of\n\nour modern agricultural problem.\n\nIt should and, no doubt, will be of\n\nfundamental assistance in solving this most irritating social problem. His\nbook on Cooperative Marketing was left unfinished by his untimely death.\n\nA STATE PROGRAM\nE. C. GRIFFEN,\n\nEXECUTIVE\n\nIN CITIZENSHIP FOR RURAL\nSCHOOLS\n\nSECRETARY,\n\nYOUNG\n\nCITIZENS\n\nLEAGUE,\n\nPIERRE,\n\nS. DAK.\n\nIn June, 1924, the present plan for a state organization of grade school\nchildren for character education and practical citizenship training was presented by the speaker to the county superintendents at their annual meeting. The plan was adopted unanimously, and briefly is as follows:\n1. The state superintendent is ex-officio state chairman of the organization and shall appoint, subject to the approval of the county superintendents, an executive state secretary to direct and supervise the work of the\nLeague.\n2. The county superintendent is the county chairman and directs the\nwork in the county.\n3. The teacher is the adviser in the school in which a chapter is organized.\n4. Each school in which a chapter is organized receives a charter; but\ncertain definite requirements must be met before a charter is granted.\nIt is the simplicity of the plan that has made the organization a success.\nThe League is beyond the experimental stage and is now a well established\npart of our grade school program. ‘There has been a very rapid growth in\nnumber of chapters and in the membership since the state organization plan\nwas adopted. ‘The annual report shows for 1925-26, 1561 chapters with\na membership of 30,000; for 1926-27, 3415 chapters with a membership\nof 60,092; for 1927-28, the report will show approximately 4000 chapters\nwith about 75,000 members. The report for this year, however, is not\nentirely completed.\nUp to the close of this school year, the boys and girls of the Young Citizens League have completed the following:\n1. In 1926 two counties held conventions to outline the work of the county.\nIn 1927 fifty-one counties held a convention, and in 1928 fifty-seven counties\nof the sixty-four counties of the state held similar conventions.\n2. In April, 1927 the organization held its first state convention in the House\nof Representatives at: the Capitol at which forty-five counties were represented.\nIn April, 1928 the second annual convention was held with fifty-five counties\nrepresented by three delegates and the county chairman from each county.\n3. Fifty-seven counties edit a county Young Citizens League newsletter monthly.\n4. A code of ethics for young citizens has been adopted.\n5. A new song, “The Y. C. L. March Song,” has been secured through a con-\n\nThe music, written by Richard Broughton\ntest.\nand well within the range of childrens’ voices.\n\nof Sioux Falls is very pretty\nThe words were written by\n\n"}
{"page": 526, "printed_page": null, "text": "522\n\nNATIONAL\n\nEpucATION\n\nTT\n\nASSOCIATION\nTEE\n\n——__—eoo———v—v——————\n\nMajor Joseph Mills Hansen of Yankton, South Dakota, and have an excellent\ntheme that is surely appreciated by the children.\n6. A state wide program for fire prevention was carried out last fall in cooperation with the state fire marshal’s office.\n7. Last spring the Young Citizens League in cooperation with the United\nStates\n\nDepartment\n\nof Agriculture\n\nput\n\nover\n\na\n\nstate\n\nwide\n\neducational\n\nprogram\n\non black stem rust and the common barberry through an original speaking\ncontest in which from 6000 to 7000 grammar grade boys and girls were entered.\n8. Twenty-seven\n\nthousand\n\ntrees\n\nand shrubs were\n\nplanted on the school grounds\n\nof the state last year by the organization.\n9. Approximately $83,000 in project work not counting labor was completed last\nyear by the League in the purchase of library books, playground\nsupply, musical instruments, pictures, etc.\n\nequipment,\n\nwater\n\nA completely revised manual is now being prepared on the work of the\norganization and will include the complete constitution and bylaws of the\nLeague. The manual will be ready for use this fall.\n\nCONTRIBUTIONS OF EDUCATIONAL INSTITUTIONS\nOTHER THAN THE SCHOOL TO THE RURAL\nCITIZEN—ABSTRACT\nJOHN\n\nD. WILLARD,\n\nRESEARCH\n\nADULT\n\nDIRECTOR,\n\nEDUCATION,\n\nNEW\n\nAMERICAN\nYORK\n\nCITY\n\nASSOCIATION\n\nFOR\n;\n\nThe ideal citizen is the stuff of which democracy is made.\nHe would\nnot fit an autocracy, for he is not himself an autocrat, nor is he one of the\ndumb driven herd. He is active, constructive, using his powers to improve\nthe world in which he lives. He is jealous in guarding his rights and\ngenerous in respecting the rights of others.\nHis contribution to welfare\nmay be large or small, depending on his abilities and the use which he\nmakes of them. Moral worth as a citizen is measured by willingness and\neffort. Capacity as a citizen is measured by quality and quantity of contribution to human welfare.\nAbility to think accurately from facts to\nconclusions must be reinforced by sane sympathy with fellow citizens, and\ncourage to shape action for the public good. Citizenship is an attitude of\n\nmind and will, a skill in human relationship. In the legal sense citizenship\ncomes through nativity, or by act of court. In its largest meaning, true\ncitizenship cannot be established by status of birth, nor can it be conferred\nby act of court or legislature. It is the result of growth into proper human\nrelationship; it is an achievement.\nWe think of the school as developing interests and attitudes during the\n\nschool years; this and much more.\nBut the school seldom. has the childcitizen under its control more than six hours each day for five days a week\nfor three-fourths of the weeks each year, and for the rest of the time other\nforces—chiefly persons—are making character for good or ill. At the end\nof the period of responsibility divided between home and school, the majority of our youth enter adult life as wage-earners, assuming and claiming the\nstatus of adulthood and becoming contributors, by productive effort, to the\n\n"}
{"page": 527, "printed_page": null, "text": "DEPARTMENT\n\nlife of society.\n\nOF RURAL\n\nEDUCATION\n\n523\n\n‘Too often this breaking away from the school and assump-\n\ntion of adulthood is accepted as evidence that education is completed. From\nthe time of birth to the assumption of economic independence, the infantcitizen, child-citizen, or youth-citizen lives in an adult-made and adultregulated world.\nForces which he does not understand and cannot control bear upon him all the time. The rural school feels particularly the\nhand of the adult, and it is a conservative hand, as compared with that\nof the city. Rural youth are thus subjected to the first-hand dictation of\ntheir elders while at home, and to the second-hand dictation of their elders\nwhile in school. And when the youth in his turn becomes adult and begins\nto regulate his own children, the stamp which he places on them is much\nlike that which was placed on him. If the original stamp was good, and\nnot too obstructive to progress, this was well; if the original was poor,\nthe perpetuation of its poorness is fairly assured.\nWe are thus dealing\nwith a stream of citizenship, not with isolated units.\nOffsetting this tendency toward conservatism in the rural school system\nthrough which the children are led, the children themselves are surprisingly\nclever in making contact with the happenings of modern times. No period\nof the world’s history has shown such bewildering and even terrifying\nchanges as the present period. Every part of the country, every sector of\nsociety, every type of industry, every phase of the social and religious relationship, is in process of change. A citizenship adequate for the needs of\na primitive and unchanging culture, in which the first years of life teach\nall that is ever learned and the skills of the people show no change in centuries, will not suffice here. We are swept along in the onrush of change;\nour hope is that as new needs and perils and opportunities arise, we can\nmaster new skills and new fields of knowledge and new capacities of planning and selfdirection so that we may in fair measure control the tide of\nchange and shape it to wise ends. ‘This is deliberately planning the direction of cultural change; it is conscious evolution; it challenges the best in\ncitizenship; it can be accomplished only by persistent education.\n\nInstitutions Which Contribute to Rural Citizenship\nThe home was the first educational institution.\n\nBefore priest or soldier\n\nor teacher appeared in the fabric of social organization to assume teaching\nresponsibility, the child learned from his parents. ‘The first piece of educational legislation in America, so far as I am aware, was a simple act\n\nby the Great and General Court of the Massachusetts Bay Colony that\n\nall children must be educated, and was based on the assumption that this\nwould be done largely in the home.\nThe church—One cannot fail to be impressed, while reading the Old\nTestament, with the code for citizenship which had developéd before the\nperiod of the Hebrew Kings. Worship of Jehovah held first place, but a\n\npart of the worship of Jehovah consisted in right relationship with fellowJesus made service to fellowmen the real test. “Inasmuch as ye\nmen.\n\n"}
{"page": 528, "printed_page": null, "text": "NatTIoNAL EDUCATION\n\n524\n\nASSOCIATION\n\nhave done it unto one of the least of these my brethren, ye have done it\nunto me.” Many in this audience and millions in this country are unable\nto remember a time when they did not attend church on Sunday or when\ntheir parents did not speak reverently of the church as the embodiment of\nall things right and good. Insofar as the church, by fellowship and teaching and ritual, inspires men and women to desire the truly finer things of\nlife and sends them out to better human relationships, it contributes to\ncitizenship. However, sectarianism has waged such bitter battles, particularly in rural areas, that the effective religion of Jesus has been obscured\nin most un-Christian conflicts. \"The changed economic status of country\nlife has left many little churches so weak that they sap more strength from\ntheir communities than they can possibly give back. Insofar as the church\ndulls the citizen’s discernment between right and wrong by forbidding or\ndiscouraging fearless thought from evidence to conclusions, or lulls men\nand women to the complacent acceptance of remediable wrongs in personal\nlife or social structure, it weakens citizenship.\nThe library—The last available statistics from the American Library\nAssociation report forty-two million rural people in the United States with\nno library service except that of the state library.\nOne thousand one\nhundred thirty-five counties in the United States have no public libraries. We require, in most states, that the rural youth shall learn to read,\nyet leave 83 percent of our rural people without accessible library service.\nIt may be argued that papers and periodicals make good this deficiency.\nWe should certainly be thankful for any good literature in any homes, and\nthe kinds of publications that reach the farm homes are, on the whole, good\nrather than bad. As compared with city homes they are a drab average;\nboth the best and the worst magazines are missing from the country list.\nBut making allowances for papers and magazines, there is still a pathetic\nand alarming lack in the means for intellectual growth. An uninformed\nand unthinking democracy is in peril. Books furnish the raw fact-material\nfor thought, for true intellectual growth and development.\nRural library\nservice is not a luxury; it is an urgently needed insurance for the safe functioning of democracy.\nThe colleges—TVhe group of collegiate institutions includes the universities, the liberal arts, the technical and normal colleges, and the professional schools, all of which give opportunity to rural youth for selfdevelopment through study. They send back to country life men and women who\nby reason of their training are able to make larger contributions to the\nenrichment\nsciousness.\n\nof country\n\nlife, and this in turn, means\n\nbroader\n\ncitizen con-\n\nI omit detailed mention of the contributions of the press, the radio, and\nthe movies. “These are both good and bad, but are enormous.\nVoluntary organizations of many kinds make incalculable contributions\nto the rural citizen. ‘They take informational material from the extension\nservices, rework it in terms of local interest or need, and give it wide dis-\n\n"}
{"page": 529, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n525\n\nsemination in the community. hey give opportunity for member-activity\nand member-responsibility.\nThey are not only channels through which\nfacts may reach the attention of citizens; they are battlefields of individual\nopinion from which collective judgment develops and becomes articulate.\nGood citizenship requires that the citizen possess character-qualifications\nof honesty, breadth of mind and sympathy, cooperativeness, courage and\nforcefulness.\nIn addition it requires that the citizen possess intelligence\nand the ability to think from facts to sound conclusions. The development\nof character is a life-long process of education, only a part of which can\noccur in the school. The supplying of sound facts to the mature citizen and\nthe encouragement of sound thought-processes are tasks that challenge all\nthe forces and institutions of adult education, and particularly those agencies which can in the main be made effective only by the effort of the rural\ncitizens themselves because they are, in essence, the rural citizenship in\ncollective action.\n\nTHE\n\nGONTRIBUTION-OFsTHE RURAL SCHOOLS\nNATION'S CITIZENSHIP\n\nCHLOE\n\nC.\n\nBALDRIDGE,\n\nDIRECTOR\n\nPUBLIC\n\nOF\n\nRURAL\n\nINSTRUCTION,\n\nEDUCATION,\n\nLINCOLN,\n\nTO\n\nTHE\n\nDEPARTMENT\n\nOF\n\nNEBR.\n\nAs educators working in the field of rural education, let us recognize\nour great responsibilities and opportunities and strive to add our contribution to our nation’s citizenship by stressing better supervision of more efficient teaching in the best type of rural schools with better equipment\nsecured by means of greater cooperation of home and school for better\ntrained boys and girls.\nOur responsibility is better schools for boys and girls. ‘The public school\nand the educators of this country must continue to be dedicated to the\ngreat task of training for good citizenship. Character education is the primary purpose of the curriculum.\nIn order that we may secure the active cooperation of the parents and\ninterest them in working for the highest advantages in mental, moral,\nphysical, and spiritual education, the state department of public instruction\nis cooperating with the National Congress of Parents and Teachers in\n\nconducting a demonstration of rural parent-teacher association work.\nLeadership and cooperation are needed in the rural districts in order to\nEducational progress is in\nsolve the great problems of rural education.\nIn order to\ndirect proportion to the public opinion of the community.\nprovide better educational advantages, improved public sentiment is necessary.\nSome of the definite accomplishments that have been achieved by the\nrural parent-teacher associations are: A better spirit of cooperation between parents and teachers in their districts; health work; health conferences; hot lunches; medical inspection and improvement of health of chil-\n\n"}
{"page": 530, "printed_page": null, "text": "NATIONAL\n\nEpUCATION\n\nASSOCIATION\n\n526\nee\neee\n\ndren; Summer Round-Up; purchasing of school equipment; improved\nbuildings; improved playgrounds; libraries; a community Sunday school ;\naiding Chatauqua; and standard and superior rural schools.\nWe have caught a vision this afternoon from the preceding speakers of\n\nwhat can be contributed and what has been contributed by the rural schools\nand rural leaders—of what can be accomplished by teaching citizenship in\nthe rural schools, what can be accomplished through a county wide pro- ©\ngram in citizenship and a state wide program of Young Citizens’ Leagues,\nand of the contributions of educational institutions other than the school.\nDr. Foght has given us a vision of the new kind of school. We have the\nvision—and we cannot always stay on the mountain peaks at this convention. In order to accomplish worthwhile results it is necessary to return to the valleys—there is no more fertile field where there is need for\nactual work than in the rural schools. ‘The most important function of\nthe public schools of today is that of giving every American child the opportunity to develop and train himself so that he will be capable of filling his\npart as a citizen of the Republic and as a man of competent service in the\nworld.\n\nEXISTING\nROBERT\n\nAND\n\nPOTENTIAL STATE SOURCES\nSCHOOL REVENUE\n\nD. BALDWIN,\n\nPRESIDENT,\nSTEVENS\n\nCENTRAL\nPOINT,\n\nSTATE\n\nTEACHERS\n\nOF RURAL\nCOLLEGE,\n\nWIS.\n\nThe wording of the topic suggests that there is at least a possibility that\nsome state school financing programs already include or contemplate finding special sources of revenue for the support of rural schools.\nThirty\nout of thirty-two state superintendents, responding to a questionnaire as\nto such special sources, indicate that there are none, and two did not\nanswer.\n‘To the question whether any such special sources were likely to\nbe developed, twenty-three answered “No,” seven did not answer, and two\nanswered ‘‘Yes.” However, further comment by these two indicated that\nthe sources which were to be developed contemplated state school funds in\ngeneral and not rural school funds alone.\nTo the query, “Do you think there should be any special state sources\nfrom which revenue for rural education should come?” thirteen responded\n“No; three ““Yes;” and sixteen did not answer.\n\nTo the question, “Do you think rural schools should share equally in\nall state school funds?” eighteen responded ‘‘Yes;’’ three of these qualifying by using “equitably” instead of “‘equally;” one stated that rural schools\nshould have more; thirteen did not answer.\n\nThe net conclusion which may be drawn from these replies seems to be\n\nthat there is not now nor should there be any special type of tax devoted\npurely to rural schools, but that the funds for rural schools should come\nwith ather state school revenues from a common\n\nsource.\n\n"}
{"page": 531, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n527\n\nMany economists go even farther, and suggest that there should be no\nspecial type of tax even for all school purposes, but that schools should\nmerely share with other public services in public revenue. Of course there\nis another side to this question-—namely, that certain public services should\nderive their support from those individuals or tax sources which are most\nserved or profited thereby, as for example, that a gasoline tax should support the roadbuilding program.\nBy the same argument, it may well be\ncontended that a personal and corporation income tax should support public\neducation, since it is fairly well established that incomes both personal\nand corporate are profited by the educational process.\nBriefly, education\nenables individuals to increase their incomes, and also so raises their standard of living as to cause them to demand products of corporations, whose\nincome is thus enlarged.\nAssuming then that school taxes should all be\nraised as a unit from common sources, we may turn to the question as to\nhow they are and perhaps should be raised. Probably tax sources is a problem for the economist fundamentally, but since education takes so large a\nshare of public funds, perhaps educators may be pardoned for showing\nmore interest in this matter; even though their opinions may not be entirely\nconclusive. Hence my questionnaire contained a list of possible tax sources,\nwith the request that they be checked to indicate three classifications—(1)\nThose at present used; (2) present and satisfactory; (3) highly desirable.\nUnder the first group general property taxes were most often checked,\nwith corporation, inheritance, income, and gasoline having scattering mention in about the order named.\nUnder the second group it was interesting to note that only three of the thirty-two responses indicated satisfaction with the general property taxes, with just as many votes for gasoline\nand tobacco taxes.\nWhy should a tax on general property be favored?\nIt is a relic of the days when a man’s sole wealth lay in homestead and\nherds. With wealth made up as it is today, of stocks, bonds, mortgages,\netc., and with the obvious difficulties in the way of taxing these, how can\n\npersonal property be a fair basis of taxation?\n\nIn the third group, those\n\nregarded by the superintendents as highly desirable, severance, corporation,\nincome, luxury, inheritance, gasoline, production, and sales tax were mentioned in frequency about as listed.\nSeverance taxes seem to be gaining in popularity. ‘They are levied on\nthe natural resources of a state as these are depleted. Logically it would\nseem that their proceeds should be used to increase the capital of state\npermanent school funds so that at least the income from them may be avail-\n\nable even after the natural wealth upon which they were once levied may\nhave been removed from the state. Examples are taxes on ores, coal, forests, etc.\nCorporation and income taxes are next in number of times mentioned.\nCorporation taxes can be shifted along the line, but personal income taxes\nstay put. The argument for these taxes to support education has already\nbeen made. The income tax is about as fair as any, although there should\n\n"}
{"page": 532, "printed_page": null, "text": "|\n\nEpucaTIon ASSOCIATION\nNatIoNAL\n528\ne\neae\n\nprobably be a distinction made between labor income and investment income, the latter to carry the higher rate.\nGasoline, inheritance, and luxury taxes were next in order of frequency.\nThe first seems practically fair as a means of supporting a road program.\nThe inheritance tax seems socially fair, since it taxes an estate in transition from the one whose ingenuity or labor or foresight, presumably, produced it, to those, presumably, and in most cases, actually, who have had\nThat it should be applied especially to the\nno part in its accumulation.\nfrom the standpoint of constructive\nargued\nsupport of schools might be\nphilanthropy, and by analogy with the living wish of many people of\nwealth to employ their means in the support of educational institutions.\nHowever, the argument does not seem so clear as that for the income tax.\nThe tax on luxuries is really a tax on surplus funds. As such it appears\nto be eminently just, if ability to pay is a tax-criterion.\n‘That it should\nbe applied to the support of education is not so clear.\nA production tax was next in order of frequency of mention.\nIt would\npropose to levy upon grains, fruit, dairy and poultry products, cattle, lumber, ores, etc., rather than upon the land used in the production of these\ncommodities. Thus the producer of raw materials would pay only in proportion to his production, and would thus be relieved of the terrific strain\nwhich farmers, lumbermen, miners, fishermen, etc., now must undergo\nwhen, for one reason or another, production falls off and they must still\npay taxes on property which is relatively unproductive.\nIt has, perhaps,\nlimitations, but, as a substitute for some of the personal property taxes\non producers of raw materials, it appears to have some merit. When levied\non ores and virgin timber, it is, of course, really a severance tax.\n\nThe sales tax has many points in its favor. It is universal and easily\ncollected; the large spender pays more taxes; but, at present, at least, it\nappears to strike hardest the producer of raw materials.\nAs basic taxes,\nmeasured against almost any of the criteria of good taxing plans, a combination of the sales and a rapidly graduated income tax represents almost\nideal taxation.\nI shall try to summarize general methods of state school fund apportionment, classify attempts at equalization adjustments, and list the various\nkind of special aid especially affecting rural education.\nA.\n\nGeneral\n\nAid:\n\nI. Apportionment on the basis of enumeration is the most common method.\nThirty of the forty-eight states employ it as a factor in apportionment.\nTen of these use it as the sole plan.\nII. Apportionment on the basis of aggregate attendance.\nEight states employ this plan.\nIII. Apportionment on the basis of average daily attendance.\nEight states\nuse this in one form or another.\nIV. Apportionment on the basis of the district or school.\nSix states use this\nplan.\n\nV. Apportionment on the\nfactor in ten states.\n\nbasis\n\nof teachers\n\nemployed.\n\nThis\n\noperates\n\nas\n\na\n\n"}
{"page": 533, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n529\n\nVI. Apportionment on the basis of teachers allowed, occurs in five states.\nVII. Apportionment on the basis of a percentage of the teacher’s salary occurs\nin three states.\n\nB. Equalization Adjustment Classified—The reason for considering equalization\naid in a separate section from other forms of general aid is, not that the other\nforms do not have equalizing effects under certain conditions and to a° greater\nor less degree, but rather that all but three of the forty-eight states have felt\nit necessary to include special “equalization adjustments,” or to extend these\nother forms with the specific intention of effecting more nearly complete equalizaas follows:\nI. Equalization through Recognition of “Constructive” bases for granting aid.\nIJ. Equalization through recognition of the'teacher as the major factor in\nschool costs, and assignment of relatively large amounts on the teacher\nbasis.\nIII. Equalization through recognition of need as determined by valuation, and\napportionments inversely proportional thereto.\na. Valuation of district or town as a whole.\nb. Valuation\n\nper some\n\nIV. Equalization through\nmaintain schools.\n\nunit of cost in the district.\n\nrecognition\n\nof need\n\nas\n\ndetermined\n\nby tax\n\nrate\n\nto\n\na. Apportionment on graduated sliding scale.\nb. Apportionment on failure of required tax rate to raise specified minimum\nrequired amount for maintenance.\nc. Apportionment on failure of maximum required tax to raise unspecified\nrequired amount for maintenance.\n\n1. Budgetary determination.\n2. Discretionary determination.\nVY. Equalization through larger administrative units.\na. The state.\nb. The county.\n1. County budget.\n2. Discretionary action of the county board.\nc. Special types of larger units.\nVI. Equalization through apportionment in inverse proportion\nof schools in a town.\n\nto the\n\nnumber\n\nC. Special Aid for Rural Education:\nI. Special\nII. Special\nIII. Special\nIV. Special\nV. Special\nVI. Special\nVII. Special\nVIII. Special\nIX. Special\n\naid for the small school\naid for consolidation of schools\naid for transportation and board\naid for high schools\naid for county high schools\naid for tuition of non-resident pupils\naid for rural supervision\naid for rural and consolidated buildings\naid to stimulate standard rural schools\n\nIn summary, educators are not anxious, nor are they likely to be permitted to determine sources for school revenue; sources of revenue for\nrural schools should be one with those for schools in general; present\nsources of school funds have not proved entirely satisfactory; schoolmen\nhave some ideas, but not many, regarding other desirable sources.\nThere must be no temporizing with this matter of equitable apportionment, since the effectiveness of rural education is so largely conditioned\n\n"}
{"page": 534, "printed_page": null, "text": "NATIONAL\n\n530\n\nEDUCATION\n\nASSOCIATION\n\nthereby; since effective rural education is the brighest hope for solving\nthe rural problem; and finally, since no nation has yet survived which has\nfailed to maintain an independent, upstanding rural population.\n\nFINANCING\nJOHN\n\nRURAL\n\nC. CALLAHAN,\n\nSTATE\n\nEDUCATION\nSUPERINTENDENT\nMADISON, WIS.\n\nIN WISCONSIN\nOF PUBLIC\n\nSCHOOLS,\n\nWhen Wisconsin was admitted to the Union in 1848, the framers of its\nconstitution had a rosy dream in regard to the amount the state school\nfund was to furnish for the running of their schools. Section 4+ of Article\nX provides—‘Each town and city shall be required to raise by tax, annually, for the support of common schools thereina sum not less than one\nhalf the amount received by such town or city respectively for school purposes from the income of the school fund.”\nCarried out, that would have left the state financially back of the\nschools up to two-thirds of their annual cost.\nHowever, the school fund\nfailed to reach proportions anything like the expectations of the framers\nof our constitution.\nAs a result the state never got further in their support than 9.7 percent\nuntil the later eighties, when they put on a mill tax as a result of which\nthey reached 22.9 percent in 1890, the highest point ever reached.\nThey later cut the one mill tax to seven-tenths of a mill where it remained until the last session of the legislature. Owing to the increasing\ncost the percentage of the state’s contribution kept slipping until it reached\n9.5 percent in 1926.\nFrom 1848 until 1885 every state superintendent was calling attention\nto the inequalities in the valuation of the various districts of the state.\nThis probably resulted in the passage of the mill tax after which the agitation ceased until 1921.\né\nIn July, 1921, we started the agitation again and with it as a foundation\na complete study of all the districts. ‘This study culminated in the publication of a bulletin “Equalizing Educational Opportunity in Wisconsin.”\nThis proved, beyond question, that if we were going to equalize the cost\nsome new method must be used in the distribution of the state funds and\nalso that more funds must be provided by the state.\n\nA constant canvass of the state for six years resulted in the passage by\nthe legislature of Bill 432 A in the session of 1927.\nThis law uses as the basis of distribution the number of grade teachers\nneeded and the valuation the district has to tax. It puts 250,000 of valuation back of each teacher (the average for the state was in 1927 about\n280,000.) To illustrate how it works—take a district running a one-room\nschool with a valuation of their own of 100,000. When they come to\ndecide how much local tax to levy, they can figure that they will receive\nfirst $250 from the state, which will be matched by the county.\nThat\n\n"}
{"page": 535, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\noo\n\ngives them $500 to start with. If they decide they need $1000 more to run\ntheir school, they will decide what rate will raise it on $250,000. ‘That is\na four mill rate. They will then assess their own valuation a four mill\nrate and out of the state funds will be paid them a four mill rate on the\nbalance of the $250,000 or on $150,000.\nThe first state aid will be figured under this law in December of this\nyear, and every district in the state is being given now the figures on their\nvaluation in order that they may plan for the year ahead.\n\nSTATE\nA.\n\nPOLICIES\n\nG. YAWBERG,\n\nIN RURAL SCHOOL\nABSTRACT\n\nCOUNTY\n\nSUPERINTENDENT\n\nCOUNTY,\n\nCLEVELAND,\n\nOF\n\nFINANCE—OHIO\nSCHOOLS,\n\nCUYAHOGA\n\nOHIO\n\nOriginally all schools in Ohio were supported on the small district\nplan. Cities made the first departure.\nIn 1899 the township unit was\nadopted.\n‘Then in 1914 a semi-county plan came into operation after a\nmost hectic struggle. Under this latter plan with some modifications we\n\nnow operate.\nThis plan provides for county control of educational matters such as\ncourses of study and supervision.\nIt retains local control of the school\nplant, material equipment, and local tax rates for schools.\nThe most interesting feature of this plan from the standpoint of school\nfinances is an equalization tax rate. In the county school district which\ndoes not include cities and may not include villages with a population of\nthree thousand, if they maintain a first grade high school there is levied\na tax of 2.65 mills which is placed in a county school fund.\nThis Fund is distributed back to each local school district of the county\nschool district as follows:\n1. One half the costs of personal service for transportation of pupils.\n2. Thirty-seven and one-half (3714) percent of all teachers’ salaries up to a\n\nlimit of $2400 for any one teacher.\n3. The remainder is distributed back to the districts so that each district gets\nthe part which is determined by the ratio which the aggregate days of attendance\nin that district bears to the total aggregate\n\nattendance of the county.\n\nThis results in some districts in a large gain while others lose equally\nlarge amounts.\nThe distribution is designed to and does encourage adequate transportation facilities, increased salaries for teachers, and a good\nattendance record.\nIn addition to the county school district equalization\nfund we have a “State Week District Fund.”\n‘The distribution of this fund is placed in the hands of the state director\nof education\n\nceived.\n\nwho must\n\nset up the standards\n\nunder which\n\nit may\n\nbe re-\n\nAmong the standards now in effect are the following:\n\n1. The local district must provide an operating levy of at least eight mills with\na total of at least 914 mills for all school purposes before state aid will be given.\n\n"}
{"page": 536, "printed_page": null, "text": "Nationa, Epucation AssociATION\n\n532\n\n2. At least eight months of school must be provided, but the state will not aid\nin providing more than eight months.\n3. The following salary schedule and‘ conditions\nExperience\n\nElementary\n\nmust\n\nTeachers\n\nHigh\n\nTraining\n\nOne Year\n\nbe adopted\n\nTwo or More Years\n\n| Two\n\nYears\n$900\n900\n960\n1020\n\nTwo Years\nThree Years\n\nSchool\n\nand used:\n\nTeachers\n\nTraining\n\nThree Years\n$960\n1020\n1080\n1080\n\nFour\n\nYears\n\n$1200\n1280\n1360\n1400\n\nTeachers shall not be employed at salaries in excess of the above rates\nexcept upon recommendation of the county, city or exempted village superintendent and the approval of the director of education.\nIn adjusting\nsalaries outside the above schedule the director of education will give consideration to attendance at summer school and long and successful classroom experience as factors in determining whether or not applications\nshall be approved.\nThe amount of training recognized in the above\nschedule will be dependent upon the total of credits as evaluated by this\ndepartment.\n\nPrincipals of second, third grade, and junior high schools and principals\nof consolidated elementary schools may be employed at salaries fifty dollars per*year in excess of the salaries provided for in the above schedule.\nDependent upon required duties in such schools and by recommendation\nof the county superintendent and approval of the director of education more\nthan fifty dollars may be allowed.\nPrincipals of first grade high schools\nmay be employed at salaries in excess of the salary schedule with approval\nof the county superintendent and the director of education. No such principal shall receive more than $1800. If difficulty arises in securing special\nteachers according to the above schedule they may be employed by the approval of the director of education at equitable salaries but in no case\nshould salaries be requested higher than these listed for one year additional training and corresponding years of service.\nThe salaries of 4740 superintendents and of supervising principals of\nschools where the responsibility is equivalent to that of “4740” superintendents shall not exceed $1800 except in cases of certain larger school\nunits.\nIn such cases by special permission of the director of education\nlarger salaries may be paid but the salary of no such superintendent shall\nexceed $2400.\nSalaries of superintendents and high-school principals of\n\ncity, exempted\n\nvillage,\n\n“4740”\n\nand\n\nother\n\nschool\n\ndistricts\n\nhaving\n\nthree\n\nthousand or more population may be paid in excess of the schedule above\nindicated but only upon approval of the director of education.\n\nState aid distribution will be made on the basis of what is a reasonable\noperating cost for the school term.\nPayment for high-school transportation will not be allowed except on recommendation of the county superintendent of schools and the approval of the director of education, in\n\n"}
{"page": 537, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEpucaTION\n\n533\n\nwhich case a maximum allowance of eighty dollars per pupil per term\nmay be allowed.\nThe total amount distributed this last year from the state fund was\n$3,400,000 or about $1.50 per pupil enroled in the schools of the state.\nIt need not be said so evident is it that this fund is wholly inadequate.\nMany districts do not receive help that should have it. In many others\nteachers are from six months to nine months behind in receiving their\nsalaries.\nWhile it is not the purpose of this paper to suggest improved plans, yet\nit does not seem out of place to suggest a plan which has been widely\ndiscussed in Ohio and which seems to have much merit. Of course this\nplan does not go as far as some would like nor as far as logical conclusions suggest, which is that at the very least the state be made the unit\nfor taxation for school purposes.\n“Two chief dangers are in the way of\nsuch procedure at present:\n1. There is at present no effective way in which such a large direct tax can\nbe equitably collected and distributed.\n2. People fear that such procedure would bring too much state control.\n\nWith our present governmental regulations both\ntaken. In place of this the following is suggested:\n\nobjections\n\nare\n\nwell\n\nof the operating\n\ncost\n\nSuggested Ohio State Aid Plan\n1. The\nper year\n\nstate should\nper\n\nchild\n\npay\n\na minimum\n\nof one-third\n\nenroled\n\nin school.\n\nThis\n\n(1/3)\n\ntax should\n\nnot be collected\n\nby state\n\ndirect levy. It should be paid from indirect taxes, which can be much more easily\nand equitably collected.\n2. There should be a county school district tax levy, which together with the\namount paid by the state should be sufficient to pay all contingent, retirement,\nand tuition expenses in the several districts.\n3. The local district should be required to levy such taxes as may be necessary\nfor building and sinking fund purposes.\n\nThis recommendation has much in its favor—l. The state is in a\nposition to pay one-third (1/3) the operating cost per year, per pupil\nenroled, because the state unit is large enough to overcome the unequal\ndistribution of wealth so noticeable in different districts.\n2. This can be done without giving the state any greater control over\nthe local management of schools.\n3. The county school district tax for all but building and sinking fund\npurposes can be levied and collected without in any way interfering with\nLocal boards of education genthe powers of local boards of education.\nretirement or contingent extuition,\nfor\nlevies\nmake\nnow\nerally do not\n\npenses. [hey merely ask the Budget Commission for what money they\nneed, but whether they get it or not depends upon what the budget commission can or cannot do under law.\nThe local\nThis same process can be followed exactly as at present.\nboard\n\nof education\n\nwould\n\nstill hire teachers,\n\nbuy supplies; in fact, run\n\n"}
{"page": 538, "printed_page": null, "text": "NATIONAL\n\n534\n\nASSOCIATION\n\nEDUCATION\n\n‘The only difference would\ntheir schools exactly as they are doing now.\nbe put on the same basis\nwould\ndistrict\ncounty\nthe\nof\nbe that all citizens\nare concerned.\nschools\nthe\nrunning\nof\ncost\nthe\nfor\npaying\nas\nso far\n4, Each district could vote for and pay for such school buildings as it\ndesired. If one district wishes to build a finer and larger building than\nIf they wish to build on a more\nsome other district that can be done.\neconomical basis, they can do so without being required to help pay for\na more expensive type of building in some other district.\nIn fact, this plan presents many, if not all, of the advantages of equalizing the cost of education without in any way interfering with local control. In principle, it is just to all and democratic in its operation.\n\nSTATE POLICIES IN RURAL SCHOOL\nMINNESOTA\nANNA\n\nSWENSON,\n\nDIRECTOR\n\nOF\n\nRURAL\n\nEDUCATION,\n\nST.\n\nEDUCATION,\nPAUL,\n\nFINANCE—\n\nSTATE\n\nDEPARTMENT\n\nOF\n\nMINNESOTA |\n\nIn the act authorizing a state government for the state of Minnesota,\npassed February 26, 1857, it is provided that sections numbered 16 and\n\n36 in every township shall be granted to the state for the use of schools.\nThe Constitution further provides that the proceeds of such lands shall\nremain in a perpetual school fund to the state and shall forever be preserved inviolate and undiminished; the income arising from the lease or\nsale of school lands shall be distributed to the different townships\nthroughout the state in proportion to the number of scholars between the\nages of 5 and 21 years. It can truly be said of the members of the State\nConstitutional Convention that they “builded better than they knew.’\nThis permanent school fund has now increased to almost $50,000,000, and\na large part of it has been loaned to school districts at four percent interest for building purposes.\nThe State Constitution makes it the duty of the legislature also to\n\nestablish a general and uniform system of public schools and to make provision, by taxation or otherwise, which, with the income from the permanent school fund, will secure an efficient system of public schools in every\ntownship of the state.\n:\nThe legislature, in fulfilling this mandate, has made the schools local\ninstitutions, with some necessary state direction and some state support.\nThe state’s contribution to this support comes from three funds:\n1. The\n\nendowment\n\nfund\n\n2. The\n\ncurrent\n\nschool\n\nproducing\n\nannually\n\n3. The\n\nspecial state\n\nthe general\n\nrevenue\n\nwhich\n\nannually\n\nschool fund, producing\n\nfund,\n\nconsists\n\nof\n\nthe\n\namount\n\nderived\n\nabout $2,000,000.\naid fund,\n\nthe\n\nincome\n\nfrom\n\nthe\n\npermanent\n\nabout $1,900,000.\n\nappropriated\n\nfrom\n\nthe\n\nstate\n\none-mill\n\nPigenially, by the legislature\n\ntax,\n\nfrom\n\nfund of the state.\n\nThe first two funds are, in general, distributed together as apportionment on a per capita basis of pupils actually enroled in public schools.\n\n"}
{"page": 539, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEpUCATION\n\n585\n\nThe purposes of special state aid are clearly stated in the law:\n1. To assist in providing equal educational\nchildren of the state.\n2. To assist in establishing certain generally\nall the public schools of the state.\n\nopportunities\naccepted\n\nfor\n\nminimum\n\nall the\n\nschool\n\nstandards\n\nfor\n\n3. To assist school districts whose tax levies for maintenance are exceptionally\nhigh.\n4. To stimulate educational progress by grants of state aid for superior efficiency\nand high standards and for desirable educational undertakings not yet generally\nestablished.\n5. To provide for the maintenance of teacher training departments in high\nschools.\n\nThe last of these is specific in that it provides for the training of teachers\nfor rural schools, supplementing the work of the teachers colleges. This\namount is about $212,000 a year, and is definitely a reimbursement to the\nhigh schools providing this training.\n‘Two uses of state aid show the state’s efforts at equalizing opportunity.\n1. In order to make high-school education available to everyone, the state pays\nthe tuition in high schools, at rates established by law, for children who live\noutside of high-school districts.\nThis tuition is $7 per month, per pupil, and\namounted last year to $1,083,400 for about 18,500 pupils.\n2. To encourage larger school units for taxing areas, and better buildings\nand\n\nschool\n\norganizations\n\nfor\n\nrural\n\npeople,\n\nbuilding\n\nand\n\ntransportation\n\naid\n\nis\n\ngranted to consolidated districts. This amounts to about $860,000 a year. These\nconsolidated districts also participate in other aids according to special work\noffered and the class of school to which each belongs.\n\nThe state’s effort to equalize the burden of school costs is found in the\nSupplemental Aid law.\nIt provides, in brief, that when a district has\nlevied a 20 mill tax, and yet fails to raise forty dollars per pupil enroled,\nthe state will pay the balance to that amount.\n‘There was paid, under\nthis law last year, from the special state aid fund, about $1,555,000 to\nalmost seven hundred districts, rural and urban, out of our approximate\neight thousand school districts.\nOf this amount $427,500 was paid to\nrural schools.\nBetween one-third and one-fourth of this special state aid fund is paid\nas standardizing aid. ‘This is the oldest and most distinctive form of\nstate aid, originating in the high-school act of 1876, and the Minnesota\nschool system has been built up largely around this use of state funds.\nThe state board of education is authorized by law to set up standards which shall be met by the various types or departments of schools\nin order to participate in this aid. For one-room schools, the aid is one\nhundred fifty dollars; for schools employing more than one teacher the\nmaximum is three hundred dollars. Schools which meet the requirements\nstipulated in the law for “Superior” rural schools may receive an addi-\n\ntional $125.\nFor the year 1926-27 approximately one million dollars was distributed\nto 7239 rural schools which qualified for standardizing or “flat” aid, and\n189 received the additional “Superior” aid.\n\n"}
{"page": 540, "printed_page": null, "text": "NATIONAL\nSe\n\n536\nSEN\n\nEpuCcATION ASSOCIATION\nee\nee eee\n\nThe share of school support which the state bears varies in the different\n“The per pupil\nstates from less than one-half percent to forty percent.\n$53.97, of\nwas\nyear\nlast\nschools\nrural\nMinnesota\nin\ncost for maintenance\nOf this about seven\nwhich the state paid $16.83, or thirty-one percent.\ndollars is apportionment which is distributed to all schools. The rest is\nstandardizing and supplemental aid which in a measure, at least, fulfills\nthe purposes of stimulating educational progress, equalizing educational\nopportunity, and assisting where tax levies are very high.\n\nOTHER\n\nOUTSTANDING\nMRS.\n\nKATHERINE\n\nM.\n\nSTATE PLANS\nSUGGESTED\n\nNOW\n\nCOOK,\n\nOF\n\nU.\n\nS. BUREAU\n\nWASHINGTON,\n\nIN\n\nUSE\n\nOR\n\nEDUCATION,\n\nD. C.\n\nA large number of states in addition to those whose financing systems\nhave been described this afternoon have adopted excellent plans, or included excellent features in the plans adopted, for financing schools. Among\n\nthem are Massachusetts in the east, Maryland and North Carolina in the\nsouth, Utah and Arizona in the middle west; California, Washington\nand Oregon representing the Pacific states.\nIt is manifestly impossible\nto describe these plans in the time allotted.\nAmong the tendencies’ of\nspecial importance to rural education in state school financing the following seem to me worthy of special mention:\nThe state as a school administrative unit is assuming larger responsibility for setting up standards and financing schools.\nIn spite of the\nfact that we have long been committed to the policy that public education is a state responsibility, through statutory provisions, through numerous court decisions and by commitment of public sentiment, in actual\npractice local systems have been relatively free to maintain as good or as\npoor schools as they saw fit. Within the past decade there has been a\nmarked movement on the part of states, generally through their chief state\nschool officers and state departments of education, to set up and enforce\ndefinite standards and to assist local systems financially and professionally\nthrough advisory and research service.\nThere is a strong movement toward establishing and maintaining state\nequalization funds through establishing new funds, securing increased appropriations, and through more scientific methods of distribution.\nImprovement in this direction has been marked in the last five years. At\n\npresent no less than 36 states have established some form of equalizing\nfund. The equalization characteristic generally means that distribution\nconsiders educational need and educational ability, though the means used\nof measuring educational need and educational ability differ among states.\nThere is a tendency, not yet so widespread as that of establishing equalization funds, to secure appropriations from state funds on the basis of\nsetting a fixed sum per capita of school population or school attendance\n\n"}
{"page": 541, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n537\n\nrather than to set a definite millage or a lump sum of a fixed amount. This\nimproved method enables local systems to budget funds more intelligently\nand to look forward to a definite per capita allotment and assists them in\nproviding for increased enrolments.\nThere is a very marked tendency to utilize sources of revenue other\nthan property taxation for school support.\nProperty taxation as the sole\nsource of school support is more generally questioned than ever before.\nWhile its application results in hardship to all property holders, it is\nparticularly unjust to the farmer.\nRural schools therefore suffer most\nwhen this form of taxation prevails. Among the newer sources of revenue\nthe following have gained in adoption during the last five years:\nSeverance tax, now used for school purposes in about five states; corporation\ntax, utilized for school purposes in 14 states; tobacco tax, in four states;\ninheritance tax, in eight; income tax in six states.\nA few states have recently established or added to a state loan fund,\nsometimes called a revolving fund, to assist districts in securing better\nbuildings.\nThis fund is lent to districts without interest or at a very\nlow rate of interest and for long-time periods.\nMany school districts\nwhich would otherwise be unable to finance suitable school buildings have\nbeen aided through such funds.\nPerhaps the most significant of all the tendencies noted is that to base\nnew laws and regulations, or contemplated changes, on scientific studies\nof the state school situation before their adoption, such studies as have\nbeen referred to this afternoon. ‘The weighted pupil as a measure of educational need in New York is an example. At least 13 states during the\nbiennial period ended in 1926 have reported studies made under official\ndirection for the purpose of finding intelligent methods for improving\nschool financing.\nWhile the program this afternoon is confined to a consideration of school\nfinance from the state point of view, those of us interested in rural education owe a special debt of gratitude to state departments of education,\n\nparticularly state school officers in many of our states, who through highgrade professional leadership have done much for the promotion of better\nstandards all along the line in school facilities furnished for rural children.\nImportant as money is, it is but one factor in school efhciency.\nIntelligent\nexpenditure, high standards of achievement, count even more than money\nin evaluating progress in rural education.\n\nMINUTES OF THE MEETINGS OF THE EXECUTIVE COMMITTEE, DEPARTMENT OF RURAL EDUCATION\nBoston, Massachusetts,\nA meeting of the Executive\nwas\n\nheld\n\nat the\n\nHotel\n\nLenox,\n\nCommittee\nBoston,\n\nFebruary 26 to 28, 1928\nof the Department\nMassachusetts,\n\nof Rural\n\nFebruary\n\n26,\n\nEducation\n1928,\n\nat 3\n\nP. M. The following members were present: Mr. Light, Miss Dunn, Mr. Muerman, Mr. Fisher, Miss Trumper, and Mrs. Cook, secretary.\nThe minutes of the\n\n"}
{"page": 542, "printed_page": null, "text": "538\npreceding\n\nNATIONAL\nmeeting were\n\nread\n\nEpuCATION\n\nand\n\napproved\n\nASSOCIATION\nas read.\n\nThe\n\nport of certain activities connected with Department affairs.\nhad been made with the Department of Superintendence\n\nPresident\n\nread\n\na re-\n\nHe stated that efforts\nto avoid the type of\n\nconflict that occurred in Dallas because of duplicating programs for county superintendents.\nTwo sessions for county superintendents were held in Boston, but\nwith no conflict of dates.\nThe president explained the method he had used for deciding upon the terms\n\nof the members of the Executive Committee.\nFollowing the changes in the constitution adopted at the Dallas meeting, five members of the Executive Committee\nwere elected by the Department without regard to term length, the Department\nhaving instructed the committee members to draw lots to decide on term length.\nOwing to the fact that no meeting of the new committee was held in Dallas the\npresident himself arranged a decision, lots being drawn by his office force. The\nterms of the several members of the Executive Committee were then announced\nby letter.\nThe secretary, who is also chairman of the Committee on Cooperating Agencies,\nread the report submitted at Dallas. This committee has not undertaken any\nadditional work since the completion of the “Bibliography on Certain Aspects of\nRural Education.”\nThe secretary also read the report of the treasurer, showing a total of $465\nto our credit in the National Education Association treasury. It was suggested\nby the president that the Department was now in a position to discontinue further\ndues unless a publication was decided upon, if this seemed desirable.\nThe president reported on the difficulty he had had in reviving the different\nsections and other matters connected with the arrangement of the program.\nConsiderable discussion followed concerning the number of meetings which the Department should arrange for its winter programs.\nIt was finally moved by Dr. Dunn\nand seconded by Mr. Fisher that the number of general meetings be reduced to\ntwo. At the suggestion of the president the motion was changed to read as follows: The Executive Committee hereby recommends to the Department of Rural\n\nEducation that the number\n\nof general meetings held annually be reduced to two.\n\nThe motion was carried and the secretary was instructed to present the recommendation to the Department.\nThe president then took up the matter of Departmental Committees.\nHe explained that no Committee on Constructive Studies nor on Publications had\nbeen appointed this year. He explained that the official status of the Committee\non Cooperative Marketing was uncertain.\nIt was moved, seconded, and carried,\nthat the affiliation of the Department with the former Committee on Cooperative\nMarketing be dropped.\nIt was moved by Mr. Fisher, seconded by Mr. Muerman, that the Committee\nof One Hundred on Rural Teacher Problems be discontinued, and that this procedure be recommended as the action of the committee to the Department.\nCarried.\nThe president reported that the Department is entitled to three members on\nthe National Council of Education, and suggested that it be recommended to the\nCommittee on Nomination that they nominate persons to act on the Council.\nIt\n\nwas moved by Dr. Dunn and seconded by Miss Trumper,\ntion be made. The motion was carried.\nDr. Dunn\n\nthat this recommenda-\n\nthen read a letter to her from the editor of a publication\n\nRural School Board Journal, in which\n\ncalled the\n\nthe editor requested that the Department\n\nof Rural Education adopt the Journal at its official organ.\nDr. Dunn requested\nthe advice of the committee concerning a suitable reply. The matter was referred\n\nto a committee\n\nconsisting\n\nof the\n\nincoming\n\npresident,\n\nthe\n\npresent\n\nsecretary,\n\nand\n\nDr. Dunn.\n\nThe president read a statement in which he suggested that the Department adopt\na definite program for carrying on research studies.\nConsiderable discussion fol-\n\n"}
{"page": 543, "printed_page": null, "text": "DEPARTMENT\nEDUCATION\nA eel on ateOF RURAL\nalee del i hl lel\na\n\npotas aor\n\n539\n2c\n\nlowed, particularly concerning the advisability of the type of program suggested.\n\nThere was general agreement that the Department needs a definite program.\nDr,\nDunn suggested that it seemed to her that the greatest need at present was for an\n\ninterpretive review of progress in education in its relation to rural education problems. It was suggested also that a review of the literature available on different\nphases of rural\n\neducation\n\nuseful publication.\nthought\n\nwould\n\nbe an excellent\n\nSuch a study could be made\n\nthe program\n\nsuggested\n\nby the president\n\nstudy and serve\n\nas a basis for a\n\nby the Department.\nwas\n\nMr, Fisher\n\nentirely too comprehensive\n\nand to this Dr. Dunn and Mrs. Cook agreed. Mr. Muerman\nit might be well to confine the prospective program to curriculum\n\nsuggested\nproblems.\n\nthat\nThe\n\ndiscussion continued for some time without definite decision.\nThe committee adjourned to meet at 4 P. M. the following Tuesday.\nThe special meeting of the Executive Committee was held on Tuesday afternoon, February 27, at 5 o’clock. The meeting was called to order. It was moved,\nseconded, and carried that a reading of the minutes of the preceding meeting be\ndispensed with since members were familiar with proceedings.\n\nThe\n\npresident\n\nbrought\n\npaid in connection\n\nup the matter\n\nof several\n\nbills which\n\nwith the meeting of the Department.\n\nand carried that the secretary be authorized\n\nIt was\n\nto approve\n\nhe said he had\nmoved,\n\nseconded,\n\nall bills and send them\n\nto the treasurer of the National Education Association for payment.\nThe committee then took up again the matter of suggesting a definite program\nto the Department, discussion of which began at the preceding meeting. After\nconsiderable discussion of possible projects and ways and means of financing research the following motion was offered by Dr. Dunn: As a definite program of\naction the Executive Committee recommends to the Department that a committee\nbe appointed by the Executive Committee whose function is to analyze the factors\n\nwhich bring about peculiar problems of education in rural situations and formulate\na means of constructive attack on these problems, the committee to be continued\nover a period of years; provided that the Executive Committee can discover ways\nand means of financing the program indicated. The motion was duly seconded\nand unanimously carried.\nThe committee then discussed the matter of membership.\nThe President had\nannounced at the first meeting of the Department that only paid up members\nwould be expected to vote at the regular business meeting to be held the followin day, Wednesday.\nThe president explained that while he perhaps had no legal\n\nright to do this it seemed necessary to make some move\n\nin the direction to require\n\nfees on the part of those who partake of the privileges of the Department.\nThe\naction was approved and it was recommended by unanimous vote of the committee\nthat an organized effort be made during the year to get and keep members by\n\nrequesting\n\nfees\n\nand\n\ndemanding\n\nthem\n\nif the privilege\n\nof voting\n\nwas\n\nallowed;\n\nthat this be done, in part at least, by the sending out of notices by the secretary, to\nthose who had paid the preceding year, reminding them of their delinquency and\nsuggesting that they become active or sustaining members.\n\nThe meeting then adjourned.\n\nSECRETARY'S\nBoston, Massachusetts,\n\nMINUTES\nFebruary 28, 1928\n\nBusiness session—The regular annual business meeting of the Department of\nRural Education was held Wednesday afternoon, February 28, at the close of the\nprogram.\nThe secretary read the minutes of the Dallas meeting and presented the report\nof the secretary and report of the treasurer, all of which were accepted as read.\nThe report of the matter of the discontinuance of the Journal of Rural Education\nand the finances connected with it was made by Miss Carney. The secretary then\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nreported the recommendation of the Executive Committee concerning the reduction in the number of general meetings. It was moved, seconded, and carried\nthat the recommendation of the Executive Committee be adopted and the number\nof general meetings be reduced to two.\nThe president then took up the matter of the several sections, explaining the\ndifficulty he had had during the year of finding people to carry on the several\nsections. Several of the sections originally provided for had lapsed. Owing to\nthe fact that these sections were provided in the constitution it seemed necessary\nto make a change in the constitution if any change in the number of sectional\nprograms\n\nwas\n\nto be made.\n\nstitution providing\n\nIt was\n\nmoved,\n\nfor the original number\n\nthe sectional programs\n\nprovided\n\nseconded,\n\nand\n\ncarried\n\nthat\n\nof sections be changed\n\nthe con-\n\nin order that\n\nat any annual meeting would be at the discretion\n\nof the Executive Committee.\nThe motion was unanimously carried. Other recommendations of the Executive Committee:\n(1) As to the membership on the\nNational Council; (2) Disposal of departmental afhliation with the Committee on\nCooperative Marketing and Rural Teaching Problems; (3) Suggestions concerning extension of membership, were unanimously adopted.\nThe secretary then presented the recommendation of the Executive Committee\nconcerning the carrying out of a definite program for the year through a committee appointed by the Executive Committee and responsible to the Executive\nCommittee.\nThe recommendation was discussed from the floor and Dr. Butterworth felt that we should emphasize as a necessity that any committee appointed\nbe responsible to the Executive Committee in order to avoid multiplicity of committees.\nThe motion was carried and recommendation accepted.\nThe meeting discussed also the possibility of providing some type of publica-\n\ntion during the year. Considerable sentiment developed for the publication of\nproceedings, in case publication suggested by the Executive Committee proved\nimpossible,\n\nor\n\nif funds\n\npermitted\n\nthat\n\nproceedings\n\nbe published\n\nin addition\n\nto\n\nother publications suggested. It was moved by Mr. Snyder of New York and\nseconded and carried that the Executive Committee investigate the printing possibilities and, if ways and means can be found, arrangements be made to publish\nand distribute the proceedings of the Boston meeting.\nThe report of the Committee on Resolutions was presented by Mr. Burr Jones\nof Massachusetts.\nOne section covering the resolution, concerning the attitude of\nthe Department\n\ntoward\n\nthe investigations\n\nof the matter\n\nof boys’ and girls’ work\n\n(4-H Club) was discussed. A resolution had been offered by Mr. Foote from the\nfloor preceding the business meeting to the effect that the Department of Rural\nEducation say to Dr. True and others in charge of the 4-H work that the Department offers its good offices for the formulation of a new program or the\nrevision of the present program.\nIt was suggested from the floor that this resolution covered about the same ground as the resolution offered. by the Committee\non Resolutions. The chairman of the Committee on Resolutions then suggested\nthat he harmonize\n\nthe two.\n\nThe\n\nreport\n\nwas\n\nthen\n\naccepted\n\nby the\n\nDepartment.\n\nThe report of the Nominating Committee was then given and the officers unanimously elected.\nThere being no further business the meeting adjourned.\nThe following offcers were elected: President—William McKinley Robinson,\nDirector,\n\nRural\n\nEducation\n\nDepartment,\n\nWestern\n\nState\n\nTeachers\n\nCollege,\n\nKala-\n\nmazoo, Michigan; Vicepresident—Ada York, County Superintendent of Schools,\nSan Diego County, California; Executive Committee—L. H. Barnes, County Superintendent, St. Louis County, Minnesota (5 years); Members National Council—\nN. Searle Light, Director, Rural Education, Hartford, Connecticut (2 years),\nProfessor Norman Frost, Peabody College, Nashville, Tennessee (4 years), Professor Mabel\nyears).\n\nCarney,\n\nTeachers\n\nCollege,\n\nColumbia\n\nUniversity,\n\nNew\n\nYork\n\nCity\n\n(6\n\n"}
{"page": 545, "printed_page": null, "text": "DEPARTMENT\n\nRESOLUTIONS\nBoston\n\nOF RuRAL\n\nEpDUCATION\n\nOF THE DEPARTMENT\nEDUCATION\nMeeting,\n\nFebruary\n\n541\n\nOF RURAL\n\n29,1928\n\nWe, the members of the Department of Rural Eucation of the National\nEducation Association, unite in re-affirming our belief in the importance\nof the education of country children and in re-pledging ourselves to this\ncause.\n\n1. As students of general education we recognize the fundamental principles and many basic elements common to education in both rural and\nurban territory.\nThis common background represents in our judgment\na very large proportion of the total process.\nNotwithstanding the preponderance of common elements, we maintain that there is unquestioned\nneed, particularly at present, for the partial differentiation and adaptation\nof education in rural areas.\nThe justification of such differentiation in\nour conviction arises first from differences in the rural social environment,\nthat is, in country life itself as compared with urban life; and second, from\ndifferences in the educative process as conditioned by the rural social environment or farm background.\n‘These differences in our experience find\nchief expression in the four practical fields of:\n1. Rural school curriculum—both\n\nelementary and secondary\n\n2. Rural teacher preparation\n3. Rural school supervision\n4. The administration of rural schools.\n\nIn the realm of curriculum adaptation, which is basic to all others,\nwe submit that general educational objectives for rural children are substantially the same as those for city children, but that the rural environment itself demands (a) a different method of approach, (b) a different\nemphasis on certain phases of subjectmatter, and (c) to some extent an\nactual difference in content and in teaching materials.\nIn teacher-preparation the differentiated phases of instruction should\ninclude:\n1. The study of the rural social and economic environment, usually designated\nas a special course in rural sociology and economics.\n2. The study of the rural physical environment as provided through specialized\ncourses in Nature Study and Agriculture for Appreciation.\n3. The study of the adaptations of education in the rural environment best\ndesignated perhaps as a course in Rural Education or Rural School Teaching.\n4. Enough practice teaching in one-teacher and consolidated schools to make\nfor efficiency in the later instruction and management of such schools.\n5. Membership in a rural student organization or Country Life Club where\nrural interests and rural social leadership may be cultivated.\n\nIn supervision and administration, the various conditioning factors of\nthe rural social and economic environment such as comparative isolation,\nsparse population, marked individualism, inadequate revenues, numerous\nclasses, meager equipment, and many others, all tend to specialize the prob-\n\n"}
{"page": 546, "printed_page": null, "text": "542\n\nNationaL\n\nEpucaTIon\n\nAssOcIATION\n\nlems of rural school direction and reveal particular phases of differentiation requiring special study and analysis,\nIn this connection we desire to-call attention to the need for state\nleaders in rural education and to the desirability of having our higher\ninstitutions of nation-wide influence provide special instruction in this field.\nIn making such provision, however, we strongly advise that this be done\non a regional basis with groups of states cooperating through a single\ninstitution, thus avoiding an expensive duplication and overlapping of\neffort.\nThis whole problem of differentiation and adaptation in rural educaFor this\ntion is still largely within the province of personal opinion.\nreason we acknowledge the urgent need of research and experimentation\nin this field and place ourselves on record as desiring further study and\n\ninvestigation of the many sub-problems raised. It is our earnest hope\nthat a nation-wide plan of research may be promoted in this field and that\nadequate financial aid for carrying out such a program may be found.\nIn the meantime as immediate contributions to this end we urge the enlistment of graduate students in our various universities and colleges on\nrural researches as well as the more adequate representation and inclusion\nof the rural phase of all investigations and studies now being undertaken\nin general educational fields.\n.\n2. It is a well-established fact that educational opportunities are in general unequal as between rural and urban communities.\n‘This inequality\nexists because wealth is not distributed among local units of school support in proportion to their educational needs.\nEven if the wealth available for the education of each child should be equalized as between rural\nand urban communities, the rural children would still be at a distinct\ndisadvantage because educational costs are greater per pupil in sparsely\npopulated areas.\nThe Department of Rural Education, recognizing these\ninequalities, places itself on record as favoring the following policies of\neducational support:\n1. That the unit for local taxation in many states should be enlarged.\n2. That the state should bear a larger share of rural school support at least\nfifty percent, and that the state funds should be distributed on the basis of\neducational need and effort.\n3. That a state equalizing fund, large enough to give every community adequate educational advantages, should be provided.\n\n3. Believing that more emphasis in rural education should be placed\nupon the study and promotion of parental education, we recommend that\nthis emerging subject have the particular attention of this group and that\nspecial efforts be made to secure funds for research and experimentation\nalong this line.\n4, Recognizing the value of 4-H club work now conducted through\nthe United States Department of Agriculture, the Department of Rural\nEducation offers its good offices to those in charge of the work for a study\nof the present program with a view to effecting any revision of the pro-\n\n"}
{"page": 547, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n543\n\ngram that it may be found desirable to make in order that rural children\nmay be most effectively served by this type of education.\n5. The Department of Rural Education wishes to express to the United\nStates Bureau of Education its hearty appreciation of the constructive\nefforts being made by the Bureau to raise the standards of rural school\nsupervision through the holding of regional conferences for rural school\nsupervisors.\nWe most heartily endorse also the national conference on\nrural teacher preparation held under the auspices of the Bureau on Saturday, February 25. We believe that these are among the most fruitful\nundertakings of the Federal Government in behalf of rural education and\nwe hope that they may be continued as needed in the future.\n6. We believe that one of the outstanding needs of education in this\ncountry is the establishment of a Federal Department of Education charged\nwith the duties of coordinating existing Federal undertakings in this field\nand of conducting research activities for the benefit of the nation’s schools.\nIn offering school officials information as to the best practices developed\nin the best schools of the country, in conducting continuous research so\nvital to the progressive development of our educational program in all\nschools and especially needed at this time in rural education, such a department would provide for education a service as valuable as that now\nprovided for agriculture, commerce, and labor. We believe that the rendering of such assistance is a most important function of the national\ngovernment and that it can be best carried out through the establishment\nof a Department of Education with a Secretary in the President’s Cabinet.\nWe, therefore, give hearty endorsement\n\nto the Curtis-Reed bill.\n\nRespectively submitted,\nBurr F. Jones (Chairman), State Supervisor of Elementary\nEducation,\nMassachusetts.\nMaset CARNEY, Teachers College, Columbia University, New York City.\n\nA. M. Hopper, State Supervisor of Elementary Schools, Baton Rouge, Louisiana.\nHAtTTIe Parrott, State Rural School\nSupervisor, Raleigh, North Carolina.\n\n"}
{"page": 548, "printed_page": null, "text": "?\n\n\\qnblida\n\nties TS\n\nees\n\n:\n\naly ashi\n\nies\n\nreas boas oekiynes phy ily ee\n\nhsiiti iy ads op kare on asthive abet ee\n\nSeow\n\nmans |St Qo °Hbitsisiqie’ We\n\nhake Tnvey to ehtbhinete alt Seer el\nRouile feted 201 ssonerdind\n\nbieigsirta\n\n;\nye iahead “a\n\nNO Somistnos Tenia edt ole sh ofae linn\n\nfy.\nBF Go ues ode WW eniqaud slr vba hi\nfiy>) azorn-orlt nove ors seodt sary oynllad oF 8\nBurts\nbyv\nontWissuhs Mort Hetil at sioner) Batt ekLe\n\narose sik ii behave en\" bauninriey of)tarts oral ct eh\n\nhac as iruinaihils TO Shon\n\nanileieiene! oft Ww nut\n\nbwetkds hott 4p tesaingsl) tivolet\nte teunnhdlde irs\n‘Pod sid pt einideth sbi ieibsD griviey ans\n3\nLeléartor ¥ nbithw SdP-Fe Sioned 4ily 1) cuthvisias Urtemeee\nbsqgtersh Avtomg tod\nSd a ahenditaemoinl velnioefin tle a\nmm Hoses\nsoiling? Qaitsibnot Ar yitamey ait Wee\nita\nMe ki itr gare} leiraisesiia eds, tan\n;\n\nabe\n\nPave\n\nCrbi maby\nen\n\nShelley\n\nLave “ni gettin\n\nvon‘\n\nirly\n\nNy\n\nTg\n\nWily sets wd Seise WP\n\nsere ‘yp ine\n\nBie\n\naa\n\nrd on toava)\n\nsf? Yo Repo) Te\nlanoizen’\nTontnatidates “sti i arta Iie iirhco hat: whiten inion + eourety\nTainde. J Etretien T orl ri?) eg Sd ge\nrea mecca\nope 2\nwre\n\nTid Wah\n\noar ete HE Tee aTOdiT sree hide,\n\nis ele aod ve\nj rea\n\noh\n\ntu\nal\n\nBuss 729902\n\n206oH\net\n\no ST;\n\npiare “cto\n\nMv be\n\nalo o iio Ries\nay\n\nbecitae YeSui\nstei2 rok ek ni\nied ww, ipisied anctivesoqu?\n\n:\n\nLF\n\n“ae arc nemo\n\n“abaow bs\n\nperterice\n\nioe\na\n\nF me ahs\n\n7Gecasort if\n\nMae3\n\nj\n\nEarosgep tt wre F im int* pi\n89- hat wat vtiersvintt nidmul— | '\n\n"}
{"page": 549, "printed_page": null, "text": "The Department of School Health and Physical\nEducation\n\n"}
{"page": 550, "printed_page": null, "text": "HE DEPARTMENT OF SCHOOL HEALTH AND PHYSI\"Pca EDUCATION was known as the Department »\nSee Proof Child Study until July 18, 1911.\nThe Department of Child\nceedings, 1911:870.\nStudy was created at the Asbury Park meeting,\nIn July, 1924, the department was\n1894:40.\nmerged with the Department of Physical and\nHealth Education under the name of the Department of School Health and Physical Education.\nSee Proceedings, 1924 :96.\nThe officers of the Department for the year 192829 are: President, James E. Rogers, Director, National Physical Education Service, 315 Fourth Ave.,\nNew York City; Vicepresident,\nJay B.. Nash, Professor of Physical Education, New York University,\nNew York City; Secretary-Treasurer, Mrs. Winifred A. Hart, Director, Health Education and School\nNursing, Board of Education, Bridgeport, Conn. ;\nExecutive Committee, Elma Rood, George Peabody\nCollege for Teachers, Nashville, Tenn. (Term expires 1929); N. P. Neilson, State Supervisor of\nPhysical Education, Sacramento, Calif. (Term expires 1930); William Burdick, State Director of\nPhysical Education, 7 E. Mulberry St., Baltimore,\nMd. (Term expires 1931) ; Ethel Perrin, American\nChild Health Association, 870 Seventh Ave., New\nYork City (Term expires 1932).\nThe Department\nmeets once each year, in June.\nFacts relating to\nthe establishment of this Department and the record\nof meetings are found in earlier volumes of Proceedings as 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\n\n1908 :999-1047\n\n1909: 745-789\n1910: 921-949\n1911: 905-939\n1912:1141-1153\n1913: 667-695\n1914: 683-721\n1915: 971-995\n\n[546]\n\n1916 :681-699\n1917:521-535\n1918:339-359\n1919:315-323\n1920:311-323\n1921:517-523\n\n1922 1085-1099\n1923: 744-842\n1924: 637-651\n1925: 577-598\n1926: 600-624\n1927: 561-581\n\nphe\n\n|\n\n"}
{"page": 551, "printed_page": null, "text": "CITIZENSHIP\nJAMES\n\nE.\n\nROGERS,\n\nAND\n\nNATIONAL\n\nPHYSICAL\nPHYSICAL\n\nYORK\n\nEDUCATION\n\nEDUCATION\n\nSERVICE,\n\nNEW\n\nCITY\n\nPonting education has a direct contribution to make to citizenship\nbuilding.\nOf all the subjects in the curriculum, physical education\nthrough its programs of plays, games and sports can do much to train\n\nfor those attributes essential to good citizenship. A well directed and\nbalanced program of physical activities can help to develop a sense of fair\nplay, appreciation of the value of teamwork,\n\nrespect for one’s opponents,\n\ncooperation with one’s fellows, and the need for obeying the rules.\nCitizenship is not learned by lip motions.\nThe great educational law,\nlearning by doing, is paramount in this field of training. Physical education is motor activity. The child learns by doing. Citizenship habits\nare necessary to playing the game.\nUnder a wise teacher, the child can\nbe instructed in respecting the property of others, keeping one’s temper,\nkeeping one’s nose down in victory and chin up in defeat, keeping himself\nfit; and the necessity of having.a healthy body, a sound soul, and a clean\nmind. ‘These rules are the laws of the game and must be adhered to.\nThey are life’s patterns and experiences.\nThe great power that physical education has in training for citizenship\nis that it is harnessed to the interests and emotions of youth. ‘The lessons\nof citizenship are learned through the playing of their games and sports\nwhich are so essential to their growth and development.\n‘The problem\nis to get the trained teachers that will see to it that these activities bring\nforth real sportsmanship and ethical training.\n;\nWhat are the factors that go to make citizenship training?\nIt is the\ntraining process that we are concerned with here. ‘The essential qualities\nthat are needed to make a good citizen are as follows:\n1. Good health—Good citizenship is oftimes a matter of good health.\nMuch of crime, disorder, and misbehavior comes from physical disorders,\ndefects, and degenerations.\n‘The biologist, the psychologist, and the sociologist know this to be true.\nThe record of our courts, broken homes\nand sanitariums testify that good health is essential to good conduct.\n2. Vocational efficiency—Having a job and doing well by it is essential\nto being a good citizen. A man or woman happy in his work, and that\nwork essential, has a proper respect for the need of government and the\nintegrity of law. The community and its standards mean something to\nhim.\nPhysical education contributes directly to vocational efficiency.\nPhysical fitness is foundational to personal efficiency and success.\nA good\nphysical capacity is also a basis for efficiency in human relationships and\nhappiness at home.\n3. Leisure time—The wise and wholesome use of leisure time is another important factor essential in the making of a good citizen. We make\nor break ourselves in our right or wrong use of our free time. Mischief\nis the wrong kind of play that ofttimes unfortunately leads to delinquency.\n[547]\n\n"}
{"page": 552, "printed_page": null, "text": "548\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nWe do not misbehave during the eight hours of work or the eight hours\nof sleep, but most of the delinquency comes during the eight hours of\nleisure. The physical education teacher in creating play habits and recreational interests that can be carried on through educational life is making a real contribution to the conservation of leisure time for good citizenship.\n‘The elements of\n4. Sportsmanship—The world needs sportsmanship.\nFair\nsportsmanship.\ngood\nfor\nmake\ngood citizenry are the same that\n\nplay, ability to lose gracefully and to win honestly, to think of the team\nand not oneself, are elements found in both.\n5. Teamwork and loyalty—These are two outstanding characteristics\nof a good citizen.\nA democracy depends upon a high type of team worker,\nwho will think of his community, state, and country first. Loyalty is a\ncharacteristic that can only be learned through practice. A boy through\nhis scout organizations, in his camps, or the athletic field and in the\ngymnasium is constantly called upon to be loyal to his class, group and\nteam.\n‘Through games and sports, physical education is constantly giving\nlife experiences in these two essentials for .good citizenship.\nIndustrial waste from inefficiency and illness can be substantially reduced through better physical fitness programs.\nA physically fit person is more likely to be efficient, happy, and useful.\nA physically fit nation is better prepared to meet any emergency either\nfrom within or without.\n\nA SCHOOL PHYSICAL EDUCATION AND HEALTH EDUC4TION PROGRAM IN A MINNESOTA COMMUNITY—ABSTRACT\n‘\nFERDINAND\n\nJ. LIPOVETZ,\n\nDIRECTOR\n\nOF PHYSICAL\n\nCROOKSTON,\n\nEDUCATION\n\nAND\n\nHEALTH,\n\nMINN.\n\nA school physical education and health education program in a Minnesota community is fundamentally similar to programs promoted in other\ncommunities.\nMental and physical laws react upon the individual along\ndefinite actions and reactions governed by laws that can neither be changed,\naltered, nor modified.\nIt is true that altitude, temperature, racial char-\n\nacteristics, individual differences and finances may to some extent determine the nature of physical education and health education activities\nselected for any community, nevertheless, a program successful in Minnesota can, in its basic scope of activities, be expected to show similar results\nelsewhere.\nA school physical education and health education program must, if it is\nto be considered a contribution to the general program of education and\ncommunity welfare, be sold to the community as a whole and in particular\nto the parents of the boys and girls attending the public schools.\nNoticeably in this respect is the business man’s conception of values received in\nreturn for money invested in promotion of such a program.\nWhen re-\n\n"}
{"page": 553, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH\n\nAND PuysicaL EpucatTion\n\n549\n\nsults indicate the program is making boys and girls lead a happy life, is\nmaking the school an interesting center of attraction is developing normal\nphysical body growth and is serving to inculcate such health knowledge\nand experiences as may be found in a progressive school and community,\nonly then will the hearty support necessary for the promotion of such\nprograms received the sanction of those interested in public expenditures.\nThe emphasis of a well-balanced physical and health education program\nshould be stressed and receive the greatest attention in Grades I-VIII,\ninclusive.\nFigures reported in the May issue of The Journal of the National Education Association show that 23,000,000 children are enroled in\nthe elementary schools in contrast to the 4,000,000 and 700,000 reported\nfor the high schools and colleges respectively.\nMore than 85 percent\nof the boys and girls discontinue their academic training before the high\nschool is reached!\n‘To meet this situation, the grade school physical and\nhealth education program should offer a well-balanced and organized program of play participation and play leadership, should offer relief from\nthe daily classroom academic activities, should make the school an interesting place, should show correlation with other academic subjects, should\nbe physically developmental, should win the hearty-cooperation of both\nteachers and parents and serve as an after school project for the promotion\nof worthwhile activities that will engage the leisure play life of the boy\nand girl.\nEfficient and welltrained leaders are essential to the promotion of an\neducational physical and health education program.\nOnly when leaders\nhave intimate knowledge of the past and present history of the school\nhealth field can they be expected to project into the future and promote\nsuch courses as will be educationally sound and be in a position to keep\nabreast with the ever progressing educational field as a whole. The experimental work that has been going on in Crookston, Minnesota, will\nserve as an additional contribution to the material available in the field\n\nof physical and health education.\nHEALTH\nETHEL\n\nPERRIN,\n\nTRENDS\n\nSTAFF\n\nIN\n\nASSOCIATE,\nNEW\n\nSECONDARY\n\nAMERICAN\nYORK\n\nCHILD\n\nSCHOOLS\nHEALTH\n\nASSOCIATION,\n\nCITY\n\nWhen we open for discussion the subject of informational hygiene on\nthe secondary school level, we have not much experience upon which to\ndraw as there is comparatively little printed material at hand nor have\nthere been many conferences, with their follow-up reports, nor gathering\ntogether of teachers in committee work; nor, until recently, have administrators drawn up resolutions as to what should be done about the\nfirst of the seven educational objectives, namely, Health, as set down\nsome years ago by the Committee of the National Education Association\nWe now have, however,\non the Reorganization of Secondary Education.\nin the last yearbook of the Department of Superintendence, which pub-\n\n"}
{"page": 554, "printed_page": null, "text": "NatTIONAL\n\n550\n\nEpUCATION\n\nASSOCIATION\n\nlication was issued last February, an outstanding report of the findings\nof a committee on health and physical education in secondary education,\n\nendorsed by the Department of Superintendence.\nWhen people in general began seriously to take an interest in health,\nthey almost began in the right spot—the elementary school child, and\nhave been obliged to take but four steps backward, to the preschool child,\nThis was doing better\nthe toddler, the baby, and the prenatal condition.\nthan much of our educational procedure which has sometimes started with\nthe university and gradually sifted down where it belongs. Physical education is an example of this mistake. We now have fairly well standardized subjectmatter and methods in health habit formation from the beginning through the sixth grade, but after all, this is fairly easy because of\nhome and school organization and general reasonableness and obedience\nof children.\nBut with the increased freedom which begins in the junior\nhigh and becomes greater each year of school life, it is much more difficult to guide the behavior of pupils—and the end result of all health edu:\ncation must be behavior.\nFor the duration of this discussion, I will ask you to think of a school\nHealth Program, in place of the much discussed ‘Health Education,”\nand to think of it as a program reaching into every crack and corner of\nthe school, rather than as a subject in the curriculum.\nWith this idea\nwell in mind, we may analyze such a program in two ways: According\nto its purposes; and according to its administration.\nIf we think of its\npurposes, they are three: Protection, correction, promotion.\nThe first one, protection, includes medical and nursing service, all\nphysical and riental examinations and all efforts made for safe environment.\n‘This reaches into several academic and administrative departments.\nThe second one, correction, includes follow-up of all health examinations\nand adjustments of pupil schedules, and can only be effective through cooperation of every member of the staff.\nAnd the third one, promotion, includes every effort to give pupils a\nhealthful daily school program and a sufficient amount of the kind of\ninstruction to promote right attitudes and behaviors toward health problems. Again we reach into all departments.\nLooked at from an administrative point of view we have three different\ndivisions and again they extend in all directions:\nThe first one is health service. ‘This combines the services necessary\nto protection and correction and sets out six divisions of the work in terms\nof administration:\n. Health examinations\n. Correction of defects\nProtection\n\nagainst communicable\n\n- School sanitation and hygiene,\nHygiene of instruction\nop\nmean\nSafety and first-aid provisions\n\ndisease\n\nincluding food\n\nservice\n\n"}
{"page": 555, "printed_page": null, "text": "DEPARTMENT\n\nOF ScHoot HEALTH\n\nAND Puysicat Epucation\n\n551\n\nThe second one is health teaching and includes both specific and correlated subjectmatter courses, situations both during intra and extra school\nactivities and home cooperation.\nIt is impossible to find a member of the\nstaff who is not contributing here, whether consciously or not. These\nindirect contributions are the ever present ‘‘concomitant learnings” so\ngraphically presented by Dr. Kilpatrick.\nAnd the third one is physical education.\nAlthough these activities\nthemselves do not permeate the classrooms, still if they are to make their\nfull contributions to the health program, every member of the staff\nshould realize their significance and stimulate the right type of activity\nthrough interest and cooperation.\nThe subject of this paper, health teaching, falls into the second division of the administrative analysis of this whole program and is by far\nthe least developed part of the present situation.\nStandards and procedures are set up and quite generally followed, in health service in all\nof its branches and in physical education, but what to teach or how to\nteach it, are two problems still unsolved.\nThere are plenty of state and\ncity outlines of hygiene, both personal and community, but most of them\nhave the ear marks of being office desk productions, rather than having\ncome from the laboratory—the classroom.\nI call your attention, however, to a piece of work straight from the laboratory, built upon the solid\nfoundation of teacher participation.\nI refer to a tentative health program—junior high school, published by the Cleveland Board of Education. I particularly offer for your consideration the plan of organization\nfor the making of this outline, or course of study or as it is called, “health\nprogram.”\nQn its title page you see a junior high school committee composed of five teachers, one from each of five high schools in Cleveland.\nThis committee is responsible to a central committee of nine people representing administration, research, medicine, supervision, home economics,\ngeneral education, physical welfare and physical education.\n“The smaller\ncommittee is only one of a number of such teacher committees, the others\nhaving to do with elementary grades. ‘There is one added touch to this\nprocedure—the city employed a health consultant, who guided the committee work and acted as technical expert.\nSuch a set-up is right from\nevery point of view and eliminates, as far as possible, chances of going\nastray.\nAt the same time, it paves the way for an interested acceptance\nof the finished product because of widespread participation in its making.\nIt is interesting to trace back to the source material for the objectives\nand the methods for their development as set up in this Cleveland program.\nWe find that in 1922, at Lake Mohonk, for the first time a group\nof physicians, nurses, scientists and educators, met to discuss health teaching problems and the report of this conference laid the foundation stone\nupon which standards in health education were built.\nI wish there were time to set before you the subjectmatter on the 63\npages of this junior high health program in Cleveland, for it is all interesting, but there is only time to give you the lay out, so that we may see\n\n"}
{"page": 556, "printed_page": null, "text": "552\n\nNATIONAL\n\nTe\n\nEpUCATION\nSS\n\nASSOCIATION\n\na\n\nNine\nwhat these committees considered essential in teaching material.\nobjectives are offered for this comprehensive program, three of which I\nwill mention because they are related to our topic, namely: 1, To develop\nor maintain specific health habits; 2, to develop health knowledge; 3,\nto develop proper attitudes toward health, health practices, and life situations. ‘Then follows a statement to the effect that twelve subjects in the\ncurriculum have definite contributions to make toward these particular\nthree objectives—and they are listed as follows: (1) hygiene; (2) physical\neducation; (3) home economics; (4) general science; (5) social science;\n(6) vocational guidance; (7) shop; (8) art; (9) music; (10) English;\nHygiene, the first one listed,\n(11) foreign languages; (12) mathematics.\nis the time honored course which is usually held responsible for all health\ninstruction in secondary schools, and is sometimes found in one departIrrespective of who gives the course,\nment and sometimes in another.\nit must be built about the physical and health habit condition of the class.\nThis depends somewhat upon the economical and social status, and more\ndecidedly upon the previous school health experiences of the class.\nThe first thing to do then is to analyze the situation by having the\nchildren\n\nunderstand\n\ndiscovering the facts.\n\nwhat\n\nis needed,\n\nand\n\nthen\n\nwork\n\nout\n\na scheme\n\n“The mistake has too often been made\n\nfor\n\nof taking\n\nfor granted that all children need more baths, have too little sleep, eat\nthe wrong food, do not take sufficient exercise, and, above all, that all\nof this business is news to them just because they have reached a new\nschool, where, at last, they are to receive a good training. And what\nis a still greater mistake, exactly the same methods of going about this\nhealth training are used that have been so well developed for elementary\n\neducation because no one has had time to adjust the same old story to the\nnext, and the next, and the next, age levels.\nIt will always be necessary in secondary and college and university levels to do something about\npersonal hygiene, but that does not necessitate the same old checking\nsystem or poster making that we resorted to in the kindergarten.\nHaving\ndecided what hygienic measures need attention, the keynote of further\nwork should be the development of responsibility among the pupils and\nthis naturally demands scientifically correct knowledge upon which the\nchildren may base their choice of behavior for they are beyond the stage\nof doing thus and so because teacher asks them to, or because they will\nreceive a reward.\nMuch of this knowledge they should find in their\nscience courses, but in the hygiene course this information can be definitely tied up to the behavior problems, and furthermore, if for one\nreason or another, all of the children are not receiving the necessary\nscientific informational background, it should be the care of the hygiene\nteacher to supply the missing information, through the cooperation of\nthe science department. It is then necessary for the hygiene teacher to\nknow all units of instruction contributed from the various courses listed\nabove -and to hold herself to see to it that every pupil receives his due\nshare. This brings us to another side of the story: Administration, upon\nwhich hinges the success of a secondary school health program.\n‘The\n\n"}
{"page": 557, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL HEALTH\n\nAND PuysicaL EpucaTIon\n\n553\n\nvery fact that it reaches into all departments takes it out of the socalled\nsubjects and makes it necessary to treat it in some other way.\nThrough\na study of-secondary school health programs made three years ago by\nthe American Child Health Association, a plan was dicovered and has\nbeen elaborated, whereby one member of the staff is called a health counselor and is directly responsible to the principal for the duties of a\nhealth counselor, no matter to which department she may belong.\nShe\nit is (or, he it is) who has the health of the students really at heart and\nshe makes every effort to see that all school activities are so ordered as\nto best promote the health interests of all pupils. This involves a coordinating process between the medical and nursing service, the home,\nthe community and the whole school staff, not excepting all custodians.\nShe needs the backing of a strong committee, as well as the principal, and\nwill have to delegate much of the actual work, perhaps even the teaching\nof hygiene will fall to someone else, but with the right personality in this\nhealth counselor, health will become an underlying policy, not a fad which\nshows itself through spectacular stunts, but rather an inconspicuous force\ntaken for granted by everybody and accepted as fundamental in education.\nThe 12 curriculum subjects which the Cleveland committee found to\nhave contributions to make in health teaching, the first one, hygiene, is\nthe only one devoting itself wholly to our topic. In general terms this\nteaching should be based upon the health status of the pupils but no matter how far down the scale this status may be, the teaching should reach\nthe appropriate age level and be planned to carry the pupils at least one\nstep further toward the adult health knowledge goals set up by Dr. Livingston Farrand, as follows: An educated person should\n1. Know\n\nthe physiological\n\nand\n\nanatomical\n\nbasis for sound\n\nhealth\n\nhabits.\n\n2. Know the types and amounts and proportions of the various food elements\nessential to the proper nutrition of the body.\n3. Have an acquaintance with the principles of normal mental action and\n\nthe conditions underlying the more common variations from normal states\nof mind.\n4. Have a general understanding of the sex instinct in man, the stages of\nits development,\n\nits normal\n\nexpression,\n\nand the values\n\nand\n\npenalties\n\nattach-\n\ning to the expression of that instinct.\n5. Have a knowledge of the factors determining infection and resistance and\nof the principles of artificial immunization in the case of certain of the\ncommon infectious diseases.\n6. Have enough knowledge of the causes and prevention of the degenerative\ndiseases to offer a prospect of passing through middle life without a\nbreakdown.\n7. Know and therefore be armed against health hazards lurking in the environment.\n\n8. Appreciate\n\nthe necessity\n\nfor frequent\n\nmedical\n\nand\n\ndental\n\nexaminations.\n\n9. Have an intelligent basis for choosing wisely his medical advisors and for\nrealizing that the modern practice of medicine is grounded on science and\nnot on mystery, fancy and tradition.\n10. Have a knowledge of the important public health problems facing the\ncommunity, of the methods of attacking those problems, and of the results\nto be expected from intelligent community action in the public health field.\n\n"}
{"page": 558, "printed_page": null, "text": "554\nee\n\nNATIONAL\n\nEpucATION\nEE\n\nASSOCIATION\n\nee\n\nA course in hygiene should contribute to all of these adult goals, at some\ntime during school progress, but the proper selection of subjectmatter at\nthe proper time is as yet in the experimental stage.\nIn our list of contributory subjects, physical education is placed first\nas the one most often claiming the responsibility of health teaching, and\nyet when the analysis was made of the purposes of the physical education\ncourses among the 53 schools in our study, health was not included in\nthe category of the 93 different statements.\nTraining of posture was\nmentioned most frequently, 37 times, and strength, vigor and cleanliness\nwere mentioned 35 times, and these words were evidently set down to\nrepresent health.\nIn the Cleveland outline, 4 objectives are set down\nfor physical education: 1. To engage in big muscle activities, under wholesome conditions; 2. To develop specific skills; 3. To develop a social perIn the fourth\nsonality; 4. To develop positive health ideals and practices.\nof these objectives, we see the definite tie up to the instructional side of\nthe health program.\nHome economics is making a large contribution to the teaching of health\nin many secondary schools by including boys, through offering courses\nin household budget-making, and cooking, in giving dietary advice to all\nstudents who seek it and by using the school lunchroom as a project for\nevery student. We often talk of linking our teaching to life situations\nand yet we neglect the most obvious ones at hand.\nIn its direct teaching, this department uses health as one of its main objectives and is essentially a health teaching unit, but the small number of students reached\nby home economics is unfortunate and limits the place of this subject\nin the health program.\nGeneral science was considered a basic subject to health teaching in 25\nof the 53 schools studied. The following units of instruction are offered\nby the Cleveland science teachers as contributing to health knowledge:\nAir, water, weather, the solar family, elements and compounds, energy\nand force, machines, heat, light, sound, electricity, rocks and soils, plants,\nanimals, foods, and sanitation. It is perfectly obvious that a certain portion\nof the instruction on these subjects can readily be associated with health\nproblems and still the unity of the course be adhered to. Social science\nhas been analyzed in the same careful way and through the interdependence\nbetween groups of people through the study of economic and industrial\nconditions, and of the relation of mental attitude to governmental problems we see again a direct contribution made easy by association.\nVocational guidance, through its discussions on success, habits, personality, etc., is a large factor to be taken into account.\nShopwork is either consciously or unconsciously demonstrating many\nhealth problems and. art and music contribute to mental health through\nappreciation of the beautiful and they both have concrete contributions\nto specific health projects.\nEnglish and foreign languages, through biographies and the use of topics for discussion or writing, have endless opportunities, while mathematics is full of resources in all sorts of health prob-\n\n"}
{"page": 559, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL HEALTH\n\nAND PuysicaL\n\nEpucation\n\n555\n\nlems of an investigating nature, with the formation of telling graphs as\nthe climax.\nBut just fancy a correlating mass of subjectmatter such as\nI have hinted at, without an all-powerful correlator to harness it together,\nand make it a unified block of instruction. We would have even a worse\nsituation without a guiding hand, than we have when none of the subject\nteachers are at work trying to correlate.\nThe danger of duplication ad\nnauseum and of contradictions ad liberatum, spring to mind. <A health\ncounselor needs to be very wise indeed to steer these many forces in the\nright direction.\nIn the high school, if such a thorough teaching program\nhas already been carried out during the junior high period, we still have\nthe personal health problems to solve, but increasingly, as the age level\ngrows higher, should these problems be handled as personal rather than\nas class problems; which means that more of the time of the health counselor must be given to case work for which she needs to know social service\nmethods.\nAnd class work can center more around Dr. Farrand’s 3rd,\n4th, 6th, 9th, and 10th health knowledges, which have a bearing on mental\nhealth, on sex problems, on prevention of degenerative diseases, on basis\nfor choice of medical advice, and of community action in the public health\nfield.\nThe special subjects cannot afford to lessen their contributions but they\n\nmust be kept informed by the health counselor of the status quo of the\npupils and build accordingly.\nIf anyone here wishes to know what a cross\nsection of the secondary schools of this country have done in their work\nto solve this problem of a comprehensive program, they may read it in\nthe report of the study already referred to—Health Trends in Secondary\nEducation is its name and it may be purchased from the American Child\nHealth Association for $1. This publication is more than a report because experts in the various phases of a school health program have contributed their opinions in the light of their experience.\n\nThis paper has only dealt with the instructional side and has not even\ndiscussed\n\nmethods,\n\nall of which\n\npoints to the fact that having health as\n\nthe first objective in secondary education is not to be lightly treated, but\nthat on the contrary, we need further studies, investigations and research\nbefore we can point with pride to our achievements.\n\nPROBLEMS\nCORA\n\nT. HELGESEN,\n\nIN\n\nA SCHOOL\n\nSUPERVISOR\n\nOF\n\nSCHOOL\n\nHEALTH\nNURSES,\n\nSERVICE\nMINNEAPOLIS,\n\nMINN.\n\nEducation gives to the individual that most precious of all possessions—\nskill in the art of living. If we would have those entrusted to our care,\nlive most abundantly, greater emphasis must be given to that most important objective of education—health.\nHealth service means not alone health supervision but health protection,\nIf the health of those attending\nhealth promotion and health education.\nmay receive the greatest benethey\nthat\nso\nmaintained\nbe\nto\nis\nour schools\nfit from the schools and be prepared to live fuller, richer lives, more) at-\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNatioONnAL EpucaTION ASSOCIATION\n\ntention must be given to this phase of education.\n\nI believe that the keynote\n\nDepartments of hygiene,\nto a successful health program is cooperation.\na responsibility, a duty,\nhave\nall\nteachers, parents, and boards of education\nthe combined efforts\nOnly\nshirk.\nnot\ndare\nthey\nwhich\na moral obligation\nNo personal belief, whether it\nof all of them will make for efficiency.\nbe religious or cultism, should be allowed to become a factor or enter as\nMedical supera factor in the appreciation or control of material things.\nas any\ncurriculum\nthe\nof\npart\na\nmuch\nas\njust\nvision should be considered\nother activity and should therefore receive the same careful consideration\nthat is given to courses of study in geography, mathematics, history, etc.\nLet us now consider the problems which face those whose primary interest\nis the school child.\nThe classroom teachers have a most important function to perform in\nany health program since they observe the pupils more frequently and for\nlonger periods than other members of the school personnel.\nFor this\nreason it is essential that teachers have or secure a suitable background\nof information on which to base observations and actions if they are to\nprotect and preserve the health of their pupils. “The teacher’s opportunity to render effective aid in school health service does not end in\nher ability to detect those physically and’ mentally unable to continue\nsuccessfully in the schools.\nShe must be a teacher of health as well; -she\nmust help her pupils by sound example and skillful guidance to acquire\nhealth habits and wholesome attitudes toward health.\nShe must provide\nand lead them into experiences which favorably influence habits, attitudes\nand knowledges relating to individual, community, and racial health.\nIt is not my intention to discuss the teacher’s technic in arousing interest in health, but this I would say, that the child should be provided\nwith a program which observes the subject used in correlation with health.\nTo be effective, teaching should be positive rather than negative and it\nshould be done directly rather than through devices. Every teacher a\nhealth teacher—a health example is a good slogan.\nThe problem of providing the child with healthful school environment\nis an important one.\nIt is the duty of the school authorities to see that\nbuildings are properly constructed and equipped and that playgrounds\nand toilet facilities are provided according to uptodate and approved standards. The hygienic maintenance and management of grounds, plant and\nsupplies is of primary importance.\nThis is not generally a problem in city\nschools but in small towns and rural communities it is often not given\nproper consideration.\nParents must be made to realize that only when body as well as mind\nis sound and healthy does one live the fullest and richest life. It is an\nobligation of parents to keep their children well. The school has the\nright to expect healthy products to educate.\nToday they ate not realizing\nsthat expectation for it is said that 90 percent of the six year olds who\nenter school are defective—bundles of parental neglect. The school is\nnow proposing the setting up of standards of what a healthy child should\nbe. Parents must be educated to appreciate these standards and taught\n\n"}
{"page": 561, "printed_page": null, "text": "DepARTMENT OF ScHoot HeattH AND Puysicat Epucation\n\n557\n\nhow to attain them. They must be taught how to recognize signs of\nhealth in the growing child; they must learn how to preserve his good\nhealth. They must learn how and be willing to cooperate with the\nschool in the correction of remedial defects and a control of communicable disease and the effectiveness of immunization.\nPrejudice is a tool of the ignorant and a very difficult tool to supplant,\nbut through intelligent and accurate information by means of conferences,\nhome visits, bulletins, the press and radio, we are seeing the light.\nOne of the objectives of a health service is to maintain at a high\nstandard of excellence the health of those attending the schools. This\nis vitally necessary if children are to receive, without handicap, the\ngreatest benefit from the schools, and go forth into life with health and\nstrength.\nTo accomplish\nthis objective, it is necessary to discover those\npupils who are physically or mentally handicapped and therefore unable\nto successfully complete the educational program offered. \"The detection\nof defects is but the beginning.\nMore important is the remedial work\nwhich should rightly follow.\nIt is not the defects discovered that count\nbut the defects corrected.\nMedical supervision is of small benefit if\nthere are no worthy results from its findings.\nTherefore there should be for every school child a continuous health\nrecord.\nIt should be identified with the record of general school progress.\nI believe that the consciousness of the close correlation between\ngood health and high scholastic standing would stimulate parents’ interest in health more than any other one factor.\nThe physician is sometimes a most serious problem.\nHe holds a most\nstrategic position in the education of the community if he would but use\nit. The school nurse is often accused of usurping the functions of the\nphysician.\n“This is due, no doubt, to a traditional prejudice which has\ndevastating reactions on enthusiasm and endeavor.\nThen again the cost of medical care is a serious economic consideration.\nThe poor and the rich are the only ones who can receive proper medical\nattention without jeopardizing the family budget. The great middle\nclass, those of moderate means, are less fortunate.\nA five-year program\n\nhas just been launched on the cost of medical care. This committee will\nendeavor to analyze the present intricate and confused situation in the\nfield of medicine, to execute studies which will point the way to more\nefficient service for all the people, and to formulate wise recommendations on the basis of facts revealed.\nAll who are in public service will\nlook forward to this solution, as this cost of proper medical care often\nprevents the experiencing of the joy of positive health.\nIf you have a school nurse she will bring to light many of these probShe is the\nlems and assume the responsibility of attempted solution.\nambassador of health, with courage, perseverance, patience and a will to\ndo, and success is bound to follow her efforts. She is the “lady with the\nlamp,” bringing illumination from the profession of nursing to the field\nof education.\n\n"}
{"page": 562, "printed_page": null, "text": "NATIONAL\n\n558\n\nPRINCIPLES\nMABEL\n\nC.\n\nEpuCATION\n\nEDUCATION\n\nIN HEALTH\n\nBRAGG,\n\nASSISTANT\n\nASSOCIATION\n\nSUPERINTENDENT\n\nNEWTON,\n\nTRAINING\nOF\n\nSCHOOLS,\n\nMASS.\n\nIt is probably in the minds and hearts of all of us who work with the\nchildren, to help them to find each day a better life than we have ever\nknown—a finer spiritual life, a keener mental life, and a stronger, more\neffective physical life.\nWe know today that to the traditional knowledge and skills, there\nmust be added habits, attitudes, and character training that will influence\nbehavior, if we believe that education means in addition to its former\n\ncontent desirable changes in behavior.\nIt is probable that the schools are doing their work better today than\never before, and everywhere trained men and women are seeking help for\nthe improvement of their results.\n\n“The schools can be trusted to continue\n\nto train the children along academic lines, while every teacher worthy\nof the name is now, as always, concerned with the character development\nof her pupils. She wants to learn better how to do it.\nBecause of the great expenditure of money that is now required for\nthe present day education of so many more children in the United States,\nand because of the consequent cry of economy in many quarters, we must\nseek better and better ways for carrying on our work.\nWe must make\nour teaching as valuable, as effective, as possible.\nOut of this necessity has come the study of the individual child in\norder that we may better understand his mental, physical, and emotional\nlife, and as a result of this study must come the adjustment of our teaching to his needs and the necessary help toward the removal of all obstacles to the best educational and economic results. We are all desirous\nthat attitudes shall be better, that interest shall be more keen, that\nabsences shall be less frequent, that schoolroom conditions shall be right,\nthat the school day shall be planned for the health and happiness and\nsuccessful achievement of the children and the teachers.\nOne great help toward these results is Health Education in the schools.\nHealth is now generally believed to be one of the most important objectives of education.\nThe Great War showed its need. We were\nshocked when we learned that about 33 1/3 percent of the children of\nthe country were not growing as they should grow and were more than\n10 percent below an accepted standard of weight.\nWe had taken the\nchildren as they came and never dreamed that much could be done about\nit. Indeed we did not believe it could be true of our own communities.\nWe could not accept the fact that such obstacles to the increased happiness, efficient vigorous living, and social progress of our children existed.\nThe Child Health Organization, which has since become the American\nChild Health Association, sent forth a slogan—Scales in every school—\nand, helped by the government, provided charts, standards, and materials\nfor teaching health through which they sought to arouse the teachers and\n\n"}
{"page": 563, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH\n\nAND PuysicaL Epucation\n\n559\n\nparents of the country to study the growth of the children and improve\ntheir health habits.\nWhen people began to object and experts protested in print against\nweighing and measuring the children in the schools, saying that the work\nof the teachers was not sufficiently accurate for scientific research, it was\nDr. L. Emmet Holt, one of the early powers in health training in the\nschools, who said, ‘““The purpose of weighing and measuring children is\nnot to collect statistics but to interest the children themselves in health\nand growth—and this it is found to do. Not only does it interest the\nchildren, but it means a new point of contact for helpfulness on the part\nof the teacher and interested cooperation from the parents.”\nIn all my experience of sending home the weight cards each month,\nI know of only one mother who informed the principal that she was not\ninterested in the weight of her boy. ‘This wise principal in return answered, “I am, he may bring his report card to me each month and I will\nsign it.” That mother allowed the principal to sign her child’s card\nfor three months.\nAfter that she attended to it herself and has never\nsince failed to cooperate.\nToo much importance must not be attached to weighing and measuring.\nThere are other criteria.\nThis one, however, can be used as a valuable\neducational influence to interest the people in health education activities\nin the schools. The health of all the children had formerly been trusted\nalmost entirely to other agencies, but results proved that much still remained to be done—and judging by the conditions of many of the children discovered in our schools, here was another opportunity for the\nteacher to help in the physical as well as the intellectual achievements\n\nof her children.\nAll kinds of excellent beginnings were made.\nNone of us knew how\nto do it and we have learned much by the trial and error method.\nWork\nwas begun intensively in some places with the undernourished children\nand special classes were formed.\nMuch good work was accomplished\nbut the rest of the children continued with no attention and no changes\nin their health behavior.\nThen in some places the responsibility was placed on the physical\neducation departments.\nThey rallied well to the new demands made\nupon them but they were among the first to know that theirs is not the\nreal responsibility for health education, generously as they contribute\nthrough plays and games, corrective work, outdoor mindedness, and posture.\nSome of us school people still enjoy the word—posture.\nThe history of the movement through the last ten years reveals also\nthe increasing interest and valuable contributions of the nutrition worker,\nthe home economics teacher, the general science and civics teacher.\nMuch\ntraditional school subjectmatter has been illuminated by this new hope\nof trying to teach children and ofttimes through them the adults, better\nhow to live and work and play. As through learning and experience they\n\n"}
{"page": 564, "printed_page": null, "text": "560\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nknow the meaning of honesty, industry, and judgment so they grow into\nmore desirable behavior as the result of choice.\nHealth education means not only better care of the delicate child and\nspecial attention to the one with physical defects, but it means a higher\nIf we are hoping to change the health\nstandard of health for all children.\n‘This is one great opporhabits of a people we must train the children.\nWe who care much about\ntunity of the future, as yet scarcely touched.\nestablishing this work in the schools wish to promote and establish fundamental habits of healthful living, to develop satisfactory attitudes toward\nall health practices, to stimulate the acquisition of health knowledge, and\nto arouse enthusiasm for the higher standard of individual and community\nwellbeing. We wish to help the children to a sense of personal responsibility. All this means increased happiness, efficient, vigorous living, and\nsocial progress.\nSince the new education necessitates that the teacher know her children\nmentally, physically, and emotionally, fortunately to the schools came the\nopportunity of working with the home in the health education of the children who come to school expecting to be taught.\nIn the communities\nwhich have already organized physical education, health examinations and\nnursing service, the teachers have a very desirable setting for an ideal\nhealth education program.\nLacking these, the important factors—the\nteacher and the children—are still present.\nIn every classroom there is\nnecessity and abundant opportunity for effective health teaching.\nSimple\nbeginnings may lead in time to the development of a relatively complete\nhealth program by interesting the children, training them in their choices,\nsecuring the cooperation of the parents, and arousing the interest of the\ncommunity.\nIn order to accomplish their purposes all interested teachers will make\nfull use of the physical education activities as an aid and incentive to mental\nand physical health, arrange as far as possible for healthful classroom conditions, cooperate with the parents and help them to understand the school\nhealth program, help in the control of communicable diseases, encourage\nand help to secure the correction of physical defects and use the educational possibilities of all health services and social agencies.\nIt is often a\nrevelation to the teacher to discover all the agencies in her community\nthat are ready to help her.\nThis means a far look into the future as well as the removal of hindrances to the work of the day. It means vision and understanding and\n\nadjustment.\n\nIt does not mean\n\nthe introduction of an entirely new sub-\n\nject, but it does mean the carrying on of the familiar activities with a\nnew emphasis and the cordial acceptance of the new activities. Through-\n\nout the school day the life situations and the various school subjects provide many opportunities for the emphasis of health education.\nIt is most\nencouraging when we consider it carefully, to discover how much principals and teachers have always done for the health of the children.\nIncidental teaching it has been, but often very effective results have been se-\n\n"}
{"page": 565, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL HEALTH\n\nAND PuysicaL Epucation\n\n561\n\ncured.\nThese same principals and teachers working with the nurse and\nthe school doctor, the parents, the dentist and now with the children\nthemselves can accomplish wonderful results in direct health teaching.\nMany a teacher has found herself, widened her interests, enriched her\nteaching, and. grown steadily toward a finer and higher level of living\nthrough her work in health education.\nIt has resulted in higher standards\nof health for herself and greatly improved physical and mental condition\nwith much greater emotional stability.\nIt may be that through our health work with our children we may\nlearn to take better care of ourselves, to obey the health rules we preach\nand so become the radiant happy creatures we now so often fail to be\nbecause we offer ourselves a sacrifice on so many altars in our devotion\nto the over-work we so often vainly consider efficiency.\nThere are two wellknown ways in which a school health education program can be begun and carried on.\nHealth education teachers can be employed and upon them will rest the responsibility of developing the course\nof study, furnishing and material, teaching classes regularly, winning the\nteachers and all the special health services—medical, nursing, dental, school\nsanitation, and physical education—and working out a harmonious procedure.\n“This looks almost impossible unless he or she has much administrative authority and has all the characteristics of a saint. Such people\nare rare!\nIn universities and normal schools in answer to the demands made upon\nthem, teachers are being trained for health education positions.\nIn many\nplaces grade teachers are also being prepared as never before to care for\nthe physical and emotional life of their children in order that all teaching\nmay be more effective.\nIn those communities where the school administrators have been roused\nto the value of the work, it may be approached from two points of view.\nA program can be worked out and presented to the teachers and as it is\nsupervised more or less closely the results will be influenced.\nIt seems\noften only one more thing to do in an already full day. Another point\nof attack may be made under the direction of some administrator—superintendent, assistant superintendent, or principal—when the teachers are carefully chosen and helped to work our certain health education experiences\nTheir attitude, their enthusiasm and cooperation are\nwith their children.\ncan be given summer school scholarships to seThey\nobviously assured.\ncure training and helped in every way with such material and direction\nSo much good maas will greatly improve the quality of their results.\ntextbooks for the\nGood\nterial is free that the expense need not be heavy.\nreaders\nsupplementary\nas\nor\nchildren to serve as basal books in hygiene\nare available.\nAt this point it is important that the plans be interpreted to the parents,\nthe family physicians and dentists. The principal can be of great help\nin such interpretation because of his influential position in his community.\n\nIt may sometimes\n\nbe necessary\n\nfor some\n\none from the central office to\n\n"}
{"page": 566, "printed_page": null, "text": "NATIONAL\n\n562\n\nEDUCATION ASSOCIATION\n\ncarry on a campaign of education for parents wherever opportunity occurs.\nGetting\nWhen people begin to be interested, many invitations come.\nhealth\na\nof\npart\nvaluable\nvery\na\nis\npeople,\nof\nkinds\nall\npeople,\nwith\nalong\neducation program.\nWhile these units of work are being carried on in the schools and the\ncommunity, gradually certain definite activities may be extended into all\nthe schools and thereby the interest of all the teachers and children be\nenlisted.\nAfter a time the program will come to include the following activities:\n1. Regular\n\nmeasuring\n\ntwice\n\na year\n\nand weighing\n\nonce\n\na month\n\nby each\n\nroom\n\nteacher.\n\n2. Mid-morning milk luncheon, served by ten o’clock, that the noon meal may\nnot be interfered with.\n3. Development of health habits, attitudes, and knowledge according to the age\nlevel of the children.\n\nThe simplest habits yet suggested\n\nare “The Rules of the Game,’\n\ndealing\n\nwith sleep, food, play, and cleanliness.\n,\n4. Physical education especially in its relation to outdoor mindedness, play and\ngames, posture, and corrective work.\n5. Health examinations once a year when possible, and follow-up work by nurses\nand teachers for the removal of defects.\n6. Reasonable correlation with other school subjects.\nOpportunities are many\nin drawing and hand work, arithmetic, language, reading, and social studies.\nHealth like character training has many opportunities.\n\n7.:Controlling\n\nthe hygienic conditions\n\nin the building\n\nand\n\non the playground.\n\nThis includes help from the janitor and helping the janitor.\n8. Daily inspection or appreciation as check-up work. A mirror in every schoolroom is a great help in this as well as in speech teaching.\n9. Teachers establishing and maintaining their own health, often the keynote\n\nof it all.\n10. Celebrating Child Health Day as Health Recognition Day, recognition of the\nsplendid work done by the children, the teachers, and the parents with the help\nof the whole community.\nThe badges and banners are greatly desired. They\nmean achievement and become precious possessions.\n\nAll the activities can seldom be safely established at once.\nWe must\ngrow into them as new needs arise. “The plans must be flexible according to the conditions in different districts and the needs of individual children. New teachers coming into a system must be trained to an understanding of the program.\nSuch timely help is of great value.\nThe physical education teacher as well as the nurse and subject supervisors also are invaluable as they go into the schools as influences in the\nhealth program as people who appreciate achievement and give it due\nrecognition. ‘They rejoice with the children when they weigh about what\nthey should weigh and even more, for insurance—“money in the health\nbank” they call the extra pounds, within limitations of course. They are\ndelighted when. the sleep, vegetable, fruit, and cereal charts indicate real\naccomplishment.\n‘These all invite approval and commendation as do\ncleanliness scores and all other health achievement recognitions.\n\n"}
{"page": 567, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH\n\nAND PuysicaL EpucaTion\n\n563\n\nFor those children who have not yet succeeded, sympathetic understanding of the situation and continued encouragement, even sometimes financial\nhelp, are necessary.\nThe Junior Red Cross, Tuberculosis League, local\nagencies, and generous individuals will always help the children. Just\na suggestion that ‘‘Here is something you can do for a child” is all that\nis needed.\nThe health examination each year, sometimes called the thorough medical examination, is recommended for us all. The children can be taught\nto believe that the doctors are coming to find as many perfect children\nas possible.\nIt can be made a great educational influence.\nOne teacher\ngot her children ready for it last fall instead of waiting until afterward to\nurge in cooperation with the nurse the correction of all known defects,\nwith the result that it was necessary to send home no notice concerning\nany child in that room.\nThat idea was so contagious there will be many\nteachers who will get the children ready for the doctors next fall. It is\na revelation of the power of the teacher to discover how much'she can\nhelp in follow-up work by listing in a conspicuous place the corrections\nof defects as they are taken care of, especially those of teeth, tonsils and\nadenoids, eyes, and posture.\nIn some rooms 100 percent of the defects\nhave been corrected, and this is the ambition of many splendid teachers.\nSchool work can be much better done, much less of our teaching of the\nchildren is wasted, everyone is much happier, the behavior problem is\ngreatly reduced—when the defects of both teacher and children are corrected and these hindrances to learning and adjustment are removed. This\ncombined with the establishment of health habits, the enjoyment of health\nknowledge, and the continuation of health practices, promise us all an improved quality of life, and thereby a hope for a keener mental life, a more\nefficient, vigorous physical life and a finer spiritual life. We are all in\nneed of guidance in living. Health in education and education in health\nis a significant slogan.\n\nCONTRIBUTIONS OF PHYSICAL EDUCATION\nGENERAL EDUCATION\nJ.\n\nB.\n\nNASH,\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nTO\n\nCITY\n\nPhysical education is one of the administrative arms of education, one\nof the channels through which educational objectives are obtained.\nNo\none of the administrative arms of education can have objectives which\nare bigger or beyond the aims of general education, thus physical education,\ncommercial education, music education, and so forth, merely refer to types\nof activities through which educational objectives are obtained.\nPhysical education has labored under a handicap, because in the minds\nof many people, physical education has been looked upon as education for\nMany of the\nthe physical rather than education through the physical.\nor the\nphysical,\nthe\nfrom\nmental\nthe\nseparate\nto\nattempted\nold philosophies\nIn many of the\nbody from the soul, or the intellect from the reason.\n\n"}
{"page": 568, "printed_page": null, "text": "EDUCATION\n\nASSOCIATION\n\nNATIONAL\n564\nwoe\nee\nap\n\nphilosophies the body was the dead weight which held down the mental and\nconstantly impaired the finer qualities of the spiritual. In spite of ourselves this confusion still exists, and physical activities are looked upon as\nHerbert S. Jennings of Johns Hopkins\ndistinct from mental activities.\nto the fact that “physical and\nattention\nour\ncalls\nforcefully\nUniversity,\nmental are bound together in their development—they are diverse aspects\nof one and the same thing. If you change one you change the other, if\nyou blight one you blight the other.”\nThe physical side of the child is visible, you can watch it grow, or you\ncan watch it blight. The mental or the spiritual is invisible and it may\nor it may not leave it marks upon the physical. The two, however, condition each other. All willed activity must have its mental counterpart and\nall mental activity has its physical reactions.\nWhat types of socially desirable educational changes can be best made\nthrough the medium of physical education activities?\nIt cannot be assumed that any of the objectives of education will be contributed to solely\nby one administrative arm of education, but it may be that one administrative arm has more contributions in one phase than others.\nIn that light\nlet us discuss physical education.\nHealth as a major objective—There will probably be few of you to\ndissent from the statement that health is one of the major objectives of all\neducation.\nCare must be taken not to claim too much for physical education as there are certain elements which determine the health of the\nindividual which are beyond the control of any of the arms of education.\nPhysical education should not be looked upon as a curative measure.\nYou\ncannot prescribe an exercise for typhoid, tonsillitis or chicken pox, and it\nis questionable whether physical education sets up any general immunity\nto these diseases—at least in this article none is claimed.\nMembers of the physical education profession and members of the\nmedical profession have claimed that physical education has no relationship to health, but are willing to concede that it has a real contribution\nin connection with physical fitness.\nI am willing to accept this distinction, although to my mind it is a distinction without a difference.\nIf\nhealth is to be defined as that condition of the organism whereby the maximum amount of physical efficiency will be available in performance of\ncertain tasks, then health is a scale extending from zero to infinity and\n\nthe place on this particular scale will vary from hour to hour, day to day,\nand year to year. ‘The place of health on this scale will be partly determined by heredity, partly by environment, and partly by the selfdirection of the individual.\nElements which determine the place on the scale:\n1. Heredity—This\n\nelement\n\nin the\n\nsituation\n\ncannot\n\nbe\n\nchanged—it\n\nmust\n\nbe\n\naccepted.\n\n2. Building of capacity—In the light of hereditary possibilities each individual\nhas a maximum capacity which can be built up through activity in properly selected exercises.\n\n"}
{"page": 569, "printed_page": null, "text": "DEPARTMENT OF SCHOOL HEALTH AND Puysicat Epucation\n\n565\n\nHow does exercise build capacity? This is an important matter for the\nphysical educator to understand.\nIt involves the problem of training and\nthe same problem is present in the training of a “filly” or the training\nof an athlete. Observation will show us many types of localized capacity—take for example, the typist who is able to spend day after day\nat the machine, having built up capacity in the muscles of the fingers and\nthe arms, or take the localized capacity of the player of a wind instrument.\nA more general type of organic capacity is seen in the postman who\nis able to cover his twenty-five miles daily with little sign of strain. All\nthese types of capacity have been built up little by little through physical\nactivity.\n°\nThis capacity must be built in youth and it is applicable where one has\nto resist long hours of fatigue in connection with executive management\nof big business, or if he becomes a mountain climber, an artic explorer,\na college professor or a laborer.\nThere is no royal road to the building\nof capacity—it must be built through exercise.\nFrom the standpoint of the child the following of health rules means\nsacrifices.\nThe abstaining from the piece of candy between meals is a\nsacrifice, likewise going to bed early. Even though every act of the child\nis supervised by parents and teacher, the time will come when this supervision will be at an end and the child will have to be on his own.\nThe simple conclusion is that the child will follow health rules if he\nwants to, and he will want to only if he realizes that they have something\nto give him, namely, that they will be an asset in doing the thing he wants\nto do. This for years has been the principle of the training table in\ncolleges.\nVisualize the college junior—you can always tell him, but you cannot\ntell him much.\nIn his own eyes he represents the apex of all the civilization of past centuries—the point of departure for all hope of the future.\nHe steps carefully about the campus for fear of crushing the large buildings and freely expresses his opinions of everyone, including “dad and the\ntrafic cop.” Imagine this young man presenting himself to the training\nsquad and saying, “I want to play football.”\nThe coach looks him over\n\nand says “‘all right, bring your suitcase down.\n\nFrom now on until the end\n\nof the season I am going to tell you how many hours you sleep, when to\ngo to bed, when to get up, what to eat for breakfast, lunch, and dinner,\nhow many rides to take in automobiles, how many dances to attend, and if\nyou violate one of these rules out you go,” and this young man with the\nexalted ego, salutes and says, ‘Yes, sir.” Why does he do it? Why\n\ndoesn’t he talk back to him like he does to the traffic officer?\n\nBecause the\n\ncoach has control of something that young man wants to do. He submerges his personality and the things that he generally wants to do and\nthat the other boys are doing, because he wants to do something else more.\nThis principle must eventually be the principle for the establishing of\n\nhealth habits.\n\nThe child must see the relationship between the thing that\n\nhe has to do in the way of a health habit and the thing he wants to do.\n\n"}
{"page": 570, "printed_page": null, "text": "NaTIONAL\n\n566\n\nEpuCATION\n\nASSOCIATION\n\nNow what do children want to do? A canvass of thousands of children\nshow that they want the satisfaction which comes from approval of the\ngroup, just as adults do, and at this age approval is given largely because\nThe child wants to run faster, jump higher, climb\nof physical prowess.\nso forth. They want to be Babe Ruth’s and\nand\nquicker, hit farther,\nIf you can help them to be the thing they want to\nCharlie Paddock’s.\nbe they will follow any rule you set down, and the more severe it is the\ngreater will be their joy in following.\nPhysical education then has a definite contribution to make in the field\nof the establishment of wholesome health habits because it is in the field\nof physical education that children want to achieve and én that field health\nhabits can be established.\nThe relationship of joy to health—We are just beginning to realize that\nhealth, bodily health, cannot exist except in the presence of joy. Jennings\nreminds us: ‘‘When the organism is taken up with intense emotion, particularly painful emotion, digestion stops, execretion stops, growth stops,\nrespiration almost stops.”\n:\nThe emotions of fear, worry, lonesomeness, homesickness, anger, etc.,\nhave a similar effect. The positive side of this picture is the absence of\nthese emotions, which is represented by just old-fashioned happiness.\n“The\none way to rid the organism of these emotions is to promote joy. It is\nof little use to say to the person who is worried “Don’t worry,” or to the\nperson who is lonesome “‘Don’t be lonesome,” but both of these can be\neliminated by the promotion of joy. Hence, physical education through its\npromotion of play activities has a big contribution to make in connection\nwith the promotion of joy which alone can insure the absence of intense\n‘emotion which hinders growth and stops development.\nImpulsive development—In addition to making a real contribution to\nhealth through the development of organic capacity, the stimulation ot\nhealth habits in the lives of children, and the promotion of joy, physical\neducation has a real contribution to make in connection with the training\nof the impulses.\nIn the games of childhood and youth the most powerful impulse tendencies of human nature are exercised.\nCharacter traits are developed.\nIn the social situation surrounding the game the temptation may be strong\nto be unsportsmanlike and violate the rules for the sake of winning, it\ngood leadership is lacking.\nProbably the first time a child distinguishes\nright from wrong is when other children point at him and say, “You\ndidn’t play fair.” Playground activities offer a tremendous range of opportunities for guiding the development of the impulses in an approved\ndirection.\nIt will not be possible for me to go into the contribution which physical\neducation\n\nhas made to intelligent training, but I will merely hint at the\n\nfact that it is in the child’s play activities that the basis is laid for his\ninterpretive thinking.\nMight I remind you that words never carry mean-\n\nings?\n\nThat is readily realized when you think of listening to a foreign\n\n"}
{"page": 571, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL HEALTH\n\nAND PuysicaL\n\nEpucaTion\n\n567\n\nlanguage.\nIn order for the words to mean anything to you they must\nstir meanings in your own life. Words, then, don’t carry meanings, they\nstir meanings and those meanings must be built up by experience. It is in\nearly play life that many of these experiences are built up.\nThe directors of physical education of this country must determine\nwhether or not we are to be merely an exercise group of people, as we\nhave been too largely in the past, or whether we are to be a group of\neducators taking our place in the great field of education, striving to make\nsocially desirable changes in the lives of children, so that they may not only\ntake their places physically strong, but with an emotional “want” to give\nto their groups, the communities in which they live, a little more than\nthey expect from them.\n\n"}
{"page": 572, "printed_page": null, "text": "is\n\n\"i\n\nd 1p\n\nnian:oth vert, winwop itdi\n\nae 26. algoag, 10, quer, at ae\n\nho,org\n\nod od, 16\n\not anv\n\nyf y9dt9¥\n\nTe\n\nsoir, i oi\n1kae 995 i\n\n) Jon. qemu, wailssads. oear lig\n2-40 eavil\n\ni zagnarly,\n\nPot “anew” lanojsoms na biw qd, fide tas he\noem eae 6.2 yada, doidy a “mm\n\nhea\n\n<2\n\neszgl vied,\n\nFenn\n\neIALS\n\nle\n\n:\n\nbial,\n\nbexdiiv\n\npriuvsis\n\nwa”\n\n:\n\n“I ty. Ra ben oaht\n\nhenle\n\naq\n\n--¢\n\n-\n\na\n\ncantor <a recep\n\nMY ke the Cfegwac:\n\n‘iyi\n\npulnfa\n*\n\ncmon\n\nGypattins\n\nati\n\nSiG\n\naback\n\njt,\n\n:\n\n~\n\n>\n\nGros\n\n‘\n\nnit\n\nae ane\n\nre. cane\n\nti\n\na\n\nte\n\nWuh\n\nmies\n\nesppeticd: shone\n.\n\n~*~\n\na\n\ni\n;\nY\n\nti\n\n‘\n\n“ah\n\na:\n\n4\n\nPt\n\n7\n\na\n\n{\n\n:\n\nHTS.\n\n3\n\nuy\n\n= i,\n\naep\n\n>\n\n:\n\nnee :<2 hypJom :\n\nSi\n\nel\n\neee eee\not 'Siete\nrile Motte”, MPa’ ts nay\n\n:\n\ni\n\n‘\n\nfis\n\nrth\n\n-\n\n4\n\nst be\n\niesveaoiie, * dure fact, ~ :\n\nF-4\n\nHew\n\nss\n\nphyruce\n\ncai\n\noy\n\na\nKes ie\n\npew @ ig Cogpeiborion whagike 7h\neT),\n\neee\n\nre\n\nwéulsi\nf\nry\n\n(pants\n\nlone ea\n\nafer!\n\note\n\ntheure\n\nthe abe ane\n\ndr’ claganenc.\n\n¥\n\nic\n\n213\n\na oP\n‘i\n\n1: abditeon: %6 sraking os PRL. CORN\nomAaeEsOb 08 Grywnic:\ncapacuy,°\ntte ots\n\net\n\nioey\n’\n\nich\nrare\nrough\n\n¥\n\n~,\n\ngow\n\n§ chidised,\ns\n\nb¥scem\n\n=\n\nte\n\naod\nmake\n\n‘\n\n:\n\nm\n:\n\n“+,\n\ntig sea\n\nOm\n\nrith\n7\n\n4\n\nKOT)\n\nihe\n/\n\nthe\n\n2e\n\ndue\n\nTH\n\nsd\n\n,\n\nos\n\nf\n\nVoct\n\nht Sei\n\n-hapectrs\n\ntre\n\nate\n\nde ace\n\nth\n\ninou\n\n=\n\nSo \"pre\n\nwe,\n\ngather:\n\noo\n\na\n\n<\n\ntm\n\njeer\n\nprémutioctival\nCorer\n\n=\n\nSOIR\n\n’\n\nthe\nen\n\n‘\n\nha\n\n‘\n\nhee\n\ni} -\n\nofsex\n\n>\n\nchilitenm\n\nwt\n\ngrant:\n\ny\n\n_\n\nie\né\nte\n\noh\n\n.f\n\n‘ase\n\ning\ncy\n\not\n\nperaleyl\n\n=\n\n:\n\n4\n\n20 bien\n5\n\n=)\n\nt\n\n+e\naby\n\n7\n\n;\n\ni\n\nn\nb:\n\n‘\n\n-\n\nbd\n\nj\n\nri\n\nt\n\nrs\n\n;\ni\n\ninaltte\n\n‘\ns\n\n2\n\n_\n\n-\n\n"}
{"page": 573, "printed_page": null, "text": "The\n\nDepartment\n\nof Science\n\nInstruction\n\n"}
{"page": 574, "printed_page": null, "text": "HE DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\nis an\n\nLP outgrowth of a State Department of Natural\nScience Teachers which was organized at a\nmeeting of the Colorado State Teachers’ Association\nin 1894.\nSee Proceedings, 1894:951.\nIt was first\nknown as the Department of Natural Science Instruction.\nThe officers of the Department for the year 192829 are: President, Francis D. Curtis, Associate Professor of Secondary Education, University of Michigan, Ann Harbor, Mich.; Secretary, E. Lawrence\nPalmer, Professor of Natural Science, Cornell University, Ithaca, N. Y. This Department meets\nonce each year, in July. Facts relating to the establishment of this Department and the record of\nmeetings are found in earlier volumes of Proceedings as follows:\n1895: 951-959\n1896: 937-968\n1897: 916-959\n1898: 959-985\n1899 :1097-1118\n1900: 592-609\n1901: 771-803\n\n1902:759-790\n1903 :847-897\n1904:843-897\n1905:781-827\n1906 :719\n1907:951-959\n1908:965-999\n\n1909: 789-829\n1910: 949-969\n1911: 939-993\n1912:1153-1195\n1913: 695-717\n1914: 721-773\n1915: 995-1029\n\n[570]\n\n1916:699-751\n1917:535-557\n1918 :295\n1919 :289\n1920:305-309\n1921: 663-667\n\n1922:1239-1267\n1923: 843-861\n1924: 753-775\n1925: 598-609\n1926: 624-636\n1927 583-597\n\n"}
{"page": 575, "printed_page": null, "text": "THE RELATIVE IMPORTANCE OF THE BIOLOGICAL AND\nTHE PHYSICAL PHASES OF SCIENCE IN THE ELEMENTARY SCHOOLS—ABSTRACT\nGILBERT\n\nH.\n\nTRAFTON,\n\nMANKATO\n\nNORMAL\n\nSCHOOL,\n\nMANKATO,\n\nMINN.\n\nOMEONE\n\nhas well said that the purpose of education is to prepare for\n\nliving.\n\nBiology\n\ndefines\n\nliving as adaptation\n\nto environment.\n\nA\n\nchanging environment demands a changing adaptation.\nOur scientific environment has changed so rapidly in recent years as to be bewildering. Hence, constant adaptation and change are necessary in science instruction to enable it to fulfill its purpose.\nA perfect adjustment today\nmay be quite unsuitable tomorrow.\n.\nIn years past at a time when our population was largely rural, elementary\nscience in the grades, under the name of nature study, was limited largely\nto the study of wild plants and animals.\nWhatever may be said about\nthe advisability of such instruction in those days, modern environment today\nrequires a very different type of material.\nMany changes that have been\n\ntaking place all point in this direction.\nIn the first place, we are becoming less and less a rural nation and more\nand more an urban one. ‘The modern large city offers little opportunity\nfor the study of wild plants and animals.\nIn the second place, many inventions, such as the automobile and the radio, have become a vital part of\nthe life of the entire nation, rural as well as urban.\nRadio interests a\nmuch larger number of people than do wild flowers.\nThe influence of these and many other inventions reaches even to the\nyoungest child. There is something about each of these that is within\nhis comprehension.\nIt is the task of the teacher who knows children to\nfind what these phases are.\nStill another important viewpoint to consider is the child’s response to\nthe topics under consideration.\n“The pioneering that has been done in\nteaching the physical phases of science shows that children are greatly\ninterested in these topics when they are properly presented. ‘Therefore,\nthese considerations lead to the conclusion that in teaching elementary\nscience in the grades, less stress should be placed on the biological phases and\nmore on the physical phases than has been done in the past.\n\nTHE\n\nLARGER\n\nTHEODOSIA\n\nASPECT\n\nHADLEY,\n\nNATURE\n\nOF\n\nPRESIDENT,\n\nSTUDY\n\nAND\n\nNATURE\nNATIONAL\n\nGARDENING,\n\nSTUDY—ABSTRACT\n\nCOUNCIL\n\nOF\n\nKALAMAZOO,\n\nSUPERVISORS\n\nOF\n\nMICH.\n\nThere are nine points which would be valuable for us to consider if we\nare interested in making nature study teaching more scientific from the\npedogogical point of view.\nFor many years nature study teachers have been teaching their subject\neach in his own way.\nIn some schools excellent results have been obtained. After the same fashion the programs of our annual meetings\n\n[571]\n\n"}
{"page": 576, "printed_page": null, "text": "EpucaTION\n\nASSOCIATION\n\nNaTIONAL\n572\neee\n\nEach program maker has selected some topics and\nhave been arranged.\nMany of these papers\ngiven them to various people of ability to discuss.\nhave been inspirational but they have led us nowhere.\nIf nature study teaching is to be as\nThis is an age of organization.\n“The American\neffective as we can make it our efforts must be organized.\nNature Study Society and the National Supervisors of Nature Study and\nGardening must work hand in hand trying to solve some of our national\nproblems in. nature study.\nThe necessity of this coordination of effort is evident when we study\nthe various books on nature study that are being published now and the\nmany courses of study that are being used in some of our schools.\nHow to reach this goal of teaching the child an appreciation of his\nenvironment no two books and no two courses of study agree.\nOur two\nnational organizations should tackle this problem and work together until\nwe solve the problem of how nature study should be taught.\nOur two national organizations—The American Nature Study Society\nand the National Supervisors of Nature Study and Gardening—should\nappoint a joint committee to work with the professors of nature study to\nmake a common nomenclature to be used in titles of nature courses and\nin catalog descriptions of the content of these courses.\nResults from this\nwork will be a start in putting us all on the same road so that we canj\nunderstand each other better and so we shall be able to work together to\nbetter advantage.\nThe next big labor of these two national organizations should be to\ndetermine the major goals to be achieved in our nature work and to decide\nwhat the most important objectives are in these various goals.\nAnother problem which our two national organizations should solve\nis that of the nature study tests. Other subjects of the curriculum such\nas arithmetic, language, reading, etc. have achievement and appreciation\ntests. These tests are not considered satisfactory, it is true, but still the\nresearch workers have made enough of a beginning to have these tests\nused in many schools throughout the United States. Each year the tests\nare improved and some of them now are quite satisfactory.\nOur two national organizations should appoint a joint committee to\nstudy the subject of nature tests.\n‘This committee should have copies\nof all the tests in nature study that have been made up to this time. These\ntests should be studied and a report should be made on the results of the\ninvestigation at the next meeting of each society.\nA joint committee of six members from our two organizations should\nbe appointed for three years.\nThe personnel of this committee should\nbe composed of representatives from the early, later elementary, junior high\nand senior high schools and teacher’s colleges. This committee should\nreport before each of our organizations next year.\nResults of the investigations of this committee should be sent to each nature study supervisor\nin sufficient time before the meeting so that an intelligent discussion from\nall angles can be made.\n\n"}
{"page": 577, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n573\n\nThe second year this committee should use the basis of their investigation and the results of the discussion at the meetings to produce a series\nof nature tests.\nThe third year this committee should improve the tests after they have\nbeen tested by the teachers.\nJust as soon as superintendents learn that there is a nature test prepared by specialists in the national organizations they will use it and their\neyes will be opened to the weaknesses in their systems.\nAnother joint committee should be appointed to arrange a course of\nstudy. We have very excellent courses of study, but each one is biased\nby the point of view of the author. We should have a course of study\nwhich is not the product of any one mind.\nAnother big problem which our two organizations should solve is the\neducation of superintendents and supervisors to the nature study point\nof view.\nIt is the duty and the privilege of our national organizations to concern\nthemselves with the preparation of nature study teachers. A joint committee should be appointed to investigate the methods and contents of\nnature study courses in the various training schools of our nation. ‘This\ncommittee should find out who are the good teachers of our training schools\nand who are the poor teachers who are sending out our young teachers into\nthe schools. ‘This committee should have a scientifically prepared score card\nby which to rate teachers. “There is a very good reason to believe that our\nnature study situation would be improved if the teachers’ college supervisors\nwere rated as to their ability in teaching nature study. “These ratings\nshould be annual and should be made public just as the teachers in the\npublic schools are rated by their supervisors and these ratings are made\nannually and are made public. The elementary supervisors should also\nhave this rating.\nWe should have a recording secretary common to both of our organizations who would keep an uptodate list of nature study teachers.\nAnother problem that the two organizations should solve is impossible\nof solution at least for the next few years.\nEach nature study supervisor\nshould be held responsible for a report each year on the kind of teaching\neach student is doing. The supervisor should get suggestions from the\nstudent teachers on changes in the nature courses in the teacher’s coleges so that the young teacher would have better preparation. ‘The young\nteacher should let her supervisor know the problems that she is meeting\nand in what ways she has been successful in her teaching.\nA joint committee should be appointed to report on the results already\nobtained from this student teacher report. At our next meeting we should\nhave a report on this piece of research. The professors making the research\nshould explain how it is being done and what difficulties are being met in\nacquiring the material.\nAnother important problem is giving the supervisors of early elementary,\nlater elementary, junior high and senior high some nature information and\n\n"}
{"page": 578, "printed_page": null, "text": "574\nnick5,\n\nRIE\n\nNaTIONAL EpuCATION ASSOCIATION\niaie cei bie wiki ITos AB AS abel ek\n\nek eeBS\n\nRe\n\nthe nature study point of view, so that they can also function as nature\nsupervisors.\nOur organizations should bring influence to bear on the superintendents\nin having them insist upon their supervisors going to a summer camp\nfor nature teachers every third year. These supervisors should receive\na bonus for going to camp just as other teachers receive a bonus for going\nto summer school. Every teacher of young children should go to a sumBefore we can start our propaganda along\nmer camp every other year.\nthis line of nature camp work we must have a joint committee appointed\nto find out which camps give good nature study instruction suitable for\nteachers.\nThe last problem which is suggested that we solve is the most important of all and the most difficult of all the problems that we should\nsolve, because it is a question of teaching ideals.\nIn no book of nature\nstudy and in no course of study is the spiritual side of nature education\nmentioned.\nIt is the concensus of opinion of all thinking people that we\nneed spiritual education today more than anything else. The present generation of intelligent people now coming into their\nmajority does not feel the need of a religion based on dogma.\n‘They resent the narrow restrictions made by the religious teachers of the past.\nThere is nothing yet to take the place of these places of religious worship.\nNature study can develop a child spiritually more effectively than any\nother subject in the curriculum.\nIf properly taught nature study can teach\nthe child the laws of nature, the vastness of God’s universes and the\ndelicate nicety of balance of everything in the cosmos,\nJust as soon as\nwe can get a breadth of view in a generation of young people it will help\nto solve some of these spiritual problems.\nMost of us have lost sight of what education really is. We have\nbecome so engrossed with the miraculous facts which are being discovered that we have forgotten what is the most important part of educa-\n\ntion—the spiritual side of education.\nIt is not possible—so to vitalize ourselves as to become artistic teachers\nof the evolving human being by means of a scientific spirit which on the\none hand has gradually become convinced that the human heart is a pump\nand the human body a mechanical engine—this. cannot be done on the\nbasis of the feeling and emotions flowing from such a science.\nIt is impossible to evolve a living art of education from the very thing that makes\nour age so great in the mastery of dead technic.\nHere a new spirit must intervene in human evolution—the spirit that\nleads us away from looking upon man as the embodiment of pumps and\nwind instruments; a mechanism capable of being understood only by nat‘There must enter into man’s conception of the\nural-scientific methods.\nspirit the conviction that there is living spirit in all the existence of nature\nand that it is possible to know this spirit.\nIs there any subject in the curriculum which is as vital, which is as\nfree from the deadening domination of a poor teacher, which is as uni-\n\n"}
{"page": 579, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n575\n\nversal in its appeal to children, which gives to children as broad and clean\nan idea of life, which gives a lasting pleasure through nature hobbies, which\nkeeps people out of narrow ruts and gives them a breadth of view as good\nnature teaching does?\nWe all believe the wonderful power for the good of the child and the\nfuture citizen in the effective teaching of nature study. Then let us act.\nLet us put nature study on a sound basis. Let us make this thing which\nwe know is so beneficial for humanity a reality in the schools.\n\nSCIENCE\nJENNIE\n\nIN\nHALL,\n\nTHE\n\nELEMENTARY SCHOOLS\nPOLIS—ABST RACT\n\nSUPERVISOR\n\nOF\n\nNATURE\n\nMINNEAPOLIS,\n\nSTUDY,\n\nOF MINNEA-\n\nELEMENTARY\n\nSCHOOLS,\n\nMINN.\n\nScience was introduced in the elementary schools of Minneapolis as\nnature study in the school year of 1923-1924.\nIt was planned to include the subjectmatter as an integral part of geography, language, and reading work of each grade and not as a special subject. This plan necessitated the development of a course of study consisting of activities so definitely planned that the room teacher could\nhandle the work without difficulty.\nThe course of study was to be developed and organized through experimentation.\nIt has been found through five years of experimentation that science\noccupies a very important place in elementary school.\nIt leads boys and\ngirls to books for verification of their own results, for information which\nthey are unable to get by observation and experimentation, and for satisfaction of interests which their experiments and observations have aroused.\nThe child in search for solution of his own problems is stimulated to\nlearn by doing.\nIn experimentation he learns to recognize defects and\nerrors, and discovers what constitutes proof.\nHe becomes accustomed to\nexpressing his observations and results of his experiments in accurate\nEnglish statements.\nHe also learns to cooperate with others and to direct\nand control himself in specific undertakings.\nThrough acquaintance with the scientific developments of the times,\nthe child gains an appreciation of the dependence of man upon other\nlife and upon the work of other men.\nScience in the elementary schools also gives the child valuable tools\nfor life and citizenship.\nIt makes him alert in observation, develops\nhabits of intelligent inquiry, and trains him in power of judgment.\nIt\naffords him exercise in challenging statements for accuracy.\nThese are\nall very desirable characteristics of citizenship.\n\nScience also offers the child wide interests for his leisure hours. “Through\nall the experiences which come from such studies life takes on new mean-\n\ning and significance to the child. His emotional nature is aroused and\nHe grows in learning to see, feel, and act with\ndeveloped normally.\nreason.\n\n"}
{"page": 580, "printed_page": null, "text": "NaTIoNAL\n\n576\n\nTHE CONTRACT\nLYNDA\n\nWEBER,\n\nOF\n\nASSOCIATION\n\nOF INSTRUCTION\n\nPLAN\n\nASSISTANT\n\nUNIVERSITY\n\nEpucaTIon\n\nPROFESSOR\n\nWISCONSIN\n\nIN\n\nHIGH\n\nTHE\n\nIN SCIENCE\n\nTEACHING\n\nSCHOOL,\n\nOF\n\nMADISON,\n\nBIOLOGY,\nWIS.\n\nOne of the most vital problems in the instructional field is that of\nhandling individual differences.\nThe educational world recognizes that\nthey exist even after pupils have been classified in accordance with the\nbest mental testing programs.\nThroughout the country, experimental\nschools have been putting forth their efforts to meet these differences effectively. The plans that have perhaps received most mention up to the present\ntime are the Dalton, the Winnetka, the Morrison, and the Wisconsin\nplans.\nThe system which is generally known as the contract plan, will be explained as developed in the science department.\nI. What\n\nis a contract?\n\n“A contract is a comprehensive and creative unit of learning in which\na genuine and fruitful recognition of individual differences may be realized.”\n.\nA brief interpretation of the definition will be necessary at this point.\nIn the first place, what is meant by a unit of learning in science?\nWhat\ndetermines its content?\nWe feel that significant and socially worthwhile principles should serve\nas the central ideas or guide-lines of each unit. As to what principles are\nsignificant and socially worthwhile should be determined by scientific educational investigations along these lines.\nAfter the principles have been decided upon, such subject matter should\nbe used as is necessary to develop and clarify the principles.\nWe do not\nhesitate to step outside of the content and boundaries of existing school\nsubjects to secure our illustrative and explanatory materials.\nThe unit becomes “comprehensive” when the pupil understands the\nprinciple to such a degree of proficiency that he recognizes it under new\nand varied circumstances; for example, the principle of pasteurization begins to take on meaning for him when he can interpret its operation and\nsignificance in our milk supply stations, condensaries, creameries, etc.\nThe unit becomes ‘‘creative’ when the pupil understands the principle\nso clearly and feels its significance so strongly, that he can and will independently apply it in new situations.\nFor example, to continue the same\nillustration, if an epidemic of typhoid fever breaks out in his-community,\nhis knowledge of the principle of pasteurization should cause him to treat\n\nthe milk used in his -household in accordance with it, until the definite\nsource of infection has been established by health authorities.\nAgain, if\nhe goes camping, uncertainty as to the source of his milk and water supplies should cause him to take necessary precautions by applying his knowlMiller,\n\nH.\n\nL.,\n\nCreative\n\nLearning\n\nand\n\nTeaching,\n\np.\n\n28.\n\n"}
{"page": 581, "printed_page": null, "text": "DEPARTMENT\nedge of pasteurization\n\nOF SCIENCE\n\nINSTRUCTION\n\n577\n\nuntil he has had sufficient time to investigate the\n\nsources.\nThe second part of the definition states that a contract is a unit of\nlearning “in which a genuine and fruitful recognition of individual differences may be realized.” The individual differences in our system are\nprovided for by the differentiated assignment, which may be called the\nindeterminate assignment, the three or four level assignment, the A, B,\nand C, or excellent, good and fair assignments, or levels. The last\nterminology will be used in this discussion.\nIn brief, in the “fair” level the underlying principle is developed far\nenough to afford an understanding of the entire unit. This understanding will be extended and enriched in the “good” and “‘excellent’’’ levels.\nIt is not necessary nor desirable to draw sharp lines between the levels of\nwork.\nMastery of the principle, as outlined in the “fair” level, on the\npart of every pupil in the class, will supply unity; differentials secured\nthrough extension and enrichment of the principle in the ‘‘good” and “‘excellent” levels, will supply variety.\nIn the contract plan, an attempt is made to challenge every pupil to\nwork up to his capacity. The term “contract’’ stresses the mutual understanding between the teacher and pupil. The teacher offers the pupil an\nopportunity to work up to his ability, and promises to grade him according to his achievements; the pupil accepts the challenge and, if successful in his attempts, knows definitely what reward is in store for him.\n\nII. Significant Phases of Directing Study In A Contract.\nThree movements manifest themselves throughout a contract, all of\nwhich need to be carefully directed by the teacher. “They are the problem-raising, the problem-solving, and the organizing and unifying movements.\nProblem-raising movement—The question of raising problems. necessarily is very prevalent during the first day’s work.\n‘Teacher and pupils\nworking together forecast the major problems of the unit. If the pupils\nare given freedom in this movement, and the teacher permits flexibility as\nto the type and range of problems raised, the pupil’s interest and initiative will be greatly stimulated, and the challenge for independent thinking will be fostered.\nAlthough the main problems should be raised early in the “fair” level,\nothers willbe suggested as the contract progresses in the higher levels.\nInteresting and worthwhile problems will serve as the main source of\nmotivation throughout the unit.\nProblem-solving movement—The problem-solving movement naturally\nPupil activity during this movefollows the problem-raising movement.\nment will manifest itself, in the form of laboratory observations, experimentation, intensive readings, and socialized discussion work.\nThe teacher becomes the consulting or directing “expert” during the\n‘There are matters of laboratory technic, use of refsecond movement.\n\n"}
{"page": 582, "printed_page": null, "text": "578\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nerence materials, habits of study, scientific reasoning, etc. ;all of which need\nspecial attention.\nShe must check on the progress of every pupil in the\nclass. ‘This movement is mainly one of individualization.\nPupils progress\nat different rates of speed according to their capacity. “They are gradually grouping themselves, however, and the work of the teacher is being\ntransformed into group direction.\nGroup and class discussion will also give a distinct socialized character\nto this movement.\nMany phases of problem solution can be profitably\nworked out together by pupils and teacher.\nStrong pupil leaders often\ncan direct some of the work.\nTesting for mastery, individually and in groups, begins during the problem-solving movement.\nOrganizing,\n\nunifying\n\nmovement—The\n\norganizing\n\nand unifying move-\n\nment overlaps the second movement.\nOrganization is going on progressively in the notebooks, and in group or classroom discussions.\nExaminations may be given during this movement to determine mastery, but\noften the character of organization as worked out in such forms as comparative outlines, extensive problems or projects, will furnish a better and\nmore interesting means of testing a pupil’s understanding than can be obtained through objective information tests. By mastery we mean an\n_understanding of the principle so that the pupil can see and interpret it in\nall its significant aspects or relations; so that he can recognize circumstances under which it would be applicable; and so that he can intelligently apply it when the occasion demands.\n\nThe organizing movement can be developed so as to result in a most\nprofitable socialization period. The reports of the solutions of the specific\nproblems or projects should be made to all the members of the class, who\nwill be able to understand and discuss the same because of the common\nvital essentials mastered by all during the earlier movements.\nMutual\ninterest will cause all to participate in a phase of the unit of learning that\nhas been the common goal from the start. It gives the successful, capable\npupil much satisfaction and selfconfidence when he realizes that he is in\na position to interpret life situations by means of principles discovered and\nexplained by his own efforts; he has accomplished “comprehensive and\ncreative’ work on a high plane. In the eyes of the class, he has become\nthe “expert” in the solution of his particular problem.\nAs is the case in the other two movements, the organizin® movement\nalso needs to be carefully directed by the teacher. The goal is always to\nmake the pupil selfactive and selfdirective; yet expert guidance is needed\n\nby the most capable pupil in order to develop his skills and understandings\nand scientific thinking on a progressively higher plane. He is being\n\ntrained to become a leader, and fully as much time on the part of the\nteacher should be devoted to his development as to that of the less capable\npupil.\n\n"}
{"page": 583, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nIII. Use of the Three Movements\n\nINSTRUCTION\n\n579\n\nin Building Up a Contract.\n\nAll three movements are integrated in setting up a contract.\nThey\nare not arranged in steps, but frequently overlap.\nIn the early part of the “fair” level, the problem-raising movement is\nprevalent, although it features in the higher levels as well. The problemsolving movement is begun in the “fair” level and continued throughout\nthe unit. Organization may begin at the end of the “fair” level, and is\nemphasized strongly in the other two levels. Testing for mastery is\nprogressive on the three levels as pupils gain in capacity and attitude. Individualization predominates in the “fair” work; socialization increases as\nthe work progresses on the higher planes. The entire procedure needs\nto be directed by the teacher.\nPerhaps the main difference between the three levels of a contract lies\nin the nature of the problems offered for solution. We feel that it is the\nproblem that challenges a pupil to think.\nIf the nature of the unit is\nsuch that the underlying principles can be discovered (re-discovered) by\nthe pupil himself by means of problems, the results are far more impressive. This type of problem is placed in the ‘‘fair” level. Their solution provides the pupil with an understanding that is to become the “pulsating core” of the entire contract.\nIn the “good” and “excellent” levels the problems become progressively\nmore difficult and involving.\nThe original principle should be interpreted\nunder various and more complicated circumstances; it should be put to\nuse, preferably by applying it in life situations.\nBy means of these prob-\n\nlems, a richly diversified curriculum is projected; and “every pupil is\nexpected to work in the integrating contract at these points where energizing is most productively exemplified.” ?\n:\nFlexibility is most essential in this type of work.\nWe can and perhaps should agree as to the general principles which are to be developed\nin any science course; but the problems to be raised in connection with\neach, and their methods of solution should be left to the ingenuity of\nthe teacher and the interests of the pupils. ‘The availability of subjectmatter will also greatly influence the character of the problems.\n\nCLASSROOM PLANS FOR THE TEACHING OF SCIENCE\nTHE SMALL HIGH SCHOOL—ABSTRACT\nJ.\n\nH.\n\nJENSEN,\n\nHEAD\nAND\n\nOF\n\nDEPARTMENT\n\nINDUSTRIAL\n\nSCHOOL,\n\nOF\n\nSCIENCE,\n\nABERDEEN,\n\nNORTHERN\n\nIN\n\nNORMAL\n\nS. DAK.\n\nOne of the outstanding needs of the small high school is a combined\nlaboratory\n\nand classroom\n\nwhich\n\nwill adequately\n\nprovide for the sciences\n\noffered in these schools and at the same time be so arranged that it may\nbe used for other classwork such as mathematics, history, etc.\nIn searching for a type of installation adapted to the needs of the small high school,\n1 Miller, H. L., Creative Learning\n\nand Teaching,\n\np. 106.\n\n"}
{"page": 584, "printed_page": null, "text": "580\n\nSs\n\nin\n\nASSOCIATION\nEpucATION\nNaTIONAL\na\neke has\nee\nA\na\n\nthe authors concluded after extensive investigation to use a T type of\ninstallation.\nBriefly summarized the combination laboratory and classroom as proposed in this paper offers the following advantages: (1) It provides a\nflexible arrangement of the science room to take care of classes from six\npupils up to twenty-four pupils in a given science.\n(2) It meets the\nneeds of the small classes and also makes adequate provision for economical\n(3) It furnishes a plan for high schools withexpansion in the future.\nout water, sewer, or gas connections such that these connections may be\nadded later.\n(4) It offers a science room for the small high school that\ncan teach only one science and provide a room that may be used for other\n(5) It provides for a greater perclasses as mathematics, history, etc.\ncentage of use of the floor space than is now possible in the usual science\ninstallation.\n(6) It makes possible the installation of the necessary furniture for a class of six pupils and also makes provision for increasing the\n(7) It can be used\nroom capacity up to a maximum of twenty-four pupils.\nfor any teaching combination that the science instructor may be called upon\n(8) It provides such an arrangement\nto handle in the small high school.\nthat the pupils may work in groups of four, two, or individually, depending upon the equipment available or the requirement of a particular experiment.\n(9) It provides a room for a three-year or four-year science\nsequence with ample storage space for the items commonly used in these\n(10) It is possible to shift from class to laboratory work with\nsubjects.\nthe least confusion and loss of time. It furnishes a plan whereby the\nessential furniture for the classroom and stockroom may be installed with\nprovisions made to add the desirable or necessary equipment as the science\nwork expands.\n(11) It furnishes an ideal arrangement for supervised\nstudy, or for work in science based on the contract plan or unit plan.\n(12)\nIt provides a common storeroom for all science equipment.\n\nTHE\n\nPRESENT STATUS OF LECTURE-DEMONSTRATION\nVERSUS THE LABORATORY—ABSTRACT\n\nA.\n\nHURD,\n\nW.\n\nCOLLEGE\n\nOF\n\nEDUCATION,\nNEAPOLIS,\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\nMIN-\n\nMINNESOTA\n\nThere have been more than a dozen experimental studies made on this\nparticular matter of determining whether or not the extensive and expensive use of the laboratory in secondary school science was justified.\nThe use of the lecture-demonstration has been thought by a good many to\nbe equal to, if not superior to individual laboratory work, besides being\nmuch more economical of time and expense.\nThe gist of the findings from these experimental studies seem to support\nthese contentions.\nMeasurements by means of tests of information about\nexperiments performed by both methods agree quite well in showing the\n\nlecture-demonstration equal in immediate recall. There seems on the whole,\n\nhowever, to be some advantage for the individual laboratory method in the\n\n"}
{"page": 585, "printed_page": null, "text": "DEPARTMENT\nmeasurement\n\nOF SCIENCE\n\nINSTRUCTION\n\n581\n\nof retained information, though this is not wholly exclusive,\n\nnor the difference great.\nMany teachers of science, however, are not convinced and are unwilling to admit that the main stay of instruction in science as opposed to\nother fields, the laboratory method, should be done away with.\nThe main contention seems to be that the tests used so far do not measure certain very desirable abilities gained from the pursuance of laboratory\nwork.\n‘These teachers still claim that skill in manipulation and real acquaintance with scientific instruments and methods, will come only through\nactual individual work in the laboratory.\nThere seems to be very little evidence on either side of this latter controversy.\nThe question of the objectives of laboratory work in relation\nto the course is raised. What are the objectives of the courses in science\nand is the laboratory essential to the accomplishment of these objectives?\nFor what purpose should a pupil learn to use the devices formed in our\nlaboratories? Why should he learn to manipulate these devices? Are\nthere some devices he should know how to manipulate?\nCan he not get\nfairly well acquainted with scientific instruments by seeing an expert\nmanipulate them?\nSuch questions must be answered conclusively.\nMore\nevidence must be procured.\nMany more controlled experiments must be\nperformed in order to get the necessary data.\nIf the progress of natural science has been due largely to knowledge\ngained through controlled experimentation, so we may look confidently to\nsuch methods for the discovery of knowledge in the field of educational\nprocedures.\n‘\n\nTHE\nGLENN\n\nW.\n\nSCIENCE\n\nWARNER,\n\nPROBLEMS\n\nEDITOR,\n\nJUNIOR\n\nSCHOOL\n\nHIGH\n\nOF AN\n\nSCIENCE\n\nSCHOOL,\n\nAND\n\nCHICAGO,\n\nEDITOR\n\nMATHEMATICS,\n\nCRANE\n\nILL,\n\nThe first problem of an editor is to keep informed on what is being done\nin the educational world—and this little job keeps him stepping from the\ndance hall to the pulpit and from the center of the earth to the rim of a\nneighboring galaxy some nine hundred thousand light years away.\nHis\nnext problem is to find those who know about these things and who can\ntell them interestingly, correctly and briefly. “Teachers want to know the\nlatest developments in subjectmatter, in methods of presenting it, in testing results, and in educational theory, but they do not have time to go\nthrough the long process the investigator followed in order to learn his\nfindings. It often happens that those who know really new things cannot\ntell them in the manner prescribed. This may not be due to any deficiency\nin ability in English composition but rather in failure to understand the\nBeing a research worker he writes to satisfy the critical minds\naudience.\nof other investigators, hence his investigation is told in detail with all the\ncontributing factors discussed and weighed so that his work can be veriHis report should be available in this form, but in this\nfied by others.\n\n"}
{"page": 586, "printed_page": null, "text": "582\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nform it will never be read by many teachers. For use in the teacher's\njournal the complete report should be boiled down to a bare statement of\n\nthe problem and results obtained, giving reference to the complete report.\nThe average teacher does not have the time to verify the conclusion hence\nmust accept the results through faith in the author or publication, just\nHe preas most of us take the medicine our chosen doctor prescribes.\nfers to accept the conclusion reached if indorsed by a publication in which\nhe has confidence rather then to worry through a mass of details to determine its reliability.\nThis is unfortunate for some types of research, because publication in\nthe educational journals is in many cases the only possible means of getting research reports in permanent form. There should be funds available for publishing all such reports in monograph form, and distributing\nthem free to libraries and institutions where similar investigations are in\nprogress.\nThis would make it possible to abstract these reports for use\nin the teachers’ journals, thus promoting rapid distribution of the results\nand correlating the work in separate institutions.\nMoreover, by this\nmethod more teachers and administrators would be able to keep up with\nthe progress of research and we would not have the unfortunate condition\nthat frequently results in whole school systems carrying out theories and\n\ndetermining procedures by methods and devices that have been discarded\nfor a decade by their original proponents.\nSome of the societies for promoting research have solved their problem\nby establishing journals for their reports but these go only to those engaged in this work who must have the reports and hence are willing to\npay the price. Now and then a teacher is a member of such an organization but in general his journals remain in their wrappers from one month\nto the next.\nSuch journals are not for the public and publications of a\ndifferent type must disseminate the information they contain.\n‘This work\nof preparing the information for distribution requires a particular type\nof ability which, unfortunately, has not been recognized by the research\nworkers, and hence anyone who attempts to do it sacrifices his reputation\nas a scientist whether he attempts to disseminate knowledge by publication or by good teaching. ‘The editor of a teacher’s journal must find\nmen and women with this ability and stimulate them to exercise it. Here\n. 1s one of the most important of educational opportunities.\nColleges should\nrecognize this ability by granting professional advancement for good teaching both in the classroom and through publications for teachers and for\nthe public, as well as for research activities and publication.\nAt the present time practically the only incentive for such writing is the pleasure\nin writing and the satisfaction of having done something of value even\nthough the value is not widely recognized.\nThere is a decided need for literature of this type.\nIt must contain\nthe news in such an attractive form that it will be sure to reach even the\nmummies of the profession.\nIt is not difficult to find complacent teachers\nwho have been going along serenely for years, far from the disturbing\n\n"}
{"page": 587, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n583\n\ninfluence of any university. They are not members of any professional\norganization, seldom attend a scientific lecture and find little to interest\nthem in the literature of their subject. But even today class follows class\nthrough this same chaos with never a ray of reason shed by a living teacher\nwho can show that there is now well-established theory which has made\nchemistry a science through which students may travel guided by the\ncompass of reason.\nHas the editor of a journal for science teachers a\nproblem?\nHelp him correct this condition and you will have changed the\nstudy of chemistry for many a boy and girl from a year of agony to a\ndelightful recreation for life. The science journal may do much for the\n‘teacher in the rut but mental telepathy will not work. The journal must\nreach him and to do so the articles must entertain him and stimulate him\nto read on. This may be jazz to the high brow but even the saxophone\nis now accorded a place in the symphony orchestra.\nAnother type of article for which there is always room is one which\nexplains in understandable language some rather difficult phase of old subjectmatter.\nThe difficult parts of any subject must be repeated time and\nagain if one is to arrive at anything like complete comprehension.\n‘This\nis especially true of those principles of science which have a mathematical\nbasis. In college courses students are rushed through one course after another, being merely exposed to the more difficult things. This means that\nthe young teacher—and in this respect some of us stay young a long\ntime—meets many things in his special subject that are at best only barely\nvisible through a dense cloud or probably completely obscured.\nEvery subject has difficulties of this type and brief discussions of such\ntopics are suitable material for the science teacher’s journal, when written\nin such manner that the teacher will see the topic in a new light or that\nit will give him a new method of presenting the topic to his pupils.\nThis brings us to the next type of article which should have a prominent\nplace in the teacher’s journal.\nIn it the emphasis is on presentation rather\nthan on subjectmatter.\nHere the teacher by a long process or a series of\nsieges has completely mastered the subjectmatter but cannot prepare a\nmethod\n\nof presentation\n\nthat will enable\n\nhis pupils to arrive at mastery\n\nby any shorter or more economical route than the one he has followed.\nHere is the place where classroom teachers can be of great value to each\nother. Who has not hit upon some recitation plan that has proved highly\nsuccessful in presenting a particular topic? Often the entire plan seems\nso simple and easy that you wonder why you never thought of it before\nand assume that it must be in use by thousands of others.\nMy advice is,\ndo not make this assumption but write up your plan and send it to your\njournal. This is the type of article most in demand and one of the hardest\n\nto get.\nIn the laboratory subjects the success or failure of a demonstration may\ndepend entirely upon some very little point in technic.\nThe United States has always been behind in its support of research.\nWe vote taxes for the things we think we need, or that will be of value\n\n"}
{"page": 588, "printed_page": null, "text": "NationaL\n\nEpucaTIon\n\nASSOCIATION\n\n584\nSe\n\nto us, but taxpayers in general do not understand the value of research.\nIn state institutions the schools or departments of pure science have in\nmany cases been forced to ally themselves with the technical and agricultural schools in order to secure any appropriation for pure science from\nthe state legislatures. The administrative officers of these technical schools\nhave usually been quite willing to form such alliances because their progress depends upon the progress of pure science, but the public through their\nlegislators will not support pure science because they do not see its value.\nPopular education in this respect is the cure and research workers who\ndo not encourage such education are crippling their own industry.\nThe\ncolleges and universities must give more attention to popular education, a\nvery important phase of which is the publication of books and periodicals\nfor teachers and pupils in the elementary and secondary schools.\n\nNEEDED\nS. R. POWERS,\n\nRESEARCH\n\nTEACHERS\n\nCOLLEGE,\n\nIN SCIENCE\nCOLUMBIA\n\nTEACHING\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nCITY\n\nIt seems platitudinous to remark that the need for research in science\neducation is in the first place to determine what people need to know about\nscience and in the second place to determine how the people (children in\nparticular) may most economically and effectively learn what they need\nto know.\nYet for purposes of this discussion it is convenient to organize\nour thoughts around these two questions.\nIn other words, the major\nproblems are in the fields of the curriculum and learning. And these two\nfields are by no means mutually exclusive for the curriculum must set forth\nthe major goals for learning, and it must in some measure array the learning elements which are essential to the accomplishment of these goals.\nThe findings from scientific study has enormously enlarged our mental\nhorizon.\nFactual knowledge has supplanted erroneous beliefs and myth-\n\nological explanations.\n\n‘There is need for systematic research which shall\n\nbe directed toward the determination of other large conceptions and generalizations which are and which may wholesomely influence our social\n\nand mental adjustments.\nThere is need for careful analytical study to\ndetermine the major conceptions and generalizations which science has contributed and there is need for an evaluation of these which shall determine the ones that are of most consequence to general training.\nIt is not\nsufficient for us to say that science has completely transformed our manner of living. Curriculum workers must state as their objectives the conceptions and generalizations which are the background of this transformation, and they must array learning experiences which will contribute the\nlargest possible understanding of them.\nThe curriculum study must recognize the principles of educational psychology which relate to the question of how children learn. With the\nobjectives of science stated in terms of large conceptions and generalizations which have been adequately tested for their educative value we may\nnext study the means whereby children may come to the largest possible\nunderstanding of them.\nIt seems safe to say that however broad and com-\n\n"}
{"page": 589, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n585\n\nplete our understanding of a scientific principle or conception is, we have\ncome to that understanding as a result of a variety of educational experiences ranging from very simple ones toward those which are more complex.\nFor a program of experimental teaching it would seem proper for\nthe experimenter to analyze the large concept into the learning experiences\nby means of which he himself came to an understanding of the concept\n\nand then to set his teaching experiment so that the learning experiences\nrevealed by his analysis may be tested for their effectiveness for building\nup a similar understanding of the concept in the mind of the learner.\nHow shall we teach the scientific attitudes and the scientific methods?\nIt must be clear that one cannot teach a scientific attitude until the attitude has been objectified by a clear definition.\nMay we say for example\nthat a scientific attitude is developed from appreciation of the fact that\nman’s conception of truth changes?\nIf this definition is acceptable it\nwould seem that the most effective way to develop this attitude is by\ntaking the learner through a variety of learning experiences which illustrate how man’s conception of the truth respecting some particular thing\n(the age of the earth for example) has changed.\nThere is need for research which will reveal clearer definitions of the scientific attitudes and\nfor research which will reveal the teaching situations by means of which\nthe learner may come to a functional understanding of them.\nWith this brief analysis, which, it seems, suggests some of the ultimate\nends of science education,\n\nit is appropriate\n\nto turn\n\nour\n\nattention\n\nto the\n\nteaching devices.\nSome of these have had so much attention of recent\nyears that there has been some tendency to look upon them as ends of\neducation.\nOne is led to wonder if some research isn’t needed to establish\nor deny what seems to be an assumption on the part of many teachers of\nphysics and chemistry, that a major objective of their courses is to make a\nlaboratory notebook.\nBut this objective is at once denied when the issue\nis faced squarely and this as well as laboratory teaching, directed study,\nfield trips, etc., are recognized as means and not as ends.\nIf the major\npremise of this paper is established then it must follow that the studies of\nmethods of laboratory instruction must be resolved into studies which will\ndetermine the learning experiences and which will evaluate the learning\nwhich may be derived therefrom.\nThere can be no acceptable general\nstatement of which method of laboratory instruction is best. The fundamental question is, how may we set learning situations which are best for\nthe accomplishment of definable objectives.\nThe problems pertaining to the laboratory notebook are similar to those\nwhich relate to the laboratory itself. It must be true, if the notebook\nhas any place in science teaching, that its place is justified by the fact that\nit contributes learning experiences which are helpful for accomplishment\nThere is need for research which will determine\nof definable objectives.\nwhat the possible learning experiences are and for research that will show\nhow these experiences may be made real for the learner.\nSimilar questions relate to the problems of directed study, the contract\nplan, etc. These, are to be recommended provided they incorporate de-\n\n"}
{"page": 590, "printed_page": null, "text": "EpucATION\n\nASSOCIATION\n\nNATIONAL\n586\nSie\nee\n2\nec\nee\nee\n\nvices whereby the teacher may most effectively provide the richest learnTextbooks, tests, and the library readings should all be\ning experiences.\nevaluated in terms of the same general principle, what learning experiences may each contribute which will result in more complete accomplishment of definable objectives. Extension of such study will result not only\nin evaluation of experiences but in the definition of new ones.\nThe relation of learning experiences and objectives is such a fundamental consideration that it seems as if those reports of investigations in\nwhich this relationship is not clarified are almost in vain. Education must\nbe directed toward the accomplishment of worthy objectives. The fundamental educational research is that which is directed toward definition of\nAfter these have been defined the research which is then\nthese objectives.\nmost fundamental is that which will discover and set forth the learning\nexperiences which will result in functional understanding of the objectives. In my opinion, all research in the field of science teaching must\nbe subservient to these two considerations.\nIt must\n\nbe evident that research which\n\nhas been referred to as funda-\n\nmental to the field of science teaching cannot be carried on by untrained\nworkers.\nThe worker must be a student of present day problems of\ncivilization for he must determine whether or not and in what way science\nmay contribute to the problems of the day. He must be a student.of\nscience in order that he may know what there is in the field that may\nhave this functional value and he must be a student of psychology in\norder that he may define the learning experiences by means of which the\nlearner may come to an understanding of the important science concepts\nand to an understanding of how these concepts from science may be\nrelated to the larger social problems. Accomplishment of such a program\nof research will require the services of many trained individuals.\nThe program lends itself to analysis and the analysis shows divisions of the problem to which individual workers may apply themselves.\n\nTHE\nHANOR\n\nA.\n\nWEBB,\n\nSCIENCE\nGEORGE\n\nYOUNG\n\nPEABODY\n\nTENNESSEE;\n\nFOLKS\n\nCOLLEGE\n\nEDITOR,\n\nFOR\n\nCURRENT\n\nWANT\nTEACHERS,\n\nNASHVILLE,\n\nSCIENCE\n\nThe editor of a science classroom paper is exceedingly anxious to find\nout what young people really want to know in science.\nHis first aim is\nto interest them, although to instruct them ranks an exceedingly close\nsecond.\nThe science of yesterday and today, combined, covers an immeasurable area, and selection of topics for presentation is imperative.\nIt\nwould seem most reasonable to let the children aid in the choice of topics\nIn fact, it seems more than reathat should interest and instruct them.\nsonable; it seems wise.\nPerhaps it is more than reasonable and wise; it is\nhonest—a “square deal” to the young folks.\nOur young people look to the stars! They are eager for stories of the\nheavens! ‘They thrill to the tales of comets (no joke is intended), and\n\nof the meteors!\n\nThe moon has her moods and the sun his mysteries; they\n\n"}
{"page": 591, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n587\n\nseeks figuratively to add to literal light. No subject appeals to the young\nfolks like astronomy.\nNext in their choice comes the marvels of communication, and third,\nthe thrills of transportation.\nNo doubt the radio presented the main appeal in the former, and aviation in the latter, although railroad locomotives have not lost their appeal to the youthful mind.\nMay we point out a few adolescent aversions before passing on. Highschool students do not love their physiology.\nWe hope that teachers in\nthe earlier grades have not made this subject an unhappy reminiscence.\nThe students do not beg for more information of a geographical nature,\nyet surely no one has purposely blighted their curiosity along this line.\n‘They do not crave physics—a vain dislike for a large proportion of their\ngeneral science texts will present them a diet richer in physics than in any\nother ingredient.\nThe students’ own selections in science—There is a distinct difference\nbetween originating, and simply choosing; between nominating, or merely\nvoting.\nIt is not enough that children have ranked a list of science topics\nwhich we have ourselves suggested to them. What fields of science, we\nwonder, would they pick for themselves?\nDuring the past several months it has been possible to persuade students in junior high-school science classes to send their own choice under\nthe heading, ‘““The Things in Science That Interest Me Most.” ‘Their\nletters, postmarked from coast to coast, as a rule came singly, and thus are\nbelieved to be the fruit of spontaneous interest rather than teachers’ assignments.\n“The students were not the same that participated in the previous test.\nOne thousand twenty-eight suggestions were made to us, a\nmedian of five per pupil. From boys, there were 526 suggestions; from\ngirls, 502.\nSuggestions from pupils living east of the Mississippi numbered 443; from west of the river, 585. This distribution, both by sex\nand by section, was pleasing to us.\nOnly topics proposed by more than ten students are included in the ac-\n\ncompanying tables. ‘The miscellaneous group of suggestions, however, is\nbut 11 percent of the whole.\nTABLE\n\nI.—HOW\nJUNIOR HIGH SCHOOL\nSTUDENTS\nSCIENCE TOPICS OF THEIR OWN SELECTIONS\n\nRANK\n\nTopic\n\nSuggestions\n\nTopic\n\nSuggestions\n\nAstronomy ate aiacataceulet\n3%\nAviation 8 A\neR\neRe\nBat\npie eas\nTov entionny cease\nBTOSTADM Ys ancaree Meneses rant ecae ©\nADIMAIS tees cro 8 e)- ce ROR Gia TE: Bae\nMehr acrulae\nrea lth cere tresterrsatacnu\nG6. es. 5k\nRadio. .etnxnise.\nING GUNG Peg oclavakreeserene asia ahha. tiscs\nwater esl\nPlants syawie se stscreseersreve\nO@bemistry sedan none accent sees\n\n114\n91\n70\n27\n54\n44\n44\n41\n37\n36\n\nIbaYshUi\nhe Cerae 4. pein eee\nTO eos\nGeography Rites s oes ts feces ete\nfan ecse de es\nAorioul iirp cris\nDISCOVERY tation eins iyrere naa\nHome science. « view ie. satis thier\nScience questions .............\nShort science items............\naoncrctees\nirae ete serene\nGea\nLes laaal. onthe\nFe\nInsects de s\nMeiONCe JOKES), ss ante ays0s errs Mois\n\n26\n28\n23\n22\n17\n17\n17\n14\n12\n12\n\nBei...\nDieétricity . POG.\n\"Travel stort. Soathtacsutesas\n\n36\n35\n\nctelels aise\nshou. wate\nPOOdS)).\nAVES asus ste\n\n11\n11\n\n"}
{"page": 592, "printed_page": null, "text": "NATIONAL\n\n588\nge\n\nEDUCATION\n\nASSOCIATION\n\nere\n\nWe learn that young folks seek the lore of the heavens. This seems to\nbe their spontaneous desire. Though offered the stones of more formal\nscience, they cry for the bread of astronomy with which to feed and fire\nLindbergh, Byrd,\ntheir souls. After this, they ask for news of aviation.\nOur youngthis.\nfor\nresponsible\nare\nspirits\nChamberlain, and other daring\nsters are hero-worshippers;\n\nthis we have known,\n\nif we have even an ele-\n\nmentary understanding of the adolescent child. Yet what capital have\n‘The calls next in\nscience teachers actually made of this great emotion?\nnumber were for inventions—any inventions (for the type was rarely\nspecified) that would show the ingenuity of man.\nThen, most appropriately, there comes in fourth rank the requests for biographies, the human\nsides of science and invention, representing a further call of the instinct\nof hero-worship.\nIt should also be pointed out that animate nature ranks high in the desires of young people for more knowledge.\nIf we combine all the separate\ncalls for topics concerning living creatures, we will have the highest rankTABLE\n\nIIl.—HOW\n\nBOYS\n\nAND GIRLS SELECTED\nSCIENCE TOPICS\n\nBoys—526\n\nAND\n\nRANKED\n\nGirls—502\n\nTopic\n\nSuggestions\n\nTopic\n\n|Suggestions\n\nAviation! 2))...4%4cas\ntS. ene 2\n\\Astronemy. ... crs + aad ee on\nInventions. <criteria\nIREGIO, ott pe Sete\n\n56\n51\n40\n32\n\nASEFOUODIY este tee ier ks ere ae te\nAvigti\nonism.\n222) yds abt akt\nIBiOgTApHY Mee so stn: sree nckteneee\nAmimalszarg¢\nsctess bye te ostlcee\n\n63\n35\n33\n31\n\nElectricity\nBiography\nPAU Cling. ort tv\n\n29\nab\n24\n\noat\n\n.6 bare e exegesis\nAnimalsiys\nTew. Ch.\nINature orks. cate «en giitns laste\nChemistry aidel.....\n25. 4.0.. 7\nAgriculture eitas)\ntigen\nes\nHealthia tid ..Aine\naoa, 8\nGeograph yee ine tole\neee\nBinds 3592 cite iene seta nee\nte\nPlants.\n=. So. fepbiccks:\nsoos yaa\nIndGkiry..\nSa eee eee tere eet\nDiscovery 4... cmactoaam\nbran ee\nShort science items............\nHome Sciences.\n52 .o200-0\none\n\nScience questions.............\nTnsects':.o\n3-13. cee een\n\nI\nPhYsIC8..--.0power evnricreenmeren\nMisceallancoussmmie.\noss eee\n\n23\n20\n17\n18\n18\n15\n14\n14\n13\n10\n9\n8\n8\n5\n4\n3\n3\n3\n62\n\nChemistry!) 3) . 2FOIRS\nGk. iudustry:e) ee)...\nwant ee\nDiscovery!\n.3!. 40197.\nEN 22.\nIRUACIO 00S\nSe\nee\nre\nes\nGéeorravh yates.\nSee. kee\nCRED ates,Seana eck canes Kiosk pershey\nTAVGL, ter teat ocr ee oat\nare ce\nHomle,Science.,./.)\n2. ..salelet .\nScience questions.............\nFoods:,. osiartinen\netd. 26. 222%\nScience jokes Sars cate.\nces ona\nIPRYSIGR. eos ns noe oe eee eee\nShort science items............\nElectricity. ..:...\nENGECESEe Peers\neee\nAgriculture\nIMiscellancotsrrs.\n. mek ere eee\n\n30\n26\n23\n21\n19\n19\n15\n12\n12\n11\n11\n11\n9\n9\n9\n\n8\n8\n8\n\nrf\n7\n5\n61\n\ning for the composite field of nature in general. There can be no doubt\nwhatever as to the strong interest of the adolescent in plant and animal\nlife. ‘The young people, however, ask for these aspects of nature separately, just as they consider electricity and radio to be separate matters\nwhich are not uniformly interesting.\nLet us again consider the aversions of these young people as complements of their preferences. While we are not justified in counting no\nvote as a vote “No,” yet there is a striking lack of interest in physics as\n\n"}
{"page": 593, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n589\n\na subject, this title ranking lower even than science jokes in the table.\nThe topic “foods” is also held in low esteem; obviously the liking which\nthese youngsters have for food is strictly concrete, never abstract.\nIs there a boy’s science, and a girl’s science?—It might be expected that\nboys and girls of this age would have distinctive preferences as to science\ntopics. The tabulation of ranks for each sex has been made so that these\ndifferences might be studied. About the only change of consequence con:\ncerns the topic “Electricity,” which most girls frankly do not care to study\nfurther.\nThe mathematical computation for the coefficient of correlation* shows that the agreement between the sexes is really very marked.\nThe wise science teacher may minimize any suggestion that boys and\ngirls of this age have distinctly separate interests in science.\nInterests in science change—A few years hence there will be many substitutions in this list of interesting fields which the young folks have selected. This is inevitable; only if science ceased its advance would their\n\ninterests become crystallized. The greatest truth in this entire study is\nthat young people of high-school age ardently desire to keep up with the\nnewest of science happenings, and those which will possibly have the most\ninfluence upon civilized life as they expect to live it in the days to come.\nIt is obvious that they seek to go much farther than their books. Alert\nscience teachers will heed their calls. “There is much material in science\nthat begins where the textbook ends.\nConscientious science teachers will\nfind it, and use it.\n1 Computed according to Pearson’s\nof each item in the lists compared.\n\nformula,\n\nwhich\n\ntakes\n\naccount\n\nof both\n\nthe\n\nrank\n\nand\n\nsize\n\n"}
{"page": 594, "printed_page": null, "text": "s\n\n;\n\ngts\n\nGunibe doitteRaene eti9 eae :\n~ Seends ridi'ow abe ood eed ese rand! tot\n\n‘\n\n;\n\nane\nssn\npe nee ga\nsdinsbiieya)\ns aaa tatint“SIRVHAA2 ils\n\nih\n\nee\nore\nBaidlokghee Tame it aitassorni to\"* t\n‘of Hiw-oterty songd einoy wot f=\n\nsae\n\nfiberblyow. onevie eit bees MONSIOE Tiyino+\n\nee ‘Sito Ride ‘i sire mata aibcetre\nads sltive qu\nb\ns\n‘geom\nontoxt Sod\n\nit rc\n\n: oe\n?\n\noented-ot-apab-olt\nnb 4¢-silos\n\n4\n\nss alood ‘Herds als erate dum @\nofsine mi Igirstnen dou atned Ey\n\nHive sadanet son9be guois\n\nae\nay\n\nSpee ty\n\n- bien tiny wl died te Inne einsaay\n\na\neg\n\nts\n\n;\n\nay\n\n{ie\n\n3)\n#\n+.J\n°\n\nt\neer\n\ni\n\n“A\n\n‘\n\nié\n,4\n\ni\n\n‘\n\nv¥\n\ns\n\n;\n\n|\n\n‘\n\n40\n\n2\n\nsa\n\niw\n\n'\n\nf\nbP\n\n“>\nae\n\n>\n\n(ae\n\na\n\nVi; e e\nSiac\n\nPi\n\n'\n6\n\nSah\n\nNi eee\n\nSLAC\n\n=\n\nLane\n\n‘\n\nCleat\n\ni\n\nvial\niieis\n+}\n\nae\n\n|\n\n4\n\n“Th\n\noe\n\neh\n\n4\n\n—\n\n;\nCreare\n\nLe rm\nae\n\nivi\n\nx\n\nAlf\niMlic\n\nis\n\n¥\n\nA\n\nte\n\nll\n\nAt NN\n\nSVE:\n\nee\n\nGeyer\n\ni\n\nici\n\nWa\n\nCe\n\n-\n\npo!\nts\n\nast\n\nCN\n\nWw pointe\n\nOo*\nie\n\nsete\nPeaticrs\n\nf\n\nPe\n\ny\n\nusiteesd\n\n“he: nat\n\n:\n\n&\n\nity\n\n“\n\n“Thay wan & ne doubt\n\nby\n\nvi\n\n»\n\n*\n\nMAN x\nAA\n\n;\n\n'\n\n@\nJ\n\nseotedl,\n;\n\n<q. 25\n\n:\n\n'\n\n-\n\ni\n\nON\n\n=\n\nd nature m\nAe\n\n»\n\nliv\n\nP\n\nq\n\nes\n\nrd\n\n,\n\n7\n\n> ;\n\nP Aun }¢.\nSvid\na\n\n“,\n\n‘>\n\n'\n\nlia?\n\n© rere\n‘7\n-\n\nve\n\nwa\n\n4\n\nSt file ity\n\nBar|\nme\n<a\nmy\nOg\nes\n\nroi\n\na\n\n.\nvsied\n\nes\n\n~*\n\npepe\n\nGe conmniiee\n\n‘\n:\nIn Codnung\n\n-alercae\n\nath\n\n-\n\na,\n\na\n\nte\n>\n\n2\n\na\n\n|\n\nom\n\n)*\n\n—_\n\n»as\n\ni\n\né\n\n=\n\n:\n\n~\n\nY\nin\n\n-\n\n> ian\n\n2\n\na\ne\n\n»\n\n"}
{"page": 595, "printed_page": null, "text": "The Department of Secondary School Principals\n\n"}
{"page": 596, "printed_page": null, "text": "HE DEPARTMENT OF SECONDARY SCHOOL PRINCIpals was organized in Topeka, Kansas, in 1886,\nunder the name of the Department of Secondary\nInstruction.\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 1928-29 are: President, J.\nStevens Kadesch, Headmaster, Senior High School,\nMedford, Mass.; First Vicepresident, Truman G.\n\nReed, Principal, Central Intermediate\nHigh School,\nWichita, Kans.; Second Vicepresident, William Ferdinand Ewing, Assistant Superintendent, Principal\nof Schools, Oakland, Calif.; Secretary-Treasurer, H.\nV. Church, 3129 Wenonah\nAve., Berwyn, IIl.\n(or Superintendent of Morton Secondary Schools,\nCicero, Ill.) ; Executive Committee, Galem Jones,\nPrincipal, High School, Port Arthur, Texas; E. H.\nKemper McComb, Principal, Emmerich Manual\nTraining High School, Indianapolis, Ind. Facts relating to the establishment of this Department and\nthe record of meetings are found in earlier volumes\nof Proceedings as follows:\n1887 :395-442\n1888 :403-433\n1889 :499-533\n1890 :615-655\n1891 :617-687\n1892 :332-373\n1893 :177-242\n1894 :743-794\n\n1895 :579-635\n1896 :557-619\n1897 :644-699\n1898 :664-700\n1899 :601-818\n1900 :428-453\n1901 :565-604\n1902 :455-492\n\n1903 :429-486\n1904 :473-536\n1905 :423-479\n1906 :633-637\n1907 :521-710\n1908 :577-667\n1909 :479-522\n1910 :443-533\n\n[592]\n\n1911 :555-657\n1912 :663-765\n1913 :469-499\n1914 :445-488\n1915 :723-753\n1916 :517-574\n1917 :253-284\n1918 :177-189\n\n1919: 195-204\n1920: 209-230\n1921: 667-678\n1922 :1267-1293\n1923: 861-880\n1924: 775-802\n1925: 450-477\n1926: 636-652\n1927: 599-677\n\n"}
{"page": 597, "printed_page": null, "text": "THE\nGEORGE\n\nEDUCATIONAL\nS. COUNTS,\n\nTEACHERS\n\nPROGRAM\nCOLLEGE,\nYORK\n\nOF SOVIET\n\nCOLUMBIA\n\nRUSSIA\n\nUNIVERSITY,\n\nNEW\n\nCITY\n\n-]\n\n‘HE history of education offers no parallel to the transformation which\nhas been worked in the educational system of Russia since: the ‘October revolution.\nAs a direct consequence of this great upheaval the\ncontrol of education was at once shifted to a new social class, the: purpose\nof education was fundamentally altered, and the very conceptiom: of education was greatly widened.\nIn obedience to these changes and within\nthe brief space of ten years the entire educational program has been reconstructed, the administrative organization has been made to assume a\nnew form, the system of schools has been profoundly modified, many new\neducational institutions have been created, the materials of instruction have\n\nbeen overhauled, and the methods of teaching have been reformulatd.\n\nIn\n\na word, an altogether new turn has been given the evolution of education in Russia. This fact is indisputable. What of good or ill it may hold\nfor either the Russian people or the world at large, only the passing years\ncan reveal.\nBut it is an event of such magnitude that it can be neither\nignored nor forgotten.\nThe purpose of education—The most significant change which has been\neffected by the Revolution-is of course the change in the purpose of education. Under the old régime the schaol was an instrument for, the support of the House of Romanoff, the Greek Church, and, in general, the\nsocial and political status quo.\nUnder the new régime the school is an\ninstrument in the hands of a dominant minority engaged in the creation\nof a socialistic and cooperative commonwealth.\nTo be sure, according to\nofficial pronouncements, education in Soviet Russia embraces the three-fold\npurpose of fostering the development of an efficient economic system, of promoting the organization of the political life of the union, and of furthering the evolution of national cultures. |But achievement in each of these\nthree realms is appraised in terms of a collectivistic social ideal. The present rulers of Russia, knowing that their own vision of a more perfect\nsociety is neither understood nor shared by the great majority of the\npopulation, are seeking through every agency available to transmit that\nvision to the coming generation.\nFrom top to bottom the entire educational structure is dominated by the urgent need of rearing a valiant and\nmilitant generation imbued with the ideals of socialism and eager to defend\nthe Revolution before the world.\nThe school in Russia today is dedicated\nto the twofold task of guarding and maturing the new social order born\nin the years of war.\nIt is for this reason that. the present educational\nexperiment merits the attention of the world.\nNever before in history\nhas the school been pointed so completely and purposefully towards a great\nsocial objective.\nThe control of education—If the foregoing purposes of education are\nto be achieved, the question of the control of education takes precedence\n[593]\n\n"}
{"page": 598, "printed_page": null, "text": "594\n=\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\na\n\nover all other considerations. Absolute control must be secured by that\nselfconscious minority which is committed to the creation.of the new, order.\nSince this minority is the Communist,Party and since the state is ruled\nby the Party, the desired result is secured by making education a function\nof the state. © Practically all education\n\nin’ Russia’ today,\n\ntherefore, is, in\n\nthe Hands of the government.\nIn the field of special and technical education limited opportunities are extended to private enterprise; but, with\nafew unimportant exceptions, all ‘institutions engaged in the promotion\nof general education are’ controlled by the state. °\n‘The reason for the differential treatment of general and special educa'in organiztion’is patent. The present government is primarily concerned\ning'those phases of education which shape social attitudes and ideals. Since\nthe ordinary’ forms of technical education, such as instruction in typewriting, surveying, or foreign language, can have but ‘little influence* 6n\nthe economic’and political philosophy'of the student, the state may safely\nentrust this type of education to* other agencies.: On the other hand; if\ndiverse interests were permitted to’ teach history, ‘civics, economics, morals,\nphilosophy, or even the natural sciences, the state might find itself +hampered in its efforts to create a pre-conceived order of society. The present\ngovernment regards the school, as it regards the army, as an instrument\nfor achieving predetermined ends.\nFor this reason the entire field of geneG called in\neral education, or social education, as it is rene wig\nRussia, is tnemeponiaed by the state.\n;\nThe fact that education in the Soviet Union”is almost’ exdludively a\nstate function does not mean that education is-controlled by the central\ngovernment.\nAs a matter of fact,in the formation of educational policy\nand ‘in the administration of the program, complete autonomy is granted\neach of the six republics which comprise the union.\nExcept for the conferences of the several commissars of education, which are commonly held\nthree times a-year, each republic is apparently allowed ‘to go its own way.\nHowever, ‘an examination of ‘policies, programs and institutions in: four\nrepublics suggests the conclusion that this autonomy is largely illusory.\nEverywhere policies,’ programs and institutions are much the same.\nThe\nexplanation of this apparent contradiction is to be found’ in the influence\nof the Communist party.\nSince.the more important questions are decided\nby this organization, and since the’ area of its dominance:is coterminous\nwith the» boundaries of the union, educational theories and practices are\neverywhere in fundamental waster Under present conditions it could\n#dt be otherwise.\ni\nWith respect» to’ the edyaieionens the avis minorities, Russia has\npufsued a policy of: unusual interest.\nThe cultural *composition of the\n‘union. is extraordinarily complex:\nWithin its’ borders and within’ the\nboundaries’ of each: ofthe more important: republics will’ be found® many\nminority groups, each possessing its own language and institutions.\n“And\nthe complexities of the problem:are’ increased because these various groups\ndiffer enormouslyin both the content and the level of their sécial attain-\n\n"}
{"page": 599, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY: SCHOOL PRENCIPALS\n\n595\n\nments, There .exists.in Russia today every stage of culture from seminomadism. to the highest type of western civilization. Thus, in addition\nto Russians, Ukrainians, Poles, Germans, Jews, and Greeks there are\nKurds, Tartars, Uzbegs, Bashkirs, Kirghiz, Purkomans, Kalmucks, Buriats,\n;\nand Votyaks.\nTo each of these aes minorities is given some measure of coral\nover the education of its children. In this respect the present goyernment. has departed radically from,.the policy pursued. under the Tsar.\nEach minority is allowed to organize its own schools under its own teachers and in its own language.\nMoreover, it. is permitted to introduce into\nthe program its own literature and art. How complicated a system of\nschools may become under such a policy is well illustrated by the little\nrepublic of Georgia. With a population but slightly in excess of two\nmillion inhabitants, schools are now organized in. which instruction is given\nin the Georgian, Armenian, Turkish, Russian, Greek, Ossetin, German,\nHebrew, Assyrian, Polish, tale Kurdish languages. .But, this. freedom is\nconfined strictly to the Geld yot Claud interests. In .the realm of\n‘economics and politics rigid adherence, to the generally accepted policies\nof the union is required.\n“Thus, while refusing to follow the precedent\nof the Empire in an effort to make Russians.,of all these diverse races\nand peoples, the rulers of Russia today are endeavoring earnestly to make\ngood. Communists of them all. As.a price for a certain cultural autonomy\nthey hope to exact a steadfast loyalty to the Revolution. ,In this they would\nseem to be building more wisely than their predecessors.\nThe. system of education—The revolutionary government, having made\ncertain of the control of education at all vital points, has, created a new\nsystem of education. There are institutions of social, professional, and political education.\nWhile such an organization of schools may appear at first\n. glance to differ radically from that to which we are accustomed in America,\nit resembles. our. system much more closely than it does the traditional\nsystems of Europe.\nThe familiar divisions of elementary, secondary,\nand higher are not immediately apparent.\nMoreover, the division .of\npolitical education. is set off by itself and sustains no organic connection\nwith either of the. other two divisions.\nBut these differences are traceable, for the most,.part, to differences in the classification of institutions\nrather than to any fundamental disagreements in the general organization of education.\nA survey of,the content of each of the three divisions\nwill show this;to be the.case.\nbn.\n{eohs _ Social education—The basic division of,education in Russia is that of\ncatia education.\nIt embraces what in Amezica,i is known as general education. The task.of the institutions of. sgcial,¢ducation is to transmit to\nthe rising generation that body of knowledges, habits, attitudes, and dispositions which. is regarded as an essential. part of the equipment of every\nff\ncitizen of the republic.\nOn this foundation are erected the institutigns .to unas those orsitg\nof special education which the complexity and diversification of Jife make\n\n"}
{"page": 600, "printed_page": null, "text": "596\n\nNatiONAL\n\nEpucatiOn\n\nASsoctaTION\n\nnecessary or desirable. If the ‘collateral institutions, such as schools for\nadolescents, schools for peasant youth, and factory and mill schools be disregarded, the system of social education will be seen to be composed of\ninstitutions of three levels. At the bottom of the system are various types\nof preschool institutions which, ‘though existing today only in very limited\nnumbers, are designed to enrol children during the ages of three to seven\nyears inclusive. Above these institutions is the unified activity school, as\nit is called, which is divided into primary and secondary divisions. The\nformer;*known as the school of first grade, is a four-year institution and\ndorm enrols children from eight to eleven years of age. The school\nof second grade then takes the pupil for another five-year period or to\nthe age of seventeen years. This institution, however, is broken into a\nfirst division of three years and a second division of two years. A total\nof fourteen years of social education is thus provided, but as the chart\nindicates, for a particular individual this form of education may end on\nthe completion of the school of first grade or on the completion of either\n\ndivision of the second grade school. The practice of cutting short the_\nyears of social education, according to the authorities, represents necessary but temporary concessions ‘to the economic poverty of the country.\nThey are’ agreed that the universal extension of the period of social education to’seventeen years of age is highly desirable.\n\nIn its broader outlines the curriculum content of the schools of sbetal\neducation is not unlike that of dur institutions of similar grade. In the\npreschools emphasis is placed on’ free activity, habit formation, supervised\nplay, and health; in the school of first grade chief attention is devoted to\nthe acquisition of command over the tools of learning; and in the school of\nsecond grade major consideration is given to science, history, mathematics\nand prattical studies.\nThroughout the course of social education both the natural and social\nsciences’ receive consistent emphasis. The great object of the instruction\nin the natural sciences is to combat religious influence and to develop in\n\nthe coming generation\n\na definitely materialistic outlook.\n\nThat\n\nthe in-\n\nstruction in the schools is positively anti-religious perhaps could hardly be\nmaintained.\nYet in Russia today the notion is current among teachers\nthat faith in either God or the church is a superstition whose age is\na product of ignorance.\nThe emphasis on history and ‘the social studies is designed dopheneds\nto indoctrinate children with the ideals and attitudes of collectivism.\nIn\nthe teaching of history the class’ struggle is made prominent throughout\nand an extraordinary amount of time is devoted to the revolutionary movements of the 19th and 20th centuries.\nMoreover, the story of man’s\nearthly ‘adventures is made to culminate in the Bolshevik revolution of\n1917.\nThe heroes of the whole revolutionary movement are made the ob-\n\nject of careful study and extreme veneration.\n\nAnd in its consideration of\n\nthe relations of nations, the school seeks to substitute for the sentiments\n\nof nationalism and patriotism the sentiments of proletarian solidarity and\n\n"}
{"page": 601, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n597\n\nworking class loyalty throughout the world.\nLet any event or movement touching the welfare or fortunes of the workers show itself anywhere in either hemisphere, from the revolution in China to the execution of Sacco and Vanzetti in Massachusetts, and the attention of the\nchildren in the schools will be focused upon it. The all controlling purpose of social education in Russia would, therefore, seem to be’ that of\nmaking the coming generation friendly to the revolution, hostile to all\ncounter-revolutionary forces, and eager to further the development of a\nsocialistic and materialistic civilization.\nProfessional education—Based upon the institutions of social education\nand articulating with them at various points are the professional and higher\nschools.\nProfessional education, it should be observed, embraces all forms\nof vocational and special training and is therefore much wider in scope\nin Russia than in America.\nUnder the present organization an individual\nmay proceed to the special schools from any one of three levels of social\neducation, depending on the nature of the specialty toward which he is\naiming. And corresponding with the three points of departure from the\nsystem of social education are three levels of institutions for professional\neducation.\n‘To enter the schools, which prepare for the skilled occupations of industry, the student need only to have completed the school of\nfirst grade. Above these lower vocational schools, in point of general\npreparation demanded, are the technicums.\n‘These schools may be entered\nfrom either the first or the second division of the second grade school.\nIn them are trained the elementary teachers and many other workers who\nmight be regarded as pursuing occupations at the semi-professional level.\nOf a higher grade than the technicums and articulating only with the\nsecond division of the secondary school or with the worker’s faculty are\nthe universities.\nIn these institutions are trained the teachers of secondary\nschools, agronomists, physicians, surgeons, engineers, linguists, historians,\nmathematicians, and pure and applied scientists of all kind. Above the\nuniversities and articulating with them are numerous and varied agencies\ndevoted to scientific research.\n“These institutions may be said to form\nthe capstone of the educational system of Russia.\nA considersation of the many points of interest in the system of professional education cannot be attempted here. ‘There is, however, one question of such fundamental importance with respect to the extension of the\nopportunities of higher education that it merits brief examination.\nThis\nis the question of admission to the universities.\nImmediately after the\nrevolution all academic standards were abolished and the doors of the\nhigher schools were opened to members of the working classes regardless\nof their qualifications.\nCircumstances gradually forced the abandonment\nof this extreme position. Today entrance to the universities, even for\ngraduates of the secondary school, is by examination only. Nevertheless,\ndiscrimination in favor of the working classes continues.\nSince the facilities for higher education are inadequate to meet the demand, selection\nIn this\nmust be made from those who pass the entrance examinations.\n\n"}
{"page": 602, "printed_page": null, "text": "598\n\ni\n\nNaTIONAL\nep\n\nEpucaATION\nER\n\nASSOCIATION\nTS\n\nBut the\nselection the children of workers and peasants are favored.\nwith\npolicy\npositive\nauthorities have gone even further and adopted a\nclasses.\nthese\nto\nopportunities\neducational\nregard to the extension of higher\nEvery encouragement, both tangible and intangible in character, is given\nthem to attend the universities. A special institution, the worker’s faculty,\nhas been: created to prepare them to pass the entrance examinations, and\nmaintenance allowances have been ptovided for those whose economic condition would otherwise keep them from the higher schools. According\nto the Commissariat of Public Education, approximately one-half of the\nstudents attending the universities today receive monthly stipends for\nmaintenance.\nClearly the present government wishes to make absolutely\ncertain that the technicians, intelligentsia, and leaders of the coming generation will be sympathetic towards the ideals of the revolution and the\naspirations of the working classes. “That this may involve some sacrifice\nof academic standards and a certain measure of injustice to individuals\nis fully recognized, but such sacrifice and injustice are regarded as the\nprice which must be paid to insure the safety of the revolution.\nPolitical education—The division of political education has no articulation with the divisions of social and professional education.\nIt lies outside the bounds of the conventional system and is almost completely a product of the revolution.\nIts great object is that of promoting political education among adults; but since the promotion of political education «is\npractically impossible in an illiterate population, and since the present\nregime inherited from the Empire an evil legacy of illiteracy, the first\ncharge upon this division of the system is the teaching of reading and\nwriting. The attack on this problem has been undertaken on a large\nscale and through the instrumentality of many new institutions created\nfor the purpose.\nHand in hand with the war on illiteracy has gone the\nprogram of political education which has sought to alter the political ideas\nand philosophies of the entire adult population.\nThe inclusion of the division of political education within the formal\nscheme of education constitutes one of the most interesting features of\nthe new program in Russia.\nIn the effort on the part of the government to control and utilize the various social agencies which have educational possibilities nothing has been overlooked, nothing has been left to\nchance, . In its endeavor to reach the population all available channels have\nbeen used. The long list of institutions thus brought under the supervision of the Commissariat of Education reveals the thoroughness with\nwhich the job has been done. There are the museums, libraries, cottage\nreading rooms, people’s homes, clubs, correspondence courses, and the\nnumerous schools for adults of a more formal type. And to this list might\nbe added many other institutions, some of which, such as the theater, the\ncinema and the Red army, are as important as those included.\nIn its\nscope the conception of education which prevails in Russia exceeds that\nfound in any other great country. For this condition the development of\nthe division of political education is largely responsible.\n\n"}
{"page": 603, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n599\n\nThe administrative organization—For the administration of this vast\nnetwork of educational institutions a correspondingly comprehensive administrative organization has been set up. In harmony with the principles of republic autonomy in the field of education the union as a whole\npossesses\n\nno\n\norganization\n\nfor the administration\n\nof education.\n\nIn\n\nthis\n\nrespect the Soviet Union is following a policy not unlike that pursued by\nthe United States. In our country the administration of education is left,\nfor the most part, to the several states. This apparent similarity, however, should not blind us to the fact that whereas the United States, with\na population of 120,000,000, is divided into forty-eight states and the District of Columbia, the U. S. S. R., with a population of 145,000,000, em-\n\nbraces but six republics and one of them, the R. S. F. S. R., contains approximately seventy percent of the total population of the union.\nWithin the R. S. F. S. R. the administrative organization assumes an\nelaborate form.\nAt its center is the people’s Commissariat of Education\nwith offices in Moscow.\nRadiating from this center are numerous lines\nof influence which reach into the provinces, the districts, the volosts, and\nfinally the peasant villages. On the whole, the system may be regarded\nas a highly centralized one.\nHowever, each of these local political units,\nexcept the village, maintains some organic connection with the institutions of public education and in an informal way even the village may\nplay a part in the management of the primary schools.\nFor the most\npart policies and programs are formulated by the central authorities and\nthe adaptation of these policies and programs to local conditions is the\nresponsibility of the local officials. An examination of the Commissariat\nof Education will reveal the more significant features of the administrative\norganization.\nThe nucleus of the People’s Commissariat of Education, or Narkompros,\nthe abbreviated form commonly employed in Russia, is the Collegium.\nThis body, which is a sort of educational cabinet, is composed of eight members. Presiding over the Collegium, and the official head of public education in the R. S. F. S. R., is the People’s Commissar of Education.\n“The\nmembers of the Collegium derive their powers directly from the government and are responsible to the government.\n‘The People’s Commissar\nis appointed by the Central Executive Committee and the other seven\nmembers by the Soviet of People’s Commissars.\nAlthough a member may\nhold some other position in the Commissariat of Education at the time\nhe is serving in the Collegium, no member serves ex officio. ‘The function\nof the Collegiumis that of any central agencyin an administrative organization.\nIt deals with the larger problems, formulates the more general\npolicies, and coordinates the work of the various departments and bureaus.\nIts conclusions, however, are not final. ‘The court of last resort in such\nmatters, to which all decisions must be submitted for approval, is the\nThe latter may refuse to confirm the\nSoviet of People’s Commissars.\naction of the Collegium, but in actual practice confirmation is the normal\nprocedure.\n\n"}
{"page": 604, "printed_page": null, "text": "600\nlitt\n\nDae\n\nNaTIONAL EpucATION\nich nal i ir A ae a\n\nASSOCIATION\nee\n\nese\n\nBelow the Collegium the Commissariat of Education is organized into\neight great departments.\nFor the most part these departments are coordinate in authority and function,. although their importance must vary\nwith the importance of the work performed.\nIn their organization they\nusually follow the pattern of Narkompros.\nIn general charge of a department is a collegium with a president at its head appointed by the\nSoviet of People’s Commissars and with a number of other members\nappointed by the Collegium of Narkompros.\nIn addition to these eight\ndepartments the Commissariat of Education embraces another institution\nor agency of great significance—the state publishing house.\nA _ brief\ndescription of the function of each of the departments will reveal the\nbreadth of the educational program in Russia.\n\n1. The Department\n\nof Literature\n\nand Publishing—This\n\ndepartment\n\ndischarges a broadly social as well as a crucial educational responsibility.\nIts function is to plan, control and censor all publishing within the Republic. Its influence therefore is felt not only in the schools but in every\nwalk of life. No field of interest escapes its supervision.\nIn every realm\nit passes judgment on both the number and content of publication.\nBut\nits authority does not stop here. It is made responsible for the character\nof theatrical productions and is empowered to censor both the cinema and\nthe legitimate stage. As one contemplates such a concentration of power\nin the hands of a single agency, one can only hope that those to whom the\npower is given will have sufficient wisdom to use it aright.\n2. The Council for the Education of National Minorities—The Russian Republic is a land of diverse races and cultures.\nThis fact greatly\ncomplicates the task of formal education and makes necessary extensive\nmodifications and adaptations of general policies and programs to the\nneeds and conditions of numerous national minorities.\nNo single formulation of procedure could possibly meet such dissimilar situations as the\ncultural diversity creates. To make the necessary adjustments and concessions is the task of this department of the Commissariat of Education.\nAnd to insure a sympathetic attitude on the side of the department toward\nthe task, its personnel is made to represent these minorities.\nThe Collegium of the Council today is composed altogether of persons chosen by\nthe minorities.\n3. The Department of Science, Art, and Museum Institutions—The\nfunctions of this department are rather clearly indicated by its title. An\nexamination of the present system of education in Russia showed it to include a great number of scientific institutions, art galleries, and museums.\nThrough this department the administration of all of these institutions\nis brought under the jurisdiction of the Commissariat of Education and\ntheir activities are coordinated with the work of other educational agencies. This department also has control over the exportation of objects\nof art to foreign countries.\n4, Department of Organization and Administration—In its organization this department is somewhat different from the other departments.\n\n"}
{"page": 605, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n601\n\nIt possesses no collegium but the coordinating and integrating functions\nare discharged by a central staff consisting of a president, an assistant, and\ntwo inspectors.\nThe’ major responsibility of the department is that of\nperfecting the administrative organization of the system of public education. Subsidiary functions performed include the gathering of statistics\nand information regarding education, the calculation of the social need\nin the Republic for workers requiring different types of special training,\nand the financing of all educational institutions supported out of the state\nbudget.\n5. The State Council of Education—This department is perhaps the\nmost important of the eight departments of Narkompros.\nIt carries the\nheavy responsibility of working into a single unified program the diverse\nplans and suggestions emanating from the other departments.\nIt is a sort\nof educational clearinghouse for ideas and programs.\nIt is also responsible for the appointment of all professors and instructors in the higher\ninstitutions.\nFor the performance of these important functions it has an\norganization much like that of the other departments except that it is a\nbit more complicated and possesses a somewhat larger staff.\n6. The Department of Social Education—The major function of this\ndepartment, as the title suggests, is the development and supervision of the\ninstitutions of social education.\nIt shapes programs, develops textbooks,\nand formulates methods of instruction for these institutions.\nUnder its\ngeneral supervision fall the preschool institutions, the schools of first grade,\nand the schools of second grade, as well as various other forms of educational enterprise which are commonly associated with these institutions.\nThe latter would include pioneer exercises, local programs, and certain\noutside activities of a cultural nature.\n7. The Department of Professional Education—Under the jurisdiction\nof this department are placed all forms of vocational, professional, and\nhigher education except those types which are classified under adult education. It is immediately responsible for the curricula and the methods\nemployed in workers’ schools, technicums, workers faculties, polytechnics,\nand universities.\n8. The Department of Political Education—This department has general charge of the division of political or adult education.\nIt bears the\nmajor responsibility for the liquidation of illiteracy and for the political\neducation of workers.\nIt organizes correspondence courses and prepares\nbibliographies; it supervises libraries and cottage reading rooms; it is resonsible for the organization of young people’s clubs, it establishes points\nfor the liquidation of illiteracy and outlines courses for selfeducation;\nand it develops curricula and methods for the schools for political literacy.\nThis department is the most powerful arm of the government in its efforts\nto reach the adult population in city and village.\nThe foregoing analysis of the People’s Commissariat of Education invites one general comment—a comment which was also suggested by an\nexamination of the system of education.\nPerhaps the most striking feature\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nof the Soviet educational program is its breadth and comprehensiveness.\nMany interests and institutions which in other countries customarily fall\noutside the field of educational administration have been brought within\nOf particular interest in\nthe province of the Commissariat of Education.\nthis connection are the Department of Literature and Publishing, the\nCouncil for the Education of National Minorities, the Department of\nScience, Art and Museum Institutions, and the Department of Political\nPractically all the educational agencies of society, except the\nEducation.\nhome and the church, have been coordinated and made to work toward the\nsame end.\nMoreover, no age or social group is overlooked; all are embraced in this gigantic program for remoulding the very character of a\npeople.\nWhat the future will bring in the development of educational institutions in Soviet Russia is in the lap of the gods.\nHe would be a rash man\nindeed who today would mark out the lines of change which will unfold\nthemselves there in the coming years.\nSo vast and varied is the geography,\nso complex is the cultural pattern, so fluid is the social life, so unknown is\nthe Russian nature, and so many are the variables in the situation that the\nmost astute observer must refrain from prophecy.\nWhatever may be said\ntherefore regarding the future of education in the Soviet Union must be\nhighly conditional.\nDuring the ten years since the Revolution much- has\nbeen achieved. “Voday the educational system seems to be developing rapidly\nand comprehensive plans for further growth have been formulated.\nHowever, it must be confessed that the program which the present government\nhas outlined is far from fulfilment, that the material basis of education is\nvery inadequate, and that large developments must wait upon the successful organization of the economic life. Yet, if the Russian people are successful in the solution of their economic problems, if the support of education is provided on a scale as generous as the program adopted, if the\ncountry is blessed with peace for half a generation, and if the present government remains in power, the current educational experiment should prove\n\nto be one of the greatest educational experiments of history.\n\nPROBLEMS\nPROFESSOR\n\nOF EDUCATION\n\nRAJAREM\n\nV.\n\nOF\n\nHINDUSTHAN\n\nTHE\n\nGOGATE,\n\nCHAIRMAN\n\nOF\n\nASSOCIATION\n\nIN INDIA\nEDUCATION\nOF\n\nCOMMITTEE\n\nAMERICA\n\nI consider it a happy privilege indeed to be asked to speak on behalf\nof my motherland, India.\nI also wish to express my gratitude to those\nwho have shown this breadth of vision and sympathy of interest in inviting\nIndia to participate in this opening session of the national convention of the\nprincipals of American secondary schools.\nIndia is a country which occupies a space of about two million square\nmiles with a population comprising one-fifth of the human race.\nIndia\nheld a venerable position among the countries that laid the foundation of\n\n"}
{"page": 607, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n603\n\nhuman civilization in the early days of recorded history, and she had made\namazing progress in industry, commerce, science, politics, art, and philosophy. An unbiased evaluation of the culture and history of India will\nyield a record worthy of any people.\nOne-sided picture—Unfortunately, however, due to certain unrestrained,\nselfseeking, arrogantly selfrighteous forces that have been let loose since\nthe industrial advancement of Western peoples and that have been running\namuck, particularly since the institution of nation worship and flag symbolism among the Occidentals, many uncritical, unreliable and totally unsympathetic studies have been made public. According to these studies\nIndia is described as a land of teeming population of diverse castes and\ncreeds, a country of contending religions and races where life is still uncertain because of the freedom enjoyed by the snakes and tigers, and\nwhere the elephants roam at large. Add to these other beliefs that the\nentire people of India are given to a sort of religious pessimism, that fantastic doctrines of life sway the passions of men, that ignorance and superstition are the order of the day, that every Hindu is a hand-reader, and\nthat the dear mothers of India cheerfully throw their babies into the Ganges\nso that the “holy” crocodiles may not miss their usual breakfast.\nMischief of vested interests—Those who either had little or no interest\nin the peoples of India beyond proselytizing them and those who looked\nupon the Orient as a free gaming ground for the economic gamblers of the\nWest through their talks and writings prided themselves in their triumphs\nin exploiting these peace loving peoples of the Orient.\nRecords of Western missions will reveal that, until very recently, their chief criterion for\n\njudging the work done by them among the Asiatic peoples was in terms\nof numerical conversions of the natives to any one of the 57 varieties of\nthe Christian faith.\n_ Christianity under the growing impact of industrialization of the\nWestern nations was becoming a worn out fabric of creeds, dogmas and\nrituals unable to clothe the ever increasing spiritual nakedness of its professed followers.\nIts attention, therefore, was naturally diverted from\nhome to distant lands from where its missionaries could bring such tales\nof woe, misery, and ignorance, and thus cause the spiritually gullible men\nand women of their respective lands to open their purses wide to save the\nsouls of the socalled ‘‘heathen.”’\nDue to such abnormal approaches to the study of distant countries a\nserious damage has been done to the minds of the Western peoples and of\nlate both the Occidentals and Orientals are realizing the gravity of the\nsituation which, if not carefully attended to, is calculated to lead to the\nbuilding of unwholesome, indecent, and inhuman attitudes toward the\nlife, ideals, and aspirations of one another.\n‘This, of course, will be\n\nmutually diastrous.\nIndia is not what the Western\n\nimagine.\n\nIndologists, save a few, would have you\n\nAs a son of India who has had years of contact with the West\n\n"}
{"page": 608, "printed_page": null, "text": "604\n\nF\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nre\na\n\nand who is keenly awake to the true greatness of Occidental civilization,\nand who owes a debt of gratitude to the institutions of higher learning of\nthis great republic for his higher training and education I wish to present\n\nto you, this afternoon, the case of modern India, with special reference to\nher educational problems.\nNew era in education of India—We stand today, in my opinion, at the\n\nThe British\nthreshold of a new era in the history of Indian education.\non\ncondemned\nstands\nit\ntoday\nbut\nheyday,\nits\nhad\nhas\nsystem of education\nall sides because of the results it has produced, and particularly because of\nthe changed outlook on life on the part of Young India.\nFor some seventy years Britain has ruled India’s educational destiny,\nand as at home she naturally was able to give India a type of education\nthat is neither practical nor efficient.\nBritish education in India may be\ncharacterized, without fear of contradiction, as ‘“‘a system of education\noffering training in the socalled liberal arts and sciences for the benefit of\nthe ‘classes’ of the Indian population.’’ All the courses in the curricula\nwere theoretical whether pertaining to the arts or sciences. “The medium\nof instruction was English which successfully contributed to retard more\nthan to accelerate the advancement of education among the people of India.\nThose who were blessed with a rich inheritance of mind and money were\nable to survive through the educational nurseries of India, going beyond\nthe secondary school and on through the colleges and universities.\nThese\nnurseries, however, have been mostly replete with records of shocking educational mortality from the very early stages of the primary grades and\nespecially at the matriculation examinations which come at the end of\nthe secondary-school program.\nOf course the apologists of British education have not been slow in offering excuses and inventing reasons for the\nhigh educational mortality by referring to India’s social and economic\nproblems.\nWe Indians, however, and those few Americans who have of\nlate returned from India, after having made a truthful study of the real\ndifficulties in the way of education in India, feel that there are three chief\nfactors which are responsible for the slackness and retardation of education in India.\nCauses of educational retardation—First, the medium of instruction\n\nbeing a foreign tongue, it creates all those difficulties and attitudes of indifference which your own\n\nboys and girls would not endure if they were\n\nmade to study through German or Japanese while their own language at\nhome and in their community remained English.\nSecondly, Indian education as exported from England is merely\ncultural in its old-fashioned sense.\nIt does not train character as you\nAmericans say.\nIt does not prepare for the battle of life. It fails to\nawaken potentialities of the child which will make him creative in his own\n\nway.\n\nAbove all it is non-vocational,\n\nand as such useless for the many\n\nwho in all countries, and especially in a country of India’s magnitude, must\n\nwork and produce in order to make a decent living.\n\n"}
{"page": 609, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\na\n\na\n\n—\n\n605\n\neee\n\nThirdly, it is not free and compulsory even in its primary stages. I\nknow of no nation that has made education to serve as an instrument for\nevolving and sustaining democratic ways of living where primary education is not compulsory.\nIndia cannot be an exception.\nEighty-two per\ncent of India’s population lives in villages and depends on one or another\nphase of agricultural activity for its sustenance. A farmer in India:is not\nanxious to send his child to school to get instruction in the three R’s and\nto forego the economic returns of his services at home and on the farm\nany more than is an American farmer in California. You know:what\ndifficulties attendance officers in the rural districts of the United States\nface in keeping the children in the schools.\nIn spite of the compulsory\neducation laws all through the United States this country has still far\nto go to be free from illiteracy. Had it net been for the vocation}. parttime and continuation schools provided for’the children of the masses of\nthis republic, you would face the same situation as most European-‘countries do, and that situation is highly accentuated in India by the fact that\nIndia is not yet industrialized.\n‘Problems of education in India—I. So the first and foremost of our\neducational problems in India is that of organizing mass education as distinguished from class education of today. This education for the. masses\nmust provide for the minimum essentials of learning which, in my opinion,\nshould consist of the three R’s plus training in some vocation which will fit\nthe child to engage in a profitable and productive pursuit. Rural reconstruction is our pressing need. Besides giving our prospective farmers and\nfarm laborers the essential minimum,\n\nas mentioned\n\nabove, it is necessary\n\nthat technological and vocational schools must be brought into existence\nto teach scientific methods of improving agriculture and its attendant industries.\nThese technical schools will prepare workers who can lead and\ninitiate movements for improving means of public utilities Material comfort and convenience is badly wanting, and its possession will aid greatly\nto better the outlook on life on the part of our potential citizens.\nIndustrialization—Whether one likes it or not the impact of Western\n\nindustrialization is being seriously felt on our life in India. Bombay: and\nCalcutta are no longer representative of the: Orient, but they present all\nthose numerous problems that modern capitalistic industries create.\nOur\nfarmers do not possess any special gift of farsightedness not possessed by\nthe farmers of the West.\nThey are easily, attracted to the centers of\n\nindustry because of the immediate rise in their monetary earning capacities.\nThey fail to see the inevitable price they and their children must pay, in\nthe course of time, in point of health dissipation, and drink.\nWhen a\nman works on:the farm he sings and practises human hospitality toward\nall, but when he gets under the influence of exploitative factory life he\nHis love for the family plays out and he is gradually\nspits and swears.\nThis does not mean that\na soulless machine.\nbecoming\nof\npath\non the\nwe in India object to developing industries and thus to improve our pro-\n\n"}
{"page": 610, "printed_page": null, "text": "606\n\n|\n\nNationa! EpucATION) ASSOCIATION » + ‘\n\ncS\n\nOur natural resources: are: enormous, and though greatly exductivity.\nploited by the Western capitalists*for over.a: century everyone who knows\n\nIndia will-concede that she still holds.enormous. subsoil resources which are\nas“yet untapped. Scientific methods, moreover, will help. to increase the production of: our raw materials, and. if/a system of cottage industries is, built\n\nup, it will/save our population from the evils ofhighly centralized and\ntechanized’ factory: system as at present in vogue, and, at the same time\nimprove the economic and, consequently the social. life of.our masses.\n\ns« Hence the importance of rural -reconstruction,.and of facing the .problems of rural economy by providing that type of-educational, facilities which\ncan solve the problems -without calling for unavailable monetary) aid and\n:\nAw grat\nother facilities,\nWhose responsibility?——Since India‘is a scnriteninned villages and tlie\nuttermost poverty of her masses does not enable,'them, to;.fimance the education of their ‘children, the task will: have to. be shouldered by. the Government of India. |Instéad»of providing:'small one-room schools for every\nvillage, in most cases the plan of consolidated ‘schools.as operated in the\nrural regions of the United States would seem. highly, advisable. .This\nplan will enable the provision for fewer: schools with better equipment and\nproperly trained teachers. .idndian children can walk the same distance to\ntheir schools that American boys,and girls in rural districts do, and it will\nnot be difficult under.capable and;loyal managément to establish faanspoxtaz\ntion facilities according to the’ nature,of the place in question.\neal\nEight, to. ten. years of educational career including the primary and vocational schooling should quite suffice for the present to revolutionize. the\noutlook».as. well asthe understanding’ of the immediate PROBpERSE of, .a -village boy..or. girl.4,,\nbt\nChe program of se reconstruction, of course, will call. for the intra:\nmhaS of modern methods of organizing economic and social life in villages such as the system of cooperative societies,.community, hygiene, fostering of associated ‘industries, such as poultry, farming, |dairies, basticuls\ntural improvements, etc.\nseisli | <deprch-opevelaen\nA solution to this problem. of mass Perypaa oreuionad the presence\nof leaders who will be able to initiate and conduct the various agencies\nthat are necessary for bringing about rural. reconstruction.\nThese rural\nleaders will have to comeifrom the institutions at present financed and run\nfor the children of the upper and middle class city population.\nUnless the\neducation given to these sons and, daughters of city,'dwellers is reformed\nand redirected, it is hopeless} to expect, the products of our present schools\nand colleges efficiently to shoulder the responsibilities of improving the lot\nof their rural brethren.\nReform..of present “Class Education’ “II, ah the second problem\nthat calls our attention is in regard to the reformation of the education\nthat is being given today in our schools and. colleges.\nInstead of turning\n\nout clerks for governmentsjobs\n\nor those who cannot\n\ndo anything. with\n\n"}
{"page": 611, "printed_page": null, "text": "DEPARTMENT OF SEGQNDARY SCHOOL\n\nPRINCIPALS\n\n607\n\ntheir acquired. knowledge except teach it to others, we must face the problem differently. Education-should be so organized that it will be a paying\nconcern to,those who receive, it. It should, as you Americans put it, prepare a product that will not be difficult to sell. I do not suggest that our\npresent education should be completely thrown overboard.\nWe must\nteach subjects that are conducive.to the preparation of scholars,:scientists,\npoliticians, and so on, but our-educational-institutions, particularly,our middle schools.and high schools, must:not be-allowed to -cater so-much to the\nrequirements of our colleges and universities:\nCourses in’ practical arts,\ngeneral science, industrial chemistry, food chemistry, designing, need to be\nintroduced to shift students’ interests in wider field of choice than is possible at present.\nThe curriculum instead of being.ridden by the needs of\nthe higher institutions should be worked out in terms of the needs :of the\nsociety that we wish to create and in which the child is to grow and to\nserve,\nIf India’s masses are to be lifted up from their present condition\nof illiteracy and poverty, her classes must, in the general interest of the\nnation as a whole, give up. some of the false values of rank and prospects\n\nand. agree to train their children for work in rural leadership.\nIf a ten-year experiment is made.to turn out from our high schools\nboys and girls trained in studies that will enable them to work for the\nmass education movement, it will, besides doing good to the rural population, help to emancipate. the city children from ‘the clutches of narrow,\ncircumscribed, interests.and avenues of activity that have become more or\nless traditional today. When such a movement is well under way our\nmasses will become intelligent enough to understand our national aspirations and to appreciate the sacrifices,of our leaders for the cause“of India’s\npolitical, economic, and social regeneration.\nIt is the middle class and\nthe intelligentsia in every country that :is;,responsible for the general staggering apathy of the masses toward national ideals: of prosperity and\nprogress.\ntl\na mer\nIII. Our third important problem is that of medical educetion.\nOur\ncolleges and universities should become transformed into institutions for\n\nthe training of mid-wives, pharmacists, and doctors.\nIndia will hold her\nown much better when she will have more bachelors of medicine and\nfewer bachelors of arts.and science.\nI include in my criticism of the degree holders even the students of science because they:.are no better able\n\nto “do” things in their lines than are the students’ of arts.\n\nOur higher\n\neducation is ‘‘all theory.’’ A few of our great universities have gone to\nanother extreme; they have instituted highly specialized practical courses\nwhich result in the production of the research laboratory type of scholarship. ‘These high grade research scholars may discover things and thus\nearn.a reputation in the:world of science, bringing a proud feeling of self-\n\napprobation to our land; but their discoveries and researches are calculated\nto be helpful only to the Occidental scientists and will be of little avail\nto India until Indian conditions in general are so improved as to make\n\n"}
{"page": 612, "printed_page": null, "text": "608\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nthese discoveries applicable to the problems of our people. Individuals and\nprivate institutions may indulge in these high grade researches, but we cannot complacently view our state-supported universities spending our national funds on such endeavors when these are more urgently needed for\nother pressing and more important “national projects” of education.\nHere -again the government must take the lead. Until the Indian\nGovernnient becomes truly democratic and India has lived a steady existence for a few decades at least, as a democracy, it passes one’s imagination\nto understand the logic of the ruling power in expecting “local-initiative”\non the part of the public. You had and you still have to force education\nupon your citizens by law and until your commercial and industrial organizations came forward, your states had given freely for the practical\neducation of your potential citizens: Your states, even to this day, when\nas a democracy you have lived over a century, spend enormous sums of\nmoney to,encourage vocational education and your federal government has\nbeen largely responsible for keepimg up this policy on the part of your\nstates. All this I say because one often hears apologists of the government\nof India accusing the public of that*country of lack of initiative, and argue\nthat by this policy of the governnyent, viz., “wait till they wake up and\ndemand,” India will be benefited; This to me is sheer sophistry an\nwrong reading of the history of ediication.\nNeed of social hygiene—India has made an enormous advance in regard to what is called “personal hygiene” but she has utterly neglected\nthe problem of social hygiene. The first kind of -hygiene, viz., personal\nhygiene, ‘however, has been in vogue in the upper castes of the Hindu\nsociety. Now that national consciéusness has been awakened and all solutions are to be worked out from the national standpoint, greater attention\nwill have to be paid to the study of the numerous problems of social\nhygiene. In order that the future*of our national stock be ensured a general provision for a good system of health correction for our people will\nbe necessary.\nPreservation of indigenous culture—IV. Our fourth problem is concerned with the preservation of the indigenous arts, literature, and philoso-\n\nphy. In short our Indian culture: which is a combined product of the\nHindu and the Moslem contributions, is in danger of being degenerated\ndue to the unwholesome\n\ncompetition\n\nof the European\n\nculture which\n\nhas\n\nbeen imposed upon our children in schools and colleges for the past hundred. years. No people can afford to lose the good things in their social\nand national heritage. ,\n3\nI. Arts—Long before Europeans emerged out of barbarism:and learned\nto clothetheir physical nakedness we in the Orient hadi developed arts\nand crafts to a very: high level. The silk of China an@ the muslin of\nIndia were the marvels in the history of textile products. Without the\nuse of machinery Indian artists had developed the art of manufacturing all\nkinds of cotton, silk and wool goods, metal works, ivory products, sculp-\n\n"}
{"page": 613, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n609\n\nture, and architecture.\nOur Kashmir shawls, hammered brass, silver, and\ngold, engraved products, our beautiful temples with their images and\nmosques and mausoleums like the famous Tajmahal are to this day unsurpassed by any western creation. ‘These and numerous other arts of\nIndia have been carried on from father to son in the different vocational\ncastes of that country but owing to severe competition of the machine made\ngoods and the general poverty of the people of India, these indigenous arts\nand industries are in a very precarious state.\nThe famous arts of India\nwill die out if not attended to and it will be a great loss to the world.\nThe arts are at present in the hands of poor, ignorant artisans whose\nranks are becoming thinner and thinner every day. Our schools therefore must take up these arts and preserve them by making them a part of\nthe program for vocational and industrial education.\nThis particular field\nhas great potentialities for international commerce because under normal\nand carefully managed trade relations India’s art goods and curios can\nsuccessfully compete in the western markets and help to improve the\nartistic tastes and appreciations of the Occidental peoples.\n2. Indian literature—Indian literature demands its rightful place in the\ncurriculum of our schools and colleges.\nIndia has never ceased to produce, especially in the field of literature in spite of lack of state recognition or support.\nDr. Tagore is one of many Indian creative writers and\npoets. He translated his works into English and even what he gave to\nthe West in translation proved worthy of admiration and respect.\nHe was\nconsequently made a Nobel-prize man for literature. Of late our universities are introducing the literary contributions of our writers in the\nvarious languages of India for the study of our advanced students. This\nneeds to be done on a larger scale and our high school and primary school\npupils should be given to read and study books written by Indian writers.\nThere will not be a lack of appropriate material for use in the lower\ngradesof our schools if sufficient encouragement is forthcoming.\nOf\ncourse such a policy will prove a bit detrimental to the trade of western\npublishers and writers whose books are at present used in the most of our\nschools and colleges.\n3. Indian philosophy—The most astounding and almost incredible fact\nconcerning higher education in India is that India’s own philosophy is\n\nnot taught even up to the B.A. degree.\n\nUniversities like Oxford\n\nand\n\nCambridge, or those of Germany such as Leipzig, Heidelberg, etc., and\neven your beloved Harvard consider Indian philosophy rich enough for\na Ph.D. candidate and permit doctorate dissertations on the profound ~\nspeculations in the Upanishads.\nOur Indian scholars, those who have\nattained scholarship through British colleges and universities have to go\nout of India to England, United States or Germany to further their critical studies in Indology because there is no provision, whatsoever, in Indian\nuniversities for such studies. You may judge for yourself what it means\nfor an Indian boy to study Sanskrit language and literature, the heritage\n\n"}
{"page": 614, "printed_page": null, "text": "610\n\nNaTIoNAL\n\nEpucaTION\n\nASSOCIATION: :\n\nS\na\nE\na\n\nthat his forefathers\n\nhave\n\nleft him, through\n\nthe medium\n\nof English..-1\n\nhave studied Sanskrit but I cannot give one rule in grammar’ef that language except in English. All the beautiful and profound writings of our\nmaster poets like Kalidas, Bhavabhuti, are: taught us through _Englisn.\nNothing more ridiculous and more vicious could be found in the educa-\n\ntional system of any country.\n\nAs I have already made clear I am not\n\nvery enthusiastic over the studies in liberal arts at the present juncture in\nI prefer the introduction of scientific\nour program for nation building.\nBut I\neducation instead, in practical arts, vocations, and professions.\ncannot see how one could resist protesting while discussing the place of\nthe socalled cultural studies in the curriculum of our schools and colleges\nif he sees such glaring fallacies and uneducational practices undoubtedly\naimed at throwing into neglect and thus destroying the heritage of a civIndian literature, philosophy, and languages should be given\nilized people.\ntheir rightful place side by side with the contributions of Europes in those\nfields and not treated with criminal neglect as hitherto.\nV. Our fifth problem is that of the medium of instruction in Indian\nschools—At present the instruction for the first four years of the primary\neducation is carried on through the mother tongue of the child. “Then in\nthe middle schools or anglo-vernacular schools as they are often called, the\nstudy of English is introduced and it is compulsory although the rest: of\nthe studies are more or less carried on through the medium of the vernacular. This period lasts from two to three years.\nBy this time a student\ncomes to acquire, though not without a good deal of heartache and other\n\ntroubles, due to the most “scientific” nature of the English language with\nwhich all of you are more or less familiar, a good working knowledge ‘of\nEnglish. Thereafter, for the coming six years of high school all ‘his\nstudies are carried on through the medium of English. As said elsewhere,\na student studies his lessons even in Sanskrit or Arabic or Persian through\nbooks which give grammatical rules and exercises for composition work\nin English.\nI must admit, however, in fairness to the study of English which is carried on with typical English strictness, and as such which does lead, in\nthe case of those who successfully go through our colleges and universities\nto an admirable mastery of the King’s English. Knowledge of English on\nthe part of most of our educated men and women has also helped substantially in the development of interprovincial exchange of ideas and ‘the\n_building up of a national consciousness.\nOur Indian National Congress’\nfor instance, which is our chief representative organization in politics has\nsince its very inception carried on its activities and annual convention work\nfor the past 42 years through the medium of English. As every province\nin India is like every nation in Europe, we have so many different languages, and as we are forced by the logic of our political predicament to\ngive up the idea of living as the little European countries do, each\nseparate by itself, we must make the best of our adventitious need and\n\n"}
{"page": 615, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n611\n\n_\n\naccept a federated nationhood as our ideal. The English langauge no\ndoubt has helped much in the understanding and realization of this ideal\non the part of our educated men and women.\nHowever, India cannot continue with English as the lingua franca of\nIndia for all time, as she cannot do what is expected of the South African\nor; Philippino peoples by their English speaking masters, because in contrast with the above mentioned peoples, India has in .her provincial\nlanguages a rich and remarkable literature, and. most of these provincial\nlanguages have attained. a high degree of .development the same as the\nEuropean languages.\nAs. such it is difficult and certainly, not probable\nthat India would ever think of giving up her languages and agree to becomte an English speaking land.\nif\n' There is, moreover, no such need either, when one sees the tivation more\nsympathetically\nand with deeper appreciation of the claims of the Indian\nlanguages.\nTrilingual dloneaWibah aehdbaalid’s iam nationally minded educators nf\nTate seem to.agree that a tri-lingual plan will. suit our needs and. prove\nsatisfactory both from the provincial, national and international points of\nview. ‘[his.tri-lingual plan is as follows:\n1, All primary instruction should be given through the mother abcd\nof the child for the first two years of his school work. |\n..2- Then the study. of Hindusthanee should be introduced as a jcompelcony? second language... This bi-lingual plan shouldscontinue until the\nend of the middle school period, i.e, for four or.five years.\nAsin other\ncountries a large majority of ourjstudents will discontinue their school attendance, around this stage in their education, and by this plan will have\nnet ,only acquired, the knowledge of the elementary subjects, but also a\nworking, knowledge of Hindusthanee which even. today is and:we wish\nto make it more, universally so, the Lingua-Indica.\nThe large majority of\n\nIndians, speak Hindusthanee, in one form or another...\n\nIt, is the commer-\n\ncial language of the people. .It is also the street language in the majority\nof, the, provinces. This insistence upon making Hindusthanee more universally known than it is at present, is due to the sad realization of the\nfact,.that.in spite of the compulsory study of English for over 75 years,\nthe fais between the linguistic intercourse among the masses of people has\nremained shockingly wide. It is not, enough to have only the educated\nclasses understand one another, A real sense of unity and fraternity can-\n\nnot be inyoked until our masses can communicate one with another.\nfuittwit.Js not proposed, that the study of English should be neglected.\nIt\nshauld.,. be made optional in the middle school. curriculum and should be\nstrongly recommended for those who intend. going to the high school. ..The\npolicy,will save. the boys and. girls who are not likely to continue after\ncompleting, their elementary grades, from wasting time on getting a smattering knowledge of, English, which is naturally,\nand inevitably lost, within\na.year or so. .At the same time it will give them a working knowledge of\n\n"}
{"page": 616, "printed_page": null, "text": "612\n\nNatIoNAL\n\nEpucaTION\n\nASSOCIATION\n\nHindusthanee which they, in most cases, will need in their inter-provincial\nintercourse and which they will not have to pick up on the side as it is\ndone today.\nEnglish should be the compulsory second language all through our secI am one of those Indians who are not opposed to\nondary education.\nEnglish on any sentimental ground. We must and do recognize the culIndia, and\ntural as well as commercial value of the English language.\nfor that matter any other country, cannot afford to lose the advantages\nthat must accrue from the study of a language so rich in literature and\nMoreover\nso full of uptodate information on science, art and philosophy.\nour present relationship, even though it is only political in nature, with the\nBritish people, is sure to develop into other channels.\nWith the gradual\nbut unmistakable change in India’s political and economic fortunes that is\nquite obvious to those who can see, my people will be drawn commercially\nand industrially, into the wide markets of the world and since the emergence\nof the United States as the greatest financial power on earth, the English\nlanguage is already coming to be recognized as the universal lingo in the\nbusiness world.\nIn fact, in making English a compulsory second language in the curriculum of India, we have in mind the intention of perpetuating our relations with the western nations, but as in Japan and Turkey, by this policy\nwe hope to succeed, on the one hand, in building up a universal language\nfor India out of one of India’s own largely spoken dialects, and on the\nother hand to open doors for the study of foreign languages, particularly\nthose of European origin. English will be our first preference, but according to the needs of a student, he may be encouraged to study German or\nFrench as well if those languages are better fitted for the field of his\nspecial interest.\nIn short, in due time, and it may take a few generations\npossibly, one European foreign language, according to this plan, will be\nrequired as a compulsory second language of all Indians going in for\nhigher education.\n‘This appears to me a natural as well as a progressive\nsolution to the most knotty and confounding problem of the medium\ninstruction.\nVI. Our sixth and the last one of the most important problems in reorganization and modernization of India’s education that I propose to\ndiscuss with you concerns the need of civic education.\n\nA great deal has been said and written on the question of civic education in this country.\nIts place and significance in the training of the\n* young is well known to you. It is the very life of that particular aim which\nall coherent and comprehensive plans of education set before themselves\nto accomplish, viz, turning out efficient citizens of the nation.\nEducation\n\nmay be and is defined in various ways, but to me its greatest significance\nlies in the fact that it is an instrument for building community life that\nis ever widening and deepening human understanding, worldly relations\nand spiritual valyes of life. So conceived then, it behooves us in India,\n\n"}
{"page": 617, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n613\n\nas elsewhere, to introduce civic education both in our primary and second-\n\nary schools. It is painfully absent today from our curriculum. ‘The situation and the mischief wrought by it must be remedied without delay. No\ngovernment or public leaders can be trusted in their professions and\npromises with regard to their efforts to build a nationhood for India in\nthe modern sense of that term, unless and until their plans and schemes for\neducation provide for the training in citizenship.\nIn conclusion, ladies and gentlemen, kindly permit me to bring to your\nattention more specifically and emphatically some of the dangers and difficulties that beset us in our present efforts for cultivating in our people\na better understanding of modern civilization.\nIn our efforts to solve our problems we are like any other people, beset\nwith numerous difficulties, the financial difficulty being of the first magnitude.\nIndia, moreover, since the close of the World War has attained a\npeculiar status in the world of politics.\nShe was admitted to the membership of the League of Nations as an equal partner in the British Empire.\nThis position has, as yet, brought us little practical advantage as a people,\nalthough our financial responsibilities have been increased.\nIndia pays for\nthe upkeep of the League of Nations more than Japan does. It is fair,\nhowever, to say that in spite of all political and financial handicaps, the\nreformed constitution of India has put the portfolio of education in the\nhands of the Indians, and today although without any real control over\nthe budget, Indian ministers are in charge of India’s education.\nThis is\nof great significance, especially in view of our political dependence upon\nEngland.\nBut of late a new and highly sinister form of propaganda has\nbeen set afoot to make out that Indians are unfit for political freedom.\nIn 1929, if all goes well, India is supposed to get the dominion status\nlike that of Australia in the British Commonwealth of Nations.\nHence\nthose opposed to India’s political emancipation have already started to\nfabricate all sorts of myths, the same as was done during 1916-17 to villify\nGermany.\n‘These propagandists hope to make you, in the Occident, believe that we in India are uncivilized, that our social life is barbarous,\nthat we are nothing better than the savages in Africa or in the South Sea\nIslands.\nIndia’s physical life needs to be attended to as much as the physical life\nof the peoples elsewhere.\nHer infant mortality, her backwardness in\ncommunity hygiene, recurrence of epidemics that carry away a toll of lives\nthat is shocking, are all problems that cannot be explained away.\nWestern\ntourists have often done us great harm by their injudicious study of these\nproblems and particularly by their criminal interpretations of the causes\nof these problems. What is necessary is human and scientific understanding, for that alone will move one to give a helping hand or encourage the\nIndians to seek advice and accept help from all who can give it. Attempts\nof the foreigners to abuse our courtesy and hospitality by turning the\nstudies of our social conditions into novels of morbid attraction and vicious\n\n"}
{"page": 618, "printed_page": null, "text": "NATIONAL\n\n614\n\nEpucATION\n\nASSOCIA'TTION\n\npropaganda, in order to spread inhuman and untrue scandals to defeat our\nefforts for national development and, international service ,will foster ill-\n\nwill, and an attitude of retaliation will be generated in the minds of our\nyoung men and women who have seen, and known the West at closer\nrange. Will not this inevitably result in the spreading of hatred ; and\ncontempt between peoples .and peoples?\nDangers of propaganda—-No Indian will deny that our, soaial institutions need reforming in terms of modern life, but when our statements describing our social evils become! mutilated\n\nand criminally\n\nfalsified inthe\n\nhands of a foreigner, then no matter whether the writer be a lady or an\nAmerican, or even a direct. descendant of those who came on the Mayflower, it will be difficult for us, as human beings, to pass her on unheeded.\nMiss Mayo is the American woman I have particularly in mind at this\njuncture.\nShe is an American citizen and claims direct lineage from. one\nShe has abused the courtesy and: hospitality\nof the Mayflower emigrants.\nof our people and of the leaders in India’s public life, and has at present\nunfortunately busied herself is spreading the venom of her, morbid» gospel\namong the American people.\nIndia is undefended, and in the face of the\ncheap, sensational journalism of this land, she must go undefended; but‘I\nplead in the name.of my motherland and appeal to your sense of honor\nas educators of this great republic to raise your voice and to let India\nand the Orient know before it becomes too late, that you are friends of. all\npeoples who are struggling for freedom and progress, that you are our\nwell-wishers, and that you are not willing to be represented by international\nscandalmongers of Miss Mayo’s type. You,: as a people, are living «in\nglass. houses, most of humanity is doing so. ‘Shall the American practical\ngenius espouse the leadership of the world in launching a campaign to\neradicate the evils from which\n\nmankind\n\nis suffering, or will it wantonly\n\nindulge in mudslinging sport, setting a very deplorable and dangerous\nstandard for the writing of travel literature and international social studies ?\nMissionaries have already realized the gravity of their misguided. policy\nof the past. Their work is becoming more of service through education\nand medical help.\nIndia has become\n\nkeenly aware,\n\nmore\n\nthan ever, of her matter\n\nof fact\n\nsituation and she realizes that her communal differences must go, that her\nprovincial consciousness must widen into a national view if she wishes to\nget her place in the sisterhood of nations.\nIt. is time\n\nthat\n\nthe Occidentals,\n\nwhether\n\nof Europe\n\nor\n\nof America,\n\nwhether Nordics, imperialists, or democrats come to understand that China\nand India are not South Africa or the South Sea Islands where they may\nsend clothes and Bibles to cover the physical nakedness or spiritual bank-\n\n‘ruptcy of the natives.\n\nWe\n\nstill produce, enough\n\nin both\n\nfields under\n\nnormal conditions to meet our wants, and even more, to offer to others\nelsewhere.\nIt is no impudence when Indians warn the Americans to rise\nabove their illiteracy and become educated by understanding human history\n\n"}
{"page": 619, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n615\n\ncritically and correctly.\nIt is not out of rancor that India deplores the\ncolossal superficiality and unthinking naive attitude of the American people\nconcerning the culture and civilization of India.\nOur problems are not easy; we hope to solve them as fast and as best\nas we can.\nGive us a helping hand, your moral support at any rate.\nIf\n\nnot, at least do not impede our efforts by thoughtless criticisms or mischievous interpretations of our affairs. That will do you no good, but it\nmay do us harm.\nI thank you for your kind attention and in the name of the ancient\npeople, whom it is my proud privilege to represent at this gathering, I bring\nyou a message of goodwill and fellowship that brotherhood may. prevail.\n\nREPORT OF THE NATIONAL COMMITTEE\nRESEARCH IN SECONDARY EDUCATION\nCARL\n\nA.\n\nJESSEN,\n\nSPECIALIST\nEDUCATION,\n\nIN\n\nSECONDARY\nWASHINGTON,\n\nEDUCATION,\nD.\n\nON\n\nBUREAU\n\nOF\n\nC.\n\nAllow me at the outset to speak my personal appreciation as well as\nthat of the National Committee on Research in Secondary Education for\nthe opportunity extended of participation in your program.\nEver since the National Committee learned to talk it has been advocating coordination in research activities.\nWe have been and are a coordinating, not a duplicating, committee.\n“To the end that there may not be\nduplication it is desirable that we be informed of the activities of other\nagencies and that we acquaint these other. organizations with our undertakings.\nAccordingly, | appear before you this afternoon to give a brief\nreport of the work of our committee.\nPreliminary organization of the National Committee on Research took\nplace in Cincinnati three years ago when in response to invitation from\nCommissioner Tigert, a small group of men came together to form an\nagency for research in the field of secondary education.\n‘he following\nJune permanent organization was effected and the National Committee\nbegan to function actively under the chairmanship of Dr. J. B. Edmonson\nof the University of Michigan,\nFrom modest beginnings the Committee\nhas come to have cooperating with it at the present time 18 organizations.\nNine of these 18 are regional agencies interested in the accrediting of\nsecondary schools throughout various sections of the United States; the\nremaining nine are national organizations operating in the secondary-school\nfield. Each cooperating organization appoints one representative on the\nCommittee; these 18 representatives and 11 members at large constitute\nthe present personnel of the National Committee on Research.\nThere has been placed in your hands a list of enterprises which have\nbeen carried forward since last February.\nI shall not attempt to go into\ndetail with regard to these activities.\nMay I be permitted, however, to\nsummarize the accomplishments of the last 12 months:\n1. Four of the Committee’s investigations have been published by the\n\nUnited States Bureau of Education and the N. E. A.\n\n"}
{"page": 620, "printed_page": null, "text": "616\neen\n\nNATIONAL\naia\n\nEpuCATION\naaa\n\nASSOCIATION\ni\nie\n\n2. Two other studies have been completed and their publication arranged for with the United States Bureau of Education.\n3. Ten longer articles sponsored by the Committee have appeared in\nSehool Life.\n4. Eight major investigations of the Committee are in progress.\nAs members of the Department of Secondary School Principals you will\nbe especially interested in noting that your own worthy representative, Dr.\nWetzel, contributed two of the articles to School Life and is now chairman of the special committe studying the problems of the large high school.\nAt our meeting yesterday morning another enterprise was launched.\nThis contemplates a cooperative study of member schools in 1930 by the\nfive regional accrediting associations.\nSince these associations operate in\n46 of the 48 states it is felt that a study made in the same year and on a\ncomparable basis will approximate, giving a national view of secondary\neducation.\nThe Committee has been exceedingly fortunate in its relationships with\nthe National Association of Secondary School. Principals. You have favored us by assigning Dr. Wetzel as your representative; you have helped\nsupport us by appropriations from your association funds; and individuals\nin your organization have encouraged us by responding with information\nwhen asked, by giving time to committee work when called upon, and\nby performing from time to time those “little nameless unremembered\nacts” which in their spontaneous doing reveal so much regarding attitudes.\nFor all these courtesies we say, “Thanks.”\nAnd we hope you may see\nin the accomplishments of this last year prediction of greater attainments\nwhich we believe lie just over the horizon.\n\nTHE PLACE OF THE CLASSROOM TEACHER\nIN CURRICULUM REVISION\nA. L. THRELKELD,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDENVER,\n\nCOLO.\n\nThe teacher-pupil situation should be the focal point for any program\nof curriculum revision. Curriculum revision should begin and end here.\nIn other words, curriculum construction is the problem of the teacher as he\nfaces the pupil who is to learn. From the point of view of the schools\nit is primarily the teacher’s problem.\nThis is a problem made up in terms\nof pupil nature, social inheritance, and the needs of present life. Around\nthis problem centers all which can actually be called a curriculum revision\nprogram.\nPrincipal, supervisor, research expert, all must participate if the best\npossible pupil-learning situation is to be created. They are essential, but\nthey should be thought of as extensions of the teacher. The teacher must\nreach out to the principal, to the supervisor, to various specialists for the\ncontributions which they severally can make to the problem which he faces.\nNo modern teacher can be sufficient unto himself.\nHe must rely upon\n\nwhat has been contributed by research investigations wherever they may\n\n"}
{"page": 621, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n617\n\nhave occurred; he must rely upon the expert study of method which principal and supervisor have made; he must rely upon the social service of the\nattendance department; the visiting teacher; the health service of the medical and physical education departments; and various other special agéncies\nwhich in a modern school system are now at the command of the teacher\nwho knows how to use them.\nIn a school system having a department of\ncurriculum revision the teacher must rely upon the director of this department for assistance in the procuring of curriculum materials for the classroom situation, such a director working through and with teacher committees and all others involved. Whether these materials are furnished. in a\nprinted course of study, in several such courses, or in any other way are\ndetails which may be changed from time to time as conditions warrant.\nThe essential point of view here being presented is that the teacher facing\nthe pupil who is to learn is the center of the process.\nCurriculum revision\nbegins and ends right here.\nObviously this point of view demands that all who are in a position to\ncontribute to the learning process of the pupil participate in the construction of the curriculum.\nThis participation begins when the classroom\nteacher is actively interested in contributing to the growth of his pupils.\nThis interest reaches out in various directions as indicated above. To the\nextent that it does reach out we have a sound basis for the very important\ncontributions which the experts of various types referred to above are in\na position to make.\n‘Their insights and knowledges cannot be forced into\nthis learning process.\n“They must come in response to a felt need. Coming in response to such a need, they serve their true purpose.\nIn this situation, that which they have to contribute actually functions.\nLooking at it from this point of view it is clear that a curriculum revision program cannot be measured in terms of what is found between the\ncovers of printed courses of study. Such an examination would tell only\npart of the story. The most vital thing would be left out of consideration; namely, to what extent is this course of study genuinely accepted by\nthe teacher as an important help in his teaching?\nIn the first place, does\nhe understand what is in the course of study and does he accept it as being\nappropriate to his task?\nNo course of study, from a practical point of\nview, is worth any more to a school system than the extent to which it\n\nactually results in growth on the part of the pupils.\n\nIt cannot be judged\n\napart from this.\nThen quite aside from what may have been worked out in research\nlaboratories, quite aside from what may now be the best theory which\nstudents of education possess, no curriculum revision program can succeed\nIf the active\nif it is limited to a consideration of these sources of material.\nthe whole\nplan,\nthe\nof\nout\nleft\nis\nteacher\nparticipation of the classroom\nnothing.\nto\namount\nwill\nand\nstructure is superficial\nThe purpose of this brief paper is not to make the impression that supervisots, principals, curriculum experts, research investigators are not im-\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe\nTo repeat, they are essential.\nportant as compared to the teacher.\nconception here being presented is that their functionings are the reachings\nout for help of the teacher. Without the intelligent reachings out of the\nAll are part of one process which centers in\nteacher, they are impotent.\nthe teacher-pupil situation.\nPractical ways by which this point of view may be worked out in a\nschool system involve a discussion of teacher committees, when and how\nthey shall work, how they shall be related to principal, supervisor, curriculum specialist, and the like, but the topic of this paper is the place of the\nteacher in a curriculum revision program.\n‘Therefore nothing more than a\nmere statement of this place is here attempted.\n\nGREETINGS FROM THE NATIONAL EDUCATION\nASSOCIATION\nJ. W. CRABTREE, SECRETARY\nIt is a great honor to be called upon to extend the greetings of the National Education Association to the National Association of SecondarySchool Principals, yesterday a noted national organization cooperating with\nthe National Education Association—today an integral part of the National Education Association itself with power and prestige almost on a\npar with that of the Department of Superintendence.\nWhat could\nmean more to the National Education Association than for this\noutstanding organization to come in with its history rich in. achievements, and with a complete leadership and control of policies in secondary\neducation and administration!\n‘This is one of the greatest acquisitions of\nstrength in the history of the Association.\nIt is equally great for your own\ngroup.\nIt adds to efficiency and professional success as those mergers in\nindustry, such as that of the General Motors adds to business success. “The\nprevious cooperative relations were cordial and effective, but now the organization becomes like the Department of Superintendence, a powerful\nlink in the chain of strength of the greater association.\nWhat an opportunity the larger National Education Association has before it! The fullest cooperation and support of all levels in the profession.\nThe confidence of other leading professions. The ear of the public as no\n\nother association could have.\n\nNo other organization of teachers in all his-\n\ntory in this or any other nation has had the opportunity which these relationships and conditions make possible for the National Education Association.\nThat which has given the association this unparalleled opportunity is\nthe fact that it works to promote great causes rather than to promote\nselfish ends. Its work and ideals are set forth in the following which is\nprinted again and again in its publication:\n\nIt works for the youth of the nation.\nIt advocates better salaries for better teachers.\nIt brings to the spotlight worthy school activities.\nIt broadcasts progress and worthy achievements.\nIt is a clearinghouse for local and state associations.\n\n"}
{"page": 623, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n619.\n\nIt is the voice of those in the service.\nIt shapes the ideals of the profession.\nmg\nIt is the power plant of educational progress.\nIts goal has been for a decade ‘‘A ‘stabilized, all-inclusive eee)\nand the entire profession at work on its problems.”\nYour group has been guided by these same high ideals but it now pledges\nitself anew and will cooperate in a more effective way than in the past.\nOf course the general association through its secretary greets you and welcomes you into these larger opportunities.\nIt has unlimited confidence in\nIt hopes you may center your efforts more than ever\nyour department.\nbefore on certain vital problems which you naturally desire to promote:\n1. Organizing to study the problems of the profession and of the schools\nin every high school in the land.\n2. Giving particular attention to the questions growing out of the proposal to permit only potential leaders to attend college.\n3. Striving to offset the influence of the propaganda sent out recently\nby the Manufacturers’ Association which advocates releasing for employment all pupils in the upper grades and high school who are not doing\nsatisfactory work.\n4. Doing investigational and research work better to adapt the highschool organization in its curriculum, and in its appliances and equipment\nto meet the actual needs of young men and women, carrying out the principle of providing all with an opportunity for coming into their own, and\nmaking a more intimate connection between the work of the high school\nand the work and needsof the home and community.\n5. Taking into account the fact that adjustments in education are necessary in all nations as in our own, and that other nations are depending\non us to work out plans of fundamental importance.\nIt is your great\nprivilege and your special responsibility to show wise leadership in the\nentire field of secondary education.\n6. Carrying out in short the ideals of your department and the Association in every way possible.\nIndustry is setting a chalThe educational world is moving forward.\nlenging pace, but with the profession united as it is educational progress\nThe\nOur biggest problems are still ahead.\nof today is not so far behind,\nthe\nof\nthat\nwith\ntogether\ngreatest value of the work of your association\nthe\nmeeting\nfor\nprepare\nto\nis\ndecade\nlast\nthe\nduring\ngeneral association\nlarger responsibilities just ahead.\nGreetings and congratulations.\n\nREPORT\nR.\n\nR.\n\nCOOK,\n\nOF\n\nCOMMISSION\n\nPRINCIPAL\n\nOF\n\nROOSEVELT\n\nON\nHIGH\n\nSTANDARD\nSCHOOL,\n\nDES\n\nBLANKS\nMOINES,\n\nIOWA\n\nCHAIRMAN\n\nYour commission\n\ndesires to submit the following report of its work on\n\nthe development of a standard record form for secondary schools:\n\n"}
{"page": 624, "printed_page": null, "text": "620)\n\nNaTIONAL\n\nEpucaTiOn\n\nAssOCtATION\n\nA year ago the commission reported the details of an analysis of about\ntwo hundred fifty permanent record forms gathered from representative secondary schools in different parts of the country.\nAfter the meeting a year ago we submitted to a number of the members of this association the listof items found in the analysis of these\nblanks and asked them to evaluate the various items.\nBy a combination\nof the weightings thus secured we were able to determine the relative values\nof the items according to the judgments of a good-sized group of judges.\nEvaluations were received ‘from sixty judges.\nIncluded in the list were\nthirty-four principals of senior and four-year high schools, nine principals\nof junior high schools, four principals of junior-senior high schools and\nthirteen specialists in secondary education who are teaching in institutions\nof higher learning.\nWe are further indebted to B. Lamar Johnson, a graduate student\nat the University of Minnesota, working under the direction of Dr. L. V.\nKoos, a member of this commission, for the labor involved in sending out\nthe lists of items and preparing the tables of values.\nThe five uses of permanent record cards were ranked by the sixty judges\nas follows:\n1. To assist in guidance of pupils (including classification and placement).\n:\n:\n2. To improve classroom teaching methods by giving the teacher access\nto information regarding the individual differences of pupils.\n3. To assist in research.\n4. To meet requirements of and provide basis for reports to state,\ncounty, and local authorities.\n5. To motivate pupil’s work.\nThe sixty judges ranked the importance of certain mechanical features\nof permanent record forms as follows:\n1. Permanent record card should provide space for records beyond time\nordinarily required to complete high school course.\n2. One year’s space should be provided.\n3. Junior and senior high-school permanent records should be included\non one form.\n4. List of all required subjects should be printed.\n5. List of all subjects taught should be printed on the permanent record.\n6. Blank spaces should be left for writing in names of all subjects.\nUpon receiving Mr. Johnson’s report on the rankings of the items by the\ncooperating judges, the commission met and determined the general form\nof the blank to be submitted, including the first forty items most heavily\nweighed by the judges and certain scattered ones below that point.\nIt was decided to submit to the judges who had cooperated in this project, two tentative forms, one 5” x 8” and the other 814” x 11” inasmuch as\nthese two sizes are standard and are most frequently suited to the filing\nsystems now in use in high-school offices.\nForms I and II on the following pages show the fronts and backs of\nthe two tentative forms.\n\n"}
{"page": 625, "printed_page": null, "text": "DepaRtTMENt OF SECONDARY ScHOOL PrincIPAls\n\n621\n\n(Front)\n\nBe Soenigeocee }-:Stes Zoo\nLast name\n\nPUPIL’S\n\nPERMANENT\n\nRECORD\n\nSex\n\nss Date o aint\n\ngah agpBoB\n\nFirst name\n\nliek Botany + een Oe eg\nRace\n\nNin\nManel\nsr hadig 4\n\nSaag\n\n(hor ade\n\nee ae\n\na\n\nPlace ofbirth\n\nlinesTe\n\nnee HK.\n\n¢c\\:\nRee]\n\n|e igeCl a\nz\nLi\n\nee\n\naL\n\nCoo\ni yor\nrane\nSGREREE\nHil\n\nMl:\niy)\n\ne Pe\n\n2\n\nBe\nmes\nBEE\nnWaEH2\nSette\nCCenis\n\n~ Dateofwithdrawal”\n\nHonors\n\n[Sod\nLikwala\nb.m\nin |\n|\nDie\nom 1\nbg\nSe\ni\nexpen\neae. sence |\n(Meridian Jet\nee:\n\nor Offices\n\nDays present\nDays absent\nv.34, below av; 5,low|\n\n[Ist yr.|@ndyr.[3rd yr|4thye\n\necco\nCooperation.\n\nIndustry\nLeadership\n\n__| Personal appearance\nReliability\n\n~\"\"\"\" Fethien'y Birthplace’ ~~\"\n“father living?\n\n~~\" Mothae’s Birthplace ~\n\n“Mothar living? No. Brothars No. sisters\n\n“—\"\"\"“\"Pethiaes occupetion ~““\" ~\"\" \"Home eonditions ~~\n“\"\"\"“General fiealifi' \"~~\"\n\n| istaad “graduate”\n\n--e-4\n\nPhysical defects\n\nShai sonrl ane\n\n|__| Goliege’ intentions ~ ~ College preparing for\n“Vocational” preference\n\nCurriculum\n\n~~\" “Parents preference\n\n"}
{"page": 626, "printed_page": null, "text": "622\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION.\n\nPUPIL’S\n\n(Front)\nPERMANENT\n\nRECORD\n\n‘\n\n(Col\n\neee\n\nee\n\nTuition: Yes_._No.....\n\nExplanation of symbols and mark3™\noF\n\n[Name of School and City\n(Back)\nEXTRA-CURRICULUM RECORD\n\nATTENDANCE SUMMARY\n|__Semester [ite] s{4[ 5s e[7][ se] fio]\nays absent\n\n[Dare[Name\nofTear |\nwa\nis\nBea\nies\nBas\nSG\nad ee we Serre\nis\na\nHl\n\nlege entered\n\nCollege\n\nrecord first:\n\nperebe\n=| ed ea\n\n"}
{"page": 627, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n423\n\naudchese forms were printed from zinc etchings, made from original drawings, so do not have the lettering in quite the same sizes and positions that\nIf these forms were set up\nthey. will. have on regular printed forms.\nand printed from type it,,would be possible to economize on the amount\nof space needed for the titles and thus leave more room for writing. ‘These\ntentative forms were made merely to obtain critical comments on the general form and position,.of the various items.\nAt the time this report was written, thirty replies with comments and\ncriticsms had been received from the men to whom the tentative forms\nwere submitted.\nThere has been no time in which to revise the blanks\nsince receiving these criticisms so the most significant of them are here\nlisted with comments by the chairman of the committee:\n\n. 1. I should call attention first to the size of the blanks. They are\nlarger than the. final forms for the reason that they were printed from\nthe engravings which were the exact size of the forms planned.\nThis\nmatter would be corrected if the forms were set up in type as they should\nbe in case the Association goes into the record-card business.\n2. There are a number of requests for “smaller type.’ It will of course\nbe possible to use smaller type in setting up the form.\nHand lettering,\nfrom which the zinc etchings were made, must be larger in order to reproduce well. Smaller type will give more space for entries.\n3. We were guilty of an oversight in omitting the “Science” or “Natural\nScience” group from the large form.\n4. More spaces for subjects will be provided on the small form—probably not less than seven.\nThe increase will be possible from space saved\nby smaller type at top and bottom.\n5. There should be provision for a middle name.\n6. “Group” or “Group number” should be placed somewhere on the\nlure card.\nIt is already on the small one.\n7. Perhaps “Periods per week” would be better than “Days per week.”\n8. We need the length of period inserted at some point on the smaller\nform.\nIt is now on the larger one.\n9. There should be at least one more “Latest address” on the small\ncard.\n“Certain comments relate to organization of the forms.\nOf those I think\nthe following most pertinent:\n“1. On small card “General health” and ‘“‘Physical defects” should be\nplaced at the top of the division in which it appears.\n2. “Industrial Arts” and “Home Economics’’ can be provided for unde\nthe single heading, ‘Practical Arts,” on the large card, thus saving space\nfor additional subjects and subject groups.\nOther suggestions that seem to be worth considering are, the heavy\nvertical lines separating each pair of semesters on the large card and the\nprovision on the large form of a wide margin suitable for punching,\nshould the school use a book or binder instead of a drawer file. This\nwould need to be an option in ordering. One principal objects to too much\n\n"}
{"page": 628, "printed_page": null, "text": "624\na\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nel\n\nIt would, of course, be out of the question\nwriting in making entries.\nfor us to attempt to print in the specific courses or extracurriculum activities provided in particular schools. - Many of the comments will be displaced by the directions for use which should accompany the form. For\nThe users can\nexample, one principal would like to insert ‘“‘conduct.”\nbe told in a pamphlet that such additional qualities may be cared for in\nblank spaces under “personal traits.” Another commented that the space\nfor writing in the name of each subject was too short. It was the intention of the committee that symbols rather than full names of subjects\nbe used. For example: the various semester of English could be designated as El, E2, etc.\nSpace was provided on both forms for the records of ten semesters as\na majority of the high schools of the country are four-year schools and a\nmajority of the judges cooperating in this project recommended space for\none year more than the regular course.\nMany minor criticisms with reference to the amount of space and location of items on the two blanks will be considered when these blanks are\ngiven their final revision.\nLack of space on a 5” x 8” or even on an\n\n814” x 11” made it impossible to include all items desired by critics of\nthe blank, so the committee had to leave out some bulky items even though\nweighed by the judges more heavily than others, that were included -but\nrequired less space.\n\nWhen this project was undertaken it was understood by the committee\nthat its chief purpose was that of bringing about a standardization of the\nkinds of records kept in high-school offices so that transcripts from one\nhigh school to another or from high schools to colleges would contain\ndata comparable to that kept by the school receiving the record.\nTherefore, your committee has attempted to make this a cooperative project\nparticipated in by a large group of principals and a group of university\nspecialists in secondary education.\nIn reaching this objective it is not necessary that all schools use exactly the same forms.\nIt might be quite\ndesirable in some cases that schools print their own forms with adaptations\nto suit some local needs.\nHowever, it does seem very desirable that all\nshall include in their records those items which, it has been found, are\ndesired by a large number of schools.\n;\nIf, the forms that we are developing, when finally completed, seem\nto fit the needs and meet the approval of the members of this Association,\nthe Association might well arrange to print them in large quantities and\nsell them to the member schools at cost.\nWithin the next few weeks we hope to complete our task of revising\nthe tentative forms herewith submitted, in accordance with many of the\nexcellent criticisms received, and have them put in printed form for final\ninspection.\nIn the meantime it might be well for this Association to decide whether it desires to go into the business of printing these forms as\nit has been doing with the transcript blanks.\n\n"}
{"page": 629, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\nTHE\n\nARTICULATION OF SECONDARY\nHIGHER EDUCATION\n\nSCHOOLS\n\nWITH\n\nJ.\n\nJOHNSTON,\n\nMINNEAPOLIS,\n\nMINN.\n\nB.\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\n625\n\nHEN the high schools were organized in the seventies and eighties\n\\X of the last century they were primarily preparatory schools.\nThere soon arose demands that they should take into account the\nneeds of the majority of their pupils who did not go to college. The\nhigh schools came to be thought of as the people’s colleges, serving their\nIn the nineties the schools revolted against the dominalocal communities.\nIn the twentieth cention of the universities in matters of curriculum.\ntury the high schools, in the enjoyment of their freedom, have continued\nto concern themselves chiefly with academic or general cultural studies and\nthere has been adequate articulation neither with the institutions which\ncarry on these same studies at higher levels nor with the practical world\nin which high-school graduates will live and work.\nAt each stage in the public schools the pupil is under the guidance of\na continuing, well-organized staff of teachers who act as advisers in matters of promotion, selection of studies, etc. At the end of high school\nthere is a sudden break.\nNo continuing system of advising bridges the\ngap between high school and college.\nPublic sentiment has been opposed\nto anyone raising the question whether it is well or wise for a given\nboy or girl to go to college, and the individual student has often resented\nany interference with his choice of a college or of a professional course of\nstudy.\nFor the past thirty years we have lived in an age of mysticism\nduring which it was devoutly believed that any child could have a college education if he wanted it badly enough, or any boy could become\na physician through fasting and prayer.\nGod knows there has been enough\nselfsupport, enough fasting and enough cloistered study to make of the\nAmericans a nation of saints if their mysticism about the subject of education had been well founded.\nFrom the experience of our colleges, however, there have come forth\ncertain realities which young people of today must face and which educators in high school and college must take into account.\nIn order to profit\nby the training for a physician a boy must have the type of mind capable\nof mastering natural sciences, especially chemistry and biology and their\napplications in his technical field. A boy to become an engineer must\nfirst of all be a mathematician.\nA girl to become a high-school teacher\nmust be a successful student in some branch of learning and must demonstrate her aptness in communicating her knowledge and in stimulating\nThe choice of a profession depends not on whether one\nyoung minds.\nlikes that profession but whether one is fitted to study and practice it.\nWe have learned that not only poets but all specialists are born and that\nNot only that, but in this age of specializathe making is only accessory.\nhe is believed to be better fitted for\nbecause\njob\nhis\nholds\ntion every man\nIn view\nthat particular work than anyone else who is readily available.\nof these facts the public has become realistic enough to support vocational\nhigh schools in the cities and commercial, mechanical, homemaking and\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nIt is coming to\nother departments in the larger high schools everywhere.\nbe recognized that it is the business of the high school to train the child\nfor some job for which nature has already fitted him. Naturally I use the\nword. job to include writing a poem, directing a symphony or moulding\na piece of sculpture as well as being a governor or a policeman, riveting\na boiler or digging a ditch.\nSome children are fitted by nature for certain services in society for\nwhich training must be completed in higher institutions of learning. The\nproblem of articulation is the problem of the selection and guidance of\nthese children so that they may be given the training which they deserve.\nHigh-school graduates may go to a large variety of higher institutions:\nthe state university, the state teachers’ colleges, the privately endowed\nor denominational colleges located in the state or neighboring states, the\nsmall endowed colleges of the east from which many of their parents\ngraduated, or the endowed universities of the east, the middle west, or\nthe far west.\nSo far as the endowed universities and the older eastern colleges are\nconcerned, admission tends more and more to be limited to those whom\neach college thinks are fitted to carry on the tradition of the particular\ninstitution. ‘The means of articulation consist of College Entrance Board\nexaminations, and the advice of principals, clergymen or others,. preferably\nalumni of the particular institution.\nThese means of judging student\nfitness have never been experimently tested. ‘The examinations rest on\nthe dogmatic assumption that they measure aptitude for the kind of thing\nwhich the higher institution aims to have its students do. Those who\nfall below certain marks in the examinations have never been admitted\nin order to see whether they do the college work better than some of those\nwho attain the requisite marks. “This would have been scientific procedure\nand in all probability would enable the colleges to improve their selection. The growing use of psychological tests, the admission of some students on their high-school records and the continued discussions of policy\nby the examination board are indications so far as they go of a desire for\nimprovement of their methods on the part of the authorities of these\ncolleges.\nThe better hope for helpful cooperation and coordination is to be\nfound in the relations of the high schools to the higher institutions away\nfrom the Atlantic seaboard.\n‘Through the accrediting system begun by\nthe University of Michigan in the seventies and now generally prevailing\nthroughout the middle west, far west and south, any student may go from\nan accredited high school to the state university, teachers’ colleges or endowed colleges of his own state. And through the system of reciprocity\nmost colleges throughout all the states of these regions will accept a student who would be accepted by his own state university.\nNow if you go into a town which is the seat of a state teachers’ college, the high-school principal will tell you that most of the high-school\ngraduates go to the local teachers’ college; and the faculty of the teachers’\ncollege will complain bitterly that they get many students who are not\n\n"}
{"page": 631, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n627\n\nfitted at all to become teachers.\nThe state university draws most of the\nstudents from the local high schools who go to college anywhere, and if\n\nit be located in population centers gets half of its students from within\na radius of fifty miles. The state university generally draws few students\nfrom towns which are seats of teachers’ colleges or endowed colleges.\nEach college draws largely from its immediate neighborhood and in a\ntown which has a higher institution of any kind, most parents send their\nchildren to this institution.\nThe selection of a school for the student is\nmade on the basis of location, of financial considerations, or of religious\nafhliation, not’in consideration of the student’s own talents, interests, and\nSo infatuated have the American people been with the idea of\nneeds.\nschooling that any old school will do, provided it does not cost too much\nor provided the boy may be kept under the parental roof. The attention of parents and educators should be directed to the natural endowments of the individual child to the end that each child may be given the\nkind of training that will develop his powers and that he be helped to\n\nselect the kind of job which his powers so cultivated will enable him\nto perform to the satisfaction of his employer and to his own content and\nMore important than keeping the boy under the parental roof\nhappiness.\nis to put him in a school where he will find studies so interesting and\nthe outlook for a satisfactory life work so alluring that problems of character and conduct do not arise.\nI know from my experience as you do\nfrom yours that this is not an idle dream.\nOut of a hundred pupils in any large town who are sent to the local\nteachers’ college, abitrarily and blindly, at least eighty have something\nless than that splendid zeal and aptitude which our children have the\nright to expect in the teachers whom we provide for them. In other\ntowns throughout the state this and that individual pupil—in very small\nnumbers in any community—have just those qualities which go to make\nthe successful teacher.\nThese students should be sent to the teachers’\ncollege and those in the town where the teachers’ college is located should\nbe sent somewhere else to get the kind of training which their peculiar\nnative endowments demand.\nWhat is true of candidates for the teach-\n\ning profession is true of those who would enter any other profession and\nof those who seek a general cultural training. When the people of any\nstate become intelligent with regard to higher education they will work\nout a system under which students will be selected who are fitted by nature\nand previous education for the work of a given college; and a college\nor technical school will be selected for each student which is fit to train\nhim in full recognition of his individual talents, interests, and potentialities\nfor service. A chief agency for bringing this about is the body of highschool teachers and administrators.\nSuch a system would require sufficient higher institutions of different\ntypes to provide for those young people whose intellectual capabilities\njustify school training at a level above the high school. Attention should\nbe called to the need of much better provision of technical or trade schools\n\n"}
{"page": 632, "printed_page": null, "text": "628\nee\n\nee\n\nNATIONAL EpuCATION ASSOCIATION\nag i\nTc\n\nwhich shall keep up with tendencies and new conditions in the industrial\nand business world.\nWithout waiting for the establishment of an ideal assortment of higher\ninstitutions, the people of a state or region can proceed at once to create\nthe facilities which will enable each student to go where he will fit best.\nThis will involve the selection of young people for education with respect\nto the services which each one can perform and not with reference to the\nsuccessful operation of any iristitution.\nThere are two bases for the selection of any individual for education,\none his general intellectual capability, the other his peculiar traits and\nspecific skills.\nPupils of high intellectual ability should be given corresponding opportunities.\nThe public schools have had no means of offering the brilliant pupil all the work he could do. ‘The most that can be\noffered is rapid promotion up the grades and even that has been offered\nonly in recent years. .But rapid dashing forward through a narrowly\nlimited list of studies does not secure the child a full life. The child\nshould have the fullest possible cultivation of all his interests. This is\nnot provided merely by promoting a child of ten years to the same classes\nwith children of fourteen years although he may read Latin and study\nhistory better than they.\n.The child of greatest intellectual capability\nshould be given the widest possible opportunity in the direction of knowledge and the most varied training and experience, and these opportunities\nand experiences should be organized with reference to the stage of development of his personality from year to year.\nUp through the period\nof adolescence all round development, breadth of interests, wide knowledge, and varied experience should prevail over mere pushing forward\n\nin the line of academic studies.\n\nThis broad training in the early years\n\nlays the foundation for great achievement in adult life, through the symmetrical development of the individual’s powers, through giving balance\nand poise to the nervous system in its reactions, and by fortifying the individual with that appreciation of the various functions and services demanded by society which comes from personal experience.\nNo sacrifice\nin ultimate achievement is involved in this early breadth of training but\nonly gain. The breadth of base determines the height to which a pyramid\nor shaft can be built. The child whose head is too much thrust forward\nis likely to stumble in his race; the leaders run with heads high, eyes\nalert, and with chest, knees, and feet well forward.\nWhen peculiar traits or special abilities exist together with intellectual\nbrilliance we have genius and when the special traits predominate the\n\ngeneral broad training will be limited earlier in order to allow the child\nto follow his bent. In those who have not outstanding intellectual\nstrength the peculiar ability should be sought out early. These children\nshould then be trained to follow a vocation in which their special ability\nis needed.\nThe picture which I wish to suggest stands in contrast to that of the\n\nguild system in which the child followed the craft of his father. The\nobject of modern universal education is to enable each child to enter that\n\n"}
{"page": 633, "printed_page": null, "text": "DEPARTMENT\n\noccupation\n\nfor which\n\nOF SECONDARY\n\nSCHOOL\n\nhis native endowments\n\nPRINCIPALS\n\nbest fit him.\n\n629\n\nThe\n\nidea is\n\nprevalent that attendance at a college of liberal arts is the finest thing\npossible for any boy. Going to college is an attempt to break into a guild\nmore desirable than that to which one is born. Parents have been erroneously led to believe that a college education ensures social prestige and\nindustrial power.\nIn reality, college training only helps those who are\nalready fitted by nature.\nThe desire of parents and teachers alike should\nbe to find the work which the child can do best and then help him to become highly successful in it. The resulting social and industrial system will be not like the guild system in which each form of service was\nthe monopoly of a closed group but one in which each kind of service\nis performed by those who have been trained to be expert in it and in\nwhich the training for each of these services is open to all who demonstrate\ntheir fitness for it. This is the meaning and goal of universal education.\nIf this be accepted then it is obvious that the study of individual endowments and characteristic traits should begin as early as possible. The\nchild study institutes are telling us that individuality can be studied in\nearly infancy and that the shaping and molding of character goes on rapidly\nin those early months and years. I have long been convinced that those\nparents are very foolish who expect the college to mold the character of\ntheir sons or daughters, or to correct habits or abuses in their conduct.\nLittle of the kind is done or can be done. The high school can do a little\nmore but even there it is too late for fundamental character building.\nCharacter in the rough is inborn.\nIn minor ways it is shaped and polished\nor roughened in the child by the tone of the home, by the behavior of\nparents, brothers, sisters and playmates toward one another and him, and\nby his reactions to these things. “The business of the school in early years\nincludes a real contribution to this character-shaping process but in later\nyears becomes increasingly that of recognizing abilities and traits, selecting the child for his place and designing the training of the child for\nthat place. Half consciously and imperfectly these things are being done\nIn the clearest cases constantly\nin the grade schools and high schools.\nchildren are being shunted into the conditions or work which best fits\nIt is discouraging that so large a body are drifting on in\ntheir natures.\nthe general course of academic studies without finding their proper places.\nJust now this driftwood is threatening disaster to the higher education\nwhose function is to train people for the most difficult and important sery-\n\nices in a highly complex industrial and political world.\nFrom it go out the\nThe high school is the great sorting ground.\nlargest body of those who are to carry on the industrial and social processes which require intelligence, knowledge and skill. ‘The colleges and\nthe professional and technical schools train those who are to carry on\nthe learned professions and those who lead and direct the intelligent workHow is the high school to help\ners in all fields of industry and politics.\nits pupils choose wisely between industry, teacher’s college, liberal arts college, professional school or technical or trade school? _Partly by its own\nefforts and partly by the help of the various higher institutions.\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nJATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nThe high school can study the traits and abilities of its individual pupils.\nThis will be recognized as the chief, outstanding function of the high\nHaving\nschool.\nThe studies are the means used, not ends in themselves.\ndiscovered the traits and the strengths and weaknesses of the pupil, the\nhigh school must turn to the world of bustling, surging human life to\nfind a place where the boy or girl can join in and play a part. For this\nservice the high school must have the help of the management in industry\nIndustry is making its contribution\nand in higher educational institutions.\nwith some intelligent interest. Vocational advisers in high schools are\nenabled to tell pupils the kind of work to be done and the kinds of skill\n“The higher schools\nrequired in many lines of manufacturing and business.\nFew attempts have been made to tell the high school\nare far less helpful.\nadviser just what particular skills are required for success in engineering,\nmedicine, law, or liberal arts and how the adviser is to detect and measure\n‘To furnish the high school\nthese with the instruments at his command.\nwith this information is now the imperative and the most pressing duty\n\nof the higher institutions.\nOne reason that the colleges have not done more for the guidance of\nhigh-school pupils is that the colleges assume that everyone should know\nthat high intellectual ability is necessary for college work.\n“They have\nassumed furthermore that it must remain difficult to tell in advance the\nspecific field for which a given student will show aptitude and that it is\ndesirable for the student to spend some time in his higher studies before\ndeciding on his final choice. That is all very well but in the last thirty\nyears there has developed a tendency for every high-school graduate to go.\nto college and it is necessary to furnish some basis for wiser decisions.\nOf all the freshmen in colleges of liberal arts more than ninety percent\nare admitted under the certification plan. Any student who has graduated\nfrom a high school which is accredited by its state university or by one\nof the accrediting agencies such as.the North Central Association may\nenter most colleges.\n“There is no principle of selection present in the consciousness of the people and the high-school authorities are powerless to\nenforce their judgment.\nStudents who have barely passed in high school\ngo blithely on to attempt the more difficult work of a higher school.\nThe\ncollege with which I am connected receives nearly a random sampling of\nhigh school graduates.\nIn this college thirty percent of the freshmen do not reach the sophomore\nyear and an additional twenty percent do not reach the junior year or\nany professional school.\nNot all of these drop out because of poor scholarship but between thirty and forty percent of our freshmen are simply unable to do college work.\nIf anything like this is true of other institutions\nadmitting on the certificate plan, from 60,000 to 80,000 freshmen entering\nour colleges each year face certain failure and discouragement,\nIn an effort to find means of avoiding the wastage and suffering involved in the present plan we have developed at the University of Minnesota a method of predicting success in college which enables us to do certain things.\n\n"}
{"page": 635, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n631\n\na. Individuals constituting twenty percent of the freshman class are picked out\nbefore they enter classes and designated as certain to fail of satisfactory stand-\n\ning. This prediction proves true in 98 percent of the cases.\nThis is in contrast with an experiment at Stanford University using the Thorndike tests for\nprediction, where one-fourth of those who were designated as unfit for college work\nThe measure of college aptitude at Minnesota is more\nmade satisfactory records.\ndependable than any heretofore used. The error in prediction is negligible.\nb. A further number of those with very low promise of success in college may\nbe selected with slightly larger percentage of error. If forty percent of the freshman\n\nclass\n\nare\n\nselected\n\nonly one-tenth\n\nof these\n\nwill\n\nmake\n\ngood\n\nin college.\n\nc. Those students whose native endowments and previous training fit them for\ndistinguished work can be selected in advance so that special efforts may be made\nto encourage and help them to realize their possibilities to the full. They are\nplaced on a tentative honor roll, their scholastic work is watched, they are given\n\ncounsel if they have personal difficulties; if they are persistently careless and disinterested they are dropped, while those who prove most capable are given the\nbest attention within our power.\n‘\nd. It is clearly shown that only the upper-one third of freshmen entrants are\nas a group clearly fitted for college work.\nWith few exceptions those in the upper\none-third will succeed.\nWith very few exceptions those in the lowest one-third\nwill fail. The middle one-third comprises the doubtful cases.\nFor the guidance\nof these the high school must consider personal traits, financial situation and\nother factors.\n\nA college aptitude rating was arrived at in these studies in this way.\nFirst, we secure from the high-school principal the individual rank of the\npupil in his graduating class together with the size of the class, “This rank\nis then converted into a percentile rank to facilitate comparison between\nthose coming from schools of different sizes. It is essential to use the\nrank of the student among his fellows, not the high-school marks, since\nthese differ so widely from teacher to teacher and from school to school.\nFrom the psychological test scores also each student is given his individual\nrank and this is converted into a percentile rank. ‘The two percentile\nranks are then simply averaged to give the college aptitude rating. Only\nthe simple arithmetical processes are required.\n“The calculation of correlation coefficients is unnecessary for the selection of individual students\nand adds nothing to the dependability of the method.\nWhen correlation or\nscatter tables are constructed the results above named are clearly evident.\nWhat has been done for a college of liberal arts can and should be done\nfor teachers’ colleges, colleges of engineering and other professional and\ntechnical schools. The teaching profession and its college faculties are\nIs there any reason why the\nmuch engaged in educational measurements.\n“aculties of teachers’ colleges should passively bemoan the fact that social\nconditions and tendencies send them so many students who are by nature\nIs it not the duty of the teachers’ colunfitted ever to become teachers?\nof a good teacher, how they\ncharacteristics\nthe\nare\nleges to find out what\nsentiment is to be inpublic\nhow\nand\nchild\nthe\nin\nrecognized\nbe\nto\nare\nformed and family interest aroused to the end that prospective good teachers\nmay be brought into teachers’ colleges while those who are fitted for other\nvocations go to other schools where they can get appropriate training?\nThe teachers’ colleges certainly should be among the first to develop such\na system of selection.\n\n‘They have every advantage in this field: they train\n\n"}
{"page": 636, "printed_page": null, "text": "632\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nthe teachers, they are intimately associated with the school system, their\nIn the\nfaculties have had training in methods of educational measurement.\ncontrol\nshould\nthey\nservice\nits\nof\nquality\nthe\ninterests of their profession and\nentrance to the profession on the basis of fitness and of supply and demand.\nIn the same way other professional and technical schools should find\nout and make known to the public how young people can tell or how they\ncan be advised whether they should undertake preparation for a given\nprofession or not. ‘The preparation is very expensive in money and in\nIf it takes ten years of intensive study for engineeryears of hard work.\ning colleges to find out how to distinguish between those who should and\nthose who should not be encouraged to study engineering, the colleges ought\nto make that study. No one has yet attacked this problem with the determination needed.\nThere is no reason for supposing that it is impossible.\nThe only reason for neglecting it is careless indifference to those who fail\nand the lack of economic pressure on the institutions to select only promising\ncandidates for their expensive professional training.\nIt need hardly be said\nthat engineering is used in this paragraph only as an example of all technical\nschools. It is a pleasure to know that the law schools of Columbia and\nYale universities are now making experimental use of such measures.\nTwo propositions of great importance in this matter require discussion\n\nbecause of the lack of clear thinking about them.\n\nThey are\n\n(1) that it\n\nis the duty of those in charge of professional schools to use their resources,\nwhether received from taxes or from endowments, for the training of\nthose best fitted for the given profession and only in sufficient numbers\nto fill all demands for services to society including exploration of new resources and the development of new enterprises; and (2) the intelligent\nselection of students for each form of higher education is a distinct service\nto the individual citizen and can be in no way a curtailment of his free\nopportunities.\nThe first proposition should require little comment.\nIt is a wellknown\nfact that various professions are overcrowded from time to time. At the\npresent time many young women who have prepared themselves for highschool teaching find no openings and become saleswomen in department\nstores.\nMany men trained for engineering are obliged to enter lines of\nbusiness for which their technical training is of little advantage.\nA good\nmany men after their full training is completed are unable to make good\nin their professions.\nUp to the time when competition freezes them out\nthey render an unsatisfactory service to their clients. The net results are\nmisplaced efforts, loss to clients and loss to society in the cost of the train-\n\ning and in the usefulness of the individual who is not specially fitted for\nanything.\nEvery citizen is a social asset and all members of society suffer\non account of those who fail to be productive because they are misfits or\nineflicient.\nSocial and economic selection in the long run is universal and\nimperative.\nSociety profits most if the individuals who are best fitted are\ntrained for and practice in each profession. The custom of allowing large\nnumbers to begin training and of leaving the unfit to be slowly weeded\n\n"}
{"page": 637, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n633\n\nout during the technical course and afterward in practice is wasteful for\nsociety and unfair to the individual.\nThe weight of evidence favors the\nbelief that it is possible to make the selection to a large extent in advance\nwith intelligence and justice. The burden of proof rests on those schools\n\nwhich neglect special studies directed to this end or who apply with laxity\nthe measures they already possess, and allow their schools to fill up with\nmany more than their professions require.\nThe second proposition is that the intelligent selection of students for\n\neach form of higher education is a distinct service to the individual citizen\nBy intelligent\nand can be in no way a curtailment of his free opportunities.\n\nselection I mean one that is accurate in its results as applied to individuals.\nSuch a selection must be based on knowledge derived from careful and impartial study of all the factors and must be set up and repeatedly tested\nThis kind of selection is carried on immediately in the\nby experiment.\ninterest of individuals and of society in general.\nThe interest of any institution as such is incidental and does not enter in as a primary or major\nconsideration at all. Any institution which actually serves the interests\nof the individuals whom it touches can be sure of popular appreciation and\nUnless an institution can approach\nadequate support, and not otherwise.\nthis subject of selection in this spirit of disinterestedness and desire to secure\nthe highest welfare of the individuals who seek its training, it would better\nturn its job over to someone who will.\n\nSome students are to be admitted to certain training because this is clearly\nthe fitting thing for them to do. Others are to be turned away because in\nview of all the facts, their qualifications, the state of the profession and the\nneeds of society, it is not suitable for them to enter.\nStill others must be\nadmitted because for the moment the institution has not the knowledge to\ndecide what is best in their cases. “They must reach a decision by the traditional method of trial and error.\nThis uncertain group will be reduced in\nnumbers as fast as understanding of all the factors in selection becomes more\ncomplete.\n;\nThis form of selection is contrasted on the one hand to that by which\ninstitutions limit their enrolment to fit their income and seek to take those\nstudents who will maintain the traditions of the institution; and on the\nother hand to that which results from vague and uncriticized personal inclinations, from reports that big money can be made in a given profession, from association with members of a profession as a father or uncle\nwho is a doctor or lawyer, from contact with the everyday routine of an\noccupation as during employment as chore boy in a drug store or law\nAn institution which must limit its enrolment\noffice, or similar reasons.\nits own affinities and traditions thereby renwith\nand selects in accordance\nders a service to society which is accidental rather than purposeful.\nThe student who chooses his vocation for vague, superficial or sentiIf he is, it may\nmental reasons may or may not be good college material.\nnot in aesthetliterature,\nEnglish\nin\nbut\nbe found that he fits not in medicine\nof students\nre-direction\nthe\nof\nExamples\non.\nso\nand\nics but in engineering,\n\n"}
{"page": 638, "printed_page": null, "text": "634\n\nNaTIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nwho are on the wrong road through lack of knowledge and selfexamination\nare numerous and constantly appearing in the work of our faculty counsellors.\n:\nEven selection which is carried on in the most intelligent manner and\nwith the interest of the individual constantly in view will meet with the\nfrequently expressed fear that a parent’s son will be deprived of his rights.\nThis, of course, is impossible so far as the selection is intelligent.\n“To reject\na student from a given course of study because of adequate proof that\nhe cannot succeed in it does not deprive him of any right. If the evidence\nis not sound or adequate then of course the student should not be deprived\nof his right to proof by trial. If the evidence is sound, then the important\nfact is that the young man or woman is relieved of the certainty of failure\nand discouragement.\nInstead of being deprived of anything he is given a\ndistinct service. Also a second service is often rendered in that he is\nshown the way to some vocation for which he is fitted and in which he\nwill succeed.\nEvery administrator has found in students and their parents\nan attitude of dissatisfaction which is due to blind following of desire and\na neglect of facts. A parent is told that his son may not take or is dropped\nfrom a given course because he has proved himself unable or unfitted to\ncarry that work and the parent counters with the assertion that the son\nhas the right to take the course and to graduate in it. In these cases the\nattention is focussed on the social position or the material gain to come\nfrom the subsequent practice and the actual capabilities and personal interests of the student are lost sight of. “These are, however, unusual cases.\nMost students and their parents are able clearly and readily to understand\nwhat is meant by ability and fitness for any line of study and most parents\nare grateful for a frank statement of the facts and are very appreciative\nof a method of handling students which has in view fitting a student into\na place where he will be successful and happy.\nA more serious objection because more vague and more difficult to put\non ground of mutual understanding and discussion in the light of clearly\nascertained facts, is the argument that any process of selection which shuts\nout slow or dull students from a higher institution may deprive society\nof the services of some who develop late unusual powers and values.\nTwo\n\nthings may be said clearly and with confidence.\nFirst, those persons who\nare now rendering important services in society who claim to have been\ndull and unpromising students are not the type of persons who would be\neliminated by any such system of guidance as I am now advocating.\nThere\nis little difficulty to distinguish between substantial slow people and mere\nmediocrity, shallowness, inconsequentiality, imitation, hollow desire and\nsham pretense.\nMoreover, it is now possible in large measure to find out\nwhy people are slow or moderate in their achievement.\nIf it is due to poor\nor improper training in methods of study or to bad habits or associations\nthe student can be and is given the benefit of every reasonable effort to\ncorrect these things.\nIf the original judgment is not favorable to the slow\nstudent a later one may be after he has had the benefit of these corrective\n\n"}
{"page": 639, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n635\n\nexercises. “Thus it may be said, second, that any intelligent system of selection will take care of such cases as these without injustice.\nFinally, one other point of general import.\n‘The selection of students\nfor higher education must become a matter of general social attitude, interest, and custom.\nBy the great majority of people in this country the\nentrance examination system has been regarded as a barrier between them\nand much coveted opportunities, a barrier set up not in their interest nor\nin the interest of the whole people but in the interest of the institutions\nprivately supported, of social and economic groups who wish to maintain\ntheir exclusive position, or of narrowly academic and pedantic faculties.\nIt is less important to know how much or how little truth there is in\nthese beliefs than to recognize that they are widely held. Rejected students\nare not convinced that their failure to pass the examinations is an evidence\nthat they are actually unfit to do the work for which they have applied.\nIn most cases this question never enters their heads, but only the social\nopportunities from which they are debarred.\n‘They are denied admission\nto an exclusive cult or club.\nThis situation yields no dividends for higher education as an agency\nof social control and selfgovernment.\n“The people must come to understand the functions of higher education.\nThey must know that higher institutions train persons for certain services in society.\nSince these services\nrequire persons of certain capabilities and since the institutions are the\nagents of the whole people, it is obviously the duty of the institutions to\nselect for training those who will be efficient.\nSince it is more important\nfor the people of Minnesota to develop this frame of mind the university\ndoes not propose to use its measures of college aptitude as a criterion for\nadmission.\nIt does not deny entrance to any graduate of an accredited\nschool, but it does give the ratings of pupils to themselves and their parents,\nwith an explanation of the significance of these ratings, and leaves them to\ndecide whether the boy or girl shall enter college. At the same time the\ncollege has classified its freshman studies and will assign each student to\nthat group of studies from which he will be likely to gain the most advantage.\nStudents with very low ratings cannot become candidates for a\ndegree until they have demonstrated their ability to carry college studies.\nEarlier I have described selection as a service to the individual.\nHere\nit is expressed as a service to society at large. “These are the two sides of\nUnless selection is at one and the same time a service to\nthe same shield.\n‘The purpose of selection\nthe individual and to the state it is indefensible.\nindividuals, that is,\nother\nall\namong\nis to place and adjust the individual\nand taxpayer not\ncitizen\nthe\nto\nappears\nselection\nlight\nthis\nIn\nin society.\nas some privilege-protecting scheme, but as an institution for public service\nlike the postoffice or fire department. Through the creation of this attitude\nand state of mind among the people lies the way to the solution of the higher\ninstitutions’ problems of overcrowding and inadequate support and to the\n\npeoples’ ills of high taxes for unsatisfactory schools, ignorance and uncertainty in the choice of vocations, bitter disappointment and unhappy lives\n\n"}
{"page": 640, "printed_page": null, "text": "NATIONAL\n\n636\n\nASSOCIATION\n\nEpuCcATION\n\nNot all the problems of society\nfor those who have not found their places.\nare to be solved by educational guidance and selection but this is one of\nthe chief functions of the public school system, and if the task of guidance\nis seriously undertaken in all grades from kindergarten to university the\nresulting services will be greater than any of us now here can believe.\n\nARTICULATION OF JUNIOR AND SENIOR HIGH SCHOOLS\n—THE INHERENT NEED, THE DIFFICULTIES, AND 4\nCONSTRUCTIVE PROGRAM\nJAMES\n\nM. GLASS,\n\nI. The\n\nROLLINS\n\nInherent\n\nCOLLEGE,\n\nNeed\n\nfor\n\nWINTER\n\nPARK,\n\nFLA.\n\nArticulation\n\n1. The six-year secondary unit—The four-year high school, through the\nprocess of educational evolution, is slowly going the way of the Latin grammar school and the academy.\nThe chief present distinction is the difference\nbetween progressive and past tenses.\n\n.\n\n1\nThe six-year secondary unit, or “the extended secondary school,” *\nis as\ninevitable a stage of evolutionary progress as the public high school was\nan evolutionary advance over the academy.\nWe give ourselves much concern over the problems of converting the 8-4 plan to the 6-3-3 and 6-6\norganization.\nYet we have not experienced and are not likely to experience\nthe long and acrimonious contention which characterized the evolution of\nthe semi-public academy into the public high school.\nIn approaching this problem of articulating junior and senior high schools\nor any other problem in the six-year secondary unit we need always to be\nreminded that we are concerned with a period of educational history.\nOtherwise, we may seriously complicate the solution of our problems by\nfutile opposition to the fourth historical type of secondary education, viz.,\nthe extended secondary school.\nThe best promise, accordingly, for the more effective articulation of\njunior and senior high schools is to be found in the practically universal\nacceptance of the junior high-school movement, which is the concrete product of the change from four to six years of secondary education.\nAnother\npromise lies in the steadily growing understanding by the senior high school\nof junior high school developments.\n2. The four-year high school sponsored the six-year secondary unit—In\nattempting the solution of articulating the two component units of the secondary period we need also to be reminded that the four-year high school\nfirst promoted the extension of secondary education to include grades 7 and\n8. The junior high-school movement had its origin in the recommendation\nof the Committee of Ten that “the secondary school period should be made\nto begin two years earlier than at present.”\nThis recommendation was followed by another from the Commission\non the Reorganization of Secondary Education that the public school sys-\n\n1 Koos, Leonard\n\nV., The American\n\nSecondary\n\nSchool,\n\nChapter\n\nI, pages\n\n37-40.\n\n"}
{"page": 641, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n637\n\ntem should be reorganized into two major divisions of elementary and\nsecondary each six years in length.\nMoreover, the Commission, composed\nalmost wholly of high-school leaders, enunciated another principle which\nhas become a basic distinction between junior and senior high schools. To\nquote from the Cardinal Principles: “The six years to be devoted to secondary education may well be divided into two periods which may be designated\nas the junior and senior periods.” ?\nTo the four-year high school, consequently, belongs the credit of the two\nmost significant changes in secondary education since the establishment of\nthe public high school, viz., the six-year secondary unit and the division of\nthese six years into two component periods, the junior high school and the\nsenior high school.\nOpposition to the junior high-school movement by\nthe four-year school is equivalent, therefore, to the desertion of its own\nchild.\n3. Two types of the six-year secondary unit—The coordinate relationship\nbetween junior and senior high schools is materially strengthened by the\nextension of the junior high-school movement from the 6-3-3 organization\nof cities to the 6-6 organization of smaller communities.\nAlready, according to the Fifth Yearbook of the Department of Superintendence, the latter\noutnumber the former.\n»The chief virtue of the 6-3-3 plan is the preservation of the distinct\nfunctions of the junior and senior periods and its chief problem is their\narticulation.\nOn the other hand, the chief virtue of the 6-6 plan is its\nnatural articulation of the six years and its chief problem is the preservation of the distinct functions of the two units.\nOur problem of articulation is, therefore, almost wholly a problem of city systems where junior\nand senior high schools are segregated.\n\nII. Difficulties\n\nDelaying\n\nArticulation\n\nSo far in the movement toward the six-year secondary unit we have, almost by force of circumstances, concentrated on clarifying the distinctive\nfunctions of the junior and senior periods to prevent wasteful overlapping.\nWe have, however, always been conscious that the two periods are complementary.\nBut we have been too busy in establishing the identity of\neach to divert much effort toward achieving their articulation.\nPossibly\nthe present lack of articulation is a serious reflection upon both units.\nThis paper does not attempt to set up an alibi for failure to articulate\nbut it does maintain that it was necessary first to clarify through experience\nthe common and distinct functions of each before articulation became practicable.\nBeyond any question of doubt the challenge is now presented to\nboth junior and senior high schools to discover first the causes of the present\nlack of articulation and second by a constructive program of articulation\nto remove these difficulties.\n1. Habit of intensive and exclusive concentration—The junior high-school\nOpexperiment in city systems has been largely conducted independently.\n1 Bulletin,\n\n1918,\n\nNo.\n\n35, Cardinal\n\nPrinciples,\n\nBureau\n\nof Education,\n\npage\n\n18.\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nNatTIOoNAL\n\nEpucaTion\n\nASSOCIATION\n\nportunity was needed to undertake the solution of problems new and\nConcentration of junior highpeculiar to the junior high school alone.\nafforded the opportunity and\nems\npeculiar.probl\nthese\nupon\nfaculties\nschool\npromoted rapid progress in establishing the movement.\nAt the same time the senior high school was confronted with the problems of adapting high-school organization and curricula to the most phenomenal growth in enrolment ever experienced in the history of secondary\neducation in America or in any other country.\nEach unit was forced by these and other conditions to a period of concentrated attention to its own respective problems.\nConsequently the habit of\nexclusiveness grew upon the two schools of the secondary unit. Admittedly\nit was an unfortunate habit and yet it was a natural outcome of inexorable\nconditions.\nNow that the peculiar functions of each unit have been more\nclearly defined and some problems solved it becomes difficult to overcome\nthe inertia of the habit.\n2. The inertia of exclusiveness overcome by mutual approach—The habit\nof exclusiveness naturally produced a lack of understanding because of failure to provide opportunities for understanding.\nJust as naturally lack\nof understanding led to misunderstanding out of which arose friction and\ndiscord.\nIt became the almost universal practice of junior high schools to believe\nthat the senior high school failed to show a sympathetic attitude toward\ntheir experiments.\n[he converse is equally true.\n“Thus the two units developed unfortunate attitudes of mind toward each other.\n‘The solution\nagain does not lie in any attempt to fix responsibility but in a mutual decision to seek opportunities for cooperative action.\nFriction and discord\ndissipate in the presence of sympathetic and cooperative conference.\n3. Common and distinctive viewpoints—There have developed in junior\nand senior high schools conflicting points of view toward secondary education. The junior high school inherited from the elementary school the\npoint of view of the child and psychology as the focus of educational procedure.\nThe senior high school inherited from the college the point of\nview of subjectmatter as the focus of its method.\nIn the one case the point of view led:to the adoption of an aim to democratize the secondary unit by a program of functional education which\nabandoned the prevailing selective principles for the more democratic distributive principle.\nIn the other case the former necessity to prepare a\nminority of pupils for college rested upon the senior high school and led\nto a continuance in some degree of traditional college-preparatory education and of the selective principle of eliminating college misfits.\nThese divergences in points of view are not wholly remedial.\nThe junior\nhigh school must be integrated both with the elementary school and the\nsenior high school. At the same time the latter must be integrated both\nwith the initial secondary period and with the college.\nEach successive\nunit in the whole range of elementary, secondary, collegiate, and professional\n\n"}
{"page": 643, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n639\n\neducation has both common and distinctive fancies in comparison with\npreceding and following units.\noii\nto. s\n+. College accrediting—A fourth difficulty in promoting ‘the articulation\nof junior and senior high schools arises from the present confusion of college accrediting.\nThe movement to restrict accrediting to the senior high\nschool on the basis of 12 units earned in the 10th, 11th, and 12th years\nhas steadily gained adoption among college admission boards and _registrars. This cause of friction will be gradually removed.\nThe movement to confine accrediting relations to the senior high school\nhas received the general endorsement of both secondary units. The uniting\nof efforts to achieve an accrediting basis in conformity with 6-3-3 organizations will create a helpful attitude of cooperation and will contribute materially to the more effective articulation of both schools.\n\nIII. A Constructive\n\nProgram of Articulation\n\n1. Director of secondary education—It has become the practice in many\ncities to designate an associate superintendent as director of secondary schools\nor to create the position unattached to an assistant superintendency.\nIn a\nfew of the very large systems the coordinating of all secondary schools is\ncommitted to two associate superintendents who have jurisdiction over the\nrespective junior and senior high schools and who closely collaborate in\ntheir fields.\nIt is clearly apparent that the position of director of secondary schools\nis a direct and effective agency in securing articulation.\n“The successful\nexperience of this experimental supervision in our larger systems has led\nto the appointment of a secondary school leader in smaller cities whose\nsize has not formerly warranted an assistant superintendent.\n‘This extension of the directorship of secondary schools to systems not previously supporting an assistant to the superintendency is proof in itself of the need and\nthe effectiveness of the secondary school directorship.\n2. Junior-senior high-school administrators conference group—The practice of occasional conferences of junior and senior high-school principals is\nvery generally followed by all city superintendents.\n“The results in positive progress in effecting articulation are beyond question more extensive\nand permanent when these conferences are controlled by a program of\nstated meetings at regular intervals throughout the school year.\nEither the superintendent or his secondary school director presides at\nthe conferences.\nFrequently, other supervisory leaders are either regularly\nin attendance or upon invitation in occasional attendance.\nIn other instances viceprincipals enjoy the privilege of membership.\nGradually the\ncustom of a carefully planned program of discussion is adopted with specific\nassignments to individual members.\nThis secondary conference group comprises for a superintendent as high\na type of professional leadership as he can command among his school stafts.\nThe primary objective is usually articulation of all secondary schools. Tt\nis, however, likely that the range of interests will extend beyond this aim\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nand that the conference group will develop into a clearinghouse for the\nconsideration of many more general educational policies.\n3. Vertical supervision—The extension of the secondary period from four\nto six years has been more influential in promoting the vertical system of\nsupervision than any other single development of recent years in school\nadministration.\nThe introduction of an intermediate school of transition\nbetween elementary and secondary education has created in many systems\na condition which demanded continuity of supervisory leadership.\nThe universal curriculum rebuilding of recent years has led to the appointment of supervisors of major courses of study who almost invariably are\ncharged with responsibility to articulate elementary, junior high, and senior\nhigh courses of study through a vertical junior high, and senior high courses\nof study through a vertical system of supervision.\n“Thus the former practice of delegated supervision in health, fine and practical arts, penmanship,\nand commercial education has been extended by many superintendents to\ninclude supervisors of English, social studies, science, mathematics, and\nforeign languages.\n:\n4. Organization for curriculum integration—The day has largely passed\nwhen the content of courses is determined by the specialist alone.\nConsultation and conference in curriculum making have become the general practice.\nCurriculum committees of classroom teachers characterize\npractically all recent organizations for curriculum reconstruction.\nThe\narticulation of courses of study has been secured by general committees representing elementary, junior and senior high school teachers or by a steering committee composed of committee chairmen.\nWhatever the organization a conscious effort has been made to integrate the courses of study\nthrough the elementary and secondary years.\nThe challenge to the junior high school to reconstruct courses of study\nhas been insistent. Without reconstruction progress in realizing the purposes of the junior high school would have been handicapped if not entirely\nprevented.\nNecessarily, courses of study for 7th, 8th, and 9th years must\nbe reorganized with respect to the allied courses in the elementary grades\nand in the senior high school.\nThis reconstruction of the program of studies demands a curriculum\norganization in which junior and senior high schools must cooperate with\nregard to secondary courses.\n“These round table conferences of classroom\n\nteachers are a potent influence in securing articulation through the six-year\nsecondary period.\n\nThe trend toward artirulation of junior and senior high-school courses\nof study is attested by the increasing practice of basing state department\ncourses of study upon six years each of elementary and secondary education.\n\nThe bulletins of the Commission on the Reorganization of Secondary Education pioneered in the movement toward continuity in courses of study\nfor the six secondary years.\n“The Department of Superintendence of the\nN. E. A. has published its Fifth Yearbook (1927) on the Junior High\n\n"}
{"page": 645, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n641\n\nSchool Curriculum, its Sixth Yearbook (1928) on the Senior High School\nCurriculum and is now engaged on the problem of Articulation.\n5. Single salary schedule—A general concensus of opinion favors equal\nsalaries for equal training and experience among junior and senior high\nschool positions.\nPractice, however, conforms with belief in only a limited\nnumber of city systems.\nThe fact, nevertheless, that any systems offer\nequal salaries establishes the trend.\nThe requirement of college training among the qualifications for junior\nhigh-school positions steadily increases and furnishes the basis for the equal\n‘The question of a single salary scale is contingent upon\nsalary standard.\ncommon standards of qualifications. Justice demands that any system which\nestablishes professional requirements for all secondary teachers upon a\nsingle standard should at the same time establish a single salary schedule.\nOnce the qualifications become equal the continuance of a senior highschool scale above that of the junior high school is due only to the traditional practice of paying higher salaries to high-school teachers without\nthe warranty for the practice which existed when qualifications were higher.\nFrom the standpoints of training required, teaching abilities demanded,\nservice rendered, professional experimentation and research studies undertaken, hours given, extension and other professional courses pursued—from\nthese and other considerations it must be admitted that the requirements\nhave been more persistently demanded of junior than senior high-school\nteachers.\nThe persistence of graduated salary scales between junior and senior highschool teachers is inconsistent with their common secondary school status,\nwith their equal qualifications, with their equal professional standards, and\n\nwith the service rendered.\nIt is difficult to overestimate the influence of a\nsingle salary schedule in effecting more complete articulation of the two\nsecondary schools.\n6. Teacher training courses in secondary education—City systems offer\nthe same extension and other teacher training courses to both groups.\nThis\nis at least a tacit recognition of their common professional needs. “These\ncourses promote mutual study of common problems and produce that community of interests which will at least make the need of secondary school\narticulation apparent in professional theory.\nThe continued practice of offering these professional courses to both\ngroups alike must finally lead from the acceptance of a common basis of\nprofessional study to the actual practice of articulating materials and\nmethods of classroom work.\n7. Local interchange of teacher visiting—Articulation is everywhere a\nSenior high-school teachers should be informed upon junior\nlocal problem.\nOpportunities to so inform both groups\nhigh-school work and vice versa.\nare readily available wherever the custom of interchange of visits between\njunior and senior high-school teachers exists.\nThe results of interchange of personal visitation are a better understanding, increased mutual respect, closer personal and professional relations, and more purposeful efforts to effect genuine articulation.\n\n"}
{"page": 646, "printed_page": null, "text": "642\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\n8. Research studies comprehensive of six-year secondary unit—Scientific\nresearch, originally restricted to professional centers, has spread to many\ncity systems where a definite organization under the leadership of a Director\nof Research assures the continuance of scientific studies to promote cumula‘The universal need for a comprehensive scope in the intive progress.\nvestigation of secondary problems should result in the organization of research committees representative of both junior and senior high schools.\nHere again is afforded an opportunity to convert a purpose to articulate\nall secondary schools into an established practice by means of research studies\nmutually pursued and constructive measures formulated explicitly to integrate both units.\n9. Continuity in programs of activities and guidance—Extracurriculum\nactivities dnd guidance programs have found ready adoption in both junior\nand senior high schools.\n‘The experiments, however, have been largely conducted independently by each unit. The need for progressive continuity in\nboth the activities and guidance programs has ek pay apparent from experience of the lack of coordination.\nHere is a problem of articulation which ea lee\nadministrative\nleaders, the conference group of principals, the research bureau, the guidance\nstaff, and the sponsors of activities.\nNo city system can attempt the solution of the problem of coordinating these two forward looking movements\nin secondary education without enlisting the cooperation of both groups. ~\n10. Secondary to denote both junior and senior high schools—Custom has\nattached a limited connotation to the terms—high school, junior high\nschool, and senior high school.\nNo one can be employed to designate them\nall. Fortunately, the more recent custom in defining the term secondary\nhas given it a connotation to comprise all units of a school system above\nthe elementary school and below the college.\nLocal, state, and national education associations have adopted the practice\nof organizing a department of secondary education at whose sessions subjects of specific interest to each unit and of common interest to both junior\nand senior high schools are provided on the programs.\nThe final sanction for the use of secondary in this comprehensive significance was given by the affiliation in February, 1928, of this Department\nof Secondary School Principals with the National Education Association.\nThis body of national professional leaders will constitute a most potent factor in hastening the actual articulation of the junior and senior high schools\nwhich now jointly and equally compose its membership.\n\nTHE\n\nPROBLEMS\nMENTARY\n\nOF ARTICULATION BETWEEN THE\nAND THE JUNIOR HIGH SCHOOLS\n\nELE-\n\nG. E. MORTENSEN, OAKLAND, CALIF.\nDewey has pointed out that the elementary school and the college represent distinctly different forces historically.\nThe college came in response\nto the desire of the privileged class for polish befitting the man of leisure;\n\n"}
{"page": 647, "printed_page": null, "text": "I\n\nDEPARTMENT\nSECONDARY SCHOOL PRINCIPAL\n643\naOFe\nppieerrerctgomnomens serena nmmceca-s deenseen\n\nthe elementary school has come in response to the urge from the masses—\na yearning of democracy for better understanding.\nThe high school came as a resultant of these two forces. It is, as it\nwere, the first attempt at articulation between the elementary school and\nthe college.\nThen came the junior high school as a further effort to bridge the gap\nbetween the elementary school and the senior high school. And now we\nhave the junior college gradually developing as the means of articulation\nbetween the senior high school and the university.\nThe one problem of\nwide-gap articulation has thus become a series of problems in articulation.\nIf there is any virtue in division, the problem of articulation should be\nsmaller because now the divisor is larger.\nA still further regrouping of years that may materially affect transition\nis now being considered in some quarters, namely; the elementary grades\ngroup of 6 years followed by the high-school group including the 7th, 8th,\n9th, 10th years, followed by the junior college group including the 11,\n12, 13, 14 years, this in turn topped by the university group including the\n15, 16, and two additional years, the 17th and 18th.\nThus articulation is forever with us in varying form. In any of these\ncases the problem of transition from the elementary group to the secondary\ngroup is about the same.\nThe very fact that in the pioneering stages the junior high school has\npractically retained the 7-8 grades the same in content as they were in\nthe elementary school has somewhat minimized the problem of articulation. ‘The articulation has been rather on the basis of physical adjustment to new surroundings than on the basis of changed study content, and\nthis condition has had its saving grace.\nBut with the more definite set up of junior high school special purposes this problem of articulation promises to become just as keen as it\nwas in the earlier days in passing from the 8th year to the senior high\nschool.\nThere is no need of repeating here in detail the special purposes of the\njunior high school. It is an expression of a changing conception of education especially as it relates to the early years of adolescence.\nWe are fast\ndeveloping a new attitude, a new atmosphere, a new technic. As stated\nin the Fifth Yearbook of the Department of Superintendence, ‘‘It is essenIt is neither a subtially an exploratory tryout and information school.\nsecondary school nor a vocational or trade school.” With the idea of its\nbeing a finding school, it needs to emphasize the laboratory-library method.\nThe place of specialization is in the senior high school.\nSo far as the special purposes of the elementary school are concerned,\nWeet has stated them as follows:\n1. The pupil should learn to read, write and speak, and acquire the elementary\nprocesses in arithmetic.\n2. He should learn the laws of physical health and grow to appreciate the meaning of life and nature.\n\n"}
{"page": 648, "printed_page": null, "text": "644\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\n3. He should know and appreciate the geography and history of his own comHe should sense his share in\nmunity, state, nation, and something of the world.\nthe social, civic, and industrial order so that he may better appreciate justice,\nsympathy and loyalty.\n4. He should learn to share intelligently and appreciatively in the fine and useful arts through participations in music, drawing, literature, manual training, and\nhousehold arts as related to food, clothing and shelter.\n\nTo attain these four objectives, the subjectmatter and activities must\nbe arranged in a continuous and progressive series of experiences adapted\nat every step to the apprehension of the child.\nAs Briggs puts it, the function of the elementary school is to furnish\ncommon training and thus to integrate the future citizen by inculcating\nin him the basic ideals of democracy.\nThe junior high school in addition to this seeks to give variety of\nexperience through an enriched curriculum in order that choice may be\nbased on rational procedure.\nThe fundamental process in the elementary groups, however it may be\ngarnished by socialization, etc. has to be “drill” while the fundamental\nprocess in the junior high school needs to be “experimentation,” not forgetting the value of drill as a subsidiary.\nThus the articulation of the elementary school with the junior high\nschool involves essentially a transition from the “drill” period to the\nlaboratory-library period.\nWhat are some of the problems inherent in this transition?\nHaving a\ndaughter who recently went from an elementary school to a junior high\nschool I asked her as a witness to note the most marked differences between the school she formerly attended and the new junior high school.\nThis is what she said:\nOne of the differences that bothered us was that in the elementary school the\nlength of the period of each study was left to the teacher and in the junior high\nschool we had to change rooms when the bell rang.\nAt the elementary school each child had a desk in which books and personal\nbelongings were kept, while in the junior high school lockers are provided. Getting\nused to these lockers seemed to bother all of us.\nThe change from one teacher with only a few changes to many teachers was\nhard to get used to. We felt lost.\nWe started in right away on club activities before we knew what we were\ndoing. We choose clubs not because we wanted them but because someone else did.\n\nLosing our recesses bothered us too, but I am\n\nused to these changes now\n\nand it\n\nis not so bad.\n\nAnother serious transition difficulty that might be added is that of\n“how to study.’\nIn about 75 percent of the junior high schools the short\nperiod obtains.\nChildren come from an elementary school where they\nare with the one teacher practically the entire time and are thrown\nsuddenly on their own resources in the junior high study hall. Not only\nthat but in many cases the junior high school has aped the ways of the\n\nsenior high school and has departmentalized the school from very beginning of the 7th grade one teacher for each subject.\n\n"}
{"page": 649, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n645\n\nWe have also the specialist in the subject who points out that for instance in order to have enough equipment say for social studies it should\nbe departmentalized from the 7th grade on. The problem is still further\ncomplicated by the fact that the junior high school has inherited and\ncontinued to hold the many subjects found in the traditional 7th grade.\nThe desire of teachers to teach one subject, along with the above considerations has led us to the point of being in danger of emphasizing subject\nrather than pupil.\nA problem of transition still in the pioneer stages is that of the exploratory subjects and their sequence, with the related matter of election.\nA very serious problem of articulation is that of subjectmatter transitional content.\nThen there is the further problem of promotion.\nWhat constitutes\nfitness?\nHow shall it be measured?\nNow it happens that I am the principal of a socalled neighborhood junior high school of 1500 children\nin a foreign neighborhood and reaching from the nursery to the 9th grade,\nwith two elementary buildings and a junior high school building; so it\nalso happens that I have a real rather than a professional interest in the\nproblems of articulation.\nI am practically interested in devices and procedures that will smooth the humps along the road. The following are\nalready in practice in many places:\nSupervised study—The hour plan commends itself as it is not so abrupt\na change from the elementary school period plan. It utilizes more satisfactorily the laboratory-library method.\nIn connection with this the club\nperiod for the 7th grade at least should be for the entire class considering how to study the lives of successful men and parliamentary procedure.\nAuditorium periods in part at least should be given over to grade\nforums, how to study, and other matters of guidance.\nGuidance, personal and group, when properly subserved to the best interests of the\npupil is an important part of all junior high experimentation.\nIn the matter of mechanical adjustment to departmental work, I see\nno reason why pupils in the 5th and 6th grades should not travel to other\nteachers for such special work as music, physical education, and applied\nart; and in the junior high these devices are used. One is to have one\nteacher in each 7th grade handle the social studies, English, and mathematics, and the other is to set up certain subjects such as science and drawing as short unit alternating courses to reduce the number of teachers\nthe pupil has to meet and for the teacher the number of personalities she\nhas to carry in mind.\nWe are\nBut there is the urge.of the specialist to departmentalize.\nseriously in need of a content re-organization. To reduce the number\nof subjects will not settle the question. What is needed is a re-unitizing,\na re-grouping of subjectmatter in terms of activity. Why not, for instance, set up a seventh grade unit around a particular activity involving\nthe related social studies, English, arithmetic, applied art, etc. This involves the fuller use of the project or enlarged contract plan. We need\n\n"}
{"page": 650, "printed_page": null, "text": "NaTIONAL\n\n646\n\nEpucaTion\n\nASSOCIATION\n\nteen\n\na specializing generalist to integrate for the needs of the junior high\npupil what the subject specialist has disintegrated into cold, logical facts\nand figures.\nIf election is based on experimentation, and if wise transition is proMany junior high\n‘vided, why have any election in the 7th grade?\nschools do not.\nWe are beginning to develop euplarhtnen courses on the funnel plan\nsuch as proposed by Vandenburg and election in connection with this is\nbeginning to have meaning.\nFirst exposure, then experience and then\nBut democracy also has posielection; herein is growth and democracy...\ntive demands and these are not to be minimized.\nProbably there are very few schools but now use the ability grouping\nin arranging the class personnel.\nThis aids the transition problem by\nplacing pupils where they will be treated according to their class and\nindividual needs. And there need be no arguments made in favor of\nminimizing for special limited classes the amount of departmental work.\nSo far as admitting pupils to the junior high school is concerned, the\nfollowing extract from the Oakland Junior High manual is typical of\nthe practice in many places:\nPupils who complete the 6th grade are regularly admitted to the junior high\nschool.\nOver age pupils who may reasonably be expected to profit by work in\nthe junior high school may on recommendation of the elementary school principal\nwith the approval of the superintendent in charge be placed in a junior high school.\n\nThis of course presupposes special junior high treatment.\nIn conclusion, uptodate, it seems to me that the articulation between\nthe elementary and the junior high school has been. primarily one of\nmechanical adjustment because the 7th and 8th grades are still in a large\nmeasure made up of the traditional content.\nBut just as surely as can be,\nall these thinking junior high-school administrators, these inquisitive university professors, these open-minded teachers, are going to rehabilitate\nthe 7-8 grade traditional content and rejuvenate the 9th grade complex—\nand then we will have a junior high content renaissance worthy of the\ncrusade that is now tending that. way.\nAnd when that renaissance of content does come, unless we are transition-conscious, we will have some real problems of articulation both above\nand below.\nBut why worry?\nThe vision of something better yet to be\nglorifies the work we do from day to day and guarantees professional\neternity, “For a dreamer lives forever and a toiler dies in a day.”\n\nNATIONAL\n\nREPORT OF TREASURER\nASSOCIATION OF SECONDARY-SCHOOL\nPRINCIPALS\n1, 1927, to DecEMBER\n\n31, 1927\n\nPRESENTED AT Boston, Fsesruary\n\nJanuary\n\n27, 1928\n\nReceipts\nBalance) in) bank, December31,.51926 sme peer\nAnnual dues from members..................:$3,792.00\n\n$7,481.04\n\n"}
{"page": 651, "printed_page": null, "text": "DEPARTMENT OF SECONDARY SCHOOL\nSalemioLmyY\n\nEATDOOKS:\n\nPRINCIPALS\n\nMBER © os s.c va naie ke inn wus\n\n$186.75\n\nSale of Abstracts..... _, Nps reactant\nRecess hanes\nSale of Uniform Certificate Blanks earn ahe aha covers\n\n3.02\n70.61\n\nEV ONOT\n\nSOCIETY\n\nExhibit\n\nbooth\n\nSULCS EMME\n\nrentals\n\ntis oa:c..doe aca va coe oe a 4\n\n4,904.57\n\nat St. Louis,............-\n\n330.00\n\n647\n\n$9,286.95\n$16,767.99\n\nExpenditures\nc\n\nSECRETARY’S\n\nOFFICE\n\nClesicahesesvicesly,\n<siw cams sad ua eceoe pe. Hee\nOIG?\n2 SO\nrata C8 SOE PEED eee ne ane\nen\nLASERS Gas Wiitare aha See\neee mame eee\n\n$993.32\n80.00\n19.00\n\nKetund ot duesito meinbers’....\n«5, &- antaseceta*\n«ae\nEIXGHANCe Meet. eMC RMT he ces c Ce oe vaste\nEXPENDED FoR N. E. A.\n\n6.00\n-40\n\nRubbers\n\nstam pire inher. ts « Danwsromvens38 $3.25\n\nEIST eBCU CCK S 50 OI\n\nera\n\nHonor\n\nBestageen css rot\n\nlos s50,in csoleeys 3,00\n\n6.25\n\neee Bee an. ALE cmeeneine\n\n$107.39\n\nSOcIETY\n\nSec\n\nGharterssh.c\nOi eeionaeoeih DET SD\nURC\nae eae _\nRetundtotecharten fees uc dace. lac vaeless Seater 2\n\nBuLueTIn\nPeinting:\nPostage:\n\nNo.\n\n14\n\n(January,\n\nNo.\n\n15\n\n(Eleventh\n\nPrinting 5 oases caps jn eee\n\n309.00\n10.00\n\n426.39.\n\n$215.50\n6.15\n\n221.65\n\n1927)\n\nNe. 2S. SS\nAte\neee\neds See eee\n25, N00 2.60. SNORE. cord dasenat gs aces\n\nBuLetin\n\nYearbook)\n\nee\n\nOe, PO\n\n$1,491.66\n\nIPOSEAG G5 cemingate wm,<vaneyans isuaue'onsere ( oxover EROS\nOO «RM AEE\nBLEWEYeae tr 10 ca\nAIA, 3 IBM\nNS CURR Br RETR I\n\n29.64\n45.00\n\nButueTin No. 16 (April, 1927, Directory)\nRein bine (hist seDAVIMENL)) stasibsreirsaeevse\neet ater\n(balance due $250)\n\n$300.00\n\nOSCR Coa eyse ote a eka\n\nEh\n\npI\n\nceiIts)Oi forfoie (CCAR\n\nIVE\nCubRTyee osSusans Geencetuicuene RRO LIOKciia. ost\n\nButietin\n\nNo.\n\n17\n\nSas\n\n13.17)\n25.00\n\n$338.17\n\n$207.75\nUSE)\n\n215.54\n\n(May,\n\nR's oO\n\nBuLueTin\n\nNo.\n\ncacti\n\n18\n\n(October,\n\n1927)\n\ncleats MaserSoReal\n\n$187.50\na!\n\n6.69\n\nLane\n\n30.00\n\nPrinting preliminary programs ................\nODN SO DUE\nJPEG. odio Sols Cee DO GOGACm aD Ob\n\n$33.69\n136.92\n\nwest!\n\napiarerbeee teamaould.\n\nCONVENTION\n\nIN\n\nST. Louis,\n\n1927\n\nSignsiin hotel Jc. 0206. et\nExpenses of President (M. R. McDaniel)\n\n......\n\n4.50\n105.86\n\ntnseyisy ;\n\n34,80\n\n.............-+0+-+e05s\n\n48.00\n\nTraveling expemses, President\n\nPrinting final programs\n\n0\n\n1927)\n\nBastagerade: T5. PTI\nI\nOT,\n\nMailing)\n\n1,566.30\n\nRORCEROIS ClO CER CoIrere\n\nPAU\nTLD Cea carer crew epe oleeaues scr etster Leen aol Asta\nPOStAS Cig gree Ecies th c-ihoepe's SE\nRe Tete Pets.\n\nPSUR RON. lac\n\n$1,104.97\n\n4,-4.2.\n\n224.19\n\n"}
{"page": 652, "printed_page": null, "text": "NATIONAL EpuCATION ASSOCIATION a\n648\nRS\na ee\naa\ne\n\neee\n\n$36.90\n29.36\n378.75\n41.87\n364.42\n3.00\n\nTraveling expenses, Secretary .......---+-++-Railroad. tickets <<... ovate. ois hoot baa Cee\nee ae pete eae\nsacs conte\nHonorariums\nExpenses of clerk ...35RURT...c0cse0- seashore\nExpenses of speakers, traveling and hotel ......\nTypewriting of committee report ........--.+--Expenses, Committee International UnderstandINP. oo Hasvereisue teStow creases “rte oi Sg Ree\neee\n\n11.28\n\n$1,229.35\n\n$641.37\n\n641.37\n\nAG\n\n$246.37\n\n246.37\n\n10 First mortgage, real estate bonds, 6%........\n\n$10,000.00\n154.14\n3.00\n\n10,157.14\n\nCOMMITTEE\n\nON\n\nVOCATIONAL\n\nMeeting in Chicago, May\n\nGUIDANCE\n\n8 and 9, 1927\n\n.......\n\nDelegates to Meeting of World Federation of\nEducation Associations, Toronto, Canada, AuPN\n\nVOPR\n\nPT”\n\nies uc dco bad\n\noc\n\nBRO\n\neB\n\nBonps\n\nAccrued interest on bonds at purchase ..........\nRental (one year) of safety deposit vault box ..\n\nBooth’\n\nExuisits,\nconstruction’\n\nSt. Louis\n* MEETING\n«7c n>\netek eee\neee\n\nMeeting of Committee on Standard Blank\nTllinois) December” 5391927) 2.\nee\n\n(Cicero,\neee\n\n30.00\n$36.07\n\n36.07\n\n$19.97\n\n19.97\n\nExpenses of Wm. Wetzel to meeting of Executive Committee of National Committee on Research in Secondary Education at Washington,\n\nJUnehONAI9Z7\n\nDOSE cna.\n\nenas Aenea\n\n$16,457.48\n\n$310.51\nBalance\n\nin bank, December\n\nCONSTITUTION\n\n31, 1927......\n\n$10.51\n\nOF THE DEPARTMENT\nSCHOOL PRINCIPALS\nARTICLE\n\nOF SECONDARY-\n\n_I—NAME\n\nThe name of this Department shall be the Department\nSchool Principals of the National Education Association.\nArticLe\n\nof Secondary-\n\n[I—Am\n\nThe aim of this Department is to promote the interest of secondary\neducation in America by giving a special consideration to the problems that\narise in connection with the administration of secondary schools.\n\n"}
{"page": 653, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nARTICLE\n\nSCHOOL\n\nPRINCIPALS\n\n649\n\nI[I—MeEmBERSHIP\n\nSEecTION 1—Membership in the Department of Secondary-School Principals shall consist of Active and Associate.\nSECTION 2—All principals of secondary schools, namely junior high\nschéols, senior high schools, and junior colleges, their administrative\nand executive assistants, heads of schools of education in normal schools,\ncolleges, and universities, together with professors teaching secondary\neducation therein and secondary-school representatives of state education departments, who are also members of the N. E. A., shall be eligible\nto Active Membership upon payment to the Secretary of the annual fee\nof $2.00. Active members shall have the privilege of voting.\nSecTIoN 3—Members of state organizations of secondary-school principals shall be eligible to Associate Membership of the Department of\nSecondary-School Principals, as a group, by the payment to the Secretary\nof the annual fee of $1.*\nSECTION 4—All others engaged in secondary education, who are members of the National Education Association, shall be eligible to Associate\nMembership upon payment to the Secretary of the annual fee of $1.\nSECTION 5—AIl members both Active and Associate shall receive all\npublications of the Department.\nARTICLE\n\n[V—OFFIcERs\n\nSection 1—Officers of this Department shall be a President, First Vicepresident, Second Vicepresident, and Executive Secretary, who shall be\nthe executive officer of the Executive Committee.\nSecTION 2—The Executive Committee shall consist of these officers, the\nretiring President, and two members of the Department.\nThe Executive\nCommittee shall be representative of junior high schools, senior high\nschools and junior colleges.\nARTICLE V—ELECTION\n\nOF OFFICERS\n\nSection 1—At the first session of the annual mid-winter meeting a\nnominating committee of nine shall be elected by ballot from a list of at\nleast eighteen members nominated from the floor. This committee shall\nelect a Chairman, select nominees for all offices except the Executive Secretary, and report at the regular business session of the mid-winter meeting.\nAfter the report of the nominating committee the President of the Department shall call for other nominations for the different offices and for the\nmembership on the Executive Committee.\nSEcTION 2—The Executive Secretary shall be selected by the Executive\nCommittee\n\nfor an indefinite period.\n\n* Note: This clause shall become inoperative as soon as the respective state organizations\ncan work out provisions for enlisting their membership as active members of this department.\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNatTIioNAL\n\nEpucaTIon\n\nArticte\n\nASSOCIATION\n\nVI—MEETINGS\n\n©\n\nSection 1—The Department of a Secondary-School Principals shall\nhold two meetings yearly. The regular annual meeting to be held at the\ntime and place of the meetings of the Department of Superintendence of\nthe National Education Association, unless arranged for otherwise by the\nExecutive Committee of the National Education Association.\nSection 2—The second meeting of the Department shall be held at the\ntime and place of the annual summer meeting of the National Education\nAssociation.\nArTICLE VII—AMENDMENTS\n\nThe Constitution may be amended by a majority vote of those present\nand voting at the annual mid-winter meeting.\nA proposed amendment\nmust be submitted in writing at the receding annual meeting, or must\nbe submitted in printed form to all members of the Department thirty\ndays before the annual meeting.\nIn case the latter method is used, such\namendment must receive the approval of the Executive Committee before\nit can be printed and sent to the members of the Department.\n\n"}
{"page": 655, "printed_page": null, "text": "Department of Social Studies\n\n"}
{"page": 656, "printed_page": null, "text": "HE DEPARTMENT\nmerly\n\nthe\n\nOF SOCIAL\n\nNational\n\nCouncil\n\nSTUDIES\nfor\n\nwas\nthe\n\nforSocial\n\nStudies and was created as a Department of the\nNational Education Association by the Board of Directors at the Indianapolis meeting of the Associa\ntion in 1925.\nThe officers of the Department of Social Studies\nfor the year 1928-29 are: President, A. C. Krey,\nProfessor of History, University of Minnesota,\nMinneapolis, Minn.; First Vicepresident, Edgar\nDawson, Professor of Political Science, Hunter College, New York City; Second Vicepresident, R. M.\nTryon, Professor of History, School of Education,\nUniversity of Chicago, Chicago, Ill.; SecretaryTreasurer, Bessie L. Pierce, Associate Professor of\nHistory, University of Iowa, Iowa City, Iowa;\nBoard of Directors, Edna Stone, Director, Teacher\nTraining in History, University High School, Oakland, Calif.; DeWitt S. Morgan, Arsenal Technical\nHigh School, Indianapolis, Ind. Facts relating to\nthe establishment of this Department and the record\noemeetings are found in earlier Proceedings as folows:\n1926 :652-663\n\n1927 :679-695\n\n[ 652]\n\n"}
{"page": 657, "printed_page": null, "text": "DEVELOPMENT OF INTERNATIONAL ATTITUDES\nTHE SCHOOLS—ABSTRACT\nHOWARD\n\nE. WILSON,\n\nUNIVERSITY\n\nHIGH\n\nCHICAGO,\n\nSCHOOL,\n\nUNIVERSITY\n\nOF\n\nIN\n\nCHICAGO,\n\nILL.\n\n[nett ienorecooperation is a factor of modern existence which cannot be ignored. Our economic prosperity is predicated upon continued\nbuying and selling of manufactured materials and of raw natural resources on a worldwide scale. Our social and cultural life knows no national boundaries; we utilize the best of the musical, literary, scientific, and\nartistic productions of every nation.\nWe travel in and communicate\nwith other nations on a scale and to a degree never dreamed of before.\nThis worldwide interdependence in many fields has already developed\nan extensive body of international law.\nIt has created work for international statesmen; and it has already caused the ratification of the thousands of treaties—to more than 700 of which the United States is signatory.\nSince international affairs are so important, and since the purpose of\nschools is to train citizens to deal with the important phases of civilized\nlife, we cannot afford to neglect the teaching of international problems in\nthe schools.\nInstruction looking toward international cooperation can be given: (1)\nby a re-emphasis or re-evaluation of much of our historical materials, (2)\nby the inclusion of units of work, focused directly on this matter, in\ncourses in elementary social science and “Modern Problems,” and (3)\nby the careful guidance of the child’s reading in such a way as to place\nhim in touch with the rapidly augmenting literature of international relations.\n\nTHE EDUCATIONAL POLICIES OF PEACE AND RELIGIOUS\nORGANIZATIONS—ABSTRACT\nSYLVA\n\nT. HANSEN,\n\nUNIVERSITY\n\nHIGH\n\nSCHOOL,\n\nIOWA\n\nCITY,\n\nIOWA\n\nUNIVERSITY\n\nOF\n\nIOWA,\n\nPublic opinion regarding military preparedness in the United States\nhas been subjected to many cross currents of influence since the World\nAs peace and religious organizations are credited with a portion\nWar.\nFurtherof this influence their educational policies are of significance.\nmore, it has been claimed that the policies of such organizations represent\na trend which must be taken into consideration in determining the present\nstatus of the social studies program in the schools.\nNeither the peace nor the religious organizations have agreed upon an\nSome groups\nobjective by which permanent world peace will be achieved.\nhave chosen arbitration as the means by which war may be eliminated,\nwhile others place their hope in international organization and urge memIt is believed by still others that wars\nbership in the League of Nations.\n[ 653]\n\n"}
{"page": 658, "printed_page": null, "text": "654\ntes\n\nna nase\n\nNATIONAL EDUCATION ASSOCIATION ne\nic ig eI DORN TES ei\n\nare brought about because people of one nation fail to understand and\nConsequently, they seek to bring the\nappreciate people of other nations.\nworld into closer sympathy by more intimate contacts with each other\nIn the secondary\nbrought about by visits of scholars and professors.\nschools these organizations wish to have the social studies taught so that\nthe good qualities of foreign peoples are emphasized.\nMany of the groups have become interested in the attitudes children\nreceive from textbooks and have made investigations which have sugIn some cases their recommendations\ngested the desirability of revision.\nhave even gone so far as to indicate what should be taught pupils relative\nto international relations.\n\nSECRETARY’S\n\nMINUTES\n\nFirst session—The first session of the meeting of the Department of Social Studies\nwas held Monday, July 2, at 2 P. M. in the Old Lutheran Church Auditorium.\nProfessor A. C. Krey, University of Minnesota, presided.\nThe program was as follows:\nEDUCATION FOR CITIZENSHIP, J. M. McConnell, State Commissioner of Education,\nSt. Paul, Minn.\n‘\n:\nDEVELOPMENT\n\nOF INTERNATIONAL\n\nATTITUDES\n\nIN THE\n\nScHooLs,\n\nH. E. Wilson,\n\nUni-\n\nversity High School, University of Chicago, Chicago, Ill.\nEDUCATIONAL PoticiEs oF RELIGIOUS AND PEACE ORGANIZATIONS, Sylva Hansen, University High School, University of Iowa, lowa City, Iowa.\n;\nHIsToRICAL BACKGROUNDS OF MINNESOTA AND THE NORTHWEST, Theo. C. Blegen,\nAssistant Superintendent of State Historical Association, and Professor of\n\nHistory, University of Minnesota, Minneapolis, Minn.\nANNOUNCEMENT REGARDING REPRESENTATIVE CLASSROOM EQUIPMENT, R. H. Gray,\nJohn Marshall High School, Minneapolis, Minn.\nSecond session—This session was held Tuesday, July 3, at 2:00 P. M., in the\n\nOld Lutheran Church\nThe speakers were\n\nAuditorium.\nas follows:\n\nADAPTATION OF THE CONTRACT METHOD TO SUPERVISED Stupy, Mary S. Gold, University High School, University of Minnesota, Minneapolis, Minn.\nPROVISION FOR INDIVIDUAL DIFFERENCES, Ruth M. Johnson, Wisconsin High School,\nUniversity of Wisconsin, Madison, Wis.\nSoME PROBLEMS OF SOCIAL STUDIES IN THE ELEMENTARY\n\nDirector\n\nof Instructional\n\nANNOUNCEMENT\n\nRoosevelt High\nBusiness MEETING\n\nREGARDING\n\nResearch,\n\nPublic\n\nREPRESENTATIVE\n\nGRADES, Prudence\n\nMinneapolis,\n\nMinn.\n\nCLASSROOM\n\nEQUIPMENT,\n\nIlene\n\nBoard\n\nLynch,\n\nSchool, Minneapolis, Minn.\nOF THE NATIONAL COUNCIL FOR THE SOCIAL STUDIES.\n\nFollowing the second session a brief business meeting was held.\nThe Constitution was somewhat fundamentally amended to substitute\nformer\n\nCutright,\n\nSchools,\n\nof Directors\n\na Board\n\nconsisting\n\nof the\n\nsix officers,\n\nelected members,\n\ntwo\n\nfor the\nannually\n\nthe ex-presidents of the National Council for the Social Studies,\nand the editor of The Historical Outlook, so long as this journal is the organ of\n\nthe Department.\nThe newly elected officers of the Department are as follows:\nPresident, Professor A, C. Krey, University of Minnesota.\nFirst Vicepresident, Professor Edgar Dawson, Hunter College.\n\nSecond Vicepresident, Professor R. M. Tryon, University of Chicago.\nSecretary-Treasurer, Professor Bessie L. Pierce, University of Iowa.\nMembers of the Board of Directors, DeWitt L, Morgan, Arsenal High School,\nIndianapolis, and Edna H. Stone, University High School, Oakland, Calif.\nThe Meeting was adjourned.\n\n"}
{"page": 659, "printed_page": null, "text": "The Department of Superintendence\n\n"}
{"page": 660, "printed_page": null, "text": "HE DEPARTMENT OF SUPERINTENDENCE—At the\nmeeting of the National Teachers’ Association\nin Harrisburg, Pa., 1865, the state and city\nsuperintendents present decided to form an organization, to be composed exclusively of those engaged\nin supervisory work in the schools. This group\ndecided to meet in Washington, D. C., in February,\n1866, at which time the work of organization was\ncompleted. The new organization was called the NaNine\ntional Association of School Superintendents.\nstates and twenty cities were represented.\nIn 1870, the National Association of School Superintendents merged into the National Education Association as a Department.\nFollowing a change in\nthe Bylaws of the Association, adopted in 1921, the\nDepartment was reorganized under a new constitution, with a full-time secretary.\nIt publishes a report of its annual meeting and a yearbook which are\nsent only to members.\nThe officers of the Department for the year 192829 are: President, Frank D. Boynton, Superintendent of Schools, Ithaca, N. Y.; First Vicepresident,\nJoseph M. Gwinn, Superintendent of Schools, San\nFrancisco, Calif.; Second Vicepresident, Frank G.\nPickell, Superintendent of Schools, Montclair, N. J.;\nExecutive Secretary, 8. D. Shankland, 1201 16th St.\nN. W., Washington, D. C.; Executive Committee,\n\nNorman R. Crozier, Superintendent of Schools, Dallas, Texas (Term expires 1929); E. E. Lewis, Professor of School Administration, Ohio State University, Columbus, Ohio (Term expires 1930); Frank\nM. Underwood, District Superintendent of Schools,\nSt. Louis, Mo. (Term expires 1931); Paul C. Stetson, Superintendent of Schools, Dayton, Ohio (Term\nexpires 1932).\nFacts relating to the establishment\nof this Department and the record of meetings are\nfound in earlier volumes of 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\n1886 :335-353\n\n1887 :511-538\n1888 :515-547\n1889 :613-617\n1890 :367-545\n1891 :379-527\n1892 :559-745\n1894 :252-592\n1895 :213-429\n1896 :231-391\n1897 :195-317\n\n1898 :303-489\n1899 :251-380\n1900 :183-297\n1901 :189-349\n1902 :151-306\n1903 :139-301\n1904 :173-333\n1905 :155-271\n1906: 29-215\n1907 :145-329\n\n[ 656|\n\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\n1917 :661-853\n\n| 1918: 473-685\n1919: 483-675\n1920: 407-537\n1921: 679-851\n1922 71295-1465\n1923: 881-1025\n1924: 803-963\n1925: 633-863\n1926: 663-838\n1927: 697-871\n\n"}
{"page": 661, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nVesper Service at Faneuil Hall\n\nRELIGION\nKENNETH\n\nAND EDUCATION:\nRESPONSIBILITY\nCHURCH, SCHOOL, AND HOME\n\nC. M.\n\nSILLS,\n\nRESIDENT JOSEPH\n\nPRESIDENT,\n\nBOWDOIN\n\nCOLLEGE,\n\nBOWDOIN,\n\nOF\n\nME\n\nM. Gwinn, presiding.—Education must face four\n\nways—forward, outward, backward, upward.\nForward, that the\ntraining given the children and youth of America may be appropriate\nto the needs of the years ahead of them—ten, twenty, forty.\nOutward, that the schools may be organically joined with the other\n\nelements of present-day society in which the young people live and from\nwhich they are furnished the experiences for their own development.\nBackward, that anchorage may be had in those eternal truths and ideals\nwhich will hold the force of education true, whatever may be the storms\nand stresses that disturb the present order and might turn the course of\neducation in wrong directions. In facing backward, to test our anchor\nchains and anchorage there is no more appropriate place to which we could\ncome than to Boston and to Faneuil Hall, to this Cradle of Liberty which\ngave birth to so many of the ideals and acts which have shaped us as a\nnation and have kept us on a true course toward greater and greater heritage of liberty. To go forward better, we need to look backward, so we\nhave come to Faneuil Hall.\nLast, and most important, education must look upward to the Great\nGod and Father of us all, whose handiworks are the things that have been,\nnow are, and shall be.\nOur forward, outward, and backward views are often confused and\nindistinct. For a clearer view and for power and inspiration we must look\nupward.\nIt is altogether necessary and fitting in beginning our convention that\nwe should come as we now do to consider the relation of religion to education.\nPRESIDENT Sit~s:—I believe that we teachers are eternally and inevitably interested in religion. We deal with religion, with the religious spirit\nand impulse every day of our lives. For weal or woe we cannot get away\nfrom religion, and we would not if we could. Some of you may remember\n\nthe schoolmaster questioned by L. P. Jacks. “We teach religion all day\nlong,” he answered. ‘We teach it in arithmetic by accuracy. We teach\nit in language by learning to say what we mean—yea, yea and nay, nay.\nWe teach it in history by humanity. We teach it in geography by breadth\nof mind. We teach it in handicraft by thoroughness. We teach it in the\nplayground by fair play. We teach it in astronomy by reverence. We teach\nit by kindness to animals, by courtesy, by good manners, and by truthfulness\nin all things. We teach it by showing the children that we, their elders.\n\nC637 4\n\n"}
{"page": 662, "printed_page": null, "text": "658\nbe\n\nee a\n\nNATIONAL\n\nEpUCATION\nee\n\nASSOCIATION\nee\n\neee\n\nare their friends and not their enemies.” Yes, we teach it in all these ways\nand in countless others. No one can teach history properly without setting\nforth the great réle that religion has played in the evolution of the human\nrace, No one can approach the problems of science without a deep realiza-\n\ntion of the mysteries of nature. We are concerned from the kindergarten\nthrough the university with the passionate pursuit of truth—and if that\nbe not religion, what is religion?\nIn dealing with this great problem there are certain qualities which\nought to exist, and I believe do.in large measure exist in the great majority\nof teachers in our public and private schools. First and foremost I place\nreverence. And by reverence I do not mean a milk and water piety, but\na deep regard for the mystery and nobility of human life in its relations\nwith God. “In college,” said a great teacher, “we deal not with the fortunes of our students, but with their spirits.”\nOut of reverence there naturally flowers fairmindedness. It is the business of the teacher always and everywhere to cultivate this lovely virtue. I\nhave little sympathy with the theory that controversial subjects should never\nbe mentioned in classroom.\nSuch an attitude leads straight away from\nreality. But it is highly important that both sides of a controversial subject should be presented fairly.\nTolerance is another virtue closely allied to reverence and fairmindedness.\nWe are fairminded when we set forth the other fellow’s point of view; we\nare tolerant when we recognize he has a right to his opinion. In the American school, which is not so much the melting pot as the alchemist’s bowl,\nwe must recognize our obligation to be tolerant. As a nation we could\nget rid of much bigotry and prejudice if more of our teaching was actuated by tolerance. Despite much boasting and idle talk we have not yet\nsucceeded in becoming a tolerant nation. Let me give one very obvious\nexample. In our schools all over the country every American boy is told\nthat the path to the highest offices in the land is open to every child who\ndevelops latent character and ability of a high order. Any American boy\nmay become President, we have heard constantly reiterated; and yet if that\nchild happened to be born in the Ghetto or in the Bowery, there are still\nthousands of Americans who would refuse to vote for him, no matter\nwhat other qualifications for the highest kind of leadership he might have.\nAs an actual matter of fact, other lands are more tolerant in this respect\nthan we. This example is perhaps enough to illustrate my point, but many\nothers could be found.\nRacial and religious prejudices are very deep\nseated ;they cannot be easily or in a decade eradicated. But it behooves all\nof us teachers who give lip service to democracy and freedom to see to it\nthat our teaching squares with our belief.\n\n"}
{"page": 663, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n659\n\nVesper Services at King’s Chapel\n\nWALLACE\n\nGOODWILL\n\nAMONG\n\nW. ATWOOD,\n\nPRESIDENT\n\nWORCESTER,\n\nNATIONS\nOF\n\nCLARK\n\nUNIVERSITY\n\nMASS.\n\nHERE is but one great barrier remaining between the nations of the\n; world today. That barrier is ignorance of each other. Man has conquered space and time. The great barrier of ignorance remains to be\nconquered. As the improved means of travel and communication have\ncome, trade relations have developed between this country and most of the\nIt is but a commonplace today to call atother countries of the world.\ntention to the economic unity of the world.\nBut there is much more than\neconomic unity. Just as certainly as commodities of trade pass back and\nforth, so do ideas travel from one country to another, and we find represented in our own commonwealth the various political, social, and religious\nideas of the other countries of the world. The day of isolation has passed,\nand the day for cooperation is at hand. We are living in an era when the\nproblems of international relations are uppermost. We must prepare ourselves and the young people of the rising generation to meet these problems. Isolation for us is impossible.\nIf we had come together here in New England or anywhere along the\nAtlantic seaboard during the years immediately preceding the American\nRevolution, we should undoubtedly have found it appropriate and perhaps\nnecessary to declare ourselves as loyal or disloyal to the British crown.\nThat was the all important question of that day. If we had gathered anywhere in this country from the Atlantic to the Pacific in the late fifties\nor early sixties of the last century, we should have been called upon over\nand over again to take a definite stand on questions of national policy.\nWe have come together, for a great national education congress at a\ntime when there are still larger problems before us than any that have\nheretofore faced this nation. They may not seem as imminent because we\nare not just now engaged in war. They are, however, most significant.\nWe are living at the opening of a period during which the nations of the\nworld must learn to cooperate with each other.\nDuring the last two decades the leading nations of the world have certainly bungled their international relations, slaughtered millions of their best\ncitizens, and burdened themselves for decades, perhaps for more than a\ncentury, with an expense account which necessitates heavy systems of taxation. We have demonstrated the folly of the old-fashioned ways of settling\ndisputes between nations. ‘The statement recently issued by the Secretary\nof our Treasury that eighty-two cents out of every dollar of the billions\nof dollars used by this government goes to pay for past, present, or future\nwars, is a sufficient commentary on the folly of the old system of settling\ndisputes between different peoples. It is our duty to profit by our experiences and to pass on to the next generation a new point of view toward\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nAur\n\nAssOciaTION\nNationaALNE Epucation\nRa ST ae\net\n\nrnor Pee\n\nthe other peoples of the earth and a new system of dealing with them.\nUnless we accomplish this task the next generation is quite certain to try\nthe same plan we have tried. Is not the time approaching when, ‘““The\ncommon sense of most shall hold a fretful realm in awe?”\nOrganizations are active in almost every urban center in this country,\nendeavoring in one way or another to bring about a better understanding\nof the different peoples of the world. We must make up our minds to\ntake a stand one way or another on this question. We are facing a problem of developing a patriotism that is more than inspired by narrow nationalistic points of view. The common sense of the many must be based\non right information. Through our educational work, we must lead the\nyounger people of this country to a fuller knowledge of the people of other\ncountries.\nEvents such as were recently reported from one of the large\ncities of the middle west, reflects ignorance of a people across the sea. They\nreflect a failure to understand the true friendship that has long existed\nand should always exist between the Anglo-American people wherever they\nare on this ever-shrinking planet. We must work from childhood to establish an intelligent sympathy for other people. We must overcome provincialism and our prejudices. A new generation must be reared in which\nthere is a broader and greater patriotism, a greater love and admiration\nfor our country because of the rdle she is taking in the affairs of the world.\nIt detracts not the least from the love one may have for this country, but\nit broadens that patriotism and broadens that citizenship if we develop a\nrespect for the citizens of other countries. It draws us nearer to the ideals\nof peace and goodwill among people.\n\nVesper Service at Old North Church\n\nTHE\n\nESSENTIAL\nELLEN\n\nF.\n\nTASK\n\nPENDLETON,\n\nOF THE\n\nLIBERAL\n\nPRESIDENT,\n\nWELLESLEY,\n\nARTS\n\nWELLESLEY\n\nCOLLEGE\n\nCOLLEGE,\n\nMASS.\n\nHE essential task of the liberal arts college is to develop in the student the ability to think. The first condition which will secure this\nobjective is health. While the men’s institutions were still providing\nsports for a chosen group of athletics, the women’s colleges had organized\ndepartments of hygiene and physical education whose duty it was to meet\nthe needs of the individual student.\nGiven the emphasis on health, we turn next to the curriculum and the\nclassroom as the most important factors in accomplishing this great task\nof teaching students to think.\nAll the discussions on the making and\nremaking of curriculums, the introduction of honor courses, a tutorial teaching staff to secure the great aim of leading students to think for themselves.\nIndeed, often to save time the teacher must collect information from various sources for the students, but just as often the student must seek it\nfor herself. In either case, the pros and cons in any given subject must be\npresented and the student led to draw her own conclusion and form her\n\n"}
{"page": 665, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\n661\n\nown judgment. It is because we believe that our students should hear\nboth sides of a question that some of our critics class the women’s colleges\namong organizations subversive of the constitution. Those of us who know\nour students could tell many cases in which the propagandist has defeated\nhis own end, for the student has not needed the help of her instructor to\ndiscover the fallacy of an argument.\nBut what of the students today?\nIf we were to believe the tabloid\nsheet, we should be discouraged indeed. Since the days of St. Jerome it\nhas been the custom of the older generation to deplore the weakness of\nthe younger.\nThe young people of our colleges are on the whole upright,\nfrank, intelligent, making some mistakes, to be sure, but no more, and perhaps fewer, than their forebears at the same age.\nAre we accomplishing this task of teaching our students to think? We\nare not satisfied that we have found the solution of our problem. We\nshould not be greatly concerned whether we are classed as old-fashioned\nor modern, conservative or progressive; rather we must be sure that so\nfar as we are able, we choose the good rather than the bad, the right\nrather than the wrong. Then we may face the result with courage, even\nthough we may be named by the unthinking among the radicals.\n\nVesper Service at Park Street Church\n\nEDUCATION THAT GLORIFIES THE COMMONPLACE\nDANIEL L. MARSH, PRESIDENT OF BOSTON UNIVERSITY, BOSTON, MASS.\nORMAL\n\neducation is in need of a transfiguring plus that will glorify\n\nthe commonplace.\nWe have a right to expect education to make a man\nself-supporting, acquaint him with practical measures for comfortable\nliving, prepare him for citizenship, make him a man of letters, or a theologian, or a scientist, or an artist.\nBut education should go further: it\nshould strengthen and broaden man’s faith in God; make keener his appreciation of spiritual realities; furnish him with a just conception of human\nlife, its needs, possibilities, and obligations; deepen the distinction between\n\nright and wrong; strengthen his convictions of those truths which surround\nright with the most impressive sanctions.\nWe must create such an atmosphere around our students as will make\nWe must keep a clear vision as\nthem sensitive to life’s tragic grandeur.\nunfolding of perendeavor—the\neducational\nof\naim\nand\nend\nto the true\nsonality, the cultivation of ideals, the bestowal of vision, the clarifying of\n,\npurpose, the strengthening of will, the development of power.\nI believe whole-heartedly in the practical values of education ; but while\nholding steadily to such values, I plead also for a plus that will cause a\nDivine nimbus to rest over the commonplace things of life; that will transform the primrose into the Court of Deity and make the golden-rod sig-\n\nnificant with the Awful Immanence; that will ennoble and enrich life and\ngive meaning to it; that will give sanity and order to the Universe, and\n\nlead us on to all things true and beautiful and good.\n\n"}
{"page": 666, "printed_page": null, "text": "662\ni Sahl\n\nNaTIONAL\na Nishida\n\nNT\nVesper\n\nEpucATION ASSOCIATION\nMia A hE SgbaieLd. oi thee BE beAco\n\nService at St. Paul’s Cathedral\n\nTHE\n\nOFFICIAL\n\nOR\n\nTHE\n\nJOHN EDGAR PARK, PRESIDENT, WHEATON\n\nTAKE\n\nChurch\n\nMAN\n\nCOLLEGE, NORTON, MASS.\n\nmy text from a book by Dante Gabriel Rosetti called “Hand\n\nand Soul.”\n\n‘The text consists of these words,\n\n‘““For with God\n\nis no\n\nlust of Godhead.”\n‘That ideal lies at the heart of all true religion.\nGod has to be an official, He has to be God. But He is not obsessed by\nthe importance of His official position; He prefers to be regarded as a\nperson, a friend of the humble man.\nFrom God down to the veriest beggar on the street we are all caught on\nthe horns of this dilemma, we are all officials, we are all in livery, whether\nit be a doctor’s gown, a roll-top-desk-manner, or a beggar’s rags, and yet\nwe would all prefer to be considered persons.\nHow can one be an efficient official and at the same time preserve his\nhumanity? Now, an official is one who serves an institution. ‘The lighthouse keeper is the official of his lighthouse. His first duty is to keep the\nlight behind his lenses burning clear. No other consideration is for him\nequally important.\nIf he, out of the kindness of his heart, gives his oil\naway to the villagers who cluster in the huts at the base of his lighthouse,\nhe is derelict in his duty. It is kind of him to be touched by the darkness\nof the villagers’ huts, but in helping them he has been disloyal to his first\nand highest duty—to keep the light burning in order to safeguard the\nmultitude of those whose fair passage upon the waters depends upon his\nvigilance.\nThis is in a peculiar way the problem of an official. ‘The supreme task\nof a school official is to conduct the schools for the benefit of the children\nwho attend them, and yet all kinds of humanitarian motives seem at times\nto interfere with this primary duty.\n‘This teacher is evidently entirely\ninadequate for her task. She would retard the progress of the children\nunder her care and be an obstacle rather than an aid in their educational\npath.\nYet the principal or superintendent knows that she is a most\nworthy person, is a great friend of dear friends of his, has an aged mother\nentirely dependent upon her, and would be unable easily to find another\nposition. What shall he do? He is asked to give the official oil of his\nlighthouse to succor the needs of those who appeal to him as a man. Must\nhe be an official and simply consult the interests of the school and of the\nchildren who attend it? Or, ought he to compromise and because of his\nfriendliness or pity allow inadequate instructors to be engaged and retain\nthem? In that question we are interested today. Should he be an official\n\nor a man?\nAs I look at myself and other people, especially in the educational field,\n\nit seems to me that there are three types of us, whether we are presidents,\nsuperintendents, principals, supervisors or teachers.\nThe first type with\nwhom we are all acquainted is the sentimentalist who never can think his\n\n"}
{"page": 667, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n663\n\nposition out, whose personal desires and predilections are always interfering\nwith his official duties.\nHe is guilty continually of what can be called\nsentimental graft. As soon as a man is appointed to a position of official\nresponsibility “friends” appear from all corners of the country to claim\nrecognition by him.\nHe has a great dislike for giving pain. To summon any one to his\noffice and tell him that it is impessible for him to continue in his present\nposition is a task which he postpones year after year. “The sentimentalist’s feelings as a man thus continually interfere with his duties as an\nofficial.\nHe is never happy but wobbles on one side or the other in a hopeless attempt to discover some compromise between the two extremes.\nThe second type with which a study of ourselves and others makes us\nfamiliar is the bureaucrat.\n‘The bureaucrat solves the dilemma which\ntroubles the sentimentalist by simply being an official. He is nothing but\nhis office.\nHe is Mr. President or Mr. Superintendent, the name is nonessential.\nSubtract his office from him and there is no remainder.\nHe is\nefficiency itself.\nHe gets the forms filled in and forwarded at the proper\ndate.\nHe runs the schools with deadly uniformity.\nHe is proud of his\nposition and likes to have his importance felt. He has no mercy.\nYou\nmust get your forms in on time or get out.\nHe is the up-to-date business\nman demanding results, and results for him are always figures or averages\nwhich can be codified, averaged over again, arranged in tables and\nreported.\nHe is exceedingly busy and tries to keep all those under him\noccupied continually.\nA hustler, he is always on the run from one\nengagement to another and has a deep suspicion of any one who is ever\nseen sitting still or thinking.\nSantayana describes him rather uncharitably\nas being a man who redoubles his efforts when he has forgotten his aim.\nThe third type can be described neither as a sentimentalist nor as a\nbureaucrat but can only be described asa man.\nYou look at his face rather\nthan at his livery be it ever so resplendent.\nHe seems to have solved the\ndilemma of the sentimentalist.\nHe is loyal to his institution because he\nsees beyond it. He has continually in mind the real end of education\nwhich is not that reports be turned in, but that people should be educated.\nHe is not anxious to save his own soul or enhance his own reputation so\nmuch as he is that the light in his lighthouse should shine efficiently for\nthose who need it. Any system plus a man is better than the best system\n\nplus a mere official. ‘The best systems of education seem to fail when\nyou get them home from the convention into your own school because the\nheart of the new revelation was not in the system so much as it was in the\npersonality that conceived, expounded, and carried out the system.\n\n"}
{"page": 668, "printed_page": null, "text": "664\n\nNaTIONAL\n\nEpuUCcATION\n\nASSOCIATION\n\nGREETINGS\nMALCOLM\n\nE. NICHOLS, MAYOR OF BOSTON\nWhile it is a source of very deep gratification to the Mayor of this city\nto come before you with the greetings of this city, nevertheless, he is forced\nto say that the city will gain so much more from your presence here than\nit can possibly extend to you that he feels some diffidence in speaking of\nthe greatness of this city in the channels and courses of education; of what\nlittle start the city of Boston has made in the great cause of education;\nhow in 1630 when the colony was first founded here by John Winthrop\nthe fathers established in the wilderness that great institution, Harvard\nCollege, whose influence and power for good has been so pronounced during all these generations and has been great under Dr. Eliot and under\nPresident Lowell, who will presently address you; how in 1635 the Boston\nLatin School was established, and in 1639, the first public school to be\nsupported by taxation was established in Dorchester.\nYou know these things so much better than I that you cannot wonder at\nthe difidence which the chief magistrate of this city feels in speaking of\nthem.\nBut I look at this gathering as of great significance because it is\nnot merely a gathering of teachers, it is the directive educational force of\nthis country to whom I have the privilege of extending this greeting; and\never does it seem to me as the Mayor of this city that the problems of education are swinging more and more in the direction of this force in which\nyou are the representatives this morning.\n\nYou cannot realize what a problem of directing education there is in\nthis city. Thirty percent of the revenues of this city in its municipal\nendeavors at the present time go into the channels of education, and out of\na municipal expenditure of about $60,000,000, about $20,000,000 is\ndevoted to the maintenance of our schools. I think that the city of Boston\nhas as fine a school system as you will find anywhere, progressing under the\ngreat tradition of that past to which I have just made a brief reference, and\nfinding in the promise of a future which is to come, and in which you\nmay bear an important part, that inspiration which I know we shall have\nout of this great convention.\nBoston is in the forefront of its support and of its generosity toward the\ncause of education, and, therefore, you cannot wonder if I speak with\nsome frankness here to you who direct education when I say that our\nexpenditures are so high that occasionally we pause to make a review and\ncheck them up, as indeed I presume they do throughout the entire country.\nYet, we are on the threshold of greater things. It is a temptation to talk\nabout such things so great is my interest with my own children in the\nBoston public schools. We are on the threshold of great discussion of\ndiversified education, and yet as I look through I can’t help thinking that\nafter all, reduced to simplicity, the problem with which we are faced is\nthis: How can we best instruct those children which are dear to us in\nsuch ways as will give them strength of purpose, manhood and womanhood,\n\n"}
{"page": 669, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n665\n\nso that they may make a great and noble contribution to their country as\ntheir fathers made in the beginning when they came here to this wilderness\nto establish a great nation?\nIn this spirit, my friends, I come here as the chief magistrate of this city\nto give you a cordial welcome from as fine a community, as splendid a\nWe know that you are\ncitizenship as you can find anywhere in this world.\nof us as we are of you. We hope you will come again and ‘not wait\nCome\nthirty-five years, a long time in the history of the human race.\noften, we want to see you, we want the benefit of your example and your\ninstruction, to the end that we may all join and cooperate in that great\ncause of lifting the welfare of our country to sublime heights among the\nnations of the earth.\n\nRESPONSE TO GREETINGS\nMILTON C. POTTER, SUPERINTENDENT OF SCHOOLS, MILWAUKEE,\n\nWIS.\n\nWhen Mayor Nichols was in the city of Milwaukee a few weeks ago,\nhe was so gracious as to give me an outline of his remarks for\nthis morning’s address.\nHe departed somewhat widely from those prepared remarks, and it leaves me in the position of departing somewhat\nwidely from my written response, but from the heart the superintendents\nof America thank you, your Honor, for the very gracious welcome to this\ngreat city. From every corner-of the Continent, from all the mid spaces,\nwe have gathered here, sent by our boards of education to join in discussion and partake of the feast set before us by our officers, directed by Superintendent Gwinn of San Francisco.\nSuperintendents of states and counties\nand cities, all the way from the Golden Gate to Cape Cod, are here.\nWe have honored ourselves in choosing the lovely shrine of American\ntraditions as our meeting place. We are honored in the friendly opening\nof your hearts by your Mayor, and the opening of your gates and your\nhomes to us. “This greatest of educational centers, about which cluster\nthe greatest of the nation’s schools, as the choice of your committee, President Gwinn, for this meeting is amply justified. The Mayor is justified\nin expecting manifestation of our best thought, our highest purpose\nthroughout the week’s deliberations.\nWe know that Mayor Nichols in welcoming us has had the cooperation\nof our Father Winship, the Executive Committee, the great schools which\ncluster here, the various local educational organizations, the Chamber of\nCommerce, the press, the citizenry of Boston and of New England and\nthat everywhere we shall see evidences of their generous plans for our\nIn our forgatherings we realize, Mr. Mayor, our responsibility.\ncomfort.\nWe each treasure the privilege of representing our own small local group\nof eager young people and their teachers. ‘Though far away we are still\nhumble in their service, forgetting selfish aggrandizement, laying aside the\nIn practice and in sincerity we shall\nway of the worldly in times certain.\neach his share to a program of\ncontributing\nhere,\nmove\nand\nspeak\ntry to\nscholastic freedom, political justice, and social welfare.\n\n"}
{"page": 670, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n666\nee\nTe\n\nJohn Fiske quotes Charles Reed as giving an explanation of history: too\nmuch taxes, the main spring of the eternal struggle by local hundreds against\nducal thousands and the treasury in the first administration of the American Constitution—too little taxes, too little taxes; no hope of national\npower because of too little taxes.\nIn days of power worship, a noticeable symptom, says John Fiske,\nis mounting taxes. Hamilton of King’s College, an advocate of delocalization, considered this a symptom of health rather than disease and hailed\nMr.\nwith delight all signs of parochial surrender to the larger group.\nFiske writes of the passing or rapid modification of the rural town as\ncause for grave reflection to those who have learned how to appreciate its\nvalue.\nNo one likes the man who stands aside and\nHere is an antithesis.\nIn all\nEveryone wishes to put a label on him.\nrefuses to be classified.\nthings one perceives that we are too antithetic in our feeling. We are not\nconfronting specific issues. Every man knows the purpose of thinking is\nF\nunification.\nTruly, we Americans have come here to Boston, to the very cradle of\nour history and the ancient shrine of our life. But of even more moment\nin our day is the curious philosophical consideration that here in New\nEngland grew and still thrives an ideal of unity in every apparent ‘contribution.\nThe age long, the trouble has been our failure to reconcile\napparent antitheses—centralistic culture versus local culture, capital or\nlabor, renaissance or revolution, private schools or public schools, open\nshop or union shop, education or office control against classroom control—\n\nendless antitheses.\nIt was your statesman of New England and of Boston who exalted the\ncoordinate conjunction to its place of regal eminence in our political history\nwhich it so long had held and still holds in pure thought.\nCentralism and\nlocalism, liberty and union—since Webster’s glittering peroration it has\nbeen less fatal in practical life to admit that each member of an antithesis\nis a necessary control, a conditioning factor to the other member thereof,\nthe healthful service of one promoting the serviceable health of the other.\nThe two parts of the parent antithesis are commonly recognized in New\nEngland village streets as “‘Now and forever, one and inseparable.”\nDue\nsanity is sensed here in the reconciliation of the antithesis.\nWe thank you, Mr. Mayor, for your gracious words of welcome to\nBoston, but we conceive that you speak also with the tongues of all New\nEngland towns.\n‘The man at the town meeting, Adams, considered the\ntownship not only the oldest but also the fairest form of government\nknown in the world. In the day of this decadence it is good to come to\nAmerica’s fountain head for refreshment, good for thoroughgoing nationalists and good for nationalism.\nThe agglomeration of national powers\nwill not completely despoil local self-government, when America’s children\nstill read and sing and dream of New England, and their teachers visit\nBoston.\n\n"}
{"page": 671, "printed_page": null, "text": "DEPARTMENT\n\nLHE RELATION\nA. LAWRENCE\n\nOF\n\nSUPERINTENDENCE\n\nOF SECONDARY\nLOWELL,\n\nPRESIDENT\n\nCAMBRIDGE,\n\n667\n\nSCHOOLS\n\nTO COLLEGES\n\nOF\n\nUNIVERSITY,\n\nHARVARD\n\nMASS.\n\nLooking over some figures of the cost of education—or rather of the cost\nof teachers’ salaries—per pupil for the last fifteen years one may note some\nsignificant facts. A score of the larger cities of Massachusetts (not including Boston) show an average increase of the expenditure for salaries per\npupil from $25.40 in 1911-12 to $62.70 in 1926-27, the more rapid growth\nbeing in the elementary grades.\nAt the earlier date the costs for primary\nand secondary schools are not given separately; but taking a later year we\nfind that in the ten years from 1916-17 to 1926-27 the cost per pupil in the\nelementary schools has risen from $28.80 to $67.85; and in the high schools\nfrom $52.07 to $104.\nA considerable part of this increase is due to the fall in the value of\nmoney, but this by no means accounts for the whole change, for there is no\ndoubt that education from the kindergarten to the university is becoming\nmore expensive.\nIt may be interesting, therefore, to compare the foregoing figures with those for the faculty of arts and sciences at Harvard.\nIn doing so one must remember that this faculty covers both the college\nand the graduate school of arts and sciences; that the instructing staff is\ndevoting no small part of its time to research as well as to teaching; and\nthat during the last fifteen years a system of general examinations and\ntutors has been introduced in almost all the departments of the college,\nand this has involved a large addition to the number of teachers. ‘The\ncost per student there in 1911-12 was $183.38 and in 1926-27 $305, an\nincrease of 67 percent; while in the same period the cost of salaries per\npupil in the public schools of the cities considered had enlarged 167 percent.\nThe public may well ask itself why so rapid an increase and\nwhereunto it will grow.\nThe teaching profession sees no need of a limit,\nbut the public is likely to differ with that view. We may ask whether the\nproblem of this generation is not to make universal education effective, and\nthat of the next will not be to make it equally good and less expensive.\nThe more immediate question is that of effectiveness. Why should not\nsecondary schools in America, as in England, France, and Germany, finish\nsecondary education by the time the pupils are in their nineteenth year, the\n\nage at which they graduate therefrom in all these countries?\n\nThat they\n\ndo not do so in this country is universally admitted, with the result that\nthe colleges devote one or two years—usually two—to instruction of a\nsecondary nature before the student is prepared for work of university\ngrade. Some colleges are therefore proposing to divide their course into\ntwo distinct parts, the first two years being frankly of secondary character; and all over the country, increasingly as one travels westward, junior\ncolleges are being set up which are not really colleges, but schools for\ncontinuing secondary education.\n\n"}
{"page": 672, "printed_page": null, "text": "668\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe saying that there are many ways of killing a cat beside choking it\nwith butter can be applied to American schools in more than one sense.\nMore than one road may lead to a desired goal; and it may be that\nsecondary education in this country had better as at present be completed\nin college or in a supplementary high school. ‘To me it does not seem\nto be the best plan; but if it be so, then the regular secondary schools\nshould graduate their pupils a couple of years earlier than they do now—\nthat is at sixteen—for at present secondary schooling is that much behind\nthe European age. The time when education in this country, secondary,\ncollege and professional, is completed is too late, and this is the more true\nthe farther it is carried. At present American youth either enters upon\nits career in life too old, or it is deprived of a couple of years of instruction\nwhich the young people of the same age enjoy in Europe.\nThe retardation is only in small part due to the secondary school itself.\nIt is in the main caused by beginning the whole process of education too\nlate, by the slow progress in elementary schools, and by insufficient provision for more rapid advance by the pupils who are destined to go far.\nTo some aspects of education we seem to have paid insufficient attention—\none of these is its selective function.\nWe hear much at the present day\nof vocational guidance, the determination of the pursuits for which school\n\nchildren are best adapted by somewhat artificial devices for discovering\ntheir natural abilities.\nBut all true education should be a sifting process.\nHave we not neglected a little this side of the problem in our effort to\npush all children through the whole educational mill; and in doing so have\nWe not to some extent unwittingly sacrificed the more intelligent—to their\nown damage and that of the community?\n‘There is, of course, a danger\nhere of confusing mere precosity with more solid but slowly developing\ncapacity; but experienced teachers can deal with that problem.\nAre we not also striving to teach too many things? There is a constant\ntendency to introduce new subjects good in themselves, but which crowd\nout, not from the list of subjects taught, but from the studies of the\nindividual, things of a larger educational value.\nOne of the defects we\nobserve in not a few candidates for admission to college is a dispersion of\nhigh-school studies over many fields, no one of which has been pursued long\nenough to give a thorough grasp of the subject. Education consists less in\nthe number of things a boy has glanced at than in the way he has learned\nto regard them. What we need is a good mental training, an accurate\nand thorough habit of mind; not a frittering away of the attention by a\nmultitude of small matters of which the .pupil does not get enough to\ndevelop consecutive thought.\n‘There is a special disadvantage in the inclusion of subjects which he is not mature enough to study thoroughly, and\nsometimes the teacher does not know profoundly enough to use in training\nthe mind.\nAnother element in the problem that has not, I think, received the consideration it deserves may be illustrated by a simple algebraic formula. If we\nexpress the product of any educational process, that is the benefit obtained\n\n"}
{"page": 673, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n669\n\nby the pupil who has gone through it, by P, then in a very rough way, and\nleaving out of account other factors not germane in this particular inquiry,\nWwe may write\n\nde Saal yng OEY\nwhere the constant C is the inborn ability of the pupil in question, “x” is\nthe quality of the instruction, and Y is the amount of the pupil’s personal\neffort (by no means the same as the mere time spent in study, but rather\ndependent upon the intensity of application).\nI write the formula thus, because if there be no effort whatever, voluntary or induced, by the pupil, or if he have no intelligence of any kind,\nthere can be no education, and the product is zero. Whereas, without\nteaching above the elementary stage, extraordinary personal effort and\ngreat natural ability produced the education of Benjamin Franklin.\nIn\nshort there may be self-education without teaching, but there can be none\nwithout effort and intelligence on the part of the pupil, however good the\ninstruction.\nNor is the formula in other ways inaccurate, for a doubling\nof the pupils effort doubles the effect of good instruction, and the better the\nteaching the greater the earnestness of the pupil’s effort.\nHave we not thought too exclusively about enlarging the product by\nincreasing the “x,” with comparatively small attention to the factor Y?\nIs there not some truth in Mr. Dooley’s description of the college president\nwho asks the student which of the great subjects of human learning he\nwould like the professors to study for him?\nEducation is not like trepanning the skull, where the surgeon puts something in the patient’s head\nwhile he is under an anesthetic. The brain is not exempt from the general biological law that any organ grows by exercise, and is atrophied by\ndisuse.\nIf the object of education were to convey a certain number of\nimpressions, carefully selected and assorted for the purpose, it could probably be attained most rapidly with the pupil in a wholly passive and receptive state—as nearly as possible in a hypnotic trance.\nNo doubt something\nresembling this is an element in education, particularly in the initial\nstages; but it is far from the main purpose of training the pupil to use his\nown mind.\nNo doubt, also, all teachers are aware of the importance of voluntary\ncooperation on the part of the pupil. There has been an overwhelming\nrevulsion against the drudgery of dull disciplinary tasks that breed disgust\nAn attempt has been made to render\nwith school and all its mechanism.\nby making it easy. We are told\nunfortunately,\nstudy pleasant, but often,\nthat a youth will work best at something in which he is interested, something that accords with his natural tastes; but in many, if not most, cases\nhe has no serious intellectual interests and his tastes are still undeveloped.\nHe is apt, therefore, to construe the principle as the avoidance of what he\nfinds hard, and the selection of subjects that give a superficial sense of\nacquisition with little labor, or of those which he deems of practical use, a\nHe does not\nmatter whereof he knows even less than of his own aptitudes.\n\n"}
{"page": 674, "printed_page": null, "text": "670\nish\n\nI\n\nNaTIONAL EpuCATION\na8 li ots ei\n\nASSOCIATION\na\n|\n\nee\n\napply the same ideas in his play. The sports that are easy, requiring no\nfatiguing exercise, are not more sought than such as call for energy, and\neven involve pain. Youth does not desire ease, but the exercise of natural\npowers if the reason for it can be made clear, or emulation points the way.\nWork is, indeed, stimulated by interest, but interest is no less generated\nby work; for most people are interested in that on which they bestow labor,\nand at least up to the point of fatigue—in proportion to the labor they\nbestow; while the greatest of all interest comes from a sense of mastery.\nToo much attention has, I think, been paid to making education attractive by smoothing the path, as compared with inducing strenuous voluntary effort; but this involves doing things that require exertion, and\ntherefore are not at the time wholly pleasurable. Repeated mental exertion\nbecomes a habit, one of the most valuable a man can possess.\nIn fact the\nhabit of overcoming obstacles is a large factor in the condition of mind that\nis properly called education; for the quantity of knowledge obtained when\none leaves school is far less important than developing the ability to acquire\nknowledge and to think clearly on hard problems.\nThe colleges desire from the schools precisely what they are themselves\ntrying to cultivate in their students, a greater sense of responsibility for\ntheir own education, and a willingness, nay a desire, to make the effort required to the best of their ability. Perhaps a more careful attention to the\nproblem of self-education, its conditions, its possibilities, and its limitations\nmay hereafter prove to be the road towards economy as well as efficiency.\n\nTHE\n\nSECONDARY\nQUIREMENTS\n\nALVAN\n\nT. FULLER,\n\nSCHOOL\nPROVIDES\nFOR BUSINESS AND\nGOVERNOR\n\nOF\n\nENTRANCE\nINDUSTRY\n\nMASSACHUSETTS,\n\nBOSTON,\n\nRE-\n\nMASS.\n\nI find myself this morning before this great audience of representative\nleaders of American public education, charged with two duties, one of them\nmost delightful in every way and the other, I confess to you, one which I\napproach with some hesitation.\nI am very happy indeed to have the privilege as the Governor of Massachusetts of representing the Commonwealth on this occasion, and to bid\n\nyou all a most cordial welcome.\nFrom the foundation of the Plymouth and the Massachusetts Bay Colonies, the people of Massachusetts have had faith in education. Through-\n\nout three centuries that faith has not changed, but rather has it grown and\nbeen strengthened with the passing years. Proud as we are of the achievement of past years, yet we know full well that it is of the very essence of\neducation to rely not upon the deeds of other years, but rather to work\nto the end that the future may be worthy of what has gone before.\nAs the representative of a people, therefore, having faith in educatio\nn\nas a power that we believe will constantly improve the common\nwelfare\nI rejoice that you have come among us that we may learn of you abe\n\nwith you go forward to the tasks of the morrow more intelligently capped\n\n"}
{"page": 675, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n671\n\nto meet them. I wish that your stay among us may be pleasant-and profitable, and that when you return to your homes, you will carry in your\nhearts and minds those pleasant sentiments of unity, fraternity, and worthwhile service which I am sure you will leave with us when you depart\nfrom within our portals.\nYour president has asked me to say something to you this morning about\nthe expectation of American business of the product of the schools. That,\nit seems to me, is a fairly large assignment.\nIn this complicated civilization of ours it is not possible to speak of\nbusiness in so specific a manner that you can list the exact accomplishment\nthat the schools should be expected to produce in their graduates.\nMoreover, business men who think clearly on the subject, understand\nperfectly well that the schools have to meet a great many different requirements. The very program of this morning reflects only in part the breadth\nof your task. You are discussing only a part of the work of the schools\nyet it seems that the lower schools, while they are educating boys and\ngirls, have to think of what colleges expect, of what business men expect,\nof what fathers and mothers expect, and of what citizens as a whole expect. With all these expectations, it would not be surprising if teachers\n\nshould suggest that they would like to know what children have a right to\nexpect, in order that their own welfare may be promoted.\nIndeed, only as a layman I am inclined to believe that all of us, whether\ncitizens, school officers, or teachers, should understand that in education\nof school, church, and home, the consideration that outranks all others is\nthat we should provide for the child the kind of training and the type of\ndiscipline that will help him to grow to the fullness of his stature as a\nman.\n:\nTherefore, I should say first that business, as such, desires that the\n\nlower schools should help the boy to understand his obligations to the social,\ncivic, and economic community of which his life is to be a part, and his\nduty to himself—as the English would put it, to “play the game.”\nIt is obvious that the rapidly developing specialization in business will\nincreasingly demand special study of various kinds, in order that individuals may be better equipped for certain types of employment. In the\nfield of secondary education, our schools and departments of agriculture,\nhome economics, trade and commercial subjects, are wisely paying attention\nto this specialization. The establishment of great schools of business administration in our colleges gives evidence that in a larger degree collegiate\neducation will recognize the needs of business for specially prepared men\nand women. President Lowell lately remarked that “business is one of the\noldest of the arts and the latest of the professions.” There can be no question that just as schools of law and medicine and teaching have long provided the means of translating theoretical knowledge into effective practice,\nso in the future will institutions of learning increasingly make provision for\ntraining for business pursuits.\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe suceess of these schools will depend much upon the knowledge\nwhich the institutions will have of the practical situations to be met in\nthe business enterprises to which the youth expects to go. It is certain that\neducation in general must constantly seek to make more effective application of theory to practice. Technical education of any character in the\nfield of business, and probably of the professions, meets its final test, not\nin what the candidate for a position knows about a business, but upon the\nextent to which he can go to a job and demonstrate there that he has the\nability actually to perform the work demanded.\nSo far as these technical courses are concerned I have only one definite suggestion that I am prepared to make to you, namely, that they be\ntested again and again, with reference to their actual usefulness in the\noccupations for which they prepare. I appreciate that such a testing demands the cooperation of business itself. The industries of our land should\ndevelop a sympathetic and helpful interest in the thousands of our youth\nwho are leaving school in the upper elementary and the senior high school\nyears.\nWithout minimizing the importance of the work of the school, it may\nwell be maintained that business can hardly expect a boy in his teens to\nbe a fully finished product. Therefore, school and industry should work\nhand in hand to the end that these youths of ours may make as speedily\nand as effectively as possible successful introduction to their business and\nindustrial careers.\nFrankly, however, as a business man, I am not so much concerned with\nthese items of technical preparation. The specific and definite demands of\nany business are reasonably clear. In the modern tendency of business practices to become specialized, and in a measure standardized, the schools will\nnot find it impossible or extremely difficult to organize work which will\nprovide reasonable preparation for business life. The schools should and\nwill address themselves with continuing success to meeting the technical\ndemands of business training. But apart from these, the expectations of\nthe business man are not so very different from the expectations of others.\nWhile the business man is glad to recognize in the candidate for a position that he has certain knowledge of his trade or business, and that he\nhas developed a certain skill in making that knowledge effective, yet in\nmy opinion, business\nmen everywhere will forgive a good deal by way of a\nshortage of specific qualifications, provided the youth who comes to them\nfor positions have developed certain characteristics which will provide the\nfoundation upon which the structures of successful careers may be built—\na solid rock of principle and not the shifting sands of expediency.\nBriefly, I will name some of the qualities which I believe it to be\npossible for the schools to help in developing which have always been\nneeded and always will be needed in the business relationships of life.\nFirst the school ought to help a boy to understand that no keenness of\nwit, no shrewdness of bargaining, no plausibility of reasoning, in short,\n\n"}
{"page": 677, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n673\n\nthat no trickiness of mind of whatsoever sort can for a single moment overcome, or offset, a fundamental weakness of moral fibre.\nA boy develops his attitude toward the tasks of adult life exactly as\nhe develops an attitude toward the tasks of school. If a student, as a student, is slovenly in his thinking, if he is content with inaccuracies, if he\nis without aim or purpose, it is difficult to see how he will develop at once\nthe opposite characteristics when he goes out into business life. It simply\n\ncannot be done.\n.\nSecond, I should be inclined to place very high on the list of things desired by business in the graduates of the schools, that they should have acquired a certain ability or technic in meeting issues and in making decisions.\nIt is my observation that some men seem to acquire the habit of making:\ndecisions, while others seem to be in an habitual state of indecision. There\nis no question that men of the former class will be valuable in the business\nconcerns with which they are connected, while men of the latter class\nwill be obliged to accept constant direction and guidance. I do not believe there is any other way of developing the power to make decisions except\nas one through the period of youth and young manhood is constantly faced\nin his daily life with the necessity of making them. ‘To so live that one\nmay trust his impulses is one way to avoid indecision.\nCannot the schools better serve our boys and girls by placing upon them\na little more, and upon their teachers a little less, the responsibilities that\nare normal to school life? I cannot help feeling that a boy who is brought\nconstantly face to face with his own responsibility for his work and conduct,\n\nwill be likely to grow to be the kind of man who will come to his work\nwith a sense of responsibility toward it, and with an understanding that he\nmust, of and within himself, meet the questions and the responsibilities of\nthe day without leaning too constantly upon others for guidance and leadership.\nThere may be those who believe that modern business has become so\nmechanical that there is no longer any opportunity for the play of individual\ninitiative and resourcefulness. I am not in that number. Business will be\na dynamic force only to the extent that the people who are engaged in it\ncan bring to it the power and force which come from personality.\nIn the third place, though it may seem trite for me to say it, yet I am\nprepared to declare to you that modern business as well as every other\ndemand of modern life, is calling for a generation that has a pervading and\nhonest respect for work, and that is prepared to render a full measure of it.\nI am not critical either of the schools or of industry on this point. There\nare, however, certain obvious conditions of modern life which both the\nschool and business must recognize. We are living in an age of great material prosperity. Nothing like it has ever been known in the history of\nthe world. All of us, old and young, are lured by prospects of ease and\npleasure, made possible through the inventions of the age. It is natural,\nand only natural, that boys and girls observing the evidence of wealth\nabout them with opportunities and temptations to pleasure and enjoyment\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\npresent at every turn, should come to count the hours of leisure, and\nnot the hours of work as the most attractive part of life. Perhaps we\nwho are older, as well as they who are younger, are in danger of forgetting\nhow many ages of toil have gone into the building of the structure of\nthe civilization that we have; perhaps we, as well as they, may overlook the\n\nfact that this great complicated and intricate machine which we call civilization, cannot go forward unless every one of us is prepared to perform\nefficiently some useful service. In short, education must not fail to impress\n\nupon our children that all worthy work is to be respected, and that no man\nis to be held in respect unless in accordance with his talent, he finds some\nway of justifying his existence through work. The business man likes to\nsee the type of boy who has developed such a mental attitude toward work\nthat he will go joyously to the tasks that are set before him. ‘The business\nman desires this, not so much that his business may prosper, but that he\nknows that such a boy will himself become a happy and efficient man.\n\nTo be sure, we sometimes hear business spoken of in a disparaging manner, as if those of the market place were not all that they should be. Many\ntimes, particularly in foreign countries, we hear America referred to as a\nnation of merchants and tradespeople, as if hard work and industry were\nthings to be disparaged. If my observations have been accurate, these criticisms are not justified. I am proud to say that there are no people more\nhonorable in business dealings than Americans, and that in America there are\nno men more jealous of equity and honor than are those men who aredirecting the business concerns of the land. “hese standards, already by no means\nlow, must constantly be lifted. The days when business can have as its\nideal the Latin phrase Caveat emptor have passed forever.\nYou are.\nfortunate that you deal with youth whose ideals are naturally high, and\nwhose instincts are normally clean. To the institution of the school these\nyouths go to meet there one another in the discharge of individual tasks\nand of mutual obligations. ‘The school offers an opportunity through clean\ncompetition for each boy to take not only the measure of himself but of\nhis mates as well. In such a place he may learn those rules of human conduct which will safely guide him in his relationships with his fellows. If\nas a schoolboy he learns to play the game squarely, taking no advantage\nfor himself that he is not willing to yield to the other, and recognizing\nthat the liberty of the individual in action must stop at the line where it\ntransgresses the wellbeing of others, then indeed he will have found for\nhimself such a course as will make him a valuable asset to any business that\nis a proper and legitimate one.\nPlease do not think I am giving utterance to mere sentimentality when\nI say that this very day you will find not a few, but tens of thousands of\nbusiness establishments in this country conducted upon the sound economic\n\nprinciple of treating others even as one would\n\nhimself be treated.\n\nI do\n\nnot find it difficult to believe that the pervading spirit of American education today under your leadership is to enforce this princi ple of square\n\ndealing.\n\n"}
{"page": 679, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nHelp, therefore, the rising generation\n\n675\n\nto value above all other things,\n\nintellectual sincerity; help them so to analyze themselves and the work\nthey should have to do, that they may have the habit of making wise decisions, develop in them an honest respect for work and lead them to accept\nin practice the principles of the Golden Rule, and the business man will\nbelieve that you have performed a useful service.\nPerhaps all of you who are in this room have looked upon that remarkable statue of Lincoln which is to be seen in the Lincoln Memorial at\nWashington. There the sculptor, Daniel Chester French, has brought\nout the strength and power of that great American to whom our thoughts\ninstinctively go whenever we think of a complete and satisfying life, a life\nin which there is joined an abounding sympathy, a deep wisdom, and a profound devotion to the service of mankind.\nIf you care to take the time to do so, you can, while you are in this city,\ngo to the English High School, within a few blocks of this hall where we\nare meeting, and see there another statue, also the work of the great sculptor I have named. This second statue, dedicated only a few nights ago,\nwas the gift of an alumnus to that school, the oldest free public English\nHigh School in America. When you see that statue, you will see the likeness of a lad going, with the blessings of his Alma Mater, into the joys\nand storms of life. Upon the still immature face of this lad are the signs\nof the hope and the ambition that fire his youthful heart and brain. The\nfigure of the fostering mother, as she stands behind him to give her blessing, bears a shield which she is about to bestow upon the youth. Upon\nthat shield are six simple words, which I leave with you, as she leaves\nthem with him, believing them to be so powerful in their significance, so\nprotective in their character, so safe in their dependability, that whether\nbusiness man, or citizen, or parent, one could ask no better guide of youth.\nThe words are these: ‘Be clean; be courteous; be square.” My friends,\nanalyze those words, think deeply into their significance, and I believe you\n\nwill find therein something that may guide you in your teaching, not only\nfor business, for higher education, for the home or for citizenship, but indeed for all the relationships of life.\n\nTHE\n\nSECONDARY\nSCHOOL\nPROVIDES ENTRANCE\nQUIREMENTS FOR THE HOME\n\nMRS.\n\nA. H. REEVE,\n\nCONGRESS\n\nPRESIDENT,\n\nNATIONAL\n\nTEACHERS,\n\nPHILADELPHIA,\n\nOF PARENTS\n\nREAND\n\nPA,\n\nIf by some strange chance, not a vestige of us descended to the remote\nfuture save a pile of our schoolbooks or some college examination papers,\nwe may imagine how puzzled an antiquarian of the period would be on\nfinding in them no indication that the learners were ever likely to be par-\n\nents.\n\n‘This must have been the curriculum for their celibates,” we may\n\nfancy him concluding.\n\n“I perceive here an elaborate preparation for many\n\nthings: especially from reading the books of extinct nations and of co-\n\n"}
{"page": 680, "printed_page": null, "text": "676\n\nNaTIONAL\n\na\n\nEpucATION\nann.\n\nASSOCIATION\nooeEOeEee_cew— loess\n\neee\n\nee\n\nexisting nations (from which, indeed, it seems clear that these people had\nvery little worth reading in their own tongue); but I find no reference\nwhatever to the bringing up of children. They could not have been so\nabsurd as to omit all training for this gravest of responsibilities. Evidently,\nthen, this was the school course of one of their monastic orders.”\nSince the day when Herbert Spencer wrote these words the world\nhas been moving toward an improvement in the situation which he outlines.\nAs is always the case, the mass moves more slowly than the individual,\nbut the scouts show the direction which will be followed by the army, and\nfrom their appearance in this new territory of the home we are encouraged\nto look for its ultimate occupation by large divisions of the educational\nexpeditionary force.\nThe home has been called the training school for life. Today a fierce\nlight is being turned upon it, but too generally, as Mark Twain says about\nthe weather, everybody talks about it but nobody does anything. To teach,\nto preach, to practice medicine, to wire a house or install its plumbing,\na man or woman must have training, experience, and a license. Mentally,\nmorally, physically, the state safeguards its citizens in all but the one most\nimportant item. ‘Io found a home, to become parents, to make or mar a\nchild, it is only necessary to be man and woman, untrained, uncertificated,\nin abysmal ignorance, wasting the money of the taxpayer by placing upon\nthe community unfair burdens because of lack*of the most elementary acquaintance with the rules of physical and mental hygiene. Yet in all other\ncivic relationships, “ignorance of the law excuses no man.”\nA tremendous wave of socalled parental education is sweeping over the\ncountry, but there is grave danger that like a wave it will recede, leaving\nbehind it at the worst some wreckage and at the best, dry land. Parental\ninstruction would more nearly describe the movement and therein lies the\ncause for thought. What is needed in this field is irrigation, not inundation. We have almost reached the saturation point for information; the\ndemand now is for reaction—definite returns for intensive cultivation.\nWe are not considering today the education of today’s parents; that,\nas Kipling says, is another story. But from what we have learned of the\nneed for it should be drawn the requirements for the proper education of\nthe parents of tomorrow, if we are to achieve our objective of worthy\nhome membership and its corollary, worthy homes in which to exercise it.\nFrom the demands of these parents, who come in droves, seeking enlightenment wherever it may be offered material may be gathered to build\nthe curriculum for the generation now within reach of the direct influence\nof high school and college. Alas that there are so few to profit by the\nknowledge thus gained! Two hundred and sixty thousand young women\nin college, 2,500,000 in high school, as compared with 11,000,000 in the\nelementary grades who make up the vast majority of the 26,000,000 girls\nand women now engaged in household occupations.\n“Education is effective only when it results in new or changed habits\nof thought and action.”\n\n"}
{"page": 681, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n677\n\nWith this aim in view home entrance requirements may be grouped under\ntwo heads: First, how to live in a home; second, how to operate a home.\nAnd the one is as essential as the other. To meet these requirements a\nthree-fold system of training is demanded—personal, social, commercial,\n_for a home is fundamentally a business partnership, and bad management\nis the reef on which most of the wrecks which we deplore have come to\ngrief. It is inefficiency, not poverty, which drives love out of the window!\nUnder the personal heading may be grouped: Health, mental as well\nas physical; good relationships with those within the home and with all\nthose whose business brings them in contact with it; a broad sympathy\nwith the idiosyncrasies of such a heterogeneous assemblage as is found\nunder the roof of the average home. The word sympathy rather than\nthe more common term, tolerance, is used advisedly, for toleration connotes the idea of endurance, and there is far too much of that spirit in the\nattitude of the splendidly self-confident young generation which does not\nsuffer parents gladly. Boys and girls trained to a recognition of the fact\nthat a long line of ancestors have contributed to this family group, here\na trait and there a characteristic; here a peculiarity and there a virtue,\nbut to everyone something of each; the expression of a tribal spirit,\nwill come into an appreciation of the continuity of this clan to which they\nbelong and a pride in carrying it one step further up the line of progress.\nYouth must come to see itself, not as the center of a special little cosmos\nall its own, but as an infinitesimally small but important link in an endless\nchain to whose strength they may make a worthy contribution or to whose\nweakness they directly contribute. It is necessary to get away from the\nold idea that a family’s responsibility to its members hinges upon parental\nand filial affection. Too many widely differing ancestors are in each one\nof us for the ties of love as a duty to be relied upon entirely. In the family,\nmoreover, we have so many close-ups; every flaw, every roughness becomes\nvisible. There is need to cultivate family loyalty, to restore to everyday\nuse some of that lost tribal feeling which will hold fast when the family\ntie has been worn thin by “‘love’s minor frictions.”\nThe tendency of recent years has been toward an exaggeration of individuality.\nMass education has yielded to that of the individual, but as\nis always the case, the swing of the pendulum has carried us too far; we\nneed to come back to an equidistant center for a right balance—not the\nmass, not the unit but the link in the chain; responsibility of parents for\ntheir children, responsibility of those children in their turn for the men\nand women who are to follow them.\n\nThe day of the crowd has gone; the day of the unit can never be, for it is\na truth that no man liveth unto himself alone. The era of cooperative existence is dawning. Of all the dangers facing youth in this our day by far\nthe worst is this isolation of the ego, leading as it does to unlimited evil,\nto selfishness raised to the nth degree, to selfsuffciency, to selfdevelopment at the expense of all who may stand in the way. As in nations, so\n\n"}
{"page": 682, "printed_page": null, "text": "678\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n————\nEel\n\nin humanity. Liberty without law becomes license; selfexpression without\n!\nselfadjustment to environment becomes pernicious activity.\ndisthe\nfor\ncalls\nSo the second type of essential training, the social,\ncipline of heredity in order that man may live in a world of men and for the\nrecognition of human relationships as vital factors in that education which\ngoes so much deeper than mere instruction. Here the social training which\nis being given by the school must be supplemented by a cooperative home,\nand because of the opportunity for the school to individualize, by still further development in the community. As a rule the average school boy or girl\nof today is mannerless—to put it mildly (though a negative description\nseldom covers the condition) because thinking more of maintaining his or\nher position in the crowd, of asserting a right to a place in the sun, than\nof making conditions more agreeable when out of the school atmosphere.\nOn the streets, in the cars, in hotels, restaurants, theaters, youth from the\naverage American home is loud voiced, loud-laughing, aggressive, lacking\nin the elements of courtesy, pushing in or out, rushing to secure the best\nYet\nseats, dramatizing its personality for the benefit of ‘all observers.\nthese same boys and girls, when within the confines of school, may appear\nunobjectionable, reserving for outside display the effects of a system\nfaulty because in home and school it relies upon instruction, usually years\ntoo late, to secure the observation of certain regulations under certain conditions, instead of developing from the earliest years the fine flower of\nnatural good manners. There is need of a sound criterion which will\nserve as a standard equally applicable wherever conduct has to do with\nthe comfort or well-being. of others.\n\nUnder social requirements in the broader sense of the word, enters also\nthe need for a cooperative civic attitude which will result in a continued\nrelationship to the school, no longer as pupil but as patron of that institution which more than any other save the home, is developing the future\ncitizens of the community in which the graduate scholar is now taking\na place. Equal educational opportunity for all children everywhere will\ncome only when all citizens—not educators alone—awaken to a sense of\ntheir responsibility for the school as a community undertaking, fully as important as good roads, a pure water supply and adequate police and fire pro-\n\ntection.\n\nThose of us who, strong in our belief in the value of education,\n\nare engaged-in the business of selling it to the American public, teaching\nmen and women to know their schools years after they have left school\ndays behind them, know how much easier would have been our task if this\nhad been done in the impressionable period and had become a habit of\nthought instead of a new enterprise. A similarly cooperative attitude toward community health and community safety should be a part of this\ntraining. From such thought-habits would result better housing conditions, adequate recreational facilities for rich and poor alike, and a reduced accident record, on the sound old principle that prevention is better\nthan cure.\n\n"}
{"page": 683, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n679\n\nOut of every one hundred children, according to Dr. Goddard, ten go\n\nto high school and three graduate from it. If these things are fundamental—\nand we believe that they are—two remedies suggest themselves to meet\n\nthe present situation.\n‘The teaching of home entrance requirements must\nbe moved back ultimately within reach of the 70 percent who leave school\nin the seventh grade and the 40 percent who stay through the eighth, but\nas a step in the right direction, let them be made a part of the curriculum\nof the junior high school with the least possible delay. The second remedy\nis to reach the average boy and girl and their parents and impress them with\nthe importance and more, with the sound economic value of an education\ncontinued through at least two years beyond the grades. Only between 30\nand 40 percent of the tremendous drop from grade school to college can\nbe accounted for by economic necessity. Lack of interest in what the school\noffers and the desire for a moderate financial independence are the other\n.\ncauses assigned.\nBut there is little use in setting forth a table when there are no guests.\nWhen the feast is spread there must be those who will go out into the\nhighways and the hedges and compel them to come in.\nThe third requirement is commercial training. Worthy home membership demands business ability. Youths who will spend several years as\noffice boys, clerks, mere writing machines, are taught to keep books for the\ncommercial concern which may employ them, but how much preparation\ndo they receive for the keeping of household accounts, the dividing and\nbudgeting of an income? Does the average young man leave high school\nor even college with a clear understanding of the cost of living and the\nproper use of the salary necessary to support a home, a wife and children?\nYet he is likely to enter that business as soon as he obtains a position in\nanother, and where else, unless in the hard and bitter school of experience,\nwill he learn the rules? What does he know of renting vs. buying, of\n\nupkeep vs. taxes and interest? What idea has he of all the other items\nof the home budget—clothing, the margin for doctors both medical and\ndental, equipment and insurance, and the minus sign which will usually\nappear in the space allotted to amusement?\nManual training may have fitted him to build a bookstand or construct\na table, but it is not probable that he as a householder, with a position to\nfill and a family to support, will make from blueprints the furniture which\nhe may purchase outright as he needs it or which may be acquired all too\nreadily on the installment plan. Rarely does school or college give the\nyoung-man-about-to-be-married—and the majority fall into that class—\nthe ability to save money by making his own repairs. To this rule there\nis a shining exception; there may be many of them. I hope so. The Irving\nJunior High School of Lincoln, Nebraska, meets home requirements in a\nmost practical manner. The parents are requested to send to the school\na list of the skills which would be most helpful in the home, and upon these\nlists is the curriculum based; locks and hinges that will not work, cracks\n\nin the plaster, door bells and buzzers that refuse to function, broken panes\n\n"}
{"page": 684, "printed_page": null, "text": "680\nbi\n\nnnn\n\nNatIionaL EpucaTIoN ASSOCIATION\nSabena sara ete a Las A OY Sk\n\nof glass, leaking faucets, coppers in need of solder, and in addition, such\ncarpentry as will assure the repair of broken floor boards, furniture and\nwindow screens are provided in a “model” house in the manual training department. With the first list comes another, giving the tools to be found\nin each home, and the boys are taught the use and the care of them,\nthereby contributing to the mechanical as well as the financial maintenance\nof the family partnership.\nThe young woman who graduates into the home is somewhat better\nequipped, as our present system goes. She has been given a course, more\nor less thorough, in sewing, cooking and the chemistry of foods. In some\ninstances she has had opportunity to furnish a room or two in a home economics flat or a practice cottage. Under extraordinarily favorable conditions she may have attended a nursery school and observed and under\ncareful supervision, given some care to a preschool child. If a college graduate—that is, if she is one and a half in a thousand—she may have received\ninstruction in psychology, sociology, biology—advanced terms these for the\nprimal necessities of worthy home membership! ‘That which is required to\nmeet a universal need is obtainable only under special conditions by the\npitifully small minority. The one-room school, the ordinary classrooms\noffer instruction in arithmetic and algebra, in history and geography, in\nwhat is called English—for want of a better term—and even in languages,\nsome living, some dead. But it must be a truly superior school which is\nequipped to fit the boy or girl for life as he or she will find it as they finally\npass the threshold. When men and women are at grips with living, a demand is made upon education which it is not yet prepared to meet. The\nability to analyze ‘Paradise Lost” will not bring paradise regained to a\nhome where ignorance and irresponsibility have played havoc with its very\nfoundations.\nEducation must eventually include the expert direction of home projects.\nAs yet there is too much talking and too little doing, under average\nconditions. When we are fully awake to the futility of lecturing anyone\ninto good habits a better system will result. In the preschool years the\nchild learns through activity, and human nature does not change very\nmuch with the passage of years. We still learn best the thing we do. When\nshall we be able to break the shackles of years, and allow some of the\n“cultural” studies to await the later stages of education, giving more time\nin the earlier years to those great fundamentals, right living and the development of intelligence? When a young mind has been trained to exercise itself, it will take its needed exercise. The girl who has learned—\nreally. learned—the mathematics of the home budget, of buying and saving\nto spend wisely, the chemistry of right feeding for a varied family group,\nthe biologyof human life, will have sense enough, if she is worthy of higher\neducation, to seek it, and when found, to make use of it, especially if—and\nhere make note—she has also been taught that school is only the opening\nof the door to education, and that when she has finished school she is in\nsome degree prepared to learn something. Few more pernicious doctrines\n\n"}
{"page": 685, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\n681\n\nhave been taught than that which terminates education on Commencement\nDay. This applies equally to boys, for what is the value, in business or\nprofession, of the callow fledgling, fresh from high school or college, except\ninsofar as those institutions may have equipped him to learn? His chief\nfunction would seem to be to discipline into selfcontrol those who have\nto begin his real education. This is especially true of the entrant into\nthe home. The wisest theories explode into thin air when the graduate\nhusband or wife faces the weekly deficit, a series of culinary disasters, or a\ndisposition undreamed of in the idol of dreams. The most technically\nperfect of domestic science instructors may fail to equip her pupils to deal\nsimultaneously with a wailing baby, an omnipresent runabout, and a man\ndesperately anxious to have his breakfast and be off to the day’s work. There\nis no question as to the value of the knowledge of the expert, the trained\nteacher, the laboratory product, whose experience is founded upon certainties, but in the home are to be found not ideal but real conditions, varied\nas no classroom instruction can possibly vary. To do this is still not\nenough. The mental attitude is yet more important, the spiritual reaction\nto the countless little nagging worries and cares which often are so much\nworse than the disasters which call at once upon the high, heroic strain; the\n“total depravity of inanimate things,” the mental traits which are harder\nto deal with than a smoky lamp or a stubborn stove or even a crying infant,\ncall for spiritual as well as mental education, a type which, under the\nname of character education, has been called into service by those who have\nclimbed the heights and have seen the Promised Land.\nIn the curriculum of the future there should be provided opportunity\nfor lectures from field workers; and by field workers, I mean successful\nhome makers, male and female, men and women who have met all these\nenemies to domestic peace, have fought them with the weapons of hardly\nearned experience and of common sense which has survived the most fiery\ntrials and has remained to assure the stability of that greatest of all educational institutions, the worthy home.\nBut upon the school alone this burden cannot be laid. Upon the home\nmust fall a due share of responsibility. If the schools are to teach worthy\nhorge membership, the home must provide a worthy field in which to\nexercise it. The habits of years are not easily changed, yet something may\n\nbe hoped for if this movement for parental education is recognized by the\nschools and linked closely to their teaching. If the parents of today can\nbe brought to meet the teachers upon the basis of this objective, we may\nlook for a Renaissance in the world of the home.\nTo learn is to acquire a way of behaving. The instruction which is\ngiven is in too many cases ephemeral. It is “part of the course,” not an\nessential of living. When we shall have eliminated the “domestic” and\nthe “economics” from the familiar terms and have as a result a course\nequally applicable to boys and girls without loss of masculine dignity\nunder the title “Home Science’ we may take a step toward the better\nappreciation of the home partnership.\n\n"}
{"page": 686, "printed_page": null, "text": "682\n\nNaTIONAL\n\nEpucaATion\n\nASSOCIATION\n\nEnglish is being taught in the schools both high and low in the hope\nthat in the years to come the students will continue to read the best in\nprose and verse. Of course they do not do it; witness the news stands,\nthe cheap novels, the motion picture crowds, the 7,000,000 copies of sex\n\nand confession magazines sold monthly. “The youths who have been taught\ngentleness and courtesy, simplicity and taste, sound health, both physical\nand mental, will, if they have learned these things automatically avoid\nthe tawdry in art, in literature, in film and drama.\nIf on the other\nhand they are led to believe that Homer and Milton have set an eternal\nstandard of good literature and they do not like the “Odyssey” and\n“Comus,” they will turn to those things which are within their comprehension and their evaluation of life will be created by their reading,\ninstead of their reading resulting from a high and fine attitude toward\nliving.\nAre young women sent out from school today filled with a desire to\nlearn more and yet more of home science? Are they supplied with book\nlists, encouraged to form clubs to keep it up as a fascinating study for\nwhich an insistent demand may be met at any turn of the road?\nNo;\nthey have “taken” home economics and the attack is over when\nthey have “finished school.”\nThey go into society, into business, into\nteaching and when the necessity arises, there is a desperate effort to recall\nsome of the elements of their school days. I do not decry Latin; it is a\nnoble tongue and a very mine of wealth to those who know how to profit\nby it. But I have wondered why it has cast into the discard the\nancient study of etymology in which lay the core of the value of Latin to\nthe non-college-seeking youth, giving as it did the sources of our English\ntongue, the beauty of varied expression, the richness of synonym, all in\nsimple language, and taught in the years when memory seized and inscribed\nas upon tablets of brass all those things which were presented to the childish mind. I have heard classes in French and in Spanish, but I have never\nheard a pupil speak as a result of those classes, and those who have graduated in those subjects say sheepishly upon interrogation, “Oh yes, I took\nFrench, but I can’t talk it.’ Mental discipline? Perhaps; but why not\n\nuseful discipline?\nr\nToo much of our finest educational program is planned for the ideal,\nrather than the real school, the exceptional rather than the average teacher.\nLight is coming, but we are allowing it to find its way through the chinks\ninstead of opening the windows.\nIn a recent study made in Massachusetts of 400 problem children, it\nwas found that four-fifths of them had failed to receive what a normal\nhome should give them. Eighty-three percent received from their parents\nno teaching as to what constitutes right or wrong behavior.\nAnd these\nwere not from homes of poverty.\nWe are faced by such facts as these;\nof the 2,000,000 men drafted in the great war, only 30 percent had\npassed beyond the sixth grade. The average mental age of the country\n\n"}
{"page": 687, "printed_page": null, "text": "DEPARTMENT\n\nis thirteen years.\n\nOF SUPERINTENDENCE\n\nOne million girls are married each year.\n\n683\n\nAre we giving\n\nin our secondary schools the teaching which will deal with these facts?\nWe have considered briefly the matter of home entrance requirements.\nShall we lay it upon the shelf with many other thoughts, as being something to which at some future time we may refer, or shall we endeavor by\n\nunited\n\naction to meet\n\nthese demands,\n\nif we\n\nadmit that they are sound\n\nand within reason?\nTo attack an evil at only one point is to postpone indefinitely the day\nof its eradication. ‘There are four points at which a simultaneous advance\nshould be made: The school system; the domestic science course ; the home\nof today; the teacher-training classes.\nThe school system is in your hands. Separate necessities from specialties and luxuries.\n“Teach all of the children the things which all must\nknow in order to meet life successfully as well as to make a living, and\nteach special children the things which they are fitted and eager to learn.\nThe domestic science course must give the concrete, but must not leave\nthe abstract untaught.\nEmphasize the spirit of the home as well as its\nbody and mind.\nUse every possible channel to reach the parents of this\nand the closely following generations.\nIn plain and simple language, set\nbefore them as coworkers their duties and responsibilities. Call upon them\nto work with you, and then in your turn work with them, not in a world\nof your own, separated by the barrier which your erudition and your\nposition have set up.\nTell the coming teachers the plain facts of the situation. While they\nare being trained, make them see not only the technic but the great spirit\nof education.\nFace squarely the responsibility of sending out unequipped\nteachers.\n“They are far more deadly than ignorant doctors who may\nslay the body. The moral influence of the teacher, like that of the parent,\nmay save or slay an immortal soul.\nAgain the home must be reckoned with. ‘The public, which is the\nassemblage of the homes, must be made aware of this danger of poor\nteaching. When they have realized this, the majority will demand and\nwill be willing to pay’ for the best, and your problem will be in a fair\nway to solution. But speak to the people in terms which they can understand. Make them conscious of your desire to make better schools for\ntheir children, and they in their turn will strive to make better homes, so\n\nthat together we may build a better nation in the years that are to come.\nENTRANCE\nJEREMIAH\n\nREQUIREMENTS\n\nE. BURKE,\n\nSUPERINTENDENT\n\nFOR\nOF\n\nCITIZENSHIP\n\nSCHOOLS,\n\nBOSTON,\n\nMASS.\n\nThe early pioneers of New England were the spirit of civil liberty incarNo sooner had they landed upon these rockbound shores than they\nnate.\nproceeded to establish a government of the people. “The town meeting still\npersists as the purest type of local selfgovernment that the world has ever\nBut the forefathers were not merely idealists, they were far-seeing\nknown.\n\n"}
{"page": 688, "printed_page": null, "text": "684\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nstatesmen. They knew that absolutism flourishes in illiteracy, but that an\nunenlightened democracy shall fall. They foresaw that if freedom of\nspeech, freedom of the press, freedom of worship, and trial by jury are to\nabide; if free men are to counsel, make just decisions and rule wisely—\nthen the electorate must be intelligent and virtuous, as well as free.\nIn order that the ideal they cherished might be shielded and defended,\nthese nation-founders placed Liberty under the guardianship of law. Hence\nthe oft repeated truism, “Obedience to law is liberty.”\nAnd then to\ninsure the inviolability of civil liberty and the perpetuity of government\nunder law, they created the free public school, “New England’s fairest\nboast.” The school thus became the bulwark and support of popular government.\nIt would be stupid to declare that free government is dependent\nwholly upon popular education.\nThere are other powerful contributory\nforces; but it is significant that the chief agency sanctioned by the state for\nits own defense and perpetuity is universal and compulsory education.\nTherefore, popular education and democratic government are mutually\ninterdependent, each deriving from the other elements of security and\nstability.\nThe purpose of popular education is two-fold.\nIt should enable every\nchild or youth—regardless of his gifts or limitations—to rise to the very\nheight of his capabilities and endowments and then to become a citizen of\npower in the service of the Commonwealth.\nIn this definition, I advisedly\nplace the child before the state.\n\nBoth as a human\n\nbeing and as a future\n\ncitizen, he possesses certain indefeasible rights which the state must recognize and foster. At the same time, next to worship of his Maker, a citizen\nowes unreserved fealty to his country, its institutions, and its laws. This reciprocal relation of citizen to state, therefore, is intimate and protective.\nThe great teachers have differed little in their interpretation of the\nobjectives of education.\nInvariably they have insisted upon a symmetrical\ndevelopment.\n‘They never advocated an intellectual aristocracy; they\nrealized that unless it is accompanied by the cultivation of the child’s\nspiritual nature, the training of the intellect is “as sounding brass or a\ntinkling cymbal.”\nUnquestionably these leaders exalted the intellect, but they always\nsounded warnings against its training at the sacrifice of natural and spiritual endowments.\nThey repeatedly asserted that sharpening the intellect\nwithout at the same time wisely developing spiritual qualities, tended to\nproduce cunning knaves and rascals to become a perpetual menace to\nsociety.\nUnfortunately, there has arisen an inclination to apotheosize the intellect\nand thereby obscure other faculties.\nIn consequence, sensibility and will\nhave come to be regarded as relatively unimportant.\nSuch a theory of education is indefensible.\nThe heart frequently leads us aright when the head\nappears to go wrong.\nOn the other hand, passion frequently dethrones\nreason and the individual plunges into danger or sin. No program of education for citizenship is complete or justifiable therefore which fails to\n\n"}
{"page": 689, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n|\n\n685\n\nemphasize strongly the important réle played by the emotions in the shaping\nof human life and civic conduct. The emotions can no longer be considered as forbidden topics, dissociated from the realm of legitimate pedagogy.\nThe emotions must not be suppressed ; rather they must be controlled, and\ndirected to serve their lofty purposes.\nDominated by the will, which in\nturn should be subservient to conscience, they should contribute toward\nthe perfecting of Huxley’s educated man, “‘whose passions are trained to\ncome to heel by a vigorous will, the servant of a tender conscience.”\nThe Puritan forefathers believed that they had reconciled the various\neducational complexities—intellectual, emotional, moral, and spiritual—and\nthus had insured a virtuous citizenship, by making religious instruction an\nintegral part of the public school’s curriculum.\n\nSuch a program was unob-\n\njectionable and practicable so long as communities were denominationally\nhomogeneous and the closest union existed between church and state.\nBut\nit was unable to resist the onward march of events.\nWith the advent of\nheterogeneous populations came the disestablishment of church and state\nand the secularization of education.\nNot only has the teaching of religion\nbeen swept away, but in many instances instruction in the moral and civic\nvirtues, and consequently in good citizenship, has been relegated to a subordinate place.\nIt is a serious question whether the centrifugal force of these\nrapidly revolving wheels of progress has not hurled us out of our true proportions.\nWhatever be our personal points of view, however, there are\ncertain facts which cannot be disregarded.\nWe, engaged in the field of popular education, are not privileged to\nteach whatever we may choose; upon us are imposed either by custom or by\nstatute law, certain well-defined limitations.\nIn the present day public\nschools, we cannot teach religion. Such instruction is reserved for the\nhome, the church, and religious teachers. Nevertheless, since moral instruction is indispensable to good government, teachers and administrators have\nvery distinct obligations.\nIndeed, there exists in Massachusetts an ancient\nstatute which is mandatory and unequivocable in its insistence upon moral\ntraining in our schools as a preparation for citizenship. It reads as follows:\nAll instructors of youth shall exert their best endeavors to impress on the minds\nof children and youths committed to their care and instruction the principles of\npiety and justice and a sacred regard for truth, love of their country, humanity\nand\n\nuniversal\n\nbenevolence,\n\nsobriety,\n\nindustry\n\nand\n\nfrugality,\n\nchastity,\n\nand temperance, and those other virtues which are the ornament\nand the basis upon which a republican constitution is founded.\n\nmoderation\n\nof human\n\nsociety\n\nIt is, therefore, the child’s right—it is his educational heritage—to possess these virtues as a touchstone to which all his thoughts and all his\nIf he has these qualities deeply imbedded in his\nactions may be subjected.\nheart, if he possesses them as a vital part of his very being, then he\nmay err for a time and wander far afield, but drawn back inevitably will he\nbe by an irresistible impulse, by a centripetal force, back to safe spiritual\n\nThe welfare of the child and the welfare of society, therefore,\nanchorage.\nequally demand the cultivation of these moral and spiritual virtues. Denial\n\n"}
{"page": 690, "printed_page": null, "text": "686\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nof this privilege is to defraud children and youths of their indisputable\neducational heritage, it is to deprive democracy of the fulfillment of its\ndestiny. And this destiny will be thwarted insofar as the average citizen\nfails to practice habitually moral and civic virtues.\nFor man and society are reciprocally interrelated. The citizen of character is the foundation of good government.\nConversely, the citizen without character is a menace to the state and for his delinquency society stands\naccused.\nSocial righteousness depends upon individual morality. There\nis no such thing as collective virtue which can be practiced by a community\nwhose members are not personally virtuous in any manner or degree.\nIntegrity of life in each citizen is the only sure guarantee of worthy citizenship.\nIt was such conclusions as the foregoing—with a consciousness of an\nimperative call for more intensified citizenship training—that urged the\nschool folk of Boston to prepare an epoch-making report entitled ‘“Citizenship Through Character Development” which has for its essence and core\nthe inculcation of natural and civic virtues.\nIn this document which was\napproved as a course of study, a definite time allotment is assigned daily\nfor the practice and exercise of these virtues under the guidance of the\nteachers. “Thus character and citizenship training has been elevated deservedly to a position of supereminence in all our school programs,\nelementary and secondary.\nAt every point, all the machinery of the school\nis operating to produce a spiritual entity, an upright, honorable, and dependable citizenship.\nManifestly teachers always have regarded moral and civic instruction as\nthe chiefest of their duties. All honor to those unselfish men and women\n\nwhose illuminating personalities have been beacon lights to generations of\nyouths!\nBut for the most part, such instruction has been left to the initiative of individual teachers.\nNow the obligation is upon all, and all teachers must become equipped for this inspiring service.\nIn consequence, a\ncampaign of education has been inaugurated in Boston to collect material,\norganize instruction, develop skill, and formulate special technic of procedure.\nNormal training schools, teachers colleges, and graduate schools\nof education everywhere might well cooperate in this missionary enterprise.\nIt is unsafe to prophesy: but it is altogether likely in the future that\npublic school teachers will be required to qualify tor instruction in citizenship as thoroughly as they now prepare in so-called academic subjects. And\nit is wholly within the range of probability that power in the molding of\ncivic virtues may become the chief criterion of the teacher’s ability.\nInterwoven in the warp and woof of the Boston plan is the impelling\nconviction that a prerequisite to worthy citizenship is the possession and\nhabitual practice of fundamental moral and civic virtues similar to those\nenumerated in the ancient statute of the Commonwealth.\n\nThese then are the essential requirements demanded of every youth who\n\naspires to don the toga virilis of American citizenship, and thereby join\nin this glorious venture for equality of rights and identity of responsibilities:\n\n"}
{"page": 691, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n687\n\nFirst and foremost, the worthy citizen must be capable of distinguishing\nbetween right and wrong, and must acquire the habit of willing to do the\nright.\nHe is clean in thought and word and deed; he practices self-control\nand self-denial; he has convictions and the courage of his convictions; he\nappreciates truth and has an established habit of speaking truthfully. Every\nchild should have, during his school life, innumerable lessons in mental\ntruth-seeking and truth-telling.\nHe interprets freedom as opportunity for service, privilege to do the\nright.\nThe worthy citizen is virtuous socially, as well as personally.\nWhile steadfast in maintaining his individual rights, he is obedient to\nregularly constituted authority; he has a keen sense of justice ‘and respects\nall the rights of others; he has a proper sense of loyalty and is loyal to his\nfamily, his institutions, his community, his country, and his faith.\nFair-minded and magnanimous, he is tolerant toward the opinions, beliefs, and convictions of his fellow-citizens; he dispenses goodwill; he promotes the brotherhood of man; ‘“Thou shalt love thy neighbor as thyself.”\nEvery citizen must be a public servant, performing meritorious deeds\nthat add to the happiness of his fellow-citizens and promote the prosperity\nof his country. He should know through practice that it is more blessed\nto give than to receive. He should not be seeking governmental favors,\nbut should be giving richly and freely to the state from the plentitude of\nhis appreciation and gratitude.\nHe should be able to exclaim with\nOthello: “I have done the state some service, and they know it.”\nWhat shall be the measure of a citizen’s service?\nIt shall be commensurate with the gifts and endowments bestowed upon him by nature and\nby nature’s God.\nOne citizen has strength of arm, another brilliancy of\nintellect, and a third magnanimity of heart. To the extent that one possesses these enrichments, he should dedicate them, to some extent at least,\nto the welfare of his fellow-men, the honor of the nation, and the glory\nof God.\nYou are interested to know what are the fruits, the results of this ambitious and adventurous program.\nIs it functioning?\nWhat are its accomplishments ?—are pertinent inquiries.\nWe are laboring under no illusions.\nWe appreciate fully the magnitude\nof our tasks, and are far from extravagant in our expectations.\n‘The\nresults flowing from this work in character development—the very tap-root\nof good citizenship—are intangible and immeasurable as all spiritual reacHowever,\n‘Behind the visible work there is a work invisible.”\ntions are.\nevidences of the effectiveness of our program, coming from parents, teachers and even from the pupils themselves, indicate quite conclusively that\nwe are making noticeable and persistent gain in personal and civic honesty,\n\npractice in truth-telling, effort to choose the right and reject the wrong,\n\nreverence for elders and superiors, respect for law and order and for others’\nrights and privileges, growth in moral judgments, and appreciation of\n\nspiritual values.\n\n"}
{"page": 692, "printed_page": null, "text": "688\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nIt is particularly gratifying to record in many instances the development\nof a better civic virtue, of a finer collective spirit; in short, the dawning of\nan educated public sentiment.\n'\nPupils are beginning to assume responsibility for the good reputation of\ntheir school communities, and are learning the lesson paramount in a democracy, namely, the indispensableness of a high order of leadership and the\nmoral purpose to select such leadership.\n#\nA teacher writes: “I feel that the most distinct benefit from our work in\ncitizenship is the formation of a new attitude of mind.\nThe weight of\npublic opinion (that is, what will my classmates think?), is manifestly on\nthe side of right. Whereas a few years .ago a boys’ club generally would\nchoose the most daring or most mischievous boy for their leader, the choice\nnow falls to one who in the estimation of the class possesses desirable\nqualities as a citizen.\nI believe that the creation of public opinion that\n\nimmediately condemns the slacker, the dishonest, the disobedient, and commends the praiseworthy and reliable is most vital, since in the fra analysis\nit is public opinion that rules in democracy.”\nThe American people have been called upon to solve a problem—one of\nthe most momentous and serious ever committed to mortals—the up-building and perfecting of a free government with liberty and justice to all,\nundere novel and untried conditions.\n“The whole American people, in all\nthe years of our nation’s life, have wrought and sacrificed that this ideal\nmight become realized.\nFortunately, the exalted service of citizeship has\nbeen universal—denied to none, accepted by all. Nevertheless, it has been\nthe peculiar privilege of the teachers to stand sentinel in holy places.\nIn\nan especial manner the teachers of the nation are the keepers, not only of\nthe intellect and sensibilities, but likewise of the will of our future citizens.\nUpon us are placed obligations and responsibilities of leadership which\none cannot shirk and must not ignore. God grant that you and I and all\nof us may have the strength, the fortitude, and the grace so to apply ourselves unto wisdom that those who look to us for guidance may not be misdirected but rather may find and cherish life’s purest ideals—that they may\nbe led into pathways that are straight and undeviating, along banks of\nstreams that are transparent and undefiled, and upward toward the heights\nwhere immaculate peaks unerringly point the way to eternal truth, and\nuniversal justice, and everlasting love.\n\nDEMOCRACY\nW.\n\nH.\n\nP.\n\nFAUNCE,\n\nPRESIDENT,\n\nIN EDUCATION\nBROWN\n\nUNIVERSITY,\n\nPROVIDENCE,\n\nR.\n\nI.\n\nAmerica, we commonly say, means democracy.\nBut what is democracy ?\nWe rejoice that the World War abolished a goodly number of kings. The\npomp and circumstance of royalty has become unpopular throughout the\nworld.\nBut in getting rid of kingship we may come under the domination\nof something worse.\nWhat is this democracy which seems to be in the\nascendant in nearly all the leading nations of the twentieth century?\n\n"}
{"page": 693, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\n689\n\nIf I wanted to show any young man or woman today the meaning of\ndemocracy, I would ask him or her to read first of all Lincoln’s Gettysburg\nAddress and then Emerson’s Boston Hymn.\n‘Those two historic utterances\nhave crystallized the experience of three centuries on this continent.\nDemocracy, then, is freedom—not identity or similarity. Democracy\ndoes not mean leveling down, or leveling up, or any kind of leveling or\nstandardizing process. It does not mean that one man is as good as another,\nbut that all men are good enough to help in finding out who the best ones\nare. A public school which produces in the course of ten years a few\npotential leaders of the state or the nation is far more democratic than\none which merely enables thousands to read and write and cipher and to\nlive respectable but stupid lives. Boys and girls are no more alike in their\nability to devise, administer and create than they are in the color of their\neyes and hair. When all men grow six feet tall, all may develop the same\nbrain power and the same heart power.\n‘‘Unto one He gave five talents,\nSome of the timber that is floated down\nto another two, to another one.”’\nfrom the forests of northern Maine to the sea is made into the masts of\nseagoing vessels, some into chairs and tables and some into toothpicks. You\ncannot make seaworthy masts out of toothpick timber.\nWhen Mr. Ford makes an auto, all the parts are interchangeable ;when\nNature grows a flower, no parts can be interchanged; and when we grow\n\nmen and women no two are like or ever will be alike through all the ages.\nWe do not mould human beings as we make silver forks and spoons by a\nheavy weight descending on the child and stamping child nature into some\ndesired pattern.\nThe children that give us the most trouble may be precisely those most worth educating.\nIt is the top and the bottom of the\nclass that are the most interesting and challenging portion of the school,\nprecisely because those pupils decline to conform!\nSo democracy should not mean mediocrity.\nEuropean lands have always\ndistrusted America as the land where excellence is unpopular, and now\nAmerica is happily beginning to perceive and criticize its own surrender to\nthe fatal average.\nOur magazines are filled with self-criticism and our\nfiction shows us that a civilization which exalts a Babbitt or an Elmer Gantry has yet much to learn. “The majority may easily become the mob, and\nthe saving remnant be engulfed.\nIn a republic there is constant danger\nthat the least sensitive and delicate minds will dominate the situation and\nimpose their standards on their superiors in discernment and character.\nIn the moving picture industry we have one of the greatest instruments\nfor the possible education\n\nof the people ever devised.\n\nIt may be so used\n\nas to bring all the famous cities of the world, all the historic shrines, all\nthe inventive processes, all the leading personalities and events of our time\n\nbefore the eyes of the humblest worker in a New England factory or\nColorado mining camp.\nAnd that agency of democracy has fallen largely\ninto the hands of shrewd, unscrupulous managers who fear not God nor\nregard man.\nIt has become in many quarters the means of coarsening the\n\n"}
{"page": 694, "printed_page": null, "text": "690\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nfiber, dulling the sensibilities and weakening the conscience of the young\npeople of America.\n\nHappily another agent of democracy, the revolving disk for reproducing\n\nmusic, has fallen into better hands, and our musical records bring us not\nonly the blare and vulgarity of jazz, but the finest symphonies and the\nsweetest voices of our generation.\nYet when we have a choice of pictures or records, frequently the spirit\nof a school or a college is such as to frown on the best and practically\nexclude it from presentation.\nIn the house of a college fraternity I have\nseen two or three students who insisted that what they called “high-brow\nstuff” should not be heard and that only songs suited for the cabaret should\nRecently, speaking at a certain college, I ventured to quote a\nbe allowed.\nsonnet of Shakespeare that has been precious to me for many years. At the\nclose of the address as the assembly was dispersing, a shame-faced student\nshowed me a copy of Shakespeare’s sonnets which he carried in his inside\npocket.\nHe was reading it slyly in moments of leisure, but afraid to show\nit to his fellow students, who preferred the vulgar periodicals of the day.\nIn that particular college the best was obliged to hide its head.\n“Then\ndemocracy becomes hatred of excellence, and that hatred is found today in\nmany schools and clubs and churches in America.\nThe great danger in\nour schools is that they may be geared to the capacity of the average child,\nand there is no such creature.\n“They should be geared to the discovery\nand training of leaders, in the confident conviction that most of our children may lead in something, and that the discovery of the boundless varieties of human ability wrapped up in the most prosaic and unpromising\nchildren makes the daily task of the teacher an adventure into the infinite\nfar more alluring than any expedition in hunting and fishing, a true voyage\nof discovery in realms of gold.\nDemocracy means, then, an equal chance for unequal minds.\nEvery tree\nin the forest should have an opportunity for air and sunlight, and every\nhuman being is an unknown quantity, an X that should have a chance to\nbecome X nth power.\nDemocracy means the transcending of all distinctions of race, creed, occupation, or possession.\nWhen a school or college\nconfines its pupils to the children of the rich only, it is forgetting what\ndemocracy is. But if it limits its students to the followers of one religious\ncreed, or one racial origin, it is equally un-American.\nThe supreme question about any student is not where he came from, but where he is going to,\nnot who his father or mother were, but what he, himself, is and may become.\nWhen we are, through the educational process, thus discovering and\nbuilding men and women we need envy no engineer or architect in the\nworld. We may feel as did the French artist, who used to wake in the\nmorning crying: ‘““O what joy!—Another day in which to paint!”\nBut if teachers are thus to have educational adventure, if they are to\nstimulate growth in pupils, they must be growing personalities themselves.\nMany a school system—unhappy phrase !—has stunted the teachers that it\nprofesses to train and has put a premium on acquiescence, conformity and\n\n"}
{"page": 695, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n691\n\n6\n\nroutine. Anything like originality or personal flavor or individual quality\nhas been banished from some of our schools by the iron hand of a system\nYet when the graduates\nwhich allows no free play to any man or woman.\nof any school come back for an anniversary or reunion, what do they talk\nabout?\nNot the buildings, not the curriculum—always about the teacher.\nWhat makes a teacher interesting? The fact that something is now hap-\n\nShe atpening in the teacher’s mind. She went to Europe last summer.\nShe climbed a mountain\ntended an extension course in some university.\nand went through a storm at sea. She has mastered a new author in\nShe has become all aglow through a new study of the\nEnglish literature.\nstars.\nThe world is held back chiefly, not by bad men and women, but by good\nones who have stopped growing.\n‘The most discouraging place I have ever\nvisited was a certain normal school, where everything was arranged to repress personality and exalt system, and where teachers were sent out\nannually who were icily regular, splendidly null. Such a school often\nexhibits to the casual visitor a long row of apathetic faces immune to intellectual enthusiasm.\nIf a teacher loves English poetry, or history, or chemistry, with unflagging appreciation, she will make her pupils love it by a\nhappy contagion—even though she be ignorant of all the school laws of\nMassachusetts !\nThe teacher is, then, the agent of the state in preserving itself and creating its own future.\nEducation is not a charity, it is a part of the national\ndefense.\nFewer submarines and more high schools constitute the best\nprogram for defending America.\nThe most useful studies are not those\ndealing with bread and butter, but those removing from the mind of youth\nits prejudices, its distorted views of other nations, its racial and religious\nhatreds.\nNationalism and internationalism are not opposed.\nWithout the\ninternational vision the citizen becomes a mere jingo or super-patriot.\nWithout devotion to his own country the internationalist is a drab dreamer,\nat home nowhere in particular.\nIt is only the man of breadth of sympathy\ngained through education who can be a worthy citizen of his own country.\nA generation ago Kipling—surely a British patriot of intense zeal—wrote:\n‘What should they know of England who only England know?”\nThe true teacher has to deal not only with facts, but with values.\nModern science, to which we owe so much, which has virtually created our\npresent civilization, is necessarily silent concerning values.\nIt can tell us\nhow to construct an automobile, but not how to use it or in what direction\nto travel. The purpose and the goal of life, the aims and ideals of a\ndemocratic world—to explain these and make them alluring through the\n\neducational process—that is the adventurous calling and the indispensable\nfunction of the teachers of America.\n\n"}
{"page": 696, "printed_page": null, "text": "NationAaL\n\n692\n\nASSOCIATION\n\nEpucatTIoN\n\ne\n\nTHE INTER-AMERICAN\nTHOMAS\n\nE. BENNER,\n\nCHANCELLOR\nRIO\n\nOF\n\nPIEDRAS,\n\nTHE\n\nIDEAL\n\nUNIVERSITY\n\nOF\n\nPORTO\n\nRICO\n\nP. R.\n\nDuring the brief sessions of the recent great Pan-American Congress\nin Cuba, the world was given a glimpse of the difficulties and responsibilities ay ae the Americas confront as they enter upon a new era in\nworld history. During that era Spanish-speaking South and Central America, dedicating its attention with a new efficiency to the development of\nits incalculable resources, is destined to a maturing and blossoming which\nwill re-enact much of the history of the past century in the United States.\nThis maturing and blossoming will be stunted and distorted—its fruit\nacrid and unpalatable, if not actually poisonous—unless there may be removed from the atmosphere in which it goes forward some, at least, of the\nuncertainty and distrust which have marked recent relationships among the\nrepublics of the Americas.\nWe are, let me repeat, entering upon a new era in world history—\nan era which, for convenience, future historians may even date from the\nCuban meeting of the Pan-American Union. ‘The distinguishing phenom-\n\nenon of this period will be increasing domination of the world stage in\ninternational affairs among occidental nations by the relationships orie to\nanother and to the rest of the world of the several American republics.\nFrom the era which now draws near to its close, the era of European\ndomination of world affairs, we of the Americas upon whose shoulders\nis about to fall the weight of world leadership have much to learn. We\nmust learn, first of all, that internationally speaking the world is still\nin a period of primitive savagery.\nNations have not been content even\nto exact an eye for an eye or a tooth for a tooth. Of the offender and\neven of the innocent, they have sought life itself if national selfishness\nwere accompanied by the national might which made such exaction\npossible. Until that fact is fully recognized no improvement can occur.\nThere are good reasons why leadership in world politics on the part\nof the American nations is likely to bring about some amelioration of\nthis state of international savagery.\n“The American nations, taken as a\nwhole, are under-populated and under-developed. ‘Their natural resources\nare sufficiently great to relieve them of the economic pressure which is the\nbasis of European rivalries.\nAnnie S. Peck, in her book Industrial and\nCommercial South America describes the situation in these words:\nGeographically Latin America and the United States are contiguous neighbors;\npolitically they are much the same, with a similar form of government; commercially they have mutual and, for the most part, non-competitive markets.\nTheir\nnatural and material resources are complementary.\n‘The same is true of their\nculture, their philosophy of life and their prominent characteristics.\n\nThese, however, are accidents of history; and in assuming the responsibilities of world leadership the Americas will have failed miserably if historians in future\n\ncenturies\n\nare\n\ncompelled\n\nto report\n\nthat only accidental\n\n"}
{"page": 697, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n693\n\nLn\n\ncontributions to international stability have been made by the western\nhemisphere.\nHere is the tremendous difficulty. Man as an individual\nacts purposefully.\nIn comparatively small groups, such for example as\nthis great educational association, he strives collectively towards fairly well\ndefined objectives. But mankind in those mass-forms which we know as\nnations seems scarcely more than a blindly squirming organism without\nmuch of purpose beyond selfpreservation and selfaggrandizement.\nHistorical research during the past ten years has revealed, for instance,\nthat the causes of the world war were far different from those originally\nassigned by the contending nations. It has shown, furthermore, that these\ncauses were in fact at that time unknown and almost unknowable, so\ninsidious was the working out of the blind forces which brought about\nA\nthis great catastrophe.\nA recent editorial in a great newspaper contained the following paragraphs:\nIt is just eleven months since Secretary Kellogg appeared before a committee\nof the Senate and charged that a Bolshevist government in Mexico threatened the\npeace of the United States.\nThe Mexican government which was a Bolshevist\nthreat in January is the same Mexican government with which a new Ambassador\nhas succeeded in establishing unusually cordial relations.\nAnd all Mexico is\ncheering Lindbergh.\nThe change which is recorded by these facts is much more than a surface\nchange. The flight of Lindbergh follows a series of events which indicate a real\nshift in sentiment and a thoroughgoing change in policy. The appointment of an\nAmerican\n\nAmbassador\n\nto\n\nMexico\n\ncapable\n\nof appreciating\n\na\n\nMexican\n\npoint\n\nof\n\nview has been followed by a decision of the Mexican Supreme Court interpreting\nthe disputed oil laws in a manner favorable to the United States. Now comes\nLindbergh’s errand of goodwill and an amazing response in Mexico.\n\nWhence originated the impulses which led these two American nations\nso near to the brink of open rupture in the face of a genuine preference\nfor peace on the part of both?\nHow explain the sudden revulsion of\n\nfeeling which the quotation describes?\nIt is another evidence of blind unintelligence concerning international\nrelations that there are so many who glibly propose the name of “Wall\nStreet” as the answer to unfriendly relations between the United States\nand the rest of the world. Yet a “Wall Street man” is appointed United\nStates ambassador to Mexico and at once evidence of friendship and understanding begin to appear where only mistrust existed before!\nLet me repeat.\nNations are not intelligent in their world relationships.\nIt will be much better if that fact is faced, however much we deplore it.\nThey are blindly and stupidly sentimental and emotional.\nThey cry and\nlaugh at the achievements of a Lindbergh.\n‘They rage and storm over\na minor and unintended discourtesy.\n“They may be led by appeals to the\nheart but are indifferent to appeals to the intellect.\nA Wilson labors in Paris in the interests of high international ideals.\nHe is ousted from his leadership and dies a broken man because his efforts\n\n"}
{"page": 698, "printed_page": null, "text": "694\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nmake\n\ntheir appeal to the intellect and fail to stir the emotions\n\npeople.\n\n;\n\nof the\n\nThose who believe that the nations of the Americas, in the era of world\nleadership upon which they are entering, must make their contribution to\nthe betterment of international relations will conclude, if they agree with\nthis analysis, that the upward-looking intellectual leadership of the AmerTo\nicas must have the emotional support of the people or fail completely.\nbe of any enduring value such emotional support must be honestly aroused.\nIt must not be the product of partisan propaganda.\nWhat should be the nature of this emotion which it is proposed to\ndevelop in the people of the United States as the only means of enabling\nour country to function constructively in inter-American affairs?\nIs it\nnot the same reaction which impelled our, forefathers in the infant days\nof our great nation out of “a decent respect for the opinions of mankind”’\nto outline to the world the causes and aims of the program on which\nthey were about to embark?\nAmong individuals it would perhaps be\ndescribed by the homely phrase: “A spirit of neighborliness.”\nA concrete case will illustrate how it may be developed.\nAs educators\nwe are interested in education.\nWe are not good neighbors of the educators of Mexico, because we contrast their achievements with those which\nare commonplace in the most remote corners of the United States.\nOur\ntraining in the history of education because limited in its scope to the line\nof our educational inheritance, includes no mention of Mexico.\nWe forget that our system of public schools is the accidental product of the\nLuther reformation which taught that all must learn to read that they\nmight, each for himself scan the scriptures and determine the way of\n\nsalvation. We forget that since the Luther reformation has had little\nor no significance in the life of Mexico its accidental byproduct—a demand, springing from the people themselves, for education for all people—\nhas never occurred.\nThe educational leaders of Mexico are following a most interesting program which aims to build up such a demand.\nOfficial committees whose\nmembers are trained respectively in agriculture, education, public health\n\nand other important fields, are sent to the several centers of population\nwhere they devote a few weeks to lecturing on their several specialties\nand organizing the resulting interest before moving on to a new center.\nAt a later date the committee returns to observe the effect of its program.\nIf it finds that a nucleus of sufficiently interested people has resulted, it\nadvises and directs this nucleus in handing on to the surrounding district\nthe inspiration which has been received. ‘This program, it is hoped, will\nlead eventually to a public hunger for better educational opportunities.\nOur knowledge of this enterprise and its purpose leads us to respect\nthe Mexican educator and to admire his resourcefulness.\nAnd when\nwe begin to respect and to admire we begin also to be friends and neighbors—to react emotionally where formerly we were indifferent.\n\n"}
{"page": 699, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n695\n\nSome of you will recall the story of the American business man who\nvisited a South American republic where he was shown relics of the great\n\nliberator, Simon Bolivar. You will recall that he was moved to mention\nGeorge Washington as the father of the North American republic. His\nguide, thoroughly familiar with the achievements of our great leader,\nreplied: “But Bolivar was the father of many republics.”” The incredulous\nWhy someone ought tc\nAmerican, at last convinced, exclaimed, “Many!\nwrite a book about him!”\nIt would be in itself no small contribution to the building up of the\nright emotional attitude towards our neighbors of the south if every member of this great association might be induced to read one good biography\nof the great liberator.\nA brief quotation from his address to the congress\nof Angostura, delivered on February 15, 1819, will perhaps tempt your\ncuriosity concerning him.\nAs much\nStates,\n\nas I admire\n\nso much\n\nam\n\nthe excellence\n\nI convinced\n\nthat\n\nof the federal\n\nConstitution\n\nit is impossible\n\nto\n\nadopt\n\nof the United\n\nthat\n\nconstitution\n\nin our state. To me it is a marvel that the Constitution of the United States\nhas operated so successfully and has not been overthrown when the first embarrassments or perils appeared.\nBut the United States is a singular example\nof political virtue and moral rectitude.\nThat nation has been cradled in liberty,\nhas been nurtured in liberty, and has been maintained by pure liberty. I will\nadd that the people of the United States are unique in the history of the human\nrace.\nAnd I repeat: It is a marvel that a government so weak and complicated\nas the federal system should have endured under such difficult and delicate circumstances as those which have existed in the United States. But whatever may\nbe true in regard to the government, I must say with regard to the American people, that the idea never entered my head to consider as identical the characteristics\nof two people so different as the Anglo-American and the Spanish-American\npeople.\nWould it not be very difficult to apply to Spain the English system\nof political, civil, and religious liberty? It is even more difficult to adopt the\n\nlaws of the United\nlaws\n\nshould\n\nStates in Venezuela.\n\nsuit the people\n\nwho\n\nmake\n\nDoes not /’Esprit des lois say that the\nthem?\n\nThat\n\nit is a mere\n\nchance\n\nif the\n\nlaws of one nation suit another nation?\nThat laws should be adapted to the\nphysiography of the country, to its extent, and to the manner of life of the inhabitants?\nThat laws should be adapted to the degree of liberty which the constitution can sanction, to the religion of the inhabitants, to their inclinations,\nriches, numbers, commerce, and manners?\n‘This is the code which we ought to\nconsult and not the code of Washington.\n\nBolivar, one hundred years ago, predicted accurately some of the inevitable differences in governmental forms which we note today among\nthe American nations.\nHe recognized differences between North and\nSouth America and understood the reasons for these differences.\nHe admired the United States and we reciprocated that emotional reaction with\nan equal warmth.\nWe were then, perhaps, better neighbors to the peoples to the south than we are today. We, too, were still struggling to\n\ninsure our new-found liberty.\nNow the United States has moved from its little cottage just off of\nMain Street into the big fret-sawed mansion on the hill, with a cast-iron\n\n"}
{"page": 700, "printed_page": null, "text": "696\ncies\n\nNationaL EpucaTion ASSOCIATION\nR NCE, LI aN\neeMT ad aT\n\nfence about the well-kept lawns and cast-iron deer flanking the entrance\nwalks. It is not as easy to be good neighbors as it was when we, too,\nworked for liberty in our shirt-sleeves and paused at noon to eat our lunch\nfrom a dinner pail.\nIs the picture a homely one? The ideal which should be the contribution of the Americas in the era on which we are embarked, the interAmerican ideal to which the title of this paper refers, should be the homely\nideal which we commonly call neighborliness.\nWould it be impertinent to suggest that our school readers might contain more stories from South American history, more stories of our comradeship with the nations to the south in the era when we were nearer\neach other because of our common struggle for liberty, more translations\nof the poems, essays, and fiction of South American writers; or that our\nhistories devote more attention to our relationships with these nations\nduring our formative years as a nation; or that more high schools and\n\ncolleges offer instruction\n\nhistory and inter-American\n\nin Latin-American\n\nrelations; or that in our teacher-training institutions we give the future\nmembers of this association some slight conception of the educational problems of our neighbor republics and the courageous efforts which their\nleaders have made and are making to create a popular demand for their\nsolution?\nMight not this association decide to invite annually a small\ngroup of Latin-American educators to attend its meetings, not merely\nwith the purpose of enabling these guests to hear the papers which may\nbe delivered here, but also in order to give them an opportunity of acquainting the educators of the United States with the educational accomplish‘This would not be\nments and hopes of their respective governments?\npropaganda.\nIt would acquaint us with the facts with which we should\nbe familiar if we would be good neighbors.\nA Latin-American educator with whom I recently discussed these matters made the following comment:\nWe\n\nof Latin-America\n\nare\n\na sentimental\n\nis true\n\nof all nations.\n\nBut\n\nit is an\n\npeople.\n\nespecially\n\nYou\n\nstrong\n\nwill\n\nanswer\n\ncharacteristic\n\nthat. this\namong\n\nus.\n\nIf we could feel that the heart of the United States was warm and friendly to\nus, a great obstacle would be removed to closer understanding and to cooperation in the solution of problems of mutual interest.\n\nPorto Rico has offered an example from which we might learn.\n‘These\nLatin-American citizens of the United States, moulded\nby four hundred\nyears of the Spanish tradition which is the common inherita\nnce of LatinAmerica, and familiar with the institutions and policies\nof the United\nStates of which they form a part and in which they have their\ncitizenship, have done and are doing much to bring together the two\ngreat cultures of North and South America in mutual understanding\nand compenetration.\n‘The republics of Panama, Colombia, Santo Domingo, Cuba,\nVenezuela, Peru, to give only a partial list, have from time to\ntime sought\ntrained leadership from Porto Rico—usually from among the\ngraduates\n\n"}
{"page": 701, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n697\n\nof the University of Porto Rico. It has for many years been the conscious and expressed aspiration of Porto Rico and of the University of\nPorto Rico to serve as a meeting ground of the Anglo-Saxon north and\nthe Spanish south.\nPorto Rico understands Latin-America.\nPorto Rico\nunderstands the United States. And that understanding makes her important despite her small area and her low per capita wealth.\n“Balance of power,” the matching of hate against hate, fear against\nfear, selfishness against selfishness, is the contribution of the dying era of\nEuropean domination of world affairs.\n\nBut Christ said, “Thou shalt love thy neighbor as thyself.” If the\nfirst paragraph of this paper had proposed this teaching as a practical\nformula for the betterment of international relations you would, perhaps,\nhave dismissed the idea as another millenial dream.\nWill you not now\nagree that these words best summarize that ideal which should be the\ngreat inter-American contribution to world history in the era just ahead,\nan ideal which furnishes the basis for the most practical of international\nprograms?\n\nTHE FARMER\nADAM\n\nMC\n\nMULLEN,\n\nAND\n\nGOVERNOR\n\nTHE FARMER'S\nOF\n\nNEBRASKA,\n\nCHILD\n\nLINCOLN,\n\nNEBRASKA\n\nMassachusetts and Nebraska, representing respectively, we may say,\nthe industrial and agricultural groups of our country, are interested mutually in the welfare of the factory and the prosperity of the farm.\nBoth\nstates are producers of necessities and both are consumers; each state depends on the other for source of supply.\nBoth states are concerned alike\nin the even flow of trade and commerce and in the equitable operation\nof transportation and credit.\nEven though the basic resources of\nMassachusetts and Nebraska are distinctly different, their economic aims\nare identical.\n‘This is true of all states in all sections.\nIf industry and\nagriculture were governed solely by natural laws there would be no discrepancy between them.\nIt is the artificial law, if I may use that term,\nthat permits the overdevelopment of one industry at the expense of another,\nIt is man-made law that builds barriers between productive groups\nand prevents proper cooperation on equal terms.\nMany man-made laws\nconferring benefits on other activities have been denied to agriculture.\nAs\na result the farmer is handicapped in a business way and the farmer’s child\nis discriminated against in an educational way.\nWith our farming element composing one third of our total population and producing one third of our annual national wealth, it is unjust\nthat the farmer should receive only eight percent of our national income.\nIt is unjust that his dollar should: have only four-fifths the purchasing\npower of every other dollar. And what is more to the point, it is reprehensible that because the farmer possesses less economic strength than\nothers, the farmer’s child must be deprived of educational advantages\nfreely granted the children of the city.\n\n"}
{"page": 702, "printed_page": null, "text": "698\n\nNaTIONAL\n\nEpucaTIoN\n\nASSOCIATION\n\nAgriculture has never been able to operate as a unit. ‘That is its chief\ndisadvantage. During the progress of the world war, industry and labor\nand other agencies became organized as never before. ‘This was considered necessary in order to meet the war demands of the government.\nImmediately following the armistice in the late fall of 1918, the administration issued a statement assuring the industries of the country that contracts for war supplies would be dealt with fairly in the settlement of\ntheir agreements.\nAgriculture, being unorganized, could not enter into\nagreements with the government.\nAll it could do was to follow instructions. Industry and labor and transportation could bargain for prices;\nagriculture had to take whatever was offered.\nLabor organizations,\nthrough Mr. Gompers, served notice that labor would insist upon retaining the advantage it had gained in recent years and would fight every attempt to modify the immigration laws or lower wages.\nThen at the\nfirst sign of post-war deflation congress passed emergency tariff legislation\nfor industry and followed it with the Fordney-McCumber law. Therefore industry and labor were able to protect themselves through these\nlegislative enactments.\nAgriculture, on the other hand, without effective\norganization, was forced to compete with foreign markets and accept unprotected prices for crops distributed through our export channels.\nThe Transportation Act of 1920 guaranteed to the railroads that ‘for\nsix months from March 1, 1920, their earnings should be proportionately\nequal to the earnings guaranteed them under government control.\n‘To\nmake this guarantee good, the railroads were paid from the treasury in\nround numbers $600,000,000.\nFurthermore, the Transportation Act instructed the Interstate Commerce Commission, as a new rate-making rule,\nto prescribe rates sufficiently high as to earn a fair return on the aggregate\nvalue of the railroad property.\nNo such protection was thrown around\nagriculture.\nIn 1920 cash wheat sold for $2.50 per bushel and cash corn\nsold for $1.25; then in 1921, a year later, wheat brought only 90 cents\nper bushe] and corn only 30 cents. With a sudden fluctuation of that\nmagnitude, reaching all branches of the farming industry, as it did the\ntrain crop farmer, sweeping away the investments of a lifetime—without\nwarning and without hope of compensation—it requires no argument to\nshow that there was no post-war guarantee to agriculture, as there was\nto the railroads, of a fair return on the aggregate value of farm land.\nThe time has arrived to adopt a positive program for agriculture.\nWith\nthe farmer’s dollar worth 80 cents—and on an average it has not been\nworth more than 80 cents since the deflation period started—as compared\nwith the 100-cent dollar of other wealth producing agencies, he never\ncan hope to find himself square with the world until something is done\nto give him an even chance in the markets of America.\nIf farming declines until its profits become negligible, and it is not so far from that\npoint at the present time, the farm population will decline proportionately\nand there will follow such a corresponding increase in the price of farm\nproducts that American manufactured goods will be unable to meet the\n\n"}
{"page": 703, "printed_page": null, "text": "%\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n699\n\ncompetition of other countries.\nAmerican exports will decline because\ncrop prices of the raw material entering into them will be high. With a\nreduced farming population prices for crops to meet the demands of home\n\nconsumption also will be high. With reduced export trade, labor will\nbe less employed and’ wages will be lowered.\nThe next step will require\nremoving the tariff from farm products and allowing agricultural imports\nfrom foreign countries to destroy the value of the American farm.\n\nPROGRESSIVE\nFLETCHER\n\nTENDENCIES WITH RESPECT\nOF SCHOOL REVENUES\n\nHARPER\n\nSWIFT,\n\nPROFESSOR\n\nCALIFORNIA,\n\nOF\n\nBERKELEY,\n\nEDUCATION,\n\nTO SOURCES\nUNIVERSITY\n\nOF\n\nCALIF.\n\nThere are three great needs in American education today as far as financing schools is concerned. ‘The first of these needs is the need for\nmore revenue. The second is equitable methods of distributing school\nfunds. The third is an equitable method of providing school funds. The\nfirst and third are intimately related. Superintendent Cook of Maryland\nis going to discuss the second, as it is most fitting he should in view of\nthe marvelous contributions Maryland has made to educational practice\nin the field of the distribution of school funds.\nThe question arises at once, What evidence is there that we need\nmoney for our public schools?\nWe are sometimes told by people\nwho know only a portion of the facts that we are spending too much money\nfor our public schools. America has entered upon what is perhaps the most\nheroic as well as the most noble task in the history of the race in her attempt to amalgamate into one great republic people coming from all over\nthe world. This meeting and your presence here is a testimony to her\ngreat success in many aspects of her undertaking.\nAmerica has far from succeeded in making a complete success. On every\nhand there are evidences that education is not free, is not universal, is not\ndemocratic. When I can tell you that in one of our states one-tenth of\nthe teachers are given salaries of $300 or less per year, you do not feel\nlike talking to me about our spending too much money on public schools.\nWhen I can tell you that in the report of that state superintendent of\npublic instruction in grouping his teachers according to annual salaries\nhe begins with his first division, teachers receiving $100 or less per year,\nhis next division, $100 to $200, the next division $200 to $300, the next\ndivision $300 to $400, and in that state more than one-tenth are paid\n$300 or less per year, you cannot think they are spending too much money.\nWhen I tell you that in another state where I made a personal survey\nthe\n\naverage\n\nnumber\n\nof\n\nchildren\n\nin\n\nthe\n\nclassrooms\n\nwas\n\neighty,\n\nyou\n\nwill find they are not spending too much money for public schools.\nIf I can take you out into a rural school in that state and show you 160\nchildren enrolled in a one-teacher school, and this one-teacher school con-\n\n"}
{"page": 704, "printed_page": null, "text": "4\n\n700\n\nSea\n\nar\n\nNatioNAL a EpucaTION\nwl a\n\nOAD\n\nASSOCIATION\n\net\n\nducted in an old dilapidated store, the children sitting on the floor, with\none book for every four children, you would perhaps not think that America\nis spending too much money for public schools.\nIf you were to accompany me to the office of the county superintendent\nof schools who is about to enter upon his day’s task of visiting rural schools,\nyou would not think that America was spending too much money on public schools. He had his material spread out upon the table. He was to\ntake these materials around to rural schools. 1 noticed there was quite\na marked difference between the materials at one end of the table and at\nthe other end of the table. I asked him why this difference. He looked\nat me in rather a queer way and said, ‘Don’t you understand? The things\nat this end of the table are for the teachers who can read and write.”\nI can see no reason why half of the teachers in that state should read and\nwrite, for that is a state where many rural teachers have enrolments of\n160 pupils, where there is one-book for every three or four children, where\nthe children recite out loud and the child who sits in the center of the\nroom has his book upside down or right side up or back side forward\nor inside out or outside in and shouts words which he thinks sound good.\nI could go on with this story and I think we can marshal all the evidence before us and we will conclude that there is great need in the United\nStates today for more money for public schools. When you realize that\nthere are thirty million children in the United States between the ages\nof five and seventeen and that five million of these are not enrolled in\nschool and that on any particular school day five million more are not\nin school attendance, you know that every day in the United States onethird of the children are not at school and one-half of one-third have no\n\nchance of going to school.\nWhen you realize that in the mountain regions of Kentucky, Tennessee,\nVirginia, West Virginia, and North Carolina it is stated that there are\ntwo million children and twenty-five thousand of them in school, and\nthese are pre-Revolutionary stock, you begin to ask yourself whether we\nneed any more money for schools or whether it is true, as some try to\nmaintain, that America is spending too much money on public schools\nand must curtail her expenditures.\nI must now pass to the second topic, that is progressive tendencies with\n\nrespect to state school revenues. The most widely used source of school\nrevenues in the United States today is the general property tax, the tax\non real estate and on personal property. There are twenty-one states which\nlevy such taxes for school purposes. In seven states it is the only type of\ntax levied. The remaining fourteen states levy other taxes as well for\npublic schools.\nThose of you who have looked into the matter at all know that every\nstate tax commission as well as every student of the state taxation has\ncondemned the general property tax in no unstinted terms. The Georgia\n\n"}
{"page": 705, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n701\n\n‘Tax Commission declared that the general property tax was a failure and\nrecommended graduated income taxes, graduated inheritance taxes, and\ngraduated taxes on privileges and occupations.\nThe Ohio Tax Commission summed up the situation by saying that\nthe general property tax punishes the honest, rewards the dishonest, results in double taxation, lowers the standard of public integrity.\nProfessor Seligman says it puts a premium on dishonesty and debauches\nthe public conscience; it imposes double taxation on one man\n\nand grants\n\nentire immunity to another. It is so flagrantly inequitable that its retention can be explained only through ignorance or inertia. We are, therefore, very much interested with respect to what our states are doing regarding the general property tax.\n\nThe first thing we note is that there is a tendency in some quarters\nat least to abolish the general property tax as a source of school revenue.\nVirginia, in 1925, occupied the position of levying the heaviest general\nproperty school tax in the United States. She levied a state tax of five\nmills. ‘Che legislature in Virginia in 1927 abolished the general property\ntax as a tax for schools and substituted in its place corporation taxes,\nseverance taxes and inheritance taxes.\nCalifornia, as long ago as 1911, took measures to abolish the general\nproperty tax as a state tax, and like Virginia, segregated general property\nor real estate for local taxation.\n\nNorth Carolina in 1918 created her income tax.\n\nThere is nothing in\n\nthe North Carolina law to indicate that this was created as a school tax,\nbut all the history of the case shows very definitely that the income tax\nin North Carolina was provided in order to furnish state school revenue,\nand, furthermore, with the creation of that tax and the levy and collection\nof that tax, North Carolina discontinued entirely her state general property\ntax for schools.\nNebraska provides in her laws for a state general property tax for\nschools but has levied no such tax since 1906.\nOhio discontinued her general property tax in 1922 as far as a tax for\nfurnishing state school revenue.\nWe see, then, throughout the country 2 very marked tendency to act\nupon the findings of these state commissions and of these students of tax-\n\nation and to abolish as a state tax the general property tax and to substitute other types of taxes for it.\nThe most universally employed method of levying general property taxes\nis to levy a tax of a certain number of mills. Minnesota has a state tax for\nschools of one mill. Other states have two mills; some states have three\nmills. The difficulty with that sort of a tax is that there is no guarantee\nthat it will furnish the amount of money that is needed and yet, like most\nof our policies in taxation, whether we are talking about taxation in a general sense or public finance as affecting schools, the worse the method the\nmore commonly you will find it employed. This is the worst type of gen-\n\n"}
{"page": 706, "printed_page": null, "text": "702\n\nNatTIoNAL\n\nEpucATION\n\nASSOCIATION\n\neral property tax there is, because it always results in the fund being pro-\n\nrated.\n\nConsequently,\n\nit is very encouraging to find a number\n\nof states\n\ndoing away with this method of levying a general property tax or any\ntax of fixed rate.\nAs long ago as 1916, Massachusetts enacted her state income tax. In\n1919 she provided her general school fund by saying that there shall be\nset aside from the proceeds of the state income tax, not any particular\namount, not any particular percent, but that there shall be annually set\naside from the income of her state income tax whatever amount is necessary to meet the claims of the schools against the state. That is one of the\nmost applicable, one of the most satisfactory methods of levying or providing a tax. Other states have adopted the policy of providing that a state\ntax shall be levied sufficient to provide a certain amount of revenue per\nchild. This is the policy followed in Arizona, Utah and Washington. In\neach of these states, the law provides that there shall be levied a tax sufficient, together with other funds, to provide twenty-five dollars per child\nin Arizona and in Utah and twenty dollars per child in the State of\nWashington.\nStill another method is to levy a tax sufficient not to provide any definite\namount per child but sufficient with all other sources of state revenue to\nmeet the claims of the budget. Massachusetts levies a tax of that character.\nHaving made out the state budget, having determined what revenues\nwill be received from other sources, she then provides that there shall be\nlevied a state tax sufficient to meet any deficit in the budget. Delaware\nfollows a similar policy.\n:\nAnother tendency which gives us encouragement and satisfaction is\nseeing the states undertaking to assume and guaranteeing to provide a\n\ndefinite proportion of the school revenue.\n\nIf you look at the figures you\n\nwill see that there has been a steady decrease in the proportion of the\nschool burden by the states.\nOn the other hand, if you go into the individual states you will find one state after another undertaking to provide an increasing amount, and in the more progressive states, endeavoring to provide in many cases an increasing proportion of the school burden. Delaware offers the most interesting example in this respect. Having experimented with the district system and having become convinced\nof its incurable evils, Delaware abolished the district system and substituted for it the county unit. Then Delaware reasoned that since the\ncounty unit was so much better than the district, why not adopt a state\nunit, so Delaware did away with counties as units and established a state\nsystem.\nIn Delaware today schools are state supported as well as state\ncontrolled, and any of you have need only to turn over the reports for the\n\nlast five years of the superintendent of public instruction of the state of\nDelaware to be convinced that this was a most wise step.\nI venture to prophesy the day will come when our schools in the majority of our states will be supported by the state, and that this support\n\n"}
{"page": 707, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n703\n\nwill cover a minimum program. To those of you to whom this may seem\na new idea, I would suggest that this is the method pursued in every\nstate in Australia, that it is the method pursued in Hawaii, that it is the\nmethod pursued as far as teachers’ salaries are concerned in most Continental European countries.\nFor generations in the United States great corporations have gone into\nstates and have taken out of those states natural products.\nThey have\ncut down forests, they have taken away vast fortunes of coal, oil, asphalt,\nclay and all sorts of mineral products. These corporations have never\nmade any due return to the state for the wealth which was being taken\nfrom the state. More recently our states have awakened to the fact that\nthose who take out these great fortunes ought to make some special return\nto the state and so there has arisen in the United States a new type of\ntax of great interest, the so-called severance tax, a tax which is levied\nupon all natural products severed from the soil, except agriculture.\nLouisiana was a pioneer in this movement, and Louisiana today levies a\ntax on oil and gas, three percent of the gross profits, and two percent\non all other natural products. Two-thirds of the proceeds go to the state\nuniversities and one-third is returned to the parishes to be used for schools.\nMontana levies a severance tax upon the gross products of mines. Fifty\npercent of the proceeds of this tax are credited to the state common school\nfund.\nArkansas created in 1923 a severance tax. One-third of this tax the\nstate keeps for its state school fund and one-third is returned to the local\ncommunities.\nIn general it seems to be the policy among the states thus far in establishing severance taxes to return a proportion of those taxes, and generally\none-third, to the counties or to the districts in which the products on\nwhich the tax is levied were originally produced.\nAnother great source of school revenue and a type of tax which is\noften relieved from the general property tax is the corporation tax. Every\nstate in the Union, except one, levies a corporation tax. In fourteen states\nthe schools have definite claims upon the proceeds of corporation tax. In\ntwo states the proceeds go entirely to schools.\nFourteen states levy inheritance taxes, and in seven of these states\nall or a portion of the proceeds of the inheritance tax go to public schools.\nI realize it is quite useless for me to expect you to carry away from this\nmeeting any of this statistical material unless you have happened to write\ndown a few of my figures. I only realize the most important thing for\nyou to carry away from this meeting is a conception of the general trends\ntoward improvement of our sources of school revenue.\nThere are a few facts to which I would like to call your attention\nin closing. In the first place, there is recognized throughout our land today the fact that we must provide more revenue for public undertakings, not only for schools but for many other public undertakings.\n\n"}
{"page": 708, "printed_page": null, "text": "704\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nem\nna\n\nA recent statement appeared in which it was stated that next year ten\nbillion dollars in this country would go for motor traffic. Our actual\nexpenditure for public schools in 1926 was approximately two billion dollars. We have got to have more money for schools; we have got to have\nmore money for roads; we have got to have more money for our army and\nnavy; we have got to have more money for public health and for all these\nother undertakings that this great Republic of ours desires and is perfectly\nable to subsidize from the public treasury.\nThe more the pressure comes for money, the more necessary will it\nbe for us to give up as rapidly as possible depending upon the general\nproperty tax. The general property tax as levied today in the United\nStates is a national scourge.\nIt is driving the farmer from his farm, it\nis driving the rancher from his ranch, it is driving the small householder\nfrom his home to live in tenements.\nIt was false measures, it was wrong economic policies which undermined the yeomanry of ancient Rome. The same thing is undermining\nthe yeomanry of America today. When you read in the report of the\nDepartment of Agriculture that two million farmers have left the farms,\nor at least the farming population has. decreased two million since 1922,\nwhen you realize that the farming population in this country is decreasing\nat the rate of between four hundred thousand and five hundred thousand a\nyear, if you are doing any thinking you will realize that the bread line in the\nBowery district and the bread line in Chicago and the bread line in Boston will grow longer and longer unless we do something to keep these\npeople in independence and contentment, earning their living on their\nfarms. [he farmers that I have talked with who have come to San\nFrancisco and Chicago and Boston and New York did not come because\nthey wanted to come; they knew that there was no rosy future awaiting\nthem in the great city; they knew that their children would be thrown\ninto the streets; they knew that there was nothing ahead of them but some\njob which involved the sacrifice of their independence.\nWhy did they\ncome? They came because year after year they have worked by the sweat\nof their brow, their wives had worked early and late and their income\nwas not sufficient to pay for their seeds, their machinery, their help and\ntheir taxes, their interest, and many of these men have stood financial\nloss year after year.\nWhat did Montana do when the crops failed year after year? Did she\nclose her schools? When property values sank to almost nothing, the\nheroic in that state did not close their schools, they did not lower their\ntaxes, they doubled, trebled, quadrupled their taxes, and what happened\nin Montana? Beautiful farms were sold for less than their taxes. What\nhas happened in this wonderful state of Massachusetts? What is the\nstory of the Mohawk Valley in New York? What is the story of the\nfarm throughout our country? It is no wonder that there is a MeNaryHaugen Bill presented and urged. We do not need a McNary-Haugen\n\n"}
{"page": 709, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n705\n\n—_—\n\nBill. The farmer does not need to be subsidized. He does not need to\nbe pauperized. The thing that the farmer needs is a just system of taxation.\nWe tax other men on their income, we tax them on their gross profits, on\ntheir gross production, or at so low a rate that it does not affect them. We\ntax the farmer when his crop has failed one year, two years, three years,\nand it is a general property tax that is doing this, and if I can say nothing\nelse this morning that will be remembered, I want to repeat that the\ngeneral property tax is a national scourge which is striking at the foundations of our agricultural life; it is striking at the foundation of the\nAmerican home, and I want to call to your attention that state commissions appointed by governor after governor, made up of hard-headed business men, not of theoretical professors, have condemned the general property tax and have suggested other types of taxes in its place.\nIt is perfectly true that we cannot give this tax up entirely, but instead of doing as Wisconsin did, raising her general property tax from\nseven-tenths of a mill to one and one-tenth of a mill, as was done by the\nlast legislature, let us raise our rates on income taxes. Let us place the\ntax burden upon the people who have the money, and let us not ask the\n\nwidow who has given her mite to give her house as well.\nThere is every reason for believing that our states which are awake to\nthe problem will continue to grow more and more awake through the\nnecessity of devising new sources of revenue, and we have plenty of examples of successful policies so that we need no longer to labor in the\ndark.\n\nTHE\nALBERT\n\nS. COOK,\n\nEQUALIZING PRINCIPLE\nSCHOO SULTORS\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nIN STATE\n\nSCHOOLS,\n\nBALTIMORE,\n\nMD.\n\nOne of the chief duties of a superintendent of schools in a city, county,\nor state, is to make a case with the public for financial support of progressive educational policies. Adequate financial support and effective organization and control are two primary requirements that must be met in\norder to have a good system of schools.\nIt is a fundamental principle of American education that the wealth\nof the state shall educate the children of the state, regardless of where the\nwealth is located and of where the children reside. A unit of the state\nthat does not have sufficient wealth to educate its children must be helped\nby the wealthier communities, through a state school fund. ‘The purpose\nof a state school fund is to equalize the burden of taxation for schools,\nand to secure, in a measure, equality of educational opportunity for all\n\nthe children of the state.\nIn the earlier days of public education, men\n\nseriously debated whether\n\nit was right to take one man’s money to educate another man’s child. Some\nthought that every family should be held responsible for educating its own\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nchildren, and that there is no obligation upon society as a whole to provide educational facilities for all boys and girls. But as a people, after\nhalf a century of discussion, we have accepted the principle of public\neducation.\nWe have gone a step farther and have forbidden the parents\nto keep children out of school. All the states now have compulsory attendance laws.\nGeneral intelligence and a common school education are\nessential to the successful operation of a democracy.\nIt has come to be\nthe fixed American policy to hold the wealth of a state responsible for\n\nthe education of the children of the state, regardless of who has the\nwealth and who has the children.\nEducation is a state function and a\nsystem of free public schools is provided for in every state constitution.\nI fully realize that all here present accept the foregoing principles underlying our system of free public schools, but the people of a state, and\neven the schoolmen themselves, need to have these fundamentals freguently and continuously brought to their attention.\nAnd this is especially true in a state where there is concentration of enormous wealth\nand large populations in comparatively small areas.\nSome one has said that the government of human affairs consists in\nfinding a compromise among conflicting interests, and surely any one\nwho has had intimate acquaintance with the application of the equalizing\nprinciple in state school support will be in full accord!\nWhile there\nis practical unanimity that it is the duty of the state to provide universal\nelementary education for all of the children, when we come to the proposition that it is equally the duty of the state to provide free high school\neducation to all of the children who successfully complete the elementary\ncourse, there is a considerable part of the population, of some states, at\nleast, that does not consent willingly to that proposition; some of our\nwealthiest states place artificial barriers in the form of high-school entrance examinations; and even a few of our educational leaders are raising\nthe question of whether or not a state can adequately support all the\n\nvarious types of secondary education that are now under way in our more\nprogressive communities.\nBack of the equalizing principle in state school support, there are, then,\ncertain accepted American ideals:\n1. That mass education is the safeguard of a democracy, and equality of opportunity is the ideal of our democracy.\n2. That there should be equality of educational opportunity for all the children of the state.\n3. That, by reason of constitutional provisions for a system of public education in all of our states, education is a state responsibility.\n\nIn interpreting this responsibility the states have passed through various\n\nstages of evolution in distributing funds to the local units, but each state\nhas developed in its own way in accordance with its traditions, its form\nof organization, and its educational leadership.\nBecause the earliest bases\nof apportionment no longer survive in practice, I shall not attempt to\nenumerate those which preceded the school census.\n\n"}
{"page": 711, "printed_page": null, "text": "Oe ee\n\nDEPARTMENT OF SUPERINTENDENCE\nret o_o\nogee ier gia eg\n\n707\n\nEducational leaders of the time considered the school census such a\nnotable advance over preceding plans for apportionment that more than\none-half the states inserted it in their constitutions as a basis for apportionment.\nI need not inform you that as a means of equalizing burdens and\nopportunities it is unjust and unsatisfactory.\nMeasured by the need of\nthe unit to be aided in terms of wealth back of each teacher, the community having the most children and the greatest wealth usually receives\na larger proportion of aid through the school census than the sparsely\nsettled rural district which is too poor to have school facilities which meet\ndesirable standards.\nThe community which has many children in private\nand parochial\n\nschools\n\nor a shorter\n\nschool\n\nterm\n\nor poorer\n\nattendance\n\nor\n\nover-large classes receives a relatively larger measure of aid than one\nwhich is struggling to have a longer school term, better attendance and\nsmaller classes. Cubberley says: ‘“This basis of apportionment offers no\nstimulus to a community to make any educational effort beyond the bare\nminimum standards required by law of all.”\nThe evils of apportionment on the basis of the school census resulted\nin the use of enrolment, and later of average daily attendance or, still\nbetter, aggregate days of attendance in its place or in combination with\nit. Although these bases give greater aid to school systems having good\nconditions which bring about improvement in attendance, the rich communities which can afford improved schools profit most by the aid, while\nfinancially poor, sparsely populated rural districts which so sorely need\naid fare even worse than with the school census as the basis.\nThe next important step in state school support was to provide state\nsubsidies ostensibly to stimulate the development of high schools, vocational education, free books, special classes or other special forms of\neducation.\nIn most cases it was the large wealthy cities which felt the\nneed for these extra facilities and they were the first to establish them.\nThe large proportion of this special aid again was distributed to those\nwho had; but to those who had not, no additional aid was given.\nThen, in turn, with a partial realization that the teacher rather than\nthe pupil was the unit of school costs, some states began to use the teacher\nas the basis for the distribution of more or less of the state school funds,\nusually continuing some form of the census and attendance basis in part,\nand also continuing state subsidies for certain school activities that the\nstate desired particularly to encourage.\nIn all of these movements toward better plans for distributing state\nschool support, all of the local units were treated alike, in theory, at\nleast, except that the comparative ability of the local units to support\nFor example, the census\nschools was not actually taken into account.\nand attendance basis of distribution was wholly favorable to the larger\nschools, and the larger schools are almost invariably in the wealthier comThe teacher basis was a step in the right direction, since it took\nmunities.\ninto account the number of teachers needed, instead of the number of chilBut with a\ndren enumerated, regardless of the sparsity of population.\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nuniform appropriation per teacher throughout the state, the small, sparsely\nsettled and less wealthy community was again penalized, because the state\naid per teacher was usually a comparatively small percent of the entire\ncost per teacher, and the small, and less wealthy communities needed\nmany more teachers per thousand of school population than did the large,\nusually more densely populated, and more wealthy communities.\nThe state has a right, unquestionably, to set up a minimum program\nof public education that shall reach every child in the state, but there is\na corresponding obligation to so provide state support for the program,\nthat no local school unit shall be required to tax itself beyond a reasonable limit for schools, in order to carry the program set up.\nThe two indispensable factors, then, in the equalizing principle are:\n1. A state program that shall provide for efficient organization, administration,\nsupervision, and teaching in even the least wealthy school unit of the state.\n2. A state school fund sufficiently large and so distributed that even the least\nwealthy school unit need not tax itself beyond a reasonable maximum to carry\nthe state’s minimum requirements.\n\nThe first problem is to determine the desirable minimum program,\nwhich differs for each state, at least in the initial stages of development.\nThe program should provide, if possible, for:\na. An adequate supply of professionally trained teachers and a legal requirement that trained teachers shall be employed whenever available, as vacancies\noccur.\n}\nb. A guaranteed minimum salary, preferably on a yearly basis, for all teachers\nmeeting the state requirements for the type of teaching position occupied in every\nschool, with\n\nsalary increments\n\nat intervals\n\nfor successful\n\nexperience.\n\nc. A guaranteed minimum school year of at least nine months\nschool units.\nd. An adequate supply of books and materials of instruction.\n\nfor\n\nall local\n\ne. Adequate and efficient instructional supervision in every school unit.\nf. Provision for effective administrative and professional leadership on the\npart of the superintendent, since educational leadership is the first requisite of a\n\nprogressive school system.\n\n4\n\nThe second problem is to determine the amount of money required to\ncarry the desirable minimum program and the method of distributing\nthe funds available in order to most nearly equalize educational opportunity\nand burden in all local school units.\nIn considering these two problems, I ask your indulgence in permitting\nme to discuss them as they apply to the Maryland situation with which\nI am most familiar.\nWe have before us, then, a state school system composed of twentythree county unit school systems and Baltimore City, the only independent\nunit; 24 boards of education, in all, to deal with.\nThis presents approximately the simplest problem in applying the equalizing principle\nthat could be imagined, compared with the thousands of school units and\nthousands of boards of education that are found in many of the states.\n\n"}
{"page": 713, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n709\n\nThe so-called technics involved in applying the principle, however, are the\nsame, but the simplicity of the problem involved is at least one strong argument for a larger school unit.\nWe have a state of average wealth, half urban, half town and rural\nin population; we have a state school fund distributed on the census and\nattendance basis which makes available about $9 per elementary school\npupil, and in addition there are state subsidies for high schools, vocational\neducation, free books and supplies, and for part payment of salaries of\ncertain county administrative and supervisory school officials.\nWe have a minimum salary law based on grade of certificate, with increments for experience.\n“The law provides a definite ratio of teachers\nto pupils in all types of elementary and high schools.\nOur State Tax\nCommission has been functioning effectively for a period of years in\nsecuring uniform assessments of property values throughout the state.\nOur law requires a minimum school year of nine months.\nAll of these conditions existed prior to the meeting of the legislature\nin 1922 and it was not our purpose to change the status quo except to\nmake any additions which would result in bringing about equalization of\neducational opportunity and burden.\nWe knew, of course, that the\namount of additional money to be appropriated would be comparatively\nsmall, and that no school unit would willingly consent to any reduction\nin its share of state school funds.\nIn determining our minimum program, the first important consideration was to secure a minimum salary schedule for teachers that would\nguarantee a gradually increasing supply of teachers of standard academic\nand professional qualifications to fill all vacancies in all types of schools\nboth rural and urban.\n‘The Legislature of 1922 accepted the judgment\nof the friends of education on a minimum salary schedule, and the resulting supply of standard trained teachers over a five-year period has\nconfirmed the wisdom of their judgment.\nThe proportion of teachers\nwith standard training in both elementary and high schools in the counties\nhas increased from 35 percent to 85 percent.\nThe minimum salary schedule adopted was not that of a county of average wealth, but was one that provided salaries considerably higher than\nwere then being paid in all except two of the twenty-three counties.\nThe next important step was to determine a measure of the ability\nof each county to support schools. At this important stage at this particular time (April, 1921) we were sailing on an uncharted sea.\nThe\ntechnics subsequently developed by Professors Strayer, Swift, Mort, and\nothers, based on salary and an equalized local tax rate, were not then\navailable.\nSince the assessed valuation of property in our counties was equalized\nby an efficient state tax commission, we assumed that the average tax\nrate for school maintenance (exclusive of capital outlay and debt service)\nwhich then prevailed in our counties was a fair measure of ability of the\n\n"}
{"page": 714, "printed_page": null, "text": "710\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ncounties to support schools.\nWe found the average rate to be 67 cents\non $100 of assessed valuation, or 6.7 mills.\nIn the Maryland plan of equalization, therefore, the state pays the\nentire school maintenance budget for the minimum state program, less\nthe amount that the county contributes by a 6.7 mill tax. The county\nschool maintenance budget is calculated annually, and is based on the\nactual salaries paid to the teachers for the current year as set forth on\nthe payroll of each county; the state, however, fixes the minimum annual\nsalary for each type of teaching position, and for years of experience and\ngrade of certificate of each teacher.\nThe state law also fixes the number\nof teachers required to carry the minimum program in every type of\nschool based on the number of pupils in attendance.\nCounties sharing\nin the equalization fund may pay higher salaries or employ more teachers\nthan the state provides by levying more than 6.7 mills for school maintenance.\nIn addition to making plans for a sufficiently large minimum salary\nschedule to attract teachers of standard training to all the schools, even\nthose in remote rural districts, it is necessary to furnish each teacher\nwith an adequately equipped classroom.\n‘To insure this the state school\nlaw provides that not more than 76 percent of the county school maintenance budget shall be expended for teachers’ salaries, leaving 24 percent\nto be expended for other current school expenses.\nHaving determined\ntotal salaries for each county, the total maintenance budget is found by\ndividing total salaries by .76; for example, if total salaries are $76,000,\nthe total maintenance budget is $76,000 -- .76, or $100,000.\nNow in\nthe case cited, if a tax of 6.7 mills on the taxable wealth of the county\nyields $60,000, and the state subsidies for all purposes other than equalization total $30,000, the county would have an income of $60,000 from\nthe local school tax, plus $30,000 from state subsidies, or a total income\nof $90,000 with which to carry a $100,000 program; this county would\ntherefore be entitled to an equalization fund of the difference between\n$100,000 and $90,000, or $10,000. On the other hand, if the income\nof the county just cited from a 6.7 mill tax plus total state aid for all\npurposes other than equalization is $100,000 or more, the county would\nreceive no equalization fund, because it has sufficient local and state funds\nto carry a $100,000 program.\nThe provision for equalization in the Maryland law reads as follows:\n* * * provided, that the board of county commissioners of each of the\nseveral counties sharing in the equalization fund shall levy and collect an\nannual tax for the schools of not less than sixty-seven (67) cents on each one\nhundred dollars ($100) of assessable property, exclusive of the amount levied\nfor debt service and capital outlay for the schools; and provided, further, that\n\nthe county\n\nboard\n\nof education\n\nin each\n\nof the several\n\nequalization\n\nfund\n\nshall\n\nexpend\n\nnot\n\nmore\n\nthan\n\nseventy-six\n\npercentum\n\nbudget,\n\nnot\n\nincluding\n\ncapital\n\noutlay\n\nand\n\nservice,\n\nthe total\nsalaries.\n\ncounties\n\ndebt\n\nsharing\nfor\n\nin the\n\n(76%)\n\nof\n\nteachers’\n\n"}
{"page": 715, "printed_page": null, "text": "Se SSS\n\nSAS\n\nDEPARTMENT\nLe tes\n\nOF\n\nTENDENCE\ntaSUPERIN\nfs ai\n\naii\n\nAfter five years, we find that the outlay for teachers’ salaries as required by law is considerably less than 76 percent of the total maintenance\nbudget, by reason of the enormous increase in transportation costs due to\nconsolidation.\nTo meet this situation, before calculating the amount of\nthe equalization fund we have arbitrarily added 50 percent of the cost\nof elementary school transportation to the estimated county school budget,\nwhich was obtained by dividing the salary budget by .76. In our next\nbudget we shall add approximately 100 percent of the cost of transportation in elementary schools.\nIn our opinion, there is an outstanding advantage in basing the equalization fund on the actual salaries as shown by the county payroll, since\nthe county superintendent and the county board of education know that\nteachers of standard training may be secured as vacancies occur without\nincreasing the county tax rate, and further, that for every additional 76\ncents of salary increase by reason of the appointment of a better trained\nor more experienced teacher, or both, the equalization fund is increased\nby $1. As an illustration, one of our poorest and most sparsely populated\ncounties has increased the proportion of standard trained teachers from\n7 percent in 1922 to 81 percent in 1927; as a consequence, its equalization fund has increased $60,000, of which 24 percent, or $14,400 is available for current school expenses other than teachers’ salaries and capital\noutlay. Another of our counties sharing in the equalization fund was\nthe first county in the state to have 100 percent of two-year normal school\ngraduates in the elementary schools; and of the ten counties having from\n90 to 100 percent of trained teachers, five are equalization fund counties. A flat salary allowance on a teacher unit basis does not provide so\nstrong an incentive to appoint only standard trained teachers.\nThe minimum program set up in Maryland by the Legislature in 1922,\nexcept in salary schedule, was equivalent to the program then found in\nthe two most progressive counties.\nSince the financially poorest counties\nwere very far below the standard set up, they have been aided each year\nonly to the extent that they have actually been able to employ an increasing number of better trained teachers and provide them with necessary equipment.\nAs a result, expenditures did not increase enormously\nat first in these counties.\nThe program provided for large increases in\nsalary only in replacing teachers entirely or partially untrained by normal\nschool graduates; i. e., the salary increases were limited for the most\npart to teachers having the desired professional status. Although the\nminimum salaries provided in the state minimum program for the various\ntypes of positions and for years of experience were somewhat lower than\nthe salaries paid in the wealthiest two counties, they were high enough,\nas our experience has shown, to enable all the counties to secure twoyear normal school graduates for practically all elementary school vacancies that occurred in both town and rural schools, and even to replace\nsome of the teachers holding the lower grades of certificates.\nIn five\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nyears the counties as a whole have increased the percent of standard\ntrained teachers in the elementary and high schools from 35 percent to\nNotwithstanding:-this rapid growth in the percentage\nover 85 percent.\nof trained teachers, the equalization fund has increased only slightly\nsince 1925, by reason of the increase in the assessed valuation in the counties sharing in the equalization fund. At some time during the five-year\nperiod from 1922 to 1927, seventeen of the 23 counties have shared in\nthe fund; but in any one year no more than 15 have received its benefits;\nonly 13 counties share at present; but other counties are likely to share\nagain as they approach 100 percent of trained teachers.\nThe second indispensable factor in the equalizing principle is a state\nprogram that shall provide for efficient organization, administration and\nsupervision in the least wealthy school unit of the state.\nNo matter how desirable it may be to equalize the burden completely,” says\nProfessor Mort, “if that equalization results in the further entrenchment of a\ndecadent system of local organization that makes impossible the use of the tools\nand technics developed in city school administration, its result is bad, for in\nthe long run it limits educational opportunity for vast masses of the people.\n\nMaryland has, by inheritance, the county unit plan of organization; our\nproblem was simply to make the most of it. Strange as it may seem,\nhowever, legislative attack was concentrated largely on that part of our\nprogram which provided for an adequate staff of professional and clerical\nassistants for the county superintendent.\nThe county board of education functions in exactly the same way that\n\na city board functions, namely, by appointing a superintendent of schools\nwho is the agent through whom the board acts—a man with first rate\neducational and professional qualifications, especially trained in school\nmanagement; who, as secretary-treasurer of the board, acts as its business\nrepresentative and executive agent in financial matters, and who takes\nthe lead in the matter of securing public support and interest for the\nschools.\nIn other words, the county superintendency calls for the same\ntype of trained and efficient professional leadership as the city superintendency.\nIn Maryland the law provides for the appointment of supervising\nteache:s for each county on the basis of one supervisor for every 50 elementary teachers employed. “These supervisors must be properly qualified\nand their appointment approved by the state superintendent; and, as is the\ncase with the county superintendents, two-thirds of the salary is paid\nby the state. “The county superintendent is held responsible by the state\ndepartment of education for supplying professional leadership, inspiration,\nand assistance to his teaching staff and to his staff of supervisors.\nThus, with a fairly adequate plan for equalizing educational opportunity and the burden of school support, open from time to time to refinements in its application with or without additional legislation, and\nwith a fine legal basis for efficient organization, administration, and\n\n"}
{"page": 717, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nea\nea e\n\n7A8\n\nsupervision, the county school systems of the state have full opportunity\nfor progressively increasing the efficiency of the schools, subject only to\nthe limitation of professional leadership in each county, and to the desire\nfor better schools on the part of the people of the state as a whole.\n\nEFFICIENT\n\nEXPENDITURES\n\nFRED M. HUNTER,\n\nPRESIDENT,\n\nOF SCHOOL\n\nUNIVERSITY\n\nMONEYS\n\nOF DENVER,\n\nDENVER,\n\nCOLO.\n\nSchool systems are frequently administered more in the interest of the\nreputation of superintendents, teachers, business managers, and architects,\nand to the profit of private businesses and contractors than in the interest\nof children.\nSometimes school money is wasted, school programs handicapped, and the support of education is endangered by loose and thoughtless, or personal and selfish, policies of control by boards of education and\nexecutives.\nOne purpose of school administration and business management is defensible—and one only—namely, the best provision for the teaching of children which the money provided by the state and community\nwill buy when handled by a scientific and professional (disinterested) plan\nof administration.\nGood teaching for all types and classes of children, not\nprofessional reputation nor money profits, is the goal of school administration.\n.\nSome of the chief causes of waste in the administration of public school\nsystems are:\n1. Too large proportion of the school budget spent for overhead (general control) purposes and too small proportion for instructional\npurposes\n\nIn the school year, 1925-26, ten cities of 35 with a population of 100,000 or\ngreater had an overhead of 4 percent or greater upon the total for current expenses;\n\nwhile\n\nthree\n\nof these\n\nshowed\n\nan\n\noverhead\n\nof 5 percent\n\ncities with a population of 100,000 and up gave\ncurrent costs for regular day school instruction.\nWhenever\n\nthe overhead\n\nor general\n\ncontrol\n\ntendent should carefully seek the reason.\n\nless than\n\ncost exceeds\n\nDanger\n\nor\n\n3 percent,\n\nlies ahead.\n\ngreater.\n\n75 percent\n\nSix\n\nof total\n\nthe superin-\n\nWhenever\n\nthe per-\n\ncent of expenditures for instruction in regular day schools falls below 75 percent\nof the total current costs, the superintendent should know and be able to defend\nthe causes\n\nfor it.\n\n2. Failure to control distribution and assignment\n\nof teaching service\n\nOften too many teachers are assigned to indefensibly small classes and to nonteaching duties, such as: “Teacher in charge’—departmental heads who do not\nteach—“counselors”—and office administrators.\nI am entering no protest against\nthe proper use of this type of service.\nOn the other hand, I am an ardent advocate of adequate provision for “counseling,” supervision by principals and department heads in high schools, and control and direction of extracurriculum activities. But I personally know a superintendent of schools in a city of 150,000 population who in a single year saved 75 teaching positions (or $150,000) in the schools\nunder his charge without doing injustice to a single teacher by an indefensibly\n1 Report\n\nof\n\nBureau\n\nof Education\n\nStatistical\n\nCircular\n\nNo.\n\n7.\n\nMarch,\n\n1927.\n\n"}
{"page": 718, "printed_page": null, "text": "NATIONAL\n\n714\n\nEDUCATION\n\nASSOCIATION\n\nee\n\nHe merely\nheavy pupil or “pupil-period” assignment.\nsystem on small classes and nonteaching positions.\n\neee\n\ninaugurated\n\na “check-up”\n\n3. Rapid expansion of the fields of school service without efficient preparatory organization or justification in actual needs of children or\ncommunity\nPressure from groups outside the school system frequently results in unwarranted\nadditional expenditures for purposes in themselves desirable, but relatively and in\nthe light of the main aims of the school program not justifiable; for example, cafeteria service, or kindergartens in very new districts, or a junior college establishment without knowledge of the cost or preparation to meet it. Also, from\nwithin the system come heavy pressures for additional expert or specialized services\nwhich may distinctly aid in the performance of some very necessary and desirable function, but which cannot be defended by showing vital necessity. I have\nknown large school systems to carry a veritable army of clerks and accountants\nto maintain a minute and highly specialized system of cost accounting, most of\nthe tabulations and statistical tables being finally wholly unused except in the\npublication of elaborate statistical reports. Expert supervisors and directors of\nspecialized subjects are frequently added by the same process—without justification in terms of the school program.\n\n4. Exploitation for profit by business firms\nBusiness and financial interests of a city are always concerned with school patronage.\nTheir main purpose is to conduct their respective businesses for a profit.\nThis is natural and laudable.\nSometimes, however, they intrigue to influence\nschool expenditures unduly and to control school moneys.\nThis invariably results in waste and extravagance, and the children of the schools “pay the bill.”\nAs an example, let me cite a case: In city “A” a treasurer makes use of a doubtful and conflicting statement of a section of school law to refuse to transfer for\nloan purposes balances always present in the capital funds of the school district.\nSuch transfer is wholly legal and would prevent the registry of salary warrants\n\nduring the tax collection period before sufficient tax money is on hand for payment. The school district pays interest on these warrants at the rate of 6 percent,\nin the total amount of some $20,000 each year. Meanwhile, the capital funds of\nthe school district are loaned by the treasurer to financial firms of the community at the rate of 2 percent.\nThe schools and the children “pay the bill”\nfor this exploitation.\n\nIn city “B,” school furniture is purchased from any one of a group of firms\nin a combine to control bids for school equipment.\nThe price of the standard\nschool desk is almost double that paid for exactly the same desk in a city a few\nhundred miles distant.\nAgain the children “pay the bill.”\nIn the school districts of county “C,’ which has a large rural population, each\nboard of school trustees makes its own purchases of supplies for the year. The\nprices paid for standard school supplies are practically double those paid by a\nnearby city which purchases the same supplies, identical in quality and standard,\nthrough\n\na centralized\n\nand\n\nexpert\n\npurchasing\n\ndepartment.\n\n5. Extravagance in school buildings\n\nThis usually arises from the following causes:\na. Control of building policies by persons financially interested in the patronage\nafforded by the school building program.\nThis is frequently accomplished by\nraising the issue that the school superintendent is not a business man and\n\nincompetent\n\nto control\n\nthe erection\n\nof schools.\n\nThe\n\nresult is control\n\neither\n\n"}
{"page": 719, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nAls\n\nby a separate department of city government, by a lay-committee of the\nboard of education or by a layman business manager independent of the\nsuperintendent of schools. In most cases, nonprofessional control means that\ninterested persons with expert knowledge and ability actually direct the procedures of building erection for the profit of themselyes and their allied busihess firms. Their purpose is never the maximum advantage to the teaching\nof children.\nMillions of dollars of school money are wasted each year by\nfavoritism in specifications, architect’s fees, and “extras” given as bonuses\nto contractors,\n\nb. Unstandardized\n\nand\n\npoorly\n\nplanned\n\nbuildings\n\nand\n\nequipment.\n\nWhen\n\nthe\n\nsuperintendent is in control, he himself is to blame if buildings are erected\naccording to wasteful and extravagant policies. Many such instances can be\nbrought in evidence.\nToo frequently buildings are erected for display purposes—both as to outside appearance and interior arrangement.\nElaborate\nallotments of floor space prevail and unnecessary equipment is provided.\n\nI venture to cite the following in evidence:\nThree American cities\nfor the erection of new\n\nof 200,000 to 300,000 population inaugurated programs\nschool buildings during the years from 1920 to 1928:\n\nCity “A” voted $6,000,000\n\nand housed\n\n8000 pupils—Average\n\ncost per pupil—\n\nCity “B” voted $8,000,000 and housed\n\n15,000 pupils—Average\n\ncost per pupil—\n\nCity “C” voted $10,000,000 and housed 30,000 pupils—Average\n\ncost per pupil—\n\n$750\n$533\n$333\n\nEach city had similar\nresistant construction.\n\nhousing\n\nneeds\n\nand\n\nerected\n\nbuildings\n\nof permanent\n\nfire-\n\n6. The provision of positions in the school system for personal and political favorites\nIn every American city, pressure of varying degree is brought upon the school\nadministration to recommend the appointment of teachers, and especially of memvers of the noncertificated staff, upon a personal and political basis. When anything but merit of record, personal fitness, and a high standard of previous prep-\n\naration dictates appointments\nspent or wholly wasted.\n\nto\n\npositions,\n\nschool\n\nmoney\n\nis either\n\nineffectively\n\nTentative Statement of General Principles Governing Efficient\nExpenditure of School Moneys\nSchool moneys\n\nare efficiently and economically\n\nexpended\n\nwhen\n\nthe re-\n\nsult is a maximum of advantage in the direction of the best teaching for\nSuch maximum of advantage requires\nall the children of the community.\nthe recognition of the following principles of school administration:\nSingle\n\nHeaded\n\nControl\n\na. The administrative policies and the expenditures of all funds both current\nand capital must be controlled by a board of education (or supreme school\n\nan\n\nexpert\n\nauthority)\n\nthrough\n\nformulation\n\nand recommendation\n\nand management\n\nexecutive\n\nhead\n\nof the general\n\nwho\n\nis responsible\n\nprogram\n\nfor\n\nthe\n\nfor the development\n\nof the schools, and for the administration\n\nof the same.\n\n"}
{"page": 720, "printed_page": null, "text": "716\n\nNatTIONAL\n\nEpucation\n\nASSOCIATION\n\nCoordination\n\n. Administrative\n\norganization\n\nshould\n\nbe departmentalized,\n\nwith\n\na responsible\n\nand authorized expert executive at the head of each principal field of activity,\nthe work of all of these being coordinated in a unified working whole by\nmeans of an executive cabinet or council of which the superintendent is the\npresiding officer. Full understanding of fields of activity and assignment of\nduties is thus obtained, and the passing of responsibility from one executive\nhead to another avoided.\n\nMerit\n\nSystem\n\nfor\n\nAppointments\n\nMerit in the terms of personal fitness, previous record, and adequate preparation is the only qualification for a member of the school staff. This applies\nto all classifications—teachers, supervisors, and executives, including an expert business man as manager of the business functions of the schools and\nan expert builder as leader-in-chief of the building program.\n\nChecking\n\nSystem\n\n. A thoroughly organized system of checking up on administrative assignments and responsibilities and an efficient plan of measuring results should\nprevail in every school system.\nTo do this in a scientific manner, an adequate\nresearch department is required.\n(This type of inspection should be thought\nof as applying to administrative functions only; never to the functions of\nteaching and supervision of instruction.)\n\nSchedule\n\nfor Teaching\n\nPositions\n\nThe distribution of teaching and other positions in accordance with a schedule for size of classes, for allotment of clerical service, for the assignment\nof teacher time to executive work—such as control of extracurriculum activities—headship of high-school departments, mental testing, counseling, etc.,\nis highly essential if extravagance and abuses are to be prevented.\nSuch a\nschedule should be developed scientifically and cooperatively.\n\nCost Accounting\nThe system of cost accounting and auditing should cover all activities of the\nschools, including those involving moneys usually known as auxiliary funds,\nwhich are handled in the name of the public schools, and should furnish summarized and easily interpreted information at frequent, stated intervals, showing the condition of the appropriations, the costs of units of school organization and specialized functions, and comparisons with recognized standards\nand norms as well as with practices in other properly comparable commu-\n\nnities.\n\nStandardized\n\nBuildings\n\n. All school buildings should be erected and equipped only in accordance\na carefully and scientifically developed plan standardizing\n\nwith\n\nThe facilities to be provided in the several types of schools\nThe equipment to be provided for each type of school and room\n\nThe instructions to bidders upon the erection of school buildings\ncontracts with all architects\n\nThe\nThese\n\nstandards\n\nshould\n\nconstitute\n\nan\n\nadopted\n\nregulation\n\nof the\n\nboard\n\nof\n\neducation and should be in a published form accompanied by sets of standard\ndrawings for all building facilities and all built-in equipment.\n\n"}
{"page": 721, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nStandardized\n\n717\n\nSupplies\n\nh. All supplies should be purchased upon competitive bids by a centralized expert head and should be distributed by a standardized requisition system\nproviding an allotment upon a “per pupil’ basis for the semester or year.\nA central storeroom is the best agency for administering such a system,\n\nenabling purchases to be made in quantity and effecting a considerable saving\nthereby.\n\nManufacture\n\nof Equipment\n\ni. Much of the equipment of the school system may be more economically manufactured than purchased either by the building department of the schools\nor by the instructional shops in vocational education.\nThis is especially true\nof large quantities of school printing.\n\nRequisition\n\nSystem\n\nj. A plan for the control of open market emergency ordering by means of a\ncurrent requisition system is a very necessary part of the machinery of the\nsuperintendent’s office. A small requisition committee directly representing\nthe superintendent’s office with a representative of the business and purchasing\ndepartment as a member is probably most efficient for this purpose.\n\nThe foregoing summarization of the chief causes of waste in city school\nadministration and tentative statement of principles governing school expenditures should not be construed to mean that waste and extravagance\nare dominant in most school systems, or that too much money is being\nspent for school purposes in our several commonwealths and municipalities.\nWhat has been said is rather directed as a suggestion to superintendents to\nbe more on their guard in removing vulnerable points in the defense of\ntheir policies—to the end that more effective school service and more kinds\nof school service may be given for the money expended.\nMoreover, the\nbetter the account given by superintendents for school appropriations voted\nthem, and the more nearly full value of 100 cents on the dollar is rendered\nfor each dollar of school costs, the greater the appropriations for the school\n\nprogram are likely to be.\nThe American people are thoroughly\n\ndevoted to the cause of public\neducation.\nWhenever issue is joined in a battle of ballots over school\nmatters, the schools and the children inevitably win provided the responsible executives show to the electorate full and complete evidence of effcient and economic trusteeship of school funds, and the necessity for victory for the school cause, as separate and apart from other issues.\n\nA people with a fortune of 300 billions of dollars and an annual in-\n\ncome\n\nof 100 billion dollars is willing to spend two\n\nbillion dollars per\n\nyear in education—yes, and more—if that people is assured that the two\nbillion is effectively invested in cultural and spiritual values in the lives\n\nof its 25 million youth, and that such investment is predestined to pay the\nrich dividends of a happy and prosperous\nposterity.\n\ndemocratic\n\ncivilization\n\nfor all\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nNatTIOoNAL\n\nEpucATION\n\nASSOCIATION\n\nSUPERVISION IN THE SECONDARY SCHOOL\nVIEWPOINT OF THE PRINCIPAL\nFRANCIS\n\nL. BACON,\n\nPRINCIPAL, J. STERLING\nCICERO, ILL.\n\nMORTON\n\nFROM\nHIGH\n\nTHE\n\nSCHOOL\n\nConsidering the country, at large, the secondary school knows little and\nThis statement is supported by the interpredoes less about supervision.\ntation which denotes supervision as the attempt to improve classroom procedure of what is often called the technic of instruction.\nInstruction has\nbeen and still is, most of us believe, the crux of the whole educational\nprocess.\nThe contribution of the normal school to the professionalization of the\ngrade school teacher has been the outstanding influence in bringing recognition and development of supervision in the elementary schools. For the\nsecondary school there is no counterpart.\n“The majority of high-school\nteachers have not received professional training of any kind prior to their\nfirst jobs. “They are merely college graduates. The acquisition of certain\ndegrees, has seemingly prepared them to teach in all units of public education. These college graduates, suddenly turned to the field of teaching,\nenter, for the most part, the small high schools. ‘The larger schools insist\nupon experience—and experience, such as it is, must be obtained in the\nsmaller schools.\nIn these latter schools the principal is usually as much\na neophyte in the art of instructing youth as the members of his staff.\nIf experience and training are his, use of them is generally nullified by his\nown heavy program of teaching, plus a multiplicity of management detail\nwhich is overwhelming.\nOften in such situations, the superintendent presents a similar picture; and generally, the major portion of his supervisory\ninterest and time are given to the lower grades.\nOut of such conditions, in general, the inexperienced, untrained college\ngraduate becomes in time an experienced instructor and passes on to the\nhigher salaries of the larger schools. Habits and methods, to large degree,\nhave become formulated and static. These teachers have learned to teach,\nperforce, as they were taught. Oddly enough, such methods have usually\nbeen quite sufficient for the definitely specialized, strongly formal, and\ntraditional subject-matter of the high school.\nThe small high-school principal, likewise gradually advances to a larger\nschool. He is usually selected for such advancement by reason of his personal qualities plus the ability he has demonstrated in the organization and\nadministration of his school. Rarely, if ever, is his promotion dependent\nupon what he has done specifically to improve the quality of classroom\ninstruction.\nThe latter is usually taken for granted as a byproduct of\nsuccessful management.\n‘The principal’s teaching experience is generally\nmeager and unnoticed. Once, particularly in New England, and vestiges\nmay still be found, the principal or headmaster, by virtue of his position,\nwas first of all the head teacher.\nAccordingly, he taught the most important of all subjects, the subject through which all pedagogy has been\nmost unchanging and unchangeable.\nAnd that same Roman influence\n\n"}
{"page": 723, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n719\n\nwas observable in all his contacts with tke school. This tradition has\nbeen powerful in shaping the attitude of principals. But again, generally,\nthe advancing principal with teaching experience often outstanding in its\nlimitations, has been forced to forego teaching altogether and immerse\nhimself in an overwhelming burden of organization and managerial duties.\nMeanwhile the larger the high school involved, the less help is forthcoming from the superintendent.\nIn the middle sized and larger schools there are often department heads.\nWhen there are such, the reduction in teaching load is usually merely\nsufficient to provide some additional time for routine duties connected\nwith books, supplies or details of management.\nAs supervisors of instruction most department heads fail to function either because of lack of time\nor ability or both.\nThe lack of professionally trained teachers and principals, the inheritance of formal and traditional subjectmatter, the dominance of the highly\nspecialized requirements of higher schools, and the huge enrolments, prohibitory of cost extension, other than for the basic provision of rooms\nand full time teachers, are briefly, some of the most important factors\nwhich have hindered the development of supervision in the secondary\n\nschool.\nThough there are exceptions to this rather sombre picture and recently\na much more hopeful attitude is abroad, yet it is quite apparent that the\nmajor problem of supervision in secondary schools is one of adequate recognition. Recognition which will come through the development of more\nsuitable professional training schools for high-school teachers and principals; recognition by school boards, in stipulating definitely such training\nfor incoming high-school teachers and principals; recognition by superintendents of schools that they should place more definite responsibility upon\ntheir high-school principals for obtaining a balanced program of supervision\nin the secondary school. The more complete development and broader\nstandardization of state and other accrediting agencies will be of much\nvaluable influence in gaining desirable recognition. These are some gen-\n\neral factors which may aid in developing a cooperative outlook favorable\nto the growth of an adequate conception of the art of supervision.\nThe specific problem which follows the general one of recognition has\nto do with the place and character of the supervisor in the development of\nMuch has been said about the high-school principal as the\nsupervision.\nsupervisor of instruction. Ideally he has been named as the proper supervisor. Upon analysis it may be found that this customary conception is\nopen to much qualification. Conditions in the small high school, already\nreferred to, make the principal either unsuitable or unavailable.\nIn schools with less than 200 enrolled (an arbitrary number merely\n\nindicative) it may be strongly argued that it is the obligation of the superintendent to meet the problem of supervision in the secondary school as\nfully as in the grades. The high school is much more in need of trained\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nNatTIONAL\n\nEpucATION\n\nASSOCIATION\n\nand experienced service. ‘Che superintendent, generally, is more mature,\n‘more experienced, more permanent than the high-school principal. A wide\nrecognition of the responsibility of the superintendent for at least more\nspecific leadership in the solution of this problem might clarify and develop the existing situation to great advantage.\nIn schools with enrolment between 200 and 1000 (again merely an\nindicative spread for general grouping) the problem is obviously more\nclearly up to the principal alone. For this reason he is all the more in need\nof help. Though the superintendent can give less time to the high school,\nin systems large enough to support high schools within this great middle\ngrouping; he can easily be of much more help to the principal than is\ngenerally true. It is not unreasonable to expect that a program of supervision should make both superintendent and principal effectively operative\nin its development. However well such a program is planned the chief\nload will rightly devolve upon the principal. Schools of this size, in the\nmain, will not be able to support trained and capable department leaders.\nLeadership in supervision as well as in other things must be the definite\nobligation of the principal of the middle-sized high school. For such leadership he must obtain specific, adequate training in well established schools\nof education. The summer school, of necessity, must play an important\npart in such training, for most of the specific preparation will become\neffective after the teacher has become a principal on the job. Much\nof the training will be vitalized by the use of the position in the field\nas the medium for experiment and practice. The principal who is to supervise must know the characteristics of good teaching. He must learn and\napply the art of supervision in a variety of forms. If he is to do all this,\nschool boards and superintendents must make it possible through adequate\noffice assistance both clerical and managerial. Until this latter is reasonably\ndone the immediacy of business management, startlingly insistent in the\nmodern high school, will preclude the principal’s satisfactory leadership\nin the improvement of classroom teaching.\nIn schools larger than 1000 in enrolment capable and properly trained\nassistants to the principal are possibilities. They may be departmental\nleaders, curriculum or subject supervisors or assistant principals especially\nselected for instructional supervision. For the principal of one of the large\nschools to supervise satisfactorily, the instruction in the broad and varied\nfields of the modern curriculum, as it exists in our large secondary schools\nis, in most cases, to beg the issue. He must, perforce, become a general\nmanager; and if he devotes anything like the time to supervision which\nshould be given, other phases of his school organization will suffer to the\nextent that there will be serious interference with instruction. If the principal of the large school is especially qualified in the art of supervision,\nthen, he should delegate many important managerial and executive duties\nto capable assistants and give largely of his time to classroom supervision.\nFew, if any, principals are as well qualified for detailed and specific super-\n\n"}
{"page": 725, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\nyak\n\nvision as departmental specialists. The principal of the large school, as\nfar as intelligent practice is concerned, must of necessity become a supervisor of especially trained and appointed officers of supervision. His great\nobligation to the supervision of instruction is likely to be that of coordinating and articulating the work of several supervisory assistants, a challenging, necessary, and skilled work in itself. From this brief analysis it\nbecomes obvious that the size of the school and the qualifying conditions\nmust determine the nature of the executive plan for supervision.\nWe have stated that the accepted interpretation of supervision is in respect to the improvement of classroom instruction.\n‘The oldest and most\nfirmly established conception of supervision carries the idea of classroom\nobservation by an officer who is superior to the teacher. This officer is to\nmake constructive suggestions relative to the organization of subjectmatter\nand the method of developing the lesson. While this conception of supervision properly carried forward should be productive of valuable results; it\nis too often the sum total of the supervision within a given school. Such\nsupervision is good as far as it goes; but it should be emphasized that\nthere are many other phases of supervision which are intimately related to\nthe teaching process and fully as necessary to the improvement of learning.\nThe principal who faces the problem of supervision squarely, whatever\nthe conditions, will first view the situation administratively.\nHe will organize a plan of supervision. Not a highly complex and mechanical arrangement which will be put into effect by the issuing of a bulletin or sudden announcement in faculty meeting but rather a plan which will be\nof a gradual developmental character; a plan which will provide for the\nworking out of several phases of the whole problem with correlation and\ncoordination as rapid as the school may be carried along in effective spirit\nand work.\nThe first step in such a plan would be that of encouraging the training\nof teachers in service. This is an effective way of improving classroom\nwork by obtaining the interest of the teacher in attacking the problem\nthrough sustained personal effort. Professionalized activities by departmental, faculty, and extension groups, individual research and study,\nsummer school work, all of these will give strong impetus to the growth\nof the necessary professional spirit and will give much aid in solving the\ndifficult technical phase of the problem.\nA plan of supervision will also include the professionalized faculty\nmeeting as a medium of cooperative enterprise and common understanding\nThe importance and\nof problems intimately related to the classroom.\nthe place of the assignment as a simple factor in classroom procedure\nmay easily form an excellent project for faculty discussion and realization.\nSuch an opening followed by observation, demonstration, and report could\nbe carried throughout the school as a special project in supervision. This\naccomplished, another phase of supervision could be advanced and similarly developed. By a developmental plan of this character the principal\n\n"}
{"page": 726, "printed_page": null, "text": "722\n\nNaTIonaAL\n\nEpucaTION\n\ni\n\nASSOCIATION\nRE\n\nEe\n\ni\n\nEE\n\nI:\n\ncan learn and apply the technic of supervision as his teachers practice\nthe technic of teaching.\nA definite supervision program should recognize pupil control and management and the physical conditions of the classroom as a specific phase\nof the general problem. These are considerations basic to the best teaching.\nOftentimes, there is much confusion incident to inspection as supervision\nor supervision as inspection. For purposes of efficiency, inspection should\nMuch argube recognized as merely a definite part of the whole program.\nment can be advanced for inspection in relation to physical conditions,\npupil control, and for checking certain specified phases of class procedure.\nHowever, it should always be understood as merely a legitimate follow-up\nefficiency procedure and surely never as the sum or emphasized part of the\nsupervision program.\nIt should not be permitted to operate alone but as a\nwell understood item among several more important parts of the general scheme.\nOnce there is an attitude within the school favorable to constructive\nprogress in educational method, there comes the challenge of the curriculum. One of the most important phases of the problem of supervision is\nthat connected with the selection and organization of the subjectmatter\nto be taught. The relation of this question to the improvement of teaching is obvious.\nA successful plan of supervision: will provide for the\nconstant reorganization and adjustment of content with corresponding\ndiscovery and application of suitable classroom methods. An answer to\nthe inevitable question: What shall we teach, raises, at once, the insistently\npertinent question, how shall we teach it? ‘The supervision of instruction if intelligently done, demands selection of text and organization of\ncontent conforming to the needs of the school population.\nIt means\nsupervising outlines of work, consideration of method in advance and the\npreparation of daily plans.\nNow the alert principal will not be content with merely starting things.\nHe will insist on knowing what happens.\nHis whole program of super-\n\nvision will be objective in its character.\nHe will test the component parts\nof his plan. He will be especially interested in knowing whether the sum\ntotal of his plan has been made a difference in the quality of the educational process. Unquestionably a very important phase of his program\nis that which has to do with the measuring of classroom instruction.\n‘To\nwhat end all the effort over the supervision problem unless results are\nchecked.\nThe knowledge of results may easily disclose the need and furnish the starting point for definite supervisory practice.\nMore objective material is necessary.\nStandardized subjectmatter tests\nare increasingly available. Tests of such character should and can be developed by the local school as a part of the supervision program.\nAn attempt to improve the testing practice will open up the whole problem\nof instruction. Curriculum matter must be selected, organized, certain\nessential parts emphasized, and non-essentials eliminated.\nIf teachers’\n\n"}
{"page": 727, "printed_page": null, "text": "ots\n\nSN\n\nDEPARTMENT\nNDENCE\ni Pe CLAS ale tahOF aSUPERINTE\nlan i dtr\n\nresults are to be evaluated, charted,\nthe best results are, at once, in demand.\n\n723\n\ncompared, methods of obtaining\nThe principal who interests him-\n\nself in supervising a subject testing program will do much\nthe cause of efficient instruction in his school.\n\nto forward\n\nPerhaps the most marked weakness in supervision has been that of insufficient standards. The question of standards for measuring classroom\ninstruction has been extremely difficult in the secondary school. The multiplicity of specialized subjects, each with its own peculiar technic has\nmade the setting up of suitable standards exceedingly complicated. Once.\nthe various phases which have been mentioned as necessary parts of a balanced program of supervision have been worked out in a given school,\nthey will tend to create a set of standards for that school. It will be the\nparticular job of the principal to keep such a set of standards refined to\nthe best thought and practice available. But this will not be sufficient.\nThe principals as a group need very greatly to study this problem of\nstandards of supervision for secondary schools. A pooling of efforts and\nfindings will aid in clarifying the existent haze on this important problem.\nIn time, supervision will, of necessity, be based upon a set of principles\nand standards with accompanying procedures which have survived through\nexperiment and demonstration to convincing proof.\nThis statement on supervision, necessarily brief and general in its character has not made any attempt to develop argument for supervision.\nThe necessity and importance of supervision have been assumed.\n‘There\nhas been no attempt to present its technic. We have been interested in\ndefining the problem which supervision faces in the secondary school; and\nin offering somewhat comprehensively, the attitude of some of the principals.\n\nSUPERVISION\nWILLIAM\n\nMC\n\nANDREW,\n\nFROM THE VIEWPOINT\nSUPERINTENDENT\nEDITOR,\n\nEDUCATIONAL\n\nREVIEW,\n\nOF\n\nTHE\n\nCHICAGO,\n\nILL.\n\nMost of the superintendents of my acquaintance see the high-school\nworkers confronted with a bewildering change of circumstances and\nproblems.\nThose good people need all the sympathy, help, and guidance\nthe heads of their school systems can give them.\nMany of you present who are not yet Methuselahs—may you continue\nyour service through vigorous maturity, rich in days abounding in good\nworks—can remember when high schools regarded themselves as constituted\nfor sifting from the product of the elementary schools the most scholarly,\nand for maintaining through four years a still further selective process,\ndetermining who might pass on to higher education.\nYou had the entrance examinations required for admission to high school. You recall\nMaxwell, voicing in his annual report, only twenty-five years ago, his\nconviction, a common one, that—‘‘many children get into high school who\n\n"}
{"page": 728, "printed_page": null, "text": "724\n5h\n\nNaTIONAL EpucaTION ASSOCIATION ee\nRee vitae linndalemnidb ete Lis WA2d Waris\n\nee\n\nshould not be there at all.’ You are familiar with the old high-school\nslogan, “Through the survival of the fittest we train for leadership.” As\ncompared with their present perplexities the task of the high-school teacher\nwas simple, indeed.\nHis children had a definite college entrance standard\nto attain.* A teacher made no study of teaching.\nHe could give out\nlessons, hear them recited, puts marks in a book, and draw his pay. His\npupils were selected on the basis of ability and desire to learn.\nNow comes the astounding revolution!\nCompulsory laws extend the\nschool age. Everybody goes to high school.\nOver three millions are\nin the public institutions of secondary education.\n‘The amazing increase\nof 610 percent confronts these schools.\nThe common-minded, the lazy,\nthe uninterested, the mental pauper—all are in a refectory whose menu\nand service were planned for the select robust appetites of a few. It is\na situation which no ridicule of methods, however inept they may be, can\ngreatly help. It is a case for compassion, for constructive sympathy, for\nintelligent guidance by the head of the school force.\nTell them the truth.\nIt is no kindness for a superintendent to feed\n\nthe high-school people with honeydew.\nHe who called himself the Third\nNapoleon was given that diet until he thought he had an invincible fighting organization.\nWhen he put his troops against a real army it crumpled\nthem in a few days. “The worst thing a superintendent can do is to\nlet the high-school principals get their heads into the sand. ‘The futility\nof continuing high schools on the old basis needs especially to be sensed\nby the superintendent.\nHis responsibility demands that unpleasant facts\nbe known about what is now the most expensive and least efficient part\nof the public-school service.\nLet him be sure that the high-school managers realize that college preparation is not now their main business.\n“The high schools are paid for\nby every person in the town.\nFrom every cent spent for anything a part\ngoes to the high-school tax. Unless one keeps that essential fact near\nthe top of his consciousness, he can run a high school for getting a few\nboys and girls into college. But, as Thomas Finegan hammered into\nthe Pennsylvanians, “Every child of fourteen is a high-school obligation,\nnot to prepare so much for residence in the University of Pennsylvania as\nfor contributing benefit to the state of Pennsylvania.”\nLet the superintendent see that the high-school people appreciate the\nhollowness of the old training-for-leadership fallacy. It was a high-sounding cymbal, mere noise. “Those who had innate power of leadership, no\ndoubt got into high schools where, in sooth, they were so diverted by\nscholarship and pedantry from the paths in which America needs to be\nled that we see our educational products playing golf on election day\nwhile the real leaders, who never saw the interior of a high school, are\nherding their voters to the polls to keep in power the sorriest set of statesmen to be found in any country on the globe.\nLet the superintendent, while praising honest and intelligent effort of\nhigh-school people, see that they realize the growing power of Dr.\n\n"}
{"page": 729, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n725\n\nPritchett’s and Dr. Lowell’s protest against rising costs, the formidable\nmovement of chambers of commerce, of granges, of associations of mayors,\nand of governors, seriously inquiring whether the American people are\ngetting a fair return for what in many localities is much the largest item\nin the public budget. We have the advantage of a supreme American\nfaith in education. The marvelous growth of the demand for it should\nnot lull us into complacency.\n‘The amount and keenness of criticism from\n\nwithout is growing.\nMeantime our own school people have themselves developed a discontent\nwith high-school results which no superintendent may ignore.\nI see some men here who remember Jacob Gould Schurman’s criticism\nof us at the Poughkeepsie meeting of the Association of Colleges and\nPreparatory Schools, well back in the last century. You remember him\ndeploring that we were organized on the basis of teaching subjects.\n“Your\nhigh schools,” he said, “are bibliocentric, or themocentric, directed towards\nimparting the contents of a book or covering a course of study. What\nthe country needs is a more paidocentric service in which the high school\nwill determine what the boy is, who comes; what he ought to be, who\nleaves; how he can be made to grow from one to the other.” ‘“‘We need\na service,” he said, “which shall deliver that kind of American who will\nrender the social, civic, political service for which the makers of America\ninstituted public schools and made them a tax on all people whether\nparents or not.’ You remember at that meeting J. McKeen Cattell\nproposed that by tests and measurements we should determine whether\nhigh schools are doing their work.\nIt seemed Utopian.\nYet now comes\nHenry Morrison with the most talked-of book of the time and shows us\nthat by centering on the subject, by mere covering of the lesson, we\nhave seasoned society with a distressingly large proportion of people\nwho know education as a partial performance of tasks only up to a low\naverage that will relieve the doer of requirement to undertake them a\nsecond term.\nIt is a cause for congratulation that the proposition of\nCattell and Rice and Ayres and others, to devise a means of knowing\nhow well a school is succeeding, is worked out in this enheartening Morrison book to a system of simple mastery units for every high-school activity, with means of demonstrating in greater accuracy than ever before\nthat they are really mastered.\nYou will remember, too, James E. Russell’s excursions through German schools before the war and his book, the essence of which is that\nthose people know what they are aiming at and how to hit it; ours don’t.\nNow comes David Snedden with a whole book on “What’s Wrong with\nAmerican Education.”\nThe theme of his high-school chapters is, ‘“Nobody Knows.”\n“Nobody knows why Latin, plane geometry, and chemistry\nare taught in high school, nobody knows whether English as taught in\nhigh-school functions as worthwhile culture, nobody knows whether his“Of\ntory in high school has well defined objectives of civic conduct.”\nknowldependable\nsound,\nof\n“but\nsays,\nhe\nmuch,”\nhave\nwe\nfaith,\nand\nbelief\n\n"}
{"page": 730, "printed_page": null, "text": "726\n\nNaTIONAL\n\nEpucATION ASSOCIATION\n\nIt reminds you of Paul Hanus’s figure of the high school:\nedge, none.”\nA great ship with all sails set and going nowhere; or, of the subject\nof a New Jersey Education Association meeting: “Resolved that the highschool is a chaos.”’ In the notable number of books on high-school management coming from the press in the past five years, the conclusion by\nboth the Douglasses, by Hollister, by Uhl, by Barr and Burton, by Judd,\nby Snedden, is “the work of the high school leaves much to be desired.” _\nThe constructive, optimistic Morrison declares the result of these four\nyears upon our youth, at the time when their duty in the world begins\nnaturally to dawn, is “the making of an adult incapable citizen albeit\nhe may be legally entitled to vote and hold office.”\n:\nSupervision, the answer—What is the remedy?\nAll the students of\nproductive organization answer, ‘“‘supervision.” ‘The workers require\nguidance.\nPercival Hulson, who was awarded one of the Sachs prizes\nfor an essay on high-school improvement, reaches the conclusion that the\nteachers are not prepared for what the high school should do. Edward\nFitzpatrick, the other prize winner, reports thousands of instructors, whose\nonly teaching preparation was for English, found in charge of classes in\ngeometry, French, and domestic science.\nHundreds of high schools are\nlike a fake hospital whose specialists’ qualifications are that once they had\nthe measles or the smallpox. William Burton’s book puts first the training of teachers now in the service. John W. Withers makes it the immediate paramount need.\nBarr and Burton feel justified in saying that\nsupervision is already recognized as the foundation on which school procedure must be built. ‘They add these requirements to training those\nalready in service:\nSecond, employment of only teachers who are adequately trained for teaching; third, reorganization of the school activities\nwith definite human abilities in view; fourth, testing and measuring the\nresults and improving them; fifth, appraising the work of separate teachers\nand replacing those who fail to meet requirements.\nThis is a formidable task, enlisting the highest ability and courage of\nsuperintendent and principal.\n“It is not,” said the progressive Professor Inglis, within a short walk of this spot, “so much of a problem to\nimprove. high-school supervision as how to get any.’”’ While, a thousand\nmiles further west, Professor Judd responded, ‘““The part of the high\nschool job poorest done is supervision.\nIt needs a tonic dose of honest\n\nself-criticism.”\nObstacles—To have such agreement among the bookmakers that supervision is the high schools’ greatest need is something, but who thinks\nhuman nature rushes gladly to the benefits conferrable by the supervisor?\nDouglas Waples ought to know.\nHis book is the result of wise acquaintance with us. He remarks, “Few high-school teachers get any supervision. They don’t want it. It is considered bad form for a teacher\nto admit the need of help with school problems.”\nOut on the shores of\nthe Peaceful Sea, where every prospect pleases and only man is vile, a\ngentle and sympathetic woman, Susan Dorsey, grieves over “teachers who,\n¥\n\n"}
{"page": 731, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n(at |\n\nshouting for liberty refuse freedom by creating an atmosphere of strife\nin their own souls against the imagined bondage of supervision.\nTell\nthem that all the tests establish that the best method is this one; they\nimmediately want to do differently.’\nOn the eastern coast is Hosic declaring that “where supervision is functioning there is little excuse for agitation for democracy in the school\nsystem.\nUnder the disguise of academic freedom they want the liberty\nof wasting youthful lives and setting up the ugly form of teacher Bolshevism.”’\nLet’ the superintendent realize that a principal who sets out to get\neach member of his corps to use the road which surveyors have agreed\nis the safest and best often has a backwash of teachers who flood the\noffices of the superintendent and of board members with complaints which\n_ would make workers in other lines laugh and wonder.\nNew York held\nmeetings of protest against the raising of requirements of new entrants\ninto teaching.\n“Teachers to arms,’ read the circular, “Your rights are\nassailed. A tyranny more dire than that against which your fathers\nfought is upon us.” In Chicago, a circular assembling the friends of freedom recounted that the principal invaded the classroom, sat in a back\nseat, took notes and imposed them on the teacher. ‘These things impress\nthe honorable, the members of the board of education. A distressed gentlewoman, tastefully clad, inevitably awakens the chivalry of the layman.\nHe who would dismiss a neglectful home nurse, however beautiful, will\ngallantly champion a handsome incompetent if she is merely wasting the\nlives of a few score of other people’s children.\nLet a superintendent support his honest and thorough people against the opposition of his board\nand note what happens to him.\nEttinger resents the proposed replacement\nof hard-working progressive Edson, Ettinger protests the promotion of\nan unscrupulous woman school politician, Ettinger insists that the judgment of a school system shall be based upon the measured accomplishment of it as shown by standard tests.\nEttinger refuses to permit a political school board to violate the law secured by years of struggle against\npolitical domination.\nWhat does his board?\nDiscontinues him.\nFinegan reorganizes the supervision of the schools of Pennsylvania.\nBy the\nopinion of all those open-eyed observers, the travelling bookmen, Pennsylvania schools came up into the van.\nWhat happens to Finegan?\nPoliticians pinch him out. What did Baltimore do to Van Sickle and West?\nWhat were the deeds\n‘Terre Haute, to Engleman?\nNewark, to Corson?\nWinthat were?\nsuperintendents\nof\ncompany\nof that choir invisible, the\nimproving\nfor\npositions\ntheir\nlose\nmen\nschool\nmore\nthat\nus\ntold\nship has\nthe service than for leaving it as it is. “This leads your John Beveridge to\ntell the life insurance men that school superintendency is the most hazard‘This leads to a type of supervision by principals\nous of all occupations.\nand superintendents of the sort that justified Dr. Eliot to tell this Association that school service is fifty years behind the science of it. This\nproduces the “inspirational address” and a sort of evangelical supervision\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nNaTIoNAL\n\nEpucaTION\n\nASSOCIATION\n\nee\n\nin which the Third-Napoleon-fallacy persists in telling teachers how noble,\nconscientious, and able they are, with no other basis for the declaration\nthan a desire to please.\nCoffman sneers at us when he quotes a well-known superintendent of\n1917: “The business of a supervisor is to cast a genial influence over\nhis schools, but otherwise he is not to interfere with the work.”\nAs long\nas I can remember, the favorite pose of principal and superintendent has\nbeen that of a dear little Coué, saying to all his school people, “Every\nday in every way you’re getting better and better and better.” ‘The reIt may be a setback resultsult may be a coming Gravelotte and Sedan.\ning from the protests of the Pritchetts, the Lowells, the granges, the chamBut\nbers of commerce, and the associations of the mayors and governors.\nthat is not the main consideration.\n“The question is what is the chief\n‘Truly there is no respectable theory\nend of principals and superintendent?\nof their service other than to do their stint in a thorough and workmanlike manner, let the axe fall where it may.\nLet them each, therefore, throw away those shiny baubles of long ago:\npoise, pleasing personality, and the attainment of popularity.\nNoboby\nreally loves a lazy commander.\n‘The old conception of principal as foster\nfather to delightful boys and girls is not satisfying the Pritchetts.\n“The\nprincipal is on the platform; let all the school keep silence before him,”\nhasn’t brought us any whither worth coming to. Let the superintendent\nnow say, ““My son, your main business is with teachers; not with pupils\n\nand parents.\nLet me see your plan of organization.\nSimple Simon had\nnot any, but he is dead at present.\n‘The motto of efficient service, as\nThomas Briggs reminds us, is organize, deputize, supervise.\nLet me see\nyour plan. Your institution is part of the public school system.\nI am\nresponsible for it. I want to know how you deputize the supervision\nof the English teachers, of the Latin teachers, and of all the people who\nteach anything.\nI want to know what you do to see that the habits of\npenmanship, language, and other things that we have built up at much\nexpense in the lower schools are preserved in yours.\nI want you and\nyour deputized supervisors to get into those schools enough to know how\nthey are doing things so that you may direct your people to work accordingly. Head-architect Burnham had the planners of every building in\nthe great World’s Fair inspect the whole works every morning to get\nunity, harmony, and completeness.\nI want you to tell me what abilities\nyou expect your children to have at definite periods. I’ll send somebody\nto go and find out by tests whether they have those abilities. What book\non high-school supervision do you set most store by? What have you\nlearned about the attention-holding quotient of your various teachers?\nWhat mastery units have you decided on for your history?\nHave you\nmade them few and simple enough to leave the teachers time for their\nfavorite and valuable hobbies? Understand, my son, that I am not trying\nto dominate you. Dear no! I merely want to be sure that you are\nmaking a business of your business and not running a Sunday school in\n\n"}
{"page": 733, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n729\n\nwhich nobody interferes with teachers.\nI want you to understand I’m\nwith you. Your success is my chief desire.\nIf you have superintendentitis, I consider that all right, too. Although, to tell the honest truth\nhigh-school principals are happier than superintendents.\nSo organize, my\nson, organize and deputize, and supervise.\nI'll back you. Tell your\nteachers they mustn’t run to me.\nI’ll hear them, of course, but never\nunless you’re present.”\nThat ladies and gentlemen, is high-school supervision from a superin-\n\ntendent’s standpoint.\n\nHe can’t help high-school education\n\nmuch\n\nunless\n\nhe can get principals to roll up their sleeves and remake their high-school\n“They need sympathy and help. They have inherited a silk\nsystems.\nmill, built and equipped to weave the most delicate threads into ornamental patterns. A cataclysmic change has dumped among their raw\nmaterial wool and flax, sisal, hemp, and wood pulp. The principals must\nbe helped to so reorganize as to deliver a well-known useful fabric suitable for stout sails for the ship of state.\nWho despairs?\nSo far as I can see, every one worth knowing is glad that the hundred\nresearchers in the laboratories of the schools of education and, under their\ninspiration, teachers in the classrooms of high schools, are reducing our\nprofession from a mess of glittering generalities to a nearer approach to a\nscience of surety.\nWe want to be in line with the progress of those material constructionists who can build a car that inevitably runs, who manage\na railroad that gets you to your goal. We want to be in the class of\nthose engineers in human welfare who know they can prevent cholera and\nyellow fever, who know an increasingly large number of diseases they can\ncure.\nAll around us in the humbler occupations we see the conquering\nof uncertainty as in that beautiful rhythmic sign in Albany, ‘““No woman\nso fat but we can make her stylish,” or that other proud boast of a master of trade on Warren Street, New York City, ““You don’t have to try on\nthe pants I make for you.”\nFrom these ridiculous examples to that sublime realization of the hope\nof the fathers is a step, long enough, no doubt.\nBut the best men of our\ntime have faith that the schools can take it, for from Washington to\n\nCoolidge it has been\nhope of the world.\n\nWHAT\nCORNELIA\n\nS.\n\nthe faith of the fathers that the schools are the\n\nTEACHERS\n\nADAIR,\n\nPRESIDENT\nTION,\n\nIN SUPERVISION\n\nWANT\nOF\n\nTHE\n\nNATIONAL\n\nRICHMOND,\n\nEDUCATION\n\nASSOCIA-\n\nVA.\n\nWhen one considers the topic “What Teachers Want in Supervision,”\nanother question arises in the mind demanding instant solution, “Why\n\nMature consideration of the two questions brings to\nis supervision?”\nlight the fact that there is little if any difference between what teachers\nwant in supervision and what other thoughtful educational workers want.\n\n"}
{"page": 734, "printed_page": null, "text": "730\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe ultimate aim and measure of all supervision is the progress of a child.\nAll school machinery exists that his growth may be guided in the right\ndirection. That teacher is greatest who creates within the school an atmosphere of freedom, growth, and responsibility. That principal is greatest\nwho gives teachers the maximum freedom and who secures the largest\ngrowth and self-imposed responsibility. That superintendent is greatest\nwho is most able to develop principals and teachers and to keep them free\nin their work with the children. That system of city or state supervision\nis best which fosters the finest adaption of the schools in each local community to the highest needs and ideals of that community.\nSupervision has been influenced in spirit and method by the shift from\nautocracy to democracy in the management of human life. While there\nis still much in our educational practice that belongs to the middle ages,\nsteady and substantial progress is being made in the direction of wiser\n\nand more wholesome methods of handling people.\nThis is nowhere better illustrated than in the epoch-making Sixth Yearbook of the Department of Superintendence on the Development of the\nHigh School Curriculum. ‘This yearbook is literally an example of supervision. It is the vision of the best minds in American education working\non the greatest collection of facts relating to the secondary school ever\nbrought together. Its aim is not uniformity or standardization in the\nnarrow sense, but diversity and the adaption of the school to the needs\nof individual children and of the various communities. Its aim is not to\nenslave the teacher to a fixed way of doing things, but to free the teacher\nby bringing out the facts and the principles so that they may be applied\nin the readaptation of our secondary schools.\nThis is a democratic attitude.\nIn this yearbook is also found a clear\nstatement of the responsibility of the secondary school for all adolescent\nyouth rather than merely for a part of them. ‘The high school of the\npast may have excluded many pupils because they were restless or uninterested or could not profit from what it had to offer. The high school\nof tomorrow, following the lines laid down in this yearbook, will find\na way to meet the needs of all adolescent youth. It will recognize clearly\nthat the pupils who tend to drop out at early ages are often the ones who\nneed the atmosphere of the school most.\nSupervision developed in accord\nwith this ideal will lead teachers to elevate student growth above the mere\nmastery of subjectmatter. “This does not mean that we shall value scholarship less but rather that we shall value growth and the all-round develop-\n\nment of young people more.\nModern supervision recognizes the simple principle that children grow\nthrough their own activity. It seeks therefore to guide and direct their\nactivity and not to repress it unnecessarily.\nThrough the teachings of\nJohn Dewey, which have profoundly influenced educational theory and\npractice there runs the doctrine of guided growth. This great philosopher\nemphasized the need of a kind of supervision which shall give to the individual child greater freedom and responsibility.\nUnder the Dewey dis-\n\n"}
{"page": 735, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\na\nee\neen\n\neel\n\n731\n\npensation each school is a little society in which the embryo citizen under\nsimple and guided conditions is enabled to make his mistakes and learn\nhis lessons protected from the exploitation and the penalties of a selfish\nand competitive civilization. If a child is to grow there must be things to\ndo that involve more than mere verbal situations. Progress is not made\nby don’ts and stop’s. Necessary as these may be at times, they are not the\nnormal approach to growth, and joy, and power.\nJust as the supervision of children has been made more constructive by\nthe modern educational advance, so has the supervision of teaching become\na profession in itself. The development of the departments within the\nNational Education Association suggests this growth. ‘The Department of\nSecondary School Principals is larger than the whole Association was a\nfew years ago. It is a far cry from the socalled early supervision which\nconsisted of an occasional visit to the school by the district trustees, to the\nhighly trained, sympathetic, and efficient supervision of the modern school\nprincipal and his staff.\nThis development has been made possible by the improvement in the\nstatus and training of teachers.\nIf teachers are to be free and effective\nin the larger sense—if they are really to be great technicians as well as\nfine and noble personalities—they must be well-trained.\nIt is for this\nreason that the National Education Association has said that every teacher\nshould have four years of training beyond the four year high school.\nThe growth of the teacher-training movement is most encouraging.\nNormal schools are becoming teachers colleges. “Iwo year normal schools\nare becoming three year schools. Attendance at summer schools is increasing. During the summer of 1927, according to figures published in The\nJournal of the National Education Association, 250,000 teachers took\ncourses in education.\nStudy on the part of teachers in service has also\ngrown until in cities like New York, Boston, Cleveland, and Detroit there\nare thousands of practicing teachers who take extension courses from the\nbest talent in the teacher training field. Cincinnati put into operation in\nSeptember a salary schedule which encourages training for all teachers\nthrough the four year level and beyond.\nDirecting the work of a corps of teachers such as is being built up in\nCincinnati is very different from the sort of petty direction required for\nmany teachers in rural communities who have had no professional training\nat all. This petty supervision, which may have been inevitable in the\npioneer stages of teaching, becomes less and less necessary as teachers improve in training and working skill. Early supervision was often unwelcome because its real purpose was misunderstood both by the teacher and\nby the supervisor. Sometimes supervision is not kindly received because of\nBut such cases are\nthe personality or spirit of the supervisor himself.\ngrowing rarer as the principles of supervision are becoming better under-\n\nstood.\nSupervision has to do with the improvement\nselection\n\nof organization\n\nor\n\nsubjectmatter,\n\nthe improvement of teachers in service,\n\nof the teaching act, the\n\ntesting\n\nand\n\nmeasuring,\n\nand\n\nEveryone grants that the principal\n\n"}
{"page": 736, "printed_page": null, "text": "732\nir ge\n\nNATIONAL EpucATION ASSOCIATION\nme\nCSN EITC\naie emma\n\naim of supervision is the improvement of teaching. ‘This end will be accomplished by inspiring and encouraging the good teacher to further study\nand experimentation, and by redirecting and improving the work of the\naverage and the poor teacher.\nGood supervision has definite, well-understood standards and a wellorganized program.\nIt supplies\nIt is essentially a cooperative procedure.\nthe means which enable teachers to live up to the set standards and to carry\nout the authorized program.\nOne who goes about as an inspector or detective will not gain cooperation. He will never see the best work of teachers, because of the nervous\nstrain to which he subjects them. A dictator is of no real assistance to\nteachers! What teachers need is inspirational leadership.\nMuch that is\nsuperimposed is valueless.\nEncouragement and suggestions together with\nhelpful demonstrations will build up a teaching morale worthy of the name.\nIn their supervisors, teachers hope to see the qualities they themselves\nshould possess and more. ‘They demand in them a certain amount of personality and enough power to inspire confidence in their professional ability.\nThey want them to have a thorough knowledge of the art of teaching and\nwillingness to make, occasionally at least, a carefully detailed study of a\nrecitation before entering upon any criticism of it. In conference, teachers\nwould have their supervisors speak sincerely, make a simple straight-forward statement of facts, and give them an opportunity to do likewise.\nI must pause to make a special plea for better supervision in rural schools.\nIn spite of our theory that every child should have a fair start in life, it is\npossible to find in many states of the union wonderful city schools side\nby side with rural schools that are utterly inadequate when measured by\nthe needs and standards of modern life. ‘Too often county and even state\nsuperintendents are selected for petty political reasons rather than for educational qualifications.\n‘The National Education Association has said in\nits resolutions that such officers should be chosen by lay boards—that\nthey should be selected not from the small areas they are to serve, but from\nthe best talent available anywhere in the country.\nOnly thus can we bring to rural schools the professional supervision\nwhich they need even more than city schools. In spite of the rich educational materials that lie at its very doors; in spite of the crying needs of\nrural life for a curriculum that will develop men and women able to deal\nwith rural problems in a large way, the course of study in rural schools\nis in sad need of revision.\nFew workers are trained to undertake the\ntask. It has been made evident by the studies of the Curriculum Commission of the Department of Superintendence that the typical high school is\nstill the small semi-rural high school. And yet how few there are at work\non its problems!\nBeyond the work of the principal there is in every school system a wider\ndirection—perhaps more accurately called administration than supervision—\nwhich concerns intimately the growth of every child and teacher.\nConsider for example the sweeping implication of the course of study itself—\na schedule of work which largely determines all school activities.\n\n"}
{"page": 737, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n733\n\nEvery educational system which tries to keep its education abreast of\nthe needs of a rapidly changing civilization must wage a constant battle to\nkeep its course of study flexible enough to be in accordance with the needs\nof the children. Courses of study reflect child needs best when they are the\nproduct of the cooperative effort of teachers and supervisors.\nCurriculum\nbuilding has proved one of the best means yet found for training teachers\nin service. As such it yields advantages to the school system in ways not\nIt helps to train each\nobtainable through other processes of supervision.\nteacher to study the problems of the individual child. It encourages them\nto seek a new content in education and to vitalize the old content by more\nIt inspires to wider\neffective forms of organization and interpretation.\nvision.\nSupervision once meant inspection.\nLater it meant petty dictation.\nNow it means inspiring leadership. For the masses of teachers this leadership will be associated more and more with supervising principals of broad\ntraining and fine personal character.\nAs van Dyke sang the praise of the unknown teacher, may I sing the\npraise of the unknown principal?\nGreat superintendents plan school\nsystems, but the principal leads and guides the teachers. He communicates\nhis own joy in service and shares with them the treasures of his mind.\nHe lights many candles which in later years will shine back to cheer him.\nThis is his reward.\nI have chosen to develop the meaning of supervision in this broader\nsetting rather than in its narrower definition, because it has seemed possible\nthereby to emphasize the new ideals that are guiding not only school management, but also sound management in business, in industry, and in the\nhome.\nWhat teachers want—what we all want—most in supervision is leadership, human, constructive, inspiring. We want our leaders to be men and\nwomen of sterling character, possessed of penetrating discernment, boundless sympathy and an insatiable desire for the complete development of\nyouth.\nWe want them rich in experience and culture, open-minded in\ntraining, clear-eyed in purpose, embodying in their personalities high ideals\nof work, lofty standards of achievement and a keen dissatisfaction with\nless than their best.\n\nCAN HIGH-SCHOOL\nCHARLES\n\nH.\n\nJUDD,\n\nSUPERVISION\n\nDIRECTOR,\n\nSCHOOL\n\nCHICAGO,\n\nOF\n\nCHICAGO,\n\nBE MADE\n\nSCIENTIFIC?\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nILL.\n\nHigh-school supervision cannot be made scientific without arduous labor.\nThere are unfortunately some people who think that science is easy to\nFor example, a principal writes to a\ninject into all kinds of situations.\ncollege professor as follows, “Our school has a six-period program; each\nperiod is 55 minutes in length. Do you think this program is too heavy\nfor pupils of high-school age?” The college professor who gets this letter\n\n"}
{"page": 738, "printed_page": null, "text": "734\n(ia eC\n\nNatIonaL Epucation ASSOCIATION\nae ES\nan abi ate i a Aiea\n\nknows that the principal who wrote it is in trouble with a local physician,\nor with the president and secretary of his parents’ association. What the\nprincipal wants is a document that he can lay before his board with the\nstatement that it comes from a scientific expert. There is a quieting effect\non some boards of education in the words “scientific expert.” ‘The local\nphysician is scientific; members of boards of education know about scientific\nbusiness management.\nIt the principal can get a pronouncement from someone far enough away from his town, he may be able to convince his board\nthat he is operating under the sanction of science.\nI shall not pursue this matter of the correspondence between the principal\nand the college professor further lest it lead to revelations which probably\nought not to be made public. My purpose is served if I add the statement\nthat no one knows whether that program is too heavy or not until he has\nstudied the situation with sufficient care and detail to arrive at a verifiable\nconclusion based on facts not supplied in the off-hand letter.\nThe getscientific-quick method of extricating oneself from supervisory difficulty\nmay serve the temporary purpose of quieting an aroused community, but\nit is not a safe or valid method for scientific control for the schools.\nThere are some principals who are willing to go further than to write\nletters to supposed experts. \"They go so far as to take a summer quarter\ncourse or two in the science of education. ‘They establish themselves after\nthese courses on the firm ground of one of the leading scientific generalizations and begin operation. ‘There came into my hands some time ago an\napplication for a fellowship. The applicant was a high-school principal.\nAmong the achievements which he enumerated as entitling him to favorable\nconsideration was one on which he laid great stress, evidently considering\nit a mark of the most advanced training and an evidence of his determination to be in the front rank of educational scientists.\nHe said, “Since I\ncame to this school, I have completely reorganized the method of marking.\nEvery teacher in this school now follows strictly the normal curve in\ndistributing his or her marks.”\nI have a vivid picture in my imagination of the way in which the teachers\nin that school have been browbeaten into adopting the normal curve. I can\nsee the pride with which this enthusiastic youth looks over the bookkeeping\nwhich he has perfected and reports to the neighboring county institute the\nunqualified success of his efforts to bring science into a situation which was\nformerly conducted in utter ignorance of the findings of the best educational\nresearch.\nI trust that no one will misunderstand my position. The normal curve\nis a most useful instrument in the hands of one who understands its value.\nI know of no more stimulating method of inducing teachers to study the\nwhole problem of developing an equitable system of grading pupils than\nto have them compare the distribution of their own marks with those of\nother teachers and with the normal curve.\nOn the other hand, I know\nof nothing more stupid than to dictate as a matter of invariable rule that\n\nthe normal curve shall be followed rigidly by all teachers in the distribution\n\n"}
{"page": 739, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n735\n\nof their marks. The trouble with the young applicant whom I quoted is\nthat he had too slight an acquaintance with the normal curve.\nIt would be possible to offer an endless number of examples of what may\nThe\nproperly be called ignorant enthusiasm for the science of education.\nlatest which came to my attention was in the form of an article submitted for\npublication to the School Review. ‘The article in question was written by a\nHe had eviprofessor in a university department of modern languages.\ndently participated in some of the testing initiated by the national commission in charge of the Modern Language Inquiry. Evidently, also, he had\nnever heard of the long labors by which educational tests in other fields\nhave been refined. He wrote in glowing terms of a new educational era\nwhen other subjects in the curriculum will adopt the practice which the\nmodern languages have found to be productive, namely, the practice of\njudging the success or non-success of instruction by tests. He pointed out\nthat tests will show any teacher exactly how the results secured in his class\ncompare with results secured elsewhere. ‘The writer of this article urged\nall schools and colleges to use tests. “The author evidently felt it to be his\nduty to bring the overwhelming importance of tests to the attention of a\nOur editorial board considered seriously\nhitherto unenlightened public.\npublishing this article as a means of introducing a little humor into the\nsometimes too somber pages of the School Review.\nThere would be very little justification for the present paper if it could\ncontribute nothing but examples of the misuse of the science of education.\nI have ventured to report such cases as I have cited because I believe the\nscience of education is in critical need of a kind of support which the great\nbody of administrators do not fully understand. ‘The science of education\nrequires at this moment the expenditure of an enormous amount of energy.\nThe science of education is understaffed and undersupported. “The number\nof workers who are attempting to carry on educational research is pitifully\nsmall and wholly inadequate to the demands. I have thought of this occasion as a strategic opportunity to make a plea for a new type of support for\nthe scientific study of high-school problems.\nI shall try to persuade you\nthat the high schools of this country must think of their task in a new way.\nI shall try to convince you that it is expedient and economical for high\nschools to become centers for the scientific study of the problems of adolescent education.\nLet me be concrete. I remember some years ago visiting the New York\nCity High School of Commerce when the late Mr. Shepard was principal.\nThere was a record in the principal’s office of the activities of each of the\n\"The record showed what subjects the teachers\nteachers in the school.\ntaught, how many pupils were in each class, how many pupils passed and\nfailed, and so on. There was one item in the record which interested me\nIt showed how many pupils in each class elected a related\nvery much.\nsubject during the year following instruction by a given teacher. I was\ninterested in this item because it revealed very clearly the fact that some\nI recall\nteachers influenced their pupils positively while others did not.\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nthat there was one teacher of mathematics whose pupils in large percentage\nwent on with advanced courses in that field and that there was another\nteacher working under almost identical conditions as to subjects of instruction and numbers of pupils whose influence was almost zero as shown by\nsubsequent elections.\nIt required some energy to compile the records to which I have referred\nand there were a number of items on which information was collected year\nafter year which did not seem to be as significant as the one which I selected .\nfor special comment.\nThe energy required for the compiling of the record\nundoubtedly lessened the amount of time which someone could expend in\nsupervising extracurriculum activities or in holding conferences with\nparents or teachers or in performing some of the other duties which principals ordinarily think of as normal routine. I do not hesitate, however, to\nassert that such careful and complete records kept in every school in this\ncountry would give an objectivity and precision to high-school supervision\nwhich are at present largely lacking.\nWhy is there so little work done in high-school offices in the preparation\nand study of scientific material on which supervision is to be based? We\nall know the excuse commonly offered. It is said that there are no funds\navailable for such records.\nOr it is said that the principal is so fully\noccupied that he cannot find time to think of such matters.\nF\nAt the risk of making a statement that will not be palatable to some of\nthe members of my audience, I shall say what I believe to be true and I\nshall depend on your good nature to hear me through in the hope that we\nmay ultimately part on amicable terms. It is my firm conviction that the\nreason high schools are not scientifically conducted is not that resources or\ntime are lacking, but that high-school principals are as a class uninterested in\nscientific methods of investigation.\nIt is my belief that if principals were\nscientifically minded, they could persuade communities to provide the necessary energy to put high-school education on a thoroughly sound and valid\nbasis.\nIn making this assertion, I do not for a moment overlook the fact that\nthe high-school principals of this country are a highly educated and highly\nintelligent group.\nMany of them are thoroughly grounded in literature\nand history and some are productive scholars in mathematics and physics.\nThey were, in many instances, transferred overnight from the field in\nwhich they were doing effective work as teachers and were transformed into\nprincipals without being changed internally in any respect. The result is\nthat they do their thinking, when they indulge in that higher form of intellectual exersise, in the fields of literature or physics and they carry on\ntheir activities as supervisory and administrative officers with no more special\nskill than would be brought to the task by ordinary men.\nWhat I am saying does not imply that these non-scientific principals are\nfailures in conducting their schools.\nQuite the contrary, many of them\nare men of such good sense that they find what seem to be in most instances\nadequate solutions for the problems which arise among teachers and pupils.\n\n"}
{"page": 741, "printed_page": null, "text": "eee\n\nDEPARTMENT OF SUPERINTEN\naeedlee Sy els ee ee ma rae ala i DENCE\nec\n\n137\n\nThe solutions which are adequate are, however, seldom of the type that can\nbe defended as well founded on scientific grounds. The high schools of\nthis country are, for the most part, conducted with the best of intentions\nand with a high degree of success, but by methods which are only vaguely\ndefined and often quite tentative and fluctuating.\nThe remedy for the present situation does not lie in mere individual\nchange of attitude.\nIf some principal becomes aware of the necessity of\nfinding scientifically defensible grounds for his action, he immediately discovers that he is an isolated individual. There is very meager information\nabout the practices of high schools in general to which reference can be made\nby any individual who begins to study high-school problems.\nLet me cite a few cases in point. It has recently been said of American\nhigh schools that they administer curriculums which are “ropes of sand.”\nThis rhetorical phrase is, I admit, somewhat vague.\nI am interested in\nemphasizing the fact that when one begins to refute the charge, one finds\nin the literature of high-school supervision very little definite material with\nwhich to answer or confirm what is said. An answer from a single school\nis inadequate.\nWe ought to know much more than we now know in a\ndefinite way about the extent to which the studies pursued by individual\nhigh-school pupils really weave themselves into coherent curriculums.\nAgain one hears the statement that there is here and there an oversupply\nof teachers. What constitutes an oversupply?\nHow does an oversupply\nin one city—assuming that it exists—affect the supply in other centers?\nAdditional examples of uncertainty in regard to the conduct of schools\nappear when one tries to find out what are the relations of a high-school\nprincipal to the city superintendent of schools. Or what are the relations\nof a principal to his teachers in such matters as the determination of the\nmethods which shall be followed in the classrooms, in the disposition of\ndisciplinary cases, and in so fundamental a matter as initial appointment.\nThere must be broad general principles to which appeal can be made in\ndealing with matters of the various types mentioned. ‘These broad general\nprinciples cannot be ascertained through purely personal endeavor.\n‘The\nprofession must address itself as a body to the study and scientific solution\nof the general problems of high-school administration and supervision. A\nthoroughgoing science of education will be possible only when cooperation\nis established on a sufficiently broad scale to supply a vast body of energy\nand full use of the facilities for experimentation furnished by all high\nschools.\nAt the present time there are a few men in scattered university centers,\nin state departments of education, and in a few isolated high schools who\n\nare carrying on studies on the margin of time left after performing other\nduties.\nEach man does a small piece of work periodically and timidly\npublishes his results. The stream of common practice flows on very little\naffected by these side eddies. The magnitude of the educational enterprise\nis enormously great; the magnitude of the scientific output is relatively\ninsignificant.\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\naaa\n\nVery often scientific research is seriously limited by the fact that the man\nwho would be interested in carrying on the research is without the authority\nnecessary to permit the work. Colleges of education have tried in many\ninstances to secure opportunities for scientific work by organizing schools\nunder their own control. Individual investigators have often found themselves so entangled in red tape and so inhibited by tradition that they have\nbeen completely blockaded in their inquiries.\nMeans\nThe fact is that schools are organized as operating concerns.\nas\nprovided\nbeen\nnot\nhave\noperations\nschool\nof\ncriticism\nand\nfor the study\na part of the routine. ‘This appears in the fact that an ordinary principal\nof a middle sized high school has more distracting duties than would be\nassigned in industry to any kind of supervisory officer. While industry\nhas learned to set up well-equipped laboratories and to guide its activities\nby the exercise of the most drastic scrutiny of its results, schools have been\nasked by the public to use every ounce of available energy in operation. If\nfifty new pupils come to a high school, the board of education may employ\na new teacher, but it will certainly not think of providing an assistant to\nthe principal. Among new pupils there may be problem cases which call\nfor careful diagnosis; some of the pupils may come ill prepared and be, for\nthis reason, in need of special attention; they may be undecided in their\ninterests and in need of training of a type not commonly provided in the\nDoes the community supply expertly trained research people to\nschool.\nstudy the fifty new pupils? Not at all. It is commonly believed that the\nprincipal who is now dealing with seven hundred pupils can take on fifty\nmore without any recognition of the fact that his duties have been increased.\nThe public is not wholly to blame for its attitude. Very few principals\nhave ever asked for facilities with which to make a careful study of teachers\nand pupils and the public does not know that teachers and pupils need to\n\nbe studied.\n\nI must repeat in substance what I said a few moments\n\nago.\n\nThe profession must become scientifically minded or the schools will continue to be supervised on the basis of purely personal judgments.\nSince I have urged the profession to take up scientific studies, it may be\nthought that it is my duty to outline plans which will insure the achievement\nof the end which I have advocated.\nI have several concrete suggestions\nto offer.\nFirst, I suggest that high-school principals develop as frequent opportunities as they can for conferences with one another regarding the problems\nwhich they encounter and regarding successful devices for meeting these\n\nproblems. Principals in neighboring communities could very advantageously\nmeet at least once a month and ask one another regarding such a matter as\ntheir respective methods of judging teachers.\nPresident Eliot is said to\nhave formed his judgments regarding the teaching ability of members of\nthe Harvard faculty by reading the examination questions which these\nteachers set for their classes. A canvass of the school supervisors of the\ncountry would undoubtedly bring to light a number of other useful plans.\nMy colleague Morrison has suggested that the extent to which a teacher\n\n"}
{"page": 743, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\n739\n\nholds the attention of his or her class is an objective indication of the degree\nof the teacher’s success. Principals could well afford to spend much time\nand energy gathering suggestions of this type.\nAnother question which principals might discuss in conference is the\nquestion of how far the results of tests are to be used in rating teachers.\n\nI know one great school system which holds that the results of tests are\nnot proper bases for the rating of teachers.\nIt is argued that the individual teacher is not responsible for the kind of pupils that are sent to his\nor ther class through promotion, nor for the curriculum which is required\nto be administered.\nWhy, then, should the classroom teacher be responsible for the results of tests? It is the obligation of the central officer\nto adjust matters if pupils are found to be deficient.\nIn direct contrast\nwith the attitude of the school system to which I have just referred is\nthat of another system where the curriculum is assumed to be correctly\nstandardized and where promotion is thought of as properly adjusted.\nIn\nthis second system, teachers are rated strictly in accordance with the showings made by their pupils on the tests arranged in the central office. I\ncan think of nothing that would furnish a more appropriate theme for\na principal’s conference than the problems suggested by this contrast in\nattitudes on the value of tests.\nIn suggesting that principals meet and discuss such questions as those\nproposed, I am not assuming that the science of education will be directly\nadvanced by the early meetings.\nI am confident, however, that after\nmen have discussed such questions, there will very soon develop an interest\nin supervisory problems which will inspire the participants in the discussion to seek objective evidence on which to base decisions and practices.\nThere will begin to appear a scientific mind which is essential to participation in the productive study of school problems.\nMy second suggestion is made in the belief that a scientific attitude\nonce established will seek and find means of promoting widespread research.\nI suggest that principals go about the task of converting boards\nof education and the public to an understanding of the fact that decisions\nabout school policy should be reached in the light of facts. We are in\na period of serious jeopardy to school interests. “The expenditures for\nschools have come to be so vast that all kinds of sinister forces are beginning to seek places in the councils of public control of education.\nConscientious educators are so busy with their daily tasks that they seldom\ntake the time to show the public the real character and complexity of\nschool supervision and management.\n‘The result is that the public consumes the energy of school officers in meeting trivial demands.\n‘The public\nseems blind to the fact that absorption in petty details interferes with the\nreal interests of pupils. The principal of a high school who with sensitive conscience gives all his time to answering miscellaneous office callers\nis not really serving the public as he should. As the leader of the school,\nthe principal ought to take time to plan for the development of the institu-\n\ntion and he ought to devise ways\n\nof convincing the public that he is\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNaTIoNAL\n\nEpucaTION\n\nASSOCIATION\n\nes\npc\n\n—\n\nee\n\nThe principal ought\nserving them when he works behind closed doors.\nto prepare reports which will keep the public reading.\nThe public\nIn direct line with this suggestion is another of like import.\nought to pay for expert research assistance in every school. ‘There is\nnothing so convincing to the public as a draft on its purse. “The public\nwill not understand and appreciate educational research until it has paid\nfor it. At present, the public pays most of its money for teaching and\n‘The public pays outappropriates only a small amount for supervision.\nside of the schools a great deal for science. I have waited in the outer\noffice of my oculist, as I dare say the rest of you have done, and I have\ncontemplated with respect the difficulty of securing his services and the\namounts which he is likely to charge me.\nI have noted the eagerness with\nWhen he decides that\nHe is a scientist.\nwhich people await their turns.\nI do thus and so, I do it. I have been unable on occasions when holding\nsuch meditations with myself to avoid contrasting the way in which the\nscientist disposes of people with the way in which people impose on educators. I repeat what I said a moment ago. The public must be taught\nto pay for expert research of high-school problems.\nI suggest that every\nhigh school with ten members on its faculty employ an expert to gather\nThe public is getinformation about teachers, pupils, and curriculum.\nting less education for its present investment than it should. ‘The public\ndeserves to have its educational problems subjected to the most critical\nstudy. Let us give the public what it needs.\nOne of the chief reasons why a school should be supplied with time for\nscientific study of its problems is that records may be kept which will\nmake possible comparisons of different schools with one another.\nOne of\nthe most striking indictments against the high schools of this country is\nthat they demand of the colleges that credentials of graduates shall be\nasked for only on uniform blanks, but they do not, so far as I know, exhibit the slightest interest in uniformity of records in any other connection. High schools have their private methods of registering pupils, of\nreporting grades, of keeping account of discipline, of crediting extracurriculum activities, and of recording the activities of teachers.\nThe financial officers of schools long ago discovered the advantages of\ncomparisons which are made possible because of the existence of uniform\nmethods of bookkeeping.\nPrincipals seem to be wholly unaware of these\nadvantages.\n“The highest ambition of each high-school principal seems\nto be to invent a new blank on which academic records are to be recorded.\nI know a great city in which the high schools of the single system are so\ndivided in their practices with regard to records that scientific studies\nthrough comparison are impossible, even if there were anyone in that\nsystem interested in the science of education.\nThe high-school principals of this country will some day keep uniform\ncumulative records of their schools.\nEven a change in administration\nwill not result in a destruction of records or a break in the continuity\nof standard information.\n‘The profession as a whole will dictate as a\n\n"}
{"page": 745, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nen\nEE cep rg et linn painter 741\nmatter first of response to the demand\n\nfor public information\n\nand second\n\nas a contribution to scientific studies that academic officers do as well as\nfinancial officers and as well as the best public utility corporations.\nIt is\nan astonishing fact that it is impossible in many high schools to ascertain\nwhat courses of study were offered ten years ago and even more impossible\nto find out how many pupils elected certain subjects four years ago. The\nstate of public high-school records is chaotic beyond all possible defense.\n\nMy next suggestion is a negative one but it is offered with all the emphasis that I can put into words.\nNHigh-school principals should not expect educational science to be brought to them in the form of simple rules\nof conduct which are merely to be followed.\nProjects are undoubtedly\ngood when they are genuine, but there are times when school work cannot be cast in the project mould.\nNew type examinations are very useful when one wants an objective measure of the extent to which pupils\nhave absorbed one hundred items of information.\n‘There are occasions,\nhowever, when an examination should test the pupil’s ability to formulate\na train of ideas into a coherent discussion.\nOn such occasions, the new\ntype examinations should not be used.\nHe who is truly master of scientific\nresearch will not think of projects and new type examinations as devices\nto be used without discrimination.\nScience is above all analytical and\ndiscriminating.\nHe who would use science must become critical and discriminating in his own personal thinking. ‘The science of education is a\nstimulating body of thought.\nIt is not a series of rules to be slavishly\nfollowed.\nI picture to myself the future principal of a high school, the man who\nfulfils in the most complete measure the injunction to approach his task\nas a scientist should.\n‘This man will be equipped with such information\nas others have collected and made available in educational literature.\nHe\nwill know the types of pupils who have been measured and described\nthrough tests and laboratory experiments.\nHe will understand the various\nlearning processes by which pupils respond to instruction in different departments.\nHe will be acquainted with the discoveries that have been\nmade in regard to methods of teaching.\nHe will be familiar with the\ndevices of supervision used by his fellow principals.\nHe will be employed by a board of education who will say to him that it is not his\nduty to cater to the wishes of every parent and teacher.\nHe will have\ntime to use his scientific training and he will approach each of the large\nproblems that confront him as his professional colleagues, the doctor, the\nlawyer, and the engineer approach their problems.\nHe will have a reasonable number of assistants and he will be responsible for results of a\nsuperior type.\nI am frank to say that I do not expect to find this type of principal\nwhere men have been catapulted late in life into supervisory office after\nspending their best years specializing on Virgil, or physics.\nI expect to\nsee the principalships of this country occupied by men trained in the\nmethods of scientific supervision.\n‘Then supervision will become scientific\n\n"}
{"page": 746, "printed_page": null, "text": "742\n\nit fl\n\nes wl\n\nCN\n\nNATIONAL\n\nASSOCIATION\n\nEpucATION\n\nos ee Se\n\nae a lines Reed A\n\nial el ania\n\nPe\n\nexactly as all the other modern undertakings have become scientific because\nthey are in the hands of competent men who have learned that success\ndepends on the collection of objective facts, on the derivation of broad\nprinciples of action from these facts and on the discriminating application\nof these principals to the emergencies of practical life.\n\nTHE\nW. W.\n\nWORK\n\nOF THE\n\nSCHOOL\n\nCHARTERS,\n\nPROFESSOR\n\nOF\n\nSUPERINTENDENT\n\nEDUCATION\n\nCHICAGO,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nILL.\n\nWe are completing a comprehensive analysis of the duties of administrative offices, including those of the different types of superintendents\nand principals.\nWe- have read 1167 books and articles written in the\nfield of administration, and have drawn from them all the activities that\nare mentioned in them. We have collected by correspondence a list of\nduties from over 1000 administrators, and have utilized all the analytical\nstudies that have been included.\nFrom all these sources, we have gathered\ntogether approximately 18,000 statements of activities including duplicates.\nThe following are a few illustrations of the activities as handled by\nus: Accompanying the board of directors through the school; addressing\nteachers; addressing Y. M. C. A. organizations on the value of the high\n“Y” to the school; assigning playground activities to teachers; substituting\nfor a teacher during illness; participating in campaigns for the chamber\nof commerce.\nUpon these duties we centered the processes of classification, and as we\ndid so, we found that we might use either one of two types of classification—the structural or the functional.\n‘The first of these types of classification deals with the thing, the object, the materials, the people with\nwhich the administrator works.\nRoughly speaking, they are the nouns\nin the sentences.\nSo upon this basis it is possible to classify all duties under\nthe nouns and secure such headings as parents, pupils, teachers, schedules,\nattendance, records, truant officer, athletics, games, and courses of study.\nWe have collected over 5000 things with which the administrator deals.\nWith these concepts selected as the major divisions of the analysis, we\nthen proceed to classify and list the activities that the administrator carries\non in connection with, or by means of, these objects. To illustrate: When\nwe use such a term as pupils, we find that the administrator accompanies\npupils, addresses groups of pupils, adjusts difficulties in connection with\npupils, admits them, advises them, awards honors to them, commends\neffort, and disciplines.\nBy this procedure we are able to set forth all\nthe parts of the school and community machinery, and in a complete survey, we can tell what the administrator’s active relations are with each\nof these.\nOn the other hand, we might resort to a functional analysis, in which\ncase, we consider the activities that the administrator performs, and\nclassify those, according to type. From this point of view, we find that\n\n"}
{"page": 747, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n743\n\nhe accepts general responsibility, accords support, he advises, arouses interest, assigns, beautifies, constructs, distributes, employs, formulates,\n-finances, and trains. These you will see, are roughly the verbs in the sentences which express the activities.\nThen when we proceed to an analysis of the next level, we have a subclassification of the objects of the activities. For instance, he accompanies\nboards of education, parents, pupils, teachers, school officers, visitors, and\ncommunity officials to various places.\nI do not have time this morning to describe in detail the nuances of\nthis analysis.\nRather, I must stop with the approximate statement that\nit is possible to have a structural analysis by paying attention to the\nnouns, or a functional analysis by paying attention to the verbs. In one\ncase, the nouns are made major, the verbs minor; in the other case, the\nactivities as verbs are major, and the objects as nouns are minor.\nWhen we made the functional analysis we discovered that the activities\nof administrators were expressed in the canvassed sources in terms of verbs,\nor activities, and these when classified can be condensed into a list of 87\ntype activities.\nIt is unnecessary to introduce a complete list because the\nverbs will be published later. But a sample of the first 15 verbs will\nbe given. These run as follows: Accepting general responsibility for;\naccompanying persons; according support to; acting as official in contest ;\naddressing groups; adjusting difficulties between people; adjusting diffculties relating to school procedure; admitting pupils; advising ;announcing\nmatters of interest; arousing interest; arranging materials; articulating\nactivities; assigning duties; attending to correspondence.\nIt may seem at first glance that the selection of one or the other type\nof classification is a matter of little moment.\nBut on more careful thought,\nthe fact is revealed that the picture of the administrator’s job is changed\n\nif we shift the type of analysis from structure to function.\nThis can be best illustrated by a consideration of two types of courses\nthat might be offered for administrators.\nFirst, the usual professional\ntextbook in the schools of administration is organized on a structural basis,\nand deals with such topics as the state school system, the county school\n_ system, city school district, boards of education, superintendents, the teaching corps, the courses of study, tests, the health department, attendance,\nthe library, costs, records, and reports. ‘The list of these headings indicates clearly that if the administrator covers the text, he deals with one\n\npart, or object, or instrument, of the school system after another in serial\n\norder, and presumably under each as a minor topic he considers the activities that the administrator carries on with each.\nAs a result of this arrangement major attention is given to the structure and only minor attention is and can be given to the activities, since\nConsequently,\nthere is a limit to the size of volumes and length of courses.\nvery little attention is paid to the technics of the activities which the administrator carries on in connection with each of the structural units of\nthe school system.\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nIf now, we turn to the other approach through the activities, we find\na quite different situation, and in the last analysis, a different content to\nthe courses.\nSo different is this content that I think the course should .\nhave a different name, and perhaps should be called the technics of administrators activities, or if the less comprehensive view were taken of\nthe course, it might be dubbed the psychology of school administration.\nIn such a course I should want to consider each type activity in terms\nof five headings. We would obviously want to know what the objectives of the activities are, what are the standards by which successful performance is measured, the difficulties encountered in carrying on the activities, the solutions for these difficulties that have been worked out\nby administrators, and the principles upon which these administrative\nmeasures are based, where any principles are discoverable.\nLet me put some flesh upon this skeleton.\nFirst, we shall consider the\nsimple activity called accompanying.\nHere we find that the administrator\naccompanies boards of education, parents, pupils, visitors, and so forth.\nIf I were considering this question as a unit in a course on the technics\nof administrative activities, I should want to inquire, first, “What is the\nobject of accompanying teachers, or pupils, or boards.of education?”\nWhy\nshould the superintendent spend time doing that or in having it done by\na subordinate?\nWe shall have a discussion of the reasons for there are\na variety which influence the superintendent’s technic in carrying on this\nactivity. He may want to accompany school visitors, for instance, from\nmotives of vanity to show how efficient his school is, for unbiased and\nsearching criticisms from visitors, or to illustrate a principle in which\nhe believes. And the objective definitely influences the procedure that he\nfollows in carrying out the activities.\nSecond, it is important for him to have criteria by which to know\nwhether it has been worthwhile to carry on this activity. What are the\nsigns by which he will know whether or not he has properly impressed\nhis visitors, or has secured the criticisms that he wanted, or has put the\nprinciple across? Without constantly measuring his activities by substantial criteria, the superintendent cannot be sure which of his efforts pay\nand which do not.\nThird, he should then be interested in finding out what difficulties he\nencounters in accompanying persons. “They may be lack of time, lack of\nintelligent interest on the part of the visitors and so forth. Obviously,\nit is important to know what these difficulties are, if one wishes to be\nefficient in carrying on the activity.\nIf it is worthwhile for a superintendent to accompany visitors, he needs to study the technics in order to\ndiscover the causes of the poor trips. Fourth, when these difficulties have\nbeen located, it would be of interest to know how the difficulties can be\neliminated.\nHow, for instance, is it possible so to handle intelligent\nvisitors that the superintendent will feel that his accompanying was successful? Or how can he find the time? From many sources this information\ncan be collected, partly from the books, but chiefly from the experience of\n\n"}
{"page": 749, "printed_page": null, "text": "I\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n745\n\nother administrators who have met the same problem.\nFinally, I should\nlike my young administrator to know the principles of psychology and\nsociology which are applied in the use of successful methods of accompanying people.\nThe foregoing example illustrates a quite simple and unimportant\nactivity of an administrator, but the same treatment can be applied with\nequal facility to more complicated and significant activities.\nFor instance,\none of the activities the satisfactory performance of which marks an efficient administrator\n\nis securing the confidence\n\nof the school\n\ncommunity ;\n\nand here again, the same five rubrics are applied. We inquire, first, “Why\nsecure the confidence of the school community?” and the number of objectives can be listed. The administrator may wish to secure this confidence\nfor the good of the school or for his own personal advancement, even,\nspecifically, for having his salary raised. We should want to know also\nthe criteria by which the successful securing of confidence is known.\nWhen can a superintendent feel that he has secured the confidence of the\nschool community?\n‘This is a very important and crucial question, and\nfor it he should have definite criteria. Quite clearly, it would be worthwhile to consider the causes that lead to lack of confidence on the part\nof the individual. ‘This diagnosis is fundamental to successful administrative work.\nWhen these causes have been discovered, it would be necessary to collect methods of removing this lack of confidence and substituting\nfor it a wholesome attitude of approval and good will. Finally, it would\nbe very important for the administrator to have a knowledge of the principles of psychology and of ethics which lie beneath the methods of securing the confidence of a school community.\nMay I be permitted to give another illustration? ‘The administrator\nhas to secure official consideration of important matters by the school board.\nAccording to the treatment that I have outlined, he would ask why he\nneeds to have official consideration given to matters, and the answer to\nthis is easy. The criteria by which he can judge of the success of the\neffort are likewise simple.\nBut when we come to a consideration of the\ndifficulties encountered, we are dealing with a much more complicated\nsubject. Yet the topic is important because the activities of many administrators are seriously hampered by the failure to get official consideration. The board may be indifferent, dilatory, opposed to the superin‘Then, when these possibilities are\ntendent, or even possibly dishonest.\ncanvassed, it will be of equal value to find out how one can know the\nmethods that are used to get action out of an indifferent board, or one that\nputs off action, or one that is opposed to the superintendent, or one that\nFinally, again, we should want the administrator to know\nis dishonest.\nwhatever principles of conduct can be applied in a case such as this.\nI maintain that these are vital problems to which too little attention is\ngiven in our courses for administrators.\nThe administrator likewise advises. There it is again important to know\nwhy he should advise in a particular case, and how much advice should\n\n"}
{"page": 750, "printed_page": null, "text": "746\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nbe given. If he has to give much advice, he ought to know whether his\nadvice is sufficiently successful for it to be worthwhile for him to continue\nto give it. It would be very valuable for him likewise to canvass the\ndifficulties encountered in giving advice.\nHe may find difficulties in the\nsensitiveness of the person seeking advice, lack of intelligence, background,\nand unwillingness to follow the advice. Then, he will be greatly benefited\nby a discussion of the technics for giving advice successfully.\nMany of\nus frequently feel that much of the advice we give is wasted, and if we\nare quite efficient we may decide to restrict the amount that is given\nin the future. Again, there are principles of psychology which may help\nin guiding us in our operations.\n\nThe administrator does not carry on the activity of commending effort\nas much perhaps as he should.\nYet, it is one of the duties of administrators, and as such is worthy of more or less careful attention.\nHere\nagain, we would inquire into the objectives of commending effort.\nSome\nof us feel that it has to be handled with great care for fear we commend\ntoo generously.\nOthers by nature feel that commendation is not necessary. But serious consideration needs to be given to the question of\nwhat and how much commendation should be given, and for what purposes.\n‘This we follow by a consideration of the criteria for such an activity. We may commend, for instance, to promote morale, create happi-\n\nness, and stimulate effort. If it does not do these things, or accomplish\nother acceptable results, it is not successful.\nIt is important to consider\nthe difficulties, the handicaps, in the way of giving commendation, due\nto the personal peculiarities of either the one commended or the one commending.\nUndoubtedly, it is a matter of quite considerable importance\nto know the technics for commending effort efficiently.\nSometimes commendation on the part of some individuals seems to be insulting to the\none who is being praised.\nOften, it is tactless and ungracious, and frequently lacking in charm.\nSometimes, it is too obvious and at other\ntimes too subtle. Any consideration of these technics would be greatly\nstrengthened by the intelligent use of the principles of psychology.\nI might continue these illustrations indefinitely to cover the whole round\nof type activities, but that is unnecessary.\nI might have ceased with the\nfirst illustration, but I have given others because I want to get clearly\nacross the differences between structural treatment in conventional courses,\n\nand this functional treatment which I advocate.\nI believe that if the\nmaterial has been properly presented, the audience will agree with me that\nthere is something to be gained by a course such as this, for, as has been\nsaid, in the structural treatment, the activities are treated incidentally,\nand time is not given for the development of their technics.\nIn a course\nwith this functional organization, the technics are made prominent, and\nan opportunity is given to describe them in detail, with the result, I believe\nthat an administrator who has studied his activities from the functional\nangle, either in class or on the job, and has discovered resourceful methods\nof handling them, will be in a better position to handle the activities than\n\n"}
{"page": 751, "printed_page": null, "text": "DEPARTMENT\na\n\nOF SUPERINTENDENCE\ngy\n\n747\n\nhe would be had he merely studied the structure of his tasks and given\nonly incidental consideration to these activities which he applied in handling\nthem.\nI am‘ not advocating the substitution of the functional treatment for\nthe structural treatment.\nAs a matter of fact, the textbooks which are\nbuilt on the structural basis describe some of their activities and have a\ncombination of structural and functional treatment.\nIndeed, the list of\nactivities which we have organized has some traces of both. But I am\nfirmly convinced that the art of administering school systems would be\ngreatly benefited by an attack from the functional point of view, at least\n:\nas a supplement to the structural attack.\nMy reasons for proposing this approach to administrative activities are\neasily summarized.\nIn the first place, the performance of activities is\ncrucial.\nSuperintendents rise and fall on their ability to perform these\neffectively.\nIn the second place, the only conditions under which these\ntechnics can be learned at present is on the job by trial and error, and\nsupplemented by occasional advice from experienced superintendents.\nIn\nthe third place, while the specific methods to be used in overcoming the\nspecific difficulties are for the most part unrecorded, it is easily possible,\nwith the research technics already available, to collect, organize, and\ninterpret them.\nNo technical difficulties need to be encountered in collecting the material.\n“Time and clerical help are the only consideration.\nIn the fourth place, from these and other sources, a body of general principles to be used in carrying out these activities will emerge; and finally,\nwhile skill in administration is made artistic only on the job, the fundamental principles can be presented with profit to administrators in courses\nin teacher training institutions.\nBotany and zoology have in the recent past swung from the structural\nto the functional approach.\nThirty years ago we studied the parts of\nplants—root, stems, and leaves.\n“Today, we study reproduction, osmosis,\nand nutrition.\nAnd it is possible that with the analysis that is now being\nprepared, an impetus will be given to a similar shift in administration\nfrom the materials and people with which the superintendent deals to a\ncorresponding consideration of the activities that he carries on.\n\nTHE\nJOHN\n\nThe\n\nH.\n\nQUALIFICATIONS OF THE PROFESSIONAL\nSUPERINTENDENT OF SCHOOLS\nBEVERIDGE,\n\ntopic assigned\n\nSUPERINTENDENT\n\nme\n\nassumes\n\nOF\n\nthat school\n\nSCHOOLS,\n\nOMAHA,\n\nsuperintendence\n\nNEBR.\n\nis a pro-\n\nfession.\nDean James E. Russell defined a\nWhat do we mean by a profession?\nprofession as ‘‘a vocation in which specialized knowledge is applied rationProfessor George\nally, skilfully, and ethically in the affairs of men.”\nPalmer of Harvard defined a profession as “an occupation entered upon\nafter a long and vigorous preparation—maintains\n\ndefinite standards,\n\nand\n\n"}
{"page": 752, "printed_page": null, "text": "748\nSides\n\nI\n\nASSOCIATION\nNATIONAL\nSS) I tk hereon\nAEpUCATION\nSS\n\nEI\n\ngives unmeasured service.” These are the two most satisfactory definitions\nOne classifies a profession as a vocation,\nof a profession we have found.\nthe other as an occupation; both agree substantially in the differentiation\nin the latter part of the definition.\nIn our discussion then we may assume that the professional superintendent has acquired special training for that work; that he has had long and\nvigorous preparation; that he will apply his knowledge rationally, skilfully, and ethically; that he maintains definite standards and gives unmeasured service to the community in which he works.\nThe exceptional lawyers\nOther professions meet these requirements.\nfour years of collegiate\nhave\nmaintain that a satisfactory lawyer should\ntraining followed by four years in the law school and two years in an\nefficient law office before he can really become a practitioner.\nOne of the leading physicians of the Middle West stated to me only\na few days ago that his son was preparing to practise medicine, that he\nmust put in ten years before entering upon this practice—obtaining his\nBachelor of Arts degree in Harvard University, taking four years of\nmedicine and two years of interne-ship.\nSuperintendence differs from teaching. We must understand that the\nwork of the superintendent of schools differs from the work of the teacher\nin school. The work of the principal is different from the work of the\nteacher as many elementary principals will bear witness.\nA great superintendent of this country said to me less than a year ago\nthat the superintendency of a public school system was ten times more\ndifficult than that of the president of a university.\nHe may have been\nwrong.\nI recall a statement in one of our leading magazines to the effect\nthat one president of the United States seemed to find the work of the\nchief executive of this country rather easy in normal times in comparison\nto that of being the president of a great university. What then may\nbe said of the superintendency?\n‘The successful administration of a public\nschool system, with its multiplicity of duties and the difficulties incident\nthereto, is an opportunity worthy of the ability and of the ingenuity of\nthose most ambitious.\nNo attempt will be made to give all the qualifications necessary for so\ndificult a position but to suggest in mere outline a few that seem to be\nfundamentally essential.\nWe use qualification in the broad sense as meaning “any endowment\nwhich fits a person for a place or an office’—here, superintendent of\nschools.\n\nScholarship—The\nin scholarship.\n\nsuperintendent\n\nof schools should\n\nbe well qualified\n\nIt may not be possible for him to be a profound\n\nscholar\n\nas he pursues his profession with the multiplicity of its duties and entanglements.\nBut he should possess that scholarship which merits and maintains\nae respect of his associates in work—teachers, principals, supervisors, and\neans.\n\n"}
{"page": 753, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n749\n\nNo one should undertake to be a superintendent of schools who does\nnot have a mentality that will compare favorably with the best of those\nwith whom he is associated in his own school system and those in the\ncommunity where he works with the mentalities in other professions.\nSuch data are available to show in general (some exceptions, of course)\nthat a man’s success in business and professional life has a rather definite\ncorrelation with the standard of scholarship he demonstrated in his collegiate training, that there is also a satisfactory correlation between his\nwork as a high-school pupil, as a college student, and in the professional\n,\nschool.\nPast-President Thwing, the “historian of higher education in America,”\nstates that he has found no exception in the records of any American college to the general rule that those who ‘‘achieve most before graduation\nare likely to achieve most after graduation.”\nA careful study was made about ten years ago of the success of the\nclass of 1894, Harvard University.\nA committee of three carefullychosen men selected twenty-three men of marked success in this class,\nthen chose twenty-three men at random from the same class. This committee then secured the undergraduate grades of the several men thus\nselected.\n‘“Io the credit of the successful men were 196 <A’s, to the\ncredit of the other men, only 56.” (Foster, Harpers Magazine, Vol. 133,\npage 615).\nCaution: One must be careful, however, that his academic training does\nnot spoil his education.\nBackground—The\nprofessional superintendent should have a wide\nbackground of knowledge, information, experience, and contact.\nSays\none, “To be professional requires a superior education.”\nHe must not only possess specialized knowledge of his own specific\nwork, but must be able to meet men in other occupations and professions,\nconfer with them, with some degree of intelligence regarding their own\ninterests; he must be a fair conversationalist, a good listener with some\nknowledge of music, art, and dramatics, with a good basic knowledge\nof literature and literary activities, such as will make him a satisfactory\nmember of the several types of social groups.\nHe must be able to meet professional, industrial, commercial, and financial men and women in such a way that he may secure and maintain their\nrespect.\n\nThe necessity for a good background of knowledge and experience in\nthe successful operation of any undertaking is well illustrated in the life\nof a great insurance salesman, Doctor C. E. Albright, who in twenty-\n\none years paid for 45 million dollars worth of life insurance in his own\n\ncompany and at the same time placed large amounts in other companies.\nHe was an honor student of the Rush Medical College, assistant medical\nHe\nexaminer for a well-known insurance company for fourteen years.\nspirit\nscientific\nthe\napplying\nmethods,\nand\nmen\nof\nstudent\nwas a constant\nto this part of the insurance work during his fourteen years of service\n\n"}
{"page": 754, "printed_page": null, "text": "750\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nas an assistant medical examiner.\nWhen he definitely decided to enter\nthe selling side of insurance, he resigned, spent a year and a half in Europe\ngetting a broader background so that he could more easily meet the\nIf an insurance\ntype of people to whom he wanted to sell life insurance.\nsalesman finds it necessary to have this broad background of which I\nspeak, how much more should the professional superintendent of a city\nschool system strive to get the background which will enable him to render\nthe highest type of service?\nDoctor Albright has found it valuable in\nhis business as an insurance salesman to be associated with members of\nSuch a conthe board of directors of many large financial institutions.\nnection, even in a small way, is valuable to the city superintendent.\nKnowing the job—It is a fundamental principle of any business or\nprofession that one must know his job. No board of directors would\nentrust a bank to a manager who was not familiar with the banking busi-\n\nness; no manufacturer would think of appointing one to the head of a\ndepartment in his factory who did not know thoroughly the work of that\ndepartment; and no board of directors would think of appointing a man\npresident of a great railway system who did not know the railroad business.\nYou would not.select one as a salesmanager who had not had\nexperience in salesmanship.\n\nAnd\n\nso you would\n\nnot think of appointing\n\none as a superintendent of a school system who is not familiar with the\nprinciples of teaching, who did not understand supervision, who is not\nfamiliar with school construction, school equipment, the organization and\ndirection of people.\nThe school superintendent should be a constant student of the work\nof executives in other lines of endeavor.\nHe can learn from the banker,\nthe manufacturer, the railroad executive, the insurance director, the department-store manager.\nHe should be a keen observer, a willing learner,\na careful practitioner.\nThe importance of knowing thoroughly the job of the superintendent\nis emphasized by a number of my coworkers whom I asked to write me\ndirectly giving the ten most important qualifications of the professional\nsuperintendent.\nMore than half of these superintendents indicated the\nimportance of knowledge of the job. Eight of the ten points given by\none superintendent commenced with the statement “a knowledge of.”\nFour answers of another superintendent and three of the third were based\n\non knowledge of the job.\nYou would be interested in the kind of knowledge that was suggested\nby coworkers.\nThe types of knowledge considered necessary by these\nsuperintendents are—\n‘\nKnowledge of—1. School finance, buildings, equipment, supplies; 2. organization;\n3. the aims, ideals and goals of education from the elementary through the senior\nhigh school; 4. a grasp of the specific objectives of the American public school;\n5. technic and methods; 6. principles underlying curriculum and_ instruction;\n7. budgetary procedure; 8. child accounting.\n\n"}
{"page": 755, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n751\n\nCourage—The professional superintendent must have that courage\nwhich is begotten of a knowledge of his work, a student of the problems\nincident to his profession, not arbitrary, not dictatorial, not seeking vain\nand personal glory; but courage resulting from a careful analysis of the\nproblems that confront him and the cultivation of a judicial-mindedness—\nthe courage that will enable him after data are collected, organized, and\n\nconclusions reached, to march forward toward the goal, remembering that\nthe world steps aside for the individual who knows where he is going.\nHe should have then “no fear, no cowardice, no flinching under-fire.”\nSuch courage is the heart of ethics.\nI do not believe that a man can be truly ethical in his profession without courage.\nHe should have that courage to resist being unfair or taking\nadvantage of ignorance, inexperience, innocence, or stupidity.\nHe must\never remember that in the beginning right is seldom always on one side,\ntherefore he should be open-minded, willing to listen and evaluate the\nsuggestions of others.\nIt sometimes takes more courage to acknowledge\nthat you are wrong than to maintain that you are right.\nYou may have acquired in life the habit of always having your own way.\nIt is barely possible that you might make a mistake. It takes fine courage\nto crush such a habit and quietly, unheralded, and unsung gain the victory over self—and this suggests another attribute of the superintendent—\nselfcontrol.\nSelfcontrol—Not infrequently the attitude taken by irate parents,\nmeddlesome propagandists, unfair taxation leagues, unscrupulous members\nof boards of education, unwise enthusiasts for a good cause, test the temper\nand control of the most philosophic, the most optimistic; but if you can\nbe calm, maintain peace, quiet, an element of reserve, reasonable silence,\nand firm selfcontrol, the chances are in your favor.\nPower of resistance—The superintendent of schools should have power\nto resist “‘purblind enthusiasts’? who wish to have the school program set\naside in order that opportunity may be given to promote personal propaganda, and keen, clever, astute commercial organizations, which, realizing\nthe value of the schools as powerful advertising medium, insinuate them.\nselves into the schools under a pretense of educational contributions which\nthese organizations are making to society.\nHuman nature—The prince of poets, the greatest of dramatists, is\ncredited with having had a profound knowledge of human nature.\nNo\nqualification of the superintendent is more important than a knowledge\nand understanding of people.\nIt was said of Goethe that he did not follow the regular course of\nstudy in his college life but that he did attain what was more important\nto him—knowledge of men.\nYou will recall that in the first twelve months of the World War.\nAmerica was asked to furnish munitions for France and England. Edward\nR. Stettinius was chairman of the commission which undertook the task\nof making a survey of the plants in this country to find out which ones\n\n"}
{"page": 756, "printed_page": null, "text": "WSZ\n\nNatTIONAL EDUCATION\n\nASSOCIATION\n\ncould most rapidly and efficiently manufacture munitions.\nA survey was\nmade of steel plants, automobile plants, locomotive works, etc. The conclusion reached was that we should be guided less by the nature of the plant\nthan by the character of the men at the head of the plant; personnel is\nmore important than machinery and equipment; men are more important\nthan material; it is not a question of tools, but of brains and character.\nThe commission of which Mr. Stettinius was the head proceeded on the\ntheory that 9714 percent of the efficiency of any plant lies in its men\nand 214% percent in bricks, mortar, and machinery.\nWhen Alfred Smith was president of the New York Central Railroad\nhe stated that 95 percent of the efficiency of any organization was in its\nmen and not more than 5 percent in materials, machinery, and equipment.\nWhat better evidence would you want than this?\nThe superintendent needs to know and understand people.\nHe must\nselect and assign teachers, principals, supervisors, and directors.\n‘There\nis no member of the personnel of the organization who is not either\ndirectly or indirectly responsible to the superintendent.\nHe must work with parents and pupils, members of the board of education, with leaders in social, civic, and economic life of the city. With all\ndue respect and with the utmost consideration for members of boards_\nof\neducation who are sincerely devoted to their work and serve ably in this\ncapacity, the superintendent should be able to know something about what\nthe members of his board will be thinking a year hence.\nHe should know\ntheir interests and tendencies, their hobbies, and sometimes their follies.\nDue credit is given to an assistant superintendent of schools who recommends that the superintendent should be most careful in the selection of\nhis wife—that he should select as his life companion one who would be\nso brilliant and tactful that apparently she hears nothing, knows nothing,\nand says nothing about schools.\nProbably the idea in the mind of this\nassistant superintendent was that what one does not say does not get him\ninto entangling alliances, or perhaps the thought was that gossip is the\nmost dangerous trait of human beings.\nPersonal—Men and women forgive some of the shortcomings of the\nsuperintendent but they are not likely to forgive one who is not capable\nof managing his own personal affairs so that he meets his financial obligations and pays his honest debts.\nThe superintendent is expected to be honest, fair, and just in his dealings with pupil, teacher, patron, or member of the board of education.\nThe same qualifications should be met in the management of his personal\naffairs and his business life.\nThe superintendent of schools is recognized as a leader in his community.\nHe should make a good personal appearance.\nWhile clothes\nmay not make the man, they evidence to some degree one’s tendency.\nThe superintendent should acquire fairly good taste in clothes, in manners,\n‘The community is entitled to a\nin language, and in social standards.\n\n"}
{"page": 757, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nP53\n\ncultured leader—one who does not deviate decidedly from recognized\nstandards of culture.\nAn eminent member of your own organization suggests that the superintendent should be well born, that he should have or acquire habits of\ngood breeding, engaging manners, refined speech, and freedom from pedantic conceit. Another states that he should have liberal culture, high ideals\nand a pleasing manner, acquired by extensive association with people of\nculture and refinement, a third that the superintendent should be generousminded and have ‘‘an unselfish desire to serve humanity and wherewithal\nto endure contumacy, suffer defeat, and see without envy others no abler\nwin financial success and greater esteem.”\nHe should devote himself unselfishly to the cause of education and to the welfare of the community\nof which he is a part.\nAn organizer—A professional superintendent should have a thorough\nknowledge of the best methods of organization.\nGood organization spells\neconomy of time and economy of effort for the members of the personnel\nconstituting the organization—obtaining maximum results with a minimum\nof effort.\nOrganization is not for the day or the week or the month alone, but\nfor the year and indeed the better organization, for five or ten years\nahead, perhaps more.\nIt is as necessary to budget your time as to budget\nyour income.\nAs an organizer, the superintendent will surround himself with able\nassociates, assign them to jobs for which they are especially fitted, have\nthem proceed with authority, and give them responsibility.\nThe good organizer does constructive thinking, makes careful plans,\nappreciates the efforts of others, discriminates between the essentials and\nnon-essentials, and keeps faith with the organization.\nLeadership—We have already mentioned leadship as a requisite qualification of the professional superintendent.\nMay we suggest a few characteristics of good leadership.\n1. A leader should have the ability\na. To think through an idea and reduce it to written form;\nb. To present orally, concisely, and definitely what he has thought out—\nto speak fairly well.\n2. He should have mental alertness—a moving mind, moving to new thoughts.\nMental inertia does not produce leadership.\n3. He must know his business well and be open-minded and always willing to\nlearn more about it.\n\n4. He must have the courage of his convictions.\n5. He must be a man of action. A man who is doing something all the time-and\nis right most of the time will get much accomplished.\n6. He must have what someone has called “the gift of people.” Possibly the\nbiggest problem of life is getting on well with associates, making proper human\n\ncontacts.\n7. He must have the ability of getting others to think as he thinks, to see as he\nsees them, and to act accordingly.\n8. The leader must accept responsibility,\n\npasser.\n\nto be\n\na buck\n\nreceiver,\n\nnot\n\na buck\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nNationaL EpucaTIon ASsocIATION\n\nLeadership requires a positive personality—not negative. A positive\npersonality enables its possessor to be an executive—a director of affairs.\n‘The positive personality\nThe negative personality makes him a follower.\nmakes decisions—the negative stands in doubt. The positive goes direct\nto the point—the negative wavers, qualifies, dawdles, vacillates. The\npositive personality ventures in life. The negative is afraid to take the\nrisk. The positive knows he believes a thing—the negative is not sure.\nThe positive person is dynamic—the negative is static. ‘The one has confidence, the other lacks it. The one plans his actions and puts them\ninto practice—the other follows a beaten path. ‘The one has energy,\ncourage, and conviction—the\nare we headed?\n\nTHE RELATION\nE. C. HARTWELL,\n\nother weakness and indecision.\n\nOF THE SUPERINTENDENT\nTO LAY CONTROL\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nWhich\n\nway\n\nOF SCHOOLS\n\nBUFFALO,\n\nN. Y.\n\nBoards of education are fundamental to democracy in school administration. We do not believe in America in benevolent despots. We are\ncommitted to a theory of government which defends the right of -the\npeople to make their own decisions and pay for their own mistakes.\nThe fact that in many individual cities the public has failed to accept\nwhat may generally be regarded as sound principles of school operation\nmust not make us unmindful of the great and general improvement which\nhas gone steadily forward during the last twenty-five years.\nAs a group of superintendents we believe that the schools should be\nprofessionally administered by men technically trained for the work.\n‘This\ntheory frequently finds itself in conflict with selfish, personal, and political\nconsiderations.\nChicago, as an example, has made itself the laughing stock of the world,\nand Chicago is by no means the only community in which the efficient\nmanagement of the schools has been interfered with by organized and hostile influences.\nWhatever declaration of principles this Association may adopt will\nonly have value as the public may be persuaded to accept them.\nAll that\nwe can do is to declare what we believe to be the system of lay control\nbest calculated to produce the most efficient results in educational service.\nFixed responsibility in the hands of a superintendent trained for educational leadership and secured in its exercise is a wise prescription for any\ncommunity desiring the best in educational results.\nA steamship is owned by the company stockholders; the policies controlling it are determined by a board of directors; it is operated by a\ncaptain. ‘The functions and responsibilities of all three are clearly defined.\nSubstitute for this arrangement a situation in which every employe on\nthe boat from stevedore to first mate, except the captain, is hired for\n\n"}
{"page": 759, "printed_page": null, "text": "Ee\n\neee\n\nDEPARTMENT OF SUPERINTENDE\nSPC Saint prpacriin eieheae ay are eae etNCE\nnie\n\n755\naad\n\nlife and paid on a blanket scale without regard to merit; make every deci-\n\nsion of the captain in the operation of the ship dependent on the caprice\nof the board of directors; take a frequent plebiscite of the crew, the stockholders, and the passengers; and then, to make confusion certain, divide\nthe ostensible authority of the captain among two or three other officers\nand you will have a condition not unlike that obtaining in some of our\nAmerican cities in the operation of their schools.\n\nPROFESSIONAL\nGEORGE\n\nTRAINING\n-OF SCHOOL\nIN THE UNIVERSITY\n\nD.\n\nSTRAYER,\n\nPROFESSOR\n\nRECTOR,\n\nINSTITUTE\n\nOF\n\nOF\n\nEDUCATIONAL\n\nEDUCATIONAL\n\nSTUDIES, TEACHERS\n\nCOLLEGE,\nNEW\n\nYORK\n\nRESEARCH,\nCOLUMBIA\n\nEXECUTIVES\nADMINISTRATION,\nDIVISION\n\nOF\n\nDI-\n\nFIELD\n\nUNIVERSITY,\n\nCITY\n\nThe profession of school administration has been developed during the\npast fifty years.\nPreparation for this most important service has been\nsecured through apprenticeships; by the process of trial and success; and\nby training in our universities.\n‘There is evidence in the larger salaries\npaid to school executives and in the freedom with which they move from\nplace to place across state and sectional lines of an appreciation of the\nservice rendered by these executives.\nBut it is still true that lay boards\nof education sometimes choose men without special training and without\nadministrative experience for the position of superintendent of schools.\nWe have been negligent as a profession, in setting up standards, the application of which would protect the public.\nSuperintendents of schools have been responsible in large measure for\nlaws and for regulations which control the admission of men and women\nto the teaching profession. \"There are few school executives who would\nbe willing to employ teachers without professional training. Indeed it is\nbecoming more and more evident that we must have specific training for\neach of the many different types of service to be rendered in the elementary\nand secondary schools.\nIn one state it is necessary to have a Master’s\ndegree with highly specialized professional training in order to qualify\nIt is clear that we have accepted\nfor a position as high school teacher.\nwho are to teach in our public\nthose\nfor\nprofessional training as essential\nschools.\nThere has been a belief not always clearly expressed, that teaching\nfurnishes a sound preparation for the work of the school executive. Whatever may be the importance of service in the classroom in giving an appreciation and understanding of the work of the schools to the administrator,\nit can be asserted without fear of contradiction that neither teaching nor\nthe supervision of instruction will afford sufficient training for the school\nexecutive; not even the responsibility of administering a high school will\nafford the experience necessary for one who is to assume responsibility for\nThe major problems of\nthe direction of the affairs of a school system.\n\n"}
{"page": 760, "printed_page": null, "text": "756\nee\n\nNATIONAL\na\n\nEpuCATION ASSOCIATION\na\na\n\nthe school executive are unique. If he is to develop skill in the solution\nof these problems he must have highly specialized training or he must\nacquire his skill on the job.\nMen and women in teaching or in minor administrative positions in\nthe school system have often secured their preparation for work as superintendent of schools by virtue of an apprenticeship not fully acknowledged\nbut nevertheless occupying a considerable part of their time and effort for\na period of years. ‘Training of this sort assumes highly specialized ability\nupon the part of the executive under whom they are working, that he has\na large amount of time available for this purpose, and that he has an inclination to undertake this important task. Even at best this type of\n\ntraining is likely to be limited to the special fields in which the chief\nexecutive is particularly interested at the time, and may be still further\nconditioned by the pressure for the solution of problems of purely local\nsignificance.\nThe university school of education is in a position today to offer as\nsignificant a training for the profession of educational administration as it\nis to offer professional work in law, medicine, engineering, or business\nadministration.\nIn none of these fields does the professional school send\nout a man whose training has been completed.\nIt may equip the student\nin training with knowledge of his profession and with skills not yet fully\nperfected. The graduate of a professional school should have an appreciation and understanding of the work to be done, knowledge of the methods\nwhich have proved most efficient, and command of technics and skill which\nwill enable him to render important service.\nProfessional training requires the application of theory to practice.\nNo\nprofessional student is qualified for his life work until he has command\nof the technics employed by successful practitioners in his profession.\nIn\never increasing degree professional schools are offering the opportunity\nfor the solution of genuine problems and for practice which will develop\nskill. The engineering student works in the factory, on the railroad, or\nirrigation project, or in some other industrial enterprise as a regular\npart of his training. ‘The medical student applies the theories that he\nhas learned in classroom and laboratory in his interneship in the hospital. The student of law acquires ability in his profession by the study\nof the case presented for his consideration in the light of the decisions\nof the courts.\nBusiness executives are trained through the consideration\nof the problems of plant organization, personnel management, marketing,\nand finance. In like manner, training for the profession of school administration requires that we provide opportunities for the consideration of the\nvaried problems of the superintendent of schools.\n\nThe job analysis and problem attack as a method of teaching is not\nintended to substitute debate for knowledge of the field. Nothing could\nbe more\n\nfallacious than to propose that students debate the issues of ad-\n\nministration without command of all of the scientific knowledge available.\nThe advantage of the problem attack is to be found in the organization\n\n"}
{"page": 761, "printed_page": null, "text": "ee\n\nDEPARTMENT\neen\n\nOF SUPERINTENDENCE\nTTS arn yeregeer =.\n\n757\ne\n\nof the scientific knowledge available with particular reference to professional problems which the superintendent of schools will have to solve.\nIt seems reasonable to propose that as a result of this type of organization\nthe student will command the knowledge available more thoroughly than\nhe would were he merely asked to read books or to report on scientific\ninvestigations.\nThe solving of problems cannot take the place of the work which\nshould be done in the laboratory or of the experience which can be gained\nIn order to learn to represent\nin field work under systematic supervision.\ngraphically the facts with which the superintendent of schools deals the\nstudent will have to practice the drawing of graphs and submit them for\nIf the intending superintendent of schools is to become accriticism.\nquainted with the adaptability of calculating machines for the work of\nhis office, he must have these demonstrated for him, and still more important, he should practice upon them. ‘To become thoroughly acquainted\nwith modern practice in filing the student needs laboratory experience.\nFamiliarity with photometer, the sling psychometer, the projecting lantern,\nor the moving picture machine is necessary for one who is to use these\ninstruments, or to know of their availability for use by his staff. A\nthorough understanding of accounting will require that the student spend\nhours of work in the laboratory making entries and checking up on the\naccounts which he has developed.\nFamiliarity with the reading of plans\nand specifications in the laboratory will furnish the only sound basis for\nthe criticism which a superintendent of schools should be able to present\nto the architect or to his board of education.\nHe must be familiar with\nall of the forms of records and reports in order that he may choose wisely\nin the development of the records to be kept in his school system.\nIn like manner, many problems occur in the survey of school systems\nwhich demand the application of the scientific knowledge which the student\nhas come to command in the solution of the problems which have been\ndiscussed in class. Each community has its peculiar problems of organization and administration.\nWhat is the relation of the school administration to the general municipal, county or other local administration?\nWhat\nmodifications in the school organization promise to add to the efficiency\nof the service? Which type of organization will make for economy?\nThese are among the problems which recur in every field study.\nThe local issues having to do with taxation and finance with which\nthe student has come in contact in a school survey will bring to his attention scores of problems which are identical with those with which he\n\nmust deal later in his work. Variations which occur in the business administration of schools, the purchasing, storage and distribution of supplies, the maintenance and operation of buildings, budgetary procedure,\nattendance service, school health administration, the organization of the\nadministrative and supervisory staff, and the like, will contribute most\nsignificantly to the more complete understanding of the problems which\nthe superintendent of schools has to meet.\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\nAnd so for practically every other administrative problem, whether\nit has to do with forecasting the need for new school accommodations,\nthe management of personnel, the classification and progress of children,\nthe development of more adequate curricula and courses of study, the\nsupervision of instruction or the relation of the school to the community,\n\nall become intensely practical problems in the situation which requires\nthe student to do his best to find the solution which is to be proposed\nand even more important to be carried out by the local school system.\nPractice in field work is the logical next step after the student has gained\nconsiderable command of the field through the solution of problems\nin the classroom.\nWe have in our professional schools now three groups of students: (1)\nThe men who have had experience in the field of administration, and who\ndesire further professional training. ‘These men can ordinarily be expected to profit by one or two years of intensive professional training.\n(2)\nAmong the experienced group are a few who are interested in research.\nThese men can with profit continue their work a third year during which\nthey will spend a large part of their time on some special problem of\ninvestigation.\nThe emphasis in these researches should be upon the problems of the\nsuperintendents of schools. There is a sharp distinction between the type\nof investigation which is entirely justified in the field of pure science and\nthat which should characterize the advanced work of the professional\nschool.\nCertainly research is not less worthy because it is devoted to the\nsolution of problems which confront the professional worker.\nIt is most\nworthwhle to inquire concerning the technics to be employed in the\ndevelopment of a school building program, the way to secure more adequate janitorial service, the most efficient organization of a department\nof census and attendance, the most equitable method of distributing state\nsupport, the necessary budgetary provision to be made for the equipment\nof new buildings, or the most efficient method of acquainting the people\nwith the work of the school system.\nIndeed, it may be proposed that\nthere is no detail of the work of the administrator that may not properly\nbecome the subject of intensive investigation by those who are candidates\nfor the doctor’s degree in the professional school.\nThe third group, and one which I hope may grow larger, consists\nof young men with little or no experience in administration, who should\nspend one year in the university in preparation for an interneship in a\nsuperintendent’s office. ‘This latter group, if they are to gain the most\nfrom their one or two years in the field, should be placed where they may\n\nhave a variety of experience under competent direction.\nIt will not pay\nordinarily to send them out to do a routine job. These young men, if\nthey have been well selected, can go into a school system and accept a\nvariety of assignments in the superintendent’s office, with satisfaction to\nthis executive.\n\nTheir year of training will have equipped them with many\n\n"}
{"page": 763, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nr\neeee\neee\nee\n\n759\n\nskills. They need the direction and check that can be offered by the\nsuperintendent of schools or some member of his staff. The university\nhas an obligation to keep in touch with them in order to know what\nprogress they are making and of the type of opportunity which is provided\nfor them.\nIt is from this group of young men that I believe we will\nrecruit our ablest superintendents of schools in the future. ‘They will\nhave had sound professional training before they attempt to meet the\nresponsibilities of the school executive. They will have the good fortune\nto have had their first experience after having a sound background in\nknowledge of the field of administration and in skill in solving many of\nthe problems which they must meet.\nThe fact that they are placed with\ncompetent executives for their initial experience will guarantee them\nagainst making the mistakes which so often discourage the man beginning\nthe practice of our profession.\nTraining of the younger men might be even more adequate if we were\nable to arrange university courses and practices in the field for alternating\nmonths during a period of two years. ‘This type of professional training has been found most satisfactory in engineering.\nIt would seem\nto be equally valuable in our field. We are able to get something of the\nsame result through the field work which is now organized as a very important part of our university courses in administration.\n‘The practice\nin the laboratory and work in the solution of problems also contribute\ntheir share.\nAfter this younger group has had from one to three years in the field\nas internes or assistants, they should be brought back to the university\nto complete their professional training. “They may reasonably be expected, after one or two years more of training, to go into positions in\nwhich they will assume full responsibility as school executives.\nSome of\nthem will, because of their intelligence and because of their personal\nqualities, move rapidly forward to positions of great importance.\nFor\nthose who remain in the smaller places the training which has been secured\nwill guarantee a quality of service not now commonly available in these\nsmaller school systems.\nIt is of the utmost importance that the highly technical work of the\nspecialized courses be paralleled with other training in the theory and\npractice of education.\nNo one would seriously propose that a man was\nfit to be a superintendent of schools unless he was well grounded in the\nphilosophy of education.\nMany of the administrative problems which\nhe will have to meet will require a knowledge of the principles and of\nthe results of investigations in the field of psychology and sociology. ‘The\nsuccess of the superintendent of schools will often be determined by his\nknowledge in the fields of public finance and municipal administration. —\nMuch light would be thrown upon many of the problems with which\nthe superintendent has to deal by courses in comparative education.\nIn addition to his study in these fundamental fields which furnish the\nbackground for the technical courses the superintendent of schools should\n\n"}
{"page": 764, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n760\nak\n\nhave contact with other professional work in the school of education.\nThe more he can learn with respect. to the subjectmatter and method of\ninstruction, the more certainly he is acquainted with the detail of the work\nof principal or supervisor, the better qualified he will be for the general\nadministrative position. The ideal situation would be one in which those\nseeking to qualify for the position of superintendent of schools would\nhave brought to their attention the work of all of these specialists in relation to the particular problems which the superintendent of schools has\nto solve. If the technical course is dealing with the problem of equipping\nthe elementary school building, the specialists in kindergarten and primary\neducation, in household arts, in industrial arts, in library maintenance and\noperation, in physical education and health service, in music and art, should\nbe called into conference and should propose and defend the recommendations with respect to specialized equipment.\nIn like manner, if the issue\nbefore the superintendents’ group is that of curricula, subject-matter specialists and supervisors responsible for the teachers’ growth should play\na large part in the solution of the problems presented in the professional\ncourse.\nIt is impgrtant that the courses in psychology, the history and philosophy\nof education, in taxation and finance and municipal administration be\npresented from the point of view of the administrator.\n“The examination\nof any one of these fields will make apparent the validity of this contention.\nIt is not just psychology that the superintendent of schools needs, but\nrather the application of the principles of psychology and of the investigations that have been made to the problems of the organization of schools,\nthe classification of pupils, and the validity of methods of instruction.\nIn the history of education the administrator needs most of all a discussion of the practices which have prevailed in the past and particularly\nthose which have been developed in his own field, rather than a consideration of historical theories.\n\nBut the principal emphasis in professional courses for the training\nof superintendents of schools must be upon the analysis of the work to be\ndone, and the development of the technics essential to the adequate solution of the problems the administrator must solve. The more certainly\nthe student deals with genuine problems during his period of training,\nthe more likely he will be to meet with success in the field. Knowledge\nof the facts of educational administration cannot be substituted for pracIt\ntice in applying these facts to the solution of administrative problems.\nis certainly possible to provide definite professional training for the superintendent of schools.\nHas not the time arrived when superintendents themselves will propose\nthe professional training required of those who would enter their profession?\n\n"}
{"page": 765, "printed_page": null, "text": "DEPARTMENT\na\n\na\n\nOF SUPERINTENDENCE\n\nea\n\nTHE\n\nTRAINING\n\nOF SUPERINTENDENTS\nWHILE IN SERVICE\n\nALBERT\n\nB. MEREDITH,\n\nCOMMISSIONER\nHARTFORD,\n\n761\n\ncg\n\nOF\n\nEDUCATION\n\nOF\nFOR\n\nSCHOOLS\nCONNECTICUT,\n\nCONN.\n\nIn the evolution of the profession of teaching, it is becoming more and\nmore apparent that a new technic of training is being developed—a technic\nwhich has hitherto been largely ignored in the established professions of\nmedicine and of law, and which has not yet come into general acceptance\na\nin education.\nThis technic involves two phases or steps, first, a preservice preparation,\nlong adhered to, and second, an in-service or post-graduate training, which\nis the real characteristic of the new technic to which I allude. It may be,\nthat in the field of public education we are particularly fortunate, because\nof public responsibility for the process, in that we are able to exercise\na continuous supervision over those who practice the profession of education, whereas, other professions like medicine, law, and engineering are\nstill matters of private initiative for which the state has, to be sure, some\nresponsibility, but by no means commensurate with that for public education. This concept introduces not only a right but an obligation which\nshould be seized upon in educational circles, and which gives promise of\ncarrying the profession of teaching, into a wider and more professional\nfield than has thus far been generally done.\nPreparation for teaching has long been characterized by in-service training. The enormous enrolment of teachers in our summer schools, and in\nextension courses, are evidences of this fact. Furthermore, expert supervision of instruction by superintendents and principals has contributed\nto this end. Moreover, this in-service stage of our technic of professional\ntraining, especially as it relates to the superintendent, is not the result of\ndeliberate and original planning, but rather, has come into prominence\nby force of circumstances.\n;\nInadequate funds for the support of public education as well as a limited\nsupply of proper personnel—and these two aspects of public school administration are closely related—have made it impossible to secure a sufhciently well trained body of workers for the public schools of the nation.\nBy this I mean to say, that there are thousands of teachers, and hundreds\nof administrators throughout this country today, who have come to their\ntasks with limited specific preparation, and who if they are to be trained\nat all, other than by the fortuitous circumstances of their positions, must\nbe provided with some sort of in-service guidance and help. ‘To supply\nthis need is a matter of simple justice to the children who are compelled\n\nby law to attend school.\nOn the other hand, who among us has not observed the tendency for\nthe past decade or more for normal schools to extend their two-year curricula to three and four years and to be called teachers colleges! And\nwho has not seen the teachers colleges and state certification requirements\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\ndemand\n\nNaTIONAL\n\nof prospective\n\ninstitutional training?\n\nEpucATION\n\nprincipals\n\nASSOCIATION\n\nand superintendents\n\nlonger periods\n\nof\n\n:\n\nSuch demands reflect the Uroadenell extent and increased complexity\nof the problems of public education. Nevertheless, the approach to the\nsuperintendency is not generally, by the longer route of undergraduate and\ngraduate institutional preparation. A shorter method is taken with undergraduate work, followed by practical experience, and later the superintendent returns to the institution for graduate study.\nIt is hardly necessary to call attention to the fact that such a relationship between an institution and the field has resulted in mutual benefit.\nThe institution gets the corrective influence of intimate association with\nthe everyday problems of the teachers and of the superintendent, with the\nresult that its attitude toward the problems of the classroom, of administration and supervision becomes less theoretical and less doctrinnaire.\nOn the other hand the superintendent, with whom we are chiefly concerned here, with his numerous kaleidoscopic interests, has a means whereby he may keep in closer touch with the results of the scientific study\nof education, and receive the benefit of a more impersonal consideration\nof his difficulties.\nPartly because of the impasse thus reached between preparation and supply, but more because of a growing and refined conception of the real nature of professional education, the idea of the necessity of in-service training, for teacher, principal and superintendent, has been given increased\nattention, as a vital element in the true professional service of the educator.\nEven a casual reading of the history of supervision of instruction, reveals the fact, that this is a history of a continuously expanding idea, and\n\nof a persistent effort to provide continued training for teachers and for\nprincipals. The dark spots in the history of supervision have been caused\nin some measure by deficiencies and short comings in the supervisory personnel. In addition, the clouded areas, as has already been suggested, are\ndue partly to inadequate financial support and to insufficient preservice\ntraining. Furthermore, these spots may have been caused by the fact that\nsuperintendents have not generally availed themselves of the expanding\nopportunities offered through post-institutional programs of training.\n\nWhile supervision of instruction and the administration of school systems have been, and are today functions to be provided locally through\nthe superintendent’s office, the in-service training of those who would exercise this supervision, and of those who would administer local school\nsystems, must be a responsibility of a larger unit, the state. This primary agency, the state, has thus far been fulfilling this obligation of offering\nextended training, almost exclusively through the tax-supported teachers\n\ncolleges and through the state universities, rather than through state departments of education. ‘The reason is that these departments have not\nbeen organized for this service.\n\n"}
{"page": 767, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n763\n\nAs to the right of the state to exercise general control of those interests\nwhich affect all the people—and public tax-supported schools are one of\nthese interests—there is no longer any question. This authority has been\n\nestablished by constitutional provision, and statute law, supported by court\ndecisions. The obligations of the state should be assumed as necessity seems\nto demand.\nIt is at this point, therefore, that it would appear that the state department of education, under whatever title it may operate in the several\nstates, has a distinct duty to perform in relation to all those\nmatters which concern public education. It is at this point also, where\nthe demand is imperative that the state shall provide a truly professional\ndepartment with dynamic leadership. Should perchance that leadership\nbe lacking, owing to untrained personnel, limited financial resources, or\ninterrupted by brief and political tenure, you, the town, county and city\nsuperintendents representing the field should, I believe, be among the\nfirst to insist upon a change.\nOf course, in those states where the teacher preparation institutions\nare under the immediate administrative control. of the educational department, the possibilities are greatly enhanced for coordinating, with the institutional preparation of teachers and of administrators, all forms of inservice training.\n\nI am simply trying to emphasize the responsibility and the opportunity\nwhich belongs to a state department of education.\n\nIt must concern\n\nitself\n\nwith the whole range of interests relating to teaching, from the earliest\nacademic preparation of the teachers and superintendent, on through the\nprofessional schools and out into the field of active service. After all,\ngraduation from the best institution means only preparation to begin. Professional growth and skill come with the doing, and fortunate is the teacher\nor superintendent who may still have guidance and help, when needs arise.\nTo the teacher, such guidance and aid come through a principal or superintendent. Who is to help the superintendent? This, I repeat, is an obligation of the state educational department. No other agency is in an equally\nstrategic position to render this unique service, and furthermore it is not\ntoo much to say, that this service may be properly regarded as one of its\nmost important functions, viz., that of supervision or professional leadership, the others being administration, instruction, research, and publicity.\nTo summarize the position taken thus far: It can be maintained that\nthe state educational department is the one agency set up by law, to exercise general control and supervision of the educational interests of the state.\nFurther, it is an agency to advise the legislature concerning wise state policy,\nso far as it is necessary to express that policy in statutes. Moreover, it\nshould be clear, that in its relation to the local administration, the department’s position is one of constructive leadership. Its purpose is to carry\nout the policies of the state, as these policies are expressed in law and de-\n\nfensible in practice. It must at the same time use its influence to encourage\nbetter and wiser legislation. In addition, the educational department\n\n"}
{"page": 768, "printed_page": null, "text": "764\nheh\n\nNaTIONAL EDUCATION ASSOCIATION\nARS A LAE RT\nNn eee\n\nis a means of securing such unity of thought and action among its local\nand delegated agencies, as may be necessary to make effective better educational practices. Finally the department through its supervisory and\ntechnical staffs, should set up programs of attack upon specific problems\nof supervision, of organization of administration, and of finance.\nIn the last analysis, the educational progress of the state depends upon the\nunified and cumulative efforts of its local officers. It is therefore to these\nlocal professional workers, the superintendents, that the department should\n\nbring stimulation and help by offering various types of in-service training,\nwhich shall furnish them with the best of the new thought in education,\nand help to show them how to make it effective in better school practices.\nSo much then for the state’s obligation.\nIt may now be asked: What are the superintendent’s obligations? Some\nhave already been implied. Obviously institutional training cannot anticipate all the conditions under which a superintendent must do his work.\nHe is fortunate indeed if he leaves his professional school knowing how\nto attack a problem, and with a body of knowledge and vicarious experience. Here it should be noted in recognition of a desirable tendency,\nthat certain graduate schools of education are coming to equip students\ndecreasingly, with vicarious experiences, and increasingly with specific\ntechnics designed from actual administrative situations. At best the superintendent’s preservice preparation will have developed a desire for growth,\nand have provided him with a method with which to make an estimate\nof a new situation, involving as it may supervisory, administrative or financial factors, either singly or in combination. Furthermore, he will come\nto his task with the technics and skills that are necessary for securing\nthe whole-hearted cooperation of his staff and the intelligent support of\nthe public in carrying his plans into effect.\nThe thesis would be easy to defend, that the more thorough his preseryice preparation, which should, of course, include graduate study, the more\nkeenly alert the superintendent will be to the existence of possibilities\nfor more effective administration, and the more willing and anxious he\nwill be to receive help, from whatever source it may appear. A consciousness of a need of help is the first step toward securing such aid. It\nis at this stage that his true in-service or post-institutional study begins.\nThe fact that he has a genuine professional attitude toward his work will\nkeep him constantly a student of its possibilities, and furnish the necessary\nmotive for action.\nWhatever the method by which a person comes to the superintendency,\nwhether by the route of specialized training, or by the rapidly disappearing method of exercising mere political sagacity, or by transfer from a teaching position to.an administrative post with increased salary, the need for\na broadening experience will be felt by all progressive administrators and\nsupervisors.\n\n"}
{"page": 769, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\na\nee\nee\n\n765\n\nIf the strategic significance of the position and its possibilities are sensed\nby those who have been better prepared to take up the duties of the office of\nsuperintendent, how much greater is the need for those who have come\ninto the field of administration with only a meager professional equipment ?\nConsider for a moment how the science of education has grown, how\ngreatly our knowledge of the mental and physical characteristics of human\nScientific investigation has provided us with vast\nbeings has increased.\n\nstores of information and knowledge, much of which is still unrelated to\nschool life. We employ new instruments for measuring and appraising\nNew methods of accounting have become\nschool processes and results)\n‘The procedures involve pupil and teacher\nstandardized and available.\npersonnel, finance, and plant. In recent years more intimate relationships\nhave been established between the school programs and the school buildings\nClassroom equipment and teaching appliin which they are to be housed.\nances have multiplied with astonishing rapidity. And so one could go on\nwith the enumeration of the increasing facilities for the work of the superA knowledge of the foregoing becomes a legitimate part of\nintendent.\nIf a superintendent does not\nthe modern administrator’s stock in trade.\npossess such professional equipment he will be unable to adequately serve\nhis public or retain his leadership among his more recently and relatively\nbetter trained teachers, and professionally equipped principals.\nFurthermore, the very isolation of a superintendent, often caused by the\nextreme localism of a system of schools, or by his own complete absorption\nin a routine of duties, has a tendency to cause him to fail to hold a proper\nperspective toward his task. In these situations the state department of\neducation has a duty to perform and must exercise its rightful leadership.\nIn concluding the discussion of the question, what are the obligations\nof the superintendent, I am strongly of the belief that it is primarily the\nobligation of more completely realizing what he already has felt, viz., that\nlife itself means growth, and that broad and enriched experiences, including new and accurate knowledge, are agencies of such growth.\nThe inscription over the door of a New Jersey normal school, “He who would\ndare to teach must not cease to learn,” expresses the attitude of the true\nsuperintendent.\nGiven the obligation of the state department of education and also that\nof the superintendent toward in-service training and professional growth\nwe may now ask, What are some of the means whereby this growth may\nbe realized?\nFor obvious reasons the discussion of this phase of the\n\nlarger subject can be but suggestive.\n\nI shall therefore indicate but a few\n\nof the elements of a broader program, and briefly discuss a concrete state\ndepartment, in-service, supervisory project. “The elements of such a pro-\n\ngram are these:\n1. A state department of education so organized and defined by law as\nnot to impede the carrying out of its functions of educational leadership—\n\nThis may involve constitutional changes but, certainly statutory changes,\n\n"}
{"page": 770, "printed_page": null, "text": "EpucATION ASSOCIATION\nNATIONAL\nSe\nee\nee\n\n766\n\na\n\nin some states. With the acceptance of the doctrine that education is a\nfunction of the state, then the state must provide the legal instrumentality\nfor making that doctrine operative, in all its phases.\n2. A personnel in each state department of education consisting of highly\ntrained and relatively permanent experts in the several fields of education—\nThe compensation of such officials should be commensurate with their\n\nFor such a staff of selected men and women removed\neducational worth.\nfrom political control, there is probably no more feasible and economical\nuse of extended state funds.\nFor instance, one hundred thousand dollars\nadded to each state department of education throughout the country would\nprovide in a single year ten additional leadership agents in each state with\nnecessary expenses and clerical assistance. This would cost for the United\nStates as a whole on the average about 3.7 cents per capita. What would\nnot five years of such leadership produce?\n3. An adequate program of activity—Such a program would involve (a)\nFact finding, through a division of educational research competent to\ncarry on either independent scientific investigations or to lead in coéperative enterprises with groups of superintendents; (b) Institutional effciency, especially in relation to the preservice preparation of teachers.\nWhere such institutions, normal schools and teachers colleges are integral\nparts of a state department of education, unity of purpose and of program\nbecomes more easily possible. In any event, for a thorough-going program\nof in-service training coordination of all agencies is a basic necessity.\nA fourth and final element of the proposed program is effective publicity.\nThis will involve presenting in various forms either through letters, bulletins, or monographs, the results of scientific investigations and the summary of findings of the supervisory conferences and from other sources.\nThese publications become the basis for further study and utilization.\nFurther publicity should be provided of such a character as will serve\nto bridge the gap between the ever progressing policies of education as\nconceived and formulated in harmony with modern conditions and the\npublic school as viewed by those who were trained under conditions other\nthan those which now prevail.\nIn conclusion, the state through its department of education has a responsibility for the in-service training of its superintendents; the superintendent is increasingly conscious of his obligation to grow; and finally, such\ndevelopments of in-service training as have been made are but an earnest\nbeginning.\n\nTHE\n\nENDOWED INSTITUTION OF HIGHER EDUCATION\n—ITS RELATION TO PUBLIC EDUCATION\n\nJAMES\n\nR. ANGELL,\n\nPRESIDENT\n\nOF YALE\n\nUNIVERSITY,\n\nNEW\n\nHAVEN,\n\nCONN.\n\nWhy a division of the National Education Association devoted to the\ninterests of the public school systems should be asked to listen to an address\nfrom a college president, that most distressful of all educational function-\n\n"}
{"page": 771, "printed_page": null, "text": "_ DEPARTMENT OF SUPERINTENDENCE\n\n767\n\naries, on a subject in which the members at best can entertain only a very\nmild and tepid interest, may well occasion critical inquiry. As to the first\npart of the issue, I am quite unable to satisfy your curiosity, although my\nassumption is that my presence on this program is due to the eccentricities\nof your program committee.\nThe subject chosen is largely of my own\nresponsibility.\nI desire to find, if possible, a topic sufficiently non-controversial to make my presence here safe, and sufficiently vague to allow\nopportunity for almost any observations which might suggest themselves\nto the ruminating mind. ‘That either arrangement can be justified remains\nto be seen.\nBy a delightful perversity of phrase, the English public school, so-called,\nwould on this side of the water be designated private, and the private\nAmerican college or university is essentially public, all of which goes to\nshow how little there is in a name.\nIndeed, so far as concerns the American institutions of higher learning, if the overworked traveler from Mars\nwere to be introduced without previous warning into some of our larger\nmetropolitan institutions on private foundation and were then suddenly\ntransported to certain of our tax-supported universities, he could discern\nfew or no material differences, either in aims or ideals or procedure, and\ncertainly would encounter no external evidences of different sources of\nsupport.\nHe would find both overcrowded with students; in both, many\nunderpaid teachers; in both, an impenetrable thicket of student organization, largely monopolizing active student interest; in both, a rather noisy\nand naive student loyalty, chiefly centered in athletics; in both, a pervasive\nfaculty conviction that its members were boss-ridden by the administration\nand that the trustees were mainly opinionated absentee creatures of the\nWall Street interest or of the local Tammany organization.\nIn both he\nwould find some, though not too many, brilliant and powerful teachers;\nin both, a small group of scholars of distinction; in both, the great majority of staff striving faithfully to discharge their full obligations.\nThe privately endowed institutions undoubtedly contain a greater range\nof variation in the extremes of type represented than can be detected between the two groups, public and private, taken enmass.\nIn both groups\nthere are instances of particular institutions with sharp individual peculiarities or characteristics.\nBefore proceeding to certain more specific issues, it may be well to gain\na general impression as to the relative magnitude of the interests involved\nin the two classes.\nThe latest available report of the United States Commissioner of Education lists 913 institutions of higher education, a figure which is inclusive\nof professional schools of various kinds. Of the entire number, 769 are in\nprivate hands, and 144 belong to the public. In other words, the privatelyIn the endowed\nsupported group is more than five times as numerous.\ninstitutions were 290,000 men and 176,000 women, a total of 460,000 or\nIn the publicly-supported institutions were 167,000 men and 88,800\nmore.\n‘That is to say, of the entire number of stuwomen, a total of 255,000.\n\n"}
{"page": 772, "printed_page": null, "text": "EpucATION\nNaTIONAL\n768\nE\neaASSOCIATION\nF\n\n_\n\ndents, approximately 65 percent were in the private institutions and 35\nTaken in connection with the previous\npercent in the public institutions.\nfigures, the far greater average size of the public institutions is easily inIt should, however, be remembered that the dividing line between\nferred.\nNot a few\nthe groups, so far as concerns support, is not always sharp.\npublic\nreceived,\nhave\nor\nreceive,\nfoundation\nprivate\non\nresting\ninstitutions\nIndeed, in some states this circumstance has led to very unhappy\nfunds.\n‘This may be true in the states,\nand at times almost scandalous conditions.\nsome of which are here represented today.\nMany state institutions have been the beneficiaries of large gifts from\nprivate sources and have accumulated considerable endowments of their\nown. ‘The University of Michigan, the so-called mother of state universities, oddly enough, received no direct money from the legislature of the\nstate until fifty years after its legislative creation and thirty years after its\nactual opening.\nMoreover, insofar as the endowed institutions are exempt from taxation,\nand that is the general rule, they may all be said to be under a constant\nthough indirect form of government subsidy.\nThe figures just quoted disclose an astonishing contrast to the corre-\n\nsponding figures for secondary schools. I will not tire you with the statistics, but suffice it to say, as is generally well recognized, the public high\nschool is in the overwhelming ascendency over the private or secondary\nacademy, both as to the number in existence and as to the number of pupils\nenroled.\n\nAssuming\n\nthe\n\naccessible\n\nreport\n\nto\n\nbe\n\napproximately\n\ncorrect,\n\nabout 93 percent of the children are in the public secondary schools. Without more ado, this makes it clear that both public and private institutions of\nhigher education receive the great mass of their students from these schools.\nA few of the older institutions on the Atlantic seaboard still get the larger\nnumber of their students from private preparatory ‘schools, but in this\nrespect, they are eccentric to the rest of the country.\nHistorically, the endowed college is much older than the public institution, and generally sprang from a religious motive.\nIn the early colonial\ndays, this was the desire to train a scholarly ministry.\nLater it has often\nreflected the wish to supply to the youth of the coming generation a college\nhome in which there should be a strong religious atmosphere, and one\nreflecting the special tenets of some particular sect.\nIn Western Europe, education of every kind was for centuries under\nthe charge of the church.\nIt seems doubtful whether if private initiative\nhad not led the way, governments either here or abroad would have committed themselves to the otherwise precarious experiment of public education as we know it. When it finally arrived, the state university derived\nfrom essentially Jeffersonian principles, represented the political and philosophical conviction, that education is a fundamental interest of the state\nand that the state should provide opportunity for the most advanced\nstudies in every and any field.\n\n"}
{"page": 773, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nBN\ne\nSE ee\n\n769\n\nThis objection was combined, be it said, with distinctly continental\nideals regarding the internal organization of the university, and with a\nmarked aversion to the schoolmasterly methods prevailing in the American\ncollegiate institutions of the day. Moreover, the tendency, since the foundation of the federal government to separate sharply the interests of church\nand state, led state institutions in general to eschew completely all effort\nto give training in the field of theology. On the other hand, be it said\nnot a few state institutions have in practice conducted religious exercises\nand even offered courses in the field of religion.\nWe are so habituated to the public education idea that it hardly occurs\nto us that things were ever otherwise than they now are. Essentially, free\npublic education and compulsory education up to a certain age has become\na sort of fetish and is accepted as a cardinal principle in our political\nphilosophy, which we challenge only when the bills begin to get uncomfortably large, and yet not only have private foundations usually led in the\npast, but even in recent times much of the best and most fruitful experimentation in these secondary and primary field has been in privately-supported schools.\nIndeed there are not many public school systems in which\neven now these more venturesome programs can be readily entered upon.\nOn the other hand, while much excellent pioneering has been carried out\nin the endowed colleges and universities, the state institutions have, many\nof them, shown great energy and initiative in employing progressive policies.\nThis is especially true of the last decade.\nDuring the preceding century we have in a large number of the states\nslowly worked out to essential realization the picture of a public education\nwhich takes the child at the earliest school age and puts at his disposal\nalmost without price the opportunity for the completest education he is\ncapable of receiving, ending in the most advanced university work of a professional character, and with no material exception save that of theology.\nIn completeness of its provisions for everything of interest, in its genuine\naccessibility to children from every social and economic level, it has certainly never had its equal, and indeed hardly its like anywhere in the world,\nand with all its shortcomings, most of them presumably incidental to the\nnovelty and the magnitude of the undertaking, it is justly a source of unrestrained pride. It is easy to exaggerate the importance of the source from\nUltimately, the money all comes\nwhich educational resources are derived.\nfrom the pockets of the citizens, in the one case more or less willingly and\nBoth\nvoluntarily, in the other case under the compulsion of taxation.\none\nthe\nthem,\nsupport\ngroups are beholden to the constituencies which\nthem,\nbehind\npeople\nthe\nand\ngroup to federal, state, county, or city officials\nthe other to secondary agencies, to patrons or to alumni. If the one group\nis sometimes subject to outrageous political interference—and one naturally\nthinks at once of Mr. McAndrew and his experiences with the eminent\nhas\nhistorical scholar who presides over the destinies of Chicago—the other\nand\nbigotry\nreligious\nof\nhand\npausing\nat times suffered not less from the\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNaTIONAL EpucaTION ASSOCIATION\n\nthe industrious meddling of graduates.\nNo educational institution is or\never will be completely foolproof.\nSo far as concerns the contemporary relations of the endowed and the\ntax-supported colleges and universities, there are obviously two contrasting\nforces, either of which might be defended. The endowed institution may\nsimply share the white man’s burden with the other type of institution, the\ntwo dividing the load between them and with no special effort to differentiate the functions and the special service of the one from the other.\nUnder\nthe present conditions with the existing press of students, this procedure\nwould certainly have much to commend it. On the other hand, if the\nendowed institution can achieve something essentially different from that\nopen to the public institution, and vice versa, such a specialization of functions may well be desirable, for we certainly need wide variety in our educational institutions. All avenues for potentiality should be kept open.\nAs a matter of fact, both courses are apparently represented in the current practice. A few comments may make the matter clear. As I have\nalready indicated, not a few of the endowed institutions are so similar in\nideals and methods to state and municipal universities that their educational\nfunction can hardly be differentiated from the latter. “They may in some\ninstances and at some points do their work better or less well than the\npublic institution, but in any case they are serving a similar constituency by\nsimilar methods and their relations to public schools are in practice essentially identical.\n‘There are, however, many frankly sectarian institutions\nwhich are attempting to reach ends that the public institution neither\nwould nor could undertake.\nCertain of these have their main relations\nwith sectarian academies and only in a minor degree with public schools.\nThese colleges are serving a function which is forbidden in some parts of\nthe world, but which can hardly be objected to under our Constitution.\nMoreover, the number of students concerned is relatively small. In\nsome parts of the country the chief stock and trade of these colleges has\nbeen the allegedly Godless character of the state university.\nA third group is one emphatically to stress the conception of liberal education and to indulge in harsh language regarding whatever or whoever\nsuggests vocationalism, and especially to shrug the academic shoulder and\nto lift the academic nostril at any mention of the school of technology or\nthe state university or the state college of agriculture and mechanic art.\nIt scrutinizes with peculiar ferocity any school record which hints that\ntypewriting or stenography has been indulged in and bookkeeping comes\nin for a glance only a shade less black. ‘These institutions regard themselves as set to keep alive in a Philistine world the torch of pure learning.\nLiberal education is a fine thing, nothing finer when justly conceived, and\nif these institutions succeed in achieving it in a higher degree than the taxsupported institutions, they deserve every encouragement and an ungrudging approval of all who are interested in producing the highest types of the\nhuman spirit, but whether it be earlier or later, there comes inevitably a\ntime when liberal studies must give way to the acquirement of some type\n\n"}
{"page": 775, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n771\n\nof specific proficiency, and one may hardly condemn to utter oblivion the\nyouth who begins this process at nineteen instead of at twenty-one, or the\ninstitutions which make it possible for him to do so.\nIn a final group are found among others certain of the oldest and most\npowerful of the endowed institutions. They are called universities. ‘Their\nentrance standards are in general the most severe now employed.\nTheir\nacademic ideals are high. ‘They attract a very high type of student, along\nwith some of lower moral attitudes. ‘They have on their faculties, judged by\nthe Cattell tables, much the largest share of the leading scientific men, and\npresumably an even greater proportion of the leading humanistic scholars.\nTheir professional schools are literally in the forefront, and taken as a\ngroup, they stand by themselves in the distinction of their personnel and\nin the completeness of their scholarly equipment.\nIt is said that they are\nnot wholly unconscious of the situation. And that they tend at times to a\ncertain condescension of manner which is not the more gracious nor more\npopular for being largely justified.\nI see no reason to doubt that in general these endowed institutions, with\nthe exception of the first group described, tend to stress more, and perhaps\nmore successfully, the ideals of a more purely liberal education, and that as\na group the tax-supported institutions emphasize rather more the early\npreparation for a particular cause, though I know not a few in which both\nthe standpoint and the technic of liberalism is highly developed.\nThese distinctions, such as they are, reflect neither credit nor discredit,\nexcept in the measure in which each adopts and enforces severe and searching methods to gain its ends.\nNo matter how valid and how worthy the\nideal of liberal education, if the actual procedure by which a college attempts to realize this purpose, results in a thin, vapid, spineless course of\nstudy as it often does, it will leave its victims untouched by most of the\nfiner values of a liberal culture and wholly despoiled of the discipline of\nsevere, continuous and vitally motivated study.\nOn the other hand, no vocational curriculum taught by trade school\nmethods and with a merely trade outlook, can do what a college should\ndo for its youth, whereas such a curriculum, illuminated by breadth of outlook, sound fundamental training and inflexible thoroughness on the part\nof the teacher may itself be essentially liberalizing in its effect, to say\nnothing of the admirable technical training which it may convey.\nNor\nwould I be understood in these comments to be criticizing the trade school,\nnothing is further from my intent, but its methods are not collegiate and\n\nshould not be.\nThe public and the endowed institutions alike have been facing one crisis\nupon which I wish to say a few words, namely, the overwhelming increase\nin students.\n\n‘There is a curious disposition which one sometimes encounters\n\nin dealing with this problem to assume that at last we have reached the\npeak of the load, and, therefore, we need not worry about the future. So\nfar as I can ascertain, this, too, has almost nothing upon which to rest,\nprovided we assume that substantially the same educational standards are\n\n"}
{"page": 776, "printed_page": null, "text": "NATIONAL EpucaTION ASSOCIATION\n(ia\na\na\nNa\nto be enforced as at present and that the economic conditions of the country\nare not to change markedly and permanently for the worse.\nThis is neither the time nor the place to discuss.the extraordinary details\nregarding the character and the distribution of this recent increase, but the\nfact of its occurrence is obstinate and we have by no means approached the\nupper limit. If I correctly interpret the reports of the United States Com-\n\nmissioner, the college student numbers more than tripled in the decade from\n1914 to 1924. The figures earlier quoted indicate that the endowed institutions are already carrying the lion’s share of this load, and while some of\nthe weaker ones still proselyte and are keen for more students, many of the\nstronger ones have set limits and declined to receive applicants beyond such\nlimits.\nThe endowed institution obviously has two alternatives. It may take the\nposition as some conspicuous institutions have until recently done, that it is\nunder obligation to accept all properly qualified students who apply and\nthereupon proceed to try to secure the resources with which adequately to\n\ncare for them and teach them. If the effort is made to secure the necessary\nmeans by runing up the tuition charges, the result is at once a deplorable\nsocial and economic selection, throwing out a large part of the children of\nthe less well-to-do, a consequence which mést institutions are loathe -to\n\npermit, especially as those eliminated are likely to include the very desirable children of men in poorly paid professional groups, such as ministers\nand teachers and college presidents.\nAnother possibility is to teach in huge classes, which as a general solution of the problem is, educationally, extremely objectionable.\nIt leaves\nuntouched also the housing problem, which for many institutions is very\nembarrassing.\nIf tuition increases be not resorted to, or. only in minor\nmeasure, then additional endowment must be sought.\nMany institutions\nhave preferred to choose the other alternative, although it has some disadvantages not likely to be disregarded. ‘They have accordingly set student\nlimits beyond which they will not go. For example, the institution which\nI have the honor to represent has for some years limited its attendance\nand it rejects considerably more bona fide freshman applicants than it receives, while in its graduate medical school it takes about one applicant in\ntwelve. It has set these particular limits not because of any a priori prejudices as to what constitutes an ideal number nor by any desire to assume\na pose of aristocratic exclusiveness.\nHad such conceptions been determinated, doubtless a much lower set of limits would have been chosen. It has\nbeen guided solely by the considerations as to its actual existing facilities,\nbeyond which it could not expand without greatly increased expense.\nI\nunderstand that other institutions which have adopted limitation have been\nguided by similar conditions.\nI cannot doubt that as time goes on more and more of the endowed\ninstitutions will be driven to this same policy, and just in proportion as this\noccurs will the burden on the public institutions increase.\nPersonally I\n\n"}
{"page": 777, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nL3\n\ndo not believe that new endowed institutions will be created rapidly enough\nto take up the pressure and for a variety of reasons the existing ones will\nbe reluctant or unable to expand with any appreciable rapidity. How the\npublic institution will meet this situation remains to be seen. You gentlemen who conduct the great school systems will undoubtedly exercise a\nmarked influence on the policies adopted and your colleagues in the state\nand municipal universities will have to settle the issue. You may resort\nincreasingly to the junior college procedure, despite the acrimonious\ncriticisms which this system has elicited and the small favor which it seems\nto enjoy in part of our fair land.\nYou may create new state universities or enlarge those which you have;\nyou may create new municipal universities, but unless college entrance\nstandards are changed sharply and very appreciably upward, the problem\nwill have to be faced much more vigorously than it has been up to this\ntime. Just what the ultimate saturation capacity of the private institutions\nmay be, I cannot predict, but we are certainly approaching its limit and\nin any event there are many students who will not go to the endowed institutions, at least not to those that are within their reach, geographically\nand financially speaking.\nEven in this state, where you can hardly put\nyour foot down without stepping on a college, I understand there has more\nthan once been a very vigorous effort to create a state university.\nI have long felt, and have more than once urged, without any gain in\npopularity, that whatever may be said for giving young people a substantially free education through the high school period there should be\nappreciably more severe and essentially competitive selection of those who\nare to go on to higher education, and particularly if this is to be at the\nexpense of the state.\nI entertain this view not less in the interest of the young people affected\nby the procedure than as an item in my political philosophy. Approximately\nfree education at the taxpayer’s expense is only warranted if the state\nactually gets back value received in trained discipline and public-spirited\ncitizens.\nMerely to multiply the number of college youth who go back\ninto the community ranks with no vivid sense of obligation to capitalize\nfor the benefit of the commonwealth the training they have received is\nquite as likely to prove a curse as a blessing for the state. Moreover, to\ntax the less gifted merely to afford the more gifted opportunity for sheer\npersonal and selfish aggrandizement, whether of mind or of purse, commends itself to no thoughtful person.\nThe mortality statistics of our institutions show a lamentably imperfect\nadjustment of entrance requirements to actual college demands, and\nwhether responsibility for this fact be laid at the doors of the school where\nthe college authorities place it or at the door of the colleges where the\nschoolmasters put it, or at both places, where some disinterested observers\nhave placed it, the fact remains that somewhere along the line there has\nbeen a faulty process of selection.\n\n"}
{"page": 778, "printed_page": null, "text": "774\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThere is a very good story I would like to tell you if I didn’t have\nto tell it through a loud speaker. Telling a joke through a loud speaker\nIt\nis a good deal like pumping up an automobile tire with a hand pump.\ncourse\nOf\nway.\nthis\nruns\nIt\nbrief.\nvery\nit\nmake\nwill\nbut—I\ndone,\ncan be\n\nit is always the open season for abusing the colleges, you know, despite\nwhat Mr. Gwinn said about the president. Somebody was abusing the\ncolleges and it occurred to a college professor, being of an inquiring turn\nof mind, to follow this up. He found, of course, that all his college\ncolleagues said that the trouble was with the high schools, that they were\ncertainly rotten institutions, and they sent a very poor type of young person\nup to the college, and you naturally could not expect the college to do\nmuch with them. So he went to the high schools and inquired of the\nteachers and principals what about it. “They said there was some, though\nnot much, truth in it, but that if he would go down into the grades and see\nthe young savages who came out of the grades into the high school and then\nsaw what the high school was asked to do in four years, he would see how\nimpossible it was to send on much better stuff to the colleges than they\ndid. He thought that the trail was getting warm, so he went to the grade\nschool and inquired of the principal what about it. She said, “There is a\nmeasure of truth in what the high-school principal said, but if you will\ngo down into the kindergarten and see these young barbarians who are sent\nin from the families for us to deal with, with absolutely no assistance from\nthe families themselves, if you will see what.we have to do with adjusting\nthat mass, you will understand why we cannot pass on to the high schools\nvery much better material.”\nSo the trail led to the kindergartener, and she said in turn that there was\nsome truth in it, but if he would come into the room where these children\nare and see these unlicked cubs that were sent out from the families, he\nwould understand how impossible it was for the kindergarteners to do\nanything. So he went back to the families to inquire about the unlicked\ncubs. The first place he called he found the mother, fortunately, at home.\nHe went in and asked her about the matter.\nShe said it was true that\nmany of the neighbors’ children were really very difficult, and of course\nWilliam sometimes was a hard child to deal with, “but,” she said, “after\nall, you know his father’s people are all like that.” But of course that is\nthe great American game of passing the buck, and it is always the open\nseason for that.\nThat, of course, is part of this story about the mortality statistics, but\nI have a more serious set of observations to make, if not more truthful.\nSome of the schools desire to be exempted entirely from any responsibility\non the score of college entrance preparation.\nIf students wish to go to\ncollege, well and good, let the colleges take them if they will, but let it\nbe recognized that the school’s commanding obligation is to the great\nmajority who do not go on to college and not to the small minority who\ndo. Many school men, perhaps most of them, do not believe that the\n\n"}
{"page": 779, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nans\n\nsame course which is best for the college-bound youth is also best for the\nlad who is to stop his formal education on high-school graduation, and they\naccordingly wish to be free of any obligation for meeting college entrance\nrequirements.\n\nThe schools maintain that they have been terribly bullied in this matter by the colleges. Doubtless in the past there has been some ground for\nthis complaint, and it has been accentuated by the frequent and irrational\nunwillingness of the colleges to establish more uniform requirements, each\ndesiring to be a law unto itself. But these good old times are in many\nparts of the country long past and the shoe is now rather on the other\nfoot. The powerful metropolitan high schools at least are often delectably\nfrank in expressing their concern about anything other than college entrance\nrequirements. I do not know that in this matter the schools entertain more\nacrimonious sentiments towards the endowed institutions than they do to\nthe public ones, though the former have doubtless been more conservative,\nbut if their views should prevail, the first result would be a great development of private preparatory schools, a process that in response to rather\ndifferent motives is already going on rapidly in certain parts of the country.\nThese private schools are, to my knowledge, in many instances accomplishing an admirable work and one which in many respects the public\nschools could under no conditions undertake, but I should regard it as\nnothing short of calamitous to have the high school adopt so arbitrary a\nposition as to take it wholly out of the field of college preparation.\nAfter all, our college population is one of extremely great consequence\nfor the commonwealth, relatively small though it be in numbers, and it\nwould be tragic to have the high school alienate itself wholly from this\nconnection. Some give and take there must be as between the schools and\nthe colleges, but there should be no complete breach, and I do not believe\nthat on second thought either the school men or the supporting public would\nendorse it. The college authorities must be accorded some competency\nto speak on this matter, and in my judgment at least the entrance requirements of many of our collegiate institutions are educationally extremely\nreasonable, and if they err, I believe it is on the side of too soft and too\nsuperficial demands, but this is a matter on which there may be an honest\ndifference of opinion.\nI should deeply deprecate anything which would\naggravate social class consciousness, and to hand over college preparation\nexclusively to a group of private schools would certainly have this result.\nWe Have long heard much of the superficiality of our schools, of the\ndiluting’ of our curriculum, of the great expense of public education, of\nthe retarded delivery of the finished product, of the poor showing compared with Continental and English schools, and so on and so forth.\nIn general, these criticisms seem to me rather unfair if they take no\ncognizance of the circumstances which have produced the present condition,\nalthough many of them reflect ideals which appeal to me as absolutely\nsound. I know it has been repeatedly demonstrated in American schools\n\n"}
{"page": 780, "printed_page": null, "text": "776\nBe\n\nNaTIONAL EpucaTION ASSOCIATION\nee eae a ea aa\nTe\n\nee\n\nthat children can be better educated than is at present common practice\nwith a saving of from one to two years in time. This is not a theory, it\nis a fact. I have no question, either, that more continuity of subjectmatter than some of our high-school curricula provide is per se intellectually\nnewer, but now that the public schools have been staggering under a\nburden unparalleled anywhere else in the world, that the supply of really\ncompetent teachers and executives has been wholly inadequate, that the\nacademic standards have, as a consequence, often been lax, that the funds\nnecessary to secure and retain well-trained personnel and to do their work\nsatisfactorily have often been denied, that political interference has at times\nbeen insufferably destructive, in general, with due allowance for grave\nshortcomings, I believe they have accomplished an extraordinary job.\nI think much the same series of statements, both critical and laudatory,\ncould be made of many private schools as well as of our colleges and universities, although in the case of private institutions, political interference\nwould be rare and sectarian or individual interference more frequent.\nSchools are a good deal like folk, some are good and some are bad, and so\nfar as concerns the actual achievement of the public schools, academically\nspeaking, I was interested in the report of the elections to our Yale Chapter\nof Phi Beta Kappa last week in which, in an institution where the public\nschool boy is in the ratio of about one to two with the private school boy,\nalmost exactly half of the elections to Phi Beta Kappa were from the\ngraduates of the public schools.\nIt certainly is not my purpose or function on this occasion to criticize\nthe schools. ‘They may be as bad as some authorities declare, although as\nI have just indicated, I doubt it. But the whole political educational conception under which we are working is too largely that a college or university education is open at little or no cost to anyone of moderate capacity\nand still more moderate powers of application. ‘There is little or no sense\nof privilege about it, and practically no sense of obligation.\nI understand that one state university is presenting to its students the\nview that they are in effect the employees of the state, being trained like\nthe cadets at West Point and Annapolis, and that as such they are under\nobligation to give of their best in return.\nFailure to evince such purpose\nis, I assume, to be followed by ruthless exclusion. Moreover, I understand\nthat this state expects, on the same principle, with the active cooperation of\nthe high-school authorities, substantially to advance the qualifications for\nentrance. ‘This program seems to me all very much to the good and if it\ncan be enforced, it ought to produce highly desirable changes in student\nattitude.\nI believe that in all this matter the public school can most vitally help\nthe college and the university, whether public or endowed, if it will assume\nas a part of its function a more active discouragement of young people\nwho have neither the ability nor the attitude toward life and work to\n\n"}
{"page": 781, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n777\n\ngain from the college anything of serious advantage.\nMany schools are\ntaking on some responsibility for vocational guidance.\nWhy in all conscience should they not advise against college those who are obviously unfit?\nPerhaps they do. I hope so. They might serve a great public function\nand spare many a youth a wasted, unhappy experience. The colleges are\nall suffering from the invasion of young persons who have come for any\none of a dozen motives remote from the desire to exploit those values that\ncollege is established to conserve and promote.\nSome are there because\nparents have made it so unpleasant that to go is the lesser evil. Others want\nthe athletic rewards the college holds out; others the social rewards and the\nsupposed social prestige. Many are persuaded that business and professional\nsuccess are furthered by friends at college, if not by college training, and\nso they take as little college as possible in order to get as much of the social\nlife as possible.\nThe critic of our college inquires, ““But why do you take these youth ?”\nIt is a fair inquiry, and the answer is that many of us will not take such\nstudents if we know the facts, but some of them are quite clever enough\nto get by entrance examinations and other hurdles set up by ingenious\ncollege officials, even in interview they may make a presentable appearance, and then having forced the walls of the educational Eden, they\nlie down in the lotus garden and are heard of no more until some time\nin the freshman year the garden gate clangs with them on the outside.\nAnd again the critic asks, ‘Why, having let the lad in, do you not stir\nhis latent enthusiasm, appeal to his modern ideals and save him for a\nrespectable academic career?”\nThe reply is that we sometimes do succeed in just this process, but often\nwe fail, and largely because the lad’s own attitude is at the outset so\nessentially perverse.\nIt becomes clear too late that he ought never to\nhave come, and here again the experience of the public and the endowed\ninstitution are one.\nIn this matter the public institution has, if possible,\na greater stake than the private one, for it is on the average larger and\nits processes of academic digestion are by so much the more difficult.\nFurthermore, it is often less able to protect itself by relatively arbitrary\nbarriers and entrance.\nNo one wants the hard working, seriously intentioned student robbed of his chance, but on the other hand, there is\nsmall reason for expending money and human effort on young people who\ndeliberately mean not to cooperate with the institution or who lack utterly\nthe traits, moral or intellectual, to gain from the college that which it\nis designed to give.\nAfter all, ladies and gentlemen, a country’s greatest resource is the\nuntrained talent of its rising generation. ‘To search this out and give\nit full opportunity is surely a good philosophy for a democracy.\nWhether\nwe represent endowed or the publicly-supported institutions, there rests\non all alike the imperative obligation to exercise to the uttermost such\ncreative imagination as we can command, such wisdom and energy and\ndevotion to meet the bewildering educational needs of our time and\n\n"}
{"page": 782, "printed_page": null, "text": "NATIONAL\n\n778\n\nEpucATION\n\nASSOCIATION\n\nee\n\n——————————\n\npeople. If the greatest experiment in selfgovernment ever undertaken by\nman is to avoid the pitfalls of pervasive vulgarity and meretricious ignorrance, masquerading as sophisticated intelligence, if it is to survive the\nsinister influences of political corruption and commercial greed, if it is\nto come into its heritage of great intellectual and spiritual achievement\nwhich shall furnish the indispensable counterpart and complement to\nits unprecedented material accumulations, it is chiefly to education that\nwe must look, and education whose development will call for all those\nhuman qualities of courage and vision and self-sacrifice which we justly\nesteem most high. We may well pray that we be not found wanting\nin this supreme test of our national life.\n\nTHE STATE\nLOTUS\n\nD. COFFMAN,\n\nUNIVERSITY—ITS RELATION\nEDUCATION\nPRESIDENT,\n\nUNIVERSITY\n\nTO PUBLIC\n\nOF MINNESOTA,\n\nMINNEAPOLIS\n\nMINN.\n\nThe state universities of America are an expression of the spirit of the\npioneers who settled west of the Appalachian Mountains. ‘True, they had\ntheir origin in democratic Virginia, but their expansion and development\ncame with the growth of the Central West. Since then they have spread\nto the South and across the Rocky Mountains to the Pacific coast.\nThe state universities represent the culmination of democracy’s effort\nto advance itself by education. “They have thrived and flourished where\ndemocracy has thrived and flourished. Wholly unsympathetic with every\nattempt to transplant an alien university system to American soil, the\ngreat body of citizens in the Mississippi Valley, and later to the South\nand West, sought the establishment of institutions of higher learning, open\nto all, sensitive to public need, supported largely by taxes levied upon all,\nand designed and administered to promote the public welfare.\nThe state universities and the public schools evolved out of the same\nset of conditions. The arguments for the establishment of the universities\nwere essentially the same as those for the establishment of the public\nschools, only raised to a higher power. The public schools were intended\nto be free schools; the state universities were intended to be as nearly free\nas possible. ‘The doors of the public schools were to be wide open; likewise the state universities were expected to admit those who had completed\nthe work of the next lower unit of the public schools. The public schools\nwere maintained to provide for each individual that training by which\nhe could profit most; the state universities offered additional training for\nthose who were capable of pursuing their studies into still higher realms.\nBoth the public schools and the state universities were founded on the assumption that society’s welfare is best promoted by providing as nearly free\nand equal educational opportunities and privileges as possible.\n[Indeed\n\n"}
{"page": 783, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n779\n\nfrom early colonial times this conception has been assumed to be one of\nthe surest guarantees of civil liberty.\nBut of late, a tide of criticism of the public schools in general and of\nstate universities in particular has begun to flow. Today it is a report\nof one of the great corporations that arraigns the cost of the state universities in most vigorous language and declares that they have become the\nvictims of mediocrity. ‘Tomorrow it is a report from one of the great\nfoundations declaring that the students should pay the cost of their instruction.\n‘The next day it is an address from one of the distinguished\n‘Then\ncitizens of America in which the same declarations are made.\nfollows another report, brilliantly written, comparing the best of European\nsecondary schools with American secondary schools of lower grade, discrediting the work of the American schools. Then comes a report from the\nmanufacturers’ association calling for new limits on child labor legislation\nand the extension of the privileges of work for children. Then follows\na report\nof the United States Chamber of Commerce presenting\nOne cannot view an\nfigures showing that education is costing too much.\narray of samples of this nature without stopping to think. If these criticims\nand others like them mean anything, they mean that we need to clarify\nand to redefine our philosophy of life and of education, for it is obvious,\neven to the casual observer or student, that a wide difference of opinion\nexists between the dominant philosophies with regard to education.\n‘The state universities and the public schools from the beginning have\nbeen maintained to provide freedom of opportunity. One of their fundamental doctrines has been equal opportunity for all to reach their highest\nattainments.\n“They have stood vigorously against class education. They\nhave provided educational facilities for all alike, the rich and the poor,\nthe boy and the girl, the Gentile and the Jew, the Fundamentalist and the\nModernist, the Conformist and the Non-conformist, the Religionist and\nthe Atheist.\nFree of denominational control, the state universities are\nnevertheless Christian in spirit, Christian in ideals, and Christian in fellowship. They are open alike to those of social station and to those without.\nLong ago they learned that genius and talent do not belong to any class\nbased upon wealth or social position. ‘The only differences they recognize\nare differences due to ability and to a desire to achieve. “They recognize\nthat not all can achieve alike or move forward at equal rates of speed.\nThey know that some must fall by the way and that some attempt that\nwhich they are not qualified to pursue. But they are not willing to condemn those of less talent merely because they have less talent. They propose for them just what they propose for the more talented; that is that\neach shall be permitted to progress as rapidly as his abilities will permit\nto the approximate limits of his attainment. The student of few talents\nshall not be denied his opportunity while the student of many talents is\ngiven his.\n\n"}
{"page": 784, "printed_page": null, "text": "780\nici\n\nUNININNNI\n\net\n\nNaTIONAL EpUCATION ASSOCIATION\nee\nSag ARE AE LN Soo Po\n\nde\n\nThe state universities and the public schools have persistently maintained that they are training the common people for the common weal.\nIn\nThey have believed in the unlimited ‘potentialities of the individual.\nmaintaining this as an ideal they have merely been expressing the spirit\nand philosophy of the free people who support them.\nLet the state universities set themselves up as class institutions and the\nsupport which they have hitherto received will quickly vanish and other\ninstitutions will arise out of the soil which gave them birth to take their\nplaces.\nAll other criticisms notwithstanding, if the American people have any\ngreat passion, it is a passion for education.\n‘They may not all be imbued\nwith a flare for learning, they may not all be endowed with a “divine\naffatus” for truth, but of this one thing we may be certain, no matter\nhow vigorous the criticism of college and university education may be,\nthe people of this country, those who vote and pay the taxes and support\nits institutions, will not permit their children to be deprived of their\ninherent privilege to attend college. They will establish new ones if\nthey have to, even though the taxes must be increased to support them.\nIt is claimed that the average ability of the student bodies in these\ndays is lower than it was fifteen years ago. “This may be true; but based\nupon a priori evidence, this claim is difficult to establish. The standards\nof admission to college and the standards of college work certainly are\nhigher today than ever before in all of the history of American education. ‘This is as true of the state universities as it is of the privately\nendowed universities.\nIf one listens to much of the current criticism\nhe despairs of the college student, but he takes heart when he observes\non commencement day that thousands of those who were supposed to be\nmentally incompetent have completed to the satisfaction of the faculty\nall of the requirements for their degrees. And it should be remembered\nthat those requirements for the most part are determined by those of\nalleged superior intelligence of a generation ago.\nWe hear much about mass education, and the absence of the personal\ntouch between university teacher and student. All of the teachers of a\ngeneration or so ago did not hold personal communion with their students either; a few of them did; most of them did not.\n\nA student then\n\noften got very little intelligent advice concerning himself; today he gets\nadvice scientifically determined concerning his health, mental makeup,\nemotional maladjustments, and vocational potentialities.\nWe probably forget that there were not very many dynamic personalities on the teaching force in earlier days. There were a few, praise\nbe, and most of us acknowledge their strength of character and personal\ninfluence.\nOne of the educational myths is that all of the teachers were\nof this type. Far from it. We should remind ourselves that there are\n\ndynamic personalities who are forceful teachers on the teaching staff today\n\nand that twenty years hence, they, too, will be remembered\ntion by their students.\n\nwith affec-\n\n"}
{"page": 785, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n781\n\nNot all state university teachers are of the type which R. L. Duffus,\na writer for the Sunday supplement, New York Times, January 8, describes, “For himself (that is, the teacher in the state university) he\nneeds the arts of the orator quite as much as those of the scholar.\nHe\nHe must possess\nmust be ready with stories, with amusing illustrations.\nthe ability to dramatize his subject, so that the dozing student in the\nlast row will every now and then wake up and grasp a fact or principle.” Without claiming that teachers should be entertainers, perhaps\na little of the power of lucid presentation may be good for a teacher\nwherever he is. Experience has clearly demonstrated that men who place\nthemselves\n\nrather\n\nthan\n\nthe materials\n\nof their subjects\n\nin the forefront,\n\nare condemned by faculty and students alike.\nIn moments of great exultation Americans in general are disposed to\npraise their schools and the profession of teaching. “They view with\npride the public schools and the state universities as the agencies of the\ngreatest experiment democracy has ever undertaken.\nIt is the experiment\nof providing or of attempting to provide, largely by taxation, for the\neducation of the children of all men and of offering to them, as nearly\nfree as possible, equal educational privileges from the kindergarten to\nthe university. ‘The burden which the present generation has to bear\nin maintaining this experiment is incomparably lighter than that which\nour sacrificial forefathers bore to establish this great system of popular\neducation.\nCertainly it is true that the torch of American civilization\nhas* been passed from generation to generation, not by tradition, but\nthrough the processes of an expanding education.\nShall some generation\nin the comparatively near future witness the dimming of that torch\nbecause it provides the maximum opportunity for the children of the\nfavored and denies the maximum opportunity for the children of the\nless favored?\nAmericans have long maintained that equality of opportunity is essential to the development, the safety and the perpetuity of democratic institutions. And by equality of opportunity none but the most uninformed\nhave ever thought that it meant equality of ability. Equality of opportunity has been relied on to produce a worthy democratic citizenship.\nEducation has been supported as a social investment.\nIt has been assumed that society’s contribution to the education of its children is returned manyfold in service, progress, and wealth.\nAnd the facts, I believe, fully justify that theory. One only needs to point to the states\nthat have neglected education as contrasted with the states that provide\ngenerously for education, to find evidence in support of this assumption.\nIf one will take the five states that have provided most liberally for\neducation, and compare them with the five states that have provided most\nparsimoniously for education, he will find that the average earnings of\nthe families in the former are almost twice those of the latter, that the\namount per individual in the savings banks is nearly ten times greater\nper individual in the former than in the latter, that the number of books\n\n"}
{"page": 786, "printed_page": null, "text": "782\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nin the libraries and the number of magazines and newspapers subscribed\nto is vastly greater in the former, and that the living conditions by and\nlarge are much superior in the former.\nOne of the things we are sometimes prone to forget is that we pay\nfor the things we don’t have as truly as we pay for the things we do\nhave, but we pay in a different kind of coin. One has only to sweep\nhis eye over the world to find abundant support for this statement.\n‘The\nnations that have been unwilling to spend on education are the victims\nof ignorance, superstitution, destitution, and of all the wretchedness that\ncomes in their train. America has achieved her station, not by a withholding but by a generous spending. And she has done it by refusing\nto close the gates of educational opportunity.\nGenerous donors and\ngenerous states have kept them open.\nShall she now turn her back on\nthe past and, heedless of its lessons, initiate a new philosophy, one which\nprovides the best of higher education for the privileged few who possess\nthe money to pay for it? Or shall she continue to hold steadfastly to\nthe theory that democracy in the final analysis is a process of continuous\neducation and that this nation can keep her place at the forefront among\nthe nations of the world by providing more, not less, generously for the\neducation of all?\nIf society is growing more complex, as most of us believe, its problems\nmore numerous, more intricate and more difficult of solution, then more,\nnot less, education will be required for their solution.\nHow tenaciously\ndid our forefathers hold to the doctrine that the progressive advancement\nof democratic institutions depended upon an educated citizenry!\nAn\nable attorney said to me recently, ““Mr. Coffman, civilization has been\nruined by education.\nDo you suppose you can make people competent\nto vote on public questions by giving them an education?”\nMy only\nanswer was, “I know of no other way.”\nAnd if the education of a generation is to become increasingly more\nselective, as some advocate, so that only the gifted possess knowledge concerning the complex problems of modern life, which we are constantly\ncalled upon to consider and, we have thought, to assist in solving, if college education is to be only for the select, then it becomes alien to the\nspirit which gave birth to public education and to the state universities.\nIf pursued to its logical conclusion, this doctrine means that free government, based upon universal citizenship, cannot endure.\nWe are not ready\nto admit, without adequate trial, that the great American experiment\nhas failed. We are not yet ready to create by deliberate act an uneducated and uninformed proletariat.\nWe know that there are many who maintain that too many are in\nschool and that too many are being graduated from college. There\ndoes not appear to be any trustworthy information showing that the\nprofessions, in general, are overcrowded.\nAnd we do not seem to have\ntoo many persons with a knowledge of government and of the other institutions of men.\nWhere trained intelligence exists there we seem to\n\n"}
{"page": 787, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n783\n\na_\n\ni\n\nhave the best citizenship.\n\nAnd\n\nis not citizenship a function which\n\nall\n\nclasses of people are expected to exercise?\nShall we deny those who are\nto traverse the humbler walks of life the outlook of the trained mind?\nIf we attempt to do it we shall probably find ourselves reckoning without\nour host, for as Lincoln said, “God must have loved the common people.\nHe made so many of them,” and they still rule in the land.\nThe state universities and the public schools have had still another common interest, an interest to which reference has already been made but\nwhich is deserving of further consideration. ‘This interest may be best\ndescribed by reference to an address which I heard a gentleman deliver\nrecently before a distinguished midwestern club. He said, “College education, and perhaps secondary education, to some degree at least, should\nbe based upon wealth.\nThose who are able to pay for it should be\nprivileged to get it; those who cannot pay for it, should be denied it.”\nHere we have a doctrine, stripped of all veneer, that education in its\nupper reaches should minister only to an aristocracy of wealth.\nIt is a fact that there are almost no free universities any more in this\n\ncountry. The fees charged students by state universities have been increasing but they are not so large, nor have they increased so rapidly,\nas fees charged by private universities.\nIf they must now be increased\nso that the students pay the full cost or approximately the tuition cost\nof higher education, then one of the original primary purposes of the\nstate universities will have been defeated.\nThe gentleman to whom I referred a few moments ago, declared that\nall education is simply a matter of charity and that the costs of education should be compared with the money given to charity. Viewed in\nthis way it is clear that education is absorbing an unreasonable proportion\nof the nation’s wealth.\nHe stated also that the disintegrating effects of\nsuch charitable giving become even more pronounced in the case of students in colleges and universities and especially if the students are being\ntrained for the more lucrative professions.\nHe demanded that this pauperization should cease because of its deleterious social consequences.\nIt requires a type of reasoning which I am as yet unable to comprehend to\nunderstand how those who have themselves been the beneficiaries of this\nsocial charity and who because of it have achieved wealth and recognition\nin their communities, should now suddenly discover its harmful effects\nand seek to deny the children of others and even their own sometimes,\nthe advantages which they themselves enjoyed.\nSuppose it should happen that the great privately endowed universities\nshould become even more select and that men of means and the great\nfoundations should continue to endow them with increasing millions and\nthe state universities at the same time were unable to make corresponding progress, then we should, indeed, have what some claim we already\nhave, provincial education in the private institutions and a cheap variety\nof education for the less favored thousands in the state institutions.\nFar\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNatTIonAL\n\nEpucaTION\n\nASSOCIATION\n\nbe it from me to look with envy upon large gifts to private universities.\nI am especially happy to see them prosper, but I hold at the same time\nthat the state universities, if the common weal is to be served, should\nprosper in corresponding degree.\nEducation should be looked upon as\nnational, not as a local enterprise; as a common, not as a class undertaking.\nThe country as a whole will flourish best if there are many rather\nthan a few centers where distinguished men of art, of literature, and of\nscience are perpetuating their own kind.\nThe last proposition to which I wish to call attention is likewise one\nto which reference has already been made.\nStated more directly, however, the state universities and the public schools are unwilling to accept\nthe doctrine of a self-appointed aristocracy of brains as their sole or primary\nfunction. ‘They fully understand that there is a somewhat popular impression that wherever “mass” education exists, a term which I deplore,\nfor I believe there is no such thing as mass education, but wherever it\nis said to exist, it is believed, there is no training for leadership and yet\ntraining for leadership is, in the opinion of many, the only justification for\nhigher institutions of learning. Leadership, it should be remembered, is\na relative term.\nProbably no one is a leader in everything; he leads in\nsome respects and follows in others. Intelligent followership may be\nquite as important in a democracy as intelligent leadership.\nThere are those who maintain that the efficiency and value of the\nhigher institutions of learning are determined by the selective and eliminating processes; the fewer they admit and the more they eliminate the\nbetter they are. Some on the other hand measure their progress by the\nnumbers of students they attract.\nNeither of these measures is adequate\nand neither can be applied without reservation to state institutions.\nA\nstate institution will eliminate those who cannot do its work, but it will\nnot refuse to give the individual who can do its work a chance to spend\nmore than four years in accomplishing a given task if there seems to be\ngood reason for it. It is unwilling to accept slowness as a sure sign of\nincompetency.\n\nAnd admitting large numbers of students does not mean that the state\nIf they are not already doing\nuniversities are not training for leadership.\nso, they should be offering every opportunity for the talented and the\ngifted and they should be encouraging them in every possible way.\nIn\ndiscoursing upon this matter former Dean Eugene Davenport of the\nUniversity of Illinois said a few years ago, ‘“We hear too much about\neducating for leadership. What the world wants is not leaders of whom\nwe have a surfeit, but rather information and trained habits of thinking\nthat it may select its leaders wisely. This all means the closest possible\nworking relations between the institutions and the citizenship of the\nstate, between those who, feeling the pressure of unsolved problems,\nrealize the need of better information for those whose business it is to\n\n"}
{"page": 789, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n785\n\nsupply the need. A university so guided will remain close to the people\nand close to its problems. A university that so functions will not come\nvery far from fulfilling its highest usefulness.”\nTwo documents dealing pointedly with this general problem have recently appeared.\nOne of them is the January issue of Ginn and Company’s leaflet on “What the colleges are doing,’ and the other is the\nannual report of President Butler of Columbia University. The Ginn\nleaflet is a series of extracts from articles or bulletins, which reveal a common theme; they favor rigid selection of students.\nAmong other things these authors have set up a new conception of\nsocial justice. ‘They argue that fewer students should be admitted and\nmore should be eliminated, because the mediocre students are trespassing\nupon the time and rights of a high-minded faculty who are giving generously, and with high altruistic motives, of their energy and ability for the\nadvancement of society; because the mediocre students are depriving the\nbrilliant students of that opportunity which they covet of maximum achievement, and because the mediocre students are defrauding their parents,\nfriends, and society in general out of the greater returns and rewards which\n\nwould accrue if society invested only in the gifted.\nThe statement is made that “the stampede into college life today is in\na great measure blind, ill-considered, and without high motive,” that\nthe college market is saturated with mediocrity, that the keynote of the\ncollege world is the tragedy of the unfit, that the colleges are engaged in\na wildcat exploitation of youth, that education for democracy should\ncease, and that education for aristocracy should take its place.\nOne of the articles in particular seems to hold the colleges responsible\nfor the ills and sins of society. “For not a third of all that graduate\nsee in their own intellectual growth sufficient compensation for the labors\nof a college career.\nMost, on the contrary, feel that they have sacrificed\ntime and energy, and for the loss thus sustained they mean to recover\nfrom society.\nIs the legal profession being prostituted by the practitioner\nwho brings with him into practice the ethics of the bootlegger and the\nheart of the pawnbroker?\n‘Then the remedy is not in stricter requirements for admission to the bar. The evil originates at the threshold of\nthe law school or earlier, and there it is to be combatted or abandoned.”\nI have long known that the schools of this country had their weaknesses\nbut never before did I assume that they should be held primarily responsible for the sins of men.\nI knew that they had been forced to assume\nmany burdens which did not belong. to them but not until I read these\narticles did I understand that the colleges of this country because they\nhave not been exclusive, are responsible for bootlegging lawyers and\nmedical fishmongers.\nWere this true I should say that it were high\ntime that Jehovah direct his destructive thunderbolts at these dens of\niniquity.\n\n"}
{"page": 790, "printed_page": null, "text": "NATIONAL\n\n786\nOe\n\nSS\n\nEE\n\nEDUCATION\n\nASSOCIATION\n\neee\n\nae\n\nee\n\nThe common theme running through the series of articles is education\nfor the elect. To this doctrine we agree that those who cannot profit\nby college training should not be permitted to attempt it or to remain\nat college. Those who can profit by it but will not, likewise should not\nbe permitted to remain at college. Colleges should not be regarded as\nAt the same time\nplayhouses, eleemosynary institutions or rest stations.\ntalent and genius\nthat\ngratitude\nwith\nthere are those of us who remember\nday.\nour\nin\ncollege\nto\nadmission\nfor\nrequisites\nsole\nthe\nwere not\nThe authors of these articles say they are thinking in terms of social\njustice. I maintain that their doctrine is the doctrine of individualism\nconcealed under the cloak of social justice. ‘The conception of social\njustice advanced by these writers is new in the field of education.\nWhile\nit has been advanced here and there by writers, it never before could be\ndignified as a movement.\nThe focus of our attention, educationally speaking, years ago was upon the individual; more recently it has been upon\nthose things which minister to the common welfare. The scene in education has been shifting from man to his activities; from individualism to\nthe common good; from personality to commonality; from what is best\nAnd the common\nfor the individual to what is best for the community.\ngood has not been conceived as depending upon the training of the gifted\nalone, but upon the training of all who are competent to profit by training.\nIn his annual report, President Butler distinguishes between universities that reside in the sphere of liberty and universities that reside in\nthe sphere of government.\nHe defines the institutions of liberty as those\nsupported by benefactions while the institutions of government are those\nsupported by taxes. “Free men,” he says, “have themselves erected government and have given to it for domain and occupation a very small\npart of all that constitutes their activity, physical, intellectual, social,\nmoral, economic, reserving the vast and unlimited remainder for themselves as the sphere of liberty.” And again he says, ‘“The vast advantage\nwhich a university erected in the sphere of liberty has over a university\nerected in the sphere of government is in its freedom from bureaucratic\ncontrol, from partisan political pressure and from those urgings which\nare the unhappy result of compromise between clashing convictions and\nconflicting public policies. A university in the sphere of liberty is master\nof its own destiny and is responsible only to its own ideals and to that\nlarger public which has brought into existence both the sphere of liberty\nand that of government.”\nThe obvious inference from this is that state universities are greatly\nlimited as to domain and occupation, that is as to the scope of their usefulness, while the endowed universities are practically unlimited as to the\nscope of their usefulness.\nIf it be true that the social justifications lying\nback of these two types of universities, possess these sanctions, then it is\nclear that these two types of universities do not operate and are not\n\n"}
{"page": 791, "printed_page": null, "text": "pnts\n\n7s oO Sec\n\nDEPARTMENT OF SUPERINTENDENCE\nean deal ted ree ae\nerrr\n\n787\n\nexpected to operate in the same field. Furthermore, it is clear that we\nare dealing with differences in kind as well as with differences in degree\n\nwhen we think of the service these two types of universities render. It\nmay be that society must rely even more heavily in the future than in the\npast for its leadership upon the dwellers in the sphere liberty, while\ninstitutions which it itself provides shall be for the training of citizens\nfor the more modest and humbler walks of life. I suspect that if public\nuniversities can continue to develop citizens and, if I may dare to say it,\n“true leaders,” as they have in the past and in increasing numbers, no\nimaginary line will ever be drawn between a school in the sphere of liberty and a school in the sphere of government.\nA second inference to be drawn from Dr. Butler’s statement is that\nendowed universities sustain no interference with their freedom while\nstate universities do. [here is abundant evidence, I believe, in support\nof the opinion that endowed universities, generally speaking, are influenced,\ncontrolled and frequently governed quite as directly, oft times more\nobviously, by the donors of their funds than state universities are by the\ntaxpaying public. The fundamental question of public concern is not\nthat of control versus freedom, for all institutions are controlled.\nIt is\nthe question of whether the control always seeks to advance public interest.\nThis distinction of President Butler’s raises again, and from a new\nquarter, the question of the purpose and place of the two types of higher\neducation in a democracy.\nNo matter from what source universities\nreceive their support, they should, in my opinion, seek an atmosphere of\nfreedom in which to do their work and they should view with disfavor\nany movement or attempt, whether it be directed at state or endowed\ninstitutions, to curtail their freedom.\n‘The subservience of one institution\nmust eventually menace the life of the other. A state university must,\nif it is to be worthy of the name university, be as truly a republic of minds\nwhere truth is fearlessly sought and taught, as is an endowed university.\nWe cannot have two classes of true universities in America, one serving\nin the Empyrean fields of liberty and the other with its hands and feet\nof clay serving in the field of government.\nEach must serve in both\nfields, if both liberty and government are to survive.\nAnd now in conclusion let me say that both the public schools and\nthe state universities represent the struggles of a free people to establish\na system of popular education.\n‘The relationship between popular education on the one hand and democratic society on the other, is one which\nthe American people still feel with responding devotion.\nThe freer the\npolitical institutions of men the more widely scattered are the schools\nfor everybody; the more restricted the political institutions of men the\nless widely scattered are the schools for everybody. ‘The chief means\nIt is no\nof control in a democracy is some form of popular education.\n-mere accident of time and place that Americans have fostered public\neducation for all. None recognized the truth of this more than Thomas\n\n"}
{"page": 792, "printed_page": null, "text": "NatIoNAL EpucaTIon ASSOCIATION\n\n788\n\nee\nOt\n\nJefferson who declared that a free government cannot endure without\nFrom then\nHe gave a mighty impetus to its cause.\npublic education.\nadvanced,\nhave\ns\nuniversitie\nstate\nthe\nand\nschools\nuntil now the public\nin genmovement\nthe\nbut\nsteps,\nhalting\nand\nuncertain\nwith\nsometimes\nCould our forefathers have looked into\neral has always been forward.\nthe future, they would have known that this great experiment in democracy\nwas secure, for its foundations are rooted in the idealism of the people\nand in provisions which they consider wise for meeting the necessities\nof their social and political structure.\n\nTHE RELATION OF THE PUBLIC SCHOOLS\nTO HIGHER EDUCATION\nMRS.\n\nSUSAN\n\nM.\n\nDORSEY,\nLOS\n\nSUPERINTENDENT\n\nANGELES,\n\nOF\n\nSCHOOLS,\n\nCALIF.\n\nIt is not my purpose on this occasion to strike a discordant note by\ndwelling on the shortcomings of either the public schools, or the institutions of higher learning. ‘Those shortcomings are all too frequently set\nforth by the one or the other group from the angle of its respective\ngrievances.\nIt is a matter of common knowledge that the college deplores the inadequate preparation of entrants, objects to their light and\neasy ways of life, their lack of serious purpose, their propensity to show\nmore concern for athletics than for study, and their immediate and complete absorption on entering college in making a fraternity to the exclusion\nof the more important consideration of orienting themselves educationally\nand making a fine start on what is supposed to be the reason for college\nresidence, namely, the furthering of the business of becoming educated.\nIt is also matter of common knowledge that the proponents of the\npublic school frequently inveigh against the domination of the higher\ninstitutions which seek to impose on the preparatory schools subjects and\nmethods along with the scholastic standards and ideals of the university.\nThe leaders in secondary school education criticize what they choose to\ncall the desocializing and dehumanizing of instruction so prevalent in the\nlecture system and in some of the research work.\n‘They deplore the\nexclusion from college of large numbers of promising youth because of\ndeviations in their preparation from what are decried as unimportant and\nmeticulous academic requirements as set forth in the college prospectus.\nIt is true that in the same breath in which the public school people complain of the exclusion from college of large numbers of deserving youth,\nthey object to the crowds on the campus and the consequent lack of supervision of college youth on the part of instructors.\nWith none of these matters of controversy are we concerned today.\nThis, rather, is our inquiry, What should be the common objective of\nall education and the respective relations of public schools and colleges\nto that common objective which, if discovered, will determine their rela-\n\n"}
{"page": 793, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n789\n\ntions the one to the other? Of the many definitions of education (and\nthey are as numerous as the books on that subject) there is one that states\nits own objective; education is the experience of acquiring and organizing\nknowledge for the purpose of conserving and increasing human excellence,\nour own and that of others. With such an objective before us. in seeking an education for ourselves and in furthering that of others, it is apparent that some types of knowledge, experience, and instructional technic\nwill further the end sought and others may prove a distinct hindrance.\nIt must, therefore, be the constant effort of public schools and of higher\neducation to discover and organize that knowledge, to provide those experiences, and master those technics that have definite value in raising\nthe levels of human excellence.\nMay I be pardoned the expression of an opinion that in recent years\nthe public schools have been quite as keenly conscious of their obligation\nto function as promoters of the general good through education as have\nthe schools of higher learning, perhaps even more so, nor do they deserve\nany special credit for their increased concern and activity in the direction\nof achieving something noteworthy by way of general improvement through\neducation, for, as a matter of fact, a few years ago, with the enactment\nof compulsory education laws in many states, they found themselves confronted with the entire mass of the nation’s children, with no right to\npick and choose their clientele and with no power to exclude any save\nthe dangerously diseased and the idiot; only recently in at least one state\nhas it been made possible by law to exclude even the dangerously diseased\nand idiot. Under such conditions, the schools have been forced to find\na way of breathing light and life into a chaotic mass of childhood, the\nbrilliant and the stupid, the clean and the unclean, the strong and the\nanemic, the capable and the handicapped, the fit and the unfit, or sink\nunder the oppressive weight.\nRealizing that there was no possibility of\nescaping the uttermost handicap and difficulty of perverse, ignorant, neglected, and starved childhood, the public schools on the passing of compulsory education laws set to work with courage and determination to\nraise the levels of thought and behavior in their respective communities by\nclearing the path for childhood; no matter what the hindrance—poverty,\nhunger, physical handicaps, mental. disability, or depraved environment,\nthe schools little by little have become brave to make the way plain for\nyouth.\nIt has been a great experiment and, I may say, an unparalleled\ndemonstration in the conscious and controlled evolution of humanity, inspired by an impelling belief in the improvability of human nature and life.\nIt may be appropriate just here to make clear through a few references\nto public school efforts and projects just what is involved in this obligation to receive all children and direct education so that their lives may be\nPerhaps no more impressive example of\nbenefited and society improved.\n\nthe organization of knowledge to the ends of human improvement can\nbe had than the eager adaptation of the results of the scientific study of\nthe human\n\nintelligence\n\nand the consequent\n\nimprovement\n\nof instruction,\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNatTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nrT\n\nnot only for the well-favored child, but more especially for the one menNot for one moment have the public schools permitted\ntally handicapped.\nthemselves to think that any child with a degree of mental inferiority at\nall educable might be shunted into the discards. “Their whole-hearted\nallegiance to the proposition that it is the business of education to increase\nhuman excellence has urged them to overlook no group, the neglect of\nwhich might lessen the chance of success in this great human enterprise.\nTo this end, no time or effort has been spared in the adaptation of the\nmaterials and technic of instruction to the intelligence of the child of\nOne marvels, for instance, at the patient trials of devices\nlow mentality.\nin the interest of the non-reader; one marvels more at the successful\nresults of those efforts, as evidenced in the acquirement of reading ability.\nTo this same end, also, is the care taken to relieve children of the sense\nof failure by grouping them on the basis of their ability to progress, so\nthat those who must advance slowly may use the time in acquiring the\nessentials of a particular grade, thereby securing promotion, while those\nwho are able to progress rapidly are given enriched courses, or are permitted to cover the work of the grades in less than the allotted time.\nBut human excellence is hard to attain and the public schools have\nfound it necessary to draw upon all knowledge and expert skill in their\nefforts to lift the levels of life. Because the mal-nourished, tubercular,\ndeformed child is a drag in the race for excellence, they have availed\nthemselves of the most advanced knowledge and its best application to\nthe requirements of health.\nAs a particular instance of the special attention given to matters of health, it has been observed of late that there\nis a marked increase in heart disturbances of every sort, even in very\nyoung children.\nOne of the great Mayo brothers of the Middle West,\nphysicians of international renown, in a recent interview to which much\npublicity was given, confirmed this conclusion, and stated that, while\ndiseases such as typhoid fever and tuberculosis were now largely under\ncontrol, the stimulating influences, and especially the speed of modern\nlife, were creating a new health problem in the rapid increase of heart disturbances. An eminent diagnostician has recently given out a finding to the\neffect that one out of every twelve deaths is due to some circulatory difficulty. ‘Those in charge of the health of public school children have for\nsome time been concerned over this new menace to childhood.\nThey\nhave not, however, been content to accept the fact and rest there, but,\ntrue to their urge to improve life, they have set to work to establish\na regimen for the relief, if not the removal, of this menacing physical\nhandicap through proper food, exercise, and through moderation of the\nliving pace of the young.\nThus briefly I have referred to some of the evidences that the public\nschools are courageously undertaking the task of lifting the levels of human\nexcellence, and that to accomplish this they have been forced to admit\n\ntheir obligation to receive all the children of the nation as their educational\n\napportionment,\n\nnot merely\n\n“to have\n\nand\n\nto hold”\n\nfor a period\n\n"}
{"page": 795, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\n791\n\nof years, but to transform into better human material, even at the cost\nof many a personal satisfaction on the part of teachers.\nMy illustrations thus far have been taken from the remedial phases\nof public school work and have described efforts made to overcome such\nconditions as would inevitably depress the scale of man’s accomplishments.\nThe removal of the handicaps to progress, it must be admitted, does not\ninsure an actual forward movement; that can come only from the advancing achievements of those who are ready to start at the signal. ‘The\ngreat work of public education is, after all, its constructive program, by\nwhich the capable are made more fit through daily contacts with high\nstandards of thought and behavior, as revealed in books, in the refinements\nof literature, music, and art, as gained through school activities, and\nabove all through the teacher’s attitude toward life and its possibilities.\nIt is frequently said that ‘‘mediocrity is the curse of democracy.”\nThere\nis an element of truth in this statement.\nThe schools of America, however, are unwilling to admit that this must necessarily be true in every\ndemocracy and at all times.\n\nIt is their constant ambition to demonstrate\n\nthe improvableness of all human nature and the entire possibility of lifting the common man to new and higher levels of thinking and feeling.\nThey have small patience with the determinists’ doctrine that the intellectual fate and, to a large degree, the educational possibilities of every\nchild are fixed at birth. Have they not lived through a quarter century\nof compulsory education, during which they have verified by successful\ndemonstration the entire possibility of endowing the masses through various\nintellectual experiences, if not with greatly increased native intelligence,\nat least with an acquired intelligence that increases vastly the sum total\nof human achievement?\nIt should be further stated that these successful demonstrations have\nresulted in face of the initial handicap that a technic of social and educational procedure for the improvement of so tremendous an influx of the\nunfit had to be set up almost over night and that the development of such\ntechnic was further complicated in the great centers of population by\nproblems arising from the incoming hordes of the foreign-born, whose\nlanguage handicaps made necessary still further modifications of educational procedure.\nRecall the picture of the young teacher confronted with\nforty little children, not one of whom can speak a word of English.\nHer\nresponsibility is to educate those children on schedule time in the intellectual skills needed for life, train them in correct mental habits, and\ninspire them with American ideals. ‘To her everlasting credit, be it said\nthat the public school teacher holds fast to her faith that education is\nfor the increasing of human excellence, nor does she falter in her will\nto realize that ideal.\nJust at this point in its work, public education must plead guilty to at\nIt is in not making the most of the super-excellent\nleast one default.\nchild, that child who, if educated to the full measure of his capabilities\n“The\nand consequent responsibilities, is the finest hope of future progress.\n\n"}
{"page": 796, "printed_page": null, "text": "792\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ne\nne\ne\ni\n\ngrade routine of the public schools has been more or less of a leveler, permitting too little elasticity of program to take care of the higher degrees\nof intelligence and small chance for accelerating the progress of the one\nNot the least of the embarrassments of the\nwho should quicken his pace.\nadministrator in his efforts to meet the schools’ obligations to the superior\nchild is the lack of understanding teachers, those able to select the appropriate materials of learning for these eager minds and so guide their\nsocial adjustments as to keep these children on good terms with their\nkind and still mentally enriched and emotionally stabilized.\nAt any rate,\nit should be said that the schools are at least awake to their possibilities\nand responsibilities in this most important particular.\nEverywhere there\nare stirrings that indicate a realization of a deficiency to be met and\nof an obligation to bring about such adjustments of school procedure as\nwill make more possible the suitable and accelerated education of those\nof superior intelligence.\nThus far in this discussion the relation of the public school to institutions of advanced learning has not been indicated, and yet such relation\nis implied. We of the public schools have the enviable opportunity—and\nI say that in sincerity—of helping all children to a fuller realization of\ntheir possibilities; we have the further obligation of determining in large\nmeasure who of all this vast throng have shown in the public schools an\nability and disposition so to acquire and organize knowledge and interpret\nexperiences as to conserve and increase. human excellence, their own and\nthat of others, since these, and these only, are they who should enjoy the\ngreat and costly privilege of four more years of advanced learning. ‘They\nmay be rich, they may be poor; they may be brilliant, they may have\nonly ordinary comprehension; they may be socially experienced or otherwise; they may be expressive or reflective in disposition—it does not so\nmuch matter as to their circumstances, their dispositions, or their mental\nacumen: it does, however, greatly matter whether they have grasped the\nsignificance of life and the meaning of education in terms of human excellence, whether they have mastered in some small way, such as could\nbe fairly expected from those who are still young, the art of discovering\nand assembling knowledge, of discriminating between the essential and\nnon-essential in any situation, of holding judgment in poise until the\nevidence is all in, of tightening the leash on emotions until they can be\nexpressed in appropriate and constructive behavior.\nThe privilege of\ngoing to college, already great and costly, I would make exclusive, but\nexclusive not in terms of birth, social privilege, athletic prowess, intelligence quotients, or any single qualification, but in any combination whatever that would insure to the world a college graduate who senses that\nthe great business of the educated man or woman is the conserving and\nincreasing of human excellence.\nNone others can with justice claim the\nright to what should be held a mark of distinction.\nWith so many in college without adequate preparation in the way of\na mastery of the technic of the learning process, without any sense what-\n\n"}
{"page": 797, "printed_page": null, "text": "sis Babs naw =pea\n\nDEPARTMENT\na vires\n\nOF SUPERINTENDENCE\nkt du a\ndell\n\n793\n\never of the privilege accorded and of their obligation to society for the\ngreat opportunity, without any objective which they could state other than\nthat going to college is the correct thing, that it gives one social prestige\nand makes desirable business contacts more assured. for the future, is\nnot cause for congratulation on the part of the public schools which prepare and recommend these youth.\nNor do I think that such a standard\nas that indicated above, namely, an appreciation of the value of knowledge\nas an instrument of world progress would necessarily lessen the numbers\nseeking admission: it would, however, immeasurably increase the mental\nand ethical quality of the candidates, always granting that high-school\nprincipals undertake in serious fashion a program of college guidance\nearly enough in the life of the student to capture his attention before it\nBy this college guidance,\nhas been riveted upon less important matters.\nI do not mean a mere setting forth of the number of units of this and\nthe other subject that must be taken in order to enter the one or the\nother college; that is important—but more important, both for the high\nschool and the college, is that guidance which inspires in the students\ngenuine respect for knowledge as the instrument by which forever the\nlife of communities and states must be improved, if improved at all.\nThe one great motive that should be urged for continuing the education\nof youth beyond that point where they have mastered the tools of learning and have gained an understanding of their natural and social environment is that they give fair promise of belonging to that group whose\nminds will be quickened and whose natures will be ennobled to react intelligently and constructively to the acquiring and organizing of knowledge\nfor human betterment.\nHow can we expect the young to attain this\nunderstanding if our talk of college is always in terms of subject units,\nif during those high school days there are always football, track, school\npaper, and school play assemblies, assemblies for all manner of “asides,”\nbut rarely or never a “going-to-college” assembly, if we discuss the advantages of a college education in terms of social prestige, of enhanced\nbusiness prospects, of pleasant memories, of ‘‘no more delightful way\nin which to spend four years of one’s life,” but exhibit little regard and\nless understanding and appreciation of the priceless value of the knowledge and thought power to be there acquired?\nHowever much the college may be found wanting in its service to youth,\nit still remains true that the public schools do not themselves prize knowledge and its use for the increase of human excellence so highly as could\nIt still is true that our college guidance of youth is most\nbe desired.\nfaulty. I grant you that the institutions of higher learning are themselves at fault for an overemphasis upon subject requirements, which\namounts to a constant suggestion to high-school principals and teachers\nto forget other weighty matters of college guidance, which have been\nhere set forth, and consider their work of direction complete when, after\nmany a mad scramble, the college entrant makes his last subject hurdle\nand lands on the college campus.\n\n"}
{"page": 798, "printed_page": null, "text": "NatTIionaL\n\n794\n\nEpucaTIoNn\n\nASSOCIATION\n\nTo sum up the situation as regards the relation of the high school to\nthe college in this particular, namely, who shall be entitled to attend\nthe institution of higher learning, there is, as I see it, a need for more\nserious attention on the part of both the high school and the college to\ntheir common objective, the increase of human excellence.\nTo secure\nthis great objective, the high school should develop the right sort of college guidance, and the college should relax somewhat of its too meticulous\nsubject requirements in the interests of the student who is genuinely intelligent and understanding about the value of knowledge and its application to the betterment of life.\nAnd what of the place to be taken by higher education under this\ncommon obligation of the schools to raise the levels of human excellence?\nI approach this part of the discussion I hope with modesty, as becomes\none who is not in a way to make first-hand contacts with the educational\nattitudes and aspirations of the college and the university. From the\npoint of view of the interested observer, my conclusion is that, despite\nthe countercurrents that sometimes compel a notice quite’ disproportionate\nto their real importance, the great stream of higher education is pouring\non majestically, that, while in its progress it may not leave so generous\nan outpouring of common benefits as could be desired, it is at least not\ndevastating society with floods of propaganda based on irrational and\ninsufficient premises; rather it seems that the stream of higher education\nis broadening with the broadening of human vision and that its depths\nwill yet fathom the uttermost of human needs; for the heart, as well\nas the head, of higher education is in the main right.\nIt is sometimes said that it is the business of higher education to train\nthe leaders of the nation and that only on those fit to lead should the\nnation’s money be spent in providing education beyond the common\nschools. We could hardly set before the colleges an educational aim\nthat we should hesitate to reveal to the students themselves as one worthy\nto become their own objective. Granting that many college graduates\nare destined to become leaders, granting that the nation has a right to\nexpect leadership from those who have enjoyed and should have profited\nby advanced education, one can hardly think of a college president admonishing its graduates to advance upon the world forthwith and proffer\ntheir services as leaders. That is not the spirit of the great and good\nanywhere; rather this, “Whosoever will be the chief among you, let him\nbe your\n\nservant.”\n\nAnd\n\nthat is the spirit of higher\n\neducation,\n\nalso;\n\nit\n\ncommends to its graduates the consideration of such a legend as this, “To\nwhom much has been given, from him shall much be required.”\nIt suggests that those who have enjoyed the privileges and advantages of higher\nopportunities owe to society a debt of service commensurate with society’s\ninvestment in their young lives.\n;\nAs one reviews the achievements of higher education and their bearing\non the problem of increasing human excellence, it may not be inappropriate\nto suggest that at this time additional emphasis should be brought to bear\n\n"}
{"page": 799, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n795\na\n\nat two points, on the humanizing of knowledge and on the encouragement\nof the creative spirit, and that such added emphasis is almost sure to\nresult in raising immeasurably the levels of human achievement.\nMay I point out that largely in one line only, that of the physical and\nmaterial, has the wealth of scientific knowledge gained through the past\nfew centuries been organized and adapted to the improvement of human\nlife. May I further suggest that too much of the vast accumulations,\nthe result of scientific research, has not been made available for the\nuse or understanding of ordinary men.\nIf it is sometimes urged as a\nreproach that, in spite of the efforts of the schools to educate youth to\nan appreciation of choice literature and to establish habits of good reading, as soon as the teachers drop out of the situation, these same youth\nread only trash, may it not also be urged that less trash would be read\nif the interest and curiosity of the ordinary mind were met with books\nin which the knowledge gained by the higher reaches of intelligence were\ncouched\n\nin more\n\nreadable,\n\nunderstandable\n\nform?\n\nMay\n\nit not\n\nbe that\n\nhigher education owes society an obligation to court its lofty isolation\nless assiduously and to express its findings, at least outside its own scientific\ncaste, in less abstruse and bafHing terms, in order that the common, busy\nmen and women may also have an entree into the sacred precincts of\nlearning? ‘There is surely great need that the knowledge now in the\npossession of higher education, that would be serviceable for the improvement of the social attitudes and spiritual natures of men, be made\nunderstandable and available for such service to a degree, if possible, somewhat commensurate with the contributions already made to the betterment of man’s physical environment through scientific discovery and invention.\nSuch knowledge is needed by the ordinary man as a stabilizer,\nfor there is nothing he yearns for quite so much as a sense of stability\nIn his search for this, with what ease, for example, does\nand security.\nhe fall prey to intellectual quacks and imposters who, under the name\nof psychology or mental hygiene, or other worthy title, peddle their wares\nto an inexperienced public, promising in a few lessons to make the learner\nsuccessful in every affair of life. We are emerging, let us hope, from\nthe period of the patent medicine fraud, but spiritual quackery was never\n\nmore menacing.\n‘The common man, for the very stabilizing of his intellectual and spiritual nature, needs not the disregard, but the help of\nhigher learning, needs to have the findings of that learning interpreted\nso that he can understand what it is all about and what benefit he should\nreap from the vast output.\nPardon a very simple illustration, taken from one field of human activity,\nof how the simplifying of scientific findings may aid the busy person.\nA\nsuperintendent of schools is sometimes obliged to make this sort of appeal to his psychology department when that department has submitted\na report all bristling with scientific terms that most skilfully conceal the\ninformation desired, “Now, just what are your findings, anyhow, just\nwhat do you mean?\nWhat I want to know is whether spelling in this\n\n"}
{"page": 800, "printed_page": null, "text": "NATIONAL\n\n796\n\nEpucATION\n\nASSOCIATION\n\neT\n\ngrade, or reading in that grade, has improved, or not? Just where in\nthis abstruse report, in this medley of technical terms, of graphs and\nsymbols, are the simple facts of progress, degree of progress, or deficiency,\nThe administrator in business, in schools, in any line of\nset forth?”\nwork, has not time to struggle with translations of the technical language\nof research, with which he is none too familiar, in order to secure a\n\nsimple answer to a simple question, “Where do we stand now and in\nwhat direction should we next proceed, and how and why should we\nproceed in that particular way rather than another?”\nFrankly, much,\nso much, of research does not justify itself because it ends in research;\nand never eventuates in the improvement of any attitude of the public\nmind or of the organized processes of life.\nIf some of the instructors and assistant professors in our colleges were\nto find an outlet for their worthy ambitions not in a restless effort to\nget into the ranks of higher research, but in the equally useful function\nof interpretation of the findings of the research of others, they would bless\nthe world in two ways: they would become better teachers of college\nyouth and help the great intelligent public outside of the university to a\nfew crumbs from the table of those rich in knowledge.\nAt the present\ntime the public must depend largely upon the journalists in the daily\npapers and current literature for scrappy, inexact, and sometimes grossly\nexaggerated and distorted statements of scientific findings.\nIt is admitted without a question that higher education must undertake a double task, that of instruction and research; instruction (including interpretation), in order that students may have a fair comprehension\nof the life of the world into which they have been ushered and their place\nin that world; and research, in order that new knowledge may\navailable for the improvement and enrichment of human life.\n\nTo\n\nmaintain\n\na fair balance\n\nbetween\n\nthese two\n\nfunctions\n\nbe made\n\nof higher\n\neducation is the serious responsibility of college administrators.\nTo sacrifice instruction to research, especially if the socalled research is futile for\nany of the real purposes of society, must result in failure to meet the\nfirst obilgation of the college, namely, to educate youth; to make no effort\nthrough research to push the confines of human knowledge yet a little\nfurther into the realms of the unknown is to doom civilization to stagnation and ultimate retrogression.\nAt the present moment, many thoughtful people are confident that\ninstruction lags; that certain types of inconsequential research are unwisely stimulated.\nThey believe that the function of research itself needs\nmore careful definition and that only valid research should be encouraged\nand subsidized.\n‘They are furthermore of the opinion that the humanizing\nand interpreting of all knowledge, including the findings of real research,\nshould be greatly strengthened in our colleges, so that the student body\nand society at large may constantly experience material and spiritual enrichment from its enormous investment in its schools of higher learning.\n\n"}
{"page": 801, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nee\nL\nee e\neee OM\nt\n\n797\n\nOne other contribution to the increase of human excellence it is possible for higher education to make in larger measure than is now the\n\ncase, namely, the encouragement of the creative ability of students.\nLearning in these days is so wedded to research that there is great possibility\nthat students may be content to stop with the finding of truth and fail\nto realize the importance of the next significant step, that step which\nrecombines the results of research into a new invention, a new principle,\nIt is not too\na new social adjustment, a new earth, and a new heaven.\nmuch to claim that the cherishing, encouraging, and releasing of the\ncreative spirit in youth is the ultimate reason for being of all schools.\nIs it ever true that higher learning becomes so absorbed in the pursuit\nof its own schemes as to minimize the possible contributions of youth, and,\nthrough disregard, to discourage utterly the stirrings of the creative\nspirit? Is it ever true that the research imposed upon the initiate is\ninconsequential in comparison with issues that might result if he were\npermitted to follow the stirrings and leadings of his own thought?\nMay\nit not be that the very first responsibility of higher education is to discover and encourage the creative spirit?\nMy attention has recently been called to some anthologies of student\nverse issued, one each year, in a western high school. Most of the verse\nis without merit. One poem, however, ‘““The Prayer of Youth,” because\nof its deep understanding of life and of its almost poignant beauty, deserves\nto live. Perhaps no Milton should ever be permitted to remain “mute\nand inglorious” with schools so abundant.\nIt is not, however, to creative efforts along literary lines that I chiefly\nrefer, nor yet along the lines of mechanical invention, for there is no\nlag in material improvements.\n‘The feats of many a Colonel Lindbergh\nwill yet make our hearts beat high with pride and awe.\n‘The lag that\nneeds attention arises from weakness and failure in the judgments, emotions, and spiritual aspirations of men.\nWe have, ah! yes, we have 20th\ncentury mechanical devices and conveniences in abundance, but we have\nonly 19th century social vision and spiritual understanding.\nWe try to\nlegislate men into nobler living, but we lack the creative imagination to\nprevision how our laws will really operate and what new difficulties will\ndevelop through those same laws that in turn must be met.\nLife itself, in and through its institutions, needs to be reinterpreted, and\nto that end, its religious, social, economic, and political institutions must\nhave the help of creative minds to rebuild them with proportions to fit\nthe broader outlook of men and nations, that outlook that sweeps the\nworld and faces the challenge of the oneness of all human life, accepts\nthe fact that the fate of every man is in the keeping of every other man\nthe broad world over, that no one can finally be well and prosperous and\nRecently these words of Tagore,\ncontent until all are equally blessed.\nthe poet of India, came to my notice: “I strongly feel that, under the\ncontinued threat of impending catastrophe likely to involve the whole\n\nhuman world in desolating hostilities, every individual today should realize\n\n"}
{"page": 802, "printed_page": null, "text": "NaTIONAL\nee\n\n798\nre\n\nEpucATION ASSOCIATION\neee\nee Ce\n\neee\n\nhis responsibility for training the mind of the present generation to enable\nit to see all its important problems in the perspective of universal man.\nFor the most outstanding fact of our age is that the drama of our destiny\ntoday has the whole world for its stage.”\nThere must be more creative work in the actual equalizing of opportunities in our own democracy, in making political and business lite\nmore ethical, and, most important of all, in creating a new philosophy\nthat will more perfectly satisfy the soul of modern life and make a convincing appeal to youth, ever eager to fare forth on some great adventure.\nTo higher kearning we must look for the humanizing of the great\naccumulations of knowledge, and for the encouragement of the creative\nspirit that can alone vitalize knowledge and make it effective in raising\nthe general levels of human intelligence and in securing the constant\nbetterment of life.\n2\n\nAMERICA\nSINGING\n\nBY\n\nSCHOOL\n\nTHE\n\nCHILDREN\nKATHERINE\n\nBEAUTIFUL .\n\nAND\nLEE\n\nGREETINGS\n\nBY\n\nTHE\n\nAUTHOR,\n\nBATES\n\nPresident J. M. Gwinn—Now we are to have the singing of “America\nThe Beautiful.”\nAs you know, the author is sitting on this stage. So\nthat it may not interfere with the children’s singing, I would suggest\nthat you restrain your tendency to sing until the last stanza.\nIt is a matter of considerable interest that this chorus of girls represents\ntwenty different nationalities, all singing “America The Beautiful.”\nI now have the very great honor, and I am certain a pleasure for all\nof you, to present the author of these beautiful words, a woman who\nstands out in Massachusetts as one of the great educational leaders, for\nmany years a distinguished professor in Wellesley College.\nHer service\nhas done much in bringing the young people from this land and those\nwho come from foreign lands to our shores into a better understanding of\nAmerican citizenship and the meaning of this country to them.\nI am,\ntherefore, presenting at this time Katherine Lee Bates, author of “America\nThe Beautiful.”\n(The audience arose and applauded.)\nMiss Katherine Lee Bates—It is a pleasure to meet here with my\nfellow teachers from all over our beloved country in the city of Boston.\nI want to thank you all, and especially these children, for the great\npart that you and they performed in singing “America The Beautiful.”\nThe greeting that you have given me is far beyond anything that I personally deserve.\nIt is not work to write a song, it is great joy, and this\nis, in reality, a very simple song, a simple framing of words.\nDuring the\nthirty years since I wrote it, I have seen such a love for America that\nNote: The opening address at the Seventh General Session on Thursday afternoon, March 1\nwas delivered by William M. Davidson, Superintendent of Schools, Pittshurgh, Pa, on “Rdu.\ncation and the Nation.’’\nThis address will be published in full in Volume 66 of the Proceedings of the National Education Association.\n\n"}
{"page": 803, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n799\n\nit has been made something far greater than it ever was in its original\ninception.\nDr, Gwinn asked me to tell you how it came into being. It is a very\nbrief story, for I remember very little about it. It was thirty-five years\nago, if my count is right, in the year of the World’s Fair, that I made\nMy first great thrill was at Chicago.\nmy first journey to the far West.\nI saw America in the making, and this lovely city turned all men into\npoets, realizing that against the smoke-stained, sin-stained city of the day\nthere lay the possibility of some spiritual invention that should give us\ncities that were all beautiful.\nWe went out and crossed the prairies and the farm lands and the\nrichness of the farm lands and the great wheat fields impressed the memory\nof those poets, Pilgrims from East to West who were building at such\ncost the material prosperity of our country, and we came at last to the\nRocky Mountains in all their majesty, and climbed at last the\nmystic height of Pike’s Peak. It was during our brief stay there that\nsummer, looking out over that great expanse, that the opening stanza was\npromoted in my mind. Coming down to Colorado Springs where a band\nof eastern educators were working for a few weeks in a summer school,\nI remember writing the opening stanzas in a notebook that was traveling\nwith me, a notebook that I did not open again for two years.\nIt was\nnot until the summer of 1899 that I came upon that notebook and copied\nout this song and sent it to a Boston concern which very kindly published\nit. To my great surprise, people began immediately that very year to\nwrite music for it. It has been sung to many tunes.\nWhen I found that you really wanted to sing it, I rewrote it in some\nrespects to make it a bit more musical, and I suppose there is no line in\nthat song but that I have received suggestions on how to improve the\nrhythm, and finally I had, I hoped, an authorized version.\nAll through these years requests have come to use the song in one\nway or another in our colleges, in hymn books, in one form or another.\nI am only too glad to give it free as my own slight gift to my country,\nbut my only condition is that they hold to the authorized text, so that\nwe may not have as many texts as we already have tunes.\nOne of the suggestions that was most insistently made in these later\nIt\nyears was that I add a stanza to express international brotherhood.\nbrotherhood\nworld\nfor\nlong\nI\nalthough\nfor\nhas not seemed easy to do that,\nand am among those who look forward eagerly to the day when the\nUnited States shall enter the League of Nations, yet the song is long\nenough already, and is written for one special thing. So the best suggestion I can make is that when you sing the first stanza, you think\nof “From sea to shining sea,” as applying from the Pacific to the Atlantic, around the other way, and all the states in between, and that will\ninclude all the nations and all the people from sea to shining sea.\n\n"}
{"page": 804, "printed_page": null, "text": "NATIONAL\n\n800\n\nEpucATION\n\nASSOCIATION\n\neet\n\nPROGRESSIVE\nBEATRICE\n\nENSOR,\n\nDIRECTOR,\nNEW\n\nEDUCATION\nNEW\n\nEDUCATION,\n\nEDUCATION\nLONDON,\n\nIN ENGLAND\nFELLOWSHIP,\n\nEDITOR,\n\nTHE\n\nENGLAND\n\nI feel the honor you have done me in inviting me on your main program\nto address this important assembly, and I am very conscious of the responsiI feel\nbility of being the only representative of England on your program.\nwhich\ncomparisons\ncertain\nof\nthis. responsibility the more keenly because\nhave been made during this convention, and also of a certain report recently issued, both of which I consider grossly unfair to the educators of\nI consider them unfair because they represent partial facts and\nAmerica.\nnot the whole picture.\nI believe that it is essential that the educators of England and the United\nStates should work hand in hand together, should interchange views, should\nbe willing to learn from each other, for we each have our strength and our\nweakness.\nConstructive criticism may be helpful.\nDestructive criticism\ncan only be harmful in both countries.\n:\nIn reviewing the progress of education during the last ten years in England, one might make the survey from many different angles. I have chosen\ntwo today. First of all, from the administrative point of view. So eminent an authority on education as Sir Michael Sadler of Oxford said in\nhis presidential address at the London University in January that Britain\nis to education what France is to painting. “There has never been a time\nin which Britain’s example has counted for more in contemporary education.\nThat is a big claim, but Professor Bagley of Columbia the other day\nsaid that in his opinion the social stability of England during the years of\npost-war unrest was due to the mass education preceding the war, and I\nthink that probably Professor Bagley was meaning that our educational\nsystem is not only used in that little tiny island of ours, but extends over\nthe seas in many parts of the world, and, therefore, has relatively more importance than it would have if it was confined merely to England.\nThe most outstanding event of our educational world of recent years is\nundoubtedly the Hadow report of the Consultative Committee of the Board\nof Education recently issued, which suggests the whole reorganization of\nour school system.\nIt suggests that we should divide education into primary or children under eleven, and secondary, or children over eleven, and\nin view of the controversies, it says that twenty-five percent of the children\nattending primary schools would be capable of benefiting by the ordinary\nacademic instruction of secondary schools. Only twenty-five percent. They,\ntherefore, suggest that the ordinary secondary schools as they are known\ntoday in England should become grammar schools and that a new type of\nschool should be started to be known as modern schools, which would take\nevery child in the nation up to fifteen years and more, and would be benefiting seventy-five percent of the children who would not be able to benefit\nby the ordinary academic instruction of the secondary school.\n\n"}
{"page": 805, "printed_page": null, "text": "SS\n\ntm\n\nDEPARTMENT\ni\nRRS\n\nOF SUPERINTENDENCE\nSa\na\nhc\n\n801\n\nThis is an enormous step, but it is made more important when the committee goes on to recommend that these schools should be in touch with\nmodern industry, that the curriculum should be a liberal one, that there\nshould be a four years’ course, and that a fourth year of vocational training should be given. ‘This, I believe, is going to mean a very, very great\ndeal, for it is the consensus of opinion among thinking people that we must\nextend our educational facilities and also that we must have changes in the\ntype of education.\nThis, then, brings me to my second point of view, the point of view of\nprogressive education from the standpoint of the organization I represent,\nthe New Education Fellowship.\nThat term “New Education,” a most\nunsatisfactory term, is used for the want of something better, to designate\ncertain definite principles of education which take cognizance of modern\npsychology, especially from the point of view of individual differences among\nchildren, and, therefore, the need of individual instruction or differences in\nthe curriculum and in the method of presentation.\nIt also takes in the need for the memory; for the great reconstructive\nchanges going on in industry, and for the wider vision that has come to\nmany since the war.\nAnd here I think what your chairman said is of\nspecial significance, that maybe my presence here this afternoon is supplying to that beautiful song that we heard, the international aspect. The\nnew education believes that in the great discoveries of modern years along\nscientific lines, the contacts of the world through better transportation and\ncommunication, that there must be a parallel in education, that education\nmust be international in its point of view, that it must give to the children\nthe attitude of internationalism, the attitude which will make them members of the League of Nations at heart, whatever their country may be\ndoing in the matter.\nThe new education, therefore, from our point of view is more concerned\nin freeing the children by the interplay of scientific methods and humanistic\nimpulses, that it may release the creative forces formed within every child,\nbut release him also for creative service of the highest type.\nThis kind of education has progressed very largely in our country during\nthe last few years, and I suppose as in your country the most advanced\nexperiments may be found in private schools where these new ideas are\ntried out, and if found successful filter into the general system of the\nland. The best known of these schools are Oundle in Northamptonshire,\nBradales in Hampshire, and St. Georges in Hertfordshire, so much spoken\n\nof by H. G. Wells.\n\nWe look to these three schools to do some most useful\n\nresearch work along this newer type of education. In these pioneer schools\nwe believe that the children are given more opportunity of developing\nfrom within, that in a freer environment the individual differences existing\nbetween children are able to develop in their own particular way.\nIn this curriculum of these schools, art and music and drama play a\nvery important part. They are generally selfgoverned. ‘They have rules\nnecessary for community living and maintaining the discipline within that\n\n"}
{"page": 806, "printed_page": null, "text": "802\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nme\n\ncommunity, and they are as a rule miniature communities preparing the\nBut experimental or\nchildren to play their part in world citizenship.\n\npioneer work in England is by no means confined to private schools. Indeed\nduring the last ten years there has been a silent revolution going on within\nthe public system of education. The changes are far more noticeable in\nwhat we call our infant schools, that is, the schools for the children from\nsix to nine years of age. These changes have been largely influenced by these\nindividual methods used in many schools. In practically all these schools\nthey use some kind of individual material for individual work. It is very\ninteresting because practically nowhere in the states does one find material\nused in the same way as it is being used in England.\nThen in the upper schools Miss Helen Parkhurst’s Dalton plan has had\na very great deal of influence. Again it is most interesting to find that the\nDalton plan has influenced the whole of England’s education in a way when\nit has scarcely touched the schools over here. Many, many schools have\nsome form of modified Dalton plan for their work and procedure in England. One can only account for it by the fact that we are far more individualistic as a nation and that, therefore, these individual methods have, as\nit were, taken in England in a way that they have not taken over here, but\nyou see that you have given us something which has changed our whole\nschool system, because we find that in the introduction of these individual\nmethods the whole tone of the school gradually changes, the children have\nmore freedom and the curriculum becomes more liberal, so there is a far\nmore reaching effect than merely a change in method of procedure of\nactual teaching.\nThe secondary schools have changed far less. I suppose we are in the\nsame plight in England as every other country in the world.\nIt is more\ndifficult to change the secondary school as long as there are examinations\nat the end of the secondary school period which limit the courses of instruction within the secondary school, and, therefore, there is now growing a\nfeeling among many teachers that a combined effort must be made to try\nto change the examinations as they exist today and make them more in\nkeeping with the spirit of the new education and advanced psychology.\n\nYou may see from what I have said that the change in England is not\nspectacular; there is nothing as spectacular, for instance, as the education\nwhich has been started in Soviet Russia. Nothing was so changed as the\nschool system of Vienna, but there is in England a slow, steady, progressive\nurge toward this newer type of education. You know in England we work\n\nslowly, cautiously, toward a goal.\n\nTherefore, on the surface of things you\n\nmay not see any drastic changes, any big revolutions in our educational\nsystem, but there is a tremendous change. I noticed this myself, perhaps\nbecause for years I was inspector of a board of education in England, going\nin and out of the public schools of England and then not going back for\na number of yeats. “Then again visiting the schools, I noticed the change\nvery much more than those who have remained within the system consistently during the last fifteen years,\n\n"}
{"page": 807, "printed_page": null, "text": "OF SUPERINTENDENCE\nBevreneaitee nts aye ceudDEPARTMENT\ni Goede TRU paul li iamab\ndhlaSl dN\n\n803\nat\n\nIn England, of course, we have not got nearly your extended facilities for\nsecondary and university education, and, therefore, I think it is only\nunderstandable that in our secondary schools, when we select so carefully\nsuch a small percentage of the children for secondary and university education, that the standard of scholarship is higher than when one attempts to\nAlso, one has got\ngive to all the opportunities for secondary education.\nto remember that we are always trying to give not equality of kind of\neducation, but equality of opportunity of education, that we believe tremendously that different types of children require different types of education\nand that our job in a system is just as much to provide the different types\nof education, the different types of schools needed, as it is the job of the\nteacher in the classroom to provide the different individual instruction,\nfitted to the individual differences of the children within that school. In\nthe nation we have these same great differences, and, therefore, we must\nhave all types of schools. We cannot have equality of attainment or achievement unless we have equality of opportunity for the development of all\nthat is inherent in the children of the nation. What we must guarantee\nas educators is that every child has a chance of developing the potentialities\n\nthat lie within him.\n\nAlas! In England we have no teachers’ college. We have very little\nresearch work in England, nothing comparable to the work of Dr. Harold\nRugg on curriculum research.\nWe have very little applied psychology\nin the schools. You will laugh when I tell you that very few teachers have\never heard of an I. Q. Only a very little psychology of that type has as yet\nbeen attempted. The changes in education in England come far more from\nindividual incentive than from any lead of the educational authorities. It\nis individual teachers inspired, and often with great selfsacrifice, who are\nleading education into the wider channels which I have suggested this\nafternoon.\nWe believe that education is the great need of the world today, that no\ncountry can say that it is spending too much money on education.\nOf\ncourse I feel very humble when I hear of your billions and your millions,\nbecause we have to talk in thousands and hundreds; nevertheless, we feel\nthat education and more education is the need of the world today, but it\nmust be the right kind of education; it must be the type of education that\ngives the international attitude of life, and, therefore, friends, I feel that\nwe here have an enormous responsibility.\nYou in America with your\nmillions behind you can give to the citizens of this great country that point\nof view which will enable them to take the bigger point of view in the\ngreat problems of the world which beset us on every side. America and\nEngland working together can lead the world.\nIt is very symbolic that you end your conference tonight by paying homage\nto aman whom you may well be proud of, because he symbolizes that bringing together of the nations in an interdependence which has never existed\nin the world before, and it brings home to us that all the discoveries of\nscience may be used in two ways—for integration, for cooperation, for\n\n"}
{"page": 808, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n804\nee\nKP ETI OOL I TITS)l\nachira\n\nts\n\nbrotherhood, for a great world of united nations, each contributing its\nOr, it may be used\nparticular note to the great symphony of mankind.\nhas said that we\nWells\nG.\nH.\ncivilization.\nour\nof\nfor the destruction\nare witnessing a race between the power and force of destruction and\n‘Therefore, friends, we are the most important people in our\neducation.\ncountries, according to the type of education we give our children, according\nto the attitude of mind which the environment we provide in the schools\nis going to give the children of today; upon that depends the peace of the\nworld, and the progress of civilization. I appeal to you in this country, so\nmighty, so powerful to influence the good of the world, that in your schools\nyou have this attitude of brotherhood and cooperation and kindliness, and\nwe in our way will do our best, that united we may give the children of\ntoday the chance of being citizens of the world, able to solve the great\nproblems because they have something in them other than a revolution,\nwhich is faith and brotherhood of nations.\n\nTHE DEBT OF NEW ENGLAND\n\nTO THE SOUTH AND WEST\n\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASS.\nIt is a great privilege and honor to be upon this program at the close’ of\nsuch a week as this. When I was invited by your president to take a place\nupon the program, I chose this last word.\nI feel very keenly that we are\nvery much in danger in New England of patting ourselves on the back and\nthinking we have done wonderful things, and we have, but we have been a\nthrifty people and we have got big interest on everything we have ever\ndone for education in America.\nI want to say to you people that I am tremendously interested in what\nthe South and the West are paying us for our contribution.\nWe never\nwanted to do the things we have done—that is, the fellows who stayed at\nhome didn’t want to do them.\nSoon after Massachusetts Bay was settled\nthey passed a law to build a highway, and they voted to build it as far as\nNewton Falls. They said that was as far as a highway would ever be\nneeded, and we have lived on that theory ever since. We have always\nboasted, and rightfully, about what we were doing. We have boasted that\nwe built the Michigan Central Railroad, and we did, that we built the\nBurlington Railroad, and we did, that we built the Northern Pacific Railroad, and we did, and the Atchison, Topeka & Santa Fe, and we did, and\nthe Mexican Central Railroad, and we did, but we never told anybody that\nwhile we were doing it we built up a great banking system in Massachusetts, in Boston. Our financial standing in all these years started when\nwe went into the railroad business, and there are people today who are\nliving gloriously on the profit of those days.\nI want you to realize how dangerous it is to have scholastic inbreeding.\nScholastic inbreeding is just as dangerous as biological inbreeding, and we\nhave had some great returns. I have been running over in my mind the\n\n"}
{"page": 809, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n805\n\nfact that today Maine has a commissioner that it found out in\nNebraska, and the last commissioner before the present one we found in\n\nCalifornia, and we have been taking from the West and from the South\n\ngreat men who come here and do for us wonderful things. We have university presidents, many of them—Maine has had two, New Hampshire\none, Connecticut has a great one now, Smith College has had one, Amherst\nand Williams, all of them—from the West; we had one for our city super-\n\nintendent of Boston, Springfield had one, has one now, and Worcester had\none, Providence had one, Manchester has one. We have had any quantity\n\nof them come here from the West, and all of them have given us a great\nWe have had\ndeal of inspiration and a great deal of intelligent devotion.\nthem all along the line, and not only that, they have done a bigger thing\n\nfor'us, they have let us get out of the little circle in which we are.\n\nNew\n\nEngland is as bad off scholastically as Italy or Japan. We have been\nseriously handicapped, but we have been furnishing college presidents all\nover the country; we have been furnishing state superintendents and city\nsuperintendents everywhere, and it has been our salvation that they have\nhad a place to go and leave some things here for those who remained.\n\nWe have prospered when we have given our thought and our life to the\noutside world.\nBoston University has said less about itself than any\nother university here.\nIt has today forty-three of its graduates as presidents of colleges, and it has twenty-three more living men who have been\npresidents of colleges, and there isn’t anything to match that in the whole\nUnited States today. Why is it big? Because they have never lived up\nto the idea that they were a Boston institution. “They took the name but\n\nthey have never claimed the game.\nTen years ago Boston University established a department of education.\nSeventy-five students studied there that first year.\n“Today, twenty-four\nhundred students are studying education in that University, and why?\nBecause the dean and all the professors, all the heads of departments of\nthat school, have come from Michigan, Minnesota, Iowa, Arizona.\n‘There\nis a larger proportion of American brains in that University than in any\nother university in the United States, and that is why they have done it.\nI stand here today pleading with you, you New Englanders, to realize that\nthis is a great land.\nI happened to be present for several weeks in a\ngreat university two years ago. “They gave me a reception at the close.\nThe governor was there; every state superintendent was there. Every one\nof them made speeches. Every last one of them said, “Fellow Georgians,\nFellow Georgians.”\nIt got on my nerves.\n‘That was my show, and when\n\nmy turn came, I said, “I don’t know what in the world I will do when I\n\nI like to say ‘Felget home and try to say ‘Fellow Massachusetts-ians.’\nlow Americans,’ ” and they cheered to the echo.\nI want no one to think that there is any state in this union or any secWe are\ntion in this country that is big enough to have controlling power.\nAmerica.\nof\nknowledge\nmy\nin\nrejoice\nI\ntoday living as American people.\nI rejoice that the time has come when the spark plug and Portland cement\n\n"}
{"page": 810, "printed_page": null, "text": "806\nit oe\n\nUI\n\nNatIionaL EpucaTion ASSOCIATION\nera ahancien ais ia actA see So A al he a\n\nUntil within the\nhave made America, from Jamestown and Plymouth.\nyour railroad\nAll\nwest.\nand\neast\ngoing\nwas\nlast twelve years everything\nWe\nsystems were east and west, all your highways were east and west.\nhaven’t today any combination of railroads that don’t have a line north and\nsouth. We have more highways and. boulevards north and south than\nformerly, and I want to say to you that it is of the utmost importance that\nyou teach your boys and girls that the change from the east and west to the\nnorth and south is the greatest thing that has happened in your day in\nAmerican history. “That means something.\nWe have talked about the South in the past. Five years from today\nanybody who talks about the South will be so far back in his knowledge\nthat the people will wonder where he came from and when he died. ‘The\ntime has come when the whole thought of America is a unit, when our\nwhole thought is bringing things together.\nI have been very greatly interested in this meeting.\nI have attended more of these meetings than anybody else living has done, and I never was in one in my life that meant so\nmuch to me as this one. Do you realize what it means to have as President of the National Education Association—the first woman who has ever\ngone from the classroom teacher into the presidency of the National Education Association?\n‘That woman is from Richmond, Virginia, and on the\ntwelfth day of February, all the schools of Richmond closed, out of memory to Abraham Lincoln.\nI want you to realize that things are moving\ntremendously today, and think for a minute what it means to have the\npresident of this Department a southerner from California!\n‘That is a\ngreat combination of South and West in New England.\nI am not going to take your time; it is a great temptation for me, but I\ndo want to say one or two things more.\nYou had some comments here on\nthe high schools, some criticisms of the high schools, some inbreeding\nscholasticism represented, but I thank the Lord reverently that tonight in\nthis room a high-school teacher will be honored as no other teacher in\nAmerica has ever been honored, and that high-school teacher from the\nWest is more appreciated than any criticism of education has ever been\nin the United States. Let’s realize that; it means a good deal. ‘There is\nnothing in the world so silly as anybody who steps out and thinks that\nthis country will for a minute bow to the dictates of people who think our\nschools are costing us too much. We have only just begun to buy education. I hope I will live just a little while longer to see these people who\nare so scared at the little cost of education, who are so scared lest somebody will do something that they don’t know.\nIt is absolutely useless to\ntry to educate some people, but the world is going to know a great deal\nmore than anybody ever dreamed of a little while ago.\nI have spoken of what the West has done for us, and the South. ‘Two\nuniversities in the South carried the name of two Bostonians who have done\nmore to reward Boston for what it has done than anything else that has\never been done.\nI had hoped to have on this platform this afternoon\nBruce Payne, President of George Peabody College.\nGeorge Peabody was\n\n"}
{"page": 811, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n807\n\na Bostonian. We have on this platform a man who came here to Boston\nforty-two years ago and carried back to South Carolina $1500, and that\n$1500 brought immortality to a man who provided that money, and then\nI am going to be personal for a moment, for |\nprovided something more.\nthink I have lived long enough to have a right to be personal just a little\nwhile. Forty-two years ago, Homer H. Seerley took over and built up the\nHe has built up the greatest\nteachers’ college at Cedar Falls, Iowa.\nForty-two years ago he did that, and\nteachers’ college in the world.\nforty-two years ago David Bancroft Johnson—I want him to rise and\nstand here before you now—came to my office, the happiest man I ever\nsaw, because he had $1500 promised him to start the first normal school in\nthe Atlantic South.\nI went to Winston College a few years ago and he was in the dumps.\nHe was in an awful state of mind, physically and mentally.\nI said, “What\nis the matter?”\nHe said, “I only got $465,000 out of the legislature.”\nI said, “I saw you when $1500 made you the happiest man on earth.”\n“Yes,” he said, “it did, but things have changed since then.”\nForty-two years ago Homer Seerley started to build up that marvelous\nteachers’ college, and David Bancroft Johnson started to build up the\nsecond greatest institution for education in the whole South, and that happened to be at the same time that I became editor of the Journal of Education. I have known this South as nobody else has known it, and I never\nshould have known it if it had not been for the privileges that came to me\nbecause of my\nof 1886.\n\nassociation\n\nwith\n\nthe spirit and the purpose\n\nand the glory\n\nINTRODUCTORY\n\nSTATEMENT, THURSDAY EVENING,\nMARCH 1, 1928\n:\nJOSEPH M. GWINN, PRESIDENT, DEPARTMENT OF SUPERINTENDENCE\n\nI wish to call attention to the fact that I have a new gavel tonight.\nThis has been presented to the President of the Department of Superintendence by Admiral Andrews.\nIt is made of wood from the old ship\nConstitution.\nI wish to thank Admiral Andrews and all those who are\ninterested in the great program to rehabilitate that grand old ship. I shall\nprize this gavel.\nIf I may be permitted to take liberties with a line or two of a beautiful\npoem of a Scottish bard, I would say:\nOh! Young Lochinvar is come out of the West,\nThrough all the wide border his steed was\nthe best;\n\nAnd\n\nsave\n\na smile and a stout heart he\n\ncredentials had none,\nHe rode all unarmed and he rode all alone.\n\nIt is a far call from swimming the Eshe River when ford there was none\n\nby the first Lochinvar\n\nto leaping the broad Atlantic where bridge there\n\n"}
{"page": 812, "printed_page": null, "text": "NaTIONAL EpucATION ASSOCIATION\n808\n8,\n\nIt is a far call from the one fair Ellen which\nwas none by our Lochinvar.\nbehind him to the millions that follow in\naway\ncarried\nScott’s Lochinvar\nthe train of our Lochinvar.\n,\nHe flew not alone to Paris but into the affections, ideals, and aspirations\nof the youth of the land, into the plans of governments and into the programs of business, industry, and trade. His achievements have so powerfully stirred the mind and emotions of youth and have so tremendously\ninfluenced the adult world of business, industry, and government that education, which must ever respond to the changes that come, must give attention to aviation.\nSo, this program has been proposed as a beginning on\naeronautical education.\nThe Department of Superintendence of the National Education Association is highly honored to have on this program as one of the speakers\nthe man who made this program necessary, Colonel Charles Lindbergh.\n(The audience arose and applauded.)\n\nADDRESS\nCOLONEL CHARLES A. LINDBERGH\nWe believe in the aircraft industry that the coming generation will be\ngreatly affected by aviation. ‘The people now are learning to fly. ‘Those\nof tomorrow will grow up with flying as we have with the automobile.\nOur aircraft of today are entirely practical. “They can be operated at a\nprofit on commercial air lines. ‘They are being used even today, we might\nsay, extensively for private transportation.\n“Tomorrow, figuratively speaking, the plane will probably have the same effect on the living conditions\nand upon the cities and countries that the car has had. It is entirely possible and will probably be true in a few years that the suburbs of our\ncities will be greatly extended through the use of the airplane. With\nflying fields situated close to the business districts, there is no more reason\nwhy a business man cannot live 100 or 200 miles from his work than there\nis for him to live less than twenty miles from his office as is the case today\n1n sO Many\n\ninstances.\n\nAviation will affect practically all of the subjects now taught in our\nschools. It will affect languages, inasmuch as it will bring closer foreign\ncountries.\nIt will affect science through the new conditions encountered\nin the mediums through which the plane travels and through the new instruments brought into use. For instance, our weather forecasting will\nundoubtedly be improved through the coming of aviation.\nIt will be\nnecessary to forecast more accurately for aeronautics than it is today for\nagriculture.\nIt will be necessary for the man who flies (and most of us\nwill fly in the future) to know more about the atmospheric conditions\nthan is now necessary to know.\nAs I have said, our planes have been developed to a high point of perfection, yet, with the existing information we have, we can foresee a much\n\n"}
{"page": 813, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nrete\neS\nEV Say eran ele at\n\n809\n\ngreater development in the next few years. We can now fly through\npractically any conditions, with the exception of sleet. Ten or fifteen years\nago we were held down by storm, rain or snow.\n‘Today we can fly\n\nthrough all these conditions, although we cannot fly in a dense fog. We\nmust yet be able to see the ground in order to land safely.\nRapid as the development has been in the last decade, we expect it to be\nConsequently, I believe that it is\nstill more rapid in the years to come.\na necessity to incorporate in our school system elementary aeronautics.\nIt\nis not necessary to take aeronautics in detail, but every youth even today\nshould have a general idea of the subject in order to be able to read intel.\nligently and understand the newspapers.\n“Tomorrow there will be a great\ndeal more in print concerning this new means of travel than there has been\nin the past.\nBefore closing, I want to thank you all for the attention you have given\nme tonight, and I hope that you will see fit to aid in incorporating in the\nschools of this country subjects, elementary subjects at least, on aeronautics. I thank you.\n\nAERONAUTICAL\nW.\n\nF. DURAND,\n\nMEMBER,\n\nNATIONAL\n\nSTANFORD\n\nEDUCATION\n\nADVISORY\n\nUNIVERSITY,\n\nCOUNCIL\n\nFOR\n\nAERONAUTICS\n\nCALIF.\n\nI have the privilege to appear before you this evening to speak very\nbriefly regarding the special subject of aeronautics in education, but before\nspeaking of that subject, I would like to say a word about the proposed\nfund for aeronautics in grades below the college and university. A committee has been appointed to make a survey.\nIt so happens that I am a\nmember of that committee.\nThe president of that fund, Harry Guggenheim, is detained in California at the present time, and he has asked me to\nappear here representing him and the fund.\nI am very sorry indeed that\nhe himself could not be able to be here, and I can only express the satisfaction which I feel myself in the privilege to appear here and tell you\nvery briefly something of how aeronautics fits into this picture.\nI want to take half a moment to tell you something about the Guggenheim fund, because I find that so many people are not well informed as to\njust what that fund is or how it came to be originated.\n‘The picture is\nvery simple. A gentleman of large wealth at one time had a keen insight\ninto those trends and times of modern progress, with a definite desire to\nmake a sincere and earnest and useful contribution to this day and age,\nresponsive to the movement at the time.\nOn the other hand, his son, who\nanswered the call of patriotic duty at the time of the war, qualified himself\nas an aviator and saw service in France, and then began the organization\nof a fund for the promotion of aeronautics.\n‘That briefly explains the\norigin of the fund.\n\n"}
{"page": 814, "printed_page": null, "text": "810\n\nNatTIONAL\n\nEpucATION\n\nASSOCIATION\n\nOne of the first reservations after the fund was organized related to the\nfield of activity, and it immediately determined that two of the chief elements in its activities comprised those features which relate to the improvement of safety of aircraft port and matters pertaining to education.\nSo\nthat is how the Guggenheim fund happened to be interested in education,\nand how I happened to be here from California in the attempt to tell you\nin a very few moments something of this broad subject, of how we believe\nit may be fitted in without undue disturbance to the general program of\nschools or at least to point out certain features which we believe will be\nwell worthy of your serious consideration.\nIf you ask in a broad sense, What is education? we may very clearly distinguish four aims and these I would particularly describe by saying first,\neducation from the disciplinary standpoint aims to draw out those powers\nand capabilities with which we are endowed.\nSecond, education from the\nviewpoint of providing the individual with a vision, aims to make individuals economically independent. Third, education for the purpose of culture\nin the particular sense of that term, education that we get outside of ourselves, that ranges over the field of literature and history, develops sympathetic contacts with the widest variety of human activity and endeavor.\nFinally, education is intended to make an individual a better citizen, because no man can afford to live unto himself alone; neither can he afford\nto live unto his own profession or calling alone. He must take part in\nthe great movement of his day and age; he must contribute something in\nthe way of civic movement, matters of community, state, and national\ninterest, and in order that he may do these latter things intelligently, he\nneeds the widest variety of general information.\nSo those things, as I picture the matter, represent four major aims of\neducation.\nNow so far as aeronautic education is concerned, we should not be disposed to think of anything particular in aeronautic education as of disciplinary value, neither from the standpoint of culture in the particular sense of\nthe term, but it does have certain very direct applications to education\nviewed from the standpoint of vocational education, and, on the other\nhand, that type of education which is characterized as general information.\nWith regard to professional education in aeronautics, it means instruction in aviation and in the subjects that pertain to aeronautic\nactivities.\nPerhaps, at the present time, there is no subject so diversified\nand of such importance in the modern curriculum as aeronautics.\nIt ranges over almost the entire field of educational activity, including such subjects as mathematics, physics, chemistry, mechanics and\nengineering of all sorts, psychology, physiology, meteorology, astronomy,\nand navigation. On these matters I shall not speak more particularly because they pertain in a peculiar sense to the higher levels of what we may\n\ncall professional aeronautic education.\nThey represent stages of the\nprogress which will be beyond that with which we are concerned in the\n\n"}
{"page": 815, "printed_page": null, "text": "A\n\nDEPARTMENT\na\na\n\nOF SUPERINTENDENCE\n811\nnaan aie\nan oe alee as\n\nmatter before us this evening. On the other hand, there are two very\ndefinite phases of this education wherein we believe the schools of the\ncountry are very definitely interested.\nThe first relates to the gaining of\neconomic independence by way of a trade or calling, and through the\nagency of those types of education which we call vocational or trade schools\nor manual training education. They are intended directly to provide the\nindividual with means of gaining a livelihood, or for going on into the\nhigher levels of aeronautic training.\nWhen this service in aeronautics is launched to a larger extent, as predicted by the Colonel, there is going to be a demand for a larger number of\nyoung men trained in this useful service, and there will be a demand for\ndirect vocational training, specifically intended to fit the young man for\nactivities along those lines. ‘Those are opportunities which the schools\nof the country, manual training high schools, will be called upon to provide.\nSo, speaking for the fund, we believe that we are justified in calling\nthis opening to your attention, and it is one that is well worthy of your\nserious consideration.\nAgain, there is another field of general education about which I want to\nspeak briefly. ‘There is a wide field which is really necessary if we would\nenter into the current news items as they appear in newspapers or magazines\nor books and acquaint ourselves to some degree with this general detail of\n\naeronautic affairs. “There are at least three features wherein this line of\nactivity might well be developed.\nThe first of these relates to the language of aeronautics.\n[The National Advisory Committee of Aeronautics\nhas found it expedient to define some 565 words which have recently come\ninto specific use in the designating of aeronautic affairs, words which have\ndistinct and different meanings, words which for the most part are not\nfound at all in the dictionary and which need to be defined in order that\nthere may be some attempt made to stabilize their usage in the proper way.\nWe believe that the average man should be acquainted with at least some\nparts of this vocabulary.\nMany of these words, of course, are highly technical in character. At least two or three hundred of them should be in the\nvocabulary of the average man today. The language can be very easily\ntaken care of in the ordinary schools of the country, and will be needed by\nthe oncoming generation if they are to have the ability to read intelligently\nthe newspapers and ordinary literature on the subject.\nThen there is the history of the development of aeronautics, a marvelously inspiring page of the general domain of historic development.\nWe\nmay go back to mythology and from there down we may find a marvelously\ninteresting story of the development of aeronautics from those early days\ndown to the present time, and those are things which, it appears to us\nspeaking again from the standpoint of our fund, might in some way be\n\ninterwoven, worked into the general program of the school, and »*thout\nundue dislocation or disturbance.\n\n"}
{"page": 816, "printed_page": null, "text": "812\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ncall general\nAside from all this I come again to this matter of what I\nand noere\neverywh\nbegins\ncourse,\nof\ntion,\ninforma\ninformation. General\n\nand anything.\nwhere and ends at the same point. It means everything\nworthwhile if\nwell\nbe\nOur attitude is simply this: That we believe it will\n\nthe present generation of young men and women can be made better acquainted with some of these things, for example, some little idea of why\nit is that an airship can be made to sustain itself in the air, why it is that\nan airplane can be made selfsustaining, something about the construction\nof the airplane, how it goes together, how it gets up from the ground, how it\nis controlled in the air, how it may be directed to the right or to the left or\n\nup or down, how it may be navigated from one point to another; then\nabout those things which affect the problem of navigation, something about\nthe instrument that makes possible the control of the airplane and its safe\nnavigation to the degree which we have attained at the present time.\nAgain there are other phases as it relates, one may say, to the economic\nside of aeronautics. In spite of the many thousands of things that we may\ndo, only those things are sure of a permanent place\nin our civilization\nwhich justify themselves in commerce.\nAn economic test is inevitably\nthe most certain and final test, and so we cannot justify these matters\n\neconomically that are purely theoretical in their character.\n\n:\n\nThe economic phase of aeronautics depends upon the distribution of the\nweight, in particular how much pay load it will carry.\nThen it will\nbe worth while for the individual to know something about the operative\ncharacteristic between the airship and the lighter than air craft and an airplane and the heavier than air craft, something to determine the limitations, something to determine the particular thing which we may properly\nexpect from these two entirely different things.\nThese are some of the things which we believe will be worth while for\nall of us to know more about in order that we may take our place more\nintelligently and with a keener sense of the situation, of the great service\nthat aeronautics is now rendering and is prepared to render.\nFor many years, as you know, aeronautics has been rendering a very\ndefinite and significant purpose by way of air mail, but after all, we\nhaven’t come to really appreciate the advances which made possible that\nservice, the tremendous problem that it was necessary to solve. As the\nColonel said a moment ago, if nothing more, its service is going to be one\nof increasing magnitude, increasing significance, increasing importance.\nWhen you speak of a service to the community, a service to the state,\na service to the nation, it immediately suggests two different classes of\npeople. First, those who render the service, and second, those who receive it. That again indicates the difference in the type of education that\n\nI spoke of a moment ago, because those who render the service must have\n\nan education of the vocational or professional type, but in order that this\nservice may be properly rendered and may be properly set in the fabric\nof our modern civilization, there must likewise be an education on the\n\n"}
{"page": 817, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n813\n\npart of those who receive, and the public is the recipient of this service. So\nwe see very clearly that there is a definite significance in furthering the\neducation of the public with intelligence to perceive and understand and\nput in place this great service that aeronautics is now rendering and the\nlarger service which it is rapidly becoming prepared to render.\nI make it very clear that the board of directors of the Guggenheim fund\nhave no desire whatever to probe themselves unduly in the affairs of the\nschools of this country and probe themselves in the affairs which are the\n\nresponsibility of school teachers and school systems of the country. That\nisn’t our attitude at all.\nLet us direct your attention possibly to certain opportunities, certain\nways in which we may make your work a little more responsive to the\nlines of evolution and growth which would seem to us are going to\ncharacterize the years before us. Then, again, there is another point. We\nknow beyond any question there is a tremendous enthusiasm at the present\ntime in the youth of our country regarding the subject of aeronautics.\nThere is a tremendous exhilaration all through the youth of the country in\nregard to this particular subject, and now it seems to us that it would be\nwell worth while to educate the youth and try to capitalize that particular\ninterest, and so again from the standpoint of the fund we come to you\ntoday to note this keen and living interest that the youth are taking in the\nsubject of aeronautics. Is it worth while to capitalize that interest, make\nuse of it, and turn it in as an effective agency in carrying out your program\nof education? So, then, these are the reasons why we believe that this is a\ntimely subject: First, the ability to capitalize this very keen and definite interest of which I have spoken, and second, the opportunity to take advantage of a real opportunity which we believe offers itself to better prepare the oncoming generation to take an intelligent and useful part in the\ngreat progress to characterize our advances in civilization.\nIn closing, let me again thank you for the opportunity of appearing before you on behalf of the fund and explaining in this very brief and sketchy\nway why we believe that these topics may be well worth your serious and\ncareful consideration.\n\nEDUCATION\nWILLIAM\n\nIN THE\n\nP. MAC\n\nDEVELOPMENT\n\nCRACKEN,\n\nDEPARTMENT\n\nOF\n\nOF AERONAUTICS\n\nASSISTANT\n\nSECRETARY\n\nCOMMERCE,\n\nWASHINGTON,\n\nFOR\n\nAERONAUTICS\nD. C.\n\nYou have gathered at the concluding session of this great Department\nof the National Education Association to consider an addition to our educational program and to pay tribute to an outstanding member of your\nYou have heard that great educator, Dr. Durand, who has\nprofession.\ndevoted many years of arduous labor to aeronautical subjects, tell of the\n\nIn the few minutes\nplans for the furtherance of aeronautical education.\neducation has done\nwhat\nabout\nbriefly\nvery\nspeak\nto\nthat I have, I want\n\n"}
{"page": 818, "printed_page": null, "text": "NatTIONAL\n\n814\n\nEpucaTION\n\nASSOCIATION\n\ni\n\nI limit the subject to\nfor the development of one phase of aeronautics.\nin the lighter-thanfaith\nany\naviation, not because I lack any sympathy or\nas aviation itself,\nconsideration\nof\nworthy\nas\nis\nit\nI think\nair program.\nbut simply because the subject of aviation, the accomplishment of flights in\nheavier-than-air craft dates back a few months less than a quarter of a\ncentury, and I think that perhaps that is sufficient for the time allotted.\nFirst of all, may I recall to your minds the fact that for a century man\nhas yearned to soar through the air like the birds. At various times he\nhas been taught that that would be utterly impossible; not only that, he\nhas been taught that the desire was sacriligious and should not be entertained. It remained for a school teacher of Dayton, Ohio, in conjunction\nwith her two brothers, to solve the mathematical problems of aeronautics\nand to make flight in heavier-than-air craft a reality. ‘That school teacher\nwas Katherine Wright.\nAnother one of the pioneers in aviation in this country was Glenn Curtiss.\nHe received his education in the high school and grammar school of\nHammondsport, New York, and from that took up the practical work in\ndeveloping aircraft hydrocraft. It was not until as late as 1914 that what\nwe call our institutions of higher learning first established a real course\nin aeronautical engineering.\n“Chat course was established at the Massachusetts Institute of Technology across the Charles River. “Today, practically all of the great engineering schools of this country are giving more\nor less extensive courses in aeronautical engineering and subjects pertaining thereto. Not only is it in the engineering schools but the economics of\nair transportation are being taught in the business schools and in the\ncolleges.\nTo go back just a minute, some of the outstanding airplane designers of\ntoday in this country are the men who learned this aerodynamics in their\nteens as members of what are known as model airplane clubs. As boys\nthey built and flew these model airplanes. ‘They never got: outside of the\nsecondary schools or the high schools as far as their general education is\nconcerned, and so I want to stress upon you as strongly as possible the\nimportance of inculcating accurate information in the minds of the boys\nand girls in the high schools with reference to this most important subject.\nWe can’t, in a brief quarter of a century, expect to have the general\nknowledge of this subject that we have of the subjects which have been\ntaught for centuries back in our institutions of learning, but certainly it\nis true that the teachers of mathematics, of physics, and of kindred subjects have played a large part in making possible this great development in\naviation, whether they know it or not. And it is equally important, perhaps even more important, that those who carry on the work from where\nthey left off should do it, realizing full well the importance of their task,\nand so it is that Colonel Lindbergh, the Guggenheim fund for the promotion of aeronautics, and Dr. Durand are here advocating that this\ngreat organization take it upon itself to see not merely that a course in\n\n"}
{"page": 819, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n815\n\naviation or in aéronautics is added to the crowded curriculum of the\nsecondary school, but rather that in all the courses, as I understand it,\nthere shall be disseminated accurate information and knowledge pertaining to this important subject.\nIn conclusion, may I state that the educators of this country may well\nfeel proud of the fact that it was one of their important profession who\nmade the greatest contribution to the cause of aviation in this country\nand in the world.\nMrs. Evangeline Lodge Lindbergh has given to the\nworld not only an illustrious son but by her modest example, courage,\nand faithfulness to do has exemplified that age-old adage, like mother, like\nson. She has endeared herself in every mother’s heart, and countless sons\nhave been inspired to emulate her son, and I say without fear of contradiction that the greatest contribution that has been made to the cause\nof aeronautics has been made by her whom you honor and her son.\n\nPRESENTATION OF LIFE MEMBERSHIP AND EMBLEM\nTHE NATIONAL EDUCATION ASSOCIATION TO\nMRS. EVANGELINE L. L. LINDBERGH\n\nIN\n\nJoseph M. Gwinn—lIt is a source of distinct pride to the teachers of\nAmerica that the youth whom the nation has so singularly lionized is the\nson of a fellow-worker, a teacher of science in a Detroit high school.\nFor being the type of a mother that the nation needs to rear the children\nand for characteristics of modesty and devotion to duty, both as a mother\nand as a teacher, the Department of Superintendence of the National Education Association, as a slight token of the high regard in which Mrs.\nEvangeline L. L. Lindbergh is held by more than 180,000 teachers in all\nparts of the country, constituting the membership of the National Education Association, has the honor to present to Mrs. Lindbergh a life membership in the National Education Association, and a medal, a specially\ndesigned badge of that membership.\nI recognize Superintendent Frank Cody of the Detroit Public Schools.\nMr. Frank Cody—The Detroit school system is particularly honored\nat this time, and it is a pleasure, and an honor, Mr. Chairman, to present\none of our staff, Mrs. Evangeline Lindbergh.\n(The audience arose and\napplauded.)\n\nPresident Gwinn presented to Mrs. Lindbergh the certificate of\nlife membership and placed around her neck the specially designed\nchain\n\nand\n\nemblem.\n\nMrs. Evangeline L. L. Lindbergh—Mr. Chairman, Mr. Cody, and\nTeachers—There are only two words with which to express gratitude—\nthanks and appreciation. I say them both to you sincerely. I should like\nto here pay tribute to two of our great living teachers, Calvin Coolidge\nand Myron T. Herrick. These men teach the doctrine of emancipation,\nemancipation\n\nfrom useless selfservice, and education\n\nto useful service and\n\n"}
{"page": 820, "printed_page": null, "text": "816\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nappreciation and consideration and love for our fellow workers.\n\nI thank\n\nyou.\nPresident Gwinn—I received by air mail today a letter which I have\nbeen commissioned to hand to Mrs. Lindbergh, a letter of congratulation\nto her. This comes from the Cass Technical High School of Detroit,\nand it is signed by every member of the faculty, her colleagues, in that\ngreat school.\nThe Department of Superintendence of the National Education Association is under great indebtedness to Mrs. Lindbergh for consenting to come\nto our convention and to receive this honor from our hands.\nWe are\nalso greatly indebted to her son, Colonel Lindbergh, for coming and contributing his part on this program, which is the first given to a consideration of aeronautics.\nWe wish also to express our appreciation to the Guggenheim Fund for\nmaking possible a part of this program, and to the United States Government in providing ways and means as well as in sending the Assistant\nSecretary of Commerce to take part in this program.\nI now declare the Fifty-Eighth Annual Session of the Department of\nSuperintendence adjourned.\n\n"}
{"page": 821, "printed_page": null, "text": "DEPARTMENT\nBOSTON,\n\nOF\n\nSUPERINTENDENCE\n\nMASSACHUSETTS,\n\nFEBRUARY\n\n26-MARCH\n\n1, 1928\n\nOFFICERS\nPresident, JoserpH M. Gwinn, Superintendent of Schools..............+ San Francisco, Calif.\nFirst Vicepresident, Ranpatu J. Connon, Superintendent of Schools........ Cincinnati, Ohio\nSecond Vicepresident, Frank D. Boynton, Superintendent of Schools....Ithaca, New York\nExecutive Secretary, SHERWooD D, SHANKLAND....1201 16th Street N. W., Washington, D. C.\n\nEXECUTIVE COMMITTEE\nM. G. Crarx, Superintendent of Schools (term expires 1928)......+0++se00. Sioux City, Iowa\nNorman R. Crozier, Superintendent of Schools (term expires 1929).......-+++- Dallas, Texas\nE. E. Lewis, Professor of School Administration. Ohio State University\nFrank\n\nM. Unperwoop,\n\nnin\n\nDistrict\n\ni\n\nSuperintendent\n\nof Schools\n\nSECRETARY’S\nFebruary\n\n(term\n\nexpires\n\n(term expires\n\n1930)\n\n1931)\n\nColumbus,\n\nOhio\n\nSt. Louis, Mo.\n\nMINUTES\n26\n\nThe fifty-eighth annual meeting of the Department of Superintendence\nopened Sunday afternoon, February 26, 1928, when six vesper services\nwere held simultaneously.\nPresident Joseph M. Gwinn presided at\nFaneuil Hall. Other meetings were held at Old North Church, King’s\nChapel, Arlington Street Church, Park Street Church, and St. Paul’s\nCathedral.\nFebruary 27\n\nThe first general session in Mechanics Hall was opened with prayer by\nDr. Samuel A. Eliot, minister of Arlington Street Church.\nPresident\nGwinn then said:\nThe father of Dr. Eliot was the great Charles Eliot, for a long time President\nof Harvard University, at one time President of the National Education Association. He made a great contribution to education in America.\nHe has passed to\nhis reward.\nI am asking you to stand in silence for one minute out of respect to\n\nhis great service and in memory\n\nof his life.\n\nThe audience then stood in silence.\nFebruary 28\n\nAt the business session Tuesday morning, Edwin C. Broome, chairman,\npresented the final report for the Commission on the Curriculum, and on\nMr. Broome’s motion the Commission was discharged.\nThe report of the Committee on Articulation of Educational Units was\npresented by Herbert S. Weet, chairman.\n3\nThe report of the Committee on Financing Educational Research was\npresented by Randall J. Condon, chairman, approved, and referred to the\nExecutive Committee for further action.\nThe report of the Committee on Relation of Boards of Education and\nAdministrative Officers was presented by E. C. Hartwell, chairman, and\nadopted.\nThe report of the Committee on Records and Reports was presented by\nR. O. Stoops, chairman, and accepted.\nOn request of Mr. Stoops, the\ncommittee was discharged.\n\n[817]\n\n"}
{"page": 822, "printed_page": null, "text": "NATIONAL\n\n818\n\nEDUCATION\n\nASSOCIATION\n\nThe report of the Auditing Committee was presented by David A.\nWard, chairman, and adopted.\nThe report of the Executive Committee was presented by M. G. Clark.\nThe Committee’s recommendation for the appointment of a standing Committee on Relations of the Department of Superintendence with Lay\nOrganizations was approved.\nNominations for officers were made as follows: For president, Frank\nD. Boynton, superintendent of schools, Ithaca, New York: For second\nvice-president, Frank Cody, superintendent of schools, Detroit, Michigan ;\nEdwin C. Broome, superintendent of schools, Philadelphia, Pennsylvania;\nA. C. Eldredge, assistant superintendent of schools, Cleveland, Ohio; and\nFrank G. Pickell, superintendent of schools, Montclair, New Jersey: For\nmember of the Executive Committee for four years, Paul C. Stetson,\nsuperintendent of schools, Dayton, Ohio; W. W. Borden, superintendent of\nschools, South Bend, Indiana; David A. Ward, superintendent of schools,\nisiac eed Delaware; and A. L. Threlkeld, supeuntendeat of schools,\nDenver, Colorado.\nMr. Cody, Mr. Broome, and Mr. Eldredge asked that their names be\nwithdrawn as candidates. and it was so ordered.\nMarch\n\n1\n\nAt the Thursday morning session the report of the Committee on Resolutions was presented by the chairman, A. L. Threlkeld, superintendent of\nschools, Denver, Colorado. A motion by Edwin C. Broome to substitute\nthe word “requested” for “‘suggested’ in resolution No. 11 was voted upon\nand lost. William R. Barry, superintendent of schools, Ware, Massa-\n\nchusetts, moved\n\nthat resolution\n\nNo.\n\n1 be eliminated.\n\nThe motion\n\nwas\n\nseconded, debated, and lost. ‘The resolutions were then adopted.\nOn motion of $. Monroe Graves, superintendent of schools, Wellesley\nHills, Massachusetts, an expression of appreciation for the work of the\nCommission on the Curriculum was added to the original report of the\nCommittee on Resolutions.\n\nThe Board of Tellers presented the following report:\nBoston,\n\nMassachusetts,\n\nFeb.\n\n29, 1928\n\nTo Joseph M. Gwinn, President of the Department of Superintendence, National\nEducation Association.\nWe hereby certify that the election of officers of the Department of Superintendence was held this day in accordance with the provisions of the constitution\nand bylaws, and that the following persons were elected:\nPresident: Frank D. Boynton, superintendent of schools, Ithaca, New York.\nSecond Vice-president: Frank G. Pickell, superintendent of schools, Montclair,\nNew\n\nJersey.\n\nMember\n\nof Executive\n\nsuperintendent\n\nCommittee\n\nof schools, Dayton,\n\nRespectfully\nsubmitted\nP\ny\n:\nWALTER JT. Hetms,\nLouis P. BENEZET\n\nfor a term\n\nof four years:\n\nOhio.\n:\n\nChairman\n\nCLAUDE\n\nPaul\n\nV. CoURTER\n\nA. S. Jessup\nARTHUR DEAMER\n\nC. Stetson\n\n;\n\n"}
{"page": 823, "printed_page": null, "text": "Bp\n\nDEPARTMENT OF SUPERINTENDENCE\nres\nSS oc ate os\neinen sie\n\not\n\n819\n\nPresident J. M. Gwinn announced the appointment of the Commission\non Supervision, which is to prepare the 1930 yearbook.\nThose named\nwere:\nAvserT S. Cook, State Superintendent of Schools, Baltimore, Maryland, Chairman\nWitiiaM H. Burron, University of Chicago, Chicago, Illinois\nGeorce D. Srrayer, Teachers College, Columbia University, New York City\nArvi S. Barr, University of Wisconsin, Madison, Wisconsin\nCuHarues L. Spain, Deputy Superintendent of Schools, Detroit, Michigan\n\nThe Commission was authorized to appoint, after the need has been\nascertained, two other members, at least one of whom shall be a superin-\n\ntendent of schools.\nAt the evening session, President Gwinn called attention to a gavel\nwhich had been presented to him by Admiral Andrews.\nA brief address\non aeronautics, not scheduled on the regular program, was given by Col.\nCharles A. Lindbergh.\nPresident Gwinn, on behalf of the Department\nof Superintendence, presented to Mrs. Evangeline L. L. Lindbergh a\ncertificate of life membership in the National Education Association. and\na specially designed emblem and chain. A letter of congratulation to Mrs.\nLindbergh, sent by her colleagues on the faculty of the Cass Technical\nHigh School, Detroit, Michigan, was given to her by President Gwinn.\nThe final meeting then adjourned.\n\nRESOLUTIONS OF THE DEPARTMENT\nSUPERINTENDENCE\nAdopted\n\nCOMMITTEE\n\nMarch\n\nON\n\nOF\n\n1, 1928\n\nRESOLUTIONS\n\nAY L >TureLKecy, Chairman, superintendent ‘of {Schools <1)... 0s eet ee ete Denyer, Colo.\nJ. R. Barron, Superintendent of Schools..... PE ae\ney ann Ste Ane fd Oe\nOklahoma City, Okla.\nA. B. Merrepitu, State Commissioner of Kducation..........+.+sseessseees Hartford, Conn.\nCuartes L. Spain, Deputy Superintendent of Schools.......:esceceeeenees Detroit,\nEstatingé Wixson, Assistant Superintendent\nof Schools.......... Jeaie diaaig\noiseae Yoledo,\n\nJoun W. WirHeERS, Dean, School of Education, New York\nApA Yorx, County Superintendent of Sehools).\n10 i0 is...\n\nThe\n\nCurtis-Reed\n\nMich.\nOhio\nUniversity........ New York City\nt rece eens ees San Diego, Calif.\n\nBill\n\n1. The welfare of the children now enroled in the schools of the United\nStates is dependent upon our ability to make available to boards of education, to superintendents of schools, and to teachers throughout the nation\nthe results of current practise, of experiments wherever they are conducted,\nand of the results of scientific investigation.\nThe federal government has long accepted responsibility for conducting\ninquiries and disseminating information concerning the public schools.\nWe hold that economy and efficiency demand that the activities of the\nfederal government dealing with education be consolidated in a Department\nof Education under the leadership of a Secretary with a seat in the President’s Cabinet. We urge that adequate support be provided for this department in order that it may conduct such inquiries and disseminate\n\n"}
{"page": 824, "printed_page": null, "text": "820\n\nNaTIONAL\n\nEpucaTIoNn ASSOCIATION\n\nsuch information as will make for the highest degree of efficiency in all of\nour schools. We know that this service can be rendered without in any\nway interfering with the constitutional right of the several states to control, administer, and supervise their own schools. We, therefore, urge the\nCongress to pass the Curtis-Reed Bill which embodies the program which\nthis Association has consistently advocated throughout its history.\nCharacter Education\n\n2. The evidence taken as a whole does not justify the conclusion that\nthe young people of today or that the people generally, are worse than they\nhave been in any previous period of our national history. On the contrary,\nthere is abundant reason to believe that in toto there has been a marked\nimprovement.\nThe public schools as well as the private are not indifferent to the for-\n\nmation of character as fundamental to all else. Character forming situations are the rule not the exception in the school life of today. It is undoubtedly safe to say that the typical school situation from the moral point\nof view, is decidedly above the average life situation in standards of ethics\nand personal conduct. Only those who look for moral education in terms\nwhich ignore the spirit or exalt the form fail to see this.\nBut no matter how the present may compare with the past, there is vast\nroom for improvement. We should emphasize the fundamental importance\nof the problem of right living to the extent that every teacher should be\nconscious of it as a primary objective in teaching. This implies support of\nresearch and of scientific experiment in evaluating technics of character\neducation suitable to all levels of school life and to the ever-changing nature of the world in which we are living. A continuous professional study\nof this problem setting forth a proper apportionment of responsibility to\nthe schools in their relation to other agencies and perfecting methods by\nwhich to meet this responsibility is vital in public education.\nSchool Costs\n\n3. Any just consideration of the cost of our schools must take into account the depreciation in the dollar, the demand of the public for ever\nbroader educational service, the ability of the public to pay, and, above\nall else, the vital importance of education in a democracy.\nIt is only\nthrough\n\nthe development\n\nof people\n\nthat material\n\nvalues\n\nare\n\nenhanced.\n\nOnly by such development is life as a whole made more worthwhile. Education, conceived of as an investment in life itself, justifies substantial expenditure upon it. Extravagance is inexcusable.\nEvery proposed expansion of education facilities should be carefully studied. We should continually weigh the results, so far as we can define them, against the costs,\n\nand, as individuals, and as a profession we should not lack the courage to\ntake our place in the front ranks of the battle for better educational opportunities for all people. There is no evidence that the standard of living\nhas been lowered by the cost of education.\nOn the other hand there is\n\n"}
{"page": 825, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n821\n\nevery indication that it has been raised. As long as this is true there is\nno cause for alarm over the present percentage of our national income given\nto education.\nSchool Buildings\n4. We note with satisfaction the growing tendency to place school\nhouse planning under the direct control of the superintendent of instruction. Such an adjustment of relationships must ultimately make for efficiency and eliminate waste, provided school administrators acquire the\nexpert training and knowledge necessary to meet the new responsibility.\nWe believe that with intelligent educational guidance architects can and\nwill erect efficient and also artistic buildings without excessive expenditure\nof funds.\nadre Too Many\n\nSeeking Admission\nand\n\nto Higher Schools, Colleges,\n\nUniversities?\n\n5. The committee feels that the issue presented by this question cannot\nbe satisfactorily met by arbitrary systems of selection and elimination. Institutions and systems themselves as well as people must be tested. Until\nthis is done we do not know what the possibilities are. In the meantime\nit is more constructive to give the benefits of doubts to human beings\nrather than to systems which are likely to be overly traditionalized. In\nthe final analysis this is the problem of making scientific adjustment to\nall types of people. In all probability the higher educational institutions °\nwill have to continue to make broader adaptations to individual differences\namong ever increasing numbers. Our American schools should not revert to\na caste system philosophy. Caste systems have had ample time in which to\nprove their superiority, but what have they to show for themselves? Our\nschool system is young, but it is based on the most persistent ideals we\nknow, the ideals of democracy.\nThe elementary school has been well established on this ideal. But let\nus not forget that this was not accomplished without a bitter battle. The\nsame forces in the main which now are so alarmed over the growth of\nour higher schools, fought the establishment of the free tax-supported elementary school. It has always been so. Our profession should lead the\nbattle for ever better educational opportunities for all the people.\nEffective Publicity for Modern\n\nMethods\n\nin Education\n\n6. Effective methods of publicity should be devised of such a character\nas would serve to bridge the gap between the policies of education as conceived and formulated in harmony with modern life, and the concept of\npublic schools possessed by those who received their schooling under conditions much different from those which now prevail.\nPartisan\n\nPolitics in School Administration\n\n7. The magnitude of modern educational systems and their importance\nas factors in the economic and governmental life of the nation have\n\n"}
{"page": 826, "printed_page": null, "text": "NATIONAL\n\n822\n\nEpucATION ASSOCIATION\n\nOWN\nae\nEE Er\ner\n\neee\n\nbrought into existence, conditions which are full of hazards. Strong temptation has arisen in many quarters to exploit the schools for purposes entirely foreign to their true function which is the education of the children,\nSchools should be administered on the basis of sound and scientifically\nestablished principles.\nThe administration of schools upon this basis\nshould be safeguarded by statute against assault by any agencies which\naim to utilize the machinery of the schools for purposes other than those\nof education.\nWe believe that there are many instances of interference with schools\ndue to the conception that the management of education is subject to\nthe spoils system in partisan politics. Protective measures against the baneful results of such a misconception can properly be urged in view of the\ndecisions rendered by the supreme courts of many states which decisions\nhave declared in unequivocal terms that boards of education are independent bodies created under the authority of the state with independent responsibility for the conduct of the schools and that such boards and their\nofficers must not be made subject in any of their operations to the caprices\nof local partisan control.\nCurriculum Prescriptions by State Legislatures\n\n8. Technics of curriculum making are professional tasks. General objectives and policies, should, in the final analysis, be decided by lay bodies\n_having been chosen by the public for that purpose, but technics by which\nsuch objectives may be met and such policies carried out should be constructed by those professionally trained for this service. Enactments by\nstate legislatures, frequently the result of high pressure lobbying methods\nused by well-organized minorities, are likely to violate this principle.\n_\nThe public should be warned against the danger involved in curriculum\nmaking by state legislatures and every effort should be made to see that\nthis vital function is conceived of as a professional service under the general\nlimitation above stated.\nEducational\n\nOpportunities\n\nin Rural\n\nCommunities\n\n9. It is recognized that an inequality in educational opportunity exists\nbetween rural and urban education. We state our belief that educational\nadvantages available to rural children should be equivalent to those offered children in cities and towns and we recommend that definite steps\nbe taken to make an appreciable approach to such equalization.\n\nHigher\n\nStandards\n\nfor Admission\n\nto American\n\nCitizenship\n\n10. Appreciating the cooperation now existing between the Bureau of\nEducation and the Bureau of Naturalization, and recognizing that training\nfor citizenship is a phase of adult education necessary for candidates seeking naturalization, the need of closer coordination of effort on the part of\nthe Federal Bureau of Naturalization, the local courts, and the public\nschools appears urgent. ‘There should be a closer alignment of these three\n\n"}
{"page": 827, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n823\n\nagencies to the end that the requirements for admission to American citizenship shall include a reading as well as a speaking knowledge of English and\nthat there shall be an appreciable understanding of American history,\nAmerican institutions, and American ideals on the part of aliens seeking\ncitizenship in the United States of America.\nThese standards should be\nnationwide.\n\nEducational Radio Program\n\n11. In view of the influence that the radio is coming to have on school\nlife it is suggested that the executive committee of the Department of\nSuperintendence consider the practicability of appointing a committee to\nstudy the problem of perfecting an organization which will prepare and\nbroadcast educational programs for school use.\nAppreciation\n\nof Courtesies\n\n12. For the delightful hospitality and efficient management that have\nmade this fifty-eighth annual meeting of the Department of Superintendence a notable success we extend our cordial thanks to the state of Massachusetts, to the Governor, to the Mayor, to the city of Boston and its\ncitizens, to the officials, teachers, and pupils of the schools, to the churches,\nto the public press, and to all the many individuals and organizations that\nhave so effectively given of their best efforts in our behalf.\nAppreciation of Curriculum\n\nCommission\n\n13. On motion of Superintendent S. Monroe Graves of Wellesley Hills,\nMassachusetts, it was resolved to spread upon the records of the Department of Supterintendence an expression of deep appreciation for the work\nwhich was done by Chairman Broome and the Commission on the Curriculum in its four years’ study of curriculum problems,\n\nREPORT\nEDWIN\n\nOF THE\n\nCOMMISSION\n\nC.\n\nCHAIRMAN,\n\nBROOME,\n\nON\n\nTHE\n\nSUPERINTENDENT\n\nPHILADELPHIA,\n\nCURRICULUM\nOF\n\nSCHOOLS\n\nPA.\n\nThe curriculum has been a major interest of the Department of Superintendence for a period of five years.\nDuring that period five yearbooks\nhave been devoted to this subject. ‘The first of the series was presented\nat the Chicago meeting, in 1924. It was a discussion of important problems in relation to the elementary curriculum; and was prepared by the\nyearbook committee, R. G. Jones, chairman.\nThe last four yearbooks,\nincluding the one presented today, have been prepared under the direction\n‘The original commission was apof the commission on the curriculum.\npointed at the Chicago meeting in February, 1924, in response to a resolution offered at the Cleveland meeting of 1923 by the present chairman\nof the commission.\n\n"}
{"page": 828, "printed_page": null, "text": "824\n\nNaTIONAL\n\nEpucATION ASSOCIATION\n\nThe original commission of thirteen members has remained intact\nthroughout this period of four years, and presents today, through its chairman, its fourth and final report.\nTwo years ago, with the authority of the Executive Committee of this\nDepartment, the commission added to its membership for the year the\nThis plan worked well,\nseveral chairmen of the special subcommittees.\nas it brought the commission into close contact with the subject committees, and familiarized the chairmen of those committees with the policies\nand working plans of the commission.\nThe same plan was continued\nfor the succeeding year, 1928.\nIt seems hardly necessary to describe the contents of any of the four\nyearbooks, including the one which we now present, as every member of\nthe Department of Superintendence has received a copy of each yearbook;\nand, if these yearbooks are not capable of speaking for themselves, nothing that the chairman might say in the few minutes allotted to him in\nthis program would improve the situation.\nLet me present, however, a few sidelights on our work which could\nnot properly be revealed in our published reports.\nThe original commission, as said above, has remained intact throughout the four years, and its members have devoted a great deal of time\nwith enthusiasm and earnestness to the problem.\nOur meetings have\nbeen exceptionally well attended, and the interest of the members has\nincreased, rather than flagged, as our work has proceeded.\nRather than\nfeeling relieved, we feel regretful that the time has arrived for the presentation of our final report.\nFirst, at the outset we realized that we must adopt certain definite\npolicies. One of these was that in a great country like ours with varying economic, social, and educational conditions, it should not be our function to prepare definite, standardized courses of study, but rather to collect facts, coordinate research studies, discuss problems, and suggest solutions. Wherever definite courses of study have been included in our reports they have been introduced. for purposes of illustration and suggestion.\nSecond, after a year’s experience, we concluded that curriculum revision must be a cooperative enterprise, that no central group could\nattack the problem effectively alone. For that reason the Commission\npresented at the Cincinnati meeting, of 1925, the “Cooperative Plan of\nCurriculum Revision.”\nThe response was prompt and encouraging.\nOver\nthree hundred superintendents, state departments, and universities joined\nwith us, and set up curriculum revision committees in their own communities. ‘This plan has materially added to the value of the last three\nyearbooks.\nThird, after two years’ experience we found that another important\nproblem, which we were not fully prepared to handle, was growing out\nof our work—that of the articulation of the several divisions of the\nschool system. We accordingly recommended to the Executive Com-\n\n"}
{"page": 829, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n825\n\nmittee of the Department of Superintendence that a competent committee\nbe appointed to study this problem. Such a committee was promptly established.\nIt has been at work for about two years, and will present\nits first report today.\nSo, if like the phcenix, we have burnt ourselves\non our funeral pile, another committee has arisen to carry on with still\ngreater vigor and usefulness.\nDuring the four years of its existence your commission on the curriculum has endeavored to accomplish four important objects:\n1. To\n\nhelp\n\nestablish\n\nscientific\n\nmethods\n\nof curriculum\n\nrevision\n\nin local\n\nschool\n\nsystems.\n2. Through the Cooperative Plan of Curriculum Revision to make the achievements of one community a benefit to all.\n3. To put the results of scientific research on the curriculum into practicable\nand useful form and to make them available to superintendents throughout the\ncountry through the research bulletins and the yearbooks of the department.\n4. To stimulate and encourage school systems to evaluate their present courses\nof study and to organize committees for improving them.\n\nWe trust that these efforts have been sufficiently successful to have\njustified the appointment of the commission.\nThe 1928 yearbook which we now present is entitled ‘““Che Development of the High School Curriculum.”\nIt is the work of twenty-four\ncommittees with a membership of one hundred two educators.\n‘The\nfirst twelve chapters deal with outstanding issues which all school systems\nencounter when entering upon an extensive program of revision of the\nsecondary school curriculum.\n‘The last twelve chapters summarize research findings in the fields of secondary school subjects. “Iwo hundred\nfifty of such research studies are cited in this report. A more extended\ndescription of this yearbook would have to go into details; and there is\nnot sufficient time at my disposal for this purpose.\nThe Commission has placed two duties upon its chairman—the one,\nthat of delivering the valedictory upon the completion of the work entrusted to it; and the other, that of pronouncing a salutatory to the Department of Superintendence as the Department makes its bow to new\nenterprises.\nWhat should these enterprises be? Here the chairman must speak\nfor himself, but not, however, without sound advice that has been volunteered by members of the Commission.\nThe problem of curriculum revision is one of the major problems of\nschool administration.\nIt is a continuous problem, which presents new\naspects concurrently with changes in social and economic conditions, and\nIt is the belief of the majority of\nnewly accepted educational theories.\nthe Commission on the Curriculum that it is the peculiar responsibility\nof the Department of Superintendence to provide guidance, information,\nand stimulation for those who are endeavoring to adapt their curriculums\nto changing conditions; and that some provision be made at our headIt is the belief of your chairman that a paid\nquarters to assist them.\n\n"}
{"page": 830, "printed_page": null, "text": "826\naan\n\nNATIONAL EpucATION ASSOCIATION\nlinea owlaieihcillecatiia denis idtense-eae eR\n\nI\n\nexpert, such as we now have, with the necessary clerical assistance, be\ncontinued from year to year, at the pleasure of the Department of Superintendence, to be assisted by a small advisory and reviewing committee\nSuch committee\nof members of the Department of Superintendence.\nmight properly be selected as to residence so that it could meet at Washington occasionally with little loss of time and a minimum of expense.\nThe following are some of the problems towards the solution of which\nthis central clearinghouse would give assistance:\n1. New material in relation to old material in the curriculum.\n2. Reorganization of the curriculum in response to changing ideals.\n3. Encouragement of local research on the curriculum, and the collection and\npublication of significant research studies.\n4. The place of the classroom teacher in the construction and interpretation of\nthe curriculum.\n5. Integration of curriculum material in the life of the child in order to give\nthe child intelligent and sympathetic contact with the problems of a changing\ncivilization.\n6. Criteria to determine what pupils should take certain subjects.\n7. The integration of social studies.\n8. The curriculum in relation to the teaching load, to the use of textbooks and\nother instructional material, and the length and frequency of class periods in relation to the several subjects of the curriculum.\n\nThis committee might properly issue bulletins from time to time for\nthe benefit of members of the Department of Superintendence; and the\nmore significant of these bulletins could be included in the yearbook.\nIn closing it is a pleasure to give testimony to the many educators of\nthe country who have so ably served on the several assisting committees,\nespecially the chairmen.\nAltogether there have been over three hundred\nfifty-two who have thus served during our four years of existence.\nWe furthermore especially commend §. D. Shankland, our secretary, for his eficient arrangements for our meetings, and the division of research of which Dr. John K. Norton is director.\nDr. Margaret M.\nAlltucker, of the division of research, should receive the credit more\nthan any other individual for whatever merit our reports have possessed.\nIn presenting its final report the commission on the curriculum respectfully requests that it be discharged; and the chairman so moves.\n\nREPORT\nRANDALL\n\nOF\nJ.\n\nCOMMITTEE\nON FINANCING\nTIONAL RESEARCH\n\nCONDON,\n\nCHAIRMAN,\nCINCINNATI,\n\nSUPERINTENDENT\n\nEDUCAOF\n\nSCHOOLS\n\nOHIO\n\nFor four years, since the Commission on the Curriculum was appointed\nat the Chicago convention in 1924, the Department of Superintendence\nhas been engaged in a great cooperative research study of the curriculum\non a nation-wide basis. This has resulted in four yearbooks of outstanding\nimportance: Research in Constructing the Elementary School Curriculum,\n1925; The Nation at Work on the Public School Curriculum, 1926;\nThe Junior High School Curriculum, 1927; and The Development of\nthe High School Curriculum, in 1928.\n\n"}
{"page": 831, "printed_page": null, "text": "DEPARTMENT\na\n\nOF SUPERINTENDENCE\n\n827\n\nEE\n\nMany superintendents and other executives have been represented on\nthe committees making these studies and a very large number of people\nin all departments of education have contributed to the results. In the\npreparation of the present yearbook, 240 cities and towns, ranging from\ntowns of 2000 population to the great cities of Chicago and New York,\nfrom nearly every state in the union, are represented.\nState departments, private schools, higher institutions and other agencies\nbring the total number to nearly 300.\nNo such wide-spread coopera-\n\ntive movement in education has ever before been undertaken—and the\nresults of this research in the curriculum will profoundly affect the work\nof the schools of the entire country for years to come.\nThis work could not have been undertaken or carried through without\nadequate financial backing.\nTo cover the expense of the commission\nand the committees working under their direction a grant of $15,000\nwas allowed by the Carnegie Foundation.\nBut this fund alone would\nnot have made possible the outcome of this undertaking if the National\nEducation Association had not contributed generously in the time of\nthe staff of the Research Division of the parent organization.\nFor the past year, that division has expended nearly $40,000, a material\namount of which has gone into the work under the direction of the Department of Superintendence. The Department itself, from its own funds\nhas expended approximately $14,000 in research and in the publication\nof the results—approximately $10,000 of which has gone into the publication of the yearbook on the high school curriculum. As an offset to that\nexpenditure, $8844 has been received from the sale of yearbooks, and\n$5325 from 212 subscriptions to the Educational Research Service, at\n$25 each. One hundred eighty-six of these subscriptions have come from\nboards of education. In addition there is the cost of mailing the yearbooks,\nand such part of the secretary’s and stenographer’s time as has been given\nto this service.\nThe grant from the Carnegie Foundation has been used in the production of the four yearbooks on the curriculum. The expenses of future\ncommittees must be met from other sources.\nThe committee of which Dr. Weet is chairman, who has just reported,\nwith reference to the proposed yearbook for 1929; and the committee for\n1930, who will deal with’ the subject of “Supervision of Public Instruction;” are at the present time charged with the responsibility of “making\nbrick without straw.”\nIf they are to make the brick, it is our duty to\nprovide the straw.\nAt their first meeting of the year, the Commission on the Curriculum\npassed the following resolution: “The Commission is of the opinion\nthat it would be advantageous for American education at this juncture\nto secure in a systematic way a sufficiently large educational foundation\nfor the purposes, of research, so that work similar to that which the\nCommission on the Curriculum has had the opportunity to carry on,\nmay be projected in other lines. The Commission submits the outcome of\n\n"}
{"page": 832, "printed_page": null, "text": "828\n\nNaTIONAL EpUCATION ASSOCIATION\n\nits own work as evidence of the fact that a relatively small fund makes\npossible a very much more extended inquiry than would be possible without such fund.”\nWhen this was transmitted to the Executive Committee, they authorized the president to appoint a committee to consider plans for financing\neducational research. A committee of five whose names are signed to\nthis report was appointed.\nWe have given careful consideration: to the\nsubject and submit the following recommendations.\n1. That an attempt be made to create a permanent fund of $1,000,000\nfor educational research in the field of public school administration.\n2. That the fund, when and as created be turned over to the trustees\nin charge of the permanent funds of the National Education Association to be kept as a separate fund for the use of the Department of Superintendence; to be invested in safe securities, with the income to be used\nfor educational research, in such studies as the department may from\ntime to time authorize and direct to be made.\n3. That these studies be carried forward by commissions and committees appointed by the Executive Committee of the Department of Superintendence, and subject to their general direction, in a manner similar to\nthat in which the Commission on the Curriculum and its committees have\nfunctioned during the past four years.\n,\n4. That no separate research department as such shall be created;\nbut that the income from the permanent fund and such other funds as\nmay become available to meet the expenses of such commissions and committees, shall be used, acting in cooperation with the Research Division\nof the National Education Association, for research in the field of administration.\n5. That in creating a permanent fund for this purpose, no paid solicitors be employed and no large gifts be sought. We believe it should be\na genuine cooperative undertaking by which the superintendents themselves, through sacrifice and devotion to the public welfare should undertake to create through many small gifts from the friends of public\neducation, a fund sufficient to produce an annual income of $40,000\nto be devoted to such research as will help to make public education\nmore fruitful, more efficient in administration, and more genuinely democratic in meeting the needs of all the children.\nLarger gifts, if they\n\nare offered without conditions which will make them unacceptable, may\nbe received, but always with the understanding that they are to be\nused in such manner as the Executive Committee may direct to advance\nthe general welfare.\nWith a membership in the Department of over 3100, which ought\nto become 4000 in a short time, we believe it will be comparatively easy\nto raise $1,000,000, if each meehee in his own community among his\nfriends and acquaintances will undertake to raise $250 for this purpose.\nWe recommend that the attempt be made to raise the fund in this manner,\nupon a democratic, nation-wide basis.\n\n"}
{"page": 833, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n829\n\n6. While deeply appreciative of the grant that has already been made,\n\nwithout\n\nwhich\n\nthe work\n\nof the past four years could not have been\n\ndone, we do not believe we ought to have to depend in the future, upon\nsuch gifts. We should be entirely independent and we should have a\nfund under our own control, sufficient for continued and extensive research in the field of administration.\nWe accordingly recommend that the plan proposed be approved by the\nDepartment, and that the Executive Committee be authorized to work\nout the necessary details to carry it into effect.\nIn closing, we desire to record our appreciation of the fine work in\nresearch that has been done by the classroom teachers, the elementary\nprincipals, and the high-school principals. Their yearbooks and other\npublications represent distinct contributions to the cause of education.\nWe join with them in this great movement, in this study of our common\nand special problems; a study that shall make a finer profession of education, and that shall make of every teacher, principal, and superintendent\na “workman that needeth not to be ashamed.”\n\nREPORT OF THE COMMITTEE ON RELATION OF BOARDS\nOF EDUCATION AND ADMINISTRATIVE OFFICERS\nE. C. HARTWELL,\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nBUFFALO,\n\nN. Y.\n\nSuperintendent Zenos Scott, Springfield, Mass.; Superintendent Frank\nCody, Detroit, Mich.; Superintendent Paul C. Stetson, Dayton, Ohio, and\nSuperintendent J. W. Studebaker, Des Moines, Iowa, join me in submitting\nthe following statement of principles which if accepted would go far toward\npromoting a more efficient educational service.\nWe believe:\nThat the functions of the board of education should be legislative and\njudicial, which functions we understand to include the selection of a superintendent and the approval or disapproval of policies and expenditures.\nThat the superintendent of schools should be the chief executive officer\nof the board of education, that he should be elected for a term of years, and\nthat he should sit as a non-voting member with the right of discussion in all\nboard and committee meetings;\nThat all associate and assistant superintendents, supervisors, directors,\nprincipals, teachers, and those directly charged with business affairs, should\nbe directly responsible to the superintendent and appointed by the board of\neducation only upon his recommendation ;\nThat the adoption of textbooks, the approval of courses of study, school\nsites, and architectural plans, and the selection of school equipment should\nbe made by the board of education only upon recommendation of the superintendent;\nThat the superintendent should be held responsible for the preparation\nand presentation of the annual budget, building program, and salary\nschedule; that he should have exclusive control of all transfers and assign-\n\n"}
{"page": 834, "printed_page": null, "text": "NaTIONAL EpucATION ASSOCIATION\n\n830\n\neee\n\nen\n\nne\n\naaa\n\nments of teachers, principals, supervisors, and other employees, as well as\nfor the transfer, promotion, and classification of pupils;\nAnd that the aforesaid definitions:of powers and duties should be provided for by statute.\n\nREPORT\n\nOF\n\nTHE\n\nEXECUTIVE\n\nCOMMITTEE\n\nM. G. CLARK, CHAIRMAN, SUPERINTENDENT OF SCHOOLS, SIOUX CITY, IOWA\nThe Sixth Yearbook, which is already in your hands, and the annual\nreport, which will soon be in your hands, we hope, will constitute the real\ndetailed report of the Executive Committee.\nHowever, at one of the\nrecent meetings of the Executive Committee, two communications were\nreceived, one from the Junior Red Cross asking that a committee be appointed by the Executive Committee, or by this Department, which should\nbe able to establish certain relationships between this Department and the\nJunior Red Cross. A similar request came also to the Committee from the\nNational Congress of Parents and Teachers.\n;\nThe Executive Committee in considering both these requests felt that to\nappoint a committee for each of the different requests that might come to us\nwould be perhaps cumbersome, and after much deliberation they decided\nupon the following recommendations:\ni\nYour Executive Committee recommends the creation of a standing committee of five to be appointed by the incoming president of the Department,\none member to be appointed for five years, one for four years, one for three\nyears, one for two- years, and one for one year, and one member to be\nappointed annually hereafter by the incoming president.\nThis Committee shall be known as the Committee on Relations of the\nDepartment of Superintendence with Lay Organizations.\nThe functions of this Committee shall be:\n1, To examine into the purposes and merits of various lay organizations\nseeking the recognition of the Department and to report such as they approve\nto the Executive Committee for their acceptance.\n2. To establish a working basis of understanding and cooperation between the\nDepartment and approved and accepted lay organizations.\n\n"}
{"page": 835, "printed_page": null, "text": "The Department of Supervisors and Directors of\nEducation\n\n"}
{"page": 836, "printed_page": null, "text": "dk HE DEPARTMENT\n\nOF SUPERVISORS\n\nAND DIRECTORS\n\nOF INSTRUCTION was created by the Board of\nDirectors at its meeting in Minneapolis, July 4,\n\nThe Board of Directors took the following\n1928.\naction as shown by its minutes: President Adair informed the Board of Directors that requests had\n\nbeen made for a Department of Supervisors and Directors of Instruction; that the necessity for such a\ndepartment had been substantiated by much data\nand that the department had complied with all the\nMr. Rogers moved\nnecessary rules for its creation.\nthat a Department of Supervisors and Directors of\nThe motion was seconded\nInstruction be created.\nand carried.\nIt was then declared that the new deThe officers for\npartment had been duly created.\nthe year 1928-29 are: President, Mary A. S. Mugan,\nAssistant Superintendent of Schools, Fall River,\nMass.; First Vicepresident, A. S. Barr, Associate\nProfessor of Education, University of Wisconsin,\nMadison, Wis.; Second Vicepresident, I. Jewell\nSimpson, Assistant State Superintendent of Schools,\nBaltimore, Md.; Secretary-Treasurer, James F.\nHosic, Professor of Education, Teachers College,\nColumbia University, New York City; Hxecutive\nCommittee, W. H. Burton, Associate Professor of\nEducation, University of Chicago, Chicago, Ill; J.\nCayce Morrison, Assistant Commissioner for Elementary Education, State Department of Education, Albany, N. Y.; Mabel E. Simpson, Director of\neen)\nEducation, Public Schools, Rochester,\n\n[ 832]\n\n"}
{"page": 837, "printed_page": null, "text": "The Department of Teachers Colleges\n\n"}
{"page": 838, "printed_page": null, "text": "HE DEPARTMENT OF TEACHERS COLLEGES takes\n[the place of the Department of Normal Schools,\nwhich was formed at the Cleveland meeting,\nAugust 19, 1870, by a reorganization of the American Normal School Association, which had been\nSee Proceedings, 1870:176;\norganized in 1858.\nwas voted to appoint a comit\n1924\nIn\n1906:524.\nmittee to discuss the possibility of combining with\nthe American Association of Teachers Colleges.\nSee Proceedings, 1924:614.\nIn 1925 the combination was effected.\nIt was arranged that the National Education Association take over the publications of the American Association of Teachers Colleges, including its yearbook, in 1926.\nThe officers of this Department for the year 192829 are: President, W. P. Morgan, Macomb, III;\nFirst Vicepresident, R. L. Marquis, Denton, Texas;\nSecond Vicepresident, E. C. Higbie, Madison, 5S.\nDak.; Third Vicepresident, Richard Hardreaves,\nCheney, Wash.; Secretary-Treasurer, Charles W.\nHunt, Cleveland, Ohio.\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\n1890 :717-759\n1891 :709-741\n1892 :407-435\n1894 :819-871\n1895 :672-718\n1896 :642-666\n\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\n1906 :707-711\n\n[ $34]\n\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\n1917 :383-417\n\n1918: 209-235\n1919: 221-259\n1920: 237-263\n1971 SSNS\n1922 :1063-1085\n1923: 737-744\n1924: 613-637\n1925: 863\n1926: 838-947\n1927: 873-950\n\n"}
{"page": 839, "printed_page": null, "text": "MINUTES OF THE MEETING OF THE AMERICAN ASSOCIATION OF TEACHERS COLLEGES AT BOSTON\nMASSACHUSETTS, FEBRUARY 24 AND 25, 1928\nHE teachers college movement is gathering great impetus throughout the United States as was evidenced at the annual meeting of the\nAmerican Association of Teachers Colleges held at the Copley-Plaza\nHotel in Boston February 24 and 25. D. B. Waldo, president of the\n_ State teachers college at Kalamazoo, Michigan, presided over the sessions\nfor which he had arranged a most interesting program.\nUnder his direction each of the five sessions moved forward with dignity and depth of\npurpose and gave evidence of his grasp of the needs of the institutional\nmembers and of his human reaction to the fellowship of the fraternity composed largely of their administrators and others who are devoting most\nof their time and effort towards the improvement of teacher training in\nthis country.\nThe forenoon program on Friday consisted of an address by Dean S. F.\nBogardus of the state normal school at Terre Haute, Indiana, and by\nE. H. Taylor of the state teachers college at Charleston, Illinois. These\naddresses made appeals for a continuous survey of teacher-training institutions and for the better preparation of teachers in arithmetic respectively\nand demonstrated the practical and professional standards which such institutions wish to attain. After some discussion by Presidents Felmley of\nNormal, Illinois; Lord of Charleston, Illinois; and Brandenberg of Manhattan, Kansas, and brief remarks by others, some routine business closed\nthe session.\nFriday afternoon’s program was given over to addresses on twenty\n\nyears of progress in “Student Admissions,” in “Teacher Certification,” in\n“Training School Facilities,” in “Professional Education of Teachers in\nService,” and in ““The Training of Rural Teachers.”\nThe subjects were handled by President A. Linscheid, Ada, Oklahoma;\nby President H. A. Brown, Oshkosh, Wisconsin; by President E. C.\nHigbie, Madison, South Dakota; by Principal Charles Russell, Westfield,\nMassachusetts; and by Ernest Burnham, State Teachers College, Kalamazoo, Michigan.\nThis program developed a very interesting review of the accomplishments of the teachers colleges of the United States.\nThe Friday evening session was held in the Swiss room, where all in\nattendance partook of a very delightful banquet at which Miss Adair, president of the National Education Association, was a guest, and where Dr.\nA. E. Winship celebrated his eighty-third birthday by honoring the association with his presence as guest of honor.\nDr. F. N. Freeman of the\n\nUniversity of Chicago presented the subject, ‘What are the Psychological Materials,\n\na Knowledge\n\nof which\n\nis Most\n\nEssential\n\nto Teachers.”\n\nHe was followed by Dean Henry W. Holmes of Harvard University who\n\n[835]\n\n"}
{"page": 840, "printed_page": null, "text": "836\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nr\nee\nr\noe\n\nspoke on the subject, “The Training of Teachers and the Making of the\nNation.” Dr. W. C. Bagley of Teachers College, Columbia University,\ngave a very interesting discussion of the subject, ““T'wenty Years of Progress\nin the Professionalization of Subjectmatter for Normal Schools and\nThe guest of honor, Mr. Winship, was then inTeachers Colleges.’\nwith a very interesting review of the beginning ~\nresponded\ntroduced, and\nof normal schools in Massachusetts.\nOne hundred eighty-three persons\nwere in attendance. Most of these represented the one hundred forty-five\ninstitutions in the association.\nlems of these institutions.\n\nSome were interested in the common\n\nprob- °\n\nOn Saturday morning the Committee on Achievements and Services of\nAmerican Teachers Colleges gave very interesting reports on these topics:\nFirst: Twenty Years of Progress in the Service Rendered by Normal\nSchools and Teachers Colleges.\nSecond: Twenty Years of Progress in the Qualifications and the Salaries\n\nof Teachers of Normal Schools and Teachers Colleges. |\nThird: Twenty Years of Progress in the Financial Support of Normal\nSchools and Teachers Colleges.\nThe men who presented these reports were: President Bruce R. Payne,\nNashville, Tennessee; President E. L. Hendricks, Warrensburg, Missouri;\nPresident R. M. Black, Ellendale, North Dakota.\nFollowing this report an interesting address on “Opportunities in Problems Ahead” was given by Dean J. W. Withers of New York University.\nThis was followed by a report on “The Relation of the State Teachers\n\nCollege to the Training of Public School Librarians” which was made by\nDean William F. Russell of Teachers College, Columbia University, and\nCarl Milam, secretary of the American Library Association.\nThe Saturday afternoon program was so arranged that it finished up\nthe business of the association, including reports of committees and the\n\nelection of new officers.\n\nThe Committee on Standards and Surveys met\n\nand reported on three topics: An Experiment with Freshman Standards\nfor the Libraries of Teachers Colleges, and Present Status of English in\nthe Normal Schools and Teachers Colleges of the United States. ‘These\n\ntopics were reported on by Dr. Clare Brown\n\nCornell, of Greeley, Colo-\n\nrado; Dr. G. W. Rosenlof, of Lincoln, Nebraska; and Dr. Ida Jewett\nof Teachers College, Columbia University, New York City.\nFollowing this report Dr. E. S. Evenden reported on Proposed Changes\nin the Standards of the American Association which had been revised at\nDallas.\nPresident E. L. Hendricks of Warrenburg, Missouri, filed the report\nof the delegates to the American Council on Education, and President H.\nB. Williams, of Bowling Green, Ohio, presented the report of the Board\nof Directors of The American Council for Social Studies.\nThis was\nfollowed by the report of the Auditing Committee, and finally by the report\nof the Nominating Committee, which proposed the following officers:\n\n"}
{"page": 841, "printed_page": null, "text": "DEPARTMENT OF TEACHERS\nI\nei eet\n\nPresident.\n\nCOLLEGES\nrele le\n\nZY VAI\n!2, yPresident W. P. Morgan\nState Teachers College, Macomb,\n\n837\ntd\n\nIllinois\n\nFirst Vicepresident______ President R. L. Marquis\nState Teachers College, Denton, Texas\nSecond Vicepresident____ President E. C. Higbie\nState Teachers College, Madison, South Dakota\nThird\n\nVicepresident____President Richard Hargraves\nCheney, Washington\n\nSecretary-Treasurer\n\n____Dean Charles W. Hunt\nCleveland School of Education, Cleveland, Ohio\nMember of Committee\non Standards and SurVey eas\nA Abs 50h. Dr. Ned Dearborn, State Department of Education, Albany, New York\nDelegate to American\nCouncil on\n\nEducation___ President Norman W. Cameron,\nState Normal School, West Chester, Pa.\n\nMember of Committee\non\nAccrediting\nand\nClassifications. 0235\nRepresentative to Cooperate with the United\nStates Bureau of EduPAOl pen oe eee\nMember\n\nof Board\n\nof\n\nPresident Joseph Rosier, State Teachers Ccllege,\nFairmont, West Virginia\n\nPresident Bruce R. Payne, Peabody College for\nTeachers, Nashville, Tennessee\né\n\nDirectors for American\n\nCouncil for Social\nStiid tespictercsrt\nsec bevy tele 2 President H. B. Williams, State Teachers\nlege, Bowling Green, Ohio\n\nCol-\n\nThe report was adopted and the names of the persons nominated will\nappear as the official roster of officers for the new year.\nThe entire meeting showed the careful planning of the program by the\nPresident, and a desire on the part of speakers to investigate fully, and\nreport on the topics assigned them. This meeting approaches a high water\n\nmark for the American\n\nAssociation of Teachers Colleges, and in large\n\nmeasure keeps step with the development which these institutions have\nmade during the last twenty years and presages the probable growth which\nlies ahead of them for the next few years.\nThe National Education Association through the columns of The Spices\nfrom time to time has kept the public informed concerning the problems\nand progress of the institutions of this association.\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nNee\n\neee\n\neee\n\nREPORT\n\nNatTioNAL\n\neee\n\nOF THE\n\nE. S. EVENDEN,\n\nASSOCIATION >\n\nEpuCATION\n\nee\n\neee eee\n\nON SURVEYS\n\nGOMMITTEE\nSTANDARDS\n\nTEACHERS\nNEW\n\nCOLLEGE,\nYORK\n\nCOLUMBIA\n\nAND\n\nUNIVERSITY\n\nCITY\n\nDue to the unavoidable absence of President G. W. Frasier, chairman\n\nof this Committee, and Clyde M. Hill, the next ranking member, it fell\nto my lot upon a day’s notice, to put in form and present the report of\nthis Committee for your consideration and action. You have had another\nyear in which to consider the standards which were revised and adopted\nlast year at Dallas.\nIn addition to this opportunity to study them, your\n\nCommittee on Accrediting and Classification has had the opportunity to\napply these standards to eighty-two of your schools. As a result of this\nstudy and the application of the standards, several questions have been\nreferred to the Committee on Standards and Surveys for recommendations.\nThese questions have come from presidents in the field and from the\nCommittee on Accrediting and Classification.\nIn addition to these questions there was the one referred to this Committee by President Felmley\nlast year when he moved that some method be arranged which would\n\npermit teachers colleges and normal schools to retain the services of some\nolder successful teachers who do not hold the required degrees.\nIt is appropriate at this time to remind you that it has been the opinion\nof your Committee on Surveys and Standards that your standards must\nbe thought of as “growing” and not as fixed goals. At both the Washington and the Dallas meeting I have maintained that the teachers colleges, as four year degree-granting colleges, are relatively too young to\nbe handicapped by standards which cannot be changed and which, in most\ncases, have been built upon personal opinions and upon current practice\nwhich, in several respects, is admittedly below the desired level.\nIt has been the procedure of the Committee on Standards and Surveys\nto submit for your consideration a change in a standard whenever it is\n\nfound that the standard does not produce desirable results or whenever, in\nthe light of further evidence, we feel that such a change merits your\nattention.\nIn the absence of the other two members of the Committee on Standards\nand Surveys, the Committee on Accrediting and Classification was asked\nto consider and pass upon the recommended changes in the standards.\nIt\nwas opportune since they had so recently been applying the standards and\nhad just finished a two-day session on this report to the Association. The\nfollowing proposals, therefore, are presented with the approval of both\ncommittees.\n\n"}
{"page": 843, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n839\n\nProposed Changes\n1. Standard III, Sec.\n\nA and B.\n\nStandards for Graduation\n\nThis standard as now worded does not prevent a student from taking\nhis entire 120 semester hours in extension classes, or correspondence, or\nboth.\nThis oversight was called to the attention of the Committee on Standards and Surveys by President T. T. Allen of East Stroudsburg, Pa.\nPresident Allen’s study of the amount of work which may be done by\ncorrespondence has been supplemented by an intensive study of extension\nand correspondence work in Oklahoma by R. E. Crump.\nInstitutions\nvary in the amount of work which they permit students to take in extension and correspondence from some which will accept no correspondence\nwork for credit toward a degree, to others which will accept more than\nthree fourths of the total required work. President Allen’s study showed\nthat the pronounced mode for the group of institutions studied was ‘‘one\n\nhalf of the total required work.’\n\nBelieving it to be your desire to have\n\nyour standards represent better than model practice and also that the\ndirection of improvement is toward less correspondence and extension work\ninstead of more, the following proposals are submitted for your approval\nas SECTIONS C and D for Art. III.\n\nC. Not more than one fourth of any curriculum leading to a degree or a certificate or a diploma in a teachers college or normal school\nshall be taken in extension classes or by correspondence.\n(Not more than\none half of this shall be done by correspondence.)\nThese classes shall be\nconducted by regularly appointed teachers who meet all the qualifications\nof Standard V, Preparation of the Faculty.\nNo courses shall be offered\nfor’ credit either in extension or by correspondence which are not also\noffered as part of the regular residence work. ‘These courses should likewise meet the standards of sequence,\n\nprerequisites, etc. set forth in Stand-\n\nard VIII, Organization of the Curriculum.\nNote: It is understood that this shall not be retroactively applied to any student who has\n(oris now registered for) credits in excess of the one fourth presented in this standard.\n\nD. That no degree or certificate or diploma shall be issued by a teachers college or normal school to a student who has not spent a minimum\nof one year in regular residence work in the institution issuing the degree,\ncertificate, or diploma.\nOne year of residence work shall be understood\nto mean one year of full time study, or two half years of its equivalent in\nsummer\n\nsessions.\n\n2. Standard V, Preparation of Faculty\nLast year, upon motion by President Felmley, the Association reterred\nto this Committee the matter of providing in the standards for older\nsuccessful teachers in the normal schools and teachers college faculties who\nIn order to provide for these teachers\ndid not have the required degrees.\n\n"}
{"page": 844, "printed_page": null, "text": "840\nlsd\n\nNP\n\nON\nNatIOoNAL EpucaTIon ASSOCIATI\nEISEN tela SI se Op ee ben had ee\nRA\n\nas well as certain teachers of special subjects and some of the training\nsupervisors (critic teachers) who are earning degrees during sabbatical\nabsences, the following additional section is recommended for Standard V\nas section “‘C” changed to section “D.”\nC. Up to and including the school year 1932-33 a teachers college or\nnormal school may be considered to have met the requirements of: this\nstandard if not over ten percent of the regularly appointed members of\nthe faculty (college and training schools) shall fail to meet the standards\nset forth in V-A and B. After 1932-33 this percent shall be reduced to\nfive.\n3. Standard VIII, Organization of the Curriculum\nAt the suggestion of some of your number and cgnsistent with the\npresent practice in an increasing number of teachers colleges, the Com-\n\nmittee recommends for your consideration the desirability of changing the\n“one half” in the 9th line of Section A, Standard VIII to “two thirds.”\nThis part of Section A would then read: “Each teachers college must,\ntherefore, adopt an organization of its curricula which will provide in\nthe junior and senior years a sufficient number of advanced courses which\nrequire elementary courses as prerequisites, so that at least two thirds of\nthe work of a student in the junior and senior years shall consist of advanced courses open only to juniors and seniors.\n\n4. Standard XII. Limits of Registration of Students\nThe Committee on Accrediting and Classification had difficulty in\ninterpreting the term “regular registration” in SecTION A of Standard\nXII. At its suggestion we recommend that “registration during the\nregular school year, not including the summer term” be substituted so\nthat Section A will read as follows: “A. No teachers college shall be\nplaced on the accredited list, or continued on such list for more than one\nyear, unless it has a registration during the regular school year. (not including the summer term) of at least two hundred students of college\ngrade.”\na\nI wish to express my personal appreciation to Presidents Waldo, Morgan, Phelps, McKearny, Rockwell, Butcher, Shackelford, J. C. Brown,\nHendricks, and Dean Hunt who, as officers of the Association, members\nof the Committee on Accrediting and Classification, or inspectors, assisted\nso efficiently in the preparation of this report in the absence of the other\nmembers of this Committee,\n\n"}
{"page": 845, "printed_page": null, "text": "DEPARTMENT\n\nSTANDARDS\nADOPTED\n\nAT\n\nFOR\n\nOF TEACHERS\n\nACCREDITING\n\nWASHINGTON,\n\nD.\n\nCOLLEGES\n\n841\n\nTEACHERS\n\nCOLLEGES\n\nC., FEBRUARY\n\n26,\n\n1926.\n\nREVISED\n\nAT\n\nDALLAS, TEXAS, FEBRUARY 26, 1927, AND AT BOSTON, MASS., FEBRUARY\n\n25, 1928.\n\nI.\n\nDefinition of a Teachers College\n\nA. Teachers College (Four Year Institution Granting Degrees).\nA\nteachers college, within the meaning of these standards, is a state,\nmunicipal or incorporated private institution, or an independent unit\nof a recognized college or university which has at least one four-year\nunified curriculum; which is devoted exclusively to the preparation of\nteachers; which has legal authority to grant a standard bachelor’s\ndegree; which has granted and continues to grant such degree; and\nwhich requires for admission the completion of a standard four-year\nsecondary school curriculum, or equivalent training approved by this\nAssociation.\n\n. Normal School or Junior Teachers College.\n\nA similar institution de-\n\nvoted exclusively to the preparation of teachers, which requires for\nadmission the completion of a standard four-year secondary school\ncurriculum, or equivalent training approved by this Association ; which\nhas a curriculum less than four years in length and does not have legal\nauthority to grant a standard bachelor’s degree; or which has a curriculum four years in length but has not granted and does not grant\n\na bachelor’s degree, shall be designated as a normal school or a junior\nteachers college.\nNormal schools and junior teachers colleges shall conform to the same\nstandards as teachers colleges except as hereinafter specifically indicated.\n\nII.\n. The quantitative\n\nRequirements\nrequirements\n\nfor Admission\n\nof admission\n\nto a teachers\n\ncollege ac-\n\ncredited by this Association shall be at least 15 units of secondary school\nwork, or the equivalent. ‘These units must represent work done in a\nsecondary school approved by the state department of public instruction of the state in which the college is located, and must conform\n\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 25 years of age may be admitted to a teachers college for such work as they are qualified to take, but before receiving a diploma or a degree, they shall meet the full entrance require-\n\nment.\nIf the state department of public instruction maintains no accredited list\nof secondary schools or publishes no definitions of secondary school\nunits, those of a regularly recognized accrediting agency shall be used.\n\n"}
{"page": 846, "printed_page": null, "text": "842\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nB. Equivalence for entrance or secondary school work shall be determined\nonly by regularly scheduled written examinations, which shall be of\nsuch character as to satisfy the committee on admissions of the college\nthat the applicant is fully prepared to do college work as hereinafter\ndefined.\nC. Experience in teaching shall in no case be accepted for entrance, or\ncredit toward graduation, except supervised teaching in the training\nschool.\nIII.\n\nStandards\n\nfor Graduation\n\nA. The quantitative requirement for graduation shall be the completion of\nat least 120 semester hours of credit, or the equivalent in term hours,\nquarter hours, points, majors, or courses.\n\nB. The requirement for graduation for a normal school or junior teachers\ncollege with a two-year curriculum shall be at least 60 semester hours\nor the equivalent; and for a normal school or junior teachers college\nwith a three-year curriculum, at least 90 semester hours or the equivalent.\n\nC. Not more\n\nthan one fourth\n\nof any curriculum\n\nleading to a degree\n\nor a certificate or a diploma in a teachers college or normal school shall\nbe taken in extension classes or by correspondence.\n(Not more than\n\none half of this shall be done by correspondence.)\nThese classes\nshall be conducted by regularly appointed teachers who meet all the\nqualifications of Standard V, Preparation of the Faculty.\nNo courses\nshall be offered for credit either in extension or by correspondence\nwhich are not also offered as part of the regular residence work.\nThese courses should likewise meet the standards of sequence, prerequisites, etc., set forth in Standard VIII, Organization of the Curriculum.\nNote: It is understood that this shall not be retroactively applied to any student who has\n(or is now registered for) credits in excess of the one fourth presented in this standard.\n\nD. That no degree or certificate or diploma shall be issued by a teachers\ncollege or normal school to a student who has not spent a minimum of\none year in regular residence work in the institution issuing the degree,\ncertificate, or diploma. One year of residence work shall be understood\nto mean one year of full time study, or two half years or its equivalent\nin summer sessions.\n\nIV.\n\nSize of Faculty\n\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\n"}
{"page": 847, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n843\n\nB. In the training school there shall be at least one training-school teacher\nfor every 18 college students, each of whom\nstudent teaching.\n\nV.\n\ndoes 90 clock hours of\n\nPreparation of Faculty ,\n\nA. The minimum scholastic requirement for teachers in the training school\nshall be graduation from a college of recognized standing, presumably\nevidenced by possession of a bachelor’s degree or equivalent training.\nSix years\n\nafter\n\nthe date\n\non which\n\nthese standards\n\ntake effect, the\n\nminimum scholastic requirement for all new training-school\nshall be the same as for teachers in the college department.\n\nteachers\n\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\nyears after the date on which these standards take effect, provided that\n\nthe president of the college submits a statement of their training and\nexperience and files with the Committee on Accrediting and Classification a declaration that such members of the faculty are rendering service in their own teaching and in the supervision of student teaching\nwhich is of a superior quality as judged by the standards of the best\npublic school systems in the state in which the teachers college is located.\nDuring this period of six years this declaration must be made annually\nand shall be based upon actual inspection of the teacher’s work.\n\nB. The minimum scholastic requirements for members of the faculty who\ngive instruction in the college department shall be graduation from a\ncollege of recognized standing and additional training. which shall\ninclude at least one year of study in their respective fields of teaching\nin a recognized graduate school, or equivalent, and presumably possession of the Master’s degree.\nMembers of the faculty who have\nserved in their respective positions for not less than five years, and who\ndo not meet this requirement, may be regarded as having done so for\nsix years after the date on which these standards take effect, provided\nthat the president of the college submits a statement of their training\nand experience and files a declaration that such members of the faculty\n‘are giving satisfactory instruction of college grade.\ni\n\nDuring this period of six years this declaration must be made annually\nuntil each such member of the faculty has secured the required training,\n‘and shall be based upon actual inspection of the work of such members\nof the faculty.\n\nC. Up to and including the school year\n\n1932-33\n\na teachers\n\ncollege or\n\nnormal school may be considered to have met the requirements of this\nstandard if not over ten percent of the regularly appointed members\n\nof the faculty (college and training school) shall fail to meet the stand-\n\n"}
{"page": 848, "printed_page": null, "text": "NatTIONAL\n\n844\n\nEpucaTION\n\nard set forth in V-A. and B.\nduced to five.\n\nASSOCIATION\n\nAfter 1932-33 this percent shall be re-\n\nD. It is desirable that members of the faculty of the teachers college\nshould possess training of a distinctly professional quality, which represents at least thtee years of study beyond the bachelor’s degree, in a\nrecognized graduate school, or corresponding professional or technological training. The effort of a teachers college to maintain a faculty\nof higher scholarly equipment than is required by the minimum standard, shall be held to constitute a strong presumption that superior work\nis being done. The proportion of members of the faculty which should\nbe on the different levels of training above the first degree shall be\nsubjected to immediate investigation.\n\nVI.\n\nTeaching\n\nLoad of Faculty\n\nThe following teaching loads shall be the maximum for a teachers college faculty: 16 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\nphysical education, and one to three quarters in English composition.\n\nVII.\n\nTraining\n\nSchool\n\nand\n\nStudent\n\nTeaching\n\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 observation, demonstration, and supervised teaching on the\npart of students.\nThe use of an urban or rural school system, under\nsufficient control and supervision of the college to permit carrying out\nthe educational policy of the college to a sufficient degree for the conduct of effective student teaching, will satisfy this requirement.\nB. Student teaching shall be so organized as to lead to a proper initial\nmastery of the technic of teaching and, at the same time, protect the\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\ncharge of more than 40 children at any one time.\n\nD. The minimum amount of student teaching required of every graduate\nof a teachers college shall be 90 hours of supervised teaching.\nE. For every 18 college students to be given 90 hours of student teaching,\nthere shall be a minimum group of 30 children, either in the campus\ntraining school or in affiliated urban or rural schools under the supervision of the teaching college.\n\n"}
{"page": 849, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n845\n\nF. No training-school teacher shall supervise, in a year, the entire student\nteaching of more than 18 college students, each of whom does 90 hours\nof student teaching, or an equivalent number of student teachers.\n\nG. In the case of use of affiliated urban or rural schools for student-teaching purposes, when the degree of affiliation and control is restricted\nto such an extent that a teaching force of more limited training than is\ncontemplated by these standards must be used, and which is not capable\nof effective supervision of student teaching, or which by the terms of\nthe affiliation is not expected to do supervision of student teaching,\nthere shall be one full-time supervisor of student teaching for every\n50 student teachers, each of whom does 90 hours of student teaching.\nSuch supervisors must possess the scholastic qualifications required of\nmembers of the faculty of the college department.\n\n. It is recommended that at least two fifths of the teaching in the training school should be done by regular teachers of the training school\nor by other members of the faculty.\n\nVIII.\n\nOrganization\n\nof the Curriculum\n\nThe 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\n\ncourses carrying full credit shall not be available for students in the\njunior and senior years.\nCoherent and progressive lines of study,\nleading to specific achievement within definite fields, must be a characteristic of the college curriculum.\nEach teachers college must, therefore, adopt an organization of its curricula which will provide in the junior and senior years a sufficient\nnumber\n\nof advanced\n\ncourses which\n\nrequire elementary courses\n\nas pre-\n\nrequisites, so that at least one half of the work of a student in the\njunior and senior years shall consist of advanced courses open only to\njuniors and seniors.\n(Proposal that two thirds be inserted for one\nhalf was put on table for one year.)\n\nIn 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.\n\nLiving Conditions of Students\n\nEach teachers college shall make provisions to insure for its students\nliving conditions which provide proper safeguards for health, morals,\nand mental efficiency and shall promote a responsible type of citizenship\nand leadership on the part of individuals.\n\n"}
{"page": 850, "printed_page": null, "text": "NaTIONAL\n\n846\n\nEpucaTION\n\nASSOCIATION\n\nOe\nas\na\n\nB. When dormitories are maintained these shall be of safe construction,\nshall be kept in wholesome, sanitary condition, and shall be under\nresponsible supervision.\n\nX. Library, Laboratory, and Shop Equipment\n\n. Each teachers college shall have a live, well-distributed and professionally administered library bearing specifically upon the subjects\ntaught. At least 15,000 volumes, exclusive of public documents, are\nrecommended as a minimum.\n\n. Each teachers college with less than 500 students should have a definite\nannual appropriation for the purchase of new reference books and\ncurrent periodicals, amounting to at least $2500.\n‘Teachers colleges\nwith 500 to 1000 students should have a definite annual appropriation\namounting to at least five dollars per student registered. “Teachers\ncolleges with larger enrolments should have an amount equal to at\nleast four dollars per student.\n“The foregoing is to be regarded as a\nrecommendation\n\nrather than a requirement.\n\n. Each teachers college shall be provided with laboratory\nsufficient for instructional purposes for each course offered.\n\nequipment\n\n. 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\nin commerce; suitable kitchens, dining rooms, and laboratories for\nhousehold arts and adequate farm buildings and demonstration farms\nfor work in agriculture.\n\nXI. Location, Construction, and Sanitary Condition of Buildings\nThe location and construction of buildings, the lighting, heating, and\nventilation of the rooms, the nature of the lavatories, corridors, closets,\nwater supply, school furniture, apparatus, and method of cleaning,\nshall be such as to insure hygienic conditions for students and teachers.\n\nXII.\n\nLimits of Registration of Students\n\n. No teachers college shall be placed on the accredited list, or continued\non such list for more than one year, unless it has a regular registration\nof at least 200 students of college grade.\n\nB. A notably small proportion of students of college grade registered in\nthe third and fourth years, continued over a period of several years,\nshall constitute ground for dropping a teachers college from the ac-\n\ncredited list. 15 percent of the enrolment of a teachers college should\nbe in the junior and senior years.\n. A normal school or junior teachers college with a two-year curriculum\nmust have an enrolment of at least 60 students of college grade, one\nthird of whom must be in the second year.\n\n"}
{"page": 851, "printed_page": null, "text": "DEPARTMENT\n\nXIII.\n\nOF TEACHERS\n\nFinancial\n\nCOLLEGES\n\n847\n\nSupport\n\nA. Each state or municipal teachers college must have an annual appropriation sufficient to provide a faculty of the size, quality, and attainments\nhereinbefore 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 for the effective operation of the physical plant. A marked inferiority or insufficiency in material resources shall be accepted as a strong\npresumption of unsatisfactory educational conditions.\n\nB. If the teachers college is a private incorporated institution, it must\nhave a minimum annual income of $50,000 for its teachers college\nprogram, one half of which shall be from sources other than payments\nby students; and an additional annual income of $10,000 for each 100\nstudents above 200, one half of which shall be from sources other than\npayments by students.\nIf such teachers college is not tax-supported,\nit shall possess a productive endowment of $500,000, and an additional\nendowment of $50,000 for each additional 100 students above 200.\n\nXIV.\n\nGeneral Requirements\n\nA. The character of the curriculum, the efficiency of the instruction, the\nscholarly spirit and the professional atmosphere of the institution, the\nstandard for granting degrees, and the general tone of the teachers\ncollege shall be factors in determining eligibility for accrediting.\n\nB. No teachers college shall maintain a secondary school, or a department\nin which strictly secondary-school academic work is offered, as a part\nof its college organization, except for training school purposes.\n\nXV.\n\nClassification of Colleges\n\nA. Any teachers college which completely meets these requirements shall\nbe designated as a Class A College, provided that until September,\n1929, it may fail to meet three of these standards; until September,\n1930, it may fail to meet two of them and until September, 1931, it\nmay fail to meet one of them, and nevertheless be given the rating of a\nClass A College; provided, however, that it shall always meet the defini-\n\ntion set up for a teachers college in one of these standards. (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\nthese standards shall be designated as a Class B College, provided that\nuntil September, 1929, it may fail to meet five of these standards,\n\n"}
{"page": 852, "printed_page": null, "text": "848\n\nNaTIOoONAL\n\nEpucaTion\n\nASSOCIATION\n\nuntil September, 1930, it may fail to meet four of them, and until\nSeptember, 1931, it may fail to meet three of them, and nevertheless\nbe given the rating of a Class B College.\nC. Any teachers college which fails to conform to Standards VA, VB,\nVIA, VIIA, VIIC, VIID, VIIE, VIIF, VIIG and VIIIA shall be\ndesignated as a Class C College.\n\nXVI.\n\nAccrediting\n\nand\n\nClassification\n\nof Teachers\n\nColleges\n\nA. For the purpose of administering these standards, a committee of five\nmembers, known as the Committee on Accrediting and Classification,\nis hereby created, one member of which shall be elected annually by\n\nthe Association for a term of five years.\n\n(In 1926 five members shall\n\nbe elected for terms of one, two, three, four, and five years respectively.)\nB. The Secretary of the Association, or the executive secretary, whenever\nauthorized and appointed by the Association, shall be the secretary and\nthe executive officer of the Committee on Accrediting and Classification.\n\nC. Each teachers college accredited under these standards shall file annually with the Committee on Accrediting and Classification a report\non a blank provided for that purpose by the Committee.\n:\nD. These standards shall go into effect on September 1, 1927. Not later\nthan the date of the annual meeting of the Association in 1928, the\nCommittee on Accrediting and Classification shall prepare an accredited and classified list of teachers colleges on the basis of information contained in the reports submitted to the committee by the colleges.\n\nE. The Committee on Accrediting and Classification may inspect or cause\nto be inspected any teachers college when it deems such inspection necessary.\nF. The Committee on Standards and Surveys shall have power to appoint\nany commissions for investigation of any problems concerning standards which it deems necessary and desirable.\n\nA CONTINUOUS\nF.\n\nS. BOGARDUS,\n\nSURVEY FOR TEACHER\nINSTITUTIONS\n\nTRAINING\n\nDEAN,\n\nSCHOOL\n\nTERRE\n\nINDIANA\n\nSTATE\n\nHAUTE,\n\nIND.\n\nNORMAL\n\nThe continuous survey now in use in the Indiana State Normal School\n(Terre Haute) has attracted some attention among the teachers colleges\nand it is, I suppose, for that reason that I have been asked to tell about it\n\ntoday.\n\nThe form of record now kept in our institution has been developi\nng since\n1921. In that year it was decided that we should devise a system\nof records\nand record keeping that would collect all significant facts\nof our institu-\n\n"}
{"page": 853, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\ntional life in permanent form and keep them in one place.\ning five ledger pages and consisting of nine tables was\n\n849\n\nA form coverdevised.\n\nIn the\n\nintervening years this enterprise has grown with experience until it covers\ntwenty ledger pages and consists of forty tables.\nIt stands in four main\nsections entitled “Students,” “Teachers,” ‘Finance,’ and “Library.” Another section, ‘“Placement,” is to be added before the end of the year and\nsome tables on the extracurriculum activities of students will be added to\nthe “students” section.\nThe gathering and tabulating of this material is a formidable enterprise,\nbut it pays. We feel that we have found a way of being sure about certain\nfeatures of school life and we believe to be sure is worth a good deal of\nenergy and money. All of the data regarding students are collected on the\nregistration blanks on registration day, which is the first day of the term.\nWhile we have not made special inquiries entirely unnecessary, (who can\ntell what the next questionnaire will call for?) it is a fact that the number of special inquiries has sunk to a very small number, thanks to our\nstatistical record. ‘The data relating to teachers is secured by an annual\ninquiry directed to the teachers, the financial figures come from the bookkeeper, and the statistics on the library come from the librarian.\nThe\ncompiling of the figures requires about half the time of a clerk and the\nrecord book costs about thirty dollars. The printing of the forms is done\nin our own shop.\nSummaries or totals are run out by term and year. For instance, all\nfigures relating to enrolment, classification, failures, retardation, withdrawal\nand some other items are summarized for each term and year. Other data\nare of the kind that would need to be secured only once a year, as, for\ninstance, preparation and experience of teachers, summary of non-residence\nwork, salaries, library, and finance.\nWhat are the uses of the record? First, it enables us to answer questionnaires with a minimum of time and effort.\nSecond, it enables us to\nmake reports to the state superintendent and certain bodies like the Ameri-can Association with accuracy and facility. Third, we have spread before\nus a picture, a cross-section of the school as it is, and, fourth, we are able\nto detect drifts and trends which otherwise would not be noticed or about\nwhich we could not be sure. The third and fourth uses are, of course, the\nmost important ones.\nFrom our point of view the whole matter is an\nadministrative device intended to reduce guessing as to policies and measures\nto an absolute minimum. A degree of certainty in formulation of policies\nhas been achieved that would have been unattainable under former conditions.\n\nFive problems that recently have been worked out from our records are:\n1. The number and placing of courses to be offered during mid-spring terms\n2. Student load by departments\n3. Room allotments on basis of size of classes\n4. Attendance gains and losses by counties\n5. The preparation and experience of normal teachers in relation to salaries\n\n"}
{"page": 854, "printed_page": null, "text": "850\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nAll through the course of these studies I have been hampered by the lack\nof data from other training institutions.\nNot much is. available.\nIt is\nworth a great deal to the school administrator to know how his average\nroom allotments run, how his student load is distributed among departments, and how his attendance is shifting through the years among courses,\n\nterms, and counties. It would be worth a great deal more if he could have\naccess to comparable statistics from similar institutions so that by comparison he could determine the rank of his institution in these important\nmatters.\n\nARITHMETIC\nE.\n\nH.\n\nTAYLOR,\n\nPROFESSOR\n\nTEACHERS\nEASTERN\n\nIN\n\nTHE\n\nMAKING\n\nILLINOIS\n\nSTATE\n\nTEACHERS\n\nCHARLESTON,\n\nCOLLEGE\n\nILL.\n\nThe theme of this program is the progress made in education in the last\ntwenty years, \"The progress made in the teaching of arithmetic in that\nperiod has been significant and fundamental, in methods of teaching, and\nin the selection and organization of subjectmatter. “There has been a continuous reorganization of subjectmatter on the basis of learning and use.\nWe have less hesitation about teaching something about 6000 before teaching everything about 6; we teach the simple equation and negative numbers instead of cube root and true discount; we are less likely to give eight\ntimes as much practice on 2x2 as on 9x9 as a text of a few years ago\ndid; and we try harder to show how 9 x8 is useful in problems the answers\nto which children want to know.\nAmerican texts in arithmetic are as\nwell designed for their purpose as any in the world. We are very much\nalive to the need of keeping the curriculum plastic and susceptible of\nchange to meet the needs of the pupils. “The most important problem,\nthe one facing the normal schools and teachers colleges, is to furnish good\nteachers, masters of the subject and trained to teach. The object of this\n\npaper is to exhibit the standards for the preparation of teachers of arithmetic\nnow existing in American teacher training institutions.\nA letter requesting a copy of the curriculums offered was sent to every\nstate and city normal school and teachers college listed in the Educational\nDirectory of the United States Bureau of Education for 1927 (Bulletin\nNo. 1, 1927). Copies of the curriculums, in a few cases only letters concerning the courses in arithmetic offered, were obtained from 189 institutions located in 42 states. Two of these institutions do not offer courses\nfor the preparation of elementary teachers and were not included in this\nstudy.\n\nA study of the curriculums of 187 of these teacher training institutions\nwas made to determine the amount and character of the work in arithmetic offered and required.\nSome of the results of this study are given\nin the following tables:\n\n"}
{"page": 855, "printed_page": null, "text": "DEPARTMENT\nTABLE\n\n1.—NUMBER\n\nOF\n\nOF TEACHERS\nCOURSES\n\nCOLLEGES\n\n851\n\nIN ARITHMETIC\n\nOFFERED\n\nNo. of Courses\nNo. of Schools\n\nTable 1 shows that 8 schools offer no course in arithmetic, 41 schools\noffer 1 course, 54 schools offer 2 courses; also that 6 schools offer only\nnon-credit courses for students failing to satisfy a test given at entrance;\nand that the number of courses offered by 4 schools could not be determined from the data at hand.\nThis table as well as the others that follow includes as a course in\narithmetic any course given wholly or in part to instruction in the subjectmatter, methods of teaching, or a combination of subjectmatter and methods of teaching arithmetic.\nCourses in methods are frequently given by\ndepartments of education.\nThe mode in Table 1 is seen to be 2 courses, and 152 of the 187 schools\noffer from 1 to 4 courses in arithmetic.\nThe offering of more courses\nindicates that more differentiation is made to meet the needs of teachers\nof different grades.\nTABLE\n\n2.—NUMBER\n\nOF\n\nSEMESTER\nOFFERED\n\nSemester Hours. 447...\n02 75P se ae eet 1—|\n\n2— | 3— |4—}\n\nHOURS\n\n5—|\n\n6—|\n\nIN\n\n7— |8= |9-\n\nARITHMETIC\n\n}10— | 11-—]\n\n12—]\n\n13-\n\n1.9]2.9/3.9]4.915.9]6.917.9/8.9/9.9/10.9/11.9/12.9}13.9}14\n\nNoHot\n\nSchoolsnet. a siis,decis\nsete ots\n\n2 | 23\n\n15 LOW\n\nE250\n\ne/a\n\nDee\n\nLo)\n\nian\n\neen\n\nart\n\n6\n\n4/7\n\nIn Table 2 the numbers in the top row represent semester hours.\nSome\ninstitutions give credits in semester hours and some in quarter hours, a\nquarter being 12 weeks.\nIn this paper all credits have been reduced to\nsemester hours.\nA quarter hour is counted as two thirds of a semester\nhour.\n“Table 2 then shows that 2 schools offer from 1 to 1.9 semester\nhours of arithmetic, 23 schools offer from 2 to 2.9 semester hours, and so\non.\nIn a few cases an hour of arithmetic is a part of a course in teaching\nseveral of the common branches, and the time given to arithmetic is probably less than one semester hour.\nMore than one half of the schools\noffer from 2 to 6.9 semester hours of arithmetic.\nTABLE\n3.—CONTENTS\nOF\nCOURSES—Showing\nthe number\nof\nschools giving the different numbers of semester hours to courses\ndealing primarily with subjectmatter, with methods, or with subjectmatter and methods.\nSemester Hours\nSubjectmatter\nMethods\nSubjectmatter and Methods\n\n8— |9- | 10 —| 11— | 12—|\n\n14—\n\n8.9/9.9)10.9]11.9/12.9]14.9\n\n|Totals\n\n"}
{"page": 856, "printed_page": null, "text": "Natt6onaL Epucation ASsOctatTioNn\n\n859\n\nne\nL\napm\nat\nO\n\nUsing the second column as an example, Table 3 is read as follows:\nTwenty schools offer 2 or more but less than 3 semester hours of arithmetic\ndealing primarily with subjectmatter; 39 schools offer that number of\nsemester hours in courses dealing primarily with methods of teaching; 29\nschools offer that number of semester hours in courses dealing with both\nsubjectmatter and methods of teaching. This table shows that 46 schools\noffer subjectmatter courses, 95 offer methods courses, and 98 offer courses\ndealing with both subjectmatter and methods of teaching. An offering of\n2 or more but less than 3 semester hours is seen to be the mode for each of\nthese three kinds of courses.\n[his means that a quarter’s work of 4 hours\nis a quite general offering in each of these kinds of courses.\nIn connection with this table it should be stated that 8 schools offer no\nwork of any kind in arithmetic; 6 schools offer only non-credit courses for\nstudents who do not pass an examination given at entrance; and 7 schools\noffer no arithmetic except as a part of a course devoted to methods of\nteaching several subjects, for example, 274 semester hours on teaching the\ncommon branches.\nThese 7 schools might fairly be counted as offering\nno arithmetic, which bring the number of such schools up to 15.\nThese three tables show the amount and character. of arithmetic offered. But to know how this affects the teaching of arithmetic in -the\npublic schools, we must know how much of it is required of students preparing to teach in elementary schools.\nTABLE\n\n4.—REQUIREMENTS\nIN ARITHMETIC\nCOURSES\n\nSemester Hours Required....}\nRupa les oe ach cscs stasia etre\nKindergarten-Primary.......\nIntermediateny\nacc. caah ee\nGrammar.\neee «eee\n\nAbe SS Tn Peee Oe, Shen eee ee\nGenetalton\ncua eceetcee\n\n1-1.9\n0\n8\n1\n1\n2\n0\n\n| 2-2.9\n20\n45\n31\n27\n7\n15\n\nIN\n\nTWO-YEAR\n\n| 3-3.9 | 4-4.9 | 5-5.9 | 6-6.9 | 7-7.9 | 8-8.9\n20\n6\n5\n1\n0\n0\n14\n20\n6\n7\n0\n0\n27\n26\n11\nth\nfy\n1\nef\n28\n11\n2\n3\n1\n2\n12\n2)\n2\n1\n1\n7\nj)\n4\n3\n0\n1\n\nTotal\nrequiring\narithmetic\n\nTotal not\nrequiring\narithmetic\n\nPercent not\nrequiring\narithmetic\n\nPercent\nrequiring\n4 or more\nsem, hr.\narith metic\n\nKindergarten-Primary\nIntermediate\n\nTable 4 gives the requirements in arithmetic in two-year courses.\nUsing the second column as an example, Table 4 is read as follows:\nTwenty schools require from 2 to 2.9 semester hours in arithmetic for\nrural school teachers; 45 schools require that amount of arithmetic for\nkindergarten-primary teachers; 31, for intermediate teachers; 27 for gram-\n\n"}
{"page": 857, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n853\n\nmar grade teachers; 7, for junior high-school teachers; 15, in a general\ncourse for teachers of all grades.\nThe first column in the second table gives the total number of schools\nrequiring arithmetic in each of different kinds of courses; for example, 52\nschools offering courses for rural school teachers require arithmetic in\n\nthose courses.\n\nThe second column in the second table gives the number of\n\nschools offering these different kinds of curriculums, but not requiring\narithmetic in them; for example, 11 schools offering a curriculum for\nrural school teachers do not require arithmetic in it. ‘The third column\nin the second table gives the percents of the two-year curriculums in which\narithmetic is not required.\nFor example, arithmetic is not required in\n\n17 percent of the rural school curriculums, and in 45 percent of the general curriculums.\nArithmetic is not required in 18 percent of all twoyear curriculums offered; that is about one in six. It should be noticed\nthat these requirements include all instruction in arithmetic, both in methods and in subjectmatter, that could be discovered in the printed curriculums of the 187 teacher training institutions. The right hand column\ngives the percents of two-year curriculums requiring 4 or more semester\nhours of arithmetic.\n‘Thirty-four percent of all two-year curriculums\nrequire 4 or more hours of arithmetic.\nBefore commenting upon the\nofferings and requirements in arithmetic shown in these tables, I wish to\nraise the question as to what training in arithmetic is needed by students\nin teachers colleges and normal schools who are preparing to teach in the\nelementary schools, and to give some evidence to answer that question.\n\nA test in arithmetic was given to 2097 freshmen entering the five state\nteachers colleges of Illinois in the fall of 1927.\n‘The test consisted of\n20 questions, 6 of which were two-step problems, 3 were one-step problems,\nand 11 were exercises in the fundamental operations with integers and\ncommon and decimal fractions.\nThe time given for the test was 45 minutes.\nAt Charleston most of\nthe students taking the test had time to complete it as far as they were\nable, and had time to reread and check their papers.\nPrevious experiment\nhad shown that the results from allowing the same or different weights\nto the questions affected the median and average only slightly.\nHence\nfor convenience in scoring, each correct answer was scored 5. In four of\nthe colleges each question was scored right or wrong, questions not attempted being scored zero.\nIn one college attempts and rights were\nscored.\nThe questions are given below and opposite each question is given\nthe percent of the 2097 students failing to get the correct answer.\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNee\n\nNATIONAL\n\nee\n\nee\n\nTEST\n\nSELECTIVE\n\nON\n\nEpucaTION\n\nee\n\nOF\n\neens\n\nARITHMETIC\n\nBY C. N. MILLS\n\nall work\n\nand\n\nbe worked in sequence,\nallowed, 45 minutes.\n\nshould\n\nProblems\n\nee\n\nFUNDAMENTALS\n\nARRANGED\n\nneatly arranged.\n\nASSOCIATION\n\nmust\n\nbe shown\n\nPercent of\n\nPercent of\n\nfailures\n\nfailures\n\n1, Add\n645.43\n\n10. The product of two numbers is 12 1/4, and one of\n\n784.05\n369.79\n\nthe numbers is 3 3/4; what\nis the other?\n\n49.0\n\n11. James had 25 1/4 bu. of\npotatoes and sold 8 2/3 bu.\nHow many-bu. had he left?\n\n37.3\n\n858.88\n\n106.34\n966.97\n807.59\n\n30.0\n\n12. Divide\n\n2. Multiply\n\n116781\n\n86089\n9067\n\n13. Add\n14.7/8\n40 5/6\n\n32.3\n.\n\nweighing 6800 Ibs?\n(1 ton\n= 2000\n\nby 83\n\n20.0\n\n32 2/3\n\n3. At $8.25 a ton, what is the\ncost of a load of coal\n\n33.3.\n\n14. Change 7/16 to a decimal,\n\nIbs.)\n\n31.4\n\n4. Subtract\n\nfour\n\n15.\n\nplaces.\n\n45.5\n\nA man bought a house for\n\n458038\n\n$6350.\n\n288409\n\n$236.60 for repairs, he sold\n\n:\n\n10.2\n\n35175\n\n46.0\n\nAfter\n\nspending\n\nthe house for $8200.\ndid he gain?\n\n5. Divide\n\nWhat\n\n273%\n\n16, Material is bought for eight\ncurtains,\n\n6. A-man\n\neach\nrequiring\n2 3/4 yards. What is the\n\ncompleted 5/8 of a\n\npiece of work in 7 1/2\ndays. How long should it\nrequire him to complete the\n\nremaining 3/8 of the work?\n\ncost at 96 cents\n\n17. Divide\n\n3093/5 @712\n\n30.2\n\n8. In one year a cow gave\n8600 lbs. of milk, .04 of\nwhich\n\nwas\n\n48 cents\n\nbutter\n\nfat.\n\na lb., what\n\nAt\n\n5/36 by 6\n\n27.1\n\n40.3\n\n18. A baker uses 5/8 lb. of\nflour to each loaf of bread.\nHow many whole loaves\ncan be made from a barre!\nof flour (196 lbs.)?\n19. Divid\nso\n\nwas\n\nthe value of the butter fat?\n\nper yard?\n\n60.5\n\n7. Add the fractions\n\n24\n\nand\n\nTime\n\n39.9\n\nLVIC Es\n\n9:\n\n42.8\n\n.023328 by 2.7\n\n20. The\n\nlist price of an\n\n56.3\n\narticle\n\nwas\n\n9. Multiply\n24 5/8 by 32 3/4\n\nShe te\n\nreduced from $1.89 to\nto $1.26.\nThe reduction\nwas what fractional part\nof the list price?\n\n52.7\n\n"}
{"page": 859, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n855\n\nThe average score on the 20 questions in the five colleges was 60 on the\nbasis of 100.\nI have analyzed the errors in certain of the exercises in 270 papers. In\n.35 |175 the quotient was found to be 50 by 2 students, 5 by 46, .5 by 18,\nand .05 by 41. Thirty-seven percent of the 270 failed to obtain the\ncorrect answer.\nOf 139 failures on question 18, 64 multiplied by 5/8, 21 made an\nerror in division, 12 in reasoning, 7 in multiplication, and 29 did not\nattempt or left incomplete.\nThe average for 270 students at Charleston was 61.2. The average\nfor the third who had studied arithmetic since leaving the eighth grade,\npresumably for a semester in high school, was only 3.5 more, 64.7.\nThe evidence is conclusive that these students cannot be trusted to\nobtain correct answers and to check their results when performing the\nfundamental operations with integers. About three out of 10 failed in\nadding seven numbers of five figures each and in multiplying a five-place\nnumber by a four-place number; about 1 in 10 failed in subtracting one\nsix-place number from another; about 1 in 5 failed in dividing a six-place\nnumber by a’ two-place number when the quotient was an integer. The\ndomains of common and decimal fractions are largely unknown.\nAbout\n3 out of 10 failed in adding 2/3, 3/5, and 7/12; 2 out of 5 failed in\ndividing 5/36 by 6; 5 out of 9 failed in dividing 175 by .35, and in reducing 7/16 to a decimal fraction.\nThese seem sufficiently simple exercises.\nI am not surprised that these students made mistakes.\nThat is to be\nexpected.\nBut that they should leave these errors without checking by\nsome simple method proves that they need to be taught the subjectmatter\nof arithmetic before beginning to teach it.\nI have mentioned that in finding how many loaves of bread can be made\nfrom 196 lb. of flour, allowing 5/8 of a pound to a loaf, 3 out of 7\nstudents multiplied by 5/8. ‘That is indicative of the kinds of errors that\nare made in thinking about the simplest numerical relations as soon as\ncommon or decimal fractions are introduced into problems.\nNo one\nexcept the teacher of arithmetic knows how many high school graduates\ncannot see that how many loaves, 5/8 of a pound to a loaf, is the same\nkind of question as how many loaves, 2 pounds to a loaf. How can\nproblem solving be taught without seeing such relations?\nOther studies have been made of the amount of arithmetic at the command of high-school graduates and college students.\n\nSchorling and Clark measured\n\nthe ability of 3545 children of grades\n\nfrom 5 to 12 in simple tasks in computation.\n‘Two hundred fifteen of\nthese children were in the twelfth grade. These are illustrative of the\nresults. Of the pupils in the twelfth grade 29 percent could not find\n25 percent of 80; 81 percent could not find 2.1 percent of 60; 12 percent\n\ncould not add 7/8 and 3/16; 32 percent could not divide 3/8 by 4; 51\n\npercent could not find the answer to 6 is what percent of 60?\n\n"}
{"page": 860, "printed_page": null, "text": "856\niat\n\nI\n\nNaTIONAL EpuUCATION ASSOCIATION\nA a\nad ne a\nSi Arie\n«ik\n\nSchorling and Clark say: ‘“We find little increase in ability in computation after the eighth grade.”\nCan college freshmen meet the requirements set up in standard tests for\neighth grade pupils?\nR. L. Morton\n\ngave\n\nthe Courtis\n\nArithmetic\n\nTests,\n\nSeries\n\nB, to 104\n\nwomen college freshmen at Ohio University.\nThe results show that with\nCourtis’s Standards as a basis, the average attainments of these students\nwere about that of the 4th grade in addition, 5th in subtraction, between\nOf the 104 only one\n4th and 5th in multiplication, and 6th in division.\nreached the Courtis eighth grade standards of speed and accuracy in the\nfour fundamental operations with integers.\nJ. A. Drushel repeated Morton’s test on 100 students at Harris Teachers College in St. Louis and found that 6 of these reached or surpassed\nthe eighth grade standards.\nThe Stanford Achievement Test, Form B, was given in the fall of\n1927 to freshmen entering the Detroit Teachers College. ‘The median\nscore was 243. A statewide survey of the village and-rural schools of the\nstate of New York in April, 1926, gave approximately the same result\nas the average of the median scores made by eighth grade pupils.\nThe most significant study of the abilities in arithmetic of prospective\nteachers that I know about is the doctor’s thesis of J. Andrew Drushel\nof New York University on “Arithmetic Knowledges and Skills of Prospective Teachers.”\nThis study began with the entering class of the\nHarris Teachers College of St. Louis in September, 1907, and concluded\nwith the entering class in 1924.\nDr. Drushel gave reasoning tests in arithmetic to 45 entering classes.\nThese tests were made from problems selected from the 6th, 7th, and\n8th grade books of the Southworth Stone three-book series then in use in\nthe St. Louis public schools.\nThe problems were selected to cover as\nmany phases as possible of the work of those years. Accuracy and skill\nin computing were measured by the scores on problems.\nDuring the\nlatter part of the period the Courtis Research Tests, Series B, were used\nwith 215 students, and the Cleveland Survey Tests with 141 students.\nEach reasoning test was composed of 10 problems.\n‘The tests were\ngiven to freshmen in the early part of the first week of the first semester,\nin two 50-minute periods, 5 problems in each period.\nThe students were from the upper two thirds of their graduating classes\nin high school. The most of them were from St. Louis high’ schools.\nThey were solving problems from the books to be taught in the 6th, 7th,\nand 8th grades of the schools in which they were preparing to teach.\nOf 11,293 problem opportunities there were 34.2 percent of correct answers.\nBut certain types of errors that occur many times make it very\nclear that it is folly to expect these students to succeed in teaching arithmetic without giving them an extended course in the subjectmatter of\narithmetic.\nOver 30 percent of a group of 244 who needed the fact did not know\nthe number of feet in a rod.\n\n"}
{"page": 861, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n857\n\nOf a group of 402 who attempted to get the hypotenuse of a right\ntriangle when given the two legs, one sixth of them either took the sum\nof the sides, the difference of the sides, the square root of the sum, or one\nhalf the sum.\nWe are told that these students failed in the solution of problems for\nthe same reasons that Osburn gives for the failures of elementary school\nchildren.\n1. Partly because they relied upon memory of formal rules.\n2. Partly because they read incorrectly.\n3: Chiefly because they lacked proper methods of attack.\nThe solutions show generally inadequate training in number sense,’ in\nobserving whether a result is reasonable, and in checking it.\n“The majority of individuals in this study show an astonishing immaturity in ability to apply principles and processes in the solution of\nproblems more difficult than the one-step type.”\n“About 15 percent (1220 individuals whose papers were scored by the\nfirst method) show evidence of sufficient skill in problem solving to justify\nthem in taking methods courses in the teaching of arithmetic without\nfurther study of content in connection with methods courses.\nAbout\n10 percent of the group should have been eliminated at entrance.”\nIn his conclusions regarding skill in computation Dr. Drushel says:\n“About 6 percent of the group reach or surpass the Courtis eighth grade\nrate-accuracy standards in each of the four fundamental operations with\nintegers.” About 34 percent of the group are below these standards in\nall four of the fundamental operations with integers. “Che medians of\nthese groups in the Cleveland Survey Tests in like and unlike fractions\nwere below the medians of the St. Louis eighth grades.\nIt is not to be expected that college freshmen can compute as well as\neighth grade pupils who are in practice.\nBut what about the next grade\nclass that has for a teacher one of these freshmen who has ‘had no more\ninstruction in arithmetic?\nDr. Drushel recommends that teacher training institutions should give\nthe necessary instruction in the subjectmatter of arithmetic along with\nmethods.\n“It is still true that through content we must get method and\nthat special method should not be superimposed upon content.”\n‘This is a\nrecommendation that needs serious attention in teachers colleges that require no arithmetic and in those that require and offer only courses in\nmethods.\nI have presented two sets of facts. One shows that most high-school\ngraduates have neither the skill in computation, mastery of facts, nor\nability to solve problems to fit them to teach arithmetic. ‘The other shows\nthe amount\n\nof arithmetic offered and required in teacher-training\n\ninstitu-\n\nIt appears that a few institutions training teachers for the eletions.\nmentary schools offer no instruction in the subjectmatter or methods of\nteaching arithmetic; about one sixth offer only methods courses; and about\none sixth of the’ two-year curriculums offered for elementary teachers\n‘This means\nrequire no work in subjectmatter or methods of teaching.\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nae\n\nanne a anc\n\nNaTIONAL\na\n\nEpucaTION\neR\n\nASSOCIATION\n\neR\n\nERT\n\nTe\n\nthat a large number of teachers may receive a two-year diploma without\nhaving any arithmetic beyond that taken in the eighth grade A still\nlarger number may, and no doubt do, graduate with no arithmetic, except\na short course in methods of teaching.\nAbout five sixths of the curriculums for elementary teachers require two\nProbably most of this instruction\nor more semester hours in arithmetic.\nFour semester hours\nWhat is a reasonable requirement?\nis in methods.\nin which\ncurriculums\nthe\nof\npercents\nthe\nshows\n4\nTable\nis a minimum.\nfour or more semester hours are required.\nAbout one third of all curriculums (34 percent) require four or more semester hours of arithmetic.\nDr. Drushel is clearly within the truth in saying that only about one in\nsix of our freshmen knows enough at entrance to profit by courses in methods. It is folly to tell students how to teach decimal fractions and percentage who cannot divide 175 by .35 or find 2.1 percent of 180. It is\nfar better to teach freshmen classes division of fractions well, leaving\nmethods of teaching children to the training school, than to spend time\ntalking about methods of presenting, motivating, and organizing subjectBut a better method is to teach\nmatter that the students do not know.\ndivision of fractions to the college class by methods that they may use\nin the elementary school. ‘This instruction, reinforced by practice teachingy~should furnish a good preparation for teaching in the elementary\nschool.\nI know one teachers college in which arithmetic has declined because the\n\ncourses in arithmetic do not receive credit at the state university.\n\nHere\n\nis an example, that is bad, of abandoning the purpose of the teachers col-\n\nlege to meet the requirements of an outside standardizing agency.\nArithmetic is a professional subject that is necessary for the best preparation of\nthe elementary school teacher.\nIt should not be dropped,\nand it should\nnot be superseded by a course in more advanced mathematics.\nWe can\nas little afford to substitute college algebra or calculus for arithmetic in the\n\npreparation of the elementary school teacher as can the engineering school\nto replace calculus by methods in arithmetic.\nIs arithmetic a normal school subject but not a teachers college subject?\nDoes a school preparing elementary teachers change its job when it\nchanges the name?\n‘The schools in which arithmetic. is approaching a\nvanishing point nearly all are in the part of the country where the name\nteachers college has recently become popular.\nIs it feared that the new\nacademic dignity will suffer by offering a course in an elementary school\nsubject? It should suffer if this course is eighth grade arithmetic.\nIt\nneed not be. It should be a college course.\nThere is an abundance of\nmaterial, O. B. Upton’s articles in Volume 27 of the Teachers College\nRecord give an excellent exposition of it. It may also be found in texts.\nEor a good many years I have been teaching mathematics from arithmetic\n\nto calculus.\nI think that no course that I give is more valuable for its\ngeneral culture, for its use in practical affairs, and for its discipline\nin\n\n"}
{"page": 863, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n859\n\nmathematical thinking for the students who take it, than the course in\narithmetic, and none requires keener insight into quantitative relations.\nI began by referring to the progress made in the teaching of arithmetic\nin that last twenty years.\nI have not forgotten that.\nNeither am I\noverlooking the excellent preparation for the teaching of arithmetic now\ngiven in many teacher training institutions.\nBut the teaching of arithmetic cannot make the progress it should in the next two decades if it is\nneglected in a large number of normal schools and teachers colleges.\nProgress must be stimulated in the main by them. Arithmetic has suffered from being called a tool subject. From which it is concluded that\nits mastery, like the use of a monkey wrench, depends only upon memory\nand practice. Fundamentally arithmetic is a tool in thinking, in determining relations of how many and how big. As such it is tremendously more\nimportant than reading and writing, convenient as these are.\nA great\nmany people have gone a long way without being able to read or write.\nNo one ever went any distance at all without being able to answer some\nquestions of how many and how big. I have often heard this quotation\nfrom Professor Keyser: “One may be a living being and not be able to\ncount and measure.\nBut one cannot be a human being without being\n. able to count and measure.”\nArithmetic, properly taught, is one of the\nhumanities after all.\n\nREPORT\nCHARLES\n\nOF\n\nMCKENNY,\n\nCOMMITTEE\nON ACCREDITING\nCLASSIFICATION\nPRESIDENT,\nYPSILANTI,\n\nMICHIGAN\nMICH.,\n\nSTATE\n\nNORMAL\n\nAND\nCOLLEGE\n\nCHAIRMAN\n\nIt will be recalled that the matter of classification involves the work\nof two committees, namely, the Committee on Standardization and the\nCommittee on Classification and Accrediting. The Committee on Standardization submitted a report which was adopted by this association in\n1926 and the Committee on Classification and Accrediting was authorized\n\nto classify and accredit the institutional members of the association ‘on\nthe basis of the standards adopted. ‘There was no money in the treasury\nof the association to finance inspection and the committee was not instructed to levy a fee on the institutions that desired inspection, consequently the committee had to carry on this work by questionnaire.\nUnder the direction of President Rockwell, chairman of the committee,\na questionnaire was framed in harmony with the standards and sent to\nall the members of the association. The data gathered were evaluated and\nthe committee submitted its report at the Dallas meeting last year. The\nquestionnaire method was found most undesirable and the committee so\nMeanwhile, the Committee on Standards had prepared a new\nreported.\n‘The\nschedule of standards, which was adopted at the Dallas meeting.\n\nCommittee\n\non\n\nClassification\n\nand Accrediting was\n\ninstructed\n\nto inspect\n\n"}
{"page": 864, "printed_page": null, "text": "\\\n\n860\ncen\n\nNatTIONAL EpucaTIon ASSOCIATION\nec\nsec\ncement\ni\n\non the basis of the new standards the institutions making application and\nwas authorized to establish an inspection fee sufficiently large to cover the\nexpense of inspection.\n\nThe first duty of the committee was to construct a new form for the\ncollecting of data necessary for action. ‘The form was completed in September. The committée decided that a fee of fifty dollars would probably be sufficient to cover the expense of inspection.\nIt was agreed that\ninspectors should be asked to serve without pay and this they have willingly\ndone. It was the desire of the committee to get inspection done so that\na report might be submitted at this meeting. As it was impossible for a\nlimited number of inspectors to visit the eighty-eight institutions that\nhad asked for inspection the committee enlarged its number by inviting\nIn all, thirteen\nothers, not members of the committee, to assist them.\nmen have assisted in inspection, namely, President D. B. Waldo, President George W. Frasier, President T. W. Butcher, Professor E. L. Hen-\n\ndricks, President\n\nE. M.\n\nShackelford,\n\nPresident W.-P.\n\nMorgan,\n\nPresi-\n\ndent J. C. Brown, Dean H. C. Minnich, Dean Charles W. Hunt, Professor Ned Dearborn, Professor W. D. Ross, Professor H. G. Lull, and\n\nPresident Charles McKenny.\nIt probably is generally known that the\nNorth Central Association of Colleges and Secondary Schools at- its\nmeeting last March voted to admit teachers colleges that could meet its\nSeventeen\nstandards to the general list of colleges and universities.\nteachers colleges applied for inspection by the North Central, and Dean\nHunt of the Cleveland School of Education was secured by the North\nCentral to do the inspection. It seemed wise to the committee on inspection to invite Dr. Hunt to inspect these institutions for the American\nAssociation of Teachers Colleges also. ‘This he very willingly did. A total\nof 80 teachers colleges applied for inspection prior to the annual meeting\nand of this number 75 have been inspected.\n\"This leaves 5 yet to be\nOne of these is at San Diego in the extreme southwest and\ninspected.\none in Washington in the extreme northwest.\nIt is yet to be discovered\nhow a fifty dollar fee can cover the expenses of inspecting these remote\nschools.\nBefore the annual meeting others had applied for inspection\nand some had paid the fee.\nThe Committee on Inspection and the inspectors, with the exception\nof two, met in Boston Wednesday morning, February 22, and gave\nWednesday and Thursday, February 22 and 23, to the consideration\nof the reports.\nIt will be recalled that our standards provide that for\nthe current year an institution may fall below the standards in three\nparticulars, for the next year it may fall below in two and the succeeding\n\nyear in one and still be placed in Class A. This is a wide latitude and\nthe result was that a very large number of institutions that were inspected fell in Class A. It seemed wise to the Committee, although it\nhad no authority to do so, to divide: the Class A institutions into four\n\n"}
{"page": 865, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\nEe\n\n861\n\neee\n\nsubdivisions, accordingly as they met all the requirements, or failed in\none, two, or three. Class B institutions were treated the same way. The\ncommittee feels however, that it has no authority to make public the\nnames of the institutions falling into these subdivisions.\nThe number\nin each subdivision is as follows: A-1, 23; A-2, 21; A-3, 21.\nThe\nCommittee is reporting the institutions as under Class A, B, and C, ignorThe Committee also voted that a letter should\ning the subdivisions.\nbe sent the president of each institution stating in what particulars his\nWhile the Committee\ninsitution failed to meet the standards set up.\nhas not had time to determine how many institutions fell below in each\nof the particular items in which they were deficient, it is evident that\nmore have fallen down on the academic and professional preparation of\nIt also seems certain that the\nthe faculty than in any other particular.\nnext item on which the institutions tripped was that of the library; for\nseveral others inadequate training facilities proved the stumbling block.\n_It is gratifying to know that in the particulars of entrance requirements,\nrequirements for graduation, teacher’s load, and student load the standards\n“The inspectors pooled the experience gained from\nwere rarely violated.\nthe visiting of seventy odd institutions and formulated certain recommenda‘They are\ntions which they are making to the committee on standards.\nas follows:\n1. That the enrolment both in the college department and in the training school should be indicated by terms or semesters to avoid the using of\nthe total enrolment as was done in many instances.\n2. That more specific requirements be made regarding the library and\nlibrary equipment and trained librarians.\n3. That catalogs from the various institutions should be specific regarding sequences of subjects, and state the courses to which first and\nsecond year students are not admitted.\n4. That consideration be given to the length of the teaching year, to\nsalary schedules, and sabbatical privileges.\n5. That more specific requirements be made regarding health service\nto include such items as medical practitioner full time, school nurse\nfull time, oral hygienist full or parttime, a stenographer clerk parttime\nand such facilities as an office, room for examination and treatment, and\nrest rooms.\nIt does not recommend that these requirements be made\nimmediately mandatory.\nThe Committee recommends to this association that inasmuch as a\nnumber of institutions who have requested to be inspected have not been\ninspected, and inasmuch as in all likelihood others will apply during the\nyear, that the Committee on Classification and Accrediting be given\npower to inspect such schools and place them in their proper classifications.\nThe institutions which were inspected are classified as follows :*\n1 Certain\napplication.\n\ninstitutions were not\nThe names of these\n\ninspected on account of lack\nof time or because of. late\ninstitutions will be included in the next published list.\n\n"}
{"page": 866, "printed_page": null, "text": "NATIONAL EpucaATION\n\n862\n\neS)\na\n\nClass\nAda,\n\nCarbondale, Ill.\nCedar Falls, Iowa.\nCharleston, Ill.\nDeKalb,\n\nMurray, Ky.\nNacogdoches,\n\nTex.\n\nIll.\n\nDenton, Tex.\nDurant, Okla.\nEast Radford, Va.\nEau Claire, Wis.\nEdmond, Okla.\nEllendale, N. D.\nEmporia, Kans.\nFairmont, W. Va.\nFarmyille, Va.\n\nTex.\nNashville, Tenn.\nNatchitoches, La.\nOshkosh, Wis.\nPittsburg, Kans.\nPlattville, Wis.\nRichmond, Ky.\nSan Marcos, Tex.\n\nFredericksburg, Va.\nGreeley, Colo.\nGreenville, N. C.\nGunnison, Colo.\n\nHarrisonburg,\nHays,\n\nee\n\nA\n\nFlagstaff, Ariz.\n\nOkla.\n\nAlbany, N. Y.\nAlva, Okla.\nAthens, Ohio.\nBowling Green, Ky.\nBuffalo, N. Y.\nCanyon, Tex.\nCape Girardeau, Mo.\n\nCommerce,\n\nASSOCIATION\n\nVa.\n\nKans.\n\nHuntsville, Tex.\nKalamazoo, Mich.\nKirksville, Mo.\nLa Crosse, Wis.\nMacomb, IIl.\nMadison, S. D.\nMaryville, Mo.\nMayville, N. D.\nMenominee, Wis.\nMiami, Ohio.\nMilledgeville, Ga.\nMilwaukee, Wis.\nMinot, N. D.\nMount Pleasant, Mich.\nMuncie, Ind.\n\nSanta\n\nBarbara,\n\nCalif.\n\nSpearfish, S. D.\nSpringfield, Mo.\nStevens Point, Wis.\nSuperior, Wis.\nTalequah, Okla.\nTerre\n\nHaute,\n\nInd.\n\nValley City, N. D.\nWarrensburg,\n\nMo.\n\nWeatherford, Okla.\nWhitewater, Wis.\nYpsilanti, Mich.\n\nTotal, 65,\n\nJunior\nCleveland, Ohio.\nCullowhee, N. C.\n\nColleges—Class\n\nA\nShepherdstown,\nStatesboro, Ga.\n\nDickinson, N. D.\nFlorence, Ala.\n\nW. Va.\n\nTroy, Ala.\n\nJunior\nAlpine, Tex.\n\nColleges—Class\n\nSpringfield,\n\nS. D.\n\nB\nEllendale,\n\nN. D.\n\nThe Committee further recommends that the Concord Normal\nat Athens, W. Va., be declared ineligible for classification.\n\nSchool\n\nTWENTY YEARS OF PROGRESS IN THE SELECTION AND\nADMISSION OF STUDENTS IN STATE NORMAL\nSCHOOLS AND TEACHERS COLLEGES\nA, LINSCHEID,\n\nPRESIDENT\n\nEAST CENTRAL\nADA, OKLA.\n\nSTATE TEACHERS\n\nCOLLEGE\n\n“Scholarship at Harvard,” said Dean Briggs, a good many years ago,\n“depends more on the men we choose than on anything that we can do\nfor them after we get them.”\nIn this remark the shrewd dean summed\nup the importance of standards of admission; for it is a fact that the\npreliminary education which students have before entering an_ institution of higher learning is often as important as anything that they learn\nduring their sojourn there. The importance of the standards adopted\nfor\n\n"}
{"page": 867, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n863\n\nadmitting students is a matter of common observation.\nIt has also been\nattested by scientific investigations.\nFor example, G. T. Somers? found\nthat the preparatory records of students entering a teachers college\nare a valuable factor in attempting to predict the success of the students\nin college. In fact, he found that these preparatory records of students\nentering are only slightly less valuable in predicting success in a teachers\ncollege than are elementary school records in predicting success in the\nhigh school. Now, since several scientific studies confirm ordinary observation in regarding scholarship in the elementary school of the utmost importance in foretelling success in the high school, the statement of Dr.\nSomers is of great significance.\nThere may be no harm in stating again what has been stated many\ntimes before; that there is no division of education into elementary, secondary, and higher departments so far as the students is concerned. Each\nindividual’s education is a continuous process from a primary to a more\n\nadvanced level; and there are no lines of demarcation between the various |\nstages of the educational process. Any such division is for convenience in\ndiscussion and administration. All this is only another way of saying that\nin considering the education of an individual every step in his progress\nis important.\nNothing is trivial in education.\nLow standards of admission mean low standards of instruction; elementary and secondary education are of the foundations upon which a collegiate education is built ;and\nwhile a good foundation will not, in itself, insure a good building, it is cer-\n\ntain that no building can stand without such foundation.\nProfessional education for teachers has been harder to standardize than\nany other type of professional training; partly because of the greater numbers involved, and partly because the economic return that could be held\nout as an inducement for undergoing an adequate training for teaching\n\nhas been so ridiculously small that ambitious and capable young people\ncould not be induced to undergo it in sufficient numbers.\nSo long as\nsociety cannot be made to see that those who teach the youth of the land\nmust have a reward sufficient to justify a long period of thorough and\nintensive training, just so long we may expect multitudes to enter teaching as a temporary expedient to be used as a stepping-stone to marriage\nor to some calling more remunerative than teaching.\n‘There is a very\ndefinite ratio between the amount of training that can be required of any\ncandidate for a profession and the amount of remuneration that can be\noffered upon the completion of that training. Long periods of professional\npreparation can be insisted upon only when commensurate rewards can be\nheld out as an inducement for the completion of that preparation.\nThe\nreal reason for low professional standards in teaching is to be found in the\nmeager rewards held out to teachers, particularly to rural and elementary\n\nteachers.\n\nIt is this fact that has caused teaching steadily to defy becoming\n\na profession.\n1G.\nros\n\nT.\n\nSomers,\n\nEducational\n\nPrognosis,\n\nTeachers\n\nCollege\n\nContributions\n\nto\n\nEducation,\n\npage\n\n"}
{"page": 868, "printed_page": null, "text": "864\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nCritics have frequently sought to show that the normal school and its\nsuccessor, the teachers college, have had ridiculously low standards of\n\nA look at the history of teaching and at the history of the\nadmission.\nschool for teachers in this country will help to understand the reasons\nfor this criticism in so far as it is just; and it must be said that some\nof the criticism of the normal school and the teachers college is just\nalthough much of it is unjust.\nWhen the normal schools of the lilited States were established their\nfunction was conceived to be solely that of improvement of the training of\nelementary school teachers. That was the only type of public schools in\nAmerica a little less than a century ago when the first normal schools\nSecondary and higher education was left to private\nwere established.\nand denominational agencies; for secondary as well as higher education\nwas conceived to be beyond the concern of the state. The normal school,\ntherefore, was created as an aid to the teacher of the public common\nschool. It was supposed to take him as he was, without secondary training, and give him a little understanding of the nature of the child which\nhe was to lead, and a little information in the most important major\nfields of human learning, together with some methods or devices for acquainting the pupils with the rudiments of learning.\nPractically no one\nteaching in the elementary schools a century ago had any more than an\nelementary education; it followed as a natural consequence that the school\n\nfor these teachers could not have any other than an elementary school\nstandard for admission.\nBecause the elementary teacher received starvation wages and because there was a very determined opposition to the\nwhole theory of educating children at public expense, no entrance standards could be insisted upon.\nThe normal school was compelled to take\nthe teacher where it found him and offer him such aid as it could for one\nor at most two years; for a longer period of preparation was impossible\nso long as the whole theory of public education and of training for service in the public schools of the country was under the most vigorous and\ndetermined attack on the part of the better circumstanced classes of our\npopulation as well as on the part of private and endowed colleges and\nschools.\nAccordingly, the normal schools did the only thing they could do; they\nset their requirements for admission so low that they could be met by those\nthen engaged in teaching and those who desired to teach in schools offering\nthe most meager sort of reward.\n‘The first normal school established\nin America, the Lexington, Massachusetts, Normal School provided in 1839\nthat those who desired to enter the institution must undergo an examination in: orthography, reading, writing, English grammar, and_arithmetic, and must furnish evidence of good character. With a few notable\nexceptions, the standard for admission set up at Lexington in 1839 remained the standard for admission to normal schools in all parts of the\ncountry until 1890. That is to say, there was no substantial progress in\n\n"}
{"page": 869, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n865\n\nthis important respect in a half century of teacher training history.\nReforms came slowly in those days!\nBecause the early normal school admitted students who had only an\nelementary school education, it became an institution of secondary level;\nsince the high school had not developed during this period, and since secondary education in schools other than normal schools was in the hands of\nprivate academies and seminaries, many of the poorer young people in communities near the towns or cities in which normal schools were located,\nfound that they could get a secondary education more cheaply in the teacher\ntraining institutions than anywhere else, accordingly, many who did not\ndesire to teach but wanted to prepare themselves for other professions\nor who wanted to prepare for college entrance, entered the normal schools.\n‘Thus these institutions took on a dual character: First, schools for the\npreparation of elementary school teachers; second, preparatory schools\nfor college entrance.\n‘This tendency became noticeable about the year\n1870 and prevailed almost universally until the close of the last century,\npersisting in some quarters until about the close of the first decade of\nthe present century.\nGenerally speaking and with allowance for only\na few exceptions, the normal schools were institutions of secondary level\nuntil 1900 and in some instances until 1910.\nThey were so regarded\nby superintendents of schools who were for the most part graduates or\nnear graduates of liberal arts colleges; they were so regarded by the\nuniversities and other institutions of higher learning; they were so regarded by governors and legislatures in making the institutional appropriations; and they were so regarded by the general public. ‘Thus the normal\nschool of the past, and the not distant past, at that, was a secondary institution. Its status was definitely considered as secondary. ‘This status was\nused as a justification for appropriating less money per capita for teacher\ntraining institutions than for other institutions supported by the state.\nSo long as the normal school was an institution of secondary level the\ndiscrimination against it in making appropriations was probably justifiable;\nbut when the teacher training institution ceased to be secondary, when\nit actually did work of collegiate level with an efficiency comparable to\nthat of the other institutions of higher learning supported by the state,\nsuch discrimination became unjust; from it, however, many state teachers\ncolleges have been unable to free themselves.\nIndeed, it is very doubtful\nwhether there is a single state in the union that does not discriminate\nagainst the student in the teachers college by appropriating less money\nfor him than for the undergraduate student in any other college. ‘Then\nafter giving the teachers college less than its share of the money to\neducate its students, some of its critics assail it because it spends so little\non each student in proportion to other higher institutions of learning\nthat grave doubts can be raised about the thoroughness of its instruction\nand the cultural values that it provides.\nIt is difficult to estimate just\nhow much the conception of the normal school as a secondary and not a\ncollegiate institution has retarded its progress; but that it has been one\n\n"}
{"page": 870, "printed_page": null, "text": "NATIONAL\n\n866\n\nEpucATION\n\nASSOCIATION\n\nof the greatest obstacles to the progress of this institution cannot be questioned for a moment by any one who knows the history of American education.\nThat\n\nthe normal school remained a secondary institution until very\nrecently is proved by the catalogs and other literature of the normal\nschools themselves.\nThus the journal published by the Millersville,\nPennsylvania, normal school says under date of February, 1907:\nThere\n\nare three classes\n\nstate normal\n\nof educational\n\ninstitutions\n\nof which\n\nschools are rivals: business colleges, academies,\n\nthe Pennsylvania\n\nand college prepara-\n\ntory schools or public high schools.*\n\nThe catalog for the Indiana State Normal\nthe year 1905-6 states:\n\nSchool at Terre Haute\n\nfor\n\nMany students entering the normal school expect to go to college after completing their course in the normal school.\nAccordingly, they wish to take a course\nthat will entitle them to enter the best colleges and universities without entrance\nconditions later.”\n\nMassachusetts seems to have been the first state to require the completion of a high-school course or its equivalent as a prerequisite to admission\nto a state normal school. ‘This state took this action in 1894. The preparatory department of the Providence, Rhode Island, state normal school\nwas not discontinued until 1907. Recent as these dates are they are pioneer\ndates in the requirement of a secondary education for admission to a\nstate normal school; the high-school department of the Illinois State\nNormal University at Normal was discontinued in 1894 but reestablished\nin 1910; the Winona, Minnesota, state normal school discontinued its\npreparatory department in 1917; the Indiana State Normal School, in\n1920. A few progressive state normal schools like those at Ypsilanti and\nKalamazoo, Mich.; Cedar Falls, Iowa; Greeley, Colo.; Emporia, Kans. ;\nand San José, Calif., had discontinued their preparatory departments\nprior to 1910; but, in general, it may be stated that secondary depart-\n\nments persisted in state normal schools until 1920. The last 10 years,\ntherefore, have been the most significant years in normal school history,\nso far as improvement in entrance conditions is concerned.\n\nFurther evidence that many normal schools and teachers colleges of the\nUnited States had no definite entrance requirements during the early\npart of the present century is found of the study of fifty normal schools\n\nby Superintendent J. M. Gwinn\n\nfor the decade\n\n1895-1905.\n\nHe con-\n\ncludes his study with this statement:\nThe statements in the catalogs concerning entrance\nerally vague.\n\nOne\n\nfeels on reading these statements\n\nrequirements are pretty genthat the vagueness\n\ntional so that if a candidate is not able to enter by one\nanother which is often by grace of the president.*\nt Normal\n\nJournal,\n\n* Catalogue,\n8 Gwinn,\n\nEducation,\n\nJoseph\n28:\n\nMillersville,\n\nIndiana\nM.\n\n233-37,\n\nPa.,\n\nState Normal\nTendencies\n1905.\n\nFeb.\n\n1907,\n\nSchool,\nin\n\nroute, he may\n\nis inten-\n\nget in by\n[\n\np. 4-5.\n\n1905-6, p. 46.\n\nEntrance\n\nRequirements\n\nof\n\nState\n‘\n\nNormal\n\nSchools\n\n"}
{"page": 871, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n867\n\nThe same authority also found the following status of the admission\nrequirements in the normal\nabove named:\n\nschools\n\nunder\n\nconsideration\n\nfor the decade\n\nLess than graduation from the eighth grade required by four schools,\nGraduation from the eighth grade required by 37 schools.\nGraduation from four years of high school work required by eight schools.*\n\nAnother study made by Engleman in 1914 and based on the catalogs\nof 118 normal schools in 44 states concludes as follows:\nThough\n\nthere\n\nare\n\nstill numerous\n\ncourses\n\nopen\n\nin most\n\nparts\n\nof the\n\ncountry\n\n(California, New York, Indiana, and New England are about the only exceptions)\nto students who have 8, 9, 10, or 11 years of academic training, such courses are\ndecreasing in number, and life certificate courses are open only to high-school\ngraduates or equivalent in seventy-five percent of the normal schools of the\ncountry.”\n\nEarl U. Rugg, in a report before this Association last year, stated\nin substance as reported in the Proceedings of the National Education\nAssociation :\nOf 181 normal schools and teachers colleges, offering 710 curricula, one curriculum requires the completion of four years of college work, 13 did not give the\nrequirements, and 696 require the completion of four years of high-school work.°\n\nAnd his studies led Doctor Rugg to conclude that:\nIn the past, normal schools did not require completion of a high-school course as\na requisite for admission: today normal schools and teachers colleges demand it.”\n\nIn many respects the most noteworthy of all studies dealing with admission requirements is Doctor Clarence Linton’s dissertation entitled\n“Problems in Admission of Students for Degrees.”\n‘This dissertation\n\nis published as Number 257 of the Teachers College Contributions to\nEducation.\nAny one interested in the whole problem of admission of\nstudents (and all teachers college presidents are interested) should read\nthis notable contribution to the study of admission requirements.\nHis\nfindings in general are that all teacher-training institutions in the United\nStates now require graduation from an approved high school or equivalent\ntraining for admission.\nThat the teachers colleges and normal schools had low admission standards until very recently is wellknown.\n‘This fact has been frequently\ncommented upon by the critics of the teacher-training institutions. What\nis not so wellknown is that until very recently many of the other pro1Gwinn, Joseph M.\nTendencies in Entrance Requirements,’ Education, 28:233-37, 1905.\n2Engleman, J. O. Survey of Entrance Requirements Pedagogical Seminary, 28:532-58, tor4.\n8 Rugg.\nProceedings, National Education Association, 1927, p. 913.\n\n"}
{"page": 872, "printed_page": null, "text": "NaTIONAL\n\n868\n\nEpucaTION\n\nASSOCIATION\n\nes\nee\nee\n\nEven in the\nfessional schools have had very low admission standards.\nuntil the\nrule\nthe\nwere\nstandards\nliberal arts colleges low admission\nuniversal,\neducation\nsecondary\nmade\nschools\nhigh\npublic\nthe\nwhen\ntime\nPresident\nor at least gave universal opportunity for such education.\nEliot of Harvard is quoted as saying in 1908:\nIn the school year 1886-87 some colleges demanded no English whatsoever at\nentrance; others required the candidate to write a short composition, but gave no\nhint as to what the subject might be, others called for a knowledge of formal\ngrammar and nothing else; others for both grammar and composition.\nSome of\nthe examinations asked questions which could not be answered without a minute\nknowledge of the textbooks prescribed, or of difficult points in grammar; others\nasked questions suited to the capacity of grammar school or primary school\npupils.*\n\nThus it appears that the liberal arts colleges had low admission stand-\n\nards also until about the close of the last century.\nIt should be said,\nhowever, that the liberal arts colleges were the first. to insist upon the\ncompletion of a definite amount of secondary education as a requisite for\nadmission.\nDr. Abraham Flexnor in his classical report on medical education\nin the United States and Canada in 1910 called attention to the low\nentrance standards then prevailing in the medical schools of this country,\nas follows:\nElsewhere the state board is legally powerless as in Maryland, or unwilling to\nantagonize the schools, as in Illinois and Kentucky.\nThe outside examiners agreed\nupon by the schools in the former state, designated by law in the latter, fall far\nshort of enforcing a high standard.\nThe examiner, even when well intentioned as\nin Kentucky, never gets sufficient control. The schools do not want the rule\nenforced and the boards are either not strong enough or not conscientious enough\nto withstand them. Besides, the examiners lack time, machinery, and encouragement for the proper enforcement of their ostensible offices. They are busy men;\nhere a county official; there a high-school principal; elsewhere a high-school professor. A single individual after his day’s work is done without assistance of any\nkind, is expected to perform a task much more complicated than that for which\nHarvard, Columbia, and the University of Michigan maintain costly establishments. There is no set time at which candidates must appear.\nThey drop in as\n\nthey please, separately, now before the medical school opens, again, long after,\nsometimes with credentials, sometimes without them. ‘There is no definite procedure.\n\nAt times the examiner\n\nthe face of the candidate.\nway.\n\n.\n\n.\n\n.\n\nconcludes\n\nfrom the face of the papers,\n\nThe whole business\n\nStudents enter the medical\n\nis transacted\n\nschools, embark\n\nat times from\n\nin a free and easy\n\nupon the study of medi-\n\ncine, and at their convenience, “square up” with the examiners. An evening call is\narranged, there is informal talk aiming to elicit what “subjects” the student has\n“had.” He may, after an interview lasting thirty minutes or two hours and rarely\nincluding any writing, be passed with or without conditions; if with conditions the\nrules require that he appear for another examination before beginning the sophomore year; but nothing happens if he postpones his reappearance until a short time\n1 Third Annual Report\n\nCarnegie Foundation\n\nfor the Advancement\n\nof Teaching,\n\n1908, page 24-\n\n"}
{"page": 873, "printed_page": null, "text": "DEPARTMENT OF TEACHERS\na\n\nCOLLEGES\n\n869\n\nbefore graduation; besides a condition in one subject may be removed by passing\nin another!\nNo technical details are asked; the presumption is that the candidate\nwill not remember details.\n\nThe deplorable lack of entrance standards which Dr. Flexnor here portrays, has been entirely rectified, and today the medical colleges have the\nhighest standards of admission of all institutions of higher learning in\nthis country as well as very high standards of attainment within the\ncollege after admission.\nAt the present time fully ninety-three percent\nof the medical colleges require two years of college work in addition to\nhigh-school graduation as an admission condition; and the remaining seven\npercent of the medical colleges have made very substantial progress. This\nis a challenge to everyone engaged in the task of preparing teachers professionally.\nNo man who wholeheartedly believes in his profession, no\nman who has the best interests of the children of America at heart, and\nno man who knows that education is the best defense of our liberties\nwill remain complacent so long as any profession has higher standards\nthan his.\nBut the fact remains that very encouraging progress has been made in\nthe two decades under consideration.\n‘The teacher-training institutions\nhave set their entrance standards as high as the liberal arts colleges and\nas high as any other profession has been able to set its standards, with\nthe sole exceptions of medicine and engineering.\nClarence Linton in the noteworthy study previously alluded to, says\nin this respect:\nFrom the evidence available it appears that teacher-training institutions as well\nas other professional schools closely approximate the standards obtaining in liberal\narts colleges, while schools of medicine and schools of engineering appear to exceed\nthe liberal standards. . . . It is noteworthy that there is no outstanding difference among the four groups of schools (liberal arts colleges, teachers colleges,\npublicly supported universities, and privately supported universities) with respect\n\nto the issues raised.”\n\nAgain the same authority says:\nGraduates of teachers colleges should be admitted to graduate schools on exactly\nthe same basis as from other institutions; that is, on their individual merits.’\n\nDr. Linton’s conclusion is fully shared by Oscar Bradshaw who, after\nstudying fifty teachers colleges, forty-four universities, and 100 liberal\narts colleges with reference to their entrance requirements, says:\nThe general pattern of high-school curriculum requirements for admission\nteacher-training institutions is very similar in variety of items and in range\n1 Abraham Flexnor, Medical Education in the United States es eee Carnegie\n8\n(1910).\ni\ni\nfor the Advancement of Teaching, Bulletin No. 4, page 2\nSait tana Clatcace. Problems in Admission of Students for Degrees, p. 107.\n3 Ibid, op. cit. p. 124.\no\n\nto\nof\n\nFounda-\n\n"}
{"page": 874, "printed_page": null, "text": "NaTIONAL\n\n870\n\nEpuCATION\n\nASSOCIATION\n\ndifferences on each item, and in central tendency to the pattern of high-school\ncurriculum requirements for admission to state universities and approved colleges.\nThis would seem to be particularly important in the light of the low standard of\none\n\nand two\n\ndecades\n\nago.\n\nThe\n\ntrend\n\nprobably not as yet approximated)\nstandards of admission similar to\n\nseems\n\nclearly to indicate\n\nthe ideal\n\n(though\n\nof teacher-training institutions to set the\nthose of state universities and approved\n\ncolleges.\"\n\nF. X. Karrar in a study made for the department of normal school\neducation, Teachers College, Columbia University, found that of the\n141 teachers colleges and normal schools he studied, all required graduation from high school; and some set up additional requirements as follows:\na. 39 Institutions require evidence of good moral character.\nb. 35 Institutions require evidence of good health.\nc. 64 Institutions have minimum age requirements.\nd. 40 require a pledge on the part of the student to the effect that he will teach,\nfailing in this he must refund the money the state has expended on his education.\n\nSeveral of those who have recently made a study of the entrance\nrequirements of teachers colleges are somewhat apprehensive that the\nphrase “graduation from high school or equivalent training’ might be\nthe means by which some institutions might lower their standards of\nadmission.\nIt is feared that the phrase “or equivalent training” might\nprove to be the back door for those who cannot enter the front door\nof the college. While there may be some ground for this apprehension,\nthe fact remains that this phrase is by no means peculiar to the teachers\ncolleges. It is to be found in the catalogs of almost exactly the same\nproportion of liberal arts colleges and universities.\nLinton, in the work\nreferred to before in this discussion, finds:\na. That 63 percent of the liberal arts colleges admit students conditionally\n. That 40 percent of the state universities so admit\n. That 73 percent of the teachers colleges so admit\n. That 75 percent of the privately supported universities so admit\nioe\nOF\nfoo\n. That 80 percent of all institutions admit as special students who have not\ncompleted high school\ncon. That only one public and two privately supported universities state they will\nmake no such admissions\ng. That liberal arts colleges are most unyielding in this respect\n\nh. That teachers colleges are almost as strict as the liberal arts colleges.”\n\nSince the practice of the teachers colleges so nearly follows the practice\nof all other institutions of higher learning there need be no special apprehension so far as these institutions are concerned; and the only apprehension that need be felt in this regard is such as may apply to all higher\n\ninstitutions.\n\nSo far as the teachers colleges are concerned it may be said\n\n1 Oscar O. Bradshaw, Doctor’s Dissertation\nby Linton, Problems in Admission of Students\n2Linton, Clarence, Problems in Admissions.\n\nN, Y. University as\nfor Degrees, p, 27.\n\nyet\n\nunpublished,\n\nQuoted\n\n"}
{"page": 875, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n871\n\nthat they are developing their own standards with a conscientiousness\nnot exceeded by any other type of institution of higher learning, and they\nmay be trusted to administer the discretionary power conferred by this\nphrase with fairness to the profession and justice to the student. It is time\nthat the teachers colleges show some righteous indignation at the implied\nlack of faith in their integrity on the part of some investigators and near\ninvestigators, who are always expressing concern lest the teachers colleges\nmay do something that is not ethical. The teachers colleges, let it be\nrepeated, have as high a sense of professional conscientiousness and as\nkeen a sense of professional ethics as have any other institutions in the\ncountry, and they are going to insist that investigators of every sort and\ncharacter treat them with ordinary courtesy and common decency.\nIn the light of the studies made by Engleman, Linton, and Bradshaw,\nwe may conclude that the entrance requirements of teachers colleges are\nas high as those of other higher institutions of learning and equal to the\nrequirements for admission to all other professional schools with the\nexception of medical colleges and schools of engineering.\nWe may conclude also that the most substantial progress has been made in the two\ndecades under consideration here today.\nThis substantial progress is\nmost gratifying in view of the fact that historical and economic conditions had made it almost impossible to exact higher entrance conditions\n\nthan an elementary school education, until after the close of the first\ndecade of the present century.\nThe question may be fairly asked: “What is the next step in requirements for admission to teachers colleges?” While the answer to this\nquestion is beyond the subject assigned me, I venture to suggest the following for such consideration as it may be worth:\na. Graduation from an approved high school.\nb. Rank in upper fifty percentile of graduating\n\nclass.\n\nc. Evidence of good moral character and personal fitness for teaching.\nd. Good health.\ne. More than average intelligence as revealed by high score in intelligence tests\nor psychological examinations.\n\nI cannot bring myself to conclude this paper without calling attention\nto the fact that the last two decades have been an era of unparalleled\nprogress in the matter of raising entrance requirements and standards of\nadmission.\n\nMore\n\nsubstantial\n\nadvancement\n\nhas been\n\nmade\n\nin these\n\ntwo\n\ndecades than in all the history of the normal schools from their foundation up to 1908.\nFrom institutions which had no admission. standards,\nthe normal schools and teachers colleges have raised themselves to a\npoint where these standards are equal to those of the liberal arts colleges\nand universities.\nProfessional schools for teachers now have standards\nof admission fully as high as the schools for other professions with the\nsole exception of schools of medicine.\n‘This is a solid and a significant\nachievement.\nIt marks, definitely, the rise of the teacher-training school\n\n"}
{"page": 876, "printed_page": null, "text": "872\n\nNationaL\n\nEpucaTion\n\nASSOCIATION\n\nee\n\nee\n\nto a collegiate level. In the record of the last two decades there is nothing\nfor which the teachers colleges need to apologize; but there is much\nsignificant and substantial progress. The teachers college is fully cognizant\nof the fact that it has a task committed to it second in importance to\nIt will not be satisfied with\nthat of no other institution in America.\nstudents of less native endowment and training than those found in the\n\nbest professional schools and the foremost liberal arts colleges; neither will\nit be content to give instruction of any quality except that equal to the\n\nbest that the schools training for other professions offer. ‘The objectives\nof the teachers college are thoroughly trained teachers for all the children\nof all the people, and these trained teachers chosen from the best that our\ncountry can afford. In our efforts to attain these objectives, “wise counsel may accelerate and bad counsel may impede our progress”; but sooner\nor later these objectives must be reached.\n\nBibliography\nBradshaw, Oscar S., Entrance Requirements in Teacher Training\nthe United States, doctorate dissertation, New York University.\nCarnegie Foundation for the Advancement of Teaching\n\nInstitutions\n\nin\n\nSecond Annual Report, 1907\nThird Annual Report, 1908\nFourth Annual Report, 1909.\nCollege Entrance Requirements, Sixteenth Annual Report, 1921.\nEngleman, J. O., Survey of Entrance Requirements, Ped. Seminary 28 :532-538, 1914.\nFlexnor, Abraham, Medical Education in the U. S. and Canada, Carnegie Foundation Bulletin 4, 1910.\n\nFurst, Clyde\n\nD., Admission\n\nto Advanced\n\nStanding,\n\nCarnegie\n\nFoundation\n\nSeventh\n\nAnnual Report, 1912.\nGwinn, J. M., Tendencies in Entrance Requirements of State Normal Schools, Education 28:233 ff, 1905,\nJohn, Walton C., Requirements for Bachelor's Degree, United States Bureau of\nEducation Bulletin, 1920, No. 7.\n\nKingsley, Charles D., College Entrance\nBulletin, 1913, No. 7.\n\nRequirements,\n\nU. S. Bureau\n\nof Education\n\nMcKeown, Harry C., The Trend of College Entrance\nof Education Bulletin, 1924, No. 35.\n\nRequirements,\n\nU. S. Bureau\n\nThe Normal Journal of Pennsylvania, Feb. 1907, Aug. 1908, February 1908.\nWalkley, R. L., Bibliography of the Relation of Secondary Schools to Higher Education, U. S. Bureau of Education Bulletin, 1914, No. 32.\nZook, George F., Report of Commission for an Investigation of Technical\nHigher Education in Massachusetts, Mass. House Roll No. 1700, 1923.\n\nand\n\n"}
{"page": 877, "printed_page": null, "text": "DEPARTMENT\n\nTWENTY\nQUATE\nE. C.\n\nOF TEACHERS\n\nCOLLEGES\n\n873\n\nYEARS OF PROGRESS IN PROVIDING ADETRAINING SCHOOL FACILITIES, 1907-1927\n\nHIGBIE,\n\nPRESIDENT,\n\nEASTERN\n\nMADISON,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE\n\nS. DAK.\n\nIn studying training-school progress during the last twenty years, certain\nconfusions immediately arise. E. A. Sheldon of Oswego began his educational work with and for children; teacher-training for him, at least in its\nbeginnings, was incidental.\nThe historic 1899 committee report insists\nthat the model school shall be the center, the “hub” of the normal school.\nOn the other hand, modern practice, following Herbart, seems to conceive\nof the training school as a laboratory for experimentation, demonstration,\nand preliminary practice—an addition, as it were, designed to increase the\nefficiency of an already more or less fully organized institution.\nAnd this,\n\ntoo, in spite of the fact that our educational philosophy is clearly swinging\naway from the subjectmatter emphasis to the child and his needs.\n“Thus,\nafter all, we may not be entirely certain as to just what progress is.\nThen, also, the teachers college idea taking root in 1897, waits twenty\nyears to burst forth, literally transforming the older normal schools almost\nover night into institutions so different as to baflle statistical comparison.\nAnd further, the scientific movement beginning for education about 1907\ngets in its deadly work, challenging the old, and setting up acid tests that\nshake our faiths and pile confusion on confusion.\nNevertheless, there are criteria that we may apply, regardless of our\nphilosophies and regardless of the fact that we are trying to measure\nprogress in institutions that have so grown up and been so made over as to\nbe scarcely recognizable by one familiar with them ten or twenty years ago.\nUndoubtedly, for example, we can all accept an increase in cadet-pupil ratio\nas an indication of progress.\nLikewise, no one need question better housing\nand equipment, higher salary and preparation standards, and the like; but\nhere again trouble arises. If it is hard to get at the facts for 1927, and it\nmost certainly is, how much more difficult is it to gather data for 1907?\nAt first thought it would seem comparatively easy to list the items of information desired and then ask our member institutions for data for both 1907\nand 1927.\nHowever, when I tried this on my own institution I saw its\nimpracticability.\nFor many institutions 1907 represents an ancient world.\nRecords, if kept at all, are often so incomplete and utterly different as to\nbe of little use.\nEven governmental data are uncertain.\nIf, for example,\nfor 1906 and\nratios\ncadet-pupil\ncompare\nto\nreports\ngovernment\nuse\nwe\n\n1926, we find that the situation was only one-fourth as satisfactory in 1926\nas it was twenty years before.\nAn alibi, however, is not what you want.\nWhat was done was to get as\nmany memory, pictures of 1907 practice as possible and from these, checked\nby such records as are available, abstract one that is more or less valid. You\nwill have to be the judges of the trueness to fact, remembering all the time\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ner\nesr\n\nthat variations from a central tendency were frequent then as they are now,\nin spite of the fact that actual measures of these variations were unknown\nto 99 percent of us at that time. Again, these pictures have been drawn\nfor me largely by those who were in the midst of a wonderfully challenging\nwork, and who now look back upon it somewhat as we do upon our grown\nchildren, forgetting the imperfections and remembering only the desirable\nqualities.\nOne thing is true: Although there were evidences in 1907 of vital changes\nabout to take place, those changes did not begin to affect the situation\nmaterially until the first decade was well along—in fact, not until Judd and\nParker’s study and Bagley’s proposals became generally known after 1917.\nBecause of this the composite picture that may be made of 1907 will not\nbe entirely unfamiliar to many of us who have come on to the scene of\naction at a much later date.\nThe American normal school had spread to almost every state in the\nunion by the end of the nineteenth century.\nIn general, each of these\ninstitutions conducted a practice school consisting of a kindergarten and\neight grades. “This was usually housed in a wing of the main building,\nfrequently on a first floor, sometimes in the basement, in a few cases on\nsecond or third floors. ‘The building was seldom fireproof; nor had it\nbeen built for practice purposes.\nThe staff consisted of a director and one,\ntwo, sometimes several helpers called critics. “The director was often an\neducation staff member delegated to organize illustrative, demonstration,\nor practice teaching. ‘This person usually held a bachelor’s degree from an\narts college course.\nHe commanded a salary of $1400 per year. The\ncritics directly supervised the students’ practice. “They were two-year\nnormal school graduates, often from the school in which they were teaching,\nalthough not a few came from certain outstanding eastern institutions of\nthe same kind. They received a salary ranging from $600 to $1200 for\nnine months of service.\nThe training followed conventional Herbartian procedure, but, unfortunately, was not conducted under very close supervision.\nIt was too often\na case of trial and error, survive or perish, procedure.\nOften, but not\nalways, this was the case—for there were many real training situations\nproducing outstanding products.\nNot a few of our great American educators were members of normal school faculties well into this period.\nThe practice teaching was preceded by a course in general method supplemented or paralleled with reviews and methods in arithmetic, geography,\netc. English, classical, and normal courses still persisted.\nStudents were\nregistered in courses extending two, four, and five years above the eighth\ngrade, and one and two years above the high school.\nFrequently four and\nfive years of work above the eighth grade commanded the same certification\nas one and two years above the high school. The government report for\n1906 gives the total number of students enroled in normal departments of\npublic teachers colleges and. normal schools as 59,429; and of pupils enroled\nin the model and practice schools of these institutions as 49,404. This is\n\n"}
{"page": 879, "printed_page": null, "text": "DEPARTMENT\napproximately\n\nOF TEACHERS\n\nCOLLEGES\n\n875\n\nten students in training to each eight pupils in the model\n\nschool. For a selected list of schools, however, for which I am also able\nto get comparative data for both 1907 and 1927, I get a much less satisfactory ratio—ten students to less than four pupils.\nMay I supplement this general picture by sentences\nreports and coming from all sections of the country:\nTwenty\n\nyears\n\nago all practice facilities were\n\nconfined\n\nto one\n\ntaken\n\nfrom\n\nthe\n\nkindergarten\n\nand\n\nnine grades in one building.\nNo off-campus arrangements.\nAnywhere from fifteen to thirty students to one supervising critic—Twenty years ago there were no\nsuch things as observation\n\nand teaching here.\n\nThere\n\nwere\n\ntwo\n\nparallel\n\ncourses—\n\nacademic and normal.\nBoth were secondary.—Staff organization consisted of a\ndirector, salary $1800, eight critics, average salary $750 per nine months.—Lesson\nplans were\n\nbased\n\non the famous\n\n“five steps,” conferences\n\nwere\n\nfewer, demonstra-\n\ntion lessons very few.—Seven rooms, city elementary school one mile from campus,\nThree or four critic\nabout twenty teaching one half time for eighteen weeks.\nteachers, salary $75 per month, two-year graduates.—Practice school was housed\nPrincipal did\nin one wing consisting of one large room and several small ones.\nnot have a degree.—This institution conducted its practice teaching in two rooms\nin the basement of the administration building—Seventy-five students taught each\nyear in the training school with 150 pupils. They had a greater opportunity to\nteach than at the present time; some taught as much as 360 hours, and 240 hours\nWere required.—There were then two on the staff, a superintendent and a primary\nsupervisor.—No lesson plans were required.—The practice procedure was not very\nThere were lesson plans in\ndifferent in its general aspects from what it is today.\n\nConferences were held\ncarefully worked out analysis. Observation was afforded.\noften by twos, threes, and by the entire group.——I wish that I could honestly\nbelieve that we have greatly improved upon the procedure of those days, but I\ncannot.\n\nThis composite picture and the random descriptions chosen are all statements from the pens of former staff members.\nMay I add one from a\n1911 graduate of one of the better midwestern institutions? She says:\nOur training school was housed in one wing of the administration building\nwhich had not been built for training purposes.\n‘The equipment was fair. ‘There\nwas one supervisor, one assistant, and a room teacher in charge of each room.\nThis last was a critic in training.\nThe five formal steps worked out in detail\nwere the basis for lesson planning.\nDuring a twelve-weeks terms, from five to\neight students were assigned to one group of children,\nAll wrote plans for each\nShortly before the\nday’s assignment and were required to be prepared to teach.\nclass hour the teacher for that hour was chosen, teaching for several days in sucThe supervisor averaged one class visitation during a term; the assistant\ncession.\nThe major part of the teaching was done with\naveraged three or four per term.\nAt most there were only two or three personal conferences\nno supervisor present.\nThere was no cooperation between method and practice courses. Methper term.\n\nods instructors were unwelcome\nand\n\nopen\n\nmethods\n\ndisagreement.\n\nThe\n\nin the training school; in fact there was frequent\n\nteacher-in-training\n\nmade\n\nno\n\nattempt\n\nto utilize\n\nthe\n\npreviously taught.\n\nWe now have before us a measurably true picture of the practice facili-\n\nties and procedures in our institutions a couple of decades ago. Our next\nstep will be to set over against this picture a description of present conditions as I am able to ascertain them from the reports you have recently\ngiven me.\n\n"}
{"page": 880, "printed_page": null, "text": "&76\n\nNatIioNAL\n\nEpucaTion\n\nASSOCIATION\n\ni\n\nIn the first place, it should be noted that our statistical picture may be\nsomewhat better than a hundred percent response would have given, due\nto a natural human tendency to conceal defects by not answering unless\none has something to be more or less proud of; and I did not hear from\nall institutions.\nNevertheless, the data received give us an idea of the\nsituation and indicate real progress.\nOf the seventy-five institutions responding, 96 percent have their own\nfully-controled training facilities.\nMore than 40 percent have supplementary relations with city systems.\nIn a select group for which I can get\ncomparable data, I find that these supplementary contacts provide about\none third of the total number of pupils available for practice. These offcampus facilities include entire local systems; ward buildings; selected\nrooms in various buildings; consolidated schools; training centers in other\ncities: rural, one-room schools; and the like; in fact, nearly every possible\nplan appears in the list. Of course the hopefal thing to be noted is the\ntendency to meet needs in some way.\nAs indicated in the foregoing, the\ngovernment figures for 1906 showed ten students for each eight pupils.\nUsing the same source of data for 1926, the ratio is ten students for less\nthan three pupils. Apparently, however, neither set of data takes offcampus or supplementary facilities into consideration.\nIf we should add\nthe thirty-three percent increase to the government figures, it would only\nbetter the ratio by one pupil for ten students.\n“The total enrolment of\nstudents has quadrupled in twenty years, but the pupil enrolment, according to these figures, has increased less than one-fifth.\nMy own figures from the questionnaire tell a very different story.\nUsing thirty-six institutions for which I have comparable data, I find the\nstudent enrolment to be 15,546, the campus pupil enrolment to be 15,525,\nand the off-campus pupil enrolment to be 11,241. These data give nearly\none campus pupil for every student; and if both campus and off-campus\npupils are counted together, nearly one and one half pupils for each student.\nThis, if true, is a much more satisfactory situation, and represents conditions\nnearly four times better in 1927 than in 1907. I wish I could assure you\nthat these data are representative.\n\nIt is evident, nevertheless, that the schools are more and more supplementing campus facilities with off-campus contacts.\nIf this is true, the\ninstitutions are not only bettering the cadet-pupil ratio, but they are in\naddition building up a situation that is valuable for practical apprenticeship purposes.\n‘The ideal situation undoubtedly includes a central training\nschool on the campus supplemented with adequate facilities for such additional practice as may be needed to insure successful service in later fulltime employment.\n‘The first will undoubtedly always be expensive; the\nsecond may tend to become selfsupporting.\nA maximum number of pupils,\nprovided at a minimum of expense, permitting demonstration, experimentation, preliminary practice, and final responsible experience seem to be the\nideal that is apparently in many places coming to be the actuality. In this\n\n"}
{"page": 881, "printed_page": null, "text": "DrEpartMEeNt Or TEAGHERs\n\nCoLLects\n\n877\n\nconnection I wish there were time to cite progress made by certain states\nand individual institutions.\nFor example, a special paper might well be\ndevoted to what is now being done in Michigan and a half dozen other\nstates,\n\nThe older method of housing the training school in the main building is\npassing.\nSeventy percent report separate buildings, 67 percent of which\nare fireproof; and 40 percent of these have been built within the last five\n\nNo third floors, only one second floor, and but three basements are\nyears.\nreported as being used for practice teaching.\nApparently the “down in\nthe basement” structure will soon be of historic interest only. A good\npercent are satisfied with their housing and equipment; only five report\nunsatisfactory conditions.\nLocal city sentiment is favorable to adequate\nexpansion to meet the needs of the college in nearly half of the institutions.\nEighteen institutions report local surveys regarding relative progress between city and training pupils. Ten of these report training school pupils\nOne lone report says,\nsuperior, eight equal, and none below the average.\n“No survey; we are for domestic tranquility.”\nRural facilities are hard to gauge.\nThe use of one-room rural schools\nin the open country seems to be preferred.\nA few consolidated school\n\ncontacts are reported.\nAs to the organization or division of the grades, the effect of the junior\nhigh-school movement is clearly evident. The kindergarten six-three-three\nplan predominates slightly. Kindergartens are frequent, although not’ universal. ‘Thirty-two percent still report the eight-grade and fourteen percent the four-year high school organizations.\n‘This tendency toward the\nnewer organization suggests the possible standardization of the purely\nAmerican terms of junior-senior primary, junior-senior intermediate, and\njunior-senior high school.\nIt will be noted later in this paper that special-\n\nized curriculum offerings are also following this same trend.\nThe suggestion in the Missouri survey that the departments of education and of training be combined under one head does not seem to have\nbeen acted upon very generally.\nEighty-six percent report a director or\ndean of training; only 8 percent report combined directors of education\nand training.\nThe city superintendent is director of training in less than\n7 percent of the cases.\nSeventy-eight percent of the directors have graduate degrees, and 20\npercent of these are doctors.\nOnly one has no degree. ‘The director’s\n\nsalary has increased more than 50 percent.\n\nIn general, the director now\n\nhas two levels of assistants.\nThe first level is known as supervisor of\ntraining; the second level as critic. For the first level the term assistant\ndirector (often specialized as for primary, intermediate, secondary, and\nrural) is sometimes used, and for the second level the terms room teacher\nIt was hoped (perhaps irrationally)\nor assistant supervisor are appearing.\nDoes it not smack\nthat the term “‘critic’’ would be found to be passing.\nnot misname the\nit\nDoes\nsomewhat of formal Herbartian procedure?\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nmodern relationship between cadet and her guide and helper as conceived\nin the more recent directed teaching conceptions?\nLess than one fourth of the 480 supervisors reported have no degrees,\nand more than one third of them have graduate degrees. Of the secondlevel assistants more than half have degrees, and more than one third of\nthese are in the graduate degree class. A most significant measure of the\nprogress in staff preparation may be noted in the fact that more than onethird of this entire group of training staff members, exclusive of directors,\nhave had a year or more of graduate study within the last five years—a\nreal leaven in a most important but naturally conservative field.\nIn 1919 President Keith proposed salary and training schedules which\nat the time were considered almost visionary but which we are now in a\nfair way to surpass.\nOf the many tables which I might have given, I am\nlimiting myself to one which is especially important because of its significance as a measure of progress.\n‘This sets data for 1907 and 1927 at each\nside of President Keith’s proposals and provides a most interesting exhibit.\n\n1919\nKeith\nProposals\n\n1907\nPositions\n\nSalaries\n(9 mos.\nbasis)\n\nTraining\n\n$1400\n(2100)\n\n4 years\ncollege\n\n$3000 to\n4000\n$5000\n\n7 years\ncollege\n\n$3250\n\n4 years 19 percent\n5 years 66 percent\n7 years 14 percent\n\nOther\nDepartment\nHeads\n\nNo\nData\n\nNo\nData\n\n$2400 to\n3450\n$4500\n\n4 (?)\nyears\n\n$3100\n\nNo Data\n\nFirst-level\nSupervisors\n\n$1050\n(1525)\n\n2 years\nAdv. Dip.\n\n$1800 to\n2400\n$3000\n\n5 years\n\n$2200\n\n2 plus yrs. 23 percent\n4 plus yrs. 40 percent\n5 plus yrs. 37 percent\n\nProfessors\n\nNoData\n\n|MNoData: ita\n\nSecond-level\nAssistant\nSupervisors—\nRoom Teachers\n—Critics\n\n$750\n(1125)\n\nInstructors\n\nNo Datal|\n\nAverage of\nTraining Staff\n\n$1066\n(1600)\n\nx\nDirectors of\nTraining\n\nSalaries\n(9 mos.\nbasis)\n\n'\n\nTraining\n\nSalaries\n(9 mos.\nbasis)\n\n(2666)\n\nTraining\n\n(2300)\n\n(1600)\n\nIt\n\n2 years\nAdv. Dip.\n\nON Datallis\n\nite.\n«0 ee taka:\n\n$1200 to\n1725\n$2250\n(1150)\n\n4 years\n\ncryin\npse: . feet.\n$2708\n(1806)\n\n$2650\n\nNo Data\n\n$1800\n\n2 years 46 percent\n4 years 39 percent\n5 plus yrs. 14 percent\n.\n\n$2100\n\nNo Data\n\n$2416\n\nNote: This table is an attempt to compare salaries and training levels for 1907 and 1927.\n(N. E. A.) proposals.\nincludes President Keith’s totg\nIt should be read horizontally\n\nas follows: Directors of training in 1907 had four years of collegiate training and received\nan approximate salary of $1400.\nIn 1919 President Keith proposed a $3000 to $5000 schedule\nand seven years of training.\nIn 1927 they actually received $3250 and 19 percent have\nfour years, 66 percent have five years, and 14 percent have seven years of training.\nThe\namounts in parentheses represent 1907 and 1919 rates reduced or raised to the value\nof 1927\ndollars.\nA study of the table also indicates, so far as data are available, that the training\nheads, supervisors, and critics compare favorably as to salaries and training\nwith regular\ndepartment heads, professors, and instructors.\nIf we could forget the fluctuation in the value\nof the dollar, we could derive much satisfaction from these figures.\n\n"}
{"page": 883, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS:\n\nCOLLEGES\n\n879\n\nA picture of the training school procedures would be incomplete without\nthe usual consideration of clock hours, size of classes, proportion of pupils’\ntime used by cadets, etc. I shall have to limit myself to a summarizing\nparagraph for these.\n“The median number of clock hours of required practise is 115, with modes at 90, 120, and 180. The median weeks required\nis 12, with more or less pronounced modes at 18, 24, and 36. The\nmedian cadets per supervisor per practice period is 4, with modes at 2, 4, 6,\nand 12. ‘The median cadets per supervisor per year is 21, with modes at\n16, 20, and 24. The size of classes taught by cadets is 17 pupils, with a\nspread extending from 5 to 39 and with modes each side of but close to the\n‘The proportion of the pupils’ time used by cadets ranges well up\nmedian.\nto four fifths. The median is around one half, with a considerable group\nholding it down to one fourth. Undoubtedly we are tending away from\n1907 and much later conditions, when, in the main, little if any teaching\nwas done by regularly employed room teachers.\nI am unable to get from my questionnaire a satisfactory picture of practice procedure.\nIt, however, indicates that the work tends to be concentrated, with cadets teaching at least two subjects, often more.\nThe\nmajority use a state course of study, but at least a fourth make and use\ntheir own.\nIt was noted earlier that the six-three-three type of organization predominates.\n‘This is further borne out by the specific curricula\noffered. Of the 238 curricula types reported, 169 indicate a sixth-seventh\ngrade rather than an eighth-ninth grade break. “Chus is shown a rather\ndefinite reaction against the older idea of one major elementary curriculum\nfor the first eight grades.\nThe speaker is personally committed to the idea of a limitation of the\nservice area.\nHis contention is that a small area well served is the preferred ideal. Whether a sense of responsibility for a definite area is\ndeveloping may be open to question, but the returns indicate basic conditions which will lend themselves to the development of this concept as soon\nas it really begins to grip us. Seventy-five percent of the institutions draw\n80 percent of their students from an area whose radius is 100 miles.\nSeventy percent of the institutions place 80 percent of their graduates\nwithin an area whose radius is 150 miles. With surfaced roads running\neverywhere, an institution may develop a real extension service and\nfollow-up system comparable in value with what has been done to promote\nagricultural development.\nThe answers to the questions designed to reveal tendencies toward more\ntraining for elementary teachers give real hope for the profession.\nNearly\ngradufour-year\ntheir\nof\npercent\nincreasing\nan\nreport\ninstitutions\nthirty\nates going into grades below the seventh, and thirteen schools report 10 to\nStill\n20 percent of their degree graduates as going into elementary work.\nlarger percents, of course, go into junior high-school teaching; thirty-one\ninstitutions reported these percents as ranging all the way from 4 to 40.\nThat the present two-year course is doomed is indicated by the fact that\nOnly\nfifty-two institutions report positive feelings as to its inadequacy.\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\neleven give negative reports on this point. Apparently, too, this feeling is\nnot limited to any particular section of the country.\nCounsels of moderation may suggest to us that we oppose these rumblings, in the interest of\nraising the general level. One wonders, however, if progress always\n\nSometimes it comes by real spurts ahead before minoricomes in this way.\nties even are ready for it. Far be it from teachers college administrators\nto hang back in the presence of such a significant tendency in the professionalization of educational work and the service of humanity.\nIn order to complete the 1927 picture as it stands opposite the earlier\none, may I briefly summarize part of an article relating to lesson-planning\nwritten by Wade and Fretz for Educational Administration and Supervision of February, 1926. In this article the authors say that valid evidence\nof lesson-planning is required in practically all schools, but modifications\nare permitted as experience is gained.\n“These plans are approved before\nbeing taught, and they are beginning to recognize child needs as opposed to\nthe imposition of subjectmatter pure and simple.\nAll institutions hold\nfrequent conferences with practice teachers, daily at first, but with lessening frequency as ability develops.\nHere is a very significant advance over\nthe 1907 practice, for the teacher-trainer is almost omnipresent until goingalone ability is fully evidenced.\nBecause of lack of time, this must complete our comparative pictures.\nThe main lines of improvement are most evident in the following phases:\n1. The training school may not yet be a central “hub” feature of our\ninstitutions, but it is occupying a most significant place in our teacherpreparation procedure.\nSeparately housed, adequately equipped, increasingly well organized with more and better off-campus relations, it is today\na major factor in our organizations.\n2. The staff of a modern training school is a very different body from\nwhat it was in 1907. It is now a responsible group in the charge of or\ndirected by a well-trained, a specially trained, head whose position is\ncoordinate with and often superior to that of any other department.\nBesides the director, there are in many cases two levels of assistants, one\nrepresenting the students and responsible for their organization and training, and the other representing the pupils and responsible for their welfare\nand progress but at the same time assistants to the first-level supervisors.\nRecent graduates degrees abound in these two groups—graduate degrees\nwhich represent specialized preparation for highly technical tasks.\nBecause\nof this advanced training and the resulting better salaries, Hes professional\nand social status is becoming assured.\n3. The training procedures in our 1927 institutions are showing the\neffects of the newer philosophies, checked up by the real onset of the scientific movement applied to education.\nFrom formal Herbartianism we are\nturning—indeed, we have turned—to modern freer activities both for the\ncadet and the pupil; and withal, we are sensing the necessity for a longer\nperiod of training wherein we can secure maturity, judgment, adequate\ntraining, and even artistry in teaching.\n\n"}
{"page": 885, "printed_page": null, "text": "DEPARTMENT. OF TEACHERS COLLEGES\nar\n\n881\nee\n\nTruly, we have come a long way since 1907, with the major part of the\n\nprogress accomplished within the last decade.\n\nThe necessity for a fair and\n\nfree credit interchange has had its part. Not a little have administrative\nambitions entered.\nBut behind these and many other reasons that might\nbe listed lies the fundamental need for adequately trained teachers in a\ndemocracy.\nAnd this latter reason alone justifies all we have done and all\nwe can do to make our institutions really professional.\nWhatever the\nultimate decision may be as to whether the training school is the center of\nour activities, an added factor to an already going institution, or possibly\na reorganization to fulfill some new but now unforeseen conception, it is\nunlike any other professional activity; and we who know it best must\nThe American\nassume full responsibility for its future development.\nAssociation of Teachers Colleges is the agency, unhampered by any other\nagencies whatever, to determine the standards for directing its future\ngrowth and evaluating its contributions.\n\nTWENTY YEARS OF PROGRESS IN THE PROFESSIONAL\nEDUCATION OF TEACHERS IN SERVICE\nCHARLES\n\nRUSSELL,\n\nPRINCIPAL,\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nWESTFIELD,\n\nMASS,\n\nThe Situation in 1908—The year 1908, just twenty years ago, is and\nwill continue to be one of the most significant in the history of education.\nIt was in that year that the first standard educational test was published, the\nStone Reasoning Test in Arithmetic.\nIt was in that same year that Binet\nand Simon published the first extended revision of their now famous test\nfor the measurement of intelligence.\nThe significance which these two\ncontributions have had during the past twenty years can hardly be estimated, since there is almost no portion of the field to which they have not\npenetrated, and hardly a development that has not been influenced because\n\nof them.\nMost of the agencies which are now operating for the improvement of\nteachers in service were in operation at that time, but the problem of the\nimprovement of teachers in service overshadowed the problem of their\nprofessional education.\nProfessional education, as we know it today, was\njust beginning to be developed. The normal schools were working with\nthe teacher in training, not the teacher in service. ‘The colleges of educaSupervision was largely inspectional and\ntion were academic in character.\nextension offerings were meager.\nThe professional levels of the work with teachers in service were less\nA short time later Ruger reported that the great prothan collegiate.\nfessional influences were institutes, reading circles, and supervision.\nThe increasing aggreThe institute had become an unwieldy agency.\nof the programs in\ngeneralization\nconsequent\nthe\nand\ngation of teachers,\nmany places were reducing their effectiveness so that protests were voiced\nagainst the legislation which in many places maintained their existence.\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNATIONAL\n\nEpuCcATION\n\nASSOCIATION\n\nIndifference to institutes on the part of teachers was due as much to the\nlack of professional point in the programs as to mandatory attendance.\nSupervision was as yet not generally differentiated from inspection, and\nwas quite generally administrative in character.\n“Che supervisor was more\noften than not considered largely as a roving teacher, and was one in whom\nopinions were the chief sources of help. Supervisors were hampered by\nignorance of the problem with which they were dealing.\nReading circles exerted a tremendous influence, but were hampered by\na lack of truly professional books.\nThe professional agencies on the higher levels were just getting under\nway, the summer schools, the colleges and schools of education, and the\nvarious groups of extramural, intramural and correspondence extension\nactivities, and their offerings were largely on an academic preservice level.\nThe demand for professional recognition for professional growth had not\nyet come about.\nThe first decade—During the next decade, which included the beginning and ending of the World War, many developments affecting the\nteacher in service took place.\nOne of these developments was financial. “There was a growing impetus towards the more adequate financing of schools.\n“Che development of\nindustry, particularly in the states of the middle west, and the great increases in population there, had their influence upon schools and teachers.\n‘The increase in prosperity, inflated greatly during the World War, had its\ninfluence slowly upon the rewards for teaching service.\nBy the end of the\ndecade, when teaching service had been greatly depleted and there was\nmuch consequent demand, teacher compensation had risen more nearly to\nmeet the need.\nEconomically the changes in living conditions in general\nacted adversely upon teachers at first, but later the balance was restored.\nIn education in general profound changes were taking place which were\nbound to affect the teacher in service.\nA new philosophy of individualism, placing greater and greater emphasis upon the pupil, was spreading throughout the country.\nIt had its effect\nnot only upon the pupils but also upon the teachers.\nA new psychology\n\nwhich augmented this individualism, and particularly a new psychology of\nlearning, was making itself felt in the understanding of learning and in its\napplication to the school and to the teacher.\nEducational and mental tests\nwere rapidly developed.\nA bewildering array of tests, measures, and\ntechnics appeared during this decade, and scientific diagnosis of the actual\nwork of teachers and of the true growth of pupils became more and more\npossible.\nThese developments had their influence upon the schools and upon the\nteachers.\n“The administration of schools came more in the hands of people\nwho represented the new professionalism.\nElliot had emphasized his distinction between supervision and inspection.\nCourtis had used scientific\nmeasurement in the school survey.\nPublic interest was centering more and\n\n"}
{"page": 887, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n883\n\nmore in the schools as the cost of public education rose, and school administrators were increasingly finding it necessary to justify their work. Teachers were finding it increasingly necessary to keep abreast of the advancing\nflood of new ideas, new technics, and new knowledge.\nBetter able to assume the financial burden, increasingly aware of their\nneeds, determined upon advances in their profession, teachers seized upon\nthe agencies which could best meet the situation.\nOne reaction was the rapid development of the summer session. As has\nbeen pointed out, summer sessions in 1908 were in existence, but they were\nfew and small.\nMore institutions, influenced partly by the economic\ndesirability of extending the use of plants and staffs otherwise idle, and\npartially by the increasing professional needs of teachers, opened summer\nsessions. Attendance increased greatly and the breadth of offerings followed suit.\n‘Paralleling the development of the summer session there also occurred\nthe development of extension work for teachers in service.\nInstitutions\nin the larger centers, particularly those institutions dealing largely on the\npreservice levels of teaching, began to offer intramural extension at such\ntimes as teachers could take advantage of it, in the late afternoons and on\nSaturday mornings.\nSo far as adjustments could be made the extramural work was developed as well, and the collegiate influence was extended by means of extension centers remote from institutions as well as\nthrough correspondence.\nA third development which occurred during this decade was the rapid\nexpansion of the professional schools and colleges of education, which\noffered professional education for those in service who could afford to take\nadvantage of leaves of absence to prepare for new types of positions.\nThe second decade—During the second decade, from the time of the\nclosing of the World War to the present, the developments in the education of teachers in service have been as profound as those which preceded\nthem, but have been more subtle. The first decade provided the basic\n\nchanges in the improvement of teachers in service from elements on a less\nthan college level to collegiate work of a high grade. ‘The second decade\nof development has consolidated those gains, has systematized them, and\nincorporated them in present practice.\nBut it has done far more than that,\nthe significant development of the past decade has been the professionalization of the education of teachers in service.\nAs the responsibility for the improvement of teachers gradually transferred from the inadequate agencies on the noncollegiate level to the more\nadequate collegiate levels—the professional schools—the essential needs of\nteachers became more and more apparent. It is impossible to discuss at length\nquestions relating to teaching with those who must face the solution of\n\nthose problems in the classroom, without perceiving that it is the profes‘There\nsional attitude only which can bring about a satisfactory solution.\nglance\ncasual\na\nEven\nteachers.\nfor\ncourse\nprofessional\nthe\nthen developed\nyears\ntwenty\npast\nthe\nduring\ninstitutions\nprofessional\nof\nover the catalogs\n\n"}
{"page": 888, "printed_page": null, "text": "884\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\ni\n\nwill show the increasing tendency towards professionalism in the work\nWhereas twenty years ago the professionally\nwhich is offered for teachers.\ntitled courses were almost absent from the catalogs of professional schools,\nand academically titled courses were much in evidence, today practically\nevery catalog contains many courses such as “The Psychology of the Elementary School Subject,” “Activities in Primary Grades,’ “How to\nMeasure in Elementary Education,” and the like.\nDuring this second decade there has come about a stabilization of the\nteaching population.\nDuring the previous decade, while the economic and\nsocial characteristics of the nation were in flux due to the War conditions,\nthe economic and social characteristics of teaching were also in flux, but in\nthe second decade these conditions became more stabilized as well. ‘The\nbetter financial records of teaching attracted better individuals to the\nservice, the preservice institutions were able to attract better students and\ngraduate better prospects, and the schools were staffed with better teaching\nmaterial. ‘The increasing professionalism of school administration and the\ngrowing competition for teaching positions is now leading to advances in\nthe professional level of teachers.\nThe contribution of the past twenty years—The progress of the past\ntwenty years in the professional education of teachers in service has had\nseveral definite results.\n;\nOne of the more important of these results has been the recognition\nupon the part of teachers, administrators, and professional schools of the\nnecessity for professional growth while teaching.\n‘The result is evidenced\nby the teachers in their’ demands through summer schools, intra- and\nextra-mural and the like for professional advancement.\nIt is evidenced by the administrators in the changing conceptions with\nrespect to supervision and with respect to providing for the needs of the\nteachers in specific lines of growth.\nIt is evidenced by the professional\nschools in the changed and extended character of the offerings for teachers\nin service.\nA second important result of this progress has been the change in emphasis from academic-collegiate and professional noncollegiate types of work to\nprofessional-collegiate offerings. ‘This has been due in part to a desire on\nthe part of teachers\n\nfor professional\n\nrecognition,\n\nbut it has been\n\ndue in\n\ngreater degree to the greater inherent capacity of these agencies than of\nthose formerly employed to meet the professional needs of teachers.\nA\nsurvey of the status of agencies at present operating to improve teachers\nin service shows the increasing placement of this work on a collegiate level.\nSignificant developments have taken place in various places. Practically\nevery professional center is working close to the administrations of nearby\nschool systems in an effort to supplement the supervisory activities of the\nschools with definite professional offerings for teachers.\nMany school administrations, notably those in St. Louis, Cincinnati, Cleveland, and\nDetroit, have linked their higher institutions so closelv with the schools as\nto allow each to supplement the other to the full.\n\n"}
{"page": 889, "printed_page": null, "text": "2 rec\n\nDEPARTMENT OF TEACHERS COLLEGES\ndso 75 ST TAL SO Sa a\ni al\nld\n\n885\n\nA third significant development has been the increase in the professional\nrecognitions of growth while teaching. Since professional work has been\nplaced upon a collegiate level the collegiate recognitions have been adapted\nto the needs of teachers, and degrees are granted to teachers and valued by\nthem in terms of professional advancement.\nA fourth significant result has been the increasing harmonizing of the\nrequirements laid down by the boards of education and the professional\ninstitutions with respect to professional growth.\nSchool systems are recognizing the values of professional advancement in terms that are also recognized by the collegiate institutions, and are incorporating the recognition\nin the single salary schedule or in some form of school recognition. There\nis an increasing respect on the part of boards of education for the type of\nprofessional collegiate work which is being pursued by teachers, and encouragement is given to teachers, by means of subsidies, leaves of absence,\nscholarships, and the like, to develop.\nThere is, as is evidenced by the\nincreasing reliance upon the school survey in the improvement of schools\nand teachers, a greater respect for the expert leadership of the professional\ninstitutions.\n;\nif\nThroughout the development of institutions for the professional educa-\n\ntion of teachers there has been a weak link in the training program.\nThis\nis true in all of the professions and has been variously solved. It consists\nin the adjustment of novices.\nIn medicine it has become usual to provide\nfor protected practice in hospitals.\nIn law an interneship is also necessary.\nIn teaching it is impossible.\nMany of the larger. school systems have\nadopted the doubtful practice of requiring their young teachers to gain\nexperience elsewhere.\nIn the smaller systems and in the remoter districts\nthis cannot be done, and the obvious solution, intense supervision, is practically impossible.\nThat the problem has been attacked from many angles is one of the\ncontributions of the past few years.\nThe teacher-center plan of Buffalo,\nthe exchange of student-teachers, in Cincinnati, the building assistant plan\nof Springfield and other cities, and the like are forms of the solutions.\nWhere such means are not available, other means must be found, such s\nthe supervision plan for rural schools suggested by Pittman, and although\nthe beginning has been made the solution is not yet complete.\nDuring the past twenty years the improvement of teachers in service has\nbeen changed into the professional education of teachers in service.\nIt\nhas been transferred from a noncollegiate level, to a collegiate level; it\nhas been dignified with professional recognitions rather than merely with\nfinancial recognitions, and it has been developed increasingly by all of the\nforces, administrative and collegiate, which can influence or direct teachers.\nIt has been actuated by one clear and indubitable aim, that which has as well\nactuated the tremendous advances in other fields—the welfare of the public\nschool pupil.\n\n"}
{"page": 890, "printed_page": null, "text": "NATIONAL\n\n886\n\nASSOCIATION\n\nEpucaATION\n\nep\n\nTWENTY\n\nERNEST\n\nYEARS\n\nBURNHAM,\n\nOF PROGRESS IN THE\nRURAL TEACHERS\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nTRAINING\n\nKALAMAZOO,\n\nOF\n\nMICH.\n\nTwo great committees of the National Education Association, circulars\nand special references in general reports of the Federal Bureau of Education, specific publications by several state departments of education, and\ndepartmental\n\norganizations,\n\nstate education\n\nassociations,\n\nand state normal\n\nschools had begun the differentiation of rural education in the general\nfield of the study of public education in the United States before 1908.\nThe Committee of Twelve on Rural Schools was made up of the\nstrongest men in the National Education Association in 1895, and reported\nin 1897, putting special emphasis on the preparation of rural teachers. “The\nCommittee on Industrial Education for Schools in Rural. Communities\nreported to the National Education Association in 1905.\nThis report\nemphasized the truth that the introduction of vocational courses must not\noutrun the preparation of teachers in the subjects, to be taught.\nThese two reports and other somewhat miscellaneous efforts of federal,\nstate, and local leaders in chronological coincidence with an emerging national conservation policy indicated the imminence of a masterly expréssion\nfrom some source.\n\nThis expression came in June, 1907 when President Theodore Roosevelt\nin the midst of his great oration on ““The Man Who Works with His\nHands,” which was a part of the exercises in recognition of the 50th Anniversary of the first state college of agriculture in America, turned abruptly\nto Secretary of Agriculture James Wilson, who sat near hini, and said—\n“The work of your department, sir, has in the past dealt with soil conservation, and the improvement of plant and animal life. This is a great work\nand it must continue to advance, but a greater work remains to be done.\nYour department must also address its efforts to research in the human\nside of the problem.\nThe economic, domestic, educational, and social\n\nconditions of the farm population must be made matters of public information and concern.”\nPresident Roosevelt himself nationalized the new work by appointing\nThe Commission on Country Life, and the inquiries, meetings, and publications incident to the work of the Commission gave clarity, interest, and\nimpetus to the socalled rural problem, a problem which becomes more\nvividly vital with each annual decrease in the food producing population.\nClearly this population is becoming more rather than less important as it\napproaches the minimum proportion of the total people for the safe\nperformance of the fundamental function of food production.\nPublic appreciation of the rural life problem, which has been renamed\nand is now called the rural-urban relations problem, grows apace in\ninformed and purposed effort as evidenced by journal, periodical, and book\n\npublications, by intercollegiate debates, and by conference and dinner dis-\n\n"}
{"page": 891, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n887\n\ncussions. Walter Lippmann in his new book—Men of Destiny—gathers the\nwhole problem into this phrase—‘A major aspect of the destiny of\n\nAmerican civilization.”\nMany able minds in America as well as abroad have thought on this\nmajor aspect of destiny since the report of the Country Life Commission.\nThomas N. Carver of Harvard wrote in 1911—‘No other problem is even\nsecond in importance to that of maintaining the native quality of the rural\npopulation.”\nWoodrow Wilson speaking in 1911 inquired—“Do you find\nsociety renewing itself from the top? Do you look to the leading families\nto keep on leading you? They may—sometimes they do—but you cannot\ncount on them.\nWhat you are constantly depending on is the rise of\nleaders out of the ranks of unknown men.”\nEdward A. Ross of the University of Wisconsin, speaking “On Behalf of Rural Civilization” in 1914,\nin view of the vortex effect of centers of population and wealth, said—‘“I\nwould rather the next million dollars this state gives to education went to\nrural schools than to city schools or high schools or universities.\nIt may\nbe as unfair to spend taxes from city people in bettering the country as it\nis to spend taxes from country people in bettering the city but it is not so\nfoolish.”\nUnder the administration of Commissioner P. P. Claxton the federal\nbureau had regional conferences on rural education throughout the nation\nafter organizing a division of rural education in 1911, and this national\naction led to similar organizations in many state departments of education,\nand in state teachers associations.\nSpecial emphasis was given to rural\nteacher preparation by the National Education Association in 1910 in\nBoston, in 1915 in San Francisco, and in 1919 in Chicago.\nThe Department of Rural Education of the National Education Association was set up\nand authorized as a permanent organization at the winter meeting in\nChicago in 1919.\nDean James E. Russell asked Walter H. Page, representing the Country\nLife Commission, to speak before the Alumni Conference of Teachers College, Columbia University, in February 1910. ‘The necessity for trained\nleaders in the field of rural education was given new impetus by Mr. Page’s\naddress.\nIn a letter to the Iowa State Board of Education in 1912, Dean Russell\nmade a clarion call to action on the part of the state teacher-training\ninstitutions of the nation in these words: ‘In my judgment the chief task\nof the normal schools in the next generation will be to ascertain how to\ntrain teachers for rural schools, to educate rural communities to the point\nof demanding a suitable rural education, and to elevate the professional\nstanding of the rural teacher. All this is a great work, probably the\nIt is the most\ngreatest educational work ever attempted in this country.\ninteresting and inspiring task that has ever been proposed to any body of\nAny institution fortunate enough to be permitted to enter\neducators.\n\nupon it is to be congratulated.”\n\n"}
{"page": 892, "printed_page": null, "text": "ASSOCIATION\nEpucATION\nNatTIONAL\n\n888\n\noT\ns\nST\ns\n0\nT\ns\nL\n\ni\nST\n£6\n07\not\n09\nct\nST\nL9\n\noe\n\n6¢\n\nSC\n\nait\n\n4\nOs\nST\nT\n0\nc\nT\nOF\nSc\n£\nS\n09\n0\nST\n4\n0\nSes\nT\ns\n$9\nStogirae\n|L°OT\n\n‘I *349S9\n\nele\n\nSv\n\n08\n\n06\n\nSz't\n\na4\n\n(2\n\n|-tT\n\noF\n\n09\n\n8t\n\n07\n\noF\n\nrt\n\nT\n0\nT\nT\nal\n(4\n4\ns\n9°99\nOOT\n66\n08\nOot\n86\n86\n06\n\n4\n¥\n4\n(4\n¥\n£\nv\nos\n06\n06\n£\n$\nOot\noT\nS6\n0\n\nev\n9\nSs’?\n+E\nS\n+F\nes\nAS)\n9\n9\n0\nG\n0\nS\nv\n0\n\nS\nor\n£\nor\n07\n(6\nor\noF\n4\n€\n0\n4\n0\nT\nT\nS¥\n\n«|S'cT\nSL\nor\nOF\nos\nOL\n08\nL9\n4\nT\n0\nT\n0\n0\n0\nT\n\no2e\nose\nsieoh | steak\n\n08\nS\n9\n¢\n09\nof\nos\n9° Fe\n\nLZ61\n\n0z\n\n038\nose\nsive | sivof\n\nor\n\nLZ61\n\n0z\n\nSAVGA\n\njo Zuljdwmes\n\n|° °° * peyoder 89381 7h\nJoy Aveuruins oyeulrxo1ddy\n\"rs\" s97eISG UIOYINOS EC}\nseressess sss -OUBUTYSeMA\nSEIN\neae\ney\nee BES aeS:\nEU RISIROTT\nae\nOe\nsores eqosouUulyL\n= |\nMats Aaa cer COLIC)\nen\nyy\n“szesnyqoesse\ncrores\n\ns9}e1¢\n\nALNAML\n\n*T “yas\n\nor\n\nSSadoodd\n\n*T dag\n\nor\ntPF\nZ\nLé\nOF\nse\nSv\n€\n\neok T\nsieof | reof | ueq}\nsso'J\nI\nZ\n\no3e sieah 07\n\nAO\n\nsjooyos [eini ut\nsI9q9v9} JO opRIs W318\nay} Joye uoneredeid\noIWMIEpvIe esvIOAY\n\nTvand\n\naoueliedxe\nJeuorssojoid Aue savy\nyey} sjooyos |[eini ut\nSI9yI¥ve} JO JU9II0g\n\n8\nos\nT\ns\n0\nc\n¥\n19\n\nAHL\n\nNI SHAHOVAL\n\nreok [ | steak\nZ\nseo | reak | wey}\nssoy | wey}\nI\nZ\na10W\n\n088 sivof OT\n\nGHLINN\n\nZururlel} [euolssejolg\n\nreak [ | sreoh\nsivoh\nz\nsieof | re0h | uey}\nZ\nssey | wey}\nI\nzZ\nuey}\no10J\nEPCOS \\§\n\nLZ61\n\nSHLVLS\n\n"}
{"page": 893, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n889\n\nThe response to this challenge has been effective to this extent:\nThe\naverage academic preparation of teachers in rural schools has advanced\nmore than three years; the professional preparation of rural teachers,\npractically negligible in 1912, has now reached 90 percent of the total, and\nthe median time given to it is one year beyond high-school graduation.\n(Specific data from forty-two states will be distributed on separate sheets.\nSix states most completely urban or most completely rural have no adequately differentiated data.)\nThese are great achievements, but it is well\nto remember that the rural standard thus revealed is less than one half the\nminimum standard preparation for public school service in the cities, and\nthat many other baffling problems of organization, finance, administration,\n\nand teaching are still unsolved in rural education.\nDean Russell began the attempt to answer his own challenge by offering\nrural education for the first time in Teachers College in the summer session\nof 1912.\nIn the years since 1070 undergraduates and 2140 graduate\nstudents in Teachers College have taken, along with the best general\ncourses in the college, courses in administration, supervision, curriculum\nmaking, teaching and social science, which have been taught with special\nreference to the application of the best general principles of education and\nsociology to the educational problems of small communities.\nThe following paragraph descriptive of Teachers College is offered as a\ntype and a suggestion to the presidents of the great state teachers colleges.\nTeachers College has thus through all departments, and _ specifically\nthrough her department of rural education, sought to do a great national\nand international function in enriching the education of rural peoples.\nThe further and adequate elaboration of the department of rural education,\nthe evoking of maximum effort for rural education by every department\nof the college and the economically efficient correlation of these two\nservices in spirit and in fact have no doubt already enlisted the splendid\npowers of Dean William F. Russell.\nThe 20th Anniversary of the Country Life Commission affords a great\noccasion upon which the American Association of Teachers Colleges may\nwell be impelled to inquire for a summary of what has happened in the\nfield of thought about the rural-urban situation. And to seek a somewhat\nfocused vision of their resources and responsibilities in regard to rural\nteacher training.\nThis nation needs an integrating, clarifying service by her institutions of\nhigher learning.\nNone are more strategically located in the public educa-\n\ntional equipment to render this service than the state teachers colleges.\nThese institutions may well assume a distinctive part in lifting to the highest possible degree of consciousness and understanding upon the part of the\nwhole public the truth of the inescapable interdependence of city and\n\ncountry.\nThe Country Life Commission and its natural offspring, the American\nCountry\n\nLife Association,\n\nhave done great service as thought\n\nprovoking\n\n"}
{"page": 894, "printed_page": null, "text": "890\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nMore and more penetrating questions have been formulated.\nagencies.\nSome study has been given to establishing fact perspective for these questions.\nThe Bureau of Agricultural Economics in the Federal Department\nissues a quarterly—Farm Population and Rural Life Activities, now in\nVolume I, which is a review of current rural research and other related\nprojects. A bimonthly—Agricultural Cooperation, issued from the same\nsource, now in Volume VI, contains authoritative information on the\nlegal, economic, and organization features of cooperatives. Leaflets, bulletins, and press letters are distributed by many government agencies and by\nprivate institutions.\nThe Purnell Act of the U. S. Congress, which went into effect July 1,\n1925, authorized and subsidized for the first time research by the agricultural experiment stations in the economic, social, and domestic problems\n\nof the rural situation. This Act added $960,000 to the $1,440,000 previously received by the experiment stations through the Hatch and Adams\nActs, and will in 1930 increase the federal endowment of the state stations\nto $4,320,000 annually.\nSome publicists hold that the ultimate results of\nthe better balanced program of research thus made possible will give the\n\nPurnell Act rank in importance with the Morrell Act, establishing the\ncolleges of agriculture and mechanic arts in 1862, and the Hatch Act\nfounding the state experiment stations in 1886.\nRural sociology made its appearance as a college subject about twenty\nyears ago, and had become recognized and respected by 1917 when 2000\ncollege and university students were receiving instruction in the subject. The\npast decade has seen a rural sociology section organized in the American\nSociological Society, several excellent college textbooks in this field have\nbeen published, and last year there were more than 500 college teachers of\nthe subject in the United States and 20,000 college students were studying\nthe social side of rural life.\nIn general there has been a decrease in enrolment in college courses in\nagriculture since the War. However, there has been a broadening of the\ncurricula of state colleges of agriculture and the introduction of more liberal\narts subjects has tended to keep up the total enrolment of these colleges.\nExtension for adults of both sexes, the Smith-Hughes federal subsidy for\nsecondary school instruction in agriculture and the “4H” Clubs for boys\nand girls are agencies by which the diffusion of information about agriculture is widespread.\n‘The economic motive as expressed in’the far flung cooperative marketing\nmovement among farmers and the political discussion of farm relief have\nlifted both the agricultural or production side and the distribution or business side of the rural-urban relations problem into vivid relief. Striking\nresults of efforts to rationalize popular discussion are available in books\nand addresses.\nThe “Condition of Agriculture in the United States and Measures for\nits Improvement,” by the Business Men’s Commission on Agriculture\n\n"}
{"page": 895, "printed_page": null, "text": "ee\n\n®\nDEPARTMENT OF TEACHERS\neen\nen ee rere\n\nCOLLEGES\n\n891\n\nauthorized by the National Industrial Conference Board and the Chamber\nof Commerce of the United States; Nourse’s “The Legal Status of Cooperation,” authorized by the institute of economics; the documents incident\nto the organization of the Federated Agriculture Trades; the research\nprojects completed by the Federal Council of Churches and the Institute of Social and Religious Research; and addresses by leaders in Congress are illustrations of the present stage of thought.\nCan any one longer doubt that even in this young American nation the\nages old Agrarian question has become intricate and baffling to the popular\nIs it not obvious that this nation desperately needs an integrating\nmind?\nand clarifying service by her teacher-training institutions in order that the\nrising generation may not miss in the city or the country the great truth in\nthe destiny-laden, controversial rural-urban relations problem, the great\ntruth of the inescapable interdependence of city and country?\n\nWHAT\n\nFRANK\n\nARE THE “PSYCHOLOGICAL ‘MATERIALS;\nKNOWLEDGE\nOF WHICH\nIS MOST\nESSENTIAL TO TEACHERS?\nN.\n\nFREEMAN,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nCHICAGO,\n\nA\n\nILL.\n\nThe question of the type of psychology which should be taught prospective teachers is answered in a variety of ways.\nStudies of textbooks in. dicate that there is little agreement among writers as to the subjectmatter\nwhich should be included in educational psychology. An examination of\nthe content of courses in the subject indicates an equal variety of opinion.\nA few examples of the contrast in opinion and practice may serve to introduce us to the consideration of the problem.\nOne of the sharp contrasts which is represented in both textbooks and\ncourses is that pertaining to the use of general psychology and applied\npsychology.\nSome of the textbooks in educational psychology can hardly\nbe distinguished from general textbooks in the subject.\nIn fact, a\nnumber of textbooks are used both for courses in general psychology and\ncourses in educational psychology. “To some writers and teachers, educational psychology means psychology for teachers, and psychology for\nteachers means general psychology with a few incidental educational applications. A good many teachers of psychology in teacher-training institutions have received their own training with psychologists whose interests\nare general. The students, then, reproduce in their own courses the kind\nof psychology which they learned from their teachers.\nIn other courses\nis made to inattempt\nearnest\nmore\nmuch\na\npsychology,\neducational\nin\ntroduce those problems which will be of direct service to the teacher in\nthe work of instruction. In such courses those topics of psychology which\nThe\nhave direct bearing upon education are selected and emphasized.\nissues\npsychological\nthe\nand\ndiscussed,\nare\neducational problems themselves\nwhich are involved in them are presented, even though the discussion of\nthese issues does not fall within one of the ordinary topics in the field\nof general psychology. One who pursues this method does not rest satis-\n\n"}
{"page": 896, "printed_page": null, "text": "NaTIONAL EpucaTION\n892\na\nee\n\nASSOCIATION\n\ne\n\nfied in the blind faith that the students will somehow be able to make\napplication of the facts that they learned, but takes the responsibility of\ndirecting the attention of the’ pupil toward the applications.\nAnother variation consists of putting different amounts of emphasis\nupon the various fields of educational psychology. Some books and some\nSome enlarge\ncourses emphasize learning as the chief subject of study.\ngive greater\nOthers\nupon child psychology and mental development.\nvariation in\nThis\ntests.\nmental\nand\ndifferences\nemphasis to individual\nemphasis represents the opinion of the teacher as to what is most important, but it does not in most cases, I venture to say, represent a careful\nanalysis of the educational field to determine what is most useful. The\nemphasis is frequently determined, no doubt, by the topics which are\ntreated in the textbooks which the teacher finds most available.\nFinally, courses are found to differ from each other according as they\nfollow the natural order of topics in the science or the order of topics as\ndictated by the natural sequence of educational problems.\nMost courses\nand books are organized according to the science rather than according\nto the sequence of the educational problem to which the science is to be\napplied. ‘The usual practice is to discuss sensation, memory, imagination,\nreasoning, etc., and then to apply the discussion of these topics to methods\nof teaching or to other educational problems.\nWhether it would be\nbetter to start with the methods of teaching, or the methods of classifying\nchildren, or the methods of organizing the curriculum, etc., and then\nto ask what psychological problems are involved in these educational\nissues and discuss them in the order dictated by the natural organization of the practical problems is an issue which I shall discuss at the\nend of my paper.\nIn view of the great confusion which exists in the field of educational\npsychology, it is very desirable that constructive suggestions be formulated.\nI have recently been given an opportunity in conjunction with two other\neducational psychologists of gathering material which gives some basis for\nsuch suggestions. “This material has been gathered in connection with the\nanalysis of teachers’ activities being made under the direction of Professor\nCharters.\n‘This inquiry consists of two parts. The first part concerns\nan analysis of the subjectmatter of educational psychology by a study of\n\nsome sixty textbooks on the subject. The purpose of this analysis is to\ncollect and classify a series of statements which will represent collectively\nthe conclusions of the various authors on the various problems of educational psychology.\nIn order to give this summary of conclusions a more\nsolid foundation than a mere collection of opinion, we plan also to bring\ntogether an analysis and summary of the experimental investigations on\nthe various problems. The second part of the study will consist in an\nattempt to bring together the summary of facts in psychology and the\nclassification of duties of teachers. Our problem will be to discover how\nbest to teach the psychological facts so as to enable the teacher more\neffectively to perform his duties.\n\n"}
{"page": 897, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n~ $93\n\nThis study has not yet advanced far enough to yield final conclusions,\nbut we can at least outline some of the problems and make some tentative suggestions toward their solution.\nOur main problem is to discover what use psychology is to the teacher.\nIn other words, we are considering psychology as a professional subject.\nIt is conceivable that the study of psychology might be justified as a purely\ncultural subject.\nIts use might be merely to make the teacher a more\nbroadly educated person. Psychology might then be considered as having\nthe same justification as any other merely cultural subject. While psychology does undoubtedly have cultural value, I.am considering here its\nprofessional and not its general significance.\nFrom the point of view of its professional value, then, psychology\nseems to me to be of importance to the teacher for two reasons.\nIn the\nfirst place, psychology gives the teacher a basis for the understanding and\ncomprehension of the entire process of education in all its phases. Whether\nor not the teacher takes any direct share in the organization of the curriculum, or in the classification of pupils, or in educational guidance and\nresearch, he should at least know the fact that somebody has to meet these\nproblems and have some comprehension of the way in which they are being\nmet.\n‘This understanding implies a knowledge of the pertinent psychological facts and principles.\nIn the second place, the teacher needs to know those facts and principles of psychology which are necessary in order to guide him in the\nperformance of his own specific duties. “These duties fall largely within\nthe fields of instruction and management.\n‘Those phases of psychology\nwhich bear directly upon methods of teaching and methods of handling\npupils, then, should be presented to the teacher in full detail.\n‘Those\naspects of psychology which bear upon the more general problems should\nbe treated less fully.\nFor convenience in considering the aspects of education with which\nthe teacher should be acquainted in order that we may know what facts\nand principles of psychology will be useful, we may classify the educational procedures roughly under eight heads. The first is organizing the\ncurriculum.\nThe central importance of this procedure is recognized in\nthe current importance which is attached to it. “The second procedure consists of guiding and promoting the learning of pupils. This is ordinarily\ncalled “methods of instruction.” It seems to me somewhat more illuminating to start with the method by which the pupil learns and then try to\nderive from that the methods by which he should be instructed.\n‘This,\nobviously, is one of the subjects on which the teacher needs special knowledge and one which deserves the largest emphasis both in the general training and in the instruction in educational psychology. ‘The third procedure\nIt would be a mistake\nconsists of management, control, and discipline.\n‘The\nof learning.\nguidance\nthe\nfrom\nseparate\nwholly\nis\nto imply that this\ncerare\nthere\nHowever,\nintimate.\nvery\nare\ntwo\nthe\nrelationship between\nthe\no1\nindependent\nrelatively\nare\nwhich\nmanagement\ntain problems in\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nproblems of instruction. This, obviously, is also one of the immediate concerns of the teacher and one on which psychology should throw all the\nThe fourth procedure is the classification of\nlight which is available.\npupils. In this, the teacher usually has joint responsibility with other\nofficers of the school system. ‘The same thing is true of the fifth procedure,\n‘The sixth\neducational guidance, leading perhaps to vocational guidance.\nprocedure may be defined as promoting health, correcting physical defects,\nThis procedure does not primarily\nand promoting physical.development.\nrest upon psychological principles. ‘The seventh procedure is research.\nIn\nthis, the teacher may have some share although it is largely carried on by\nFinally, we have the organization of the school\nspecialists.\nministration of the various educational agencies.\n\nand the ad-\n\nPsychology contributes a great deal to some of these procedures and little\nto others.\nBefore considering the contribution which psychology has to\nmake to each of them, we may review in similar fashion the chief divisions\nof educational psychology itself. The analysis of textbooks on which we\nare now engaged enables us to draw up a list of these divisions in educational psychology which may be accepted as fairly complete.\nAs in all subjects, we may begin with an introductory topic, the purpose\nof which is to define the subject, indicate its scope and its presuppositions.\nThis introductory topic may include such discussions as the nature of education as a psychological process, the various points of view in general\npsychology and their bearing upon education, and the purpose, methods\nand scope of educational psychology. Following this topic may come a discussion of the foundations of human behavior and learning.\nAn understanding of the detailed facts of learning and of behavior is probably promoted by the general conception of the nervous system and of reflex\nand instinctive action.\nThis topic includes those portions of general\npsychology which are most useful for the student of education. ‘The third\ntopic brings us to the heart of educational psychology and should probably\nreceive much the most ample treatment; that is the topic of learning. How\nthe child learns, the methods which are natural to different forms of learning, the conditions which affect the rate of learning, the existence and\nfactors in generalized learning, the factors in mental efficiency, etc., are\namong the chief topics for study. After the consideration of the general\nfactors of learning comes the study of individual differences and their\nmeasurement.\n‘This topic is now receiving major emphasis in courses in\neducational psychology. It deserves large emphasis although it is secondary\nto learning. ‘The fundamental methods which are common to persons in\ngeneral are more important and more worthy of emphasis than are those\nmethods in which they differ. However, this topic is of major importance.\nJust as individuals differ from each other, so persons of different ages\ndiffer in nature.\nIt is, therefore, necessary to study the mental growth\nof children and the charateristics of children of successive ages.\nThis\ntopic was formerly treated under the head of child study and included\nsome material of doubtful scientific validity.\nIt is omitted from many\n\n"}
{"page": 899, "printed_page": null, "text": "Seed\n\nDEPARTMENT OF TEACHERS COLLEGES\nES. Tice: “Suite Ronn a al verte Nepean ined\npee\n\n895\n\nbooks on educational psychology but we are witnessing a revival of interest\nin it, and it is certainly deserving of an important position in educational\npsychology. The consideration of the general facts or principles of learning\nleaves out of account many specific facts concerning the mode of learning\nof the various school subjects. ‘These facts have been discovered through\ncareful experimentation and are among the most useful to the teacher. We _\nshould, therefore, include the psychology of school subjects as one of our\nmajor topics. Finally, two other topics are important and although our\ninformation upon them is still rather meager, they should probably be in‘These topics are the guidance or control of behavior with the\ncluded.\nrelated social psychology and mental hygiene.\nThe person who sets out to organize a course in educational psychology\nusually stops at this point. After he has laid out such an outline as has\nbeen presented, he proceeds to treat the psychological topics in order, making a few educational applications.\nSuch a course based on this outline\nwould, I believe, study the relationship between the topics in the science\nand the educational problems. I am not prepared to present any final plan\nregarding the correlations between these two bodies of material.\nI have experimented for two or three years with the practice of beginning\nwith the educational problems and raising the psychological issues that seem\nto be involved in them, thus making the organization of the course depend\nprimarily upon the natural arrangement of the educational problems. ‘This\nprocedure is an experimental one, and I am not prepared to say that it is\nthe best. I shall content myself with indicating how this particular mode\nof correlation may work out in practice. The discovery of the best mode\nof correlation will depend upon more extensive experimentation.\nIf we start with the curriculum, our first problem is to discover what\nfacts and principles of psychology are necessary for an understanding of the\nprocedure which should be followed in organizing the curriculum, and\nshould control in part the organization of the curriculum.\nWe must consider first, it seems to me, the fundamental question of the child’s relationship to his environment.\n‘The discussion of this problem occupies Part IT\nof the T'wenty-Sixth Yearbook of the National Society for the Study of\nEducation.\nThe organization of the curriculum also takes account of the\nchild’s native tendencies, interests, and capacities at various ages.\nThis\nagain is obviously a matter for psychology to deal with.\nAgain, modern\ndiscussions of curriculum indicate that the general and special effect of\ntraining is still a vital problem.\n‘The discussion of this problem is sometimes unwittingly sidestepped, and it is sometimes ignored by assuming a\ncertain dogmatic position regarding it. But this does not get rid of the\nproblem. Finally, the curriculum must be based upon some conception of\nthe goals of human life and activity.\nThis is at bottom a psychological\nquestion.\nThe ultimate goal of human life is the satisfaction of human\nwants, whether these wants consist of sensory gratification at the one extreme or the attainment of a satisfying philosophy of the universe at the\nother.\n\n"}
{"page": 900, "printed_page": null, "text": "896\n\nNatTIoNAL\n\nEpucATION\n\nASSOCIATION\n\nThe second major problem, of course, is one which concerns the individual teacher most nearly. This is the problem of guiding or promoting learning—what ordinarily goes under the head of “methods of teaching.”\nThe most useful aspect of educational psychology in connection\nwith this problem, I believe, is one which is totally neglected in some\ntreatments of the subject. This is the psychology of the school subjects.\nAn analysis of how the pupil learns to write or to read or to figure or to\nspell has proved of great value to those teachers who inform themselves concerning the results of recent scientific study on these topics. Of importance also in adjusting work to the capacities and interests of children of\ndifferent ages is the knowledge of the general psychology of childhood and\nof mental development.\nAn understanding of the more general methods\nof procedure is gained by the study of the general principles of learning.\nA good many of these general principles apply as well to one subject as\nto another.\nThe second topic which is the most immediate concern to the teacher is\nthe management or personal handling of the pupil. Failure in this respect\nmay depend upon inability to guide the child’s learning properly.\nAssuming that the teacher can do this successfully, there remain other problems\nof adjustment which require other types of psychological knowledge. What\nis needed is an insight into the child’s attitudes, feelings, interests, béliefs.\nThe sympathetic teacher may acquire a good deal of insight by direct observation of children, but this insight is greatly quickened by the knowledge of human nature which psychology can furnish.\nSuch knowledge is\nfound in the study of childhood, in a study of human instincts and impulses,\nin the study of the way in which one human being reacts toward another,\nand the way in which habits of reaction and of behavior are developed.\nTo acquire insight into the foundations of one’s own behavior is perhaps\nthe most effective way of learning to interpret the behavior of other persons. ‘The teacher is inclined to fail perhaps as much from lack of selfknowledge as from lack of knowledge of the child. A good deal of specific\ninformation concerning the causes of misbehavior on the part of problem\nchildren has been gathered in recent years and is useful to the teacher.\nThe next topic is the classification of children.\n‘This obviously rests\nupon the facts of individual differences and their measurement.\nMental\ntests have contributed an indispensable instrument and constitute an indispensable part of the technic of modern education.\nThe exact interpretation of these tests is still a matter of debate, and the teacher should know\n\nsomething about the issues of this debate as well as about the technic of\n\nthe tests themselves.\nThe full treatment of the topic of classification\nincludes also consideration of the effects of classification upon the learning\nand upon the attitudes of children, and of the type of treatment which is\nsuitable for children of different grades of ability.\nThe procedure of educational guidance depends obviously upon abear ledge of individual differences and the means of measuring them as well as\n\nupon some ability to gauge the interests and special capacities of children.\n\n"}
{"page": 901, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n897\n\nThe prosecution of educational research depends upon the mastery of\nall those forms of technic which are used in modern research. These include experimental methods, the technic of testing, the technic of diagnosis\nand treatment of exceptional children, a knowledge of behavior variations\nand their causes, a command of the methods of studying learning and the\nmeans of promoting it. ‘The teacher can well make use of at least some of\nthe more informal methods of research and will profit by an understanding\nof even the more technical procedures.\nI have given these examples of the relationship between the educational\nproblems and the psychological facts and principles not to argue for this\nparticular method of bringing them into relation to each other; I use this\nexample of the means of associating them merely to bring out the general\npoint that it is the business of educational psychology to study this relationship as well as to study the facts of the science themselves.\nSuch a\nstudy will enable the teacher of educational psychology to select\nthose phases of a subject which are most pertinent and of most value to\nthe teacher, and will at the same time lead to a method of teaching them\nwhich will enable the teacher to see the connection between psychology and\nthe practices of education.\nIt is my conviction that much of our educa-:\ntional psychology has not been very productive. ‘The difference between\ngeneral psychology and educational psychology is not that the one is one\nkind of science and the other another.\nEducational psychology is educational because a careful study is made of the relationship between psychology and education. We have too often left the study of this relationship\nto the student alone.\nIt is the business primarily of the educational\npsychologist himself.\nThe knowledge of psychology which a teacher\nshould have is the knowledge which applies to his task.\nThis is the\nknowledge which he should be taught.\n\nTHE\n\nTRAINING\n\nHENRY\n\nW.\n\nHOLMES,\n\nOF\n\nTEACHERS AND\nTHE NATION\n\nDEAN\n\nOF\n\nEDUCATION,\n\nTHE\n\nHARVARD\n\nCAMBRIDGE,\n\nTHE\n\nMAKING\n\nGRADUATE\n\nSCHOOL\n\nOF\n\nOF\n\nMASS.\n\nAmerica has yet to be persuaded that the training of teachers is a -highly\nIn requiring two years of\nsignificant part of the making of the nation.\ngraduate study for the degree of Master of Education in the Harvard\nGraduate School of Education, we are testing the seriousness of our\nnational faith in the schools.\nAs we see it, a teacher should first of all be a scholar, not of course, a\nperfected scholar but in sufficient measure a master of a subject. If some\nof our students are not intending to make their careers as classroom\nteachers, we may be justified in relaxing for them the requirement that\nthey have command of a specific subject to be taught; yet even for the\n\n"}
{"page": 902, "printed_page": null, "text": "N ASSOCIATION\nNATIONAL EpucaATIO\n898\nne\na\nee\n\nee\n\nfuture administrator, scholarship is from many points of view a matter\nSpeaking broadly, every graduate of our school ought to\nof importance.\nhave a field of knowledge in which he can call himself decidedly competent, and those who are to take up classroom work, even if only as a\npreliminary stage in their educational careers, should not go forth with\nour degree until we are assured that they have a substantial command of\nwhat they are to teach. This requirement of scholarship has not been met\nin America, and American schools of education have contributed in some\nways toward our national failure to put sufficient value on the thorough\nstudy of subjects as a part of the training of teachers.\nPedagogy has\nbeen valued too much among us, scholarship too little.\nOur second requirement is that our students shall achieve with us a broad\nunderstanding of education taken as a whole. Our plan contemplates the\nmaking of educators rather than the training of craftsmen in teaching or\nadministration. We want our students to understand the educational system in its completeness, to know educational institutions and practices, to\ngrasp the problems of human growth and guidance in all their complexity,\nand to have well-developed views on the major issues of their profession.\nEvery teacher and every school officer ought to be capable of taking part\nin the cooperative\n\nformulation\n\nof educational\n\npolicies.\n\nSchool\n\nwork\n\nis\n\nmore highly cooperative than. any other great social undertaking, even\nreligion, even government.\nNo one ought to enter the profession of education who is not competent to take part in responsible discussions of the\ngeneral direction of educational effort.\nFinally, every teacher should be really skilful in the practice of some\npart or phase of the educative process. There are many forms of educational practice besides classroom instruction, but in one form or another\neveryone who is fit to be called a master of education should have the\nnecessary technical skill. No doubt Americans can claim no little advancement in the mastery of educational operations; and if it may be said\nthat we become unduly enthusiastic over special technics, at least we have\nbeen close students of method, organization, and administrative procedures.\nWhat we have to learn from other countries is the development of our\nmethods out of a fuller mastery of subjects and greater courage in perfecting institutions at the top which may serve as standards, models, and\nsources of leadership for the rest of the educational system.\nWe have adopted the requirement of two years of graduate study for\nthe degree of Master of Education because one year was not enough to\nenable us to make sure of scholarship, educational understanding, and practical competence. We require sixteen half-courses to make sure that scholarship may be advanced by the inclusion in a master’s program of courses in\nsubjects other than education. We prescribe six half-courses and require\na general examination to make sure of educational understanding.\nWe\ninsist on apprenticeship in some form, to make sure of skill. But we have\nbeen influenced also by a consideration less definite than any of these,\n\n"}
{"page": 903, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n899\n\na feeling, “far more subtly interfused” in the complexity of our thought\nabout the position of the teacher in American life. We felt that American education has not put sufficient emphasis upon maturity of mind and\nthoroughgoing professional purpose in the training and selection of those\nwho are to carry on the schools. ‘There has been much talk about the\nlow pay of teachers; and this, no doubt, has been amply justified by the\nfacts. But although we shall not call down upon our heads the charge of\ndisloyalty to the profession by intimating that teachers do not deserve far\ngreater rewards than they get, we are perfectly clear that talk about\nlow pay should always and everywhere be accompanied by plans for more\nthorough professional preparation.\n‘The fact that we pay beginners in\nteaching relatively high salaries and accept as teachers youngsters without\nanything that can possibly be called an adequate preparation for an educational career, is merely an indication of our low estimate of what education can do for the individual and the country.\nIf we took education as\nseriously as we are supposed to, we should make entrance into the profession\ndifficult, initial earnings smaller in relation to final rewards, and the path\nto posts of larger responsibility longer and harder.\nThe fact is that America is still a frontier country so far as education\nis concerned.\nIn conquering the natural resources of a vast continent rich\nin all material goods, we have learned to rely on mother wit, initiative,\ninventive genius, and individualism.\n“The hand of fate is moving us forward to another stage wherein we shall have to place greater reliance on\nlearning, trained capacity, and cooperation.\nGreatness no longer lies for\nus along the road of laissez-faire. Cour conquests must be spiritual as well\nas material, our vision broadened and refined, or we shall court the fate\nwhich Spengler predicts for western civilization.\nIn the development of\na new and more complete and complicated command of our national destiny, education will play a far more dominating part than it has ever played\nbefore. How can we continue, then, to put school-keeping into the hands\nof boys and girls, almost uneducated, poorly prepared for their work,\nunderstanding its significance but superficially, lacking in distinction and\npersonal power? Almost any plan to raise the general level of the profession is justified by a dispassionate view of the importance of education\nat the present stage of American civilization.\nFor ourselves, for this particular institution, we propose an honest effort\nto make a more searching selection of the best and most promising young\nmen and women, those who mean to prepare themselves so seriously for\ntheir work in education that they are willing to devote two years of graduAnd we shall\nate study to their preparation for an educational career.\n\ndo our best to make this preparation relatively final, so that we may say\nof our graduates that their scholarship is sound, their educational under-\n\nNo profession has\nstanding adequate, their technical skills developed.\nto learn the\nmid-career\nin\npause\nmust\n“arrived” in which practitioners\nbasic things.\n\n"}
{"page": 904, "printed_page": null, "text": "900\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\npp\n\nThe philosophy of our new requirements may be stated thus: The making of the nation calls for a new and higher standard in the training of\nteachers. That is the first line of attack upon the superficiality of American attitudes toward education. Too many among us still think of learning as something artificial and remote, the adornment of peculiar minds,\nan absorption in activities essentially dilettante, queer, and out of line with\nthe serious business of life. The really educated man has seemed, perhaps\ntoo often he has been, an exotic, overdeveloped in a narrow way, a specialist “learning more and more of less and less.” Or, if there are some who\ntake a different attitude, it has been too often the attitude of respect for\nthe unfamiliar, of bowing down before the shrines of the spirit as if they\nRugged disrestood for mysteries beyond the reach of ordinary minds.\nspect for too much learning has appeared side by side with breathless admiration for any learning at all. The selfmade man has laughed at\ncolleges and often found their weakest spots and poked fun at their\nexcesses. “The dabbler in aesthetics or philosophy has paid timid respect to\nParents who face the educational situation in a matter-of-fact\nscholars.\nway have valued academic distinctions for what they seem to be worth,\nthat is, as passports from one stage to another in the educational system,\nthe really important things in either school or college being just what we\nhave let them become, namely discipline, the formation of good habits of\nmind and body, fun, and friendship. Such things need not be less valuable\nwhen all these attitudes have yielded to a more searching criticism, when\nour teaching shall be more effective in providing youth with such knowledge and insight as youth must have in our new and more complex civilization. And no factor will be more important in bringing a more serious\nattitude toward education than the raising of teaching to a new level of\ncompetence.\nIt is easy, therefore, to conceive our effort in the graduate\nschool of education in the amplest social terms.\nWe need not look upon\nit as something special and unique, suited to a little group of “highbrows”’\nwho want to become personally distinguished.\nThe simple truth is that\na more serious conception of the place of the teacher in the life of the\nnation is both necessary and timely.\nOther schools of education in this country have developed fhéie plans\nof instruction on the basis of convictions equally sincere, and no doubt.\nequally national in scope. If we have departed from the more traditional\ncourse and if we have failed to take the way we have been urged to take\nby certain leaders in the field, it is not because we have failed to consider the possible consequences of our action.\nThere is, for example, the plan of work still largely followed throughout the country, and not without its analogue abroad, in which the\nteaching of education is conducted in a department of the faculty of arts\nand sciences—just as is the teaching of any other “subject” in the university program.\nWe abandoned this plan of work when we set up a separate graduate school of education.\nThen we faced squarely toward the\n\n"}
{"page": 905, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n901\n\nprofession and took upon ourselves the burden of developing a scheme of\ninstruction which should be pervaded throughout by the spirit of higher\nprofessional training.. The school of education is as much a vocational\nschool as is the law school, the medical school, or the school of business\nadministration. We do not regard education as a subject to be learned, but\nas a field of professional effort in which knowledge, understanding, skill,\nand outlook are to be fused into an active whole.\nAmong schools of education equally vocational, some are guided by conceptions which we have thought unsuited to our own enterprise. ‘There\nis the plan often adopted even on a graduate level, and thoroughly American in its character, of making degrees dependent upon a collection of\ncredits for courses, without much discernible unity or consistency in the\ngeneral scheme. In schools of this character, the instruction expands and\nproliferates almost without limit.\nIf a new educational movement appears, experts are secured to give courses in the new field. Specialization\nis carried to extremes, and one may secure a degree on a combination of\ncourses, which is by no means certain to inelude the subjects generally\nrecognized as fundamental.\nThere are schools, also, in which the development of the scientific attack\nin education has dominated every other consideration and in which, therefore, research has been allowed to overshadow training. ‘The tendency\nin such schools is to make every course an analysis of a particular problem\nand to deal with all such problems “scientifically” or not at all. Even\nwhen such work is conducted by able and conscientious men, the limitations of science, strictly socalled, in providing solutions for educational\nproblems are so great that courses of a scientific nature can cover only\nselected aspects of the whole field of education.\nSuch a plan seemed to\nus unfavorable to the development of the broader and more fruitful conceptions of education by which teachers and administrators may guide their\nactual professional conduct.\nWe should be unwise, of course, if we were to omit consideration of\nnew movements and new doctrines, and certainly we are earnestly endeavoring to conduct as much scientific research as we can profitably undertake.\nOur main effort, however, is this: to unify our professional program, to deepen it, extend its scope, and make it more practically effective;\nfor the end we have in view is to prepare workers for all the higher\ngrades of professional endeavor, both classroom teachers and school ofhcers and specialists, as well as those who are to engage in the training of\nthese workers, and so to prepare them that they may set up in their several\npositions new standards of professional achievement; to select our students\nrigorously, make sure of their scholarship, insist that they shall have a\nbroad and well-coordinated view of education as a whole, and test their\ncompetence as practitioners in a given type of educational endeavor.\nIt\nwould be a mistake to conduct a program of this sort without seeing to it\nthat the spirit of research pervades the whole, that conclusions shall be\n\n"}
{"page": 906, "printed_page": null, "text": "902\nices\n\nNaTIONAL EpucATION\nSN\na nec inn mee\n\nASSOCIATION\nRARE aE ENE SE\n\nour\nbased on fact wherever fact is available or can be secured, and that\n\nstafi and student body contribute continually to the increase of knowledge\n\nOnly, first of all, we wish to make sure that the body of\nin education.\ngraduates from this school shall have no scrappy, disconnected, or superWe want them to see\nficial preparation for their educational careers.\nis possible to rush too\nIt\nwholly.\nand\nsteadily\nboth\ntheir professional lives\nphase or aspect of\nsingle\nsome\nupon\nattack””\nc\n“scientifi\nthe\ninto\nquickly\nPerhaps the general\neducation or some particular problem of the schools.\nspirit of the university may best be worked into our plan of professional\ntraining if we succeed in developing constructive-mindedness in all our\nstudents—the power of critical analysis in a mind broadly and deeply\ninformed.\nUpon all that I have said falls the shadow of the conception that teaching may actually affect the life of a nation. Let me complete this address\nby a brief analysis of just that possibility.\nPerhaps I may be able to\npresent it to your minds from a relatively novel point of view.\nIf the\nplans of the graduate school of education are based on the conviction that\nthe training of teachers is at bottom an undertaking of national importance\nand the still deeper conviction that education has national effects, in what\nsense do we hold any such convictions? Do we really believe that schooling may help to determine national destiny? Do we actually think that\nwhat we teach and how we teach it, the organization and conduct of\nschools, and the training and capacity of teachers, is a matter of importance not to individuals only but to the nation as a whole?\nI have tried\nto indicate that the Harvard plan for the training of teachers has been\ninformed by broadly social conceptions of the importance of such work.\n\nIn what sense do the effects of education transcend the limits of strictly\nindividual living?\nIt has been justly said—and recently with greater insistence—that the\nindividual is the only real object of education. Let me ask you to analyze\nwith me, however briefly, some of the implications of this saying.\nProbably no one will contradict the statement that teachers of every\ngrade and kind are working with the ideas, appreciations, attitudes, reactions, and habits of individual human beings. The human system, in all its\ncomplexity, is the stuff with which the teacher deals. Books, laboratory\ninstruments, courses of study, methods, school buildings, administrative\norganization, all these, when viewed from the standpoint of the educative\nprocess, must be considered as mere tools. We use them only to effect\nchanges in the students we are teaching. If we sometimes forget this and\nact as if our means and materials were ends in themselves, the mistake may\nbe natural, but it is none the less a mistake; and the confusion of means\nand ends may sometimes have very serious consequences.\nI recognize, of\ncourse, that our tools themselves are still in the making. As teachers we\nare concerned not only to use knowledge, but to increase it; not only to\nwork with books, but to write new ones; not only to utilize old methods,\nbut to invent better ones. Yet as teachers, even in the heat of our enthusi-\n\n"}
{"page": 907, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n903\n\nasm for the creation of new tools, we need not lose sight of the fact that\ntools. are tools.\nIn America, we tend especially toward enthusiasm for\nmethods, as if the perfection of a given technic were something to be\ndesired.in- and of itself..\nMechanisms attract us.\nWhat an array of\nspecial plans and systems the educational historian may pass in review,\neach advocated\n\nin its time as if it could solve every educational\n\nproblem,\n\nif only all of us could learn to use it perfectly! We have conjured with the\nnames of Froebel, Pestalozzi, Herbart, and Rousseau, with the method of\nthe recitation, with the Montessori system, with measurement, with the\ncase or problem method, with schemes for individual instruction, with the\nproject plan. When we decry an exclusive reliance on such externals and\ncall for a return to principles, we are really insisting on the critical analysis of technics from the standpoint of their usefulness in accomplishing the\nonly real end we have in view, namely, the changing of individual human\nbeings in their outlooks and reactions on life.\nBut it is not enough to free the teacher from the bondage of mechanical\nprocedures. ‘That, to be sure, is difficult and highly important. ‘To train\nthe teacher as an artist means the selection of those who have some gift for\nthe art, those who are “born teachers,’’ and those besides who are at least\ncapable of growing into some measure of artistry on the basis of ordinary\nendowments; and then it means imparting so much of the science of human\nstructure and development and so much of the art of education as we\nknow and can impart; and all this with the effort to make the teacher free\nand versatile in the use of what he knows.\nIt is at the crest and pitch\nof this endeavor that we face the most difficult task of all. What are those\n“outlooks and reactions on life’ toward which we wish to influence our\nstudents?\nIf we ourselves are to be artists in education, working freely\nwith the stuff of human selfhood, remaking human nature, what is the\ngoal of our effort, what the model and pattern we have set for our work?\nCan we define the individual we want to make?\n‘To say that the individual is the object of education is to set ourselves straight in the face\nof a fundamental professional problem.\nBut we must still answer the\nquestion, what do we want the individual to become?\nLike many another question, perhaps indeed like all fundamental questions in the art of living, this question is easier to ask than it is to answer.\n\nWe may present the problem in terms that are so sharply defined that we\nseem called upon to choose between solutions equally clearcut; yet when\nit comes to action, we may find that our conduct is based partly on one\nanswer, partly on another, or on a confusion of many.\nWho is willing, for example, to take the extreme position of the nativist,\nwho says that nature makes us what we are and that education can give\nus, therefore, only facts and skills and other “usuable’”’ commodities?\nPushed far enough, this leaves the ordering of life entirely to fate. It is\nlaissez-faire applied not only to economics and government but to the\nIt discountenances even the effort to inspire and perwhole of conduct.\nIt leans toward fatalism. The individual will be what he will\nsuade.\n\n"}
{"page": 908, "printed_page": null, "text": "904\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nfood\nbe, and we as teachers can only put before each individual Caesar that\ngreatness\nthat\nattain\non which he himself is willing to feed that he may\nto which he was born. But now, if we think this conception disconcerting\nand discouraging, shall we turn to the other extreme and become environmentalists pure and simple? Shall we emphasize out of all proportion the\npossibility of “inculcating” ideas, influencing “emotional set,’’ or “developWe have long ago discarded the notion that the\ning new powers?”\n\nmind is a tabula rasa, but we may be in danger of adopting an equally\nCan we mold\nindefensible reliance upon the conditioning of responses.\nwe begin with\nif\neven\nhands,\nour\nin\nclay\nbut\nwere\nthey\nif\nhuman beings as\nthem as babies, and condition their responses: with the greatest precision\nWill they not escape from us, after all, and become\nand effectiveness?\nrebels and mutineers in our camp? The environmentalist position, carried\nto its logical conclusion, makes us determinists in education. It expects us\nto develop a “science” that will enable us eventually to make mere puppets of each succeeding generation. We the teachers, even we, are to be\nthe gods outside of the machine, the arbiters of human destiny. If nativ-\n\nism in education discourages the teacher, environmentalism may well dismay him.\nCommon sense, as usual, offers a compromise.\nWhy not admit that\neducation can affect human nature, but within limits? Why not say, with\nthe behavorist, that responses may be conditioned, habits and attitudes profoundly affected, conceptions and points of view established, and modes of\nthought and action rendered customary, and yet insist both that nature\nhas set limits and given direction to the development of individual powers,\nand that the final integration of individuality, the final definition of selfhood, cannot be viewed as the conditioning of a response at all?\nLet us vote then with common sense; let us reject, on the one hand,\nthe view that individuality is fixed by birth, and on the other, the view\nthat individuality is determined by education. Let us hold that in the end\nwe do but give the individual the materials out of which he is to make himself, granting neither to ourselves the power wholly to fix his character\nand the uses of his life nor to nature or to chance the power to make him\nwhat he is. We shall have some part in the process insofar as we help to\nplace every individual clearly in the center of his own world insofar as we\nput him in possession of a commanding knowledge of the issues of life, of\nhis own powers and limitations, and of the possible consequences of his\nactions.\n\n¥\n\nAgain we have set our problem clearly before us. The individual is\nthe object of education, and education is in part to make the individual,\nin part to help him to be what nature intends, and in part to help him\nmake himself.\nEven yet, however, we face a dilemma of thought.\nIf\nWwe as teachers make the individual at all, we must choose the kind of\nindividual to be made. The teaching of one thing rather than another is\na choice that makes some difference in the life of any given student. And\nall such choices are but minor elements in the making of individuals com-\n\n"}
{"page": 909, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n905\n\npared with the major undertaking of presenting systems of connected\nideas—economic, political, and ethical—by which lives may be guided and\nwithin which conduct may run. There is no escaping the moral responsibilities of teaching. We do make conservatives or liberals, progressives or\nreactionaries by the drift and pressure of our instruction, even in the earlier\nyears. We cannot help but choose among the “outlooks and reactions on\nlife” by which our instruction is guided. What we believe and what we\nhope, the faith that is in us, our flippancy or our seriousness, all enter\ninto the influence we exert on the lives of our students.\nHere again of course, there is a choice between extremes and position\nthat conmmends itself to common sense.\nOn the one hand stand those\nwho wish to use the schools for propaganda. It is not the radical only who\ntry to form the opinions of young minds in the direction of his own parti\npris. Conservatives are as eager to use the schools for the dissemination of\n“sound doctrines” as are liberals to use the schools for the dissemination of\n“radical opinions.” ‘The university administrator knows well how much\ncourage it takes to defend freedom of teaching and freedom of learning\nagainst the dogmatists on either side.\nOn the other hand, there are those who would rule out of education\nall controversial issues and teach in the schools only the more formal\nsubjects or only those doctrines which are sanctioned by majority opinion\nor hallowed by tradition. ‘The course they recommend may be safe, but\nit leaves a vital part of education to newspapers, magazines, and chance\ndiscussion. With maturer students, especially in the senior high school and\nthe college, we ought not to neglect such opportunities as we have to deal\nwith the real issues of life, if they verge on the controversial.\nFurthermore, no true teaching of literature, history, or science can avoid bringing\nteachers and pupils face to face with issues that are still hot with conflict.\nLet the teacher of science in Tennessee bear witness!\n\nCommon sense would keep us once again from running to extremes.\nThe teachers of a nation cannot become the proponents of special views,\npedlars or panaceas, advocates of particular reforms. “The schools are not\nto be taken as an arena for political warfare.\nNor can we, on the other\nhand, exclude from our teaching the major insights of our times. “Teachers\nare clearly called upon to be interpreters.\n“They must speak for the\npresent and the future as well as for the past. “They must deal with their\nproblems in the spirit of constructive statesmanship.\nI do not mean, of\ncourse, that the teacher of geography in the sixth grade must have positive\nviews on the future of China and teach those views to her pupils; but I\ncertainly do mean that teachers in general should compare favorably with\nany other class in the community in their understanding of world problems.. Their patriotism should not be uncritical nor their devotion unreflective. In their associations, growing ever more powerful in this country,\nthey should be worthy of the vision of Plato, who put philosophy at the\nhead of the state.\n\n"}
{"page": 910, "printed_page": null, "text": "NATIONAL\n\n906\n\nEpucaATION\n\nASSOCIATION\n\nie\n\nTo risk a specific test, let me ask whether 75 percent of our teachers\ncould read with understanding such a book as Beard’s Rise of American\n\nIf public interest\nCivilization or Lowell’s Government of England?\nin the larger questions is to be increasingly keen and intelligent—and if it\nis not, what becomes of democracy ?—the interest of teachers, as a class,\nmust be keen and intelligent. They must use judgment, to be sure, as to\nthe time, place, and manner in which it is fitting for them to deal with particular issues. All the more reason why they should be well informed,\nwell balanced, with a professional consciousness highly developed.\n‘That\nnation in which teachers work for the most part on small, mechanical tasks,\nunder close supervision, out of textbooks, according to syllabi, is “submitting its future to the guidance of second-rate minds.”\nThe part of the teacher in the making of the nation is not unlimited, but\nit is real; and it is more important than we have dreamed of in our\nphilosophy.\nIf, fifty years from today, it can be said that the Harvard\n\nSchool of Education\n\nhad a substantial\n\npart in raising the teaching in\n\nAmerican schools to a higher level of intelligence and vigor, can we ask for\na greater measure of the fame that\nLives and spreads aloft in those pure eyes\nAnd perfect witness of all-judging Jove?\n\nTWENTY YEARS OF PROGRESS IN THE PROFESSIONALIZATION OF SUBJECTMATTER FOR NORMAL\nSCHOOLS AND TEACHERS COLLEGES\nWILLIAM\n\nC. BAGLEY,\n\nTEACHERS\nNEW\n\nCOLLEGE,\n\nYORK\n\nCOLUMBIA\n\nUNIVERSITY\n\nCITY\n\nI regret very much that an ungainly term has become associated with\nthe idea or conception that I have been asked to discuss with you this\nevening. ‘To speak of the professionalization of subjectmatter is almost to\ninvite resentment that subjectmatter or anything else should be treated by\nso inhumane a process—whatever the process may be. I must assure you\nat the outset, then, that I have no dark designs on subjectmatter, and no\nintention to treat it harshly or cruelly. On the contrary, what I mean by\nprofessionalizing subjectmatter in the normal schools and teachers’ colleges\nmight quite justly be thought of as a really serious attempt to humanize\nknowledge, to reveal its true meaning, to show how it has evolved out of\nhuman experiences and how it has helped men and women to solve their\nproblems and especially to show how it can be built into the experience\nof each oncoming generation.\nAs I conceive it, indeed, the whole purpose of professionalizing subjectmatter is to make sure that knowledge\nwill throb with life and meaning, and that it will enrich in the largest\npossible measure the lives of just as many people as possible.\nIn reflecting upon this problem and discussing it with my students and\nother friends over a long period of years, I have become more and more\nfirmly convinced that the most important function of the professional\n\n"}
{"page": 911, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n907\n\nschool for teachers is to do this very thing: to enable the teacher to make\nknowledge really live in the experiences of boys and girls. I have become\nmore and more firmly convinced, too, that in discharging this transcendent\nfunction, the professional school must place its chief dependence upon its\nsubjectmatter instructors,\nIt is at this point that the rub has come.\nIn the development of professional education for teachers a sharp distinction has been made between\na teacher’s equipment in subjectmatter and his equipment in the art or\ntechnic of teaching. The subjectmatter equipment has generally been taken\ncare of by instructors and departments that we have designated as ‘“‘academic,” while the theory and art of teaching have been taken care of by\ninstructors and departments that we have called ‘“‘professional.’”’ By our very\nterminology, then, we have implied that the subjectmatter equipment is\nnot part of the teacher’s professional equipment.\nFurther than this, the\ndualism between subjectmatter and method has left the subjectmatter\nspecialists generally speaking with little sympathy for the all-important\ntask of making subjectmatter live in the experiences of boys and girls.\nThat they have assumed, is not their problem, but rather the problem of the\nprofessional departments—the instructors in educational theory, psychology,\nand ‘‘method,” and the supervisors of student-teaching.\nThe result of this division, in my judgment, has not been at all happy.\nIn the first place, it has led to bickerings and jealousies among faculty\ngroups.\nIn many of our professional schools for teachers, there is either\nopen hostility or at best an armed truce between the subjectmatter departments and the socalled professional departments.\nMuch more serious than\nthis, however, is the power and influence that the socalled professional\ngroups practically monopolize in determining the work of the lower schools.\nThis is not their fault. A monopoly has simply been handed over to them.\nBy refusing themselves to professionalize their courses, the subjectmatter\nspecialists have voluntarily surrendered their potential influence.\nMy colleague, Dr. Evenden, has a very effective name for the courses which the\nprofessional departments offer to bridge the gap between mastery of subjectmatter and the actual work of teaching boys and girls—such courses as the\npsychology of elementary-school subjects, the teaching of the common\nbranches, and the like. He calls them “George” courses, meaning that\nthe subjectmatter specialists have been content to “let George do it.”\nThe same general problem is met even more acutely in the liberal arts\ncolleges and universities that attempt to prepare teachers.\nThe subjectmatter specialists in these institutions usually take a most contemptuous\nattitude toward the professors of education to whom by default the problem\nof adapting subjectmatter to the needs and capacities of elementary and\nhigh-school pupils has been left. In recent numbers of both The dmerican Mercury and Harper’s Magazine there have appeared bitter attacks\nupon the professors of education. They have been accused of practically\nall of the sins on the calendar, and the righteous indignation of their\nA few professors of educaacademic colleagues has descended upon them.\n\n"}
{"page": 912, "printed_page": null, "text": "908\n\nNaTIONAL\n\nEpucation\n\nASSOCIATION\n,\n\nne\n\ntion have resented these articles, but not for long.\n\nAnd why not?\n\nSimply\n\nbecause they have been too busy doing necessary work that their critics\nhave declined to do on the ground apparently that it might soil their hands\nAnd back of these critics that\nor spot their lily-white reputations.\nand imperfections, is after all\nfaults\nobvious\nhis\nof\nall\nwith\n“George,”\nHe is, and it is an influence that he and\nexerting a tremendous influence.\nhis group ought not to monopolize; it is an influence that ought to be shared\nby his academic colleagues, or at least by a certain proportion of them who\nwould prepare themselves to undertake the responsibilities.\nAs a matter\nof fact in our country today the policies and practices of the lower schools\nare being determined in large part by professors of education—and chiefly\nbecause these men and women alone have regarded the work of the lower\n‘They are of course not competent alone to solve\nschools as worth studying.\nthe problems, and they should have especially the cooperation of their colLacking\nleagues in the various fields of human scholarship and culture.\nthis cooperation “George’’ is doing the best that he can with a huge task—\nand I do not hesitate to say that in some cases I think that he is doing\nmore harm than good.\nAs I see it, the influence both of the educational theorist and of the socalled educational scientist very distinctly needs the balance that the subjectmatter specialist might well provide if he interested himself in the difficult\nart of teaching boys and girls. I do not mean by this that “George”\nshould be dispensed with entirely. There is a place for the out-and-out\nstudent of education.\nBut when we turn the entire field of elementary\nand secondary education over to him, we are giving him too large an order.\nWe need only to glance at our prodigious professional literature to see how\nconfused we are. And we need only to look at what is happening particularly in elementary education to find how our confusion is affecting the\nteaching of boys and girls. For some reason or another ‘George’ is uncannily adept in the fine art of messing things up. Now it is perhaps true\nthat things need messing up in education as a first step in making them\nbetter; but I have serious doubts that some of our recent efforts have carried us or will carry us very far forward.\nLet me give a few examples of what I mean.\nFor the past few years\n“George” has been busily engaged in what he likes to call “curriculum\nreconstruction.”\nIn this obviously important work he has found it necessary to introduce a host of new terms ostensibly to cover important ideas.\nAs a matter of fact, many of these terms either merely cover up our ignorance, or are substitutes for much better terms that have, for one reason\nor another, become unpopular in our professional circles. The current vogue\nof such terms as “activities,” ‘objectives,’ and “attitudes” illustrates what\nI mean by the introduction of words that merely cover up our ignorance;\nand the substitution of the term “‘social control” for the much more virile\nand significant term “discipline” indicates the lengths to which we go in\ntrying to avoid even the barest suggestion of anything unpleasant in the\nprocesses of education.\nBy far the most serious charge against “George”\n\n"}
{"page": 913, "printed_page": null, "text": "DEPARTMENT OF TEACHERS COLLEGES\nae\nns\n\n909\n\nis that he is partly, and I think pretty largely, responsible for the very\nserious softening of the educational fiber that has been going on for the\npast two or three decades. Having protested in season and out of season\nagainst these softening tendencies I believe that I may justly claim a personal alibi in-connection with this charge.\nNow one hope that I have had in urging a greater emphasis upon subjectmatter in the professional education of teachers is that the subjectmatter\nspecialist, working as he does in a much more limited field than that of the\neducationist, and concerned as he is with much more definite and tangible\nmaterials, will counteract looseness and softness toward which, for some\ninexplicable reason, the educationist almost always tends.\nBut the subjectmatter specialist cannot exert a corrective influence as long as he holds\nHe may sneer\nhimself aloof from the lower schools and their problems.\nat the educationist and proclaim in his own classes the utter futility of\n“George”\n“George” and all of his works; but that will get him nowhere.\nmay be all that is said about him, but he is right there on the job, and the\nman who is on the job is the man who wields the influence.\n‘The problem has become, then, one of getting the subjectmatter specialist\non this job, at least to the extent of having him reflect in some of his courses\nthe point of view of the teacher in the lower schools, with some concern\nregarding what elements among his own materials can be profitably taught\nto boys and girls and how such elements may be made to vibrate with life\nand meaning.\nIf even so much as this could be done, I have contended,\nwe could dispense with some of the courses in educational theory, some\nof which, as we all know, are extremely thin, and in many of which there\nis a great deal of overlapping.\nI confess that I have been surprised that this proposal has met with so\nmuch opposition from the very people who would seem at first glance most\nlikely to support it—namely, the subjectmatter specialists themselves.\nMany of them have asked very testily how I could propose that subjectmatter and method could be taught at the same time. ‘This attitude merely\nshows how deep-lying is the dualism that we have allowed to develop in\nconnection with the professional education of teachers.\nAs long as people\nhold this view, we may be certain what ought to be the finest of all fine\narts will remain very largely a trade, and that its technic, which ought to\ngrow out of the substance with which teaching deals, will remain a mere\nbag of tricks.\nJust as surprising is the criticism that has come to my attention from\nDr. Bachman of the General Education Board, who—I am told—has\ncharacterized my proposal as the most dangerous notion now abroad in\nIf so, I should say that it must be fairly perilous.\nAmerican education.\nJust why Dr. Bachman should oppose my efforts to put more substance\ninto the professional education of teachers and dispense with some of the\nfroth I am unable to see.\nThe topic assigned to me on the program is “Twenty Years’ Progress in\nI have not said very much\nthe Professionalization of Subjectmatter.”\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ne\neee\nee\nRiso\n\nas yet about progress, and both my time and your patience are now exI should not leave you with the impression, however, that no\nhausted.\nprogress has been made.\nThe first extended study of the problem was published in 1922—E. D.\nRandolph’s The Professional Treatment of Subjectmatter (Baltimore:\nSince that time there have been several monographs\nWarwick and York).\ndealing with the problems of professional treatment in specific subject~\nmatter fields. A substantial beginning has also been made in the construction of textbooks for professional content courses of collegiate grade.\nThese have been prepared by subjectmatter specialists who are also close\nstudents of education and both familiar with and sympathetic toward the\nproblem of teaching in the lower schools.\nBeyond all this, however, and perhaps more important than anything\nelse, is the greatly increased recognition of the problem in two institutions\nthat prepare many of the instructors for the normal schools and undergraduate teachers colleges.\nI refer particularly to the George Peabody\nCollege for Teachers and to the Teachers College of Columbia University.\nAt Peabody, an effort is being made to discover in the several subject- .\nmatter courses the important contributions that they make to the\nwork of the teacher and to bring these contributions into high relief in the\norganization and conduct of the courses.\nA member of the college staff\nhas been relieved of other duties and assigned to study the various courses\noffered and the way in which they are taught. All of this is for the purpose of making these courses maximally helpful to teachers in the lower\nschools.\nAt Teachers College our subjectmatter departments are much more important than they were ten years ago—more important, indeed, than they\nhave been since they were known as “secondary” departments, at a time\nwhen the college was predominantly an undergraduate institution and prepared many teachers for the high schools.\nIn recent years, Teachers College has become almost exclusively a\ngraduate school, and its graduate students are preparing chiefly for supervision, for normal-school and teachers’-college service, and for administrative posts. When this change in student-personnel became apparent, there\nwas a general conviction among the members of the staff that the subjectmatter departments of the college would be superfluous, that the courses\noffered in the college would be exclusively technical and professional, and\nthat whatever subjectmatter work our students wished to have could be\nprovided in other colleges of the university.\nIt was very soon discovered, however, that this would not solve the problem. It was found that, even for graduate students preparing for elementary-school supervision or for normal-school instructorships, advanced\ncourses in education alone did not suffice.\nIt was found, too, that the\npurely academic subjectmatter courses offered elsewhere .in the university\nwould not entirely answer the purpose.\nIn short, there was a real need\nfor what I have termed professional-content courses—this time on the grad-\n\n"}
{"page": 915, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n911\n\nuate level. Our recent development has been distinctly toward the development of such courses. Today the group in Teachers College which\nhas the largest enrolment of major students for the Master’s degree is’ the\nEnglish group.\nThese facts I advance as significant of the fundamental importance of\nthe type of work which the professional treatment of subjectmatter represents.\nThey offer further testimony to my main contention—namely,\n\nthat the most unfortunate fallacy in the professional education of teachers\nis the assumption that only technic and educational theory are “professional,’’-—and that to equip the teacher with substantial materials for teaching is a task that has nothing professional about it.\nIt is time that this dualism, which has done untold harm to education,\nshould be thoroughly resolved.\nI repeat that the fine art of teaching is\nsomething more than a mere bag of tricks. The notion of a “general\nmethod” of teaching which will be indiscriminately applicable to all materials is just as much of a delusion and a snare now when the “project\nmethod” or the “contract plan” or the ‘mastery formula” is the fashion\nas it was when the “five formal steps” were regarded as the universal\npanacea for all of our educational ills. Each of these and other theories of\nteaching has its place, but it is a place that must always be determined by\nthe closest consideration of the subjectmatter to be taught. ‘Technics\nwhich are merely “fastened on” to subjectmatter instead of growing out\nof the very nature and function of subjectmatter have not helped us much\nin the past nor will they help us much in the future.\nOnly the “teacherscholar” can resolve this fatal dualism.\nUnless our professional schools\nfor teachers can develop these teacher-scholars and give them a position of\nsignificance in their organization, the professional school as such, I believe,\nwill soon disappear.\n‘The preparation of teachers will become a minor\nfunction of the liberal-arts colleges, taken care of exclusively by detached\ndepartments of education, which will essay to solve the most intricate and\nimportant of all human problems on a necessarily superficial basis.\nI believe that the time is peculiarly opportune for a much more extended\nattack on this problem than we have been able to make in the past. The\nlengthening of the curricula for elementary-school teachers is making it\npossible to give to these teachers a much richer equipment.\nWe can insure\nboth a broader outlook and a firmer and more dependable foundation.\nIt will mean very little if the\nWhat may this mean to the lower schools?\nteacher regards the socalled academic courses as not having any relationship\nto the work of teaching on the lower levels; it will mean very little if the\nteacher in his exposure to these courses has gained the notion that what he\nIn the professional educalls culture is a thing apart from his daily work.\nand wise to dislegitimate\nbe\nmay\nit\nengineers,\ncation of physicians and\nbut not in the\ncultural\nthe\nand\nvocational\nthe\nbetween\nsharply\ntinguish\neducation of teachers; for what we call culture is not only a part of the\nteacher’s professional equipment—it is altogether the most important part.\n\nIf, then, the broader outlook and the firmer foundation made possible by\n\n"}
{"page": 916, "printed_page": null, "text": "NatTIONAL EpucaTION ASSOCIATION\n912\neee ee\nee\nee\n\neee\n\nour longer curricula can be directed definitely toward enriching the lives\nof children—if these developments can be made to mean a wider extension\nof culture among the masses of the people—a forward step of large magnitude will have been taken.\nI reMy very. firm conviction is that this cannot be left to chance.\ncently interviewed a number of young women just finishing their first\nhalf year of teaching in the elementary school. ‘They had all taken. courses\nin the socalled professional and academic subjects in preparation for their\nwork. I tried to learn from them the types of courses that they had drawn\nupon in their teaching.\nWith but one exception the testimony of the teachers was that the only helpful courses were those that had been taught in\nvery close connection with the elementary-school problem—most of them\n“George” courses accompanied by observation and participation, but also\na few subjectmatter courses where a specific effort had been made to show\nwhat could be done with materials in the lower schools. All the rest of\ntheir preparatory work was detached and isolated.\n“They frankly said that\n;\nthey were doing nothing with it.\nOne teacher, however, was the exception.\nA young woman of unusual\nintelligence and deeply interested in teaching, answered my first question\nby saying that she did not know of any course that she had taken that she\ndid not draw upon in one way or another in her teaching—and she gave\nme clear-cut illustrations one after another, even showing how she had\ndrawn on her Latin to tell some fascinating stories about words to fifthgraders, and on her French for some interesting folk-lore that was not\navailable in English. “That teacher’s ‘culture’? was more than a personal\nadornment, and she was using it for something besides getting relief from\nthe “humdrum” work of teaching children.\nShe was using it to illuminate\nthe lives of children—and because she could use it in this way the work\nitself was very far from humdrum.\nNow this teacher had an unusual capacity for “transferring” her training from one field to another.\n‘The others did not, but their experiences\nproved clearly enough that they could transfer and transfer effectively\nwhen illustrative connections are made and clearly demonstrated in the\npreparatory work.\nWhat they were carrying over most frequently were\nthe “George” courses—and by no means all of these. This means that,\nin general, their tendency was to carry over only the most superficial elements in their training. ‘The most substantial and fundamental phases of\ntheir training remained things quite apart.\nIt is this unnecessary wastage\nthat I believe the point of view that I have set forth will do something to\ncorrect.\n,\nBIRTH OF AN IDEA\n\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASS.\nThere are state normal schools or state teachers’ colleges in every state\nin the union and there is nothing available that gives the faintest suggestion of the birth throes of these teacher-training institutions in the New\nWorld.\nNo history of education or encyclopaedia of education has any-\n\n"}
{"page": 917, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n913\n\nthing by way of enlightenment on this important development of the public\nschool system.\nIt is traditionally recorded that state teacher training in the New World\nwas created by Horace Mann at Lexington, Barre, and Bridgewater in\n1839 and 1840, but this is as lifeless a statement as to say that a given\nbaseball bat struck a home run.\nIn reporting the voltage in hydro-electric power there must be considered the resistance to the hydromotive force, so in estimating the relation\nof Horace Mann to the creation of state teacher training account must\nbe taken of the resistance of teachers in service, of institutions already\neducating teachers, and traditional prejudices.\nHorace Mann had two careers that were almost miraculous. The first\nwas legislative, 1826 to 1837, the other was educational, 1837 to 1847.\nThere was no “cloud the size of a man’s hand” in his horizon from 1826\nto 1843.\nFrom 1843 onward there were few peaceful months in his life and\nhis troubles date from this controversy with the 31 Boston masters which\nwas due to his “Seventh Annual Report” in 1843 for which his relation\nto the state normal schools was responsible.\nHistory deals generously with Mr. Mann’s legislative and educational\ncareers which culminated with his famous “Fifth Annual Report of 1841”\nthan which there is nothing more remarkable in American educational\nliterature.\n“There is nothing for which to apologize in the 16 years of\nbrilliant and noble public service of America’s greatest educational leader.\nAt 30 years of age Horace Mann made his first public address, a Fourth\nof July oration in Dedham, on the 50th anniversary of the signing of the\nDeclaration of Independence.\nAs a result of that address he was sent\nto the Massachusetts Legislature where he served heroically and grandly\nfor 10 years.\nAt 40 years of age he created the Massachusetts State Board of Education whose leader he was for 12 years, and for six years of that time\nhe was eminently fortunate in his official relations at home and abroad.\nFrom the first Mr. Mann realized that if public schools were to be\nsupported by public taxes the public must be responsible for the quality\nThe legislature provided for a state normal school\nof the teaching.\nwhich was opened at Lexington on July 8, 1839; one at Barre opened\non September 4, 1839, and one at Bridgewater, September 9, 1840.\nAlthough the normal school enrolment was disappointing, Mr. Mann\nwas so elated over the world reception of his “Fifth Annual Report” of\n1841 thathe gave little heed to the indifference of the public to the normal\nschools.\nIn 1842 he went abroad to enjoy the fame resulting from his\n“Fifth Annual Report.”\nWhen Mr. Mann returned from his European trip of 1842 he discovered\n\na well organized vicious opposition to the normal schools.\nton school was\n\na failure.\n\n‘The Lexing-\n\nA change of principals had not saved it and\n\na change of location was resorted to.\n\nThe\n\nBarre school was in a bad\n\n"}
{"page": 918, "printed_page": null, "text": "NaTIONAL\n\n914\nee\n\na\n\na\n\nEpuCcATION\n\nASSOCIATION\nA\n\nte\n\nLS\n\nway and a change of principals and change of location were inevitable,\nand at Bridgewater the principal insisted that it was impossible to have a\nsuccessful school on the original plan.\nAt Lexington, Rev. Cyrus Peirce, a man after Mr. Mann’s own heart,\nadmitted a change was desirable and Samuel Joseph May was put in\ncharge and things were less satisfactory.\nAt Barre, Professor Samuel P. Newman of Bowdoin College had not\nbeen a success, had resigned, and plans were made for the removal of the\nnormal school to Westfield.\nAt Bridgewater, Nicholas Tillinghast, a\nwonderful teacher, a graduate of West Point, protested that it was impossible to educate teachers under the plan of Mr. Mann and the state\nboard of education which allowed students to come as they pleased and\nearn a certificate by patching up a course when it was convenient.\nComparatively few students had been graduated and the opposition was now\nin the open, ridiculing the hop, skip, and jump plan of changing principals\nand locations.\nMr. Mann was in no mood to withstand the irritation of this situation.\nHe foolishly thought the remedy for the failure of his pet scheme was to\nattack the public schools as utter failures and with that purpose he wrote\nthe tragic ‘Seventh Annual Report.”\nTwo years before, in his “Fifth Annual Renoislt he had convinced the\nworld that his public school scheme had made Massachusetts an educational\nparadise, and in 1843 in his “Seventh Annual Report” he declared that\nthe public schools of Massachusetts\n\nwere\n\nan abomination\n\nto be compared\n\nto hibernating animals.\nAll this in the interest of his normal schools.\nHe centered his criticism on the Boston schools. We have often referred\nto that “Seventh Annual Report” an “inexplicable.” Now we realize that\nit was inevitable.\nThe Boston masters were then, as they have alway been, as scholarly and\nas highly respected as other professional men of the day. ‘They did not\nstart a public attack on Mr. Mann, though’ they undoubtedly did enjoy\nhis discomfiture at the failure of his normal school scheme.\nThis vicious attack was met by a pamphlet of 144 pages by 31 Boston\nmasters—‘“The Remarks on the Seventh Annual Report of the Honorable\nHorace Mann.”, This is the most masterful document ever issued in any\neducational controversy in the New World. It made the “Seventh Annual\nReport” ridiculous to the nth degree. It was even enjoyed by the friends\nof Mr. Mann, It so enraged him that he published a hastily written\nreply” which was in no respect worthy of the man.\nHe compared the\n31 grammar masters to 31 vulgar fractions multiplied into themselves,\nyielding a most contemptible product, many of them were “mewling and\npurling in their nurse’s arms.”\nThe “Rejoinder” to the “Reply” by the Boston masters was even more\nunfortunate for the Boston masters than Mr. Mann’s “reply” had been\nto him, and they lost the public completely.\nThey attempted to defend\n\n"}
{"page": 919, "printed_page": null, "text": "JS\n\nDEPARTMENT OF ‘I’EACHERS COLLEGES\nnem sata linac thea ne ana ene\ntae\n\n915\n\nthe a-b-c method of teaching reading. They tried to defend the indefensible. ‘They were virtually attacking Mr. Mann and all of his noble\nsupporters.\nIt was high tragedy.\nMr. Mann’s “Answer” was in his best form. It was the work of a\nmaster and it secured the intensified loyalty of the great men of the\nday, like Edward Everett, Charles Sumner, Samuel G. Howe, George\nB. Emerson. Mr. Mann was once more on the throne. His “Seventh Annual Report” was now a part of the controversy, and he had won in the\nThat report was never thereafter classed as one of his\ncontroversy.\n“Reports” as secretary of the state board of education.\nWhile the Boston masters had lost the public in the controversy, they\nhad solidified the profession in New York as well as New England. This\nwas really distressing to Mr. Mann.\nHe could not understand why he\nwas professionally friendless in New York and Brooklyn.\nThe controversy had won the public but it had lost him the profession,\nand 25 years afterwards it cost the National Teachers Association the\nloyalty of Boston teachers and many other New Englanders when its\nname was changed to the ‘“‘National Educational Association.” That controversy made the name “teachers” sacred professionally.\nMr. Mann’s educational work in Massachusetts was never the same\nthereafter.\nHis friends had a feeling, which he seems to have shared,\nthat he was too big to waste talent on schoolmasters, and they in return\nregarded him as a politician rather than as an educator, and it was inevitable that he should be active in the political arena at an early age.\nMr. Mann sacrificed everything for the state normal schools, but the\ncontroversy really led to their alignment with the teachers where their\ninterests really were.\nFor this change of alignment Nicholas Tillinghast\nof Bridgewater was largely responsible. From the first he appreciated the\nfatal weakness of Mr. Mann’s policy.\nMr. Tillinghast insisted that the business of the normal school was to\nmake every teacher a success, and he said that was impossible unless they\nstayed in the school in three successive classes)\nMr. Mann wanted as\nmany as possible inoculated with some captivating slogan.\nIn those days a “‘class’’ was a short-lived affair, possibly only an eleven\nweeks’ experience.\nI entered the Bridgewater state normal school when\nit was 23 years old but I was in the 61st class.\nMr. Tillinghast did not object to students coming at random, but he\ndid protest against giving a certificate of ability to teach unless the three\nterms had been consecutive.\nIn 1846 he was so disgusted with the state\nboard of education that he resigned as principal. This made a straight issue\nand the board of education refused to accept his resignation and made new\nrules to meet his demand.\nFrom that time onward the three normal schools made the sole business\nof a state normal school the education of teachers, but since it was Bridgewater that made the issue this Massachusetts standard has been designated\n\nas Bridgewater’s professional contribution.\n\n"}
{"page": 920, "printed_page": null, "text": "NatIoNAL Epucation AssocIATION tn et\nae acca ile SE a ee\n\n916\nanc\n\nTWENTY\n\nBRUCE\n\nYEARS\nDERED\n\nR. PAYNE,\n\nOF PROGRESS IN THE SERVICE\nBY NORMAL SCHOOLS AND\nTEACHERS COLLEGES\n\nPRESIDENT\n\nOF\n\nGEORGE\n\nNASHVILLE,\n\nPEABODY\n\nCOLLEGE\n\nFOR\n\nREN-\n\nTEACHERS\n\nTENN.\n\nIf the average American citizen or a good many of the academic “highbrows” were to be asked, what is the institution in America known as\nthe normal school or teachers college, the answer would be, it is a place\nwhere women school teachers are taught how to methodize, the “highbrows” adding the facetious remark that they were taught methods without being taught anything to methodize about. Both of these interpretations are foolish—one involuntary and the other voluntary. A good deal\nof this talk is propaganda upon the part of individuals and institutions that\nbelieve there is no other way of doing it except their way of doing it—\npeople who believe that a man can teach whatever he knows whether he\nhas ever learned how to teach it or not.\nIn the first place, there have been no investigations of an accurate sort\nupon this subject, and any opinion uttered or published is merely the prejudiced expression of the uninformed.\ni\nAs a matter of fact, if the old type of academic subjects alone are considered, namely, the five subjects of English, mathematics, history, foreign\nlanguage, and science; in 48 of the normal schools and teachers colleges\nwhich belonged to this Association last year students took 499,847 quarter\nhours. In other words, it would take 10,413 years for one man, taking\n48 quarter hours or 16 college hours throughout a scholastic year to\ncomplete the courses in English, mathematics, history, foreign language, and\nscience taken last year in only 48 of the normal schools and teachers\ncolleges of America.\nIf one adds the number of quarter hours taken in\nthese institutions in those other academic subjects of the newer sort which\nhave been introduced into the curriculum during the last 50 years, such\nas geography, fine arts, agriculture, commercial subjects, home economics,\nhealth education, industrial arts, and sociology, he will find that there were\n419,952 hours taken, which would require a man 8479 years to complete\nif he took 16 colleges hours or 48 quarter hours per year.\nAdding these two groups of subjects which are credited toward academic\ndegrees in the various universities of America, it would take one man\n18,892 years to complete them.\nThese are all state institutions.\nThe\nlarger, privately endowed institutions, such as Teachers College of New\nYork, George Peabody College for Teachers of Nashville, and the University of Chicago, are not included in this scoring. I happen to know,\nfor instance, that last year in George Peabody College for Teachers it\nwould take a man 700 years to complete all the hours taken in the group\nof five academic subjects first referred to.\n\n"}
{"page": 921, "printed_page": null, "text": "DEPARTMENT OF TEACHERS COLLEGES\neee\nIeee\nee\nee.\n\n917\n\nIn these 48 state institutions, there were 373,272 quarter hours ot\npsychology and education taken, which would take a man 7776 years to\ncomplete.\nIn brief, the ratio of purely academic subjects to professional subjects\nis no less in these teachers colleges and normal schools than it is in the\nlarger universities which allow the first year of medicine to count for the\nsenior year of the baccalaureate degree.\nIn the second place, the table, showing the growth of attendance in\n47 of these institutions in the last decade, gives an astounding figure to\nthe average citizen.\nIn 1917, there were 15,849 students in the three\nquarters of the scholastic year in these institutions; in 1926, there were\n38,076. In the summer session of these institutions, in 1917, there were\n13,362 students; in 1926, there were 39,414 students. Without excluding\nduplicates, these 47 institutions during the summer and winter quarters\ncombined taught 77,490 students in the year 1926. The growth of attendance has been 240 percent in the last decade.\nOr, if one takes the attendance of all the normal schools and teacher-\n\ntraining institutions in America, the total, as shown by the Commissioner’s\nreport, Bulletin 12, 1925 is 228,142 whereas the state universities and\nstate colleges of America showed for the same year in all departments\n216,782, a difference of nearly 1200 in favor of the former. Of course,\nin their education departments, which train teachers who go out to teach\nin the great people’s schools where 97 percent of the population go to\nschool, namely the elementary and high schools of America, they would\nshow no figures to compare with those of the normal schools and teachers\ncolleges. In brief, the teachers colleges and normal schools are training\nthe teachers of America who are trained to teach 97 percent of the population.\nThe industrial, the educational, the spiritual life of the 97 percent\nof the citizens of America upon whose shoulders in this representative form\nof government is thrown the burden of the responsibility both for the\nmaintenance of law and order and for progress depend upon these teachertraining colleges.\nThese are the only types of institutions of higher learning in the United\nStates which actually take their students from the schools below and send\ntheir graduates back to the schools below.\nThis leads me to give the figures, showing the graduates of forty-two\nnormal schools and teachers colleges of this same group in the years\n1917 and 1926.\nThe two-year institutions, in 1917, graduated 3324 persons; in 1926,\nthey graduated 6151.\nThe four-year institutions conferred 654 baccalaureate degrees in 1917,\nwhereas in 1926 they gave 3191 baccalaureate degrees to people who were\ngoing back in all instances to teach the masses of our population.\nThe total number of instructors in these 48 normal schools and teachers\ncolleges has grown from 1891 in 1917 to 3821 in 1926.\n\n"}
{"page": 922, "printed_page": null, "text": "918\nici\n\nNATIONAL EpucATION ASSOCIATION\nES OE PEGE SRL ON\n\nale\n\nee\n\nSomeone may say that numbers do not count. Well, I am not so sure\nof that, for on election day some of our political friends are rather impressed with the idea that they do count. When it comes to law and order,\nto voting for the right person and adopting the policies of the right leaders,\nI have the feeling that the great founders of this republic were strongly\nof the opinion that it was important to educate intelligent followers as\nit was to provide intelligent leaders; for we have discovered in the long\nyears of the operation of our experiment in government that the intelligence\nof the leader is dragged down to the very level of the intelligence of the\nvoters who voted for him; that the blocs decide things in Washington\nand in our state legistatures about as often as the highly trained political\nleader does. It is, therefore, high time in this great new government of\nours that we did consider that the quantity, as well as the quality of our\ncitizens, has a great deal to do with what may happen in this country at\nany\n\nmoment.\n\nBut, if one may take the degrees held by the instructors in these 48\nnormal schools and teachers colleges which I am studying, the quality has\nimproved as well as the quantity in this period of time. While ten years\nago there were only 68 instructors in these institutions who held the\nPh. D. degree, in 1926 there were 162; while there were only 325 who\nheld the Master of Arts degree in 1917, in 1926 there were 1061. “There\nwere 592 instructors holding the baccalaureate degree in 1917, and 980 in\n1926. On the other hand, those who held no degrees have dropped from\n490 in 1917 to 252 in 1926. Or, if one takes it in percents, 4 percent\nof the total in 1917 held Ph. D. degrees, whereas 7 percent of the total\nnumber of instructors in these 47 institutions, in 1926, held Ph. D. degrees.\nIn 1917, 22 percent of the total held M. A. degrees, and 43\npercent held that degree in 1926. In 1917, 43 percent held no degree and\nonly 10 percent held no degree in 1926.\nIn the summer sessions, the\nfigures are quite better so far as the prolonged period of study by the\ninstructors is concerned. We are assuming that the advanced degrees require longer periods of study than the undergraduate degree.\nWe are\nalso assuming, of course, that one who has studied longer knows more—\nat least the same man may know more than he did before, although I\nsuspect a good many of us have thought that some of our students displayed\nthe reverse order. That, however, might have been due to the instruction\n\nin our case.\nI have heard a great deal of bragging in my lifetime upon the part of\ncertain institutions which claimed to be the heads of the school systems\nin the great commonwealths in which they were located. Most of these\nare located in the greatest state in the union,\nI sometimes wonder what the qualifications are to establish such a claim.\n\nIt has been shown that the teacher-training institutions have the largest\nnumber of students, and that they take them certainly from the masses of\nour population. It is only a question, then, as to what becomes of them\n\n"}
{"page": 923, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n919\n\nafter they finish in the different types of institutions.\nIf we say that\ninstitution is the head of the educational system of a commonwealth, which\nreceives from the public schools the largest numberof pupils in the long\nrun, then the industrial institutions such as the stores and the commercial\nenterprises can claim to be the head of the state school system, because,\nin the long run, they receive the larger percent of school population.\nI wish to give to you a new definition of what may constitute the\nhead of the educational system in a state.\nIt is that institution which\nnot only receives and trains the greatest number of people in any state,\nbut it is that institution which sends back to the people the largest number\nof helpers and workers. It is that institution which not only receives from\nthe public schools the largest number of students, but sends back to the\npublic schools and the state the largest number of trained workers. With\nthat definition, I wish to assert, without fear of successful contradiction,\n\nthat the teacher-training institutions are par excellence the heads of the\neducational systems of their respective states and communities, for they\nare sending back to the communities from which they take their students\nas public servants in those communities a larger percent of the students\nthan any other type of institution of higher learning that this country\nhas ever discovered.\n:\nThe other gentlemen on this program can give you an adequate description of the size of these institutions so far as buildings, grounds, and operating funds are concerned. “They may be able to tell you how much money\nis invested in this type of institution in America both in capital investment\nand in annual operating funds. But after all has been said, the teacher\nis practically all there is that counts so far as the transmission of the rich\ninheritances of the past and the high ideals of the present to the oncoming\ncitizens of tomorrow is concerned.\n‘There is not any other way, in this\ncountry of ours to transmit knowledge and ideals, ethical codes and profound philosophies, the discovered knowledge of mankind, the scientific\ninvestigations, and the results of the research that has been made by the\nbright minds of the world to the masses of the people except by the training of teachers, human beings who are guaranteed to go back to the\npeople.\nWe cannot educate people by newspapers and pulpit oratory alone.\nEven the home has abandoned the hope of doing it by itself. There is\nno other way, I say, except by systematically training teachers to give\nsystematic instruction in the ideals and in the subjects which human society\nfeels that it needs each generation to know in order to function properly\nas efficient citizens within its own borders.\nWe have had so much talk about buildings, equipment, laboratories,\nlibraries, statistical work, and this, that, and the other in recent years\n\nthat somehow\n\nwe seem to have forgotten that the teacher is the only\n\ndistributing agency.\nI have had the honor, then, to talk to you today with regard to the\npipe lines of distribution that lead down from the reservoirs of discovered\n\n"}
{"page": 924, "printed_page": null, "text": "920\n(i\n\nts,\n\nNATIONAL EpucATION ASSOCIATION\nVeRO em SAO ee TT en\n\nee\n\nThere are no other pipe lines possible except\nknowledge in the world.\nthose which the teachers themselves establish by word of mouth to their\nown pupils.\nThis, then, is the only type of institution which, in any very large\nand appreciable way, stands as a sort of hopper into which every grain\nof truth, when poured, may be sent down to the eager minds of all the\npeople and especially of the 97 percent who never go to college or university.\n\nTWENTY YEARS OF PROGRESS IN THE QUALIFICATIONS\nAND THE SALARIES OF TEACHERS OF NORMAL\nSCHOOLS AND TEACHERS COLLEGES\nE.\n\nL.\n\nHENDRICKS,\n\nPRESIDENT\nCOLLEGE,\n\nCENTRAL\n\nMISSOURI\n\nWARRENSBURG,\n\nMO.\n\nSTATE\n\nTEACHERS\n:\n\nSource of Data—This study is based upon data secured from A. L.\nCrabbe of the George Peabody College for Teachers.. I am also indebted\nto Miss Pauline Humphreys and her class in educational tests and measurements of the Central Missouri State Teachers College for graphs and\ndeductions.\n3\nData from 48 institutions were submitted by Mr. Crabbe from which\nthirty schools had, in 27 cases, complete information from 1917 to 1927,\nand three had all data, practically complete, for the ten years covering\nthis study.\nThe U. S. Bureau of Education was the source of information concerning the class of institution into which each school fell.\nPreliminary explanation—From the list of colleges chosen, some have\nalways been four-year colleges throughout the ten-year period from 19171927, while others were two-year colleges and are now four-year, others\nhave remained two-year schools throughout the period 1917-1927.\nThose that have been four-year colleges throughout the ten-year period\nhave been given the numbers 1 to 7 inclusive on all of the charts presented. ‘These will be referred to as the schools in the 4-4 group.\nThose that have evolved from two-year institutions to four-year institutions between 1917 and 1927 have been assigned numbers 8 to 26\ninclusive.\nI shall call these the 2-4 institutions.\nNumbers 27 to 30\nwere reported as two-year institutions throughout the period (1917 to\n1927) studied. ‘These we shall call 2-2 schools.\nHow the data was treated—Since the members of the faculties of standard teachers colleges should hold at least an A. M. Degree, Chart I is\narranged, according to the magnitude of the number of A. M. degrees.\n\nThe institution having the highest percent of its faculty in the A. M.\n\ndegree class is placed first in each group, the institution having the next\nhighest percent of its faculty in the A. M. Degree class was placed second\nin its group, and so on to the one having the smallest percent of its faculty\nequipped with the A. M. Degree at the last.\n\n"}
{"page": 925, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n921\n\nThe percent of the faculties having no degree is represented in black\non all of the charts, the percent of A. B. degrees is represented by horizontal lines in charts I and II, and by left diagonal slants in Chart III.\nThe A. M. degrees are represented by left diagonal slants and the\nPh. D. degrees are left clear.\nThe average for each institution was secured by totaling the number\nin each class for the ten-year period, dividing by 10 and reducing each\nquotient thus secured from the grand total of each class of schools for\nthe ten-year period, dividing this by 10 and reducing to percents.\nInterpretation of data—If we study each group separately we find some\ninteresting facts.\nWe note first that all schools have had on their teaching staff some\nwho have no degrees. In the 4-4 group the range is from 7 percent at\nKirksville to 40.1 percent at Clarion, Pa. Looking at the same item—\nno degrees—in the 2-4 group we find the range slightly greater from\n7.5 percent in Albany to 43.4 at Eau Claire, Wisconsin.\nIn the 2-2\ngroup, all have practically one fourth to two fifths of their faculties with\nno degrees.\nNoting the percent of A. M. degrees, we find that in the 4-4 group\n22.7 percent to 49.9 percent hold A. M. degrees.\nDenton, Texas, leads.\nIn the 2-4 group we find that Huntington, W. Va., leads. It should be\nnoted that in the case of Huntington, and Athens, W. Va., the data was\nnot available for the entire period. It should also be noted that if the percent of A. M. and Ph. D. degrees were combined that Chicago would\nrank first and Albany, N. Y. third. Nine of the schools in the 2-4 class\nhave a smaller percent of A. M. degree teachers than the highest school\nin the 2-2 group, namely, Cheney, Washington, which has 27.9 percent\nof its faculty equipped with A. M. degrees.\nCedar Falls, Iowa, in the 4-4 group, has 10.7 percent of its faculty\nwith Ph. D. degrees while 2.6 percent of the faculty in Clarion, Pa.\nhave the doctor’s degree.\nChicago leads the 2-4 group with 36.1 percent of its faculty in the\nPh. D. degree class, while two schools, Greenville, N. C. and Eau Claire,\nWisconsin, have no Ph. D. degree instructors.\nOnly three schools in the\n2-4 group have a greater percent of Ph. D. degree members on their\nteaching staff than Cheney, Washington in the 2-2 class.\nConclusion—Based on the study of Chart I: We find that all institutions studied whether\n\nthey have been four-year\n\nyears or have grown\n\nfrom two-year\n\nare still in the two-year\n\ncolleges for the past ten\n\ninstitutions to four-year colleges, or\n\nclass, have on their teaching staff those with no\n\ndegrees, that the percent of A. B. degrees range from 23. percent to 57\n‘percent A. M.’s from 12.3 percent to 63 percent and Ph. D.’s from 0 to\n36.1 percent.\nCharts IIA and IIB represent the findings of a study of the conditions\nin 1917 and 1918 and 1926-27.\n‘The arrangement is according to the\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nAVERAGE PREPARATION. EXPRESSED\nIn Percents, Or THE Facutties OF\n30 TEACHERS COLLEGES CHOSEN AT\nRanpom~ 1917-27.\nSAE\n\nBip\n\n1 Denton. Texas\n\nZ.lWarrensburg,Mo,\n3.Cedar Falls, lowa\n4 Kirksville, Mo.\n5. Springfield, Mo,\n6, Clarion, 2.\n7 Troy, Ma.\n\nmm oo\nmeme\na\n\neae\n\nmeres\n\nee\n\nIBS\n\n—_a\n\n—\nLL\naceon =\nes\n\nLi _\n2\n\nL* &. Huntington, W va,\n\n2* 9A\n\nES, W, Ue.\n\nl0 Fairmount. W, Va.\n\nSS\n\nMankato, Mun\n\n=\n\n12, McComb, Ll.\n13, Albany, NL,\n\nWU\n\nei\nSSS\n\nLd\n\nWMA...\nLe\n\nHYWM:VM Lid,\nPaty\n\nwi\n\n423\n\n14, San Marcos, Tex. ee\n15 TerreHaute, fad, ren\n\nmeme\n\n16, Winona, Mini.\n\nU1 helamazo0, Mic,\n\nree\n\nTT\n\n18, Normal\n\nMU\n\nie,\n\nTTTTT\nLL\n\n192. Carboudale, [1,\n\n20 Salem, Mass.\n21 Farmville, Ve,\n\n22.Chicago, Ll,\n23,.Greenville, N.C.\n24, Fau Clatre, Ws,\n\n=\n\n25, Silver City,N.M. SS\n\n20, Stevens Point 10(5, MIMS\nAAA AAA\n2T Cheney, Wasi.\n\nas\n\n£6, Lewiston, Ida.\n29. Frostburg, Ma.\n\nDT\na\n\n=\n\nBB\n\nLilia\n\nSSL.\na\n\n30 Ellendale, N.2tI\nLI Pk D Degree\n\n7775\n\nSET\nNo Degree\n5,Degree UA A.M. Degree WME\n\nI* Period Represented I9ZO0€7.\n“* Data For /H8-2l Not Availavle\n\nChart [\n\n_}\n\n"}
{"page": 927, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n923\n\nincrease in percent of A. M. degrees.\nHere we note very readily the\neffort made by the schools in the 4-4 group to reduce the percent of\nteachers having no degrees. Clarion, Pa., shows greatest progress, having reduced the no-degree class from 57.8 percent in 1917 to 5.5 percent in 1926-27.\nSpringfield, Missouri, was able to reduce its number\n\nin this class from\n\n27.2 in 1917 to none in 26-27.\nKirksville, Mo., and Warrensburg, Mo., changed their percents in this\nclass only slightly.\nDenton, Texas, made greatest progress in reducing the percent of A. B.\ndegree teachers from 54 in 1917 to 13.3 in 1926-27, and in increasing\nthe percent of A. M. degrees from 28 in 1917 to 78.6 in 1926-27. There\nwere slight changes in the percent of the Ph. D. degrees. Springfield,\nMo. shows. greatest increase—from 1.8 percent to 14 percent, while Troy,\nAlabama reverses the order showing 14.2 percent of Ph. D.’s in 1927\nand 3.3 percent in 1926-27.\nWith the exception of Frostburg, Md., the institutions in the 2-2 class\nmade progress, decreased the percent of no degrees, and A. B. degree\nteachers and increased the A. M. degree class.\nIn every case the institutions in the 2-4 group have reduced the percent\nof no degrees. We note that the increase in the percent of A. M. degrees\nis from 17.3 percent to 68.9 percent in the case of Fairmont, W. Va. and\nthat Huntington, in the same state, increased its A. M. degree class from\n54.1 percent to 60 percent.\n“Two things may be noted at this point,\nnamely, the high percent at which Huntington starts and the fact that\ndata was not available for 1917 (1920-21 was the basis of this comparison.)\nCharts IIIA and IIIB show the status of the institutions in 1926-27.\nThe graph shows the status of all schools, of each group and of each\nschool.\nIt is, therefore, possible to compare each school with the practice throughout the country and with the general practice in the schools\nof its own class.\nThe vertical lines indicate the practice in the thirty institutions so that\neach school can be compared with the general practice as represented by\nthe thirty schools studied.\nFor example: The continuous line indicates\nthe no-degree class. If the first black bar for representing no degrees\nIf\nextends to this line, this school is said to follow the general practice.\nthe black bar does not extend to the continuous black line, the school\nis said to have fewer no degree teachers than is the practice throughout\nIf, however, the black bar extends beyond the vertical line,\nthe country.\nthe school has more no-degree teachers than is the practice throughout\nthe country. The numbers under the names of each school indicate the\nsize of the faculty.\nThe percents on the right side are the data upon which the graph is\nbased.\n\n"}
{"page": 928, "printed_page": null, "text": "924\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nPREPARATION OF THE FACULTIES OF\n30 Teacuers CoLueces In 1917-18\nANp In 1926-27\nFOUR deat INSTITUTIONS\nI9I7-~18 (50)\n\nL Denton, Texas\n\n1926-27 (75)\n\nSW\n\nMMLLL\n\n—\nMGAR-18 (55)\n2. Springfield, Mo.\n1926-2761)\n;\n\n3 Clarion, Fa.\n\n197-18\n\nID\n\n1926-27UD\n\n1917-18 (45)\n4 Warrensburg,\nMo.\n1926-27 (49)\nF\n;\n1917-18 (46)\nb.kirksville\nMa\n\neres\n\nfn es\n\nIES\n\n1926 ~27(6 2)\n\n6 Troy, Ala,\n\n1917-18 G#)\n1926-27 (30)\n\n1917-18 AZO)\n7 Cedar laus, [OWA\n1926-27477)\n\nFrostburg, Ma\nCheney, Wash.\n\n1H7-18 (12)\n196-27 (27)\n1917-18 (42)\n1926~27(56)\n\nFor 18 (20)\nLulendale, N. Dak.\n1926-27 (2D)\nIAT7-18 (33)\nLewision, Ida.\n1926-27 (32)\n\nMM\n\nNo Degrees\n\nSS\n\n4B. Degrees\n\nWA\nCO)\n\nChart Za\n\nieee\nFOX\n\nAM, Degrees\nPa.D Degrees\n\n212\n\n"}
{"page": 929, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n925\n\nPREPARATION OF JHE FACULTIES OF 30\n‘TEACHERS Pe\nNy1917-18 AND IN\nReported 2 Year CollegesIulw7And ¥ YearIn1927.\n\nINPLE (23)\n8 Feirmouit, DUA. Tesora)\n\nTENSE SY Ta\n\n$$$—WMLZ\n\n4\n\nz\n\n2Terre feute, Ind. speeds\n\niy\n\nLeTALIA\nIL Silver City, NI ee\n\n61.6\n\nddl\n\nSLI.\n\n5 i\ncaer 5nF\n£73\n\nFI-F\n\n,\n\n12K alamazoo, Mich! XE (CE)\nIS. San Marcos NILE Go J\n14, Greenville, NC. pies hee,\n\n15 NormatLl\n\noh ee\n\n16, Mankorva, ina\n17, Winona, Minn.\n\neee,\npee\n\n16, £au Claire, Wis. ee\n\n¢\n\n19, Albany, N.Y\n;\n20. Chicago,\nll,\n\n21 Salem,\n\nMass.\n\nLATE (56)\n7926\n27 (33) ge\n\nIMA\n\n(2)\n\n:\n\n- IA CIV4S\n\n¥\n23, Farmville. Va.\n\n197-1842)\n“7978.97(52)\n\n24. Macomb, Li.\n\nIAC-IE (37)\n1926-27 (61)\n\n55,\nEEE\n\n(ee\neT\na\nzi\n2\nATI\nCTT DIO\n\n22, Stevens Point: TTppstbh\nke\n\n=\nMY\nCi 1P2.D Degree\nDegree\nWAL\nDegree\nB\n=A\nME No Degree\n*nata for IUCI8 not available ~Figures substituted for years indicated,\n\nChart 2b\n\nJ.\n\n_\n5\n\n"}
{"page": 930, "printed_page": null, "text": "926\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nA CoMPARISON OF 30 TEACHERS COLLEGES.\nTRAINING OF Facurties~ 1926-27\nTHE 4-4, GROUP\nPLD Nowe\nM\n\nAll Schools\n1692\n\nYY Pm\n\nPer cent\n16.1\n\niD\n\naS\neb 4-4\nTroup\n\nLxindfe Kno Perene Keka\nWs\nf\nae\n'\nULLAL LLL\nBaD SS eS ea Sa\n(DLS\n\nVEO\n\nWHE\n\nex@s\n75\n\nALG\nOs\n\n408\n\nCSG\n\n49\ningthe\ni\not\n(7\nol\ni\nha 70n,\na.\nRe KS\n\nNN\n\nComte\nFalls\nOWA\n\nDG\n\nOR\n\n;\n\nx LE\n\nLALLA\nKk\n\nLL\nSE\nVQWove\n\n33.8\n\n57.1\n25\n3\n43S\n40.3 |\n8\n5.5\n4AY\n44\n5.5\n3\n43,5\n40.3\n3\n12,9\n\n:\n\nLAY\n\nLLL\n\n338\n\nSS SAD\n\n40.1\n\n12.9\n\nLO\n56.6\n30\n\nST\nPu,D\n\nThe 2-2\nGroup\n\nROS\n\nL386\n\nWS\n\nLrEe uT9.\nO7 .\n\nCee\n\nRAs\n,\n\nA.B-A.M.\n\nPer cent\n\nOY.\nRy i, GR *\n—\n\n\"hash,\n56\n\n33\n\nTHE 2-2 GROUP\nNone\n\nOAS\n6\n25\n\nSTKE\n\ntah\nWilt ULUILL ULL\ntn.LU,\nROS 6S SG\n\n‘\n\nwe bo\n\nelbe§\n\nKKK\n\nWMA LLU\nPSSST\nOY\nWS\nWh\nLLL\nSWF\n\nLewiston,\n\n102\n\nPes.\n\nULLAL\nEL PELE UUs\nRX\nKee ere ane\nSOS\n\nUeASP.ile,\n62\n\n30\n\n;\n\neT\nSEK RO\n\nCLL\n\nL177\n\n39.1\nZ6\n7.8\nBLS\n50\n\n'\n\nDOI\n\nTroy\nAla\n\n37\n\na\n\ni Pat eb\nGk\n\nes\n\nIIA\n\nLMT\nUV\nee:\nes:\n\nEEEEEZD.\nAa\n\nBS\n\nEU\n\nAUAND.\n\nCLL\n\nALLL LLL HME: LUM\n\npo\nMMBN06Degree WIDAB Degree XM\nK_\n\nChat? 3a\n\nDegree SPD\n\n—_\nDegree\n\n"}
{"page": 931, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS\n\n927\n\nCOLLEGES\n\nA COMPARISON OF 30 TEACHERS COLLEGES.\nTRAINING OF FACULTIES*1926°27\nTHE\n2-4 GROUP\niW Fe\nLe\nNoiE\nABAM.\nThe 2-4\n\nCiteMULE\nLGU,LLL\nRyats\n4\n\nGroup\n\n1078\nFairmont.\n\nLEE.LLL\n\nW. Va.\n\nEE\n\n29\n\nGT\n\nH\n\nGD. CS\n\nGP, El 3\n\nBS\n\na\n\nSP\n\nSP\n\n5s\n\nKALLE GULL.\nLijiilige\noe\nED,\nLY SED\n\nW@W Va.\n50\n\nAthens.\n\n—- LLL\n\nWD. Va.\n\nTerre Haute,\nInd.\n61\n\nED\n\nID ETD\n\nED ABN\n\nAYIA\naS\nVANS\n\nLL\n\nx xX\nRyu\n\n15\n\nQAR\nON\nAAAS\nRODS\n\nRS\n\nHuntington,\n\n[Atk Oe\n\n\\CUMLLULYLLLLLAL U\nSe\n\nL\n\nhh\nee\n\nee\n\nSS\n\nMankato, Minn.\nAG\n\nAlbany,\n\nN.\n\noo\n\nSau Marcos,\n\nC4\n\nES,\n\nLax\n=\n\nLLG Lp\nLX\nxX\nWWW\n\n’\n\nWinona, Mint,\nAl\nMacotmt,\n\nWML\nOs Uh hil\nEP\nae a. BE\n'\n\naN\n&kN\nAN\nNake\n\nCZ\nVl Mdifulieyliitiyiu Liplllgllla\na\ninyas\naa\nras LY\n\nAe\nKB\nBAS\nNOW\nHigh,\nboo\npSSx\nERS\nOES\nSES\naver\nS880\n\nvas\n\nLMU Vhs ii,\nxX\nER\n(TO\nYs\n\nLt.\n\nwe\n\nol\n\nKalamazoo,\n\nLLL\nLULL\ngf Le\ney\nWs\nSia ay OR 4\nWW\n\nMich.\nLBD\n\nNoraial,\n\nLLM\neg\n\nM1.\n100\n\nLLL\n\nLLL ELLE\nra\nye\n\niS\n\nGreenville,\n\nN.C\n\n6/\nSalem,\nG4\n\nLLL\nLLL LL plage\nIES\nCE Oy x ee x\nx\nps\na4)\nZILLA\nLg,\n|\nLLL\nALLL\npL\nMe\nXs\n> A DALE\nWW\nWRT\ni\n\nSass.\n\nCavboudale,\nLl,\n\n(ores\nSilver City,\nNIT.\n4O\n\nCiticago,\n\nT71.\n33\nfaravottle,\nId.\n52\nfau Claire, Wis,\nGT\n\nStevens Pons,\nW735,\n49\n\nBRERA Degree\n\nLLL\nULL eg\nLeg LLL\nAIEEE\nXs\n‘at\n4\n\nLALEM ddl\n“animé\nwut\n&\nCLM\nge\n\nUU\n\nCL\nx\n\nVM\n'\nA\n\nbh\n\nUe,\nhitb,\n\nad,\n\nWA,\n\nCLM\nOL\nLLL JL\nLEE PALEY pas EE yD °\nLIAL\nfay\nKe\nJ\nESS SIGNING A\nos\nSl\n\nby\n\nlL\nx\n\nSSS \"e\n\nZZ While\n\n|X\n\nCOMM CLL\na Le\n\nCMU\n\nSN\n\nCLUE\n\nLLCLAM\n\nVU YL\n\nWhy te.\n\nhe Uhh it,\n\nis!\n\nWLIB Degree\n\nKAM. Der ee\n\nCaatt 3b\n\nKG.\n\nD Degree\n\n"}
{"page": 932, "printed_page": null, "text": "928\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nINDICATING DISTRIBUTION OF DEGREES AMONG FULL TIME\nSTAFF MEMBERS IN TEACHER-TRAINING INSTITUTIONS DURING PAST TEN YEARS\n0\n\nA. B.\nRegular\n\nA. M.\n\nPh. D.\n\nYear\n\nSession\n\n490\n504\n485\n255\n461\n455\n431\n221\n461\n252\n\n592\n550\n615\n565\n679\neave\n783\n901\n963\n980\n\n325\n331\n362\n562\n468\n480\n698\n597\n897\n1061\n\n68\n75\n104\n100\n106\n152\n165\n133\n157\n162\n\n1917\n1918\n1919\n1920\n1921\n1922\n1923\n1924\n1925\n1926\n\n271\n286\n279\n309\n315\n363\n235\n305\n250\n187\n\n310\n338\n354\n396\n361\n529\n255\n686\n732\n740\n\n197\n202\n246\n274\n350\n359\n577\n562\n709\n841\n\n61\n57\n56\n94\n82\n107\n145\n135\n142\n181\n\n1917\n1918\n1919\n1920\n1921\n1922\n1923\n1924\n1925\n1926\n\n-\n\nINDICATING DISTRIBUTION OF DEGREES IN PERCENTS HELD\nBY FULL TIME STAFF MEMBERS IN 48 TEACHER-TRAINING\nINSTITUTIONS DURING THE PAST TEN YEARS\n\n4\n\n5\n6\n6\ni)\n8\n8\n7\n6\n\n7\n\nMedian\n\n23\n\n38.5\n\n28.5\n\nRange\nYears\n\n10-34\n1918-1924\n\n35-50\n1919-1924\n\n20-43\n1919 1926\n\n32\n32\n30\n28\n28\n27\n\n37\n37\n38\n37.\n33\n38\n\n23\n23\n26\n26\n32\n26\n\nFf\n7\n6\n8\n7\n8\n\n1917\n1918\n1919\n1920\n1921\n1922\n\n20\n\n21\n\n47\n\n12\n\n1923\n\n18\n14\n10\n\n41\n40\n38\n\n33\n38\n43\n\n8\n8\n9\n\n1924\n1925\n1926\n\ni aE]\n10-32\n1926-1927\n\n37\n33-41\n1921-1924\n\n32\n23-37\n1917-1923\n\nMedian\nRange\nYears\n\n6\n4-8\n1917-1923\n\n8\n6-12\n1919-1923\n\n"}
{"page": 933, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS\n\nCOLLEGES\n\n929\n\nSALARIES OF FAcutries IN TEACHERS\n» COLLEGES IN 1917 Anp 1927\n48 INSTITUTIONS REPRESENTED\n\nAanual | O\nSalary *999\n\n*1000\n1999\n\n*2,000 '*3%000\n2999\n3999\n\n*4000\n£999\n\n5,000\n3999\n\n*%6000\n6999\n\nSalaries—TVhe accompanying graph indicates in a general way the\nsalaries of faculties in teachers colleges in the years 1917 and 1927.\nA recent study of the five teachers colleges of Missouri made by Clyde\nM. Hill of Yale University is in harmony with the graph and is doubtless indicative of the situation generally among teachers colleges. Dr.\nHill’s study compares the years, 1915-1926.\nThe median salary for men\nincreased during these years from $1800 to $2979, and for women from\n$1400 to $2088. ‘The median salary increase for both men and women\nwas from $1650 to $2340, or forty-two percent.\n“The increase in the\nmedian salaries of university professors during the same period of time\nwas fifty percent.\nHowever, since the purchasing power of the dollar\nhas been so greatly reduced during the same period of time the actual\nvalue of salaries of teachers college professors is virtually unchanged.\n\nSome Deductions and Suggestions\nThe data secured for this study covers a period of time coincident with\nThe advance in\nthe great development of teachers colleges in America.\nthan the adgreater\nfar\nis\ncolleges\nteachers\nin\nprofessors\nof\nqualifications\n\nThere is, no depreciation in the value of skilled\n\nvance of their salaries.\ninstruction.\n\nSalaries\n\nare\n\nmembers are not all desired.\n\ninadequate\n\nand\n\nthe\n\nqualifications\n\nof\n\nfaculty\n\nThere is zest in this challenge of the future.\n\n"}
{"page": 934, "printed_page": null, "text": "NATIONAL\n\n930\n\nEDUCATION\n\nASSOCIATION\n\nES\neS\nSSS\nSS\n\nSALARIES\n\nOF\n\nCOLLEGES\n\nFACULTIES IN TEACHERS\nAND IN 1927\n\nSALARIES\n\nFACULTY\n\nSALARIES\n\n1917\n2000|3000|4000|/5000\n2999|3999|4999/|5999|\n\nSchools\n\nVerrenklawte rrr. scree ete\n2\nSSLCVENG OME ..ora, aerial eleRione es\nTEERie-lerpee See ERIE EY eey pretreat: | lenenen\n\nase\n\nSUTANUC Hace a aide ented ate teem\n\nea\n\nRGle\n\nFACULTY\n\nIN\n\n1917\n\n1927\n\n0/1000|2000|3000/4000/5000}6000\n999/1999\n3999/4999/5999 6999\n\n1g aera! a esta\n|cor\nBll eter\nasFidler\nsy pee sacanin anaes anes\n\ny\n\nMat atomnn Qasism cupounamenm\nais si:\nHFOSED\nULEiia: crasassy csalictetayt,\nre BNCRO ee\nKeene\nae cai c oe atn\nie)° t=)= 9 a\n\neee\n\nA 3,\n\nGo eon fe eel\nPaesucts eae\niD tetees Psias weed tevatiote A\nSr OM£2) ork hs cuir ee\n\nis\n\n19\n10\n\nfox\n\n_\n\nBe\n\nwee\n\nQB WERO we. x orarele ele cheat orem et vets\nPlAtwesbDUts feo. cue ote eeearciers\nGedar Fale\nsrc srerscis\nsyele merece\nNOMA fais ss. dieiere time ates eon\n\nDe:\n\nRB:Re\nae\nq\nB\nOng\n\nAne\npais\nhoo »\nD ey) 3\n\nfore\n\nres\n\n° = Ba c °\n\nSa ELA ECGS 66s -Wagiearaus\ntins> eal ne ee\nWSHARLES\nok eaten iia\nTaloqiah O's: 0. C2\nee tis Se\nrete\nBIOrence.\nisch aikeetatne\nChee\nRock Hille cesniaaa\nieee saetee\nSpringfield 5. cc. meee\ntener\ngui\nbs). ddoto hte\ncde ene\n\n_\n\nsyeiauea lege tell senses\nSete\nface ae\n\n—_\n0SADOBNNANAW\nAHN\nAA\nTAWENE\n\nWANOHA) easter pilsertde\nigsider arets\noh danSiives\nBel etnies ¢\nSpearhioh BF. kite. Se\nEe\nSe\neee a.\nSpey\nak. eee | ae. Ae\nFCMIEZ LOW ULE cietepes cutee! a Unsiveuoneeeuci\nsted||aeueat\nGlarion .2Suhicks..\nAtoka ties |doe tlleaeee s Vari eSenge... Wan Seis\nMotebead.. Svsxefepssialbn\ndav ceil eee\nge ails nee ghee Pee hace evdiaes\nOshkoshyh,\nofthis\nMRI.\nGaviyou IITs.\nGL. aihles.e\n\nAIVATERS..\nSEES. SERRE. PEROKE. «\nHarrisqnburg tae\ncase\nSah Diegaes\nwien oe...\nWatrensburg 22). cbiseur\ncoe\nAredtass)..\nRABEL\neae\nas\nChadron rcvare cua sea tesa\nSCAENEY:- NIT. tas sushert ee ee ake\nRiver Falls.\n«isadeieae seme\n\nDeKalb 5..j.aise aoe\nterse es\nROO:\nWYIROW:\nTRE\nPittsburg, Kans! Welsaes\nnee.\n=\n1\nDacotnyorst epmeeiacitad Citocaie tara ete\nSpringfield s'S.) Diasec\nees\nnella\nMoorhead, Minn..........:..\nRAKBOOORDNDORN\nCUB\n0.\nGreenvillesn\niim see Sidcmters faucet\nLOMPO sine ketnereinres\nRate aie eee\nan\n:\nGunnison\nce acme\ndsais teas\nBowling Green\nMadison sGo Divdscinecseia.\n425\nMayville Ne nmgeiinracicitnc\nUNUREARRUIEAWDWNE:\nSOLAS Tre seers\nnee\n266|1438] 374\nPéfcantshs acgtadsiei\nsve k 12.2|66.3]17.2\n\n"}
{"page": 935, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS\n\nCOLLEGES\n\n931\n\nHow may better financial support be secured?\nMore than a decade\nago the Carnegie Foundation for the Advancement of Teaching showed\nthat the social position of the college professor is constantly lowered by\nthe increased cost of living without accompanying increase in salary. Our\nsystem of control by political parties is the chief obstacle to proper financial support. ‘Thus far the best way for a political party to remain in\npower is to favor a reduction of taxes.\nSince boards of control are in\nsome measure dependent on a political organization it is not always easy\n\nfor them to do what they know should be done.\nIn my judgment the best way to secure adequate salaries is to merit\nthem.\nIn the second place teachers colleges need to acquaint the public\nwith the services which they render. A member of the faculty with which\nI am associated is chairman of the state committee on education.\nHe\nwill attend political meetings over the state and meet members of the\ncoming legislature.\nHe will inform them of educational needs—in no\nsense for personal gain but for the good of the state. A warning is here\npresented.\nFor as schoolmen we possess dual personalities.\nWe are both\ntaxpayers and recipients of the taxes paid. We have a right to adequate\n‘remuneration but we recognize the sovereignty of the state and the character of our political system.\nOur ego must include the objective good\nof all. This is tactful publicity.\nThe increase in qualifications of faculty members in our normal schools\nand teachers colleges is one of the most gratifying achievements of education in the past decade.\nIn helping to secure this improvement in instructional ability acknowledgment must be made to our universities. “The\ninfluence of departments of education in our universities has been especially\nhelpful.\nAn increase in salaries and the sabbatical leave of absence for\nstudy have encouraged us. Adherence to the standards set up by the\nAmerican Association of Teachers Colleges has also been most helpful.\nHow may this improvement of teachers continue?\nI desire to suggest several methods which at once become apparent.\nFirst, salaries must become more nearly commensurate with the service\nrendered.\nSecond, internal improvement of the teaching itself should\nbe cultivated,\n\nas suggested in an address by President Arnold Bennett\nThis inHall before the American Association of State Universities.\nternal improvement may be stimulated by self-rating tests as suggested\nby Dr. Rugg.\nIt develops in regular professional meetings of the\nfaculty.\nAn occasional exchange of faculty members with other institutions is instructive.\nFaculty participation in policy making, if not\nin administration, is helpful. Encouragement in the publication of books,\n\ndissertations, and magazine articles counts for added qualifications. Controled experimentation is to be desired.\nAnd, lastly we have a great\nopportunity, as yet unused, in integration of our teachers colleges and the\npublic schools.\nFor after all is said, the public school system is our great\nlaboratory of experimentation.\n\n"}
{"page": 936, "printed_page": null, "text": "NaTIoNaAL\n\n932\na\n\nTWENTY\n\nR. M.\n\nEpucaTIon\na\n\nASSOCIATION\n\nFINANCIAL\nIN THE\nOF PROGRESS\nYEARS\nSUPPORT OF NORMAL SCHOOLS AND\nTEACHERS COLLEGES\n\nBLACK,\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nELLENDALE,\n\nN.\n\nAND\n\nINDUSTRIAL\n\nSCHOOL\n\nDAK.\n\nOf the past twenty years the first ten was a decade of steadily increasing\nnational wealth, and a rapid growth in an enterprise as important as the\ntraining of teachers was to be expected. For the last decade a number\nof the years have fallen in hard times and our state legislatures have felt\nthe need of economy.\nYet in these times of financial stringency remarkable growth has been made.\n\nNormal schools had become pretty well established by 1907.\nThe\npeople of some states had already seen that teacher-training schools were\nin need of adequate housing and worthy of financial support.\nOf 167\npublic normal schools in 1906 reporting to the Commissioner of Education 152 had an appraised value in buildings, grounds, apparatus and other\nproperty of $31,738,192, or a median valuation of $208,806 each.\nOf\nthese one school in Nebraska gave its valuation of this class of property\nas $10,000, the smallest appraisal of the wellknown schools; and De\nKalb, Ill., Cedar Falls, Iowa, and Bridgewater, Mass., gave appraisals of\n$500,000, or more.\nOf these schools 159 reported a total income of\n$5,759,153 or a median of $36,222 each. Of these Cedar Falls reported\n$194,250 as the largest income and Maryville, Mo., with $5600 had\nthe smallest reported income.\nIn 1926, the latest date for which complete figures are available, 90\nteachers colleges and 87 state normal schools reported to the Commissioner\nof Education a total property valuation of $78,705,071, or a median appraised valuation of $460,263 each. The highest and lowest came from\nschools in Pennsylvania, where Westchester reports $2,719,000 and California $69,250 as their respective appraisals, with the two comparatively\nnew schools of Kent and Bowling Green, Ohio, with a valuation of over\ntwo millions dollars each in their plants and equipments. The school that\nreported a valuation of $10,000 in 1906 had property worth $966,000 in\n1926. The school reporting $69,250 in 1906 gave a valuation of $274,200\nin 1926.\n.\nThe total income reported from 171 institutions for 1926 was $30,-\n\n269,783 or a median of $117,016 each. At this time Cedar Falls reports\nan income of $1,144,384, with two schools reporting $30,000 or less and\none as low as $15,656.\nIn the twenty years the median valuation had risen from $208,806 to\n$460,263 or an increase of 120 percent, and the income from $36,222 in\n1906 to $117,016 or an increase of over 300 percent.\nThis of itself makes a very commendable showing, but it is the last\nten years of the period that marks wonderful progress in the advance-\n\n"}
{"page": 937, "printed_page": null, "text": "pie,\n\nDEPARTMENT\nen\nRe\n\nOF TEACHERS\n\nCOLLEGES\n\n933\n\nment and support of teacher-training schools. The greatest decade in\neducation of all time since the Renaissance has shown a rallying to the\nsupport of education that has enabled many struggling schools to flower\ninto service worthy of modern times.\nWe have authentic and uptodate figures for 1927, from 64 typical\nschools in 32 states or an average of two schools to each state reporting.\nOf these 64 schools sixty of them in 1917 had a total income of $8,291,636\nor a median of $121,500 each, with the highest income for Rock Hill\n\nas $573,293 and the least at Arcata, California, as $42,295. Ten years\nafter that Arcata is getting $159,945 and Rock Hill $923,203. But better\nyet comes the news that Cedar Falls gets $1,218,890 and Kent $1,140,785, while Frostburg, Maryland, which had an income in 1917 of $30,000\nis now enjoying an increase of 150 percent.\nIn 1917 we had five schools with a valuation of a million dollars or\nmore and a median valuation of a half million. In 1927 there were eight\nschools who reported a valuation of over $2,000,000 each and one school\nnot identified in its report gave a valuation of $3,299,000.\nKent gives\n$2,750,000 as its valuation and fifteen other schools report $1,000,000 or\nmore as their valuation.\nWhere there were five schools in 1917 there\nare twenty-three in 1927 with property in excess of $1,000,000 to such\nan amount as to bring the median valuation to a million dollars for the\nsixty-four schools reporting, and no school was below $312,000.\nWithin the ten years twelve schools had increased their property holdings 125 percent, thirteen 150 percent, seven 175 percent, three 200 percent, ten 250 percent, six 300 percent, two 400 percent, one 550 percent,\none 700 percent, one 1250 percent, and one 1400 percent.\nWith this rather remarkable increase in property valuation there has\nbeen a good percent of increase in. incomes.\nSeventeen schools show an\nincrease of income in the ten years of 150 percent, fourteen of 200 percent, fourteen\n\nof 250 percent, nine of 300 percent,\n\nfour of 400 percent,\n\none of 500 percent, two of 600 percent, or better, and two of 700 percent.\nThis shows something of the appreciation of teacher-training institutions, but yet figures to the facts are only what graphs are to real pictures.\nThe figures on incomes present no adequate picture of the service rendered by the schools in return for this income. The wonderful statistics\non property valuation conveys only poor and faulty impressions of the\nbeautiful grounds, commodious buildings, and inspiring surroundings that\nmake our teachers colleges and normal schools worthy training places for\nthe teachers of America’s children—worthy of a nation which in this more\nrecent Renaissance since the Great War has lifted itself from a nation of\nThe progress in\nsixth graders to a nation of tenth grade education.\nfinancial support that has been made in the last ten years is an earnest\nfor a future support that will place these institutions in the position of\nleadership merited by the service asked and given. While Mark Hopkins\non one end of a log and the boy Garfield on the other might have made\n\n"}
{"page": 938, "printed_page": null, "text": "NationaAL EpucaTIOoN\ncinManaRAN Matis Macon\n\n934\npcs\n\nASSOCIATION\noS eee\n\na college in a former generation, the American people are manifesting a\nwillingness to assure the inculcation of highest ideals in their teachers\nto be passed on to the future citizens of the great republic.\n\nOPPORTUNITIES\nJOHN\n\nW. WITHERS,\n\nDEAN,\n\nAND\n\nSCHOOL\nNEW\n\nPROBLEMS\n\nOF EDUCATION,\nYORK\n\nNEW\n\nAHEAD\nYORK\n\nUNIVERSITY\n\nCITY\n\nThe problems of education were never more grave, difficult, or important than they are today. “This is true because the problems of American life are more complex and more difficult than they have been hitherto\nand in the last analysis these problems depend for their solution primarily\n\"They must be solved if solved at all by the\nupon popular education.\neducated intelligence of the American people.\nThe last fifty years and particularly the last twenty years has been a\nperiod of rapid transitions and new developments. ‘These changes are still\ngoing on, many of them with an accelerated pace and there is every prospect that they will continue in the years that are ahead. Among the most\nimportant of these changes which affect profoundly the work of educatio\nwe may note the following:\n;\n1. A rapid and continuous transition from rural to urban conditions\nthroughout the United States, from a condition in which the formative and\ndirective influences were chiefly rural to a condition in which such influences are predominantly and increasingly urban.\n2. A rapid transition from a condition in which industry was carried on\nlargely by individuals with the use of simple tools, to a condition in which\nindustry is more and more determined by cooperative effort and by machine\nproduction.\n3. A rapid transition from an economic situation in which the chief\neconomic problem was to prevent a deficit, to a situation in which the\nchief economic problem is that of dividing a surplus or distributing the\naccumulating goods of life in accordance with a generally accepted and\nsatisfactory principle of justice.\n4. A transition from a period during which the chief emphasis of life\nwas placed upon things material and the exploitation of natural resources\n\nto a time in which the chief emphasis must be increasingly placed on things\nhuman and spiritual. This change is as yet scarcely above the horizon, but\nit is coming and should afford in the years ahead one of the greatest\nopportunities of American education.\n5. A transition from a condition of living and a general philosop\nhy\nof life in which external authority and institutional methods were\neffective\nmeans of social control to a condition in which such means\nhave become\nincreasingly ineffective and in which we must depend for\nadequate control\n\nmore and more upon the voluntary choice and behavior\nof individuals.\nSocial control of individuals which has hitherto been largely\nexternally\n\n"}
{"page": 939, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS\n\nCOLLEGES\n\n935\n\nimposed must, because of the changing and complicated conditions of\nlife, become increasingly internal and voluntary. No student of American\nlife today can fail to note this change and the great responsibility which\nit inevitably places upon the agencies of popular education.\n6. A transition from a state in which the full exercise of the principle\nof democracy was confined to the adult male population over twentyone years of age to a social situation in which the privileges and responsibilities of democracy have been extended not only to adult women, but also\nto children of adolescent and even preadolescent age to an extent hitherto\nunknown in the history of the world.\nWe are today considering our\nchildren individually and collectively as free agents with a right to selfdetermination and selfexpression in a manner and to a degree never\ndreamed of in the days of our fathers. ‘The principle of democracy is\nbeing extended in its application, theoretically and practically to include\nevery member of American society, male or female, young or old. In this\nmovement we have one of the most interesting and at the same time one\nof the most difficult and critically important problems of education.\nIt\nis in fact, the supreme test of democracy as we conceive it here in America.\nWhether it succeeds or whether it fails our system of education will be\nconsidered largely responsible.\n7. A sudden transition from a relatively isolated independent debtor\nnation to a creditor nation vitally concerned with the stability and economic progress of other nations throughout the world has taken place.\nThe effect of all of these changes and of others equally important has\nbeen in general to accelerate the pace of life, open up its marvelous opportunities, increase its strains, multiply and complicate its problems and\nrender far more numerous the opportunities to go wrong as well as to do\nright. Our civilization far more than any other confers upon us great\nbenefits but at the same time it imposes exceedingly heavy burdens.\n‘To\ncontinue and increase its benefits we must provide the necessary means of\ncarrying its growing burdens.\nIf the benefits are to be enjoyed by the\nrank and file of the people then must the burdens also be borne by the\nrank and file. There is apparently no limit beyond which the benefits may\nnot go, if the ability, disposition and intelligence needed to carry the\nburdens can be correspondingly increased.\nSuch then, briefly and in general, are some of the great problems in\nwhose solution we are all deeply concerned.\nTo those of us who are\nengaged in education these problems constitute a most interesting and inspiring challenge. If, as I have said, their ultimate solution must be attained primarily through education, it is easy to see that the difficult burden\nof preparation for such solution must be borne by the elementary and\nsecondary schools of the nation; for in a democracy such as ours no matter\nhow well-trained and efficient the available leaders may be, if they are\nactually to serve as leaders, they must be chosen for this purpose by an\nintelligent and discriminating public. If the right choice and continuance\n\n"}
{"page": 940, "printed_page": null, "text": "NatTIonAL EpucaTion ASSOCIATION\n936\nEE e\ne\nON\n\nof such leaders is to be had, the rank and file of American citizens must\nhave a much more advanced general education and a much more vital\nand thorough knowledge of present life and its meaning for the future,\nthan the present or any past generation has had. “The young people now\nin our schools will stand in even greater need than we do of the ability and\ndisposition to think sanely and constructively concerning the issues of life\nIn\nand of citizenship in all their relations both at home and abroad.\naddition to adequate knowledge they will need those perspectives, attitudes\nof mind, ideals of character, and standards of value that are fundamental\nto the continuation and success of American democracy and that will function intelligently and also, to a large degree, automatically in the affairs\nof everyday life.\nThose qualities of personality that are most fundamental in regulating\nthe customary affairs of life are almost wholly developed in the elementary\nschool and in the early home and neighborhood life of the child. If this\nstatement be true, and I think few will deny it, it follows that the chief\nconcern of American education is and will continue to be the elementary\nschool and it follows just as certainly that the chief problem of the elementary school is and will always be the elementary school teacher and\nthe elementary school principal.\n“The teachers colleges of the United\nStates will therefore be working twenty years from today as they are\nworking today at the most vitally important spot in American education\nand consequenlty also in American life.\nTherefore these colleges are, and if they remain true to their supreme\nmission, will continue to be most influential and important agencies in\npromoting the strength and stability of our country. Unbiased investigation of the problem of public education, taking the United States as a\nwhole, will, I think, make it clear to any candid student that although\nstate teachers colleges have developed out of state normal schools, and\nwill no doubt increasingly and rightly train teachers for service in secondary schools, their chief work is and must continue to be that of producing\nsatisfactory teachers for the elementary schools, and their greatest service\nmust be devoted to the improvement of elementary education.\nHere they\nhave a mighty problem, the proper solution of which they have only begun.\nTwenty years from now the teachers colleges of the United States, working in close cooperation with each other and with the school systems and\nother agencies in their appropriate spheres of influence and service, should\nhave the solution of this problem practically accomplished.\nI believe they\nwill. But if they do it will be necessary in my judgment that they shall\nexamine very critically present tendencies in their own development, the\nrelation of these tendencies to the progress of education in general, and the\neducational philosophy that lies back of the present movement; that in\nthe\nlight of the cooperative scientific study of these matters\n\nthey shall decide\n\nupon a more satisfactory and defensible policy for the professional educa-\n\ntion of teachers, based upon actual needs, present and prospective; that they\n\n"}
{"page": 941, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n937\n\nshall set up a satisfactory, workable program for the progressive execution\n.of this policy over a period of years; and finally that they shall, through\nproperly organized effort, devote themselves earnestly and energetically to\nthe task of making this program effective.\nFrom the speakers who have preceded me, you have heard the proud\nand inspiring story of the development of state teachers colleges during\nthe past twenty years—a development resulting among other important\nthings in the adoption of a four year standard program of post-high school,\npreservice education for elementary teachers, requiring essentially the same\nconditions for admission and graduation as those imposed by the best four\nyear colleges of arts and sciences, and conferring upon their graduates the\nsame baccalaureate degrees. This is a bold and splendid ideal. But is this\nstandard one that is practically attainable? ‘Teachers colleges are young\ninstitutions; and therefore have the fine ambitions appropriate to vigorous\nMay not the picture which they have drawn be too highly\nyouth.\ncolored—the product of a youthful imagination that must be considerably\ntoned down by the more mature experience of the next twenty years?\nThere are lions in the way; it does not require prophetic vision to note that\nfact. Can these obstacles be met and overcome without losing too much\nthe fine courage and enthusiasm so characteristic of this body at present?\nI am not at all certain that they can, nor am I fully convinced that the\nstandard as defined and adopted at the Washington meeting should be put\ninto effect without modification. It is quite all right to set a high mark\nand hit the bull’s eye if we can, but face the obstacles we must. This is\nour big job for the next twenty years. If our policy in setting up this\nnew standard should prove to be essentially impracticable and unsound in\nthe years just ahead, the outcome in its influence on our. future leadership\nIt is highly imin the education of teachers will be very unfortunate.\nportant, therefore, that as leaders in this movement we should face the facts\nsquarely and not ignore them or minimize their importance.\nFirst, then, it should be noted that the great majority of the school\nchildren of the United States are still found in rural communities.\nThe\ncensus of 1920 showed that although 48 percent of the adult population\nbetween the ages of 21 and 45 were living in the cities having a population\nof 5000 or more, these cities contained only>one third of the children of\nschool age, therefore two thirds of the school children of America were\nliving at that time under rural conditions, since communities of less than\n5000 must be considered essentially rural in their general character and\ninfluence. Although there were but 331% percent of all school children\nliving in cities, this group furnished 35 percent of the total school enrolment, 38 percent of the actual daily school attendance, and approximately\nIn the education of this group the\n45 percent of the total attendance.\nUnited States spent in 1920, 51 percent of all salaries paid to public school\nteachers and more than 80 percent of all expenditures on school buildings,\ngrounds, apparatus, and material equipment and for the administration and\n\n"}
{"page": 942, "printed_page": null, "text": "938\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nsupervision of schools. By combining the amount spent for all purposes on\nelementary and secondary education we find that two thirds of all expenditures were devoted to the education of the one third of the children\nwho were attending school in cities and one third of all expenditures were\ndevoted to the education of the two thirds who were attending school in\nthe country.\nIn other words, for every dollar of public money spent\non the education of the rural school child four dollars were spent on the\n\neducation of the city child. This practice is not only unfair but it is also\nunwise from every point of view. The problem of the proper education\nof the country child is just as much a vital concern of cities as it is of\nrural communities. This is true even from a selfish point of view. Fifteen\nyears from today every child over six years of age now enroled in the\npublic schools who will be living at that time will belong to the adult population group between the ages of 21 and 45. If the same forces and\ninfluences that have been in operation during the past fifteen years continue to operate with equal effectiveness during the next fifteen, the cities\nof 5000 population or more will contain not 48 percent of the total populaIf all\ntion between the ages of 21 and 45 but approximately 60 percent.\nthe children who are now attending schools in cities and who will be\nliving at that time were to spend the remainder of their lives in cities\nthey would constitute but 25 percent out of this 60 percent. A relatively\nsmall fraction of the remaining 35 percent will be supplied by immigration; a somewhat larger fraction will be made up of persons who are\nalready members of this group and will continue to be at that time.\nBut when these two sources are fully accounted for we may confidently\nexpect that at least 25 percent of the total group will be made up of\nthose who are now enroled in the rural schools. That is to say that every\nchild who will be a member of the city population group between the ages\nof 21 and 45 at that time now attending a city school will be matched by\nanother member of the group who is now attending school in the country.\nIf for reasons already stated the serious problems of American life\nfifteen or twenty years from today will very certainly be urban in character,\nand if the formative and directive influences determining the course of\nevents in our national life at that time will be city influences, it is evident,\nfor the sake of the cities as well as for the country districts and for the\nnation as a whole, much greater and more active interest must be taken in\nthe extension and improvement of rural education. ‘This problem should\nbe effectively solved during the next twenty years. Entire responsibility\nfor its solution does not of course belong entirely to teacher-training institutions, but it is quite obvious that toward its solution state teachers\ncolleges should make a very fundamental and necessary contribution. The\nsituation affords a magnificent opportunity for distinguished service to education which I am sure will receive proper attention from this organization.\nIt will not do to look upon rural education as an insoluble problem as\nsome in the past have been inclined to do. We must adopt the philosophy\n\n"}
{"page": 943, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n939\n\nof Henry Ford and say that the job must be done with the least possible\ndelay.\nIf the new standard for the professional education of elementary teachers\nis desirable for the children of the city it is equally desirable for rural\nchildren.\nIf it is to be maintained for the one group it must somehow\nbe maintained for the other group also.\nThis introduces the second great problem to which I would call your\nattention. In our splendid enthusiasm over the recent formal adoption by\nthis body of this new standard for the education of elementary teachers\nwe dare not blink the fact that we are at present a long, long way from the\nactual attainment of this new standard. The long distance from where\nwe are to where we have decided to go must be accurately measured and\nthe difficulties on the way to the goal must be carefully and intelligently\nstudied.\nOut of more than 700,000 teachers in the public schools of the United\nStates there are not 5000 classroom teachers regularly employed in the\nelementary schools today who have had four years of post high-school\nprofessional\n\neducation\n\nprior\n\nto their\n\nappointment\n\nand\n\nnot\n\nmore\n\nthan\n\n8000 such teachers who hold a baccalaureate degree obtained as a result\nof preservice and inservice training combined. “Twenty-five thousand of our\nelementary teachers instructing the children of 3,000,000 American people\nhave had no formal education beyond what they received in the eight\ngrades of the elementary school. ‘Three hundred fifty thousand teachers\nhave not had more than a good high-school education and more than\n200,000 have not had an average of more than the standard training\nhitherto accepted, of two years beyond a good high-school course. Furthermore, approximately 100,000 teachers are quitting the service each year.\nIn view of this situation we shall need to answer four important questions if the new standard of teacher training is actually to be reached\nWhat will it cost? What equipment will it require? How long will it\ntake and will the public be willing to pay the bills, not only for the\nincreased cost of the professional education of teachers, but also for the\nlarger salaries that must be paid in order to retain in the service of the\nelementary schools a staff of teachers who have had the requisite training?\n\nFigured on the most\n\nconservative\n\nbasis it would\n\ncost $500,000,000\n\ndistributed over a period of eight years if the schools were to be closed\ntomorrow and the present staff of teachers were placed in training long\nAt the rate at\nenough to bring all of them up to the new standard.\nit will also\nservice\nthe\nfrom\nwhich teachers are at present withdrawing\nrequire $80,000,000 to give a sufficient number of high-school graduates\nthe requisite amount of training.\nIt will require an additional sum of $10,000,000 annually to educate a\nsufficient number of high-school graduates to fill the new positions reWith\nquired on account of the normal increase in school attendance.\nwith\nand\nadequate\nis\nthat\nequipment\nan\nwith\nconditions most favorable,\nwith\nyears\n25\nleast\nat\ntake\nwill\nit\ncosts\nit\nwhat\npay\nto\nthe people willing\n\n"}
{"page": 944, "printed_page": null, "text": "940\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nan\nannual\nexpenditure\nthroughout\nthe period\nof approximately\n$140,000,000 for instruction alone to place and keep in every classroom in\nthe public schools of the United States a teacher who, in addition to a good\nhigh-school course, has had four years of preservice education.\nIn 1913-14 the total amount spent on the public normal schools and\nteachers colleges of the United States was $15,283,037.\nIn 1923-4, ten\nyears later, this had increased to $42,257,527.\nAt present the annual\nexpenditure is approximately $50,000,000.\nThis is a gratifying increase\nbut it is obviously a long way from the amount required.\nIs it possible, considering these facts alone to put the new standard into\nactual operation in the next twenty years? It is possible, of course. But\nis it probable and if probable is it desirable that we should aim directly\nand continuously at four years of preservice training for all elementary\nteachers? From the standpoint of financial support and material equipment alone this problem calls for serious study. An unwise handling of\nit at this time would be very unfortunate.\nIn 1890 the United States\nspent a total $140,506,000 on public elementary and secondary education;\ntoday we are spending annually more than $2,000,000,000, an increase of\n1428 percent. It would require the entire wealth of Germany or nearly\ntwice the wealth of Canada or Japan invested permanently so as to yield\na net income of 5 percent annually to maintain the public school system of\nthe United States at the present rate of expenditure. Reactionary tendencies against further increases in the cost of public education are becoming\nincreasingly evident in various parts of the United States and it is important to consider carefully how much further it is wise to go each\nyear if the improvement of popular education is to be continuous and\npermanent.\n\nThe solution of this problem cannot be determined wholly or even\nvery largely by decisions reached in conventions of this kind. ‘The extent\nto which the people will go in promoting professional education of any\ntype is determined fundamentally by two conditions; first by the value they\nplace upon such education—its relative worth among the other interests of\nlife, and secondly, by their ability and willingness to pay what it costs.\nThese conditions vary widely from community to community and from\nstate to state. The first may be influenced by the extent to which we as\neducators can honestly and convincingly demonstrate to the public the\nvalue of our product; the second is beyond our control.\nIf our national\nprosperity and increasing wealth should continue for the next twenty\nyears at its present high level the outlook for the four year standard is a\nhopeful one. That this condition will prevail, however, no one can predict.\nThe situation calls for careful study of the following problems, among\nothers, in which it is highly important that this association should take\nthe lead.\nA study to determine the optimum relations of preservice to inservice\neducation in setting up and maintaining four year curriculums for elemen-\n\n"}
{"page": 945, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n941\n\ntary teachers; would it not be wiser under present conditions to set up for\nelementary teachers a four year objective but at the same time provide\nthat one or even two of these years may be taken while the teacher is in\nservice? Would it not also be better to refrain from pushing too rapidly\nthe standardization of teachers colleges in a nation-wide movement without\nproper regard to local conditions, thus insisting upon the four year standard as the necessary badge of professional respectability among these\ninstitutions?\nWould it not be better as a national policy to carry the\npreservice education of elementary teachers as far toward the four year\ncourse as the conditions in the local community or sphere of service make\nit wise to go, and then set up as a requirement for permanent certification\n\nfor promotion or for increase of salary a satisfactory amount of inservice\neducation to complete the course? ‘There is much to be said in favor of\nthis combination. The cost of preservice education will in general be less;\na higher standard of student admissions can be maintained and a better\nbody of students secured; professional training while in service can be more\nvaried, better adapted to the needs, and more effectively directed ; teachers\ncan be more successfully guided in finding the fields of service in which\nthey will be happiest and most effectual; better cooperation between the\nteachers college faculty and the field force of supervisors, principals, and\nsuperintendents can be secured to the great advantage of both; more intimate and mutually advantageous relations between the teachers college and\n\nthe high schools from which it draws its students can be established; the\ndanger of drawing teachers away from rather than into a vital interest in\nelementary education can be avoided; and finally the professional education\nof teachers while in service can be carried on in such intimate touch with\nthe actual problems of teaching that their interest in the profession and\ntheir scientific attitude toward it can be deepened and intensified.\n‘The\ncomplaint at present is almost universal that those who have taken four\nyears of preservice professional education and won a baccalaureate degree\ndesire to enter upon secondary rather than elementary teaching.\nAgain we shall be concerned with securing an increased enrolment of\nbetter selected students in our teacher-training colleges, the determination\nof the extent to which such increase is actually required and the best ways\nand means of securing students of superior quality.\nClosely allied to this is the problem of discovering and applying the most\neffective means of increasing the average tenure or length of service of\nteachers in the public schools, thus reducing the cost of educating so many\nnew teachers each year and at the same time increasing the efficiency and\nimproving the morale of those who remain. ‘The preservice education of\nteachers can be extended in this way without increasing the total cost.\nAgain it is pertinent to inquire to what extent it is possible and\ndesirable that students who are preparing to teach should share with\nthe state the cost of their professional education.\n‘This is a problem to\nwhich little attention has thus far been given. It has generally been taken\nfor granted that those who are preparing to teach in the elmentary schools\n\n"}
{"page": 946, "printed_page": null, "text": "942\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nshould be educated at the expense of the state, but those who wish to\nteach in secondary schools should in general themselves pay the cost of their\nprofessional education.\nIf the movement for equal salaries for elementary\nand high-school teachers eventually prevails, this discrimination cannot be\njustified, especially if more extensive preparation of secondary than of\nelementary teachers continues to be required.\nThe problem of securing increased facilities and improved equipment for\nthe professional\n\nus.\n\neducation\n\nof teachers\n\nwill doubtless\n\ncontinue\n\n‘There are few state teachers colleges in the United\n\nto trouble\n\nStates that are\n\nequipped with adequate facilities under their immediate control to meet\nthe increasing demands that are being made upon them.\nDormitories,\nlibraries, classrooms, laboratories, office accommodations, facilities for observation and practice teaching and for the scientific study of education in\ngeneral and of teaching in particular are almost universally inadequate and\nunsatisfactory.\nAt the same time the great laboratories to be found in the\npublic school systems themselves lying near at hand and affording oppor-\n\ntunity for the direct and stimulating study of education in all its phases\nmust be made more accessible and be more extensively used for the preservice as well as the inservice training of teachers.\n‘This problem must\nbe cooperatively solved by the teachers college faculties and the field forces\nof the school systems which they serve.\nThe securing of better educated, more experienced, and otherwise better\nequipped facilities to meet the new and increased requirements that are\nbeing imposed upon teachers colleges and schools of education is a matter\nof the greatest importance.\nIt is not meant to discount the preparation\nof present faculties for the work which they have hitherto attempted.\nBut whatever may be our judgment of past achievements or present efficiency the most superficial student cannot fail to see that the present outstanding opportunities for leadership and expert service require much more\nthorough and extensive scholarship and professional and technical ability\nin the faculties of these institutions than have hitherto been demanded.\nThe scholarship required though of a different sort must be even more\nthorough than that which is regarded as satisfactory in the best colleges\ndevoted to cultural education.\nMoreover the next twenty years must somehow bring about better\narticulation of teachers colleges with other agencies of education within\ntheir appropriate spheres of influence and especially with the schools\nand systems from which their students are drawn and with those in which\ntheir graduates are employed. It is difficult to say what plan of organization we shall ultimately adopt, where elementary education will leave off\nand secondary education begin; whether secondary education will be extended to include the present freshman and sophomore year of college\neducation, what will be done with the junior college movement; to what\nextent schools and colleges on private foundations should be utilized for\nthe education of teachers. These and a host of similar questions will certainly confront us during the next twenty years.\n\n"}
{"page": 947, "printed_page": null, "text": "DEPARTMENT\n\nREPORT\n\nOF TEACHERS\n\nCOLLEGES:\n\n943\n\nOF BOARD OF DIRECTORS OF AMERICAN\nCOUNCIL FOR SOCIAL STUDIES\n\nHi. B. WILLIAMS,\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nBOWLING\n\nGREEN,\n\nOHIO\n\nSome years ago at the request of the National Council for the Social\nStudies, this Association created the office of director for the social studies.\nSimilar action was taken by a number of other societies with the result that\na considerable number of the governing board of the Council has been\nchosen from persons outside of the Council. The plan has proved unwieldly\nand inefficient, and it is now proposed to change the organization so that\nthe board will be composed of members only. The president of the Council,\nJ. Montgomery Gambrill, of Teachers College, Columbia University, last\nDecember sent a letter to the officers, expresidents, and a few others who\nhave been most interested and active in the work of the organization, requesting suggestions regarding the future policy of the Council, desirable\nchanges in management, financial support, and the best time for holding\nthe annual business meeting.\nIn a conference with the president he stated that the replies thus far\nreceived to his inquiry indicate a general feeling of the need of reorganization and that the major efforts of the society in the future should be to\nstimulate publication and research.\nIn view of the movement to reorganize the official staff of the Council,\nit seemed that this might raise a question about the desirability of continuing\nthe practice on the part of this Association of selecting a director from its\nmembers.\nWhen this matter was mentioned to Dr. Gambrill he advised\nthat the office be continued and if the Council should take action next July\nuniting membership in its directorate to members of the Council that the\nrepresentatives from other cooperating bodies, such as this Association,\nwould constitute an advisory board.\n’\nAnnouncement has been made that library and “laboratory” equipment\nfor junior and senior high schools is to be one of the special projects of the\nCouncil in the near future. This will be another illustration of the valuable service of the Council to the teacher-training institutions of America,\nand will place this Association under renewed obligation for the valuable\ncontributions which the Council has made toward the improvement in the\nteaching of the social studies in all types of schools.\n\nEXECUTIVE\nEHE\nOF\nMEETING\nLHE\nOF\nMUINCOTESCOMMITTEE OF THE AMERICAN COUNCIL\nON EDUCATION\n’\n\nJanuary\n\n14, 1928\n\nA regular quarterly meeting of the Executive Committee of the Ameri-\n\ncan Council of Education was held in Atlantic City, N. J., Saturday morn-\n\n14, 1928, at eleven o'clock.\n\n‘Those present were Walter\n\nDill Scott, Chairman, Lois Hayden Meek\n\n(proxy for Dean Gildersleeve),\n\ning, January\n\n"}
{"page": 948, "printed_page": null, "text": "NaTIONAL\n\n944\n\nEpucaTION\n\nASSOCIATION\n\neee\n\na\n\nEE\n\nand Messrs. C. S. Boucher (proxy for Judd), Capen, Dietz, Harris,\nMann, Robertson (proxy for Lewis), and Shankland.\n1. The minutes of the meeting of September 24, 1927, were read and\napproved.\n2. (a) The\n\ndirector reported one new institutional member, namely,\nHoly Cross College, Worcester, Mass.\n(b) The balance on the Council’s account as of December 31, 1927,\nwas $8523.98.\n(c) The reorganization of international relations, as approved by the\nExecutive Committee at its last meeting, has been completed. The American University Union in Europe is now operated by the Institute of\nInternational Education.\nA full statement explaining the reorganization is included in the January number of the Educational Record.\n(d) The assistant director reported that the Handbook of American\nUniversities and Colleges is in press and will be published about February Ist.\n(e) The\n\nassistant director reported that the work of the Personnel\nCommitttee is proceeding well. Tentative forms for experiments with\npersonal records, achievement tests, rating scales, and vocational monographs will be ready for use before the close of the current academic\nyear.\n3. It was reported that the Committee on Enlistment and Training of\nCollege Teachers, appointed at the last meeting, has held one meeting.\nA preliminary cooperative experiment in defining the objectives of the\ncollege teacher was approved. On motion duly seconded,\nIt was voted, that Professor Hardin Craig of the University of Iowa,\nrepresenting the American Association of University Professors, be added\n‘to this committee.\n4. The question of offering the psychological examination for college\nfreshmen to secondary schools for use with their senior class was raised.\nThe examination this year requires only one hour and shows a higher\ndiagnostic value than previous tests. It was the sense of the committee\nthat an early trial of these tests is desirable and that the matter should\nnow be taken up with secondary school authorities with a view to using\nthe test this spring in the secondary schools.\n5. It was reported that several deans of engineering and deans of liberal\narts colleges had suggested that they would like to receive the Educational\nRecord regularly. On motion duly seconded,\nIt was voted, that the Educational Record be sent without charge to\ndeans of engineering and deans of liberal arts colleges of all institutional\nmembers of the Council, provided such deans indicated their desire to receive it.\n\n6. A list of national\n\nstituent\nseconded,\n\nmembership\n\nassociations\n\nin the Council\n\nthat might be invited\n\nto take con-\n\nwas\n\nmotion\n\npresented.\n\nOn\n\nduly\n\n"}
{"page": 949, "printed_page": null, "text": "8\n\nDEPARTMENT\nEe\n\nOF TEACHERS COLLEGES\neam\nae ee\n\n945\n\nIt was voted, that the Council extend an invitation to constituent membership to the American Association of Dental Schools and that the\ndirector be instructed to secure further information about the other associations.\n\n7. It was reported that the Council had been able to raise only $5800\nof the $10,000 required to meet the conditions of Mr. Rockefeller, Jr.’s,\npledge for the support of cooperation with industry. The case had been\npresented to Mr. Rockefeller and he had made a pro rata payment on\nthe pledge and extended the time for meeting it to December 31, 1928.\n8. Several members of the Executive Committee have been asked if\n\nthey would be willing to serve on a commission of twenty to visit Russia\nduring the coming summer on invitation of the Soviet Government. The\nquestion was discussed at length and it was the sense of the meeting that\nany member of the Committee might with propriety accept such an invitation with the understanding that his participation in the enterprise in\nno wise officially involved the Council.\n9. An invitation was presented from the University of Porto Rico to\nsend a delegate to the twenty-fifth Anniversary in March.\nOn motion\nduly seconded,\nIt was voted, that the director be authorized to appoint a delegate to\nrepresent the Council at the twenty-fifth anniversary of the University\nof Porto Rico.\n10. The program for the annual meeting, May 4-5, 1928, in Washington, was discussed, but no action was taken.\n11. The next meeting of the Executive Committee was set. for March\n16, 1928, in Chicago.\n12. The meeting adjourned at one o’clock.\nRespectfully submitted,\nS. D. SHANKLAND, Secretary,\n(Signed) E. L. Hendricks.\n\n"}
{"page": 950, "printed_page": null, "text": "946\n\nNATIONAL\n\nASSOCIATION\n\nEpucATION\n\nMembership\n\nList—1927\n\n;\n\nAlabama\ngd\nHenry J. Willingham\nas stoutState Normal School\nPIGYERCEn,. Cee\nG. W. Brock\nieee a cael.\nSe\naise\n+s, State Normal.School }.crnyliethe\nLivingston... .< slo.\nface. acts eevee ener etree tate onacrntete E. M. Shackelford\ntale + tocahne State Normal Schools.\n\"PLOY eectece\nArizona\nPlagstadi brs... iysias's Northern Arizona Teachers College.....\n0.0... .0 cee eeeeee Grady Gammage\n0 ocd ss wes A. J. Matthews\nsd«oe tlsTempe State Teachers College... 050000.\nTAI DEE Ssasjnere\n\nArkansas\nConways. .420\n3: 3: Arkansas State Teachers College...........\n0000 ee eee eeee E,W.\n\nCalifornia\nIATCALA re ec sone oun\n\nTorreyson\n\n.\nHumboldt State Teachers College...........\n000 ese eeee Ralph W. Swetman\n\nSan Diego...\neasiigi State |Teachers:\nSan Francisco....... State, Teachers\n\nCollewe:\n\n. 77a.\n\nRGEE). HS.\n\nSS\n\nES.\n\nE.\n\nL.\n\nHardy\n\nCollege vac, jan patra ans oa\niskere poe Ree sie = C. C. Roberts\nSan Jose ...fjsgel.\n- BY. State, Teachers (Colle gerfish.\nclea « bist= ofthistteeiomtas T. W. MacQuarrie\nSanta Barbara...... State.\n\n2 eachers: Comege j,oa aesisgsiene eo. oieitita) tele pad\n\noe\n\nei\n\na C. L. Phelps\n\nColorado\n;\nGreeley s.5/ 71006 Colorado State Teachers College...........\n02.02. ccece eee Cc. W. Frasier\nGunnison.)\n6. sie 2Western State College of Colorado. ....: cacy qesusniee,y\ndelaterets R. Aspinall\n\nConnecticut\nNew Britain........ State NormaliSchookity\n\nvy .\n\niit). SoS Teck\n\nie\n\n;\nhdd. et Marcus White\n\nNew Haven......... State’ Normal/ScHool ss trie. .o5 cic5. - stg\nCleo Bae re aeons J. L. Meader\nWillimantic......... State. NormaliSehool,.\n#3. . S01). ERISA\nTae. oat. George Shafer\n\nGeorgia\n;\nAthéns. 34.43%\nsep eae State NormalySchooloiaeeni,\nsapitars suis ooohcnte tyeeeea oer J. M. Pound\nMilledgeville. .\n.Georgia State College for Women.\n. J. L. Beeson, acting president\nValdosta 05:4 5.0905 Georgia. State Women’s) Coflége. 7.\n3 Ws sis ne cee R. H. Powel\nHawaii\nHonolula.n nil.\n«bons Territorial\n\nNormal\n\nIdaho\nLewiston!) «da. ee State, Normal\n\nand. Training\n\nSchoolet\n\nSchool).....@..a\n0 eee eee\n\nty. «meraudeyh sph\n\noe\n\nbivprotete cd\n\n:\nBy O. Wist\n\ndere J. E. Turner\n\nIllinois\nCarbondale .é i.c.j-0<« Southern\n\nIllinois State\n\nNormal\n\nUniversity................ H. oe Shryock\n\nCharleston... 4u.h1. .Eastern Illinois State Teachers College............000\neee ceees L. Gi Lord\nCHICAZO! 3 Hse\ndew College of Education, University of Chicago................-- W. S. Gray\nDe Kalbe.\nctu\nete Northern Illinois State Teachers College...................5- J. S. Brown\nMacomb: s\\ei.io -caete Western Illinois State Teachers College.................2.-. W. P. Morgan\nNormal (2st, <4\n. 28. Illinois State Normal University..................0c0cecee David Felmley\n\nIndiana\nIMiUncleseiieterotan\nes 2The’ Ball ‘Teachers: Gollege? +S) hac. ethan ace tras once\nTerre Hautes oversa Indiana State Normal School?.\n40. 220) Vora\ngee\n\need B. J. Burris\nite ae L. N. Hines\n\nowa\nCedar Fallevijicce ue State, Teachers:@ollegen:\n\nS¥e cn. ccao te\n\ncots\n\ncuteemeee H. H. Seerley\n\nKansas\n\nEniporia nae acess\n\nKansas State Teachers: Collegert ascacin,«\nsels sislacideeie intel aleT. W. Butcher\n\nIGENCb.o a ncbtodsdss Kansas State: Peachers College-mr\nPittsburg ance\nKansas State Teachers College\n\niy... «once\n\ncee\n\neee\nW.A.\n\nW. A. Lewis\nBrandenburg\n\nKentucky\nBowling Green...... West Kentucky State Teachers College and Normal School. ...H. H. Cherry\nLouisville. ...\naaLouisvilleNotmal School \\.mmen (een eae ee\neee Elizabeth Breckenridge\nMorehead.......... Kentucky State Normal School\ninc\neen oe secon eee\neek F..C, Button\nMurray cm uite oetneaten State Normal School any .eie mettre\ncea en eee:\nRainey T. Wells\nRichmotid (025.00. East Kentucky State Normal School and Teachers College...... T. J. Coates\n\nLouisiana\nNatchitoches........ Louisiana State Normal! Collegesmanmee\n\nMaine\nafmington:. cect. State Normal Schoolies\nGorbameriey.am coe e State Normal Schooliaeret\n\nnee\n\nnen ener oeV.\n\nsnes ctins heme\nee\ncet\nenol ae\n\nL.\n\nRoy\n\nW. G. Mallett\nW. E. Rusecll\n\nrend\nTOStbHUrg ise soaaeie ne State. Normal Schoolls\nyaqstete\neter\nmete ice sar eee\nnc\n- L. Dunkl\nPLOWSOUS:\neiasien cronies Maryland State Normal School: ....)...00-0-<.0+\ncence Jiidé Lee Tall\n\n“asyoenpoiinion\nOStOnIEE seyesenres\n- Teachers College of the City of Boston.............ccesccece W.C.B\nBridgewater........ State Normal School....... stalidhays\nales exe atetvce elo eis emer Arthur Borden\nFramingham........ State Normal Schoolit).\n.gs.-..28\nsone\nen eee ..James Chalmers\nSalem Ji s1s.ceusesterntens State Normal School ee ib.iayeeuds SignersleuleTeaVe ihe ere RPA\neer te ote ialeJ. A. Pitman\n\n"}
{"page": 951, "printed_page": null, "text": "DEPARTMENT OF TEACHERS COLLEGES\nae YS EERE: PL DE SOs\netc\n\nSe\n\nor\n\naMaZ00;\n\n.. 2... Western\n\nState Normal\n\nSchool.............\n\nMarauette.......... Northern State Normal School............... ic\n\nMt. Pleasant........ Central!\npellethee odes\n\nee\nOmid\n\nMichigan’\n\n947\n\nNormal\n\nde a\n\nSchool’>.........+,005......E.\n\nvu\n\nte\n\nGle\\Warriner\n\nrea Michigan State Normal College.,...............0....... Charles McKenny\n\ns 6 Face\n\nBemidji Teachers College............. EA AINA\n\nDulGthy\nsos dae as State ‘Teachers Colleges. ....05 .d0%G 0\nJSRUHON. D2\ncc: nw. Boueee\nMankato\nState Teachers College=-2ino\nrs O.18.40. Soe POT\nenchant C. H. Cooper\nMoorhead\nStatemmeacherar College\nsticcmtontrn\ntik cian eilse ee menel R. B. MacLean\nSt. Cloud\nStatem eachers Collegetnen\nayia\nMeine\neae tee\nche G. A. Selke\nWinotia Lovee State dieachers (Collegeniilna..\nne eRe kM\nBoca once G. E. Maxwell\n\nMississippi\n\n:\n\nHattiesburg......... State iT eachers'\\\n\nCollege wifcjccscvse invhh ere\n\nPATO\n\noven oo dancte wal Joe\n\nCook\n\nMissed.\nape\nGirardeau..... Southeast Missouri State Teachers College................... . A. Se\nKansas ity fia. cease Teachers-College> Kansas'City\nen\na\nens\nBas é be Piener\n%\n5\nr\n\"\nugene\nFai\niKirkevilles 2 2 cee: Northeast Missouri State Teachers College............. ‘ljolinKirk,Presi:\n\nF\n\nit\n\nt\n\n:\n\nMary villesia riers\ntie teNorthwest Missouri State Teachers College................ sn Let eae\nSt. Louis. .\niiarris. © eachera Colleges\noes hs\nVe\nI\nBE Re sy\na J. L. Purdom\nSpringfield... 2.4.4... Southwest Missouri State Teachers College.................... Roy Ellis\nWarrensburg........ Central Missouri State Teachers College.................. E. L. Hendricks\n\nNebraska\nChadromeis\neo a6. Nebraska State Normal School and Teachers College............ R. Elliott\nKearney.\n38 sis.csee Nebraska State Normal School and Teachers College.......... George Martin\nPer es Adsiskes\nsie ieve Nebraska State Normal School and Teachers College........... W. R. Pate\nWayne: c&fersce «aches Nebraska State Normal School Teachers College.............. U.eS. Conn\nNew Hampshire\nIGEN: chvcisisieic\nsietewesState Normal SCHOOL syslog ciate eles Aire. S sci tye siece sve dus7eha 8 eye's Wallace Mason\nPlymouth\n..: . =... State Normal Schdollasevini.).\nRi aecnees de dates. occ\nErnest Silver\nNew Jersey\n\nTLIeDGOUG.\n\noe ssc as.5)ei0State Normal School tjaccmecemere\ncree cae\neae D. C. Blise\n\nNew Mexico\nEast Las Vegas...... New Mexico: Normal University2, 0. s0csic, ciersisioe srstls oie eve ne Frank Carroon\nSilvet Citys.\n5 «a0 New Mexico State Teachers College................2ceceees A. O. Bowden\nNew York\nPRIDANY senrs coisa cian State College for Teachers 251 t8 Ps te\nee ae atte Sieteictstelel« A.R. Brubacher\nBrockports, <2 -tocciso% State Normal Schools som acvsseleuerainenee\noatener lena ae eatetauaes A. C. Thompson\nBST AO ree ccitens ora ove ot State Normal School...\n..H. W. Rockwell\nWews baltg pice miclcle.s State Normal Schoolis. coe\nss eeyeavordonys\nwna toe a0 L. van der Berg\nNew York City...... Teachers College of Columbia University.................. J. E. Russell\nGuwecante\neee\nStave wNormalsand training, Schoolmprea\nia. stata\n2.0 erro J. G. Riggs\nNorth Carolina\nBOONE. anda. oodAppalachian State Notmal'Schoolly\n2.5 cfc\nnes eo cceeen B. B. Daugherty\nGreenville.......... Bast Carolina Teachers Colleges augue art) aapeue fistotgasiers\no.sior eee R. H. Wright\n\nNorth Dakota\nDickinsonee: beestes State Normal School..... sede\n\nw eee e beeen tent eens a eae es S. T.\n\nMay\n\nPilendale re ssi aes +) State Normal and Industrial School .!... 225.0) 2... Sot ne cee R.M. Black\n5% 6 nvteve’s afstard tere. alter piaia <tatvtayrer octatercheraleC. C. Swain\nsie oisState: Normal Schooliei\nMAU VALION cietents\n\nValley City...+> State Teachers Colleges...\n\n(orsv¥eisyevene Statesteachers «GCOmegeneyete\nVEITIOE se repedare\n\na.\n\nstniiars ottertiette «dd Man\n\n60.6, 15 Cc. E. Allen\n\nsieve isle stele) aise uclalace!glsanisisstuatenare George\n\nMcFarland\n\nOhio\n\nersW. J. Banks\nPAS VOT sre nic anecous ooo eh University of Akron Teachers College aslo Rie SUkDEM, oyaerate peels\n... Thomas McCracken\nsie College of Education, Ohio University...\nATHENS an niece\nB. Williams\nH.\nalssices\nceo\ntele\ndet\nvos\nBowling Green...... State Normal College...........-:-Cincinnatineccmoure College of Education, University of Cincinnati........ OE L. A. Pechstein\nW. Hunt\nCharles\nEducation.\nof\nSchool\nCleveland i... 5 cic «<0 Junior Teachers College of Cleveland,\n\nSenior Teachers College of Cleveland, School of Education........ H. Irwin\n\neb ees ces erernres David Allen Anderson\nKientanmeaeicstaes:0 State Normal College........ tense\nTeachers College of Miami University..............-++.005- H. C, Minnich\nOxfordivace ere\n\n;\n\nOklahoma\n\nINCE\n\n.\n\ngas onbaoo gee East Central State Teachers College........---+++-+++s+200. A. Linscheid\n\nfaieliel« Northwestern\nDAValac stewatetaheon\n\nDurante\n\noes Southeastern\n\nState Teachers\n\nCollege................5-- J. P. Battenberg\n\nState Teachers College\n\nH. G. Bennett\n\nJohn Mitchell\nBdmondseccsit-niera Central State Teachers College.....\nM. P. Hammond\nTahlequah... .0<.«-. Northeastern State Teachers College\nJ. W. Turner\nWeatherford........ Southwestern State Teachers College.........-.2++see-s-0e0-\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nOregon\nietsfetaeletnel2 as /e\\s0s leJ. S. Landers\nMommnoneh Rsk eyelet teeteOregon NormaliSchool jee eite.ctetertetcanleteleteie\n\nPennsylvania\n<\n.t.0...0.. 2002-220 5200- F. B. Haas\nBloomsburg......... Bloomsburg State Normal School...\nClarion\neke see Clarion State Normal School cenickietele\nlaisse intetsof= eielnie e ateR. M. Steele\nE. Stroudsburg...... East Stroudsburg State Normal School.............-+-++-5++: T. T. Allen\nKatztowi. of... Keystone State Normal School... .....-.00+seesceeeseseee A. C. Rothermel\nIndiana. et.\nss «2% State Normal ‘School.\n..):5. eerie s cele area chet batt sae eles Hels C. R. Foster\nSlippery Rock....... Slippery Rock State Normal School........-..++--+++-+4+- E. L. Eisenberg\n\nRhode Island\n\nProvidence......... Rhode\n\n.\n\nIsland College of Educatiot0s.%\n\nSouth Carolina\n\nROCK Hl pe.\n5. cye-s.s Winthrop College:\n\nsooo\n\nciscciws «slits 0+ Sims es J. L. Alger\n\nmaithinteteteis) diols eile e « thatetasseisieratele D. B. Johnson\n\nSouth Dakota\nAbetdeen a scv.-0% srctes Northern Normal and Industrial School...............+++-. A. H. Seymour\nMadison...\nEastern State Normal (School\npots o:cuscossty (ole sigytia leas Pious (oneness E. C. Higbie\nSpearfigh,......\n\nSpringfield.\n\nRaSDeArMsl NOTAL SCHOOM vere tie cteiotelelis + /e« (erereleehnalenetarevstsrerivials E. C. Woodburn\n\n7 3/.../....- Southern StateiNormal\\Schooly\n\ncrises\n\nciete einige\n\nie\n\nC. G, Lawrence\n\nTennessee\nJohiton City’...\n6. << East Tennessee State Teachers College..............++55 Charles C. Sherrod\nINAS VANES. cstere\nss. «ei George Peabody College for Teachers............+2++eeeee> Bruce Payne\nTexas\n\nAIDING Petia sltereleete Suli Ross State’ Teachers) College...\n\n00.\n\ncece\n\nessen\n\nH. W. Morelock\n\nSCAIBVDT |.oc tile oleic WestiTeéxas State. Teachers College...\ns...c06 5 «5450 vs os eee C. A. Hill\nCommerce.......... East Texas State Teachers College............. SU\nA Alea S. H. Whitley\nWENO UIRIAeieress North Texas State Teachers College.\n00.0 /..50..05.....2.. R. L. Marquis\nHuntsville.......... Sam Houston *Statem éachers College sr 2. 3 os. ac stern earaieions H. BF. Estill\nNacogdoches........ Stephen F. Austin State Teachers College................ A. W. Birdwell\nSan Marcos......... Southwest Texas State Teachers College.................... Cc. E. Evans\n\nUtah\nSalt Lake City...... School of Educationin University of Utah.................. Milton Bennion\n\nVirginia\nEast Radford....... State Teachers Collegen. jasc:\ntus\ndase aap\neee J. P. McConnell\niadeyall Oey aonbingds State: Teachetd Colleges cic. sage mtncinriec s s.si ona)srecsarteratete cansJ. L. Jarman\nFredericksburg...... State Teachers'College yy, 6. .c coe cts she ore ole minis ooeere eaeesiene rereA. B. Chandler\nHarrisonburg. ...... State Teachers: College aia crteeociereeteletay\ntainsolos voloatetoesienetonetiole ine Samuel Duke\nWashington\nBellingham’...\n0.5 0. Washington\nCheneyor\nons eee Washington\n- Ellensburg.......... Washington\n\nState Normal Schools...\no)o% coc cists cain cetaceans C. H. Fisher\nState Normal School..\n.Richard G. Hargreaves\nState Normal Schools:\n«05 weiss anaes ee so G. H. Black\n\nWest Virginia\nPACH ONS) freee\nae cae sions Concord State Normal School) ye cyncteuute\ncucvers cue aici stencil George West Diehl\nHairmontso® viesice\nccs State NormaliSehoolt\nty vase\nbey: acaba\nckekioackeg heist te ele Joseph Rosier\n\nHuntington......... Marshall\n\n(Collesectacraeast\n\nShepherdstown...... Shepherd\n\nCollege State Normal\n\nWest Liberty....... West:\n\nLibertyastates\n\naaelorr ete <b iar: huepsncgedofeca be meters ta M.\n\nNormal\n\nSchool.................. W.\n\nP. Shawkey\n\nH. S. White\n\n(School soe ..ciete sat. snedenseeensitee\nleeJ. S. Bonar\n\nWisconsin\nBaul Claires\nsete ees State Normal!School Peer\neh ed eR cecedeneters H. A. Schofield\nWa iCrosse. secenisee State:-NormaltSchools 7.0 ope) sone we Smale s sve ects rela crseteierere G. M. Snodgrass\nMenomonie......... Stout Inst1ewt ers sce ovis: ors bis stars es cre sssie:sie oivtousrs ote nah eietas Burton E. Nelson\n\nOshkosh iieyecieje))cieite State NormallSchools\n\ni yao.ec assim\n\nScreens\n\niia\n\ntts H.\n\nA.\n\nBrown\n\nRiver Falls......... State=\\Normal? School®.\nbemcmcane socr fe mrctne nei ote\nince J. H. Ames\nStevens Point....... State: Normal Schools\n7. sc:sisc suisinetuek srpremtle weeks\nRobert D. Baldwin\n\nWhitewater......... State, Normal\n\n‘Schoolvt.\n\nte e Renin\n\nSsieeiutaaat\n\naieshrioos ba eaue F. S. Hyer\n\n"}
{"page": 953, "printed_page": null, "text": "The Department of Visual Instruction\n\n"}
{"page": 954, "printed_page": null, "text": "r\n\nVHE\n\nDEPARTMENT\n\nOF\n\nVISUAL\n\nINSTRUCTION\n\nwas\n\norganized at the Oakland-San Francisco meeting in July, 1923. See Proceedings, 1923 :85-A.\nThe officers of this Department for the year 192829 are: President, Mrs. Anna V. Dorris, Director of\nVisual Instruction, State Teachers College, San\nFrancisco, Calif.; Vicepresident, W. M. Gregory,\nDirector of Educational Museum, Cleveland School\nof Education, Cleveland, Ohio; Secretary-Treasurer,\nElda L. Merton, Assistant Superintendent of\nSchools, Waukesha, Wis.; Executive Committee, C.\nG. Rathmann, Assistant Superintendent of Schools,\nSt. Louis, Mo.; John A. Hollinger, Director, Department of Nature and Visualization, Public Schools,\nPittsburgh, Pa.; W. W. Whittinghill, Supervisor of\nVisual Instruction, Public Schools, Detroit, Mich.\nThis Department meets once each year, in July.\nFacts relating to the establishment of this Department and the record of meetings are found in earlier\nvolumes of Proceedings as follows:\n1923 :85-A\n1924 963-985\n\n1925 :864-871\n1926 :947-963\n\n1927 :951-970\n\n[950]\n\n"}
{"page": 955, "printed_page": null, "text": "THE\n\nUSE\n\nDANIEL\n\nC.\n\nOF\n\nTHE\n\nKNOWLTON,\n\nDEPARTMENT\n\nOF\n\nPHOTOPLAY IN\nHISTORY\n\nTHE\n\nASSISTANT\n\nOF\n\nEDUCATION,\n\nPROFESSOR\n\nYALE\n\nUNIVERSITY,\n\nTEACHING\nVISUAL\n\nNEW\n\nOF\n\nINSTRUCTION\n\nHAVEN,\n\nCONN.\n\nThe Photoplay and the Course of Study\nHE first question which confronts the would-be user of these photoplays is: “To what extent do they fit my course of study?” “Are they\nmerely so much supplementary material or are they entitled to the\nsame consideration, for example, as are the pages of a textbook?” Naturally\nthe more foreign they appear to the existing course of study, the more unwilling are administrator and teacher to accord them a place. Any\ninnovation in the schoolroom meets the same objection: “It is fine but\nthere is no place for it in our course of study.” Are these photoplays,\nthen, so foreign to existing courses of study in history, so outside the\nlimits which they prescribe as to present serious obstacles to their use?\nThere will be 33 of them when the series is complete.\nIt is assumed\nthat these 33 represent the “high spots,” the important phases in the history of this country from its discovery through the Civil War.\nIn a\nschool year of 40 weeks, making due allowance for the period not covered\nby the photoplays which have been released or are in process of preparation, i. e. from about 1870 to the present, this is little better than an average of one photoplay per week.\nWhen we take into account the fact that\nAmerican history may not be taught on each of the five school days available this seems like an excessive number of historical motion pictures.\nIt\nmight seem to reduce the whole presentation to a series of screen representations.\nPerhaps this is as it should be in some courses of study and the\nphotoplays should serve as so many foci literally plotting the course from\nits beginning to its end. On the other hand, courses differ in emphasis\nand in the time allotment to particular episodes or to particular aspects\nof the history.\nLet us take the photoplay, The Puritans, as an illustration. ‘This is one\nof five photoplays planned for the colonial period. Four of these are\nnow available, Jamestown, The Pilgrims, The Puritans, and Peter Stuyvesant.\nThe Puritans covers approximately ten years of their history,\nsetting forth their story from the time when they planted their first colony\nat Salem until the Short Parliament met to bring to a close the personal\nrule of Charles I. Its theme and content, however, strike the keynote,\nnot simply of colonial development in a single colony, Massachusetts, but\nof an entire section, suggesting the conditions which spread Puritanism\nover all New England, to say nothing of its attempt to reduce to more or\nless concrete terms the outstanding interests of this dominating element.\nIn the elementary school—It is generally agreed that the course of study\n\nin the elementary grades calls for emphasis upon the story element, upon\nstrange modes of life and unfamiliar surroundings. The story of the Puritans, linking up as closely as it does the interests of church and state, may\n\n[951]\n\n"}
{"page": 956, "printed_page": null, "text": "952\n\nNATIONAL\n\nEpuvATION\n\nASSOCIATION\n\ne\nee\nE\nes\n\nPossibly the main theme—the struggle against foes\nneed simplification.\nwithin and without—should be ignored as too difficult for children of this\ngrade. They can follow some of the minor threads, such as the story of the\nsufferings and hardship encountered, the presence of unwelcome neighbors,\nthe jealousy of rival colonizers as embodied in Gorges, and the friendship of Winthrop and Roger Williams and the expulsion of the latter.\nThe material offers no greater difficulties under the guiding hand of a\nteacher who appreciates the limitations of her group than the ordinary\ntextbook.\nShe probably will be more interested in familiarizing her pupils with\nPuritan ways as shown in dress, habits of life, house furnishings, and surroundings.\n‘The church, the gathering place or meeting house, the great\nhouse, the minister, the rude shack, grinding corn and spinning flax, the\ntrading operations of these New Englanders, are among the topics covered\nby the photoplay.\nIf it seems pertinent to present the Puritan at this level,\nthis kind of material cannot be ignored.\nIn the junior high school—But how is it in the junior high school grades,\nwhere the emphasis is transferred to shifting scenes and dramatic move-\n\nments, where action is the key to the presentation?\n\n‘The time allotment\n\nfor the study of such a photoplay is naturally reduced, as in all probability\nthe two elements in New England, Pilgrim and Puritan, must needs be\nmore closely related? ‘Together they form part of what becomes in time\na great Exodus.\nA whole section is peopled with one of the best elements\nin English society of that or of any other time—an element accustomed to\nthe good things of life and composed of men of affairs who preferred the\nhardships of life in a new land to. what they considered the flesh pots of\n\nEgypt.\nIn the senior high school—The time devoted to colonial history in the\nsenior high school has been considerably curtailed as the result of a shifting of emphasis to more recent history. A photoplay such as The Puritans\ncould claim a place here only as it stimulated that critical attitude toward\nhistory which should begin to form one of the objectives of the instruction.. With this would undoubtedly be combined a greater appreciation\nof the essential unity of American and European development and a sense\nof our indebtdness to them and they to us. A photoplay of this character,\npresenting in such contrast European and American conditions, should contribute to this end. ‘That perplexing question of church and state is embodied here in such a form as to give it real significance. ‘That essentially\nhuman trait which tends to make a man mix his politics or his business\nwith his religion is also set forth in concrete fashion.\nConclusion—In short, without proceeding further into the domain of\ncollege instruction, the selection of the photoplay as material to be incorporated in the course taught is conditioned primarily by two considerations, the general theme or topic involved, and the content embodied in\nthe picture itself. “Ihe present photoplay like so many others represents\n\na theme or aspect of history which cannot be ignored.\n\nFrom the stand-\n\n"}
{"page": 957, "printed_page": null, "text": "ee\n\nDEPARTMENT OF VISUAL\nre ee ee\nee\n\nINSTRUCTION\nCee\n\npoint of actual\n\norganization\n\nit supplies\n\nand\n\nmaterial\n\n953\n\nenough\n\npertinent\n\ndata to make it a valuable source of information and discussion at all these\n\nlevels, if that part of its content be utilized which corresponds with the\nobjectives sought by the teacher. At the same time the essential unity of\nthe subject is preserved, enabling the pupil to see what he sees in its\nproper relation to a larger whole even though that whole may not be altogether understood or appreciated.\ni\n\nThe Photoplay and the Textbook\nAnother real difficulty or problem is presented by the place of the textbook in our scheme of instruction. ‘““The American method” is the designation given by our friends across the water to all textbook teaching in\nhistory, so dependent are we upon it. Where the textbook is accorded so\nprominent a place, it is not easy to make room for other material, no matA movement, however, has been slowly\nter what its form or nature.\ngrowing within recent years to displace some of this textual instruction\nWhile the pendulum\nfor what has been called an “activities” program.\nmay have swung too far in the other direction, it has encouraged the introduction of a mass of new material.\nIn spite of this, all instruction is\nmeasured primarily in terms of the printed text and this makes it difficult\nto fix the place of the photoplay.\nIn the photoplay, The Puritans, bits of history are narrated that have\nnever found their way into our textbooks.\nAn illustration of this is the\nstory of Thomas Morton and Merrymount.\nAgain, details appear here\nas to dress, environment and action that are denied a place in the textbook\nbecause of the very limitations of space imposed upon the author. ‘They\nappear here in an organization which lends itself more readily to economy\nof presentation.\n“The textbook tends to abound in conclusions and generalizations.\n‘These take on another form in the photoplay just because\nit is material of a different form and structure.\nA wellknown junior high-school text, after stating briefly that the Puritans wished to remain in the Church of England and purify it, states the\nfact of the resulting enmity of King Charles and their migration under\nJohn Winthrop.\nThey are described as men of wealth and influence and\nare pictured coming\n\nover a thousand\n\nat a time, well provided\n\nwith this\n\nworld’s goods. The names of the settlements follow and certain facts\nThe\nas to the place of the church in the political life of the community.\nopposiWilliams’\nRoger\nof\ntale\nthe\nis\nonly story element in the narrative\n‘The essentially human aspects are\ntion and his consequent banishment.\nwanting except as the teacher or child supplies them by transforming these\nideas into personalities and dramatic action in an appropriate setting.\nOne of the principal tasks of the textbook and teacher is to organize the\n“The author\ninformation so that its significant relationships are apparent.\nfacts in a\nthe\nforth\nset\nto\nis\ndo\ncan\nhe\nbest\nthe\nstrives for this but often\naccomplishing\nof\nway\nanother\nstill\nis\nphotoplay\nThe\nsequence.\nlogical\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNATIONAL.\n\nEpucATION\n\nASSOCIATION\n\nthis. By change of scene. and juxtaposition of events, by its power to\ndirect the attention along a definite route, it becomes a powerful aid in\nsecuring appreciation of what is involved in historical study. In this\nphotoplay, for example, you are impressed by the contrast between Charles-\n\ntown and Boston as a favorable place of settlement. You readily sense\nthe added danger which threatened the new colony with the arrest and\nbanishment of Morton.\nIt is a matter of grave concern that the activities\nof Archbishop Laud in England coincide with the ambitions of Sir Ferdinando Gorges to rule New England. Young Sir Harry Vane’s arrival\ntakes on added significance following as it does so closely on the heels\nof the demand for the recall of the charter and the need for influential\nfriends in England.\nAnd so it goes.\nA line or two in the textbook, as, for example, those embodying the\ndanger which threatened them in the loss of the charter, is translated\ninto a series of happenings which not only make the danger real, but impel\nthe spectator to share the feelings and emotions of those actually threatened. ‘The combination of the dramatic and the strictly visual punctuates,\nas it were, the high points in the story and facilitates a ready carry-over\nfrom one happening to another.\nThe personalities are so impressed upon the spectator that he becomes\nconstantly critical of their every act. If not actually critical, the emotions are challenged in such a way as to lead to a kind of appraisal of\ntheir acts.\nThe Photoplay and the Teacher\nThere is still another major consideration associated with the use of\nthese photoplays.\nPerhaps it is the most important of all, although closely\nrelated to those already mentioned.\n“The key to the successful presentation\nof this or of any other historical material is the teacher.\nHer realm is the\nclassroom and it is to this which we would now direct our attention.\nPeriods of 40-60 minutes are at her disposal in the junior and senior high\nschool, 20-30 minutes in the elementary grades. How shall the photoplay\nbe related to these? What kind of a class session or recitation do they\ninvolve?\nThe photoplay must be handled as an integral part of the instructional\nunit if it is to accomplish the most.\nThe progress within recent years\ntoward project or problem teaching, involving as this does the recognition\nof well defined units of instruction,\n\nmakes\n\nit easier to harmonize such a\n\nphotoplay as The Puritans with the regular classroom procedure.\n\"The\nquestion to be answered is: ““What is my specific objective in this unit, and\nhow far does the photoplay lend itself thereto?”\nIf interesting the class is the first consideration, then it may serve to\nmotivate whatever textual or other material is used, the projection preceding or following this as the case may be. If it tells the story better or in a\nsufficiently different manner to make for reality or definiteness, then it should\nbe given a prominent place along side the text or other material.\nIf it\n\n"}
{"page": 959, "printed_page": null, "text": "Seen eo S22\n\nDEPARTMENT OF VISUAL INSTRUCTION\nPS Ae Tie eee aang nie\n\n955\n\nfurnishes the necessary data for real problem work, then it should be drawn\nupon and analyzed with the same care as the printed page.\nIf the work of the classroom is essentially that of reconstructing the\npast, however narrow or restricted the field under consideration, then The\n\nPuritans furnishes a model or a sample of such reconstruction\n\non the\n\nexternal side and serves as an effective check on the individual labors of\nteacher or class. This type of recitation in which every faculty is called\ninto play and where imagination is wisely capitalized finds in the photoplay the data and the organization which are needed to assist teacher and\nOld England is transferred to “New” Engpupil to attain real progress.\nland through such living personalities as Winthrop, Cotton, Saltonstall,\nRoger Williams, Anne Hutchinson, and their unknown comrades. All of\nthese reflect Puritanism with its hopes and aspirations as transplanted to a\nnew soil. The charter—a mere name heretofore—as it is actually unrolled\nfor consultation or as it is carefully taken from the huge chest in its\ncuriously shaped case, becomes a reality and arouses some of the same\nthoughts and feelings which must have inspired those who handle it so\nreverently in the picture. Even one of its grantees appears on the scene\nto give it added meaning, if this is really needed. Differences of opinion\ndue to different ways of looking at the same thing arouse an interest as\nthey are set forth in the photoplay which it is difficult to secure from a\nclass, however important these may seem to the textbook writer or whatever the amount of space which he may have devoted to presenting them.\nThe meeting house, prototype of the beautiful church buildings which still\nadorn the commons of many a New England village, by being actually\npeopled and by the very fact of its being the scene of such significant doings,\nis immediately accorded that place in the history of these people which it\nrightly deserves.\nReference has already been made to the photoplay as its story forecasts\nthe years which were to follow when Puritanism had become a mighty\nforce in New England.\nThe story of the next fifty years as set forth in\nthe textbook reveals the predominance of the same questions as to the rela-\n\ntion between church and state and the jealousy with which these rights\nWitness for example the renewed attempt to create a\nwere safeguarded.\nsingle administrative unit under Andros and the conflict over the charters\nof colonies like Massachusetts and Connecticut.\nThe painstaking care with which a great amount of data drawn from\nbooks, pictures, maps, and actual topographical studies has been brought\ntogether, coordinated, organized, and fitted into the presentation, like the\nparts of a beautiful mosaic, make it highly probable that the teacher with\nvision will discover there a great wealth of material which will tend to\nenrich the subject beyond her fondest imaginings and in many cases will\nresult in an entirely new and more potent method of instruction.\n\n"}
{"page": 960, "printed_page": null, "text": "956\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\na\n\nVISUAL INSTRUCTION IN TEACHING THE NATURAL\nSCIENCES IN THE JUNIOR HIGH SCHOOL\nKATHRYN\n\nE. STEINMETZ,\n\nPRINCIPAL,\n\nMOTLEY\n\nSCHOOL,\n\nCHICAGO,\n\nILL.\n\nThe objectives of general science in the junior high school must contribute to the present concept of education, the causing of desirable modifications in the life of the child in order that he may be more perfectly\nadjusted to his environment, if its place in the curriculum is justified. If\nwe who teach science aim for mere erudition of principles and information,\nwe shall find our position challenged by the other social studies. “Therefore, it is necessary to have the adjustment of. the child uppermost in the\nconsciousness of the teacher in order that she will organize the content\nand adopt a technic which will bring about attitudes of understanding and\nappreciation of the civic and social problems of the community.\nIn the junior high school, we have a period in which we are putting\nthe individual in intelligent contact with the major aspects of his environment.\n‘These significant aspects are the determiners of the organization of\nthe units in elementary science. In the lower grades, we consider nature\nstudy from the point of view of seasonal or interesting topics, for example,\nthe monarch butterfly or the formation of snowflakes.\nNow, at the higher\nlevel, we organize around a worthwhile major problem of daily life, such\nas “Our Food Supply,” ‘Our Water Supply,” “Transportation,” or\n“Keeping Physically Fit.” We avoid teaching facts in isolation but interpret the science which underlies the facts. Each unit is divided into\nsubordinate problems, the solution of which leads to the understanding of\nthe major problem.\nWe have found that the technic which brings about the desired adaptations consists of five phases, exploration, presentation, assimilation, organization, and recitation.\n“These phases provide for the steps in the learning\ncycle. “The exploration, which tells the teacher how to operate, and the\npresentation, which orients the pupils by giving an overview of the problem, serve as the stimulus or motivation.\nThe assimilation in which the\npupil reflects, formulates ideas, and solves the problem is analogous to\nphysical assimilation.\n‘The reaction or use of the knowledge is provided\nfor by the organization and recitation during which the pupil without the\naid of notes, outlines and represents from a different viewpoint the substance of the unit in such a manner that the teacher is certain that an\nattitude of understanding is attained by the pupil. ‘This is not the plan\nfor a single period but requires from two to four weeks for completion.\nDuring the assimilation, the activities of the pupil consist of intensive and\nextensive reading, simple experimentation, demonstration, and‘ drawing.\nIt is a period of directed study whereby the pupil has an opportunity to\napply himself.\nI shall tell briefly how visual aids may be used in the various phases of\nthe unit.\nIn the exploration, there is no place for visual aids as it is a period of\ntesting and determining the previous background of experience.\nIn the\n\n"}
{"page": 961, "printed_page": null, "text": "DEPARTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n957\n\npresentation, however, the film may be used advantageously.\nAs the object\nof the presentation is to give a preview of the problem, a short reel which\ndoes not go into detail or does not show complicated action has the ability\n\nto furnish content\n\nof experience,\n\nlays the foundation\n\nfor subsequent lessons because it gives the child some-\n\nto establish an apperceptive\n\nmass.\n\nIt\n\nChildren will think if they have (1) a motive for\nthing to think about.\nthought, (2) material to think about, and (3) a method of thought. The\nfilm, when it is used in this phase, furnishes the motive and the experience\nbut the teacher directs the method.\nIn certain units, it is essential to establish a sequence of time and this may be accomplished by a film. An\nAt this point, we must rememexample of this is a reel on transportation.\nber that the film must be focused upon the unit, must be short, and must\nexclude. details.\nDuring the assimilation of a long unit, it is often advisable to re-present\nor to give a subpresentation which is focused upon a subordinate problem.\nThe film may be used in this case to explain complicated action or the\nnature of a movement which cannot be demonstrated by a model.\nSlides\nmay be used where it is necessary to analyze a structure. Often a single\ncopy of a textbook will contain an illustration which throws light upon the\nproblem at hand.\nIn that case, a pupil may make a slide of the illustration and it may be thrown on a daylight screen where it does not interfere\nwith or distract those who are at work on a different portion of the unit.\nIt is available to more than one pupil at a time. General science laboratories are not equipped with compound microscopes but a projector of\nmicroscopic slides is economical.\nDiagrams may be placed upon the blackboard but with the present teaching load, it is not practical to place all\ndiagrams on the board where they are likely to be rubbed or erased. ‘The\nslide conserves time and energy of the teacher and gives profitable employment to a member of the class. The making of slides, copies, or originals,\nis a worthwhile project for those who progress at a quicker rate than the\n\nmajority of the class.\nWhen the group is ready for the organization, a longer film with more\ndetail may serve because the class understands the action and is in a position to appreciate the complicated movement.\n‘There is not a possibility\nthat the main problem will be lost as this showing is after the solution of\nthe unit and serves as a summary, or an elaboration of a section of the\nproblem.\nAn example of such a film is The Interdependence of Living\nThings in which various insects and plants are shown in their relation to\nThis would not be appropriate for the presentation because too\neach other.\nThe pupils would lose sight\nmany unknown and rare insects are shown.\nof the main idea in the attempt to remember the actions of the insects\nportrayed.\nWhen the class has shown by the results of tests that there is evidence\nof assimilation, the pupils are given an opportunity for original work in\nthe recitation because they may use whatever materials they desire to illustrate the talks. Many use slides which were made during the assimilation\n\n"}
{"page": 962, "printed_page": null, "text": "NatIonNAL\n\n958\n\nASSOCIATION\n\nEpucaTion\n\ni\n—_msimmmnmesnmndadecipmeemnanmaane a aaa\n\naaa\n\nae\n\nOccasionally, a boy\nwhile others prepare chalk talks, charts, and models.\nwho can operate a projector asks permission to show a film that bears on\nthe unit but has not been used before.\nIn these ways, visual material supplements the regular classroom procedure and proves effective if we do not lose sight of the purpose of the\nphases into which the instruction is divided and use the aids accordingly.\n\nTHOMAS\n\nIN CLASSROOM\n\nEXPERIMENTS\n\nRECENT\nE.\n\nFINEGAN,\n\nPRESIDENT,\n\nEASTMAN\n\nROCHESTER,\n\nN.\n\nPROCEDURE\n\nTEACHING\n\nFILMS,\n\nINC.,\n\nY.\n\nDuring the past year an experiment in the use of classroom films was\nconducted in the following twelve cities of the United States by the Eastman Kodak Company:\nAtlanta, Ga.\nDetroit, Mich.\nNewton, Mass.\nWinston-Salem, N. C.\nChicago, II].\nKansas City, Mo.\n\nTwo\n\ncourses of study were\n\n2\n\nNew York City\nOakland, Calif.\nDenver, Colo.\nLincoln, Nebr.\nRochester, N. Y.\nSan Diego, Calif.\n\nspecifically outlined\n\nfor this experiment.\n\nEach course covered a period of ten weeks: One course was for sixth grade\ngeography and the other course in junior high-school general science.\n\nThese courses of study were formulated under the general direction of\nDr. Ben Wood of Columbia University, and Dr. Frank N. Freeman of\nthe School of Education of the University of Chicago. “Twelve thousand\nstudents participated in the experiment, there being approximately 6000\nin the control group and a similar number in the experimental group.\nFilms made by the Eastman Kodak Company for the standard course in\nthe fifth and sixth year geography and the standard course in the first and\nsecond year general science in junior high schools were used with the experimental group.\nFilms were not used as a means of instruction in the\ncontrol group.\nThe area of instruction to be covered was outlined, and was identical\nfor each of the groups.\nEach group was permitted to follow such methods\nof instruction and to use such aids as the teacher desired.\nThe limitations\nwere that each group should cover the same area in each subject, but the\nexperimental group should use classroom films, and that the control group\nshould not use motion pictures.\nEither group could, and the control\ngroup did, use other types of visual instruction.\nThe usual procedure was followed to make sure that children of the\nsame intellectual level were selected for each group, and that teachers of\nequal qualifications, so far as we were able to determine, were assigned to\nthese respective groups. In addition, tests were given at the beginning of\nthe experiment and at the close. Several intermediate tests were also\n\n"}
{"page": 963, "printed_page": null, "text": "DEPARTMENT\n\nOF VISUAL INSTRUCTION\n\n|\n\n959\n\ngiven. Recall tests are to be given certain of the groups when they reassemble in school in September.\nIn other words, the experiment and\nthe tests conformed in every particular to the generally accepted standards\nin educational procedure\nA most comprehensive\n\nand practice.\nstudy of the entire experiment\n\nand the results\nachieved under the tests is now being made under the direction of Dr.\nWood and Dr. Freeman.\nThe results will be published as soon as these\n\nstudies are completed and provision made for a general distribution of the\nsame among the leading teachers of the country.\nDr. Wood and Dr. Freeman have made a preliminary report of certain\nvital phases of the experiment which cannot be covered\nby the usual tests.\nAmong other things they said:\nOur own observation of the classes in operation with and without the films convinces us that the films contribute elements to the experiences of the children\nwhich it is difficult and often impossible to secure by any other method available\nto the school.\nThis preliminary survey indicated that the teachers are much pleased with\nfilms as instruments of instruction, that they consider these particular films to be\nexcellent, and that it is their judgment that films should be made permanently\navailable to the schools.\nThis is our opinion, based on the testimony of the\nteachers and on our observation of the classroom work.\nWe are convinced that the production of these films, together with the guides\n(each film is accompanied by a teacher’s guide to the subject), and further production of other films, makes a decidedly valuable contribution to educational procedure.\nThe indication is that there is a strong demand for properly planned\n\nand\n\nwell\n\norganized\n\neducational\n\nmotion\n\npictures\n\nof the character\n\nused\n\nin this\n\nexperiment,\n\nThey reported specifically that on the information obtained from the\nteachers who participated in the experiment and from their own personal\nobservations, as these experts went into a large number of classrooms in\nwhich\n\nthe experiment\n\nwas\n\nconducted,\n\nthat the experiment\n\nhad\n\nrevealed\n\nthe following advantages in the use of films:\n1. That teachers were able to arouse more interest on the part of children with\nthe use of films than without them.\n2. That this interest is a sustained interest and that pupils continue to read\nabout, to discuss, and to bring to the classroom material related to films, many\nweeks after the Aten were shown in the classroom.\n3. That the children were induced to do more reading tl to select books of\nfiner quality. This viewpoint of the teachers is confirmed by the local librarians\nin several of the centers where the experiment was conducted.\n4. That project work and other selfactivities of the children were stimulated.\n5. That a greater desire is produced on the part of the children to write on\nsome of the topics covered by the film and to discuss such topics in and out of the\nclassroom.\n6. That the children were led to correlate features of the film with their own\npersonal experiences and with community conditions.\n7. That the richness, accuracy, and meaningfulness of experience and imagery\nwere increased.\n\n8. That greater originality in the children was stimulated.\n\n"}
{"page": 964, "printed_page": null, "text": "NATIONAL\n\n960\n\nEFFECTIVE\nC.\n\nG.\n\nRATHMANN,\nMO.,\n\nAND\n\nEpucATION\n\nASSOCIATION\n\nCOOPERATION BETWEEN THE\nAND THE PUBLIC SCHOOLS\nASSISTANT\nCHAIRMAN\n\nSUPERINTENDENT\nOF\n\nMUSEUM\n\nOF\n\nRELATIONS\n\nMUSEUM\n\nSCHOOLS,\n\nST.\n\nLOUIS,\n\nCOMMITTEE\n\nThe two great educational agencies, the National Education Association and The American Association of Museums, have joined hands in a\nmovement to. promote visual education in the schools of our country.\nVisual education is rapidly finding its way into the schools.\nIt has come\nto stay. But if it is to function effectively, the schools must be supplied\nwith such materials as will give the children concrete experiences as to\nthings, conditions, and influences in the world in which they live and vivid\nand lasting impressions of them.\nIf the child is to become acquainted with\nthe world, he must be put into personal contact with the world.\n‘This\ncan be done in two ways, by taking the child into the world and by bringing the world to the child.\nTo take the child into the world, we must get away: from the idea that\nall teaching and all learning must be done in the schoolroom.\n‘The great\noutdoor museum in which nature can be studied in her own dominion\nand where she gives intelligent answers to all our questions, where animals,\nplants, and minerals can be studied in their proper surroundings, should\nbe an additional schoolroom.\nField, park, and forest with their roadbeds,\nslopes, hills, brooks, and ponds, the careful study of which will enable the\nchildren to picture to themselves the feature of land and water on the\nearth, should be visited by teachers and pupils. For the study of human\nenvironment, man and his wants, his occupations and pursuits, commercial\nand industrial establishments, shops, factories, foundries, and quarries\nshould be visited and the actual work and conditions observed and studied\nso as to put the children into personal contact with conditions of life and\nwork. To every place in the neighborhood of the school where the child\ncan properly be given concrete experiences as to the physical and human\nenvironment in which he lives, teacher and pupil should go.\nVisual education, through bringing the child into personal contact with\nfacts, conditions, and influences of the environment of his school and home,\nand-through giving him, by means of observation and study, opportunities to gather valuable experiences, is given too little attention in the schools\nof our country.\n‘The value of this first and most important step in visual\neducation is not sufficiently recognized.\nLet us take the child into as much\nof the world as we can show him, and then bring the rest of the world to\nhim through illustrative materials and visual aids.\nWhat are these materials and aids?) When we peruse the periodicals on\nvisual education with which the schools are flooded at present, we are\ngiven the impression that only pictorial illustrations, such as moving pictures, lantern slides, stereographs, and photographs are effective means\nthrough which the child can become acquainted with what he should learn\n\nabout the world in which he lives.\n\nThe motion picture has begun to play\n\n"}
{"page": 965, "printed_page": null, "text": "DEPARTMENT OF VISUAL INSTRUCTION\nee\neee\naes Ss\nan important\n\npart in school education.\n\nIts value as a means\n\n961\nlee\nof visual\n\ninstruction will be recognized more and more, as more and better pictures\n\nare produced.\n\nIt is the most\n\nlifelike pictorial\n\nrepresentation\n\nof condi-\n\ntions, processes, and influences involving action that exists. But motion\npictures, lantern slides, stereographs, and photographs are not the only\n:\nmedia of visual education.\nJust as effective means to lend life and reality to school work are objects\nsuch as mounted animals, birds, insects, specimens of sea life, food products,\nmaterials for clothing, materials for shelter, raw materials in the different\nstages of development, showing life and work in all parts of the world,\nactual specimens from the fields of biology, geology, botany, anthropology,\nand other branches of science, and materials illustrating the teaching of\nart and history. ‘These are the materials found in the many museums\nof our country, and here we need the help of the museums.\nNo better\nuse could be made of many of these materials than to have the pupils observe and study them in connection with their lessons in art, history, geogMany of the museums are giving\nraphy, nature study, and literature.\nmost valuable help to the schools and are willing to do more if the schools\nwill give them such cooperation as will enable the museums to help the\nschools most efficiently.\nWherever museums cooperate with the schools and where the teachers\nuse the illustrative materials made accessible to them judiciously and intelligently, the teachers feel that they find more pleasure and satisfaction in\ntheir classroom work in science, geography, history, art, and literature,\nand get better results.\nBut it is not only the schools that are benefited by\nsuch cooperation.\n‘The museums are given most valuable help by the\nschools.\nLearning to use and to value museum material, the children are\ntrained to become frequent, interested, and intelligent visitors of the\nmuseums and their enthusiastic supporters when they are men and women.\nFully realizing what valuable mutual service museums and schools may\ngive each other, the National Education Association and The American\nAssociation of Museum two years ago appointed a joint committee to suggest plans for a systematic, extensive, and effective cooperation between\nmuseums and schools.\nA report of the joint committee and the recommendations which it contains were presented to the meeting of The American Association of\nMuseums in Washington last year, and were unanimously approved. They\nwere submitted to the National Education Association by the chairman\nof the committee appointed by Miss McSkimmon, then President of the\nNational Education Association, Henry Turner Bailey, at a meeting in\nSeattle, and were referred to this department for consideration and action.\nThe recommendations state in detail what the schools can and should\ndo to put the children in actual contact with the world around: them\nthrough the use of the great outdoor museum, where they can get first\nhand information as to all they should know about the work of nature,\nthrough excursions to field, park, and forest, through maintaining school\n\n"}
{"page": 966, "printed_page": null, "text": "962\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nOS\nee\nee\nee\n\nee\n\nee\n\ngardens and through supplementing all this study with the study of real\nobjects, such as are in our museums, and pictorial illustrations, to make\nthe children better acquainted with ‘the work of both nature and man.\nThe report recommends that normal schools and teachers colleges train\ntheir students in using the materials in the outdoor and indoor museums\nintelligently and efficiently. It is further recommended that the schools\nfurnish the museums with school representatives who are to select the\nmaterial to be used in the schools, to assemble it, to take proper care of\nit, and to make it accessible to the schools. The teachers are to be urged\nto take their classes to the museum so that the children may be trained\nto become intelligent museum visitors, and, later on, enthusiastic supporters of museums.\nIt is recommended that, wherever museums are\ncooperating with the schools through supplying them with visual aids,\nthe schools cooperate with the museums by bearing such part of the expense\nas will enable them to help the schools effectively. And, lastly, it is suggested that, wherever there are no public museums, steps be taken to open\nschool museums or children’s museums like those in St..Louis, New York,\nand Boston.\nAt the meeting of The American Association of Museums in Washington two months ago, the Philadelphia Commercial Museum, the authorities\nof which are deeply interested in this work and have for years supplied\nthe schools of Pennsylvania with valuable illustrative material, through\nits representative, Charles R. Toothaker, a member of the joint committee, made the following offer:\nIf sufficient funds can be procured to pay a working staff and other\noperating expenses, the Philadelphia Commercial Museum declares itself\nwilling,—\nTo furnish, free of cost, for three years, offices, space for work rooms, and storage\nof stock; to contribute a large amount of illustrative materials of many kinds\nfrom all parts of the world as a nucleus of a national school museum; to\nallow the use of its large collection of negatives and photographs; to gather\nfrom all possible sources, from museums of art, history, and science, from\ncommercial firms, from publishing houses, from United States Department\nof Agriculture, Forestry, and Fishery, from the mines of the country, from\nboards of trade of the various countries, actual objects, facsimiles, models,\nlantern slides, photographs, films, and illustrative pamphlets; to put these\nmaterials in proper shape for distribution and to keep the teachers of the\ncountry, especially those of rural schools and of the schools in the smaller\ncities, informed as to what materials are available and how they can be\nprocured.\n\nThis generous offer was enthusiastically received by The American Association of Museums.\nAs chairman of the Committee on School-Museum\nRelations, I was instructed to present the report of the Committee and\nthe offer of the Philadelphia Museum to the Visual Education Department of the National Education Association for consideration and action.\nYour committee feels that it should be accepted with the Department’s\nprofound appreciation of the splendid cooperative spirit shown by this\n\n"}
{"page": 967, "printed_page": null, "text": "Seem\n\nDEPARTMENT OF VISUAL INSTRUCTION\nELF HEToselie Mls inia0 ele cm ai tht\n\n963\n\ntastitution. This central agency is a beginning, a very promising beginning, of a movement which will bring visual education into all the\nschools of our country and make it function as it should function. ‘The\nnational school museum will become a potent factor in bringing the world\nto the child.\nIn conclusion, your committee recommends that the three officers of\nthe Visual Education Department, in conjunction with a committee of\nThe American Association of Museums, take steps to procure the necessary funds and give the Philadelphia Commercial Museum every possible\nhelp in its efforts to inaugurate the new work.\n\nVISUAL\nDUDLEY\n\nINSTRUCTION EQUIPMENT\nTO USE IT\n\nGRANT\n\nHAYS,\n\nDIRECTOR\nSCHOOLS,\n\nOF\n\nVISUAL\n\nCHICAGO,\n\nAND\n\nINSTRUCTION,\n\nHOW\nPUBLIC\n\nILL.\n\nThe speaker is conscious of the fact that his audience is a mixed one\nwhen considered from the standpoint of instructional interest.\nSome of\nyou are classroom instructors interested in special subjects. Some are\nprincipals interested in all subjects in the curriculum.\nYou are all anxious\nto know the latest and best aids in your work.\nA casual survey of the changing industrial, commercial, and_ political\nrealms reveals much to challenge our attention. New factors have been\ndiscovered and put into service to speed up output and to improve quality.\nToday with our pupils we enter the industrial world and, by the film\nroute, are taken to the mines and quarries and given a close-up view of\nthe workers removing from their original beds huge quantities of iron,\ncoal, copper, granite, slate, marble, silver, and gold; and we, also by the\nfilm route, follow those raw products to the centers of elaboration, where\nother workers fashion them into suitable form for the ultimate consumers.\nLikewise we travel to the forests and witness the felling of trees, their\ntransportation to mills for transformation into various types of lumber,\nor to the pulp mills where trees are converted into paper products, or\nagain we may follow the tree material into the factories where wood chips\nare converted into silk fibre called rayon, from which dresses, hose, and\nribbons are made by the millions, thereby threatening the supplanting of\nthe honorable silk worm.\nAwakening from our reverie concerning these things we realize that\nwisdom urges the everlasting adjustment of ourselves to changed conditions in the world about us. We need to cultivate the courage of the\npioneers.\nWe must dare to try new ways to accomplish our tasks. We\n‘This\nmust be nonconformists to the old crystallized types of action.\nis the modus operandi whereby the industrial world advances. True of\nthe commercial world—aye, also of the political world.\nIn this visual preparedness problem there are, as in the business world,\ntwo ideas—organization and service. We apply our thought to the\n\n"}
{"page": 968, "printed_page": null, "text": "964\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nappeals to the mind through the eye. To this problem we now give\nattention.\nWe are to discuss standard visual equipment for general school use in\nall grades and how to keep that equipment in constant service.\nWe must consider both the individual school ,and a school system\nwhether that be a city, county, or state unit. Each has distinctive controlling factors.\nVisual equipment\nAll have budgets to be considered.\ncan be purchased in keeping with your budget.\nFor the benefit of those who are looking forward to a beginning in this\nrapidly developing phase of teaching we mention some vital points.\nRecall the rapid progress made in types of advertising employed by\ncommercial houses, transportation organizations, and tourist bureaus, and\nyou will realize what a grip visual methods have on modern life.\nMillions are spent annually in appealing to the minds of prospectives through\n\nthe eye. ‘These visual appeals are made from different motives from\nthose which are employed in motion picture theaters or in the schools.\nMotion pictures for theatrical use are primarily for- entertainment purposes. The motion picture service in schools is for instructional purposes. We should not confuse these distinct purposes nor try to divert\nthe uses of picture material to purposes for which they were not intended.\n:\nIn the accumulation of a library of pictures for a school system, whether\nit be large or small,'a plan of selection, acquisition, arrangement and distribution must be made by someone or some group cooperating toward\nthis end. Available aids must be located and funds provided to secure\nthem.\nA start can be made with limited funds but the visual equipment should\nbe constantly augmented. The accumulation of good slide negatives should\nnever cease. “The negatives, once secured and carefully labelled and filed\nin convenient cabinets, will always be at hand for use in replacement of\nlost or broken slides. It is a gratifying sensation to see your negative\nlibrary expanding as the years come and go.\nEach school should have a projection equipment consisting of a good\nstereopticon, capable of projecting a clear picture on the screen, even in\na semi-darkened classroom, on a bright day. There are several of this\ntype now on the market at a reasonable price. The screen should be of\na size not smaller than 4x4 feet. In the absence of such a screen, use\nthe reverse side of a clean map.\nThe aim should be to make possible, with as little trouble as possible\non the part of the teacher, the use in the classroom of projection equipment. ‘The shades should be in good working order, but need not be\nof the black or opaque type. There should be provision for connecting\nquickly and easily the electric current to the stereopticon.\nA serviceable,\nportable stand for the stereopticon should be furnished with each machine.\n\nThis should be of a type that can be easily placed in the aisle at about\nthe center of the room.\nThis will insure a bright picture on the screen\n\n"}
{"page": 969, "printed_page": null, "text": "ete\n\nce\n\nDEPARTMENT OF VISUAL\nie\nee\n\nINSTRUCTION\nede\n\n965\n\nand when so placed will not deprive any pupil of his seat. ‘The lantern\ndoes not need to be placed at the rear of the room.\nBetter not be so\nplaced. The aim is to produce a good, clear picture. A picture in the\nassembly hall, of course, should be larger than that in a classroom, in\norder that all observers may be given a view devoid of eye strain.\nEducational films and projectors for their use are constantly being\nbrought forward for school uses.\nAt the present time good films and\ngood projectors of many types are available.\nNo fire hazard need be\nfeared if safety films only be used.\nEither standard or narrow gauge\nfilms can be had in abundance and the subjectmatter is good and getting\nbetter all the time.\nAdaptations to assembly hall lessons or classroom lessons can readily\nbe made from the large variety of films now in the market.\nDo not try\nto make a classroom outfit function for the assembly gathering.\nThe\neye strain is too great and the projection results are not what they should\nbe for good teaching.\nFor film projection, rooms must be darker than is required for slide\nprojection.\nYou must count on this or be doomed to disappointment.\nThe length of a film for teaching a lesson need not be more than 50\nto 200 feet. ‘This short type of film will become more and more in demand as the projecting machines become more numerous in service and\nfilms for teaching, instead of for entertainment, are made.\nThere are several 35 millimeter film projectors that can readily be\nused in either classrooms or ordinary assembly halls. ‘They are equipped\nwith mazda lamps, and if safety or slow-burning films only are used there\nis no fire hazard.\nThe film projectors for 16 millimeter films are safe everywhere, as\nfilms for their use are always printed on safety stock.\nSuch projectors\nare not suitable for assembly halls and should not be so used on account\nof the eye strain in trying to make out what is shown on the screen.\nHaving made arrangements in a school for the use of the various types\nof visual aids, we turn our attention to the types of uses involving especially the motion picture projectors.\n“There are two ways in which films\ncan be used to good advantage.\nRealizing that films are of most effective\nuse in teaching where motion is involved, they are becoming more popular.\nNo still picture can replace the film when this thought is prominent.\nFilms are of excellent service in showing the abundant connections of\nsuccessive scenes, such as in traveling or transportation service, the acCertain phases\ntivities in farming, lumbering, mining, or manufaeturing.\nslides or\nlantern\nas\nsuch\npictures,\nstill\nby\nof these scenes can be shown\nmotion\nthe\nis\ncourse,\nof\nthing,\neffective\nmost\nthe\nbut\nprints;\nphotographic\n\npicture which shows the sequence of activities involved in the study.\nThere are so many factors involved in the methods of using visual aids\nthat it is unwise to make any ironclad statements about what can and\nwhat cannot be done. Much of the work depends upon the ability of\nthe teacher.\n\n"}
{"page": 970, "printed_page": null, "text": "966\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nSometimes we hear expression given to the thought that good teaching\ncannot be done in the assembly hall. I think such a statement is erroneous. We must learn how to adjust ourselves to this newer type of instruction. The mounting cost of school buildings and equipment and the\ncrowded condition of our schools will gradually force us into an adjustment of the way to proceed.\nWe will be obliged to learn how to handle\npupils in what is called massed groups, where several rooms of closely\nrelated abilities gather into the assembly hall for one basic lesson of the\ncurriculum which will be within the grasp of all those groups.\n‘This\nwill leave the individual teacher to do the filling in by development work\nin her own classroom.\n‘This phase of the work is being recognized quite\nrapidly at the present time. There is no question about the good results\nthat follow such procedure.\nIf you have not tried it yourself, you are\nnot in a position to pass judgment on what can or cannot be done. With\na school system such as we have in Chicago there are abundant opportunities of trying out these various ways of presenting the visual work\ncorrelated to the curriculum, and we are keeping our minds open, receptive, and expectant for good results and are making headway quite rapidly\nin our\n\nlesson presentations.\n\nWe believe that we have not yet really opened the door of our opportunities and laid hold of the resources at hand to capitalize our visual\nequipment as we should. We at least have made a start, which is, up\nto the present time, a very inspiring revelation.\nVisual instruction is a money saver in a school system.\nIt leads to a\nclearer understanding of lessons. It reduces the number failing to make\ngrade and hence reduces the demand for seating capacity and extra teachers for the repeater group.\nWe believe that the school boards who provide adequate visual aids,\nand school administrators who require efficient use of such aids, are\ndeserving of commendation and worthy emulation.\n\nLOOKING\nA. K. ASTER,\n\nINTO\n\nTHE FUTURE THROUGH\nEY ES—A\nBST RACT\n\nMEMBER\n\nOF THE\n\nPHONE\n\nTECHNICAL\n\nCO.,\n\nNEW\n\nYORK\n\nELECTRICAL\n\nLABORATORIES,\n\nBELL\n\nTELE-\n\nCITY\n\nWe are accustomed to talking into electrical ears and listening to electrical mouths.\nElectrical eyes as yet, however, are not. very familiar.\nThey have just come into existence.\nToday it is possible to see, as well\nas hear what is going on at some distant point.\nTelevision makes it possible to see what is going on at a distant point\nat the instant that one is looking at the receiving apparatus and telephony\nmakes it possible to hear what is going on at that same instant.\nOften it is not necessary to know instantaneously what is going on at\nsome distant point; all that is needed is a record of the sound and scenes\nof the event. Talking motion pictures fill this need.\n\n"}
{"page": 971, "printed_page": null, "text": "DEPARTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n967\n\nSometimes all that is needed is to be able to transmit at a moderate\nspeed a visual record, a photograph of an event; telephotography makes\nthis possible.\n' Systems of television, talking motion pictures, and telephotography have\nbeen developed by Bell Telephone Laboratories, the Research Laboratories\nof the Bell System as byproducts of the fundamental and practical studies\nin telephony which are carried on by these laboratories.\nAll of these systems are fundamentally similar. They are made up\nof three main parts: a device for converting sounds or light variations\ninto variations of an electrical current, a line to transmit them or some\nmeans of storing them for later use, and a device for reconverting these\nvariations back into sounds or pictures.\nIn the telephone the electrical ear or transmitter is the device which\nconverts sound into variations of an electrical current.\n“The sound waves\nthat strike the little metal disc or diaphragm of the transmitter, cause it\nto compress carbon granules in a little box behind it. ‘This compressing\nvaries the resistance of an electrical circuit of which ‘the transmitter is\na part, thereby varying the current in that circuit. ‘These variations are\nthen carried by a line which may be wholly wire or in part radio, to\nsome distant point.\nWe have now two elements of thd system, the transmitter which converts the sounds into electrical variations and the line which carries these\nvariations to the distant point. To complete this system we need the\nthird element which reconverts the electrical variations into sounds. ‘This\nreconverter, the telephone receiver, has a magnet whose strength is controlled by variations in the electrical current which comes to it over the\nline. By magnetic action this magnet causes a little disc of metal, the\ndiaphragm, to vibrate just as the sound waves caused the transmitter\ndiaphragm to vibrate; and thereby it faithfully reproduces the original\nsound.\nTelevision is a little more complicated.\nIt is not as easy to convert\nlight variations into variations of an electrical current.\nThe problem\nof transmitting these variations is also more difficult as a much greater\nrange of frequencies has to be transmitted, nearly 10 times that required\nfor an ordinary telephone conversation.\n‘The receiver is also much more\ncomplicated than the simple telephone receiver.\nIn short the whole problem is a much more difficult one.\nA description follows of the television apparatus developed in Bell\nLaboratories: +\nIn the sending machine an intense light is brought to focus so as to\n\ncover an area of about 2’ x 3” on a metal disc in which a series of very\nsmall holes, 50 in number, have been drilled in the form of a single turn\nspiral. A metal plate having in it a 2 by 3 inch aperture is placed just\nback of this disc. The size of the disc and the locations of its 50 holes\nare so chosen that only one hole passes the 2 by 3 inch aperture at a\ntime; and in the course of one revolution of the disc every part of the\n\n"}
{"page": 972, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n968\nee\nee\nee\n\naperture is passed once by a hole.\n\nAs the disc is rotated each hole as it\n\nvery wide range of frequencies.\n\n:\n\npasses in front of the aperture allows the light to pass through to a lens\nwhich brings it to an approximate focus on the object to be transmitted.\nThe object, person, or scene, has to be about two feet from the machine\nand not greater than 2 by 3 feet in area. The disc is rotated 18 times\na second. As it rotates each little hole in it acts as a source of light while\nHence as the disc makes one revolution\nit passes by 2 by 3 inch aperture.\n50 beams of light successively sweep across the object, one beam just\nabove the other and very slightly overlapping the area covered by it. The\nresult is that each part of the object is illuminated during one revolution\nof the wheel. The light from the object, as thus illuminated detail by\ndetail, is received by three giant photo-electric cells which convert it into\nvariations of an electric current.\nThe second element of the system, the line which transmits these variations is similar to the ordinary telephone line, except that it is provided\nwith special equipment at each end so that it will faithfully transmit a\nThe third element of the system, the apparatus which reconverts these\nelectrical variations into a picture employs a neon lamp, a device whose\nbrilliancy corresponds to the strength of the electrical current applied\nto it. Then there is a duplicate of the disc of the sending machine rotated\nsynchronously with it to redistribute the light from this lamp so as to\nreconstruct the original picture. The original picture is thereby reconstructed every one-eighteenth of a second. ‘The reason why one-eighteenth\nof a second was chosen is that investigations in motion pictures have\ndeduced the fact that when the human eye sees a motion picture projected\nat the rate of 16 pictures per second, or faster, it sees it as a continuous\npicture practically free from® flicker.\nHence what the observer sees at\nthe receiving apparatus is a practically flickerless reproduction of the scene\nthat is placed in front of the television transmitter.\nThe receiver which has just been described produces at the receiving\nstation a picture only 2” x3”. ‘This had the limitation that it can be\nviewed by only a single person at one time.\nIn order that a group of\npeople could view the transmitted scene a much larger apparatus was\ndeveloped.\nIt consists of a neon lamp in the form. of a long tube bent\nback and forth over an area of 2 by 3 feet and provided with 2500 electrodes which gives the equivalent of 2500 small lamps. A rotating switch\ndistributes to them individually the current from the line. The result\nof this arrangement is a picture formed of 2500 points, each point illuminated once during one-eighteenth of a second. As with the» small\nreceiving apparatus, the human eye sees this picture also as practically\ncontinuous and flickerless.\nThe size, cost, and complexity of the equipment necessary means that television is not commercially practical as yet.\n\nApril! 1927 ase of the Boll Techauad WoePon aatta iigo\n\nElectrical Eyes’? which may be obtained from any Telephone\ndirectly from Bell Telephone Laboratories, New York City.\n\nRe nee\n\nCom\nPPERY,\n\nf the\n©\n\neee\n\nBel\n4\n©\nHel yeRe tea\n\nor\n\n"}
{"page": 973, "printed_page": null, "text": "ee\n\nenter\n\nDEPARTMENT OF VISUAL\nOL RN ON\n\nSECRETARY’S\n\nINSTRUCTION\nee eee\n\n969\nna\n\nMINUTES\n\nMinneapolis Meeting\n‘First session—Meeting called to order at 2 P. M., Tuesday, July 3, 1928, by\nMrs. Anna V. Dorris, the President, who gave a brief address of welcome to those\npresent and outlined the program of topics to be presented by the various\nspeakers.\n\nCommunity singing for 10 minutes led by James F. Lichtenberger of Minneapolis\nwas much enjoyed by all.\nDaniel C. Knowlton, Assistant Professor of Visual\nEducation, Yale University, New Haven, Conn., was\n\nan\n\ninstructive address\n\non\n\n“The\n\nUse\n\nof the Photoplay\n\nInstruction, Department of\nthen introduced and gave\n\nin the Teaching\n\nof His-\n\ntory.\n\nHe developed the idea that a photoplay is a drama in film form and then\nshowed how essential it is to consider it in (1) its relation to the course of\nstudy,\n\n(2)\n\nits relation\n\nto the textbook\n\nstudy\n\nand\n\n(3)\n\nhow\n\nto proceed\n\nto make\n\nit most helpful.\nFollowing his remarks, he projected a 3 reel photoplay on the Puritans in\nAmerican History as an illustration of his idea of a photoplay in actual use.\nThe second speaker was Kathryn Steinmetz, a special teacher in science in the\njunior high school, and now principal of the Motley School of Chicago.\nShe\ngave a demonstrative lesson in science teachings for junior high schools, having\nin her\n\ngroup\n\npupils\n\nfrom\n\nthe\n\nsummer\n\nsession\n\nof the\n\nMinneapolis\n\njunior\n\nhigh\n\nschool classes. Preceding the lesson, she outlined briefly the fundamental motions\nunderlying such lessons and gave to each person in the audience an outlined copy\nof the lesson she was about to present. The special topic Miss Steinmetz chose\nwas “The Circulation of the Blood in the Human System.” Much interest was\nmanifested in the lesson on the part of the audience. Miss Steinmetz made use\nof both motion and still pictures to give the pupils the correct notions of the\nsubject under consideration.\nHer lesson was a very successful one and left a very\nimpressive and pleasing notion of the way such lessons should be presented.\nThe third speaker was Elda L. Merton, Assistant Superintendent of Schools,\nWaukesha, Wis.\nMiss Merton by a spirited address made it quite plain that\nvisual aids were very essential to efhcient teaching of social studies in the elementary\n\nschools\n\nwhere\n\nchildren\n\nneed\n\nso much\n\nto get an insight into and an interpretation\n\nof vicarious\n\nexperience\n\nof ideals of life.\n\nHer\n\nin order\n\naddress\n\nwas\n\nvery much appreciated by her audience.\nAlthough the afternoon had been filled\n\nwith interesting topics, yet all were\nglad to linger for the final speaker, Thomas E. Finegan, who has been doing some\nexperimental work in the Eastman Teaching Film realm. All were anxious to\nlearn what had been done, where it was done, and what the results indicate.\nDr. Finegan regretted that up to the present time the percentile data had not\nbeen completed but that his reports from one hundred teachers who had carried\non the test teaching—one half with specially prepared teaching films and the\nother half who gave the same subjectmatter without the aid of the films showed\nthat there is a place for such films and that teachers were anxious for more of\nsuch material.\nDr. Finegan assured us that the printed details of the experiment and the\n\nresultant findings would soon be available to all who are interested.\nAll regretted that the lateness of the hour prevented a discussion\n\nwith\n\nDr.\n\nFinegan.\n\nAt the close of his address he invited all who cared to remain for 15 minutes\nto do so and see for the first time one of the latest Eastman Teaching films on the\nscreen.\n\n-\n\n"}
{"page": 974, "printed_page": null, "text": "NatIonAL EpucaTIon ASSOCIATION\nae ee eae a\nee a\n\n970\ncea ee te aee\n\nee\n\n‘i\n\nAll remained and felt repaid for so doing.\nMeeting adjourned at 5:30 P. M.\nSecond session—Meeting opened Thursday, July Sth, at 2 P. M., with community\nsinging of songs projected on the screen by George Hamilton of the Keystone View\nCo. The song leader was again James F. Lichtenberger, of Minneapolis, who\ndid splendid work as a song leader and his happy style was catching among\nhis audience.\nPresident Dorris then called attention to the need of committee work and named\n\na nominating committee consisting of C. F. Hoban of Pennsylvania, Dudley Grant\nHays, Illinois, and Marie Goodenough of Chicago.\nFollowing a brief discussion of some needed action on the part of the Depart-\n\nment concerning related departments, Mr. Hoban moved that the president be\ninstructed to appoint a research committee to carry on such work during the\ncoming year in connection with the National Education Association research committee. The motion was seconded and carried.\n\nA second\n\nmotion\n\nwas\n\nmade\n\nto accept with thanks\n\nto us by the American\n\nMuseum\n\nmittee\n\na merging\n\nto bring\n\napproved\n\nabout\n\nby the National\n\nin the discussion\nof St. Louis\n\nAssociation\n\nand chairman\n\noffer made\ncom-\n\nvisual\n\nefforts\n\nwith\n\nplans\n\nAssociation\n\nofficials.\n\nseconded\n\nand\n\nof our\n\nEducation\n\nfollowing\n\nthe appreciated\n\nto join with its duly appointed\n\nin keeping\nMotion\n\nC, G. Rathmann,\n\nassistant\n\nsuperintendent\n\nof schools\n\nof the American\n\nAssociation\n\nof Museums\n\npointed\n\nout\n\nhow helpful our two organizations could be in sending aid to the schools of\nAmerica by joining our forces.\n‘\nThe motion was called for and carried unanimously.\nDr. Hoban also moved that a committee be appointed to get in touch with Dr.\nBoynton, president of the Department of Superintendence, and if possible to have\none session of the superintendent’s meeting in Cleveland next February give consideration to visual instruction.\nThe motion was carried.\nThe regular topics of the second session were then presented.\nDr. C. G. Rathmann then gave an interesting address on effective cooperation\nbetween the museum and the public schools.\nThe next topic was presented by Dudley Grant Hays, Director, Visual Instruction, Chicago Public Schools, who was introduced by the President as one of the\npioneers in visual instruction who had developed in the public schools of Chicago\n_the largest and best organized department in the United States.\nHe spoke on\n“Visual Instruction Equipment and How to Use It.”\nThe next speaker, A. K. Aster, of the Technical Laboratories of the Bell Telephone Company, gave an illustrated address of the most\ntelephotography, television, and talking motion pictures.\n\nThe nominating committee\n\nrecommended\n\nrecent\n\ndevelopments\n\nin\n\nthat the following be elected:\n\nPresident, Mrs. ANNA V. Dorris, San Francisco, Calif.\nVicepresident, W. M. Grecory, Director of Education Museum,\n\nCleveland\n\nSchool\n\nof Education, Cleveland, Ohio.\nSecretary-Treasurer, ELDA L. Merton, Assistant Superintendent of Schools, Waukesha, Wis.\nExecutive Committee, C. J. RATHMANN, Assistant Superintendent of Schools, St.\nLouis, Mo. and Chairman of Museum Relations Committee.\nJoun A. HotLENGER, Director of Department of Nature Study and Visualization, Pitts-\n\nburgh, Pa.\nMich.\n\nW. W. WHITTINGHILL,\n\nSupervisor of Visual Instruction,\n\nThe dues were fixed at $1 per year.\nThe meeting adjourned at 5:30 P. M.—Attendance,\n\none hundred.\n\nDetroit,\n\n"}
{"page": 975, "printed_page": null, "text": "The Department of Vocational Education\n\n"}
{"page": 976, "printed_page": null, "text": "HE DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\nWas\n\norganized as the industrial section at Minneapolis, Minn., 1875. See Proceedings, 1875:100.\nThe name was changed in 1890 to the Department\nof Industrial and Manual Training.\nSee Proceedings, 1890:758. In 1899 the name was changed to\nthe Department of Manual Training. See Proceedings, 1899:556. In 1914 the name was changed to\nthe Department of Vocational Training and Practieal 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 192829 are: President, Homer J. Smith, Associate Professor of Industrial Education, University of*Minnesota, Minneapolis, Minn.; Vicepresident, Paul\nChapman, State Director of Industrial Education,\nState House, Atlanta, Ga.; Secretary, Enid Lunn,\nState Supervisor of Home Economics, State House,\nColumbus, Ohio. Facts relating to the establishment\nof this Department and the record of meetings are\niebe found in earlier volumes of Proceedings as folOWS:\n1914 :565-625\n1915 :815-847\n1916:461-517\n\n1917:431-473\n1918:249-271\n1919:271-281\n\n1920:269\n1921:851-858\n1922:1465-1483\n\n19727]\n\n1923 :1025-1043\n1924 :987-1015\n1925:872-913\n\n1926 :963-996\n1927:971-1006\n\n"}
{"page": 977, "printed_page": null, "text": "THE\nADELAIDE\n\nHOME\n\nAND\n\nS. BAYLOR,\n\nCHIEF,\n\nFOR\n\nVOCATIONAL\n\nTRAINING\nHOME\n\nFOR\n\nECONOMICS\n\nEDUCATION,\n\nCITIZENSHIP\nSERVICE,\n\nWASHINGTON,\n\nFEDERAL\n\nBOARD\n\nD. C.\n\nHE fact that more than 2000 voluntary organizations in the United\nStates are working to develop better citizenship is evidence that\nsomewhere a cog has been slipped in the training of our youth in the\nideals and purposes we hold as essential to successful citizenship.\nPerhaps no subject of the school curriculum has changed more in content\nand methods of instruction than that of civics, and still the goal has not\nbeen attained, although we are far from the traditional notion that persons\nwho can pass examinations on the mere wording of the Declaration of Independence and the Constitution of the United States are good citizens,\nand are translating good citizenship into terms of practical activities and\nobservances.\nThe federal council of citizenship training, created by the President of\nthe United States under executive order of January 12, 1923, in setting\nup a score card to serve as a measuring stick by which communities could\nrate themselves, outlined the score card under five heads:\n1. Mental development\n2. Health and physical development\n3. Vocational development\n~\n4. Patriotic development\n5. Social and moral development\n\nI believe it is safe to say that with slight, if any, modifications, these five\npoints cover the essentials to be considered in scoring a good citizen. Any\ncommunity may be scored high as its citizens are in health and properly\ndeveloped physically, as they are intelligent and socially adjusted, as they\nare moral and selfsupporting, and as they make proper exercise of their\nfranchise privileges.\nWhat are the great influences, therefore, that dominate the lives of people\nand determine in largest measure how development will proceed in these\nlines? Outstanding among these are the home, school, church, state, and\noccupations, each making its special contribution for good or evil, weal\nor woe, to those whom it touches.\nOf these five institutions, the home,\nin my opinion, is more potent than any other single factor, and possibly\nthan all other factors combined, in its influence on individuals.\n‘There\nare very evident reasons for this conclusion: The group is small; there\nare close ties of sympathy and understanding; there is confidence; no other\nfundamental influence has yet affected the preschool members; and the asIt is true, whether we follow those who believe\nsociations are informal.\nin the dominant influence of heredity or those who believe environment\ncontrols all, or whether we take the middle path.\nOn health and physical well-being, we, as a people, place a very high\nestimate, and so closely do we relate these to national prosperity and so\nmuch do we hold them to be dependent upon the successful establishment\n\n[973]\n\n"}
{"page": 978, "printed_page": null, "text": "974\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof health habits in youth, that we support liberally a great organization\nknown as the American Child Health Association, the presidency of which\nhas been accepted by a man whose splendid achievements in the solution\nof national and international problems closely allied to the welfare of the\npeople are so wellknown that he bids fair to occupy at no remote date\nthe highest office of honor and trust it is in the power of the people of\nIn the development of\nthe United States to bestow on any individual.\nessential factors, food,\nas\nhealth and in normal physique, we recognize\nare acquired, as\nhabits\nfood\nhome\nthe\nin\nis\nit\nrest, and recreation, and\nchild life that\nearly\nin\nis\nit\nIndeed,\nrecreation.\nand\nrest\nof\nhabits\nwell as\nIt is then that the individual becomes\nhabits in all lines are developed.\nhabituated to the proper use of leisure time, a protection against crime\nwaves that seem to sweep the country at times.\nVocational trends and ambitions are fairly well fixed by home influence.\nThey may be chaotic, undesirable, or well chosen, but the influence of the\nfamily in determining them cannot be gain-said. ‘Too many lives have been\nwrecked on the reef of family pride in making a choice of vocations.\nThe attitude of the home toward country and national life—the outspoken or evident mental slant there, on questions of national importance,\nand the confidence or lack of confidence in those who have been chosen\nto guide the destinies of the nation, are quickly transferred to the plastic\nyouth in the household, and similar attitudes so firmly established there\nwhich it is difficult for outside influence and education to change later.\nQuickly do children take on the ways and opinions of elders of the family—\nat first giving credit, but later accepting and believing them as their own.\nRespect for authority, regard for the opinion of others, tolerance, and\ncooperation—all good citizenship traits—are first practised or neglected\nwithin the family group.\n\nAn authority on the training of children states that the “study of normal\nas well as of abnormal psychology shows that the earlier a child makes its\nsocial contacts and feels itself an integral part of a community, the easier\ndoes its adjustment come to the requirements of the adult life.” We have\nthought too much of the home as a center where people are fed, clothed,\nand sheltered, and too little of its function as a center for solving problems\nof relationships, a function that is fundamental in citizenship. The family\nis the first social group of which the child is a member.\nHere he experiences the relation of himself to adults, of adults to him, and of himself to\nothers near his own age, and while he does not experience the relationship\nof adults to adults, he constantly observes this. One psychologist says that\neven at the age of two years children have acquired distinct personalities\nwith certain basic social attitudes to some extent already formed and consistent. “These attitudes of young children toward their play groups can\nbe explained largely in terms of common experience, particularly those of\nthe relationships within the family group. The wide variety in parental\nattitudes toward children and the influence of the earlier experiences show\n\n"}
{"page": 979, "printed_page": null, "text": "i\n\ngs\n\nDEPARTMENT\nee oa\nEL\n\nOF VOCATIONAL\na AS\n\nEDUCATION\nse\nrh\n\n975\ned\n\nthat “a good home must be defined in psycho-sociological terms rather than\nby standards of material care and comfort alone.”\nThe moral and religious standards of the home influence all members,\nand especially the younger ones.\nYouth does much thinking and considers\nmore deeply the conduct of the adults in the home than is commonly supposed. According to Arnold Gesell, “The preschool period is biologically\nthe most important period in the development of an individual for the\nsimple but sufficient reason that it comes first. Coming first in the dynamic\nsequence it inevitably influences all subsequent development.\n‘These years\ndetermine character much as the foundation and frame determine a structure,’ and it is at this time that the home exercises its largest influence—\nfor it is a time when extra-home influences are at a minimum.\nBut the home by no means ceases to function in training for citizenship\n\nafter the school, church, state, and vocations have begun to play their part.\nThe home is responsible for at least three fourths of a child’s time after\nhe enters school, and its influence continues throughout life. It does not\nordinarily offer organized education in citizenship, but it is constantly affording education of the unorganized type, which is even more potent than\nthe organized type.\nThese large possibilities within the home for developing all these traits\nthat result in citizenship of one type or another, make it important that\nevery facility for establishing and maintaining good homes be made available. ‘This country is appreciating this necessity more and more.\nThe Better Homes Organization, led again by Herbert Hoover, is now\nwell established and working on the basis that good homes—sanitary, convenient, attractive, and otherwise standard materially, are promoters of\nsuccessful family life. The movement for parental education is rapidly\nspreading all over the United States. Organized education for parentaid is now operating in from one-half to two-thirds of the states. “To what\nend? To the end that children may in their early formative years, and\nlater, have such wholesome home influences as will bring about a proper\nphysical, mental, social, moral, vocational, and patriotic development that\nwill make citizenship of the highest type.\n\nTHE MENTAL ABILITY OF THE STUDENT AS A FACTOR\nIN INSTRUCTION IN AGRICULTURE—ABSTRACT\nA.\n\nM.\n\nFIELD,\n\nASSOCIATE\n\nPROFESSOR\n\nOF\n\nVERSITY\n\nMINNESOTA\n\nOF\n\nAGRICULTURE\n\nEDUCATION,\n\nUNI-\n\n‘Teaching is\nThe greatest art in teaching is reaching the individual.\nclosely related to learning and learning is an individual activity. If there\nis no such thing as group learning then, psychologically, there is no such\nIf it is the individual who learns, then it is the\nthing as group teaching.\nindividual who must be taught.\nIndividual instruction to be of most value must be based on the needs\n‘This form of instruction adapts the school\nand ability of the individual.\n\n"}
{"page": 980, "printed_page": null, "text": "NATIONAL EpucATION\nRMR RNASE\nac\n\n976\nSa\n\nASSOCIATION\nENTE SEIT\n\nIt fits the school course to the student instead of trying\nto the individual.\nBright students differ from dull or reto fit the student to the school.\ntarded students, but they are usually found together in the same class pursuing a course of study built by minds gifted in intelligence but frequently\nlacking in appreciation of the limitations of dull minds.\nAmong the scientific procedures in modern education mental ability\nBy the use of\ntests have come to play an increasingly important part.\nsimple mental ability tests the teacher can determine the ability of the\nstudents and select subjectmatter and activities appropriate to the students’\ninterests and needs.\nMental ability tests are not intended to select individuals for a certain\ncourse but rather to help the teacher make the course more worthwhile\nfor the individual who may wish to take it. ‘The mental ability of a student may be judged by the number and quality of responses made to\nsituations which arise in the environment in which the student is placed.\nIn school it means the students’ ability to learn or to do school work.\nAny\nplan for teaching must be conditioned by the amount and character of\nthe learning traits of students. Extensive study in Minnesota high schools\nindicates that farm boys who enrol for instruction in agriculture are not\ninferior in mental ability to other students in the same high school although\nthey are frequently deficient in ability to interpret their reading with the\nsame readiness as high-school students from the city. ‘The results from\nthe mental ability tests will aid the teacher to set up better objectives,\npredict probable success, aid in guidance, diagnose class groups and set\nappropriate standards of achievement.\n\nINDUSTRIAL\nK.\n\nG. SMITH,\n\nEDUCATION ON 4A SMITH-HUGHES\nNON-SMITH-HUGHES BASIS\n\nSTATE\n\nSUPERVISOR\n\nOF\n\nLANSING,\n\nTRADE\n\nAND\n\nINDUSTRIAL\n\nAND\n\nA\n\nEDUCATION,\n\nMICH.\n\nThe problem of industrial education in a small town js always a puzzling\none.\nIn the first place I shall assume that you are familiar with the unit\ntrade or general industrial course in which two and one-half or three hours\nper day are devoted to shop work and an equal amount of time to general\nand related subjects. Such a course is not practicable in many localities.\nThe teaching force and equipment are too limited and the number desiring\nto take such a course is too small. It is certainly not the solution for the\nproblem of industrial education in the majority of small towns although\nit may meet Smith-Hughes requirements and looks attractive from an educational standpoint.\nYou are doubtless also familiar with the cooperative or half-time plan.\nWe have worked this plan successfully in one small town in Michigan by\nhaving a single group of thirty-six boys attend school in the forenoon and\nwork in the afternoon. ‘Their school work is all directed by one coordi-\n\n"}
{"page": 981, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n977\n\nnator.\nIn a course of this kind it is always difficult to coordinate school\nwork and employment because of the diversity of occupations.\nBoth of the above plans as stated meet the requirements of the SmithHughes law, but there are a large number of places in which neither of\nthese two plans will work either because of cost or limited opportunities\nfor employment.\nIn such cases, and there are many of them, a good, strong\nmanual arts course in grades 7, 8, 9, and 10, followed by a technical course\n\nin architectural and mechanical drawing in grades 11 and 12 seems most\nreasonable.\nSuch a course will not meet Smith-Hughes requirements.\nThe general plan is as follows:\n7th\n8th\n9th\n10th\n\ngrade—elementary woodwork and sketching\ngrade—household mechanics and sketching\ngrade—advanced woodwork, machine shop, and drawing\ngrade—auto mechanics and drawing.\n\nIn the 11th and 12th grades, as stated above, there should be technical\ncourses in machine and architectural drawing.\nIf there is sufficient teaching force and equipment for advanced shop work in grades 11 and 12 it\ncan be carried on successfully.\nDrawing at least should be continued.\nCourses in machine shop and auto mechanics may be too extensive for\na small city. In that case a rather simple general shop based on woodworking may be installed. In the case of a rural community we recommend at least one year of farm shop work, an excellent outline for which\nwill be found in the January, 1925, number of the Industrial Arts Magazine.\n\nIn some of the larger cities of Michigan we have found a different\nproblem. ‘There are a large number of boys and girls 14-16 years of age\nwho do not fit into the regular curriculum and who cannot or do not\nwish to learn a skilled trade.\nChances for employment under 16 years\nof age are very limited.\nThe school must fill the gap.\nA Smith-Hughes program of three hours shop and three hours classroom work was first tried. Later it was changed to 1% hours shop and\n114 hours classroom work. ‘This proved to be more satisfactory and was\nfinally adopted as a standard program.\n‘The shop work is of a general\nindustrial nature and the classroom work consists of English, arithmetic,\ndrawing, social science, and gymnasium work.\nAll periods, whether in\nclassroom or shop, are called: “work periods.”\nThere are no recitations\nin any subject.\nThe school is called the junior vocational school, and its purpose is to\nprepare the boys and girls for employment or to send them on to the senior\nvocational school where they may learn a skilled trade.\nIn one city,\ntruants and problem cases from the entire system were sent to this one\nschool.\nIn spite of this fact, the attendance compared favorably with that\nschool. You may say that such a school ought to become a\nother\nany\nin\nIt may do\nreal vocational school, meeting Smith-Hughes requirements.\nso in time. At present it seems best to give it a free field without any\npreconceived plans or standards.\n\n"}
{"page": 982, "printed_page": null, "text": "978\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIn another case it was found that even the problem of education in the\nskilled trades was not to be solved by Smith-Hughes courses.\nThe city of Fordson is one of the large industrial centers of the world.\nWithin it are located the Henry Ford River Rouge Plant, Graham-Paige\nMotor Company, Seamless Steel Tube Company, five large brick manufacturing concerns, and numerous other smaller manufacturing plants!*? Fe*is\nIt is apparently\nalso only six miles from the center of the city of Detroit.\ncoming to\nBefore\ncourses.\nindustrial\nes\nan ideal situation for Smith-Hugh\ncity in\none\nis\nDetroit\nconditions.\nlabor\nthe\nat\nlook\nus\nlet\nthat decision,\nthe world, perhaps the one city, in which there is always a surplus of labor.\nThere are a least three reasons for this.\n1. Detroit is near Canada.\nMen easily come across the line.\n2. It is not far from the Atlantic Seaboard and immigrants are attracted in\nlarge numbers by high wages in the automobile industry.\n3. The dying out of the lumber industry in the north has caused many families\nto move into the southern part of the southern peninsula and especially into Detroit.\n\nWith this surplus of both skilled and unskilled labor, it is a difficult\nmatter to convince an employer that the public school should be training\nmore mechanics. Labor laws also enter in. It is a difficult matter for a\nboy under eighteen years of age to enter industry in Michigan because of\nseverely restrictive labor laws. The penalty for illegal employment of\nminors is double compensation.\nInsurance companies are not desirous of\npaying double compensation and advise employers to employ no one under\neighteen years of age. With the surplus of adult workers mentioned\nabove this is not a difficult policy to follow.\nA census of employment for boys sixteen years of age and over showed\nthe following lines of work:\nErrand (b0y.-ciiccpsae\neihe ee ee 18\nOffices helps. c.0s psc emices 21\nMessenger service. .\\...00)....6.¢ 51\nDrafting zyeuyh 4). «03 bansntiess 2\nClericaliiworkira.\nsuas\nier aehlanias 11\nStOCKS TOON a toa soy hopecke ee cokle | 15\nBakery 10. 85.4000.\nGGRE 91...\n2\nDrug storet. Hep, Waa ceaeeinae 3\nServiceistation ase tures mania\neZ\n\nDelivety “services tic\nsce cnc 25\nNewsbOYy: sins arrancones\n2B\nMachitie hand 2 Mat ht ee\n10\nJanitor Works .tos).\nanus. dea. ce 5\nGaragel-work j.. casiaers acted\n3\nConimone labor ne eee\n5\nCigar factory helper.........0..\n2\n—\nLotal eicicts sxrapiateret\nears ota 177\n\nA survey of boys shown by the last school census to be sixteen years of\nage on or before September 1, 1927, showed the following:\nPercent\n\nTn fschoolt\nbide .od 20 sey roast\nlial bre aes 37.5\nMovedRawayini\ntiti) ckoP ey dier Month. cnc MiG\na er 11.5\nEmployed j-tsient: ao -bnrsia serine iioege sok ck natin SOM\nenue 15\nUnemployed\nSU20et4 SiG ny ahr TaOTT eehs. MISMO 22\nIn special schools and working out of town............ 14\n\nThe situation may be summed up briefly as follows: The jobs available\nfor boys offer little chance of advancement, and there are more than enough\nboys to fill these jobs. The gap between the age of sixteen years when\n\nthe boy leaves school and eighteen years when he is free from restrictive\n\n"}
{"page": 983, "printed_page": null, "text": "ea\n\naera\n\nDEPARTMENT OF VocaATIONAL\ntala ce al Se ae\ngh\nel\n\nEpucATION\nak\nal\n\n979\n\nlabor laws is very evident.\nThe only agency which can fill the gap is a\nvocational fulltime school. Effective training on the job in the form of\napprenticeship for boys under eighteen years of age is difficult.\nFortunately for Fordson, Henry Ford has established a trade school in\nthe River Rouge plant similar to the original one in Highland Park.\nWith such a school located in Fordson, it seemed very unwise to attempt\nto duplicate its work under public auspices.\nEfforts were, therefore, centered on developing a program which would fit into the trade school plan.\n‘Two plans were offered:\nd\n1, To organize a pretrade school course on a Smith-Hughes all-day trade basis\nfor a limited number.\n2. To organize prevocational or tryout courses on a non-Smith-Hughes basis\nproviding for increasing specialization in the senior high school.\n\nThe latter plan and the following program was adopted:\n1. Elementary manual arts and drawing in grades 7 and 8.\n2. Elective shop work one hour per day and drawing one hour per day in the\n9th grade.\n3. Two hours shop work and one hour drawing per day in the 10th grade.\n4. Three hours shop and one hour drawing per day in the 11th grade.\n5. In the 12th grade the entire time may be devoted to shop and related work\nexcept one hour.\nU. S. History is required for this one hour.\n\nBoys may and do drop out of this course at any time and enter the\nHenry Ford trade school. Up to the present time ninety-three have done so,\nLooking at the matter in the light of our experience as cited above our\nconclusions are as follows:\n1. That general industrials or cooperative courses in small cities are possible\nonly in a limited number of cases.\nStrong manual arts courses on a non-SmithHughes\n\nbasis are more\n\ncommonly\n\napplicable.\n\n2. A junior vocational school is desirable for 14-16-year-olds who are not\nready to learn a skilled trade. This may or may not be on a Smith-Hughes basis,\npreferably on a non-Smith-Hughes basis.\n3. In at least one large industrial center cooperation with a private trade school\nis better and less costly than establishing an independent plan of industrial education under public supervision and control.\n\nCHANGING\n\nCONDITIONS OF WORK FOR WOMEN\nAFFECTS VOCATIONAL EDUCATION\n\nELIZABETH\n\nFISH,\n\nPRINCIPAL,\n\nVOCATIONAL\n\nMINNEAPOLIS,\n\nHIGH\n\nAS IT\n\nSCHOOL,\n\nMINN.\n\nWhat “complete economic independence of women” will contribute to\nour philosophy of living, what changes it will bring about in our human\nrelations or how we will meet these changes is as yet a closed book and yet\nDo not the census figures show,\neconomic independence is far on its way.\nin the number of women gainincrease\nyear by year, a slow but inexorable\nmarried women listed among\nof\nnumber\nincreasing\nan\nfully employed;\nthe workers and a greater and greater number of the older group in contrast to the hordes of young women and girls who are offering their work\nto the world for wages?\n\n"}
{"page": 984, "printed_page": null, "text": "980\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\na\n\nBut even more important is the change which is coming over the thinking of this every day world of ours.. No longer, even in the great middle\nclass, is “a woman’s going to work” a matter for commiseration, but the\ninterested gossip concerns itself with the merits of the job which she has\nEven the reasons for this exercise of what would seem to\nundertaken.\nbe a very natural right are now seldom questioned unless by an occasional\nemployer who may possibly still feel that the puny opposition of individuals can change or affect materially great movements.\nWomen are going to work for one reason and one only—to raise or\ndefend the standard of living of the families to which they belong.\n‘This\nis true of the young untrained girl who, as soon as she legally can, gets\nher job and turns in to her family the pittance that she earns in order\nthat the meager and skimpy living conditions under which the family\nis existing may be somewhat expanded.\nEqually is it true of the young\nmarried couple who both continue lucrative employment in order to\nsecure a better start in social or business life. The daughter of the\nwell-to-do father has the same end in view when she undertakes her own\nsupport in order that the family may afford a better home or a better car\nor more frequent pleasure excursions or possibly a maid.\nThe danger most feared among laborers and by many employers from\nthis incursion is that work will be taken away from the men, thus increasing the evils of unemployment and the already great difficulties of\nthe ordinary man in earning a wage upon which his family can live.\nPossibly, this fear is more threatening than real. ‘The size of the market\nlimits production and, as a corollary, employment.\nWe are now producing\nmore goods than the wages paid to the laborers and the great middle\nsalaried class—the world’s best market—will purchase.\nOur wants are\nalready stimulated far beyond our power to satisfy them.\nThe increased\npurchasing power of the family wage supplemented by the work of the\nwomen of the family may help solve the problem of an enlarged market.\nThe greater manufacturing opportunities which will result from this\nbigger market will probably not diminish the man’s chance for labor as\nmuch as anticipated.\nBut the real danger is that the women, due to their inexperience in\nbargaining, to their lack of skill in work, to their natural timidity, and\nto their lack of knowledge of labor conditions will become an increasingly\ncheap source of labor. Work is not slavery, far from it, for it is the\nsalvation of any individual, but work for an insufficient wage, a wage\nwhich fills the soul with a constant terror of the wolves of the world,\nis slavery and the person who must so labor is a slave in the worst sense,\nand the presence of any large group of underpaid workers brings in to\nthe body politic all the evils of slavery. And in this case the thought is\nmost unthinkable, for we are not dealing with a group of helpless foreigners, not with a race hampered with traditions of slavery, not with an\nunintelligent minority, but with a half of ourselves and as their condition is, so will ours be also.\n\n"}
{"page": 985, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nVOCATIONAL\n\nEDUCATION\n\n981\n\nThe state, then, is wise which is recognizing this tremendous new power\ncreeping into its industrial and business life and utilizing it for its welfare and advancement; which is protecting by wise legislation its women\nworkers from the worst evils of inexperience on one hand and greed and\nexploitation on the other; which is developing side by side its vocational\neducation for boys and girls so that there may be no difference in the.\ntraining of its men and its women workers to lead to a feeling of superiority and inferiority; which is regarding all of its workers as citizens\nregardless of sex, leaving to individuals the adjusting of their relations\none with another to the best interests of home and family life.\nTangible evidence of this. wisdom on the part of some communities is\neasily obtained by a survey of the buildings and equipment devoted to\nthe vocational education of its girls and women.\nWhen the Manhattan\nTrade School, the first really adequate building for vocational work for\ngirls was being built, there was still a controversy raging in New York\nas to whether such work was worth what it was costing. So warm became this discussion and so improbable the chance that the building would\nbe used for its original purpose that the school moved in long before the\nbuilding was completed and the girls sat on boxes, dodged machinery,\nand stood many inconveniences for many months in order to file their\nclaim, so to speak, to their own building.\nSince that time, nearly every\ncity of prominence, except Minneapolis, which has tried out the work\nhas provided suitable quarters for such training and in all such communities\nvocational education is regarded and cared for as an integral part of the\neducational system.\nIn the east, the rule is separate schools for girls\nand boys and often for different trades; in the west, with its broader, more\ndemocratic ideals, no distinction in industry between the sexes is recognized\nand no distinction in training.\n‘The new Frank Wiggins Trade School\nfor both men and women in the center of Los Angeles is a monument\nto the work which is being carried on in that city.\nIn each city the ‘development of vocational education depends entirely\nupon the labor ideals of the majority of its citizens.\nIn communities\nwhere work conditions are satisfactory, where wages are high and where\nthe conditions for the laborer are good, there vocational education\nflourishes; but in places where the employment situation is chaotic, where\nwages are unstandarized, where adequate laws and public conscience fail\nto protect the worker, there vocational education fails, for it must have\nthe support of both employer and employee and cannot survive where\neither is lacking.\n\nCHANGE\nCc.\n\nA.\n\nBOWMAN,\n\nDIRECTOR\n\nOF\n\nINDUSTRIAL\n\nMENOMONIE,\n\nARTS,\n\nSTOUT\n\nINSTITUTE,\n\nWIS.\n\nThe average industrial education teacher has had sharply brought to\nhis attention illustrations of the changing technology in certain parts of\nindustrial occupations which he represents in the school curriculum.\n\n"}
{"page": 986, "printed_page": null, "text": "982\n\nNatTIOoNAL\n\nEpucaTIon\n\nASSOCIATION\n\nTranslating these outstanding factors of change in our present generation and focusing on certain conclusions, we are confronted with the following as some of the present pertinent considerations for industrial\nteachers,\nHeretofore organizations or combinations of teachers have been in many.\nrespects horizontal.\nBy this I mean junior high-school teachers have had\na tendency to flock together and assume that they did not have much in\ncommon with the vocational school teacher.\n“The teacher of college work\nhas had an idea that he should flock with college teachers rather than\nbother with mixing with the junior and senior high-school teachers. “To\nmeet the conditions which adults will confront when leaving the American\npublic school, instruction in industrial courses should be given in sequence\nprogression. ‘The pupil at any time of his industrial work in school should\nbe given instruction by a teacher who consciously and clearly has that\npupil located somewhere along the line of his individual vocational progress.\nIn the studies being made by industrial teachers to maintain their\nprofessional skill, the industrial teacher should interpret his responsibility\nwith considerable breadth and depth.\nHe should interpret the breadth\nof his position to include not only the actual teaching of his classes but\nsharp responsibility shared sometimes with other members of a curriculum\ncommittee in the selection of appropriate instructional content.\nHe must\nalso interpret the breadth of his position to include work by himself or\nwith a group in the analysis of content for instruction.\nIn defining the\ndepth of his position and his responsibility, he must include in his teaching work not only the solving of the problems of the teaching of the\nlesson of each day, but also the problems of the unit plan and the problems\nof the curriculum plan. In interpreting the depth of the selection phase\nof his responsibility he must be able to identify the pupils of the different\ngroups in a given subject, to identify a given subject in the several cur-\n\nriculum, and to understand the significance of and be able to identify the\nadministrative classifications of pupils.\nIn curriculum building he must\nbe thoroughly acquainted with the lines of possible educational progress\n\nthrough the curriculums of the American public school. He must have\na, working knowledge of the demands of society to a degree that enables\nhim to place appropriate selections from the occupations which he represents in the correct places in the several lines of available educational\nprogress in the public school.\nIn interpreting the depth of the analysis\nphase of his responsibility he must not be satisfied with analysis of the\ndaily job to be taught to the pupil, but must have at hand for his immediate\nuse a well-planned analysis of overview scope of the occupation which\nhe represents and of the occupational group in which it is a member.\nIf\nhe is teaching a subject he must have a similar overview analysis of the\nsubject and also of the subject group of which the subject is a member.\nIn looking. over the current new developments in industrial education\none can see the results of change in the requirements in teacher qualifica-\n\n"}
{"page": 987, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n983\n\ntions. In assuming that the teacher’s professional skill has three phases,\nnamely analysis, selection, and teaching and that each phase carries distinct requirements in performance, in requirements of technic or procedure\nand requirements of teacher knowledge and that these requirements are\non the lesson subject and curriculum levels, current developments are\neasy to find to illustrate the trend of change.\nTo sum up the conclusions.\nIndustrial teachers should regard education as beginning with a very young child and continuing throughout the\nindividual’s life. Industrial teachers should recognize problems in common with all industrial teachers, regardless of kind of work or grade\nlevel of instruction.\nIndustrial teachers should work on the philosophy\nthat some of what is good today is slightly out of date tomorrow and\nis replaced the day after with something new.\n‘The industrial teacher\nshould regard change as being in the field of personnel relationships in\nthe field of fact and skill content and in the field of teaching method.\nHe should keep himself posted in these phases. “The industrial teacher\nshould work under the belief that the individual pupil has a right to a\ncontinuous, progressive industrial experience and that such instruction\nas the individual teacher gives the individual pupil should interlock with\nwhat has gone before and what is to come.\nLastly, if the industrial\nteacher will regard his responsibility in his teaching position as including\nresponsibility not only in teaching but in the selection and analysis phases\nand will regard these three phases in the depth as indicated, he will be\na live, uptodate individual, capitalizing on change.\n\nTHE\n\nDEMANDS\n\nOF\n\nCHANGING INDUSTRY\nSCHOOLS\n\nJ. A. STARKWEATHER, ASSOCIATE SUPERINTENDENT\nDULUTH, MINN.\n\nUPON\n\nTHE\n\nOF SCHOOLS,\n\nIn our own school system, many of our poorest teachers get the best\npay because they have the highest scholastic standing. Those who have\npersistently\n\ndevoted\n\nthemselves\n\nto\n\nconscientious\n\nperformance\n\nof school\n\ntasks and through experience have obtained the real knowledge of how\nto manage children, remain on the lower rung of the salary schedule because they have not received paper credits for the knowledge they have\ngained outside of school.\nIt is with some fear and trembling, therefore, that I come before this\nassembly without either a questionnaire or a test as the basis for the logic\nand reasoning of this discussion.\nTeacher qualification—Vocational and manual arts education has been\ncompelled to recognize, however, the value of experience in the teaching\nfield, although there are still many schools who prefer to employ men\n\nwith no experience in industry except a few hours of practice in a train-\n\ning school to those who have proven their ability to master the subject by\nhaving been able to hold their own in a competitive field of business and\n\nindustry.\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNaTIONAL\n\nEpucaTIoN\n\nASSOCIATION\n\nDuluth has taken the stand in regard to its vocational and manual arts\nteachers that the first requisite of a good manual arts teacher is a knowledge of the subject through actual experience in the field of industry.\nThe second is a mind desirous of learning and studying. The third is\nthe ability and desire to convey to others the knowledge which has been\nAdd to this a training in the field\ngained through study and experience.\nof teaching and we prefer the man with experience to the man with a_\nlonger training in teaching and academic information and no experience\nin the field of actual practice. The teaching experience is a specific training which, provided there is a proper desire and mental capacity to succeed, can be attained in a relatively short time. We have gone upon the\ntheory that four years of successful practise in an industry is equivalent\nto two years of study in an institution, and have so rated our teachers.\nDr. Thorndike is authority for the statement that a four-year course of\ntraining in industry is equivalent to a four-year course in high school,\nassuming that the person who is in the industry applies his mind in the\nstudy of his job as conscientiously as he would apply his mind in the\nI maintain that this recognition\nstudy of class work in a high school.\nof the work done in industry should be universally recognized and given\ncredit in the selection of vocational and manual arts teachers.\nCurriculums—Every school system is necessarily confronted with the\nquestions—What curriculum shall we offer?\nHow much time to each\nsubject? What shall be their relation to the other elements of the school\nsystem?\nIn answering these questions, naturally the demands of the taxpayers would compel the educators who expected to remain in the job\nto give some attention to local industry.\nDuluth has four major occupations: 1, shipping; 2, wholesale distribution; 3, woodworking industries, principally sash and door; and 4, steel\nplant. There were, the past year, 615 graduates, 256 boys and 359 girls,\nfrom the high schools of Duluth.\nApproximately fifty percent will continue their education in college, vocational schools, business schools, teacher\ntraining schools, etc. to prepare for some line of the various professions\nfor which their high-school education has met the preparatory entrance\nrequirements.\nThe other fifty percent must enter industry here or elsewhere.\nDuluth cannot and does not absorb a large number of machinists,\nprinters, sheet metal workers, or stenographers.\nPerhaps it is fortunate\nin some respects that public school administrators are not faced with the\nmerciless competition which every business must meet.\nIf they were,\ndoubtless many valuable courses now offered, bread and butter competition\nwould eliminate from the school system.\nNevertheless, it behooves the\nschool administrator to be able to justify to some extent the reason why\nthe courses are offered in his school system.\nIn spite of the facts above\nmentioned, Duluth has excellent machine shops in all its senior high\nschools, mechanical drafting, foundry practise, automobile repair, and\npattern making.\nIn the junior high schools are to be found courses in\nsheet metal, forge, printing, wood turning, cabinet making, and electricity.\n\n"}
{"page": 989, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nVocATIONAL\n\nEpucaTion\n\n985\n\nOn what ground may we offer such courses, if we already know that\nthere is not sufficient demand in local industries to employ all of these\nstudents in these various fields should they wish employment?\nOur\nanswer, which I take from the general knowledge of the courses offered\nin high schools throughout the country, must be the answer which a large\nnumber of high schools and junior high schools would give.\nFirst, for purposes of general education—This is a machine age. Twenty\nyears ago fifty percent of our population were engaged in agriculture.\nThrough farm\nNow less than thirty percent are engaged in agriculture.\nmachinery, there has been a constantly increasing production.\nYou are all familiar with the recent changes in the Ford and Dodge\nfactories, in which they have scrapped millions of dollars worth of excellent machinery and spent millions of dollars more in new machinery to\nmeet changing demands and to decrease the cost of production and consequently the number of men employed in this production.\n‘Twenty years\nago a friend of mine bought an automobile and invited me to ride with\nhim.\nIn his excitement, he said: “The darn thing will go twenty miles\nan hour!”\n\nTen years ago, we were worried about having enough manual labor to\ndo the work of the day. “Today we are worried about the unemployment\nsituation.\n“Tomorrow we shall be worried because we have not enough\nmen of skill to fill jobs which require knowledge of new and more\nplex machinery.\n‘There isn’t a very bright prospect for the man\n\ncomwho\n\nhas only a pair of hands to work with. Brute force is out of date, and\na man is a good deal like a nail. He can’t get much farther than his\nhead will let him.\nIt may be that there has been no change in the general intelligence level, but there has been a tremendous change in the\nknowledge which a person is required to have in order to make a living,\nand that knowledge has come to mean a general knowledge of machinery,\nunderstanding cogs and gears and wheels, inclined planes. ‘This perhaps is no higher form of intelligence than that required of the pioneer\nwho went out and by brute force earned his living from the soil, but the\nmodern industrial world is different from the world of the pioneer and\nrequires a different form of educational training.\n\nSecond, for the purpose of guidance and occupational selection—Modern business requires a knowledge and understanding of the human element.\nIn the last twenty years, business has changed from the small\n\nfactory of the entrepreneur to the corporation.\n\nIn that shift from small\n\nfactory to large corporation, we have gone through the period which\nModern business has learned\nmight be called the soulless corporation.\nthrough sad and expensive experience, that a soulless corporation does\nnot pay.\nIt is not profitable.\nThe chain stores and the factory to consumer selling, are gradually\nThe school people must do what the\nwiping out the corner grocery.\ncorner grocery must do. If the chain store is wiping the corner grocery\n\n"}
{"page": 990, "printed_page": null, "text": "EpucATION\nNATIONAL\nalia cel apdid sit\n\n986\n\nis SAN\n\naN\n\nASSOCIATION\ntS\n\nso\n\nout gre business, the corner grocery must find out under what pribaiphes\nthe chain stores are successful and apply them to their own stores.\nIt seems to us, that the school’s answer to the problem of changing\nbusiness is an attempt by educational guidance to direct the student into\nthat form of occupation which is suited to his capacity and ability; to\ngive him an understanding of himself so he may adapt his capacity to\nmodern conditions and make the best out of that which nature and nurture have given him.\nThere is, therefore, to my mind, an increasing demand for general\neducation courses which give that general information in regard to machinery which is required of everybody, even those who live in a modern\nhome; that the information which is given be specific and that work required in doing it be well done; that each individual, through educational\nguidance and direction, find, while attending school, that form of occupation which is most suited to his capacity and ability, so that he may continue further his studies in this field in the university or college, or may\ndrop into the field of business and continue his education along practical\nlines with a measure of success.\n\nUNIT\nROSS\n\nN.\n\nCOURSES\nYOUNG,\n\nFROM THE ADMINISTRATIVE\nVIEW POINT\n\nPRINCIPAL,\n\nJOHN\n\nMINNEAPOLIS,\n\nMARSHALL\n\nHIGH\n\nSCHOOL,\n\nMINN.\n\nOur purpose is not to attempt to justify unit courses or any field of\nhome economics.\nConstructive thinking requires, first, a statement of\n\nobjectives, and, second, the selection of that subjectmatter only which will\ncontribute to those objectives.\nIt is impossible, of course, in a short paper of this kind to indicate more\nthan a brief general statement of objectives.\nFirst of all, we must clearly\ndistinguish between education for vocation and that general education\nwhich is received from the other six objectives of health, fundamentals,\nhome life, leisure, citizenship, and character.\nUnfortunately, educational\nscience has not yet given us satisfactory scientifically selected objectives,\nand we must, therefore, still depend upon empirical statements.\nWhat\nare the items upon which there is pretty general agreement?\nEvery girl should have the facts, interests, ideals, habits, and skills\nthat make for healthy physical living. Just as personal health is important, so are domestic and community hygiene important.\nEven more\nimportant are emotional health and mental hygiene.\nMental hygiene is\nthe most badly neglected field in present education.\nWhat are the public\nschools doing to teach people the art and science of being happy and\nhelping others to be happy?\nEvery girl and woman must have the knowledge and skills that are\nfundamental.\nWhile other departments must accept responsibility for\nabilities to use figures, to read intelligently, to speak and write the English\n\n"}
{"page": 991, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEpUCATION\n\n987\n\nlanguage correctly and effectively, to write a hand that is rapidly legible,\nhome economics teachers must correlate and cooperate.\n‘There are many\nopportunities in the household budgets, in supplementary reading mate- |\nrial, in oral reports, and in written work.\nSome of the best silent reading\nI have seen has been in a class in home economics.\nHome economics people are the champions of the home.\nThey have\nthe greatest opportunities in developing household artists and engineers.\nIt is more than cooking and sewing.\nIt is buying and selling, budgeting,\ninterior decorating, landscaping and gardening, architecture, household\nmechanics, care of children, etc. It is training the girl to properly use\nher leisure time and, more important still, to develop in her those qualities\nthat will enable her to help others to use their leisure time.\nCitizenship consists of getting along with people and doing one’s duty\nat home, at school, at church, in the community, and to state and nation.\nCharacter consists of many specific habits of right living and the ideal of\nright choice.\nHome economics teachers in modern schools do more than\npolish pans and thread needles.\nThey accept the common responsibilities\nof all teachers in making citizens of character.\nAll of these things deal with general education.\nEvery girl should\nbe so equipped.\nIn fact, boys should be taught most of these things. A\nfuture servantless society and the emancipation of women plus constructive thinking about the whole problem will make it imperative to equip\nour prospective husbands with useful facts, interests, and skills. General\neducation will require that every girl be given the common essentials in\nhome art and domestic engineering.\nIn general, we have two classes of girls, those who enter the ninth\ngrade with little or no home economics and those who have had at least\ntwo good years of work.\nImmediately the problem is apparent.\nIs it\nnot perfectly clear that the traditional and conservative schools must give\nrich courses in the ninth and tenth grades and numerous short units in the\nupper grades?\nEven in the modern, well organized systems we must supplement our\nrequired work with short changing units. The needs of girls and the\nneeds of boys differ.\nDisregarding the boys, we have many differences\n\namong girls. They differ widely in intelligence, social and cultural background, physical and nervous conditions, educational and vocational plans,\nand responsibility and ability of maternal instruction.\nSome girls need\nmuch more work; some need widely differing activities.\nTo meet these needs it is proposed that our work be so correlated and\ncooperated with the whole modern program of the well organized school\nthat it will be possible to take care of all domestic minimum essentials by\nthe end of the junior high-school period. ‘This probably means more\nwork required of every girl. It will not be our function in grades ten,\neleven, and twelve to develop cooks, chefs, or seamstresses.\n\nWe shall need\n\nto provide a rich program consistent with the objectives suggested in the\n‘This paper contends for many and varied short\nfirst part of the paper.\n\n"}
{"page": 992, "printed_page": null, "text": "NationaL\n\n988 |\n\nEpucaTion\n\nASSOCIATION\n\nIt is not practical to organize a class for less than a semester\ncourses.\nor term, but even a semester’s work can be subdivided.\n\nSome of the suggested courses and fields of instruction are household\nplumbing, household electricity, use of common tools, how to keep the\nfamily happy, child study, care of infants, psychology, children’s interests\nin reading, indoor games, decorative needlework, design, rugs and drapes,\nflowers and vases, organization of a business meeting, landscaping and\ngardening, woodwork, and the art of beautiful wood, meal serving, boys’\ncooking, boys’ sewing, camp cooking, etc.\nThese things are general education, and the democratization of art and\nthe evolution of standards of appreciation plus the new leisure seem to\nmake such a program imperative.\nDifferent interests, needs, and abilities\nwill cause different elections, different hobbies, different fields for further\nstudy and specialization.\nOnly the rare school in our largest cities and\nvocational schools can give strictly vocational training in these lines.\nIt is the purpose of a school administration to serve the schools; it will\nbe the duty of the principal to furnish the necessary machinery.\nIt really\nis not difficult. Given a properly trained teacher with the necessary\npedagogical, technical, and cultural background, and the job can be done.\nConsider that the typical high school has only a hundred students, sixty\nof them girls. Forty of these girls will be in grades ten to twelve.\nA\nsingle teacher in that small school can give four offerings each semester,\neight a year if necessary.\nIt would, if desired, be possible for every one\nof the forty senior high-school girls to come in contact with twenty-four\nunits in the three years.\n“This many probably would not be necessary or\ndesirable, but it is possible in the smallest of schools to give a rich program of numerous short units. As the school grows larger, the work becomes easier. A metropolitan high school of four teachers can take care\nof every demand.\nThere will be no difficulty with principals; it is their\njob to promote education.\n‘The important things in perfecting a modern\nprogram are objectified thinking by us all, a growing away from the old\ncooking and sewing conception, and properly trained teachers.\ne\n\nPROGRESS\nANNA\n\nIN CHILD TRAINING\nEDUCATION\n\nE. RICHARDSON,\n\nRENTAL\n\nEDUCATION,\n\nINGTON,\n\nD.\n\nFIELD\n\nWORKER\n\nAMERICAN\n\nHOME\n\nIN\n\nCHILD\n\nAND\n\nPARENT\n\nDEVELOPMENT\n\nECONOMICS\n\nASSOCIATION,\n\nAND\n\nPA-\n\nWASH-\n\nC.\n\nA discussion of the progress of the program of child development and\nparental education as a part of home economics has special significance\nfor public school teachers, as it is to this group we must look if the development of this phase of home economics instruction is to permanently\naffect homemaking in this country.\nThe survey of child development and parental education in home economics, which has just been published by the American Home Economics\n\n"}
{"page": 993, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n989\n\nAssociation, is most encouraging, for it reveals widespread interest in\nthis work and a genuine appreciation of its importance as a part of the\npublic school program.\nReturns were received from the state supervisor\nof home economics in the forty-eight states, the territorial supervisors of\nhome economics in Hawaii and Porto Rico, and from 91 city supervisors\nwidely scattered throughout the country.\nCourses were reported in more\n‘Ten state and 14 city supervisors reported partthan 2000 day schools.\ntime classes and 26 state and 14 city supervisors reported adult classes.\nTwo states, Oklahoma and Nebraska, reported outstanding programs for\nparent training. Oklahoma has reported 255 ‘“‘mothercraft” units which\nhave been organized during the past year in 5 cities by a staff of 5 fulltime teachers.\nNebraska reported 64 ‘“‘mother training’’ classes organized in 10 cities by a parent training staff of 18 parttime teachers.\nThe reports from the supervisors showed that child training is being\noffered to girls, occasionally to boys, in junior and senior high schools\nand in parttime classes, as well as to parents in adult classes. This seems\nwise, for although there are certain aspects of child care that can best\nbe taught to parents who are facing the immediate problems of child\nmanagement, yet girls of this age are interested in the young child and\nexperience shows that much fundamental instruction, particularly in the\nphysical care of the child, can be successfully offered to them.\nFurthermore, many teachers are discovering that child care and management\nwhich is based on a study of the problems of the all-round development\nof the child is of great value in helping the adolescent girl and boy to\nunderstand some of their own problems. The study of the behavior of\nthe young child reveals the cause of many adult problems and in trying\nto understand the reason for children’s difficulties, help is gained in meeting\ntheir own.\nWisely taught, the course has helped young people to understand the development of desirable personality traits and the importance\nof certain fundamentals as a basis for successful family life. “The course\nseems, therefore, to have important immediate, as well as deferred educational value.\nThe survey showed that the majority of the courses deal with the infant\nand the pre-school child and emphasize the physical development and\ncare and the education of the child, with brief discussion of the mental,\nsocial and emotional development.\nMost of the supervisors reporting provide for the girls’ experience in\nobservation and care of small children and many interesting cooperative\nprojects providing for such experiences were carried out with day nurseries, kindergartens, elementary grades, child caring institutions, playground associations, public health and welfare workers, and in the girls’\nEight schools reported contact with\nhomes or in the homes of neighbors.\nAs nursery schools will probably be quite limited for a\nnursery schools.\nnumber of years, kindergartens probably offer the best opportunities for\nobservation under the supervision of child training specialists.\n\n"}
{"page": 994, "printed_page": null, "text": "990\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nThe Highland Park high school is the outstanding example of a public\nTheir\nschool equipped to adequately offer child care to its students.\nnursery school, which was organized in cooperation with the MerrillAs superintendents apprePalmer school, is now financed by the school.\neconomics instruction,\nhorne\nthe\nof\npart\na\nciate the value of child care as\nWith the\nPark.\nHighland\nof\nlead\nthe\nfollow\nwill\nschools\nmore\nmany\naid of the Merrill-Palmer school, one of the elementary schools in Detroit\nhas opened a nursery school. The results of this experiment will be\n,\nwatched with interest.\nProgress in child development and parental education, as in all other\nfields of education, is dependent upon teachers who are trained in the\nfundamental of the work and who are able to offer courses fitted to the\nIt was, therefore, gratifying to find that the survey\nneeds of the students.\nreported 148 colleges as offering residence courses in child care and that\nin 27 of these the home economics students have the opportunity for observation and experience in a nursery school.\n‘The scope of the courses\nIn some\nvary quite widely in the several colleges offering the courses.\nit consists largely of a theoretical course in the physical development of\nthe infant, while in the colleges where the work is better developed, a\ngroup of courses are offered covering the physical, emotional and intellectual development of the child and the students are given an opporunity\nto assist with the care of children under the supervision of well-trained\nchild specialists.\n\nIn both the colleges and the public schools home economics has affected\ngood cooperation with other subjectmatter departments.\n“This is of the\ngreatest significance in the progress of the movement, for home economics\nalone cannot hope to cover the entire field of child care, it demands the\napplication of most of the basic work offered.\nHome economics has taken\nthe lead in organizing the work in the schools and this is well, for no\nother department offers courses designed primarily to train for better\nhomemaking.\nBut having taken the lead in the development of the course,\nthe next most important move is to strengthen these courses by’ gaining\nthe help and cooperation of all departments that have any contribution\nto make to the course, and of all local specialists and organizations interested in the care and development of the young child. A selfcentered\nprogram means a limited one—a cooperative program means growth for\nthe course and for all who participate in it.\nAs the public schools are dependent upon the colleges for well-trained\nteachers, so the colleges must look to the research institutions for assistance\nin keeping the programs scientifically sound and in extending the scope\nof their work.\n‘Ten colleges reported research in child development conducted by members of home economics staffs and eight of these research\nworkers have their doctor’s degrees in this field. In the past three years\n48 women trained in home economics have received fellowships for advance study in child development and parental education and many more\n\n"}
{"page": 995, "printed_page": null, "text": "DEPARTMENT\n\nOF VocaTIONAL\n\nEpucaTION\n\n991\n\nhave given up good teaching positions to go in for additional training.\nThese facts all indicate sound progress of the program.\nBefore closing this discussion I want very briefly to refer to a few of\nthe special projects in which the American Home Economics Association is cooperating.\nThe most important of these is the Washington Child Research Center.\nYou will probably recall that the American Home Economics Association\nWas given a three year grant to establish in Washington a center for child\nstudy and parent education.\nThis center was opened in February of this\nyear as a cooperative enterprise, in which eight agencies are working together in promoting the program.\n‘The center is under the direction of\nDr. Mandel Sherman, formerly of Northwestern University, assisted by a\nwell-trained staff of nursery school teachers.\n“The work of the center includes (1) a nursery school of 24 children, (2) a clinic in which 20 children have been enroled, (3) parent training, (4) student classes, and (5)\nresearch.\n‘The results of study and research will be available to the eight\nagencies cooperating in the project and it is expected that from it will come\nvaluable assistance for teachers of home economics who are interested in\nthis phase of the work.\nThe Association is taking an active part in the National Council of\nParental Education, which was organized to bring together agencies conducting programs in this field. Edna N. White is chairman of the council\nand the Association has representation on the governing board.\nThe Association is also interested in the international developments in\nthis field and it was represented at the Fifth Pan American Child Congress held in Havana, December, 1927. ‘This Congress was planned to\n\npromote higher standards for child welfare throughout the Americas and\nmany forward-looking steps were taken to this end.\nTwo special studies are of interest.\nOne ‘Home Management in Relation to Child Development,” is being conducted with the help of the\nalumne of the two home economics honor fraternities, Phi Upsilon\nOmicron and Omicron Nu.\nUp to date 1500 women have sent in material and plans have been made by which it will be compiled by a home\neconomics fellowship student working under Dr. Earnest Groves.\nShe\nwill analyze and interpret the returns for the dissertation for her doctor’s\ndegree.\nThe other is a preliminary study of the best courses that are being offered in the junior and senior high schools. One hundred fifty-four teach-\n\ners in forty-one states have sent in brief outlines of the best lessons taught\nwith a list of the books and references found most useful, and other data\nwhich is of value for teachers in the public schools.\nThese studies, together with the survey of child development and parental education, which is now available from either my office or that of\nthe business manager, offer important assistance to all who are anxious to\nimprove their preparation for offering child care courses.\nIn closing I wish to stress once more the importance of the teacher and\nher training. ‘The public is interested and administrators are earnestly\n\n"}
{"page": 996, "printed_page": null, "text": "NaTIONAL\n\n992\n\nASSOCIATION\n\nEpucaTION\n\nbacking the program. The progress of this most important phase of home\neconomics is, therefore, in your hands—the hands of the public school teachers. Develop programs built of the best materials available from specialists\nin this field and which are adapted to the needs and experiences of your\nstudents and the future of the work is assured.\n\nMANAGEMENT\nMILDRED\n\nWEIGLEY\n\nRELATIONSHIPS\nMENT\nWOOD,\n\nTO\n\nSTATE\n\nSUPERVISOR\n\nPHOENIX,\n\nARIZONA\n\nCHILD\nOF\n\nHOME\n\nDEV ELOPECONOMICS,\n\nWe have been developing with great rapidity two separate lines of interest in homemaking.\nOne is that of a study of the nature and develop-\n\nment of children and the other the study of what home management\n\nis.\n\nRight now\n\nof\n\nwe\n\nare at the point where\n\nwe\n\nare seeing the importance\n\nshowing the relation which exists between these two.\nThere are certain assumptions which we must make before we can discuss this question.\nThe first is that a happy home life is important for\nchildren.\n‘The second, that there is a relationship between good management! and successful family life and successful family life we interpret to\nbe happy family life.\n;\nThe first statement needs no comment to those who are interested in\nthe field of child development.\nThe second statement that there is a\nrelationship between good management and successful family life is apparent\nto everyone but just what the relationships between effective management\nand child development are is perhaps less clearly thought out.\nIn considering this problem, we must recognize that we are not discussing efficient but effective management.\nMany of the more difficult child\nbehavior problems which I have seen, have arisen out of the home that has\nbeen run from the more usual interpretation of “efficient” with reference\nto time, money and effort but they cannot be said to have been run effectively.\nIn trying to see the relationship which exists between home management\nand child development, we are interested first in seeing what are the\nsteps in effective management and how they apply to child development.\nWe may list the steps as six.\n1. Study the needs of the family—These vary because of the development of\nchildren, yet many times material plans to meet these needs are not varied.\nThis\nis often seen in the physical care of a child which may be the prime concern in\nearly years in order that a child may get the right start whereas later the problems\nof educational and social direction for adolescents require the larger part of\nthought and time of those who manage.\nThis means that plans: must be made\n\nelastic enough to vary with the changing needs of the family.\n2. Consider resources—No management is effective unless the manager takes\naccount of stock securing the greatest satisfactions from the wise expenditures of\nlimited resources.\nA question we need to ask is, to what extent are we directing\na consideration of these resources with reference to the development of children\nfirst.\n\n"}
{"page": 997, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nVOCATIONAL\n\nEpUCATION\n\n993\n\n3. Make a plan—The extent of satisfaction is increased or decreased by the\namount of foresight in the home. This is particularly true with reference to\nchildren.\n4. Live by the plan—This requires selfcontrol, perseverance, and confidence for\n\na plan of any type. Particularly is it true of plans made for problems related\nto child behavior.\nMany a failure in handling a child behavior problem is not\nbecause of lack of appreciation of the problem or a good plan for solving it but\nan inability to live by the plan.\n5. Check on results—Executives in well managed factories are not content with\n\ndictating sets of instructions or handing out work\n\nsheets.\n\nNor\n\nare they satisfied\n\nin knowing that plans have not been followed.\nNeither are homemakers satisfied in planning new combinations for meals or new methods of serving without\nseeing whether they will be satisfactory to family members and to other factors\nof time and effort. Yet, do we check on our plans for developing certain behavior\nin a child?\nWe must check on results of plans for child development both for the\nsake of progress of the child and for the sake of parents’ satisfaction which in\nturn helps much to provide the right type of environment for a child.\n6. Perfect the plan—Progress is evolutionary rather than revolutionary and the\nplan that is ultimately successful is usually an outgrowth of some previous plan.\nThis is done repeatedly by homemakers in planning for food, for clothing, for\ntime, etc., but again is it done so much with plans for children?\nIf a plan adopted\nfor teaching a child to be independent works fairly well, do we go on to perfect\nit as we do in other phases of management until it works extremely well?\n\nThere is another aspect of the problems of relationship which must be\nrecognized in securing the best management relationship to child behavior.\nThis is the point of view that we are after in the all-around developed child. We are interested in the child that is developed physically,\nmentally, emotionally, and socially. In home management there are factors\nrelated to child behavior in all these phases of development which must\nbe recognized.\nWe can set up a plan for management which recognizes\nphysical development or one which does not. We can show that plans\nmay be made to secure adequate amount of sleep, the right type of clothing, proper food and proper food habits, or we can set up a plan which\nignores these very things.\nIn mental development we can again work out\na scheme of management by which there are the right conditions and\nequipment for developing independence, for forming good habits, for leading to obedience rather than disobedience, for avoiding contrariness, for\nproviding time and opportunities, for the discipline which educates. Emotional development too is not unrelated to the best sort of management.\nWe cannot expect to provide the conditions for a child which will help to\ncontrol anger, to develop love, to avoid jealousy, to teach how to meet\ndisappointment, if there is not time for thought on these problems.\n\nIn the same manner the social and moral development in children is very\nclosely related to the type of planning which provides a reasonable amount\n‘The extent to which\nof leisure both of time and thought for homemakers.\nquestioning and curiosity will be developed, the way in which a child’s\nconcept of truth and falsehood is built up, the development of imagination\nand the attitude of a child toward play, are all bound up closely in home\nmanagement problems.\n\n"}
{"page": 998, "printed_page": null, "text": "NATIONAL\n\n994\n\nEpucaTIon\n\nASSOCIATION\n\nFinally, we may say that the relation between child development and\nUntil we make a more\nmanagement problems in the home are infinite.\ncareful study of them and put them into our teaching, we cannot expect\nto get the greatest returns from our information on what child development\nshould be.\nWhere,\nGood social behavior rarely comes out of an illy managed home.\nhowever, the management is carried out with the thought primarily centered on the effect on family relations and providing a stable, unemotional\nhappy environment, we can anticipate good social behavior.\n\nUNIT\nEMELINE\n\nS.\n\nCOURSES\n\nIN THE\n\nSENIOR\n\nHIGH\n\nWHITCOMB,\n\nSPECIALIST\n\nIN\n\nECONOMICS,\n\n“EDUCATION,\n\nDEPARTMENT\n\nOF\n\nTHE\n\nHOME\n\nINTERIOR,\n\nSCHOOL\nBUREAU\n\nWASHINGTON,\n\nD.\n\nOF\n\nC.\n\nUpon the invitation of Miss Kelly to report the extent home economics\nsubjectmatter in junior and senior high schools is organized into unit\ncourses, a letter was formulated stating specifically what was wanted and\nsent by the Bureau of Education to 63 city and most of the state supervisors of home economics.\nOf this number 32 city and 27 state supervisors replied.\nEighteen of the city supervisors reporting have organized home economics\ninto unit courses in the junior high schools.\nOf the 27 state supervisors replying, 22 report that their home economics\ncourses are organized on the unit plan.\nThe organization of home economics subjectmatter into lessons is fast\nbeing replaced by the unit or topical or project or problem plan. Around\na few outstanding subjects in each grade are grouped the problems concerned with the subject.\nFor example, a foods course for the seventh\ngrade of a progressive junior high school considered three topics. They\nwere: (1) Housewifery; (2) Health; (3) Meal planning and cooking\nfor special occasions.\nThe girl’s problems arising around topic 1 were:\n1. What must the girl be taught that she may\n\ndo more, help more,\n\nknow\n\nmore,\n\nor\n\nschool\n\netc.\n\n2. What are some of the responsibilities of the home maker?\n3. What ones may the seventh-grade girl share?\n4. What does she need to know before she can cook in the home\nkitchen?\n\n5. What does she need to know about cleaning materials to keep the kitchen in\na sanitary condition; and about other related problems.\n\nProblems arising under topic 2:\nWhat is the relation of health to food preparation?\nHow certain foods are\nprepared; why?\nThe functions of foods. These questions stimulate thought,\narouse the girls’ interests and create desires to assist in the affairs of the home.\n\nHow different is this organization from what we used to have when every\nactivity was outlined for the child. Now she has a large part in planning the\n\ncourse.\n\n"}
{"page": 999, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nVOCATIONAL\n\nEpUCATION\n\n995\n\nThe outcomes of the foregoing procedures are knowledge, habits and_ skills.\nFor example: Topic 1 aims to develop a knowledge of the responsibilities of the\n\nhome maker and a junior high school girl’s share in them.\n\nTopic 3 aims to develop an appreciation of the importance of home\nand family life.\nThe 18 cities reporting list for the seventh grade the following topics:\nNumber of cities\nTopics\nBPM eterdale betta caters cee ence areas Cleanliness and order.\nWho. tn Ribig.GH Dick oh ROL ey Os\nLaundering of linen.\nOe\ntn RW as ks thous Besiag beas Behavior.\nDeve\ncdots MEM Resets ipouss fos iscsraster To Use of pocket money.\n(ighig\ntwa Yes eeeere Meal planning and cooking for special occasions.\niM arises: diac Ecc Cini PO RRCRONS St tea ie Food in relation to health.\nSRA\nche dase tm seabtentts cubic beye ae Child care.\nDoheny\nOI OS, ICAG CREEL aa First aid, invalid cookery, care of the\nSF piu ors bseSradeiite, fepmsbarsrayhtor»\nopPi Home problems.\naU denote tetas) sisist ekg ys (sieht ete,Sudvores Household budgets.\n(ARE\nWilde cairo oe\nees Food for children; school lunches.\nLike depeiate stains see oat ican tare ee\nHousewifery.\n\nsick.\n\nIn clothing for this same grade, the number of cities listed the following\ntopics:\nNumber of cities\nKISOGC\nNOE Om Eee etsee\nCPI\nWate\nZe\n\nTopics\n\nae ae Hygiene of clothing.\nORG DOORS Ge SNE\nAer Care of clothing.\nSusan yatcheie etaitouarietvelore\n«eerarets Care and repair of hosiery.\n\nsiste erosite ee erste eset eipcene Oe oiy 68 Personal\n\nappearance.\n\nQED c Each\noie se teeta ee ets Patching.\nTs RSVAERS RE d IS Meiers\nobteele Selection and construction\ntSiotaiuilsc haere oheyshayst Sroysysde a ieketavausiie:exare Machine.\nSESSA\nO ORG OSS en\nIR er Textile study.\nLi Ra nie iis ot cise Dale sete hone 6 Laundering of garments.\nLe ST ee ete eerstersye aecisieierste ts Family relationships.\nDERI\nMAS Ss Haken Bes oe os aBRERO The girl’s room.\nDia STE Re ANS, DI\nAES 2. SS Uses of leisure time.\n\nDirt\n\ns ogegsusi sh Fie Gyogays snc\n\nSEN Clothing\n\nchoice—undergarments.\n\nDee iySieEAR Orem RE ERO OC\nSelection and construction\njNeer GleheatSaIE oeE\nAOIR LE Accessories of dress.\nLee\nease cise, sows aera’ s eee Children’s clothing.\nNot\ncee cn,POIROT\nEEO TOO Christmas problems.\n\nUNeF.,\n\nAe bie otk © MG\n\nEOI\n\nof clothing.\n\nof cotton\n\ndresses.\n\nHO 5) ee Beautifying the home.\n\nThe units of the eighth grade of the 18 cities reporting are similar.\nFood preservation, child feeding and meal planning, especially dinners are\nadded.\nAgain in the ninth grade the units are similar except a little more advanced.\nWe are in agreement that the organization of home economics subjectmatter into specific units, projects, or problems is more in keeping with\nthe ideas of progressive education than the former organization, of lesBut are we in agreement that the same\nsons—more or less unrelated.\nunits should appear in the sixth, seventh and eighth grades whether in the\n\n"}
{"page": 1000, "printed_page": null, "text": "ASSOCIATION\n\nNaTIONAL EpucaTION\n996\na\n\nee\n\nelementary or junior high schools? That is, shall the recurrence of the\nsame name for topics or units appear in all of these years?\nWhat may be the psychological effect of this procedure on the other\njunior high-school teachers, on the principals, and on the girls themselves?\nFrom the standpoint of holding the girls’ interest throughout the junior\nhigh school, or through the sixth, seventh, and eighth grades of the elementary school contrast the foregoing organization of home economics\ncourses with the following:\n\nGrades Seven and Eight, Two 60-minute Lessons a Week\nGrade\n\nSeven\n\nWeeks\nTopics\nUnitvonem-eh.-.3 4- 5 Care of my room and use of the clothes closet.\nUnit two 275.'°.; 14-16\nClothing for the growing girl.\nWinitstheeetar erry: 14-16 Health habits and food for the school girl.\n\nGrade Eight\n\nWeeks\nUnit fone wt eae\n\n14-16\n\nUMTESE WOT sere ot14-16\nWinitithreeme erie 3- 4\nGrades\n\nTopics\nPreparation\n\nfor the\n\nhome\n\nluncheon.\n\nGirl’s cotton garments.\nCare of young children.\n\nnine\n\nand\n\nten, five 90-minute\n\nGrade Nine\n:\n\nWeeks\nUnitsonems. secre\n2- 4\nDERE Oeyeret yes 1- 2\nWinitithree nie 13-14\nUnitetoutmeaieanes 15-18\n\nof food\n\nperiods\n\na week\n\nTopics\n\nFood preservation.\nSocial customs and courtesies.\nMeal planning and food preparation.\nDress appreciation and clothing construction.\n\nGrade\n\nTen\n\nW eeks\n\nTopics\n\nWnitvonels see\n2-4 Family and social relationship.\nUnitetyon. cee ere 10-13 Construction and remodeling of wool\nWiniteth teem senate 4- 5 Child development and guidance.\nUnitefour?. .2e.er 6- 9 Feeding the family.\nUnit'fivies scene 3- 5 Health and home nursing.\nWe BEY osobanec 8- 9 Home furnishing and care.\n\nA UNIT\nHELEN\n\nCOURSE\n\nIN HOME ECONOMICS\nARTS HIGH SCHOOL\n\nE. BUMGARDNER,\n\nMECHANIC\n\nARTS\n\nHIGH\n\nAT\n\nSCHOOL,\n\nand silk garments.\n\nMECHANIC\nST.\n\nPAUL,\n\nMINN.\n\nOur purpose has been to help the girl to find herself through the study\nof personal problems and to help her to find her place in the world through\ncontact and cooperation with people doing the world’s work.\n\nWe have striven to set before each girl the ideal that to be socially efficient a person “must have good health; be able to support herself and\nthose depending upon her ; know how to use her leisure profitably; be able\nand willing to work with others; have high ideals and right habits.”\n\n"}
{"page": 1001, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nVOCATIONAL\n\nEpUCATION\n\n997\n\n——\n\nThe work was presented through five units: vocations, thrift, health,\nclothing, and etiquette.\nEnough time was spent on each subject to satisfy\nthe needs and interests of the girls.\nThe study of vocations opened a new field to many.\n‘To face the real\nproblem of how to get a job, find a room, live on $60.00 a month, with\nmuch competition and little training was a startling revelation.\nA survey\nwas made of positions open to girls with elementary, secondary, and university training.\nEach girl investigated the line of work for which she\nthought herself qualified.\nThey were expected and encouraged to interview people in that work and to refer to books and magazines in their\nstudy. The results were interesting.\nOne girl found that in order to\nqualify for a private secretary, she must have a university training.\nThis\nwas impossible.\nAnother lost her ambition to be a nurse when she learned\nthat she did not have the requisite patience, tact, and willingness to do the\nmenial tasks required.\nAnother decided to go to the ‘“U” and study\ninstead of being a stenographer.\nAt the close of our study of this unit,\nreports had been made on twenty-five different occupations open to women.\nFrom the problem of earning we passed to the problem of spending—\nspending money, spending time, spending energy.\nBudgets and accounts,\nalthough not popular, were a means of showing the extravagance of the\nAmerican girl who often spends for things attractive in themselves but\nnot necessary, and drove home the fact that wise planning of expenditure\nenables each to have necessities with more to spend for higher life. Each\ngirl interviewed a friend who was earning less than $100 a month and\nreported\n\nto the class how\n\nthis income\n\nwas\n\nspent.\n\n“These\n\nreports formed\n\na basis for the study of actual cases showing how income is spent and how\nit might have been spent to give greater satisfaction.\nHow much time for\nschool, study, reading, recreation, service for others, church, study of music\nor other arts, formed a part of the questionnaire which carried the students\nthrough one week.\nNo definite rules could be laid down, for each had\nan individual problem.\nBut all saw the necessity of exercising thrift in\nthe use of time, energy, and effort if they were to enjoy life in its fullest\nsense.\nThe eight weeks spent on health centered around such questions as:\nCan I compete with the normal girl if I am twenty pounds under weight?\nDoes an employer want a girl who is continually on the off time list?\nAm I storing up health for the future by eating correctly?\nWhat are the dangers of eating too much or too little?\nHow are high-heeled shoes detrimental ?\nHow can I look my best?\nDo my skin, nails, hair, and general appearance show the attention of a well\ngroomed person?\nAm I as attractive\n\nas I could\n\nbe?\n\nWeight graphs were kept over the entire period, adequate diets planned\nfor various age groups; calories counted and personal problems in hygiene\nIt was very gratifying to see the class respond in an effort to\ndiscussed.\n\n"}
{"page": 1002, "printed_page": null, "text": "998\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nbe more healthy by the use of sensible shoes; by eating proper food; by\ntaking better care of their bodies; by using less cosmetics; and by making\na conscious effort to be normal in weight.\nOur report would not be complete without reference to the time spent\non clothing. The question of how much a high school girl should spend\non her clothing and how much she does spend brought about heated discussions.\nA seasonal budget, a three-year clothing budget, and a budget\nfor commencement clothes was submitted by each girl. Colors becoming\nthe various types, color in costume, color in accessories formed a nucleus\nfor the study of color harmony.\nA deep interest developed when the\nblondes, brunettes, intermediates, and red-haired types were given opportunity to show before the class the colors which were most becoming to\nthem. We tried to leave with the girls the idea that to be well dressed\none must be appropriately dressed; choose clothes carefully to enhance\none’s coloring, and that a person of refinement is always recognized by\nher choice of clothing.\n5\nThe last unit was a brief study of etiquette. “he problems were suggested by the girls and the discussions centered around table manners,\nintroductions, etiquette for school, public places and travel. ‘The girls\nfelt a full semester could be spent on this subject with profit, for they\nnever were sure about “what they should do or how they should act” and\nthat ‘“‘the boys always depended on them to know.”\nI am confident that the course has been a great help to students in enlarging their view point, helping them to see their responsibility, to think seriously, and to know that the biggest problem of life is social adjustment.\nThe course stimulated the enrolment and in all probability it will in a\nshort time be one of the required courses in our school.\n\nHOME ECONOMICS FOR BOYS\nETHEL REEVE, MARSHALL HIGH SCHOOL, MINNEAPOLIS, MINN.\nSurely no one of the seven\n\nobjectives of education\n\nis more\n\nimportant\n\nor significant than that one we find listed as “More Worthy Home Life.”\nAs our major objectives of home economics teaching are to give training\nin the processes of homemaking\n\nand to develop a greater appreciation\n\nof\n\nthe home and understanding of its function, and further since homemaking\nis a family job, not a one person job, surely it is reasonable and strongly\ndesirable that boys as well as girls receive training along this line. Having had three such classes up to the present time, I feel that, while it is\nnot all perfectly smooth sailing to direct such a group of active boys overflowing with surplus energies, there is a challenge in it that gives one a\nsense of satisfaction in trying to help in a cause that seems very worth while\nand far reaching.\nThe Tulsa course is the most completely developed course for boys as\nfar as I have found and it was a great help toward planning the boy’s\ncourse\n\n1n 1ts various\n\nWhen\n\nunits.\n\nthe boys first came a questionnaire was given them to find out\n\n"}
{"page": 1003, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEpUCATION\n\n999\n\nwhat experiences they had had in homework, why they had come into this\nclass, and what they hoped to learn. Their experiences were varied but\nmost of them had had occasion to help out at home in various ways. Preparing meals when mother was away, helping aunt with canning, taking\ncare of the sick, taking care of the house while mother was in the hospital,\nstraightening up the house, helping clean house, pressing trousers, darning\nsocks, cooking for five men on a camping trip, buying food for a hunting\ntrip, were some of the experiences reported.\nAs to what they hoped to learn, they wanted to learn to cook, to do\ncamp cookery, to cook meats, and to learn more in general about home\nproblems.\nWith the necessary introductory discussion and some laboratory directions we started some laboratory work as early as possible as this seemed\nthe best psychological approach.\nMany of the boys would have most of\nthe work in the laboratory if they had their choice, but through their interest in this phase they can be interested in the other phases of home problems.\nWe outlined together the various problems connected with the home.\nThis gives the boys a birdseye view of the course which they are helping\nto outline.\nThe first few weeks of each term has been spent on the foods and nutrition work, on the average about three days each are spent in the laboratory\nin the actual preparation of foods and the other days in study and discussion.\nThe boys study such dietary problems as selecting their food at home or\nin the cafeteria, their individual requirements and how to be sure they are\nmet.\nEach boy keeps a record of meals actually eaten for one day, figuring\nout its calorific value and comparing the calories obtained with the number\nhe should get. He is interested to find a close correlation here and this\npractical application makes the question of fuel value more real and gives\npoint to the dietary work.\nThe household management part of the work is then taken up before the\nfood work is finished as it has seemed best to have some laboratory work\noccasionally throughout the term.\nHousehold budgets and accounts, decorations and furnishings of the\nhome, training of children, are a few of the outstanding units in the\nhousehold management division. ‘Then we have a unit of work in clothing at which time the boys are given four or five lessons by the clothing\nThey learn to sew on buttons, darn their socks, mend threeinstructor,\nEach term we have had an\ncornered tears, and to care for their clothing.\noutside speaker who talks to the boys about selection of clothing. ‘This\nhas been an interesting hour for the boys each time.\nAt the close of each term, a questionnaire was given to the boys to ascer-\n\ntain what their attitude was toward the course and whether they had truly\nbecome “more worthy members’ of their homes.\nThe questions were as follows:\n1. Do you feel that the course in home economics for boys has been really worth\nwhile?\n\n"}
{"page": 1004, "printed_page": null, "text": "NATIONAL\n\n1000\n\nEpucATION\n\nASSOCIATION\n\n2. What part of the course did you like best? Why?\n3. Give any suggestions that you can for changes that might make the course\nmore worth while.\n4. Do you think such a course deserves full credit?\n5. Do you not think more outside preparation should be required for full credit?\n6. Do you think the course would be more complete and satisfactory if more\nof other home management problems were included even though the work\non foods would be reduced?\n7. Do you feel that this course has helped from the standpoint of better appreciation of the home problems?\n\nIn answer to the first question concerning the worthwhileness of the\ncourse, they answered in affirmative, most emphatically, and several said\nevery boy should be made to take the course because it was a valuable\none for them.\nThey differed as to the particular part of the course they liked best, most\nof them said the laboratory part was the best.\nThus while we are accomplishing something worth while in the boys’\nclasses, we need to find better methods of presenting the work, proper\ndivisions of time in the various units, and improving methods of testing and\ngrading.\nOur possibilities as well as our responsibilites are great.\n\nA COURSE\nMAUDE\n\nE.\n\nIN HOME MANAGEMENT AS A REQUIRED\nUNIT IN SENIOR HIGH SCHOOL\n\nHAYES,\n\nDIRECTOR\n\nOF\n\nHOME\n\nECONOMICS,\n\nLONG\n\nBEACH,\n\nCALIF.\n\nThis is the only home economics course required of girls for graduation,\nall others being elective.\nIt is offered five periods per week, one semester,\nand it is equal in credit and amount of daily preparation to such academic\nsubjects as mathematics, social science, or English.\n‘The outline of the\ncourse as to subjectmatter is:\nI. Study of the job of homemaking as a vocation for women.\nOne week.\nII. Study and discussion of budgets and family expenses.\nTwo weeks.\nIII. Study and discussion of some of the factors which enter into the buying of\nfood for the family. Two weeks.\nIV. Study of the principles of nutrition which the homemaker should apply to\nthe selection and serving of well planned meals. Two weeks.\nV. Study and discussion of the care of the house. Two weeks.\nVI. Study of the house, its selection and furnishing from the standpoint of good\ndesign and cost.\nSix weeks.\n\nVII. Study of family relationships.\n\nThree\n\nweeks.\n\nThe practical application and methods of teaching the course will be\nconsidered under the following heads:\n(1) Reference material; (2)\nmethods of conducting the class; (3) qualifications of the teacher; (4)\nspecial problems and assignments under the various topics ; (5) pupil reactions.\n1. Reference material—Much use is made of reference material both\nby teacher and pupils and the topics for class discussion and reports are\n\n"}
{"page": 1005, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nVOCATIONAL\n\nEpUCATION\n\n1001\n\nbased upon the text Matthews, The House and Its Care; a selected list of\nreference books, magazines, and periodicals devoted to the interests of\nwomen and the home; well-written and illustrated commercial pamphlets;\nand uptodate government bulletins on home making subjects which often\nprove a rich source of information as well as a revelation to girls of the\nvaluable material which: is produced and distributed to help the home\nmanager.\n' 2. Methods of conducting the class—These consist of a combination of\ndiscussion, reports, study of materials and equipment, assignments of home\nproblems and their solutions, class and individual work in house planning\nand arrangement, and the working out of the culminating problem of the\ncourse.\n3. Qualifications of the teacher—The course demands much from the\nteacher, a vivid personality, enthusiasm, tact in keeping discussions relevant\nto the key questions, sympathetic and unprejudiced attitude towards present day family manners and morals and home relationships, the ability to\ninterpret the spiritual side of the home to girls, a thorough knowledge\nof art principles, practical experience in the many phases of home management, ownership of a home—if possible—and the possession or acquisition,\nas needed, of a wealth of illustrative material, and cooperation with a well\norganized school library which functions.\n4. Special problems and assignments\n\nunder the various topics:\n\n(a) Study of the job of homemaking as a vocation for women—The\n\npoint of de-\n\nparture for the problem is Mrs. Abel’s inclusive statement of the housewife’s contributions to successful family life in “Successful Family Life on a Moderate In-\n\ncome.”\n\nProblem:\n\nTo\n\nwhat\n\ndegree\n\nis homemaking\n\na “blind\n\nalley job’?\n\nA job\n\nrequiring special training?\nEs\n(b) Family expenses and budgets—Problems: (1) Home discussion of the family\nbudget for the satisfaction of needs and desires.\n(2) The choices to be made\n\nwithin\n\na limited\n\nincome.\n\n(3) A plan for spending.\n\n(4) Study\n\nand comparison\n\nof seven family histories.\n(5) Methods of disbursing the family income.\n(6)\nDivisions of the budget.\n(7) Forms of savings as, investments, insurance, home\nfurnishings, education to increase earning power, savings for rent and recreation\n\nto make continued earning possible.\n(8) Divisions of the advancement fund.\n(9)\nCultural wants of the family.\n(10) Magazine reports of articles on household\nbudgets.\n(11) Planning budgets for different types of families.\n(c) Factors in buying food for the family—Problems: (1) Knowledge which\nthe housewife must have to use the food budget to the best advantage.\n(2) Nutritive value of food.\n(3) Marketing, including Saturday marketing, comparison of\nlocal\n\nmarkets,\n\nstudy of chain\n\nstores,\n\nroadside\n\nmarkets,\n\netc.\n\n(4)\n\nClass\n\ncollection\n\nexhibit, and comparison of food containers and labels from package and canned\ngoods.\n(d) Principles of nutrition to be applied by the homemaker when planning\nmeals—Problems:\n\n(1)\n\nGuide-posts\n\nto\n\nproper\n\nnutrition.\n\n(2)\n\nSlogan\n\n“Eat\n\nwhat\n\nyou want after you have eaten what you should.”\n(3) Judging menus. (4) Nutritive problems in planning meals.\n(5) Economic problems in planning meals.\n(6) Reducing costs without changing food values.\n(7) Aesthetic considerations\nin planning meals and their service.\n(8) Family duties and cooperation in meal\nservice.\n(9) Demonstrations of correct table setting, flower arrangement, and\ntable service, and etiquette, when necessary.\n\n"}
{"page": 1006, "printed_page": null, "text": "NATIONAL\n\n1002\n(e) The\nfluence\n\ncare\n\n(1)\n\nof the house—Problems:\n\nin increasing\n\ndecreasing\n\nor\n\nASSOCIATION\n\nEpucATION\n\nwork,\n\nHousehold\n\nsaving\n\ntime,\n\nactivities\nlabor,\n\nor\n\nand\n\ntheir in-\n\nmoney.\n\n(2)\n\nQuestionnaire based on house information, amount of service demanded by the\n(3) Time elefamily, labor saving equipment owned, number in the family, etc.\n(5) Present day schedule compared with\n(4) Time budgets.\nment in housework.\n(7) Problems\n(6) Electrically equipped labor savers.\nthat in colonial household.\n(8) With $300\nin estimating operating costs to determine value of investment.\n(9). Prove the\nto invest in labor saving equipment, what types would you buy?\nstatement, “It is not the cost but the number of times in use which must be the\n(10) Study of small household tools and\nbasis of economical, efficient buying.”\nappliances.\n\n(11)\n\nCare\n\nof various\n\nrooms\n\nof the house\n\nin relation\n\nto the house-\n\nwife’s time budget.\n(12) Demonstrations of simple household repairs.\n(f) The house, its selection and furnishings—Problems:\n(1) Principles\napplication\nthe house.\n\nand\nof design to the home and its furnishings.\n(2) Renting or owning\n(3) House plans,\n(4) Choice of furniture and equipment.\n(5)\n\nArranging of furniture and furnishings.\nSix weeks is devoted to this subject and the test of the course\nof an illustrated\n\nnotebook\n\nwhich\n\nshows\n\nthe pupil’s\n\nis the making\n\nability to organize\n\nand\n\napply\n\nthe information gained throughout the course. The problem is stated as “Choice\nof the home and its furnishings in relation to the budget.’\nDirections in mimeographed form are supplied to each girl and parallel to the intensive study of\neach topic of this section she is working on her individual solution of the problem.\n(g) Family relationships—The time, three weeks devoted to this phase of the\ncourse is placed at the end of the semester after the teacher knows her girls more\nor less intimately so that the class periods which are largely spent in discussion\nmay be occupied with real problems.\nIn the opinion of one teacher of home\nmanagement this is the most worthwhile part of the course because the questions\nare of immediate and vital concern to young girls just looking out towards the\nfuture yet conditioned by present day standards or lack of standards in family\nrelationships.\nThe point of departure for the work is an analysis of traits of\ncharacter which must be possessed by the successful homemaker and those which\nare needed to develop a happy home life. A valuable reference is Charters’\n“Traits of Homemakers” in the Journal of Home Economics, December, 1926.\nProblems: (1) Character traits of the homemaker.\n(2) Children in the home.\n(3) What parents owe their children.\n(4) Parenthood as a profession.\n(5) The\nmother’s responsibilities toward the children.\n(6) The father’s obligations in\nchild training.\n(7) Social and ethical problems affecting the home.\n(8) Home\nlife as depicted in biography, fiction, poetry, art.\n\n5. Pupil reactions-—It is satisfactory to find in so many of the unsigned\npapers written on their reactions to the course a statement that “home\nmanagement should be required,” “all girls ought to take it,’ etc. Our\ngirls marry young and there are usually several engaged girls in the classes\nand their interest is especially keen and their earnestness rather naive.\nWe feel that the work in home management as described above fills a\ndecided need in the crowded high school curriculum and are very much\ninterested in its development and functioning.\n\n"}
{"page": 1007, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nSECRETARY’S\nMinneapolis\n\nEDUCATION\n\n1003\n\nMINUTES\nMeeting\n\nOfficers for the ensuing year were elected as follows:\nPresident, Homer J. Smith, Associate Professor of Industrial\n\nEducation,\n\nUniversity of Minnesota, Minneapolis, Minn.\nVicepresident, Paul Chapman, State Director of Agriculture, Atlanta, Georgia.\nSecretary, Enid Luma, State Supervisor of Home Economics, State Board of\nVocational Education, Columbus, Ohio.\nOn information from Miss Baylor that this department is entitled to representation in the National Council, the matter was presented by the chair and the\nfollowing persons were chosen to represent the department in the council:\n\nFor two years—Anna G. Green, Assistant Director, Vocational Education in\ncharge of Home Economics Education, State Department of\nEducation, Harrisburg, Pennsylvania.\nFor four years—J. E. Painter, Supervisor of Industrial Arts, Public Schools,\nMinneapolis, Minnesota.\nFor six years—Leonard\n\nW. Walstrom,\n\nFrancis Parker School, Chicago, Illinois.\n\n"}
{"page": 1008, "printed_page": null, "text": "-\n\ne®\n\nond: aws\n\nnape\npee ae\n\nb\n\ntuictasstial h ibaa\natitege roll, ye\nsina, adietee, sta. Bets p> ia\n\not adc are, aH\n“4\n\note LaneRON\n\ni\n\na wy\n\nglir ooh, samen tay, note, Re\n\nipie hott\n\n*Lonsnnansh edi ted\n\nct\n\nwiwit P\n\netindlagnds ptespwasong rpm v’meanenales dinbuanied jel\n\nvd\n\nMie ai Stasis tad FEk MCMLGT\nOt ok)\nante| oo\narg\nanti\n7\nAe )MOD\niasreceg\nY apn\n\nae\n\nWale ogitgavbal: Poimad soll beta inl.\n<0\nurea wbing eiyeune4 mite dH pics2\nmeek. Sildad nia letra habe ie seedy aque Ma Sb ogl, Ny\n\nae\n\nov WHE\n\naainnil(l ageaid? cheney\n\n*\n\nWa\n\nat th as CaeTe beoe\n\nae\n\nOe beet\n\nco bs Pleene#\n\nereun\n\ni\n\ndegre\n\n“wn\n\ni\n\nbar\n\n'\n\nDerestt4\nPPO TPS ea\n\n4)\n\nte\n\necG@iivg\n\nAa\n\nfleie\nie\n\ncoe\n\nSvnetyl\n|\noO\n\ncries\nVee:\n\none\n\nies\n\nfethion\n\nFy\nwe\n\nAaa\n\n9f =\n\nerchingetl\n\nss.\n\nio\nern\n\nis\n\nriety\n\nF Creomias,\n\ninater\n\n5%\n\nrtetn\n\nata\n\nOg\n\nwe\n\not\n\nes\nMy\n\nFdie\" hares iw he\ne pf DN gdeat,\nry\n\nThe\nReet\n\na\n\nOWorweyer,\n\n443\n\nSop\n\n‘he\n\nSatie\n\nablla\n\n~*\nss\n\n*;\n\na tees\n\"\n'\n\nne\n\nfig\n\n;\n1\n\nve\n\neae.)\n\n°\n\n9\n\\e\n\nTite\n\ni™~\n\nNai\n\nWane\n\ni\n\n4\n\nPref\n\n‘\n\nhininesnae etd Siang.\n\nPiludhje\n\nbale\n\nmE\n\n‘a4\n\ngoephy.\n\nOwrtwiboh\n\nbs ¢\n\ni réji@\n\noF Tacecet.\n\n2¢\n\nhe\n\niia\n\naia\n\n-\n\naaa\n\nhehe\n2)\n\nabalan get Inobigp eae\n\ngy -—eiearie\n\note\n\n|\n\ntT\nmh\n\n2\n\n=\n\n‘jt\n\n|\n\nbeep @tremgaalt linear erie\n\nvee\n\nbase\n\nWore\n\n‘\n\nif\n\n¥\n\nkc\n\nhave\n\n|\n\nos\n\nLicks:\n\ni\n\nOat\n\n\"ibe\n\n«\n\nm\n\n"}
{"page": 1009, "printed_page": null, "text": "‘The World\n\nFederation\n\nof Education\n\nAssociations\n\n"}
{"page": 1010, "printed_page": null, "text": "r\n\n\\HE\n\nWORLD\n\nFEDERATION\n\nOF EDUCATION\n\nASSOCIA-\n\nTIONS was the outgrowth of a World Conference\non Education which was called by the Commit-\n\ntee on Foreign Relations of the National Education\nAssociation to meet at San Francisco, in July, 1923,\nin connection with the National Education AssociaThe first biennial meeting\ntion Convention there.\nof the World Federation of Education Associations\nwas held in Edinburgh, Scotland, in July, 1925, and\nwas attended by approximately 2000 people, nearly\n1400 of whom were delegates from almost every\ncountry in the world.\nThe Second Biennial Conference was held in Toronto, Canada, in August, 1927.\nThe officers of the World Federation of Education\nAssociations for the years 1927-29 are: President,\nA. O. Thomas, Augusta, Maine; V2cepresidents,\nHarry Charlesworth, Vancouver, B. C.; P. W. Kuo,\nShanghai, China; Fred Mander, Hamilton House,\nLondon, W. C. 1, England; Secretary, Charles Williams, Columbia, Missouri; Treasurer, E. A. Hardy,\nToronto, Canada; Financial Agent, Walter R. Siders, Pocatello, Idaho; Board of Directors, two-year\nterm, Frank W. Goldstone, Hamilton House, London, W. C. 1, England; P. Ling, Peking, China; D.\nD. MacDonald, Toronto, Canada; P. Seshadri, Benares, India; Walter R. Siders, State House, Augusta,\nMe.; Mary Tweedie, Edinburgh, Scotland; Selma\nBorchardt, Washington, D. C.; Rao B. P. A. Inamdar, Aundh, India; G. R. Parker, Catford, London,\nS. E. 6, England; Board of Directors, four-year\nterm, Harry Charlesworth, Vancouver, B. C.;\nThomas Henderson, Edinburgh, Scotland; P. W.\nKuo, Shanghai, China; Fred Mander, Hamilton\nHouse, London, W. C. 1, England; Thomas J. O’Connell, Dublin, Ireland; M. Sawayanagi, Tokio, Japan;\nAnnie C. Woodward, Sommerville, Massachusetts;\nOtto Tacke, Stettin, Germany. Facts relating to the\nestablishment of the World Federation of Education\nAssociations and the record of meetings are found in\nearlier volumes of Proceedings, as follows:\n1921 :176-182\n1922 :312-317\n\n1923 :106, 402-424\n1924 :272-274\n\n1925 913-927\n1926 :996-1003\n\n[ 1006]\n\n1927 :1007-1016\n\n"}
{"page": 1011, "printed_page": null, "text": "THE\n\nWORLD\n\nIncorporated\n\nAUGUSTUS\n\n0.\n\nFEDERATION OF EDUCATION\nASSOCIATIONS\n\nunder\n\nthe Board\n\nof Regents\n\nTHOMAS,\n\nCOMMISSIONER\n\n:\n\nPRESIDENT\n\nof the State\n\nOF\n\nof New\n\nEDUCATION\n\nYork\n\nFOR\n\nMAINE,\n\nqe FEDERATION is an organization of the world’s educational forces\non the most practical ground common to their greatest interest, education.\nIt is patriotic but nonpolitical; spiritual but nonsectarian.\nIt reaches the administration of school systems from kindergarten to\ngraduate school and also reaches the schoolroom teacher, where much\nof the moulding of the character, attitudes, and qualities of the coming\ngeneration takes place.\nPurposes\na. To promote the cause of education and to elevate the character of\nteaching throughout the world.\nb. To secure international cooperation in educational enterprises.\nc. To foster the dissemination of information concerning the progress\nof education in all its forms among nations and peoples.\nd. To advise and to promote suitable and effective means to bring into\ncloser coordination the various agencies in every civilized country\nwhich have to do with education.\ne. To cultivate international goodwill, and to promote the interests of\nworldwide peace.\n\nHistory of the Organization\nAt the close of the Great War, there was a universal desire to find some\ncommon ground upon which the nations could get together.\n“The opinion\nwas universal that some method must be found to drive out hate from the\nhearts of men and substitute the spirit of friendliness, goodwill, and justice. ‘The nations could not come together on political grounds, on economic grounds, ‘or on religious grounds.\nWhere, therefore, could there\nbe found a common ground upon which the nations, regardless of the\nform of their religion or their economic or political conditions, could get\ntogether?\nThe National Education Association of the United States believed that\nsince education deals with truth and that truth is universal, knowing no\nnational boundaries, since teaching is conscious guidance and that the\nschools must consciously guide not only the individuals but groups of individuals which make up the communities and nations, education, therefore, is the one great constructive force which should be utilized to ad“This organization instructed its Comvance the status of civilization.\na program to fit into the general\nprepare\nto\nmittee on Foreign Relations\nConvention and which\nAssociation\nEducation\nNational\nthe\nof\nprogram\nwould emphasize the necessity of cooperation and of goodwill among the\n\n[ 1007]\n\n"}
{"page": 1012, "printed_page": null, "text": "1008\n\nNatTIONAL\n\nEpucaTIoN\n\nASSOCIATION\n\nnations.\nAfter the committee began its work, it found an eagerness on\nthe part of the peoples of the world to get together, and many countries\nsuggested their willingness to send delegates to a world conference on education. The Association, therefore, directed its Foreign Relations Committee to call such a Conference and to extend the hand of fellowship to\nall nations.\n\nPermanent Organization\nThe outstanding achievement of the World Conference on Education\nheld at San Francisco in 1923 was the formation of a permanent organization to be known as the World Federation of Education Associations.\nThis was not to be an evanescent affair.\nIt was to be placed upon a\npermanent basis with suitable financial foundation, with a definite program or group of objectives and the work prosecuted vigorously to the\nend that education might render its share of service to the struggling world.\n\nSpecial Objectives\n1. To promote friendship, justice, and goodwill among the nations of the world.\n2. To bring about a worldwide tolerance of the rights and privileges of all\nnations regardless of race or creed.\n3. To develop an appreciation of the value of inherited gifts of nations and\nraces.\n4. To secure more satisfying information and more adequate statement of facts\nfor textbooks used in the schools of the different countries.\n5. To foster a national comradeship and confidence which will produce a more\nsympathetic appreciation among all nations.\n6. To develop the consciousness of an international morality in the minds and\nhearts of the rising generation.\n7. Finally, throughout the world, in all schools, to emphasize the essential unity\nof mankind and the evils of war and to develop a psychology of peace,\ntogether with a true patriotism based upon love of country rather than upon\nhatred of other peoples and countries.\nThe Trustees\nStr ROBERT\n\nBorpENn,\n\nCanada\n\nHon.\n\nLorp CEciL, England\nDr. Lee K. FRANKAL of New York\nDr. RAPHAEL HERMAN of Washington,\nDec:\nCARLTON E. Lapp, Buffalo, N. Y.\nTentative\n\nacceptance\n\nfrom\n\nfour others\n\nThe\n\n-WiLitiAM\n\nG.\n\nMcApoo\n\nto be announced\n\nWattTrr\n\nLos\n\nlater.\n\nOfficers\n\nPresident, Aucustus O. THoMAs, Augusta, Maine, U. S. A.\nVicepresidents, HARRY CHARLESWORTH, Vancouver, Canada.\nP. W. Kuo, New York City, U. S. A.\nFrep Manoper, Bedford, England.\nSecretary, CHARLES H. WILLIAMS, Columbia, Missouri, U. S. A.\nSecretary, European Section, E. J. SAINSBURY, Thames Ditton, Surrey,\nTreasurer, E. A. Harpy, Toronto, Canada.\n\nField Representative,\n\nof\n\nAngeles\n‘\nCot. Mitton McRAg, San Diego, Calif.\nRr. Hon. RAMsEY McDonacp, England\nMrs. FRANK VANDERLIP of New York\nDr. Y. T. Tsur, Peking, China\nDr. Davin Z. T. Yut, Shanghai, China\n\nR. Sipers, Augusta,\n\nMaine,\n\nU. S. A.\n\nEngland.\n\n"}
{"page": 1013, "printed_page": null, "text": "Wor.p\n\nFEpERATION\n\nOF\n\nThe\n\nEpucaTION\n\nCounT Hiroraro Hayasui, Tokio, Japan\nP. SEsHADRI, Benares, India\nOtto Tacke, Stettin, Germany\nMary ‘TWeepi£, Edinburgh, Scotland\nDr. Y. T. Tsur, Peking, China\nANNE CARLETON Woopwarp, Somerville,\nMass., U. S. A.\nDavin Z. T. Yul, Shanghai, China\nElected by the Delegate Assembly at\nbiennial meeting for four-year terms.\nUreL W. Lamkin, Maryville, Missouri,\n\nFRANK W. GotpstoneE, London, England\nTHoMAs HENDERSON, Edinburgh, Scotland\nP. A. INAmpaR, Aundh, India\nP. W. Kuo, Shanghai, China\n\nP. Linc, Peking, China\nD. D. MacDonatp, Toronto, Canada\nFrep Manper, Bedford, England\nTHOMAS J. O’CONNELL, Dublin, Ireland\nG. R. Parker, London, England\n\ni, Bs AL\n\nConstituent\nFull\nEducation\n\nAssociation\n\n1009\n\nDirectors\n\nSELMA M. BorcuarptT, Ontario, Canada\nHarry CHARLESWORTH, Vancouver,\nCanada\n\nNational\n\nASSOCIATIONS\n\nMembers\n\nMembership\nof the\n\nUnited\n\nThe Canadian Teachers’ Federation\nThe Educational Institute of Scotland\nThe National Union of Teachers of England\n. The Japanese Education Association\n\nStates\n\nand Wales\n\n. The Irish National Teachers’ Organization\n. The Chinese National Association for the Advancement\n. Bund Entschiedener Schulreformer of Germany\n\n. Hungarian Pedagogical Society\n. National Literary Society of Parnassus,\n\nof Education\n\nGreece\n\n. American Federation of Teachers\nAssociation of Assistant Mistresses in Secondary\n. Parents’ National Education Union\nAssociation of Head Mistresses (Inc.)\n\nSchools\n\nNational Federation of Modern Language Teachers\n. Institute of Handicraft Teachers (Inc.)\n. Incorporated Association of Assistant Masters in Secondary\n\nSchools\n\n. Incorporated Association of Head Masters\n. All India Federation of Teachers’ Associations\nee\n\n20. National Council of Geography Teachers of the United States\n21. Association of Assistant Masters of Secondary Schools, Inc., England\n22. Malayan Teachers’ Association, British Malaya\n\nAssociate\n\nMembership\n\n1. Department of Education of the State of Aundh\n2. New Education Fellowship\n3. University of Mexico\n\n(Satara), India\n\n4. Hawaii Education Association\n5. University of Debracen\n6. Nursery School Association\n7. International Kindergarten Union\n8. League\n\n9. Women’s\n\nof Nations\n\nNon-Partisan\n\nEducational\n\nAssociation,\n\nUnion\n\n10. Child Study Association of America, Inc.\n11. Scottish Federation of Esperanto Societies\n12. American Library Association\n\nInc.\n\n(Educational\n\nDept. of the)\n\n"}
{"page": 1014, "printed_page": null, "text": "1010\nce\n\nen\n\nNATIONAL EpucaTION\na a\na\n\nASSOCIATION\na\n\nCities and Villages of the State of New\n13. Council of Superintendents.\n14. National Congress of Parents and ‘Teachers\n\nYork\n\n15. International Bureau of Education\n16. University of Denver.\n17. Pennsylvania State Education Association\n18. Massachusetts Teachers’ Federation, Boston, Mass.\n19. Illinois State ‘Teachers’ Association, Carlinville, Ill.\n20. California Teachers’ Association, San Francisco, California\n21. British Social Hygiene Council, London, England\n22. Hollywood School for Girls, Hollywood, California\n23. South Dakota Education Association, Sioux Falls, S. D.\n24.\n25.\n26.\n27.\n\nKansas State Teachers’ Association, Topeka, Kansas\nAsociacion Pedagogica Universitaria, Havana, Cuba\nEscuela Normal de Costa Rica, Heredia\nCalifornia Teachers’ Association (Southern Section),\n\n28. Connecticut State Teachers’ Association, Hartford,\n\nLos\nConn.\n\nAngeles,\n\nCalifornia\n\nThe World Federation of Education Associations is undoubtedly the\nmost important of all international educational organizations.\nAs early\nas 1893 an International Congress of Education was held in Chicago\nunder the auspices of the National Education Association.\n‘The real beginnings of the World Federation, however, go no further back than the\nSan Francisco meeting of 1923. A great advantage of this organization\nlies in its definite, immediate program of action.\nAs outlined by the\nPresident in 1925 the following twenty objectives constitute the immediate objectives of the Federation.\n1. Securing expert educational attachés at all embassies and legations.\n2. Establishment of traveling fellowships in comparative education.\n3. Perfecting the constitution of the Federation.\n4, Unification of educational terminology.\n5. Publication of an international digest of education.\n6. Establishment of a universal library and bibliographic bureau.\n7. Study of ways and means to establish a world university.\n8. Appointment of a commission to study textbooks.\n9. Collection and discussion of courses of study in citizenship.\n10. Planning character education which includes international goodwill.\n11. Urging revision of the aims of history teaching.\n12. Organization of a world celebration of International Goodwill Day.\n13. Arrangement of exchange scholarships for teachers on leave.\n14. Study of illiteracy as an international problem.\n15. Study of vocational training as an international problem.\n16. Encouragement of the higher education of women in certain countries.\n17. Securing international interest in the special problems of rural education.\n18. Endorsement of programs for post-war financial readjustment in education.\n19. Organization of visual aids for the teaching of world fellowship.\n20. Provision for international correspondence among school children.\n\nOne of the most important and best known activities of the World\nFederation has been the management of the Raphael Herman Prize.\nMr.\nHerman, a retired business man of Detroit and Washington, D. C., of-\n\nfered through the Federation a prize of $25,000 for the best feasible plan\nof promoting world peace through education.\nThe contest attracted wide\nattention.\nMany plans were submitted.\nThe judges chose the plan of\n\n"}
{"page": 1015, "printed_page": null, "text": "Wor_p\n\nFEDERATION\n\nOF EpucaTION\n\nASSOCIATIONS\n\n1011\n\nDavid Starr Jordan, Chancellor-emeritus of Stanford University, as the\nwinning plan. ‘his plan, now generally called the Herman-Jordan plan,\nforms a basis of organization for the committees of the World Federation\nof Education Associations.\nA series of five fact-finding committees are\nat work on the following general topics: (1) International cooperation;\n(2) teaching of history; (3) use of international athletic contests; (4)\ncurrent arguments for war as a cosmic necessity ;and (5) methods of teaching facts about the present court of international justice.\nThe World Federation is now seeking a substantial endowment to enable it to carry on its great work.\nIt now has fifty member associations,\nof which twenty-two are active and twenty-eight associate.\nA yearbook\nand proceedings of the 1927 meeting have been published.\nTentative\n\nProgram\n\nfor Geneva\n\nMeeting\n\nIn 1929, the Federation will meet in Geneva, Switzerland, July 25 to\nAugust 3. The following is a tentative program of the Geneva Conference.\nUnusual interest attaches to this meeting as many important committee reports will be made and it is expected that practically all civilized\ncountries will be well represented.\n\nThursday,\n\nJuly\n\n25\n\nZo Pav:\nFriday,\n\nJuly\n\nJuly 27\n9-12 A.M.\n\n5-6 P. M.\nEvening\nSunday,\n\nMonday,\n\nof Board\n\nof Directors.\n\n26\n\nEvening\nSaturday,\n\nMeeting\n\nJuly 28\nA. M.\nJuly 29\n9-12A.M.\n\nRegistration and Billeting.\nOpening Session, Welcome Meeting.\nMeeting of Departments, Groups and Committees (a) Parent-Teacher, Home and School, (b)\nHealth Education, (c) Teachers’ Associations and\nthe International Aspect of School Administratron, (d) Illiteracy, (e) Educational Handicrafts,\n(f) Preparation of Teachers for International\nGoodwill,.\n(g) Behavior-Problem\nChild,\n(h)\nRural Life and Rural Education.\nGeneral Session—Labor and Education.\nGeneral Session—Visual Education.\n\n(a) Services at St. Peter’s Cathedral.\n(b) Services at Cathedral of Notre Dame.\nMeeting of Departments, Groups and Committees: (a) Preschool and Kindergarten, (b) Elementary Schools, (c) Secondary Schools, (d) Colleges and Universities, (e) Adult Education.\n\n"}
{"page": 1016, "printed_page": null, "text": "1012\n\nNaTIONAL\n\nEvening\nJuly\n\nASSOCIATION\n\nGeneral Session—The\nEducation.\nOpen for social events.\n\n5-6 P. M.\n\nTuesday,\n\nEpucATION\n\nInternational\n\nAspect\n\nof\n\n30\n\n9-12 A. M.\n\n5-6 P. M.\n\nMeeting of Departments and Discussion Groups:\n(a) Teachers’ Associations and the International\nAspect of School Administration, (b) International Cooperation and Goodwill, (c) Geography,\n(d) Rural Life and Rural Education, (e) Social\nAdjustment,\n(f) Handicapped\nChildren,\n(g)\nEducational Handicrafts, (h) Health Education.\nGeneral Session—The Needs of the Rural Districts.\n\nOpen\n\nEvening\n\nfor social events.\n\nWednesday, July 31\n\n9-12 A. M.\n\n5-6 P. M.\nEvening\nThursday, August\n\nMeeting of Departments and Discussion Groups;\n(a) Illiteracy, (b) Behavior-Problem Child, (c)\nSecondary Schools, (d) Preschool and Kindergarten, (e) Elementary Schools, (f) Colleges and\nUniversities, (g) Preparation of Teachers for International Goodwill, (h) Parent-Teacher, Home\nand School.\nGeneral Session— Some Behavior Problems.\nGeneral Session devoted to messages from various\ncountries.\n\n1\n\nNo meetings of the Federation to be held on this day on account\nof the National Feast, the occasion of high festival.\nFriday, August 2\n\n9-12 A. M.\n\nministration,\n(c) Adult Education, (d) Geogtaphy, (e) Home and School in joint session\nwith Preschool and Kindergarten, (f) Social Adjustment, (g) Handicapped Children, (h) International Cooperation and Goodwill.\nDelegate Assembly.\nGeneral Session—Home and School.\nFarewell Meeting.\n\n2-5 P. M.\n5-6 P. M.\nEvening\nSaturday, August\n\nMeeting of Departments and Discussion Groups:\n(a) Health Education, (b) ‘Teachers’ Associations and the International Aspect of School Ad-\n\n3\n\n9-12 A. M.\nPM:\n\nDelegate Assembly.\nDevoted to meetings of Boards of Directors\nTrustees.\n\nand\n\n"}
{"page": 1017, "printed_page": null, "text": "Associational\n\nRecords and Information\n\n"}
{"page": 1018, "printed_page": null, "text": "é eres\n\nore\n\nol‘\n\nthy a\n\nKor: Peet\n\nA\n\na =\n\nSiexrin\n\n|\n\n. U6)\n\nPee\n\nEe:\n\nTeachers. Acai\n\n“ hegact\n\nat\n\nindus\n\nMaliekaks\n\nr,\n\ntatyat Chek tate See8Swan Qe\nbas)\n\n/ e\nho\n\np\n\not f .\n-\n\n~\n\nif 7s\n\n;\nMe\n\n“|\n\nKarn:\n\nfe\n\n>\n\ngear\n\nAde yitiserit,\n\n{*\n\nBfisiativose!\n\nJog\n\nGeneral\n\nhsee\n\nBim\n\n.\n\nbay\n\nshaw\n\n4\n\ncoiteinclte\n<hin Mine\n\n.\n\ntees\n\ntis\n\n;\n\nv\n\n“sonsttiie Beda\né<aorr Baveted » ead\n\nsera\n\nSee)\nyrs\n\n,\n\n4\n\n;\n\nae i\n\nty\n\nf\n\ntiAe\n\ny\n\n~\n\neee\naa)\n\n*\n\ne!\n\n|\n\nSs\n\n7;\n\nnts a TP\n\nRoketation\n\nwie\n_\nVee!\n\n‘\nTUE\n\nAn\n\nvice\nnn\n\n2\n\n=\n\nj\n\n2\n\nt\n\nny\n\nm\n\n\\\n\noo\n\n: —\nsi\n,\nt¢\n\ntee,\n\n4\n'\n\na.\n)\n\n>\n\n\"ti\n\nos\n\n|\n\n,\n\n‘\n\n}\n\n‘\n\n77%\n\ni\n\ni\n\n?\n\nbid\n\n’\n\n100)\n\nsek\n\n]\n\nur LS\n\nt\n\naah\n\n.\n\nBs\nti\n\n,\n\n>\n\nie\n\n(.?\n\nif\n\nvo\n\npee\n\na\n\n7¥\n\nNy\n>\nee\n\nhd\n\nrn\n\n“\n\n+\n\n'\n\n&\n\neu\n\nut\n\n-\n\nTitans\n\n6\n\nay lien\nee\n\nnail\nfl\n\nFara\n\nit\n:\n\n-\n\nrk\n\noa\nTo)\n\ncay,\n\nAfepartn\nRi\n\n‘\n\n,\n\nto Weed.\n\n~J8 il\n\n.\n\n*\n\n-\n\nMe\n\noh\n\n{\n\n7\n\nA\n\nona 39\n\nsg\n\n"}
{"page": 1019, "printed_page": null, "text": "Associational Records And Information\n\n1857—1870\nTHE NaTIONAL TEACHERS ASSOCIATION\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPurposE—T° elevate the character and advance the interests of the profession of teaching and to promote the cause of popular education in the\n’ United States.\nThe name of the Association was changed at Cleveland, Ohio, on August\n15, 1870, to the ‘‘National Educational Association.”\n\n1870—1907\nNATIONAL EDUCATIONAL ASSOCIATION\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, “National Education Association,’ which was\nchanged to ‘National Educational Association,’ by certificate filed\nNovember 6, 1886.\n1907—\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\nBe it enacted by the. Senate and House of Representatives\nAmerica in Congress assembled:\nSECTION\n\n1. That the following-named\n\nASSOCIATION\n\nSTATES\n\npersons, who\n\nof the United States of\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\n*Charles H. Keyes, of Connecticut; *George W. Twitmyer, of Delaware;\n\n[1015]\n\n*J. Or-\n\n"}
{"page": 1020, "printed_page": null, "text": "1016\n\nNatTIoNAL\n\nEpucaTIon\n\nASSOCIATION\n\nmond Wilson, *William T. Harris, *Alexander T. Stuart, of the District of Columbia; Clem Hampton, of Florida; *William M. Slaton, of Georgia; *Frances Mann,\nof Tdahes J. Stanley Brown, *Albert G. Lane, *Charles I. Parker, *John W. Cook,\n*Joshua Pike, Albert R. Taylor, *Joseph A. Mercer, of Illinois; *Nebraska Cropsey,\nThomas A. Mott, of Indiana; John D. Benedict, of Indian Territory: John F. Riggs,\nAshley V. Storm, of Iowa; Tobi W. Spindler, Jasper N. Wilkinson, *A. V. Jewett,\n*Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky;\n*Warren Easton, of Louisiana; *John S. Locke, of Maine; *M. Bates Stephens, of\nMaryland; *Charles W. Eliot, *Mary H. Hunt, Henry T. Bailey, of Massachusetts ;\nHugh A. Graham, Charles G. White, William H. Elson, of Michigan; *William F,\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 Langer, of South Dakota;\n\nEugene F. Turner, of Tennessee; Lloyd E. Wolf, of Texas; David H. Christensen,\nof Utah; *Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph L. Jarman, of\nVirginia; Edward T. Mathes, of Washington; *T. Marcellus Marshall, Lucy Robinson, of West Virginia; *Lorenzo D. Harvey, of Wisconsin; *Thomas T. Tynan,\nof Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F.\nGriffiths, of Hawaii; C. H. Maxson, of the Philippine Islands; and such other\npersons as now are or may hereafter be associated with them as officers or members\nof said Association, are hereby incorporated and declared to be a body corporate\n\nof the District of Columbia\n\nby the name\n\nof the “National\n\nEducation\n\nAssociation\n\nof the United States,” and by that name shall be known and have perpetual succession with the powers, limitations, and restrictions herein contained.\nSec. 2. That the purpose and object of the said corporation shall be to elevate\nthe character and advance the interests of the profession of teaching and to promote the cause of education in the United States. This corporation shall include\nthe National Council of Education and the following departPurpose and\nments, and such others as may hereafter be created by organiDepartments\nzation or consolidation, to-wit: The Departments, first, of\nSuperintendence; second, of Normal Schools; third, of Elementary Education ; fourth, of Higher Education’: fifth, of Manual Teanine: sixth, of\nArt Eduescon™ coventie of Kindergarten Paveian? eighth, of Music Education;\nninth, of Secondary Bdvcation’ tenth, of Business Education; eleventh, of Child\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 bylaws.\n\nSec, 3. That the said corporation shall further have power to have and to use\na common seal, and to alter and change the same at its pleasure; to sue or to be\n* Deceased.\n\n"}
{"page": 1021, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1017\n\nsued in any court of the United States, or other court of competent\nto make bylaws not inconsistent with the provisions of this\nact or of the Constitution\n\nceive, whether\n\nof the United\n\nStates;\n\njurisdiction,\n\nto take or re-\n\nby gift, grant, devise, bequest, or purchase,\n\nPowers\n\nany\n\nof\n\nCorporation\n\nreal or personal ~estate, and to hold, grant, convey, hire or\nlease the same for the purpose of its incorporation; and to accept and administer any trust of real or personal estate for any educational purpose within the\nobjects of the corporation.\n\nSec. 4. That all real property of the corporation within the District of Columbia\nwhich shall be used by the corporation for the educational or other purposes of the\ncorporation as aforesaid other than the purposes of producing income, and all personal property and funds of the corporation held, used, or\ninvested for educational purposes\naforesaid, 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\nCommissioner of Education of the United States, a report in writing, stating in\ndetail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\nyear.\nSec. 5. That the membership of .the said corporation shall\nconsist of three classes of members—viz, active, associate, and\ncorresponding—whose\nqualifications,\nterms\nof membership,\nrights, and obligations shall be prescribed by the bylaws of\n\nMembers\n\nthe\n\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\nof Trustees.\n\ncorporation.\nOfficers\n\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 of one year, or until their successors are chosen,\n\nand of all life directors of the National Educational Association.\n\nBoard\n\nThe\n\nDirectors\n\nUnited\n\nStates\n\nCommissioner\n\nof Education,\n\nand\n\nall former\n\nof\n\npresidents of the said Association now living, and all future\nPresidents of the Association hereby incorporated, at the close\n\nof their respective terms of office, shall be members of the Board of Directors for life. ‘The\nBoard of Directors shall have power to fill all vacancies in their own body; shall\n\nhave\n\nin charge\n\nthe general\n\ninterests\n\nof the corporation,\n\nexcepting\n\nintrusted to the Board of Trustees; and shall possess such other powers\nconferred upon them by the bylaws of the corporation.\n\nthose\n\nherein\n\nas shall be\n\nThe Executive Committee shall consist of five members, as follows: the President\nof the Association, the First Vice-President, the Treasurer, the Chairman of the\nBoard of Trustees, and a member of the Association, to be\n\nof Directors, to serve one year.\n\nExecutive\n\nThe said committee shall have authority to represent, and to\nact for the Board of Directors in the intervals between the\n\nCommittee\n\nchosen\n\nannually by the Board\n\nmeetings of that body, to the extent of carrying out the legislation adopted by the\nBoard of Directors under general directions as may be given by said board.\nThe Board of Trustees shall consist of four members elected by the Board of\nDirectors for the term of four years, and the President of the Association, who\n\n"}
{"page": 1022, "printed_page": null, "text": "NatIonaAL EpucaTIon ASSOCIATIONee\n1018\nee\nes\nee\nLE\nshall be a member\n\nBoard of\nTrustees\n\nex officio during his term of office. At the first meeting of\nthe Board of Directors, held during the annual meeting of the\nAssociation, at which they were elected, they shall elect one\n\nAll vacancies occurring in\n\ntrustee for the term of four years.\n\nsaid Board of Trustees, whether by resignation or otherwise,\nBoard of Directors for the unexpired term; and the absence\nthe\nby\nfilled\nbe\nshall\nof a trustee from two successive annual meetings of the board shall forfeit his\nmembership.\nSec. 7. That the invested fund now known as the “Permanent Fund of the\n\nNational Educational Asociation,” 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\nFund\n\nsafekeeping and investment of such fund, and of all other\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.\nThe 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.\nIt shall also be the duty of the Board\nof Trustees to issue orders on the Treasurer for the payment\n\nDuties\n\nof\n\nof\n\nall bills\n\napproved\n\nby the\n\nBoard\n\nof Directors,\n\nor\n\nby the\n\nPresident and Secretary of the Association acting under the\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,\nwho shall also be Secretary of the Executive Committee,\nSecretary\nand shall fix the compensation and the term of his office for a\nTrustees\n\nperiod not to exceed four years.\n\nSec. 8. That the principal office of the said corporation\n\nshall be in the city of\n\nWashington, D. C.; provided, That the meeting of the corporaLocation\nOffice\n\nof\n\nbe determined\n\ntion, its officers, committees, and departments, may be held, and\nthat its business may be transacted, and an office or offices may\nbe maintained, elsewhere, within the United States, as may\n\nby the Board\n\nof Directors,\n\nor otherwise\n\nin accordance\n\nwith\n\nthe\n\nbylaws.\n\nSec. 9. That\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\nthat the present officers, directors, and trustees of said AssociaThis Charter\ntion shall continue to hold office and perform their respective\nduties as such until the expiration of terms for which thew\nwere severally elected or appointed, and until their successors are elected.\nThat at\nsuch annual meeting the active members of the National Educational\nAssociation,\n\n"}
{"page": 1023, "printed_page": null, "text": "ASSOCIATIONAL\nthen present,\n\nmay\n\norganize\n\nRECORDS\n\nand proceed\n\nAND\n\nINFORMATION\n\nto accept the charter\n\n1019\n\ngranted\n\nby this act\n\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\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\nreceive, take over, and enter into possession, custody, and management of all\nproperty, real and personal, of the corporation heretofore known as the National\nEducational Association incorporated as aforesaid, under the Revised Statutes of\nthe District of Columbia, and all its rights, contracts, claims, and property of every.\nkind and nature whatsoever, and the several officers, directors, and trustees of such\nlast-named Association, or any other person having charge of any of the securities,\nfunds, books or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. Provided, That a verified certificate executed by the presiding officer and seceretary of\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.\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 payment of any sum\ndue or to become due, or any claim or demand, in any manner,\nor for any cause existing against the said existing corporation,\n\nRights of\nCreditors\n\nbe released or impaired; and the corporation hereby incorporated\nis declared to succeed to the obligations and liabilities, and to be held liable to\npay and discharge all of its debts, liabilities, and contracts of the said corporation\nso existing, to the same effect as if such new corporation had itself incurred the\nobligation or liability to pay such debt or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or been discontinued\nby reason of this act.\nSec. 11. The Congress may from time to time alter, repeal,\nAmendments\nor modify this act of incorporation, but no contract or individual\nto Charter\nright made or acquired shall thereby be divested or impaired.\nSec. 12. That said corporation may provide, by amendment to its bylaws,\nthat the powers\n\nof the active members\n\nexercised\n\nat the annual\n\nmeeting in the election of officers and the transaction of busi-\n\nness shall be vested in and exercised by a representative assembly composed of delegates apportioned, elected, and gov-\n\nCreation\n\nof\n\nRepresentative\nAssembly\n\nerned in accordance with the provisions of the bylaws adopted\nby said corporation.\nSections 1-11 were passed by Congress and approved by the President, June 30,\n1906. They were accepted and adopted as the constitution of the National Education Association of the United States by the active members of the National Educa:\ntional Association in annual session at Los Angeles, California, July 10, 1907.\nUnited\nthe\nof\nPresident\nthe\nby\napproved\nand\nCongress\nby\npassed\nSection 12 was\non. It was\nStates, May 13, 1920, as an amendment to the original act of incorporati\nEducation\naccepted and adopted as an amendment to the constitution of the National\nsession at\nannual\nin\nthereof\nmembers\nactive\nthe\nby\nStates\nUnited\nthe\nof\nAssociation\nSalt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 1024, "printed_page": null, "text": "NATIONAL\n\n1020\n\nEpucaATION\n\nASSOCIATION\n\n;\nBYLAWS AS AMENDED AT THE ANNUAL BUSINESS MEETING OF THE REPRESENTATIVE ASSEMBLY, MINNEA\nwie\nPOLIS, MINNESOTA, JULY 6, 1928+\nARTICLE\nWherever\n\nthe word\n\n“State”\n\nI—MEMBERSHIP\nin the proposed\n\nappears\n\nlaws it will be understood that State,\nis meant.\n\nTerritory,\n\namendments\n\nto these\n\nby-\n\nof the United States\n\nor District\n\nSecrion 1. The membership of the National Education Association of the United States shall consist of three classes,\nActive, Associate, and Corresponding, whose qualifications,\nrights, and obligations shall be as hereinafter prescribed.\n\nMembership\nDefined\n\nSec. 2. Active members of the Association shall be those\nthe profession of teaching or other educational work.\n\nactively engaged\n\nin\n\nSec. 3. The annual dues of an active member shall be $2, which shall entitle\nhim to attend all meetings of the Association and its several Departments; to\nreceive The Journal free and on application, to secure all publications of the Association at a price fixed by the Executive Committee, which\nObligations\nshall be the approximate cost. By the payment of annual dues\nand\nof $5 an active member shall receive in addition to The Jour-\n\nPrivileges\n\nnal, without application or other condition, the volume of Proceedings and all other regular publications of the Association,\nof Committees and all special bulletins and announcements\n\nincluding reports\nwhen issued.\nLife\nand\nLife\n\nSec. 4. All life members and life directors shall have all\nthe rights and privileges of active members without the payment of annual dues, and shall receive free without application or condition the publications of the Association.\n\nMembers\nDirectors\n\nSec. 5.\n\nAssociate\n\nAssociate\nMembers\n\nthe same\n\nmembers of the Association shall be persons who are not actively engaged in the profession of teaching or other educational work, but who are otherwise interested in the promotion\nof education.\nThe annual dues of an associate member shall\nbe the same as the dues of an active member and he shall have\n\nrights\n\nand\n\nprivileges,\n\nexcept\n\nthe\n\nright to vote,\n\nfo serve\n\nas a delegate\n\nin the Representative Assembly, and to hold office.\n\nCorresponding\nMembers\n\nSec. 6. Eminent educators not residing in America may be\nelected by the Board of Directors as corresponding members.\nThe number of corresponding members shall not at any time\n\nexceed fifty. They\nthe publications of the Association.\n\nMembership\nYear\n\nshall\n\npay\n\nno\n\ndues\n\nand\n\nmay\n\nreceive\n\nfree\n\nSec. 7. The membership year shall be from September 1\nto August 31. All membership dues paid during the membership year shall be credited to that year unless otherwise\nrequested.\n\n1 Changes in the iBylaws made ; at the Minneapolis meetin g are indicated\nindi\nitali\nby italics.\nTh\nreport of the Committee on Appointment of Delegates and Kindred Questions aa printed\nfull in the Official Manual for Delegates at Minneapolis.\nThe report included: First, the\nBylaws in pes Coates is ee\nen ato repn see at the Seattle meeting, July, 1927\nwhich\nappear in\nthe\nroceedings,\npages\n4-1045; and third,\n1 chang\ni\n:\n\nreport.\n\nNo changes were madein Article II.\n\nRFRA\n\nAIARESS,\n\nPainmama\n\nas\n\n"}
{"page": 1025, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1021\n\nSec. 8. The annual dues of members shall be seht to the\nSecretary on or before November 1. An active member failIng to pay his dues as herein provided shall forfeit the privileges of membership and after being in arrears one half year\nbe dropped from the list of members.\nSec. 9.\n\nmember\n\nThe\n\nSecretary\n\nof the Association\n\nof the Association\n\na Membership\n\nshall furnish\n\nPayment of\nDues\n\neach\n\nCard, declaring him\n\nMembership\n\nto be a member of the National Education Association for the\nCard\nyear for which his dues are paid, and as such entitled to all\nthe rights and privileges granted by the charter and bylaws of the Association.\nSec. 10. The right to vote, to serve as a delegate in the Representative\nsembly and to hold office in the Association or in any department\n\nthereof,\n\nshall\n\nbe limited\n\nto active\n\nmembers\n\nwhose\n\ndues\n\nRight\n\nare paid. The right to vote and to hold office in the Council\nshall be limited to members of the Council whose dues are paid.\nARTICLE\n\nII—ELECTION\n\nASSEMBLY,\nSEcTION\n\n1.\n\nAND\n\nOF\n\nOFFICERS,\n\nAFFILIATED\n\nREPRESENTATIVE\n\nThe election of officers and transaction of business\n\nas hereinafter\n\nSec. 2.\nsecond\n\nto Vote\n\nASSOCIATIONS\n\nat the annual business meeting shall be by a Representative\nAssembly composed of delegates apportioned, elected, and governed\n\nAs-\n\nElection of\nOfficers\n\nprovided.\n\nAt the first Business\n\nday of the annual\n\nmeeting\n\nmeeting\n\nof the Representative\n\nof the Association\n\nAssembly\n\nnominations\n\non the\n\nfor the follow-\n\ning officers shall be made: President, Vicepresident, and Treasurer.\nCandidates\nfor said offices shall be nominated from the floor upon roll call of the states. On\nthe first day of the annual meeting of the Association the delegates of each state,\nterritory, and district of the United States shal] nominate one person for member\nof the Board\n\nof Directors\n\nand the name\n\nof such person\n\nshall be reported\n\nto the\n\nRepresentative Assembly at the first business meeting upon roll call of the states.\nOn the fourth day of the annual meeting officers shall be elected from the candidates by the delegates to the Representative Assembly by ballot. Said ballots\nshall be printed and shall contain the names of all nominees as provided above.\nPolls for voting shall be open from 8 A. M. to 6 P. M., at such place or places\nas the President of the Association shall designate. The candidates for President,\nTreasurer, member of Board of Directors from each state, territory, or district,\nrespectively, and the eleven candidates for the office of Vicepresident receiving\n\nthe\n\nhighest\n\nnumber\n\nof votes\n\nshall\n\nbe\n\ndeclared\n\nelected.\n\nof the\n\nPresident\n\nThe\n\nAssociation shall appoint tellers and complete all arrangements for carrying out\nThe results of the election herein provided shall be announced at\nthe election.\nThe officers thus chosen\nthe final business session of the Representative Assembly.\n\nshall continue\nelection,\n\nand\n\nin office until the close of the annual\nuntil\n\ntheir\n\nsuccessors\n\nare\n\nchosen,\n\nexcept\n\nmeeting\nas\n\nsubsequent\n\nherein\n\nto their\n\nprovided.\n\nThe\n\nSecretary and the Treasurer shall enter upon their duties at a date which shall\nbe determined by the Board of Trustees and which shall not be later than the\nfirst of October and shall continue in office during the term for which they are\nseparately chosen and until their successors are duly elected.\nSrc. 3. The State Teachers Association or Educational Association of a state,\nterritory, or district, may become affliated with the National Education Associa-\n\n"}
{"page": 1026, "printed_page": null, "text": "NaTIONAL\n\n102255\n\nASSOCIATION\n\nEpucaTION\n\nEach affliated State\ntion and shall be designated an Affiliated State Association.\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled\nAffiliated State\nto representation in the Representative Assembly as hereinAssociations\nThe annual dues of an Affiliated State Assoafter provided.\nsaid state shall be entitled, with\n\nciation shall be $10 for each delegate to which\n\nmaximum\n\nof $100.\n\nAssociation\n\nSaid\n\nreceive\n\nshall\n\nwithout\n\napplication,\n\nor\n\na\n\nother\n\ncondition, all regular publications of the National Education Association, including the volume of Proceedings, reports of committees, and al! special bulletins and\nannouncements when issued.\nSrc. 4. A local educational association or teachers organization within a state,\nterritory, or district, may affiliate with the National Education Association and\nEach Affiliated Local Assoshall be designated an Affiliated Local Association.\n\nAffiliated\n\nLocal\n\nAssociations\n\nciation shall be a local unit in the organization of the National\nEducation Association and as such shall be entitled to rep-\n\nresentation in the Representative\n\nAssembly\n\nas hereinafter pro-\n\nvided. The annual dues of an Affiliated Local Association\nshall be $5, which shall entitle said Association to receive without application, or\nother condition, all regular publications of the National Education Association, including the volume of Proceedings, reports of committees, and all bulletins and\nannouncements when issued.\nSrc. 5. Each Affiliated Association, both state and local, shall be furnished\na certificate of membership and shall be entitled to the active assistance and support of the National Education Association in promoting the interest of such\nAffiliated Association and its members insofar as such interest\n\nRelationship: | comes within the purpose and object of the National EducaNational, State, tion Association as set forth in its charter. The Secretary of\nand Local\nthe National Education Association shall, with the advice and\napproval of the Executive Committee, make such arrangements\nfor\n\nmutual\n\ncooperation\n\nbetween\n\nthe\n\nNational\n\nEducation\n\nState and Local Affiliated Associations as will promote\nadvance the interests of the teaching profession.\n\nAssociation\n\nthe welfare\n\nand\n\nthe\n\nof all and\n\nSec. 6. Each Affiliated State Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly for each one hundred of its\nmembers, or major fraction thereof, who are active members of the National EduState Delegates\n\ncation Association, up to five hundred such active members,\nand thereafter one delegate and one alternate for each five\nhundred of its members, or major fraction thereof, who are\nof the National Education Association.\nSuch delegates shall be\n\nactive members\ndesignated State Delegates.\n\nSec. 7.\n\nEach\n\nLocal\nDelegates\n\nAffiliated Local Association shall be entitled to elect one delegate and one alternate to the Representative Assembly for\neach one hundred of its members, or major fraction thereof,\nwho\n\nare active members\n\nSuch\n\ndelegates\n\nof the National\n\nshall be designated\n\nEducation\n\nLocal\n\nAssociation.\n\nDelegates.\n\nSec. 8. Only active members of the National Education Association shall be\neligible to be delegates to the Representative Assembly, and to vote in the election of delegates in a State or Local Affiliated Association.\nAn active member\nshall be permitted to vote for the election of delegates in but\n\nSelection\n\nDelegates\n\nof\n\none\n\naffliated\n\nLocal\n\nAssociation.\n\ntionment of delegates, an\ntwo Affiliated Associations,\n\nshall be the State Association.\n\nFor\n\ndetermining\n\nthe\n\nappor-\n\nactive member may be counted in\nand no more; and that one of these\n\n"}
{"page": 1027, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1023\n\nSec. 9. The officers of the National Education Association as named in the\ncharter and the State Superintendent or Commissioner of Education of each state,\nterritory, and district, shall be ex officio delegates to the Representative Assembly. The President of the Association shall\nEx Officio\npreside\n\nat the annual\n\nand the\nthereof.\n\nmeeting\n\nDelegates\n\nAssembly,\n\nof the Representative\n\nSecretary of the Association shall keep the records\nIn case of a tie the President shall cast the deciding vote.\n\nSec. 10.\n\nDelegates\n\nshall file their credentials\n\nwith\n\nthe Secretary of the Asso-\n\nciation on blanks furnished by him for that purpose not later than ten days before the beginning of the annual meeting.\nThe Secretary shall turn over such\ncredentials to the Credential Committee, when appointed, with\n\nsuch information thereon\nof the Association.\nfinal judge of the\n\nshall have\n\nas may be obtained from the records\n\nDelegates;\n\nThe Representative Assembly shall be the\nqualifications of delegates. The delegates\n\nCredentials;\nVoting;\n\nequal rights and each\n\nshall have one vote.\n\nMeet-\n\nFreedom\n\nof\n\nings of the Representative Assembly shall be open to the active\nFloor\nmembers of the Association who shall be privileged to address\nthe Assembly on subjects pertaining to the Association.\nThe Representative Assembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association.\nIt shall recommend an equitable plan for paying the expenses of delegates to the annual business meeting of the Association.\nSec. 11. The officers shall be permitted to hold meetings\nness purposes and expenses therefor shall be provided.\n\nARTICLE\n\nIII—DUTIES\n\nOF\n\nother than for busi-\n\nOFFICERS\n\nSEcTION 1. The President shall preside at all meetings of the Association and\nshall perform the duties prescribed by the Act of Incorporation and these Bylaws,\nand in addition such duties as usually devolve upon the Chief Executive of such\nan Association.\nIn the absence of the President, the ranking\nVicepresident, who is present, shall preside and in the absence\nof the President and all Vicepresidents a Chairman pro tempore\nshall be elected under the direction of the Secretary of the\nAssociation.\n‘The President shall prepare\nof the annual meeting of the Association\n\nDuties of the\nPresident\n\nthe program for the general sessions\nand shall have power to confer with\n\nthe President of the Council and the heads of the several departments and to\nmake such recommendations in regard to the program of the Council and the\nseveral Departments as will, in his opinion, promote the interest of the annual\n\nmeeting.\n\n‘The President shall be a member ex officio of the Board of Trustees and\n\nChairman of the Board of Directors, and of the Executive Committee.\nHe shall\nsign all bills approved for payment by the Board of Directors and all bills ap-\n\nproved or authorized by the Executive Committee acting for and under the instruction of the Board of Directors. On the expiration of his term of office as\nPresident, he shall become first Vicepresident for the ensuing year.\nSec. 2. The Secretary shall keep a full and accurate record of the proceedings\nof the general meetings of the Association and all meetings of the Board of\nDirectors and of the Executive Committee, shall conduct the business of the Association as provided in the Act of Incorporation and these\nBylaws and, in all matters not definitely prescribed therein,\nDuties of the\n\nSecretary\nshall be under the direction of the Board of Directors or of the\nExecutive Committee acting for the Board of Directors, and,\nin the absence of instructions from the Board of Directors or the Executive Committee, shall be under the direction of the President. He shall receive or collect\n\n"}
{"page": 1028, "printed_page": null, "text": "EpucaTION\n\nNATIONAL\n\n1024\n\nASSOCIATION\n\nall moneys due the Association and pay the same each month to the Treasurer.\nHe shall countersign all bills approved for payment by the Board of Directors, or\nby the Executive Committee acting under the authority of the Board of Directors\n\nor by the President acting under authority of the Board of Directors or of the\nExecutive Committee. The Secretary shall have his records present at all meetand of the Executive Commitrevise said list annually. He\nshall be Secretary of the Board of Directors.\nHe shall be the custodian of all\nthe property of the Association not in charge of the Treasurer and the Board\nof Trustees. He shall give such bond for the faithful performance of his duties\nHe shall submit his annual report\nas may be required by the Board of Trustees.\nto the Executive Committee not later than fifteen days before the annual meeting\nof the Association, which report shall be transmitted to the Board of Directors\nat its annual meeting. At the expiration of his term of office, he shall transfer\nto his successor all money, books, and other property in his possession belonging\nto the Association.\nThe Secretary shall not print, publish or distribute any official\nreport or other document without the approval of the Board of Directors or of the\nExecutive Committee acting under the general instruction of the Board of Direcings of the Association, of the Board of Directors,\ntee. He shall keep a list of members and shall\n\ntors.\n\nSec. 3. The Treasurer shall perform the duties prescribed by the Act of Incorporation and these Bylaws. He shall receive from the Secretary and, under\nthe direction of the Board of Trustees, shall hold in safe-keeping all moneys paid\nto the Association; shall pay the same only upon the order of\nDuties of the\nTreasurer\nan\n\nexact\n\naccount\n\nthe Board of Trustees, shall notify the President of the Association and the Chairman of the Board of Trustees whenever\nthe surplus funds in his possession exceed $500; shall keep\nof his receipts and expenditures with vouchers for the latter;\n\nand said accounts, ending on the thirty-first day of May each year, he shall\nrender to the Executive Committee not later than ten days before the annual\nmeeting of the Association, and when approved by said Committee, these accounts shall be transmitted by this Committee to the Board of Directors at its\n\nmeeting held in connection with the annual meeting of the Association and a copy\nof the report shall be transmitted to the Representative Assembly for its information. The Treasurer shall give such bond for the faithful performance of his\nduties\n\nas may\n\nterm\n\nof office, he shall\n\nproperty\n\nbe required\n\nby the Board\n\ntransfer\n\nin his prossession\n\nof Trustees.\n\nto his successor\n\nbelonging\n\nAt the expiration\n\nall moneys,\n\nbooks,\n\nof his\n\nand\n\nother\n\nto the Association.\n\nSec. 4. The Board of Directors shall have such powers and perform such\nduties as are prescribed by the Act of Incorporation and by these Bylaws, shall\nelect corresponding members as prescribed in Section 6 of Article I of these ByDuties of the\nBoard of\n\nlaws; shall elect members of the National Council of Education as provided in Section 3 of Article IV of these Bylaws;\nshall fill all vacancies in its own body and in the Board of\n\nDirectors\n\nTrustees.\ncurred\n\nThe\n\nBoard\n\nof Directors\n\nshall\n\nby itself or by the Executive\n\napprove\n\nall bills in-\n\nCommittee,\n\nor the Presi-\n\ndent or the Secretary acting under the authority of the Board\nappropriate\n\nfrom\n\nthe\n\ncurrent\n\nfunds\n\nof the year\n\nthe\n\namounts\n\nof Directors; shall\nof money\n\nordered\n\nby the Representative Assembly at the annual business meeting of the same for\nthe work of all special committees of research and investigation authorized and\nprovided for at the annual business meeting, and for all other needs of the As-\n\nsociation; shall make a full report of the financial condition of the Association\nincluding the reports of the Secretary, the Treasurer and the Board of Trustees is\n\nthe Representative Assembly at its annual business meeting, and shall do all in\nits power to make the Association a useful and honorable institution.\n\n"}
{"page": 1029, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1025\n\nThe Board of Directors shall appoint at its annual meeting a budget committee\nfor the ensuing year, whose duty it shall be to prepare and present a budget to\n\nthe Board of Directors at its next meeting.\nThe budget committee shall have\nauthority to secure the support of the auditing committee in preparing this budget.\nThe Board of Directors shall meet in connection with the annual meeting of\n\nthe Representative Assembly, and may meet in connection with the annual meeting of the Department of Superintendence and at such other times and places as\nmay be determined by the President or requested in writing by a majority of the\n\nelective members of the Board of Directors.\n\nSec. 5. The Executive Committee may recommend to the Representative Assembly at the annual business meeting the appointment of special committees for\ninvestigation or research, the subjects for which may have been suggested by the\n\nCouncil\n\nNational\n\nor\n\nby the\n\nmembers\n\nactive\n\nEducation Association or by any\nrecommend the amount of money\n\nof the\n\n:\n\nNational\n\nof its Departments; it shall\nto be appropriated for such\n\ninvestigations. When such special committees\nfor and duly authorized by the Representative\n\nDuties of\nExecutive\n\nare provided\nAssembly and\n\nCommittee\n\nappropriations for them have been authorized by the Board of Directors, the\nExecutive Committee shall, under the instructions of the Board of Directors, have\ngeneral supervision of them.\nThe Executive Committee shall receive and con-\n\nsider all reports made by the special committees and shall print these reports and\npresent them, together with the reports of the Secretary, the Treasurer, and the\nBoard of Trustees, and the recommendations of the Executive Committee thereon,\nto the Board of Directors, which shall transmit the same with recommendations\nto the Representative Assembly at its annual business meeting. All such special\ncommittees shall be appointed by the President of the Association.\nThe Executive Committee shall fill all vacancies occurring in the body of officers\nof the Association, except as otherwise provided for in the Act of Incorporation\n\nor in these Bylaws.\nSec. 6. The Board of Trustees shall have such powers and perform such duties\nas are prescribed by the Act of Incorporation, shall require of the Secretary and\n\nTreasurer\nfaithful\n\nbonds\n\nin such\n\nperformance\n\namounts\n\nas may\n\nof their duties;\n\nbe determined\n\nshall make\n\nby said Board\n\nof the finances of the Association to the Executive Committee\nnot later than ten days prior to the annual meeting of the\nAssociation, which report shall be transmitted by the Executive\nCommittee\n\nto the Board\n\nof Directors\n\nat the first regular\n\nIV—THE\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nFurther Duties\nof Trustees\n;\n\nmeeting\n\nheld in connection with the annual meeting of the Association.\nchoose its own chairman and secretary.\n\nARTICLE\n\nfor the\n\na full report\n\nof the Board\n\nIt shall annually\n\nEDUCATION\n\nSection 1. The National Council of Education shall discuss educational questions of public and professional interest; propose to the Executive Committee,\nfrom time to time, suitable subjects for investigation and reFunction of\nsearch; have a report made at its annual meeting on “EduNational\nways\nother\nin\nand\nYear”;\nPast\nthe\nDuring\ncational Progress\nCouncil\nuse its best efforts to further the objects of the Association and\nto promote the cause of education in general.\n\nSrc. 2. The National Council of Education shall consist of one hundred twenty\nEducation\nregular members, selected from the active membership of the National\n\n"}
{"page": 1030, "printed_page": null, "text": "NaTIONAL EpucaTION ASSOCIATION eee\n1026\nee\nCe\nAny\n\nAssociation.\nMembership\n\nactive member of the Association is eligible to membership\nin the Council and each member shall be elected for six years\nand until his successor\n\nIn addition to the 120 mem-\n\nis elected.\n\nbers thus selected from the active membership, the National\nCouncil may in its bylaws provide for the admission to mems from the several departments of the Association on the\nrepresentative\nof\nbership\n\nin Council\n\nbasis of equal representation\n\nfrom\n\neach department.\n\nSec. 3. The annual election of members of the Council shall be held at the\nThe Board of Directors of the\ntime of the annual meeting of the Association.\nAssociation shall annually elect ten members and the Council ten members and\nthe Council ten members, and each body shall fill all vacancies\nElection of\nin its quota of members.\nNo state, territory, nor district in\nCommittee\nthe United States shall have at one time more than seven\nMembers\nregular members in the Council.\n\nSec. 4. The annual meeting of the Council shall be held during the week of the annual meeting of the Association.\n\nTime of\nMeeting\n\nSrc. 5. The absence of a regular member from two successive annual meetings\nof the Council shall be considered equivalent to his resignation of membership.\nPersons whose regular membership in the Council has expired shall be denominated honorary members of the Council during the time of\n\nLoss of\nMembership\nfeits his\nCouncil.\n\nactive\n\ntheir active membership in the Association with the privilege\nof attending the regular sessions of the Council and participating in its discussions.\nA member who discontinues or formembership in the Association forfeits his membership in the\n\nSec. 6. The officers of the Council shall consist of a President, a Vicepresident,\na Secretary, and such standing committees as may be prescribed by its bylaws, all\nof whom shall be regular members of the Council. The Secre-\n\nCouncil\n\ntary of the Council\n\nOfficers\n\npertaining\n\nshall, in addition to performing the duties\n\nto his office,\n\nfurnish\n\nthe\n\nSecretary\n\ntion a copy of the proceedings of the Council\n\nof the\n\nAssocia-\n\nfor publication.\n\nSec. 7. The\n\nNational Council of Education is hereby authorized to adopt bylaws for its government not inconsistent with the act of incorBylaws and\nporation or the bylaws of the Association; provided, That\nPowers of\nsuch bylaws be submitted to, and approved by, the Board of\nCouncil\n:\ndirectors of the Association before they shall become operative.\nSec. 8. The powers and duties of the Council may be changed or the Council\nabolished upon a two thirds vote of the Representative Assembly taken at the\nannual meeting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\n\nARTICLE\n\nV—DEPARTMENTS\n\nSecTION 1. The following departments are now (1927) in existence, to wit: The\ndepartments, first, of Adult Education; second, of American Association of Teachers Colleges; third, of Business Education; fourth, of. Classroom Teachers; fifth,\n\nof Deans of Women; sixth, of Elementary School Principals; seventh, of Junior\nHigh School Principals; eighth, of Kindergarten-Primary Education; ninth, of\nLip Reading; tenth, of Music Education; eleventh ,of Rural Education; twelfth,\nof School Health and Physical Education; thirteenth, of Science Instruction;\nfourteenth\n\nof Secondary\n\nSchool\n\nPrincipals;\n\nfifteenth,\n\nof Social\n\nStudies;\n\nof Superintendence; seventeenth, of Visual Instruction; eighteenth,\nThere is also the National Council of Education.\nEducation.\n\nsixteenth,\n\nof Vocational\n\n"}
{"page": 1031, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcoRDS\n\nAND\n\nINFORMATION\nee\n\n1027\n\neee\n\nSec. 2. Each Department shall have the right to fix the qualifications of\nits\nmembers for the purpose of electing officers and transacting the other\nbusiness\nof the department; provided, Active members of the Association, and no others, shall be eligible to such department memMembers of\nbership, and provided also that all active members of the\nDepartments\nAssociation shall be permitted to attend the professional programs and discussions of any department.\nSec. 3. Each Department shall hold an annual meeting at the time and place\nof the meeting of the Association except as otherwise provided\n\nin these Bylaws or as directed by the Board of Directors, or\nDepartment\nMeetings\nby the Executive Committee acting under the general instructions of the Board of Directors.\nSec. 4. The object of the meetings of the departments shall be the discussion\nwork.\n\nof questions pertaining to their respective fields of educational\ngrams of these meetings shall be prepared by the respective\npresidents in conference with, and under the general direction\nof, the President of the Association.\nEach department shall\nbe limited to two sessions, with formal programs, unless other-\n\nwise ordered\n\nby the President\n\nof the Association,\n\nThe\n\npro-\n\nObject of\nDepartment\nMeetings\n\nexcept that\n\na third session of business or informal round-table conference\nmay be held at the discretion of the department officers.\nSec. 5. The officers of each Department shall consist of a President, a Vicepresident, a Secretary, and such other officers as may be deemed necessary by the\nDepartment, who shall be elected at the last formal session of the Department\nto serve one year and until their successors are duly elected;\nand who shall, at the time of their election, be active memOfficers of\nbers of the Association. Each department shall provide for\nDepartments\nthe creation of an Executive Committee, and assign to it any\nduties consistent with the purposes of the Department and the Act of Incorpora-\n\ntion and Bylaws\n\nof the Association.\n\nIn case there is a vacancy\n\nin the office of\n\nPresident of any Department, it shall be filled by appointment made by the Execu-\n\ntive Committee of the Department. Any other Departmental\nfilled by appointment made by the President of the Department.\n\nvacancy\n\nshall\n\nbe\n\nSec. 6. The Secretary of each Department shall, in addition to performing the\nduties usually pertaining to his office, furnish the Secretary of the Association a\ncopy of the proceedings\n\nof the meetings\n\npublication.\n\nNo Department\n\nthe general\n\nheadquarters\n\nof the Department\n\nfor\n\nshall establish an office outside of\n\nof the\n\nAssociation\n\nwithout\n\nthe\n\ncon-\n\nDepartment\nHeadquarters\n\nsent of the Board of Directors.\n\nSec. 7. All departments shall have equal rights and privileges, with the exception stated in Section 3 of this article. They shall be named in Section 1 of\nthis article in the order of their establishment and shall be\nRights of\nEach department\ndropped from the list when discontinued.\nDepartments\nmay be governed by its own regulations in so far as they are\nnot inconsistent with the act of incorporation or these bylaws.\n\nSec. 8. Upon the recommendation\nmay be established by vote of two\nAssembly\n\npresent\n\nat any annual\n\nof the Board of Directors a new department\nthirds of the delegates to the Representative\n\nmeeting;\n\nprovided, that a written\n\nsaid Department with title and purpose of the same shall have\nbeen made at the regular meeting of the Assembly next pre-\n\napplication\n\nfor\n\nHow\n\nEstablished\nceding the one at which action is taken by at least 250 members engaged or interested in the field in the interest of which\nshall be\nthe department is proposed to be established; provided, that no group\n\n"}
{"page": 1032, "printed_page": null, "text": "NaTIONAL\n\n1028\n\nASSOCIATION\n\nEpucaTION\n\nadmitted to Departmental status until\nfor at least three successive years.\n\nhave\n\nit shall\n\nmeetings\n\nconstructive\n\nheld\n,\n\n;\n\nA Department already established may be discontinued upon a tavwo-thirds vote\nof the Representative Assembly at any business meeting provided that announcement of the purpose to discontinue has been made at the preceding annual busiThe Board of Directors may recommend to the Representative Asness meeting.\nUpon the recommendation of the\nsembly the discontinuance of any Department.\nBoard of Directors a department which has failed to hold a regular meeting for\ntwo successive years may he discontinued by a vote of two thirds of the delegates\nto the Representative Assembly present at any annual meeting.\nSec. 9. Any department, by a two thirds vote of those voting at any regular\nbusiness meeting, may levy a membership fee to supplement its allowance from\nthe Association.\nSuch membership fees shall be paid to the Secretary of the de-\n\npartment\n\nwho\n\nshall transmit them\n\nmonthly\n\nto the Secretary of\n\nSuch funds shall be added to the department’s\nthe Association and shall be used for the work\n\nFees for\nDepartment\n\nthe Association.\nallowance from\n\nMembers\n\nof said department\n\nonly, and shall be disbursed\n\nupon\n\nthe rec-\n\nommendation of the executive officers of the department in the\nsame manner as other funds of the Association are disbursed.\n\nARTICLE\n\nVI—COMMITTEES\n\nSection 1. Not later than five months before the end of the fiscal year, the President shall appoint an auditing committee, consisting of three active members of\nthe Association, no one of whom shall be either a Trustee or a Director; to this\nCommittee shall be referred the report and audit of the expert\nAuditing\naccountant or accountants, together with the communication of\n\nCommittee\n\nthe President transmitting the same as provided in Section 5 of\nshall report its findings to the\n\nthis Article; and the Committee\nBoard of Directors.\n\nSec. 2. On the first day of the annual meeting of the Association, at such time\nand place as shall be designated on the annual program by the President of the\nAssociation, the accredited delegates to the Representative Assembly from each\nstate shall elect one member and one alternate who are active\n\nDelegates\n\nMeet\n\nmembers\n\nof the Association\n\nfor each of the following commit-\n\nby States\n\ntees, to serve for the ensuing year: Credentials, Resolutions, and\nNecrology.\nThe Committee on Credentials shall receive the\nofficial list of delegates from the Secretary and report thereon to the Representative Assembly.\n\nSec. 3. The Committee on Resolutions shall report at the annual business meeting\nof Representative Assembly, and except by unanimous consent, all resolutions shall\nbe referred to said committee without discussion.\nThis committee shall receive and\nconsider all resolutions proposed by active members, or referred\n\nResolutions\n\nmeeting,\n\nto it by the President; some time during the second day of the\nannual meeting of the Association the committee shall hold a\n\nat a place and time to be announced\n\npose of receiving proposed\ncate them.\n\nNecrology\n\nSec. 4.\n\nresolutions\n\nThe\n\nin the printed\n\nprogram,\n\nand hearing those who\n\nCommittee\n\non\n\nNecrology\n\npublished Proceedings brief memorial\nhave died during the year.\n\nmay\n\nmay\n\nfor the pur-\n\nwish to adyo-\n\nprepare\n\nfor the\n\ntributes to members\n\nwho\n\n"}
{"page": 1033, "printed_page": null, "text": "ASSOCIATIONAL\nSec. 5. Within thirty (30)\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1029\n\ndays prior to the time of the annual meeting of the\n\nAssociation, the President shall appoint a competent person, firm or corporation,\nlicensed to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of\n\nthe Secretary, the Treasurer, and the Board of Trustees and\ncompare the same and shall also examine the securities of the\n\nExamination\nOf Accounts\n\npermanent fund held by the Board of Trustees.\nThe report\nof said accountant or accountants shall be filed with the President\n\nmot less than\nten days before the opening day of the annual meeting of the Association, and\nshall be by him submitted to the Auditing Committee with such comments as he\nmay think proper.\nARTICLE\n\nVII—MEETING\n\nSecTION 1. A stated meeting of the Association, of the Council of Education, and of all other Departments, except as otherwise provided, shall be held at such time and place as shall be\ndetermined by the Board of Directors or by the Executive Committee acting under the instructions of the Board of Directors.\n\nMeetings\n\nto be\nHeld\nAnnually\n\nSec. 2. The annual business meeting of the Representative Assembly shall begin\nat 9:00 o’clock A. M., on the second day of the annual meeting of the Association.\nA regular meeting of the Board of Directors shall be held im connection with the\nannual meeting of the Association.\nThe time and place of\nsuch meeting shall be designated in the program.\nThe SecreMeetings of\ntary shall notify the members of the Board of Directors of the\nAssembly\ntime and place of meeting, not less than thirty (30) days before\nDirectors, and\nthe meeting.\nTrustees\nThe first regular meeting of the new Board of Directors shall\nbe held as soon as practicable and within twenty-four hours after the close of\nthe last session of the annual meeting.\nThe place and time of this meeting shall\nbe announced in the printed program.\n‘\nThe Board of Trustees shall hold its annual meeting at some convenient time\nand immediately following the meeting of the new Board of Directors.\nSpecial\nmeetings of the Trustees may be called by the Chairman and shall be called\non request of a majority of the Board of Trustees.\nDue notice of all meetings\nof the Board of Trustees shall be given to every member of the Board by the\nSecretary thereof.\n\nARTICLE\n\nVIII—PROCEEDINGS\n\nSection 1. The proceedings of the Association, of the Council,\nments, and of all commissions and committees, shall be published\n\nof the Depart-\n\nat the discretion of and under the direction of the Executive\nCommittee provided that such publication has been approved\nand the money therefor appropriated by the Board of Directors.\n\nPublication of\nProceedings\n\nSrc. 2. No paper, lecture or address shall be read before the Association or any\nof the\n\nDepartments\n\nin the\n\nabsence\n\nof the\n\nauthor,\n\nwithout\n\nthe\n\nPresident of the Association, or of the President of the Department interested; nor shall any such paper, lecture or address be\npublished in the Proceedings without the approval of the Execu-\n\ntive Committee.\n\napproval\n\nof the\n\nAbsence\n\nof\n\nAuthor\n\n"}
{"page": 1034, "printed_page": null, "text": "1030\nSk aann\n\nNATIONAL EpucaTion ASSOCIATION\nle enh neh See he WII Se\nARTICLE\n\nes\n\nIX\n\nSecTION 1. Elected directors from twenty-five states shall constitute a quorum of the Board of Directors. A majority of all\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\nQuorum\n\nARTICLE\n\nX—AMENDMENTS\n\nSEcTION 1. These bylaws may be altered or amended at the annual meeting of the\nRepresentative Assembly by unanimous vote, or by a two thirds vote of the Representative Assembly if the alteration or amendment shall have\nAmendments\nbeen proposed in writing at the annual business meeting next\nto Bylaws\npreceding the one at which action is taken, and due announcement of the proposed action shall have been made in the ofhcial publication of the Association.\n\nNATIONAL\n\nEDUCATIONAL\nNOW KNOWN\n\nNATIONAL\n\nEDUCATION\nUNITED\n\nASSOCIATION\n\nAS THE\nASSOCIATION\n\nOF\n\nTHE\n\nSTATES\n\nCERTIFICATE\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\nthe annual meeting of the Association held next after the passage of an act of\nCongress entitled “An Act to Incorporate the National Education Association of\nthe United States,”\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\nof the United States, granted by said act of Congress, and adopted bylaws as\nprovided in said act and elected officers; and the undersigned pursuant to said\nresolutions,\n\nDo hereby certify that the National Education Association of the United States\nhas duly accepted said charter granted by said act of Congress, and adopted bylaws, and is the lawful successor to the National Educational Association.\nIn witness whereof, we have hereunto signed our names this 20th day of August,\n1907.\n\nNATHAN\nIRWIN\n\nC. SCHAEFFER,\nSHEPARD,\n\nPresiding\n\nSecretary.\n\nOfficer.\n\n"}
{"page": 1035, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1031\n\nVERIFICATION\n\nRESOLUTIONS\n\nADOPTED\n\nBY THE\n\nACTIVE\n\nMEMBERS,\n\nJULY\n\n10, 1907\n\n1. Resolved, That the National Educational Association hereby accepts the charby an act of Congress entitled “An Act to Incorporate the National\nEducation Association of the United States,” passed June 30, 1906, and that the\nPresident and Secretary of this meeting be authorized and directed to execute\nand file with the Recorder of Deeds of the District of Columbia a verified certificate showing the acceptance by the Association of the charter granted by said act.\nter granted\n\n2. Resolved, That the proposed bylaws of which notice was given at the annual\nmeeting of the Association held on July 6, 1905, which are printed in full in the\nJournal of said meeting, be and the same are hereby adopted to take effect immediately.\n\n3. Resolved, ‘That the Association adopt as its corporate\nthe title “National Education Association of the United\n\nseal a circle containing\nStates,’ and the dates\n\n“1857-1907.”\n4. Resolved, That the Association do now proceed to elect officers, and to organize under the charter granted by the act of Congress.\n\nFiled in the office of the Recorder of Deeds of the District of Columbia,\n\nSeptem-\n\nber 4, 1907.\n\nCALENDAR\nNATIONAL\n1857—PHILADELPHIA,\n\nTEACHERS\n\nPA.\n\n(Organized)\n\nJames IL. Enos, Chairman.\nW. E. SHetpon, Secretary.\n1858—CINCINNATI,\nOHIO\nZ. RICHARDS, President.\nVicia i¥\nWi BULKLEY, Secretary.\nJ. Ricxorr, Treasurer.\n1859\nWASHINGTON,\n(ay\nAY J. RICKOFF, President.\nJ. W. BULKLEY, Secretary.\nC. S. PENNELL, Treasurer.\n1860—BUFFALO,\nN. Y.\n\n1861,\n\nTin We BULKLEY, President.\nZ. RICHARDS, Secretary.\nOya OE Wicxt, Treasurer.\n1862—No session.\n\n1863—CHICAGO,\n\nILL.\n\nJoun D. PuHILerRick, President.\nJaMEs CRUICKSHANK,’ Secretary.\n0. C.. WicHt, Treasurer.\n\n1864— OGDEN SEURG,\n\nNix\n\nY.\n\nW. H. Wetts, President.\nDavip N. Camp. Secretary.\nZ. RicHarps, Treasurer.\n\nOF\n\nMEETINGS\n\nASSOCIATION,\n\n1857-1870\n\n1865—HARRISBURG,\n\nS. S. Grerne,\n\nW.\n\nE.\n\nZ.\n\nRicHarps,\n\nAe\n\nPresident.\n\nSHELDON,\n\nSecretary.\n\n‘Treasurer,\n\n1866—INDIANAPOLIS,\nIND.\nJe. Pe: WICKERSHAM, President.\nS. H. Wurre, Secretary.\nS. P. Bares, Treasurer,\n1867—No\n\nsession.\n\n1868—NASHVILLE,\nTENN.\nJ. M. Grecory, President.\nL. Van BoxKKELEN, Secretary.\nJames CRUICKSHANK, ‘Treasurer.\n1869—-TRENTON, N. J.\n:\nIL. Van BOoKKELEN, President.\nPe E. Crossy, Secretary.\nI,. Barser, Treasurer.\n\n1870-—-CLEVELAND,\n\nOnLOMe.\nDanieL B. Hacar, President.\nA. P. Mars_e, Secretary.\nW. E. Crossy, Treasurer.\n\n"}
{"page": 1036, "printed_page": null, "text": "1032\n\nNaTIonAL\nNATIONAL\n\n1871—ST.\n\nLOUIS,\n\nEpucaTION\n\nEDUCATIONAL\n\nMO.\n\nbe L. PicKarp, President.\nE. Crossy, Secretary.\nwoe HANcock, ‘Treasurer.\n1872—BOSTON,\nMASS.\n\nE.\n\nE.\n\nWuirr,\n\nPresident.\n\nS. H. Wuirs, Secretary.\nJoun Hancock, ‘Treasurer.\n1873—ELMIRA, N. Y.\nB. G. Norrurop, President.\nS. H. Wuirs, Secretary.\nJoun Hancock, Treasurer.\n1874—DETROIT,\nMICH.\nS. H. Wuirs, President.\nA.\n\nP.\n\nMarsie,\n\nSecretary.\n\nJoun Hancock,\n1875—MINNEAPOLIS,\n\nTreasurer.\nMINN.\n\nW. T. Harris,\nM. R. Assort,\nA. P. Marste,\n\nPresident.\nSecretary.\n‘Treasurer.\n\n1876— ORE\nMD.\nW. F. PHELPS, President.\nW. D. HEeNKLE, Secretary.\nA. P. Marsir, Treasurer.\n\n1877—LOUISVILLE,\n\nKY.\n\nM. A. NEWELL, President.\nW. D. HENKLE, Secretary.\nJ. Ormonp Witson, ‘Treasurer.\n1878—No\n\nsession.\n\n1879—PHILADELPHIA,\n\nPA.\n\nJoun Hancock,\nW. D. HENKLE,\n\nPresident.\nSecretary.\n\nJ. Ormonp Witson, Treasurer.\n1880—_-CHAUTAUQUA, N. Y.\nOrMonpd WILSON, President.\nW. D. HenKL#, Secretary.\nE. T. Tappan, Treasurer.\n\n1881—ATLANTA,\nJames H.\n\nGA.\n\nSmart, President.\nW. D. HENKLE,\nSecretary.\nE. T. Tappan, *Preasurer.\n\n1882—SARATOGA SPRINGS, N. Y.\nG. J. Orr, President.\nW. E. SHELDON, Secretary.\nH.\n\nS. TarsevLy,\n\n1883—SARATOGA\n\nTreasurer.\n\nSPRINGS,\n\nN. Y.\n\nE. T. Tappan,\n\nPresident.\n\nN. A.\n\nTreasurer.\n\nW.\n\nE. SuELpon,\nCayxins,\n\n1884—MADISON,\nTuomas\n\nBICKNELL,\n\nPresident.\n\nH. S. Tarpevy, Secretary.\nN. A. CaLkins, Treasurer.\n1885—SARATOGA SPRINGS, N. Y.\nLouis\n\nW.\n\nSoxypan,\n\nE. SHELDON,\n\nN. A.\n\nCaixkins,\n\nPresident.\n\nSecretary.\nTreasurer.\n\n1886—TOPEKA, KANS.\nN. A. Caixins, President.\nW. E. SHetpon, Secretary.\nE. C. Hewert, Treasurer.\n1887—-CHICAGO, ILL.\nW. E. SHELDON, President.\n*. H. CanFietp, Secretary.\nE. C. Hewerr, Treasurer.\n1888—SAN FRANCISCO, CALIF.\nAaron\n\nGOVE,\n\nASSOCIATION,\n\nPresident.\n\nJ. H. CanFrietp, Secretary.\n_ E. C. Hewerr, Treasurer.\n1889—NASHVILLE, TENN.\nApert P. Maree, President.\nJ. H. Canrretp, Secretary.\nE. C. Hewett, Treasurer.\n\n1871-1907\n\n1890—ST. EAUL, MINN.\nVe\nCANFIELD, President.\nW. ot Garrett, Secretary.\nE.\n\nsoo\n\nC. Hewert,\n\nTreasurer.\n\nauaseaie ee ONT.\nge GARRETT, President.\n\ni\n\nCook,\n\nSecretary.\n\nIRWIN\n\nSHEPARD,\n\nlie i GREEN Woop, ‘Treasurer.\n1892—SARATOGA SPRINGS, N. Y.\nE. H. Coox, President.\nR. W. STEVENSON, Secretary.\nJ. M. GreENwoop, Treasurer.\n1893—CHICAGO, ILL.\n(International Congress of\nEducation.)\nALBert G, LANE, President.\nSecretary.\n\nJ. M. GreeNwoop, Treasurer.\n1894—ASBURY PARK, N. J.\nALBERT G. LANE, President.\nIRWIN SHEPARD, Secretary.\n\nJ. M. GreENwoop,\n1895—DENVER, COLO.\n\nTreasurer.\n\nNicuoias\n\nButier,\n\nMurray\n\nPres.\n\nIRWIN SHEPARD, Secretary.\nI. C. McNEILL, Treasurer.\n1896—BUFFALO,\nN. Y.\nNewton\nC. DoucuHerty, President.\nIRWIN SHEPARD, Secretary.\nI. C. McNeriz, Treasurer.\n\n1897—MILWAUKEE,\n\nWIS.\n\n1899—1,OS ANGELES,\n\nCALIF.\n\nCuarLes R. SKINNER, President.\nIRWIN SHEPARD, Secretary.\nI. C. McNerLu, Treasurer.\n1898—-WASHINGTON,\nD. C.\nJ. M. Greenwoop, President.\nIRWIN SHEPARD, Secretary.\nI. C. McNerL1y, Treasurer.\n\nE. Oram\n\nLyre,\n\nPresident.\n\nIRWIN SHEPARD, Secretary.\nI, C. McNeitu, Treasurer.\n1900—CHARLESTON,\nS. C.\nOscar T. Corson, President.\nIrwin SHEPARD, Secretary.\nCarRoLL G, PEARSE, Treasurer.\n1901—DETROIT,\nMICH.\n\nJames\nIRWIN\n\nSecretary.\n\nWIS.\nW.\n\nASSOCIATION\n\nLeaiGs\n\nM.\n\nGreen,\n\nPresident.\n\nSHEPARD, Secretary.\nGREENLEE, Treasurer.\n\n1902—MINNEAPOLIS,\nMINN.\nWriiiam M. BrEARDSHEAR, President.\nIRWIN SHEPARD,\nSecretary.\n\nCuHarLes\n1903—BOSTON,\nCuHarLEs\n\nH. Keyes, Treasurer.\nMASS.\nW. Exiot, President.\n\nIrwin SHEPARD, Secretary.\nW. M. Davipson, Treasurer.\n\n1904—ST. LOUIS, MO.\nJoun W. Coox, President.\nIrwin SHEPARD, Secretary.\nMcHenry Ruopes, Treasurer,\n\n1905—ASBURY PARK anp OCEAN\nGROVE, N. J.\nWiii1am\nH. Maxwett, President.\nIrwin SHEPARD, Secretary.\nJames W. CrastTreEE, Treasurer.\n1906—No\n\nsession.\n\n1907—LOS ANGELES, CALIF.\nNatuan C. SCHAEFFER, President.\nIRWIN SHEPARD, Secretary.\nJ. N. Witxkinson, Treasurer.\n\n"}
{"page": 1037, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nNATIONAL EDUCATION ASSOCIATION\nUNITED STATES, 19083—\n1908—CLEVELAND,\n\nOHIO.\n\n1909—DENVER,\n\nCOLO.\n\nMary\n\nPresident.\n\nIrwin SHEPARD, Secretary.\nARTHUR H, CHAMBERLAIN,\n\n1911—SAN\n\nFRANCISCO,\n\nCALIF.\n\n1912—CHICAGO, ILL.\nCarrot, G. Pearse,\n\nPresident.\nIRWIN SHEPARD, Secretary.\nKATHERINE D. BLAKE, Treasurer\n1913—SALT LAKE CITY, UTAH.\nEpwarp T. FAIRCHIED, President.\n\nDuranp\nW. SprINGER, Secretary.\nGrack M. SHEPHERD, Treasurer.\n1914—ST. PAUL, MINN.\nJosepH Swain, President.\nDuranp W. SPRINGER,\nSecretary.\nGrace M. SHEPHERD, ‘Treasurer.\n1915—OAKLAND,\nCALIF.\n(International Congress of\nducation. )\n.\nDavip\nSTARR\nDurAND W.\n\nJORDAN, President.\nSPRINGER, Secretary.\n\nGrace M. SHEPHERD, Treasurer.\n1916—NEW\nYORK, N. Y.\nDavip B. Jounson, President.\nDurANpd W. SPRINGER,\nSecretary.\nGracék M. SHEPHERD, Treasurer.\n1917—PORTLAND,\nORE.\nRosert J. Atty, President.\nDurand\nW. SprRINGER, Secretary.\nTuomas E, FINnkEGAN, Treasurer.\n\nPresident.\n\noop\n\nNe Marruews, ‘Treasurer.\nALT LAKE\nCITY, UTAH.\n\nJ. W.\n\nEvita Frace Younc, President.\nIRWIN SHEPARD, Secretary.\nDuranp W. SPRINGER, Treasurer.\n\n~\n\n1919\n\nJOSEPHINE\n\nTreas.\n\nPA.\n\nC. C. Braprorp,\n\nJ W. Craprree, Secretary.\nANE MeEREN\nSie\na\nMILWAUKEE,\nGrorce D. a\nPresident.\nR W. CRABTREE, Secretary.\n\nLorenzo TD. Harvey, President.\nIrRw1In SHEPARD, Secretary.\nArtHuR\nH. CHAMBERLAIN, ‘Treas.\n\n1910—BOSTON,\nMASS.\nJames Y. 7o0YNER,\n\nOF THE\n\n1918—PITTSBURGH,\n\nEpwin\nG. Coorty, President.\nIrwin SHEPARD, Secretary.\nArtHUR\nH. CHAMBERLAIN, ‘Treas.\n\n1033\n\nINFORMATION\n\n1921_DES\n\nCorLiss\n\nCrasTree,\n\nPreston,\n\nMOINES,\n\nPres.\n\nSecretary.\n\niis Marruews,\n\n‘Treasurer.\n\nIOWA.\n\nFrep M. HUNTER, President.\nJ. W. Crasrres, Secretary.\nCorneELia §S. Apair, Treasurer.\n1922—BOSTON,\n\nMASS.\n\nCHARL OrMonD WILLIAMS, Pres.\nJ. W. Craprree, Secretary.\nCorneELia S, Apair, Treasurer.\n1923—OAKLAND-SAN FRANCISCO.\nWitiiamM\nB. Owen, President.\n\nJ. W.\n\nCrastreE,\n\nCornett\n\nSecretary.\n\nS. Ce\n\n‘Treasurer.\n\n1924—_W ASHINGTON,\nD. C.\nOuive M. Jones, President.\n\njlo NW CRABTREE, Secretary.\nCornetia §. ADAIR, Treasurer.\n\n1925—INDIANAPOLIS,\n\nIND.\n\nsede) H. Newton, President.\nJ. W. CRABTREE, Secretary.\nCornetia S. ADAIR, Treasurer.\n1926—PHILADELPHIA,\nPA,\nMary McSxKImmMon, President.\nJ. W. CrastreeE, Secretary.\nHenry Lester SMITH, Treasurer,\n{927—SEATTLE,\nWASH.\nFrancis G. Buiair, President.\nJ. W. Crastrer, Secretary.\n\nHenry\n\nLester\n\n1928—-MINNEAPOLIS,\n\nSMItH, Treasurer.\nMINN.\n\nCorneEL1A S, Apair, President.\nJ. W. CRABTREE, Secretary.\nHenry LESTER Smrrtu, ‘Treasurer.\n\n"}
{"page": 1038, "printed_page": null, "text": "EpucatTion\n\nNatIonAL\n\n1034\n\nASSOCIATION\n\nES\nSS\n\nNATIONAL\n\nEDUCATION ASSOCIATION\nFOR: 1927-28\n...... EE PEESIGENT\n\nS. ADAIR\n\nCornevia\n\nSee\n\nOFFICERS\nVa.\n\nsis sin o\\oie vine cle 019qcsretbaslolag Selbioltjo\\pirevels 5 atics Richmond,\n\nLae\nInd.\n\nrales slave Washington,\ncceleis\na) anealteeetadiniakenenet\nont. ol EVES OCEELALY. sisnralenerai\n>. WivCraptete\nENRY Leste SMITH “eo OT CP reasuiFer «6.6 +005 cases 0.0 ojone Sled eltisipisies « viela's (066 Bloomington,\n\nExecutive\nCornELIA\n\nS, ADAIR\n\n..... PAPPPESIGENt,\n\nWaALteR\n\nR.\n\n......0- Chairman,\n\nCommittee\nVa.\n\noie. a 4 0 sieepoleietn te ofatta selene shoal aieie\\alanels ieRichmond,\n\nFRANCIS G. BLAIR ....00-+2 Vicepresident ...ceseecescseceerecsssscrererses pt\nag Til.\nD. Cc\nWALTER R. SIDERS ...... .. Chairman, Board of Trustees ......+-++-+- Washington,\nHenry Luster Smite . 252, Treasurer j...ccccccccccenavesecrecssvccsens Bloomington, rite\nOhio\nColumbus,\neeees\nFRANK E. REYNOLDS ...... Member by Election .......seeseseceeee\n\nBoard of Trustees\nSIDERS\n\nField\n\nRepresentative,\n\nWorld\n\nFederation,\n\nof Education Associations\n.......+..06. Washington,\nD.C.\nCornELIA S, ADAIR ...+..-5 President, Bainbridge Junior High School ...... Richmond, Va.\nLIM. (GWEN ie acigty.cecctad Superintendent of Schools .......++++-++. San Francisco, Calif.\nHOMAS FE. FINEGAN\n.....- President, Eastman Teaching Films, Inc. ..... Rochester, N. Y.\nIKATE WOPRKORD, | aie 6cperersreisisxs Superintendent of Laurens County Schools ..... Laurens, S. C.\n\nVicepresidents\nA. T. ALLEN,\n\nState\n\nSuperintendent\n\nof Public\n\nInstruction\n\n.................6- Raleigh,\n\nN. C.\n\nTra T. Cuapmany, ;Superintendent (ofl Schools <..\\. «21. -s.spsjsolaretale!oleresw\natemisye sie eeeElizabeth, N. J.\nA. G, Crang,. President, Univyersityro£ Wyoming...\n« «+c. «scl st sisisieicjajs o)o eb aleLaramie, Wize:\nFrorence M.. Hatz, State. Agent’ for Rural Education.........c.,c+cceecseuw Augusta, Me.\nR, ,., JONES, .Superintendents of #Scltools.a.\n.,.clocieleo ice steko eleerteettilers\nfeieeiee Memphis, Tenn,\nJonn J. Ras, Superintendentof. Schools ec... .. se\neae aes oe cco oe Coeur d’Alene, Idaho\nAGNES SAMUELSON, State Superintendent of Public Instruction............ Des Moines, Iowa\nCLaupE W. Sanpirur, 10725 East Third Street, Lankershim Station....Los Angeles, Calif.\nH. A. Senter, Dean of Faculty, Central High Schools\nssi). .00.)..\n0... ce eee Omaha, Neb.\nJoun S. VaucuHaN, State Superintendent of Public Instruction\n-Oklahoma City, Okla.\nJ. O. Wess, Superintendent of Schools ROOD\nBO\nSr\naaedoo Harrisburg, Texas\n\nBoard of Directors\nDirectors\n\nGCORNELTAGS:\n\nEx\n\nOfficio\n\nvADATR,, Presiden timers vestelekekersre) osiereleletsictsichsiaveleholela\navel os(aici fetelereie ettenercie Richmond,\n\nVa,\n\nFRANCIS: ‘G, “BLAIR, Vicepresicent) qactnecteres sversisnicdiece bis orators ookerk ctnisleiel eatticleteers Springfield, Ill.\nHENRY) LUSTER SMITH, Dt easurenmmbecttscleisveimeracrete svelesteteretercam eienisicleniarctet Bloomington, Ind.\nWater R..Sipers; Chairman, Board of Trustees <.\\.....s0eces\ncscs cece Washington, D. C.\nJs Wa CRABTRERS® Secretary ite\nce cere tele icrootasra ateie ieleciahine teen ee tem ene Washington, D. C.\n\nLife Directors\nRoper? SJ, ALEY, Eresident of butlers College yn: astescoles siciesjtie esis reiciaeiaare Indianapolis, Ind.\nFrancis G. Buarr, State Superintendent of Public Instruction.............. Springfield, Ill.\nBOARD ‘OF <EEDUCAMTIONias\ntac okiecrec itis: ofiteiaelilicis; crete sreccletarsrerous. hott toate coon en Nashville, tenn.\nMas. Mary CC) Braprorp,§1735, Bellaire Streetic-..\n0... oxteilacle cto titetestehe a.siotee Denver, Colo.\nELMER ELLswortH Brown, President of New York University.............. New York City.\nNicuotas Murray But er, President of Columbia University................ New York City.\n\nPi PS CLaAxton,\n\nsuperintendent,\n\n(of sSchoolsioawcmie sietciereecmieineiiere\neee eeietae eee Tulsa,\n\nOkla.\n\nHiewA.\n\nHast’ Broadway,\n\ncassie a acian stele tare sc claterctre mice chee ators Mt.\n\nMich.\n\nGRAHAM»\n\nPleasant,\n\nBaup M: Hunter, \"Chancellor, University of Denvet...4..s0ecs enema eseet:\nenver, Colo.\nDavin B. Jounson, President, Winthrop Normal and Industrial College\nRock Hill, S. C.\nOrive M. Jones, ‘Principal,’ Public ‘School No? 120% 723. vee\ncaste cele\n-New York City.\nDavip Starr Jorpan, President Emeritus of Stanford University...............0. California\nJames Y. Joyner, Secretary, Tobacco Growers Cooperative Association.......... Raleigh, N. C.\nMarya McSkimMon\noPrincipal,, Pierce Schoolcm.\nose. acces ae\nene\nens Brookline, Mass.\nJesse H. Newton, Director, Lincoln School, Teachers College, Columbia University,\nNew York City.\n\nCarrot.\nG. Prarsx,\n4315\nLisbon\nAvenue....... sa ayeteehs adele ueteterecete\nBainareneters Milwaukee,\nWis,\nMrs. JosEPHINE Coriiss Preston, State Superintendent of Public Instruction. -Olympia, Wash.\n\nState TEACHERS’ AssocraTION oF ILLINoIs, Ropert C. Moors, Secretary...... Carlinville, Til.\nGrorcr D. Srrayer, Teachers College, Columbia University............0+000ew York City\nAW\n\nRe DAYpOR:\n\nDEACHERS:\n\n225°\n\nNorth ee airview strectacics\n\nac atest\neee ne Cees\n\nDecatur,\n\n(INSPITUSE ie\\eietsfororelajercloler oiefolsls ofelssleialelsie/)loconscla\nefafelelois ieee rete aePhiladelphia,\n\nIll.\n\nPa.\n\nJoune).. Cicer (President, University of Plotidag.cccsceausegene\naetinn cane Gainesville, Fla.\nCHARLES G. WHIT, PrestpEnt, Isbell Missionary College............-eeeeeeee Martin, Tenn.\n\n"}
{"page": 1039, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcorRDS AND\n\nINFORMATION\n\n1035\n\nState Directors\nAlabama\n............+.J.\nD. Wuriiams, Principal, Avondale School......... . Birmingham\nAlaska)\neaters\n+etsseeeeee. WitttAM K, Ke.ter, Superintendent of Schools............ Juneau\nAPiZoray\nWere sees sree\nts) Rosu.| Superintendent “or Schools.......s+202 nitisyoleleieisi CSOT\n\nArkansas\n..............J.\nP. Womack,\nState Superintendent of Public\n‘\n:\nTmistriaceiom, | a poimiieus\neles piesals, aialevbes steliois\nave prareieveiess\ntoreLittle Rock\nCalifornia\n............. A. R. Cuirron, Superintendent of Schools........... .....Monrovia\nColorado\n.............. W.\nB. Moonxy,\nSecretary,\nColorado\nEducation\nA\nAssociation, 530 Commonwealth Building....... o npate hols Denver\nConnecticut. .P207.1.4 2.02 Joun A, Youne, Assistant Superintendent of Schools....Bridgeport\nDelaware\n...... +eeeeee-Davip A. Warp, Superintendent of Schools............. Wilmington\nDistrict of Columbia.... Harry\nEnerisu,\nFranklin School Building............ Washington\nFlorida ................ W. S. CawtHon,\nState Superintendent of Public\nPas trichome goon icasvtet Peter tee notin evele Ciccone eatoueets Tallahassee\n-Georgia\n............... GEORGE Harris Weszer, State College for Women..... Milledgeville\nHawa\nee ore. seeeeee WiLL\nC. Crawrorp,\nSuperintendent\nof Public\nEnistruetiOns G ccjelsioretelses BS OOO On EO OD OIOD Skee sos Honolulu\nIdaho\n..........++-++-- CHARLES F, Dienst, Superintendent of Schools...... sisuslatsie! ste Boise\nIllinois\nSreisteetecaveve excieis.\nL. WHITTENBERG,\nSecretary, State Examining\nBoard ‘for Teachers) Certificates...\npia.neteteee eee Springfield\n\nIndiana\n\nTowa\n\nGees seeeeeeess\n\nCHARLES F. Mitier, State Superintendent of Public\nInstruction!)\n55's). JRICIREAO\nAC CH IERGIC CAIRN GONG Ge Indianapolis\n\n.....++.+++eee+++- CHARLES\n\nKansas.\n\n=\n..... 6%. sececeeee\n\nKentucky\n\n............--\n\nee\n\nLouisiana\n\nMichigan\nMinnesota\nMississippi\n\nMissouri\nMontana\n\nSecretary,\n\nIowa\n\nState\n\n‘Teachers\n\n415 Shops Building.............. ....-Des Moines\nSuperintendent of Schools............ Kansas City\nR. E, Wuitiams,\nSecretary, Kentucky Education\nee SOC aulOne LOMO OMUMEIIN: HCATICWOY. a: als)sic!eCeierelestclere'sLouisville\n.Baton Rouge\n\nMaine .....0.e+0eeeeeeeMaryland\nMassachusetts\n\nF, Pyr,\n\nAssociation,\nEF, PEarson,\n\nM.\n\nWILLIAM\n..... .ese» ANNIE\n\nB, Jack, Superintendent\n\nC, Woopwarp,\n\n..... sseeeeees WEBSTER\n\nH.\n\n144\n\nPearce,\n\nSchool\n\nState\n\nof\n\nSchools............ . Portland\n\nPNcliolle) aetoars exeieis evoreie a Baltimore\nStreet............e00% Somerville\n\nSuperintendent\n\nof\n\nPublic. Instruction, :#32542.\ns606 eos aonooObD Metereerrt terete Lansing\n....... .....\nErrig MacGrecor, Principal, John Burroughs School...Minneapolis\nWi. ks«.5<0% .. H. V. Cooprr, Superintendent of Schools..............0. Kosciusko\n\n......- -++++++\n...... oconoeos\n\nPHOMAS J. WaLkER,\n\nR.\n\nJ.\n\nCunnrnenam,\n\nEditor, School and Community....... Columbia\nSecretary,\n\nMontana\n\nState\n\n‘Teachers Association, Woxie21 Ze 5 <j Gitade's ose v.0\neae claws Helena\nNebraska .a.0--0c00s.e0 Mint, LEFLER, Superintendent-of Schoolsins\n23 cis.si.c\nacs erste Lincoln\nNevada uence cate «...+- BERTHA KNEMEYER, Principal, Elko County High School...... Elko\nNew Hampshire ........ Prertty L. Horne, Principal, Pinkerton Academy........... Derry\nNew: enseVinn\ncorse nace . ALEXANDER J. GLENNIE, Miller Street School.............. Newark\nNew Mexico....... ..... Marig Bartiinc, Superintendent of County Schools..... Albuquerque\nIN@WEY OFiG eee nrc crten\nthere Witiiam H. Hormes, Superintendent of Schools....... Mt. Vernon\nNorth Carolina ..\n. T. W. Anprews, Superintendent of Schools, Box 517....High Point\nNorth Dakota ~ <5...\nST Minwee Ji, INiRLSoN, 901; Sth Avene...\n.cte)sra sie releismiein Valley City\nOhio’ “romeses\nss leleireerexs .. A. C, Exprepcr, Assistant Superintendent of Schools..... Cleveland\n@Okighoma\n\\ivccewens .~.... JOHN G, MITCHELL, President, Central Teachers College....Edmond\nOregon mi atiatereecties VEDAMEIAR MOND. Ol oBast 79th Street.\nple «i sisleec erisrtenisicce Portland\nPennsylvania\n(..cisc.e5.0 «6 Grorcr D. Ross, Principal, Altoona High School............ Altoona\nOrton RICO larta:s\n</see nisie Francisco Vizcarronpo, Assistant Commissioner of\n\n}\n\nNSCAC\nSETOID gtd on'sy93544 oi\n\nRhode\n\nIsland\n\n..........\n\nMrs.\n\nSouth\nSouth,\n\nCarolina ........ Georce W. Wannamaker,\nDakota, «.scc\\- «01+ N. E. Sree.t, Secretary,\n\nBteTaNat <a en)Sahat Nout) Scalsvecoehaile/evoLaie? aces San\n\nJuan\n\nAcnges M, Bacon, State Director of AmericanAZAWAON EO TACE PEUOTISClam wictstigi +)sibacichets ols eceleusveloieisigitreleratols Providence\n\nSuperintendent of Schools...St. Matthews\nSouth Dakota Education\n:\n\n‘ASsociation, 3 Perry Buildings cweccecsleos\nss 0aciewivies Sioux Falls\nMEHNESSCOD\nccs sielerecaissfo 6.. P. L. Harnep, State Commissioner of Education..... .++.-Nashville\nME RAS waver se lero salons’ arehevsie L. W. Rocerrs, State Department of Education.......... ».. Austin\n\nWah ios.\nSyareletelsteiale' B. A. Fow er, 2324 Adams Avenue ..........seeeeeeereees Ogden\nWerinontemresters)cieieiriisiclels CrarENcE\nH, Dermpsty,\nState Commissioner\nof\n<\n\nErdiacations\nvateis\nsteeeO\nTEC OD: OB HOM OLTHO T GoacOoO ta aie Montpelier\nVirginial gable. asrainte . Josepx H, Saunpers, Superintendent of Schools.....Newport News\nVirgins Islands) jibeles\n=<0 /ArtHur E. Linpporc, Director of Education............ St. Thomas\nWashington\n....... ....JoHN D. Meyer, Principal, Hillyard High School\n.... Spokane\nWiest) Virginia fer, ceisjs;0c10 JosEpH Rosigr, President, State Normal School........... Fairmont\nWisconsin\n........2.e-» & G, Doupna,\n2017 Monroe Street........eseeeesecceees Madison\nWis OsthiT Qieercre iol\\ouelsi'ersy\nfie ait A, A. SLADE, Superintendent OL SCHOOlS msanise\nlewiete als arateLaramie\n\nHEADQUARTERS\n1201\n\nSixteenth\n\nStreet\nJ. W.\n\nCrabtree,\n\nDirectors\nHeien\nand\n\nT. Hixson,\n\nDirector\n\nAssistant\n\nTreasurer.\n\nof Accounts\n\nSTAFF\n\nNorthwest,\n\nWashington,\n\nD. C.\n\nSecretary\n\nof Divisions\nJoun\n\nK. Norton,\n\nHaroitp\n\nA.\n\nALLAN,\n\nResearch.\n\nBusiness.\n\n'\n\nk\n\nCart O, WittiaMms, Field and Legislative.\nJoy Exymer Morean, Publications\n‘T. D, Martin, Records and Membership.\nAcnrs WINN, Classroom Service.\nand Secretary, Department of\nService\nAdministrative\nS. D. SuHanxKLanp,\nSuperintendence.\n\n"}
{"page": 1040, "printed_page": null, "text": "EDUCATION\n\nOF\n\nCOUNCIL\n\nNATIONAL\n®\nLUOHE\nA\ni nt\nVicepreside\nU\n\nASSOCIATION\n\nEpucaTion\n\nNationaL\n\n‘*\n\n1036\n\nIndiana\nsisisic.susieiosethetaers Henry Lester SmitH, Dean, School of Education, Bloomington, tnd.\nUniversity (Term exires RCaeee eer : ‘g Ree\nuae\nae\nSchools\nof\nintendent\nSuperinte\nDorsey,\n.........- Mrs. Susan M.\n\nEducation\nEconomics\nChief, Home\nS., Bayior,\n1 Board for Vocational Education |\ni\nD. C.\nWashington,\npean. aces\nSuperintendent of Schools (Term exN. Cup,\nCommittee....Grorce\nUtah\nCity,\nLake\nSalt\ne\noie\nIFES 1928) cies tayersperee suatone eke apie mene\nF\nA, j. Marruews, President, Tempe Normal School (Term\n\ncis(eore ApEeLarr\nWIECLELGID _vocls exsisipicie\n\nExecutive\n\nre ees\n\n11929) njnae «orcs soto e leo\n\nexpires\n\nOFFICERS\n\nOF\n\nDepartment\n\niissen ti\n\nTempe,\n\nAriz.\n\nDEPARTMENTS\n\nof Adult\n\nEducation\n\nPLESTOCKE Co ccc 7 vod syeaKOoe A. W. Castie, Director of Extension Education, State Department of Public Instruction................ Harrisburg, Pa.\nVicepresident\n......... .ErHEL\nRicHarpson,\nAssistant\nSuperintendent\nof Public\n:\nInstruction, 1130 Sun Finance, Building..... Los Angeles, Calif.\nWECLELETI sitieeie\ncciee asieve C. S. Marsi, Dean of the Evening Session, University of\nBt fhalow .c.oxcpotorersuate + oGkisiesual oleae onthe: ir hs eusucnemuseeges Buffalo, N. Yee\nSLEUSULCTS Wverece\noot tetete eieve Wi. Lou Gray, State Supervisor of Adult Schools..Columbia, S. C.\n\nAmerican\nIPTESIGENY\n\nFirst\n\nAssociation\n\nataacis reece\n\nVicepresident\n\nP. Morcan, President, Western Illinois State Teachers’\nCollege?\nT2741. acettorsetiast chente ON\nwat oicierenele\nshaneMacomb,\nIlljnois\nMarguis, President, North Texas\nState ‘Teachers\nCollege.” oii ite strchacca\npater eee aes Agia cineleiate enton, Texas\n..., CHARLES W. Hun‘, Dean, School of Education..... Cleveland, Ohio\n\nL.\n\nDepartment\nPresident\n\n365 deyas.ccotivrse Laurence\n\nN.\n\nof Business\nPease,\n\ncial Department,\nVicepresident\n\nof National\n\niee W.\n\n..... R.\n\nSecretary-Treasurer\n\nof Teachers Colleges, Department\nEducation Association °\n\n........5-\n\nSecresaryamaats\nina eee\n\nC.\n\nE.\n\nWuitr,\n\nHead\n\nEducation\n\nVice-Principal\n\nand\n\nStockton\n\nSchool...... Stockton,\n\nof\n\nHigh\n\nCommercial\n\nHigh School ee sae\ntee\nFrances M. Burrs, Director\nSchoolers te Boats\n\nDepartment\n\nHead\n\nof\n\nDepartment,\n\nCommer-\n\nCalifornia\n\nGarfield\n\nene aoe ennne Seattle, Washington\nof Placement, Business High\ndareis cate 7 ater Washington, D. C.\n\nof Classroom\n\nTeachers\n\nBrestdent. «sca» esr . Jean L. Sourrs, Women’s Athletic Club..... Spokane, Washington\nVicepresident\n.........+ R. Ross Smiru, 5719 S. Francisco Avenue......... Chicago, Illinois\nSOCK ELAT I)Gayaratevs)\norehotecatefotate CuHarLes E. Scort, Jefferson High School......... Portland, Oregon\nHxecuti.e\nCommittee.... Eastern Section, Mrs. Epitn B. Joynes, 410 W. 14th Street\n(Terms expites? 928)): eee Meroe ie aos were a caine Norfolk, Virginia\nMiddle Section, Euta F. Hunvrer, 1324 E. Morphy Street\n(erm! ‘expires 1920) Pet yee\nfacts « Mistoveoitcsere Fort Worth, Texas\nWestern\nSection,\nMrriam\nJD, Eisner,\n3117\nCalifornia\nStreet\n\n(Term\n\nDepartment\n\nexpires\n\nof Deans\n\n1930).......... San\n\nFrancisco,\n\nCalifornia\n\nof Women\n\nByestdentast atbwnwteen DorotHy\nStimson,\nDean\nof Women,\nGoucher\nCollege\n;\n:\n}\nBaltimore, Maryland\nFirst Vicepresident ..... Heien M. Smite, Dean of Women, Western Reserve Uni-\n\nVETSILY\noP\nJeraeetate tiasiehl hehe eee erokal daree tet Cleveland, Ohio\n... FLORENCE Purincton, Dean, Mt. Holyoke College,\nSouth Hadley, Massachusetts\nSECTELATY warts coaeiteeiecctaie . Mary W. Sawyer, Dean of Girls High School\nBrookline, Massachusetts\nTF COSUYOF tard ok Beretsvercve\nree EsteLLA\nG. Heriey,\nDean,\nTexas\nState\nCollege\nfor\nW otter?) tea slerabitonts 1's Noe het sit ereew bee e EE Denton, Texas\nHeadquarters Secretary..Gwiavys W. Jonrs, 1634 I Street N. W......... Washington, D. C.\nSecond\n\n.\nj\nVicepresident\n\nDepartment\n\nof Elementary\n\nSchool Principals\n\nPresident ismicmenn\ncee ArtHuR §, Gist, Principal, Burbank and Whittier Schools\n?\n‘\n:\ners\nOakland, California\nFirst Vicepresident ..... E. RutH Pyrtye, Principal, Bancroft School..... Lincoln, Nebraska\nSecond\nVicepresident....\\WARREN\nA,\nRor,\nPrincipal,\nBelmont\nAvenue\nSchool\nNewark, New Jersey\n\n"}
{"page": 1041, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcorRDS\n\nAND\n\nINFORMATION\n\n1037\n\nThird\nVicepresident.....\ni\n1\nan HersEr? C. 4 Hensen, ; Principal,\npa\nT alcott School..... Ch i\nDy inoi\nFourth Vicepresident.... Mrs. Jura M. Wuirs, Principal, Steele Geloclcecear Cola.\nFifth\nVicepresident..... H. G. Masrerrs, Principal, Allen School. ...Pittsburgh, Pennsylvania\nSECTELGNYMEh.. Adware toHeten B. SHove, Principal, Longfellow School\nf\n’\nMinneapolis,\nMinnesota\nExecutive Committee....W .T. Loncsuor:, Principal, Greenwood School (Term \"exPIKES) O28)\npoe\ntie -lieseterges\naac o1s16i6 Kansas City, Missouri\nMrs. Jessy M. Fink, Principal, Buchanan School (Term\nexpires 1920) Merc\nsere rrislsiae sats a. © Grand Rapids, Michigan\nM. E. Prverson, Principal, Twentieth Street School (Term\nEMPINES ALO SON oe rsa ccnelets.lenckohaie\nati eters he.«Los Angeles, California\nEuizasEtH McCormick, Principal, Howe School (Term exPUSS\n93 1s)Me eaepcrecteh ayesx alec ier\nscalevavceoe eer Superior, Wisconsin\n\nDepartment\n\nof Kindergarten-Primary\n\nEducation\n\nPresident\nA\nS C ......\nORC HOR IO\n\nOe ELkANoR\no\nTROXELL,\n5\n; 1125 S. : Westned ge Avenue..Kalama\n7\nzoo, Michigan\n<\nichi\n.......... ELizaABETH\nHatz,\nAssistant\nSuperintendent\nof\nSchoals\n:\nMinneapolis, Minnesota\n\nVicepresident\n\nDIGCHE LOT Yama rata erase\n(okors .M.\n\nEnisaserH\n\nBruccrr,\n\nSSRIS\n\nCc BETS Ae pO\n\nSa\n\nDepartment\n\nApartment\nee\n\nel\n\n51,\nei\n\n620\n\nas New\n\nW.\n\n122nd\n\nNew\n\nYork,\n\nYork\n\nof Lip Reading\n\nIGG\n8) adlomataca: CaroLinE F. Ktmsaty, 39 Jackson Street.. Rast Lynn, Massachusetts\nVicepresident\n...++...+0/ AGNES STOWELL, 1056 Euclid Avenue.......... Berkeley, California\nWEERELATI Meee wlocivs tk texte!ATICE SL PUDNAM, 3610) Milam Street... sires\nei a6 0Houston, Texas\n\n3\n\nDepartment\n\nof Music\n\nEducation\n\nPHESAGENE We hearers\nwie wisa's TuappgEus P. Gippincs, Supervisor of Music, Public Schools\nf\n:\nE\n‘\n;\nMinneapolis, Minnesota\nVicepresident\nec cueees EstELLE CARPENTER,\nSupervisor of Music, Public Schools\n)\n_ San Francisco, California\nISICOP CLAM Pate ieiscaes slays 616 EstHER\nSatHer,\nSupervisor\nof Music,\nPublic\nSchools\nEverett, Washington\n\nDepartment\n\nof Rural\n\nEducation\n\nAde)\n\n=e\nla Ree Wiitt1am\nMcKiniry\nRosinson,\nWestern\nState\nNormal\nSOWOOL cape sissies eiosnssyeceis seimtensseneteteren\ncate ta Kalamazoo,\nMichigan\nVicepresident\n..........ApdA York, County Superintendent of Schools..San Diego, California\nSUEALEE Shoo\n0Ben asee on Mrs. Karurring M. Cook, Specialist in Rural Education,\nUnited States Bureau of Education.......... Washington, D. C.\nExecutive Committee ...A. F. Harman, County Superintendent of Schools (Term\nEXPIRES\nVOLT\nad hates sraicit tustemera staal sncls Montgomery,\nAlabama\nFanniz W. Duwn, Teachers’ College, Columbia University\nCLeimMuexpITEs: TIGO) vets smc cies\nsales New York, New York\nAGNES\nSAMUELSON,\nState\nSuperintendent\nof Public\nInStructiony\n\nClerm\n\nJ. C. MuxrMman,\nEXPILSSml\n\nH.\n\nDepartment\n\nof\n\n1931).\n\n6 csi mes eurssene Des\n\nState Teachers’\n\nBarnes,\n\nCounty\n\nSuperintendent\n\nSchool\n\nHealth\n\nand\n\nSEDECSS\n\nEES\n\nexpires\n\nSoutheastern\n\nCollege\n\nMoines,\n\nMLIGS)\n\nof\n\nSchools\n\nDirector,\nFourth\n\nPhysical\nNational\nAvenue,\n\nOklahoma\n\n(Term\n\nMeech\ne.. es sctMiake ss Heer» Sets Duluth,\n\nCHEE ates,\noUt sare os James\nE. Rocrrs,\nService,\n315\n\nIowa\n\n(Term\n\nGSS me mies sustele le acs, oyalleKeitalotalacueKer\nveeotsDurant,\n\nMinnesota\n\nEducation\n\nPhysical\nAshland\n\nEducation\nBuilding\n\nNew York, New York\neerie 1 Marcarrr Bett, Director, Department of Physical EducaVAGCEPLEStOCNE\ntion for Women, University of Michigan. .Ann Arbor, Michigan\nSecretary-Treasurer ..... Frorencs D. Atprn, 519 W. 121st Street, Apartment 6 B\nNew York, New York\nExecutive Committee....ErnHEt,\nPrrrin, American\nChild Health Association,\n370\nSeventh\n\nN.\n\nP.\n\nAvenue\n\nNertson,\n\n(Term\n\nState\n\nexpires\n\nSupervisor\n\n1928)....New\n\nof\n\nPhysical\n\nYork,\n\nNew\n\nYork\n\nEducation\n\n(Giierw teams, BMD)” Aa ogne on so deO Done Sacramento, California\nMELVILLE STEWART, State Supervisor of Physical Education\n_\n.\nGet! vexpiresw LOSMMMay sissies\npels cele. Charleston, West Virginia\n\nDepartment\nLPS OI AE\n\nOE\n\nof Science\n\nInstruction\n\nOOO OPO Hanor A. Wess, Professor of the Teaching of Chemistry,\nGeorge Peabody College for Teachers...... Nashville, Tennessee\na Francis D, Curtis, Professor of the Teaching of Natural\nScience, Uiiiversity of Michigan.......... Ann Arbor, Michigan\n\nSa AGT AD Ribs BEBO\n\n"}
{"page": 1042, "printed_page": null, "text": "1038\nNaTIoONAL EpucaTION ASSOCIATION\nee\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\n..J. STEVENS Kapescu, Medford High School..Medford, Massachusetts\nFirst a\npee\nseats Truman\nG. Reep, Principal, Central Intermediate Hig\nSchool\nnasetinace cleeis pier etter\nsteers Wichita, Kansas\nSecond Vicepresident.... WILLIAM\nFERDINAND\nEwinc,\nAssistant\nSuperintendent,\nPrinetpal- of (Schools, .Siyalete\netree tenia +o) . Oakland, California\nSecretary-Treasurer\n....H.\nV.\nHURCH,\nSuperintendent\nof Morton\nSecondary\nAng\nSchools: “2525s ceisler\necieate\nSOU RIDO,A a\nicero,\nIllinois\nExecutive Committee....GaLen Jones, Principal, High School,.Sige enoar Port Arthur, Texas\n&. H. Kemper McComs, Principal, Emmerich Manual Train:\ning, High’ School”\nnie thc. stele AEH iss Indianapolis, Indiana\n\nDepartment\nPREAACHE\n\noetsote\nstess\n\nof Social\n\nStudies\n\n..J.\n\nMontcomery GAmBRILL, Associate Professor of History,\nTeachers’ College, Columbia University........ New York City\nVicepresident\n..........Epna\nH. Stone,\nSupervisor\nof the Teaching\nof Social\nStudies, University High School... Donor Oakland, California\nSecretary-Treasurer\n....Bxrsstm L,. Prrrcr, Professor, Iowa State University. vIowa. City, Iowa\nCorresponding Secretary. Mary VY. Carney, Teacher of History, Central High School\n\nSt. Paul, Minnesota\n\nDepartment\n\nof Superintendence\n\nBHESSGENE a h 0)e100.9«.....F, D. Boynton, Superintendent of Schools...... ..Ithaca, New York\nFirst Vicepresident..... .JosEPH M. Gwinn, Superintendent of Schools,\nSan Francisco, California\nSecond Vicepresident.. as\nG. Pickett, Superintendent of Schools, Montclair, New hae\nExecutive\nExecutive\n\nSecretary..... S. D. SHANKLAND, 1201 16th Street N. W....... Washington,\nCommittee....NorMANn R, Crozier, Superintendent of Schools (Term exPires! *L929) APPR CA. cate Pa lete Sambo rahe: s<iace career -.Dallas,\n\nEK.\n\nD.\n\nTexas\n\nE. Lewis, Professor, School of \"Administration, Ohio\nState University (Term expires! 1980 45\n2. 05 35 or ‘olumbus, -Ohio\nFrank M. Unpgrwoop, District Superintendent of Schools\n(Term expires LOSYY MoE\nHite\noo ea St. Louis, Missouri\nPautV. StETson,\nSuperintendent of Schools\n(Term_exPires /LOSD)MRs\nPieler. coat\nae co Ri Seteloy oi erexsustctente Dayton, Ohio\n\nDepartment\nPresident\n\n....... ..eeee-Anna\n\nV.\n\nof Visual Instruction\n\nDorrts,-\n\nInstructor,\n\nState\n\nTeachers’\n\nCollege\n\nan Francisco, California\n.......+..CHARLES Roacu, Director, Visual Instruction, 1240 S. Main\nStreet peamiie tienscree\neee ae Los Angeles,\nCalifornia\nSecretary-Treasurer .....DupLry Grant Hays, Director of Visual Instruction, 460\nVicepresident\n\nSMS ELcn\n\nExecutive\n\nCommittee....Carotyn\n\nA See ierores ae CoD hn een. atntren so omar Chicago,\n\nBrown,\n\nDirector\n\nof\n\nVisual\n\nInstruction,\n\nIllinois\n\nPublic\n\nSCHOOLS Meats Osco setoilere aieumiarsyeooustaeve\nsete mictaeree Portland,\nOregon\nErnest\nJ. Cranpauzt,\nDirector\nof Lectures\nand Visual\nInstruction,\nPublic\nSchools,\n500\nFifth\nAvenue\nNew York City\n\nDepartment\n\nof Vocational\n\nEducation\n\nPresident aged. eon ...e-R.\n;\nVicepresident\n..........O.\n\nO. Smart,\nDirector\nof Vocational\nEducation,\nState\nBoard for Vocational Education.......... Boston, Massachusetts\nD. ApbaAms, State Supervisor of Trade and Industrial\n\nWECTELATY\n\nHdiucationapecn\nso thecos. sek\nPee\nSalem, Oregon\nLin LATINDER, Director of Matinat “Arts Education, Public\nSchools ehoraeaciae streamers se iae teste loves1s,Minneapolis, Minnesota\n\nGiecccsccevcceeds\n\nNATIONAL\n\nEDUCATION\nFOR\n\nWELLE Wee LAMEIN\nJin Wet CRABTRERMI\n\nHenry\n\nLester\n\n(Wiatde.c.c eis President,\nac eines ees Secretary,\n.....Treasurer,\n\nSmite\n\nASSOCIATION\n\nOFFICERS\n\n1928-29\n\nState Teachers College....... Be\nPathe Mo,\n1201 Sixteenth Street N. W......... Washington, D beer\nDean, School of Education, Indiana University,\nBloomington, Ind.\n\nExecutive\n\nCommittee\n\nUWE, W. WAMEIN fie..s0 a suoje EROSION Gytaatesevarn:a. <0,o7et usitars cise shee era\neC\nCorneLia S. Apair ........ Vicepresident,\nTeacher,\nBainbridge Junior Hon See\nays\n2121 Park Avenue ...... Suaerh'(at\n4seston eterna\nel Richmond, Va\nWiALtrr Roy SIDERS wee eee aateChairman, Board of Trustees........ State\nHouse Augusta ” Me.\nHenry Lester SMITH ..... LPCaSUtete\ncasrise es Qeinle ace ee Blloomington, Ind\nFrank E, REYNoLDs ...\n. Member by Election, Secretary, Ohio State Teachers ee\ni\nsociation, 428 Chamber of Commerce..... - Columbus, Ohio\n\n"}
{"page": 1043, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nBoard\n\nAND\n\nINFORMATION\n\n1039\n\nof Trustees\n\nWALTER R. SIDERS ......... Chairman rss ster oetee emuerese\nGit airelteleustatatet<te\nrere helnts\nUrt W. LaMKIN ...... rie e l TESIGEM ET eteheaiietareieietel\ncts« Again ew Taek\nohne era Meo\nMe\nSTs (Ougauie\na acooc cons Superintendent of Schools\nSan Francisco, Calif.\nKate V. Worrorp\n........ Superintendent of Laurens County Schools........ Laurens, S. C.\nJosrepH H. SAuNDERS ...... Stlperintendent, of Schools’ ...+.cielen\nvse one Newport News, Va.\n\nVicepresidents\nGrorce A. ALLEN, Jr., State Superintendent of Public Instruction ............ Topeka, Kans.\nIra T. CHapMAn, Superintendent of Schools\nrecalls\nElizabeth, N. J.\nJamMres P. Coares, Secretary, South Carolina Teachers Association, 314 State Office\n\nJCS, Sodyota Gao CGO\nEO\nICE\nOe ae Se\nBES Rene fate FA to iae Columbia, S. C.\nJ. J. Earty, Superintendent of Schools ........0..+++00% Bio teee cre nats seianess caus Sheridan, Wyo.\nCartes R. Foster, President, State Teachers College ..........00ccsesccccces Indiana, Pa.\nAnna Grime Fraser, Viceprincipal, Oakland High School ........ dosceineued Oakland, Calif.\nFrorence M. Hatz, State Agent for Rural Education .......... Spat eae ea lova\\enwisas Augusta, Me.\nELIZABETH R. McCormick, Principal, Timothy O. Howe School.............. Superior, Wis.\nGULL MADDEN, superintendent of: Schools. ..se~ sas scald ck cesar ase sauweees Winslow, Ariz.\n\nCP BSL URNER OMPe? VISOLNOL (SCHOOIS- ya\\s 0 oieccu6,s;, or0's ayeersra/s.acdlocseveis\neres «sleeves ..-.Baton Rouge, La.\nCaroLtine S. Wooprurr, Principal, State Normal Training School ............0+ Castleton, Vt.\n\nBoard of Directors\nThe president, first vicepresident,\nsecretary are directors exoflicio.\n\nDirectors\n\nexofiicio\n\ntreasurer,\n\nchairman\n\nof the\n\nBoard\n\nof Trustees,\n\nand\n\nthe\n\nLife Directors\nConnie S: ADAIR. 6,0 dairies siciaews alte hace, eae sabes, do ou cabieeiete.c Bysiavers “erecekeiets Richmond, Va.\nRosert J. Atry, President, Butler University ................ efterer\nnoteieroreyers Indianapolis, Ind.\nFrancis G. Buatr, State Superintendent of Public Instruction\nSpringfield, Til.\nBoarp OF EDUCATION\n....-.ee. States sieietovg stots Petoserars sare oh reekere te:aara’ eave eet eel Nashville, Tenn.\nMary CC. Braprorn.y17id5) Bellaire- Street. « says carstepiee\nsieves stakaeherevets ainte aca Denver, Colo.\n\nELMER\n\nELLswortH\n\nNicHuotas\n\nMurray\n\nPrabepCEAXDON,,\n\nBrown,\n\nCrancellor,\n\nNew\n\nButter,\n\nPresident,\n\nColumbia\n\nSuperintendentiot\n\nSchools:\n\nYork\n\nUniversity.....+.......... New\nUniversity\n\n...............- New\n\nYork\nYork\n\n.<9) sap wi-srie Aleapofdisei simstereliciors ecoleoie leaysTulsa,\n\nCity\nCity\n\nOkla.\n\nEDS AS GRAG AM, Bist Eon Wayig blaeict\neters ilove ave: 81aqoyeudvore<eqed\nainKnee oVe ekeeloyelalelore Mt. Pleasant, Mich.\nFrepertck M. Huwnrer, Chancellor, University of Denver .........eceseeeeee .Denver, Colo.\nDavin B. Jounson, President, Winthrop Normal and Industrial College...... Rock Hill, (S.C\nOxive M. Jonss, Principal, Public School -No,) 120\\ ac -f-\\areiwie\nols ieidieis) 1a.0e seieier -New York City\n\nDavip\n\nStarr\n\nJames Y.\nHOMES\n\nJorpan,\n\nChancellor\n\nEmeritus,\n\nStanford\n\nUniversity\n\n............ Stanford,\n\nCalif.\n\nJoyner, Assistant Manager, Prudential Insurance Co. of America, 1304 E.\nSE wecrtetantaece tpiaretete seo feteecs Crs eyepetcyai'shonoxers ha crshale (oie:o slptelpFarcets ccetvretaretee\nerase Raleigh, N.\n\nC.\nPrincipal, Pierce School ........-+sseccenscessvcaces . Brookline, Mass.\nDirector, Lincoln School, Teachers College, Columbia University,\nNew York City\nCarrott G. Prarsn, Representative of F. EK. Compton Co., 4315 Lisbon Ave...Milwaukee, Wis.\nJosrpuine C, Preston, State Superintendent of Public Instruction.......... Olympia, Wash.\nStrarm TracuEers Association oF ItitNots, Robert C. Moore, Secretary ...... Carlinville, Ill.\nGrorcr D. Srrayer, Professor of Education and Director, Institute of Educational Research, Teachers College, Columbia University ..........--sseeeeeeeees New York City\n\nMary\nJesse\n\nMcSxrmmon,\nH. Newton,\n\nA. R. Taytor,\n\n225\n\nN.\n\nFairview\n\nSt.\n\n.....-..sseeeee Dewiieviaeles\nstevens ee ns asics Decatut, Ui,\n\nTHACHERS, INSTITUTE 0000 cles wow sins sieceses\nvine sa obdislsial ontickherepsren sievessie. sreteforace Philadelphia, Pa.\nJoun J. Trcert, President, University of Florida ........sssseeeeeeseeees Gainesville, Fla.\nCuartrs G. Wurst, President, Isbell Missionary College ......-.++.seeseeeee Martin, Tenn.\nCart O. WittiAMs, Director, Field and Legislative Division, National Education AsSOCLAVIOIN ave cals tahsva BYVOPSrG oTeK a'SM toyo4s)ae coricwre rare Spb\nTris PAE\nGeb ood Washington, D. C.\n\nState Directors\n(Alabama meuunasieii ..eeeJ. D. Witxtiams, Principal, Avondale School........... Birmingham\ntes 18! WititamM K. KELLER, Superintendent of Schools............ Juneau\nmica cichecsteneas\nPA lasicaamere\nearcusceistene SSINE SOE Herman E. Henprix, Superintendent of Schools ifnadaavets Metere Grate Mesa\n(ATAZ OW\n;\nos ...J. P. Womack, State Superintendent of Public\nole\nois\nsi0\nie\nAgicaniSasi vets\nIMMER ROYALS Aa\no AS SHOMORO OOOO SdodU 6 OOOO Cerny 0 Little Rock\nMonrovia\n+.\n.\nSchools,............\nof\n...-.s.e+-.+. A. R. Cuirron, Superintendent\nCalifornia\nSecretary, Colorado Education Association,\nB. Mooney,\nColorada? sierusetesere....W.\nBAOP\nCommimOnnvealtiem\nIoLC oOsysiereinsiclaseels + olelelsieleiels/o1eie\nseteieielei Denver\nee Watertown\nConnecticut ........-... Gorpon C. Swirt, Superintendent Of SCHOOLS eis.cre:steuere\n\nDelawate\nDistrict\ni\nlifracce)\n\nvccnews ssi ....DAvip\n\nA.\n\nWarp,\n\nSuperintendent\n\nof Schools.........-.. Wilmington\n\nFranklin —\nSecretary, Board of Examiners,\nEncuisu,\n....Harry\nSchool\nBidg........ ‘ AOE ae a: i Re aay Washington\nublic\no\nmitiohntece\np\nOy: tHoN, a) State Superintendent\nsnc aosmoue SSR SON or\nTS LCULGELOTI\namet cteetete intel iei. ©.cle custo eles, vio:wlauojetotecs teur'e| ateyers\n\nof Columbia\n\n"}
{"page": 1044, "printed_page": null, "text": "1040\n\nNaTIONAL\n\n(Georgian\n\nEpucaTion\n\nASSOCIATION\n\nenclose\nstest «+s...M. L. Duccan, State Superintendent of Schools,\nState\n“Capitola re asetae ste nore\nolMeet Pree tohls oslocotareteonene Atlanta\noe contipaneds F. E. Howarp, Principal, Public Schools.. Hamakuapoko, Maui, T. H.\n\nSEMEL,\n\nBS\n\nTdahoe\nPrsaustanclets\ncasei caves, CuHarLEes F. Dienst, Superintendent of Schools.............. Boise\nTD iOts” Serecteis\nisso,chess «ee-e-A. L. WHITTENBERG, Secretary, State Examining\nBoard.,for Teachers), Certificatesjagitees--)+-1- -leieteletete Springfield\nJndianah.\nctersree sisteyoasicle.s « CuarLes F. Mirier, Superintendent of Schools.......- Indianapolis\nlOwattentin ochre ....Mary A. Lorn, Teacher, Woodrow Wilson Junior School .Sioux City\n\nKansas twchreess .-...M. E. Pearson, Superintendent of Schools............ Kansas City\nNéntucky) severe Peosae R. E. Wriiiiams, Secretary, Kentucky Education\n:\nAssociation, 1122\" Starkse Iblde arated\nitt creators Louisville\nDowmysianiaiee\nae cetare es choles CG. Be’ TURNER, “Stipervisor’ of “Schools...\n.. =... > cio -Baton Rouge\nManet\nGhoree vt... sees\nWILLIAM\nBS JACK, “Superintendent of “SchoolSs..\ncee. «alee Portland\nMaryland\n).tacteia crest e WILLIAM Burpick, State Supervisor of\nPhysicalvehdtucati\noni mretadteitaeree\nater ttnen eenedete stereto eneBaltimore\n\nMassachusetts\nMichigan\n\n......... ~Annig\n\n...........+..\n\nC.\n\nWoopwarp,\n\nTeacher,\n\nHigh\n\nSchool............ Somerville\n\nWEBSTER H. Prarck,\nState Superintendent of\nPublic.)\nInstruction...\nsec ails chlercieetetes\nsieeatenelet seamen Lansing\n\nMinnesota! (tis 0.5%0% ....Kerig\n\nMacGrecor,\n\nPrincipal,\n\nJohn\n\nBurroughs\n\nSchool..Minneapolis\n\nMississippi Gl05 5454 os ~H. V. Coorer, Superintendent of Schools......-........- Kosciusko\nMissouni efit esaioctele ac ..CHOomMAsS J. WALKER, Editor, School and Community...... Columbia\nMontana\naii\ndhiseis R. J. CunnincHam,\nSecretary, Montana Education Association, Room 9, Kohrs Block.............. Helena\n\nNebraska\nsictevaressccres\neveroreM. © Weverr, Superintendent of Schools...\n))....0- pees: Lincoln\nNevada” Wycs savssiers\nacsserdiene PAA paoe NEw AClot 810kb2.cn oC OS UC ORIG Eo Go.domoeen.on\nooon ac sere Tonopah\nNew Hampshire\n.......] PerLEY IL, Horne, Principal, Pinkerton Academy............ Derry\nINéws Jersey visi ss0sateiess ALEXANDER J. GLENNIE, Principal, Miller Street School..... Newark\nNews Mexico ®ejerscreiitels\n«es Mrs. H .F. Brock, Superintendent of McKinley County eee 3 a\n\nallup\n\nNew\nYori\nPee\nAe ae: NitntiaM H. Hotmes, Superintendent of Schools...... Mt. Vernon\nNorth Carolina\n.......; T. W. Anprews, Superintendent of Schools, Box 517....High Point\nNorth Dakota .......... Minyin J. NisEson, 2900 Sti Avene.\n«25 se. <4 oe oe)aisValley City\nODiGguamen eee\nA. C. Exprepcr, Assistant Superintendent of Schools..... Cleveland\nOldlahomame\nencase omen Joun\nG. MitcHeti,\nPresident,\nCentral\nState\n\nTeachers\nwiColle\nge sss arc eelio apiteteunce bil deen t hs eners eter ene ofan Edniond\nOregon MRht tetete Nerrig Mag Rankin, Teacher, High School of Commerce.\n. Portland\nPennsylvania fee. 4.ceee. J. Hereert\nKetiry,\nSecretary,\nPennsylvania\nState\nEducation Association, 400 N. 3d St......2..5.+--- Harrisburg\nPorto! Rico,\naie snesee Francisco VizcArronpo, Assistant Commissioner\nof “Education (iciasidectcis\ncate elstcraetsrccctons ttothe eitcka ateiete tee oan \"tan\nRhodedsland¥\n22 se .cct Acnrs M. Bacon, State Supervisor of Americanization....Providence\nSouth Carolina .........Grorce W. WANNAMAKER, Superintendent of Schools...St. Matthews\nSouth\n\niDakota’.':\n\n25.25.\n\nMennessee eens, cists\n\nN.\n\n25.20% P.\n\nE. Steere,\nSecretary,\nSouth\nDakota\nEducation\nAssociation, Rooms, Perrye Bldget\n2 cues ere ae atm tnetste oreSioux Falls\nL. Harnep, State Commissioner of Education.......... Nashville\n\nTEXAS\n\nMae aoe\n\nWitah\n\nPublic Thstructioni! i sete\n3 eee wee.\neee ete B. A. FowLer, Superintendent\n\naise as L. W.\n\nViernionipateenc\non: senkn\n\nRocers,\n\natcics\n\nSuperintendent\n\nof\n\nsvete atin terete am eyo\nof Schools, Weber\n\nte hes Mee Austin\n\nCounty; 72324\" Adamis* Arvel.s\n<2 00 2:2 2.0 suscslereieia eisia) satevejonete Ogden\nCLarENCcE H. DeMpsky, State Commissioner of\n\nBaacation®\nVirginian ™ aac\n\nFirst Assistant\n\ncathe.\n\neee staan ca cialele = ide cies ttre sare nee Montpelier\n\ntees C.\n\nJ. Heatwour, Secretary, Virginia Education\nAssociation, 202-203 =Goddin tElalisetcise clemie-celetctetete aisRichmond\nMirgin Jislandsi «csnenne ArrHur EF, Linpsorc, Director of Education............ St. Thomas\nWiashingtomumennnan cece ArtHuR I, Marsu, Secretary, Washington EduA\ncation\nsAssociation(®\n707 Lowman\n\"Blidget s..ne\nsee\nmacs Seattle\nWest Virginia .........JosepH Roster, President, State Normal\nSchool.......... Fairmont\nWascontine.t. sarees ns E. G. Doupna, Secretary, Board of Regents of\nNormal\nSchools: >2007\" es Monroe\nStes oa 2. eee tare Madison\nWiyomirigs ire sine ee icteric AS AL SEADES “Superintendent of Schools 2 seascitne\ncee osLaramie\n\nOFFICERS\n\nOF\n\nDEPARTMENTS\n\n1928-1929\nNational\nPresident xteseissclenke cola Henry Luster\nL\n‘\nUniversity...\nVicepresident\n\nCouncil\n\nof Education\n\nSmiru, Dean, School of Education, Indiana\ntanto\nmeiner: cate\na. Bloomington,\n\nInd.\n\n...........Mrs. Susan M. Dorsry, Superintendent of Schools\n,\nLos Angeles, Calif.\nSASHAULOD Ge OHSs oats. \\DELAIDE §S. Baytor,\nChief, Home\nEconomics\nEducation\nService, Federal Board for Vocational Education\ni\nf\n:\n:\nWashington, D. C.\nExecutive\nCommittee....: \\. J. Marrurws, President, Tempe Normal School (Term\nExXpiresel929) ice acc Cee\neR\nROR\nee\nTempe, Ariz.\nM. G. Crark, Superintendent of Schools (Term expires\n1:93O)iPeratebe cisternca tre:crelsce trom eee ee ROR ere he Te\nSioux City, Iowa\n\n"}
{"page": 1045, "printed_page": null, "text": "ASSOCIATIONAL\n\nReEcorDS\n\nDepartment\nPresident\n\n.....+++++++...A,\n\nW.\n\n‘\n;\nVicepresident\n\n...........Mrs.\n\nECLELGT YM Ns\n\nieejeesse ec:\n\nAND\n\nof Adult\n\nCastix,\n\nDirector\n\nINFORMATION\n\n1041\n\nEducation\n\nof Extension\n\nEducation,\n\nState\n\nDe-\n\nPartMient Of Public. Instructions «soa\notek coe Harrisburg,\nEruret Ricwarpson\nALLEN, Assistant State Superintendent\nof\nPublic\nInstruction,\n1130\nSun\nFinance\n\nPa.\n\nHED\nGtCoke\neh tesics SMe esCe\nNREL ae Aree Los Angeles, Calif.\nO- QUARCE Dean of ae Ayening Session, University\nof Buffalo...... e pomachcn\nAeinicmmcetae\nancrrncatet ~ buttaloy oN, Xe\n\nAmerican Association of Teachers\n\nColleges, Department of N. E. A.\n\nPresident ....+++.+e++++.W. P. Morcan, President, Western Illinois State Teachers\n;\n:\n:\nDolliecep cngtees % fos ae eperspratc A sleet staayeys bo sists, races ansMacomb,. Ill.\nFirst Vicepresident ,...,R. 1. Marguis, President, North iN Sees State Teachers\nCollemengtin.\n« Seerdeaa ae cnye « a tarmspnersce bine vacates oh Denton,\nTexas\nSecond Vicepresident....E. C. Hicsrm, President, Eastern State Normal School\nMadison, S. D.\nThird\nVicepresident.....RicHarp HarcreAves, President, State Normal School\nCheney, Washington\nSecretary-Treasurer .....CHARLES W. Hunt, Dean, Cleveland peeve of Education\nCleveland, Ohio\n\nDepartment of Business Education\nPresident\n\n...... +eeeeeeePaut\n\nA.\n\nCartson,\n\nTeachers\n\nHead\n\nCollege A TO\n\nof Accounting\nOS Om OO\n\nDepartment,\n\nLIOt\n\nState\n\nner Whitewater,\n\n......+..++.FRANCES M. Burts, Director of Placement, Business\nHet GIG tSOMGOWerayets a bopeis elo ietsre Sis ets «)Skee)ayo,ssa'fe-e Washington,\nSecretary...» seejeeeeA. B. Oprer, Head of Commercial Department, West\nHigh CSE NGI ere ikBearcat cia?\na\nadele Minneapolis,\n\nWis.\n\nVicepresident\n\nDepartment\nPresident.\n\n.c«corsiiecseo\nRS, Enite\n\nof Classroom\nB, Joynes,\n\n410,.W.\n\nD.\n\nC.\n\nMinn.\n\nTeachers\n14th\n\nSt....0tccee rues\n\nNorfolk,\n\nVa.\n\nVicepresident ..ccesveseeek. Ross SmitH, 5719 So. Francisco Ave.........s++0e- Chicago, Ill.\nSCrETATY wei<ias afore oles«6 vCHARDES i. SCOTT, Garant Eich SChOMls «cs sss. Portland, Ore.\nExecutive\n\nCommittee....\n\nMiddle Section, Kura F. Hunrsr, 1324 E. Morphy St.\nCletm expires, 1929 in. cjascesepeueregere\n+cists le,*9/0Fort Worth,\nWestern Section, Miriam D. Eisner, 3098 California St.\nCYerm expires: 1930.) semi sutan.« Susser. erteys San Francisco,\n\nEastern\n\nSection,\n\nSara\n\nH,\n\nFaury,\n\n191\n\nLincoln\n\nPlace\n\n(CM erin, SEX PIES eNO Sh) ert evegetey «saisis aioe axelnvelierese”\nele Brooklyn,\n\nDepartment\nPresident\nFirst\n\nof Deans\n\nTexas\nCalif.\nN.\n\nY.\n\nof Women\n\n.sssccccceeceee 0ROTHY\n\nStimson, Dean of Women, Goucher College\nBaltimore, Md.\n.....Heten\nM. Smiru, Dean of Women, Western Reserve\nRranuensnrya aerate + islekecievsieielOis\ncameltoe cleieie loi sexe Cleveland, Ohio\nVicepresident....LORENCE Purineron, Dean of Aen, Mt. Holyoke Col-\n\nVicepresident\n\nSecond\n\nNO Otte dertenice neicae pie a ahscetua ciehe\"s/ FioceWbGsRo 9 '10'-0 050South\n\nSecretary\nTrEGSUPer\n\nHadley,\n\nMary W. Sawyer, Dean of Eins! High School....Brookline,\nseevececeneees\nssseccceceecveK STELLA G, Her ey, Dean of Women, Texas State “College\nHots\n\nHeadquarters\n\nAVVORUEN cae acces etessta.pelastAe\nals. «OhA «©,.6)sieierele.a Denton,\n\nW.\n\nSecretary..Gwtapvys\n\nJones,\n\n1634\n\nI St. N, W.....++++.. Washington,\n\nMass.\n\nMass.\n\nTexas\n\nC.\n\nD.\n\nDepartment of Elementary, School Principals\nPresident .eeccecceeceeeHvA G. Pinkston, Principal, Sam Houston School....Dallas, Texas\nFirst Vicepresident .....Hxten B. Suove, Principal, Longfellow School. . Minneapolis, pace\nN. J.\nvresident....JOHN SPARGO, Principal, Ashland School........ East Orange,\nH. Durry, Principal, Harding School........ Steubenville, Ohio\naR\neae At\n\nFourth\n\nFifth\n\nSchool...... Omaha,\n\nNebr.\n\nAG caus oie NIE :eis ane Micoteictate sisGrand Rapids,\nia)\nM..E. Prrerson, Principal, Twentieth Street School (Term\nCOGS MOAN y aelealbn clan oo dito BOO meine a caoone Los Angeles,\nEvizanera\nMcCormick,\nPrincipal,\nHowe\nSchool\n(Term\n\nMich.\n\nVicepresident....Cassiz\n\nVicepresident......A.\n\nSecretary\n\n..seececeeeeee\n\nCM Ag Cael\n\ndiy\n\ntlERBERT C.\n~ MR\nrssin\n\nJoun\nPra:\n\nF. Roys,\n\nPrincipal,\n\nWalnut\n\nHill\n\nSchool\nBerkeley: Cali;\nhicago,\nHansen, 315 Plymouth Court, worecle eee\nM. Frnx, Principal, Buchanan School (Term\n\nJ. HAMuiLron,\n\nPrincipal,\n\nUniversity\n\nElementary\n\nCalif.\n\nCRITES GOW Merci setts darmatat vers erelmets aiecs e c)cicle @ s)stelele Superior,\n\nWis.\n\nMOBQ ine watee = «siete we Detroit,\n\nMich_\n\nMerritt,\n\nclair\n\nAve.\n\nPrincipal,\n\nCherm!\n\nTingemann\n\n\"expites,\n\nSchool,\n\n567\n\nMont-\n\n4\n\n"}
{"page": 1046, "printed_page": null, "text": "EpucATION ASSOCIATION\nAEE\nA\n\nNATIONAL\nEE\n\n1042\nNc\n\nEducation\n\nof Kindergarten-Primary\n\nDepartment\n\nTe\n\nDABNEY Davis, > hace in Nursery-KindergartenPresident\nPrimary Education,U. S. Bureau of Education\nWashington, D. C.\nDepartment,\nGrade\nKindergarten-First\nBain,\nVicepresident ...........WiINIFRED\n..\nTeachers College, Columbia University......\nNew\nYork City\nS@CrEtGry’ 6 Theses «veeeeeeFLORENCE DAveNPoRT, Deane School.........++++- St. Paul, Minn.\n....eeeeee+eeeMary\n\nDepartment\n\nof Lip Reading\n\nPresident, Wer oye o..cee's CAROLINE F. KimBaurt, 39 Jackson St..........- East Lynn,\nVicepresident cos ge esses CORALTE N. Kenrretp, 617 Shreve Building....San Francisco,\nscot 0b fa viet Houston,\n.....ALicE I. PurTNAM, 3610 Milam VSt').\nSecretary-Treasurer\n\nDepartment\n\nof Music\n\nEducation\n\n(Officers for 1927-28; no election held at Minneapolis)\nPXESACNE Milan gts 8 e'05.0100 TuHapnEus P. Giwprnes, Supervisor of Music, Public Schools\nMinneapolis,\nVicepresident\n\nSOCTERENY\n\n......000. .EsteLtiue\n\n65,0: 61610,16,5:415:0)5 .EstHer\n\nCARPENTER,\n\nSAtHER,\n\nMass.\nCalif.\nTexas\n\nSupervisor\n\nSupervisor\n\nof Music,\n\nof Music,\n\nPublic\n\nPublic\n\nMinn.\n\nSchools\n\nSan Francisco, Calif.\nSchools\nEverett, Wash.\n\nDepartment of Rural Education\nPresident\n\n.... 002. )0082% Witi1am McKiniry Ropinson, Western State Teachers\nCollege\n.....\nBASE\ni\nUCR ROR Kalamazoo,\nMich.\n......e.005 Apa York, County Superintendent of Schools...... San Diego, Calif.\n\nVicepresident\nSECVELATN®\n\nwise c,ce\nou 2aes 00 MRSS\nU.\n\nExecutive\n\nCommittee....A.\n\nKATHERINE M.\nS. Bureau of\n\nCook,\nSpecialist in\nEducation. . AP\nie\n\nRural\n\nEducation,\nWashington,\n\nD.\n\nF. Harman, County Superintendent of Schools (Term\nexpires 1929) Be at IEE Octo: IBA Eph Bho -Montgomery,\n\nFannig\n\nW.\n\nDunn,\n\nTeachers\n\nCollege,\n\nColumbia\n\nC.\n\nAla.\n\nUniversity\n\nQ@eri Vexpires'sl 930)\ncs sacar s se motree ei ciice New York City\nAGNES SAMUELSON, State Superintendent of Public Instruction (Derr expires, clOSIs srae se clensie.aisiangertelersts Des Moines, Iowa\nJ. C. Musrman, Southeastern State Teachers College (Term\nEXPITESSte 1OS2) pavers a hom sco creators 6s cs 5g 6 aaelere sisteiel esis Durant,\nOkla.\nC. H. Barnes,\nCounty\nSuperintendent\nof Schools\n(Term\nexpires 1933)...... Sak ARLE KIO?\n5 Scio CIO ORO Duluth, Minn.\n\nDepartment\nPresident\n\nscot\n\nVicepresident\n\n.....\n\nSecretary-Treasurer\nExecutive\n\nof School Health and Physical Education\n\n.JAMEs E. Rocers, Director, National\nPhysical\nEducation\nService, 315 Bousth yAvelista\nbrakes tiesNew York\nBz Nasu, Sheree of Physical \"Education, New York\n\nJAY\n\n.....Mrs.\n\nUniversity\n\nee\n\nvaheh a cahaceeNTY< 1s. ebSteno tiarerstu eloiste Miekare New\n\nYork\n\nWINIFRED A. Harr, Director, Health Education and\nSchool Nursing, Board of Education avinieGers Bridgeport,\nCommittee....ELMA Roop, George Peabody College for Teachers\n(Term\n\nN.\n\nEXPILES\n\nELIS) Ansinres vtsmaehs every\n\nUb rl naetcte ee Nashville,\n\nP. Neruson,\nState Supervisor of Physical Education\nClerm” expires: W930).\n0c). sfialssewwrstere\nce cher tae Sacramento,\n\nWitu1am\n\nBurpicx,\n\nState\n\nDirector\n\nof\n\nPhysical\n\nAve.\n\nDepartment\nsaws\n\nFrancis\n\nexpires*\n\nof Science\n\nCurtis,\n\n1932) % Aten.\n\nTenn.\nCalif.\n\nos. New\n\nYork\n\nMd.\n\nCity\n\nInstruction\n\nPrestden?’\n\nvay. cfc\n\nSGEP LER\n\ncation, University OF Michigans sie nteies\ncoe eee Ann Arbor, Mich.\neters orale 6 clssss oyeKy. Lawrence Parmer, Professor of Natural Science, Cornell\nUWNLVENSILY: | eres clettitatares eeteteitOm ete cree\nIthaca, N. Y.\n\nDepartment\n\nD.\n\n(Term,\n\nCity\nConn.\n\nEducation,\n\n7 E. Mulberry St. (Term expires 1931)........ Baltimore,\nEruet\nPerrin, ‘American\nChild peas RQrereHon,\n370\n\nSeventh\n\nCity\n\nAssociate\n\nof Secondary\n\nProfessor\n\nof\n\nSecondary\n\nEdu-\n\nSchool Principals\n\nPvestdent xciGicn\nais arene J. StevENs Kapgscu, Headmaster, Senior High School\n,\n:\n4\nMedford,\nFirst Vicepresident ..... Truman G. ReEeEp, Principal, ental Intermediate Hi pie ae\nSOO\nshianepid. pS pipipliors aestova in\nale eeatste\niia Mee ete» Wichita, Kan\n\n"}
{"page": 1047, "printed_page": null, "text": "+\n\n.\nAssOcIATIONAL RECORDS\na\n\nAND\n\nINFORMATION\n\nee\n\n1043\n\nSecond Vicepresident....\\WILLIAM\nFERDINAND\nEwine, Assistant Superintendent of\nSCHOOLS Ste serach\nwats roe tr\nMester ease\nSecretary-Treasurer .....H. V. CuHurcH, 3129 Wenonah ‘Ave..\n53.5. SSP\neer —\nTe\nSee\naL\n;\n(Or Superintendent of Morton Secondary Schools, Cicero, Ill.)\nExecutive\nCommittee....GALEN Jonzs, Principal, Etign’ Schoolies\nststeete Port Arthur, Texas\nE. H. Kemper McComs, ee\nEmmerich peut Training, High “School... «0. ... SRS OBR Coe Ee\n. Indianapolis, Ind.\n\nDepartment\nPresident\nFirst\n\nsiccvsass +++++.A,\n\nVicepresident\n\n.\n\n.Epcar\n\nDawson,\n\nof History, University\n\nProfessor\n\nof\n\nPolitical\n\nof Minnesota\n\nEee\n\nee\n\nae\n\n;\n;\nVicepresident....R.\n\nSecond\n\nCollege-aaiade\no>.\naide\ntag Sma near beies New\nYork\nCity\nN. Tryon, Professor of Histone School of Hd acations\nUniversity of Chicagoure ..susrehdes\ndeg\nfae\n.Chicago, Ill.\n.....Brssizg L, Pierce, Associate Professor of History, ‘Univer-\n\nSecretary-Treasurer\n:\n\nBoard\n\nof Social Studies\n\nC. Krey, Professor\n\nof\n\nSity Jol milo Wares.\n\ni aw ereenlt 1k Bk a, des Sees Iowa City, Iowa\nStone, Director, Teacher Training in History, University High School. s. teats denkeswhs bine\nOakland, Calif.\nDeWirr S. Morcan, Arsenal Technical High School\nIndianapolis, Ind.\n\nDirectors..... Epna\n\nDepartment\nPresidenz.\n\n‘rn «cic\n+ase .....FraAnK\n\nD.\n\nof Superintendence\n\nBoynton,\n\nSuperintendent\n\nof\n\nSchools...... Ithaca,\n\nNi\n\nY:\n\nFirst Vicepresident ..... JosgpH M. Gwinn, Superintendent of Schools..San Francisco, Calif.\nSecond Vicepresident....RAnK G. PickELL, Superintendent of Schools.....Montclair, N. J.\n. Executive Secretary..... S. D. SHANKLAND, 1201 16th St. N. W......... Washington, D. C.\nExecutive\nCommittee....NORMAN\nR. Crozier, Superintendent of Schools\n(Term exPALES WLOD OMT... ,5.00alaieke a ahsts +o SORTA EMRIs opts Dallas, Texas\nFE. S. Lewis,\nProfessor of School \"Administration, Ohio\nState University (Term expires’ 1930)......... Columbus, Ohio\nFrank M,. Unperwoop, District Superintendent of Schools\n(erm vempines e931). Mice -.6 kro Awstas.o datdiroygee St. Louis, Mo.\nae\n\nPaut\n\nDepartment\nPresident!\n\nFirst\n\n.saovet,\n\nVicepresident\n\nSecond\n\nExecutive\n.\n\nof Supervisors\n\nstl... Mary\n\n.....A.\n\nVicepresident....1.\n\nSecretary-Treasurer\n\nC. Srerrson,\nSuperintendent\nof Schools\n(Term\nexPIVSS RTOS!) ialels ss as.c Helse BREN GS cireteers Wa Matoye-a MEMS Dayton,\n\nA.\n\n§S.\n\nDirectors\nAssistant\n\nof Instruction\n\nSuperintendent\n\nof\n\nSchools\n\nFall River, Mass.\nS. Barr, Associate Professor of Education, University of\nWitsconlsird mutaS Eh... oc csc see ve os soviet betes Madison, Wis.\nJEwrLt,\n\n.....JAMrEs\n\nCommittee....W.\n\nStmpson,\n\nF. Hostc,\n\nAssociate\n\nProfessor\n\nState\n\nSuperintendent\n\nof Education,\n\nTeachers\n\nof\n\nSchools\n\nBaltimore,\nCollege,\n\nCohumblatUmiversity ..sscs.scsec\nseae titdead New York\nH. Burton, Associate Professor of Education, University\n\nMd.\n\nCity\n\nof Chicago EIT Malia, pte.ta ietors ecole tetas MUP taeda ees «Chicago,\nIll.\nJ. Cayce Morrison, Assistant Commissioner for Elementary\nEducation, State Department of Education...... Albany, N. Y.\nMaser E. Simpson, Director of Elementary\nEducation,\nPiiblic: Schooler.\n.« «aigalaeten\n+. te4 HAO\nicon Rochester, Nay.\n\nDepartment\nPHESSAENt AN Stn false\noi alee .Mrs.\nVicepresident\n\nand\n\nMucan,\n\nOhio\n\n........\n\nAnna\n\nMeaohers'\n\nof Visual\n\nV. Dorris,\n\nInstruction\n\nDirector\n\nof Visual\n\nInstruction,\n\n(College... siietleeite\ntte os oie tayberets San\n\nState\n\nFrancisco,\n\nCalif.\n\n.W.\n\nM. Grecory, Director of Educational Museum, Clevelande*Sohoolwour. Education\ndeisel tite « cine clerers saCleveland, Ohio\nSecretary-Treasurer .....ELpa L. Merton, Assistant Superintendent of Schools\nWaukesha, Wis.\nExecutive\nCommittee....C. G. Ratumann, Assistant Superintendent of eens\n. Louis, Mo.\nJoun A. Hortincer, Director, Department of hae and\nVisualization,\nPublic Schools le.«)siee'storeis evela\\eielerte Pittsburgh, Pa.\nWwW. W. WUHI?TTINGHILL, Supervisor of Visual Instruction,\n\nPublics\n\nDepartment\n\nSchoolsenis\n\n«2 sleet\nsone oe bo\n\nof Vocational\n\nSate nos baton Ue > («Detroit,\n\nEducation\n\n+oheits .Homer J. Smiru, Associate Professor of Industrial EducaPresidentrss dais Sid\ntion, University of Minnesota.............. Minneapolis,\nVicepresident ........+6- PAu.\nCHAPMAN,\nState Director of Vocational\nEducation,\n\nSGretaryaorrrs. cictenteletere .Entp\n\nMich.\n\nMinn,\n\nCtatebeHouseriil«.\n. -RRaCeAaAM ta liaalee. oaIinisee Atlanta,\nGa.\nLunn, State Supervisor of Home Economics, State\nFROWUse aiiaieeteir\nsls» clsuialsteplates Ppipyertis\n#oiaieusisie ewer Columbus, Ohio\n\n"}
{"page": 1048, "printed_page": null, "text": ".\n\n1044\n\nNationaL\n\nCOMMITTEES\nCOMMITTEE\n\nEpucaAtTion\n\nOF THE NATIONAL EDUCATION\nASSOCIATION, 1927-28\nKINDRED\n\n(Authorized\n\nby Representative\n\nIndianapolis, Indiana.\nFred Bailey, President, Teachers Club, 1312\nRanson Street, Muskegon, Michigan.\nu\nF. G. Blair, State Superintendent of Public\nInstruction, Springfield, Illinois.\nStreet,\nP. O.\nBriggs,\n413\nWest\nAdams\nPittsburg, Kansas.\nKate\nB. Brown,\nStation A., Hattiesburg,\nMississippi.\nBrown,\n\nKalamazoo,\n\nWoodward\n\nAvenue\n\ncisco,\n\nSprings,\n\nMichigan.\n\nCalifornia.\n\nR.\n\nCole,\n\ni\n\nSuperintendent\n\nof\n\nSchools,\n\nSeattle, Washington.\nJ. W. Crabtree, Secretary,\n\nNational Educa\ntion Association, Washington,\nD. C.\nKatherine\nC. Coveney,\n48 Oxford\nRoad\nNewton Center, Massachusetts.\nLeroy E. Cowles, University of Utah, Salt\nLake City, Utah.\n:\nMrs. Jane A Davis, 113 North Boulevard,\n\nTampa,\n\nFlorida.\n\nFlorence\n\nDeneen,\n\nChicago,\n\n457\n\nWest\n\n61st\n\nAssembly)\n\nJames\nH. Kelley,\nSecretary,\nPennsylvania\nState Education Association, 400 N. 3rd\nStreet, Harrisburg, Pennsylvania.\n. J. Kiefer,\nSuperintendent\nof Schools,\nNiles, Ohio.\n:\nHelen\nKing, 282 Spring\nStreet, Portland,\nMaine.\n;\nNancy Lawrence, Secretary, Omaha Schooi\nForum, City Hall, Omaha, Nebraska.\nLaura\nLeech,\nColumbia\nSchool,\nColorado\n\nColorado.\n\nM.\n\nSchool\n\nArthur H. Chamberlain, California Association for Education in Thrift and Conser\nvation, 354 Pacific Building,\nSan Fran\nT.\n\nPlace,\n\nIllinois.\n\nC. Lefler,\nSuperintendent\nof Schools,\nLincoln, Nebraska.\nMaude Luttrell, Ensley, Alabama.\n—\nJ. M. McConnell,\nState Commissioner\nof\nEducation, St. Paul, Minnesota.\nMrs. Jessie Scott McCoy,\nSuperintendent,\nCuster County Schools, Miles City, Montana.\n\n7\n\nW.\n\nB. Mooney,\nSecretary,\nColorado\nEducation\nAssociation,\n530\nCommonwealth\nBuilding, Denver, Colorado.\nRobert C. Moore, Secretary, Illinois State\nTeachers Association, Carlinville, Illinois.\nAnna L. Peterson, 49 Haddon\nHall, Cincinnati, Ohio.\n;\nLucille Powers, 416 6th Street, West Cedar\nRapids, Iowa.\nIrene Rippey,\n331 -Chamber of Commerce\nBuilding. Portland, Oregon.\nR. B. Rutherford, Principal, Andrew Jack-\n\nCharles Dienst, Superintendent of Schools,\nBoise, Idaho.\nAlice\nDu _ Breuil,\nCentral\nHigh\nSchool,\nWashington, D. C.\nF. H. Duffy, Harding Junior High School\nSteubenville, Ohio.\n|\nMiss\nLloy\nGalpin,\n2354\nAddison\nWay,\nEagle\nRock,\nCalifornia.\nEthel M. Gardner, 356 16th Avenue,\nMilwaukee, Wisconsin.\n\nJoseph\n\nC.\n\nAvenue, Minneapolis,\nMrs.\nEdna\nP. Smith,\n\nB.\n\nGlenn,\n\nSuperintendent\n\nof\n\nSchools,\n\nBirmingham, Alabama.\nFrank\nP. Graves,\nState\nCommissioner\nof\nEducation, Albany, New York.\nFrances E. Harden, 1543 Sherwin Avenue,\nChicago, Illinois.\nCornelius J. Heatwole, Secretary, Virginia\nEducation\nAssociation,\nState\nCapitol,\nRichmond,\nVirginia.\nMary Herlitz, 28 Warren Street, Hammond,\nIndiana.\nM.\nDavid\nHoffman,\nSimon-Gratz\nHigh\nSchool, Philadelphia, Pennsylvania.\nV. Holloway,\nState Superintendent of\nPublic\nInstruction,\nDover,\nDelaware.\nJohn A. H. Keith, State Superintendent of\nPublic Instruction,\nHarrisburg,\nPennsylvania.\n\nTHE\n\nBUDGET\n(A Convention\n\nWalter\nR.\nSiders,\nChairman,\n1201\n16th\nStreet N. W., Washington, D. C.\nJohn W. Abercrombie, Assistant State Superintendent\nof Education,\nMontgomery,\nAlabama.\nMrs. Bertha S. Armbruster, Principal, 111\nGale Avenue, River Forest. Illinois.\nE. M.\nCarter,\nSecretary.\nMissouri\nState\nTeachers Association, Columbia, Missouri,\nClara Jahnke,\n1930 8th Avenue,\nSpokane,\n\nWashington.\n\nAND\n\nOF DELEGATES\nAPPOINTMENT\nQUESTIONS\n|\n\nON\n\nP, P. Claxton, Chairman, Superintendent of\nSchools, Tulsa, Oklahoma.\nRobert J. Aley, President, Butler College\n\nLillian\n\nASSOCIATION\n\nson\n\nSenior\n\nHigh\n\nSchool,\n\nJacksonville,\n\nFlorida.\nAgnes\nSamuelson,\nState Superintendent\nPublic Instruction, Des Moines, Iowa.\n\nSaunders,\n\nSuperintendent\n\nof\n\nof Schools,\n\nNewport News, Virginia.\nHarriet\nE. Schofield,\n3017\nMinneapolis, Minnesota.\n\nPark\n\nAvenue,\n\nHelen\n\n3116\n\nClinton\n\nMinnesota.\n1511\n23rd\n\nAvenue,\n\nShove,\n\nMeridian,\n\nPrincipal,\n\nMississippi.\n\nJulia Spooner, Box 188, Route 3, Lentz Station, Portland, Oregon.\nKate Stratton, 1908 North 14th Street, Kansas City. Kansas.\nAnna M. Thompson, Carlton Hotel, Kansas\n\nCity.\n\nMissouri.\n\nT. J. Walker, Editor, “School\nnity,”? Columbia, Missouri.\n\nand\n\nCommu-\n\nCora Lu Webb, 322 E. 3rd Street, Owensboro, Kentucky.\n}\nCaroline S. Woodruff, State Normal Training Course, Castleton, Vermont.\nAnnie\nC. Woodward,\n144\nSchool\nStreet,\nSomerville,\nMassachusetts.\n\nCOMMITTEE\nCommittee)\nSue\nM.\nPowers,\nCounty\nSchools,\nTennessee.\n\nSuperintendent,\nShelby\nCourt\nHouse,\nMemphis,\n\nFrank E. Reynolds, Secretary, Ohio State\nTeachers\nAssociation,\n428\nChamber\nof\nCommerce, Columbus, Ohio.\nHenry Lester Smith. Dean, School of Education, Indiana\nUniversity, Bloomington,\nIndiana.\n\n.\n\n"}
{"page": 1049, "printed_page": null, "text": "ASsSOCIATIONAL\n\nCOMMITTEE\n\nON\n\n(A Convention\nJesse\nH.\nNewlon,\nChairman,\nDirector,\nLincoln School, Teachers College, Columbia University, New York, New York.\nMrs. Bertha Armbruster,\n111 Gale Avenue,\nRiver Forest, Illinois.\nFrank W. Ballou, Superintendent of Schools,\n\n:\n\nWashington, D. C.\nFlorence\nBernd,\nLanier\nBoys,\n\nMacon,\n\nHigh\n\n1045\n\nREcoRDS AND INFORMATION\n\nSchool\n\nfor\n\nGeorgia.\n\nCOMMITTEES\nCommittee)\nJesse H. Binford, Assistant Superintendent\nof Schools, Richmond,\nVirginia.\nRandall\nJ.\nCondon,\nSuperintendent\nof\nSchools,\nCincinnati,\nOhio.\nFlorence\nM.\nEducation,\n\nHale,\n\nState\n\nAgent\n\nfor\n\nAugusta, Maine.\nHelen\nB.\nShove,\n3116\nClinton\nMinneapolis, Minnesota.\nJulia E. Sullivan, 9 Marion Street,\ntown,\n\nRural\n\nAvenue,\nCharles-\n\nMassachusetts.\n\nCOMMITTEE TO COOPERATE WITH THE NATIONAL\nASSOCIATION OF TEACHERS IN COLORED\nSCHOOLS\n(Authorized\n\nN.\n\nby Representative\n\nC. Newbold,\nChairman,\nState Director\nof Negro Education, State Department of\nEducation, Raleigh, North Carolina.\n\nFrancis G. Blair, Superintendent of\nInstruction, Springfield, Illinois.\n\nMabel\n\nCarney,\n\nTeachers\n\nCollege,\n\nPublic\n\nColumbia\n\nUniversity,\nNew York, New York.\nJackson Davis, Field Agent, General\n\nEdu-\n\ncation Board, 804 Grace-American Building, Richmond,\nVirginia.\nLeo M. Favrot, Field Agent, General Education Board, Baton Rouge, Louisiana.\nR. S. Grossley,\nPresident,\nState\nCollege,\nDover, Delaware.\nW.\nJ. Hale,\nPresident,\nAgricultural\nand\nIndustrial\nState\nNormal\nSchool,\nNashville, Tennessee.\n\nCOMMITTEE\n\nTO\n\nJames\nH. Hope,\nState\nSuperintendent\nof\nEducation, Columbia, South Carolina.\nArthur J. Klein, Chief, Division of Higher\nEducation,\nUnited\nStates\nBureau\nof\nEducation,\nDepartment\nof the Interior,\nWashington,\nD. C.\nMrs. Josephine C. Preston, Superintendent\nof Public\nInstruction,\nOlympia,\nWashington.\n\nW.\n\nCOMMITTEE\n\nON\n\nSpecial\n\nECONOMIC\n\n(Authorized\n\nChairman,\nOhio\nState\nR. Buckingham,\nOhio.\nUniversity,\nColumbus,\nBeacon\nStreet,\nFlorence\nBarnard,\n1651\nBrookline, Massachusetts.\nW.\nW.\nCoxe,\nChief,\nEducation\nMeasurements\n\nBureau,\n\nState\n\nDepartment\n\ncation,\n\nAlbany,\n\nNew\n\nYork.\n\nMrs.\nSusan M. Dorsey,\nSchools, Los Angeles,\n\nof\n\nEdu-\n\nSuperintendent\nCalifornia.\n\nCOMMITTEE\n\nof\n\nState\n\nState\n\nNew\n\nSupervisor\n\nDepartment\n\nOrleans,\n\nof\n\nof Negro\nEducation,\n\nVirginia.\n1922 Louisiana\n\nAvenue,\n\nLouisiana.\n\nW.\n\nT. B. Williams,\nTuskegee\nInstitute,\nAlabama.\nArthur Wright,\nDartmouth\nCollege, Hanover, New Hampshire.\n\nOF DEPARTMENTS\n\nCommittee)\n\nAllied Organizations, National Education\nAssociation\nOfficers\nand\nCommittee\nChairmen.\n\nSTATUS\n\nby Representative\n\nB.\n\nKatharine\ntendent\nJ.\n\nR.\n\nOF\n\nTHE\n\nof\n\nHamilton,\nSchools,\n\nMcGaughy,\n\nTeachers\n\nFrederick\nment\nState\n\nTEACHER\n\nAssembly)\n\nProfessor\n\nCollege,\n\nL.\n\nAssistant\nSuperinSt. Paul, Minnesota.\nNew\n\nof\n\nEducation,\n\nYork,\n\nWhitney,\n\nNew\n\nYork.\n\nDirector,\n\nDepart-\n\nof Educational\nResearch,\nTeachers College, Greeley,\n\nColorado\nColorado.\n\nON EDUCATIONAL COOPERATION\nBETWEEN STATES\n(A\n\nSpecial\n\nSecretary,\nNormal\nState\nBoard\nof\nRegents\nof\nSchools, Madison, Wisconsin.\n:\nEdwin W. Adams,\nPrincipal, Philadelphia\nPennsylPhiladelphia,\nSchool,\nNormal\nvania.\nof Schools,\nSuperintendent\nA. R. Clifton,\nMonrovia, California.\n.*\nCornelius J. Heatwole, Secretary, Virginia\nEducation Association, 202 Goddin Hall,\nRichmond, Va.\nDoudna,\n\nSanders,\n\nCharleston, West\nFannie C. Williams,\n\nCOORDINATE THE WORK\nAND COMMITTEES\n(A\n\nG.\n\nW.\n\nSchools,\n\nCornelia\nS. Adair,\nChairman,\n2121\nPark\nAvenue, Richmond, Virginia.\nMembers:\nPresidents\nof Departments\nand\n\nEdgar\n\nAssembly)\n\nChairman,\n\nCommittee)\nKatherine\nJohn\ners\n\nDozier,\n\nG. Mitchell,\n\nGainesville,\nPresident,\n\nGeorgia.\n\nCentral\n\nCollege,\n\nEdmond,\n\nOklahoma.\n\nA.\n\nMugan,\n\nAssistant\n\nMary\n\ntendent\n\nS.\n\nof Schools,\n\nFall\n\nRiver,\n\nTeachSuperin-\n\nMassachu-\n\nsetts.\nW.\n\nD. Vincent,\nCommissioner\ntion, Boise, Idaho,\n\nof\n\nEduca-\n\n"}
{"page": 1050, "printed_page": null, "text": "1046\n\nETHICS\n\nON\n\nCOMMITTEE\n\n(Authorized\n\nM.\n\nBacon,\n\nState\n\nSupervisor\n\nof\n\nAmericanization, 119 State House, Providence, Rhode Island.\nCatherine Baird, 841 E. 52nd Street, Chicago,\nIllinois.\nNew\nMarion\nBarnum,\n220\nPark\nStreet,\nHaven, Connecticut.\n\nHarry\n\nM.\n\nBarrett,\n\nBoulder,\n\nOscar\nton\n\nUniversity\n\nof\n\nColorado,\n\nColorado.\n\nW. Bass, Superintendent, WashingCounty\nSchools,\nFayetteville,\nAr-\n\nkansas.\n\nGeorge\n\nA. Bassford,\n\nPrincipal,\n\nHigh\n\nSchool,\n\nAshland, Wisconsin.\nFrank A. Bauman, McMinnville, Oregon.\nL. P. Benezet,\n5 Victoria\nStreet,\nMan-\n\nchester, New\nT. G. Bennett,\n\nHampshire.\nCounty Superintendent\n\nof\n\nSchools, Centerville, Maryland.\nMrs.\nAlma\nDurant\nBixby,\nFairbanks,\nAlaska.\nMary S. Black, District Superintendent of\nSchools, Ely, Nevada.\nGrace Bridges, 360 E. 23rd Street, Portland,\n\nOregon.\n\nA. B. Bristow, Sweetbrier, Apartment, Norfolk, Virginia.\nM. L. Brittain, President,\nGeorgia School\nof Technology, Atlanta, Georgia.\nFowler\nD.\nBrooks,\nJohns\nHopkins\nUniversity, Baltimore, Maryland.\nDollie D. Burgess, Public School, Council\nBluffs, Iowa.\nA.\nBurroughs,\nSuperintendent,\nKing\nCounty\nSchools,\nCourt\nHouse,\nSeattle,\nWashington.\n- Ethel\nCase, 403 S. Jay Street, Aberdeen,\nSouth Dakota.\nS. A. Challman, Director of Division Buildings, St. Paul, Minnesota.\nGeorge\nGailey\nChambers,\nUniversity\nof\nPennsylvania, Philadelphia, Pennsylvania.\nW.\nO. Chase,\nSuperintendent\nof Schools,\nOld Town, Maine.\n\nRuth\n\nL. Cheney, 403 North James Street,\nRome, New York.\nNatalie K. Clark, 1 Winding Way, Binghamton, New York.\nEdward Clarke, Superintendent of Schools,\nWinthrop,\n\nMassachusetts.\n\nHelen\nLouise\nCohen,\nWashington\nIrving\nHigh School, New York, New York.\nJ. R. Conniff, College, Ruston, Louisiana.\nArthur\n\nG,\n\nCrane,\n\nPresident,\n\nUniversity\n\nWyoming, Laramie, Wyoming.\nAnna\nCrook,\n1819 Irving Street\n\nN.\n\nof\n\nW.,\n\nWashington, D. C.\nMrs.\nMildred\nStarrett\nDaly,\n2361\nHazel\nAvenue, Salem, Oregon.\nMrs. Annie Daniels, Superintendent,\nPima\nCounty Schools, Tucson, Arizona.\nCourtland\nV.\nDavis,\nPrincipal,\nFranklin\nSchool, Plainfield, New Jersey.\n\nMrs.\n\nIsabel\n\nV.\n\nDavis,\n\nNew Hampshire.\nPearl Davis, Deputy\n\nWest\n\nState\n\nHopkinton,\n\nSuperintendent,\n\nPROFESSION\n\nOF THE\n\nby Representative\n\nSarah\nT. Muir,\nChairman,\nLincoln\nHigh\nSchool, Lincoln, Nebraska.\nMinnie B. Addleman, 2140 E. 14th Avenue,\nDenver, Colorado.\nDenton\nM.\nAlbright,\nSuperintendent\nof\nSchools, Rochester, Pennsylvania.\nA. G. Alexander,\nLouisiana\nState Normal\nCollege, Natchitoches, Louisiana.\n. W.\nAndrews,\nPublic\nSchools,\nHigh\nPoint, North Carolina.\n\nAgnes\n\nASSOCIATION\n\nEpucaTion\n\nNationaL\n\nAssembly)\n\nDepartment\nof Education,\nLittle\nRock,\nArkansas,\nElizabeth Dice, North Dallas High Schoo,\nDallas, Texas.\nAnna M. Dobbin, Superintendent, Laramie\nCounty Schools, Cheyenne, Wyoming.\nElla\nVictoria\nDobbs,\nUniversity\nof Mis- .\nsouri, Columbia, Missouri.\nAnna\nLulu Dobson,\nRichard J. Reynolds\nHigh\nSchool,\nWinston-Salem,\nNorth\nCarolina.\nJ. J. Doyne,\nSuperintendent\nof Schools,\nLonoke, Arkansas.\n\nW.\n\nI.\n\nEarly,\n\nPrincipal,\n\nWashington\n\nHigh\n\nSchool, Sioux Falls, South Dakota.\nMary Eckels, State Teachers College, Silver\nCity, New Mexico.\n\nJ. B.\n\nEdmonson,\n\nUniversity\n\nof\n\nMichigan,\n\nAnn Arbor, Michigan.\nG. Elcan,\nSuperintendent\nof Schools,\nBainbridge,\nGeorgia.\n‘\nE. E. Erickson,\nProfessor,\nUniversity\nof\n\nE.\n\nUtah, Salt Lake City, Utah.\nC. E. Fair, Sulphur, Oklahoma.\nMrs.\nMargaret\nC. Fairlie,\n1035\n\nE.\n\nBay\n\nStreet, Jacksonville, Florida.\nKatherine R. Farrell, 347 S. Winooshi\n\nAve-\n\nnue, Burlington,\nVermont.\nL. W. Fast, Superintendent of Schools, Mt.\nClemens, Michigan.\nC.\n<A.\nFetterly,\nSupervising\nPrincipal,\nRutherford, New Jersey.\nElizabeth\nFitzgerald, Assistant\nPrincipal,\nSalt Lake City, Utah.\n\nE.\n\nE.\n\nFranklin,\n\nDeputy\n\nent, Elko,\nMattie Fry,\nIndiana.\n\nNevada.\n1316 Ohio\n\nLucy\n\nGeorge\n\nSuperintend-\n\nGoodrich,\n\nPeabody\n\nAnderson,\n\nfor\nTeachers, Nashville, Tennessee.\nArthur\n§. Gist,\nPrincipal,\nFrick\nSchool,\nOakland, California.\nRoy Good, Superintendent County Schools,\nUkiah, California.\nB. Clifford Goode,\nSuperintendent,\nHenry\nCounty Schools, Martinsville, Virginia.\n\nV.\n\nGage,\n\nState\n\nAvenue,\n\nDirector,\n\nCollege\n\nDepartment\n\nof\n\nMeasurments\nand\nResearch,\nLincoln,\nNebraska.\nM. Florence Gore, Principal, Force-Adams\nSchool, Washington, D. C\n\nJames\nGowans,\nSuperintendent\nof\nSchools, Hutchinson, Kansas.\nC. W. Grandey, Superintendent of Schools,\nTerry, Montana.\nErna Grassmuck,\nState Teachers\nCollege,\nIndiana, Pennsylvania.\nLillian M. Green, Public School Number 5,\nElizabeth, New Jersey.\nC. A, Greene, Superintendent of Schools, St.\nJoseph, Missouri.\nMarie Gugle, Assistant Superintendent of\nSchools,\nColumbus,\nOhio.\nFlorence Hale, State Agent for Rural Education,\n\nG.\n\nS.\n\nState\n\nAugusta,\n\nMaine.\n\nSuperintendent\n\nof\n\nSchools,\n\nof\n\nSchools,\n\nAgnes\n\nHansen,\n\nHouse,\n\nSafford, Arizona.\n._L. Harris,\nSuperintendent\nColumbia, Tennessee.\n\nF,\n\nHatch,\n\nSupervisor\n\nof\n\nSchools,\nChisholm, Minnesota.\nMay S. Hawkins, County Superintendent of\nSchools, Mound City, Illinois.\nC. C. Haworth, Superintendent of Schools,\nBurlington, North Carolina.\nE, K. Hillbrand,\nDakota\nWesleyan\nUniversity, Mitchell, South Dakota.\n\n"}
{"page": 1051, "printed_page": null, "text": "ASSOCIATIONAL\nLouise B. Hobson, 116 Wentworth\nEdgewood, Rhode Island.\n\nREcoRDsS\n\nAvenue,\n\nof\nSuperintendent\nState\nHolloway,\nFav.\nPublic Instruction, Dover, Delaware.\n\n121—28th\n\nPrincipal,\nHolt,\nMason\nLucy\nStreet, Norfolk, Virginia.\n\nWalter D. Hood, Principal,\nGilbert High\nSchool, Winsted, Connecticut.\nC. M. Howe, Principal, High School, Norwood, Ohio.\nBeth\nE. Johnson,\n4366\nMaryland\nStreet,\n\nSan Diego, California.\nMarcia\nK. Johnson,\n232 Broadway,\nEau\nClaire, Wisconsin.\nL. Jones,\nSuperintendent\nof Schools,\n\nMemphis,\nTennessee.\nMrs.\nViola\nS.\nKelley,\nPresident,\nSan\nFrancisco\nGrade\nTeachers\nAssociation,\n465\nPost\nStreet,\nSan\nFrancisco,\nCalifornia.\nMargaret V. Kiely, Principal, City Normal\nSchool, Bridgeport, Connecticut.\nEdna\nKincaid,\n1534 West\nEuclid\nStreet,\n\nTopeka, Kansas.\nOren\nE. Long,\nDeputy\nSuperintendent\nof\nSchools, Honolulu, Hawaii.\n‘\nMcConnell,\nSuperintendent\nof\nSchools, Winfield, Kansas.\nLillian\nF,\nMcCormick,\nEastern\nHigh\n\nSchool,\n\nSuperior,\n\nWisconsin.\n\nEmma McCoy, 230 Livingston Avenue, New\nBrunswick,\nNew Jersey.\nJohn\nR. McLure,\nProfessor,\nEducational\nAdministration, University, Alabama.\nAgnes\nR. McMaster,\n1429 Laurel\nStreet,\nColumbia,\nSouth Carolina.\nMary McSkimmon, Principal, Pierce\nBrookline, Massachusetts.\nW. G. Mallett, Principal, Normal\nFarmington, Maine.\n\nJoseph\n\nG, Masters,\n\nPrincipal,\n\nSchool,\n\nSchool,\n\nCentral\n\nHigh\nSchool, Omaha, Nebraska.\nA. O. Mathias, Withrow High School, Cincinnati, Ohio,\nLucy\nH.\nMeacham,\n410\nNorth\nWalnut\nStreet, Oklahoma City, Oklahoma.\nC.\n\nF. Miller,\nSuperintendent\nof Schools,\nGalesburg, Illinois.\nErnest\nC. Miller, The Tulane\nUniversity\nof Louisiana, New Orleans, Louisiana.\nJ. T. Mirracle, Superintendent of Schools,\nCatlettsburg, Kentucky.\nOscar D. Moore, County Superintendent of\nSchools,\nRaton, New\nMexico.\nPaul M. Munro, 18% Broad Street, Selma,\nAlabama.\nElsie C. Murray,\n84 Bowman\nStreet, Laconia, New Hampshire.\nCaptola Neal, Terrace Apartment, Birmingham, Alabama.\nNicholas\nOrem, County Superintendent of\nSchools, Upper Marlboro, Maryland.\nWinifred O’Rourke, 126 North Oak Street,\nBurley, Idaho.\n\nWellington\n\nPegg,\n\nWenatchee,\n\nWashington,\n\nNathan\nPeyser,\nPrincipal,\nPublic\nSchool\nNumber 181, Brooklyn, New York.\nLillian Pierce, Model School, West Chester,\nPennsylvania.\nJunior\nP. D. Pointer,\nPrincipal,\nCentral\nHigh School, South Bend, Indiana.\nMary\nL.\nQuigley,\n628\nSouth\nMontana\nStreet, Butte, Montana.\nPaul R. Ratcliffe, Superintendent of Schools,\nNutley, New Jersey.\nWard G. Reeder, Department of School Administration, Ohio University, Columbus,\nOhio,\nP, Byron Reid, Principal, Cohannet School,\nTaunton, Massachusetts.\n\nL.\n\nC.\n\nMount\n\nRhoades,\n\nHigh\n\nSchool\n\nVernon,\n\nNew\n\nYork,\n\nSupervisor,\n\nAND\n\n1047\n\nINFORMATION\n\nPearl Richards, 736 Murray Avenue, Milwaukee, Wisconsin.\nM.\nMoss\nRichardson,\nWest\nTexas\nState\nTeachers College, Canyon, Texas.\nH. D. Rinsland, Director, Bureau of Education and Research, Norman, Oklahoma.\n* J. R.\nRisley,\nSuperintendent\nof District\nE.\n\nNumber 1, Pueblo, Colorado.\nE. Roderick, Superintendent\n\nof Schools,\nBelfast, Maine.\nEdwin\nL. Rouse, 211 Bordeaux,\nChadron,\nNebraska,\nAnnie Scollard, 11 Bowditch\nStreet, East\nBraintree, Massachusetts.\nElizabeth K. Shannon, 13 Chapman Street,\nBinghamton, New York.\nMary M. Sheppard, Principal, High School,\nOcala, Florida.\nOliver\nShurtliff,\nFairmont\nState Teachers\nCollege, Fairmont, West Virginia.\nKatie South, 911—28th\nAvenue,\nMeridian,\nMississippi.\nH. C. Spitler, Superintendent\nof Schools,\nPetoskey, Michigan.\n\nCatherine Sproull, Principal, 1545 Hubbard\nStreet, Jacksonville, Florida.\nJames\nA. Starkweather,\n226 North\nFirst\nAvenue\n\nZack\n\nE.,\n\nDuluth,\n\nStephenson,\n\nMinnesota.\n\nPrincipal,\n\nTravis\n\nSchool,\n\nHouston, Texas.\nBessie Stevenson, 1726 Gaines Street, Little\nRock, Arkansas.\nMamie\nStoecker,\nPresident, Seattle Grade\nTeachers\nClub,\n317\nCentral\nBuilding,\n\nSeattle,\n\nWashington.\n\nRuth\nStrand,\nPublic\nWyoming.\nJ\nW.\nStudebaker,\n\nSchools,\n\nWorland,\n\nSuperintendent\nof\nSchools, Des Moines, Iowa.\nCarl\nFrederick\nTaeusch,\n215\nA.\nL.\nA.\nBuilding, Iowa City, Iowa.\nAnnie Kate Taylor, 914 Martinique, Dallas,\nTexas.\nFlorence\nTeagarden,\nUniversity\nof Pitts-\n\nburgh, Pittsburgh, Pennsylvania.\nP. Thiel, Lawrence\nCollege, Appleton,\nWisconsin.\nMrs.\nBessie\nK.\nThomas,\nSupervising\nPrincipal,\nPublic\nSchools,\nWoodstock,\nVermont,\nR.\n\nL.\n\nC. Tidball, Commissioner of Education,\nState Department of Education, Cheyenne,\n\nWyoming.\n\nL. W.\n\nTurnbull,\n\nSuperintendent\n\nof Schools,\n\nNorth Bend, Oregon.\nC. B. Turner, President, Louisiana Teachers\nAssociation,\nBaton Rouge, Louisiana.\nEdwin C. Wade, Superintendent of Schools,\nBluefield, West Virginia.\nA.\n™M.\nWaller,\nSuperintendent,\nWard\nCounty Schools, Minot, North Dakota.\n. H. Ward,\nSuperintendent\nof Schools,\nWaterboro, South Carolina.\nPatterson\n\nWardlow,\n\nChairman,\n\nTeachers\n\nRe-\n\ntirement Commiittee\nof the South Carolina\nTeachers\nAssociation,\nColumbia,\nSouth Carolina.\nElizabeth\nWarning,\nRural\nSchool\nSupervisor,\n\nTopeka,\n\nState\n\nDepartment\n\nof\n\nEducation,\n\nKansas.\n\nD.\n\nM. Webb, 2909 East 28th Street, Kansas\nCity, Missouri.\nArland D. Weeks, Dean, School of Education, North Dakota Agricultural College,\n\nAgricultural\nFlorence\n\nStreet,\n\nCollege,\n\nWilkinson.\n\nGrafton,\n\nWest\n\nNorth\n148\n\nDakota.\n\nEast\n\nBluemont\n\nVirginia.\n\nD.\n\nS. Williams, Superintendent of Schools,\nBozeman, Montana.\nEva M. Wilson, Principal, 691 Arrowhead\nAvenue, San Bernardino, California.\n\nMary\nMay\nWyman,\nLouisville\nSchool. Louisville, Kentucky.\n\nNormal]\n\n"}
{"page": 1052, "printed_page": null, "text": "1048\n\n(Authorized\n\nby Representative\n\nWilliam F. Russell, Chairman, Associate Director,\nInternational\nInstitute,\nTeachers\nCollege, Columbia University,\nNew York,\nNew York.\nJohn W. Abercrombie,\nAssistant\nSuperintendent of Public Instruction, Montgomery, Alabama.\nJulia Wade Abbot, 304 North 37th Street,\nPhiladelphia, Pennsylvania.\nCornelia S. Adair, 2121 Park Avenue, Richmond,\nVirginia.\nLewis R. Alderman,\nActing Chief, Service\nDivision, Bureau of Education,\nWashingtom; Di »C.\nFred M. Alexander, Principal, High School,\nNewport News, Virginia.\nFannie\nFern\nAndrews,\n405 Marlborough,\nStreet, Boston, Massachusetts.\nBertha\nS. Armbruster,\n111\nGale\nRiver Forest Illinois.\n\nAvenue,\n\nNicholas\n\nBauer,\n\nSchools,\n\nNew\n\nOrleans,\n\nSuperintendent\n\nof\n\nLouisiana.\n\nWilliam Chandler Bagley, Teachers College,\nNew\nYork,\nNew\nColumbia\nUniversity,\nYork.\nMrs. Maude O. Beers, Box 646, Hilo, Hawaii.\nState Superintendent\nof\nFrancis\nG. Blair,\nPublic Instruction,\nSpringfield,\nIllinois.\nKatherine D. Blake, 101 West 85th Street,\nNew York City.\nMrs.\nMary\nC. C. Bradford,\n1735\nBellaire\nStreet, Denver, Colorado.\nMrs.\nMary\nD.\nBradford,\nDayton\nHotel,\nKenosha,\n\nKatharine\n\nWisconsin.\n\nA.\n\nBrennan,\n\n182\n\nLloyd\n\nStreet,\n\nNew\nHaven,\nConnecticut.\nOrville G. Brim, Professor, Ohio State University,\nColumbus,\nOhio.\nM. L. Brittain, President, Georgia School of\n\nTechnology,\n\nAtlanta,\n\nGeorgia.\n\nL.\n\nA.\nButler,\nSuperintendent\nof Schools,\nGrand Rapids, Michigan.\nErnest W. Butterfield, Commissioner of Education, Concord, New Hampshire.\nMrs. Susanne Homes Carter, County Superintendent of Schools, Medford, Oregon.\n\nArthur H. Chamberlain,\nSecretary,\nCalifornia Association\nfor Education\non Thrift\nand\n\nConservation,\n\n354\n\nPacific\n\nBuilding,\n\nSan Francisco, California.\nJ. A. C. Chandler, President, College of William and Mary, Williamsburg, Virginia.\nGeorge N. Child, Superintendent of Schools,\nSalt Lake City, Utah.\nM.\nG.\nClark,\nSuperintendent\nof Schools,\nSioux City, Iowa.\nP. P. Claxton,\nSuperintendent of Schools,\nTulsa, Oklahoma.\n\nA.\n\nJ. Cloud,\n\n2775\n\nUnion\n\nStreet,\n\nSan\n\nFran-\n\ncisco, California.\nFrank Cody, Superintendent of Schools, Detroit, Michigan.\nJessie B. Colburn, 52 Gramercy Park North,\nNew York, New York.\nRandall\nJ.\nCondon,\nSuperintendent\nof\nSchools, Cincinnati, Ohio.\nAlbert\n§. Cook,\nState\nSuperintendent\nof\nPublic Instruction, Baltimore, Maryland.\nH. V. Cooper,\nSuperintendent\nof Schools,\nKosciusko,\nMississinvpi.\nWilliam J. Cooper,\nState Superintendent\nof\nSchools, Sacramento,\nCalifornia.\nLuVerne\nCrabtree,\nSecretary,\nInternational\nKindergarden\nUnion,\n1201\n16th\nStreet,\nN. W., Washington, D. C,\nWilliam\nM.\nDavidson,\nSuperintendent\nof\n\nSchogls,\n\nPittsburgh,\n\nRELATIONS\n\nINTERNATIONAL\n\nON\n\nCOMMITTEE\n\nASSOCIATION\n\nEpucation\n\nNationaL\n\nPennsylyania.\n\n=\n\nAssembly)\n\nMary Dever, The Women’s\nClub, 3535 Euclid Avenue, Cleveland, Ohio.\nLoretta\nDoerr,\nSupervising\nPrincipal,\n1323\nNorth Rampart Street, New Orleans, Louisiana.\nE. Estelle Downing,\nState Normal\nCollege,\nYpsilanti,\nMichigan.\n:\nI. Newton Earle, Principal, Roosevelt Junior\nHigh School, New Brunswick, New Jersey.\nWilliam I. Early, Principal, Washington High\nSchool, Sioux Falls, South Dakota.\n\nDavid\nmal\n\nFelmley, President, Illinois State\nUniversity, Normal, .Illinois,\n\nMrs.\n\nJessie\n\nM.\n\nFink,\n\nPrincipal,\n\nNor-\n\nBuchanan\n\nSchool, Grand Rapids, Michigan.\nJohn H. Finley, Editor, New\nYork Times,\nNew York, New York.\nCharles\nM.\nFisher,\nSuperintendent,\nDade\nCounty Schools, Miami, Florida.\n. K.\nFroula,\nPrincipal,\nRoosevelt\nHigh\nSchool, Seattle, Washington.\nEthel M. Gardner,\n356 16th Avenue,\nMilwaukee, Wisconsin.\nG.\nB.\nGerard,\nSuperintendent\nof Schools,\nBelleville, New Jersey.\nC. B. Glenn, Superintendent of Schools, Birmingham, Alabama.\nBessie Bacon Goodrich, 2410 Terrace Road,\nDes Moines, Iowa.\nThomas Warrinton Gosling, Superintendent\nof Schools, Madison, Wisconsin.\nClifton D.\nGray,\nPresident,\nBates\nCollege,\nLewiston, Maine.\nJessie Gray, 1301 Spring Garden Street, Philadelphia,\nPennsylvania.\nMrs.\nFlorence\nHolbrook,\nPhillips\nJunior\nHigh School, Chicago, Illinois.\nHarry V. Holloway, State Superintendent of\nPublic Instruction, Dover, Delaware.\nEdna\nE.\nHood,\nAdministration\nBuilding,\nKenosha, Wisconsin.\nJ. H. Hope, State Superintendent of Education, Columbia, South Caro’ina.\nChristine A. Jacobsen, 1320 West 41st Place,\nLos Angeles,\nCalifornia.\nWilliam\nAlonzo\nJames,\nPrincipal,\nBall\nHigh School, Galveston, Texas,\nSally Lucas Jean, 200 Fifth Avenue,\nNew\nYork City.\nOlive M. Jones, 52 Gramercy Park, North,\nNew\nYork\nCity.\nR.\nG. Jones,\nSuperintendent\nof Schools,\nCleveland, Ohio.\nR. L. Jones, Superintendent of Schools, Memphis, Tennessee.\nThomas Jesse Jones, 101 Park Avenue, New\nYork City.\nR. A. Karges, State Normal\nSchool, River\nFalls, Wisconsin,\nFred\nKeller,\nSuperintendent\nof\nSchools,\nJonesboro, Arkansas.\nUel\nW.\nLamkin,\nPresident,\nNorthwestern\nMissouri Teachers College, Maryville, Mis-\n\nsouri.\n\nAbby Porter Leland, 60 West\n10th Street,\nNew York, New York.\nWilla Audree Leonard, 609 Fairmont Avenue, Fairmont, West Virginia.\nMrs. Inez Johnson Lewis, Superintendent, El\n\nPaso County\nColorado.\nW.\n\nSchools,\n\nA. Lewis,\nKansas\nlege, Hays, Kansas.\n\nOren\n\nE.\n\npartment\nHawaii,\n\nLong,\n\nState\n\nDeputy\n\nof Public\n\nColorado\n\nSprings,\n\nTeachers\n\nCol-\n\nSuperintendent,\n\nDe-\n\nInstruction,\n\nHonolulu,\n\n"}
{"page": 1053, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nJohn D. Loper, Superintendent\nPhoenix, Arizona.\n\nof\n\nRuby\n\n2222,\n\nB. Lawrence,\n\nP. O.\n\nBox\n\nSchools,\n\nL,_\n\nWest\n\nSeattle,\n\nS.\n\nM.\nN. Marrs,\nState Superintendent\nof\nPublic Instruction, Austin, Texas.\nJ. Matthews,\nPresident,\nState Teachers\nCollege, Tempe, Arizona.\nAlbert\nB. Meredith,\nState Commissioner\nof\nEducation, Hartford, Connecticut.\nPaul\nMonroe,\nDirector,\nInternational\nInstiCollege,\n\nColumbia\n\nEducation, Augusta, Maine.\nW. Trent, President, Broaddus\nCollege,\nPhilippi, West Virginia.\nC. E. Turner, Professor, Massachusetts Institute\nof Technology,\nCambridge,\nMassachusetts,\nMaurice\nS.\nH.\nUnger,\nSuperintendent\nof\nSchools, Westminster,\nMaryland.\nAlbert\nF.\nVandergrift,\n143\nN.\nCoronado\nStreet, Los Angeles, California.\nFrancisco\nVizcarrondo,\nAssistant\nCommissioner of Education, San Juan, Porto Rico.\nRufus B. von Klein Smid, President, University of Southern California, Los Angeles, California.\nThomas\nJ. Walker,\nEditor,\n‘“‘School\nand\nCommunity,’’ Columbia, Missouri.\nDavid A. Ward,\nSuperintendent of Schools,\nWilmington,\nDelaware.\nA. H. Waterhouse, Superintendent of Schools,\nFremont,\nNebraska.\nWilliam\nF,.\nWebster,\nSuperintendent\nof\nSchools,\nMinneapolis,\nMinnesota.\nDavid Weglein, Superintendent of Schools,\nBaltimore, Maryland.\nE, B. Wetherow, Superintendent of Schools,\nLaporte, Indiana.\nCharles H. Williams, University of Missouri,\nColumbia,\nMissouri.\nCharl O. Williams, 1201 16th Street, N. W.,\nWashington, D. C.\n\nUniver-\n\nBoston, Massachusetts.\nAmerican\nJohn\nBarton\nPayne,\nChairman,\nStreet,\nNational\nRed\nCross,\n1601\nEye\n\nE.\n\nD.\n\nPearson,\n\nC.\nSuperintendent\n\nof\n\nSchools,\n\nKansas City, Kansas.\nW. W. Peter, 370 7th Avenue, New York,\nNew York,\nM. E. Peterson, 1353 East 20th Street, Los\nAngeles, California.\nJ. E. Purks,\nSuperintendent\nof Schools,\nCedartown, Georgia.\nBancroft\nSchool,\nE. Ruth Pyrtle, Principal,\nLincoln, Nebraska.\nAurelia\nHenry\nReinhardt,\nPresident,\nMills\nCollege, Mills College, California.\nMcHenry\nRhoads, State University, Lexington, Kentucky,\nT. R. Roberts,\nSuperintendent\nof Schools,\nIndependence,\nIowa.\nHelen M. Robinson, Assistant Superintendent\n\nof\n\nSchoo’s,\n\nPortland,\n\nLucy\n\nMaine\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nL. W.\n\nPROBLEMS\n\nHEALTH\n\nby Representative\n\nThomas D. Wood, Chairman, Teachers ColYork,\nNew\nUniversity,\nColumbia\nlege,\nNew York.\n7\nNational\nManager,\nBusiness\nAllen,\nA.\nH.\nEducation Association, Washington,\nD. C.\nEdna\nBailey,\n1511\nEdith\nStreet,\nBerkeley,\nCalifornia.\nKatherine D. Blake\n101 West 85th Street,\nNew York, New York.\n1735\nBellaire\nMrs.\nMary\nC. C. Bradford,\nStreet, Denver, Colorado.\nof\nSuperintendent\nAssistant\nBragg,\nC.\nMabel\nSchools, Newton, Massachusetts.\n\nWilson,\n\nSouth\n\nPhiladelphia\n\nHigh\n\nSchool\nfor\nGirls,\nPhiladelphia,\nPennsylvania.\nCaroline S. Woodruff, President, State Nor.\nmal Training Course, Castleton, Vermont.\nAnnie Carlton Woodward,\n144 School Street,\nSomerville, Massachusetts,\nRobert H. Wright, President, East Carolina\nTeachers\nCollege,\nGreenville,\nNorth\nCarolina.\n\nDautin\nW.\nRockey,\nState\nDepartment\nof\nEducation,\nSanta Fe, New Mexico.\nW.\nCarson\nRyan,\nSwarthmore\nCollege,\nSwarthmore,\nPennsylvania.\n\nJOINT\n\nWashington.\n\nof\n\nsity, New York, New York.\nA. Nash,\nPresident,\nOklahoma\nCollege\nfor Women,\nChickasha, Ok'ahoma.\nMinnie Jean Nielson, 901 Fifth Avenue, Valley City, North Dakota,\nMary Leila Nisbett, 821 Melba Street, Daljas,” Texas,\nStanley R. Oldham, Secretary, Massachusetts\nTeachers’ Federation,\n15 Ashburton Place,\n\nWashington,\n\nSchools\n\nW.\n\nM.\n\nM.\n\nof\n\nHenry Suzzallo, ‘University Station, Box 641,\nSeattle, Washington.\nAugustus O. Thomas,\nState Commissioner\n\nTexas.\n\nTeachers’\n\nA. Sherwood,\nSuperintendent\nLander, Wyoming.\n\nWashington, D. C,\nete\nHenry Lester Smith, Dean, School of Education,\nIndiana\nUniversity,\nBloomington,\nIndiana.\nN. E.. Steele, Secretary, South Dakota Education\nAssociation,\n3\nPerry\nBuilding,\nSioux Falls, South Dakota.\nMrs.\nCora Wilson Stewart,\nChairman,\nIIliteracy Crusade, American Red Cross Building, Washington, D. C.\nMamie B. Stoecker, 3900 East Pine Street,\n\nA.\n\ntute,\n\n1049\n\nINFORMATION\n\nHelen B. Shove, 3116 Clinton Avenue, MinCae\nLeino\nalter\nR.\nSiders, 1201 16th Str\n‘4\n\nPalm Beach, Florida.\nL. C. Lord,\nPresident,--East\nIllinois\nState\nTeachers College, Charleston, Illinois,\nHenry Noble MacCracken, President, Vassar\nCollege, Poughkeepsie, New York.\n|\nCharles McKenny, President, Michigan State\nNormal College, Ypsilanti, Michigan.\nC. G. Manning,\nSuperintendent\nof Schools,\nLewistown, Montana.\nGeorge E. MacLean,\n1721 P Street, N. W.,\nWashington,\nD.\nC.\nKathryn Mansfield, Principal, Cedar School,\nCanton,\nOhio.\nR. L. Marquis, President, North Texas State\nTeachers College, Teachers College Station,\nDenton,\n\nAND\n\nEDUCATION\n\nIN\n\nAssembly)\n\nWilliam\n\nPhysical\n\nD.\n\nBurdick,\n\nState\n\nEducation,\n\n7\n\nSupervisor\n\nEast\n\nStreet, Baltimore,\nMaryland.\nWilliam Burnham, Clark University,\nter, Massachusetts.\n\nF.\n\nof\n\nMulberry\nWorces-\n\nB. Dresslar, George Peabody College for\nTeachers, Nashville, Tennessee.\nEmily Griffith, 1524 Fillmore Street, Denver,\nColorado,\nJohn F. Keating,\nSuperintendent\nof School\nDistrict Number 20, Pueblo, Colorado.\nMary\nMurphy,\nDirector,\nElizabeth\nMcCormack Memorial Fund, 848 Dearborn Street,\nChicago, Illinois.\n\n:\n\n"}
{"page": 1054, "printed_page": null, "text": "NationaL\n\n1050\n\nEpucation\n\nASSOCIATION\n\nwoe\neen\n\nJ. B. Nash,\n\nDirector\n\nRoom\n\nCity\n\n404,\n\nEducation,\n\nWillis\n\nCalifornia.\nStreet, Long\n\n* Lida\n\nof Physical\n\nHall,\n\nOakland,\n\nJay B. Nash,\n3940 Packard\nIsland, New York\nMary D. Pierce, State Department of Education, Montgomery, Alabama.\nMrs. Josephine\nC. Preston,\nState Superintendent\nof Public\nInstruction,\nOlympia,\nWashington,\nFrederich Rand Rogers, Director, Division of\n\nHealth and Physical Education, State University of New York, Albany, ‘New York.\nHomer\nH.\nSeerley,\nPresident,\nIowa\nState\nTeachers College, Cedar Falls, Iowa.\n\nLEGISLATIVE\n(Authorized\n\nA.\n\nSutton,\n\nAtlanta,\n\nSuperintendent\n\nof Schools,\n\nGeorgia.\n\nPrincipal, Maryland State\nNormal School, Towson,\nMaryland.\nJohn J. Tigert, United States Commissioner\nof Education, Washington, D. C.\nBlanche\nM. Trilling, Director,\nDepartment\nof Physical Education, University of Wisconsin, Madison, Wisconsin.\nNew York City.\n\nLee\n\nTall,\n\nPauline\nB. Williamson,\n1 Madison\nAlbert E. Winship, 6 Beacon Street,\nMassachusetts.\n\nSquare,\nBoston,\n\nCOMMISSION\n\nby Representative\n\nAssembly)\n\nChairman,\nSuperinWilliam\nM.\nDavidson,\nPittsburgh,\nPennsyltendent\nof Schools,\nvania.\nA. T. Allen, State Superintendent of Public\nInstruction,\nRaleigh,\nNorth\nCarolina.\nGeorge A. Allen, Jr., State Superintendent\nof Public Instruction, Topeka, Kansas.\n\nR. B. Daniel, Superintendent of Schools, Columbus, Georgia.\nCharles S. Davis, Superintendent of Schools,\n\nH.\n\nIllinois.\nDennis,\nDirector, Vocational Education, State Department of Education, Harrisburg, Pennsylvania.\nGuy S. Dennison, 1215 Kumler Avenue, Dayton, Ohio.\nedhe Doster, Dean, School of Education, University of Alabama, University, Alabama.\nMrs.\nAgnes\nDriver,\nLincoln\nJunior\nHigh\nSchool, Honolulu, Hawaii.\nSelden M. Ely, Supervising Principal, Gale\nSchool, Washington, D.\nLawton B. Evans, Superintendent of Schools,\nAugusta, Georgia.\nG.\nFaust,\nSuperintendent\nof Schools,\n‘Shawnee, Oklahoma.\nCharles\nM.\nFisher,\nSuperintendent,\nDade\nCounty Schools, Miami, Florida.\nAnna\nLaura\nForce, Principal,\nLake Junior\nHigh School, Denver, Colorado,\nAnna\nG. Fraser,\nVice-Principal,\nCakland\nHigh School, Oakland, California.\n\nB. Allman,\nSuperintendent\nof Schools,\nRushville, Indiana.\nMrs. Bertha Armbruster, 111 Gale Avenue,\nRiver Forest, Illinois.\nWalter S. Athearn, 20 Beacon Street, Boston, Massachusetts.\nLou E. Ballinger, Principal, 1801 16th Street,\nN,. W., Washington, D.\nR, W. Bardwell, Superintendent of Schools,\nRock Island, Illinois.\nC. H.\nBarnes,\nSuperintendent,\nSt. Louis\nCounty Schools, Duluth, Minnesota.\nPercival S. Barnes, Superintendent of Schools,\nEast Hartford, Connecticut.\nNora Barron, 847 Plymouth Building, Minneapolis, Minnesota.\nW. F. Bond, State Superintendent of Public\nInstruction, Jackson, Mississippi.\nF. D. Boynton,\nSuperintendent\nof Schools,\nIthaca, New York.\n\nMrs.\n\nMary\n\nC.\n\nC.\n\nBradford,\n\nStreet, Denver, Colorado.\nW.\nBrister,\nPresident,\nState Teachers\nCollege,\n\nJ.\n\n1735\n\nBellaire\n\nWest\nTennessee\nMemphis,\nTen-\n\nnessee.\n. W.\nD.\n\nBrooks,\nPrincipal,\nHigh\nSchool,\nWichita, Kansas,\nS. Burleson,\nProfessor,\nEast Tennessee\nState Normal School, Johnson City, Ten-\n\nnessee.\nR.\n\nC. Burts, Superintendent of Schools, Rock\nHill, South Carolina.\nUniversity of\nSamuel P, Capen, Chancellor,\nBuffalo, Buffalo, New York.\n\nJohn C. Callahan,\nState Superintendent\nof\nSchools, Madison, Wisconsin.\nJ. A. C. Chandler,\nPresident,\nCollege\nof\nWilliam and Mary, Williamsburg, Virginia.\nM.\n\nG.\nSioux\n\nClark,\nCity,\n\nSuperintendent\nIowa.\n\nof\n\nSchools,\n\nMaude\nCompton,\nPresident,\nOmaha\nSchool\nForum, 5615 Howard. Street, Omaha, NeE.\n\nbraska.\nB.\nComstock,\n\nHigh\nRandall\n\nPrincipal,\nNorth\nDallas\nSchool, Dallas, Texas.\nJ. Condon, Superintendent of Schools,\n\nCincinnati, Ohio,\nJ. H. Cook, 1207 West Market, Greensboro,\nNorth Carolina.\nWilliam J. Cooper, State Superintendent of\nPublic Instruction, Sacramento,\nCalifornia.\nC. W. Crandell, Superintendent of Schools,\nMonroe, Michigan.\n\nSteelton, Pennsylvania.\nClarence H. Dempsey, Commissioner\ncation, Montpelier, Vermont.\n\nFlorence\nL.\n\nDeneen,\n\n457 West\n\n61st\n\nof Edu-\n\nPlace,\n\nChi-\n\ncago,\nH.\n\nJ. D.\n\nFulp, Superintendent, Bailey Military\nInstitute, Greenwood,\nSouth Carolina.\nMiss Lloy Galpin,\nPresident,\nHigh School\n\nTeachers Association, 304 Trinity Building, Los Angeles, California.\nJohn\nGault,\nPrincipal,\nFranklin\nSchool,\nManchester,\nNew Hampshire.\nA. D. S. Gillett, President,\nState Normal\nSchool, Superior, Wisconsin.\nAnnie G. Griffey, 2110 Battery, Little Rock,\nArkansas.\nF. A, Harrin, Conway, Arkansas.\nJohn\nB,\nHeffelfinger,\nSuperintendent\nof\nSchools, Newton, Kansas,\nCarl A. Hoffman, 1801 North Park Avenue,\nChicago, Illinois.\nGeorge W. Hug, Superintendent of Schools,\nSalem, Oregon.\nW. J. Hunting, Lovelock, Nevada.\nHelen A. Irving, County Superintendent of\nSchools, Rawlins, Wyoming.\nClara L. Jahnke, 1930 8th Street, Spokane,\nWashington.\nD. C. Jensen, Superintendent,\nJordan District Schools, Sandy, Utah.\nOlive M. Jones, 52 Gramercy Park, North,\nNew York, New York.\n\nR.\n\nG.\n\nJones,\nSuperintendent\nOhio.\n\nCleveland,\nZebulon V.\n\nJudd,\n\nDean,\n\nSchool\n\nof\n\nSchools,\nof\n\nEduca-\n\n"}
{"page": 1055, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\ntion, Alabama\nPolytechnic\nInstitute, Auburn, Alabama.\nF. Keating, Superintendent,\nSchool District Number 20, Pueblo, Colorado.\nJohn A. H. Keith, State Superintendent of\n\nJ.\n\nPublic\nInstruction,\nHarrisburg,\nPennsylvania.\nP. H. Kimball, Principal, Washington Street\nNormal School,\nLee Kirkpatrick,\nParis,\n\nUel\n\nW.\n\nMachias, Maine.\nSuperintendent of\n\nSchools,\n\nKentucky.\n\nLamkin,\n\nPresident,\n\nNorthwest\n\nMis-\n\nsouri State Teachers College, Maryville,\nMissouri.\nAustin\nLandreth,\nPrincipal,\nHigh\nSchool,\n\nPendleton,\nOregon.\nMrs. Inez Johnson Lewis, County Superintendent of Schools, Colorado Springs, Colorado,\nJohn C. Lindsey, Superintendent of Schools,\nMitchell, South Dakota.\nGreenwood\n.\nT.\nLongshore,\nPrincipal,\nSchool, Kansas City, Missouri.\nJohn D. Loper, Superintendent of Schools,\nPhoenix, Arizona.\nA. E. MacArthur, Director, Vocational Education, Carson City, Nevada.\nEffie MacGregor,\nPrincipal, John Burroughs\nSchool, Minneapolis, Minnesota.\nA. A. McDonald, Superintendent of Schools,\nSioux Falls, South Dakota.\nB. H. McIntosh, Cheyenne, Wyoming.\nUry\nMcKenzie,\nSuperintendent\nof Schools,\nHot Springs, Arkansas.\nHugh S. Magill, General Secretary, International Council of Religious Education,\n5\nSouth Wabash\nAvenue, Chicago, Illinois.\nC. R. Mann, 26 Jackson Place, Washington,\n\nDiniG:\n\nLurena Merriman, Principal, 107 Olive Road,\nTucson, Arizona.\nVirgil Miller, Abraham Lincoln High School,\nCouncil Bluffs, Iowa.\nJohn Milne, Secretary, New Mexico Educational\nAssociation,\nAlbuquerque,\nNew\nMexico.\nJ. G.\nMoore,\nSuperintendent\nof Schools,\nFargo, North Dakota.\nMartha\nNewell,\n2334\nNorth\n7th\nStreet,\nTerre Haute, Indiana.\nMarjorie Oliver, 11th and Broadway, Muskogee, Oklahoma.\nNumber\n5, Battle\nPearl\nPayette,\nSchool\nCreek, Michigan.\nHarlan B. Peabody, 7 Villa Avenue, Providence, Rhode Is'and.\nWebster H. Pearce, State Superintendent of\nPublic Instruction, Lansing, Michigan.\nMrs.\nBridget\nC. Peixotto,\n247 Beach\n141\nStreet, Belle Harbor, New York.\nRose Pesta, Windemere Hotel, Chicago, IIli-\n\nnois.\n\nCaroline\n\nS.\n\nPfaff,\n\nDistrict\n\nSuperintendent\n\nSchools, New Orleans, Louisiana.\nSidney Pickens, Superintendent of\nBatesville,\nArkansas.\nD. Walter\n\nPotts,\n\nSuperintendent\n\nof\n\nSchools,\n\nof Schools,\n\nEast St. Louis, Illinois.\nSue Powers, Superintendent, Shelby County\nSchools, Memphis, Tennessee.\nof\nSuperintendent\nState\nRandolph,\nLois\nPublic Instruction, Santa Fe, New Mexico.\nHelen\n\nM.\n\nRathbun.\n\nRowan\n\nTrees\n\nHotel,\n\n500 Englewood Avenue, Chicago, Illinois.\nof\nSuperintendent\nRedick,\nB.\nCharles\nSchools, Gallup, New Mexico.\n\nAND\n\n1051\n\nINFORMATION\n\nAnna Riddle,\n\n217 N. 13th\n\nStreet, St. Joseph,\n\nWeen\nune Superintendent\n. Belfast\nE. Roderick,\nperintendent\n\nof Schools,\n\nJoseph\nRosier, President,\nState Teachers\nFairmont, West Virginia.\noS\nL. Rouse,\nSuperintendent\nof Sch\nScottsbluff, Nebraska.\n‘\naot\nVv.\nL.\nRoy,\nPresident,\nLouisiana\nState\nNormal College, Natchitoches, Louisiana.\nJoseph\nH.\nSaunders,\nSuperintendent\nof\nSchools, Newport\nNews, Virginia.\n‘\nFH Leslie Sawyer, President,\nNew Hampshire\nState\nTeachers\nAssociation,\nNew\nLondon,\nNew Hampshire.\nW. E. Sealock, Dean, School of Education,\nUniversity\nof\nNebraska,\nLincoln,\nNebraska.\nR. T. Shaw, West Philadelphia High School\nfor Boys, Philadelphia. Pennsylvania.\nFred W. Shearer, Principal, High School,\nMiddletown,\nConnecticut.\nCapitola Simpson, Teachers College, Morehead,\n\nKentucky.\n\nJesse\nSkinner,\n563\nIrving\nStreet,\nPortland, Oregon.\nMrs.\nFlorence\nK. Smith,\n220 North\nMt.Vernon,\nHarry P.\n\nPrescott,\nArizona.\nSmith.\nProfessor\nof\n\nEducation,\nSyracuse\nUniversity,\nSyracuse,\nNew\nI ida\nb\nSmith, T. C. Station, Denton,\nTexas\nR. H. Snyder,\nSuperinten\n‘\n,\nnea ee\nIdaho\nSe\naie eae\n:\nStahl, Superintend\nPg\nas Delaeare,\nice ie gage\nStanton,\n. iene\nF.\nOne Superin\np\ntendent of Schools,\n\nGeorge D. Strayer, Teachers Colle\nlumbia University, New York, Noo\n\nW.\n\nYo!\n\nA. Sutton, Superintendent of Schools\nAtlanta, Georgia.\ni\nWw. S. Taylor,\nUniversity\nof Kentucky,\nPrphd coke 2!\n\nKentucky.\nay\nTrumper,\nState\nSuperintenden\nPublic Instruction, Helena, montane L. A. Tuggle,\nSuperintendent.\nVermillion\n\nD.\n\nCounty Schools, Danville, Illinois.\nB. Waldo,\nPresident,\nWestern\n\nState\n\nNormal\nSchool,\nKalamazoo,\nMichigan.\nW. F. Webster, Superintendent of Schools,\n\nMinneapolis,\nFrank Weld,\nbraska.\nF, L. West,\n\nMinnesota.\n1126\n\nQ\n\nUtah\n\nStreet,\n\nLincoln,\n\nAgricultural\n\nNe-\n\nCollege,\n\nLogan, Utah.\nA. White,\nSuperintendent\nof Schools,\nMinot, North Dakota.\nG. Elmer\nWilbur,\nSuperintendent,\nDuval\nCounty Schools, Jacksonville, Florida.\nS. C. Wilson, Sam Houston\nState Teachers College, Huntsville, Texas.\nBenjamin Wist, President, Normal School,\nHonolulu,\nHawaii.\nKate\nWofford,\nSuperintendent,\nLaurens\nCounty Schools, Laurens, South Carolina.\nWill C. Wood, Commissioner of Banking,\nSacramento,\nCalifornia.\n\nL.\n\nAnnie\nC. Woodward,\n144\nSchool\nStreet,\nSomerville, Massachusetts.\nRobert\nH. Wright,\nPresident,\nEast Carolina Teachers College, Greenville, North\nCarolina.\nAda\nYork,\nCounty\nSuperintendent\nof\n\nSchools,\n\nSan\n\nDiego,\n\nCalifornia.\n\n"}
{"page": 1056, "printed_page": null, "text": "1052\n\nNatTIOoNAL\n\nEpucaTION\n\nCOMMITTEE\n\nON\n\n(Authorized\nDirector,\nL. Crandall,\nChairman,\nLectures\nand Visual\nInstruction, Public\nSchools, New York, New York.\nAlviva\nAndrews,\nVolga,\nSouth\nDakota.\nMary\nChloe\nApple,\nSenior\nHigh\nSchool,\nMcAlester,\nOklahoma.\n\nErnest\n\nC.\n\nA.\n\nArganbright, County Superintendent\nSchools, Lima, Ohio.\nE. Baker, Superintendent of Schools,\nFort Morgan,\nColorado.\nMrs. H. K. Beighler, Vice-Principal,\nEureka County\nHigh\nSchool,\nEureka,\nNevada.\nof\n\n*W.\n\nMrs. Louise V. Boyum, Principal,\nSchool, Puunene, Maui, Hawaii.\nLucy\nBrickhouse,\n1033\nWest\nAnne Road, Norfolk, Virginia.\n\nL.\n\nC.\n\nPuunene\n\nPrincess\n\nBrogden,\nState\nSuperintendent\nRaleigh, North Carolina.\n\nEducation,\nMrs. Mamie\n\nK.\n\nBrown,\n\nMember,\n\nof\n\nBoard\n\nof\n\nEducation, Memphis, Tennessee.\nT. Cameron.\nSecretary, Michigan State\nTeachers’\nAssociation,\nLansing,\nMichi*\n\ngan.\n\nNettie Carey, High School,\noming.\nR. J. Cunningham, 9 Kohrs\n\nCheyenne,\nBlock,\n\nWy-\n\nHelena,\n\nMontana.\n\nMildred F. Dunn, Washington Irving Street\nHigh School, Clarksburg, West Virginia.\nEugene\nFair,\nPresident.\nState\nTeachers\nCollege,\nKirksville,\nMissouri.\nB. K. Farnsworth,\nCounty\nSuperintendent\nof Schools, Fillmore, Utah.\nC.\n\nA. Fetterley, 103 Passaic Avenue, Rutherford, New Jersey.\nIda M. Folsom,\nAroostook\nState Normal\nSchool, Presque Isle, Maine.\n\nJulia\n\nForce,\n\nent\n\nof\n\nClaudine\n\nAssistant\n\nSchools,\n\nEH.\n\nCounty\n\nHavana,\n\nHaug,\n\n730\n\nSuperintend-\n\nIllinois.\n\nTroupe\n\nAvenue,\nKansas City, Kansas\nW.\nHeim,\nState\nDirector\nVocational\nEducation,\nNewark,\nDelaware.\nLester D. Henderson, Commissioner of Education,\nJuneau,\nAlaska.\nMary E. Hills, 409 26th Street, Sioux City,\nTowa.\nLouise B. Hobson, 116 Wentworth Avenue,\n\nR.\n\nEdgewood\n\nStation,\n\nProvidence,\n\nRhode\n\nIsland.\n\nL. P. Hollis.\n\nSuperintendent,\n\nParker\n\nSchool\n\nDistrict, Greenville, South Carolina.\nHelen Hunt Jackson, Box 308, Santa Rita,\nNew Mexico.\nG. B. Jeffers, Assistant Superintendent of\nSchools, Schenectady, New York.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nJoseph\n\nRosier,\n\nChairman,\n\nmont Teachers’\nVirginia.\n\nW.\nT.\n\nJ. Abbott,\n\nCollege,\n\nPresident,\n\nFair-\n\nFairmont,\n\nWest\n\nPrincipal,\n\n603\n\nConnell\n\nAve-\n\nof Schools,\n\nSophia Bachmann, Principal, 2139\nAvenue, Detroit, Michigan.\n\nTrombly\n\nM.\n\nCambria\n\nS.\n\nBentz,\n\nNECROLOGY\n\nby Bylaws)\n\nAmy\nL. Lamb,\n153 Blake\nStreet, New\nHaven,\nConnecticut.\n:\nJ. S. Landers, President. Oregon State Normal School,\nElizabeth\nR.\n\nEast\n\n6th\n\nMonmouth,\nMcCormick,\n\nStreet,\n\nOregon.\nPrincipal,\n\nSuperior,\n\n2023\n\nWisconsin.\n\nFred\nMcCuistion,\nSupervisor\nof Colored\nSchools,\nLittle Rock, Arkansas.\nM. E. McCurdy,\nSecretary, North Dakota\nEducation Association, Washburn,\nNorth\nDakota.\nMrs. Blanche L. Martin, Box 103, Boise,\nIdaho.\nGeorge E. Martin, President, State Teachers College, Kearney, Nebraska.\ns\nMelrose Martin, Superintendent of Schools,\nAlbany, California.\nMrs. Adelle Allen Oliver, Principal, Central Elementary School, Hoquiam, Washington. :\nExeter,\nMary Perley, Robinson\nSeminary,\nNew Hampshire.\nMary Poore, Ridgely Apartments, Birmingham,\nAlabama.\nE. S. Richardson, Superintendent, Webster\nParish Schools, Minden,\nLouisiana.\nRuby B. Sampson, 93 High Street, Brockton,\n\nMassachusetts.\n\nDemonMrs.\nMamie\nSchaper,\nPrincipal,\nstration Building, Waco, Texas.\nMiss Toy Spence, Albany, Georgia.\nNorCapitola\nSimpson,\nMorehead\nState\nmal School, Morehead,\nKentucky.\nCatherine Sproull, Principal, Central\n\nGrammar School, Jacksonville, Florida.\nLettie E. Stewart, McKinley High School,\nWashington,\nD. C.\n:\nLois\nStidham,\n370\nNorth\nFirst\nAvenue,\nPhoenix,\nArizona.\nMrs. H. M. Sturgis, Principal, Hyattsville\nElementary\nSchool,\nHyattsville,\nMaryland.\nGrace G. Swan, Director, Primary Instruction, Grant School, Pittsburgh, Pennsylvania.\nW. N. Taylor, Executive\nSecretary,\nMississippi Education\nAssociation, Jackson,\nMississippi.\nF. A. Udden,\nSuperintendent\nof Schools,\nBraham, Minnesota.\nFrancisco\nVizcarronda,\nAssistant\nCommissioner\nof\nEducation,\nSan\nJuan,\nPorto\nRico.\nCharles\nO. Williams,\nSecretary,\nIndiana\nState Teachers’ Association, Indianapolis,\nIndiana.\nEthel Wing, Westminister,\nVermont.\n\nRESOLUTIONS\nby\n\nBylaws)\n\nR.\n\nM. Caldwell, 2527 Ross Avenue, Dallas,\nTexas.\nP. Claxton,\nSuperintendent of Schools,\nTulsa, Oklahoma.\nJames\nP. Coates,\nSecretary,\nSouth\nCarolina Teachers’\nAssociation,\nState Office\nP.\n\nnue, Missoula,\nMontana.\nW. Andrews, Superintendent\nHigh Point, North Carolina.\n\nCounty\n\nASSOCIATION\n\nSuperintendent,\n\nSchools, Ebensburg, Pennsylvania.\n\nMrs.\nBlanche\nC. Boulware,\nSilver\nCity,\nNew Mexico.\nC. H. Bowman, Superintendent of Schools,\n\nPetersburg, Alaska.\nMrs. Emma Bryant, County Superintendent\nof Schools, Hillsboro, Orgeon.\n\nBuilding, Columbia. South Carolina.\nHelen\nCraft, 1724 15th Avenue,\nOakland,\nCalifornia.\nC. Jj. Dalthorp,\nPrincipal,\nCentral\nHigh\nSchool, Aberdeen,\nSouth Dakota.\nMrs.\nAnnie\nE.\nDaniels,\nSuperintendent,\nPima County Schools, Tucson, Arizona.\nE\nR_\nEdwards,\nPrincipal,\n314 Brimhall\nAvenue, St. Paul, Minnesota.\nA. L.\nEyler,\nAssistant\nPrincipal,\nDyer\nSchool, Cincinnati, Ohio.\nAnna Laura Force, Principal, Lake Junior\nHigh School, Denver, Colorado.\n\n"}
{"page": 1057, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\n“Helen\nFranklin,\nWoodsville\nGrammar\nSchool. Woodsville, New Hampshire.\nAnnie\nGriffey, Primary\nSupervisor,\nLittle\nRock\nPublic\nSchools,\nLittle\nRock,\nArkansas.\nEdith\nLouise\nGrosvenor,\nApartment\n73,\nThe Iowa, Washington, D. C.\nP,. W. Hodges, State Department of Edu‘cation,\nMontgomery,\nAlabama.\n\nMrs.\n\nClara\n\nA. Jones,\n\nSuperintendent,\n\nOwen\n\nCounty Schools, Owenton, Kentucky.\nJ. J. Kelly, Jr., Superintendent of Schools,\n\nWise,\n\nVirginia.\nH. Kenyon, Superintendent of Schools,\nSmyrna, Delaware,\nUel W. Lamkin, President, State Teachers\nCollege, Maryville, Missouri.\nH.\n\nBernice McCoy, Assistant Professor of Education,\nDirector\nof Appointment\nBureau,\nUniversity\nof\nIdaho,\nMoscow,\nIdaho.\n\nJohn J. Marshall, Principal, High School,\nSheridan, Wyoming.\nMary Marshall, Charleston, Mississippi.\nH\nUL. Miller, Principal,\nUniversity High\nSchool, Madison, Wisconsin.\nJohn Nelson, Principal, Kamehameha Boys’\nSchools,\n\nMary\n\nC.\n\nHonolulu,\n\nNelson,\n\nHawaii.\n\nPrincipal,\n\n6th\n\nand\n\nSplit-\n\nlog Avenue, Kansas City, Kansas.\nMrs.\nElaine\nF. Norton,\nWashington\nElementary School, Tacoma, Washington.\nSue\nM..\nPowers,\nSuperintendent,\nShelby\nCounty Schools, Memphis,\nTennessee.\nIrs. F. Blanche Preble, 6337 Stewart Avenue, Chicago,\nIllinois.\nCharles\nF.\nPye,\nSecretary,\nIowa\nState\nTeacuers Association, 415 Shops Building, Des Moines, Iowa.\n\nCOMMITTEE\n\nON\n\nRuth\n\nPyrtle,\n\nChairman,\n\nPrincipal,\n\nBan-\n\nDis-\n\nSuperintendent, Sevier\nJ. Ashman,\nRichfield,\ntrict Schools,\nUtah.\nof Schools,\nSuperintendent\nAustin,\nF.:P.\nChandl-x, Arizona.\nPrincipal,\nShinnston,\nDallas\nC.\nBailey,\n\nWest Virginia.\nH. Baish, Secretary, School Employees\nRetirement Board, South Office Building,\n711 West 2nd Street, Harrisburg, Pennsylvania.\nMary Barnette, Hughes High School, Cin-\n\nH.\n\nOhio.\nof Schools,\nSuperintendent\nBass,\nE.\nGreenville,\nMississippi.\nSchool,\nCrockett\n,\nPrincipal\nMamie Bastian,\nHouston,\nTexas.\nJ\nHawthorne\n,\nMamie\nG.\nBeal,\nPrincipal\nSchool, Omaha,\nNebraska.\nP. S. Berg, Secretary, Teachers Insurance\nNorth\nDickinson,\nFund,\nand Retirement\nDakota.\nMaine.\nPortland,\n,\nFlora Berry, 99 Falmouth\ncinnati,\n\nE.\n\nJ. Bickett,\n\nSuperintendent\n\nW.\nTrenton, New Jersey. |\nCora E. Bigelow, 5 Smith\nMassachusetts.\nC.\n\nof\n\nCourt,\n’\n\nLouise\nBoehringer,\nEditor,\nTeacher, Phoenix, Arizona.\n;\nEarl E. Bovee, Principal, Whittier\n\nSioux\n\nCity,\n\nIowa.\n\n‘1053\n\nR._B. Rutherford, Principal, High School,\nJacksonville, Florida.\nH. A. Senter, Central High School, Omaha,\nNebraska.\nE. L.\nStephens,\nPresident,\nSouthwestern\nLouisiana Institute, Lafayette, Louisiana.\nCharles\nJ. Straham,\nAssistant\nCommissioner of Education ,Trenton, New Jersey.\nGeorge D. Strayer, Teachers College, Columbia University, New York, New York.\nGordon\nC.\nSwift,\nSuperintendent\nof\nSchools, Watertown, Connecticut.\n:\nCharles E. Taylor, Principal, Bangor High\nSchool, Bangor, Maine.\nVesta Thompson, 521 Oakdale Drive, Fort\nWayne, Indiana.\nFrancisco Vizcarrondo, Assistant Commissioner\nof Education,\nSan\nJuan,\nPorto\nRico.\nA.\nM.\nWaller,\nSuperintendent\nCounty\nSchools, Minot, North Dakota.\nCharles A. Weagley, Pri tident, Board of\nEducation, Washington County, R. D. i\nHagerstown,\nMaryland.\nJ. A. Wells. County Schvol Superintendent,\nAtlanta, Georgia.\nHoward\n\nWestervelt,\n\nTeacher,\n\nWinnemucca,\n\nNevada.\nAlbert E.\n\nWinship,\n\nEditor,\n\nJournal\n\nof Ed-\n\nucation,\n\n6 Beacon\n\nStreet,\n\nBoston,\n\nMassa-\n\nchusetts.\nIsaac\nO.\nWinslow,\nSchools, Providence,\n\nSuperintendent\nof\nRhode Island.\nCaroline S. Woodruff, Principal, State Normal School, Castleton, Vermont.\nJ. T. Worlton, City and County Building.\nSalt Lake City, Utah.\n'\n\nby Representative\n\ncroft School, Lincoln, Nebraska.\nMary M. Abbe, Classroom Teacher, 127 N.\nDearborn\nStreet, Chicago.\nIllinois.\nWwW. C. Alderson, Superintendent of County\nSchools, Portland, Oregon.\n_\nSchool,\nHigh\nPrincipal,\nAlexander,\nFred\nNewport News, Virginia.\nAvenue,\nReed\nN.\n15\nMabel Pree Alvarez,\n:\n1\nMobile, Alabama.\n\nA.\n\nINFORMATION\n\nRETIREMENT\n\n(Authorized\n\nE.\n\nAND\n\nALLOWANCES\n\nAssembly)\n\nFrancis\nBoyd,\nPrincipal,\nGrammar\nSchool, Fort Fairfield, Maine.\nO. Briggs,\n413 West\nAdams\nStreet,\nPittsburg, Kansas.\nIra J. Bright, Superintendent of Schools,\nLeavenworth, Kansas.\nPauline\nBrooker,\n1429 Laurel\nStreet, Co-\n\nMrs.\n\n.\n\nlumbia,\n\nSouth\n\nW.\n\nBroome,\n\nCarolina.\n\nSuperintendent\n\nCounty\n\nSchools, Rockville, Maryland.\nE. A. Brown, Kuhio School, Honolulu,\n\nwaii.\nRosa\nBurmaster,\n\nHa-\n\n219 S. Jefferson Street,\nMuncie, Indiana.\nMerrill J. Burr. Deputy State Superintend-\n\nent,\n\nCarson\n\nCity,\n\nNevada.\n\nEH.\n\nW. Butterfield,\nState Commissioner\nof\nWducation,\nConcord,\nNew\nHampshire.\nPhilip E, Carlson, 5157 17th Avenue South,\nMinneapolis, Minnesota,\nAllen\nL.\nCarman,\nSuperintendent,\nGoldfield Public Schools, Goldfield, Nevada.\nDr.\nCharles\nCarroll,\nDeputy\nDirector,\nRhode Island State Board for Vocational\nEducation, 119 State House, Providence,\nRhode Island.\nE. M. Carter, Secretary, Missouri» Education Association,\nColumbia, Missouri.\nMrs. H. E. Carter, High School, Tallahassee, Florida.\n\nS. M.\n\nChaney,\n\nManager,\n\nDivision\n\nof Place-\n\nment,\nCalifornia\nTeachers\nAssociation,\n933 Phelan Building, San Francisco, California.\n\nSchools,\nBoston,\n\nCharles\nH.\nChaney,\nSuperintendent\nSchools, White Plains, New York,\n\nof\n\nArizona\n\nHarold\nE.\nChittenden,\nSuperintendent\nSchools, Naugatuck,\nConnecticut.\n\not\n\nSchool,\n\nH.\n\nV.\n\nChurch,\n\nMorton\n\nSuperintendent,\n\nSchools,\n\nCicero,\n\nJ. Sterling\n\nIllinois.\n\n"}
{"page": 1058, "printed_page": null, "text": "NatTIONAL\nOe\n\n1054\n\nhate\n\nR.\n\nO.\nand\n\nTe\n\nClarida, Secretary, Teachers Pension\nRetirement\nFund,\n405\nCentennial\n\nBuilding,\nF.\n\nEpucaTiIon\n\nSpringfield,\n\nB. Clark,\nHead,\nnomics, A. and M.\n\nIllinois.\n\nDepartment\nof\nCollege, College\n\nEco-°\nSta-\n\ntion, Texas.\nGertrude\nColeman,\n416 McCallie\nAvenue,\nChattanooga, Tennessee.\n:\n’\nBlanche\nCollins,\nCramer\nJunior\nHigh\nSchool, Camden, New Jersey.\nF. E. Converse, Superintendent of Schools,\nBeloit, Wisconsin.\nNettie Corey, 2016 House Street, Cheyenne,\n\nWyoming.\nOliver P. Cornman, Associate Superintendent of Schools,\nPhiladelphia,\nPennsylvania.\nR. W. Cowart, 415 First National\nBank\nBuilding, Montgomery, Alabama.\nA.\nG.\nCrane,\nPresident,\nUniversity\nof\nWyoming,\nLaramie, Wyoming.\nMary\nE. Crane, Principal,\n1267 Ransom\nStreet,\n\nMuskegon,\n\nMichigan.\n\nElizabeth\nCross, 214 West\n15th Avenue,\nPine Bluff, Arkansas.\nLelia Deans, 45 Dinwiddie\nStreet, Portsmouth, Virginia.\nClarence\nH.\nDempsey,\nCommissioner\nof\nEducation, Montpelier, Vermont.\nP. S. Doane,\nSuperintendent\nof Schools,\nGooding, Idaho.\n:\n\nArthur\n\nL.\n\nDoe,\n\nPrincipal,\n\nJunior\n\nHigh\n\nSchool,\nSomerville,\nMassachusetts.\nAgnes Doherty, 2075 Summit Avenue,\nSt.\nPaul, Minnesota.\nFernwood\nHugh\nB.\nDorman,\nPrincipal,\nSchool, Portland, Oregon.\nDonald\nDu Shane,\n1741 North Washington Street, Columbus, Indiana.\nFannie Eaton, 701 Clement Avenue, Charlotte, North Carolina.\nIsabel\nL.\nEckels,\nSuperintendent\nof\nSchools, Santa Fe, New Mexico.\n.\nJ. B. Edmonson,\nUniversity of Michigan,\nAnn Arbor, Michigan.\nJ. F. Elton, High School of Commerce,\nPortland Oregon.\n\nBelden M.\nBessie\n\nEly,\n\nEvans,\n\nGales\n\nSchool,\n\nPrincipal,\n\n1005\n\nASSOCIATION\n\nee\n\nWashington,\nMcGowan\n\nStreet, Little Rock, Arkansas.\nJohn P. Everett, Western\nState Normal,\nKalamazoo, Michigan.\nCarlisle\nFoster,\nSuperintendent\nof\nSchools, Bethune, South Carolina.\nMrs. Jennie M. French, Principal, Washington School, Tacoma, Washington.\nJ. D. Fulp, Superintendent, Bailey Military\nInstitution, Greenwood, South Carolina.\nMark\nB. Furman,\nDistrict Superintendent\nof Schools, East Rochester, New York.\nRaymond\nC.\nGeorge,\nPrincipal,\nHigh\nSchool, Derby, Vermont.\nWilson Greer, Superintendent of Schools,\nGroton, Connecticut.\nO. H, Griest, 225 Capitol Building, Indianapolis, Indiana.\nP. H. Griffith, Secretary, Louisiana Teachers Association, Baton Rouge, Louisiana.\nEdith L. Grosvenor,\nTeacher,\nThe\nIowa,\nApartment 73, Washington, D. C.\nCaroline\nGrote,\nDean\nof Women,\nWest\nIllinois State Teachers College, Macomb,\nIllinois.\nHarvey\n§.\nGruver,\nSuperintendent\nof\nSchools, Lynn, Massachusetts.\nMrs. C. H. Hamill,\n104 Henry\nAvenue,\nElkins, West Virginia.\nA. B. Hill, President,\nOuachita\nCollege,\nArkadelphia, Arkansas.\nLucy Hobbs, Central High School, Sioux\n. City, Iowa.\nda E. Housman,\nA.\nJ. Demarest\nHigh\n:\nSchool, Hoboken, “tye Jersey.\n\nee\n\nGeorge\nHoward,\nJr., Director\nof School\nOrganizations, Raleigh, North Carolina.\nT. C. Howe, 1512 N. Meridian Street, Indianapolis,\nIndiana.\nEula F. Hunter,\n1324 E. Morphy Street,\nFort Worth, Texas.\nH. R. Hunter,\nSuperintendent\nin Charge\nof High Schools, Atlanta, Georgia.\nMarjorie Shay Ismael, 774 E 26th Street,\nSouth,\n\nPortland,\n\nOregon.\n\nH.\n\nM.\nIvy,\nSuperintendent\nof Schools,\nMeridian, Mississippi.\nW.\nB. Jack,\nSuperintendent\nof Schools,\nPortland,\nMaine.\nJ. B. Jeffers, Assistant Superintendent of\nSchools, Schenectady, New York.\nJohn\nC. Johnson,\nDean,\nWestern\nState\nCollege, Gunnison, Colorado.\nMae\nE. Kelley,\nMitchell, South\n\nD.\n\nJ.\n\nKelly,\n\n301\nWest\nDakota.\n\n2nd\n\nAvenue,\n\nSuperintendent\n\nof\n\nSchools,\n\nBinghamton,\nNew York.\nF. Kemp, Superintendent, Berks County\nPublic Schools, Reading, Pennsylvania.\n\nA.\n\nW.\n\nE. Kershner,\n\n85\n\nEast\n\nGay\n\nStreet,\n\nCo-\n\nlumbus, Ohio.\nMrs. Marion H. Ketcham, Box 615, Sacramento, California.\nAnnabel\nWyman\nKirkland,\n737\nAmherst\nStreet, Manchester, New Hampshire.\nMrs. Irene Kirkpatrick, Rapid City, South\nDakota.\n\nC.\n\nW. Klein. Superintendent\nof Schools,\nEast Waterloo, Iowa.\nJ. Knutson, 843 Central Building, Seattle, Washington.\nG. C. Koffman, Principal, C. E. Byrd High\n\nK.\n\nSchool,\n\nShreveport,\n\nAlma\nKrusen,\n1345\nDenver,\nColorado.\n\nLouisiana.\n\n§.\n\nLafayette\n\nStreet,\n\nEdgar\nG. Lantman,\nNational\nCouncil\nof\nTeachers\nRetirement\nSystems,\nAlbany,\nNew York,\n\nRobert\nE.\nLaramy,\nSuperintendent\nof\nSchools, Altoona, Pennsylvania.\nJohn\nA. Larson,\nPrincipal,\nLittle\nRock\nHigh School, Little Rock, Arkansas.\nMrs.\nLouise\nLewers,\n426\nLake\nStreet,\nReno, Nevada.\nJosephine\nD.\nLockhard,\n635\nRio\nGrande\nAvenue, Raton, New Mexico.\nEcho L. Loder, 432 West 4th Street, Reno,\nNevada.\nIsidore Loeb, Washington\nUniversity,\nSt.\nLouis, Missouri.i\n;\nR. J. Longstreet, Seebreeze High School,\nDaytona Beach, Florida.\nIrma\nLord,\nModel\nSchool,\nWillimantic,\nConnecticut.\nHomer\nLucas,\nPrincipal,\nHigh\nSchool,\nClaypool, Indiana.\nMary\nMcAndrew,\n6 Wayne\nStreet,\nCarbondale,\n\nPennsylvania.\n\nElizabeth\nMcCormick,\nPrincipal, Timothy\nO. Howe School, Superior, Wisconsin.\nMrs. Nettie W. McCoy, Principal, Woodsville, New\nHampshire.\nA. A. McDonald, Superintendent of Schools,\nSioux Falls, South Dakota.\nMarguerite\nMcDonald,\nPrincipal,\nBlaine\nSchool,\n\nButte,\n\nMontana.\n\nGeorge\nA.\nMcFarland,\nPresident,\nState\nTeachers College, Minot, North Dakota.\nEffie\nMacGregor,\nPrincipal,\nJohn\nBurtroughs School, Minneapolis, Minnesota.\nJennie McGown,\nPrincipal, Union School,\nWheeling, West Virginia.\nH. C. McKinley,\nSuperintendent,\nAdkin\nDistrict Schools, Gary, West Virginia.\nMrs. B. N. Mann,\nPrincipal,\nLakewood\nonce High School, Durham, North Caro-\n\nina.\nJohn J. Marshall, Principal, Sherida\ni\nSchool, Sheridan,\ncnice:\nae\n\n"}
{"page": 1059, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nAlt\n\nCc. Matheson, Assistant Superintendent\nsh publi Instruction, Salt Lake City,\nah.\nZillah\nMay\nMeighan,\n1121\nNorth\nEye\nStreet,\n\nJohn\n\nG.\n\nMitchell,\n\nPresident,\n\nCentral\n\nState\n\nE. Morgan,\n\nCentreville,\n\nMaryland.\n\nMrs. Alberta H. Morse, Principal,\nson Avenue, El Paso, Texas.\n\nMary O’Rourke,\n421\nWeiser, Idaho.\nClara Belle Ortman,\nM.\n\nEast\n922\n\nSt. Louis, Missouri.\nMarian Park, 1805\nder, Colorado.\n\nMabel G. Peirce, 301\nbault,\nMinnesota.\n\nShelton\n\nPhelps,\n\nville,\n\nTennessee.\n\nof\n\nUp-\n\nMain\n\nStreet,\n\nCatalpa\n\nStreet,\n\nSpruce\n\nStreet,\n\nBoul-\n\nFourth\n\nStreet,\n\nFari-\n\nJohn O. Peterson, Supervisor\nship, Tacoma, Washington.\nGeorge\n\n901\n\nPeabody\n\nof\n\nPenman-\n\nCollege,\n\nM.\n\nPogue,\n\nCounty\n\nSchools,\n\nSt.\n\nClairsville,\n\nNash-\n\nSuperintendent\nOhio.\n\nMargaret\nPoor,\nPrincipal,\nOakland, California.\n\nGrant\n\nSchool,\n\nMrs. Carolina\nW. Porter, Principal,\ncoln School, Parsons, Kansas.\nEdith Post, 1548 15th Avenue, North,\n\nLin-\n\nSeattle, Washington.\nE. D. Price,\nSuperintendent\nof Schools,\nEnid, Oklahoma.\nGeorge\nT.\nRagsdale,\n200\nThird\nStreet,\n\nLouisville, Kentucky.\nJoseph J. Rappel, 928\n\nSouth\n\n22nd\n\nStreet,\n\nManitowoc,\nWisconsin.\nUniversity\nA. A. Reed, Professor,\nbraska,\nLincoln, Nebraska.\nMrs.\nHarriet Reiter,\n524 Franklin\nPiqua, Ohio.\n\nMrs.\n\nK.\n\nW.\n\nRobison,\n\nJr.,\n\nof\n\nNe-\n\nStreet,\n\nConcord\n\nPark\n\nSchool, Orlando, Florida.\nJennie Rock, Orleans Parish School Board,\nNew Orleans, Louisiana.\nLida\nRogers, -Board\nof Education,\nHolland, Michigan.\nP. C. Rogers, High School, Homer, Lou-\n\nisiana.\nMary\nP. Saunders,\nCentral\nFalls Teachers\nAssociation,\nCentral\nFalls,\nRhode\nIsland,\nF. L. Schlagle,\nAssistant\nSuperintendent\nof Schools, Kansas City, Kansas.\nC. G. Schulz, Secretary, Minnesota Education Association,\n919 Pioneer\nBuilding,\nSt. Paul, Minnesota.\nUniversity of\nWilliam\nE,. Sealock,\nDean,\nNebraska, Lincoln, Nebraska.\nH. A. Santer, 4204 Harney Street, Omaha,\nNebraska.\nSecretary, National\nDorothy\nM.\nShanley,\n\nCouncil\nof Teachers’\nRetirement\ntems, Hartford, Connecticut.\n\nLulu\n\n.Shelton,\n\n454\n\n65th\n\nStreet,\n\nSys-\n\nOakland,\n\nCalifornia.\n4\nJohn Shilling, Assistant Superintendent of\nPublic Instruction, Dover, Delaware.\nHarry\nSmalley,\nPrincipal,\nJohn\nJ. McDonough\nSchool, Fall River, Massachusetts.\n\nMelville\nucation,\n\nStewart,\n\nState\n\nCharleston,\n\nDepartment\nWest\n\nCOMMITTEE\n\nRandall\n\nJ.\n\nCondon,\n\nof Ed-\n\nVirginia.\n\nON\n\n14th\n\nStreet,\n\nD.\n\nB. Strong, Superintendent of\nSavannah, Georgia.\nGrace G. Swan, Director, Primary\n\nAvenue,\n\nTeachers College, Edmond, Oklahoma.\nMary Mooney,\nDirector,\nTexts\nand\nLibraries, City Hall, San Francisco, California.\n\nGertrude\n\nKate Stratton, 1908 North\nsas City, Kansas.\n\nWashington.\n\nTacoma,\n\nCaroline\nMiller,\n106\nOglethorpe\nWest Savannah, Georgia.\n\n1055\n\nINFORMATION\n\ntion and\nBellefield\n\nKan-\n\nSchools,\nInstruc-\n\nElementary Practice\nSchool,\nPittsburgh,\n\nTeaching,\nPennsyl-\n\nKalispell,\nMontana.\nJ. A. Thackston, Dean, School\ntion, University of Tennessee,\nTennessee.\n\nof EducaKnoxville,\n\nvania.\nW. N. Taylor, Secretary, Mississippi Education Association, Jackson, Mississippi.\nPayne Templeton, Principal, High School,\n\nMiss\n\nBurke\n\nThompson,\n\n915\n\nWest\n\nGrace\n\nStreet, Richmond, Virginia.\nE. Tidwell,\nState\nSuperintendent\nof\nEducation, Montgomery,\nAlabama.\nB. W. Torreyson, President, Arkansas State\nTeachers\nCollege, Conway, Arkansas.\nClifton\nA.\nTowle,\nSuperintendent\nof\nSchools, Exeter, New Hampshire.\nMiss Clyde Trevathan, 83 North Belvedere,\nMemphis, Tennessee.\nGenevieve\nTurk,\nScarritt School,\nKansas\nCity, Missouri.\n\nR.\n\nM.\n\nS. H.\n\nUnger,\n\nSuperintendent\n\nof County\n\nSchools, Westminster,\nMaryland.\nNeva\nKinnon\nVance,\nPrincipal,\nBox\n\nM.\n\nPonca City,\nChanning\nSchool,\n\nOklahoma.\nWagner,\n\nWilmington,\n\nPrincipal,\n\n568,\n\nHigh\n\nDelaware.\n\nMary\nWalby,\n119 East\nMaxwell\nStreet,\nLexington Kentucky.\nSadie A. Walker,\n730 9th Street, North,\nFargo, North Dakota.\nAnne R. Waney, Soldan High School, St.\nLouis, Missouri.\nWilliam\nR.\nWard,\nDirector,\nIndustrial,\nFine\nand\nHome\nArts,\nAdministration\nBuilding, 9 S. Stockton Street, Trenton,\nNew Jersey.\nPatterson\nWardlow,\nChairman,\nTeachers\nRetirement Committee of the South Carolina\nTeachers\nAssociation,\nColumbia,\nSouth Carolina.\nMay Watson,\nMilford, Delaware.\nG. H. Webling, President, Hawaii Education Association, Honolulu, Hawaii.\nCharles C. Weidemann, Associate Professor\nof Education, Teachers College, University of Nebraska, Lincoln, Nebraska.\nVirginia Welborn, Roswell, New Mexico.\nFlorence\nM. Wellman,\nSuperintendent\nof\nSchools, Brattleboro, Vermont.\nMabel\nA.\nWhite,\nPrincipal,\n1955\nClay\nStreet, St. Joseph, Missouri.\n.\nTT.\nWhittenhill,\nSuperintendent\nof\nSchools, Hazard,\nKentucky.\nJ. D. Williams, Principal, Avondale School,\nBirmingham, Alabama.\n\nL.\n\nA.\n\nWilliams,\n\nPrincipal,\n\nHigh\n\nSchool,\n\nCaldwell,\nIdaho.\nChambers\nE.\nWilliams,\nPrincipal,\nSchool, East Cleveland, Ohio.\nMae Winter, Principal, Park School, Cas-\n\nM.\n\nH.\n\nper, Wyoming.\nD. Wolff, Principal, Petersburg\nSchool, Petersburg,\nVirginia.\n\nJohn A. Wood,\nNew Jersey.\n\nP.\n\nO.\n\nBox\n\n840,\n\nHigh\n\nTrenton,\n\nBlanche\nYoung,\nBryant\nJunior\nHigh\nSchool,\nSalt Lake\nCity, Utah.\nF. M.\nYoung,\nPrincipal,\nBenson\nSchool,\nLogan, Utah.\n\nREVISION\n\nDEPARTMENTS\n\nOF\n\n(Authorized\n\nby Board\n\nof Directors)\n\nChairman,\n\nSuperintendent\n\nof\n\nSchools,\n\nCincinnati,\n\nOhio.\n\n"}
{"page": 1060, "printed_page": null, "text": "Epucation AssocraTION\n\nNationaL\n\n1056\n\n(Authorized\n\nby Representative\n\nFred M. Hunter, Chairman, President, University of Denver, Denver, Colorado.\nGrace A. Allen, 25 Bacheller Street, East\nLynn, Massachusetts.\nAlice\nF, Anderson,\nMorris\nPlains,\nNew\nJersey.\ni\nMrs.\nAlice\nArchambeau,\nSuperintedent,\nYavapai\nCounty Schools, Prescott, Ari-\n\nzona,\n\n210\nT. Atkinson,\nRock, Arkansas.\nRuby Bacon, 380 W.\ndan, Wyoming.\n\nJ.\n\nMary\n\nH.\n\nBailey,\n\nCaroline\n\nPalm\n\n5\n\nStreet,\n\nWorks\n\nStreet,\n}\n\nPrincipal,\n\nNorth\nCraftsbury,\nEdna Balderson, 223\n\nLansing,\n\n°\n\nLittle\n;\nSheri-\n\nPublic\n\nSchool,\n\nVermont.\nSouth Walnut\n\nStreet,\n\nMichigan.\n\nS. H.\n\nO.\n\nBrat-\n\nG.\n\nA.\n\n809\n\nPrudden\n\nBuilding,\n\nMae\n\nB.\n\nCarroll,\n\nPrincipal,\n\nGuyton\n\nSchool,\n\nDetroit, Michigan.\nSusanne\nH, Carter, Superintendent,\nJackson County Schools, Medford, Oregon.\nPriscilla Cartwright, 1448 McLemore\nAvenue,\nMemphis,\nTennessee.\nFlorence\nCase,\n114\n§. Nebraska\nStreet,\nMarion, Indiana.\nMarcia\nChadwick,\n801 W.\nTijeras,\nAlbuquerque, New Mexico.\nNettie\nCobb,\nWestbrook\nHotel,\nDallas,\nTexas.\nFrank Cody, Superintendent of Schools, Detroit, Michigan.\nHelen\nLouise\nCohen,\nHead, English\nDepartment,\nWashington\nIrving\nHigh\nSchool, New York, New York.\nHannah\nCohn,\n2317 Grove\nAvenue,\nRichmond, Virginia.\n\nF\n\nColton,\n\nPrincipal,\n\nSenior\n\nHigh\n\nSchool, Colton,\nSouth Dakota.\nR. Cornish, School Number\n4, Paterson, New Jersey.\nH. A. Dawson,\nDirector, Division of Statistics\nand\nInformation.\nState\nDepartment of Education, Little Rock, Arkan-\n\nH.\n\nsas.\n\nMrs.\nGeorge\nDixon,\nPrincipal,\nPublic\nSchool, San Patricio, New Mexico.\nLoretta Doerr, Principal, 1325 North Rampart Street, New Orleans, Louisiana.\nIda Dolf, 508 S. Third Street, Missoula,\nMontana.\n\nStreet\nLincoln,\n\nPrincipal, North\nCoalville, Utah.\n\nSchools,\n:\n\nE. Everett, Supervising Principal,\nlic School, Lakeland,\nFlorida.\n\nStreet,\n\nAssociation,\n\nCollege,\n\nSlippery Rock, Pennsylvania.\nD. Enfield, Principal,\nEastman\nSchool, Los Angeles, California.\n\nRay Evans,\nHigh School,\n\nE.\nBass,\nSuperintendent\nof Schools,\nGreenville,\nMississippi.\nMinnie Bean, Director, Elementary Grades,\nCentral School, Tacoma, Washington.\nJ.\nM.\nBennett,\nSuperintendent\nCounty\nSchools, Salisbury, Maryland.\nMrs. H. K. Bieghler, Eureka, Nevada.\nH. E. Blackmar, Superintendent of Schools,\nOttumwa, Iowa.\nW. D. Blaine, Superintendent of Schools,\nGlenwood Springs, Colorado.\nA. O. Bowden,\nPresident,\nState Teachers\nCollege, Silver City, New Mexico.\nJ.\nL.\nBreckenridge,\nSuperintendent\nof\nSchools, Coeur d’Alene, Idaho.\nJohn\nBryan,\nSuperintendent\nof Schools,\nBessemer,\nAlabama.\nMrs.\nIda\nByrnes,\n100 West\n21st\nStreet,\nSioux Falls, South Dakota.\nJohn C. Callahan, State Superintendent of\nSchools, Madison, Wisconsin.\nE. T. Cameron, Secretary, Michigan Teach-\n\ners’\n\nof Schools,\n\nC.\n\nCol-\n\nLansing, Michigan.\nNorman\nW.\nCameron,\nSuperintendent\nof\nSchools, Chester, Pennsylvania.\nA: T. Carr, Principal, Fowler Junior High\nSchool, Cleveland,\nOhio.\n\nSuperintendent\n\nSouth Carolina.\nElliott, State Teachers\n\nEva\nErickson,\n1524\nG.\nStreet,\nNebraska.\nS. N. Erwin,\nSuperintendent\nof\nPowell, Wyoming.\n\nTeachers\n\nVermont.\n\nEdmunds,\n\nSumter,\nIrene C.\n\nState\n\ntleboro,\n\nBarbour,\n\nAssembly)\n\nFlora Drake,\nAssistant\nSuperintendent\nof\nSchools, Indianapolis, Indiana.\nDonald\nDuShane,\n1741\nN.\nWashington\nStreet, Columbus, Indiana.\n:\nStephen\nDwan,\nHead,\nCommercial\nDepartment,\nBroadway\nHigh School, Seattle, Washington.\n\nlege, Superior, Wisconsin.\nMildred E. Barry, 20 Forest\n.\n\nW.\n\nOF TENURE\n\nPROBLEM\n\nON\n\nCOMMITTEE\n\n.\n\nSummit\n\nPub-\n\nL. Eyler, 4311 Franklin Avenue, Norwood, Ohio.\nAnnie\nFant,\nState\nCollege\nfor\nWomen,\nColumbus,\nMississippi.\nFlorence Fish, Central High School, Minneapolis, Minnesota.\nMichael\nFitzgerald,\nSuperintendent\nof\nSchools, Cambridge,\nMassachusetts.\nHy.\nFling,\nHead,”\nDepartment?\n*ot\nEducation,\nEast\nTexas\nState\nNormal\nCollege, Box 405, Commerce, Texas.\nH.\nW.\nFoght,\nPresident,\nUniversity\nof\nWichita, Wichita, Kansas.\n\n~\n\nHelen\n\nA.\n\nFranklin,\n\nWoodsville,\n\nMaude\ntrict\nC.\n\nNew\n\n19\n\nStreet,\n\nGordon\n\nHampshire.\n\nFrazier,\nSuperintendent\nof\nDisNumber 5, Las Vegas, Nevada.\n\nE. Glover,\nSuperintendent\nWaterville, Maine.\n\nof\n\nJessie Gray, 1301\nSpring Garden\nPhiladelphia,\nPennsylvania.\n\nSchools,\n-\n\nStreet,\n\nJ. L. Greer, 406 Hill Avenue, Owensboro,\nKentucky.\nFrancis\nB. Haas, President,\nState Teachers College,\nBloomsburg,\nPennsylvania.\nMay Hamilton,\nCounty\nBineritvendet of\nSchools, Casper, Wyoming.\nM. P. Hammond,\nPresident,\nState Teachers College, Talequah, Oklahoma.\nFrances E. Harden, 1543 Sherwin Avenue,\nChicago, Illinois,\nMildred\nM.\nHartwell,\n50\nUnion\nStreet,\nGreenfield, Massachusetts.\nGeorge\nL, Hawkins,\nPrincipal,\n459 Fairview Avenue, Webster Grove, Missouri.\nJ. H. Hickman,\nSecretary, West Virginia\nState\nEducation\nAssociation,\n403-405\nCapitol City Bank Building,’ Charleston,\nWest Virginia,\nE. L. Hendricks,\nPresident,\nCentral\nMissouri State Teachers’ College, Warrensburg, Missouri.\nDora\nHerron,\nMontlake\nSchool,\nSeattle,\n\nWashington.\n\nbay\n\nEllen\nHill,\nPublic\nSchool,\nPetersburg,\nAlaska.\nMrs. Ethel: Hill, 2556 First Avenue, Huntington, West\nVirginia.\nHarriett L. Hinman,\nBoard of Education,\nToledo, Ohio.\nMiss\nHemena\nHoffman,\n524 West\nGould\nStreet, Pocatello, Idaho.\nMyrtle U. Hooper, Nicollet Hotel, Minneapolis, Minnesota.\nAlma\nHosic, Professor, Teachers’\nCollege,\nKearney, Nebraska.\n\nGeorge\n\nW.\n\nHug,\n\nSuperintendent\n\nSalem, Oregon.\nBernice : E. L. ; Hundley,\nKealia, Kauai, Hawaii.\n\nof Schools,\n\nKapoa_\n\nSchool,\n\n"}
{"page": 1061, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nH.\n\nT.\nHunter,\nPresident,\nState\nNormal\nSchool,\nCullowhee,\nNorth\nCarolina.\nGeorge\nC. Hutchinson,\nBellview\nAvenue,\nNew\nHaven,\nConnecticut.\nBertha\nE. Jacobs, 425 Glen Echo\nCircle,\nColumbus,\nOhio.\nClara Jacobs, 129 W. 9th Street, Pueblo,\n\nColorado.\n- L. Jayne,\nHead\nRural\nDepartment,\nMorehead.\nNormal\nSchool,\nMorehead,\nKentucky.\nMrs.\nElizabeth Jernegan,\nMcKinley High\nSchool,\nHonolulu,\nHawaii.\n\nA.\n\n_S. Jessup, Superintendent\nCheyenne, Wyoming.\n\nof\n\nSchools,\n\nWalter P. Jones, Superintendent of Schools,\nMacon,\nGeorgia.\nBeulah\nKelley, Library Building,\nKansas\nCity, Kansas.\nD. J. Kelly,\nSuperintendent\nof Schools,\nBinghamton, New York.\nBertha\nC.\nKenemeyer,\nPrincipal,\nElko\nCounty High School, Elko, Nevada.\nCharlotte\nKohn,\n1426\nState\nStreet,\nLa\nCrosse, Wisconsin.\nRhoderic L. Lacy, Principal, High School,\n\nSouth\n\nNell\n\nBoston,\n\nE.\n\nsas\n\nLain,\n\nCity,\n\nVirginia.\n\n4518\n\nMontgall\n\nStreet,\n\nMissouri.\n\nC.\n\nLindsay,\n\nInstruction,\n\nDorothy\nF.\nM.\n\nCommissioner\n\nWailuku,\n\nof\n\nPublic\n\nHawaii.\n\nF. Logan, Kane, Pennsylvania.\nLonganecker,\nSuperintendent\n\nof\nRacine, Wisconsin,\n’\nLord,\nWoodrow\nWilson\nJunior\nHigh School, Sioux City, Iowa.\n. J. Lovett,\nSuperintendent\nof Schools,\nBlackwell,\nOklahoma.\nHerbert\nW.\nLull,\nSuperintendent\nof\nSchools, Newport, Rhode Island.\nM. E. McCurdy,\nSecretary, North Dakota\nTeachers’ Association, Washburn,\nNorth\nDakota.\nMalcolm\nMacGregor,\nMount Vernon High\nSchool, Mount Vernon, New York.\nE. W. McKeen, Kennett High School, Conway, New Hampshire.\nDuncan McRuer,\nSuperintendent of Schools,\nGlendale, Arizona.\nAnna B. McSkimmon,\n94 3rd Street, Bangor, Maine.\nC. W. Madocks, Superintendent of Schools,\nMilford, Connecticut.\nC. G. Manning, Superintendent of Schools,\nLewistown,\nMontana,\nH.\nG. Masters,\nPrincipal,\nAllen\nSchool,\nPittsburgh, Pennsylvania.\nCaroline\nE. Miller,\n106 Oglethorpe\nAvenue, West, Savannah, Georgia.\nJackson,\nM.\nE.\nMoffitt,\nPublic\nSchools,\nMississippi.\n/\nManual Train. R. H. Moore, Emmerich\ning High School, Indianapolis, Indiana.\nGladys\nMoorehead,\n202 Trinity\nBuilding,\nSchools,\nMary\nA.\n\nLos\n\nAngeles,\n\nMargaret\n\nCalifornia.\n\nPrincipal,\n\nMurphy,\n\nCarlinville,\n\n;\n\nHigh\n\nSchool,\n\nIllinois.\n\nE. Moore Neave, Park Street School, Hoodriver, Oregon.\nMinnie\nJ. Nielson, 901 5th Avenue, Valley\nCity,\nNorth Dakota.\n\nAlice\n\nMrs.\n\nR.\n\nNorton,\n\nCourt,\n\nHampton\n\n1057\n\nINFORMATION\n\nAnna L, Peterson, 49 Haddon\nHall, Cincinnati, Ohio.\nProfessor,\nHenry Peterson,\nUtah Agriculture College, Logan, Utah.\nShelton Phelps, Professor, School Administration,\nPeabody\nCollege,\nNashville,\nTennessee.\n\nEva\n\nPinkston,\n\nAvenue,\n\nPrincipal,\n\nDallas,\n\nGertrude\n\nPitts,\n\n5603\n\nRichmond\n\nTexas.\n\n915\n\nCumberland\n\nStreet,\nRock, Arkansas.\nPogue,\nPrincipal,\nGibson\nSchool,\nBirmingham, Alabama.\nMary Postell, 41 Walker\nStreet, Atlanta,\nGeorgia.\nMiss Reed Potter, 1234 State Street, Bowling Green, Kentucky.\nSue\nM.\nPowers,\nSuperintendent,\nShelby\nCounty Schools, Court House, Memphis,\nLittle\n\nTennessee.\nFannie\nK.\nPutnam,\nPrincipal,\n32\nOrris\nStreet, Melrose,\nMassachusetts.\nFrancisco\nQuinones,\nSupervisor\nof Agriculture, St. Thomas, Virgin Islands.\nNettie Mae Rankin, 1157 East Broadway,\nPortland,\n\n-\n\nKan-\n\nS. D. Largent, Superintendent of Schools,\nGreat Falls, Montana.\nJessie E. LaSalle, Assistant Superintendent\nof Schools,\nThomson\nSchool,\nWashington, D.C.\n\nD.\n\nAND\n\nOregon,\nL.\nRead,\nUnion\nSchools, Farmerville,\n\nSuperintendent\nLouisiana.\n\nof\n\nWarren A. Roe, Principal, Belmont Avenue School, Newark, New Jersey.\nJoseph\nRosier, President,\nState Teachers’\nCollege, Fairmont, West Virginia.\nAlbert\nLindsay\nRowland,\nSuperintendent\nof Schools,\nCecelia\nB.\n\nElkins Park, Pennsylvania.\nSchimek,\nPrincipal,\nMason\n\nSchool, Chicago, Illinois.\nMiriam\nSelah,\nMcKinley\nHigh\nSchool,\nWashington, D. C.\nEdward\nB.\nSellew,\nSuperintendent\nof\nSchools,\nMiddletown,\nConnecticut.\nSallie\nReid\nShaw,\n812\nW.\n9th\nStreet,\nWilmington,\n\nDelaware.\n\nHelen\nShove, 3116 Clinton Avenue,\nMinneapolis, Minnesota.\nC. O.\nSmith,\nSuperintendent\nof Schools,\nBeloit, Kansas.\nJean\nSoules.\nWomen’s\nAthletic\nClub,\nSpokane,\nWashington.\nJohn\nSpeedie,\nDeputy\nState\nSupervisor,\n1812 H Street, Lincoln, Nebraska.\nW. C. Stebbins, Superintendent of Schools,\nGrand\nForks,\nNorth\nDakota.\nR. L. Stickel, 619 S. Cameron Street, Winchester, Virginia.\nGeorge\nSt. Thomas,\nDirector, Junior Vocational\nGuidance\nContinuation\nSchool,\nHackensack, New Jersey.\nE. S. Stucki,\nSuperintendent\nof Schools,\nRexburg, Idaho.\nJoseph Swenson, County Superintendent of\nSchools, Viborg, South Dakota.\nGeorge D. Taylor, Principal, School Number 27, Rochester, New York.\nAvenue,\nJoseph\nThalmann,\n227\nKeystone\nRiver Forest, Illinois.\nBradford\nC.\nTrown,\nSuperintendent\nof\nSchools, Jamestown, Rhode Island.\nMarjorie Vincent, 22 E. 2nd Street, Tucson, Arizona.\nKathryn O. Ward, 112 Kislingbury Street,\nRochester, New York.\nElizabeth L. White, State Teachers\nCollege, Maryville, Missouri.\n\nMrs.\n\nJulia\n\nSchool,\n\nM.\n\nDenver,\n\nWhite,\n\nPrincipal,\n\nSteele\n\nColorado.\n\nAvenue,\nGate\nGolden\n378,\nApartment\nSan Francisco, California.\nStreet,\n4th\nEast\nSouth\nOhl, 323\nMarilla\n:\nFort Lauderdale, Florida.\nBir2015 Park Avenue,\nOrdway,\n“Martha\n\nWilliam E. Wing, Principal, Deering High\nSchool, Portland, Maine.\nFlorence Wolaver, 1734 Orrington Avenue,\nEvanston, Illinois.\n\n141\n\nArthur Wright,\nDartmouth\nCollege, Hanover, New Hampshire.\nO.\nR.\nZoll,\nSuperintendent\nof District\nSchools, Matoaka, West Virginia.\n\nmingham, Alabama.\nBeach\n247\nPeixotto,\nBridget\nMrs.\nStreet, Belle Harbor, New York.\n\nA.\n\nJ.\n\nPeters,\n\nDover,\n\nSuperintendent\n\nDelaware.\n\nof\n\nSchools,\n\nR.\n\nB.\nHigh\n\nWoodworth,\nSchool, Fond\n\nPrincipal,\nRoosevelt\ndu Lac, Wisconsin.\n\n"}
{"page": 1062, "printed_page": null, "text": "1058\ni SelM\n\nNaTIOoNAL EpucaTIon ASSOCIATION\nehh he al Alibi Aine bascrsc onatilalann Sraiernnnees See\n\nMINUTES\n\nOF THE EIGHTH\n\nMinneapolis,\nFirst\n\nREPRESENTATIVE\n\nASSEMBLY*\n\nMinnesota, July 7s, 5 and 6, 1928\n\nBusiness\n\nSession,\n\nTuesday,\n\nJuly 3, 1928\n\nThe first business session of the Representative Assembly of the National\ntion Association\n\nwas\n\nheld\n\nat 9:00 o’clock, Thursday\nthe Association,\n\nat the’ Municipal\n\nAuditorium,\n\nMinneapolis,\n\nEduca-\n\nMinnesota,\n\nforenoon, July 3, 1928, Cornelia S. Adair, president of\n\npresiding.\n\nAfter singing of state songs, President Adair stated that the first business session of the Representative Assembly of the National Education Association would\nbe opened with invocation by the Reverend Harry Dewey, Pastor of Plymouth\nDr. Dewey responded with an inspiring\nCongregational Church, Minneapolis.\nprayer\n\nsuitable to the occasion\n\nand the great work\n\nof the Association.\n\nPresident Adair: The first order of business is the report of the Credentials Committee which will be made by the chairman\n\nof the Committee,\n\nC. E. Rose, superin-\n\ntendent of schools, Tucson, Arizona.\nC,. E. Rose: Madam President, it is impossible for the Credentials Committee to\nmake an accurate report as to the number of delegates registered at this time,\nbecause the registration is not yet complete. It might not be out of place for\nme as Chairman of this Committee to state that the delegates of this convention ought to make it a point to urge upon delegates next year to register the first\nday and to register before the time of the meeting of the Credentials Committee.\nThat would expedite the business of this convention and it would be only fair\nto that efficient and delightfully charming lady who is taking care of this registration. I refer, of course, to Miss Chase, who is working so hard for the registration of delegates to this assembly.\nThe following is the formal report:\n“To the Members of the Representative Assembly: The Credentials Committee\nof the National Education Association met in regular session at Secretary Crabtree’s office in Minneapolis Auditorium at 8:00 o’clock in the evening, July 2,\n1928. Roll call showed thirty-three members of the Committee present.\n“The following officers were elected: C. E. Rose, Arizona, Chairman, and Miss\nI. L. Creighton, Hawaii, Secretary.\nIt was noted that 937 delegates had already\nregistered with Miss Chase, and it was voted to recommend that these, together\nwith those who may register at a later date, be seated in the Representative Assembly.\n“It was further moved, seconded, and carried that a subcommittee of five, consisting of the chairman and four others appointed by him, be constituted for the\npurpose of considering any contests that may arise. This subcommittee is as follows: C. E. Rose, Arizona, Chairman; E. M. Carter, Missouri; Sarah T. Muir,\nNebraska; Fred Cram, Iowa; and J. Herbert Kelley, Pennsylvania.\nRespectfully submitted,\nTHE COMMITTEE ON CREDENTIALS:\nIsABELLA\n\nC. E. Rose, Chairman,\nL. CREIGHTON, Secretary.\n\nMadam President, I move the adoption of this report.\n(The motion was seconded and carried.)\nPresident\nconvention.\n\norder\n\nAdair: The next is the adoption of the order of business for the\nI present to you the program as printed and I recommend it as the\nof business for all sessions. May I not ask for a motion to that effect?\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\nA\n\ncom-\n\n"}
{"page": 1063, "printed_page": null, "text": "se\n\nASSOCIATIONAL REcoRDS AND\nte Re Ee rates ea, sonata\n\n(A motion\n\nwas\n\nmade,\n\nseconded,\n\nand\n\ncarried\n\nINFORMATION\nseit dl\n\nthat the\n\nprogram\n\n1059\nbe\n\naccepted\n\nas\n\nthe order of business.)\nThe next order of business is the adoption of the minutes\nof the Seattle meeting. I will ask the Secretary to present the minutes.\nSecretary Crabtree: You will find the minutes in the Manual.\nI therefore move\nthe adoption of the minutes of the Seattle meeting as printed in the Manual.\n(The motion was seconded and carried.)\nPresident Adair: There is going to be one change from this program as here\nshown, an item that was on yesterday morning’s program. I refer to the presentation of the gavel by the Near East Relief. Dr. Davidson will make this presentation.\nWilliam M. Davidson: Out of that memorable city of Nazareth, comes a voice\nthis morning speaking to this great Association.\nIt comes from the Near East\nRelief Orphanage where little hands have shaped and molded this emblem of\nauthority for the presiding officer of this greatest of educational institutions in\nthe world, the National Education Association of the United States of America,\nand they have asked me as their representative this morning to say that this\nemblem\n\nmade\n\nout of the olive branch from that sacved city which has represented\n\nthem throughout the world, is to represent them in terms of thankfulness for what\nthe American public school children through the American school teacher leadership has done to relieve the suffering of the children in the Near East.\nMadam Chairman, on behalf of the Near East Relief Association of America,\non behalf of the children of Nazareth, this morning I have the honor to place in\nyour hand this symbol of authority with their blessing, their love and affection\nupon you and upon the 1,000,000 teacherhood of America and the 28,000,000\nassociates represented in the child life in attendance upon the public schools of\nour beloved land.\n\nPresident Adair: I have been watching for a number of years the wo-k that is\nbeing done in the Near East, the work\n\nof training the boys and girls in that coun-\n\ntry to rebuild their country and to become useful citizens. It seems to me that it\nis most appropriate for the chairman of the National Education Association to\nuse the gavel made in the carpenter shop at Nazareth.\nI assure you this will\never be one of my most prized possessions.\nThank you.\nYesterday I told you of our Committee on Cooperation between the National\nEducation Association and the National Association of ‘Teachers in Colored\nSchools.\nWe are honored this morning by having with us a representative of\nthat Association, its president, Dr. W. J. Hale, Principal of the State Agricultural\nand Industrial College, Nashville, Tennessee, who will bring you the greetings of\nthat Association. Dr. Hale.\nW. J. Hale: Madam President, Ladies and Gentlemen: I want to thank you for\nI do not ordinarily receive applause, but if I do receive it, it is\nthat applause.\nmore often at the beginning rather than at the end of the address.\n(He then\ndelivered the address which is printed in the volume of proceedings.)\nPresident Adair: We appreciate very much Dr. Hale’s greetings. He has been\nkind enough to invite us to go to their meeting in Charleston, W. Va., and we\nhave arranged to send a representative to their meeting in July.\nThe first report for today will be presented by Sarah T. Muir of Nebraska, on\n“The Ethics of the Profession.” Miss Muir.\nMadam ChairMiss Muir (After presenting the main points in the report):\nman, I move the acceptance of this report and the continuance of the committee\n(The motion was seconded and carried.)\nto complete its report.\n\nPresident Adair: The next order of business is the presentation of the report\nof the Legislative Commission, a report on the Education Bill. This will be presented by Dr. Davidson.\nDr. Davidson: Madam Chairman, Ladies and Gentlemen: The report of the\nof\nLegislative Commission has been printed and placed in your hands. By way\n\n"}
{"page": 1064, "printed_page": null, "text": "1060\n\nNationaL\n\nEpucation\n\nASssociIATION\n\ngiving special emphasis to the organization, I desire to read a paragraph or two\n(He then discussed the report and answered\nas set forth on page 3 of the report.\nMay I, therefore, Madam\nThe report is printed in the proceedings.)\nquestions.\n\nChairman, move the adoption of the\n(The motion was seconded.)\nprinted.\n\nreport\n\nof the Legislative\n\nCommission\n\nas\n\nMr. Edwards (Rhode Island): Is the matter to be decided without any debate\nat all?\nIf you want to speak,\nPresident Adair: 1 am asking for debate, Dr. Edwards.\nwill you please come to the platform so that all may be sute to hear you.\nMr. Edwards: I realize that the National Education Association is overwhelmingly committed to this Bill. I am not speaking with the hope of converting anyone, but I do desire that it may be known that there are some of us who do not\nbelieve in this Bill.\nLadies and gentlemen, we do not regard the profession of the teacher as either\ndegraded or elevated by being put on a parity with agriculture and commerce.\nThere is a vast amount that might be said. My position as a teacher is not\ndependent for dignity or for power on whether the teachers have a representative in the cabinet at Washington.\n(After referring to an appropriation recommended by Dr. Mann he continued as follows:)\nWhy a seat in the cabinet?\nWhat is it that one desires? When you make a seat in the cabinet for education, you are not dealing with trade, a material organization like agriculture,\nand I have as much respect for agriculture as anyone, but agriculture deals with\nmaterial things. We are dealing with something higher, When you introduce\ninto the cabinet at Washington the representative of the teacher’s profession, you\ncome pretty close to the matter of religion itself. Let’s try it without a department for a while longer.\n\nPresident Adair: 1 took the liberty of increasing the length of time allowed the\nspeaker in favor of Dr. Edwards.\nThe question has been called for, but our\nChairman asks the courtesy of the floor to make a statement.\nJ am sure you will\ngrant it.\nDr, Davidson: (After answering the arguments of the previous speaker and\nafter explaining the help previously given to the Bureau of Education and the\norganized plan of giving further help he spoke as follows:) We stand committed\nto increase the appropriation\n\nfor the Bureau\n\nof Education\n\nin the interim\n\nthat shall\n\nrest between now and the time when we shall dignify education and have it\ncome into its own in America in terms of a Department of Education with a\nSecretary of Education at its head in the Cabinet of the President of the United\nStates.\n\nPresident Adair: The question has been called for.\n\nThe question now\n\nis on the\n\nmotion of adopting the report of the Legislative Commission.\n(The quection was\nput to a vote and carried without dissenting votes.)\nThe next order of business\nis an address by the representative of the Classroom Department.\nI am sorry\nto say that their president, Miss Soules, is unable to be here, but Olive Bennettson\nwill take her place and speak on “The Value of the Regional Conferences of the\nDepartment of Classroom Teachers.’\nMiss Bennettson.\n\nMiss Bennettson: Madam Chairman, Members of the National Education Association: For your consolation I will say that although you are. not listening to\nMiss Soules, you are listening to Miss Soules’ report.\n(Miss Bennettson read the\nreport entitled “The Value of the Regional Conferences of the Department of\nIt is printed in the Proceedings.)\nClassroom Teachers.”\n\nPresident Adair: We have a new department this year, and so I have asked its\npresident, Mr. Kadesch, Headmaster, Medford High School, Medford, Massachu-\n\n"}
{"page": 1065, "printed_page": null, "text": "ASSOCIATIONAL\nsetts, to tell us of the “Outlook\n\nRECORDS\nfor our\n\nNew\n\nAND\n\nINFORMATION\n\nDepartment.”\n\nMr.\n\n1061\nKadesch.\n\nKadesch read his report entitled “Outlook for Our New Department.”\n\nin the Proceedings.)\n\n(Mr.\n\nIt is printed\n\nPresident Adair: The next order of business is the report of the Convention Committee on Elections, of which Mr. Sanders of Massachusetts is Chairman.\nMr. Sanders: The annual election will be held on the fourth day of these sessions, which will be July 5. The polls will be opened from eight in the morning\n\nuntil six in the evening.\nSince registration will have been completed by that\ntime, and having in mind your comfort and ease when it comes to voting, the\nCommittee has selected the registration headquarters in Exhibition Hall for the\nplace of holding the annual election. You will only have to remember that you\nwill vote in the same place where you registered.\nThe ballots will be printed, voting will be simple. All that you will need to\n\ndo will be to place a cross to the right of the name\n\nof the candidate\n\nfor whom\n\nyou wish to vote.\nIn presenting yourself to ask for the ballot, kindly announce\nyour state first, and then your name.\nThe rest of it will be comparatively easy.\nYou are requested to vote as early as possible, and since the citizens of this\ngreat country will be called upon soon to exercise their wishes in a similar way,\nit is the wish of this Committee that you again attempt to set an example to the\nother voters of the country by casting a 100 percent vote.\nMadam Chairman, I move the report of the Committee be accepted.\n(The motion was seconded and carried.)\n\nPresident Adair: We are ready for the roll call of states for the nomination of\nPresident. The Secretary will call the roll.\nSecretary Crabtree: Alabama.\nMr. Abercrombie (Alabama):\n\nBy unanimous\nMissouri.\n\nvote\n\nof our\n\nAlabama has no candidate for the presidency.\ndelegation I am authorized to yield to the state of\n\nPresident Adair: Has Missouri a nomination?\nGenevieve Turk (Missouri): Madam President, Members of the Assembly of\nDelegates: I am here this morning to represent Missouri.\nFirst, I wish to voice\nthe appreciation of Missouri for the gracious courtesy accorded us by our southern\nneighbor, Alabama.\nTwo years ago Missouri presented a name to this Association for the presidency.\nThe two years that have intervened have served to strengthen and deepen the\nfeeling that in Missouri, we have a man who will make a great leader and president for this Association, a man who will be a fitting successor for a long line\nof distinguished presidents, both men and women, of this Association, a man who\nwill carry over the policies of this Association and who has the vision and the\nforesight to shape and adopt. new policies as the occasion demands.\nHe has served in practically every field of educational endeavor beginning as a\nteacher in a rural community in Missouri, then principal of a high school, then\n\ncounty superintendent, then chief. assistant in the state superintendent’s office, then\nState superintendent of education, then during the war he was called to Washington as chief of the division for rehabilitation, then became director of the Federal Board for Vocational Education, returning to Missouri to become the presiHe has been active in every phase of the work in all\ndent of one of its colleges.\n\nprofessional organizations, always alert and active in the promotion of the education and always active in promoting the welfare of the teachers of the state and\n\nthe nation.\nBy birth, tradition, and achievement, he represents Missouri’s best. He is worthy\nto follow in the footsteps of the two great men from Missouri treasured in our\nmemory, who served this Association many years: William T. Harris of St. Louis\nand James M. Greenwood of Kansas City.\n\n"}
{"page": 1066, "printed_page": null, "text": "1062\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nTherefore, I nominate for the presidency of the National Education Association\nand present his name to this assembly of delegates for your consideration and\ndecision, Uel W. Lamkin, President, Northwest Missouri Teachers College, Maryville, Missouri.\nC. E. Rose: Arizona is but sixteen years old. We have no candidate for the\npresidency on that account, perhaps. Arizona is not going to claim the honor at\nthis time which\n\nit might claim and which\n\nit would\n\nlike to exercise, but instead by\n\nunanimous consent of the delegation, Arizona yields to Illinois.\nMrs. Armbruster (Illinois): Dr. Blair was to have made the nomination, but\nhe was unavoidably detained.\nTwo years ago Illinois came to Philadelphia with\na candidate for the greatest honor that this organization has to bestow.\nWe found\nwhen we got there a foeman worthy of our esteem. We learned to admire him\nfor his courtesy, his courage, his loyalty to his friends, his generosity to his foes\nand his splendid sportsmanship.\nWe have known of him as a great leader, as a\ngreat educator, and today Illinois deems itself highly honored to second the wise\nchoice of its neighboring state, Missouri, in the nomination of that great gentleman, scholar, and leader, Uel W. Lamkin.\n(As the call of states proceeded there was second after second to the nomination, no other candidate being named by any state.)\nPresident Adair: Is there any state that may not have bean called? The Committee will be instructed to place the name of Dr. Lamkin upon the ballot. You\nwill have the privilege of voting for him on Thursday.\nNo one else has been\nnominated.\nThe next order of business is the roll call for the nomination of vice-\n\npresidents\n\nand for state directors.\n\nThe\n\nfollowing were nominated\n\nfor vicepresi-\n\ndents:\nGeorge A. Allen, Kans.\nIra T. Chapman, N. J.\nJames P. Coates, S. C.\nJ. J. Early, Wyo.\n\nA. B. Hill, Ark.\nElizabeth B. McCormick,\nM. H. Madden, Ariz.\n\nCharles R. Foster, Pa.\n\nC. K. Reiff, Okla.\n\nAnna\n\nGraeme\n\nFraser,\n\nCalif.\n\nEdith L. Grosvenor, D. C.\nFlorence\n\nM. Hale,\n\nA. B. Merewith,\nC. B. Turner,\n\n,\n\nWis.\n\nConn.\n\nLa.\n\nCaroline S. Woodruff,\n\nVt.\n\nMaine.\n\nThe following were\n\nnominated\n\nfor state directors:\n\nW. K. Keller, Alaska.\nJ. D. Williams, Ala.\nHerman E. Hendrix, Ariz.\nJ. P. Womack, Ark.\n\nWilliam B. Jack, Maine.\nWilliam Burdick, Md.\nAnnie C. Woodward, Mass.\nWebster H. Pearce, Mich.\n\nA. R. Clifton, Calif.\nW.B. Mooney, Colo.\nGordon C. Swift, Conn.\nDavid A. Ward, Del.\nHarry English, D. C.\nW.S. Cawthon, Fla.\nM. L. Duggan, Ga.\n\nEffie MacGregor, Minn.\nH. V. Cooper, Miss.\nThomas J. Walker, Mo.\nR. J. Cunningham, Mont.\nM. C. Lefler, Nebr.\nJennie A. Curieux, Nev.\nPerley L. Horne, N. H.\n\nF. E, Howard,\n\nHawaii.\n\nC. F. Dienst, Idaho.\n\nA. L. Whittenberg,\n\nIll.\n\nCharles F. Miller, Ind.\nMary Lord, Iowa.\nM. E. Pearson, Kans.\nR. E. Williams, Ky.\n\nC. B. Turner, La.\n\nAlexander J. Glennie, N. J.\n\nMrs. H. J. Brock, N. M.\n\nWilliam H. Holmes, N. Y.\nT. Wingate Andrews, N. C.\nMinnie J. Neilson, N. D.\nR. J. Condon, Ohio.\nJ. G. Mitchell, Okla.\n\nNettie Mae\n\nRankin, Ore.\n\n—\n\n"}
{"page": 1067, "printed_page": null, "text": "ASSOCIATIONAL\nJ. Herbert\n\nREcoRDS\n\nKelley, Pa.\n\nM. Bacon, R. I.\n\nGeorge\n\nW.\n\nWannamaker,\n\nAdair:\n\n1063\n\nClarence H. Dempsey, Vt.\nJoseph H. Saunders,\n\nS. C.\n\nArthur\n\nN. E. Steele, S, D.\nP, L. Harned, Tenn.\nL. W. Rogers, Texas.\n\nPresident\n\nINFORMATION\n\nB. A. Fowler, Utah.\n\nFrancisco Vizcarrondo, P. R.\nAgnes\n\nAND\n\nL. Marsh,\n\nVa.\n\nWash.\n\nJoseph Rosier, W. Va.\nE. G. Doudna, Wis.\nA. A. Slade, Wyo.\n\nThere\n\nis one further\n\noffice for which\n\na name\n\nmust\n\nbe placed\n\nin nomination, that of treasurer.\nIs it your desire that we call the roll of states\nor that we ask for nominations from the floor?\nNomi(Voices from the floor.)\nnations for treasurer are in order.\nMr. Miller: On behalf of the State of Indiana we desire to place in nomination for treasurer our present active treasurer, Henry L. Smith of the University\nof Indiana.\nMr. Ward (New Jersey): New Jersey wishes to second the nomination for the\ncandidate of Indiana.\n(There were other seconds.)\nMr. Thomas (Minnesota): I move the nominations be closed.\n(The motion\n\nwas\n\nseconded\n\nby several\n\nstates, was\n\nput to a vote,\n\nand carried.)\n\nMr. Parratt (Utah): My understanding is that unless action is taken to the\ncontrary, the names of all these nominees for directors will be placed on the\nballot. Am I correct?\n(Yes.)\nIn view of that I move that we suspend the\nusual order of business and declare all of those who have been nominated to serve\nas state directors duly elected.\n(The motion was seconded, put to a vote, and carried.)\nPresident Adair: There are more than eleven names for vicepresident\nthose names will be put on the ballot for you to vote on next Thursday.\n\n(The meeting\n\nadjourned\n\nand\n\nat twelve ten o’clock.)\nJ. W. Crabtree, Secretary.\nCornelia S. Adair, President.\n\nSecond\n\nBusiness\n\nSession,\n\nThursday,\n\nThe second business session of the Representative\nAuditorium at 9 o’clock, President Adair presiding.\n\nPresident\n\nAdair:\n\nThe\n\nmeeting\n\nwill\n\nplease\n\ncome\n\nJuly\n\n5, 1928.\n\nAssembly\n\nto order,\n\nconvened\n\nOur\n\nin the\n\nmeeting\n\nthis\n\nmorning will be opened by an invocation by the Reverend F. D. Tyner, Pastor,\n(After prayer the program was carried out.)\nSt. Luke’s Church, Minneapolis.\n\nPresident Adair: 1 wish to announce the Committee on Reference, to which matters requiring investigation arising in the convention might be referred. This\ncommittee is: Dr. Blair of Illinois, chairman; Mr. Webber of Georgia, Mr. Carter\nof Missouri, Miss Samuelson of Iowa, Dr. Mitchell of Oklahoma, Miss Hammond\nof Oregon, and Mr. Fowler of Utah.\nThe Joint Committee of the National Education Association and the American\nDr.\nMedical Association on Health Problems was to have reported on Monday.\nMrs. Preston, who has been on the committee\nWood was unable to be present.\nfor a number of years will take his place.\nMrs. Preston read the report of the Joint Committee of the National Education\n(Printed\nAssociation and the American Medical Association on Health Problems.\nin the Proceedings.)\nMrs. Preston: Madam Chairman, I move that this report be accepted and referred to the Health Department.\n\n"}
{"page": 1068, "printed_page": null, "text": "NATIONAL\n\n1064\n\nEDUCATION\n\nASSOCIATION\n\nThe\nPresident Adair: You have heard the report of the Health Committee.\nchairman moves that the report be accepted and referred to the Health Depart(The motion was seconded and carried.)\nDo I hear a second?\nment.\nAugustus O. Thomas, State Commissioner of Education, and President of the\nWorld Federation of Education Associations, will now speak to us on “The Opportunity for the Teaching Profession to Lead in Promoting Better Understanding\n(This address is printed in the\nAmong the Nations of the World.” Dr. Thomas.\nProceedings.)\nPresident Adair: The next order of business is a report of the Tenure Committee. This will be given by Albert Lindsay Rowland.\nOur chairman, Dr. Hunter,\nwas unable to be present. Mr. Rowland.\n(Mr. Rowland then presented the report\n\nwhich is printed in the Proceedings.)\nPresident Adair: You have heard the report of the Committee on Tenure and\nthe motion of the chairman that the committee be continued and that the report\nbe accepted. This is also a recommendation of the Board of Directors.\n(The motion was seconded and carried.)\nPresident Adair: Just at this point there will be two other reports.\n‘The first\nis a committee elected by the delegate assembly on the economic status of the\nteacher.\nWe were very fortunate in securing Dr. Buckingham of the Research\nDepartment of the Ohio University as the chairman of this committee.\nHe will\ntell you of the program for next year.\n(This report is printed in the Proceedings.)\n(A motion was regularly made, seconded, and carried that the report be\naccepted.)\nPresident Adair: We want to thank Dr. Buckingham and his committee.\nOn\nMonday I told you of the change that had been made in the name of our Com-\n\nmittee\n\non Problems\n\nin Colored\n\nSchools.\n\nIt is now\n\nthe Committee\n\non\n\nCoopera-\n\ntion between the National Education Association and the National Association of\nTeachers in Colored Schools. Dr. Newbold, of North Carolina, chairman of that\ncommittee, will present its report. Dr. Newbold read the report of the Committee\nto Cooperate with the National Association of Teachers in Colored Schools.\n(Printed in the Proceedings.)\nDr. Newbold: Madam Chairman, I am glad to move the adoption of this report. (The motion was seconded and carried.)\nPresident Adair: The next order of business is a report from the Adult Education Department which is to be presented by L. R. Alderman, Specialist in Adult\nEducation, United States Bureau of Education, Washington, entitled “Adult Education and Citizenship.”\nDr. Alderman.\n(Dr. Alderman read his report entitled\n“Adult Education and Citizenship.’\n(Printed in the Proceedings.)\nPresident Adair: 1 know you wish me to thank Mr. Alderman for his interesting report. We have had a committee for a number of years in which we are all\ninterested, a Committee on Retirement Allowances. E. Ruth Pyrtle will now present the report. Miss Pyrtle.\n(Miss Pyrtle read the report of the Committee on\nRetirement Allowances.)\nMiss Pyrtle: I move the adoption of the report.\n; President Adair: You have heard the motion.\nThis is also the recommendation of the Board of Directors,\n\nthat the report be adopted\n\nand the committee\n\ncon-\n\n(The motion was seconded and carried.)\ntinued.\nPresident Adair: The next discussion we will heat will be from the Rural Edu-\n\ncation Department on “Rural Education and Citizenship.”\n\nIt will be given by Wil-\n\nliam McKinley Robinson, Western State Teachers College, Kalamazoo, President\nDepartment of Rural Education.\nMr. Robinson.\n(Mr. Robinson read his rbort\n\nentitled “Rural Education and Citizenship.”\nPrinted in the Proceedings.)\nPresident Adair: We thank Mr. Robinson very much for the presentation of\nhis\nrural education problems.\nThe next item on our program is a report of the\neducational aspects of the Pan-American Child Congress at Havana, Cuba, by\n\n"}
{"page": 1069, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcoRDS\n\nAND\n\nINFORMATION\n\n1065\n\nFrancisco Vizcarrondo, Assistant Commissioner of Education, San Juan, Porto\nRico. Mr. Vizcarrondo.\n(The address is printed in the Beeeding |\nPresident Adair: 1 know you wish me to thank Mr. Vizcarrondo for his presentation of this report.\nThere are to be seven very important reports tomorrow oer affect the organization in its setup and in its policy for the next year. Let every delegate be\nhere tomorrow and take part in the discussion.\n(The meeting adjourned at 11:55 o’clock.)\nJ. W. Crabtree,\n\nCornelia\n\nThird\n\nBusiness\n\nSecretary.\n\nS, Adair, President.\n\nSession, Friday; July 6, 1928.\n\nThe third and final business session of the Representative Assembly of the National Education Association convened at 9 o'clock, Miss Adair presiding.\nPresident Adair: The meeting will please come to order. This morning we will\nopen our meeting by repeating the Lord’s Prayer.\nWill you please rise?\n(The\naudience joined in the Lord’s Prayer.)\nDelegate (Missouri): Miss Adair, in behalf of the Missouri delegation we present these flowers in token of our appreciation of your wonderful services as\nPresident of the National Education Association.\nPresident Adair: J didn’t expect to get any flowers this morning because I am so\nnear an “ex,” but it is fine to have this gift from Missouri, and I accept for the\nNational Education Association this lovely basket of flowers.\n(The audience expressed its appreciation in applause.)\nNo program of the National Education Association would be complete without\na word from Dr. Winship. 1 am not going to say anything in introducing him,\nbut I am just going to present him to you and you to him. Dr. Winship.\n(The\naudience arose and applauded.)\n(This address is printed in the Proceedings.)\n\nPresident Adair: Dr. Winship as usual gave us a fine message.\nWe have an afhliated association far across the Pacific Ocean, a group\n\nthat is\n\nmore than 100 percent strong in the National Education Association. ‘They always\nbring to us, no matter where we meet, their full quota of delegates, and so it\nseemed to me fitting that Hawaii should be represented on our program.\nI have\nasked the president of the Hawaiian Education Association to extend the greetings\n\nof Hawaii this morning. F. E. Howard\nprinted in the Proceedings.)\nMr. Howard:\n\nof Hawaii.\n\n(Mr. Howard’s\n\naddress\n\nis\n\n(At the close of his address when the delegates of Hawaii marched\n\non the stage, he said:)\n\nMadam\n\nPresident,\n\nI am\n\ndirected by those people to make\n\na presentation to you at this time. ‘The lei is revered by all the people of Hawaii.\nIt is a token of friendship.\nWhen an Hawaiian gives, he gives that which he\nhimself holds dear, and today we are presenting to you a lei, and it is fitting\nthat the actual presentation be made by one of Hawaiian blood; Muriel Heen will\n(Presentation of lei to Miss Adair. Singing of National\nnow wait on you.\nAnthem of Hawaii.)\nMr. Howard: And in conclusion for our own teachers back in Hawaii I wish\nyou Aloha nui nui.\nPresident Adair: I am going to ask Mr. Howard to convey to the Hawaiian\nteachers my appreciation of their gift. This is one of their own feather leis, the\nmost precious gift that people of Hawaii can make, and it is with great grati(The Delegation then presented both\ntude that I receive it and their Aloha.\nMiss Chase and Mr. Crabtree with the lei in appreciation of their work at the\nDr. Siders, field agent of the World Federation, will present\ncentral office.)\nthe report of the Committee on International Relations, He is secretary of our\n\nInternational Relations Committee.\n\nDr. Siders,\n\n"}
{"page": 1070, "printed_page": null, "text": "1066\n\nae\n\nEpucATION\nNaTIONAL\nee\n\nASSOCIATION\n\nMr. Siders: It is recommended there be appointed by the president of this Association for the Geneva Conference of the World Federation of Education AssuciaThe constitution of the Federation\ntions a total of approximately 250 delegates.\nlimits the vote of the delegation to fifty. They will determine among themselves\nhow these fifty votes shall be cast, what persons will have voting power of these\n250 delegates.’ It is also requested that you authorize that the chairman of this\ndelegation to the Geneva Conference shall have the authority to delegate duties\nto the various members of the delegate body from America, so that the delegation\nI move the adoption of these recommendations.\nmay be completely organized.\n(The motion was seconded and carried.)\nPresident Adair: The next order of business is the report of the Treasurer.\n\nDr. H. L. Smith.\nMr. Smith: Madam President, Representative Assembly: You will find the\nTreasurer’s report in the pamphlets that have been distributed.\nIt is entitled the\nAuditor’s report. This report covers the financial records of the Secretary, the\nBoard of Trustees, and the Treasurer.\nWill you turn to pages 15 and 18? ‘Those\npages contain the report of the Treasurer.\n(He then explained details and stated\nthat the formal report would be printed in the Proceedings.)\nMadam Chairman,\nI move the adoption of this report.\n(The motion was seconded and carried.)\nMr. Reynolds (Ohio): Ohio in her graciousness wants to present to you this\nbasket of flowers in appreciation of your great services.\nPresident Adair: 1 want to express to Ohio my appreciation of their making our\ntable symmetrical as well as for the lovely flowers. I wish I could make each one\nof you understand how much I have appreciated your cooperation and your generosity this year. Now we will have the report of the Board of Trustees presented by the chairman, Dr. Siders.\n(After going carefully over the report Mr.\nSiders moved the adoption of the report.)\n(The motion was seconded and carried.)\n\nPresident Adair: In order that you may not have a report from the same person\ntwice in succession, I am going to take the liberty of making one change in the\nprogram.\nWe have with us this morning a representative from the German\nteachers who will bring us the greetings of the German Teachers Association,\nDr. Max Zimpel, Exchange Professor from Germany at the North Dakota Agricultural College in Fargo. Dr. Zimpel.\n(Dr. Zimpel read his paper entitled “A\nMessage from the German Teachers Association.”\nThe address is printed in the\nProceedings. )\n\nPresident Adair:\n\n| know you want me to thank Dr. Zimpel for those words\n\ngreeting that he brought us from the German\n\nteachers,\n\nand to express\n\nour\n\nof\n\nappre-,\n\nciation of his invitation to come to their national meeting next summer.\nMany\nof us will go to Geneva.\nI hope we may accept both invitations, the World\nFederation and the German teachers.\nWe will now hear the report of the Budget Committee.\nThis report has been\nreceived by the Executive Board and by the Directors, and it is recommended to\nyou for your adoption. Mr. Siders, Chairman of the Committee, will present the\nreport.\n\nMr. Siders: (After going over the budget items explaining as necessary.)\nMadam Chairman, I move the adoption of the report.\nPresident Adair: It has been moved that the report of the Budget Committee\n\nbe adopted. This report is recommended to you by the Directors for adoption.\n(The motion was seconded and carried.)\nPresident Adair: The next order of business is the report of the Committee on\nthe Appointment of Delegates and Kindred Questions.\nSeveral persons have asked the privilege of the floor. Therefore, it seems to\nme\n\nwise for us to read the rules of procedure\n\nadopted by you\n\non Monday.\n\nYou\n\n"}
{"page": 1071, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcoRDs\n\nAND\n\nINFORMATION\n\n——————\n\n1067\n\nwill find it on page 3 of your manual.\nMr. Joseph Saunders of Newport News,\nVirginia, official parliamentarian, will read the rules adopted by you for your\nguidance. Mr. Saunders.\n(Mr. Saunders read the rules of order on page 3 of\nthe Manual adopted on July 2, 1928.)\nPresident Adair: 1 will now ask Dr. Claxton, Chairman of the Committee on\nAppointment of ,Delegates and Kindred Question, to present the report.\nP. P. Claxton: Apparently for some years members of the Association responsible for its workings have felt the need of some clearer statement and maybe\nreadjustment of the relations of the state and local affiliated organizations to the\n\nRepresentative\n\nAssembly\n\nand probably to the Association\n\nas a whole.\n\nMr. Claxton then gave a history of the appointment of the committees on amend-\n\ning the Bylaws, the difficulties encountered, the open minded attitude of the committee, the various meetings and what was accomplished at each meeting.\nHe explained that the Bylaws were printed in the manual, the first column being the old\nBylaws, the second column being the Amendments proposed at Seattle and in the\nthird column the substitute proposal worked out by his committee at its recent\nChicago meeting.\nHe then moved the adoption of the Seattle amendments and\nwhen the motion was seconded he moved to substitute the proposals made at the\nChicago meeting of the committee for the amendments proposed at Seattle.\n(The\nmotion was seconded.)\nPresident Adair: It is moved and seconded that this report as amended be\nadopted. We are now ready for discussion.\nIt seems to your chairman that it\nmight be wise, although you will use your judgment in the matter, to adopt this\nreport in two sections, one having to do with harmonizing the Bylaws with our\ncharter and with themselves,\nand second, having to do with the appointment of\ndelegates. Dr. Claxton will now speak.\nMr. Claxton; Madam Chairman and Members of the Representative Assembly:\nI believe it will be helpful if first we. go over the substance of these amendments\nas submitted here. We may all have read them, but let’s read them together.\nThere is one correction that I must make.\nFirst, I have put together all of the\namendments of all of the articles except Article II, which I have placed last. (He\nthen took the report up article by article and section by section, showing the nature of every proposed change and the reasons therefor.)\nPresident Adair: Do I hear a motion that we vote on this report in two sections?\nMr. Holmes (New York): I so move.\nMr. Sutton (Georgia) : I second the motion.\n(The\n\nmotion\n\nwas\n\nput to a vote\n\nPresident Adair: How\n\nand carried.)\n\nshall you vote on this section viva voce or by ballot?\n\nMr. Holmes (New York): I move that the Secretary cast the ballot of the Association for all proposed changes in all except Article II. (The motion was seconded and carried.)\n\nPresident Adair: Mr. Secretary, will you cast the vote?\nSecretary Crabtree: 1 hereby cast the vote of the delegates for the proposed\nchanges in all Articles except Article II.\nPresident Adair: You are now ready to hear the second part of this report.\nDr. Claxton will present it to you. —\nMr. Claxton: Madam Chairman and Delegates: Your Committee felt from the\nbeginning that its great task was in Section 2 because that affects directly the\norganization of this Representative Assembly for the creation of which the charagency\n\nfor carry-\n\ning on its work, taking the place of the whole body of the people who\nbers, the active members.\n\nare mem-\n\nter was\n\namended\n\nand which\n\nhas come\n\nto be its most\n\nimportant\n\n"}
{"page": 1072, "printed_page": null, "text": "1068\nWe\n\nNatIonaL EpucaAtion ASsocIATION\nwrote it and rewrote\n\nit.\n\nI suppose\n\ntwenty-five\n\nwere\n\ndifferent suggestions\n\nWe were confronted with two or three problems; first, the rapidly inmade.\ncreasing size of the Representative Assembly on the basis of provision of the\npresent Bylaws. We have here today somewhere between 1700 and 1800. delegates,\nThere are actually 1146 who have reported at this meeting.\nI am informed.\nThere were 1145 at the Seattle meeting. This is the Representative Assembly that\nThe Association is growing\nTherefore the joke is on you.\n“has grown by one.\nI have been informed 10,000 new members have come in-this year, no,\nrapidly.\nOur\n11,000, and it is true that we should have 500,000 members in due time.\nhope is finally for a membership of “practically all of the teachers of the United\nStates, and on the basis of the representation as provided by the present Bylaws,\nthat would give something liké five times as many delegates as we now have;\na possibility of 6000 members in the Representative Assembly.\n(He then went over the proposed changes in every section in Article II, show-\n\ning the reasons for the change and urging a favorable vote.\nHe presented arguments for the proposed changes.)\n}\nMiss Jones; Would Dr. Claxton answer a question?\nIf the delegates assembled\non the first meeting of the convention nominate one person-and the state association has already nominated another, which one will be elected by acclamation?\nMr. Claxton: The delegates present at this meeting under these Bylaws may\nnot nominate if the state has already done it. If the state teachers’ association or\neducation association has made the nomination, then it’ cannot be made by the\ndelegates here.\ni\n\nMr. Hendrie:\n\nDoes\n\nrector have to be\nMr.\n\nClaxton:\n\nthe member\n\na member\n\nof the state\n\nof the National\n\nNot under the Bylaws.\n\nassociation\n\nin voting for the di-\n\nEducation\n\nAssociation?\n\n(He explained\n\nwhy the vote\n\nall in the state and local association.)\nPresident Adair: Are there any further questions?\nMiss Jones (New York): Might it not happen under\n\nsuch\n\nshould\n\na condition\n\nbe by\n\nthat the\n\nstate association would be able to elect a director for this organization who is not\na member of the National Education Association?\nMr. Claxton: Only active members of the National\n\nEducation Association can\nvote in this organization or in the Board of Directors and only active members\ncan sit in the Representative Assembly.\nPresident Adair; There is one thing for us to decide before we vote. Are we\ngoing to vote on Article II as a whole or are we going to vote on Article II by\nsections?\nDr. Claxton suggests\nIl and then make that decision.\n\nthat you might like him to explain\n:\n\nMr. Claxton: The sections of Article II are interlocked\n\nall of Article\n\nand interrelated,\n\nand it\n\nis Mecessary to consider them all. (He again explained the changes, section\nsection, and followed with additional arguments for the report.)\nPresident Adair; How do you wish to vote on this part of the report?\n\nby\n\nMr. Taylor (Rochester): What will be the basis of adopting or refusing to\nadopt the amendments now under consideration?\nMr, Saunders: As I understand the gentleman’s question refers to the twothirds\n\nvote\n\nof the Representative\n\nAssembly.\n\nI say that it does not\n\nany other way than to still require a twothirds vote to amend\nAssociation\n\nshould\n\nyou\n\nadopt the proposed\n\namendments.\n\nDoes\n\naffect\n\nthat in\n\nthe Bylaws\n\nof the\n\nthat\n\nanswer\n\ngentleman’s question?\nMr. Taylor: It does. I thank you.\nMr. Holmes: Point of order. These amendments have never been proposed\nwriting at an annual meeting.\nPresident Adair: I will ask the parliamentarian to state the rule.\n\nthe\n\nin\n\n"}
{"page": 1073, "printed_page": null, "text": "AssociATIONAL\nMr. Saunders:\n\nRecorbs AND\n\nINFORMATION\n\n1069\n\nIf I understand the question raised by the gentleman,\n\nthe amendments proposed at Chicago cannot be considered\nof the fact that they were not proposed at Seattle.\n\nit is that\n\nat this time by virtue\n\nIn answer to that I would say to the gentleman from New York that the proposition comes from a report of a committee, that we are governed by Roberts’ Rules\nof Order, that if he will refer to page 271 of Roberts’ Rules of Order he will find\nthis language: “If a committee is appointed to revise the Bylaws and report at a\ncertain meeting, this would be all that is required and the amendments could be\n\nimmediately\n\nrequire only previous notice of amend-\n\nIf the Bylaws\n\nacted upon.”\n\nments or if they require the amendments to be submitted at a previous regular\nmeeting, the revision could not be taken up until the next regular meeting, and\nthis is the next regular meeting since Seattle after the committee had submitted\nits report. It submitted its report in Seattle.\nThe committee may submit a substitute for the proposed Bylaws.\nA substitute\nis an amendment; so therefore I should rule that the proposition as submitted by\n\nthe Chairman of the Committee is in order for the assembly to vote upon.\nPresident Adair: The point under consideration at this time is the manner in\nwhich we will vote on Section II.\nMr. Wannamaker (West Virginia): I move that we adopt this section as a\nwhole for the reason that if we should adopt one part of this section and not\nadopt the whole section, I think we will have confused the thing to a greater\nextent than it is confused at the present time.\nI therefore move we vote on this\nArticle as a whole and as submitted by the committee.\nMr. St. Johns: I second the motion.\n\nPresident\n\nAdair:\n\nAs\n\na matter\n\nof information\n\nI will\n\nstate that the Board\n\nof\n\nDirectors recommended such action. Any questions?\nMr. Holmes (New York): I should like to make a statement in regard to this\nwhole matter.\nPresident Adair: It has been moved and seconded that this section be adopted\nas a whole.\nMr. Holmes: When do I get a chance to discuss the amendments?\n\nPresident Adair: As soon as somebody\nfor the question that we\nvote and carried.)\nPresident\n\nAdair:\n\nmotion, whichever\nArticle II.\nMr.\n\nHolmes:\n\nmoves\n\nsomething else.\n\nvote\n\non this as a whole?\n\nNow\n\nDr.\n\nHolmes\n\nyou\n\nchoose,\n\nMadam\n\nyou\n\nwill be heard\n\non the pending\n\nChairman\n\nand\n\nmotion,\n\nDelegates:\n\nAre you ready\n\n(The question was\n\nThis\n\nfor a statement\n\nwhich\n\nput to a\nor for a\n\nis the adoption\n\nis the most\n\ncritical\n\nof\ntime\n\nin the history of this Association, I believe. We are about to decide whether\nwe will depart from the policy of democracy and pursue in the future a policy\nof bureaucracy.\nWe are about to decide whether we shall exalt organization\nthrough state associations or whether we will exalt departing from a long tradition direct participation in this great Association by the teachers of America.\nIf this amendment of Article II goes through it deprives us, deprives you who\nare here, to the extent of a number of hundreds, of direct representation in the\n\nrepresentative assembly.\nthis nation\n\nof ours\n\nWhat\n\nhaving\n\ndoes it mean?\n\npopulation\n\nbetween\n\nIt means that 461 communities\n9000 and\n\n20,000\n\nthat\n\nare\n\nin\n\nnow\n\nrepresented in general in this assembly will be deprived of direct representation\nin this assembly,\n\na most serious step, as I see it.\n\nIt also takes away from you people who come here each year the right that\nyou had for many years, of electing the state director of your local group, and\nplaces it in the hands of the state association, unless that state association happens to fail to exercise its privilege, which it never will. (After referring to the\neffect on\n\nMinnesota,\n\nIndiana,\n\nand\n\nother\n\nstates\n\nhe continued.)\n\nTo\n\nmy\n\nway\n\nof\n\n"}
{"page": 1074, "printed_page": null, "text": "NatTIONAL EpucaTION ASSOCIATION\n\n1070\n\nthinking this matter should be recommitted and either this same Committee go on\nwith this work, or the enlarged Committee go on with this work considering these\nthings that we are now presenting here. I believe we ought to have an entirely\ndifferent setup as a basis for representation.\n\nI should like to see something like this presented, and I have never heard it\npresented before, that the basis of representation in the Representative Assembly\nfor both state and local affiliated associations shall be one delegate for the first\nfifty members or major fraction thereof, and one delegate for each 500 additional\nmembers or major fraction thereof in such state or local affiliated association.\nThat would give us, my friends, a small enough deliberative assembly. That\nwould give us an opportunity for hearing every one of these smaller communities come here and put their debate directly in this assembly every year, and\nyou know what that means.\nFurthermore, I believe that we should consider seriously the plan of continuing\nthe method of choosing the members of Board of Directors, leaving the Bylaws\nas they are until we have some much better method of doing it.\nJust a shert time ago Edwin Markham wrote one of the greatest verses I have\n\nseen.\n\nIt was called Outwitted.\nHe drew a circle that shut me out,\nA heretic rebel: a thing to flout,\nBut love and I had the wit to win\nWe drew a circle that took him in.\n\nI am\n\nchanging\n\nthat\n\na little\n\nand\n\ncalling\n\nit Included.\n\nThey drew a circle and left us out,\nLittle cities and villages out in the route,\nOur mighty Committee have the wit to win,\nWe draw the circle and take you in.\n\nPresident Adair:\n\nAre you ready for discussion?\n\nA member\n\nof the Committee\n\nwishes to present another view.\nJ. Herbert Kelley (Pennsylvania) : Madam President and Members of the Representative Assembly: I desire to compliment President Adair for suggesting the\ndivision of the report by Dr. Claxton into two parts. By our having approved\nthe report on the noncontroversial subject, we have reaped the benefits of two\nyears’ work of the Committee and have made substantial progress in harmonizing\nthe Bylaws with themselves and with the Charter.\nWe have improved our\norganization greatly.\nThe issue before us is the adoption of Article II and I desire to submit a brief\nanalysis of Sections 2, 3, and 10. Section 3 of that article changes the basis of\nrepresentation of a state education association to one delegate for each 200 mem-\n\nbers or major fraction. On the present basis the Pennsylvania State Education\nAssociation next year can send to this convention forty-one state delegates. That\nbasis\n\nis one\n\nfor\n\n100\n\nmembers\n\nand\n\none\n\nfor every\n\n500 thereafter.\n\nAs\n\nwe\n\nhave\n\n18,500 National Education Association members in Pennsylvania, it is evident that\nthe first 500 will give us five delegates and the remaining 18,000 will give us\nthirty-six. The dfvisor of the 18,000 is 500. If you reduce that divisor to 200,\nit is evident that you will increase the quotient for it is a principle in division\nthat if you divide the divisor, you multiply the quotient. Now 18,500 divided by\n200 gives ninety-two. Thus our state delegation will be twice that on the present basis; but there is a greater opportunity than that for swelling the size of\nthis body.\nIf the delegates should be sent by the local associations, our National Education\nAssociation membership could be so gerrymandered in small groups of 101, the\n\n"}
{"page": 1075, "printed_page": null, "text": "ASSOCIATIONAL RECORDS AND INFORMATION\neee\ntae ee pn ee\nmajor fraction of 200, that\n\neach\n\nunit of that\n\nsize could\n\nsend\n\n1071\n\none\n\ndelegate.\n\nIf\n\nyou divide 18,500 by 101, you get a quotient of 184, the potential size of the delegation from Pennsylvania on the basis of our present National Education Association membership.\n'\n\n_ The June number\ntion carried\n\nan\n\nof the excellent Journal\n\narticle\n\nin which\n\nthe “guess”\n\nof the National Education\nwas\n\nsembly would contain about 1000 ar 1200 delegates.\nIf you\n\ndivide\n\nthe present\n\nNational\n\nEducation\n\nexpressed\n\nAssocia-\n\nthat next year’s\n\nas-\n\nLet us examine that “guess.”\n\nAssociation\n\nmembership\n\nof 190,000\n\nby the irreducible minimum number of members for a delegate, 101, your quotient\nis approximately 1900. But we have made no provision for a growth of 10,000\nor more members next year.\nOn the basis of 200,000 members the assembly could\ncontain 2000 delegates.\n_ The absurdity of Section 3 is apparent when we consider our ideal of an allinclusive membership of the 1,000,000 teachers of America.\nAll of this is bad enough, but Section 3 provides that a state association may\nelect its delegates\n\nprovided\n\nthey are\n\nnot elected\n\nby the affiliated\n\nlocals; thus the\n\nstate association becomes the residuary legatee and it is conceivable that in some\ncases the state association will be the residuary legatee of nothing.\nLet us examine the worst feature of Section 3, Article II. That section continues the present unjust plan of giving representation to major fractions. It is\neasy to demonstrate the injustice of such a system. At the present time a local\nassociation may elect a delegate for 100 members or major fraction, 51 members,\n\nwhile a state association may elect one for the first 100 members up to 500 and for\nevery 500 thereafter.\nThe bulk of state delegates are thus elected on the basis of\none for 500 members.\nThe bulk of local delegates are elected on the basis of\none for 100 members.\nThe ratio of 500 to 100 is 5. Thus members in small units\n\nhave five times the voting strength of members\nan unfair system of apportioning delegates.\nMadam\n\nChairman,\n\nin large units.\n\nArticle II should be defeated\n\nThis is manifestly\n\nfor this reason\n\nalone, even\n\nif\n\nit did not contain the other objectionable features. May I call your attention to\ncomplicated and cumbersome machinery set up in Sections 4 and 10 of Article II?\nThese\n\nproposals\n\nare\n\ncharged\n\nwith\n\nopportunity\n\nfor\n\nunpleasant\n\nrelations\n\nbetween\n\nstate and local association.\nSome local may object to furnishing the state association its list of members and their representation preferences.\nSuch lists must\nentail a great amount of labor, and the proposals lend themselves to creating confusion, error, misunderstanding, and possibly conflict between professional groups\nwithin a state.\nIs it not ridiculous for an organization approaching 200,000 members, and\nsetting its goal at one million, to attempt to maintain direct contact with local\naffiliated units of 101 to 200 members?\nCertainly it is cumbersome and expensive.\nThe local affiliated unit is a vestige of the National Education Association’s development, but it should be allowed to function under the new conditions imposed by the great size of the National Education Association and the development\nof state associations.\nThe National Education Association organization will hold together for a few\nIts ideals and the general\nyears as it is, while the proposed study is being made.\ntone of the profession have done, and will continue to do, wonders in spite of its\nunbalanced and rickety organization.\n\nPresident Adair: We\n\nhave now\n\nhad two opposite views on the report.\n\nMadam\n\nChairman,\n\nthe Committee\n\nMiss Jones:\n\nwas\n\noriginally appointed in 1924\n\nfor the purpose of harmonizing the provisions of the Bylaws and the charter of\nThey have done a magnificent piece of work and this organizathis organization.\ntion in adopting that portion of their report has done itself credit as a deliberative\nbody.\nP\n,\nHowever,\n\nI now\n\ndesire to move,\n\nas a substitute for the motion\n\nto adopt Article\n\nII, that the matter of Article II be referred back, and that the President of this\n\n"}
{"page": 1076, "printed_page": null, "text": "NATIONAL\n\n1072\nAssociation\n\nASSOCIATION\n\nEpucaTIoN\n\na committee\n\nbe requested to appoint or reappoint\n\nat this next annual meeting including recommendations\ndifficulties that have been presented here this morning.\nMr. Hendrie (New York): I second the motion.\n\nto bring in a report\n\nwill harmonize\n\nwhich\n\nthe\n\nRandall J. Condon (Cincinnati, Ohio): In four years a committee of fifty-four\nHow in the world shall they\nmembers tried to harmonize the conflicting points.\n\ndo it in one year if they could not do it in four?\n\nMiss Jones:\n\nPresident Adair:\nMr.\n\nCondon:\n\nCommittee was not\nnot appointed four\n\nprivilege. The\nand it was\n\n1 rise to a point of personal\n\nago\n\ncomposed of fifty-four members four years\nyears ago to harmonize conflicting views.\n\nI think the group understand that, Miss Jones.\n\nSince\n\nNew\n\nYork\n\nand\n\nPennsylyania\n\nseem\n\nto\n\nbe\n\nso\n\nfar\n\napart,\n\nalthough neighboring states, I would like to speak for Ohio as a means of harmonizing their differences.\n(Applause.)\nAll I wish to say is, that Ohio, third in\nmembership in the National Association, haying increased its membership this\nlast year in larger number than any other state, is loyal to the National Association. I learned my local democracy in the same state that Dr. Holmes learned\nhis, although born in a much smaller community in the state of Maine than where\nhe was born, and I would not take from any local community any privilege or\n\nright of representation that they ought to have in this great National\n\nAssociation.\n\nWe have more small communities in Ohio than they have in New York, and yet\nhaving studied this question in our local group, having studied it intensively by\nour state association, we unanimously today recommend the adoption of the report\nof the Committee (applause), and we believe that if this report is adopted it will\n\ndo much to harmonize the conflicting views of New York and Pennsylvania.\nMr. Blair: At the Philadelphia meeting I discovered that a committee on eliminating duplicate representation in this body had been at work I thought for\ntwo years.\nI have learned here it was for three years, and the committee there\nwas authorized to study the matter of delegate representation and kindred subjects. I appointed a committee on the authority of the President and secured\nthe services of Commissioner Claxton, than whom I can think of no one who could\nhave brought to the considerations of this Committee that kind of intelligence\n\nand that kind of catholicity of mind that was\nof this.\n\nnecessary to a comprehensive\n\nview\n\nI believe that we have eliminated duplicate representation.\nWe may not have\ngone down as low in the number as Mr. Holmes would have, but if we went down\nto fifty-one, which he recommends, I could get up here and make you shed tears\n\nover the little communities that haven’t fifty-one members and tell you how many\nof them there are. Then someone would get up and challenge that and say,\n“Let’s go back to the old active membership, where every active member of this\nAssociation can come here and vote, we are killing democracy, we are taking\naway from the active member the right to come here. This is a representative\nbody\n\nand\n\nwe\n\nare\n\ntrying to get an\n\norganization\n\nhere\n\nthat shall\n\nbe irresponsive.”’\n\nI have no atom of feeling on this, however loud my words may sound on this.\nI wanted done just what you have done.\nI think, as Mr. Kelley has said, only\none member of our Committee has differed from the conclusion.\nI think that was\na great work, but I do believe, ladies and gentlemen, that we are in danger of a\nvolcanic explosion here when we come down sometime to the election of a president or some great question, and California, absolutely under the Bylaws, every-\n\nthing is done\n\nregularly—When\n\nCalifornia\n\ncame\n\nto Philadelphia\n\nwith more\n\ndele-\n\ngates there than was sent down by Massachusetts, by New York, by Pennsylvania,\nand by Ohio, how was it done?\nBy these local associations pyramiding their\n\nvotes\n\nunder the Bylaws through duplicate voting. Now the report of this Committee. must not, ever be overlooked in that it does avoid duplicate representation.\n\n"}
{"page": 1077, "printed_page": null, "text": "ASSOCIATIONAL\nBREE\n\net\n\nREcorRDs AND INFORMATION\nMENTE\nON Re\n\n1073\n\nI therefore hope that this great Representative Assembly will approve the work\nof this Committee that has now been sitting for two years with some changed\nmembers.\nTherefore, I hope that this motion to defer action for a year will be\nvoted down.\n,\nMr. Winship: 1 have only one word to say and that is in response to the\nvery clever attitude of Dr. Holmes.\nAnybody who knows the state associations\nknows there isn’t a state in this union where one or two cities control. You\nknow perfectly well that the outside people in any state association have a vote\nand they unite.\nHe mentioned a few cities that would fare hard; they would\nget together mighty quick.\nPersonally, I do hope that we will magnify the word “go” today and not the\nword “whoa.”\n(Calls for the question.)\nPresident Adair: The parliamentarian has been asked to rule as to whether\nthe mere calling for question closes the debate.\nMiss Harden: Has it been decided how the vote is to be taken?\n\nPresident Adair: Right now I want you to decide whether or not I shall put the\nquestion.\n\nPresident Adair: The President understood the call for question was the same\nas previous question.\nSince it is not and does not preclude the Chairman making\na statement, the Chair will rule that the Chairman will make a statement.\nMr. Claxton: | agree with you as to the importance of getting through, but\nyou will remember, “Blessed are they that hunger.”\n\nI simply\nfrom\n\nwant\n\nstatements\n\nto call\n\nattention\n\nthat were\n\nmade\n\nto two\nhere.\n\nfalse\n\nIt was\n\nimpressions\nstated\n\nthat you\n\nthat we\n\ndo not\n\nmight\n\nget\n\neliminate\n\nduplicate representation.\nIt may be that a member of a local association can vote\nthere and also vote in the state association, but there cannot be duplicate dele-\n\ngates. They can be counted only in one association.\nI think that answers that\nand helps you to understand.\nMr. Hanna (California): Madam Chairman, Ladies and Gentlemen: The people\nof California are like the people of the rest of the United States. They come to\nthe National Education Association to learn and to help others learn, to exchange\nviews. Fewer delegates than we have are inadequate to cover the magnificent program of the National Education Association with its many important departments.\nLocal associations need adequate reports given back to them for the advantage\nof their members and most emphatically for the good of the National Education\nAssociation.\nI am not worried in California about the method of selecting our delegates.\nOthers may be. It may be an important point but I am worried about the matter\nof not covering the programs of the National Education Association adequately\nfor the purpose of our people. I thank you.\nMr. Holmes: Just one sentence in reply to Dr. Blair. I am not sobbing for the\nmany hundred cities that are\n461 that are literally thrown\n\nleft out by the Committee but I am sobbing for the\nout by the Committee, and you can sob and I can\n\nsob and he can sob, because it will do irreparable harm to this Association to\nliterally throw the 461 delegates out of this Association.\nMr. Rose (Arizona): It seems to me we are getting no closer together. ‘The\nbest way we can get together right here and now is the previous question.\n(The motion was seconded.)\nMadam President, I move the previous question.\nPresident Adair: 1 state that the previous question is on the motion to recommit\nArticle II to the Committee.\nPresident Adair: We will now vote on whether or not we will call for the\n(The motion calling for the question was put to a vote and carried.)\nquestion.\nPresident Adair: The previous question is that we recommit Article II to the\n\neffect will be to postpone\n\nCommittee.\n\nThe\n\nquestion was\n\nput to a yote and lost.)\n\naction for at least a year.\n\n(The\n\n"}
{"page": 1078, "printed_page": null, "text": "EpucATION\n\nASSOCIATION\n\nNATIONAL\n1074\nee\n\nee\n\n.\nMiss Jones: I call for a roll call of states.\nPresident Adair: The Chair has heard a demand for roll call. Is it your desire\nto have a roll call of the states?\nMiss Jones: Madam Chairman, when a roll call for the states is called for,\nthat is equivalent to calling for a division. It is not a matter of vote. It must\nbe done.\n\nPresident Adair:\n\n1 will state from here in just a minute the parliamentarian’s\n\nrule.\nMr. Saunders: Working under Roberts’ Rules of Order, which is the established.\norder of the assembly, on a call for division, a motion of ayes and noes as to\nwhether just a call shall be had must be taken immediately, and if that, by\nmajority vote, is demanded, then the division can be called.\n\nSince our\n\nown\n\nparticular Bylaws\n\ndo not give specific plans for a roll call in\n\norder to have a roll call, it would be necessary for the assembly to so vote.\nPresident Adair: The Chair has already put that question to a vote but let us\nput the question to vote again. All in favor of having a roll call of the states\non the matter of recommitting will please stand.\nThere are 223 ayes. Will those\nopposed stand?\nThere are 304 noes.\nThe vote is lost.\nAre you ready to vote on the question to recommit? “All in favor of recommitting Article II to the Committee will please say aye; those opposed no. The\nChair rules that the noes have it.\nMiss Jones: Madam Chairman, I think the Bylaws distinctly say: These Bylaws\nmay be altered or amended at the annual meeting of the Representative Assembly\nby unanimous vote or by two thirds vote of the Representative Assembly.\n\nPresident Adair: You mean you are calling for a division?\nMiss Jones: J am calling for the original roll call to see if we have two thirds\nvote of no. If we have a two thirds vote I will submit like a perfectly good\nsport.\n\nPresident Adair: We are not voting on the amendment which requires a two\nthirds vote but we are voting on the motion to recommit, which requires a majority\nvote. The Chair ruled that the noes had it. Do I hear an appeal from the\ndecision of the Chair?\nMiss Jones: 1 then move that we vote on the original question.\nPresident Adair: That is what we must vote on.\n(Mr. Wannamaker was recognized and began to speak on the question when a\nmember raised the point of order, that the previous question prevents debate on\nthe main subjects as well as the amendments.)\nPresident Adair: The previous question has now been called for and we will\nvote on the original motion.\nAll in favor of adopting Article II will please say\naye; those opposed no. The Chair is in doubt.\nMr. Wannamaker: J rise to a point of information.\nThe parliamentarian stated\nat the beginning that votes here could be counted only for the ones present and\nI have heard a lot of discussion as to how they are going to vote, and I wanted\nthat announcement made, that only those present can vote.\nPresident Adair: Only those present may vote and the state directors will take\nthe ayes and noes in a few minutes as soon as you are ready. The Secretary will\ncall the roll.\nFollowing is the roll call vote on the motion to adopt Article II:\nIn\n\nFavor\n\nAlabama Ile, 294.399 2, RAGS. MO. OUR, POE 10\nAnizonas\n0%. 8.42 1G AA, Aap, adh.\n0\nArkansastayh..\n2istoay, 2en deed, AL eens\n1\nCaliforniay 32691. 45582 . ROUGE . anoaeNg. Oe as\n8\nColorado =eae\nwists 42/8 og 40 ey ae 4 aay ORE ROMS\n\nAgainst\nt)\n14\n0\n80\n1\n\n"}
{"page": 1079, "printed_page": null, "text": "AssocIATIONAL REcoRDS AND INFORMATION\nIn Favor\nfees sae ces co ss ct STR\n\nCONNECHCUtS\n\nSHE O14.\n\nSARE\n\n1075\nAgainst\n\n5\n\n6\n\nacca:\n\n0\n\n4\n\n2). . eed.n-il\nMultes\noF. lst lek a...\n\nDelavrare\n\neine\n\nee\n\nDPIStrCtTMOLE COLUMLaer\n\n(absent)\n\noy\n\n3\n\n0\n\n«0g\nee slight\n\n3\n\n0\n\nELAW ALIN GA: septs okorsed coche. ds pvt: Bebe sled. Geert\n5, motaae eG -eis Ohos dates alin eneres tain\nIdahawe.\n\n0\n2\n\n18\n0\n8\n\nGadd\n\nwth Yao daables\n\nHlotidagiesh,\n\nGeorgiat\n\nfan.\n\nAOE\n\ndace\n\nTS\n\n.anis. god)\n\nMee RE ce « Pes. crusts a eee\nLUN ONS Mena\nix clict almeee eee aeaNe... Se cckaralek or: jotsusbo ee chee\n\n78\n0\nTowndiware\nCake Z\ntc sbi\nkoe es Sake es coke a AE\nGAS ASME esi ceRe cern ete\nmee eee tae\n0\nle ic ake cts Gist, sbelelsondate 2\nKENGUCKY IE Maer SRT RYT\n3\nYAM aa eee cere ra oteAah inte Orseeeohana oh ate Thats\nEOS\na!)\nMainegmiiats:\n+. BTN\nescape vanes Sere iehelorshalsieorshe si ts\n\n17\n8\n12\n2\n0\n\n1\n\n5\n0\n\nkes\n4s. di inne. oa. e2dia.oied\n\n3\n\n18\n\ntaebien sd. ade chet. be\n\n3\n\n0\n\nWA:\n\n43\n\n2\n\nafter sshot.riel hese seen ands. bely 15\nMissouriet.\n3\nMontana. Sfnabetiecs chieet. cokes ceeavy. tebe nds kMate\n\n73\n0\n\nerie oo) 13\nAtlin cet. oe. Sonate\n\n0\n\nMarylandetraith.\n\nUlu, ails\n84 dtsrang.\no2il. cads\n\nMiassachusettsin\n\nsenses\n\nMichigaputiqawas.\n\net\n\nbeeaples chi\n\nMinnesbtardiirk\n\noe:\n\nMississippimp. Gr\n\nmei Sete As oe chine setae. Des\n\nNebraskaictsca.\n\nTh.\n\n(absent)\n\nNevada falienn cola, ode Seed cacao Ze\n2\nNew: Hampshines cs ven eas eos v vs 5 choos teem,\n03, Bonet J. J802. ene, Lae 11\nNews Jerseyitersann\n\n(absent)\n0\n5\n2\n\nyen. Sth, A banade\nNewallexito 18at.. sie\noeul. 26 2 ce\nNeveaMorkeinink\n.aadhher\nRee\na, HANA 1G\nNorth (Carolina 261 0). 72056. 230\nTSE\nNorth? Dakota th. 2RINaye de. OPAL. TS\n\n3\n\n23\n0\n0\n\nMhtay\n\n46\n\n2\n\nSls eT\nPet\nia a\n\nOljalhomal:\n\nAOSHI Ge.2,\nastws0\nReas PAE. FS\n\n0\n1\net\n\n3\n\n0\n\nCE OTM Fe enor evebeiccha steloladtovater olson ge olalwa Mtoe mene ane 10\nOE\n\n3\n\nod celiade. Hee8s AOS. LETRA\n20 8. SS, 0, SRS, I\n\n2\n\n31\n\nHe\neee\nAS ALL IESE,\nsient\nRhoderEslandi\nok so shia\nSouth e@arolima tae. ween\niaiete ovo\n.\n\n1\n2\n\n0\n0\n\nPennsylvania.\nPorto VvRicoiayeiys.\n\n(absent)\n\n6\n\n1\n\n0\nPIREMNESSClad MRLTE.. SUE RA\nEEG\nRd\n14\nDieAsO Rete ess Pe FH BIS BLE\n3\nWEA OCR IR, Mae e oHE Sills cliacledle Stor Meenas See\nGoce be etolo a bo ome Oe PIOeoS cic de.aicks Semon 2\nWiaiaiiaits|\n\n2\n4\n0\n0\n\nSouth®\n\nDakotall\n\nED.\nfive. 15 RET,\n\ntiychell 9 aie <del ie SIRs erica acer oiciorie Shs fl\nWhiveta\nWargestay Ligeia! aye WAeAd bee poustb petanio ay oe\nnienile aes\ncries steale\nr sae 33\nWY ashingtonmeeeser:\n\n1\nWiestaiViTetia) seit git plese gels alo i lhe eg elaie gs\nVa SCOMS TAA eI aie eae oienis he 88 a)shafoe eis aueinieracs 4\n\nAylin012) al ribJR\n\\\n\nOB ciclo\n\nSecretary Crabtree:*Has\n\nbg\n\nasta\n\noo dipioe\n\n6\n\n0\n(absent)\n2\n0\n15\n\n0\n\nany state been omitted ?\n\n(While the appointed tellers were counting the votes cast, the following business\nwas\n\ntransacted.)\n\nPresident Adair: We received\nNecrology stating he was unable\n\nthis morning a note from our Chairman of\nto finish his report. I would like to hear a\n\n"}
{"page": 1080, "printed_page": null, "text": "NationaL EpucaTion ASSOCIATION\n\n1076\n\nmotion from the floor to ask the Chairman of Necrology to finish his report in\norder that it may be published in the Proceedings.\n(The motion was seconded\nWilliam R. Ward (Trenton, N. J.): I so move.\nand carried.)\nMr. Howe (Indiana): I move that since the President of the United States is\nin the neighborhood we send him the following telegram:\nHonorable\n\nCalvin\n\nCoolidge,\n\nPresident of 120 Million\nSuperior\n\nCitizens,\n\nWisconsin\n\nExtraordinary convention just closing emphasized training for citizenship.\nOur\nheartiest greetings extended as never before.\nAssembled Delegates\nNational Education\nAssociation\nat Minneapolis.\nPresident Adair: Your President would like to report that the President of the\nUnited States was invited to appear here, since he was in the neighborhood.\nHis\nSecretary, Mr. Sanders, reported that the President was not accepting any invitations to speak during his holiday, but requested that his best wishes be extended\nto this organization.\nIt has been moved and seconded that we send this telegram as read. Are you\nready for the question?\n(The question was put to a vote and carried.)\n:\nPresident Adair: Is there any other nice thing we can do easily? Dr. Siders\nwould like to make an announcement.\n\nMr. Siders: This is a personal matter that I think is interesting.\n\nI think the\n\nmost fitting thing that has happened in this convention is that Mr. Crabtree is\ndressed up like a June bride because this is his wedding anniversary.\n(The\nSecretary was wearing the lei presented to him earlier in the session.)\nPresident Adair: We have just one other item of business and I don’t think we\nshould take that informally because it is the report of the Resolutions Committee.\nMiss Harden: 1 move the report of the Resolutions Committee be adopted as\nprinted.\n(The motion was seconded.)\nMr. Rosier: The Committee desires to say that there should be one change made\nin the printed report. The first sentence in Section 4 on retirement should be\nstricken out and this sentence put in its place: “Sound teachers’ retirement systems increase school efficiency.”\nR. W. Everett (California): I have an amendment I wish to make to No. 10.\nI am offering this amendment as an individual and not as the wish of the California delegation.\nIt is in regard to the Seattle situation and we wish to add it to\nthe present amendment to read as follows:\n\n“Whereas, the Board of Education of Seattle, Washington, has required as a\ncondition of employment that all the high-school teachers of the city shall sign\na contract which restricts their liberty to join professional organizations of their\nchoice;\n\nand\n\n“Whereas, the effort to control a fundamental civil right of teachers inevitably\nhas the effect of hindering the movement for democracy in education in this country, and tends to encourage those who seek to dominate the thinking of teachers\nin behalf of certain large corporate interests; and\n“Whereas, the unreasonable increase of restrictions in contracts of boards of\neducation with teachers will inevitably weaken the movement for promoting sound\ntenure laws for teachers by giving educational authorities legal power to dismiss\nfor trivial reasons, thus tending to keep intelligent, discerning young men and\nwomen from entering the profession; therefore be it\n\n"}
{"page": 1081, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcorDsS AND\n\nINFORMATION\n\n1077\n\nResolved, That the National Education Association in convention assembled\ndeplore the conduct of the Seattle Board of Education and request that the Seattle:\n\nBoard withdraw the\nteachers of that city.”\n\nrestrictive\n\nregulations\n\nnow\n\napplying\n\nto\n\nthe\n\nhigh\n\nschool\n\nMadam Chairman, I move its adoption.\nPresident Adair: Mr. Everett asked to bring this up today. Of course I consented.\nI asked that someone from Seattle be requested to come to make a statement because I knew you would like to have both sides. I have not had anyone\ndo that. I would like to ask the question whether or not the Seattle teachers\nIt is quite possible for us to step into a situation that\nasked for this resolution.\nwould embarrass the teachers rather than help them. Did the Seattle teachers,\nMr. Everett, ask for this?\nMr. Everett: Mr. Satherwaite,\n\nPresident Adair:\n\nof Seattle, can\n\nspeak for part of the group.\n\nMr. Satherwaite, will you state whether the teachers of Seattle\n\nmade this request?\nMr. Satherwaite:\nMadam President, Delegates:\nI represent the high-school\nteachers of Seattle as a delegate of Seattle, as the President of the Seattle High\nSchool Teachers’ League, and also am a delegate, one of the two regularly elected\ndelegates to this convention, of that High School Teachers’ League.\n(After showing the unfairness of the action of the Seattle board he continued.)\nThe Seattle teachers, through the representatives, would like to ask favorable\naction on this resolution from this body, not so much as it would affect the Seattle\nteachers themselves, but as it affects the tenure and really the constitutional liberty of teachers in general, and also the way in which it might affect the National\nEducation Association.\nPresident Adair: We will be most happy to hear from the gentleman from\nWashington, and then [I shall rule that the Chairman of the Resolutions Committee who rejected this resolution shall have an opportunity of saying why the\nCommittee rejected it.\nJ. Guy Lowman (Washington): Madam President and Members of this Association: I am a principal from the Seattle schools and I come on the other side\nof that same proposition.\nJust now is not the time and this is not the place to\ndiscuss the matter.\nThis is now a local proposition.\nIt is now in the courts, and\nany action on this at this time would be something of an implication on the\ncourts of Washington.\nPresident Adair: The Chair has requested the Chairman of the Committee to\nstate the reasons of the Committee for refusing to accept the resolution.\nMr. Rosier: The paragraphs here represent the best thoughts of the different\ncommittees, members, and workers in this Association.\nSection 10 on the privileges of the teacher has been prepared by representatives of the classroom teachers\nof this Association after a great deal of thought and study.\nThe Committee on Wednesday forenoon gave a hearing to the Seattle matter.\nWe had only one side of it at that time. We knew it was a controversial mat-\n\nter, and I think you will find by investigation that the National\n\nEducation\n\nAsso-\n\nciation in its resolutions has never taken any part in any controversy.\nWe do not\nquestion that there may be merit in one side or the other, but if we were going\nto pass upon these controversies it would be necessary to make an investigation,\n\nto take evidence, and to weigh the evidence and to pass the case. It seems impractical for a committee of the National Education Association to conduct such\nTherefore we feel that the resolution or the declaraa trial and investigation.\n\ntion concerning the place of the teacher was as far as we could go, and we think\nit deals with the essential principles involved in teacher freedom.\nPresident Adair: Is there any further discussion? The motion before you is\nfrom\nthe amendment to Resolution No. 10, the statement read by the gentleman\n\n"}
{"page": 1082, "printed_page": null, "text": "NatioNAL EpucaTion AssociATION\n\n1078\n\nSeattle. The question has been called for. All in favor of adding that statement\nto our resolution please say aye; those’opposed no. The motion is lost.\nThe question is now on the original motion to accept the report of the Resolutions Committee as printed, unless you have further amendments.\nMr. Clifton (California): Just a suggestion in regard to acknowledging the ~\nsplendid services of the Parent-Teachers’\n\nPresident\n\nAdair:\n\nThe\n\nChairman\n\nAssociation\n\nis delighted\n\nin the last resolution, No. 17.\n\nto add\n\nthat.\n\nAny\n\nfurther\n\nsug-\n\nNow we are ready to\n(The motion was put to a vote and carried.)\ngestion?\nannounce the vote on Article II. For, '387, against, 287, necessary to carry 449.\nThe Chairman therefore declares the motion to adopt the proposals in Article\n\n,\nII lost.\nWhile\nI wish to make this statement, with which I am sure you will agree.\nwe regret that much of the work of the Committee is not lost but made of less\navail, we do believe in a vote as close as this that it is better to postpone action.\nMr. Saunders has been recognized.\nMr. Saunders: I yield to Miss Jones.\nMiss Jones: Madam Chairman, I want to express my personal appreciation of\nthe work of this Committee from the very beginning.\nI move that the Committee\nbe continued and the President of this Association be requésted to appoint a committee to bring about a solution of these problems.\nMr. Saunders: I yielded to Miss Jones in order that she might make her explanation, and now I would like to ask her to let my motion precede hers, and\nthen we will consider hers, if she will agree.\nMiss Jones: All right.\nMr. Saunders: 1 should like to make a motion which may be regarded by some\nas superfluous but by others as very necessary, that we accept as the Bylaws of\nthe Nationa] Education Association the report as amended in Resolution I and\nthat Article II remain as it is.\nIn other words this motion would make a complete adoption of the Bylaws,\nwhereas some question may now exist as to where our Bylaws extend.\nMr. Claxton: You mean all the articles except Article IJ. (The answer was\nyes.)\nPresident Adair: Mr. Saunders moved to adopt all amendments except in Article\n\nII, and that Article II remain as at present written.\n(The motion was seconded, put to a vote and carried.)\nMiss Jones: I move that the Committee be continued and that the President of\nthis Association be asked to appoint a committee to bring about a solution of the\nproblems as discussed by the Committee and as revealed here this morning.\nPresident Adair: Do you wish that to also include the question of the Charter?\nMiss Jones: Yes, Madam President.\nI think it had better be settled all at once.\nMr. Claxton:\n\nI suggest, since talking it over with the Committee,\n\nthat that com-\n\nmittee do not be authorized to obtain a new Charter. I would like to suggest\nthat this committee when continued do not undertake to obtain a new Charter but\nto study carefully, comprehensively, and fundamentally the whole problem of the\norganization of this Association and what may be necessary in a new Charter\nso that it may be reported to this Association and then a committee authorized\nto obtain it if desired.\n(The motion was seconded.)\nPresident Adair: With that explanation of Miss Jones’ motion and the interpretation,\n\nare you\n\nready to vote?\n\n(The question was put to a vote and carried.)\n_\nPresident Adair: Is there any further business?\nThe next report, which I want to make the last one, is the report of the Election\nCommittee.\nMr, Sanders of Massachusetts is Chairman.\nMr. Sanders: The vote as cast at yesterday’s election is as follows:\n\n"}
{"page": 1083, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\nOe\n\nFor President, Uel W. Lamkin, of Missouri—890\nFor\n\n1079\neee\n\neee\n\nvotes\n\nVicepresidents:\nGCOLGCRAMMANCI\n\nAIT: SI ANSASHTE\n\nTe Py\n\nLCOELMGHAD ILA, INCWRICTSEY\n\nCae\n\nee\n\ncritters ons Setet cre fae\n\nee\n\nJaBesae ewCOALes Moouthe Carolnameneh\nthe eam\nfcc\na\nPEATYUN Y ONLINE Balhae. cepAgens State eb Te a cee ee Mame kites\nSe\netek\nacc tat ee\nec\nly aniaw.acee\nChgnlesmRetosten, dmenisy\nAnne Graeme Fraser, California .............. PEIN\nOST CO\n\nEdith L. Grosvenor,\n\noth\n\nAD werd spArkansas: fyi. re te\nElizabeth Ba. McCormick Wisconsin 0\n\n“\n\n560.,\n©\n623\nprc\nWAN\n7560s\n\nes\n\n<...........2+0.00+00 Agar\n\nDistrict of Columbia\n\nVORLILCEMIV sMELALEpRII Ain@erate He\n\n752 votes\n\nkee orcen e 604\n\nRe\n\nTANS\n\noe\n\nen\nee\noi rele ts hes\n\nyyy\n673\n\n&\naes\n\nsonraldoutts QV\nRRG, wat oawllons oa cies 56m\nMimi wMiaddern, “Asizonains,\n“\neee 470\nAy, B.Meredith Connecticut ait 2itt jvre! ode BOR, oc.\nGakesReif Oklahomant sesiea\naauae, 6eo\ncapt t.cted\nS2amre\nee.\nSE\n524\nER oe ola\neen) Cie), OL\nCin Bie FirnernPLonisianat\n\n0ATiti syMELTDON tans vwras..1c1sts\neas. Wan\n\nCagols\n\nSs\n\nSHiGIs aie. at oh 554\n\nThe vote for Treasurer is Henry Lester Smith, of Indiana, 903. The fifty-two\nstate delegates that were nominated last Tuesday had no opposition and are\nelected. The highest vote cast was 693 and the lowest 644. I shall not read the\nvote of each director unless you so request.\nAccording to these figures you have elected for your next President, Uel W.\nLamkin\n\nof Missouri;\n\nfor vicepresidents:\n\nGeorge\n\nA. Allen, Jr. of Kansas;\n\nIra\n\nT.\n\nChapman of New Jersey; James P. Coates of South Carolina; J. J. Early of\nWyoming; Charles R. Foster of Pennsylvania; Anne Graeme Fraser of California; Florence\n\nM. Hale\n\nof Maine;\n\nElizabeth\n\nB. McCormick\n\nof Wisconsin;\n\nM. H.\n\nMadden of Arizona; C. B. Turner of Louisiana, and Caroline S. Woodruff of\nVermont, and for Treasurer Henry Lester Smith of Indiana. The certificate signed\nby the Committee on Elections is attached.\nI move the adoption of the report.\n(The motion was seconded and carried.)\nPresident Adair: I hereby pronounce those persons named the officers of this\nAssociation for next year.\nI will ask Mr. Blair, as last year’s President, and Mr. Walker, Chairman\nMissouri delegation, to escort your new President to the platform.\n\nThe\n\naudience\n\narose\n\nand\n\napplauded\n\nas President\n\nLamkin\n\nwas\n\nescorted\n\nof the\n\nto the\n\nplatform.\nPresident Adair: In passing the gavel to your new President, I wish to thank\nyou for your cooperation throughout the year.\nIt is not necessary for me to ask\n\nthat you do the same for Mr. Lamkin.\n(President Lamkin took the chair.)\nPresident Lamkin: At the Colorado breakfast the other morning someone said\nthat a darky down South when he first saw an automobile said, “Well, them horses\nmust have been going some when they ‘bruck’ away from that carriage.”\nI have no hope of carrying out the work of this Association as efficiently as\nhas been done by that gracious daughter of Virginia who through her courtesy\nand ease of manner and good judgment and her kindly feeling has brought about\n\nthis spirit of goodwill in this Association.\nI have but one acknowledgment to make and one complaint to file against her.\nI noticed she called for them\nThe last basket of flowers that came in are mine.\ngreat state of Ohio, and I\nthe\nfrom\nare\nThey\nplatform.\nthe\nbefore I got to\nexpress to them my appreciation of their courtesy, this great harmonizing state\n\nthat harmonizes the differences of the Association,\n\n"}
{"page": 1084, "printed_page": null, "text": "1080\nee\n\nEpucATION\nNatTIONAL\nee\n\nASSOCIATION\nWell, I am\n\nMr. Blair asked to say something when I am through.\n\nI\n\nthrough.\n\nmerely want to say that I come to the office with some appreciation of the difhculties that confront me, and with the hope and belief that I shall have the hearty\ncooperation of every member of this Association in seeing that it continues to\nlead in the bringing about of such conditions in America that will provide better\nteaching for the children of this country, that they may have life more abundantly,\nand better serve this great Republic in which we live and which we all love. I\nam\n\nthe state\n\nglad to recognize\n\nsuperintendent\n\nof schools\n\nof Illinois,\n\nBlair.\nMr. Blair: All I had to say was a little poetic inspiration that came\nI brought President Lamkin up to the platform.\n\nFrancis\n\nG.\n\nto me\n\nas\n\nThe\n\nN. E. A. had a little Lamkin of\nMaryville, M. O.,\nAnd she loved this little Lamkin\nbetter than her bestest beau;\nAnd this little Lamkin loved his N. E. A.\nand I think at this point, after our strenuous activities that we\n\nall join in guaran-\n\nteeing to this man from Missouri our united support and that same kind of conflict of opinion whenever it comes on any great question that concerns this\n\nNational Education Association, and when the vote is taken and the majority is\nagainst us, we shall submit under his administration just as we have done here.\nPresident Lamkin: May I call your attention to the meeting of the Board of\nDirectors at two o’clock. I think we should begin by having our meetings start\non time. The Chair will entertain a motion made by Dr. Condon of Cincinnati\nthat the convention adjourn, and recognizes Miss Adair to second the motion.\nmotion is carried and the convention stands adjourned.\nThe meeting adjourned at one-fifty o’clock.\n\nThe\n\nJ. W. Crabtree, Secretary\nCornelia S. Adair, President\nUel W. Lamkin, President-Elect\n\nMINUTES OF THE BOARD OF DIRECTORS MEETINGS\nBoston, Massachusetts, Tuesday Afternoon, February 28, 1928\nThe first informal meeting of the Board of Directors of the National Education\nAssociation was called to order by the President, Miss Adair, at 4:10 p. m. The\nfollowing members were present:\nA. R. Clifton,\nF. M. Hunter,\n\nCalif.\nLife Director,\nW. B. Mooney, Colo.\nDavid A. Ward, Del.\nHarry English, D. C.\nW. C. Crawford, Hawaii\nCharles F, Dienst, Idaho\n\nA. L. Whittenberg, Ml.\nFP. G. Blair, Vicepresident,\nCharles F. Miller, Ind.\n\nCalif.\n\nIll.\n\nPerley L. Horne, N. H.\nAlexander J. Glennie, N. J.\nIra T. Chapman, Vicepresident,\nMarie G. Bolling, N. Mex.\nA. C. Eldredge, Ohio\nAgnes M. Bacon, R. I.\nL. W. Rogers, Texas\n\nL. E. Cowles, Utah\nClarence H. Dempsey, Vt.\nJoseph H. Saunders, Va.\n\nH. L. Smith, Ind.\n\nBlanche\n\nThomas\nWilliam\n\nR. Roberts, lowa\nB. Jack, Maine\n\nJoseph Rosier, W. Va.\nE..G. Doudna, Wis.\n\nWilliam\n\nBurdick,\n\nA. G. Crane,\n\nWyo.\n\nAnnie\n\nC. Woodward,\n\nA. A. Slade,\n\nWyo.\n\nMd.\nMass.\n\nA. Nagel,\n\nWash.\n\nWebster H. Pearce, Mich.\nEffie MacGregor, Minn.\n\nWalter R. Siders\nSecretary J. W. Crabtree\n\nM. C. Lefler, Nebr,\n\nPresident\n\nCornelia S. Adair\n\nN.\n\nJ.\n\n"}
{"page": 1085, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS AND\n\nINFORMATION\n\n1081\n\nAfter the roll call, each director was furnished with an informational. booklet\nand a copy of the Handbook for Officers. As the minutes of the former meeting\n\nhad already been approved by the directors individually, Mr. Smith moved that\nthe reading of the minutes be dispensed with. ‘This was seconded and carried.\nThe President stated “I called this an informal meeting of the Committee because you have not authorized any expenditure for the expenses in the Budget.\n\nI did not feel that I could call a formal meeting with expenses paid unless there\nwas an emergency.\nSo far as I know there is no emergency.”\nAfter some discussion, it was decided that action at this meeting would be in the nature of\nrecommendations to the regular meeting in Minneapolis..\nThe first order of business was a report by Annie Woodward on regulating the expenses of those whose\nShe distributed\nexpenses are chargeable to the National Education Association.\ncopies of this Report and moved that it be approved.\nAfter some discussion, this\n\nwas seconded by Mr. Smith and carried.\nThe following is the report as read:\nA tentative report for the Minneapolis meeting of the Committee on Regulating\nExpenses for all persons travelling for the National Education Association on\n\nexpense\n\naccount.\n\nTravel Expenses:\n\nR. R. Fare: Lowest prevailing rate.\nPullman: Lower standard.\nMeals and Incidentals: Four dollars per day flat allowance.\nLocal Expense:\n\nHotel: Room and meals, not to exceed eight dollars per day. Receipted bill\nfrom hotel required.\nCabs: To hotel and to R. R. Station. Other charges only when absolutely\nnecessary.\nStreet Car Fares: As necessary.\nTelegrams: Copies to be filed with bill.\nTelephone Tolls: On association business.\nStenographers: Only authorized charges by Board of Directors or its Executive Committee.\nDinners:\n\nNot to be charged\n\nfor several\n\npersons.\n\nIt is requested\n\nthat each one\n\nsign or pay his own check. Dinners given by Committees and others only when\nconsent has been previously obtained from the President of the Association and\nthe General Secretary.\nPersonal Expenses such as valet, hair dressing, laundry, etc. will not be paid\nby the National Education Association,\nVouchers shall be presented with the\nclaim whenever possible to secure the same.\nAppropriations for Committee may not be used for local or travel expense\nexcept as ordered by the Board of Directors or its Executive Committee.\n‘The Committee recommends the approval of this plan at this meeting\nsubmitted for adoption by the Board of Directors at Minneapolis.\nSigned, Joseph H. Saunders\nM. C. Lefler\n\nWalter R. Siders\nAnnie C. Woodward,\n\nto be\n\nChairman\n\nThe President asked for authorization for the statement that the expenses for the\ndirectors\n\nattending the Minneapolis\n\nmeeting would\n\nbe provided\n\nfor in the Budget.\n\n"}
{"page": 1086, "printed_page": null, "text": "NatioNaL\n\n1082\n\nEpucaATION ASSOCIATION\n\nAfter considerable discussion as to the advisability of the payment of Directors\nexpenses, it was moved by Mr. Rogers of Texas, seconded by Mr. Clifton of\nCalifornia, that the expenses of Directors be paid.\nMr. Blair moved as a substitute for Mr. Rogers’ motion that the directors should\nrecommend to the Budget Committee that such an amount be included in the\nMr.\nBudget as is necessary to pay the expenses of the directors at Minneapolis.\nRogers and his second accepted the substitute.\nAfter still further discussion, the\nmotion was put and carried.\nThe President stated that at the request of Mr. Claxton there had been considerable discussion of his report on the payment of delegates expenses and\nkindred questions. Because of the importance of the Report, she had appointed\na committee of the directors of which Mr. Saunders of Virginia, was made chairman.\nShe asked for suggestions or criticisms of the report. Mr. Holmes of New\nYork stated that he was opposed to making d change in the method of representation, that the teachers wanted direct representation and not representation from\na state\n\nbody.\n\nMr.\n\nClifton,\n\nof California,\n\nrequested\n\nthat\n\nthe\n\nClaxton\n\ncommittee\n\nprepare\n\na\n\nstatement definitely specifying why they made their recommendations.\nHe stated\nfurther that he was asking his people to reserve their judgment until this explanation could be sent them.\nHe requested that this be sent at an early date,\nthat with the information that his people now had, he felt they would vote against\nthe report.\n\nMr. Blair stated that the Committee had taken action on yesterday which looked\nto the point which the Directors from California and New York had raised.\n1.\nWhether the Representative Assembly was to be limited. If so, its size. 2.\nMethods of selecting the delegates.\nHe also stated that the Committee was divided\nas to whether or not they should go into propaganda or argument.\nThe President\n\nrequested Mr. Blair to convey the wishes of the Directors for further information\non the subject of the Report to the Claxton Committee.\n\nMr. Hunter made a plea for the continuation of the feeling amongst the teachers that the Representative Assembly was theirs. He stated definitely that he\nwas not for any portion of the Report that tended to remove this feeling of ownership. Miss MacGregor of Minneapolis spoke in confirmation of Mr. Hunter’s\nstatement. Mr. Saunders stated that he had not held a full meeting of the subcommittee of the directors. He reported that there was a strong feeling against\nthe continuation of the policy of each retiring president becoming a life director.\nHe reported that he had made an investigation which apparently showed that\nthere\n\nwas\n\nno danger\n\nin attempting\n\nto amend\n\nthe Federal\n\nCharter.\n\nMr.\n\nHunter\n\nreported that a previous investigation had declared that there was a great likelihood of the repeal of the Charter, should it come up for amendment.\nHe suggested that it would be perfectly possible for those members of the Board who\nare exofficio directors to resign from the Board.\nAfter a brief discussion, Mr.\nSmith made a motion for adjournment at 5:45 p. m. Seconded and carried.\n\nBoston, Massachusetts,\nMembers\n\npresent on March\n\nThursday,\n\nMarch\n\n1, 1928\n\n1, 1928:\n\nC. E. Rose, Ariz.\n\nA. L. Whittenberg,\n\nA, R. Clifton, Calif.\nW. B, Mooney, Colo.\nHarry English, D. C.\nDavid A. Ward, Del.\n\nF. G. Blair, Ill.\nH._L. Smith, Ind.\nCharles F. Miller, Ind.\nCharles F. Pye, lowa\n\nW.\n\nM. E, Pearson,\n\nC. Crawford,\n\nCharles\n\nHawaii\n\nF. Dienst, Idaho\n\nWilliam\n\nIll.\n\nKans.\n\nB. Jack, Maine\n\n"}
{"page": 1087, "printed_page": null, "text": "ASSOCIATIONAL RECORDS AND INFORMATION\net PS\neee\net re ae\nee 2\n\neee\n\nWalter R. Siders, Maine\nWilliam Burdick, Md.\nAnnie C. Woodward, Mass.\n\nMary McSkimmon,\n\nMarie\n\nO. T. Corson, Ohio\nJ. Herbert Kelley, Pa.\nMrs. Agnes M. Bacon, R. I.\n\nKate\n\nMass.\n\nOlive M. Jones, N. Y.\nEffie MacGregor, Minn.\nM. C. Lefler, Nebr.\nPin Horne, Na He\nI. T, Chapman, Vicepresident,\nA. J. Glennie, N. J.\n\n1083\n\nF\n\nN. J.\n\nG. Bolling, N. Mex.\n\nWofford, S. C.\n\nF. W. Rogers, Texas\nC. H. Dempsey, Vt.\nJoseph H. Saunders, Va.\nMrs. Blanche A. Nagel, Wash.\nA. G. Crane, Wyo.\nCornelia S. Adair\n\nSecretary\n\nJ. W.\n\nCrabtree\n\nA. C. Eldredge, Ohio\n\nMeeting was called to order by the Vicepresident, F. G. Blair. Mr. Blair told\nof the illness and death of Mr. Owen and of the high respect in which he was held\nby the teachers of Chicago,\nIt was moved by Mr. Clifton of California that the\nBoard of Directors of the National Education Association draw up resolutions of\nrespect in regard to Mr. Owen’s death. Carried. When Miss Adair took the chair\nat 2:20 p. m. she appointed the following committee to draw up these Resolutions:\nMr. Blair, Mr. Siders; Miss McSkimmon, and Secretary Crabtree.\nMr. Crabtree then presented the subjectmatter of the informational book that\nhad been previously presented to each member of the Board of Directors.\nHe\ncalled attention to page 43 which told of the gift of a section of a California redwood tree by the Department of the Interior to the National Education Associa-\n\ntion.\n\nHe\n\ntold of the suggestion\n\nof the Park\n\nDirector\n\nin Washington\n\nthat this\n\nsection be placed within the front circle of the National Education Association\nBuilding.\nMr. Blair moved that the Secretary send a statement to the Department of our appreciation of this unique gift. (Seconded and carried.)\n\nMr. Glennie of New Jersey invited the Association to meet in Atlantic City for\nthe summer session of 1929. Mr. Crawford of Honolulu moved that the usual\ncommittee of the National Education Association be empowered to investigate\naccommodations offered by the various places which have invited the 1929 Convention in order that the facts may be available for the Minneapolis meeting of\n_the Board of Directors.\nCarried.\nMr. Eldredge of Ohio stated that Columbus,\nOhio was also inviting the Convention for 1929 and would be glad to have the\nCommittee investigate their facilities.\nMr. Blair then presented the report of the subcommittee on the Claxton Report.\nThe Committee recommended a meeting to be held in Chicago.\nThe President called the attention of the Board of Directors that this would\ntake a large sum of money.\nAfter some discussion the motion was carried unanimously.\n\nThe President also reported that she had invited the Vicepresidents to sit in with\nthe Board of Directors and to take part in discussions without a vote. This action\nwas\n\napproved.\n\nThe President\n\nalso reported the action of the Executive\n\nCommittee\n\nin planning\n\nfor the Coordination of the Educational Research through the medium of the\nShe stated that Mr. Norton\nNational Education Association’s Research Division.\nhad been authorized to present a plan for this coordination at the Minneapolis\nmeeting.\nThe President expressed her appreciation of the cooperation which had been\n\ngiven by the members of the Board of Directors. She announced that cards of\nadmission to the Lindbergh meeting were available to those officers who were\n!\nnot already provided for.\nCornelia S. Adair, President\nThe meeting adjourned.\nJ. W. Crabtree, Secretary\n\n"}
{"page": 1088, "printed_page": null, "text": "1084\nSN\n\nNaTIoNAL EpucaTIoN\nan\n\nASSOCIATION\n\nSaturday\n\nMorning,\n\nMinneapolis,\n\nMinnesota,\n\nJune\n\n30, 1928\n\nA meeting of the Board of Directors of the National Education Association\nwas held at the Auditorium, Minneapolis, Minnesota, Saturday morning, June\n\nIt was called to order at 9:20 q’clock by the President,\n30, 1928.\nAdair, with the following answering to roll call:\nJ. D. Williams,\n\nAla.\n\nC. E. Rose, Ariz.\nJ. P. Womack, Ark.\n\nEffie MacGregor,\n\nMinn.\n\nThomas J. Walker, Mo.\nM. C. Lefler, Nebr.\nBertha Knemeyer, Nev.\n\nHarry English, D. C.\n\nMinnie\n\nJ. Nielson,\n\nWalter R. Siders, D. C.\nCharl O. Williams, D. C.\n\nFrank\n\nE. Reynolds, Ohio\n\nW.S.\n\nJohn G. Mitchell, Okla.\nVida Hammond, Ore.\nGeorge D. Robb, Pa.\n\nFla.\n\nGeorge H. Webber, Ga.\nCharles F. Dienst, Idaho\n\nFrancis G. Blair, Il.\nA. L. Whittenberg, Ul.\nCharles F. Miller, Ind.\nHenry L. Smith, Ind.\nCharles F. Pye, lowa\nM. E. Pearson, Kans,\n\nR. E. Williams, Ky.\nWilliam\n\n8S.\n\nWilliam Burdick, Md.\nAnnie C. Woodward, Mass.\n\nA. R. Clifton, Calif.\nJ. M. Gwinn, Calif.\nW. B. Mooney, Colo.\nJohn A. Young, Conn.\nDavid A. Ward, Del.\n\nCawthon,\n\nCornelia\n\nPerley L. Horne, N. H.\n\nA.J.\n\nGlennie, N. J.\n\nP. P. Claxton,\n\nKate\n\nWofford,\n\nN. Dak.\n\nOkla.\n\nS. C.\n\nG. W. Wannamaker, 8S. C.\nL. W. Rogers, Texas\nCornelia S. Adair, Va.\nJohn D. Meyer, Wash.\nJoseph Rosier, W. Va.\nE. G. Doudna, Wis.\n\nB. Jack, Maine\n\nMr. Reynolds of Ohio presented the resignation of A. C. Eldredge, as State\nDirector and suggested the name of R. J. Condon to succeed him. By action of\nthe Board, Mr. Condon was elected to act as State Director of Ohio.\nUpon motion made ,by Mr. Rosier of West Virginia, and seconded by Mr.\nMeyer of Washington, it was voted to adopt the minutes of the Seattle meeting as\nprinted in the Proceedings.\nA motion was made by Mr. Webber of Georgia to approve the minutes of the\ninformal meeting at Boston.\nIt was seconded and carried.\nMr. Doudna of Wisconsin moved that there is hereby appropriated out of\nthe current funds of the Association not otherwise appropriated the sum of\n$4,000 or so much thereof as may be necessary for the expenses of the Committee on the Appointment of Delegates and Kindred Questions at the Chicago\nmeeting and $10,000, or so much thereof as may be necessary, for the expenses of\nthe Board of Directors at the Minneapolis meeting.\nSeconded.\nCarried.\nMr. Williams of Alabama moved that the expenses of the ex-officio Directors\nthat are not otherwise provided for in the budget of the National Education\n‘The motion\nAssociation be paid out of the appropriation for State Directors.\nwas seconded by Mr. Burdick of Maryland, and carried.\nMr. Meyer of Washington brought up the question of traveling expenses.\nThere followed considerable general discussion on the subject.\nMr. Ward of\nDelaware made a motion, to make $5 the maximum allowance per day while\nenroute and $9 a day while at a hotel. The motion was seconded and carried.\nThese were offered as amendments to the report presented at Boston.\nThe report of the committee headed by Mr. Saunders, which is set out in the\nBoston minutes, was further discussed.\nMr. Doudna of Wisconsin moved that\nthe report as amended be accepted, with the interpretation that all accounts shall\n\n"}
{"page": 1089, "printed_page": null, "text": "eae\n\nASSOCIATIONAL RECORDS AND INFORMATION\nSeen tk\nee\nee pee\n\n1085\n\nbe for actual expenses only, not to exceed the amounts named in the report as\ndaily maximums.\nThe motion was seconded and carried.\nThe following is the\nreport as amended:\n\nTravel Expenses:\nR. R. Fare: Lowest prevailing rate.\nPullman: Lower standard.\nMeals and Incidentals: Five dollars a day flat allowance.\n\nLocal Expense:\nHotel: Room and meals, not to exceed nine dollars\nhotel required.\n\na day.\n\nReceipted\n\nbill from\n\nCabs: To hotel and to R. R. station,\nOther charges only when absolutely\nnecessary.\nStreet car fares: As necessary.\nTelegrams: Copies to be filed with bill.\nTelephone tolls: On association business.\nStenographers: Only authorized charges by Board of Directors or its Executive Committee.\nDinners: Not to be charged for several persons.\nIt is requested that each\none sign or pay his own check.\nDinners given by committees and others\nonly when consent has been obtained previously from the President of the\nAssociation and the General Secretary.\nPersonal Expenses such as valet, hair dressing, laundry, etc. will not be\npaid by the Association.\nVouchers shall be presented with the claim whenever possible to secure the same.\nAppropriations for committees may not be used for local or veaxeling expenses except as otherwise ordered by the Board of Directors or its Execu-\n\ntive Committee.\nThe report of the Secretary was then considered.\nThe Secretary called attention to a new plan of keeping in touch with colleges and stated that it was securing unexpected results.\nMr. Webber of Georgia moved the continuation of the\nplan. Mr. Blair of Illinois seconded the motion, and it was carried.\nThe report recommended that the Board of Directors approve of the new\nthirteen month calendar.\nIt was decided to postpone discussion unitl Dr. Finegan\ncould explain the matter more fully.\nThe report gave considerable attention to the question of the utilities invading\nthe schools.\nThe Secretary advised that the discussion of the question be postponed until Saturday afternoon.\nHe recommended that Mr. Clapp, the manager\nof the National Electric Light Association, be invited to speak on Saturday afternoon.\nHe pointed out the necessity for taking action on the question but felt that\nthe other side should be heard.\nMr. Wannamaker of South Carolina made a motion that an invitation be ex-\n\ntended to Mr. Clapp to appear before the Board.\n\nThe motion was\n\nseconded\n\nand\n\ncarried.\nMotion to accept the Secretary’s report was seconded, and carried.\nPresident Adair announced the Committee on Elections as follows: Mr. Sanders\nof Massachusetts, Chairman, Kelly of Virginia, and Miss Galpin of California.\nA motion confirming the appointment was made, seconded and carried.\nMiss Adair stated that the printed report of the Legislative Commission was in\nthe hands of the Board of Directors, but asked for a motion as to whether\nMr. Walker of Missouri\nthey wished to await the arrival of the chairman.\nMiss Woodward of\nmoved to await the arrival of the committee chairman.\nMassachusetts seconded the motion, and it was carried.\n\n"}
{"page": 1090, "printed_page": null, "text": "1086\n\nNatTIioNaL EpucATION\nadvised\n\nMacGregor\n\nMiss\n\nthe Board\n\nthat\n\nASSOCIATION\nmembers\n\nthe Minneapolis\n\nin mak-\n\ning preparation for the convention, had had numerous requests for the N. E. A.\nMr. Mooney\nemblem, and suggested the Board consider adopting an emblem.\nof Colorado, moved that a committee be appointed on the matter of an emblem\nand colors for the N. E. A. and to report next year at the meeting of the Board\nof Directors.\nMr. Pye of Iowa seconded the motion, and it was carried.\nUpon motion regularly made, seconded and carried, it was voted to adjourn, and the meeting adjourned at eleven o’clock.\n\nCornelia\n\nS. ApaiR, President.\n\nJ. W. CRABTREE, Secretary.\n\nMinneapolis,\n\nMinnesota,\n\nThe meeting convened\nanswering to roll call:\n\nSaturday: Afternoon,\n\nat 2 o’clock, Miss\n\nJ. D. Williams, Ala.\nCAB Rosé. Ariz\nJ. P.\n\nWomack,\n\nAdair\n\nJune 30, 1928\n\npresiding\n\nand\n\nThomas J. Walker, Mo.\nR. J. Cunningham, Mont.\nM. C. Lefler, Nebr.\n\nArk.\n\nA. R. Clifton, Calif.\nJ. M. Gwinn, Calif.\nW. B. Mooney, Colo.\nJohn A. Young, Conn.\n\nBertha Knemeyer, Nev.\nPerley L. Horne, N. H.\nA.J. Glennie, N. J.\nMinnie J. Nielson, N. D.\n\nDavid\nHarry\n\nOlive M. Jones, N. Y.\nR. J. Condon, Ohio\n\nA. Ward, Del.\nEnglish, D. C.\n\nWalter R. Siders, D. C.\n\nFrank\n\nW.S.\n\nP. P. Claxton, Okla.\n\nCawthon,\n\nFla.\n\nGeorge H. Webber,\nCharles\nFrancis\n\nthe following\n\nGa.\n\nJohn\n\nF. Dienst, Idaho\nG. Blair, Ill.\n\nE. Reynolds,\n\nOhio\n\nG. Mitchell, Okla.\n\nVida Hammond, Ore.\nGeorge D. Robb, Pa.\n\nA. L. Whittenberg, Wl.\nCharles F. Miller, Ind.\n\nFrancisco Vizcarrondo, P. R.\nG. W. Wannamaker, 8S. C.\n\nHenry L. Smith, Ind.\nCharles F. Pye, lowa\nM. E. Pearson, Kans.\nR. E. Williams, Ky.\nWilliam B. Jack, Maine\n\nKate Wofford, S. C.\nL. W. Rogers, Texas\nB. A. Fowler, Utah\nCornelia S. Adair, Va.\nJoseph H. Saunders, Va.\n\nWilliam\n\nJohn D. Meyer, Wash.\n\nBurdick, Md.\n\nAnnie C. Woodward, Mass.\nMary McSkimmon, Mass.\n\nEffie MacGregor,\n\nJoseph Rosier, W. Va.\nE. G. Doudna, Wis.\n\nMinn.\n\nPaul S. Clapp, Managing Director of the National Electric Light Association on\ninvitation addressed the Board of Directors in reply to charges that his association has put propaganda into the schools.\nAfter making a few preliminary remarks explaining that he presented a statement giving the policies and views of\nthe leading executives of the electric light and power companies of the entire\nUnited States, he read the statement and expressed the desire to serve but not to\n\nmisuse\n\nthe schools.\n\nMr.\n\nPack,\n\npast president\n\nof the National\n\nElectric\n\nLight\n\nAs-\n\nsociation who was present was also invited to speak. He stated that as a member\nof the Public Policy Committee of the Association he could assure us that every\nmember of that committee condemns every sort of propaganda being put into the\nschools.\nHe also stated that many leading men in the public utilities business\nare just as anxious as other men that their children have an unbiased education,\n\nand that as citizens they are interested\n\nmunities\n\nin which they live.\n\nin upbuilding\n\nthe standards\n\nof the com-\n\n"}
{"page": 1091, "printed_page": null, "text": "ASSOCIATIONAL\nMr.\n\nClapp\n\nannounced\n\nREcoRDS\n\nAND\n\nthat should the Board\n\nINFORMATION\ndecide\n\nto appoint\n\n1087\na committee\n\nto\n\ninvestigate the matter or to refer the subject to the Research Staff at Washington,\nthey would gladly furnish them with all information available.\nThe President,\nMiss Adair, thanked Mr. Clapp and Mr. Pack for addressing the meeting.\n\nBy mutual consent the discussion on the topic was continued and Mr. Norton\nwas asked to address the Board.\nMr. Norton read portions of the report entitled\n“Activities of Public Utility Concerns Affecting the Public Schools,” and explained\nthe manner in which the information\nwas gathered and gave his impressions of\nthe literature.\nUpon being questioned, Mr. Norton stated that the testimony as\npresented in the report was typical of the testimony of the hearing.\nHe further\nstated that he had no way of knowing, without considerable further investigation,\nwhether the whole testimony\n\nas scattered\n\nthroughout the hearing is typical of what\n\nhas been going on over the nation or not.\nMr. Saunders pointed out that the sample literature from Iowa and from New\nYork contained very similar data, indicating a concerted effort on the part of\nthe utilities.\nThere followed considerable general discussion.\nMr. Robb of\nPennsylvania offered the following resolution:\n“Resolved, That the Board of Directors condemn the policy and efforts of\nagencies to put propaganda into the schools, and hereby authorize the President\nof the Association to appoint a committee of ten to prepare a report for the meeting\nof the Association in 1929 on the following points: (1) What principles of school\nadministration should guide school authorities, and what principles of school\nprocedure should guide teachers in handling material which might be classed as\npropaganda; and (2) What machinery, if any, needs to be set up on a local,\nstate, or national basis to serve as a protection to individual school officers and\nteachers.”\nMr. Robb made a motion to adopt the resolution, which was seconded by Mr.\n\nLefler. After some discussion the motion was put to a vote and carried.\nMr. Blair made a motion to appropriate $10,000 or such part thereof as will be\nnecessary to meet a part of the expenses of delegates whose Pullman and railroad fare exceeds $50. The motion was seconded by Miss Nielson of North\nDakota, and carried.\nSarah T, Muir of Nebraska presented the report of the Committee on Ethics\nof the Profession stating that as the result of a questionnaire that was sent out,\nshe was presenting some general principles which might later form part of a\ncode. After showing the points to be contained in the report, Miss Muir asked\nthe continuance of the committee, in order to finish their report.\nUpon motion\nmade by Mr. Webber to accept the preliminary report and authorize the committee\nto finish the report, and seconded, it was so voted by the Board.\nAlbert L. Rowland of Pennsylvania presented the report of the Tenure Committee, pointing out the twelve principles which were laid down by the committee in its last report, as shown on page 3. He stated that the attitude expressed\nby widespread correspondence indicated approval sufficiently universal to warrant\n\nthe belief that this statement\n\nof principles\n\nto be supported by the Association\n\nshould\n\nconstitute\n\na general\n\nplatform\n\nas its tenure policy.\n\nMr. Blair of Illinois asked the Board of Directors to recommend to the Representative Assembly that this committee be continued, and that the report be sent\nThe motion was seconded and carried.\nto the Representative Assembly.\nMr. Smith, Treasurer, presented his report. Mr. Saunders moved that the\n\nThe motion was seconded and carried.\nTreasurer’s report be approved.\nThe Board then discussed the necessity of a night session in order to complete\nUpon motion made by Mr. Saunders, seconded and carried, it was\nthe work.\nvoted to adjourn until two o’clock Monday, and the meeting adjourned at four\nJ. W. Crabtree, Secretary\nhirty-fi\n’clock.\nSBUBL\n\"AVS\nCornelia 8. Adair, President\n\n"}
{"page": 1092, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n\n1088\n\nMinnesota,\n\nMinneapolis,\n\nThe meeting was called to order\nMinn., President Adair presiding.\nThe following were present:\n\nWalter R. Siders, D. C.\nW.S. Cawthon, Fla.\nGeorge H. Webber, Ga.\nCharles F. Dienst, Idaho\nFrancis G. Blair, Ill.\n\nA. L. Whittenberg, Wil.\nCharles F. Miller, Ind.\n\nHenry L. Smith, Ind.\nCharles F. Pye, lowa\nKans.\n\nR. E. Williams, Ky.\nWilliam\n\nB, Jack, Maine\n\nWilliam\n\nBurdick,\n\n(Cn Re\n\nMd.\n\nDa Tay Mes\n\nMary McSkimmon, Mass.\nAnnie C. Woodward, Mass.\nWebster\n\nH.\n\nPearce,\n\nEffie MacGregor,\n\nMich.\n\nMinn.\n\nH. V. Cooper, Miss.\nThomas J. Walker, Mo.\n\nR. J. Cunningham,\n\nat 2 o’clock at the Auditorium,\n\nMinneapolis,\n\nBertha Knemeyer, Nev.\nPerley L. Horne, N. H.\n\nA. R. Clifton, Calif,\nW. B. Mooney, Colo.\nJohn A. Young, Conn.\nDavid A. Ward, Del.\nHarry English, D. C.\nCharl O. Williams, D. C.\n\nE. Pearson,\n\nJuly 2, 1928\n\nM. C. Lefler, Nebr.\n\nJ. D. Williams, Ala.\nC. E. Rose, Ariz.\nJ. P. Womack, Ark.\n\nM.\n\nAfternoon,\n\nMonday\n\nAlexander\nThomas\n\nJ. Glennie,\n\nE. Finegan,\n\nN. J.\nN. Y.\n\nWilliam H. Holmes, N. Y.\nOlive M. Jones, N. Y.\nJesse H. Newlon, N. Y.\nGeorge\n\nD.\n\nStrayer,\n\nN.\n\nY.\n\nT. W. Andrews, N. C.\nMinnie J. Nielson, N. D.\nR, J. Condon, Ohio\nP. P. Claxton, Okla.\nJohn G. Mitchell, -Okla.\nVida Hammond, Ore.\n\nGeorge D. Robb, Pa.\nFrancisco Vizcarrondo, P. R.\nGeore W. Wannamatker, S. C.\nN. E. Steele, S. D.\nP. L. Harned,\nL. W. Rogers,\nB. A. Fowler,\n\nYenn.\nTexas\nUtah\nClarence H. Dempsey, Vt.\nCornelia S. Adair, Va.\nJoseph H, Saunders, Va.\nJohn D. Meyer, Wash.\n\nJoseph\n\nRosier,\n\nW.\n\nE.\n\nG.\n\nDoudna,\n\nWis.\n\nVa.\n\nA.\n\nA.\n\nSlade,\n\nWyo.\n\nMont.\n\nMr. Rogers moved that the meeting adjourn at four o’clock in order for the\nDirectors to attend the state delegation meetings, and to have an opportunity to\nsee the exhibits.\nIt was later moved and carried that the time of adjournment\nbe three-thirty o’clock,\nMr. Siders in presenting the report of the Budget Committee, asked the Board\nif they desired to have the budget built on using up the entire income of $461,000,\nmaking a three percent cut on all demands, or going beyond the income; and\nwhether the Board wanted to provide a contingent fund out of the cash balance\nMr. Rosier made a motion that the Budget Committee be instructed to fix the\nbudget at an amount not to exceed the estimated income for the coming year,\nbased on last year’s income.\nThe motion was seconded, was put to a vote, and\ncarried.\nMr. Siders submitted the question as to whether the Board should take some\nof last year’s cash balance and provide a contingent fund for emergencies, and\nthe Committee suggested $20,000 for such a fund.\nMr. Webber moved that\n$20,000 from the cash fund be set aside as the contingent fund. The motion was\n;\nseconded and carried.\nMr. Blair brought up the question of legality of establishing a contingent fund.\nThere then followed some discussion on the subject. Mr. Rosier then moved that\n\n"}
{"page": 1093, "printed_page": null, "text": "ASSOCIATIONAL Recorps AND INFORMATION\n\n1089\n\nthe contingent fund be expended only on the approval of the Executive Committee, that the Executive Committee be authorized to make expenditures out of\nthis contingent fund, and that it be for unexpected expenditures not covered by\nthe regular budget. The motion was seconded and carried.\nMr. Walker made a motion that the unappropriated balance be put into the\npermanent fund. Mr. Burdick seconded the motion.\nSecretary Crabtree pointed\nout the advisability of waiting until November or December to make the transfer\nof funds.\nThe motion to place the unappropriated balance in the permanent fund\nnext fall was put to a vote and carried.\nFollowing a suggestion {nich was made by Mr. Siders, a motion was made,\nseconded, and carried that the matter of conferring honorary degrees upon persons rendering distinguished service be referred to the Executive Committee and\nthat they be instructed to bring in a report at their early convenience.\nPresident Adair explained that it has been customary to hold two meetings of\nthe Board of Directors every year, an informal meeting at the winter and another\nat the summer meeting and that unless someone would make a motion to the\ncontrary, she thought the incoming president would rule as she had, that the\nexpenses would be paid for the summer meeting and not for the winter meeting. It was agreed that this view would be taken.\nMr. Buckingham, Chairman of the Committee on the Economic Status of the\nTeacher, in making his report, said that no appropriation for the services of the\ncommittee had been made and consequently no meetings of the committee could\nbe held.\nHe stated that the members had conducted a correspondence among\nthemselves in order to raise the points that seemed to deserve attention, and\nthat since the meeting on Monday morning, they were ready to go to work and\nhad requested the Budget Committee for an appropriation for the ensuing year,\ncontemplating two meetings of the Committee in Washington.\nMr.\n\nBuckingham\n\nalso stated\n\nthat Mr.\n\nNorton,\n\nthe director\n\nof Research\n\nService\n\nof the National Education Association intends to give to the work of this committee\nabout half his time personally during the coming year and the full time service\nof two\n\nor three\n\nof his staff, thereby\n\nlevel of a major operation\n\nraising\n\nthe\n\nwork\n\nof the\n\ncommittee\n\nto the\n\nand stimulating the committee to its best endeavors.\n\nMr. Lamkin in presenting the report of the Committee on International Relations for Dean William F. Russell, stated that the report itself would be made\nby Dr. Thomas and Mr. Siders at the general sessions and Representative Assem-\n\nbly. He asked that the Board authorize the naming of 250 delegates for the\nGeneva meeting in the summer of 1929, stating that the National Education Association was entitled to fifty votes in the assembly.\nHe further suggested, on behalf of the Committee, that the delegation be allowed to make a small assessment\nupon the members who go to take care of any sort of social functions which\n\nmay\n\nbe\n\ndeemed\n\nessential\n\nor\n\ndesirable\n\nby the\n\ndelegation\n\nthere,\n\nand\n\nthat\n\nthe\n\nusual appropriation for clerical work and printing be authorized.\nMr. Claxton, Chairman of the Committee on Appointment of Delegates and\nKindred Questions, told of the work the Committee had undertaken to do, the\ndifficulties that had presented themselves, and outlined the important features\nof the proposed revision of the Bylaws. Because of lack of time, it was moved\nby Mr. Saunders, seconded and carried, that Mr. Claxton’s report be made the\nfirst order of business at the Board meeting on Wednesday, and Mr. Kelley present\n\nhis minority report at that time.\nMiss Pyrtle, Chairman of the Committee on Retirement Allowances, called attention to the printed report of the Committee, and asked that the questions brought\nout in that report\n\nreceive\n\nthe attention\n\nof the Board\n\nand\n\nthat the Committee\n\nbe\n\ngiven the benefit of the opinion of the Board on the five questions that were asked.\nJesse H. Newlon, Chairman of the Committee on Committees, stated that their\nrecommendations had been very well carried out during the past year. Mr.\n\n"}
{"page": 1094, "printed_page": null, "text": "1090\n\nNATIONAL\n\n;\n\nASSOCIATION\n\nEDUCATION\n\nNewlon expressed the belief that large committees do not function efficiently.\nMiss Adair advised Mr. Newlon those questions would be taken up by the Executive Committee at their next meeting.\nMr. Davidson, Chairman of the Legislative Commission, stated that a written\nreport would be presented to the delegates at the general assembly on Tuesday\nsetting forth in brief form the status of the Education Bill, some of the work\nwhich the Committee has undertaken, and giving some suggestions emphasizing\nChairman Reed’s views in relation to the Bill.\nThe meeting adjourned at four o’clock.\nJs. Wi Crabtree, Secretary\n\nCornelia\n\nMinnesota,\n\nMinneapolis,\n\nWednesday\n\nThe meeting convened at three-fifteen\nMinnesota, President Adair presiding.\n\nS. Adair, President\n\nJuly 4, 1928\n\nAfternoon,\n\no’clock, at the Auditorium,\n\nMinneapolis,\n\nThe following were present:\n\nJ. D.\n\nWilliams,\n\nAla.\n\nM. C. Lefler, Nebr..\n\n>\n\nC. E. Rose, Ariz.\n\nBertha\n\nKnemeyer,\n\nNev.\n\nJ. P. Womack,\n\nPerley\n\nL. Horne,\n\nN.\n\nArk.\n\nH.\n\nA. R. Clifton, Calif.\nW. B. Mooney, Colo.\n\nA. J. Glennie, N. J.\nWilliam H. Holmes, N. Y.\n\nDavid A. Ward, Del.\nHarry English, D.C.\n.\nWalter R. Siders, D. C.\nW. S. Cawthon, Fla.\nGeorge H. Webber, Ga.\nCharles F. Dienst, Idaho\nFrancis G. Blair, Ill.\nA. L. Whittenberg, Ill.\n\nOlive M. Jones, N. Y.\nJesse H. Newlon, N. Y.\n\nT. W. Andrews, N. C.\nMinnie J. Nielson, N. D.\nRanall\n\nJ.\n\nCondon,\n\nOhio\n\nCharles F. Miller, Ind.\n\nP. P. Claxton, Okla.\nJohn G. Mitchell, Okla.\nVida Hammond, Ore.\nGeorge D. Robb, Pa.\n\nHenry L. Smith, Ind.\nCharles F. Pye, lowa\nM. E. Pearson, Kans.\nWilliam B. Jack, Me.\nWilliam Burdick, Md.\nMary McSkimmon, Mass.\nAnnie C. Woodward, Mass.\nWebster H. Pearce, Mich.\nEffie MacGregor, Minn.\nH. V. Cooper, Miss.\nThomas J. Walker, Mo.\n\nG. W. Wannamaker, S. C.\nN. E. Steele, S. D.\nP. L. Harned, Tenn.\nL. W. Rogers, Texas\nClarence H. Dempsey, Vt.\nCornelia 8S. Adair, Va.\nJoseph H. Saunders, Va.\nJohn D. Meyer, Wash.\nMrs. Josephine C. Preston,\nJoseph Rosier, W. Va.\nE. G. Doudna, Wis.\n\nR. J. Cunningham,\n\nA. A, Slade, Wyo.\n\nMont.\n\nWash.\n\nMr. Claxton, Chairman of the Committee on the Appointment of Delegates and\nKindred Questions, explained to the Board that the Committee was unanimous,\nwith only one dissenting voice, and that that member asked for permission to\n\nmake a minority report. He stated that the report was the result of two years\nof very careful discussion on the matter of limiting the Representative Assembly,\n\neliminating duplicate representation, and harmonizing the Bylaws with the existing charter. There then followed a lengthy discussion, and Mr. Claxton answered\nqueries concerning different phases of the report.\n\nUpon suggestion of Mr, Wannamaker,\nminority report. Mr, Kelley stated that\n\nMr. Kelley was asked to present his\nalthough he preferred not to present\n\n"}
{"page": 1095, "printed_page": null, "text": "ASSOCIATIONAL\nhis minority\n\nreport,\n\nhe would\n\nRECORDS\n\nAND\n\nINFORMATION\n\ndo so having\n\nbeen\n\nrequested\n\n1091\n\nby the Committee\n\nto\n\ncome before the Board.\nHe then read a statement, copies of which were furnished to the Board members.\nThere followed considerable discussion. Mr.\nBlair made a motion that the Board of Directors recommend the adoption of all\nthe amendments to the Bylaws presented by the Committee with the exception of\nArticle II. The motion was seconded and carried.\nArticle II was then considered.\nMr. Mooney made a motion that the Board\nof Directors recommend to the Representative Assembly the adoption of Article\nII. The motion was seconded.\nAfter some discussion Miss Jones made a substitute motion that the Directors recommend to the Representative Assembly that\nArticle II be referred to the Executive Committee for some recommendation and\nthat there be a session of this group called at the winter meeting to take action.\nUpon motion made for the previous question, and seconded, the question was put\nto a vote and the motion was carried.\nThe substitute motion offered by Miss\nJones was then voted upon, the result being twenty-one in favor and twenty-four\n\nopposed.\n\nThe original motion recommending\n\nbe adopted,\n\nwas\n\nvoted\n\nto the delegate body that Article II\n\nupon, thirty-one voting in favor of the motion\n\nand sixteen\n\nagainst it.\nMr. Siders, in presenting the Trustees’ report, stated that the Auditor’s report\nis the Trustee’s report with supplementary material.\nMr. Siders then explained\nthe rating of securities and stated that the real estate mortgage notes were closed\nout as fast as they could be replaced by good stocks and bonds.\nUpon motion\nmade\n\nby Mr.\n\nSiders,\n\nseconded\n\nand\n\ncarried,\n\nit was\n\nvoted\n\nto adopt the Trustees’\n\nreport.\nMr. Siders\nRosier moved\n\nthen presented the printed report of the Budget Committee.\nMr.\nthat the Board of Directors adopt the report and recommend it to\nthe delegate assembly.\nThe motion was seconded and carried.\nThe question of submitting bills and receipts of expense of delegates was considered, and Mr. Saunders made a motion that delegates who came to the convention by automobile be entitled to railroad and Pullman fare and such expenses\nas they would incur if they had come by train. The motion was seconded and\ncarried.\n{\nN. C. Newbold presented the report of the Committee to Cooperate with the\nNational Association of Teachers in Colored Schools, and moved that the Committee be included in the permanent committees of the National Education Association and that an adequate appropriation be made for its activities in the current year.\nMr. Newbold then moved the adoption of the report, which was\nseconded and carried.\n\nMr. Doudna\n\ngave\n\nthe report of the Committee\n\non Cooperation\n\nbetween\n\nStates\n\non Matters of Credits and Certificates, stating that two of the states have laws\non their statute books barring state universities and normal schools from buying\nmaterial in other states and from having any contracts with other states. He\nalso stated that there had been a debate in Massachusetts in which one man\nwanted to put up barriers to prevent any migration back and forth between states.\nHe suggested that the Committee be continued and felt that it could do something.\n;\nUpon motion regularly made, seconded, and carried, it was voted to continue\nthe Committee.\nMr. Moore made a motion, on the suggestion of the Executive Committee, that\n\na committee of three or five be appointed to cooperate with other organizations.\nThe motion was seconded and carried.\nPresident Adair informed the Board of Directors that requests had been made\nfor a department of supervisors and directors of instruction, that the necessity\nfor such a department had been substantiated by much data, and that the department had complied with all the necessary rules for its creation. Mr. Rogers\n\n"}
{"page": 1096, "printed_page": null, "text": "1092\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nmoved that a department of supervisors and directors of instruction be created.\nThe motion was seconded and carried. It was then declared that the new department had been duly created.\nPresident Adair stated that recommendations had been made for a life membership key, and that the Executive Committee had recommended deciding upon a\ndesign for such a key and to allow persons who are life members and prefer\nMr. Webber moved the adoption of the recomkeys to pins, to purchase them.\nThe motion was seconded and carried.\nmendation.\nPresident Adair thanked the members for their patience and cooperation.\n\nThe meeting adjourned at six o'clock.\n\nL\nJ. W. Crabtree, Secretary\nCornelia S. Adair, President\n\nMinneapolis, Minnesota,\nThe\n\nmeeting\n\nsota, President\n\nconvened\nLamkin\n\nFriday Afternoon, July 6, 1928\n\nat 2 o’cluock,\n\nat the Auditorium,\n\nMinneapolis,\n\nA. J. Cunningham,\n\nMont.\n\nMinne-\n\npresiding.\n\nThe following were present:\nJ. D,\n\nWilliams,\n\nAla.\n\nC. E. Rose, Ariz.\nJ. P. Womack, Ark.\n\nM. C. Lefler, Nebr.\nJennie A. Curieux, Nev.\n\nA.\n\nR.\n\nClifton,\n\nCalif.\n\nW.\n\nB. Mooney,\n\nColo.\n\nPerley\n\nL. Horne,\n\nN.\n\nH.\n\n- A. J. Glennie, N. J.\n\nDavid\n\nA. Ward,\n\nDel.\n\nMrs.\n\nHarry\n\nEnglish,\n\nD.\n\nWilliam\n\nCharl\n\nO.\n\nC.\n\nWilliams,\n\nD.\n\nC.\n\nH. J. Brock, N. Mex.\n\nOlive\n\nH. Holmes,\n\nJones,\n\nN. Y.\n\nN. Y.\n\nW. S. Cawthon, Fla.\nM. L. Duggan, Ga.\n\nT. Wingate Andrews, N. C.\nMinnie J. Nielson, N. D.\n\nF. E. Howard,\n\nR. J. Condon,\n\nHawaii\n\nOhio\n\nC. F. Dienst, Idaho\nR. C. Moore, Ill.\nFrancis G. Blair, Il.\nA. L. Whittenberg, Ill.\nCharles F. Miller, Ind.\n\nP. P. Claxton, Okla.\nNettie Mae Rankin, Ore.\nJ. Herbert Kelley, Pa.\nG. W. Wannamaker, S. C.\nN. E. Steele, S. Dak.\n\nMary Lord, lowa\nM. E. Pearson, Kans.\n\nL. W. Rogers,\nPs Le Harned,\n\nTexas\nLenn.\n\nR. E. Williams,\n\nB. A. Fowler,\n\nUtah\n\nKy.\n\nW. B. Jack, Maine\nWilliam Burdick, Md.\n\nMary McSkimmon,\n\nCarolyn S. Woodruff, Vt.\nCornelia S. Adair, Va.\n\nMass.\n\nJoseph\n\nH. Saunders,\n\nVa.\n\nAnnie C. Woodward, Mass.\nWebster H. Pearce, Mich.\n\nJ. D. Meyer, Wash.\nMrs. Josephine C. Preston, Wash.\n\nEffie MacGregor,\n\nJoseph\n\nMinn.\n\nH. V. Cooper, Miss.\nUel W. Lamkin, Mo.\nThomas\n\nJ. Walker,\n\nPresident Lamkin\n\nRosier,\n\nW.\n\nVa.\n\nE. G. Doudna, Wis.\nA. A. Slade, Wyo.\n\nMo.\n\nbrought up the matter\n\nof paying the expenses\n\nof members\n\nof\n\nthe profession who were asked to address the meetings of the National Education\nAssociation.\nMr. Claxton made a motion to appropriate from the contingent fund\nin order to pay the expenses of those who are not entitled to active membership ©\n\nin the Association.\n\nthe matter\n\nThe\n\nin the hands\n\nmotion\n\nwas\n\namended\n\nof the Executive\n\nnot to limit the amount,\n\nCommittee.\n\nThe\n\nmotion*as\n\nleaving\namended\n\n"}
{"page": 1097, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcorRDs AND\n\nINFORMATION\n\n1093\n\nwas seconded and carried.\nIt was understood that no such payment would be\nmade to those eligible to membership.\nMr. Rogers presented the following resolution:\n“Resolved, That there be elected at this meeting of the Board of Directors from\nthe\n\nelected\n\nmembers\n\nthereof,\n\na committee\n\nof five members\n\nto be known\n\nas the\n\nFinance Committee whose duties shall be to inquire into and study the financial\nneeds and affairs of the Association, to cooperate with the Budget Committee in\nthe preparation of the next budget, and to have prepared for the first session of\nthe Board of Directors in 1929 a report of its findings and recommendations; and\n“Resolved further, That the said committee be instructed to meet in Washington\nnot later than March 1, 1929 for the purpose of performing the duties set forth\nabove; that the Secretary prepare or have prepared for immediate transmission\nto the Board of Directors a complete and detailed statement of the current budget,\nand that the Executive Committee be instructed to set aside from the contingent\n\nfund of the current budget a sufficient amount to defray the expenses of the committee.”\nA motion was made by Mr. Rogers, and seconded, that the resolution be adopted.\nMr. Walker moved that the committee mentioned in the resolution be elected.\nMr. Walker moved that this committee be known as the budget committee provided for in the new Bylaws. Miss Jones seconded the motion. The question was\nput to a vote and carried. It was explained that this committee would take over\nall work of the Budget Committee and would be known as the Budget Committee\ninstead of the Finance Committee.\nMr. Claxton made a motion that this Budget Committee make a preliminary\nreport at the midwinter meeting of the Board of Trustees. The motion was\nseconded and carried.\nThe\n\nSecretary\n\nstated\n\nthat\n\nno\n\nappropriation\n\nhad\n\nbeen\n\nmade\n\nto pay\n\nexpenses.\n\nSome thought the appropriation could be made by the Executive Committee.\nMr. Claxton made a motion that the Board of Directors authorize the Executive Committee to do those things in the Bylaws which are indicated to be done\n\nby it and under the direction of the Board of Directors,\nand carried.\n\nThe motion was seconded\n\nMr. Wannamaker made a motion that each city that wishes to entertain the\nconvention next year be granted three minutes to present its claim. The motion\nwas seconded and carried.\nMr. Duggin of Georgia, extended an invitation for the National Association to\nmeet in Atlanta, Georgia, in 1929. Mr. Glennie of New Jersey extended an invitation from Atlantic City, New Jersey, pointing out that for the next four\nyears following 1929 they will not be in a position to entertain the National Edu.\ncation Association because of its time of meeting.\nMr. Claxton made a motion that the Executive Committee, after referring the\nmatter to the Board of Directors, make any necessary changes in the time or\nplace of the meeting from that set by the Board of Directors. The motion was\n\nseconded and carried.\nMr. Ward moved to appropriate from the current funds of the Association not\notherwise appropriated, the sums set out by the budget and adopted by the Assembly. The motion was seconded by Mr. English, and carried.\n\nThe Secretary was instructed to include\nappropriated for each item.\n\nin the minutes the total amounts\n\nthus\n\nThe following shows the appropriations for each item as made together with the\nexpenditures under each head for a period of three years:\n\n"}
{"page": 1098, "printed_page": null, "text": "NatTIONAL EpucATION\n\n1094\n\nASSOCIATION\n\nExpenses\n\nExpenses\n\nExpenses\n\nBudget\n\n1925-26\n\n1926-27\n\n1927-28\n\n1928-29\n\n;\n\nBoard of Trustees\n\nBoard of Directors\n\n‘\n\n}\n\n$420.\n\n:\n\ni\n\n10,000.\n\nExecutive Committee\nContingent Fund for President\nGeneral Secretary's Office\nDivision of Accounts\nDivision of Legislation (Field)\nDivision of Business\nDivision of Publications\nDivision of Classroom Service\nDivision of Research\nDivision of Administrative Service\nDivision of Records and Membership... .\nPhysical Plant—Head quarters\nGeneral Office Expense.\nAnnual Conventions\nPromotionand, Maintena nceof Membership\n\nN\nResearch Bul ‘tin.\nVolume of P r°ceedings\nPublications and Reports for General Sale.\nFinancing Dele gates\nSpecial Appropriations\n\nOffice Furniture and Fixtures\nAssociation Membership\nRetirement Annuities\nContingent Fund\n\nFees\n\nF\n20; 000.\n\n$335,000.\n\n$398,194.66\n\n|$426,580.\n\n$480,670.\n\nOlive M. Jones, reporting on the election of members of the National Council,\nsaid that there was quite a list of people eligible for reelection whose terms\nexpire in 1928, and requested that these persons be reelected to membership.\nFor those memberships lapsed through absence from meetings, the committee\nrecommended:\nWilliam M. Davidson, Pittsburgh, Pa.\nE. E. McCarty, Miami, Fla.\nPaul C. Stetson, Dayton, Ohio\nfor terms expiring in 1928\nFrank D, Boynton, Ithaca, N. Y.\n\nfor term expiring 1929\n\nMrs. Mary D. Bradford, Kenosha, Wis.\nMrs. Jessie M. Fink, Grand Rapids, Mich.\nfor terms expiring in 1931\n(Mrs. Bradford is recommended for reelection,\nlong sojourn in Europe.)\n\nher\n\nabsence\n\nbeing due\n\nto\n\nIsabel L. Eckles, Santa Fe, N. Mex.\nE. Ruth Pyrtle, Lincoln, Nebr.\n\nFrank G. Pickell, Montclair, N. J.\nfor terms expiring in 1933\n(Miss Eckles is recommended for reelection, her change\nprevented\n\nin position having\n\nattendance.)\n\nFor memberships lapsed through death, the Committee recommended the election\nof Helen B. Shove of Minneapolis, Minn., and Emma Colbert of Indianapolis, Ind.\nMiss Jones stated that the Committee had considered the requests of the Department of Elementary School Principals and the Department of Superintendence\nfor recognition for their officers. All but the three named, the two past presidents\n\nand Dr. Boynton, being already members\nthree, all are included.\n\nof the Council, so that by electing these\n\n"}
{"page": 1099, "printed_page": null, "text": "ee\n\nASSOCIATIONAL REcorRDS AND INFORMATION\nEe\nMENS\nNr\n\nUpon motion made\n\n1095\nee\n\nby Miss Jones for the adoption of the report, seconded\n\ncarried, it was voted to adopt the report.\n\nand\n\nPresident Lamkin then declared those\n\nnamed duly elected.\nPresident Lamkin reported the result of the ballot for selecting the place of\nmeeting in 1929 as being thirty-six votes for Atlanta, Georgia and twelve for\nAtlantic City, New Jersey, forty-eight votes having been cast.\nMr. Duggan\nthanked the Board for having taken such action. Upon motion made by Mr.\nRogers and seconded by Mr. Kelley, the Board of Directors set the place of the\nnext annual meeting at Atlanta, Georgia.\nMiss Woodward moved that the Executive Committee be instructed to fix the\ntime of the annual meeting. Mr. Wannamaker amended the motion that the\nExecutive Committee fix the time at its first meeting within thirty days. The\nmotion as amended was seconded and carried.\nUpon motion regularly made, seconded and carried, Frank G. Reynolds was\nelected to the Executive Committee, and the Secretary was instructed to cast the\nballot. Secretary Crabtree cast the yote for Mr. Reynolds.\n\nMr. Mooney nominated Joseph Saunders\n\nfor the member of the Board of Trus-\n\ntees. The nomination was seconded.\nMr. Doudna moved that the Secretary be\ninstructed to cast the ballot for Mr. Saunders.\nThe motion was seconded and\ncarried. The Secretary cast the ballot for Mr. Saunders as member of the Board\nof Trustees.\n\nMr. Saunders tendered his resignation from the Board of Directors for Virginia.\nMr, Mooney made a motion to accept Mr. Saunders’ resignation. The motion was\nseconded by Mr. Claxton and carried.\nUpon the suggestion of Mr. Saunders, Mr.\nMooney made a motion that C. J. Heatwole be chosen as a member of the Board\nof Directors for Virginia. The motion was seconded by Mr. Walker and carried.\nMr. Castle, representing the Department of Adult Education, pointed out the\nfact that his department had been hampered in their work because of inadequate\nappropriations, and asked the Board for a $1500 appropriation to carry on the\nwork of adult education.\nMr. Blair moved that the appropriation to the De-\n\npartment of Adult Education be referred to the Executive Committee with power\nto act. Seconded and carried.\n)\nMr. Mooney made a motion that the ruling of the Board be that the amount\nowed to departments be taken from the unappropriated balance before the balance is transferred to the permanent fund. The motion was seconded and\n\ncarried.\nThe following were then elected to act as the Budget Committee: L. W. Rogers\nof Texas, Chairman; George W. Wannamaker of South Carolina; W. B. Mooney\nof Colorado; Joseph Rosier of West Virginia; and Ad. L. Whittenberg of Illinois.\nMr. Miller of Indiana offered the suggestion that in the future the official program be available to teachers at state headquarters on Sunday, thereby enabling\n\nthem to make their plans for the week.\nThe Secretary stated that careful attention would be given to this reasonable request.\nDr. Condon of Ohio, explaining he was appointed to the Board to relieve Mr.\nEldredge because of illness, resigned as director and moved that 4. C. Eldredge\n‘The motion was seconded and carried.\nof Cleveland be appointed.\nPresident Lamkin stated that he was sure that the Board of Directors had been\na source of great strength to Miss Adair in her year’s administration and that\nHe asked the\nall appreciated the fine way in which she had led the Association.\nand asked\nyear,\nthe\nduring\nsuggestions\nor\ncriticisms\nconstructive\nsend\nto\nBoard\n\nfor the Board’s support in order to make next year one of the best in the history\n;\nof the Association.\nUpon motion regularly made, seconded, and carried, it was voted to adjourn at\nJ. W. Crabtree, Secretary\nthree-thirty.\nUel\n\nW. Lamkin, President\n\n"}
{"page": 1100, "printed_page": null, "text": "1096\n\nNatioNaL EpucaATION ASSOCIATION\n\nMINUTES\nBoston,\n\nTHE\n\nOF\n\nMEETINGS OF\nCOMMITTEE\n\nMassachusetts,\n\nSaturday,\n\nTHE\n\nEXECUTIVE\n\nFebruary\n\n25, 1928\n\nA meeting of the Executive Committee was held Saturday morning, February\n25, 1928 in Room 1064, Statler Hotel, Boston, Massachusetts.\nMiss Adair, the\nchairman, called the meeting to order at 9:45 with the following members present:\nMr. Blair, Mr. Siders, Mr. Reynolds, Mr. Smith, and Miss Adair, chairman.\nMiss\nWofford and Mr. Finegan of the Board of Trustees were present on invitation.\nThe chairman called attention to the minutes as printed in the official manual\nin the hands of members.\nA motion was passed to dispense with the reading\nof the minutes.\nMr. Blair related the circumstances of the death of William B. Owen, which\noccurred the preceding week. On the suggestion of the chairman it was decided\nto recommend that the board of directors pass appropriate resolutions and that\ncopies be sent to Mrs. Owen and to the college.\n\nMiss Jones and Mr. Darrow\n\nasked the privilege of presenting a plan for radio\n\neducation, representing a committee on radio under the auspices of the Payne\nFoundation.\nMiss Jones went into details in explaining the report and what it\nwould mean to education to have the approval of the Association for the proposed\nschool of the air. Mr. Darrow took part also in urging the plan. After discussion\nby all members, Mr. Blair moved that a special session be held February 26 at\n10 o’clock for giving further consideration to the question.\nSeconded.\nCarried.\nThe committee next considered the question of allowing a bill covering Miss\n\nMuir’s expenses for the Seattle meeting and for the Boston and Minneapolis meetings. Opinion was divided as to the action to be taken. After general discussion\na motion was made by Mr. Reynolds to authorize the president to say to Miss\nMuir that the Executive Committee would recommend the payment of the Minneapolis expenses and if funds are left in the appropriation the committee will consider paying the expenses of the Boston meeting.\nSeconded by Mr. Smith.\nCarried.\nMr. Blair then moved to authorize the President to inform Miss Muir that\nthe Executive Committee does not feel that the Seattle expenses were authorized.\nSeconded.\nCarried.\nA recess was then taken until 10 o’clock in the evening.\n\nSaturday\n\nEvening,\n\nFebruary\n\n25, 1928\n\nThe meeting was called to order at 10 in the evening to consider\ncoordination\n\nof research.\n\nThe\n\nfollowing members\n\nwere\n\npresent:\n\nMr.\n\nespecially the\nSiders, Mr.\n\nSmith, Mr. Reynolds, and Miss Adair in the chair. Miss Wofford and Mr. Finegan of the board of trustees were also present. The chairman, after presenting\nthe plan in general, requested Mr. Norton to explain and to give Dr. Gray’s reaction on the wisdom of the Association’s undertaking the work. Mr. Norton then\nexplained the type of coordination proposed and the additional work it would\n\nentail\n\non the Research\n\nDivision.\n\nHe\n\nestimated\n\nthat it would\n\nrequire\n\n$4000\n\nto\n\n$5000 additional in the budget to cover salaries, cards, and other material and\nsuch pamphlets as would need to be printed. Mr. Siders moved that the recommendation be approved and that the Secretary and Mr. Norton make a preliminary\ninvestigation and report at the Minneapolis meeting for the approval of the\n\nBoard of Directors.\nSeconded by Mr. Smith. Mr. Blair suggested that no one\ncould be definitely added to the force until the matter was approved by the\nBoard of Directors.\nHe felt some reluctancy in adding specialists to the staff.\nMr. Siders’ motion was then passed by a unanimous vote.\nMiss Adair stated that she had received a request from Dr. Seligman, Editor of\nthe Encylopaedia of Social Sciences, asking that the National Education Asso-\n\n"}
{"page": 1101, "printed_page": null, "text": "ee\n\nASSOCIATIONAL\nanaae eer ee\n\nReEcorDs AND\n\nINFORMATION\n\n1097\n\nciation appoint a committee to cooperate in the preparation of that section of\nthe encyclopaedia having to do with education.\nShe had, therefore, appointed\nMr. Norton\n\nas our representative on the board of directors, and asked Mr.\n\nThorn-\n\ndike and Mr. Chandler to serve on the Editorial Board. Mr. Blair moved that\nMiss Adair’s action be ratified.\nSeconded.\nCarried.\nMiss Adair recommended\nfurther that any committee expenses incurred by our representative be paid, saying that\n\nshe\n\nindorsed\n\nthis opinion,\n\npreferred\n\nthat\n\nour\n\nAssociation\n\ngiving his reason\n\nfinance\n\nits own\n\nthat he wished\n\nour\n\naffairs.\n\nMr.\n\nBlair\n\norganization\n\nto be\n\nalways in the position to withdraw its representatives should it care to do so.\nMr. Norton stated that action had been taken by the persons responsible for the\nEncyclopaedia of Social Sciences that all funds taken in on account of sales of the\nMr. Reynolds moved that the expenses of any\nvolumes be turned into research.\nmembers of our organization be paid who may be placed on this committtee, subCarried.\nSeconded.\nject to the approval of the Board of Directors.\nThe committee then adjourned to meet at 10 o’clock Sunday morning.\n\nSunday\n\nMorning,\n\nFebruary\n\n26, 1928\n\nThe meeting was called to order at 10:30 Sunday, February 26, 1928 in Room\n1064, Statler Hotel, Boston, Massachusetts, with the following members present:\nMr. Blair, Mr. Siders, Mr. Smith, Mr. Reynolds, and Miss Adair in the chair.\nThe purpose of the meeting was given to receive further information concerning\nthe plan for a radio education program under the auspices of the Association.\nMiss Jones and Mr. Darrow continued the presentation of their plan for a school\nof the air, using the material that had been prepared by the Committee of the\nPayne Foundation.\nCopies of this material had been given to each member of\nthe executive committee and trustees.\nAfter considerable discussion, Miss Jones\nand Mr. Darrow were excused when the following action was taken:\nMoved by Mr. Blair, seconded by Mr. Siders that the committee request the\npresident of the National Education Association to say to Miss Jones and Mr.\nDarrow that with our present knowledge we are unable to make any recommendation or commitment for the Executive Committee on the proposal presented. ‘That,\nif they desire, on their own responsibility to go forward with their preliminary\nsurvey, and present the results to the Executive Committee at the Minneapolis\nmeeting, this Committee will then give the space of an hour for a hearing, and\nif convinced that their program is a practical one, the Executive Committee will\nthen recommend to the Representative Assembly the appointment of such a committee as they desire.\nCarried.\n7\nMiss Adair stated that she felt that the name “Committee on Educational Problems in Colored Schools” was an unfortunate one.\nShe therefore suggested that\nthe name of our committee be changed to “The Committee on Cooperation with\n\nthe National Association of Teachers\nMr. Blair that this name be changed.\nThe\n\nmeeting then adjourned\n\nMonday\n\nin Colored Schools.’\nSeconded.\nCarried.\n\nuntil 9 o’clock, Monday\n\nMorning,\n\nFebruary\n\nmorning,\n\nIt was\n\nmoved\n\nFebruary\n\nby\n\n27.\n\n27, 1928\n\nThe meeting was called to order by the president. The following members\nwere present: Mr. Reynolds, Mr. Blair, Mr. Siders, and Miss Adair in the chair.\n\nMiss Wofford of the board of trustees was present.\nThe secretary presented a bill that had been incurred by Mr. Muerman on\naccount of the Department of Rural Education. This bill had been approved by\nIt was moved by Mr. Reynolds, seconded\nMr. Foght, the head of the department.\nby Mr. Blair, that payment of the bill be recommended if the Secretary found\n\n"}
{"page": 1102, "printed_page": null, "text": "1098\n\nNaTIoNAL\n\nEpucaTIOoN ASSOCIATION\n\neS ee\nee\na\ne\ni\n\nthat the money had been spent in the interest of the National Education Asso;\nciation, Carried.\nMiss Adair brought up the bill from Mark T. Green, who claimed the payment of $100 for a manuscript on Hawaii that had been printed in The Journal.\n\nHe claimed that Mr. Condon had promised to find him a medium in which to\nprint his article, but that he had expected to be paid for it. The Secretary had\nMr. Blair\nrefused to O. K. this bill, as The Journal does not pay for articles.\nmoved that Mr. Crabtree consult with Mr. Condon as to the promise made to\nMr. Green.\nIt was agreed that Mr. Condon should not suffer loss if he felt\n\nresponsible for the payment of the article.\nThe committee then adjourned to meet\nWednesday\n\nat 2 o’clock on Wednesday.\n\nAfternoon,\n\nFebruary\n\n29, 1928\n\nThe meeting was called to order at 2:25 o’clock, Wednesday afternoon, February\n29. The following members were present: Mr. Blair, Mr. Siders, Mr. Reynolds,\n\nand Miss Adair in the chair.\nRecommendations for the permanent roll were taken up.\nThe first name discussed was that of Miss Stiffler, secretary to Miss Williams.\nThe secretary explained that Miss Stiffler had received a very advantageous offer\nfor a position with the Government but that Miss Williams had felt unwilling\nto release her on account of the time spent in training her for her present position. After some discussion as to the advisability of abiding by the schedule,\nMr. Blair moved\n\nthat the Executive\n\nCommittee\n\nrecommend\n\nto the Board\n\nof Direc-\n\ntors at the Minneapolis meeting that they put Miss Stiffler on the maximum in\nher class in the schedule from March 1 to July 1, then leave it to the committee\nas to what her future classification should be. Seconded by Mr. Reynolds.\nCarried.\nThen came the question of filling the vacancy left by the resignation of Miss\nCockerille. Mr. Blair moved that the one who fills this vacancy should begin\nwork at a salary not exceeding that of Miss Cockerille.\nSeconded by Mr. Siders.\nCarried.\n.\nThe secretary made other recommendations.\nAfter changing the classification\nof Marjorie Beck from Class 3A to Class 3B, the recommendations were adopted.\nPlacing the following on the permanent roll:. Frances Ogden, Edna Sands, Elizabeth Woodward, Louise Crown, Eleanor C. Richards, Mary Splawn, Alline McBride, Evelyn Buck, Katherine Nowland, Elizabeth Berckman, Eva R. Marks,\nHazel McKay, Bess Wood, Marjorie Beck, Marie Johnson, Angeline Marshall.\n\nMiss Adair stated that owing to the resignation of Mr. Siders from the board\nof directors of the World Federation, it had become necessary for her to make\na nomination to the board of directors of the World Federation to fill the vacancy.\nShe had therefore recommended the name of Uel W. Lamkin.\nMoved by Mr.\nReynolds that the recommendation be approved.\nSeconded.\nCarried.\n\nMiss Adair made a brief report of the suggestions\n\nof Chairman\n\nNewbold\n\nof\n\nthe Committee on Cooperation between the National Education Association and\nthe National Association of Teachers in Colored Schools.\nThe N. A. T. C. S.\nis undertaking a financial campaign including the securing of life memberships. Mr. Newbold suggested that the National Education Association act in an\nadvisory capacity to this Association.\nIt was agreed to invite representatives to\ncome to Washington and that all assistance possible would be given to them\nin establishing their financial program.\nIt was also agreed to invite the N. A. T.\nC. S. to send a representative to our annual convention and that the National\nEducation Association would send a representative to theirs.\n\nMiss Adair\n\nmen\n\nreported\n\nthat she had called\n\nof departments and\n\nan informal\n\nstanding committees\n\nconference\n\nof the chair-\n\nin order that these officers might\n\n"}
{"page": 1103, "printed_page": null, "text": "AssOCIATIONAL\n\nRecorps\n\nAND\n\nINFORMATION\n\n1099\n\nknow each other better and form a plan for coordinating their work. The executive committee was much pleased with this action on the part of the President.\nMiss Adair then presented plans for the program of the summer meeting. This\nwas followed by an informal discussion.\nCarried.\nSeconded.\nMotion to adjourn.\nCornelia §. Adair, President\nJ. W.\n\nMinneapolis,\n\nMinnesota,\n\nCrabtree,\n\nFriday Afternoon,\n\nSecretary\n\nJune 29, 1928\n\nA meeting of the Executive Committee was held Friday afternoon, June 29,\n1928, at 3:30 o’clock in the Curtis Hotel, Room 326, Minneapolis, Minn.\nThe\nfollowing responded to roll call: W. R. Siders, H. L: Smith, F. E. Reynolds, and\n\nCornelia S. Adair, chairman, F. G. Blair being unavoidably absent.\nMiss Perrin of the American Child Health Association being\n\npresent was\ncalled upon to present the matter of a proposed joint conference on health.\nShe\nexplained the purpose of the proposed conference and requested that the Health\nCommittee of the Association issue the call for the conference jointly with the\nAmerican Child Health Association.\nMembers of the Executive Committee ex- .\npressed an interest in the matter and instructed the Secretary to confer with Dr.\nDodson and to report back to the Committee the attitude of the American Medical\n\nAssociation.\n\n_\n\nThe question of salary increases for the headquarters staff was discussed at\nlength. A motion was made by Mr. Siders and seconded by Mr. Smith that the\nschedule of salary increases for the headquarters staff automatically take effect at\nthe end of the calendar year of service unless the secretary should recommend that\nno automatic increase should be given or that an amount greater than the regular\nincrement of increase should be given, in which case the secretary’s recommendation shall be voted upon by the Executive Committee.\nThe motion was unanimously carried.\n\nA motion made by Mr. Siders and seconded by Mr. Reynolds provided that the\nExecutive Committee should only meet at the time of the winter and summer\nmeetings unless called together by the President.\nIt was unanimously carried.\nOn the request of the Secretary the question of additions to the headquarters\nstaff and other salaries was left for the evening session. ‘The Secretary presented\na table showing salaries, classifications, etc.\nOn motion\n\na recess was taken until 8 o’clock in the evening.\n\nCornelia S. Adair, President\nJ.\n\nFriday Evening,\n\nA meeting of the Executive\nat 8 o’clock\nshowed\n\nin the Curtis\n\nthe following members\n\nRoom\n\npresent:\n\nCrabtree,\n\nSecretary\n\nJune 29, 1928\n\nCommittee was\n\nHotel,\n\nW.\n\n326,\n\nheld Friday evening, June 29, 1928,\nMinneapolis,\n\nMinn.\n\nThe\n\nroll call\n\nW. R. Siders, H. L. Smith, F. E, Reynolds,\n\nand Cornelia S. Adair, chairman, F. G. Blair was unavoidably absent.\nThe Secretary presented Miss Williams’ request for an increase in salary of\nUpon the recom$400 for Miss Geneva Stiffler and spoke of her qualifications.\nclassification be\nStiffler’s\nMiss\nthat\nmoved\nSmith\nMr.\nSecretary,\nthe\nof\nmendation\nchanged from 3A to 2B. As Mr. Siders was called out of the room at this point\nhe requested that the motion be not voted upon until after his return.\nThe Secretary explained that in compliance with a motion passed at the Boston\nmeeting he had appointed Gertrude Bliss to a position in the Division of Publications at a salary of $1500 and submitted this action for ratification. Mr. Smith\n\n"}
{"page": 1104, "printed_page": null, "text": "NATIONAL\n\n-\n\n1100\n\nEpucATION ASSOCIATION\n\nmoved and Mr. Reynolds seconded that the appointment of Gertrude Bliss be\napproved. Motion carried. It was decided that Miss Bliss and Miss Beck would\nnot receive the salary increase at this time but that each would receive this at\nthe end of their first year with the Association, without further action.\n\nA motion was made by Mr. Reynolds and seconded by Mr. Smith to elect George\nMcCauley a member of the permanent roll at a salary of $1200, beginning August\n1. The motion was carried.\nA motion was made by Mr. Reynolds and seconded by Mr. Smith to approve\nThe motion\nthe minutes of the Boston meeting as presented by the Secretary.\nwas carried.\nA recommendation from Mr. Allan to change Miss Saunders’ classification from\n3A to 2B was presented and the reasons for the change were given. A motion\nwas made by Mr. Smith and seconded by Mr. Reynolds to change her classification\nfrom 3A to 2B, to be effective after June 1, 1928. Carried.\nAt this moment\n\nrecommendation\n\nMr.\n\nSiders\n\nconcerning\n\nreturned\n\nMiss\n\nand\n\nStiffer.\n\nfurther\n\nattention\n\nA motion\n\nwas\n\nto change\n\ngiven\n\nto the\n\nher classification\n\nfrom 3A to 2B was seconded by Mr. Siders. Carried.\nOn motion the Committee adjourned to meet at 5:30 the next afternoon.\nCornelia\n\nJ. W.\n\n*\n\nS. Adair,\n\nCrabtree,\n\nPresident\n\nSecretary\n\nSaturday Afternoon, June 30, 1928\nA meeting of the Executive Committee was held Saturday afternoon, June 30,\n1928, at 5:30 o’clock in the Curtis Hotel, Room 326, Minneapolis, Minn.\nThe\nfollowing\n\nanswered\n\nthe roll call:\n\nW. R. Siders, H. L. Smith, F. E. Reynolds,\n\nCornelia S, Adair, chairman.\nMr. Gwinn\non invitation. F. G. Blair was absent.\n\nof the Board\n\nof Trustees\n\nwas\n\nand\n\npresent\n\nA communication from Mr. Morgan was presented to the Committee.\nHe asked\nthe privilege of employing an assistant at a beginning salary of $2000 a year.\n\nThe\n\nSecretary\n\nof the\n\nrecommended\n\nCommittee\n\nexpressed\n\nfor calling Mr. Morgan\nfor the evening meeting.\n\nthe request\nopposition\n\nbefore\n\nbe granted.\nto this\n\nthe Committee\n\naction,\n\nAs\n\nsome\n\nof the members\n\narrangements\n\nand the question\n\nwas\n\nwere\n\nmade\n\nheld\n\nover\n\nAttention was called to the great desire on the part of life members to have\na life membership key. A meeting of a number of life members in Boston had\nmade the recommendation that the Association decide upon a design and arrange\nfor having the key made available to members who desire to pay for the same.\nMr. Reynolds moved that the Secretary be given the power to ask the Board of\n\nDirectors to authorize the Executive Committee to arrange for a key for life\nmembers only. The motion was seconded by Mr. Smith. Carried.\nMr. Siders called attention to the need of honors to be given individuals for\noutstanding achievements.\nHe explained the degrees given by the National Association of Scotland. A motion was made that he be authorized to present the\nquestion to the Board of Directors.\nSeconded.\nCarried.\n\nMr. Siders moved\n\nthat the Secretary,\n\nJ. W.\n\nCrabtree, be authorized\n\nto rep-\n\nresent the Executive Committee between meetings in assigning the Association’s\ninterest in making adjustments in any retirement annuity, and in all matters con-\n\nnected with these policies and annuities as necessary.\nSeconded.\nCarried.\nThe Committee discussed the question as to whether the Association should\ngive formal attention to the pamphlet “Sanctified Squander,” a pamphlet pub-\n\nlished by the National Association\n\nfor the Reduction\n\nof Taxes,\n\nCleveland,\n\nOhio.\n\nIt was finally decided not to present the question before the Representative Assem-\n\n"}
{"page": 1105, "printed_page": null, "text": "AssocIATIONAL Recorps AND INFORMATION\nbly at the present time\n\nfearing that such\n\naction\n\nwould\n\nattach\n\n1101\nundue\n\nimportance\n\nto an insignificant pamphlet.\nMiss\n\nAdair,\n\nthe chairman,\n\ncalled\n\nattention\n\nto the\n\ndesire\n\nof the\n\nteachers\n\nfor\n\neducation. Seconded by Mr. Smith. Carried.\nMr. Smith then moved that the Board of Directors be asked to authorize\n\nthe\n\nthe blind and also the teachers for the deaf to have a department in the National\nEducation Association. Mr. Smith moved that the Secretary be authorized to\nencourage the formation of a department of teachers of special groups in the\nNational Education Association.\nThe motion was seconded by Mr. Reynolds.\nCarried.\nA letter from Dr. Fairchild on character education was read which called attention to the need of a committee of the Association to cooperate with the InMr. Reynolds moved that the Secretary be austitute on Character Education.\nthorized to ask the Board of Directors to create a committee of three on character\n\nExecutive Committee to appoint a committee to act as a committee on cooperation\nwith other organizations.\nMr. Reynolds seconded the motion.\nCarried.\n\nMr. Reynolds moved that Miss Muir’s expenses to both the Boston and Minneapolis meetings be allowed. Seconded by Mr. Smith. Carried.\nA request was received from the Association of Supervisors and Directors of\nInstruction to the effect that this group be made a department of the National\nEducation Association.\nThe Secretary explained that the association had held the\nrequired number of meetings and that it had presented a petition signed by the\n\nrequired\n\nnumber\n\nof names.\n\nHe\n\nrecommended\n\nthat this department\n\nMr. Smith moved that there be created a Department of Supervisors\n\nbe created.\n\nand Directors\n\nof Instruction.\nSeconded by Mr. Reynolds.\nCarried.\nThe meeting then adjourned until 10 o’clock in the evening.\nCornelia S. Adair, President\nJ. W.\n\nSaturday\n\nEvening,\n\nCrabtree,\n\nSecretary\n\nJune 30, 1928\n\nA meeting of the Executive Committee was held Saturday evening, June 30,\n1928, at 10:15 o’clock in the Curtis Hotel, Room 326, Minneapolis, Minn.\nThe roll\ncall showed all members present: W. R. Siders, H. L. Smith, F. G. Blair, F. E.\nReynolds, and Cornelia S. Adair, chairman.\nThe meeting was called to order by Miss Adair, President, who announced as\n\nthe special\n\norder\n\nof business\n\nthat of hearing\n\nfrom\n\nMr.\n\nMorgan\n\nconcerning\n\nhis\n\nMr.\nrecommendation for an additional assistant in the Division of Publication.\nMorgan went fully into the operation of the department, explaining the work in\n\ndetail.\n\nHe\n\nstated\n\nthat it was\n\nnecessary\n\nadditional\n\nto have\n\nassistance\n\nin order\n\nto pick up the loose threads of the department.\nAll members of the Committee\nentered into the discussion, asking questions and expressing views.\nMr. Morgan\nstated that he had mentioned $2000 as the beginning salary but he would like\nto have a higher figure in case the right person could not be secured for the\n\nsalary of $2000. The Secretary recommended\neven though it might mean letting other help go.\nseconded\n\nthat we\n\nrecommendation\n\nrecommend\n\nto the\n\nof the Secretary\n\nBoard\n\nthat this assistant be provided\nMr. Blair moved and Mr. Siders\n\nof Directors\n\nthe employment\n\nin compliance\n\nwith\n\nof the type of assistant\n\nthe\n\nwhich\n\nMr. Morgan has requested in the Publications Department at the beginning salary\nof not to exceed $2000.\n\nMeeting adjourned.\n\nThe motion was\n\ncarried.\n\n:\nCornelia\n\nJ. W.\n\nPresident\nSecretary\n\nS. Adair,\n\nCrabtree,\n\n"}
{"page": 1106, "printed_page": null, "text": "NatTIONAL EpucATION ASSOCIATION\n1102\na nr\na na\nma\nmean\nse\naoe\nThursday\n\nAfternoon, July 5, 1928\n\nA meeting of the Executive Committee was held Thursday afternoon, July 5,\nThe roll\n1928, at 3 o’clock in the Curtis Hotel, Room 326, Minneapolis, Minn.\ncall showed all members present: W. R. Siders, H. L. Smith, F. G. Blair, F. E.\nReynolds, and Cornelia S. Adair, chairman.\n\nOn calling the meeting to order Miss Adair, President, asked Mr. Jay Nash,\nwho was present, to make his recommendations concerning the appropriations for\n\nthe Health\n\nCommittee.\n\nAfter hearing the report\n\nand after the discussion\n\nit was\n\ndecided that the appropriation would need to be made to the Department of\nHealth Education and that the Committee would need to look to the Department\nfor its funds. Mr. Nash was given assurance that an appropriation would be\nmade.\nMiss Sally Lucas Jean was then called upon to discuss the proposed health survey under the auspices of the Metropolitan Life Insurance Company.\nShe went\ninto detail, explaining that the funds would be given without restriction or limitation, and the study conducted entirely by the Association,\nThe Committee expressed appreciation to Miss Jean for her interest in this matter.\nIt was understood that the survey would require an additional member in the Secretary’s staff.\nThe budget was then presented by the chairman of the Budget Committee,\n\nMr. Siders.\n\nAfter\n\ndiscussion\n\nthe meeting\n\nadjourned\n\nto meet\n\non the call of the\n\nPresident at the close of the evening exercises.\nCornelia\nJ. W.\n\nS. Adair,\n\nCrabtree,\n\nPresident\n\n-\n\nSecretary\n\nThursday Evening, July 5, 1928\nA meeting of the Executive Committee was held Thursday evening, July 5,\n1928 at 11:30 o’clock in the Curtis Hotel, Room 326, Minneapolis, Minn.\n‘The\nroll call showed all members present: W.R. Siders, H. L. Smith, F. G. Blair, F. E.\n\nReynolds, and Cornelia S. Adair, chairman.\nThe matter of the budget was taken up and after discussion\nMr.\n\nBlair, seconded\n\nby Mr.\n\nSmith,\n\nthat the\n\nthe Board of Directors for their decision.\n\nreport\n\nCarried.\n\nit was moved by\nand referred to\nThe Secretary was requested\nbe accepted\n\nto state to the Board of Directors that this report had the approval of the Executive Committee.\nAdjournment was then taken until Friday evening, July 6, at 8 o’clock.\nCornelia S. Adair, President\nJ. W. Crabtree, Secretary\n\nFriday Evening,\n\nJuly 6, 1928.\n\nA meeting of the Executive Committee was held Friday evening, July 6, 1928\nat 8 o'clock, in the Curtis Hotel, Room 326, Minneapolis, Minn.\nThe roll call\n\nshowed\n\nall members\n\npresent:\n\nW”. R. Siders, H. L. Smith,\n\nCornelia\n\nS. Adair, F. E.\n\nReynolds, and Uel W. Lamkin, President.\nAfter discussing in general the work for the coming year and after authorizing the secertary to supply members with minutes of the meetings of the Executive Committee and Board of Directors, the following action was taken concerning the proposed life membership key. Moved by Mr. Siders and seconded by\nMiss Adair that the Executive Committee carry out the instructions of the Board\nof Directors to design a life membership key and to arrange so that it may be\npurchased by life members, and further that the secretary be instructed to work\nout a plan of giving schools a chance to submit designs and to carry out the\n\n"}
{"page": 1107, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcorDs\n\nAND\n\nINFORMATION\n\n1103\n\nsame without further action of the Committee.\nThe motion was carried. It was\nunderstood that the secretary should be ready to report at the time of the meet:\ning of the Department of Superintendence.\nIt was moved by Miss Adair and seconded by Mr. Smith that Mr. Siders be\ninstructed to report at the winter meeting a plan of giving honors to members of\noutstanding achievements.\nCarried.\nThe secretary was instructed to encourage the formation of a Department of\nSpecial Education, one which would include teachers and officers of the institution for the deaf, the blind, and so forth.\nHe was instructed to aid departments\n\nin organizing for more effective work.\nA motion was passed recommending that the Department of Adult Education pay\nparticular attention to illiteracy, which was followed by a motion made by Mr.\nSmith and seconded by Miss Adair to add $500 to the appropriation for the Department of Adult Education.\nCarried.\nThe secretary was requested to ascertain\n\nthe needs of Mr. Doudna’s committee\nand also the one for colored schools.\nIt was moved by Mr. Reynolds and seconded by Miss Adair that the date for\nthe next annual meeting of the Association be fixed for June 30 to July 5 in\n1929. Carried.\nThe secretary was instructed to pay the fee to the World Federation of\nEducation Associations out of the special fund and to pay it as soon as possible.\nOn motion Mr. Allan was authorized to go to Atlanta, Ga., at once to make\narrangements for holding the next meeting in that city. It was understood that\nthe meeting would be held in Atlanta in compliance with the vote of the Board\nof Directors.\nA motion was then made to adjourn. Carried.\nUel W. Lamkin, President.\nJ. W. Crabtree, Secretary.\n\nMINUTES\nBoston,\n\nOF THE\n\nMEETINGS\nTRUSTEES\n\nMassachusetts,\n\nOF THE BOARD\n\nFriday Evening,\n\nFebruary\n\nOF\n\n24, 1928.\n\nThe Board of Trustees met at the call of the chairman, Friday evening, February 24, 1928, at 8 o’clock, in Room 1064, Statler Hotel, Boston, Massachusetts.\n\nThe following members were present: Cornelia S. Adair, Kate V. Wofford, J. M.\nGwinn, Thomas E. Finegan, and W. R. Siders, chairman.\nFrank E. Reynolds\nand Francis G. Blair, members of the Executive Committee, were present on invitation. Chairman Siders called the meeting to order at 8 o'clock, explaining that\nall members of the board were present.\nThe chairman called attention to the fact that the financial statement for February showed a healthy condition of the finances of the Association.\nHe then\n\nraised the question as to whether at certain times in the year when the monthly\nbalances were large it would not be possible to place a portion of the funds on\nAfter other members and the secretary\ninterest for three or six month periods.\n\nhad expressed approval of the suggestion, a motion was passed instructing the\nsecretary to invest surplus funds whenever possible for periods of three to six\n\nmonths.\nThere\n\ns\nwas\n\nthen\n\na discussion\n\nof the regional\n\nmeetings\n\nof the classroom\n\ndepart-\n\nment, of the time spent by the President, Miss Soules, and other members of\nThe. Secretary of\nthe committee in field work and the influence on membership.\nthe President\nAdair,\nMiss\nwhich\nin\nway\nthe\nto\nattention\ncalled\nthe Association\nof the Association, had been received in the scores of places visited by her and\n\nthe effect that these visits would\n\nhave\n\non the permanency\n\nof membership.\n\nHe\n\n"}
{"page": 1108, "printed_page": null, "text": "NationaL\n\n1104\n\nEpucation\n\nASSOCIATION\n\nat\nstated that he would not be surprised that a total of 200,000 could be reported\nthe\n\nMinneapolis\n\nwas made\n\nmeeting.\n\nIt was\n\neach year on January 1.\n\nexplained\n\nthat\n\nthe\n\nofficial\n\nmembership\n\ncount\n\non this date since the\n\nThe count was made\n\nAssociation was organized.\nIt was suggested by Mr. Gwinn that since boards of education had released\nmembers of the executive committee of the department of classroom teachers for\nfour to twelve weeks, without the loss of salary, to attend meetings and to\n\nrender\n\ninvaluable\n\nservice\n\nto the profession,\n\nit would\n\nbe fitting to give\n\nofficial\n\nHe\nrecognition of this help by writing the board of education in such instances.\nwould like for some one to write his board of education, letting the members\nAfter further disknow of Miss Eisner’s work and what it meant to the cause.\ncussion there was the understanding that Miss Adair, President, would write a\nletter of appreciation to all boards of education that released teachers for field\nwork during the year.\nThe chairman next called attention to the investment of the permanent fund.\n\nHe mentioned recent investments and explained the character of all present investments.\nHe called attention to the need of completing the heating system of the\nbuilding and proposed finishing for practical use the basement rooms of the\nheadquarters building. There was then a general discussion of the question of\nheating, that of fitting up the basement and that of constructing a new building.\nSome members preferred repairing the basement, putting in oil heat, and later\nbuilding to the present building on the east.\nThe view was expressed, however,\nthat an entire new. structure ought to be built as soon as possible.\nFollowing\nthe discussion a motion was made by Miss Adair, seconded and passed by a\nunanimous vote, to instruct the headquarters office to secure information relative\nto the installation of the oil heating plant to heat the entire building and to\nsecure an estimate of the costs of the same and also to secure estimates of the\ncost of making the basement useable as a part of the operating plant.\nThe chairman of the board explained the attention which had been give to\nthe matter of homes for retired teachers following out the instructions given at\nthe Seattle meeting of the Board of Trustees.\nIt was found, he said, that the\nBoard of Trustees did not have adequate information as to the need of such\nhomes.\nIt was decided that it would be necessary to make an investigation of\nthe needs before the Board would be justified in making plans for the expenditure of funds. After prolonged discussion, Trustee Gwinn moved, and his motion\nwas seconded and passed, to instruct the chairman of the Board of Trustees in\ncooperation with the headquarters staff to plan and execute research into the\nneeds of such a home and if possible to present the report at the July meeting.\nOn the suggestion of Trustee Gwinn the chairman of the Board of Trustees\nwas directed to write a letter of thanks and appreciation to the Board of Education of Richmond, Virginia, for their contribution to the work and influence of\nthe Association by making it possible for Miss Adair, the President, to give her\nfull time to the work of the Association for the entire year without the loss\nof pay.\nOn motion by Miss Wofford the meeting adjourned to meet on call of the chairman.\nJ. M. Gwinn, Secretary.\n-W. R. Siders, Chairman.\n\nMinneapolis, Minnesota, Saturday Evening, June 30, 1928\nChairman\n\nSiders called\n\nthe meeting\n\nto order\n\nat 8:28\n\np. m.\n\nwith\n\nall members\n\npresent. W. R. Siders, J. M. Gwinn, Cornelia Adair, Kate V. Wofford,\nE. Finegan, Secretary Crabtree, and Treasurer Smith were also present.\n\nThomas\n\nSecretary\nas read,\n\napproved\n\nGwinn\n\nread the minutes\n\nof the last meeting,\n\nwhich\n\nwere\n\n"}
{"page": 1109, "printed_page": null, "text": "ASSOCIATIONAL\nMr. Allan, Business\n\nManager,\n\nRECORDS AND\n\nINFORMATION\n\n1105\n\npresented the subject of heating—both\n\nas to the\n\nextension of the present heating system and the installation of oil as the means\nof heating—in place of coke. “The present building is 60 percent heated by\nsteam, the remaining portion being heated “by hot air.’ Mr. Allan left on file\na summarized statement covering extension of heating plant and installation of\n\noil burner. Also\n\nsummarized\n\nstatement\n\nregarding\n\nbuilding alterations.\n\nMr. Gwinn moved that the Chairman of'the Trustees be empowered to have\nsuch system of oil burning heating plant installed, as he shall, after investigation, approve, with such changes in the basement as may be necessary.\nThis\nmotion was seconded by Mr. Finegan, and carried.\n\nAlterations\n\non the fourth floor—Mr.\n\nAllan\n\nreported that Mr. Norton’s\n\ndivision\n\nrequires space on the top floor arranged to suit convenience of their work, the\nMr.\npresent arrangement being unsuitable because space is cut into small rooms.\nAllan stated that the fourth floor alterations, including linoleum for the floors,\n\nwould approximate $2000.\n_\n\nDr. Finegan\n\nmoved\n\nthat this be referred\n\nto the Chairman\n\nof the Board,\n\nwith\n\npower to carry out the plan. This motion was seconded by Miss Wofford, and\ncarried.\nInvestigation of adjoining property ordered—Chairman Siders told of the offer\nmade, that the Association buy the adjoining property on M Street. He described the location and the uses to which it might be put, also telling of the\nadvice received from the Continental Trust Company.\nDiscussion then followed of real estate values, led by Dr. Finegan and _ followed by Mr. Allan, Mr. Siders, Mr. Smith. Secretary Crabtree stated that the\nAssociation was not ready to decide whether they should remain at the present\nlocation or plan for greater space and a larger building for the future.\nMoved by Dr. Gwinn that it should be in the minutes that at your request\n(Secretary Crabtree), Mr. Allan submit information concerning the property adjoining on\n\nM\n\nStreet, seconded\n\nby Mr.\n\nFinegan\n\ncarried.\n\nAfter\n\nfurther\n\ndiscussion,\n\nit was decided to take no action and the motion was reconsidered and tabled.\nTeachers homes—Mr. Siders told of the offer made by the Metropolitan Life\nInsurance Company, through Dr. Frankel—that his staff collect data on the subject. Mr. Gwinn and Mr. Finegan inquired as to their interest in it. Mr. Siders\nreplied that this interest was in the Child Health in Schools and World Federation. Mr. Gwinn asked if the questionnaire had been developed and Mr. Finegan\nasked who had done so. Mr. Siders replied that Mr. Norton had developed the\nquestionnaire.\nMr. Siders told of another proposition in connection with this subject. Miss\nJones was approached by Secretary Davis, who is active in the work of the\nMoose.\nHe proposes that they build for us such a plant as we might want and\n\ngive it to us on a long time lease—or give it to us with the holding deed so we\ncan return it to them should we wish to return it.\nAfter discussion the final decision was that the teachers’ home may still wait\non information to be gotten up by the Research Division.\nFinances—Mtr. Siders stated that the report of the Auditors was in print. He\nread excerpts, also saying he had a complete statement from Mrs. Hixson coverHe then discussed the value of these securities and\ning a period of ten years.\nwantd to know of the Board the type of securities they would advise taking up.\nMr. Finegan said that the Chairman of the Board should have considerable\n(He did not care for the mortgage investments.)\ndiscretion in these matters.\nMr.\n\nGwinn\n\nmoved\n\nthat the Chairman\n\nbe authorized\n\nto reinvest\n\nwhatever\n\navailable and make sales for reinvestment as in his judgment is desirable,\nin doing so, to bear in mind safety as well as rate of income.\nMr. Finegan seconded and the motion was carried.\nThe meeting adjourned at 10:15 p. m. subject to the call of the Chair.\n\nfunds\n\nand\n\n"}
{"page": 1110, "printed_page": null, "text": "1106\n\nNatrionaL\n\nEpucaTion\n\nFriday Afternoon,\n\nMinnesota,\n\nMinneapolis,\n\nASSOCIATION\n\nJuly 6, 1928\n\nThe meeting of the Board of Trustees was called to order at + p. m. by the\n‘Those present were: W. R. Siders,\nnewly elected President, Uel W. Lamkin.\nChairman; Uel W. Lamkin, Joseph H. Saunders, Kate V. Wofford. J. M. Gwinn\n\nwas\n\nabsent.\n\nExecutive\n\nCornelia Adair, Secretary\n\nCommittee,\n\nwere\n\nCrabtree,\n\nand Frank\n\nE, Reynolds,\n\nof the\n\nalso present.\n\nReorganization—Dr. Siders was elected Chairman and Kate V. Wofford was\nelected Secretary.\nReafirmation of action of Board on June 30, 19283—Chairman Siders reviewed\nthe matters of alterations and installation of heating plant for the benefit of the\nnew members on the Board.\n\nDiscussion was entered into by President Lamkin and Mr. Saunders concerning the heating plant and the advisability of holding a meeting before the February session.\nPresident Lamkin moved that a meeting be held at Headquarters in Washington during the week of August 27, upon call of the Chairman, and that the\n\nChairman\n\nbe authorized\n\nto proceed\n\nwith\n\nthe alterations\n\non the top floor.\n\nmotion was seconded by Miss Wofford and carried.\nInvestments—The next discussion was in regard to reinvestment of funds.\ntaking part were\n\nMr.\n\nSaunders,\n\nMiss\n\nWofford,\n\nMr.\n\nSiders,\n\nand\n\nMr.\n\nThis\nThose\n\nCrabtree.\n\nMr. Siders explained his method of procedure in investments and asked for suggestions as to better means, also asking if the Board would like to take a preferential vote.\n‘\nMiss Wofford: It seems to me that you would know more about this, as you\nwere instructed to look into investments.\nDiscussion by Mr. Siders, Mr. Saunders, Mr. Reynolds, regarding types of investment.\nMr. Siders stated that he would get information right away and would send\nit to members of the Board and would ask that they promptly send him their\ncomments.\nPresident Lamkin moved that the meeting adjourn to meet at the call of the\nChairman.\nSeconded and carried.\nAdjourned\n\nat 5:30 p. m.\n\nREPORT\nJOSEPH\n\nROSIER,\n\nOF RESOLUTIONS\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nCOMMITTEE\nSCHOOL,\n\nFAIRMONT,\n\nW.\n\nVA.\n\nCHAIRMAN\n\n1, Education\n\nfor\n\na Democracy\n\nOur American democracy is based firmly on the principle of the equal\ninalienable right of all to life, liberty, and the pursuit of happiness. But\nthere can be no equal right for all, no best achievement for any without\nfull and equal opportunity for education.\nTo give this opportunity to all\nin fullest measure, both as the means and as the end of democracy, is the\ngreat purpose of the American public school. Through the public school\nwe have undertaken to free, develop, inform, inspire, guide, and direct all\nthe energies of all the people to the service of man and of society in all\nits forms.\nFrom the public school the American people expect and demand\nthe promotion of individual welfare, public health, material wealth, social\n\n"}
{"page": 1111, "printed_page": null, "text": "ASSOCIATIONAL\npurity, political wisdom,\n\nReEcorps AND\n\nINFORMATION\n\n1107\n\nsafety and strength of state and nation, world\n\nvision and preparation for the most effective service of humanity. It is for\nthese results that the people pay ever more willingly rapidly increasing sums\nof money for the support of the schools.\nThat the money of the people\nmay be well spent, the work’ of the schools well done and their purposes\nfinally attained, We, for ourselves and fellow teachers, pledge the fullest\ndevotion of all our energies as our patriotic duty and highest service to\nstate and nation.\n\n2. National\n\nCongress of Parents and ‘lreachers\n\nNo greater movement in the field of education has been fostered during\nthe last quarter of a century than the organization of Parent-Teacher\nAssociations.\nThis movement has for its purpose the welfare of children\nand it has held steadfastly to this high endeavor and has become one of\nthe most efficient agencies in the promotion of all activities which contribute to the successful training of the child in its relation to the home,\nschool, church, and state.\nIn every commonwealth it exerts much influence in the field of the curriculum, and in the assumption of a proper\nattitude toward extracurriculum subjects.\nWithout its influence there\nwould have been less progress in the securing of adequate funds for buildings, equipment, and maintenance of the public schools.\nThe social intercourse of parents and teachers contributes to a better understanding and\nappreciation of child nature and brings about united action in every community resulting in democracy in education.\nThe National Education Association commends this great organization\nupon the work already accomplished and assures its cooperation in all\nefforts to promote a closer relationship between the home and the school,\n\n3. Financing\n\nEducation\n\nThe long established and widely accepted principle of equalizing educational opportunity is closely allied with financing education.\nProvisions\nfor education based on abilities and needs of children are generally directly\nproportional to school revenues.\n‘The real problem therefore of financing\neducation is to devise a system of school revenue that will assure equal educational opportunity which is the birthright of every American boy and\ngirl. The state has the sovereign right and the inescapable duty to\norganize, supervise, and administer education.\nInequalities in educational\nopportunities exist in almost every state because of inequalities and {nequities in taxation necessary to produce school revenue.\nIn those states\nwhere the lack of school revenue is most noticeable, invariably taxing\npossibilities have not been exhausted.\nThere should be made a study and\ninvestigation of additional sources of school revenue, with special. attention to indirect forms of taxation.\nThe state should accept the responsibility for seeing that a satisfactor,\nprogram of education is offered to all children and then it should in a\n\n"}
{"page": 1112, "printed_page": null, "text": "1108\nful\n\nNationAL EpucAtion ASsoctATION\nON BO\nDek i icici oie\n\nbusinesslike manner set about the task of seeing that the burden of support of the program is distributed in such a manner that it will fall upon\nthe people in all localities according to their ability to furnish school\nrevenue.\n4. Retirement\nSound teacher retirement systems increase school efficiency. The fact\nthat twenty-two states and the District of Columbia now have statewide\nlaws with eleven more states having laws that apply to certain cities only,\nand that the other sixteen states are working diligently towards state wide\nretirement legislation, shows that the public and the teaching profession\nWe\nrecognize the value of this movement to the teaching profession.\nbelieve in a retirement system that is absolutely fair to the teacher and\nto the public. ‘The efficiency of the teacher is increased by a retirement\nsystem, because it lengthens the. period of teaching efficiency by relieving\nthe teacher’s mind of a fear of destitute old age and by making it possible for a teacher to invest in study, training, and travel, without endangering the provision made for his later years.\nThe National Education Association indorses legislation providing for\na fair and just retirement of teachers and believes that a sound plan for\nthis purpose will contribute greatly to the growth and the stability of\nthe teaching profession.\n5. Tenure\nThe development of the teaching profession depends in a very large\nmeasure upon the permanence of teaching positions and the freedom of\nteachers from those disturbances and petty annoyances that cause unrest\nand dissatisfaction.\nFor these reasons this association gives its support\nto all legislative movements for the securing of tenure of position for the\nteachers of our country.\nWe commend those states and cities that have\nsafeguarded their schools by creating laws for teacher tenure.\nWe believe that we cannot have the teaching profession that is desirable until\nteachers throughout the country have reasonable assurance of tenure.\nThis association pledges its support to legislation for the purpose of improving conditions of tenure, and urges upon cities and states the importance of permanence in teaching positions to insure the stability and\nprogress of the teaching profession.\n6. The\n\nCurriculum\n\nThe National Education Association recognizes the study and investigation of school curriculums as one of the important educational projects in\npresent day education.\nThe increase in knowledge in all fields of human\nendeavor has made necessary the selection of subjects for use in the school\nprograms of the country.\n‘The efficiency and the value of modern educational programs will depend upon a wise selection of material for use\nin the instruction of children. This association notes with interest and\napproval the many studies and reports on the curriculum that have been\nmade in recent years. We believe that the determination of educational\n\n"}
{"page": 1113, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS AND\n\nINFORMATION\n\n1109\n\nobjectives growing out of the study of the school curriculum and the\nselection of subjects with proper objectives are essential in the development of present day school programs.\nThe greatest objective in all educational training is the growth and\ndevelopment of the child in all those qualities that make for complete living. We hold to the principle that all programs of study should be subordinate to the advancement of this great purpose.\n\n7. Illiteracy\n\n:\n\nThe National Education Association has stood consistently for the removal of adult illiteracy from the United States and has fostered the movement as one in keeping with the high ideals and patriotic spirit of the\nteachers of America, as well as one that fulfills the meaning and true purpose of democracy.\nThe year 1930 will be a momentous one in educational history, marking as it does the new census and the rank which our country will occupy\n\namong others in literacy. The best possible use should be made of the\nintervening time both to enlighten mankind and to lift our nation to the\nplace which it deserves to occupy.\nThe challenge is to all America, but to the teachers it is insistent.\nWe\ncall upon the teaching forces of America to enlist in a united effort to rid\ntheir communities and the nation of illiteracy by 1930.\n\n8. Americanization\nThe adaptation of persons of foreign ancestry and the naturalization\nof the foreign born into American citizenship, is a matter of such importance to the welfare of the nation that it should be handled with the\ngreatest intelligence.\nWe commend all movements for the true and sound\nAmericanization of those who do not possess by inheritance the spirit of\nour American institutions, without bringing upon those who seek American citizenship through the process of naturalization any hardship.\nWe\nhold that the full rights of American citizenship should not be conferred\nupon those who have not come into full possession of the American spirit\nand American ideals. We approve those institutions and agencies that by\ninstruction, training, and inspiration are striving to bring the foreign born\ninto a loyal and understanding relation of our American institutions and\na loyalty to our national ideals.\n9. International Relations\nThe National Education Association declares its interest in all movements\nfor the promotion of more amicable relations among the nations of the\nworld. We believe that the nations have much more to gain through the\npractise of amity and peace than through misunderstanding and discord.\nWe especially commend the work of the World Federation of Education\nAssociations,\n\nand\n\nwe\n\npledge\n\nour\n\nsupport\n\nand\n\ncooperation\n\nin its various\n\nmovements for the establishment of a better understanding among the\npeoples of the earth. We believe that world peace can only be established\nthrough a process of education in all nations and that the establishment of\n\n"}
{"page": 1114, "printed_page": null, "text": "1110\n\nNatTIONAL EpucATION ASSOCIATION\n\nuniversal educational ideals among the nations will be the greatest force for\ncreating international understanding and peace.\nTo attain these results we recommend that educational institutions provide courses of instruction in international relations and that all available\nmaterials for the cultivation of goodwill among the nations be fully\nutilized.\nSuch instructions should be especially emphasized in the teacher\ntraining institutions.\n10. Freedom of the Teacher\nThe National Education Association believes there is urgent need for\nrecognizing the influence of the teacher’s status on the whole process of\neducation in the public school. ‘This is especially true in the nature of the\ncontract, the status of the teacher in the school and in the community, and\nin relation to those in authority. We believe there should be more genuine\nfreedom for the teacher, freedom in mind and spirit to achieve and create\nand to take pride in the art of teaching, so that he. may have the same\nsatisfaction in achievement and recognition that the lawyer, the doctor,\nand the engineer have in the practice of their professions.\nSuch freedom\nshould be accompanied by a proper restraint and a sense of obligation and\nresponsibility in all relations.\ni\nThis association approves for all those engaged in public education that\nacademic freedom which means, not the propagation of unsound or revolutionary theories, but rather the exercise of initiative and independence in\nthe preparation of individuals for freedom in a democracy.\n“The men and\nwomen engaged in the work of education in our country should illustrate\nin their professional activities the finest type of American citizen.\n\n11. Convention Attendance\nWe call the attention of directors of summer schools for teachers and\nsummer session of colleges and universities attended by teachers to the\nimportance of so arranging their work as not to deprive their students of\nthe opportunity of attending the meetings of the National Education\nAssociation.\n12. Health and Physical Education\nHealth is winning increasing and clearer recognition as the fundamental\nobjective in the entire program of public education. We recognize health\neducation and health service for children as a definite and appropriate\nfunction of the public school. This objective should be defined as health of\nbody, health of mind, and health of character.\nIt is a primary function\nof the school to discover the health assets and health liabilities of the child;\nto conduct health inspection for the prevention and control of communicable\ndisease, to keep a record of the health and growth of each child as a part\nof an educational record, to provide a healthful school environment, and\nto safeguard the life and health of the pupils in promoting all first aid and\nsafety provisions against accident.\nThe purpose of health education is to bring to bear upon every child\nin the school, the greatest possible number of influences favorable to the\n\n"}
{"page": 1115, "printed_page": null, "text": "ere\n\nASSOCIATIONAL REcoRDS AND INFORMATION\nee eT he ee\nOe Re eee\n\n1111\n\ninculcation of habits, attitudes, and knowledge desirable for individual\nand community health.\nPhysical education should put the major emphasis upon an extensive\nprogram of wholesome activities for all pupils, rather than the devotion\nof the facilities of instruction primarily to the more highly gifted and intensively developed few capable of winning victories and contests.\nWe indorse all movements in the communities and in the schools of the\ncountry for the promotion of physical education and mental health. We\nbelieve there is no greater objective in education than the ideal of a sound\nmind in a sound body.\n\n13. Postage Rates for Books\nThis association gives its endorsement to the proposal to amend the postal\nlaws so that more favorable rates may be granted for the circulation of\nbooks through the mails. The diffusion of knowledge and the advancement of culture are dependent largely upon the wide distribution of books.\nFor this reason no necessary restrictions should be placed upon the circulation of books among the people.\n\n14. Unity of Educational Administration\nIn recent years it has been suggested that the business administration of\nschools can to advantage be divorced from their professional management.\nIt has been argued that the construction of school buildings, their maintenance and operation, the purchase, storage and distribution of supplies, the\nmaking of the budget, and the like, can be best handled by one trained in\nbusiness affairs.\nIn a considerable number of school systems the business\nmanager has been made an officer coordinate with the superintendent of\nschools reporting directly to the board of education. ‘This type of organization ignors the fact that every act of the business manager is worthy of\napproval only as it contributes directly to the furtherance of the educational\nprogram adopted by the board of education.\nAll affirm the necessity for the adequate business procedures in the administration of a school system.\n‘The board of education in our larger\ncommunities should elect, upon the nomination of the superintendent of\nschools, an assistant superintendent in charge of business affairs.\nThis\n\nman should be highly trained as a business executive and should cooperate\nwith the superintendent of schools in the making of the budget, in the\ndevelopment of plans and the supervision of the construction of buildings,\nin the purchase, storage and distribution of supplies, in the handling of\nthe payroll, and the like. His efficiency will be increased by virtue of the\nrelationship which he bears to the chief executive officer of the board of\neducaction..\nThe administration of the schools system will profit from a\nrelationship which is sound in theory and which has been successfully\nestablished in practise.\n15. Bureau of Education\nof the United States Bureau of Education, done\nwork\nWe commend the\nWe urge upon\ntoo often with meager funds and inadequate equipment.\n\n"}
{"page": 1116, "printed_page": null, "text": "1112\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\npl\n\neT\n\nCongress the importance of making to the Bureau of Education such adequate appropriations as will enable it to do effectively and on the plane of\npresent needs all the work of investigation, information, advice, and promotion for which it was established.\nBecause of the rapid growth of the\npublic high school as a part of our system of education we urge the need of a\ncomparatively large appropriation for the special purpose of enabling the\nBureau, in cooperation with State and local authorities and agencies, to\nmake a through and comprehensive study of public secondary education, its\norganization and methods, and its relation to and articulation both with\nelementary education and with higher education.\n16. The\n\nEducation\n\nBill\n\nEfficiency and economy demand that the several agencies of the federal\ngovernment dealing with education, now distributed among the several\nexecutive departments, be consolidated in a department of education.\nThe welfare of the children enroled in our schools is dependent upon\nour ability to make available to boards of education, to superintendents of\nschools, and to teachers throughout the nation, the results of current\npractice, of experiments wherever they are conducted, and of scientific\ninvestigations.\n‘\nWe urge that a department of education be created under the leadership of a secretary, with a seat in the President’s cabinet.\nWe urge that\nadequate support be provided for this department in order that it may\nconduct such inquiries and disseminate such information as will make for\nthe highest degree of efficiency in all of our schools. This service can be\nrendered by a federal department of education without in any way interfering with the constitutional rights of several states to control, administer,\nand supervise their own schools.\nWe urge the Congress of the United States to create a department of\neducation in accord with the principles embodied in the Curtis-Reed Bill\nwhich was before the last session of Congress.\n\n17. To Minneapolis\nAmong the benefits to those attending the annual meetings of this association are the opportunities to visit states and cities distant from their\nown homes.\nOur pleasure and profit have been especially great in seeing\nand knowing Minnesota and Minneapolis.\nWe have found here inspiring\nnatural beauty, and a city of attractive qualities, We have been impressed\nwith the educational progress manifested in this fine American city. We\ndeeply appreciate the spirit of hospitality shown to us by the city of\nMinneapolis through its school authorities and its Parent-Teachers Asso-\n\nciation.\n\nWs shall depart with agreeable and lasting memories of our visit to this\npart of our country, and its well organized and efficient committees, its\ncivic organizations and the press of the city. We shall depart with enthusiastic and lasting impressions of our visit in this our great Northwest.\n\n"}
{"page": 1117, "printed_page": null, "text": "ASSOCIATIONAL\n\nTHE\nCOVERING\n\nRECORDS\n\nOF\n\nPEAT,\n\nRECORDS AND\n\nAUDITOR’S\n\nSECRETARY,\n\nBOARD\n\nINFORMATION\n\nIES)\n\nREPORT\nOF\n\nTRUSTEES,\n\nMARWICK,\n\nMITCHELL\n\nAccountants\n\nand\n\nAND\n\nTREASURER\n\n& CO.\n\nAuditors\n\n400 Exchange\nNew\n\nPlace\n\nYork, N. Y.\nJune 20, 1928.\n\nMiss Cornelia $. Adair, President,\nNational\n\nEducation\n\nAssociation\n\nof the United States,\n\nWashington, D. C.\nDear Madam:\n\nIn accordance with your instructions, we have made our usual examination of the accounts of the National Education Association of the United\nStates for the year ended May 31, 1928, and now submit our report\nthereon.\nOur examination embraced the verification, as hereinafter described, of\nthe assets and liabilities of the Association as at May 31, 1928, and a\nreview of the income and expenses for the year then ended.\nIn that connection, and in order to satisfy ourselves regarding the general accuracy\nof the accounts, we made a series of tests relating to the cash receipts and\ndisbursements, and other matters of detail.\nIncome\nThere\n\nwas\n\nan\n\nexcess\n\nand Expenses\n\nof income\n\nover\n\nexpenses\n\nof $35,372.26\n\nfor the\n\nyear ended May 31, 1928. The following is a condensed comparative\nstatement of the income and expenses for the two years ended May 31,\n\n1928 and 1927:\n\n"}
{"page": 1118, "printed_page": null, "text": "NatIonAL\n\n1114\n\nASSOCIATION\n\nEpucaTIon\n\nCONDENSED COMPARATIVE STATEMENT\n. OF INCOME AND. EXPENSES\nYear ended May 31\n1928\n1927\nIncome:\na\nMemberships from Secretary’s Office...\n\nIncrease\nDecrease\n\n$164,676.00\n\n$156,602.00\n\n$8,074.00\n\n2 stadsth\nPid AS vi. 2 21235 574, 79.\"\n\nN.E.A. Journal—Subscriptions and Ad210,345.84\n\n25,228.95\n\nSalesiofmProceedings: 42 sas\ntas rn\nage au:\nSalesiof Special Reports. 4. ..acck\nCommercial Exhibits............... B,\n\nvertising, et@./,\n\n960.82\nSy Uo\n26,810.53\n\n953.53\n5,199.48\n8,517.65\n\n7.29\n1,485.62\n18,292.88\n\nkesearchs bulletins.\nmeh: se en eee\nFTONOLALluliS ae eee eee\nee ons\nRentals 2.2 W€8 -cupedawt\nDoe sane:\n\n7,095.26\n3,108.27\nDD 2550\n\n(eOOSelS\n1,633.73\n2,570.00\n\n567.89\n1,474.54\n297.50\n\nInterest and Discount Earned.........\n\n396.58\n\nSOLOS\n\nDZ2nOD)\n\nCash Sales—Reports, Pamphlets, etc...\nNet Income transferred from Permanent\n\n892.32\n\n1,388.17\n\n495.85\n\nFund soeetan. acct Lie eee\nSundty= ncomens pattie\neer\nere\nSales‘ofeDrablarris’ (Bookimeener ene\nSales of Pageant Leaflets..............\nSesquicentennial Mune...\n4s\noe\n\n15,641.37\n345.32\n64.73\nMONS\n\n8,025.46\n207.19\n~ 14.99\n292.30\n\n7,615.91\n138.13\n49.74\n255.57\n\nne\n\n9,323.64\n\n9,323.64\n\n$461,589.08\n\n$413,656.26\n\n$47,932.82\n\n$\n\n$\n\n$\n\neens\n\nre\n\nExpenses:\nBeard of¢trustees 4. Aten Meeker\nBoard of Diréctors ++ oe\neee\nExecutive Committee.........0......\nGeneral Secretary’s Office.............\nGeneral Headquarters Expenses.......\n\n419.83\n7,829.08\n5,874.75\n\n412.53\n5,490.96\n4,635.81\n\n7.30\nDy SS ome\n1,238.94\n\n23 , 227.83\nlinn iltsierg Oey\n\nDOSS) AAG\neHles7Splies oy:\n\n285.46\n2,401.54\n\n5,761.26\n\n8,072.94\n\n2,311.68\n\n38,691.16\n\n37,832.95\n\n858.21\n\n101,374.69:\n\n96,769.44\n\n4,605.25\n\n9,850.67\n\n9,191.81\n\n658.86\n\n864.50\n\n203 Hao\n\n1,772.81\n\n7,432.20\n39,264.66\n\n7,493.03\n31,053.74\n\n60.83\n8,210.92\n\na S22, a2\ndp AO4 5S\n17,823.82 ~ 15,393.50\n14-805 5731 erie 2on 207,\n27,386.40\n23,366.27\n\n388.19\n2,430.32\n513076\n4,020.13\n\n38,073.80\n\n29,476.60\n\n8,597.20\n\n7,155.10\n\n6,495 .36\n\n659.74\n\n6,760.35\n\n4,555.89\n\n2,204.46\n\n- 31,388.43\n\n31,311.87\n\n76.56\n\n226.76\n\n1,532.96\n\n1,306.20\n\n426,216.82\n\n392,634.30\n\n33% 582058\n\n$ 35,372.26\n\n$ 21,021.96\n\n$ 14,350.30\n\nInstitutional Expenses:\nAnnual Conventions «.:sausne.\nae. ane\nPromotion and Maintenance of Membership\n20% cute usa ae\nN. E. A. Journal (Printing and Distribution):\n! 8c a.cRe ooh. ae Henini\n\nVolume of Proceedings 1927 (Printing\nand Distribution) io. P94, 28) ss\nPublications and Reports (Printing\nAnde\n\nisc DUcION) eee\n\nreer\n\ncts\n\nResearch Bulletins (Printing and Distribution) :0. 06 y. 245. aa\neae\nSpecial Appropriations. 2ya.c.-. ete...\nDivision. of (Accountsiy\n72.45 cio crt bors\nDivision of Field (Legislation).........\nDivision’of Business 2...\n.+ +. ose ee\nDivision of Publications..............\nDivision of\"Reseatch.<\\.\noc. su saree\nDivision of Elementary School Service. .\nDivision of Administrative Service. ....\n\nDivision of Records and Membership...\nBad\n\nDebts) Written Off 2. 122.40.)\naee\n\nDba\n\nMERKE,\n\ncoho woneunwedoc\n\nAs in former years, prepaid subscriptions,\ntreated\n\nas income\n\nof the current\n\nyear.\n\nmemberships,\n\netc. have been\n\n"}
{"page": 1119, "printed_page": null, "text": "ASSOCIATIONAL RECORDS AND INFORMATION\n\n1115\n\nFurther particulars of the income and expenses for the year ended May\n\n31, 1928 are submitted in Exhibit “A,” appended hereto.\n\nThe following is a transcript of the Surplus Account for the year ended\n\nMay 31, 1928:\n\nmurpbusias at Maye\nE1927 4... Sisswond emis cede cone MEY Pee\ncote\nDeduct:\nAmount transferred to the Permanent Fund.....................\n\nAdd:\nSurplus for year ended May 31, 1928 as per Income and Expense\nSHGATSTT 5S toe oe ete ae eee ees 4 Se)\n\n$ 91,362.91\nO17 229\n$ 82,245.62\n\n35,372.26\n\nIt will be noted that during the year under review there was an increased income of $47,932.82 while the expenses increased $33,582.52.\nThe expenses for the year just ended were 92 percent of the income as\ncompared with 95 percent for the preceding year and 88 percent for the\nyear ended May 31, 1926.\nOn December 1, 1927 the Association adopted a welfare plan providing\nretirement, disability, and other insurance benefits for its staff. All employees on the permanent roll at headquarters, Washington, D. C. are\neligible under the plan and have taken advantage of it.\n\nReceipts and Disbursements\nThe following is a summary of the cash receipts and disbursements\nper Treasurer’s Report for the year:\nGashi®Balancesds atiMayr 319092 Fbnut\n\nENGVOLRY\n\nESET ORES, © ig 4.dec a road\n\nods. Jin. Jkus. seve. a\n\nantec RE LR GLCUO\n\nCaen\n\nRRR\n\nei a Mec\n\nas\n\n$ 74,562.48\n\n469\n,842.93\n544,405.41\n\nDeducl Dishbisgsements:\n\n2seiisuayu. dow.\n\naoisls.io. seui@aees .out.€\n\n447,651.18\n\nCush alancerasiaten lay oll. LOZ oo ceca eugene eee ae ese Bib Siege $ 96,754.23\n\nAccounted for as follows:\nRevolw\nain oeHllmiClay 9 Waces aiclne ore = crise ae © clean Sais sis F Gusev eileen @ $ 30,000.00\nGeneral Nccount——Continental Ttust €o....\n454. -00% >see\ndeel\nSh\neh BS\n\nCertificate of Deposit—Continental Trust Co..................5.\nDRL\n\noo a aoe ah\n\nSam eee\n\nee cer ee en\n\nCae IRR,\n\nSeMURNEEN OEE Bs et\n\nOr\n\n35,000.00\n$ 96,754.23\n\nThe total income for the year may be reconciled with the cash receipts\nas follows:\nIncome as per Income and Expense Statement........... Pee taker\nAdd Increase in Deferred Income of Departments of Superintendence,\n\nElementary ochoolubrincipals seteamam\n\nmitre attrerdiat re aro tele ein\n\n$461,589.08\n\n12,434.17\n$474 ,023.25\n\n"}
{"page": 1120, "printed_page": null, "text": "1116\nNaTIONAL\nASSOCIATION\nen\nee e\nee EpucaTIoN\ne\nT\nee eee eees\nCatried'forwardasjci\n\nDe\n\nPTO\n\nE\n\nwaters rr pln $474 023.25\n\nLan\n\nDeduct:\n\nNet Increase in Accounts Receivable after taking into\naccount Bad) Debts written off?)....4-4 tee\nIncrease in Time Checks Receivable................\nImerease in Notes Receivable. oi... «(06 wteke Sees\n\nCash Receipts tor Year..;\n\n+... Hane\n\n$\n\n3, /32:18\n301.34\n146.80\n\n4,180.32\n\n, 842.93\n$469\n\n- esetae\n\nThe total expenses for the year may be reconciled\nbursements as follows:\n\nwith the cash dis-\n\nExpenses as per Income and Expense Statement.......\n\n$426,216.82\n\nDeduct:\n\nBags Debts: Writven Off vena he ao ace Nc\neee nae\nBills'Unpaidasiati May S11928),..90). SY. nae\nDepreciation—Office Furniture and Fixtures........\n\n$\n\n226.76\n7,554.90\n4,975.90\n\n12,757.56\n$413,459.26\n\nAdd:\nBills of Previous Year paid during Current Year..... $ 19,159.06\nExpenditures for Furniture and Fixtures............\n5,568.26\nIncrease in Inventory of Stationery and Office Supplies.\n347.31\nTransferred to the Permanent Fund................\n\nGash; Disbursements\nfom Y eat.\n\nser eae\n\n9,117.29\n\n34,191.92\n\n$447,651.18\n\nWe examined the cash receipts after making an investigation of the\nmethods of accounting for the income derived from memberships, subscriptions to the N. E. A. Journal, advertising, and other income, and made\ntests to satisfy ourselves that all the funds received had been properly\naccounted for.\nAll vouchers supporting cash disbursements were examined and found\n\nin order with the exception of three recent vouchers aggregating $252.91,\nwhich have not yet been returned to the Association.\n“These can be\ninspected during the course of the next audit.\n\n"}
{"page": 1121, "printed_page": null, "text": "ASSOCIATIONAL REcorpDs AND INFORMATION\n\n1117\n\nAssets and Liabilities\nThe following is a statement of the assets and liabilities as at May 31,\n1928, as shown by the books.\nAssets\n\nCash:\n\nSecretary’s Fund—in Bank, on Hand and to be Reimbursed from the Regular Account................\n\n$ 30,000.00\n\nResuapnccount—-in Bank \\.. 0...\nsas bc inset ss\nTime Deposit Account—in Bank...................\nPermanent Fund—in Bank.......................\n\n;\n:\nAccrued Interest on Securities Purchased.............\nPNCCOMMES ReCe Valen ets fy 205 c shatide; 1 SSRs Hone kaas\nLess Reserve for Doubtful Accounts................\n\n31,754.23\n35,000.00\n246.42\n\n$ 15,044.99\n1,000.00\n\nWhimeyChecks Receivables tach sacs ve cccc case eee ot\nINotesBReceinalble wearers\ncrise sinc eile Sa.c nce bed cere\nNotes Receivable, Life Members.....................\nStationery, Supplies, Stamped Envelopes, etc..........\nOld Volumes of Proceedings and Other Publications....\nSecurities at Book Value (Schedule “1”)..............\nRealliistates Notes.\nReal Estate:\n\n2 cece\nGowdes cae TRE\n\nIMIRse eric create 8\n\nWe WOE\n\n94,961.00\n1,076.11\n500.00\n100 ,928.80\n67,000.00\n\nCirasnehlg\ntet:\n\n153,000.00\n66,000.00\n\nImprovements and Alterations...................+-\n\n87,000.00\n17,566.13\n\nOffice Furniture, Fixtures and Equipment.............\n\n49,759.04\n\ness Reserve for Depreciation,\n\nSs\n\n;\n\nacs\n\noe\n\nrine\n\nile\note in\n\ni\n\ncsi tAe tye -apsapoue\nein\n\n14,044.99\n\n915.25\n146.80\n\nonte EA\n\nIDessaNEOneeares ces oar cin ie\n\n97,000.65\n126.25\n\n20,896.46\n\n104,566.13\n28,862.58\n\n$510,128.56\nLiabilities\nINGOCUTES HEN OS Ge 5 Sco akes OS che Se Gree COS\neon goa 0 aide $ 7,554.90\nDepartment of Superintendence..... RL A RC\nENDL, Bo s 50agr nani Saale\n14,486. ie\n1,295.81\nDepartment of Elementary School Principals.............+.++-++:407.44\nnee ee ene\ni\nDepartmentior Adult Education.\nwigan\n0.0.60. sve ee ee eee\nDepartment of Rural Education....1..\n2.4!\n03 ibys dees eect deren ns\nDepartment of Lip Reading, ......\n; posta\nDepartment of Secondary School Principals. .........---.+-.050-+5\nee en\neee IEEE hired. } omits ss\nPermanent und feat Slide. ABATE. ce\n\nSUrDilisy\n\narp: arate:\n\n(te bas\n\nwaver\n\nott “Berar:\n\nbecuse\n\neras\n\n117,6\n\n.88\n\n$510,128.56\n\nWe verified the Secretary’s Fund partly by count and partly by certifi‘The Regular Account and the Time\ncate obtained from the depository.\nDeposit Account were verified by certificate from the same source. We\nalso verified the cash balance in the Permanent Fund by the certified report\nof the Trustee.\n\nWe checked the accounts receivable which were in agreement with the\nWe analyzed them as to age and conGeneral Ledger control account.\n\n"}
{"page": 1122, "printed_page": null, "text": "1118\n\n;\n\nNationa,\n\nEpucation AssoclATION\n\nwe are of the\ndition, and from our discussion with the business manager,\n.\nadequate\nis\nopinion that the reserve of $1000 previously set up\nThe notes receivable on hand, life members’ and others, were examined\nby us and found in order. ‘The life members’ notes are payable in installments, and at the date of our examination, payments amounting to $1510\nwere in arrears.\nThe stationery, supplies, stamped envelopes, etc. on hand are book\nThe values are stated at\nfigures supported by lists which we inspected.\nmanager as to the\nbusiness\nthe\nfrom\ncertificate\na\nobtained\nwe\nand\ncost\nquantities and values.\nAs in previous years, the old volumes of proceedings and other publications are carried at a value of $500, which we believe is conservative.\nThis asset now includes the following:\nVolumes of: Proceedings: sro\nTéealth Hducations\n\n'\n\nSts Hoke\n\nSchool:House: Planning eee\nHarris’ Bookiys\n...0 66 oot Se\n\nae\n\nCopies\n14, 833\n\nee OR Denn:\n\nocean\n\n3,001\n\nne ee\nae he ees\n\neen\nwees\n\n7,500\n3,700\n\nde ecto\n\nOe\n\neee\nOe\n\nat\n\neee\n\ngs\n\nMiscellaneous Pamphlets eters seman\nce ets «ae Uncounted\n\nWe inspected vouchers for the additions to the furniture, fixtures, and\nequiment during the year, amounting to $5,568.26, and found the amounts\nto be proper capital charges.\n\nWe made a sufficient check to satisfy ourselves that all known liabilities\nare shown on the books, and obtained a certificate to this effect from the\nbusiness manager.\nThe accounts of the Department of Elementary School Principals were\nexamined by us and found to be correct.\n“The balance of $14,486.77\n‘standing to the credit of the Department of Superintendence was com- °\npared with the books of that Department and found to be in agreement\ntherewith.\nPermanent Fund\n\nWe have audited the receipts and disbursements of the permanent fund\nand have inspected the securities in the custody of the Continental Trust\nCo., Washington, D. C. A detailed list is attached hereto as Schedule\n1,” showing their par and book values. Real Estate notes to the amount\nof $34,000 were purchased during the year and all income from investments was duly received.\nThe following statement shows the changes in the permanent fund\nduring the year:\nAUUcd\nBalance disinccvcons\nas at May 31, Git\n1927 derne\nas per Gan\nlast report\nck OT kane\na\nCash Received from Life Members’ Fees.....\nNotes for Life Members’ Fees:\nBST\nkt ni-a90 F:FS1028\nAmount as at May 31, 1927......... $ 51,420.00\n\nAmount as at May 31, 1928.........\n\n94,961.00\n\n$290,072.31\nA\n\n$ 43,541.00\n\n$ 68,639.00\n\nAmount transferred from Surplus Account... .........\n0 eeees se.\n\n9,117.29\n\nBalance as at May 31, 1928...............................\n\n367,828.60\n’\n\n.\n\n\\\n\n"}
{"page": 1123, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1119\n\nMade up as follows:\nCARN fo cua BS 5 eats ee\nee\nae $\n246.42\nAccrued Interest on Securities Purchased...........\nIS, OS\nNotes Receivable—Life Members............+.....\n94,961.00\nRealsistavc or pNOtest\ntat Wane\nee ec\n67,000.00\nSECUEICICS ee\nee. Bree Maw\naa 100,928.80\nReal Estate less Mortgage Loans thereon....,......\n87,000.00\n\nImprovements at M Street, Washington, D. C.......\n\nThe following is a summary\npermanent fund for the year:\n\nof the income\n\n17,566.13\n\n$367,828.60\n\nand disbursements\n\nof the\n\nReceipts:\nIncome from Securities owned\n\n(Schedule “1”)........... 00.0005:\n\n$\n\n4,375.00\n\nRent Charged to General Headquarters..............00.0500.10%,\n\n15,000.00\n\nInterestuinom: Real distatewNotes..6.\n\n2,150.00\n\n6.5 e600 cece\n\neee\n\nOs\n\n$ 21,525.00\n\nDisbursements:\n\n[mberestrons Vicihoapes nclem em\n\namg\n\ncitin a:creme c -\n\n$\n\nIRE DaIES MELO ey steer tae Pheer srt\nGad fg oe Peas ome\nAS Uist CC cee areata\nNCR Sy Se\nEon oe\naoe\nene a\nsEnristee S(COminiSsiOn ac comes snc\nenn is care\n\n3,960.00\n1,007.74\nSO\n594 .33\n\nNet Income transferred to the Association............\n\nThe receipts were properly accounted\nin support of all disbursements.\n\n$ 15,641.37\n\nfor and vouchers\n\nYours truly,\nPeat, Marwick,\n\n5,883.63\n\nwere\n\nMircHeit\n\nproduced\n\n& Co.\n\n"}
{"page": 1124, "printed_page": null, "text": "ASSOCIATION\n\nEpucATION\n\nNaTIONAL\n\n1120\n\nSSS\n\nExuisit\n\nINCOME\nFor\n\nAND\n\nthe Year\n\n“A”\n\nEXPENSES\n\nended\n\nMay\n\n31, 1928\n\nIncome:\n\nMemberships from Secretarys Offices\n\na...\n\neee\n\neer reine\n\nN. E. A. Journal:\nSubscriptions (Part of Membership Dues).........\n\nINA Vercising cremiem ie tor ee\nee ae are\nSatestvRyeae\nMOAN\nShae nde GE\nee a\n\neae\nee\n\n$164,676.00\n\n$149\n,739.00\n85,721.47\n\n114.32\n\n235,574.79\n\nSales Of PTOCECCINGS - ennai tet: cree, cee Centre eran\nSales of Special Reports!. 2.22.5.\n©. -¢edcneanasts\n\n960.82\n3,713.86\n\nGommerciall Exhibits...\n\n26,810.53\n\nene\n\neee\n\nara\n\neS\n\n«sete\noe ee Ree\nee\noe oe.\noni 2 ene eect am\n\neee\nee\n\nResearch Bulletin:\n\nSubscriptions:\nSales\nReet\n\nSpecialiinvestigations = ote cee: ieee net\nRentals: \\! ASS\n\n20\n\n2 SS\n\niene\n\n4,403.00\n2, 30420\n\n335.00\n\n7,095.26\n\neen\n\n2) 242250\n\nener\n\n396.58\n\nCash Sales, Reports, Pamphlets, etc................\nNet Income transferred from Permanent Fund.......\nSandry; Income: tis ho hee ore ce ek yore er eene\nSales ‘of Hanis! “Books .0.4a-teie nee\n\n892.32\n15,641.37\n\npinterest. and. DiscountiHarned..\n\nSee\n\n$\n\noe\n\noie\n\n345 .32\n64.73\n\n$461,589.08\nBoard ofy GrusteeSinnc\nseus\npa ee er te eee eee $\nBoard’ of Directors? Saher.\nOe\nee\neee ee\n\n419.83\n7,829.08\n\nExecutive Committee:\n\nPresident (Dr. Blair) 1926-7........\n\n$\n\n814.55\n\nPresident (Miss Adair) 1927-8.......\n\n1,706.24\n\nPresident’s ‘Traveling and Clerical Expensesp!92/—Ser eweseee\nFirst Vice-president (Miss McSkim-\n\nSWOT\n\nTHOM) )1OZ6—7 SAY\n\neee.\n\nee\n\nee\n\nFirst Vicepresident (Dr. Blair) 1927-8.\nibreasurers (Drsismith)) pees\na eee\nChairman, Board of Trustees (Mr.\nSIderS)ida tw cookie\ni Ree\nMember by Election (Mr. Lamkin)...\nMember by Election (Mr. Reynolds).\n\n284.76\n\n155.14\n378.21\n\n565.81\n233.91\n218.16\n\nGeneral Secretary’s Office:\nSalat yah Occketarya, snein\nene eerie\nGClericaliServices=\nheen ae eon\n\n$ 10,000.00\n10,222.76\n\n(lravelingstix<pensesmes\nase tiene\nStationery and Office Supplies.......\nPostage and Stamped Envelopes.....\n\n1,282.43\n308.03\nOgee\n\nCarmied Horward sennaoe $ 23,005.74\n\n5,874.75\n\n$ 14,123.66 $461,589.08\n\n"}
{"page": 1125, "printed_page": null, "text": "ASSOCIATIONAL\n\nReEcorDS AND\n\nINFORMATION\n\n1121\n\n@otal Income, Brought Porward same\ndba n!\naeaseo. | $461,589.08\n\nExpenses Continued:\n\nBYROUPAINE JEG Atls a 4 Ai ao cash o oad Came om meee\n\n$ 14,123.66\n\nGeneral Secretary’s Office: (Continued)\nBroughtahogwarde\neee eee\nckeleonamonme\ngs aan cree\nCenenaleeXPenSesociuts. woeeeien oe:\n\n$ 23,005.74\n208 . 84\nSEO\n\n2One\n2 SO\n\nGeneral Headquarters Expenses:\n\nGeneralixpense.....\n30. 088t\nPurchase of Books (General Use). . ..\nRefunds—Miscellaneous............\nPurchase of back volumes...........\nSubscriptions to Journals...........\nExpresstand ireight:asm eke.\nPostage, Miscellaneous Reports and\nPamphilets@te.\ncs«acme\nsole an\n\nilelephonesetvicew\n\nesse se...\nsee\n\nRepairs—Office Furniture and FixCULES cco tere\ntoe RE ORS kee ee\nDepreciation—Office\nFurniture and\nBIxXtures\n\noa)\n\nek\n\nSE. AER\n\neee\n\nas\n\n763.68\n18.00\nDey, OS)\n48.21\n6.00\n1,040.34\n593.24\n2,171.99\n403.85\n4,975.90\n\nInterest and Discounts Allowed......\n1,603.18\nSurety Bonds ae. ha Py Sake ae ahs\n218.00\nEDEN CSes dtiartha aeRelay ote seen eco\n93.45\nPVUCIEME ee! CLOMe ty GM\naS | Wada\n811.01\nPhysical Plant Expenses:\n[RWEyTY Bias secaepencencarh cl Cee Cc» ee nee $ 15,000.00\nHighteandy POwetace.Gee ear ee oe a\n1,017.65\nGREEN. ceactances eta Na ee a\nee eee Pe\n987.10\nanttor Service. . =... iNp.diky.\n£-=6:\n2,174.48\nWisin temancem\n\ntts\n\n.nue an desig.\nase ay:\n\n2,025.70\n\npezl04.Olas\n\nloons,\n\nInstitutional Expenses:\nAnnual\n\nConventions:\n\nDepartment. Expenses). Of...\nShee O yet iat: $\nRegistration Bureaulan:\nsiya as. + ac ee weded. teed\nStenographers and By ping. ao...\n4 rgesur\nHUDLIGICV MeN eee ee eee ck ona s aha E ER Hersh ih\nPrinting\n= Prognarnseay\nSag. cose ee chy epi gps\n\nPrinting—Miscellaneouswy)........--.\nsesae ah:\nExpressyandshreigints\naii te ee .-- . seieee:\nWelephonesiand Telegrams.).59).--6 --§u-.)-es(Generalne xpensenmmnee\ncaer wet ea crass eric renee\nBadces meee rare ort rena ec a meret ohn lise eee\nRepresentative Assembly Expense............-.\n\n201.67\n523.95\n275.80\n214.95\n1,628.82\n1,443.84\n656.55\n40.18\n164.38\n85.75\nS25. ail\n5,761.26\n\nPromotion and Maintenance of MemberSUAET lunge ¢ DA edad Coane dt cshtheiat eee ee teCae $ 38,691.16\n\nGarriedborward) seen on § 44,452.42\n\n$ 71,534.57\n\n$461,589.08\n\n"}
{"page": 1126, "printed_page": null, "text": "1122\n\na\n\na\n\nNatTIONAL\n\ned\n\nEpucATION\n\nASSOCIATION\neee\n\nTotal Income, Brought Forward / stv.)\n\nSees)\n\n$461,589.08\n\nan.\n\nExpenses: (Continued)\nBrought Porwand spicier\nita era meer $ 71,534.57\n\nInstitutional Expenses:\nBroughtawonwarderccmes\n\nTt\n\n$ 44,452.42\n\nN.E.A. Journal (Printing and DistriDUEIOL) eeente\nea te aie emer tree $101,374.69\nVolume of Proceedings (Printing and\nDistribution) arse\nee\n9,850.67\nPublication and Reports—(Printing\nand Distribution) asa eee eo\n864.50\nResearch Bulletins (Printing and DisCLIDUTION )Me wets seleM RAE\nnees Aah\n7,432.20.\n\n163,974.48\n\nSpecial Appropriations for the Year:\nCommittee on Health Education.....\nLife Annunities and Insurance.......\nLegislative Commission.............\nNational Council on Education......\nCommittee on Tenure..............\n\n$\n\n273.16\n3,627.24\n\n4,619.44\n14.68\n253.01\n\nDepartment of Classroom Teachers...\n\n6,797.77\n\nCommittee on Museums............\nFinancing of Delegates.............\n\n61.65\n17,178.83\n\nKindergarten Education............\n\n195.71\n\nAmerican Education Week..........\n\n523.88\n\nDepartment\n\nof\n\nElementary\n\nSchool\n\nPrincipals... cee\nre een oes\nMembership,\nWorld\nConference on\n\n2,000.00\n\nEqucations\ntee\nee\nee\na eee\nCommittee on Delegate Representa-\n\n1,000.00\n\ntion and Kindred Questions.......\n\n629.82\n\nMembership,\nAmerican\nCouncil on\nEducationes\n© et eer nea\nCommittee on Retirement Allowances.\nCommitteeon Behavior ProblemChild.\nCommittee on Professional Ethics....\nCommittee on Visual Education. ....\nCommittee\non Home\nfor Retired\n‘Teacherg + 08028\n0 hs MiSU eke\n\nDepartment of Adult Education... ..\nCommittee on Foreign Relations... ..\n\n100.00\n493.17\n19.25\n500.45\n32.80\n33-07\n\n500.00\n410.73 $ 39,264.66\n\nDivision of Accounts:\n\nSalaries and Clerical Services........ $\neaveling Expenses.\nqt ernie\nStationery and Office Supplies.......\nPostage and Stamped Envelopes... ..\nTelegrams esse eo eo ee\nCarried: Forwatd:\n\nreane sean.\n\n7,131.93\n422.23\n134.15\n129.56\n4.85\n\nL822\n\n02\n\n$282,596.43\n\n$461,589.08\n\n"}
{"page": 1127, "printed_page": null, "text": "ASSOCIATIONAL\notaiauncome\n\nRECORDS AND\n\nbroucht Morwatdsee\n\nINFORMATION\n\naes mee ee oe\n\n1123\n\neee\n\n$461,589.08\n\nExpenses: (Continued)\n\nBrought Forward\n\n42\n\nDivision of Field: (Legislation)\nSalaries and Clerical Services........ $ 14,129 87\nWraveling Expense, <2.\n.c8 ok oer. s:\nRISK) .16\nStationery and Office Supplies.......\n198. 08\nPostage and Stamped Envelopes.... .\n714.\n(elesrains.\naases, « a eecleeeranOe\n138.\nGeneral Expense......00.06¢.......\n92.\n\n17,823.\n\nDivision of Business:\nSalaries and Clerical Services........ $ 12,045.\nTraveling ab xpense csc.\nocc ice ox cw «\nlo 8y\n\nStationery and Office Supplies.......\nPostage and Stamped Envelopes.....\nsUelegnatis creas eer\n\n292.\n320.\n49.\n19.\n747.\nly,\n\npe teins ae soe\n\nSPypine@Section.... ..2:sso.\nsen sce sss\nMailings SCCLION mori celeb acres «cic 2\nMultictaphsectioner\ncan aksoe\n\n14,805. 73\n\nDivision of Publications:\nSalaries and Clerical Services........\n\n$ 22,589.\n\nTraveling Bxpense,@ 02.0\n.c.- 0\nStationery and Office Supplies.......\nPostage and Stamped Envelopes.....\nMelecramsnwwn\nsone\nPa Go een.\nGeneraliiexpense #20\"\ntps ae\nIReprintstare::\nst, sere na Motch.\nPhotosraphs and Prints/)7.,.....-..\n\n2,760.\n408.\n605.\n64.\nSioe\n188.\n394,\n\n27,386. 40\n\nSalaries and Clerical Services........ $ 33,529.\nTraveling Expenses.\nnea. etree:\nifPAN).\nStationery and Office Supplies.......\nTae\nPostage and Stamped Envelopes.....\n1,069.\nelepramst.,\nse, ests etek «Wr aats &\n97.\nGenerallbxpensen nr. Sr ti. ae att ye 0's\n929.\nBooksiand mamphletsass a.m.\nse see\n506.\n\n38,073. 80\n\nDivision of Research:\n\nDivision of Classroom Service:\nSalaries and Clerical Services........\n\nTraveling\\ Expenses netic\ne.4 daa sa\nStationery and Office Supplies.......\nPostage and Stamped Envelopes.....\nTelegramstiae\ntect\nin: e tee «ai oetal cet\nGeneral Expenses nc spss es wie eas >\n\n$\n\n6,410.\n\n507.\n63.\n156.\n7\n10.\n\noor\n\nDivision of Administrative Service:\nSalaries and Clerical Services........\n\ncbraveling, Expense .teyasle\nsie ttshes uc\nStationery and Office Supplies.......\nPostage and Stamped Envelopes.....\nGatniedshomvandiernsce. .mieiiciac\n\nSimoneOn\n\n369.\n90.\nDD\n\n6,760. 30\n$394\n,601 .63 $461,589.08\n\n"}
{"page": 1128, "printed_page": null, "text": "1124\n\nNATIONAL EpucATION ASSOCIATION\n\nMotal Income, Brought Honwandangaap eterna\nne rene $461,589.08\n\nExpenses: (Continued)\nBrought Ponwardaerarercte\neee et ene\n\n$394 ,601.63\n\nDivision of Records and Membership:\nSalaries and Clerical Services........\n\n$ 29,154.39\n\n‘Traveling Expense. +..te\n200. =...\nPostage and Stamped Envelopes.....\nStationery and Office Supplies.......\nTelegrams / 32st. he ee eee.\nGeneral Brxpensesa..\ntonics eee\nAddressograph Section..............\n\n562.85\n346.53\n\n536.69\n3.00\n3.80\n781.17\n\nBad Debts Written Off...............\nTotal -Expenses......8@\nSitphis forthe\n\n093% 5 cc. 5455\nYerpewa: iq\n\neeve\n\n31,388.43\n\n226.76\nVO\n\nPen\n\nme «amet\n\nte ee »; HOES\n\n$426,216.82\n$ 35,372.26\n\n"}
{"page": 1129, "printed_page": null, "text": "ASSOCIATIONAL RECORDS AND INFORMATION\n\n1125\nSchedule\n\nSECURITIES\n\nON\n\n“1”\n\nHAND\n\nAs at May 31, 1928.\nz\nPar\n\nMunicipal and School Bonds:\n\nValue\n\nClearwater, Kansas, Water Works 5%\nBonds due:\nHOS\nO Nom\nSasa Oi\nBom acictants $ 1,000.00\n1931 —Nosz 19-20 So...\nsence «\n2,000.00\n2032 NOS 2122-23. cess\n3,000.00\nSalt Lake City, Utah, Water Bonds,\n416% due 1934—Nos. 310 to 319..\n10,000.00\nSeattle,\nWashington,\nSchool\nBonds,\n416% due 1931—Nos. 586 to 595...\n10,000.00\n\nBook\n\nI\n\n\"4\n\n$\n\n1,000.00\n2,000.00\n3,000.00\n\n¢\n\nre\n\n50.00\n100.00\n150.00\n\n10,000.00\n\n450.00\n\n10,266.30\n\n450.00\n\n$ 26,000.00 $ 26,266.30 $\n\n1,200.00\n\nRailroad Bonds:\nAtlantic Coast Line R. R. Co. 1st Cons.\nMtge.\n\nBonds\n\n4%\n\ndue\n\n1952—Nos.\n\n5130, 6494, 11638, 11639, 14335, 14339,\n17579, 24601, 37565, and-50251...,.. $ 10,000.00 $\nBaltimore\n\nand Ohio\n\nR. R. Co.\n\nburgh, Lake Erie and West Virginia\nSystem) Ref. Gold Bonds 4% due 1941\n—Nos. 13496 to 13500, 21236 to 21250.\nChicago, Indiana & Southern Ry. Co.\n4%\n\ndue\n\n1956—Nos.\n\n11386\n\n9,600.00 $\n\n400.00\n\n20,000.00\n\n19,942.50\n\n800.00\n\n10,000.00\n\n9,500.00\n\n400.00\n\n4,000.00\n\n3,900.00\n\n160.00\n\n10,000.00\n\n8,895.00\n\n400.00\n\n1,750.00\n\n1,443.75\n\n105.00\n\n5,250.00\n\n4,331.25\n\n210.00\n\n15,000.00\n\n= 15,050.00\n\n600.00\n\n76,000.00\n\n72,662.50\n\n3,075.00\n\n2,000.00\n\n2,000.00\n\n100.00\n\n(Pitts-\n\nto 11394\n\nATICel SSO\nween aE ehe eetha\nManhattan Railway Co. Cons.\n\nies es\n\nMtge.,\nGold Bonds 4% due 1990—Nos. 2843,\n\nOS22 5OOBS MAO0Simaaenses casa toc ¢\nOregon Short Line R. R. Co. Ref. Gold\nBonds\n\n4%\n\ndue\n\n1929—Nos.\n\n4013\n\nto\n\n4017, 4025 to 4027, 4976, 13810......\nSt. Louis & San Francisco R. R. Co. Adjustment Bonds 6% due 1955—Nos.\nIMEI), DIAS, NANO S55 oosconacans\nSt. Louis & San Francisco R. R. Co.\nPrior Lien Mtge. Bonds 4% due 1950\n—Nos. M56051 to 56055, Y1527.....\nTerminal R. R. Association of St. Louis,\nGen. Ref. Sinking Fund Gold Bonds\n\n4% due 1953—Nos.\n\n16311 to 16325..\n\nCorporation Bonds:\nMaine Real Estate Title Co. 1st Mtge.\n\nGold 5% due 1932—Nos, 151 and 152.\nARGANles dia.cnsn oe\n\noO ra aco too\n\n$104,000.00 $100,928.80 $\n\n4,375.00\n\n"}
{"page": 1130, "printed_page": null, "text": "NatTIoNnAL Epucation\n\n1126\n\nTREASURER’S\nFROM\n\nJUNE\n\nASSOCIATION\n\nREPORT\n\n1; 1927 To May\n\n31, 1928\n\nBalance\n\nBrought Forward from Treasurer’s Report for Year ended\nINES ENSE E1927 5 ANOOER. oor, core Aleta ots Sie Po aon\neae cnn lanee $ 74,562.48\n\nReceipts:\nMay 31, 1927 May 31, 1928\nFor Account:\n\nDepartment of Superintendence (Net). $\nDepartment of Elementary School\nPrincipals, (Net) ieee ae\nDepartment of Adult Education (Net).\nDepartment of Rural Education (Net).\nDepartment of Lip Reading (Net)...\nDepartment of Secondary School Principals: (Net}ianie.\n\nee\n\n2,989.95\n\n$ 14,486.77\n\n1,063.86\n438.71\n157.68\n42.81\n\n1,295.81\n. 467.44\n470.67\n2.49\n\nae\n\n404.00\n\n$\n\n4,693.01\n\n$ 17,127.18 $ 12,434.17\n\nFrom Secretary’s Office during Year:\nMembership. Fees. 4.0.ct.cnes\nos: he DEROE acide 20m ob $164,676.00\nSubscriptions to N: E. A. Journal....\n0.00. ....05.5.\n149,739.00\nSubscriptions to Research Bulletin...............\n4,403.00\nSale of Volumes of Proceedings...........0.....2.\n960.82\nSaleiof Special: Reports. 2. a.crswr «senate «\n3,713.86\nSale of Research Bulletins......... .§28%..2014..00\n2,357.26\nSpecial Investigations (Research)................\n335.00\nSalelotaNe ie Ass outnals sep\nnr nie een et\n114.32\nsale of DrpHarris; Books pagans...\nss. sdebate <a\n64.73\nSale of Pageant Leaflets4.\n5... -.. eho)\noe\n36.73\nCash Sales of Reports and Pamphlets............:\n892.32\n\n$327\n,293.04\nFrom\nFrom\nFrom\nFrom\n\nIncome on Permanent Fund.................\nCommercial Exhibits (Net)... shand:\nbine. }Advertising—N.E.A. Journal (Net)...........\nInterest and Discounts Earned...............\nHrome REentalsueceL ved a.e cnc ee ccc clae\nanal ae\nHromellonorarunass (EwelcaV\\Vork) pene\nae ieee:\nFrom Sundry Income—Exchange, etc..............\n\n15,641.37\n26,810.53\n85,721.47\n396.58\n2,272.50\n3,108.27\n345.32\n\n461,589.08\n\n$474,023.25\n\n"}
{"page": 1131, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1127\n\nDisbursements:\nBoardiot 2frustees—-Expenses..\n\n05.\n\ni. ss\n\ncas\n\nBoard of Directors—Expenses.......... S 3 oUn a aot\n\ndeta\n\ncima\n\ndebe\n\noe\n\n$\n\n419.83\n\n7,829.08\n\nExecutive Committee:\n\nPresidents WOU AsAig) ee Uaelovee Sonne Went adklaaie ny $\n(Miss Adair) oo... = 6 Be POO\neras axons\nPresident’s Traveling and Clerical Expenses...... oe\nFirst Vicepresident (Miss McSkimmon)...........\nDn. Blain) oe. motets.\nSSE\ndireacnre tte maith). 2,27 csi haces. co.cueetcec sg\nChairman, Board of Trustees (Mr. Siders)........\nMember by Election (Mr. Lamkin)..............\n(Min Reynolds). -miedsasd.\nac\n\n814.55\n1,706.24\ntheat\n\n284.76\n155.14\n378.21\n565.81\n233.91\n218.16\n\n$\n\n5,874.75\n\nOffice of General Secretary:\nGeneral Pxpense (Salaries, Stationery etc),\n\n00...\n\nere\n\nae\n\n+ Elegs $\n\n1,067.18\n\neen\n\nASS}\n\nGeneral Expense—Headquarters:\nGeneraltlxmenses\n\nya mtiter cco a2\n\noo ceek erate\n\nExpress, Freight and Parcel Post... ........2.-.0..\nMelephoneySenvice ns <5 sysctl arcn Fa «als as ae\nEs\nRepairs—Office Furniture and Fixtures...........\n\n1633),58\n2,171.99\n403.85\n\nInterest and Discounts Allowed...........:......\n\n1,603.18\n\nSurely Bom Gama vac hale see ie. on aan Le ar\na ee\nInsurance\naweee bc nc er wat enadcht vas way eecles\nAuditing Accounts of Association. ...............\nPhysical Plant—Rents, Light, Heat, Power and\nanno\neeaerne IRR\ncoo ki\neee wilde ae niece\n\n218.00\n93.45\n811.01\n21,204.94\n\n29,207.18\n\nInstitutional Expense:\nAnnual Conventions:\n\nWepartinentalExpensesms\nfs ce ea. 8 06 os us teh\nIResistrattoms Weal.\nqemigien tscial aie susie eu -as\nSEEN OSEAD MIC SERVICE wrayer akeeun eeu: aus fbcushoan op5\nED IIGLEY Meee nen Nee ere rice te ies a cvloe: aahsco ce,eral\n\n201.67\n$23.95\n275.80\n214.95\n\nPrinting:\nRrOST ALG M Mae meter te erie pen chek es\n\n1 628.82\n\nsts\n\n1,443.84\n\n3,072.66\n\n[Sesame ehial Jgetedele aeons\nence seumeuo ty Ss\nns. ancien = iene\nelephonestandelelestamse..tt\n\n650.55\n40.18\n\nIMiscellaneoustis.\n\nGe\n\nsw. s.0 ce ae ones\n\nMiscellaneous Expense (Speakers, etc.).......-.\nRepresentative Assembly Expense.,........--.\n\n[BREVOIE(SIA D.dccoed chald MASeke meso ene deed Oar\n\nos\n\n164.38\nOy, By\n\neen\n\n‘elope 18)\nfo\n\nSer Oll\n\n20\n\nPromotion and Maintenance of Membership....\nN. E. A. Journal (Printing and Distribution)....\n\n38,6091. 16\n101,374.69\n\nResearch Bulletin (Printing and Distribution). ..\n\n7,432.20\n\nVolume of Proceedings (1927)... Perce\n\nSe ACCS\n\n9,850.67\n\n6.6rad $163,109.98\nonkoo\n(Gascaiee) IDOAWARl San dd oe ocodovdet00\n\n$ 66,558.67\n\n"}
{"page": 1132, "printed_page": null, "text": "1128\n\nNaTIONAL\n\nDisbursements:\n\nEpUCATION\n\nASSOCIATION\n\n(Continued)\n\nBrought. Forward )secercccccccsste\ncoeseraserners fonode eeaehomeee ean: attoefen $ 66,558.67\nInstitutional Expense: (Continued)\n\nBrought; HOnwardigem erties\neen tri ete $163,109\nPublications and Reports for General Sale........ $\n864.\n\n$163,974.48\n\nSpecial Appropriations for the year 1927-28:\nCommittee on Health Education................. $\nLife Annuities'and Instirance.).\n0 1. crue ones\nWesislative)Commission goser-ee-tonenc\neee eee ere\nNational Council on Education..\\,0.\n50% «50.0.\n2 o.\n\nDISe\nSOE\n4,619.\n14.\n\nGommMittGl OMALEN Ure i. cesar. oesveraeenane ve«ol\neae\n‘Department of Classroom Teachers..............\nGommitteerons Museums)\n5 ¢- amo\nue woe eee\nFinancing Delegates (1927 Convention)...........\nKindergartens Educationeei aspera\nseer\ndee\nAmerican’ Education Week.«1a.\neeechee\nee\nDepartment of Elementary School Principals......\nDepartment of Adult Education.................\n\n253\n6,797\n61\n17,178\n195\n523\n2,000\n~ 500\n\nCommittee on Delegate Representation and Kindred: Questions: See\neee eee ae ee toe\nCommittee on Retirement Allowances............\nCommittee on Behavior Problems Child..........\nCommittee on Professional Ethics................\nCommittee on Visual Education.................\nCommittee on Homes for Retired Teachers........\nCommittee on Foreign Relations.................\nMembership—World Conference on Education...\n.\nMembership—American Council on Education.....\n\n629\n493.\n19.\n500\n32\n33\n410\n1,000\n100\n\n39, 264.66\n\nDivision of Accounts:\n\n(SalariésnStationerys ete eaten. ..0 ance\n\non ee\n\nra\n\nee ee\n\nee\n\nrene\n\nee\n\non eee\n\n$\n\n7,822.72\n\nDivision of Field (Legislative):\n(Salaries |Statiouery, etc) some se\n\neee\n\nWin S232\n\nDivision of Business:\n\n(Salaries \"Stationery ete) jetic: sarc\n\neee\n\nee eee\n\n14,805.73\n\nDivision of Publications:\n(Salaries, Stationery, etc.)\n\n27,386.40\n\nDivision of Research:\n(Salaries, Stationery, etc.)\n\n38,073.80\n\nDivision of Classroom Service:\n\n(Salaries, Stationery, etc.)\n\n7,155.10\n\nDivision of Administrative Service:\n\n(Salaries, Stationery, etc.)\n\n6,760.35\n\nDivision of Records and Membership:\n\n31,388.43\n347.31\n5,568.26\n$426,929.73\n\n"}
{"page": 1133, "printed_page": null, "text": "AssocIATIONAL\n\nRECORDS AND\n\nINFORMATION\n\n1129\n\nCash Summary\n\nBalance as per Treasurer’s Report, May 31, 1927..................\n\n$ 74,562.48\n\nReceipts for the year ended May 31, 1928:\n\nEOE CNEAS WEN ARON\n\ndoors ooh 5 5 ¥ dyed cde\n\nsa Ms Lhe\n\n$474 023.25\n\nDeduct:\n\nIncrease in Accounts Receivable.....\nBad Debts Written Off.............\nIncrease in Time Checks............\ncee\n65.0. soso\nINotes:Receivable..\n\nx\n\n$\n\n3,505.42\n226.76\n301.34\n146.80\n\n$\n\nTota Resciptac............2.0.-.. eae\n\n4,180.32\n\nEee\n\n$469,842.93\n$544,405.41\n\nDisbursements for year:\n\nMotalfasipempave.s wai.\n\nnlm\n\niranstey topbermanent Pund*s.)\n\name es oe de wMtokisers $426,929.73\na aen oem eke» oes\n\n9,117.29\n\n$436,047.02\nDeduct:\nUnpaid Vouchers ateMay 3119287 5...\nod 1a\nAdd WnpaidsVouchersiat-May SIe192 ee.\n\nMotal)Disbursementsae\n\noe Sey tin\n\nGash BalancemciatsMay. Sip 928s\n\nies. tat.\n\nCertificate\n\nnce\n\nete\n\na\n\n7,554.90\n\n$428,492.12\n19,159.06\n\nAe ae eotaep\n\n..s Mga\n\nSoom\n\nMoa\n\n: $447,651.18\n$ 96,754.23\n\nof Auditors\n\nTo the President of the National Education Association:\n\nWe have audited the accounts of the National Education Association, and of the\nSecretary, for the year ended May 31, 1928, and certify that the foregoing statement\nof Receipts and Disbursements is correct and is in accordance with the books of\nthe Association.\nThe Secretary’s Revolving Fund of $30,000.00 has also been verified by us.\nPeat, Marwick,\n\nWashington,\n\nD. C., June 20, 1928.\n\nMITCHELL\n\n& Co.\n\n"}
{"page": 1134, "printed_page": null, "text": "‘ZI 000\n\n761\n\nQoT uo\n\n“yey\npa\nole IF\n\nea\n\n‘TOVEMIVIT)\n| a\na\nieary\near \\\n\nATS)\n\noul[yIOYS\nyy YWoe ay\n\nwere\n\nlee 0\n\n«\n\nua\n\ncee\n\n~LysSIq\nAA\n\nMe\n\nok ivi\n\neur\n\nemis\n6 6\n\naics| 8)\n\nMaar\n\ncee oe 0\n\n©\n\nedie\n\nohie:\n\nCaer\n\nle\n\nwees\n©\n\nFF 9\n\na, A\n\nceive)\n\nSos \\e)\nfares)\n\niis\n\nYee Tey Decur met\n\nchet)\n\nso\n\nate\n\nuo,sUTYSe\nieee\nfo cw) s, Y l\n\noy\n\nag 5)\n\nTs 8\n\nlig\n\ns¢\n\ns¢\n\nSP\n\nSe\n\nSeq\n\nSOT\n\nLI-9T61\nYel vw 34:\nemia)\nwi Se Yelea \\d)\n\nee el\n\noun el\n\nFs\n\nee\n\new\n\n17-9761\n\n87-LZ6I\n6\nuk\nkas elle6\n\note\n\nMae\n\nnage\n\noc\n\nWe a:\n\nset's\n\nCMYMs 6Ma)\n\nsebset\n\nonto\na:\n\n6:4)\n@\n\nite\na\n\nvem ee =\n\namo\naw SP eo!\n#18)\nso\n\nBraet GARGeV\n\nails Te\n\nSOOT\n\nVeto\n\nLZL\n\n€F\n\nSZ0‘9F\nOT\n\n766‘7S\n\nLiaeGe\n\n98°\n\n80F‘T8¢\n99°\n\n‘THE StO\n\n’\n\n86°78‘\n\nLEZ‘88°\n\n‘ZTE 162 TP\n\nCOG\n\n8ZZ\n\nEST\n\nOLE SOR OE\n\n‘LO\n\n89$\n\nZ¢61\n66\nASNAMXA\nAM\nawoouyT\n\nCII\n\nC6\n\n3466\n\n£6 71\n\nSET\n\nO01\n\nete\nence!\n(6\neliye,\nw\n\nmearoart\nate\n\n‘69F TH8 €6\n\nOr\n\nSeacee\n\neHieyim\n\nPatter\nCie\n\n<0\n\nisMis)\n(nso eis),ably\n\nChace oy\n\n00I—%\n2\n\n79\n\n67\n\n680‘ 20’\n\n€1°906‘SZE\n\n9¢°TL0‘80¢\n\n£6\n\nT08‘¢F0z\n8S\n‘887 126\n\nTPE\n\nOF\n0S\n\n1S7IZ1\n8b\n\nSER\n\n601\n\n‘8ZI 16S\n\n‘OO\n\n‘LF\n\n‘Ole LLT\n\nLEE\n\n1S9' SI\n\nQoURleEg\n\nyous\nTLE\n88\nL8T'F\nOL\n7OL‘€\n91°\nLS’\n166‘¢\n‘9 FOE\nZI\nLEL‘1\n€S\n£Z £67 18°\n€0€‘Z\nSe\nOTF‘\nOL\nST Soo‘\n€8\nSL8°8S\nLV\n‘FL 79S 8h\nPSL‘96\n£7\nS$\n\ncOI—\n\n00T—%\n\n—3476596\n\n—KL8\n$6\n—48 3466\n\n8Apooyy]\na8uey L7OT\nSure\n\nA192\nCL\n—%472686\n86\n00I—¥\n\n£6\n\nYVI—66\nSer)\n\n—%{£6“116\n\n—%i\n\n—=VA16VAN\n\n—KF6496\n\nVoge\n—Yels846\n\nees\nPeacoat\nma)\n916I—SUVaA\n82ol—\nasusdxq\n\nicy\n\nVelie\n\nyet Tier\n\n86\n\n909\n\noor\n\n16\n\nPBueY 876T\n\nAR\nTTP\nLS°OOS' R\n96¢ 619 98°\n\nebratiisiegs.\n\nae Ae\n\nages.Be\n\nOES ESD\n\ntees rane\n\n61a aiirwi\n\n(gi\nes <5!\n\ner\n\nWee ve)\n\nAGRE\nie)\n\nSMES\n\neteraL 25>\n\n(bi(a.\n0 WT\n\nsigue:\ntei!\ne: “wc whic)ial owe Sern\n\nAeer Oe:\n\nOwl\na.\n\n<6\n\nWeise)\nhe,“aL /4)6!\n\nSe\n\nPe\n\npeat\n\nSemenee\nSa\n\neS) ae\n\nRaa)\n\nBO\n\ntg!\n\ntee\n\ngree te,\n\nGlad,Ta Ter eee\n\nisle!\nst (ev wife!im io igh\\ere\n\nRW io\n\nvalve:\n&\nie\n\npete:ge\n\nGO <\n\neen\n\nFiveos ce ceat es 8. a) Te\n\newe me)\n@\n\n(ete\n\nwwe aieAt Te in\n\nwig fe) ce; <b Je)\n\nOe\n\nie,\n\nge\n\nSeay\n0\nimap aie\n\nsie,\n\nalee ene:\nel le\n\nCt e, 0) dl 0) Te (6! is:6) ia) ieyeo b, ey ee er\n\nlehra\n\nSOT\n2\n5S,6\n\nome\n6\n\ntareia)\n\nteens ee bY a)\n\n907-SZ6I\nAye 16\nade’ Wellin:4.5 eee) cet ca Os cy\n\nS7—-PZ61\nte0\nfe,\npernw) os\n\nPl7-£761\n©! 0\namee/\n\n8)\n\nala\n\nw/Eapce\nee 8\n\nee. ars\n\nas\n\n600)\n2)\n\n€7-ZZ61\n6\n8\nears,\n#)\n\nGc\n\nge BR\n\nOL\n\nie\n\n‘wie’!\n6.\n\n6.6)\n9.\n\noes oid! ee Ge)\n\nTZ-07Z61\nve:©\nw!\ndeus? opie ip:\n\n7C-1T\nSue,\n\nem\n\nelie:\npu ©. 0)\n\nYS\n\nove) awn SOR Bh\n\n07-6161\nae.\n\n61-8161\nee.\nwhine\nbo le\n\nSI-LI61\n6\nof WO\nshims,‘ob 6s 6\n\nXv\nVil6\n\nSNOANVTTSAOSIN\n\nZS61\n‘\n\nOf6l\n\nOLel\n\nFlor\n\n6761\n\n8ZHT\n=\n\n5676\nYel\n\nINHNNAYAAOD\n\n1v6l\n\nSSor\n\nZC6T\n\n9S6T\n\nesol\nOS6l\n\nAyLNIePY\nPUN\n‘6\n\nGu\nSpun\nha\n0661\n\nae ee 2\n\nquswAed\n\nSe,\n\nmayne\nBY\n\nhae\nes\n\naur] [ray\nayeasty Roly2? soy: seBe ret2P\ngg\n‘Il\nLNAWALVLS\nAO\nLNAAINS ANOONI\nGNV\n\"Teak\nO1-ST6I\nare CBee.»cake “Rtn\nnes cope gains\nterion\na\nee SA\n\napqqeasg Jooyas\n\nYOIMSpas ‘Ayuno7“suey\nee\nee sl ale\n\naye]\n\nu0sa1¢)\n\netie- BK\n\nee ae\n\n(8zol\nee ae rk\n\nACMIIEY\noD\n\nAjnf‘T\n\nsrowmnyyeg\n%\nONO“a a\n\neYUeue\n\naera\n\nOostouery\n“AY []eo) 10j\n\nme\n\nUssYINOSPeoley\ney\n\nerpsvog\nWY eee\na\n\nOUEDOSSH\nPO 1S\nSIMO\nth\nhea\naagl\nOosfouesy ‘Avmyrey\nsattag \"VW\n\"\nSp\n\naIeY\n=\n\nSTALSNAL\n\nNationa\n\nAqy\njo\n\n‘OT 000\n000‘T yes\n000‘9\n‘OT 000\n\n3\n\n‘soy ues\n\nonuepy\n\n‘oseory+) vuvIpUy\n2%\n\nanss]\n\n[EUMe\nsmo]US\n\nSHILIANOUS\nSavOUaTIVa\npe\nA, anye\n\nNOLLVPWAOANI\nCHHSINA\nAI\nNA\nAHL\nONILVA\nAO\n\neey\n\n‘F\n000\nAy\n0Z 000‘\n‘OT 000\n\nqunowy\nST$ 000‘ y\nosz‘s3S\nOT 000‘\n‘OT 000\nI OSL 46\n\nI\n\nNOILLIGA\nTE\nP\n1130\nEpucatTion ASSOCIATION\n\n"}
{"page": 1135, "printed_page": null, "text": "Bak\n\nysea\n\nea K\n\n6T-8161\nST-LI6l\nLI-9T6T\n\nLST\n\n9VC\nCV\n\n8c-LC6l\nLe97C6T\nLe\n\n9¢-S7OL\nSc-vc6l\nVC-CC6T\nSGeCCOL\ncC-1COL\nTc-0c6T\nOc-6T6T\n\nSL\neREES\nip\nJIN\n\nYqUE@IXIS\n[ZT\n‘283g\nM‘N\n\nTe REEESALOE SEES\n\nOOT\n876\n\nSeo 8669\nCOL'F\nES\nESS\nus\n\nLe\n\n‘EET\n861‘20\n00z$\n“876\nOI\n“8cr OOT\n‘OI\nOTT8cr\nS7F\nS00‘\nZET$00\n‘CET\nSom\nSe\"\n\nyoog\n\n‘onjeA\n\nJueIUNODY\nse}zeys7ey}\n\nUOTJENJoNy\nSI snpO}\n\n$\n\nJOSSesSy\nJO 9}\n\noT\n\nao 8\n\nGLVLISd\n\n99\n”\n\nj1N}SIG\nJO\n\n¢\n\nBIQUINJOD\n\nvile\n\n000'FI$\n00°\nSe\n000°\n00°\nSee\n00'000'L9SZ°9ZT$\n\nes\n=\nsee\n\n‘SaT}IIndes\n\nESTs 000° 00°\n\ng\n\n00°Z9L°LIT$\n‘08$\n\n00009\n\n86T$ ZE8'00\n\naseyoing\npuey\nA, ane\nddI\nA, anje\nWIT\nsjusmaAOId ]eI0.L,\n00°000'86\n$\n07L'89\n00°\n°7L$\n00000\nOFL‘OFT$\n00\nEO\nere2 “72\nO0°OSS ‘9 006 00°\nTE OSr'00\n¢s 000° 00°\nFZ ZL‘00\n00°00L‘T ‘97 ¢F9 00\n\nSYOOg\nJO 94}\n\nGASSHSSV NOILVNTIVA\n“VAN TVaad\n\nsasueyd\nUL\nsnj/vA\nJO\n\npelIIeg\nUO 9}\n\n‘AI\n\nI l‘\n\nS9$ \"000°\nS9\n000°\n‘99 “00S\n‘8 ‘00S\n‘OL \"000\n680‘9T$\n£1’ 5\n‘0 000\n00°\n“000°28 LT 99S‘\n£1\nLT 99S‘ ET\n°LT 99S ET\n\nsosesjIOjY\n\n28\n000‘\n18\n000°\n\nperiiey\n3e\n\n00°000'EST\n\n00°196'F6 000°€ST\n00°\n\n€ST.\n00°00°\n\n|\n\n00 00°OS\n“S°°°\n6LZ°9S\nOSS\nSt6°9\n\n'SLF'T\nO00\n\n000‘00\n\nsseygoimd\n\ndog\n\nTeoa\n97e3Sq\n[Ray\nwy\n-aA01d\no7e)sq\nS9}PY\ns]UdUr\n\n8Z6I—9T6I—CGNNY\n\nRECORDS AND\n\nx,\n\n08\n\nsy\n\n6c08”08° 08°08°\n\n08\n\nae 86\n\n>\n\n876 O0T\n\n8E°969'L\n\n|\n\nTF\n\n6¢\n\nQRATIONY\nI]\n\n$9}0N\n\n00\n00°00 00°000°€ST\n00/000'S6\n000° O00°EST\n000-251.\n\n0000099\n00° 00099\n000°99\n\nJeuosiog\n\nSITPIAINIIS\n\n97e}Sq\n[eo\n\n00\n\nLNANVWdd\n\npon190y\n\nLNAWALVIS\nFO\n\n3s0104U]\n\n109° 8z3‘19¢\nLT8°T£6 ‘67\n1Te° 119‘ 62\nLT¢ 991‘ 102\nS0z\n990‘\n4T¢°\nLT 160‘ 002\n«08 SZ0‘66T\n+08 STH‘ L6T\n+00 $18‘ 66T\n804 ‘£07\n«TV\n646 ‘66T\n+00\n00000‘ 00z$\n\n[eIOL,\n\n‘III\n\nASSOCIATIONAL\nINFORMATION\n\n1131\n\n\"000\"$99\n“OOF\n000‘\n\n"}
{"page": 1136, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n1132\nee\n\nREPORT\n\nOF\n\nTHE\n\nBUDGET\n\nCOMMITTEE*\n\nBudget for June 1, 1928 to May 31, 1929\n\nThe Limit\n\nof Appropriations\n\nThe Board of Directors on July 2, 1928 decided to continue the practice of the past few years of keeping the appropriation for the current year\nwithin the income of the last fiscal year.\nThis amount is $461,589.08.\n(See Auditors’ Report for 1928.)\n:\n\nThe Contingent\n\nFund\n\nFor emergencies that may arise the Board of Directors set aside the sum\nof $20,000.00 to be expended only upon vote of the Executive Committee.\nThe $20,000.00 is taken from the Cash Balance at the end of the fiscal\nyear which amounted to $96,754.23.\nTransfer\n\nto Permanent\n\nFund\n\nThe Directors ordered the remainder of the Cash Balance transferred\nto the Permanent Fund, said. transfer to take place in the fall of 1928\nthereby leaving this amount of $76,754.23 in the General Fund during\nthe time when membership receipts are insufficient to cover current expenses.\n\n* Adopted by the Representative Assembly, Friday, July 6, 1928, Minneapolis,\nthe totals for each item appropriated in same date by the Board of Directors.\n\nMinn.,\n\nand\n\n"}
{"page": 1137, "printed_page": null, "text": "ASSOCIATIONAL REcorDS AND INFORMATION\nCONDENSED\n\nSCHEDULE\n\nI. General Control:\nLUD Gar 2 eed hsJ'ai ae a\nDirectors... .o< Bhai\ncuras sewage\nKak\nExecutive Committee. ...........\n\nContingent fund for President......\nMEUISCOES rer\n\nRe\n\ntiaras ccs oe\n\nOe\n\nOF\n\n1133\n\nEXPENSES\n\nExpended\n\nBudget\n\nPercent\n\n1927-28\n\n1928-29\n\nof Total\n\n$17,178.83\n7,829.08\n4,356.78\n\n$10,000.00\n10,000.00\n4,300.00\n\niL yl eeSOY\n\n2.166\n2.166\n. 930\n\n1,500.00\n\n.328\n\nean\n\n419. 83\n\n420.00\n\n.099\n\nee\n\n31,302.49\n\n26,220.00\n\n5.689\n\nSecretary’s ORICE MPM RTE oscar oe\nDivistou Accounts.\n...- «2. s.se se\n\n2322\nUne\n\nOO\nP\n\nMOAOROO\n8,154.00\n\n5.923\n1.766\n\nBusiness Division (25%)..........\nRetirement Annuities and Insurance.\n\n3,701.43\n3,627.24\n\n4,112.50\n8,502.44\n\n.890\n1.841\n\n38,379.22\n\n48,108.94\n\n10.420\n\n69,681.71\n\n74,328.94\n\n16.109\n\nMtOtal Sareea\n\nUNGER\n\nSS\n\nSk\n\nrect\n\noe\n\n5 Soe ee\n\nTotal General Control........\n\nII. Operation and Maintenance:\n5 sa. ons ss eo8 oe\n\n$21,204.94\n\n$21,203.00\n\n4.593\n\nGeneral Office Expense............\nFurniture and Bixtures............\n\nPhysical) Plaateene\n\n8,002.24\n4,975.90\n\n7,936.00\n5,000.00\n\n1.819\n1.084\n\nBusiness Division (25%)..........\n\n3,701.43\n\n4,112.50\n\n. 890\n\n$37,884.51\n\n$38,251.50\n\n8.386\n\n022.2228:\n\n$38,691.16\n\n$38,000.00\n\n8.232\n\nRecords and Membership.\n\n$31,388.43\n\n$34 492.00\n\n7,366\n\nV. Association Activities:\nField Division (Legislative)........\nBusiness Division (50%)..........\nPublications Division.«.....-.-...\n\n$17,823.82\n7,402.87\n\n$18,759.00\n;\n.00\n\n4.064\n1.781\n\nieesearch Divistonmeane.d\nss o0 +«5:\n(lasstvOomn SELviCe’..:.. cack\nas cee\nAdministrative Service............\n\n27,386.40\n38,073.80\nSSS, MO\n6,760.35\n\n32,706.00\n48,826.00\n7,352.00\n8,061.00\n\n7.085\n10.578\n1.592\n1.746\n\nouimalgINey Hee Acr revs\nsa tention:\nseer ae Research Bulletin’... 2-5.\n\n101,374.69\n7,432.20\n\n101,374.00\n8,000.00\n\n21.960\n12.733\n\nOta\n\nMen\note cies\n\nIII. Promotion\n\nand\n\nMaintenance\n\nMembership ee-eay\nIV.\n\nDivision\n\nof\n\nVolume Proceedings............-.\nPublications and Reports for Sale. .\n\n2.134\n. 108\n\n9,850.00\n500.00\n\ngel\n\n5,761.26\n\n5,445.00\n\nSpecial Appropriations............\n\n17,358.59\n\n25,400.00\n\n5.589\n\nmeas\n\n247,244.25\n\n274,498.00\n\n59.549\n\nMembership in:\nWorld Federations «6... 0cs00c6cnn«\nAmerican Council Education.......\n\n$1,000.00\n100.00\n\n$1,000.00\n100.00\n\n4\n216\n.021\n\nnce de <1\nAnnual: Gonvention# si:4-21\n\nWOtalin.\nVI.\n\n9,850.67\n864.50\n\nce\n\nOs\n\nes\n\n$ 1,100.00\n$1,100.00\nVII. Depreciation:\n996070. been Che thd\nItLeDLOLi Gere Ween serine $\nBad Debt\ni GRAND TOTAL Pee Ame Pee $426,216.82 Pes\nces oreens “3\nWill) Contingent, Mund nc.\n\n$480,670.44\n\n237\n\nee ne\n\nere\n99.879\n\n"}
{"page": 1138, "printed_page": null, "text": "1134\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nFinancingsDelegate@oei.....850%EO......-0.00e\nDotals.\n\n«20\n\nA\n\nPR\n\nER BO\n\nRages\n\ncine ws\n\ny\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n$17,178.83\n\n$10,000.00\n\n$17,178.83\n\n$10,000.00\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nBoard of Directors:\nAnnual Meekingce.\n\nStates\n\nne - = tee Cf\n\nx penses wave un\n\nTotals ach\n\nGp BCR\n\nPhe 06 cee ees\n\nSUT 4902STe\n\naia. ecce go os Care Were POS\nERE\n\none\n\n336-31)\"\n\noo Ssooreion\n\nExecutive Committee:\nPresident (1920=27)o%...t\nih. seebetiaies\nfeiaee es\nPresident (192 4:48)ie . cps -pemree\nions soe oe\nFirst Vicepresident (1926—=27)). see ee ese\naece\nBirst Vicepresident (192-28) mena) serene\nren\nTreasurer (192 7=28).0 etc Cares eee en\nere\nChairman Board of Trustees (1927—28)...........\nMember by Election (1926-27)................\nMember by Election (1927-28)................\n\n\"TOCAS ins,cyst vat SE Gigs Ook\n\nCae\n\nCE\n\nee\n\nsc.0.55-4 qh Sees\n\n«eet ae\n\neee\n\neee\n\noe\n$10,000.00\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n$\n\n814555\"\nee ae\n1,506:24 ne ewes lee\n2384). 10. oar\nee eee\n155... 14 ee ee ae\nDOs2 Ln a ee ae\n565;S18bt IGgey as.\n233. ODOM STINE.\n2US' LES\nOUT, |\n\n$ 4,356.78\n\nContingent Fund for President. ...........00000.\nTotals}...\n\n$ 7,829.08\n\npeo\n\n$ 4,300.00\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n$1,517.97\n\n$ 1,500.00 (a)\n\n$ 1,517.97\n\n| $ 1,500.00\n\n(a) For secretarial service, special travel and contingencies.\n\nBoard of Trustees eu oo of\n\nee ee Lee\n\nRotals vtec See sas aie cae\n\neee\n\ntoe\n\nSeah\n\nte\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n$\n\n419.83\n\n$\n\n420.00 (a)\n\n$\n\n419.83\n\n$\n\n420.00\n\n(a) The expenses of the Chairman of the Board of Trustees and the President of\nthe Association are charged to the account of the Executive Committee.\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nGeneral Secretary’s Office:\nSalaries and Clerical Services..................\n‘Traveling Expenses i@... 00 MW 08... ow\nStationery & Office Supplies.) ............04.\n\n$20,222.76\n1,282.43\n308 . 03\n\n$24,020.00 (a)\n1,500.00\n350.00\n\nStationery & Stamped Envelopes..............\n\n‘elegrams. 00.000\nGeneralvE xpenses.\n\n“Botals.\n\n«Mk\n\nOFS. GORE\n\nOR ALG\n\n(a) Salaries as per schedule\ntemporary help.\n\nL192 252\n\n1,200.00\n\n0.02.\neee\n\n208 . 84\n13,28\n\n220.00\n50.00\n\nERB 6 os csecs oe\n\n$23,227.83\n\n$27,340.00\n\n1%... QO.NOLE 85...\nWs go\nie\nee\n\n1928-29—J.\n\nW.\n\nCrabtree\n\nand six assistants\n\nand\n\n"}
{"page": 1139, "printed_page": null, "text": "cht a all\n\nASSOCIATIONAL REcoRDS AND INFORMATION\n1135\neal leat\nleSe aan AS MIN\nlad\nExpended\n\n_ es\nDivision of Accounts:\nSalaries & Clerical Services....................\n\nIwaveling Expeme.£0b............. anangiup.\nStationery & Office Supplies...................\nPostage & Stamped Envelopes.................\nGLEE ANILS eee MMEEN Ae Ot\nRe Renee Cec Ces\nUG tall ie tkgestiee. 93\n\n5\n\na\n\na\n\nee\n\n1928-29\n\n$ 7,131.93»\n\n$ 7,424.00 (a)\n\n422.23\n134.15\n129.56\n4.85\n$ 7,822.72\n\n(a) Salaries as per schedule 1928-29—Helen\n\nBudget\n\n1927-28\n\n300.00\n250.00\n175.00\n5.00\n\\$ 8,154.00\n\nT. Hixson and two assistants.\nExpended\n\ntan\n\nBudget\n\n1927-28\n\n1928-29\n\nSalarpesrGy Glerical Senyices, ... 0.06. .0626cs0005\nMramelinouM xnenser, ene kier tess itr ons kcue coe\n\n$12,045.60\n1,318.14\n\n$13,672.00 (a)\n1,200.00\n\nStationery & OfficasSupplies....0...5.....5..06.\nPostage & Stamped Envelopes.................\n\n292.21\n\nDivision of Business:\n\n200.00\n\n32057\nDele\ngranice See apie HES AOSTA ero\naces een a\n49.01\nDypinktSection OS SOG cb Boo. ccc\nadmin nie ae\n19.05\nMailing: Section. te cele\nccsicaccoeds serienese!esepstercuens\n747.29\nMultisraph-Sectiontrermrtern.\ncoir cca oeccas sie es\n13.86\nGV .CRUISIN CEOCr VACCH AM RINE « skdierehsctoriexcceihidl\n« RGGI CR\n\nLOCALS emmy\n\nAte\n\nRosai hycacoe Meera eres\n\n(a) Salaries as per schedule\n\n1928-29—-H.\n\n$14,805.73\n\n320.00\n50.00\n20.00 (b)\n643.00 (b)\n20.00 (b)\n325.00 (c)\n\n$16,450.00\n\nA. Allan, thirteen assistants and from\n\ntwelve to forty temporary workers; parts of salaries and wages charged to other\nactivities as services are given.\n(b) Operating costs are distributed and charged to activities for which work is\ndone; amounts above are required for items remaining undistributed at end of year.\n(c) To provide for expenses incidental to handling Journal advertising previously\npaid for directly out of advertising income.\nA separate appropriation item is recommended by the Auditor.\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nRetirement Annuities and Insurance:\npedy times fiaarve: WMP\nME\nis cece ecco ois oe einenfasoFonop ROOREAEA OE\n$ 4,169.97 (b)\n(RaceKD Sec ilchS ek Pe eae ee aan Ge A oreeeton\n7 aor $ 3,627.24 (a) 4,332.47 (b)\n(ke {20 ES R's\n\nSO) 8 4 RNG Pe\n\nERR\n\nESS\n\n$ 3,627.24\n\n$ 8,502.44\n\n(a) For period December 1, 1927 to May 31, 1928.\n(b) For\n\npolicies,\n\npremiums\n\nfor retirement\n\nannuity,\n\nee\n\ndisability\n\nand group\n\nlife insurance\n\nThis amount is matched by deductions from salaries of employees paid for\n\nthe same purpose.\nDecember 1, 1928.\n\nPremiums\n\nfrom this appropriation\n\nare\n\npayable\n\nJune\n\n1, and\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nPhysical Plant:\n\nRCC\n\nee opzayests islwictntclatebeRaelopemstetee\n\n$15,000.00\n\n$15,000.00\n\n1,017.65\naie\n\n1,017.00\n; ees\n\ntoncdils\nees hans ote etabtawtets\neRe ROE CC\nEE\nsn\n\n2,174.48\nDAVES 1a)\n\n,\n3\n2,025.00\n\n$21,204.94.\n\n$21,203.00\n\noe. Ce hd ee\n\nse = act 4..- \\ cure EE ep ene «A\nWiehe: Powerette\nEVCeUCME Ne waa Ws eT Pee cars Sheehan Meltexchcnecet ats\n\n{LOL SELVICC\nheen\n\nMotalseek\n\nwars\n\nJui AIMRHN\n\nAa eee\n\n"}
{"page": 1140, "printed_page": null, "text": "1136\n\nNatTIONAL\n\nEpucaTIoNn ASSOCIATION\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nGeneral Office Expenses:\nee\nhe cgkeee\nTelephone Service.............. Oe\nRepairs—Office Furniture & Equipment........\nne Rekh\nTnsutance.s\nsee eae ae ee ee\n\n$ 2,171.99\n403.85\n93.45\n\n$ 2,200.00\n400.00\n154.00\n\nce cress eens Groen\nee tect\nGeneral Expensele\nerie eerie Cheieiciet\nSupseriptions topfournalsiywon\nPurchase of Books (General Use)..............\n222.\nBe .c. 42-2...\nRefunds of Memberships\ntee\nRurchaseroibacksVolUmes yon ayeee re\nExpress) Sabreight eee over! kt «2. MOIR aSsme.\n\n763.68\n6.00\n18.00\n231.29\n48.21\n1,040.34\n\n760.00\n6.00\n18.00\n230.00\n48.00\n900.00\n\nInterestiga Discount Allowed 5. ..2s 02-2 «seu\n\n1,603.18\n\n1,600.00\n\nSurety, BOndsay\n\nere eta\n\nyi\n\nesti sine wonieur aan:\n\n218.00\n\n218.00\n\n811.01\n593.24\n\n812.00\n590.00\n\n$ 8,002.24\n\n$ 7,936.00\n\nAuditing Accounts of Association..............\nMailing—Reports & Pamphlets................\nLotalsset€...\n\nMerce eset\n\nake ut ees he estes eat\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nOfiee Kurnituce and) Mixtures aac. = lorie\neee eee\n\n$ 5,568.26\n\n$$ 5,000.00 (a)\n\nDepreciation Reservedsey,\n\n(—592..36) ) noire sense\n\n52.5 . a. enmendeteee\nerste\n\nMEOtBIS:. 5... newer ehesh-<c coer, HUES a\nee\n$4,975.90\n$ 5,000.00\n(a) Office furniture and fixtures purchased under this head become a part. of\nfixed assets of the Association.\nExpended\nBudget\n1927-28\n\nPromotion and Maintenance of Membership...\n\n1928-29\n\n...\n\n$38,691.16\n\n$38,000.00\n\nTotalss.ic botettheth\nan Beier, ease fart\n\n$38,691.16\n\n$38,000.00\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nDivision of Records and Membership:\nSalaries*& ClericalServicéss 4.0.22 ...cc)aou\naces:\n\n$29,154.39\n\n$31,492.00 (a)\n\n‘Traveling Expense Yas te's< ce scnuise os tee sees\nStationery & Office Supplies...................\nPostage & Stamped Envelopes.................\nLelegrains SE\nBey. Bent ce Woe ieraviacesn: ccrayckors ener.\n\n562.85\n346.53\n536.69\n3.00\n\nGeneral-Expensearmenrs\n\nine mie’ os ten cg ene\n\nee\n\n3.80\n\n50.00\n\n781.17\n\n1,500.00\n\n$31,388.43\n\n$34,492.00\n\nStock Supplies & Machine Upkeep.............\n(Addressograph Section)\n\nTOta Se\n\nee\n\n(a) Salaries\n\nas\n\ntemporary help.\n\na\nper\n\nschedule\n\nee st Gee\n\nae\n\n1928-29—T,\n\nD.\n\nMartin,\n\nField Division (Legislative):\nSalaries & Clerical Services....................\nsLravelingy Expense). sweet\nel.6bo deacctacne tage\n\nStationery & Office Supplies...................\nPostage & Stamped Envelopes...............4.\nWelesraise MMOs. PR. nes asin\nAe ire ae\nGeneral ixpense®\n$90) © ope eeeeee\n\n~LOtals Serre ce Weeckktr\nabeeen\nresyhi\naden ae\n\n750.00\n350.00\n300.00\n50.00\n\nfourteen\n\nassistants)\nand\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n$14,129.87\n2 590),.16\n\n$14,959.00 (a)\n2,500.00\n\n198.08\n714.54\n138.41\n92.76\n\n250.00\n800.00\n150.00\n100.00\n\n$17,823.82\n\n$18,759.00\n\n(a) Salaries as per schedule 1928-29-—Charl O. Williams and three assistants and\n\nextra clerical help.\n\n"}
{"page": 1141, "printed_page": null, "text": "ASSOCIATIONAL\n\nREcoRDS\n\nAND\n\nINFORMATION\n\n1137\n\nExpended\n\n9s\nDivision of Publications:\nSalaries Gei@lerical -ServiCes. «6.062\nocc eccusn\nUVAVOMS RX PERSON, o.oo de errs oate ties scee us\n\nStationery & Office Supplies. ............0..0...\nPostage & Stamped Envelopes.................\n\nBudget\n\n1927-28\n\n1928-29\n\n$22,589.99\nPPT S0)..185}\n\n$28,246.00 (a)\n2,300.00 (b)\n\n408 .09\n605.46\n\nAINSIGSIAVTN <*atatsaeen 0.0 oe SoC\nene ee\nGeneraluexmense acywat ti She Me <.cccrevavarsere\ncoananererarace an\nIRVESOAIES Is aug 34 Shs ae\nee eee eee\n\n64.51\nSiS). 118)\n188.25\n\nPhotographs,\n\n394 84\n\nPrints, Mats & Electros..........\n\nSemvice torstate Association Journalsteses,\n2/50) tee\nee Stand\n“URGED «d/o\n\n6 eh GeO te Sere\n\n$27,386.40\n\n400.00\n600.00\n\n60.00\n400.00\n200.00\n500.00\n\nSLE\n\nPet\n\n$32,706.00\n\n(a) Salaries as per schedule 1928-29—Joy E. Morgan, eleven assistants and extra\nclerical help.\n(b) This item covers travel in connection with the Association’s convention for\nall members of the division staff who work on publicity and publications.\nHonorariums will offset much of this expense.\nHonorariums received by members of the\nees during 1927-28 and turned into the Association’s general fund amount to\nIFoo 2e20)\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n55-2 town was oo\nio cc. os se\ncas ee os\n\n$33,529.11\n1,218.42\n\n$38,976.00 (a)\n1,200.00\n\nStationery and Office Supplies.................\nPostage and Stamped Envelopes...............\nWkelegramsr weg. ee\nne rot aioe oe wea\neens\nes\n\n722.85\n1,069.90\n97. 84\n929.12\n506.56\neure\n\n750.00\n1,100.00\n100.00\n1,200.00\n1,000.00\n4,500.00 (b)\n\nDivision of Research:\nSalaries t&1 Clerical Services;\nTrawelinss Expense\newes\n\n(Genera\nx pemser ra tied eon le eionas ain Sicistoe\nBooksrand Pamphlets (library)... 2.........-..CGoordinationloinesearch pia c.ic cece eee bee ee\n\nTMG Ehs @ Seco\n\nGo\n\ncoy oc dh eae\neee\n\n(a) Salaries as per schedule\nextra clerical help.\n\n1928-29—John\n\n$38,073.80\n\n$48,826.00\n\nK. Norton, fourteen assistants and\n\n(b) This item is for the appropriation to cover the cost of initiating the work\nin the direction of coordinating and synthesizing the results of education research.\nAt Boston the Association’s Executive Committee approved the initiation of this\nwork during the year 1928-29.\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nSalaries and Clerical’Services..........-..:...-\n\n$ 6,410.11\n\n$ 6,812.00 (a)\n\no5sog0s oon Sons Omaob neadGe\nTimah |Bpglsikyews\nStationery and Office Supplies.........-.......\nPostage and Stamped Envelopes...........-.-ANSI BTTUSS 3cp. oc 6 Shion 0 0 a Me Daeko con cit. 0\\o1o ORIN\n(Genenalblxmense emir icite. oi. ceca selectins\n\n507.62\n63.26\n156.76\nTSS\n10.00\n\n300.00\n60.00\n150.00\n10.00\n20.00\n\ntence aay ee arenes 6\n\nSalon\n\nLONDe/ OOemOO\n\nDivision of Classroom Service:\n\nTRO CaS eee\n\n(a) Salaries\nclerical help.\n\neee\n\noiais < eietir\n\nas per schedule\n\n1928-29—Agnes\n\nWinn,\n\none\n\nassistant\n\nand\n\nextra\n\n"}
{"page": 1142, "printed_page": null, "text": "NatTIoNAL EpucATION\n\n1138!\n\nASSOCIATION\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nDivision of Administrative Service:\ncen ce seme\nSalaries and! ClericabiSetvice:..2%\nted ceeds\nMrAveling, Expenses Mevacor\n\n$ 6,276.79\n369.81\n\n$ 7,736.00 (a)\n200.00\n\nStationery and Office Supplies.................\nPostage and Stamped Envelopes.............--\n\n90.88\n22.87\n\n100.00\n25.00\n\neade seek tousweeuods\n\n$ 6,760.35\n\n$ 8,061.00\n\nELGUAIS: $22\n\nOR\n\nceric\n\nee\n\n(a) Salaries as per schedule 1928-29—S. D. Shankland, five assistants and extra\nclerical help; part of salaries paid by Department of Superintendence and Department of Elementary School Principals.\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nJournal of the National Education Ass’n.:\nPrinting; and Distribution. wha oeeen\ndoy acieya: & $101,374.69\n\nOba Sockeye lai\n\nAe\n\nRAs\n\neae:\n\narias $101,374.69\n\n$101,374.00\n\n$101,374.00\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nResearch Bulletin:\n\nPrinting and Distribution\n\neee\n\n$ 7,432.20\n\n$ 8,000.00\n\nTotals cs...0tisiistes\ntke eee\neer\n\n$ 7,432.20\n\n$ 8,000.00\n\nVokumefof Proceedings)\n\n= he\n\n...2-.- see\n\nes\n\nane\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\nee\n\n$9,850.57\n\n$9,850.00\n\nfLOtALS ee 6) Sys Mises deat ayroates caer\n\n$9,850.57\n\n$9,850.00\n\nPublications and Reports for General Sale........\nBlOtls3 gssar fe as ess et eR\n\nA ae nee\n\nNo\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n|\n\n$\n\n864.50\n\n$\n\n500.00 (a)\n\n$\n\n864.50\n\n$\n\n500.00\n\n(a) Out of this appropriation are printed or reprinted books or pamphlets having\nready sale. This is an income producing account.\n\nAnnual Convention:\nDepartment Expenséstsaf.......08...0:..8+-Resistrationeer\ngeen aon tt tn eee\noe eee\nStenographers and! Wyipines «5. sds eeee ae ee\nBablecity< ite tae SY\nha skh ce\nRemnping yerograms way. 6 oe oie ke Ae\n\neee\neee\n\nhace\niene\n\nPrinting—Miscellaneous?.......¢.-.-1... kus\nex presstanG LiLelghte tenon\nShen eee eee\nWelephone and Melegrams......\n00, s+ os ceeee\nGeneralahxpenseiy\nie pn ee Mee\nee ee ee\nBadgésk:\nmy. i. Rats. Muni\nkota\nRepresentative Assembly Expense\nTotals\n\nExpended\n1927-28\n\n$201. 67\n523.95\n275.80\n214.95\n1,628.82\n1,443.84\n656.55\n40.18\n164.38\n\n85.75\n\nBudget\n\n1928-29\n\n$\n\n200.\n329%\n\n"}
{"page": 1143, "printed_page": null, "text": "ASSOCIATIONAL RECORDS AND\n\nINFORMATION\n\n1139\n\nExpended\n\n:\n\nBudget\n\n1927-28\n\nSpecial Committee Appropriations:\n\n1928-\n\nee\n\nForeign Relations (Publicity)..................\nHealth Rdmcation so1. Host pees aul. ke datiee\n\n$e\n\nWesislativer@ommiussione .)ascii\nese,\nSCNULCERR eee\ntik. Re oe ee\n\n41007350\n273.16\n\n4,619.44\n253.01\n\n$l, 000200\n400.00\n\nDepartment of Classroom Teachers............\nAmerican’ Education Week: ! : . nd lacie wile fc\n\n6,797.77\n523.88\n\n8,500.00\n250.00\n\nOne Hundred on Retirement Allowances. ene\nert\nBehavior Problem—Child...2..\n25. 02...0..00.4.\nBrohkesslomal por\nHi Coaertctaine\nison acme\neee ieke\n\n493.17\n19.25\n500.45\n\n500.00\n100.00\n400.00\n\nVisual Education Department.................\nHome torRetired Teachers: «ji gnycdones evesdske sae\nDepartment of Adult Education...............\n\n32.80\n\n150.00\n\nDept. of Elementary School Principals. .\n\name\n\n5,000.00\n500.00\n\n2,000.00\n\n1,500.00\n\n-\n\n33.07\n300.00\n500.00\n500.00\nSchool Museums Relations....................\n6165 TU ees\nKindergarten Education. ........... 000.000...\n195.74 qs nea\nDelegate Representation and Kindred Ger ops\n629.82\n4,000.00\nNational Council of Education........\n:\n14.68\n500.00\nEconomic Status of the Teacher. °.............\n0 veeeeee eee\n1,800.00\nSOLAS\n\noe Wee\n\nere\n\nfie Tehten kon eh. heSano ascat\n\nAssociation Membership Fees:\nWorld Federation of Education Associations.....\nAmerican Council on Education................\n\nGta Sewee ee ta casiee Mees ete totusge aches\n\nhaat\n\n$17,358.59\n\n$25,400.00\n\nExpended\n\nBudget\n\n1927-28\n\n1928-29\n\n$ 1,000.00\n100.00\n\n$ 1,000.00 (a)\n100.00 (a)\n\n$ 1,100.00\n\n$ 1,100.00\n\n(a) Membership fees as fixed by organizations of which the N. E. A. is a member.\nRespectfully submitted,\nBudget Committee.\n\nTHE\n\nBUDGET\n\nCOMMITTEE\n\nWalter R. Siders, Chairman, State House, Augusta, Maine.\n\nJohn\n\nW.\n\nAbercrombie,\n\nAssistant\n\nSuperintendent\n\nof Education,\n\nMont-\n\n111 Gale Avenue,\n\nRiver Forest,\n\nIllinois.\n\nState\n\ngomery, Alabama.\n\nMrs. Bertha S. Armbruster,\nE. M. Carter,\nsouri.\n\nSecretary,\n\nPrincipal,\n\nMissouri\n\nAssociation,\n\nState Teachers\n\nColumbia,\n\nMis-\n\nClara Jahnke, 1930 8th Avenue, Spokane, Washington.\nSue M. Powers, Superintendent, Shelby County Schools, Court House, Memphis,\nTennessee.\n\nFrank E. Reynolds, Secretary,\nof Commerce, Columbus, Ohio.\n\nOhio State Teachers\n\nHenry Lester Smith, Dean, School of Education,\nton, Indiana.\n\nCaroline\nVermont.\n\nS. Woodruff,\n\nPrincipal,\n\nState\n\nNormal\n\nAssociation,\n\n428 Chamber\n\nIndiana University,\n\nBlooming-\n\nSchool,\n\nCastleton,\n\nTraining\n\n"}
{"page": 1144, "printed_page": null, "text": "1140\n\nNATIONAL EpucATION ASSOCIATION\n\nSECRETARY’S REPORT\nSECRETARY, NATIONAL EDUCATION ASSOCIATION,\nWASHINGTON, D. C.\nHIS report presents the work of the Association for the year. It calls\nattention to the constructive tendencies in education and to the improved relationship with colleges.\nIt discusses the power propaganda, sanctified squander, and the blacklist.\nIt gives items of interest at\nthe central office and in the field. It makes suggestions and recommendations for the consideration of the officers of the Association.\nJ. W. CRABTREE,\n\nCONSTRUCTIVE TENDENCIES\nA few years ago the Association adopted the ideal, “A stabilized all\ninclusive membership and the entire profession at work on its problems.”\nMany thought it a beautiful sentiment but not an ideal to be realized.\nEach year, however, members are impressed with the\nTHE IDEAL TO\ngain\nmade during the preceding year. “Teachers in\nBE REALIZED\nall types of work are members—teachers in the\nkindergarten in the elementary grades, in the junior and senior high school,\nin the college and university. ‘The gain in professional spirit and in the\nstudy of the problems of the profession are among the outstanding achievements of the year.\nMany school systems now have a continuous plan for the study of the\ncurriculum.\nIn some systems of schools there is a director for curriculum\nstudy. [he building of the course of a study is no longer done by the\nclipping process. “The study is on a truly scientific\nan ead:\nbasis in a few cities, and in most cities careful inCURRICULUM\ntelligent thought enters into the discussions and decisions. ‘The yearbooks issued by the Department\nof Superintendence lead the way. ‘These are on a scientific basis and contain the best practices and the best thought in the profession. The large\nnumber of orders received for these yearbooks is a fair indication of the\ntrend of thinking along these lines.\nThe cooperative plan of studying questions in the preparation of committee reports aids materially in getting the profession at work on its problems. ‘The definite effort to interest principals in holding meetings of the\nteachers in their buildings, printing for them in pamphlet form suggested\nprograms for the work, and urging organization and\nRE\nCer\nstudy in the Journal and in the Research Bulletin,\n\nITS PROBLEMS\n\nhave had a tremendous influence in establishing the\n\npractice of studying professional problems.\nHenry\nvan Dyke says: “Knowledge may be gained from books; but the love of\nknowledge is transmitted only by personal contact.’ In like manner professional knowledge may be found in libraries, but professional ideals come\nonly from the exchange of views and from the inspiration of personal contacts such as these meetings and educational conventions afford.\nThe Association has advanced the interests of the profession much more\nrapidly by getting into the current of the best educational tendencies,\nby\n\n"}
{"page": 1145, "printed_page": null, "text": "een\n\nAssociATIONAL Records AND INFORMATION\nesa\nee\nneuen\n\n{i414\neee\n\ncontributing what it could to these tendencies and to others growing out of\nHas not the gain been much more pronounced than would have\nthem.\nbeen possible by spending its energies in trying to start new trends and\ntheories? In 1917 there was plainly a movement for giving the classroom\nteacher a larger share in working out educational\nprograms and policies. Believing it to be a tendency\nin the right direction, the Association took it up a&\n\n~\n\ntL\nBeer\nTENDENCIES\n\na part of its program.\nThe momentum of the\nmovement has increased rapidly from year to year.\nIt has developed\ngreater professional spirit among teachers.\nIt has increased the membership of the Association. It has resulted in the movements to improve the\ncurriculum and to secure a better balanced articulation between subjects,\ncourses, and institutions, as well as to lead to other constructive tendencies.\nIf it is true that the unparallelled growth and success of the Association\nis largely due to its taking hold of and promoting the best trends of the day,\nit becomes important to know which are the most fundamental trends and\nto follow them from year to year as in the case of the one just mentioned.\nIn order to get a list of worthwhile tendencies we\nwrote to a number of the leading educators of the\npcerere ee\n;\n‘\nF\n:\nT TRENDS\nnation asking each to mention two or three to which\nthe Association could give attention. ‘The replies brought in a long list,\nthe same ones being mentioned time after time in different phraseology.\nThose in the following paragraphs are the one that were most frequently\nmentioned in' these letters. ‘There is no attempt to list them in the order\nof importance.\nThe wording is as a rule that given in the letters.\nThere is a distinct movement toward unity on the part of those engaged\nin education. Even the ranks of higher education are feeling the impress\n‘This movement is an outgrowth of an awakened professional\nof it now.\nconsciousness and a realization that the teaching of youth and the cause of\neducation have a fundamental place in the success and social progress of the\nrepublic. That consciousness is pervading the ranks of those who teach\n\nthe youngest children and those who do the expert work in the laboratories\nof great research institutions. ‘There is already a marked increase of confidence on the part of the lay public and a willingness to take the advice of those in professional ranks\nas to educational policies. The teacher, the superintendent, and the professor are becoming the nation’s\n\nete\nPROFESSION\n\nexpert advisers on school problems in their relation to national prosperity\nand individual happiness.\nThere is a marked tendency to recognize education as a governmental\nissue separate and apart from the usual functions of government.\n‘This\ntendency recognizes that education has a fundamental relationship to the\nwelfare of society and to the state. It is not simply passive and protective.\nIt is not a mere incident to the forward movement of society. It is more\n\nthan all that.\n\nIt places education as the foundation of human progress.\n\n"}
{"page": 1146, "printed_page": null, "text": "1142\n\na\n\nrt\n\nEpucaTIon ASSOCIATION\nNaTIONALa\n\nIt tends to establish in the several states educational machinery, which is\nresponsible to the people through the chief state school official and which\nin each state and community separates school issues\nSCHOOL\nfrom all others of state and municipal control.\nIf\nCONTROL AND\nthe tendency in this direction develops as it bids fair\nBEE\ne toe ar to do, it will ultimately bring about in this country\nMUNICIPAL\n>a popular habit of mind which will enable citizens\nCONTROL\nand voters to solve school problems in the terms of\nschool issues, separate from the other issues of politics and government.\nNo more wholesome tendency is evident than this\none.\nThe fuller meaning of the state’s function in the preparation of teachers\nfor the public schools is recognized as never before. Associated with this\nare better salaries and longer tenure. The possibility of still better preparation is thus made possible. Are we expecting too\nTHE STATE’S\nmuch to look forward to the day when four years\nFUNCTION IN\nofh preparation\nbeyond\nthe hisenior t highh school\n| will‘ be\nf\nS 4\nPREPARING\nTEACHERS\nthe minimum\nfor teaching in the elementary\nschools? ‘Tulsa, Oklahoma, and a few other cities\nrequire four years’ training as a minimum.\n.\nAnother movement is in the eagerness to find an equalization principle in\nstate plans for subsidizing public education—with a square deal for all\ncommunities.\nPerhaps the provision in the earlier Education Bill of a\n$50,000,000 fund for equalizing educational opportunities had much to\ndo with bringing this topic forward for discussion.\nThe work of the\nEQUALIZATION _ Finance Inquiry gave the fact basis. Certain techPRINCIPLE\nnics have recently been developed and there is now\ngoing ona revision of state subsidy plans in New\nYork, Florida, Kansas, Nebraska, Connecticut, Wisconsin, Pennsylvania,\nand possibly many other states. The economic ability of the weaker districts must be brought up to par in order that the children may not suffer\nfrom inferior teachers or inferior school opportunities of any kind. A\nsquare deal will bring this about and people are trying to find it.\nGreat gain has been made in the extension of local public educational\nprograms to adult education and in the utilization of the public school\nplant for evening work to meet the needs of all citizens. The part-time\nschool, libraries, lyceums, clubs, chautauquas, the radio, the motion picture\nare some of the many out-of-school agencies contributing to the intellectual\ngrowth of the individual. There is a very decided\n\nSahrcheeetn\nAND ADULT\nEDUCATION\nis moving rapidly.\nas well as good,\n\ntendency to develop the first two years of college\nwork in the immediate environment of students.\nSome interesting experiments are now being made\nin the field of the junior college. This tendency\nIt needs to be wisely directed or it might do harm\n\n"}
{"page": 1147, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1143\n\nThere is an increasing tendency to regard all school education as a continuous whole, and thus to lessen emphasis on the former arbitrary breaks\nbetween the parts of the educational system. This is particularly noticeable in the college. Colleges are taking a very different attitude toward\nsecondary and even elementary education than they did a few years ago.\nThis is true whether the institutions be state or\nprivate.\nRegional associations suchas the North\nBETTER\nCentral, Middle States and Maryland, Southern,\ncece\nCoO\nNew England, et cetera, are experiencing a great\nRELATIONSHIPS\nchange in the spirit which animates and dominates\nthem.\nHigher institutions must serve the ends of society.\nTherefore,\nthey are coming into closer relationship with state-supporting education.\nThe whole nation is ready to profit from the report being prepared by the\nCommittee on Articulation.\nProvision has been made in many colleges for freshmen orientation or\nguidance. Provision has also been made in a number of secondary schools\nfor helping high school freshmen to find themselves.\n‘This service naturally extends itself to other high school and college\n' students.\nIt was organized first to meet an emerFRESHMEN\n‘\nORIENTATION\ngency need for freshman and then extended in\nAND GUIDANCE\nplaces to meet an urgent need in other classes.\nGuidance and help become more and more necessary as larger and larger\nnumbers attend the high school and college. Is not the time ripe for a\nstudy of this tendency and to have the practises and findings of those\nworking on the problem published for general distribution?\nOne outstanding leader of educational progress cites these desirable\ntrends. “A move towards the county unit in administration, abolition of\nelected county and state superintendents, improved systems of taxation,\npart-time education, vocational education for all, child welfare, preschool,\nand junior college.” Another one gives this list:\nLISTS OF\n“Vitalizing courses of study, improved efficiency in\nTRENDS\nteaching and in administration, increased attention\nto character education, a deeper appreciation of our own profession and\n\nthe observance of its standards and ideals, and an all-inclusive association\nStill another says: “Improvement in teaching perand understanding.”\nsonality and in extending character education, organizing and supervising\nextracurriculum activities, but nothing else means more than the movement for retirement allowances and for fairer tenure regulations.”\nby the AssoThe following movements have either been set in motion\nciation or at least stimulated by it:\nin a great program\n1. The enlistment of all teachers and administrators\n\nof serv-\n\non.\nice and the formation of an all-inclusive professi\non at work on its problems.\n2. Definite progress in getting the entire professi\n\n3, A united movement\n\nfor a Department\n\nof Education.\n\n"}
{"page": 1148, "printed_page": null, "text": "EpuUCATION ASSOCIATION\n\nNatTIONAL\n\n{144\n\ny.\n4. Promotion of the principle, the equalization of educational opportunit\ntrained\nlly\nprofessiona\nand\n5. Movement for an adequate supply of educated\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\n\nTHINGS\nUNDER WAY\n\non a nationwide basis and the use of the central office\nas a clearinghouse.\n8. Definitely relating the central organization to the\nlarger public interests of America.\n9. Improved plans and policies for the Americanization of the foreign-born,\nand for doing away with illiteracy among the Amercan-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\n\nFederation\n\nof Education\n\nAssociations.\n\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\npractises.\n\n14. The\n\njunior\n\nhigh\n\nschool,\n\nthe\n\njunior\n\ncollege,\n\nand\n\nincreased\n\nvantages.\n\nvocational\n\nad-_\n‘\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\n\nCOLLEGE\n\nAND\n\nTHE\n\nASSOCIATION\n\nThe statement “Colleges are not interested in the National Education\nAssociation” has been made many times during recent years. In arranging\nto carry out the instructions of the Board of Directors and of the Representative Assembly to use the Association’s influence for better salaries\nfor college instructors and professors the thought of a new relationship\nbetween the Association and colleges was developed. The plan of working\nthrough a committee chairman for each college\nmy NEW\n.\nwas worked out and submitted to college presidents.\nATIONSHIP\n\nWITH\n\nCOLLEGES\n\nIt was\n\naccepted\n\nSPRTETIOE\n\n3\n\nby 635 institutions\n\n2\n\nrepresenting\n\npractically all leading colleges and universities in\nthe United States. The plan provides for a committee chairman in each\ncollege who receives information concerning the work of the Association\nand who passes on to the president and faculty only such questions as he\nconsiders advisable. He appoints members of his committee as necessary.\n‘The correspondence back and forth has been heavy. Each general letter\nbrought replies from hundreds of committee members.\nMany have asked\nfor special information on other professional problems.\nThe following\nstatement by a committee chairman is typical of letters which have been\nreceived during the last month:\n“We have taken a very different interest in the N. E. A. at this. University\nsince you began your efforts to enlist the college people in the Association.\nWe\n\n"}
{"page": 1149, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1145\n\nhad come to think of the organization as belonging to the public schools and only\nthose interested more directly in the preparation of teachers.\nWe are convinced\nnow that your organization may be of great benefit to all colleges and that\npossibly we can be of some help to the N. E. A. We\nhave had discussion of the various items\nin your letters and have planned to have\n\ntaken up\ninterested\n\nNEW\n\nINTEREST\nIN THE\n\nASSOCIATION\ngroups go more into detail at another meeting and during next year.\nOf course we are interested in your\nefforts to have salaries placed upon a proper basis.\n‘This question is quite a\nserious one in colleges of this type. Also the maximum load for the instructor\nis an important item where the funds for the budget are inadequate.\nWe are\ninterested in all that you have to offer and will continue to look forward\ncommunications.\n\nto your\n\nThe publicity given to the low salaries paid to instructors and professors,\n\nand particularly to those in charge of freshman and sophomore classes,\nhas led colleges and universities to plan to increase salaries. Many have\nactually taken steps for giving increases.\nA few have already adopted\nnew schedules providing more adequate salaries.\n“The charge that the\nstaggering freshman mortality of recent years was\nAer\n.\n.\n.\n.\n4\nlargely due to inferior teaching in Freshman year\nSALARING POR\nis causing colleges to give careful consideration to\nINSTRUCTORS\nthe whole question of teacher preparation, personality, tact, and to salary. ‘The committee chairman who knows the viewpoint of the profession and who appreciates the conditions and handicaps\nthat must be overcome in the college proves to be the one to call the attention of college authorities to the question.\nThis is one of the most important movements of the year. It could not\nhave been accomplished had it not been preceded by the outstanding work\n\nof the research division.\n\n‘The gain has already been so great that no one\n\ncan longer make the statement that colleges are not participating in the\nstudy of professional problems.\nThe ease and\nalacrity with which the interest and cooperation of\nCONTINUATION\n;\nOF PLAN\nthe college has been secured is cause for congratulation when one realizes the full meaning of having such highly trained\nspecialists at work on the problems of the profession. It is hoped that the\nBoard of Directors will approve of the plan and authorize that it be\ncontinued,\nLir—E MEMBERSHIP\nEight hundred life members in a year is a good record.\nIt means an\naddition to the permanent fund of $80,000 in cash and notes. “The permanent fund has been almost doubled by funds from this source in three\n\nyears.\nnew\n\nWe have every reason to expect that there will be more than 800\nmembers\n\nnext year and still more\n\nthan that\n\nthe year following. ‘This gives assurance of funds\nfor the new building at headquarters.\n‘There is\ngreat need for additional space.\nIt is necessary\neven now to begin renting outside quarters for\n\nLIFE\nan ree EN\nWRW BUILDING\n\n"}
{"page": 1150, "printed_page": null, "text": "1146\n\nNatIoNAL\n\nEpuCATION\n\nASSOCIATION\n\nbuilding\ncertain activities. Is it not perfectly safe to arrange for this new\nhas\nbuilding\npresent\nthe\nto\nadjacent\nGround\nyears?\ntwo\nnext\nwithin the\n'\nalready been purchased.\nhip\nmembers\nlife\nof\nity\nopportun\nthe\nextended\nhas\nplan\nThe ten payment\nto teachers and principals. Out of more than a thousand notes signed by\nthose taking advantage of this method of paying, only one during the year\nhas asked to have his note cancelled. Only fifteen have asked for further\nPayments\ntime in which to make the payment.\nof\nbecause\ninstances\ntwo\nhave been discontinued in\nRESULTS OF\ncolin\nwell\nas\ndo\ncan\nman\nbusiness\nWhat\ndeath.\nTae ate\nNT\n:\n:\nF\né\nPLAN\nPAYME\nlecting notes? These memberships are coming in\nas a result of the growth in professional interest. Many who accept the\nlife membership invitation have great difficulty in making ends meet. “They\nmake a financial sacrifice in accepting and in paying their notes each year.\nThe joy, satisfaction, and prestige that comes according to their reports\n\nmore than compensates them for the outlay and for the sacrifices made.\nThe classes of 1903 and 1928 of the high school at Tiffin, Ohio, are\npresenting Miss Mary Hartman with life membership in the National\nEducation Association as she retires from her work in the high school.\nAre there not other places where the alumni of the\nBUILDERS\nfirst and last graduating classes would take pride in\nOBennyE\nextending to the one who has served long and faithPROFESSION\n:\n:\n,\n;\n:\nHONOR THEM\nfully this highest honor in the profession?\nIt is\nsuggested that every officer of the Association, every\ncommittee, and every delegate of the Representative Assembly keep this\nin mind and take the initiative in starting the movement to honor these\nteachers who have served so well. ‘The presentation can be made by classes\nor teachers or citizens. Do not let these best builders of the profession be\nforgotten. Read “The Woman Who Was Forgotten” in the February,\n1927, Journal. It will serve as an inspiration.\nHere is a suggestion that if adopted would mean a new headquarters\nbuilding within two years. Let each delegate of the Representative Assembly at the Minneapolis meeting and each life member in the Association\nfind one new life member for 1928-29.\nThen let each new member be\nrequested to find another member before the end of the year. This would\nDea ohn\nomen\nform the nucleus of a membership chain that would\nMEMBERSHIP\nadd link after link each year until it reached into\nCAMPAIGN\nevery town and community in the nation.\nThis\nmembership chain has started in a few cities as New\nBrunswick, N. J., Superior, Wis., Lincoln, Nebr., Canyon, Texas,\nand\nCincinnati, Ohio.\nIt guarantees wise selections.\nMany of the 800 new\nmembers for the year 1927-28 came from the sources just\nmentioned. The\nplan will work even more effectively next year.\nThe desire has been expressed over and over again to have\nlife member-\n\n"}
{"page": 1151, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1147\n\nship in the Association mean life membership in the Departments also.\nThat is, for each Department to accept as life members its own members who hold life membership in\nLIFE\nthe Association. ‘The added expense to any departOT CT Lae\nDEPARTMENTS\nment would be negligible at first. Why not enIf it\ncourage Departments to adopt that plan?\nshould become expensive the executive committee could arrange to share\nthe additional expense.\nSuch an arrangement would be highly appreciated by life members.\nThere is a widespread desire to have a life membership key in addition\nto or in place of the life membership pin. When the pin was selected a\nfew years ago it was preferred to a key. During the last year or two\nthere has come the desire for the key. ‘There have been many letters\nasking about it, particularly since the special key\nwas made for Mrs. Lindbergh.\nA group of life\nLIFE\nmembers who discussed the question at the Boston\netait\na er\nmeeting decided to recommend that a key be adopted\nwhich could be ordered by life members.\nIt was thought it should be\nmade in about three sizes and kept in stock by a jeweller with prices\nguaranteed and that the order should be made through the central office.\nSimilar advice has come from other members. It is therefore recommended\nthat the board of directors authorize the executive committee to work out\na plan by which a life member may purchase a life membership key.\nTHE\n\nDAUGHTERS\n\nOF\n\nTHE\n\nAMERICAN\n\nREVOLUTION\n\nIn February and March pamphlets were distributed in many local\nchapters of the Daughters of the American Revolution, listing a number\nof welfare associations as being sympathetic with communistic ideals. The\nNational Education Association was listed with the others. Some of these\npamphlets which were not prepared by the D. A. R.\nbut by other agencies contained what is known as\nTHE BLACKS\n“the black list’’—a list of names of men of questionable loyalty.\nIn this list was the name of David Starr Jordan, an\nexpresident of the National Education Association.\nAs a rule it is not wise to pay attention to charges of this kind. But\nthe fact that these pamphlets were distributed through chapters of the\nD. A. R. gave the impression that they represented the views of that great\npatriotic organization.\n‘This led us to write the\npresident general calling her attention to the | NIRA HERS ETE\npamphlets and giving her a chance to stop their\nfurther distribution.\nIn laying the matter before Mrs. Brosseau we took occasion to say:\n“Do you know of any other class of people whose work during the World\nWar was more nearly up to the effectiveness of that of the D. A. R. itself\nthan was the work of teachers in aiding the Red Cross to collect funds,\n\n"}
{"page": 1152, "printed_page": null, "text": "NaTIONAL\n\n1148\n\nEpuUCATION ASSOCIATION\n\nin promoting the sale of liberty bonds, and making effective Mr. Hoover’s\nplan for the conservation of ; food? You doubtless\nas\n:\nsaw at the time Mr. Hoover’s letter of appreciation\nSia AL\nHas it not occurred to you that the\nto teachers.\nour nation in that great emergency\nof\nwonderful loyalty of the people\nin citizenship and loyalty in the\ntraining\nwas largely the fruits of the\nAmerica have done and in view\nof\nteachers\nthe\nwhat\nschools? In view of\nafford to permit false statenot\ncould\nwe\ntoday,\ndoing\nare\nof what they\nments to go out to your people unchallenged.”\nThe reply stated that “I have always held the National Education Association in high esteem.”\nWhile the reply did not express disapproval of\nwhat had been distributed, we have not heard of any further distribution\nof literature reflecting on the loyalty of our Association.\nThe inference\nis that the D. A. R. was not fully aware of all that was going on. The\nfact that this propaganda was distributed through\nDAUGHTERS OF\nchapters put the D. A. R. on the defensive and in\nTHE AMERICAN\nan unpleasant position.\nThe newspapers of the\nREVOLUTION\n\nNOT\n\nFULLY\n\ncountry\n\nhave\n\nseverely\n\na\n\ncriticised\n\n3\n\nie e\n\nthe organization\n\nAWARE\n\nfor distributing these pamphlets. The incident closes\nwith a continuance of the spirit of cooperation and\ngoodwill which has characterized the relationship between our organizations for many years. “These other agencies seem to have made about the\nsame use of the Daughters of the American Revolution in releasing their\npropaganda that the Utility Bureaus have made of the schools.\nUtitity AGENCIES\n\nINVADE THE SCHOOLS\n\nThe Federal Trade Commission has made an extensive investigation\ninto the activity of the Public Utility Service Bureaus and their attempt\nto influence state and national legislation on the question of ownership of\npublic utilities.\nEarly in the hearings testimony was given by utility\nagents showing that much attention had been given to what was being\ntaught in the schools, to the elimination of undesirable texts, and to\nsecuring the adoption of satisfactory books.\n‘These agents testified that\nmuch information had been prepared and furnished free to the schools and\nthat educators had been paid for editing books, for writing articles, and\nfor delivering addresses promoting the interests of Utility Corporations.\nThe\npurpose\ni\n7\nPUBLIC UTILITY\nAGENCIES\nAND\n\nTHE\n\nSCHOOLS\n\nune\n\nies\n\nme\n\nBe bee\n\nFi oehod“gee\nSo:\n\neration of voters to appreciate and stand for private\nownership of utilities. ‘This aspect of the case, this\n\nattempt to bring into the schools semipolitical matter has stirred the nation\nto an appreciation of the importance of maintaining the integrity of our\neducational institutions which exist to serve all the people regardless of\nparty, creed, or economic status. Nothing else arouses the indignation of\n\n"}
{"page": 1153, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS AND\n\nINFORMATION\n\n1149\n\nall the people so much as an attempt to use the schools for commercial and\npolitical purposes. ‘The commission, in going into the school phase of the\n\nquestion, has confined the inquiry largely to the policies of the utility\nagencies and the extent to which propaganda has been distributed.\nIt is\nnot concerning itself with what was actually accomplished so much as\nwith what was attempted.\nLetters have been written to many superintendents asking for information to place before the executive committee and board of directors.\nThe replies show that superintendents have not, as a rule, been aware\nof the organized effort to use the schools for semipolitical purposes. ‘Those\nwho have replied think that little in that direction has been accomplished.\nThey feel that the common sense of teachers would usually prevent their\nusing advertising material or propaganda to carry\nout any questionable purpose.\nThey have been anEDUCATORS\nnoyed by propaganda from other sources fully as\nppb\ngainer es\nmuch as from this source.\n“They generally feel,\nMOTIVES\nhowever, that the association should give attention\nto the whole propaganda question, not to condemn what has been done so\nmuch as to aid in making it still more difficult to use the schools to promote\ncommercial, political, or factional ends.\n\nThe\n\nfollowing\n\nfrom\n\nC.\n\nG.\n\nSchulz,\n\nsecretary\n\nof\n\nthe\n\nMinnesota\n\nEducation Association, is typical of the letters from the secretaries of state\nAssociations: ‘Much publicity has been made of the facts brought out by\nhearings before the Federal Trade Commission bearing upon what public\nutility companies have attempted to do through the public schools and\nother educational institutions.\n“The whole thing, as shown by the facts\npresented, is dead wrong. I thing that the teachers,\n\nas represented by the N. E. A. should make a firm\n;\n\nP\n\nSTATE\n\nSECRETARIES\n\nA\n\nand emphatic protest and repudiate any use of eduTYPICAL VIEW\ncational processes for that purpose.\nI am in full\naccord with the suggestion to take this before the board of directors.”\nMany state, city, and county superintendents are now investigating the\nsituation. A few have completed their surveys and\nhave reported.\n“The importance of the question\nSURERING\nsuggests giving in full Superintendent Threlkeld’s\npages AEE\n(Denver) careful analysis of the issues involved:\nANALYSIS\n“My first thought is, however, that we should\nnot be fragmentary in our attack upon this problem.\nPropaganda by the\npublic utilities is only one phase of the propaganda problem as it faces the\nschools. It might be taken as a point of departure dealing with the entire\nproblem.\nMy point is that every teacher, every\n\nsupervisor, every administrator in the public schools\n\nSth OOLe tno\n\nbetween\n\nPROPAGANDA\n\nshould\n\nclearly\n\npropaganda\n\nthink\n\nout\n\nand education,\n\nthe distinction\nand\n\nno propaganda\n\nany kind should be allowed in the schools.\ncations.\n\nof\n\n‘This has far-reaching appli-\n\n"}
{"page": 1154, "printed_page": null, "text": "1150\n\nNatTIONAL\n\nEpucATION\n\nASSOCIATION\n\n“Some one said that any one who teaches a theory is a propagandist.\nTaking the meaning that I have for this statement, I agree with it. I?\nis our job to study theories, not to teach them, if by teaching we mean\nfixing them in the minds of pupils as definite and final answers to questions.\nLooking at it from this angle there is undoubtedly\nRO EAGAN DIST:\na great deal of propaganda in the schools, and much\nof it may be more damaging than that which is\ngetting so much attention now with regard‘to the public utilities. Any\nteacher who has a particular theory in politics, economics, morality, or in\nany phase of our life and who presents it to the exclusion of opposing\narguments is a propagandist.\n“Why not seize upon this situation as an opportunity to clarify the\nthinking of our profession generally with regard to the distinction between\nreal education and propaganda. I recall authors and teachers that I have\ncome in contact within the field of political science who-were propagandists\nfor a particular type of city government.\n‘Their effect upon me was a\ntendency toward a closed mind on a question to\nMASQUERADING\nwhich there is no final and absolute answer. Js not\nte\naaa\nthis vicious propaganda, and should it go on under\nEDUCATION\nthe guise of education?\nI do not intend to minimize the importance of the particular phase of this\n\nquestion which is now getting so much publicity. My only point is that\nwe should consider it to be only a phase of the propaganda problem and\nnot the whole scope of it.\n“Our research department has recently made a survey of our schools\nwith regard to our relationship to the public utilities, and nothing significant was discovered with regard to propaganda from that source. They\nhave sent certain material direct to our principals,\nCGE\nTats\nbut in cases where it has been used at all only\n\nIN DENVER\n\ncertain portions that have informative\n\nvalue have\n\nbeen used, and the propaganda features have been\nOn the whole, our contact with the public utilities in Denver\n\nheld back.\nhas not been troublesome.\nI have had much more difficulty in opposing\npropaganda from other sources.\n“May I say in this connection that I think the official staff of the\nN. E, A. could do much good if it were to take up the problem of keeping\nadvertising materials and movements out of the public schools. This is a\nphase of the propaganda problem.\nIn Denver we have a very strict rule\nagainst any advertising material or movement going into our schools.\nIt is difficult to enforce minutely but I think we\n\nSt\nTSS\nSCHOOLS\n\nlive up to it pretty well. Unless I am quite in error,\nhowever, there are school systems in the country\n\nwhich seem not to follow such a policy. Private\nconcerns are able to get their advertising materials into their schools. This\n\n"}
{"page": 1155, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1151\n\nmakes it more difficult for the school system that does try to stand out\nagainst it. It makes us appear finicky.\n“There is a fundamental principle of public school administration involved here which I think ought to be developed throughout the nation.\nIn our schools for example, we will not permit the advertising of a musical\nentertainment, even if the entertainment itself is good, if it is promoted for\nthe making of profit. We do not see how we can help an agency that\nmakes its money this way and deny advertising to a\nbuilding\nh\ntlaing’ and loan association,\net ion, for example, whose\nac2\n\nTHE\nFUNDAMENTAL\n\ntivity might also be said to be of benefit to humanity.\nPRINCIPLE\nYet in enforcing a rule of this kind we frequently\nhave to appear to be opposed to a thing which has good educational value\nin itself when we are simply opposed to making a public school system\na party to private enterprise.\nPerhaps all of this suggests the problem of\na rather definite code of ethics to be followed in the school administration\nthroughout all our schools.”\nUsually the attack upon propaganda of one kind comes from propagandists of another kind. ‘This makes it very difficult to handle. It places one\nbetween the frying pan and the fire. But here is a clearcut analysis o}\nthe case by one\n\nwho\n\nsees the question from\n\nthe middle as well as from\n\neach end. Of course we all know that children are not scientists and\nthat they must acquire the judicial temperament\nlater in life.\nThey dart from one opinion to anAree\nother as the bumblebee flits from one clover blossom\nto another. After students find that they have formed judgments which\nare untrue or partly untrue they gradually begin to consider both sides of\nthe question.\n‘There is the possibility however when only one side of\nthe question has been presented with the apparent approval of school\nauthorities and with conviction by the teacher that the temporary judgment\nmay become a prejudice which is difficult to remove.\n‘This is why\nschools need to be protected from one sided information.\nOne reason why the Utility Bureaus have failed to get very far in\nother cities as well as in Denver with their questionable purposes is\nbecause of the organizations of teachers for work in a continuous effort to\nimprove the school curriculum.\nIn the hundreds\nof schools where the work of improving the course\nCURRICULUM\nof study is in the hands of committees and school\nSTUDY A\nauthorities there is little danger from propaganda\nPREVENTIVE\nefforts. Perhaps the solution of the question lies in this particular moveSuperintendent Gwinn in an interview with reporters who called\nment.\nto learn to what extent the power propaganda had been distributed in the\nSan Francisco schools said in part: ‘Every textbook and all information\nsources used in our schools is subjected to the careful scrutiny of a course of\nstudy committee before its use is approved.\nUnder this system which 1s\n\n"}
{"page": 1156, "printed_page": null, "text": "NationaL\n\niy?\n\nEpuCATION\n\nASSOCIATION\n\ne\nee eee ee\nE\ner\n\nnot yet in general use, it would be almost impossible for agencies to inject\nThe survey\npropaganda to promote selfish ends.\n\nundertaken by the N. E. A. is vitally necessary and\nTO! REPORTERS?\nmay Teveal 1 as astounding & conditions. I am; convinced\nthat the widespread publicity being given to the\ncareful examination of all material submitted to\na\nsubject will result in\ncommittees and school authorities.”\nWe have taken the view that the service bureaus of public utility companies do not represent the business men who own the stock in power\nWe fully expect to see rigid requirements adopted for service\ncompanies.\nbureaus as a result of the investigations by the Federal Trade Commission.\nAs evidence of this view we quote the following\nU. S. CHAMBER\nfrom a resolution adopted by the United States\nSUPERINTENDENT GWINN\n\nOF COMMERCE\nCOMDEMNS\n\n= Chamber of Commerce\n:\n\nPOWER\nPROPAGANDA\n\n:\n\nand which was\nsubmitted3\nae:\nj\n\nto the National Electric Light Association for its\nconsideration: “American business is jealous of its\ngood name and insists upon protecting its professional status by the maintenance of the highest standards, and intends\nscrupulously to discharge its collective responsibilities.\nChief among such\nsuch responsibilities is that of purging business of all those who indulge in\ncommercial and political corruption, and thru resort to unclean or unworthy\npractices bring business into disrepute and shock the sensibilities of all decent\ncitizens.”\n‘That is the way the leading business men look upon what has\nbeen done. ‘There ought to be no desire among educators to soft-peddle\nan issue of this type.\nOn June 5 the secretary of the National Education Association sent the\nfollowing communication to the officers of the National Electric Light Association: “We see that you apparently disapprove strongly of the action\nof Utility Service Bureaus in their purpose to put material into the schools\n\nfor semi-political reasons.\n\nWe have held the view all along that the large\n\nminded business men who hold the stock in power companies, also hold\nhigh ethical views in matters of this kind, that they would disapprove of this\n\nTO THE\nNATIONAL\n\ncrime against youth and that these agencies would\nbe severely censured by their superiors and hereafter\n\nELECTRIC\n\ngreatly restricted in their operations.\n\nTA\n\nlee sare\n\nWe\n\nregret\n\nexceedingly that any college or university professor\nwould sell his services to promote such a purpose.\n\nDid any of them lead in the movement, or were they led into it? In your\njudgment should they be censured by their professional associations and\ninstitutions? Why not clean up on this school side of the question while\nwe are at it? There are other propagandists worse than yours who try\nto use the schools. If you do a thorough job of housecleaning it will help\nto\nrid the schools of other pests.”\nWhile the evidence in the hearing of the Federal Trade Commission\nis\nnot yet complete, it appears to show that these utility service bureaus\nhave\n\n"}
{"page": 1157, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\nHS\n\nattempted to carry out the definite purpose of getting propaganda into the\nschools; that they employed scores of college professors to lecture in schools\nand colleges; that they used their influence through school channels and\nthrough publishers of textbooks, to force changes in\ntexts satisfactory to their purpose—many changes\nSPRL REE SO EAE\nhaving actually been made; that in some states between $50,000 and\n$100,000 was used, a part of which was used to reach children in the\nschools and students in high schools and colleges; and that salaries and part\nsalaries were paid to those on the payroll of institutions.\nTo overlook this insult on the intelligence of school authorities would\nopen the gates for a flood of propaganda.\nTo let these agencies, because\nof their millions and the strength of their organizations, have the right\nof way at this time would mean that all other agencies must also have free\naccess to the schools.\n‘The political party in power may not be condemned for its failure to go after the sins and crimes of its previous political managers and office holders, but the standards and ideals of a profession would not justify our Association’s soft-pedaling a matter as grave\nas this even though there may be the danger that a few educators chance\nto be involved.\nOwing to the power of these\nagencies in some localities and states, it may be unBe Phot\nges tee\nwise and dangerous for a given educator to raise\nhis voice against what is going on, but there is no such handicap on the\nactions of this Association as a whole.\nPerhaps individuals need this type\nof backing. Your secretary therefore feels forced to recommend that the\nAssociation strongly denounce the purpose and efforts of the utility service\nbureaus to carry propaganda into the schools and that it appoint a committee to look into the whole propaganda question and report at the next\nannual convention.\nSANCTIFIED\n\nSQUANDER\n\n“Sanctified Squander” is the name of a pamphlet put out by the Association for Retrenchment in Public Expenditures, 110 Engineers Building,\nCleveland, Ohio. Sanctified Squander is meant to characterize the waste\nThis pamphlet has been distributed in many if\nof funds on the schools.\nnot all of the states. It contains statements made by Dr. Pritchett in his\nIt uses phrases which the enemies of the\nannual report a few years ago.\nbile\nand voters. It\ntaxpayers\nignorant\nto\nquote\nschools\nSOUANDER\nIt is doing much harm in\nappeals to prejudice.\nmany places.\nIt is doing most harm in_ places\nwhere teachers’ salaries are low. Why would this pamphlet be sent into\n\nSouth Carolina where the average annual salary of teachers is $761?\nWhy distribute it by the thousands in Ohio where the average annual\n\nsalary of teachers is only $1411?\n\n"}
{"page": 1158, "printed_page": null, "text": "1154\nSaichdich:\n\na\n\nTO\n\nNatIONAL\nLAL\n\nEpucATION ASSOCIATION\nNRE IL ONG IE AERO\n\nIt charges sanctiWhat are the sources of support of this Association?\nWho\nfied squander in states however inadequate the funds for the schools.\nit\nDoes\nconclusions.\nfor\nPritchett\nDr.\npays it to do that? It draws on\nget financial help from this source?\nIs it said that some of the taxpayers’\nassociations in the states are supported largely by\nWHAT ARE\nTHE SOURCES\npower companies?\nDoes this association receive\nfunds from power companies? Why not investigate\nOF SUPPORT\nthis agency? Perhaps it is more of a barnacle on real business than we are\naware of. Why not ask the research division to analyze their statements?\nTHE CENTRAL\n\nOFFICE\n\nVisitors at headquarters seldom leave without speaking of the fine working spirit of the staff. It is one of the things that impresses them most.\nNo telling how much this appreciation has to do in developing the commendable spirit observed.\n‘These members of the staff like the teachers\nthey represent are devoting their lives to a service that seems important\nIt is a joy to be in such an atmosphere.\nand fundamental.\n‘There is\nno trying to take undue advantage of others. There\nSTAFF SPIRIT\nare no hard feelings between those who direct and\nthose who carry out. Life is pleasant at headquarters, and the conditions are favorable for the best work these young people are capable of\ndoing. A visit will show that there is no exaggeration in this statement.\nTake a trip througth the headquarters building and glance at what is\ngoing on there. As one enters the door he is impressed by the high ceilings\nand beautifuly carved woodwork.\nOn the right is the Secretary’s office\nand at the left is the conference room and the offices of the business division.\n‘The Secretary devotes his time largely to visitors and in going over matters with the directors of divisions. “The assistant secretary and several\nassistants distribute the incoming mail, look after the correspondence of\nthe Secretary’s office, fill orders for publications, care for life memberships, look after affiliations, and attend to many\nSECRETARY\nsimilar matters.\nIt is a busy, cheerful place. In\nBUSINESS\nthe business division are the director, three associates\nand a score of assistants, working in fine spirit and in great earnestness on\nadvertising, commercial exhibits, business matters of the association, mailing and shipping, purchasing and distributing supplies, typing and folding.\n\nHere is where plans are made and machinery set up for the two annual\nconventions. Five million pieces of literature have gone out of the typing\nsection alone during the year.\n° On the floor above on the south side of the building are two divisions—\nClassroom Service and the Legislative Division. On the north side are the\nMembership and Accountancy, Divisions.\nIn the central rooms are the\n\noffices of the Department of Superintendence and of the Internation\nal\nKindergarten Union.\n‘There are on this floor alone more than four times\nthe force employed by the entire Association ten years ago. It also is\na busy\n\n"}
{"page": 1159, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1155\n\nplace—directors and assistants dictating to expert stenographers and the\ntypewriters providing a service music that all appreciate.\nIt is on this floor that the administration\nof the Department of Superintendence heads up in\nwpher fen\na staff of six. The second floor is the clearing\nMEMBERSHIP\nhouse for the kindergarten teachers, for classroom\nane ACE NS\nteachers, for principals and other departments.\nTENDENCE\nHere is where the accounts are kept, where the\nKINDERGARTEN\nrecords for 190,000 members are found, where the\ntyping service section is located in which many staff members have had\ntheir training.\nHere is where the organization for the Education Bill\nheads up and where plans and policies of the Legislative Commission are\nexecuted.\nOn the south side of the third floor are the headquarters for the National\nCongress of Parents and Teachers representing more than a million\nmembers and turning out an enormous volume of work in proportion to the\nservice which this organization is rendering in state, city, and county\nthroughout the nation. The north side and the\nTHE NATIONAL\nrest of the floor is occupied by the Division of Publications. Here the plans for the Journal and other\nLONGER OF\npublications are formulated, editorials are written,\nep\ned\nproof read—in short where work is done on the\nPUBLICATIONS\nlargest output of educational material in the United\nStates. ‘This is an important center in the beehive of workers serving\nthe association.\nThe fourth floor is occupied by the Division of Research and Library.\nThe director, two associates, and more than a score of trained assistants are\nat work gathering and disseminating information on financing public education, on tenure, retirement allowances, on the curriculum, on administration, etc. ‘The data prepared\nDIVISION\nduring one month will be seen in state ond local\nOe eee\njournals the next month.\n‘This division issues the\nHOUSE\nResearch Bulletin five times a year. It is the clearing house for research and information for schools and colleges. There\nis a stimulating wave of influence going out continuously to all parts of\nthe nation.\nDuring the last year there has been a noticeable gain in the visits of educators from other nations and in the correspondence with teachers in\nMembers of embassies often bring educators and other\nforeign countries.\nvisitors to headquarters. Groups sent by their governments to study edu-\n\ncation in the United States always spend some time\nat the offices of the National Education Association.\nTwo large groups of foreign students attending\nColumbia University have visited the N. E. A. dur-\n\nVISITORS\nFROM OTHER\nCOUNTRIES\noe,\n\ning the year for the purpose of getting definite information concerning its\nRecently a notable group of German educators\norganization and work.\n\n"}
{"page": 1160, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1156\n\nwho visited the offices of the Association were much impressed with the\n‘This is but another\nservices which are here rendered to the profession.\nbit of evidence of the high esteem in which the Association is held abroad\nas well as at home.\nSecretary Work of the Department of the Interior recently presented\nthe Association with a section of a giant redwood tree, which has been\nThe hedge\nplaced on the lawn in front of the entrance at headquarters.\nand small pines make a suitable frame and setting for it. ‘This fifteen\ninch section, which was cut seventy feet from the base, is nine feet eight\ninches in diameter.\nIt is finished in the natural redPOO\nRis wood colors, set at an angle of fifteen degrees and\nprovided with explanations on redwood boards at\neither side of the section. ‘The numbers show the leading historical events\nduring the growth of the tree. The rings at the center represent the date\n79 B.C.\nThe rings at the rim represent the World War—the year when\nthe tree fell. Its age was 1995 years.\nMetal tags show on the rings the\ndates of the adoption of the Declaration of Independence, when the Association was organized, and other important events.\nHundreds of people stop\nto see it each day to note the information provided. It is a unique and valuable gift.\n:\nA man prominent in education twelve years ago but who was swept by the\nwar into social service work by the Red Cross route and has since that time\ndevoted his energies to general welfare work, naSee\ntionwide in scope, has just renewed his membership\n\nEXPERIENCE\n\nin the Association, And here is what he says: “I\ncan’t resist expressing my amazement at the growth\nof the Association during the last ten years. The little leaflet showing the\ngrowth in numbers and in service from year to year is a revelation to me.\n\nNever dreamed of such figures as shown in this pamphlet.”\nSHOWING\n\nPROGRESS\n\nAmerican Education Week was more generally observed last year than\nin any previous year. A difficult situation has developed between teachers\n\nand the board of education in a few cities but not in any one that has been\nobserving Education Week year after year. No one can overestimate the\nPavonnenn\nvee of a nationwide observance of Education\nWEEK\neek carrying out the purpose to acquaint the\npublic with the work of the schools and their needs,\nIn presenting this matter to the delegates at the meeting of the World\nFederation of Education Associations we said:\nThis plan for an Education Week comes as the challenge of a great ideal.\nWe celebrate Christmas because it gave us a great religion. We in the United\nStates celebrate the Fourth of July because it gave us a free nation.\nLet us\nmagnify the schools one week each year because through\nA CHALLENGE\nthem we shall develop the finer values of our civilization, and through them, under the ideals of Education Week, we shall make\ncivilization\n\nsafer\n\nand\n\nmore\n\ncertain\n\nfor\n\nall\n\ntime.\n\nLet\n\nus\n\nobserve\n\nEducation\n\n"}
{"page": 1161, "printed_page": null, "text": "Week throughout\nall peoples.\n\nthe world\n\nand secure\n\nthese higher values in the civilization\n\nof\n\nThe Legislative Commission and the legislative division in the staff are\ndoing wonderful work in acquainting the profession and the public with the\nneed of a Department of Education. The organized study of the Education\nBill during the last year has given new strength to the movement back home.\nIt required more than twenty-five years to get a department of agriculture\nand about that same length of time to get a Department of Commerce and\na Department of Labor. ‘The intensive work for a\nDepartment of Education began ten years ago. SucCONTINUED\ncess will certainly come much sooner than for either\na\nee\nof these other welfare departments.\nThese\nten\nFe\n=\nEDUCATION\nyears show that the Association, like the drummer\nBILL\nboy, can beat a charge and keep it up, but like him it\ndoes not know how to beat a retreat. “The fact that it can take the larger\nview, the fact that it does look ahead and stand solidly for a principle, aids\nin giving it a place with the other great professions that hold steadfastly\nthrough the years to their standards and ideals.\nThe movement for a department moves ahead in its course as did the\nsuffrage movement and as does the Gulf Stream.\nThe selfish opposition\nwhich was militantly active a few years ago is apparently easing up.\nThe early fear that a department would be immediately followed by\nestablishing a national university in Washington,\nOrDoetTion\nwhich would lessen the prestige of national uniDECREASING\n\nversities already established, is seldom mentioned\nnow.\n‘Those who honestly feared that the promotion\n\nof public school\n\neducation through a department would handicap and injure private and\nchurch schools, are growing less and less persistent in their opposition.\nAbout the only arguments urged now are exactly the same that were urged\nagainst the Departments of Agriculture, Commerce, and Labor. With the\nstimulus from the study of the bill back home and the easing up of bitter\nopposition, the bill could be passed whenever it is possible to bring it to\n\na vote in Congress.\nThe Commencement season each year witnesses the passing of three or\nfour million young people from one unit of the school system into the next\nhigher unit or out into active life. These Promotion and Commencement\nexercises focus the attention of practically the entire nation on its ideals.\nAt best they help to build into the lives of young people an appreciation of\nthe more abiding values. During the past year a movement has been promoted by the Association through its division of publications to vitalize\ncommencements by taking advantage of their larger possibilities. Suggestions looking toward this end have been made in the journals of state and\nnational associations and reports from the field indicate wide interest. Many\nschools have had senior classes make special studies <a An\nene\nMENCEMENTS\naround each of the seven objectives of education.\nThe high school of Tulsa, Oklahoma, dramatized\n\nthese objectives in a program of unusual effectiveness.\n\nIn the high school\n\n"}
{"page": 1162, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION\n\n1158\n\n/\n\nof Chanute, Kansas, eight honor students wrote essays about the objectives\nwhich were printed along with the Commencement Program and class\nlists in a pamphlet produced in the school print shop. Other schools are\nconsidering these objectives in school annuals and other college publications.\nAnother phase of the movement for vitalized commencements is to\nhave technical and professional schools give special attention to the problems falling within the various fields of teaching, law, medicine, and engineering. Boulder, Colorado, has a unique pageant for Promotion Day.\nOther schools have attempted to interpret to the community at commencement time the specific contributions which the school is making to the life\naround it. Johnstown, Pennsylvania, has especially featured this type\nIn the high school at Mobile, Alabama, students have disof program.\ncussed the various activities of the school that citiNEW\nTHE\n\nLIFE\n\nIN\n\nPROGRAM\n\nzens might understand better its ideals and purposes.\n;\nThat there is a widespread desire to make com-\n\nmencements richer and more forceful is shown by responses to editorials in\nthe Journal and by efforts of leading school systems to bring new life into\nthis great annual occasion.\n“The Association may well be proud of the\nsuccess of this movement. ‘The secretaries of state associations are cooperating with the national association in an effort to put new life into all commencement exercises whether in the kindergarten, grammar grade, or\n\ncollege.\nIn the field of education, research is proving that education\n\nis not the\n\nintangible process that it was formerly supposed to be. Research indicates\nthat education can be directed by studying the individual child as he is, by\nvisualizing him with his particular capacities developed, and by adapting\ncourses of study, methods, and environment\n\nto bring about those changes\n\nby which he may go out to meet life in terms of his\nSERVICE OF\nown best self. Scientific educational research only\nEDUCATIONAL\nRESEARCH\ndates back to approximately 1900.\nIn the last\nquarter of a century we have glimpsed its possibilities. Challenging years of thoughtful experimentation lie ahead of us.\nResearch which evolves out of a sound education philosophy and which is\ninterpreted by this same philosophy aids teachers,\nnen\nies\nprincipals, and superintendents in doing better work.\n\nOPPORTUNITY\n\nThe application of scientific methods does not mean\nthat teaching is made mechanical or that it is reft\n\nof its spiritual qualities. At its best, it recognizes\nthe sacredness of human\npersonality. ‘The findings of educational research are not ends in themselves. “They are means in the development of better trained minds and\nhearts.\nTeachers are no longer automatically blamed for pupils’ failures.\nA\nclass well above the average in intelligence may succeed in satisfying the\ncourse of study requirements with a poor teacher; a class of low intelligence\n\n"}
{"page": 1163, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1159\n\nwill fail to master maximum requirements even when taught by a highly\nqualified teacher.\nThe scientific procedure is to\nstudy conditions so as to prevent failures as far as\nRESEARCH\npossible, and when they occur to make a close study\naniaay Gree\nof each individual failure to determine its cause,\nand where possible to remove difficulties of adaptation which have been discovered through research.\nThe principal now looks to the findings of research for help in guiding\nthe teachers and pupils for whose growth he is responsible.\n‘These are\namong the questions which he wants answered by research:\nHow may\nthe principal’s supervision result in better teaching?\nThrough what activities can character best be deHee\nee\n\"\n;\nveloped?\nHow can parents be kept in closer touch\nPRINCIPAL\nwith the school? What are the plans and specifications of the school principal’s job? Can it be so analyzed that definite\ntraining can be prescribed and specific duties better performed?\nNeither by philosophizing nor by conjecture can a superintendent\nschools accurately determine such conditions as these: What is the total\nnumber of pupil failures in his schools? What is the expenditure for office\noverhead in school systems comparable to his in size? How many new\nteachers are needed for the coming year? What\n\nshould be the bases for their selection?\n\nWhat is the\n\nRESEARCH\n\nanticipated pupil enrolment for the ensuing five\nHELPS THE\naes Are building\na\nise\n: These\nSUPERINyears?\nfacilities adequate?\nTENDENT\nand hosts of other questions with which every\nsuperintendent of schools is faced have to be answered by opinion unbiased\nby facts, unless the findings of research are available.\nThe facilities for fruitful committee research on the part of the National\nEducation Association are better each year. “The entire profession is coming to be interested in its problems. More help can be secured from people\nin the field. ‘The Research Division, starting with only a director and\none stenographer, has within six years developed a staff of eighteen people.\nWith this small personnel the division has won national recognition because of the practical and scientific contributions which it has made.\nThrough the cooperative relationships which it has\nestablished with the research agencies and educators\nr way\nof the nation, and the confidence which it has in0\nEe\nL\n\nayia.\n\nrole\n\nspired, it is able to turn out a prodigious amount of\n\nA\n\nCLEARING-\n\nHOUSE\n\nhelpful material. Owing to the failure of the government to provide for the research in education that it has provided in\nagriculture and commerce—lIarger responsibilities fall upon the Association.\nMuch of all recent progress in education is due to the liberality of the\nmembership in financing research and to the farsighted vision and the\nfine leadership of the director and assistants, in making the Association\nthe clearinghouse in this field for the nation. Let there be the usual in-\n\n"}
{"page": 1164, "printed_page": null, "text": "NATIONAL\n\n1160\n\nEpucATION\n\nASSOCIATION\n\nCe.\nee\nEE\n\ncrease in the budget. Let the allowance be as large as is consistent with\nthe income of the Association.\nRevision of the calendar is now receiving international attention. ‘The\npresent measure of time with its months of unequal length, shifting day\nnames, and floating holidays is considered a makeshift for a scientific instrument. From a collection of 185 calendar suggestions from thirty-eight\nnations, investigated at the instance of the International Chamber of\nCommerce, has emerged the socalled “International Fixt Calendar” which\nhas met with wide favor among scientists, business men, religious and educational authorities, leading women, labor officials, and government departments. According to this calendar, each year conTHE PROPOSED\nsists of thirteen twenty-eight day months.\nEach\nCALENDAR\nx\nmonth begins on Sunday and ends on Saturday.\nThe new month is inserted between June and July. ‘The 365th day,\nDecember 29, has no week day name but is called Year Day.\nIn Leap\nYear, the extra day is inserted as June 29 without a week day name.\n1933 appears to be the logical time for inaugurating the new calendar\nsince in that year Sunday falls on January first. Inasmuch as popular\nsentiment seems to be crystalizing in favor of calendar adjustment and the\nrevision has long been considered inevitable, an international conference\nsimilar to that convened in this country by President Arthur, who established standard time, will eventually be called. Would it not be wellif\nthis Association gave full support to this progressive movement ?\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\nincreases.\nBUREOSEOS\nHehe\niar\natari\ndyed ale asae i\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. Another advanced step\nwhich improves the morale of the staff was that of gens a plan of retirement allowances for the headquarters staff.\nThe adoption of a system of personnel classification at the Dallas meeting in 1927, was taken as a previous cases after careful study and investigation. In this study the Executive Committee was fortunate in getting the\nbest help the United States Bureau of Efficiency\ntere OF\ncould give. H. D. Brown, chief of the Bureau, and\nED\n\nSTATES\n\nBUREAU OF\nEFFICIENCY\n\nt\n\nfhe\n\n;\n\n‘\n\n:\n\nwo of\nhis leading assistants, Mr. Peck and Mr.\nMcReynolds, gave many hours’ work to this scheme.\n\nMr. Peck, who had achieved success as a colllege\nprofessor and in school administration before he became connected with\n\n"}
{"page": 1165, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\n1161\n\nthe bureau, was exceedingly well prepared to adapt the system used in the\nclassification of the personnel of the departments of the Federal Government in Washington to the needs of our Association.\nMr. Brown has\nhad a long and successful experience in efficiency work.\nPERSONNEL CLASSIFICATION FOR THE HEADQUARTERS STAFF\nShowing Salaries—Basic—Maximum—Annual Increase\n1. Director of Divisions.\nA. Directors of business, administrative,\n\nBasic PE\n\ntie ek ol. SII,\n\nand creative divisions.\n\nAE,\n\nRee\n\naaa\n\nee per year $5000\n\nMiaxdin Umer preeqcpate ack deyoadcn ire-lshcr\nok tsth\neer per year\nJAE NIE: VEE SRE\nEan ae ee a\nra\na ac\nwe cee\n\n7500\n250\n\nB. Directors of other divisions and chief assistant to the secretary.\n\nBasic P'S He 5e AOS T SEO\n\nee Ne\n\nCe\n\n8 ee an\n\nPe\n\nper year $2500\n\nMaximum Ho OSs SOS ots ONE Ot Cob ee oc aan ae\nZANTE |SOSOANO- 5:arad ciate Go Sorko ESO REE Pea\nIEP\n\nper year\nA\nao\n\n4500\n200\n\n2. Head Division Assistants and section chiefs.\nA. Assistants to directors in 1A and chiefs of important sections with directive\nand administrative responsibilities. *\nBasic htceewhs. teeta Seraieraes ss mh. Gr eoes hl dla. yratent: per year $1800\nMia\nxi niu apectage ety epee reer Obie & ewepyiette «xsisbar eas)«aie per year 3000\nESA MUACE ASEM Te aette onaret eee perek tenet. Pen crepe iauea crccaiauetetiverscatecste\neer\n120\n\nB. Chief clerks, head\nresponsibility.\n\nstenographers,\n\nBST Cie tone er dete\n\nand\n\ntechnical\n\nassistants\n\nin positions\n\nof\n\neiaiere tyesee etous suas meas ect santo eh eeclaustients per year $1250\n\nWED\nLERTSES cles tren hee Hoke ee crete ne eee ee ee aes a per year\n2250\nA MMUMAlNCHEASE Meera etal Sheth nalts ad aioe) onstateledCinch iterbuats alevehebals topeerons :« 100\n\n3. Clerks, stenographers, and technical assistants.\nA. Clerks, stenographers, technical assistants expert in their work.\nTECH ee, Bs\n\n5 ny watehn oiee\n\nilrsetombion’\n\nsec\n\nJN TES\n\nPATRI\n\nCoes ae\n\nGa\n\nCO eae\n\nIO per year\n\n$1320\n\nUSO Parc ONC OTOL per year\n\n2000\n\nBintricnn Wicaioran Miciobiete herotdio iaciote ras eesiols\n\n68\n\nOIE ea Cras OR\n\nOa SOOO\nRs\n\n6 OOD\n\nCRE CI\n\nCRORE? a\n\nB. Clerks, stenographers, and other assistants.\nper year $1200\nIRGC ars Bd Slonied PORE NS O CE Raa AcIC nao pam Oniiai Cogionic\nyear 1800\nper\nle\nlols\nsilenalieusle\nfolie\neilols\nsin\nevisle\nwrcliel\nabst\nttle\nHERG\ntte\nSP,\nt\nTe\nAVilepaci\nOoo noma nim DIGOmom Es oC\n\n60\n\nbasis.\nA. Clerks, stenographers, typists, other help on temporary\n210950% »per week $15 and\nriayws ainierelass sibs\ntals g ciaeicievelo\nCalanyin\n\nabove\n\nINTE\n\n4. Unclassified\n\nES $4035 50950 000800 om Oboe\nSRYEROR\n\nservice—The\n\ntemporary\n\nroll.\n\n4—UnclassiThe permanent assistants are drawn largely from Group\nMany of\nhelp.\nIt serves as a training school for division\nfied Service.\n. Only\ntraining\nnary\nprelimi\nthis\nthe efficient assistants in divisions have had\nplaces\nfor\nprepares\ntraining\nThe\nons.\nthe most promising receive promoti\nING\nTRAIN\nA\nmay\nwell\ndo\nwho\nthose\nthat\nin the Government so\nL\nSCHOO\naspire to Government positions when openings do\nthese\nnot occur in permanent staff. The fact that\nl Education Associayoung people can have the endorsement of the Nationa\n\n"}
{"page": 1166, "printed_page": null, "text": "1162\n\nNatTIoNAL EpucaTIoNn ASSOCIATION\n\ntion improves their chances for securing excellent positions. “This produces\na fine working spirit even in the most arduous and routine sections.\nIt\nguarantees speed, skill, and efficiency in the permanent positions in the staff.\n\n1. The general plan is for the Board of Directors to make: (1) The\nappropriations for salaries of members of the headquarters staff in a lump\nsum, leaving the distribution of the same to the Executive Committee, and\n(2) To adopt a scheme of personnel classification showing basic and maximum salaries.\n\n2. The basic and maximum salary schedule is to serve as a guide to the\nExecutive Committee in fixing salaries and in determining salary increases.\nThe annual increase as shown in the schedule is to serve not as requirement\nor rule but as a suggestion. In cases of exceptional merit the increase may\nbe larger than that shown in the schedule or for valid reasons the annual\nincrease may be reduced.\n3. The Executive Committee has the power to\nchange the classification of any employee at any time\nafter 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\nsalaries, salary increases, and the salaries recommended for the following\nyear. Where the increases are above or below the scheduled increases the\nreasons for the variations must be given.\nPEW\n\nnane\n\n5. Changes in the classification of members of the staff shall be by vote\nof the Executive Committee. Permanent members can only be elected by\na vote of the Committee.\nThe Secretary may make temporary appointments to fill vacancies and to meet emergency needs between meetings on\nthe advice of the Executive Committee.\nThe Secretary cannot make\nchanges in the classification of the members of the staff.\n\n6. The Secretary shall employ the temporary help and all unclassified\nservice under the general direction of the Executive Committee reporting\nthe names and weekly salaries as requested but at least once each year for\napproval.\nThe Association adopted at the Seattle meeting a plan providing retirement allowances, life insurance, and permanent liability benefits. All\npermanent members of the headquarters staff are eligible for entry into this\nplan. Each one pays five percent of his monthly salary into the fund.\nThe Association pays an equal amount.\nThis covers a $1000 life insurance.\nIt provides for a liberal monthly allowance in case of permanent\ndisability. It provides for retirement allowances in\nSTAFF\n:\n5\nRETIREMENT\nproportion to what has been paid. In the case of\nALLOWANCES\nthose who have seen twenty or more years in the\nservice the sum will amount to a fair retirement\nsalary. For instance, a woman, age 25, salary $1550 at the age of 60\n\n"}
{"page": 1167, "printed_page": null, "text": "1163\n\nMembership in Professional and Technical Organizations\nPrepared by the Research Division of the National Education Association:\nMember- | Percent of\nship in\n\nPercent cf\n\nphysicians\n\nMember- | lawyers\n\nNumber | american |Members | Rank of | Number\nshipin | members\nof\nMedical\nof\ncolumn of\nAmerican\nof\nphysicians] Associa- | American\n4\nlawyers\nBar\nAmerican\n1926\ntion\nMedical\nin 1920 | Associa~\nBar\n1926\nAssociation 1926 | Associa-\n\nStates\n\ntion\n\nMember- |Percent of\n\nEstimated | ship in\nRank of | number | National\n\ncolumn\n8\n\n1926-27\n\ntion\n\n10\nUnited States .\n\n148, 644\n\n91,792\n\n123,162\n\nteachers\n|Members |Rank of |}\n\nof\nEducation\na\nteachers | Associa- | National\n\n24,751\n\n“|\n\ntion\n\ncolumn\n12\n\nEducation\n\nJan. 1927 | Association\n\ny\n\nIt\n\n170,053\n\n1,416\n2\n\n36,000\n10, 000\n\n4,450\n\nDelaware\nDistrict of Columbia.\nFlorida, . .\nGeorgia. .\nIdaho...\nIllinois.\nIndiana.\n\n416\n10, 743\n4,251\n3,378\n2,364\n\n23)\n7,020\n2,671\n2,362\n1,556\n\n57,45\n65.35\n62.83\n69.92\n65.82\n\n37\n20\n24\n13\n16\n\n652\n8, 843\n3,307\n2,494\n1,676\n\n87\n1,981\n540\n538\n401\n\n13,3£\n22.40\n16,33\n21,57\n23,93\n\n49\n25\n40\n30\n22\n\n4,500\n46,500\n25,800\n27,400\n19,600\n\n950\n9, 303\n6,439\n3,313\n2,696\n\nPh leHh\n20.01\n24,96\n12.09\n13.76\n\n2\n25\n20\n“37\n3l\n\nitu\nLouisiana .\nMaine,,.\n2\nMaryland...\nMassachusetts...\n\n3,041\n1,991\n1,037\n2,313\n6, 187\n\n1,850\n1,248\n785\n1,259\n4,548\n\n60.84\n62.68\n75.70\n54.43\n68.66\n\n390\n26\n4\n44\n14\n\n2,382\n1, 206\n801\n2,118\n4,954\n\n350\n344\n166\n472\n1,364\n\n14.69\n28,53\n20,73\n22,29\n27,53\n\n44\n9\n32\n26\n13\n\n16,500\n12,900\n7,000\n8,900\n26,500\n\ni,244\n\"906\n1,782\n1,371\n5,415\n\n7.54\n7,02\n25.46\n15,40\n20.43\n\n43\n45\n1°\n30\n23\n\nMichigan). . 5...c% ee'sfoeee\nMinnesota.\ne\nMississippi\n\n2,823\n1, 702\n\n5, 806\n\n2,053\n976\n\n3,270\n\nCoe\n57\n\n7\n39\n42\n\n2,613\n1) 158\n4) 506\n\n620\n122\n797\n\n23.73\n10.54\n\n129\n601\n3,567\n\n91\n489\n2,240\n\n70.54\n81.37\n62.80\n\n12\n2\n25\n\n230\n379\n3,918\n\n82\no1\n560\n\n365\n\n260\n\n71.23\n\n9\n\n342\n\n17,671\n\n10, 885\n\n61.60\n\n28\n\n2,281\n\n1,686\n\n92\n\nSs\n\n11,140\n771\n{317\n\n7,502\n423\n861\n\n67 ‘34\n54 \"86\n65 “38\n\n6,063\n\n3,479\n\n2,534\n\n1,846\n\na7 38\n70. 69\n65. 74\n72 85\n\nMissourt.\nMontana.\n\nA\n\n73\n134\n\n56 32\n\nNebraska ,\n\n16,600\n24) 600\n\n23,000\n\n3,800\n\n312\n3,186\n\n1.88\n12.95\n\n16.52\n\n28\n\n35,65\n24,01\n14,29\n\n4\n2u%\n46\n\n825\n3,400\n24,100\n\n684\n460\n6,488\n\n82,91\n13,53\n26,92\n\n«3,\n32\n18\n\n113\n\n33.04\n\n$\n\n3,350\n\n286\n\n8.54\n\n4.\n\n18,473\n\n3,005\n\n16,27\n\n4\n\n12.85\n\ndil\n\n72,200\n24,000\n\n9,278\n\n1,585\n\n+ 634\n\n2%\n\n3t\n52\n\n15\n43\n19\n\n6, 784\n51S\n989\n\n1,469\n143\n169\n\n21,65\n27479\n\n29\nil\n39\n\n56,500\n3,900\n13, 200\n\n17,650\n474\n614\n\n31.24\nA215\n4,65\n\n17\n36\n49\n\n38\n10\n17\n6\n\n5,323\n527\n344\n1,981\n\n624\n138\n46\n441\n\naN 4\n26.19\n25.00\n22.26\n\n2\nSt\n15\n19\n27\n\n16,900\n38,400\n4,650\n3,200\n17,900\n\n1,126\n3,726\n2,093\n330\n1,717\n\ni\n9.70\n45.01\n10.31\n9.59\n\n3)\nil\n38\n40\n\n5\n\nNevada.\nNew Ha\nNew Jersey\n\nNew Mexico...\nNew York... ocesceeeec\n\nNorth Carolina\nNorth Dakota.\n\n.\n\n23\n\n39, 800\n\n52\n38\n\n53\n33\n\nt\n\nOhio\n\nKOKEROM yeh iececolssieln o's)=a\nPennsylvania.\nRhode Island.\nSouth Carolina.\n\nSouth Dakota....-...-\n\nFennessee...........5.\nTexas...\n5\nUtah.\nVermont\nt\nWineitial..cipialatasls\niene\n\n50S\n537\n\n357\n353\n\n11,900\n\nWashington\nWest Virgi\nWisconsin.\n\nCanal Zone.\nForeign...\nGuam.\nHawaii\nPhilippin\n\nPorto Rico.\nVirgin {sland.\n\nHIS TABLE compares the memberj ship in professional and technical\norganizations as indicated by the\nfollowing: Percent of physicians members\nof American Medical Association, percent\nof lawyers members of American Bar\nAssociation, and percent of teachers members of National Education Association.\n\nIn{the\n\nUnited\n\nStates\n\nas\n\na\n\nwhole\n\nthere are 148,644 physicians, Of this number 91,792, or 61.75 percent, are members\nof the American Medical Association, Of\nthe 123,162 lawyers in the United States\n\n24,751, or 20.10 percent are members of\nthe American Bar Association.\nOf the\n891,555 teachers in the United States 170,053, or 19.07 percent are members of the\n\nNational\nEducation\nAssociation,\nYou\nmay obtain the figures for your state\nby reading table as follows:\nOf ‘the\n2284 physicians in Alabama, 1612, or 70.57\npercent, are members of American Medical Association, This percent gives Alabama a rank of 11 in this regard. Of the\n1416 lawyers in Alabama, 206 or 14.55\npercent are membersof American Bar\nAssociation. This percent gives Alabama\na rank of 45. Of the 15,800 teachers in\nAlabama, 1142, or 7.23 percent, are members of National Education Association.\nThis percent gives Alabama a rank of 44\nin this regard.\n‘The figures for number of physicians\nand membership in American Medical As-\n\nsociation were obtained through the courtesy of the American Medical Association.\nFigures as to number of lawyers\nare taken from the Federal Census of\nOccupations for 1920; they include lawyers, judges, and justices,\nFigures for\n\nyears later than 1920 are not available.\nMembership in American Bar Association is taken from membership Record\nof the American Bar Association.\nThe\nfigures as to number of teachers and\nmembership in National Education Association are from THE JOURNAL OF THE\nNationAL Epucation Association, April,\n1927.\nPreserve your files of Tue JourNAL. These tables and many other original features can be had nowhere else.\n\n|\n1\n\n"}
{"page": 1168, "printed_page": null, "text": "1164\n\nNaTtioNAL Epucation ASSOCIATION\n\nGrowth of Education Associations\nEstimated\nnumber of\nteachers *\nin 1928. | Jan. 1,\n\nStates and Other\nUnits\n\n1903\n\n1\nUnited States....-..---|\n\n<2\n\n3\n\n901,280\n\n4,982\n\nMembership in National Education Assotiation\n\n‘\n\nJan. 1,\n1927\n\nJan 1,\n1928\n\n4\n\n3\n\n6\n\n170,053 | | 181,350\n\n16,100\n\nPO\n\n18,497\n\n- 140\n10,700\n11,000\n1,500\n2,900\n\n107\n4,582\n1,997\n756\n1,432\n\n5\n6\nAT\n\nll\n\n76,43\n42.82\n18.15\n50.40\n49.38\n\n4\n12\n27\n9\n10\n\n10,000\n\nae\n\n.\n\nJan. 1,\n1928\n\nx\n\nPercent of |Relative\nteachers\nrank\nmembers\neee\n\n10\n\n1L\n\n12\n\n13\n\n613,728\n\n650,368\n\nF210\n\nveneer .\n\n10,752\n\n11,916\n\n28,042\n\n30,469\n\n1.103\n\nA\n\nUSOe ter eeinae\nSe\n2.708\n2,525\n8,269\n8, 209¢3\n\n520\n485\n\nACL\n\n2,700\n\n\\(orro\n\n74.01\n\ntc\n81.45\n66.15\n\na eee\n\n29\n19\n36\n\n80.18\n\n22\n\nE\nC-2\nCE9\nRood aabok Rae oro\n\nou Reeca\n\nada\n5ac\n\nHine\n\n2,200\nIdaho.......\n\nJan 1,\n192%\n\n9\n\nIe-+\nD-2\nC-1l\n\nET\n\n90\n\nin State Associations\n\n65,993\n\nCc-9\n\nD-6\n\neakpp sare\n\nMembership\n\n°\n\n‘\n\nJan. 1,\n1908\n\n§\n\nsoneg\nibe coeee\n45\n\n161\n2,186\n810\n\n38,000\n\n;\n\nRank in\nsize\ngroups!\n\n7\nPs\n\n1,150\n\n225\n3,100\n12,500\n\nCanal Zone.....-.+-+-Colorado...\nConnecticut,\nDelaware...\n\nPercent of |Relative}\nteachers\nrank\nmembers\n\nb-1\n\n4,600\n\nK\n\nDd-9\n\n46,000\n\n1\n\n2\n\n24,000\"\n26,000\n\n3\n3\n\n24\n32\n\n33\n\nB7\n\n44\n46\n20\n38\n25\n\nC-8\nC-10\nD-8\nD-13\nB-4\n\n21,700\n\n2\n\nLouisiana\nMaine...\nMaryland. .\n.\nMassachusetts.......-..\n\n18,000\n11,000\n6,400\n8,400\n26 ,000\n\n1\n\nMichigan..... Bececcees\n\n31,200\n\nii,\n\n14\n\n24,000\n15,000\n24,800\n\n3.\n\n22\n\n1,6\n\n5\n\n2\n\nA-5\n\nB-3\nB-6\n\n475\n1,863\n1,500\n400\n1,500\n\n11,240\"\n9,10i3\n6,321\n2,350?\n16,033\n\n28\niL\n1\n49\n37\n\nA-3\n\n4.800\n\n26.\n\n4\n\nB-2\nC-15\nh-\n\n2,000\n1,200\n665\n\n14\nle\n22.\n\n41\n35\n12\n\n40\n29\n\n4\n\n2\n30\n\nNew Jersey...\nNew Mexico.\n\n7\n39\n\nNewYork. hic5...%,. tees\nNorth Carolina. , .\na\nNorth Dakota.\nOhiol ne tes\n\n37\n52\n49\n13\n\nOklahoma............-\n\n42\n\nOregon\nPennsylvania. .\nPhilippine Islan\n\nPorto Rico... .\n4\nRhode Island..........\n\nSouth Carolina.\n\n14.000\n\nTennessee. .\nTexas...\nUtah. .y6.-0\nsee eseen\n\n1s 000\n40.000\n4,600\n\n22\n40\n3l\n48\n30\n\n50\n34\n48\n35\n8\n\nf\n7\n.\n\n3,100\nYS\n18.000,\n11,900\n\n30\ney sinters\n40\nOs\n\n31\nC4\n40\n7\n\n‘West Virginia......3)..\n\n16 ,QUU\n\na\n\n23\n\nCA\n\nWisconsin..........-.\nWYOMING Se cineca ae\n\n21,450\n3,400\n\n160\n2\n\n26\n15\n\nh-5\n| D=5\n\nSouth Dakota\n\nVermont\nVirgin Islands\nVirginia.) 2.7%\nWashington\n\nHIS TABLE\n\nshows\n\n9,500\n\nthe growth\n\nof professional\n\nI organizations\nand\nindicates\nthe\nrelative\nstanding of each of the states with respect\nto membership in both national and state associations.s\nThe total membership in the National\n\nEducation Association was 4982 on January 1,\n1908; 170,053\non January y 1, 1927;\nand : 181.350\n5\non January 1, 1928. | This latter figure is 20.12\nPercent of the 91.280 teachers in the United\nStates and territories.\n\nT he figures for state associations\nreiati\nfor January\na\n1, 1908, show a membership in these associations of 65,993.\nThe figures for January, 1927,\n\nYe ON\n\nue Se Seu\n\nLs ea\n\nars, Ga.\n\nwhi\nis 72.\npercent\nof\nthe\n281\nteachers in the United States and territories.\nIn the United States in 1927, 19.07 percent\nof the teachers\noa\nof the\ni\ncountry hoewere enroled in\n\nthe\n\nNational\n\nEducation\n\nAssociatiun;\n\nthe\n\ncorre-\n\nD-11\nE-2\nC-4\nCl\n\nsponding percent for 1928 given at the head of\nColumn 6 is 20.12.\nDuring the same year the\npercent of teachers enroled in State Associations\nincreased from 68.84 to 72.16, the percent given\nat the head of Column 11.1\nThe preceding pore\ncents are based upon estimates as to the number of teachers in each state\nin 1927\n1928\ni:\na\n27 and\n9\n28,\nThese estimates are as accurate as available data\npermit,\nThe figures of Column\n2 include\nteachers, principals, supervisors, and administrative\nofficers .\nr\nThe figuress for state U associ ae\ntions are based on signed reports from the oficers of those associations.\n\n_\n\ne The letter “e'’ indicates that th\ni\nestimate.\ni\nmS Sgnesit\n‘Column\n8 enables each state to compare\nits membership\n4\n‘s\nA achievement\nwith that of other\nan\n\nstates\n\nin\n\nits\n\nsize\n\ngroup.\n\nThe\n\nstates\n\nmarked\n\n“A”\n\nv\n\n-,\n\nRie ay fran 20,001 to 30.000\" be!\n“C\"\n10,00L\nto 20,000; “D,” 2001 se 0.\n000; “E. 2000 or under.\nwep\nto\np3Gs\n2 Figure ‘docs not in 3\n¢\n\nake\nin statewide organizationsBip\nfor colored teachers.\n2 Includes enrolment i\nth\nBs\ni\nored associations: (separste Fereauleoeete =\n‘The rank of the New York State Association is lowered by the fact that New York City\n\nteachers at presen’\nwork\nOrganizations.\nThere are\ni\nVY\ni\n\neathe Measure\n\nag\nschools,\n\nlarge\nrough\nloca\ngely\nra\nent atlas he 30,000\n'\n\ncd\n\nof\n\nc\nb\neer\naia\ninstitutions\nof higher\n\none\n\nymen,\n\nzayruch\n®Does\n\nnot include\n\nhundred\n\noe: ie avare\nieectings and\n\ncity of Wilmington,\n\n|\n\n|\n|\n\n"}
{"page": 1169, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS AND INFORMATION\n\n1165\n\ncould retire on a salary of approximately $130 a month. With the schedule of increases it would go above that amount.\nShould she become\npermanently disabled before that time she would receive $45 or $50 a\nmonth to the age of 60 and after that the regular retirement allowance.\nThe plan is operated through the Equitable Life Assurance Society.\nIt\nis an uptodate plan and one which institutions such as colleges look upon\nas worthy of adoption.\n\nLIST OF NAMES\n\nREPORTED\n\nBY NEGROLOGY\n\nCOMMITTEE\nAlabama\nE. P. Murphy,\n\nGadsden\n\nHortense\n\nEugene\n\nAllen\n\nSmith,\n\nF. W.\n\nPhoebe\n\nBogan,\n\nTucson\n\nUniversity\n\nR. Thornton,\n\nBirmingham\n\nWilliams,\n\nHuntsville\n\nClements,\n\nTucson\n\nArizona\nPaul\n\nCalifornia\nW. H. Housh, Los Angeles\nKathryn Jeffries, San Diego\nMark Keppel, Los Angeles\n\nMary Pillot, San Jose\nCarrie E. Saine, Los Angeles\n\nConnecticut\nFrederick\n\nWells\n\nO. F. Burger,\n\nWilliams,\n\nNew\n\nGainesville\n\n—\n\nA. A. Murphree,\n\nHaven\n\nFlorida\nR. M.\n\nGainesville\n\nSealey,\n\nA. H. Walker,\n\nTallahassee\nSt. Augustine\n\nGeorgia\nWilber\nFort\n\nJames\n\nColvin,\n\nAtlanta\n\nR. I. Knox,\n\nHartwell\n\nE. Land,\n\nAtlanta\n\nHenry\n\nWhite,\n\nW.\n\nClay\n\nAthens\n\nLee, Atlanta\n\nHawaii\nMrs.\nMrs.\n\nElizabeth Jernegan, Hilo\nGrace A. Lang, Wahiawa\n\nMrs.\n\nSophie Overend,\n\nHonolulu\n\nIdaho\nCarrie\n\nC. Farr, Boise\n\nIllinois\nElmer\nHenry\n\nBlanchard,\nClay Cox,\n\nElizabeth Harrison, Chicago\nDorothy Roehlke, East Chicago\n\nHoopston\nChicago ~\n\nIowa\nScott T. Crosswait, Alleman\nLizzie Davis, Grinnell\n\nC. Bayless, Dubuque\nWale Bender, Jefferson\nMrs. Nannie M. Chambers,\nGeorge Chandler, Osage\n\nMrs. Nira\n\nClark, Indianola\n\nOttumwa\n\nMary Davis, Audubon Harold Ebert, Des Moines\n\nEmma\n\nEstes, Keokuk\n\n.\n\n"}
{"page": 1170, "printed_page": null, "text": "1166\n\nNaTIONAL\nEpucATIoN\nASSOCIATION\nEne\nee\nen\n\nnee\n\nBruce Fink, Fayette\nDaniel M. Gorman, Dubuque\nMrs, Frank Halloway, Des Moines\nJ. H. Holaday, Webster City\nHenry Clay Hollingsworth, Des Moines\nGeneva Jackson, Newton\nHerbert Jones, Prairie City\nThomas J. Kelley, St. Anthony\nGertrude Kiser, Council Bluffs\nEthel\n\nMacMillan,\n\nDes\n\nMoines\n\nClarence Messer, Humboldt\nWilliam Mullin, Hedrick\nMrs. Sarah A. Pasch, Davenport\nElizabeth Paterson, Boone\nJames Thomas Rosson, Burlington\nJohn M. Saysell, Newburg\nElla Scholes, Des Moines\nAlda May Shimer, Sioux City\nLuella Tolbert, Perry\nAlvin E. Veline, Eldora\n\nNettie\n\nHoward McDonald, Fairfield\nGrace Maple, Onslow\n\nA. Wells, Cushing\n\nKentucky\nT. J. Coates,\n\nRichmond\n\nMaine\nArthur J. Roberts,\n\nWaterville\n\nMassachusetts\nCharles I. Rice, Worcester\nSarah Frances Whiting, Wellesley\nCharles T. Woodbury, Fitchburg\n\nJohn Spencer Bassett, Northampton\nArchibald Cary Coolidge, Boston\nGeorge E. Gay, Malden\nHerbert W. Kittredge, Westfield\n\nMichigan\nMary L. Helm, Saginaw\nGeorge E. Latchaw, Mt.\n\nOrvetta Avery, Forest Grove\nMartin D. Boz, Spring Lake\nRobert M. Compton, Romulus\nDora Harding, Oxford\n\nElla\n\nWynkoop,\n\nGrand\n\nClemens\nRapids\n\nMissouri\n\nT. J. Walker,\n\nSpringfield\n\nMontana\n\nMrs. Sallie M. Adams,\n\nForsyth\nNebraska\n\nDaniel E. Jenkins, Omaha\nPearl S. Kelley, Peru\nAustin Norman Palmer, Cedar\n\nMrs. Carrie B. Raymond,\nJ. W. Searson, Lincoln\nRapids\n\nNew\nLeroy J. Archer, Sea Isle City\nEvan D. Custer, Leesburg\nAlexander C. Humphreys, Morristown\n\nJersey\n\nNew\n\nYork\n\nArthur G. Clement, Albany\nFrank P. Gilbert, East Schodack\nArthur Arton Hamerschlag, New\nCity\n:\nPercy Meredith Hughes, Syracuse\nWillard D. Johnson, Albany\nJohn Kennedy, Batavia\n\nYork\n\nNorth\nCharles L. Coon, Wilson\nKate Ferguson, Bath\n\nLincoln\n\nThomas F. Kennedy, Newark\nCarl Milton White, Camden\n\nElmer\n\nS. Redman,\n\nPort\n\nHerbert\nCity\nThomas\nEdward\nEdward\n\nMaule\n\nRichards,\n\nChester\n\nYork\n\nW. Salmon, New York City\nW. Stitt, New York City\nBradford Titchener, Ithaca\n\nCarolina\n\nWilliam\n\nNew\n\nC. Stone,\n\nRaleigh\n\n"}
{"page": 1171, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nNorth\n\nAND\n\n1167\n\nINFORMATION\n\nDakota\n\nM. C. Beck, Hankinson\n\nOhio\nLena\n\nAlvinger,\n\nCleveland\n\nRowena Hewitt Landon, Columbus\nSelden H. Lightner, Youngstown:\nAlice D. Lord, Cleveland\nJ. A. McDowell, Ashland\nMabel C. Markley, Ashland\nIda Miller, Elyria\nEthel L. Outcalt, Cincinnati\nMary L. Peterson, Cleveland\nAda Ritchie, Toledo\nAzariah S. Root, Oberlin\nNannie M. Schellart, Steubenville\nMrs. G. A. Starner, Marion\nJohn A. Tait, Newark\nEtta Westerfelter, Springfield\nJohn R. Whitacre, Dayton\nHenry G. Williams, Columbus\n\nEugene Barwell, Kenton\nElsie Roberts Baumann, Lisbon\nCarrie Beach, Akron\n\nJ. O. Beck, Cincinnati\nC. P. Briggs, Lakewood\nKate Buchanan, Zanesville\nD. U. Coberly, South Vienna\nGeorge\n\nH. Colton,\n\nC. Henry\n\nHiram\n\nDickerman,\n\nGranville\n\nO. E. Ewan, Edon\nMary Gormley, Belpre\n\nEleanor Green, Painesville\nMary M. Guthridge, Dayton\nJessie F. Hampsher\nHelen F. Kendrick, Cincinnati\nMary J. Kennedy, Cleveland\n\nOklahoma\n\nMrs. W. L. Bradford, Oklahoma\nHoyle Clem Carolan, Vian\n\nCity\n\nN. S. Cowart, Wewoka\nMrs. G. K. Harris, Weatherford\nC. F. Hines, Dustin\n\nIsaac M. Holcomb, Oklahoma\nMrs. Lola Irish, Muskogee\nE. R. Knight, Leedey\nMrs. Mae Noble, Okemah\nLyman Hoyt North, Oklahoma\n\nCity\n\nCity\n\nPennsylvania\nCharles Thomas Aikens, Selinsgrove\nJ. W. Cooper, Shenandoah\nEnoch W. Dalbey, Pittsburgh\nDora Donaldson, Franklin\nJeannette M. Eaton, Pittsburgh\nOscar Gerson, Philadelphia\nJohn G. Haley, Curwensville\nRoy W. Honsberger, Monessen\nJoseph W. Huff, Haverford\nGeorge W. Hull, Millersville\nLila Strong Jones, Philadelphia\nSamuel Black McCormick, Pittsburgh\n\nH. W. McElree, Pittsburgh\nMarion Reilly, Bryn Mawr\nWalter D. Reynolds, Sunbury\nEdward G. Rose, Harrisburg\nJessie Rundle, Easton\nWilliam E. Shellenberger, Farrell\nWillis R. Skillman, Kane\nAndrew Thomas Smith, West Chester\nEdgar Fahs Smith, Philadelphia\nSamuel P. Stambaugh, Harrisburg\n\nDaniel P. Stapleton, Williamsport\nJohn A. Thompson, Blair County\n\nPhilippines\nGuy\n\nBenton\n\nPotter,\n\nManila\n\nSouth\n\nCarolina\n\nSouth\n\nDakota\nA. W. Norton, Sioux Falls\nL. E. Potter, Webster\nChristian Sandell, Spearfish\n\nJ. B. Miller, Langley\nJames Kendall Freeman,\nSprings\nE. H. Kahl, Webster\n\nWessington\n\nElizabeth\n\nNashville\n\nTennessee\n\nLee Bloomstein,\n\n"}
{"page": 1172, "printed_page": null, "text": "NaTIONAL\n\n1168\n\nEDUCATION\n\nASSOCIATION .\n\nTexas\n‘Mary\n\nE. R. Benedict, Midland\nCharles D. Rice, Austin\n\nIrene\n\nWalker,\n\nGalveston\n\nVirginia\nMrs.\n\nWalker\n\nM.\n\nBond,\n\nFrank\n\nWinchester\n\nWaring\n\nLewis,\n\nRichmond\n\nJohn Leslie Hall, Williamsburg\nWashington\nJ. A. Mitchell,\n\nGeorge\n\nW.\n\nLilly,\n\nHinton\n\nLangley\n\nWest Virginia\nI. C. White,\n\nMorgantown\n\nWisconsin\n\nOlive Agnew, Evansville\nSylvanus Ames, Stoughton\nJean Anderson, Manitowoc\nIda Blossy, Chippewa Falls\nJosephine Crowe, Evansville\nLillian Evans, Rhinelander\nEdith Hamacker, Stevens Point\nP. H. Hembdt, Superior\nHenry D. Hesse, \\Milwaukee\nMrs. Esther C. Ireland, Kenosha\nEdward Johnson, Crawford Co.\nClemens P. J. Kambe, Milwaukee\nRichard E. Krug, Milwaukee\nS. M. Kyes, Marshfield\nC. H. Leach, Kenosha\nAlma Liessmann, Baraboo\nVictor Lenher, Madison\nC. L. Lewis, Kenosha\nJeanette McKillop, Milwaukee\nMichael! McMahon, Kewaunee\n\nJulia\n\nMalone,\n\nWaterford\n\nHope Mattoon, Superior\nElvira Mattson, Merrill\nMrs. Clara Bement Merriman, Beloit\nMrs. C. H. Merriman, Clinton\nMiss E. Meyer, Rocky Knoll\n\nJune\n\nCecile Nelson,\n\nOconto\n\nJoseph F. Novitski, Oshkosh\nWillard N. Parker, Neenah\nGladys Petran, Wausau\n\nEmily Ursula\n\nSarnow, Milwaukee\n\nHelen\n\nRichland\n\nSaxton,\n\nCenter\n\nR. F. Skiff, Elkhorn\nLucian Robert Stanfield, Waukesha\nCatherine Testolin, Iron Belt\nIda E. Tracy, Pocatello, Idaho\nFrancis Tuite, Jacksonville, IIl.\nA. A. Upham, Whitewater\n\nHelen\n\nM. Wolf, Los Angeles\n\n"}
{"page": 1173, "printed_page": null, "text": "ASSOCIATIONAL\n\nTHE\n\nEIGHTH\n\nREcorDS\n\nAND\n\n1169\n\nINFORMATION °\n\nREPRESENTATIVE\n\nASSEMBLY\n\nDelegates who attended the Sixty-sixth annual meeting of the National Education\nAssociation in Minneapolis, Minnesota, July 1-6, 1928.\nThe classification of positions includes (1) directors and supervisors, (2) superintendents, (3) principals, (4) classroom\nteachers. (5) college and normal presidents, (6) educational editors and secretaries, and\n(7) ex-officio members,\n\nfi\n\nALABAMA\n\nAbercrombie,\n\nDr. John W.\n\n(Assistant\n\nState\n\nSuperintendent\nof\nEducation),\nMontgomery; Alabama Education Association.\nCrumpton, Mrs.\nEthel A. (County\nSupervisor of Schools), Jasper; Alabama Education Association.\nDavis, B. F. (Teacher),\n1041 West Graymont Avenue, Birmingham;\nBirmingham\nTeachers\nAssociation.\nForbes,\nMaude\n(Teacher),\n2620\nWarrior\nRoad, Ensley, Birmingham;\nBirmingham\nTeachers\nAssociation.\nHendrix,\nNoble\n(Principal),\nWoodlawn\nHigh\nSchool,\nBirmingham;\nBirmingham\nTeachers Association.\nPogue,\nJames\nV.\n(Principal),\nGibson\nSchool, Birmingham; Birmingham Teachers Association.\nRichardson,\nNannie\nE.\n(Teacher),\nMinor\nSchool, Birmingham; Birmingham Teachers Association.\nSevier,\nSusan\n(Teacher),\nWylam\nSchool,\nBirmingham; Birmingham Teachers Association.\nStorey, W. H. (County\nSuperintendent of\nEducation),\nCarrollton;\nAlabama\nEducation Association.\nTomlinson,\nFlorence\n(Teacher),\nCentral\nPark\nSchool,\nBirmingham;\nBirmingham\nTeachers Association.\nWall,\nAllie\n(Teacher),\n841\nSouth\n41st\nStreet, Birmingham;\nAlabama Education\nAssociation.\nWilliams,\nJ.\nD.\n(Ex-officio),\nPrincipal\nAvondale School, Birmingham;\nState Director.\n\nALASKA\nHanson, Dalma\n(Teacher),\nEducation Association.\n\nJuneau;\n\nMatthews, A. J. (President), Tempe Normal School of Arizona; Tempe; TempeMesa N. E. A. Association.\nMontgomery,\nWinona\n(Teacher),\nPhoenix\nHigh\nSchool,\nPhoenix;\nArizona\nEducation Association,\nRiggins, Mrs. J. A. (Teacher),\nR. F. D.\n3, Phoenix;\nArizona Education Association.\n\nRose, C. E. (Ex-officio), Superintendent of\nSchools, Tucson; State Director.\n-Sundby, Elva (Kindergarten Director), Colonial\nApartments,\nPrescott;\nPrescott\n\nEducation\n\nAssociation.\n\nTurek,\nAnne\n(Teacher),\nStreet, Tucson;\nTucson\n\nZimmerman,\nR. H. (Principal), Patagonia;\nArizona Education Association.\n\nARKANSAS\nHall, W. F. (Assistant), State Department\nof Education, Little Rock; Arkansas Education Association.\nHenderson, D. T. (County Superintendent),\nLittle Rock;\nArkansas\nEducation\nAssociation,\n\nHill, A. B. (President),\nOuchita\nCollege,\nArkadelphia;\nArkansas\nEducation\nAssociation.\nKeller, Fred (Superintendent\nof Schools),\n\nJonesboro;\ntion.\n\nArkansas\n\nAcker, Mrs. Charlotte (County Superintendent), Flagstaff;\nArizona\nEducation\nAssociation.\nArchambeau,\nMrs.\nAlice\n(Teacher),\nBox\n646, Prescott;\nArizona\nEducation\nAssociation.\nBaker, Jessie L. (Principal), Box 2237, Bisbee; Warren\nDistrict Teachers\nAssociation.\nCase, C. O. (Ex-officio), State Superintendent of Public Instruction, Phoenix.\nDe Silva, Marie (Teacher), 619 North 5th\nStreet, Phoenix; Phoenix Teachers Association.\nFaherty, Lucy (Teacher), 1315 West Washington Street, Phoenix; Phoenix Teachers\nAssociation.\n:\nGrau,\nMiriam\n(County\nSuperintendent),\nPhoenix; Arizona Education Association.\nJohn,\nHester\nMary\n(Teacher),\n34\nEast\nMcCormick,\nTucson;\nTucson\nTeachers\nAssociation.\nKennedy, Mrs. Bertha S. (Principal), Flagstaff; Arizona Education Association,\n601 North 4th\n(Teacher),\nLeona\nLaudolt,\nPhoenix Teachers AsAvenue, Phoenix;\nsociation.\nMartin, Margaret B., State Superintendent’s\nAsEducation\nArizona\nPhoenix;\nOffice,\nsociation.\n\nEducation\n\nAssocia-\n\nLambert, H. L. (Secretary), Arkansas Education\nAssociation,\nBox\n1086,\nLittle\nRock;\nArkansas\nEducation Association.\nRoot,\nF. §. (Superintendent\nof Schools),\nFayetteville;\nArkansas\nEducation\nAssociation.\n\nCALIFORNIA\n\nAlaska\n\nARIZONA\n\n720\nEast\n8th\nTeachers\nAsso-\n\nciation.\n\nAlbee,\n\n(Superintendent of Schools),\nEureka;\nCalifornia Teachers Association.\nAlman,\nJohn E. (Principal),\n1421 Rollins\nStreet, South Pasadena;\nSouth Pasedana\nElementary\nTeachers\nAssociation.\nAnderson,\nJohn\nA. (Teacher),\n1725\nRose\nVilla, Pasadena;\nPasadena Teachers Association.\n909\nLucile\nArmitage,\nA.\nW.\n(Teacher),\nHigh\nAvenue,\nVenice;\nLos\nAngeles\nSchool Teachers Association,\nBailey, Alice (Teacher),\n1129 Post Street,\nAlameda;\nCalifornia\nTeachers\nAssociation.\nBall, Irene (Teacher), 914 Longridge Road,\nOakland;\nOakland Teachers Association.\nBanning, Mary (Teacher), Hotel Harrison,\nOakland;\nOakland\nTeachers Association.\nBarker,\nA. L.\n(Teacher),\n2752\nPiedmont\nAvenue,\nBerkeley;\nCalifornia\nTeachers\nAssociation.\nBarnhill, Ellen (Teacher), 1974 Las Lunas\nStreet,\nPasadena;\nLos\nAngeles\nCity\nTeachers Club.\nBarnum, Wm. F. (Principal), Santa Monica\n\nHigh\n\nGeorge\n\nSchool,\n\nSanta\n\nMonica;\n\nCalifornia\n\nTeachers Association.\nBarr, Lora Rinehart (Teacher), Polytechnic\nHigh\nSchool, Long Beach;\nLong Beach\nCity Teachers\nClub.\nBenz, C. J. (Teacher), 3486 35th Avenue,\nOakland;\nAlameda County Teachers Association.\n\n"}
{"page": 1174, "printed_page": null, "text": "1170\n\nNaTIonaL\n\nEpucaTIon\n\nBenz, Mrs. Freda (Teacher), Parker School.\nOakland; Alameda County Teachers As-*\nsociation.\nBerry, George (Teacher), Biggs; California\nTeachers\nAssociation.\nBone, Mrs. M. Inez Pierce (Teacher), 223\nNorth Everett Street, Glendale; Glendale\nCity Teachers Club.\nBonney,\nWilbert\nH.\n(Principal),\nCentral\nSchool, 402 South Philadelphia, Anaheim;\nCalifornia\nTeachers\nAssociation.\nBraaten, Elvira (Teacher), 854 North Dillon Street,\nLos\nAngeles;\nLos\nAngeles\nCity Teachers Club.\nBrown, Alice M. (Teacher), 511 San Pablo\nAvenue,\nFresno;\nFresno City Council of\nEducation.\n\n:\n\nBrown,\nClara\nMarie\n(Teacher),\n2726%\nOrchard Avenue, Los Angeles; Los Angeles City Teachers\nClub.\nBrown,\nJeannette\n(Teacher),\nEmerson\nSchool, Pasadena; Pasadena Teachers Association.\n\nBrubaker, N.\nStreet, Los\n\nJ. (Teacher), 2140 West 31st\nAngeles; High School Teach-\n\ners Association\nof Los Angeles\nCity.\nCameron,\nLelia\n(Teacher),\n70 South\n7th\nStreet, San Jose; California Teachers Association.\n\nCauch, F. R. (Director), 2316 Valdez Street,\nOakland;\nOakland Teachers Association.\nCave,\nElmer\nL.\nStreet, Vallejo;\n\n(Teacher),\n\n344\n\nVirginia\n\nCalifornia Teachers Association.\nChamberlain, A. H. (Secretary), California\nAssociation for Education in Thrift and\nConservation,\n354 Pacific Building,\nSan\nFrancisco;\nCalifornia Teachers\nAssociation.\nChristensen,\nD. Walter\n(Teacher),\n1105\nWilson\nAvenue,\nFresno;\nFresno\nCity\nCouncil of Education.\nClark, Martha Anna (Teacher), 2375 Scarf\nStreet, Los Angeles;\nLos Angeles\nCity\nTeachers Club.\nClarke, Helen\n(Teacher),\n19 North\nOcean\nView Avenue, Santa Barbara; Santa Barbara County Teachers Association.\nClifton, A. R. (Ex-officio),\nSuperintendent\nof Schools, Monrovia;\nState Director.\nCloud,\nRoy\nW.\n(Secretary),\nCalifornia\nTeachers Association, 508 Sheldon Building, San Francisco;\nCalifornia Teachers\nAssociation,\nCohn, Flora N. (Teacher), 1717 Browning\nBoulevard,\nLos\nAngeles;\nLos\nAngeles\nCity Teachers Club.\nCole, Perry O. (Principal),\nCourt School,\nSan\nLuis\nObispo;\nCalifornia\nTeachers\nAssociation.\n\nColmore,\n\nC.\n\nA.\n\n(Teacher),\n\n1032\n\nCragmont\n\nAvenue,\nBerkeley;\nSan\nFrancisco\nHigh\nSchool Teachers Association.\nColmore, Margarette (Teacher), 1032 Cragmont\nAvenue,\nBerkeley;\nSan\nFrancisco\nHigh School Teachers Association.\nCorey, A. F. (Principal),\n705 South\nLos\nAngeles Street, Anaheim; Orange County\n\nPrincipals\n\nand\n\nTeachers\n\nAssociation.\n\nCraft, Helen (Teacher), 1724 15th Avenue,\nOakland;\nOakland\nTeachers Association.\nCroak,\nMargaret\n(Teacher),\n70\nLiberty\nStreet, San Francisco; California Teachers Association.\nCross,\nGertrude\n(Teacher),\n1520\nMadison\nStreet, Oakland;\nOakland\nTeachers Association.\n\nDacre,\nEmma\nlL,\n(Teacher),\n45\nStreet, San Francisco; California\ners Association.\n\nHenry\nTeach-\n\nASSOCIATION\n\nDavis,\n\nJehiel\n\nS.\n\n(Teacher),\n\nc/o\n\nHigh\n\nSchool, Van Nuys; High School Teachers\nAssociation of Los Angeles City.\nDonald,\nMarie\n(Teacher),\n928 North\nLa\nJolla\nStreet,\nHollywood;\nLos\nAngeles\nCity Teachers Club.\ns\nDyck, H. O. (Teacher), Metropolitan High\nSchool,\nLos Angeles;\nCalifornia Teachers Association.\n:\n\nEdgemond, John W.\n\n), City Hall,\n\nOakland; Alameda\nCounty Teachers Association.\nEisner, Miriam\nD. (Teacher),\n3117 California Street, San Francisco;\nSan Francisco Classroom Teachers Association.\nEstes,\nSally\n(Teacher),\n438 Lee\nStreet,\nOakland; Oakland Teachers Association.\nEverett,\nR. W.\n(Teacher),\n2740 Portola\nWay,\nSacramento;\nCalifornia\nTeachers\nAssociation.\nFarr, Jessie V. (Teacher), 405 West Adams\nStreet, Los Angeles; California Teachers\nAssociation.\nFiske, Anne\n(Teacher), 1363 8th Avenue,\nSan\nFrancisco;\nSan\nFrancisco\nHigh\nSchool Teachers Association.\nFloyd,\nSelina\n(Teacher),\n924\nVermont\nStreet, Oakland; Oakland Teachers Association.\nFoote, Mrs. Ellen N. (Teacher), 1305 North\nBroadway,\nSanta Ana;\nSanta Ana\nCity\nTeachers League.\n:\n~\nFouts,\nW.\nR. (Principal),\nRialto Junior\nHigh School. Rialto;\nCalifornia Teachers Association.\n:\nGarton,\nGeorge\n(Teacher),\n718 Waterloo\n\nStreet.\n\nLos\n\nAngeles;\n\nEvening\n\nHigh\n\nSchool Teachers Association of Los Angeles.\nGastrich.\n7. Wm.\n(Teacher),\n620\nSouth\nTamarind, Compton; California Teachers\nAssociation.\nGerlach, Mrs. Juanita (Teacher), 1030 Gragmont Avenue, Berkeley; Berkeley Teachers Association.\nGlover.\nH.\nB.\n(Teacher),\n434\nMarconi,\nHuntington\nPark;\nCalifornia\nTeachers\nAssociation.\nGraham, J. F. (Teacher), Lemoore Union\n\nHigh\n\nSchool.\n\nLemoore;\n\nCalifornia\n\nTeach-\n\ners Association.\nGray.\nHazel\n(Teacher),\nSeaside\nSchool,\nLong Beach; Long Beach City Teachers\nClub.\nGreen, W. W.\n(Principal). 909 McKinley\nAvenue, Oakland; Oakland Teachers Association.\nGridlev. E. G. (Teacher). 312 Federal Telegraph\nBuilding.\nOakland;\nCalifornia\nTeachers\nAssociation.\nGwinn.\n]. M. (Ex-officio).\nSuperintendent\nof\nSchools.\nSan\nFrancisco;\nMember,\nBoard\nof ‘Trustees.\nHall.\nLouise\n(Teacher).\nArroya\nSeco\nSchool. Pasadena; Pasadena Teachers Association.\n\nHale.\nMrs.\nVerna\n(Principal).\nSan Pasoval School. Los Angeles; California Elementary\nSchool\nPrincipals\nAssociation,\nSouthern Section.\nHalley.\nE. P. (Principal).\nHigh\nSchool,\nPatterson;\nStanislaus\nCounty\nTeachers\nAssociation.\n3021 Third\nHamlin.\nElizabeth\n(Teacher),\nStreet, Santa Moniéa;\nCalifornia Teachers Association.\nHammond. Mrs. Gertrude Best (Principal),\nHyde\nPark\nSchool,\nLos\nAngeles;\nThe\nPrincipals Club of the Los Angeles City\nElementary Schools.\nHanna,\nHoward\nJf. (Teacher),\n2440 Crenshaw\nBoulevard,\nLos\nAngeles;\nHigh\n\n"}
{"page": 1175, "printed_page": null, "text": "ASSOCIATIONAL\nSchool\n\ngeles\n\nTeachers\n\nAssociation\n\nCity.\n\nRECORDS\n\nof Los\n\nAn-\n\nHartley, Victorine (Supervisor), 1070 Ordway Street, Berkeley; Berkeley Teachers\nAssociation.\n\nHayden, Carrie A. (Teacher),\n1422 West\nThird Street, Los Angeles; Los Angeles\nCity Teachers\nClub.\nHayden, Florence (Teacher), 1030 Magnolia Avenue,\nLos Angeles;\nLos Angeles\nCity Teachers\nClub.\nHendrickson, C. E. (Teacher),\n1420 South\nRidgeley Drive, Los Angeles;\nCalifornia\nTeachers “Association,\n\nHill, Earle\n(Teacher),\nPolytechnic\nHigh\nSchool,\nLos\nAngeles;\nEvening\nHigh\nSchool Teachers Association of Los An-\n\ngeles.\nHinkson, Hattie G. (Teacher), 5126 Fairfax Avenue, Oakland;\nCalifornia Teachers Association.\nHirsch,\nEdith\n(Teacher),\n3138\nMarket\nStreet, Oakland;\nOakland\nTeachers Association.\n\nHouston,\nStreet,\nae\n\nSamuel J. (Teacher). 549 Hood\nHuntington\nPark;\nHigh\nSchool\nAssociation\nof\nLos\nAngeles\n\nity.\n\nHuffman,\nRoy\nR.\n(Teacher),\nRoosevelt\nJunior\nHigh\nSchool,\nRichmond;\nRichmond\nTeachers\nAssociation,\nHutchings,\n\nMrs. Raymond\n(Teacher), 1235\nChapala\nStreet,\nSanta Barbara;\nSanta\nBarbara City Teachers Club.\nHutchings,\nRaymond\n(Director\nof - Research), 1923 Alemeda Padre Serra, Senta\nBarbara;\nSanta\nBarbara\nCity Teachers\nClub.\nJacobsen, Christine (Teacher). 202 Trinity\nAuditorium Building, Los Angeles; Los\nAngeles City Teachers Club.\nJennings,\nMrs.\nAugusta\n(Teacher),\n160\nWest\n\n17th\n\nStreet,\n\ngeles City\nJones,\nMrs.\nDirector),\n\nAngeles;\n\nLos\n\nTeachers\nEugenia\n318\n\nLos\n\nAngeles;\n\nClub.\nWest\n\nSouth\n\nAngeles\n\nLos\n\nAn-\n\n(Kindergarten\nWay,\n\nLos\n\nKindergarten\n\nBenton\n\nClub.\n\nKelly, Nell (Teacher),\nVisitacison\nValley\nSchool,\nSan\nFrancisco;\nSan\nFrancisco\nClassroom Teachers Association.\nKleinschmidt, Amalia (Teacher),\n1415 29th\n\nStreet, San Diego; San Diego Teachers\nAssociation.\nLeafgreen, Ethel (Teacher), 7666 Bel Air\nAvenue, North Hollywood; Los Angeles\nCity Teachers Club.\nLeland, Gertrude\n(Kindergarten\nDirector),\n1457\n\nScott\n\nAvenue,\n\nLos\n\nAngeles;\n\nLos\n\nAn-\n\ngeles Kindergarten\nClub.\nLinn, Louis (Teacher), Route F, Box 100,\nFresno; California Teachers Association.\nMcMaster, W. H. (Principal), 220 Monte\nVista Avenue, Oakland; Oakland Teachers Association.\n:\nMarsh, Mrs. Lenore (Teacher), 679 Zanja\nStreet,\nPasadena;\nLos\nAngeles\nCity\nTeachers Club.\nMartin,\nFrederick\nF.\n(Superintendent\nof\nSchools),\nSanta\nMonica;\nCalifornia\nTeachers Association.\nMoore, -Elizabeth\n\nMcK.\n\n(Teacher),\n\nAir Street, La Jolla; San Diego\ners Association.\nMoorehead,\nMrs. Lulu H. (County\n\n312\n\nBon\n\nTeachSuper-\n\nvisor\nRural\nSchools),\nModesto;\nStanislaus County Teachers Association.\nMortensen, George E. (Principal), 474 Dutton Avenue, Oakland;\nOakland Teachers\n\nAssociation.\n\nMueller,\n\nVerdes\n\nCity\n\nAlex\n\nJ.\n\n(Teacher),\n\nStreet, Los Angeles;\n\nTeachers\n\nClub.\n\n1527\n\nPalos\n\nLos Angeles\n\nAND\n\n1171\n\nINFORMATION\n\nMunday, Mrs. Kathleen (Teacher), Peralta\nApartments, Oakland; Oakland Teachers\nAssociation.\nNorton,\nMrs. Alice\n(Principal), Hampton\nCourt,\nApt.\n378,\nGolden\nGate\nAvenue,\nSan Francisco; San Francisco Classroom\nTeachers\nAssociation,\nOliver, Bertha N. (Teacher), 4600 Country\nClub Drive, Los Angeles; High School\nTeachers\nAssociation\nof\nLos\nAngeles\nCity.\nOlson,\nLaurel\nA.\n(Teacher),\n1301\nWest\n63rd Street, Los Angeles;\nLos Angeles\nCity Teachers Club.\nOnyon,\nAnna\n(Teacher),\n2536\nFranklin\nStreet,\nSan\nFrancisco;\nSan\nFrancisco\nClasroom\nTeachers\nAssociation,\nOsborn,\nMaud J. (Teacher), 4211\nB Glenn\nAlbyn Drive, Los Angeles; Los Angeles\nCity Teachers Club.\n\nPardee,\nMargaret\n(Teacher),\n848\n32nd\nStreet, Oakland; Alameda County Teachers Association.\nPassmore, Irvin (Teacher), 1048 Kensington\nRoad, Los Angeles; High School Teachers Association\nof Los Angeles\nCity.\nPearce,\n\nMrs.\n\nGrace\n\nT.\n\n(Teacher),\n\nEscalon;\n\nCalifornia Teachers Association.\nPeterson,\nSophia\n(Teacher),\n1267\nEllis\nStreet,\nSan\nFrancisco;\nSan\nFrancisco\nClassroom Teachers Association,\nPolley,\nEgbert\n(Teacher),\n2606\nMontana\nStreet, Oakland; Oakland Teachers Association.\nPolley,\nMinnie\n(Teacher),\n‘2606 Montana\nStreet, Oakland; Alameda County Teachers Association.\nPrice, Ruth\n(Teacher),\n1270 Upas Street,\nSan Diego; San Diego Teachers Association.\n:\nS\nProsser, J. R. (Director), 2435 East 23rd\nStreet. Oakland;\nOakland Teachers\nAssociation.\nRay. Mrs. Kathryn\n(Teacher),\n536 North\nAlexandria, Los Angeles; Evening High\nScheol Teachers Association of Los Angeles.\nRaybold, Vivian\n(Teacher), 4524 Fountain\nAvenue, Hollywood;\nCalifornia Teachers\nAssociation.\nReuter,\nCharles\nE. (Teacher),\n1548\nEast\n76th Street, Los Angeles;\nEvening High\nSchool Teachers Association of Los Angeles.\nRiggs,\nMrs.\nFlorence\nJ. (Teacher).\n4603\nEast Broadway, Long Beach; Long Beach\nCity Teachers\nClub.\nRoseland, Ethel (Teacher), 7616 Hampton\n\nAvenue,\n\nHollywood;\n\nTeachers\n\nClub.\n\nLos\n\nAngeles\n\nCity\n\n,\n\nRrff, Mrs. Ethel (Teacher), 3224 Broderick\nStreet,\nSan\nFrancisco;\nSan\nFrancisco\nClassroom Teachers Association.\nSchall.\nJeannette\n(Teacher),\n2527\nPark\nBoulevard, San Diego; San Diego Teachers Association.\nScott, Lendon Linus (Teacher), 1112 Cedar\nStreet,\nSanta\nMonica;\nSanta\nMonica\nClassroom\nTeachers\nAssociation. - ,\nSeeley,\nMrs.\nBertha\nR. (Principal),\nLos\nGatos: Santa Clara County Teachers Association.\n(Superintendent\nof\nSexson,\nJohn\nA.\nPasadena\nTeachers\nSchools),\nPasadena;\nAssociation.\nShaw,\nAlbert\nM.\n(Teacher),\n305 Trinity\nAuditorium,\nLos Angeles;\nHigh School\n\nTeachers\n\nAssociation of Los Angeles\n\nCity.\n\nSherwood,\nGeorge\nC. (Superintendent\nof\nSchools),\nOrange;\nCalifornia\nTeachers\nAssociation.\n\n"}
{"page": 1176, "printed_page": null, "text": "1172\n\nNationAL EnucAtion Ass0ctAtiON\n\nWhite, Robert J. (Assistant Superintendent\nCaroline (Teacher), Burnett E’eof Schools), Martinez; California Teachmentary School, Long Beach; Teachers —\ners Association.\nClub of Long Beach.\nWhiteside,\nA. E. (Teacher), 512 Columbia,\nShriver,\nMrs.\nMyra\nL.\n(Teacher),\n143\nPomona; California Teachers Association.\nSouth\nGreenwood\nAvenue,\nPasadena;\nWilliams, John R. (Principal), 648 West\nPasadena Teachers Association.\n\nShotwell,\n\nSmith, Emily (School Secretary), 610 7th\nAvenue, San Francisco;\nSan Francisco\nClassroom Teachers Association.\nSmith,\nLeona\nH.\n(Teacher),\n230\nWest\nValerio\nStreet,\nSanta\nBarbara;\nSanta\nBarbara\nCounty\nTeachers\nAssociation.\nSmith,\nLucille\n(Teacher),\n515\nOakland\nAvenue,\n\nOakland;\n\nOakland\n\nTeachers\n\nAs-\n\nsociation.\nSnow,\n\nMay\n\nE.\n\n(Teacher),\n\n5249\n\nSumner\n\nAvenue, Eagle Rock; Los Angeles City\nTeachers Club.\nSpringer, George E. (Teacher). 1128 West\n50th Street, Los Angeles;\nHigh School\nTeachers\nAssociation\nof\nLos\nAngeles\nCity.\nSterry,\nNora\nSchool,\nLos\n\nClub\n\nof\n\n(Principal),\nMacy\nStreet\nAngeles;\nThe\nPrincipals’\n\nLos\n\nAngeles\n\nCity\n\nElementary\n\nSchools.\n\nStruble,\nMargaret\nM.\n(Supervisor),\n1313\nNorth Maryland Avenue, Glendale; Glendale City Teachers Club.\nSweeney, J. D. (Superintendent of Schools);\nRed Bluff; California Teachers AssociaHelen\n(Teacher),\n2019\nCalifornia\nStreet,\nSan\nFrancisco;\nSan\nFrancisco\nClassroom Teachers Association.\n\nSwitzer, Harriet (Teacher), 1108 East Garfield,\nGlendale;\nGlendale\nUnion\nHigh\nSchool Teachers\nClub.\nThomas. Edyth (Teacher), 106 North Benton Way, Los Angeles; Los Angeles City\nTeachers\nClub.\nThurston, F. L. (Secretary), Southern Section,\nCalifornia\nTeachers\nAssociation,\n732 I. N. Van Nuys Building, Los Angeles; California Teachers Association.\nTillman, Florence (Teacher), 2037 Alameda\n\nAvenue,\nAlameda;\nCalifornia Teachers\nAssociation.\nTodd. Monette O. (Supervisor), 4726 West\n\nRose,\nStockton;\nStockton\nTeachers Association.\n\nElementary\n\nWilliams, Marion Sherman\n(Teacher), 705\nSouth\nMentor\nAvenue,\nPasadena;\nLos\nAngeles City Teachers Club.\nWillis, Fern Clark (Teacher), 3742 South\nWilton Place, Los Angeles; Los Angeles\nCity Teachers\nClub.\n:\n\nWilson,\n\nMabelle\n\nAvenue,\nTeachers\n\nWithrew,\n\n(Teacher),\n29\nBerkeley;\nAlameda\nAssociation.\n\nMrs.\n\nAda\n\nV.\n\n(Teacher),\n\nStreet,\nSan\nJose;\nSanta\nTeachers Association.\n\nDomingo\nCounty\n\n129 Page\n\nClara\n\nCounty\n\nCOLORADO\nAylard,\nCarlton\n(Teacher),\n1553 Filmore,\nDenver; Denver Classroom Teachers Association.\nBaker, W. E. (Superintendent of Schools),\nFort Morgan;\nColorado Education Association.\nBaron,\nRebekah\n(Teacher),\n1682\nSouth\nSherman,\nDenver;\nDenver\nClassroom\nTeachers Association.\nBoggess,\nEstelle\n(Teacher),\n1516\nGrant,\nDenver; Denver Classroom Teachers Association.\n\nBrumfield, Carl A. (Principal), Rio Grande\nCounty High School, Monte Vista; Colorado Education Association.\nCasey, Dr. William V. (Superintendent of\nSchools),\nBoulder;\nBoulder\nCounty\nTeachers\nAssociation.\nClark, Vera E. (Teacher), 1714 8th Avenue,\nGreeley; Colorado Education Association.\nCraig, Katherine L. (Ex-officio), State Superintendent\n\nPublic\n\nInstruction,\n\nDen-\n\nClara\n\n(Teacher),\n\n978 Monroe,\n\nDen-\n\nver; Denver\ntion.\n\nClassroom\n\nTeachers\n\nver.\nFarelly,\n\nof\n\nAssocia-\n\nAssociation.\nVan Buren, Alice M. (Teacher), 2576 Sixth\nStreet, San Diego; San Diego Teachers\nAssociation.\nVandegrift, Albert F. (Teacher), 143 North\nCoronado, Los Angeles; California Teachers Association.\nVaughn,\nLouise\n(Teacher),\n602\nSouth\nSoto, Los Angeles; High School Teachers\nAssociation of Los Angeles City.\nVanVoris,\nW.\nT. (Teacher),\n1325\nCourt\nStreet, Martinez; California Teachers Association.\nWard,\nSusie\nA.\n(Principal),\n3640a\n19th\n\nGriswold,\nMyrtle\n(Teacher),\n322 Walnut\nStreet,\nSterling;\nSterling\nFederated\nTeachers Club.\nHill, Sam R. (Principal), 1450 Humboldt\nStreet, Denver; Colorado Education Association.\nHook,\nGeorge\n(Teacher),\n3101\nGaylord,\nDenver; Denver Teachers Club.\nHunt, Mrs. L, Ethel (Teacher), 747 North\n3rd Street, Montrose;\nColorado\nEducation Association.\nJehle, William (Teacher), 2714 High Street,\nPueblo; Colorado Education Association.\nJohnson, Lillian (Teacher), 217 East Del\nNorte Street, Colorado Springs; Colorado\nEducation Association.\nKenehan,\nGrace\n(Teacher),\n1464 Winona\nCourt, Denver; Denver Classroom Teachers Association.\nKinport, Catherine (Teacher), 645 Clarkson,\nDenver; Denver Classroom Teachers AsAssociation.\nKugler,\nVirginia\n(Teacher),\n1628\nCherry\nStreet, Denver; Colorado Education Asso-\n\nStreet,\nSan\nFrancisco;\nSan\nFrancisco\nSchool Principals Association.\nWattenberger, Ina (Teacher), 1505 Jackson\nStreet, Oakland;\nOakland\nTeachers Association.\nWebber, Franklin C. (Teacher), 320 North\nRecord Street, Los Angeles; High School\nTeachers\nAssociation\nof Los\nAngeles\nCity.\n\nLuce, Florette (Teacher), Cosmopolitan Hotel, Denver; Denver Classroom Teachers\nAssociation.\nMarshall,\nAlice\n(Teacher),\n2367\nCherry\nStreet, Denver; Denver Classroom Teachers Association.\nMetzger,\nMyrtle\n(Teacher),\nCapitol\nHill\nStation, Route 2, Denver; Colorado Education Association.\n\n18th\n\nStreet,\n\nLos\n\nAngeles;\n\nCouncil\n\nof Di-\n\nrectors and Supervisors of Los Angeles\nCity Schools.\nTritt, William Winters\n(Principal), Belmont\n\nHigh\n\nSchool,\n\nLos\n\nAngeles;\n\nLos\n\nAn-\n\ngeles High School Principals Association.\nUnger,\nEstelle\n(Teacher),\n353\nHoward\nStreet.\n\nPetaluma;\n\nCalifornia\n\nTeachers\n\nciation.\n\n"}
{"page": 1177, "printed_page": null, "text": "ASSOCIATIONAL\nMooney,\nwealth\n\nW. B. (Ex-officio),\n\n530\n\nRecorps\n\nCommon-\n\nBuilding, Denver; State Director,\nMoore, Jessie (Teacher), 528 West Mountain Avenue, Fort Collins; Colorado Education Association.\nMore,\nRoza\nL.\n(Teacher),\n1073\nSouth\nDowning,\nDenver;\nDenver\nClassroom\nTeachers Association.\nPalinquist, Christina (Teacher), 1562 Jackson, Denver; Denver Classroom Teachers\nAssociation.\nPowers, Velma (Teacher), 1340 Grant, Denys Denver Classroom Teachers Associa-\n\nion.\n\nRichardson,\nEmma\n(Teacher),\n2848 Eliot\nStreet, Denver; Denver Classroom Teachers Association.\nRuble,\nVerna\n(Teacher),\nHigh\nSchool,\nRocky\nFord;\nRocky\nFord\nCommunity\nEducation Association.\nSmith,\nMrs.\nMargaret\nM.\n(Principal),\nMaria Mitchell School, Denver; National\nCouncil of Administrative Women in Edu-\n\ncation.\n\nStone,\nGertrude\n(Teacher),\n31\nCarlile\nPlace, Pueblo; Pueblo Classroom Teachers Association, District 20.\nStrauss,\nElsie\n(Teacher),\n2233\nIvanhoe,\nDenver; Denver Classroom Teachers As-\n\nsociation.\n\nThrelkeld,\nA.\nL.\n(Superintendent\nof\nSchools), 414 14th Street, Denver; Denver Principals and Directors Association.\nTullis,\nBlanche\n(Teacher),\n1129\nMacon\nStreet, Canon City; Colorado Education\nAssociation.\n\nCONNECTICUT\nBrown,\nHarriet\n(Teacher),\n179 Greenfield\nStreet, Hartford; Hartford Grade Teachers Club.\nClish, Herbert C. (Principal), 93 Mansfield\nStreet, New Haven;\nNew Haven Teachers League.\nDorsey,\nMargaret\nM. (Teacher), 95 Harmony\nStreet,\nBridgeport;\nBridgeport\nTeachers Association.\nHughes\nMargaret L. (Teacher),\n144 Coleman Street, Bridgeport; Bridgeport Teéachers Association.\nHutchinson,\nGeorge\n(Principal),\nJunior\nHigh\nSchool,\nBellview\nAvenue,\nWest\nHaven;\nNew Haven Teachers League.\nKennedy,\nMary\nE.\n(Teacher),\n20 South\nStreet,\nWaterbury;\nConnecticut\nState\nTeachers Association.\nLake, Clara E.( Teacher),\n174 Sigourney,\nHartford; Hartford County Teachers Association.\nLord,\nDaisy\n(Teacher),\n1027 West\nMain\nStreet, Waterbury;\nWaterbury\nTeachers\nAssociation.\nLund,\nJohn\n(Superintendent\nof Schools),\nNorwalk; Connecticut State Teachers As-\n\nsociation.\nMarks,\nMary\nE.\n(Teacher),\n59\nHarbor\nView, South Norwalk; Connecticut State\nTeachers\nAssociation.\nSpaulding,\nMrs.\nLottie\nH.\n(Teacher),\nWoodstock;\nConnecticut\nState Teachers\nAssociation.\nSullivan, Alice G. (Teacher), 108 Termont\nStreet, Ansonia; Connecticut State Teachers Association.\n(Superintendent\nof\nSwift,\nGordon\nC.\nConnecticut\nState\nSchools), Watertown;\nTeachers Association.\n:\nTaft, Ruth C. (Teacher), 2415 Main Street,\nAssociaTeachers\nStratford\nStratford;\ntion.\n\nAND\n\nYoung, John A. (Ex-officio),\nperintendent\nof\nSchools,\nState\n\n1173\n\nINFORMATION\n\nDirector.\n\nAssistant SuBridgeport;\n\nDELAWARE\nWard, David A. (Ex-officio),\nent of Schools, Wilmington;\n\nSuperintendState Direc-\n\ntor.\n\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nBaylor, Adelaide Steele (Chief, Home Economics Section), Federal Board for Vocational Education, Washington; National Council of Administrative Women\nin\nEducation.\nButts, Mrs.\nFrances\nM.\n(Teacher), Business\nHigh\nSchool,\nWashington;\nHigh\nSchool Teachers Association.\nCrabtree,\nJ. W.\n(Ex-officio),\n1201\n16th\nStreet\nN. W., Washington;\nSecretary,\nNational Education Association.\nEly, Selden M. (Supervising Principal), 50\nS Street N. W., Washington;\nEducation\nAssociation of the District of Columbia.\nEnglish,\nHarry\n(Ex-officio),\nFranklin\nSchool Building, Washington; State Director.\nGrosvenor,\nEdith\nLouise\n(Teacher),\nThe\nIowa, Washington; Education Association\nof the District of Columbia.\nMarsh, Allen J. (Teacher), McKinley Technical\nHigh\nSchool,\nWashington;\nHigh\nSchool Teachers Association.\n\nFLORIDA\nCawthon, W. S. (Ex-officio), State Superintendent of Public Instruction, Tallahassee.\nFisher,\nC.\nM.\n(County\nSuperintendent),\nMiami;\nRoyal Palm Association.\nGray, Charles H. (County Superintendent),\nQuincy; Florida Education Association.\nHarbin. A. E. (Principal), 218 Mary Avenue, New Smyrna; Florida Education Association.\nHarbin,\nMrs. A. E. (Teacher), 218 Mary\nAvenue, New Smyrna; Florida Education\nAssociation.\nRutherford.\nR. B. (Principal),\n717 Laura\nStreet,\nJacksonville;\nFlorida\nEducation\nAssociation.\nRutherford,\nMrs.\nR. B. (Principal),\n717\nLaura Street, Jacksonville; Florida Education Association.\nWest, Betty F. (Teacher), 647 Grandview\nStreet, Mt. Dora; Florida Education Association.\n\nGEORGIA\nAderhold,\nMrs. R. T. (Teacher),\nBox 76,\nCollege\nPark;\nAtlanta-Fulton\nCounty\nUnit of Georgia Education Association.\nBower,\nRoland\n(County\nSuperintendent),\nBainbridge;\nGeorgia Education Association.\nBrown,\nMrs. Kate B. (Teacher), McDonough;\nGeorgia\nEducation\nAssociation.\nDavis, Mrs. W. P. (Principal), 1006 Greenwood\nAvenue,\nAtlanta;\nAtlanta-Fulton\nCounty Unit of Georgia Education Association.\nDuggan, M. L. (Ex-officio), State Superintendent of Public Instruction, Atlanta.\nMartin, J. O. (Supervisor), 103 State Capitol, Atlanta; Georgia Education Association,\n\n"}
{"page": 1178, "printed_page": null, "text": "1174\n\nNATIONAL\n\nEpUCATION\n\nMuse,\n\nJessie (Teacher), 156 West PeachGeorgia Education’\ntree Street, Atlanta;\nAssociation.\nPostell, Mary\n(Teacher),\n1050 Ponce\nDe\nLeon,\nAtlanta;\nAtlanta-Fulton\nCounty\nUnit of Georgia Education Association.\nRamsay,\nRalph\nL.\n(Supervisor),\nCourt\nHouse,\nAtlanta;\nAtlanta-Fulton\nCounty\nUnit of Georgia Education Association.\nRhodes, Maude (Teacher), 1006 Greenwood\nAvenue, Atlanta;\nAtlanta-Fulton\nCounty\n\nUnit\n\nof Georgia\n\nEducation\n\nAssociation.\n\nRitchie, H. B. (President),\nGeorgia State\nTeachers College, Athens; Georgia Education Association.\nSnelling, Charles M. (Professor), University of Georgia, Athens; Georgia Education Association.\nSutton,\nWillis\nA.\n(Superintendent\nof\nSchools), Atlanta; Georgia Education Association.\nWallace,\nMargaret\n(Teacher),\nHapeville:\nAtlanta-Fulton\nCounty\nUnit of Georgia\nEducation Association.\nWebber, George Harris (Ex-officio), Georgia State Colege for Women,\nMilledgeville; State Director.\nWells,\nJere A. (County\nSuperintendent),\nAtlanta; Georgia Education Association.\nWells, Josephine (Teacher), Hapeville; Atlanta-Fulton County Unit of Georgia Education Association.\nWills,\nOcie\n(Teacher),\nEast\nPoint;\nAtlanta-Fulton County Unit of Georgia Education Association.\n\nHAWAII\nCreighton, Mrs. Isabelle (Principal),\n1445\nKeeaunioku Street, Oahu; Oahu Teachers\nAssociation.\nDonahue,\nBlanch\n(Teacher),\nHigh School, Honolulu;\nOahu\n\nMcKinley\nTeachers\n\nAssociation.\nEldredge,\nMarie\nOahu Teachers\n\n(Teacher),\nOahu,\nEwa:\nAssociation.\nHarrison,\nMrs. Mary\nR. (Teacher),\n1119\nAlakea\nStreet,\nHonolulu;\nOahu\nTeachers Association.\nHip, Elizabeth\nLai (Teacher),\n285 South\nVineyard\nStreet, Oahu;\nOahu\nTeachers\nAssociation.\n:\nHoward,\nF. E.\n(Principal),\nMaui\nHigh\nSchool,\nHamakuapoko,\nMaui;\nMaui\nTeachers Association.\nPukoo,\nMoloKauper,\nEdward\n(Teacher),\nkoi;\nHawaii\nEducation\nAssociation.\nKuhns, Bernice (Teacher), 43 South School\nStreet,\nHonolulu;\nTeachers\nCouncil\nof\nTerritory of Hawaii.\nLee, John A. (Teacher),\nBox 185, Hilo;\nHilo Teachers Union.\nLudloff, Mrs. Fidelia R. (Teacher), Box 955,\nHilo; Hilo Teachers\nUnion.\n\nPatrick,\n\nGrades,\n\nEdith\n\n(Principal),\n\nHamakuapoko;\n\nHamakuapoko\n\nMaui\n\nTeachers\n\nAssociation.\nReis,\nHelena\nK.\n(Teacher),\nBox\n3043,\nHonolulu; Teachers Council of Territory\nof Hawaii.\nReis, Palmyra (Teacher), Box 3042, Honolulu; Teachers\nCouncil\nof Territory of\nHawaii.\nScobie, Mrs. Bessie (Téacher), Makiki Hotel, Honolulu;\nOahu\nTeachers\nAssociation.\nTseu,\nElizabeth\n(Teacher),\nWahiawa\nSchool, Oahu;\nOahu Teachers\nAssociation.\n\nVenoos,\nMaui\n\nMargaret\n(Teacher),\nTeachers Association.\n\nPuunene;\n\nASSOCIATION\n\nWhigam,\n\nLucy\n\nWinston\n\n(Teacher),\n\nPapai-\n\nkon, Hawaii; Hawaii Education Association.\nYoung,\nGeorge\n(Teacher),\nBox 72, Honolulu; Oahu Teachers Association.\n\nIDAHO\nBayston, Mrs, L. M. (Teacher), 246 West\nRidge Avenue, Idaho Falls; Idaho Education Association.\nDienst, Charles F. (Ex-officio), Superintenddent of Schools, Boise; State Director.\nGibbs, Don D. (Superintendent),\nKimberly;\nIdaho Education Association.\nJohnson,\nAnna\n(Principal),\nIdaho\nHotel,\nIdaho\nFalls;\nIdaho\nEducation\nAssociation.\n3\nMoore,\nAlice\n(Teacher),\n227\nSouth\n6th,\nPocatello; Pocatello Educational Association.\n\nMorgan,\n\nW.\n\nE. (Superintendent\n\nof Schools),\n\nMontpelier; Idaho Education Association.\nO’Rourke, Mary Irene (Teacher), 421 East\nMain\nStreet, Weiser;\nIdaho\nEducation\nAssociation.\nRenbein, Ottlie (Teacher), 184 5th Street,\nIdaho\nFalls;\nIdaho\nEducation\nAssocia-\n\ntion.\nVincent,\n\nW.\n\nsioner\n\nof\n\nD.\n\n(Ex-officio),\n\nEducation,\n\nState\n\nCommis-\n\nBoise.\n\nILLINOIS\n\nr\n\nAbbe,\nMary\nM.\n(Teacher),\n6619\nLaFayette Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nAbramson,\nAmalia\n-E.\n(Teacher),\n7635\nSangamon Street, Chicago; Chicago Division, Illinois State Teachers Association.\nAmes,\nA. F. (Teacher),\n315 North\nLong\nCommon Road, Riverside; Lake Shore Division, Illinois\nState Teachers\nAssociation.\n\n-\n\nArmbruster,\n\nBertha\n\nS. (Teacher), 111 Gale\nAvenue,\nRiver\nForest;\nIllinois\nState\nTeachers Association.\nBalter,\nClara\n(Teacher),\n5000 West\nEnd\nAvenue, Chicago; Chicago Division, Illinois State Teachers Association.\nBest, Helen\n(Teacher),\n5456 Cornell Avenue, Chicago;\nChicago Division, Illinois\nState Teachers Association.\nBlair, Francis G. (Ex-officio), State Superpecodens of Public Instruction,\nSpring-\n\neld.\n\nBlodgett,\nMrs.\nMary\nM.\n(Teacher),\n128\nNorth Hamlin\nAvenue, Chicago;Chicago\nPublic School Kindergarten-Primary As-\n\nsociation.\n\nBrassovanyi, Anna L. (Teacher), 1541 North\nLawler Avenue, Chicago;\nChicago Division, Illinois State Teachers Association.\nBright, O. T. (Superintendent of Schools),\nDolton;\nLake\nShore\nDivision,\nIllinois\nState Teachers\nAssociation.\nBurmeister,\nNellie\n(Assistant Principal),\n\nHigh\n\nSchool,\n\nCentralia;\n\nIllinois\n\nState\n\nTeachers Association.\nButters, Ethel (Teacher), 164 North Lotus\nAvenue, Chicago; Chicago Division, IIlineis State Teachers Association.\nCassady. E. N. (Superintendent of Schools),\nBrookfield; Lake Shore Division, Illinois\nState Teachers Association.\n\nClinton,\n\nCatherine\n\nM. (Teacher),\n\n6111\n\nEber-\n\nhart Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nClinton, Etta (Teacher), 6111 Eberhart Av-\n\nenue,\nState\n\nChicago;\nTeachers\n\nChicago Division,\nAssociation.\n\nIllinois\n\n"}
{"page": 1179, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nCostello,\nMame\n(Teacher),\n1011\nSummit,\nEast St. Louis;\nEast St. Louis Grade\nTeachers\nFellowship.\nCromwell, R. R. (Principal), High School,\nne\nIllinois State Teachers Associaion.\nCroft, M. M. (Superintendent of Schools),\nVirginia; South Central Division, Hlinois\nState Teachers Association.\nDale,\nRex W.\n(Principal),\nHigh\nSchool,\nFlora;\nIllinois State Teachers\nAssociation,\n\nDavies, J. C. (Superintendent of Schools),\nLa Grange;\nLake\nShore\nDivision, IIlinois State Teachers Association.\nDean, T. M. (Assistant Superintendent of\nSchools), Joliet; Northeastern\nDivision,\nIllinois State Teachers Association.\nDeneen,\nFlorence\n(Teacher),\n457\nWest\n61st Place,\nChicago;\nChicago\nTeachers\nLeague.\nDixon, C. H. (Superintendent of Schools),\nYorkville;\nNortheastern\nDivision,\nIllinois\nState Teachers\nAssociation.\nDowney,\nLucinda\nW.\n(Teacher),\n5360\nWashington Boulevard, Chicago; Chicago\nDivision, Illinois\nState\nTeachers\nAsso-\n\nciation.\nDwyer, Mary F (Teacher), 821 Ridge Avenue,\nEvanston;\nChicago\nDivision,\nTIllinois State Teachers Association.\nEarnest,\nMary\nR.\n(Teacher),\n463 West\nDecatur, Decatur; Decatur Public School\nTeachers Association.\nElms,\nRuth\n(Teacher),\n6930 Wayne\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nFinnegan,\nMargaret\nL.\n(Teacher),\n4829\nLipps\nAvenue,\nChicago;\nChicago\nDivision, Illinois State Teachers Association.\nFlom,\nL.\nO.\n(Principal)\nHigh\nSchool,\nAledo;\nBlack\nHawk _ Division,\nIllinois\nState Teachers Association.\nFrey,\nMrs,\nGrace\nHurst\n(Teacher),\n1000\nMain Street, Evanston;\nEvanston Teachers Club.\nGambach, J. C. (Teacher), 702 North Street,\nPeoria; Illinois State Teachers Association.\nG\nGill,\nMarcella\n(Teacher),\n6430\nKimbark\nAvenue, Chicago; Chicago Division, IIllinois State Teachers\nAssociation.\nGilligan, Lena Belle (Teacher), 4128 Monroe\nStreet,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\nGriner, L. B. (Teacher), 1005 South Prai-\n\nrie Street,\n\nChampaign;\n\nChampaign\n\nTeach-\n\ners Association.\nHansen, H. C. (Teacher), 1045 North Lockwood\nAvenue,\nChicago;\nChicago\nDivision, Illinois State Teachers Association.\nHarden, Anna I. (Teacher),\n1543 Sherwin\nAvenue, Chicago; Chicago Division, Illinois State Teachers Association.\nHarden, Frances E. (Teacher), 1543 Sherwin\nAvenue,\nChicago;\n[Illinois\nState\nTeachers\nAssociation.\nHayes,\nJohn\nA.\n(County\nSuperintendent)\nPeoria; Illinois State Teachers Associa-\n\ntion.\nHays, Dudley\n\nGrant\n\n(Director),\n\n1539\n\nFar-\n\nwell Avenue, Chicago; National Academy\nof Visual Instruction.\nHenry,\nKate\n(Teacher),\n566\nNorth\n14th\nStreet, East St. Louis;\nEast St. Louis\nGrade Teachers Fellowship.\nHill, A. Lulu\n(Teacher),\n610 North\n13th\nStreet,\nEast\nSt. Louis;\nIllinois\nState\nTeachers Association,\n:\nHoehn, Eva B. (Teacher), Carlinville; Illinois State Teachers Association.\n\nAND\n\n1175\n\nINFORMATION\n\nHoffman,\nCarl A. (Teacher),\n1801\nNorth\nPark Avenue, Chicago; Chicago Teachers\nLeague.\nHoffman, D. B. (Superintendent of Schools),\nEast Moline; Illinois State Teachers Association,\n\nHull, Anna L. (Teacher), 463 West Decatur,\nDecatur;\nDecatur\nPublic\nSchool\nTeachers Association.\nTler, Ernest\n(Superintendent\nof Schools),\nDowners\nGrove;\nNortheastern\nDivision,\nIllinois\nState\nTeachers\nAssociation.\nJensen,\nFrank\nA.\n(Superintendent\nof\n-Schools), Rockford; Illinois State Teachers Association.\nKasnausky,\nStella\n(Teacher),\n7535\nYale\nAvenue, Chicago; Illinois State Teachers\nAssociation.\nKelley,\nBelle\nB.\n(Teacher),\n1039\nHoltlywood Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nKenney,\nFrances\n(Teacher), 5829 Midway\nPark, Chicago; Chicago Division, Illinois\nState Teachers Association.\nLarson,\nArthur G. (Teacher), 2215 South\n5th\nStreet,\nRockford;\nRockford\nTeachers Club.\nLowe,\nRuth\n(Teacher),\n2011\n16th\nStreet,\nMoline;\nBlack\nHawk\nDivision,\nIllinois\nState Teachers Association.\nLukens, Mrs. Nellie R. (Principal), High\nSchool,\n\nOdell;\n\nLivingston\n\nCounty\n\nTeach-\n\ners Association.\nLyons, Anna I. (Teacher), 6823 Lafayette\nAvenue, Chicago; Chicago Division, I1linois State Teachers Association.\nMcCoy,\nD. W.\n(Principal),\nHigh School,\nSpringfield; South Central Division, Illinois State Teachers Association.\nMcGaughey, Florence L. (County Superintendent), Macomb;\nIllinois State Teachers Association.\nMcIntosh,\nCharles\n(County\nSuperintendent), Monticello; Illinois State Teachers\nAssociation.\nMahany, Eleanor (Assistant Principal), 527\nWest\n66th\nStreet,\nChicago;\nChicago\nTeachers League.\nMarshall,\nR. L. (Teacher), Joliet Township High School, Joliet; Joliet Township High School Teachers Association.\nMathews,\nWinifred\n(Teacher),\n451 North\nWaller Avenue, Chicago;\nChicago Division, Illinois State Teachers Association.\nMaue,\nAugust\n(County\nSuperintendent),\nJoliet;\nNortheastern\nDivision,\nIllinois\nState Teachers Association.\nMerwin, Fannie Spaits (President), Manito;\nIllinois State Teachers Association.\nMoore,\nRobert\nC.\n(Secretary),\nIllinois\nState Teachers\nAssociation,\nCarlinville;\nIllinois State Teachers Association.\nMount,\nO. B.\n(Principal),\nHigh\nSchool,\nOblong; Illinois State Teachers Association,\nMudd,\nAlice\n(County\nSuperintendent),\nWinchester; South Central Division, Illinois State Teachers Association.\nMurphy,\nMargaret\n(Teacher)\nCarlinville;\nSouth\nCentral\nDivision,\nIllinois\nState\nTeachers\nAssociation.\nNelson,\nClara\n(Teacher)\nMomence;\nEast\n\nCentral\n\nDivision,\n\nIllinois\n\nState\n\nTeachers\n\nAssociation.\nNowlan, Eleanor L. (Teacher), 4713 North\nHermitage Avenue, Chicago; Chicago Division, Illinois State Teachers\nAssociation,\nNygaard, E. L. (Superintendent of Schools),\nKenilworth;\nLake\nShore\nDivision,\nIllinois State Teachers Association.\n\n"}
{"page": 1180, "printed_page": null, "text": "1176\n\nNATIONAL\n\nEDUCATION\n\nO’Brien, Kate (Teacher), 6121 St. Lawrence\nAvenue, Chicago; Illinois State Teachers\nAssociation.\nO’Conner,\nRena\n(Teacher),\nPana;\nSouth\nCentral Division, Illinois State Teachers\nAssociation.\n‘\n\nOlsen,\n\nMartha\n\nC.\n\n(Primary\n\nSupervisor\n\nof\n\nSchools), Evanston; Lake Shore Division,\nIllinois State Teachers\nAssociation.\nPerkins, John W.\n(Teacher),\n1534\nNorth\nCharles, Decatur; Decatur Public School\nTeachers Association.\nPerrin,\nH.\nAmbrose\n(Superintendent | of\nSchools),\nJoliet;\nNortheastern\nDivision,\nIllinois State Teachers Association.\n_\n\nPfuderer,\n\nMrs.\n\nVirginia\n\nL.\n\n(Ass’t\n\npal),\n255\nMaplewood\nRoad,\nAssociation of Assistants to\npals.\nPhelan, Catherine M. (Teacher),\n\nPrinciRiverside;\nthe Princi748 Belden\n\nAvenue, Chicago; Chicago Division, Illinois State Teachers Association.\nPlapp, F. W. (Teacher), 4140 North Keeter\nAvenue, Chicago; Chicago Division, IIllinois State Teachers Association.\nPowell, Margaret (Teacher), 941 Galt Avenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nPreble, F. Blanche\n(Teacher),\n10855 Vernon\nAvenue,\nChicago\nDivision,\nIllinois\nState Teachers Association.\nPutnam, Grace\n(Principal), Logan School,\nMoline; Illinois State Teachers Association,\nRahm, Kathryn (Teacher), 923 Forest Avenue,\nOak\nPark;\nIllinois\nAssociation.\nRobertson,\nElizabeth\nW.\n\nJudson\n\nAvenue,\n\nDivision,\nciation.\n\nIllinois\n\nState\n\nTeachers\n\n(Teacher),\n\n1250\n\nHighland\n\nPark;\n\nChicago\n\nState\n\nTeachers\n\nAsso-\n\nRogers, Don\n(Principal),\n1059 West\n13th\nStreet, Chicago; Chicago Principals Club.\nRyman,\nMrs.\nCora\nB.\n(County\nSuperintendent),\nDecatur;\nSouth\nCentral\nDivision, Illinois State Teachers Association.\nScully, Susan\n(Teacher),\n7159 University\nAvenue, Chicago; Illinois State Teachers\nAssociation.\nShafer, B. F. (Superintendent of Schools),\nJacksonville; Illinois State Teachers Association.\nShiel, Katie A. (Teacher), 2010 Raymond\nStreet, Chicago;\nChicago Division, Illinois State Teachers Association.\nShryock, H. W. (President), S. I. S. N. U.\nCarbondale; Illinois State Teachers Association.\nSimpson,\nT. A. (County\nSuperintendent),\nWaukegan; Lake Shore Division, Illinois\nState Teachers Association.\nSlack, Elizabeth (Teacher), Riverside; Chicago\nDivision,\nIllinois\nState\nTeachers\nAssociation.\nSlattery,\nAnise\n(Teacher),\n1325\nArthur\nStreet. Chicago;\nChicago Division, Illinois State Teachers Association.\nSmith, Carrie (Teacher), 2744 Pine Grove\nAvenue, Chicago; Chicago Division, Illi-\n\nnois\n\nState\n\nTeachers\n\nAssociation.\n\nSmith,\nRobert\nG.\n(Superintendent\nof\nSchools), Rushville; Illinois State Teachers Association.\nSmith, R. Ross (Teacher), 5719 Francisco\nAvenue, Chicago; Illinois State Teachers\nAssociation,\nSteiner,\nJohn\nH.\n(Superintendent\nof\nSchools), Quincy; Illinois State Teachers\nAssociation.\nStevens, C. A. (Principal).\n715 Woodland\nAvenue, Springfield; South Central Division, Illinais State Teachers Association.\n\nASSOCIATION\n\nStevens, Louise Z. (Teacher), 4118 North\nAshland Avenue, Chicago; Illinois State\nTeachers Association.\n:\nSwafford,\nElmer\nB. (County\nSuperintendent),\nBenton;\nIllinois\nState\nTeachers\nAssociation.\nTaylor, Sally (Teacher), Woodhull; Black\nHawk\nDivision,\nIllinois State Teachers\nAssociation.\n:\n\nThalman,\n\nJohn W. (Superintendent of High\nSchool), Waukegon; Waukegon Township\nHigh School.\nThomason,\nAdelaide\nM.\n(Teacher). 3441\nWest Madison Street, Chicago;\nChicago\nDivision,\nIllinois\nState Teachers\nAssociation.\nThompson,\nG.\nE.\n(Superintendent\nof\nSchools),\nSt. Charles;\nNortheastezn\nDivision, Illinois State Teachers Association.\nThurston,\nH.\nF.\n(Principal),\n1304\nPennsylvania\nAvenue,\nEast\nSt. Louis;\nEast\nSt. Louis Teachers Association.\n.\nTice,\nLaura\n(Principal),\nMt.\nSterling;\nSouth\nCentral\nDivision,\nIllinois\nState\nTeachers Association.\nToole,\nHelen\n(Teacher),\n4901\nJackson\nBoulevard,\nChicago;\nChicago\nDivision,\n\nIllinois\n\nState\n\nTeachers\n\nAssociation.\n\nTwohig, Anna A. (Teacher), 970 Edgcomb\nPlace. Chicago;\nChicago\nDivision,\nIIllinois State Teachers Association.\nVan Cleve, E. E. (Teacher), 211 Sherman\nAvenue, Macomb; Western Division, Illinois State Teachers Association.\nWashburn. Justin (County Superintendent),\nRock Island; Illinois State Teachers Association.\nWatts,\nCharles\nH.\n(County\nSuperintend-\n\nefit),\n\nUrbana;\n\nIllinois\n\nState\n\nTeachers\n\nAssociation.\nWelin,\nHilma\nL. (Teacher).\n8010 Blackstone\nAvenue,\nChicago;\nChicago\nDivision, Illinois State Teachers Association.\nWhitlock,\nAlthea\n(Teacher),\n2251\nWest\n111th Street, Chicago; Chicago Division,\nIllinois State Teachers Association.\nWinship, Elizabeth (Teacher), 6633 LaFayette Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nWinship,\nHarriet\n(Teacher),\n6633 LaFayette Avenue,\nChicago;\nChicago Division,\nIllinois State Teachers Association.\nWhittenberg, A. L. (Ex-officio), Secretary,\nState\nExamining\nBoard\nfor\nTeachers\nCertificates, Springfield; State Director.\nWolaver, Florence (Teacher), 1734 Orrington Avenue, Evanston;\nEvanston Teachers Club.\n\nWood,\nBeulah\n(County\nSuperintendent),\nPetersburg; South Central Division, Illinois State Teachers Association.\nINDIANA\nDoty, Helen\n(Teacher),\n114 Powell\nAvenue,\nEvansville;\nFederation\nof Evansville Public School Teachers.\nDuShane,\nDonald\n(Superintendent),\n1741\nNorth\n\nWashington\n\ndiana\n\nState\n\nStreet,\n\nTeachers\n\nEasch, C. E. (Teacher),\nIndianapolis; Indiana\n\nColumbus;\n\nIn-\n\nAssociation.\n204 Kenmore Road,\nState Teachers As-\n\nsociation.\n\nGalbraith,\nIda\n(Teacher).\nPeru;\nIndiana\nState Teachers Association.\nGladden,\nFred\n(Assistant\nSuperintendent),\n131 South Emerson Avenue, Indianapolis;\nIndiana\nState Teachers\nAssociation.\nHass,\nBertha\nL.\n(Teacher),\n1936\nNorth\nTalbott\nStreet,\nIndianapolis;\nGrade\nTeachers Association.\n\n"}
{"page": 1181, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\na\n\nHayward, Anna M. (Supervisor), 706 South\nCenter Street, Terre Haute; Terre Haute\nTeachers Federation.\nHazel, Herbert (Teacher), 1000 South Lincoln Street, Bloomington;\nIndiana State\nTeachers Association.\nHinshaw, C. E. (Principal), Kokomo High\nSchool, Kokomo; Indiana State Teachers\nAssociation.\nHowe,\nW.\nH.\n(Teacher),\n1259 Jefferson\nStreet,\nHammond;\nThe\nHammond\nCity\nTeachers Association.\nHuntington, Ira (‘eacher), Fair Oaks; Indiana State Teachers Association.\nJames,\nKarl\nC.\n(Teacher),\n105\nMarshal\nStreet,\nCrawfordsville;\nIndiana\nState\nTeachers Association.\nJung,\nBlanche\n(Teacher),\n6 Washington\nAvenue,\nEvansville;\nFederation of Evansville Public School Teachers.\nMiller,\nCharles\n(Ex-officio),\n5766\nCentral\nAvenue, Indianapolis;\nState Director.\nMilnor,\nEmma\n(Teacher),\n1524\nMulpoerry\nStreet, Evansville; Federation of Evansville Public School Teachers.\nMontgomery,\nA. D. (Superintendent),\nSullivan; Indiana State Teachers Association:\nMurphy, Charles B. (Principal), 730 Cleveland Avenue,\nSouth\nBend;\nSouth\nBend\nCity Teachers Association.\nPhipps,\nEsther\n(Teacher),\n2108\nMaumee\nAvenue,\nFort\nWayne;\nIndiana\nState\nTeachers Association.\nPoindexter,\nPercie\n(Teacher),\nJeffersonville;\nIndiana\nState\nTeachers\nAssociation.\nRankin,\nHelen\n(Teacher),\n1653 North 8th\nStreet,\nTerre\nHaute;\nIndiana\nState\nTeachers Association.\nRathfon, Clara (Teacher), 916 North Street,\nLogansport;\nIndiana State Teachers Association.\nSanders, Laura (Teacher), 1704 West Pennsylvania,\nEvansville;\nFederation\nof\nEvansville Public School Teachers.\nSims, Mrs. Sue S. (Teacher),\n1827 North\nTalbott\nStreet,\nIndianapolis;\nGrade\nTeachers Association.\nSmith,\nHenry\nLester\n(Ex-officio),\nDean,\nSchool of Education, Indiana University,\nBloomington;\nTreasurer, N. E. A.\nSuter, E. M. (Teacher), 3025 South Clinton Street,\nFort Wayne;\nIndiana\nState\nTeachers Association.\nThompson,\nVesta\n(Teacher),\n521 Oakdale\nDrive, Fort Wayne; Indiana State Teachers Association.\n‘\nTyner, Martha (Teacher), 311 East Tipton,\nHuntington;\nHuntington City Teachers.\nUnderwood, C. C. (Superintendent),\nIndianapolis; Indiana State Teachers Association.\nWilliams, Charles O. (Secretary), Indiana\nState Teachers\nAssociation,\n3842 North\nCapitol\nAvenue,\nIndianapolis;\nIndiana\nState Teachers Association.\nWisehart, Roy P. (Ex-officio), State Superintendent of Public\nInstruction,\nIndiznapolis.\nIOWA\nBohner,\nC. A. (Principal),\n2018 Virginia\nStreet, Sioux City; Administration Club.\nCarroll,\nMae\nE.\n(Teacher),\n9 Riverview\nPlace, Davenport; Scott County Teachers\nAssociation.\nCram, Fred D. (Teacher), 2222 Clay Street,\nCedar Falls;\nIowa\nState Teachers\nCollege, Local Unit N. E. A.\nFoster, J. E. (President),\nState Teachers\nCollege,\n119\nCentral\nBuilding,\nAmes;\nIowa State Teachers Association.\n\nAND\n\n1177\n\nINFORMATION\n\nsg a\n\nGibbs, Edna (Superintendent Adair County\nSchools), Greenfield; Iowa State Teachers Association.\nHardy, Edith (Teacher), 1037 17th Street,\nSioux City; Sioux City Teachers Club.\nHelbig, Ida (Teacher),\n1033 Melrose Terrace, Dubuque;\nDubuque Teachers Association.\nHoover,\nMiriam\nC.\n(Teacher),\nNo.\n11\nAcher\nApartments,\nFort\nDodge;\nFort\n\nDodge\n\nTeachers\n\nFederation.\n\nKnupp,\nW.\nJj. (Teacher),\nStreet, Sioux City; Sioux\n\nClub.\nLauterbach, P. A.\nSac City; Iowa\n\n1823\nIsabelle\nCity Teachers\n\n(County Superintendent),\nState Teachers Associa-\n\ntion.\nMcDowell,\nMrs.\nLillian\n(Teacher),\n719\nTimea\nStreet,\nKeokuk ;\nElementary\nTeachers Club of Keokuk,\nMoyers, Edison (Superintendent of Schools),\nSidney; Iowa State Teachers Association.\nPye,\nCharles\nP.\n(Ex-officio),\n415\nShops\n\nBuilding,\n\nDes\n\nMoines;\n\nState\n\nDirector.\n\nReid, Ida M. (Teacher), 563 Bluff Street,\nDubuque; Dubuque Teachers Association.\nSamuelson, Agnes (Ex-officio), State Superintendent\nof\nPublic\nInstruction,\nDes\nMoines.\n\nSimmons,\n\nIDE\ness\n(Superintendent\nof\nSchools),\nElliott;\nIowa\nState Teachers\nAssociation.\n*\nSkinner,\nKate\n(Teacher),\nAlgona;\nIowa\nState Teachers Association.\nSloan,\nCarrie\n(Teacher),\n2118\nIsabella\nStreet, Sioux City; Sioux City Teachers\nClub.\nStepanek,\nLenora\n(Teacher),\n1111\nSouth\nCedar\n3rd Street, West,\nCedar Rapids;\nRapids Teachers Association.\nStonebraker, L. Ertel (Teacher), 3813 Orleans\nAvenue,\nSioux\nCity;\nSioux\nCity\nTeachers Club.\nSwem,\nEstelle\n(Principal),\nRoosevelt\nSchool, Cedar Rapids; Iowa State Teachers Association,\nWissler,\nE. C. (County\nSuperintendent),\nBoone; Iowa State Teachers Association.\n\nKANSAS\nAllen,\nGeorge\nA., Jr. (Ex-officio),\nState\nSuperintendent of Public Instruction, Topeka.\nDwiggins, Wylma\n(Teacher), 852 Oakland,\nKansas City; DuBois Teachers Club.\nEggleston, Lela (Teacher), 336 North 22nd\nStreet, Kansas City; Kansas City Kansas\nGrade Teachers Club.\nHarwell,\nHarry\nI. (Teacher),\n2008 North\n5th Street,\nKansas\nCity;\nSumner-Norti\nEast Teachers Council.\nMcClun, Blanche I. (Teacher), 20214 Evergreen,\nChanute;\nKansas\nState\nTeachers\nAssociation.\nMcDougall,\nAnna\n(Teacher),\n707. Parallel\nAvenue,\nKansas\nCity;\nKansas\nCity, Kansas Grade Teachers Club.\n\nMarshall,\nG.\nEde\nSchools), Augusta;\ners Association.\n\n(Superintendent\nof\nKansas State Teach-\n\nMiller, Harold\nC. (Teacher),\nSenior High\nSchool, Chanute Teachers Club.\nMoore,\nMadge\nE.\n(Teacher),\n1201\nTyler\nStreet, Topeka;\nKansas\nState Teachers\n\nAssociation.\nOman, C. H. (Superintendent of Schools),\nGarnett; Kansas State Teachers Association.\n\nPearson,\n\nFredricka\n\n(Teacher),\n\nwood\n\nBoulevard,\n\nKansas\n\nCity,\n\nKansas\n\nGrade\n\nTeachers\n\n2837\n\nCity;\n\nClub.\n\nPark-\n\nKansas\n\n"}
{"page": 1182, "printed_page": null, "text": "1178\nPearson,\nent of\n\nNaTIONAL\n\nEpucATION\n\nM.\nE. (Ex-officio),\nSuperintendSchools, Kansas\nCity; State Di-\n\nrector.\nPinet, F.\ndae)\n\nL. (Secretary),\n315 West\n10th,\nKansas State Teachers Associa-\n\nSchlagle, F. L. (Teacher), 1931 Elizabeth,\nKansas City; Kansas State Teachers Association.\nSmith,\nMabel\nF. (Teacher),\n825 Western\nAvenue, Topeka; Kansas State Teachers\nAssociation.\nWellmeyer,\nJ. F.\n(Teacher),\n1504\nTauromee, Kansas City; Kansas State Teachers Association.\n\nKENTUCKY\nBell, R. J. (Principal),\nSalisbury School,\nLouisville; Kentucky Education Association.\n\nBell, W.\nC. (Ex-officio),\nState\nSuperintendent of Public Instruction, Frankfort.\nBertram,\nAnna _ (Superintendent\nLewis\nCounty\nSchools),\nVanceburg;\nKentucky\nEducation Association.\nCherry, H. H. (President), Western Teachers\nCollege,\nBowling\nGreen;\nKentucky\nEducation Association.\nCurry,\nMarion\n(Principal),\nHenry\nClay\nSchool, Louisville; Louisyille Educational\nAssociation.\nFayette\nDalton,\nMattie\n(Superintendent\nKentucky\nCounty\nSchools),\nLexington;\nEducation Association.\nDudley, C. E. (Superintendent of Schools),\nHenderson; Kentucky Education Association.\nMcHenry\n(Professor),\nUniversity\nRhoads,\nof Kentucky, Lexington; Kentucky Education Association.\nSeiler, Amelia\n(Principal), Morris School,\nAnchorage; Louisville Educational Association,\nWebb, Cora Lee (Supervisor, 322 East 3rd\nStreet,\nOwensboro;\nOwensboro\nEducation Association.\nWilliams,\nR.\nE.\n(€x-officio),\nSecretary.\nKentucky\nEducation\nAssociation,\n4518\nSouthern Parkway, Louisville; State Di-\n\nrector.\nWyman,\nMary May (Teacher),\nStreet, Louisville;\nLouisville\nTeachers Association.\n\n1040 Mary\nClassroom\n\nLOUISIANA\nDelcroix,\n\nDesiree\n\nCarrollton\n\n(Teacher),\n\nAvenue,\n\nNew\n\n1231\n\nSouth\n\nOrleans;\n\nNew\n\nOrleans Public School Teachers Association.\nHinrichs, Amy (Teacher), 7336 Irma Street,\nNew Orleans; Louisiana Teachers Association.\n\nMachauer,\nLavinia\n(Teacher),\n1033\nStreet, New Orleans; New Orleans\n\nlic School Teachers Association.\nReed, Mrs. Sarah Towles\n(Teacher)\n\nJena\nPub-\n\n3216\nUpperline\nStreet,\nNew\nOrleans;\nNew\nOrleans Public School Teachers Association.\nMire, Lillian (Teacher), 1311 Milan Street,\nNew Orleans; New Orleans Public School\nTeachers Association.\nMoake, Aimee E. (Teacher), Foster Hall,\nUniversity of Chicago,\nChicago,\nIllinois;\nNew Orleans Teachers Association.\nTurner,\nC. B. (Ex-officio),\nSupervisor\nof\nInstruction,\nBaton\nRouge\nRouge;\nState\nDirector.\n\nASSOCIATION\n\nCarter,\n\nA.\n\nMAINE\nRaymond\n(Superintendent\n\nof\n\nSchools),\nGardiner;\nKennebec\nCounty\nTeachers Association.\nCoburn,\nW.\nHenry\n(Superintendent\nof\nSchools), Fort Fairfield; Aroostook County\nTeachers Association.\nCochran,\nEllen\nJ. (Principal),\n511\nMain\nStreet, Rockland; Knox County Teachers\nAssociation.\n\nCrane,\n\nPercy\n\n(Principal)\n\nemy, East Machias;\nsociation.\nWinnifred\nDennison,\n\nWashington\nMaine\n\nAcad-\n\nTeachers\n\nAs-\n\n:\n\n(Principal),\nBrownville Junction, Brownville; Main Teachers Association.\nEllingwood, W. H. S. (Superintendent of\nSchools),\n\nTeachers|\n\nWestbrook;\n\nCumberland\n\nCounty\n\nFortier, H. E. (Superintendent of Schools),\nSpringfield;\nPenobscot\nCounty\nTeachers\nAssociation.\nGibbs,\nWilhelmina\n(Teacher),\nEllsworth;\nMaine Teachers Association.\n\nGould, Eudora\n(Principal), Highland Avenue, Bridgton; Saco Valley Teachers Association,\n\nHale, Florence M. (Ex-officio), State Agent\nfor Rural Schools, State House, Augusta;\nVice-president.\nJack, William B. (Ex-officio), Superintendent of Schools, Portland; State Director.\nNorton,\nMargaret\n(Supervisor),\n207 Dartmouth,\nPortland;\nCumberland\nCounty\nTeachers.\nPaul, Bertha L. (Teacher),\nSolon;\nMaine\nTeachers Association.\nPhinney,\nW.\nH.\n(Superintendent),\nCalais;\nWashington County Teachers Association.\nRobinson, Helen M. (Deputy\nSuperintendent), Portland; Maine Teachers Associa-\n\ntion.\n\nSias, Mrs. Louise (Teacher), Turner Center;\nAndroscoggin Teachers Association.\nSiders, Walter R. (Ex-officio), State House,\nAugusta; Chairman, Board of Trustees.\nSleeper, Susie (Teacher), South Thomaston;\nKnox County Teachers Association.\nSmith,\nC. L.\n(Principal),\nBelfast\nHigh\nSchool, Belfast; Maine Teachers Association.\nSpearin,\nGladys\n(Principal),\nMars\nHill\nGraded\nSchool,\nMars\nHill;\nAroostook\nCounty Teachers Association.\nThomas\nAugustus\nO.\n(Ex-officio),\nState\nCommissioner of Education, Augusta.\nWhitten,\nBernice\n(Teacher),\nPleasant\nStreet,\nDover-Foxcroft;\nPiscataquis\nCounty Teachers Association.\n\nMARYLAND\nBurdick, William (Ex-officio), State Superintendent Physical Education, Baltimore;\nState Director.\nNilsson,\nKristin\n(Supervisor\nElementary\nGrades),\nRockville;\nMontgomery\nCounty\nTeachers Association.\n\nMASSACHUSETTS\nBriggs, Winifred A. (Teacher),\n7 Sumner\nRoad,\nCambridge;\nCambridge\nTeachers\nClub.\nBryant,\nMary\nL.\n(Teacher),\n41\nMason\nStreet,\nWest\nSomnerville;\nSomnerville\nTeachers Club.\nDenyven, Christina (Teacher), 209 Hamilton\nStreet, Cambridge;\ners Federation.\n\nMassachusetts\n\nTeach-\n\n"}
{"page": 1183, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS AND\n\nGraves, Dr..S. Monroe\n(Superintendent of\nSchools),\nWellesley\nHills;\nNorfolk\nCounty Teachers Association.\nGrout,\nEdgar\n—H.\n(Superintendent\nof\nSchools),\nEast Bridgewater;\nMassachusetts School Superintendents Association.\nHill, Mrs. Bertha M. (Dean of Girls)\n132\nGroveland\nStreet,\nHaverhill;\nHaverhill\nTeachers Association, Inc.\nHowes, L. Gertrude (Teacher), 96 Winthrop\nStreet, Boston; Boston Teachers Club.\nHunnewell,\nEdith\n(Teacher),\n41\nMason\nStreet,\nWest\nSomerville;\nSomerville\nTeachers Club.\n\nKadesch,\nJ.\nStevens\n(Principal),\nHigh\nSchool, Medford;\nMassachusetts\nSchoolmasters Club.\nKelly,\nKatherine\n(Teacher),\n452 Fletcher\nStreet, Lowell; Lowell Teachers Organization.\nKimball, Caroline F. (Teacher), 39 Jackson\nStreet, Lynn; Lynn Teachers Club.\nKing,\nMrs.\nStella\nN.\nH.\n(Teacher),\n11\ni\nStreet, Everett; Everett Teachers\nub.\nMcSkimmon,\nMary\n(Ex-officio),\nPrincipal,\nPierce School, Brookline;\nLife Director.\nMarshall, Russell H. (Teacher), 9 Lincoln\nStreet,\n\nStoneham;\n\nMarshall,\n\nMrs.\n\nEverett\n\nRussell\n\nTeachers\n\nH.\n\nClub.\n\n(Teacher),\n\n9\n\nLincoln Street, Stoneham;\nMassachusetts\nTeachers Federation.\nNelson, Elizabeth E. (\n)}, 51 Essex\nStreet,\nSaugus;\nMassachusetts\nTeachers\nFederation.\nO’Rourke,\nTheresa\n(Teacher),\n46 Francis\nStreet, Boston; Brookline Teachers Club.\nPatten, Helen (Teacher), 63 Highland Avenue, Melrose; Melrose Teachers Club.\nPlummer,\nAnnie\nE. (Teacher),\n39 Jackson\nStreet, Lynn; Lynn Teachers Club.\nRaymond, Oscar F. (Assistant Superintend-\n\nent), 12 Lexington Street, Brockton; Massachusetts Teachers Federation.\nReid,\nP.\nByron\n(Principal),\n3 Prospect\nPlace,\n\nTaunton;\n\nMassachusetts\n\nTeachers\n\nFederation.\nSampson,\nRuby\nB.\n(Teacher).\n93\nHigh\nStreet,\nBrockton;\nMassachusetts\nTeachers Federation.\nSanders, William J. (Head of Department),\n80 Chestnut Street. Haverhill; Massachusetts Teachers Federation.\nScollard, Annie G. (Teacher), 11 Bowditch\nStreet,\n\nEast\n\nBraintree;\n\nMassachusetts\n\nTeachers Federation.\nSmith,\nEdgar\nBurr\n(Principal),\nHigh\nschool,\nGreenfield;\nFranklin\nCounty\nTeachers Association.\nSmith, Maria E. (Teacher), Felton School,\nSaugus; Massachusetts Teachers Federation.\nSnell, Edith M. (Teacher), 4 Vine Street,\nMelrose,\nSomerville\nTeachers\nAssociation.\nWebster,\nFlorence\nI.\n(Teacher),\nHigh\nSchool, Haverhill;\nMassachusetts Teachers Federation.\nWinship,\nDr. Albert E. (Editor), Journal\nof Education.\n6 Beacon\nStreet, Boston;\nMassachusetts Teachers Association.\nWoodward. Annie C. (Fx-officio) 144 School\nStreet, Somerville; State Director.\n\nGladAsso-\n\nBow,\n\n2112\n\nWest\n\nMichigan\n\nEdu-\n\nWarren\n\nE.\n\n(Teacher),\n\nBoulevard, Detroit;\nAssociation.\n\nlac;\n\nRoby\n\n(Principal),\n\nCadillac\n\nTeachers\n\n809 Cherry,\n\nAssociation.\n\nCadil-\n\nButler, L. A. (Superintendent of Schools),\nGrand Rapids; Michigan Education Association,\n\nCameron, E. T. (Secretary), Michigan Education Association,\n1010 Prudden Building, Lansing; Michigan Education Association.\n\nCody,\nFrank\n(Superintendent\nof Schools),\nDetroit; Michigan Education Association.\nCornman,\nOliver\nP.\n(Assistant\nSuperintendent of Schools), Philadelphia, Pennsylvania;\nInternational\nCouncil\nfor the\nEducation of Exceptional Children.\n\nDiekoff. A. E. (Teacher), Detroit; Michigan Education Association.\nDraper,\nKathryn\nAnne\n(Teacher),\nGrand\nRapids;\nSaginaw Teachers\nClub.\nErdman,\nNorma\n(Teacher)\n1699 Atkinson\nAvenue,\nDetroit;\nDetroit Teachers\nAssociation.\nErlandson, Georgine (Deputy State Superintendent),\nCheyenne,\nWyoming;\nInternational Council for Education of Exceptional Children.\n5\nHanson,\nDora\n(Principal),\n518\nDivision\nStreet, Sault Ste Marie Educational Association.\n\nHarris, Elizabeth (Teacher), 1476 Montclair\nAvenue,\nDetroit;\nDetroit\nTeachers\nAssociation.\nHarris, J. H. (Teacher), Pontiac; Michigan\nEducation Association.\nJeffers, Fred A. (Superintendent), Houghton County\nSchools,\nPainesdale;\nMichigan Education Association.\nJones, Etta F. (Principal), 1044 Fairmount\nStreet,\nS.\nS., Grand\nRapids;\nGrand\nRapids Teachers Club.\nLaing, Earl R, (Teacher), 16265 Westmorland Road, Detroit; Michigan Education\nAssociation.\nLowrey,\nHarvey\nH.\n(Superintendent\nof\nSchools)\nFordson;\nMichigan\nEducation\nAssociation.\nMather, Mabel J. (Teacher), 518 Division\nStreet, Sault Ste Marie; Michigan Education Association.\nMerrill, John (Teacher), 1526 Garland Avenue,\nDetroit;\nMichigan\nEducation\nAssociation,\nPearce, Webster H. (Ex-officio), State Superintendent of Public Instruction, Lans-\n\ning.\nQuackenbush,\nE.\nJ.\n(Principal)\nAngell\nSchool, Highland\nPark;\nHighland\nPark\nTeachers Club.\nSheridan,\nEva\nT.\n(Teacher),\n427\nWest\nMuskegon Avenue, Muskegon; Muskegon\nTeachers Club.\nSimonson,\nLeonard\n(Teacher),\n2002 Berkeley Street, Flint; Flint Teachers Club.\nSywassink,\nA. H.\n(Teacher),\n535\nSouth\nWinter Street, Adrian;\nAdrian Teachers\nClub.\nVan Buren, Frances (Principal) North Lafayette\nAvenue,\nGrand\nRapids;\nGrand\nRapids Teachers Club.\nWilliams,\nHarriet\n(Teacher),\n424\nEast\nChurch. Adrian; Michigan Education Association.\nYost, E. M. (Commissioner), 1001 Lawyers\nBuilding.\nDetroit;\nMichigan\nEducation\nAssociation.\n\nMINNESOTA\n\nMICHIGAN\nBeglinger. Nina J. (Supervisor), 3221\nstone,\nDetroit;\nDetroit\nTeachers\nciation.\nGrand\ncation\n\nBrock,\n\n1179\n\nINFORMATION\n\nAllen.\nEthel\n(Teacher),\n1112\nS. E. 8th\nStreet. Minneapolis; Grade Teachers Section, Minneapolis Teachers League.\nBarnes,\nC.\nH.\n(County\nSuperintendent),\nDuluth;\nMinnesota\nEducation\nAssociation.\n\n"}
{"page": 1184, "printed_page": null, "text": "1180\n\nNatIionaL Epucation ASSOCIATION\n.—\nO80 0\neseseeoeeeeees ss ess eee\n\nBecker,\nElsa\n(Teacher),\n1732\nEast\n4th\nStreet, South Duluth;\nAtlantic Gateway\nAssociation.\nBlaisdell,\nHelen\n(Teacher),\nSouth\nHigh\n\nSchool, Minneapolis;\nMinneapolis\nDivision of Minnesota Education Association.\nBlessen, Hilda (Teacher), Lyndale School,\nMinneapolis;\nMinneapolis\nDivision\nof\nMinnesota Education Association,\nBoyer, Ethel (Teacher), Hay School, Minneapolis;\nMinneapolis\nDivision of Minnesota Education Association.\nBryne, May E. (Teacher), 305 Court House,\nMinneapolis;\nInternational\nCouncil\nfor\nEducation of Exceptional Children.\nBullard,\nIrma\n(Teacher),\n3529\nBlaisdell\nAvenue,\nMinneapolis;\nGrade\nTeachers\nSection, Minneapolis Teachers League.\n\nCarlson,\nPhilip\nE. (Principal)\nHigh\nSchool,\nMinneapolis;\nEducation Association.\nChristoffel,\nThomas\n(Teacher),\n\nRoosevelt\nMinnesota\n\nRoosevelt\nJunior High School,\nSt. Paul;\nSt. Paul\nEducation Association.\nDahl, Edwin J. (Principal), 310 Fast King\nStreet,\nWinona;\nMinnesota\nEducation\nAssociation,\n\nDavis, P. A. (Teacher), North High School.\nMinneapolis;\nMinneapolis\nDivision\nof\nMinnesota Education Association.\nDeleuw,\nMrs.\nLucy\n(Teacher).\nBryant\nJunior High\nSchool,\nMinneapolis;\nMinneapolis\nDivision\nof Minnesota\nEducation Association.\nDills, Mrs. May H. (County Superintendent),\nHennepin\nCounty.\nMinneapolis;\n\nMinneapolis\n\nDivision\n\nof Minnesota\n\nEdu-\n\ncation Association.\nDrohan,\nGertrude\n(Principal),\nCleveland\nSchool,\nMinneapolis;\nMinneapolis\nDivision of Minnesota Education Association.\nEdwards.\nE. R. (Principal Murray Junior\n\nHigh\n\nSchool.\n\nSt.\n\nPaul;\n\nSt.\n\nPaul\n\nEduca-\n\ntion Association.\nFriestedt,\nRuth\n(Teacher).\n2909\nExeter\nStreet, Duluth;\nAtlantic Gateway Association.\nGee, Florence (Principal), Audubon School.\n\nMinneapolis;\nMinneapolis\nDivision\nMinnesota Education Association.\nHale,\n\nHattie\n\n(Teacher),\n\nField\n\nSchool.\n\nof\nMin-\n\nneapolis; Minneapolis Division of Minnesota Education Association.\nHellesen, Anne (Teacher).-Calhoun S~hool.\nMinneapolis;\nMinneapolis\nDivision\nof\nMinnesota Education Association.\nHollingsworth, Beulah (Teacher), R. No. 2,\nGood Thunder; Minnesota Education Association.\nHooper,\nMyrtle\nU. (Teacher),\nRoom\n445,\nNicollet\nHotel,\nMinneapolis;\nClassroom\nTeachers Association.\nHurd,\nHarold\nR. (Teacher),\n3456 Morgan\nAvenue, North, Minneapolis; Junior High\n\nSchool\nLeague.\n\nSection,\n\nMinneapolis\n\nTeachers\n\nJensen,\nGeorge\n(Teacher),\nNorth\nSchool,\nMinneapolis;\nMinneapolis\nsion of Minnesota Education.\nKammeron,\nAvenue,\nTeachers\n\nLeague.\n\nHigh\nDivi-\n\nAbbie\n(Teacher),\n1935 Bryant\nSouth,\nMinneapolis;\nGrade\nSection,\nMinneapolis\nTeachers\n\nKendall,\nCalla\n(Teacher),\nSanford\nJunior\nHigh\nSchool.\nMinneapolis;\nMinneapolis\nDivision of Minnesota Education Associa-\n\nion.\n\nKies, Harry D. (Professor), Mankato; Minnesota Education Association.\nKimball,\nFlorence\n(Teacher),\nRoosevelt\nHigh\nSchool,\nMinneapolis;\nMinnesota\nEducation Association.\n\n.\n\nLarkin,\nHigh\n\nAnna\n(Teacher),\nFranklin\nJunior\nSchool,\nMinneapolis;\nMinneapolis\n\nDivision\n\nof Minnesota\n\nEducation\n\nAssocia-\n\ntion.\nLeonard,\nKatharine\n(Teacher),\nTeachers\nCollege, Moorhead;\nMinnesota Education\nAssociation.\nLichtenberger,\nJames\n(Principal)\nMorris\nPark, Minneapolis; Minneapolis Division\nof Minnesota Education Association.\nLippitt, W. O. (Superintendent of Schools),\nFergus Falls;\nMinnesota\nEducation\nAssociation.\nMcConnell,\nJ. M.\n(Ex-officio),\nHistorical\nBuilding,\nSt.\nPaul;\nCommissioner\nof\nEducation.\nMcGough,\nMary\nE. (Teacher),\nRoosevelt\nJunior\nHigh\nSchool,\nSt. Paul;\nMinnesota Education Association.\nMaxson, F. (Principal), Richfield-Roosevelt\nSchool,\nMinneapolis;\nMinneapolis\nDivision\nof Minnesota\nEducation\nAssociation.\nMayo,\nR. J. (Superintendent\nof Schools),\nHopkins;\nMinneapolis\nDivision of Minnesota Education Association.\nMoe, Floyd B. (Teacher), 420 4th Street,\nSouth, Virginia; Virginia Education As-\n\nsociation.\nMontank,\n\nMrs.\n\nLaura\n\n(Teacher),\n\nMarshall\n\nHigh\nSchool,\nMinneapolis;\nMinneapolis\nDivision of Minnesota Education Association,\nMoran, Marthe\n(Teacher),\nLincoln Junior\nHigh\nSchool,\nMinneapolis;\nMinneapdlis\nDivision of Minnesota\nEducation\nAssociation.\nMorrill, Eliza C. (Principal),\n9 West Rustic Lodge Avenue,\nMinneapolis;\nMinneapolis Principals’ Forum.\nMorrison,\nMrs. Katherine\n(Teacher), 2801\nPark\nAvenue,\nMinneapolis;\nClassroom\nTeachers Association.\nNeill,\nCaroline\nM.\n(Teacher),\n909\nWest\nFranklin\nAvenue,\nMinneapolis;\nJunior\nHigh School Section, Minneapolis Teach-\n\ners League.\nOlund, Anna\n(Teacher).\n308%\nAvenue,\nVirginia;\nVirginia\nAssociation.\n\nNorth 3rd\nEducation\n\nPatrick,\nKarl\nH.\n(Teacher),-.1920\nAvenue, Minneapolis; Junior High\n\nLaurel\n\nRandall,\nHelen\n(Teacher),\n3117\nAvenue,\nSouth,\nMinneapolis;\n\nAldrich\n\nSchool\nSection, Minneapolis Teachers League.\nPeterson, R. S. (Principal), Baker School,\nSt. Paul; St. Paul Education Association.\n\nTeachers\n\nSection,\n\nMinneapolis\n\nGrade\nTeachers\n\nLeague.\nRead,\nLillian\n(Teacher).\n216 Oak\nGrove\nStreet, Minneapolis; Minneapolis Special\nTeachers Association .\nRichards,\nMary\nL.\n(Teacher),\nMcKinley\nSchool,\nMinneapolis;\nMinneapolis\nDivision of Minnesota Education Association.\nRogers, Helen (Teacher), 4029 Garfield Avenue, South. Minneapolis; Grade Teachers\nSection. Minneapolis Teachers League.\nRussell,\nMartha\n(Teacher),\nThe Leamington Hotel. Minneanvolis; Grade Teachers\nSection. Minneapolis Teachers League.\nSchulz, Erne M. (Teacher), 927 Hastings\nAvenue, St. Paul; St. Paul Education Association.\nScofield, Harriet (Teacher), 3017 Park Avenue,\nMinneapolis;\nClassroom\nTeachers\nAssociation.\nShephard, William\n(Teacher), North High\nSchool.\nMinneapolis;\nMinneapolis\nDivision of Minnesota Education Association.\nSmall,\nMary\n(Teacher),\n1219\nS. E. 4th,\nMinneapolis;\nClassroom\nTeachers\nAssociation,\n\n"}
{"page": 1185, "printed_page": null, "text": "ASSOCIATIONAL\n\nRecorps\n\nSmith, Guy D. (Superintendent of Schools),\neles\nSt. Paul Education Associa-\n\nion.\n\nStrate,\nNettie\n(Principal),\nHay\nSchool,\nMinneapolis;\nMinneapolis\nDivision\nof\nMinnesota Education Association,\nStyer, Mrs. Kathryn (Teacher) 4201 Bryant\nAvenue, Minneapolis;\nMinneapolis Division of Minnesota Education Association,\nTandberg,\nAgnes\n(Teacher),\nThief\nRiver\nFalls; Minnesota\nEducation Association.\nThomson,\nBess\n(Teacher),\n3603\nAldrich\nAvenue,\nSouth,\nMinneapolis;\nGrade\nTeachers\nSection, Minneapolis\nTeachers\nLeague.\nTibbetts,\nA. C.\n(Superintendent),\nMound\nConsolidated\nSchools,\nMound;\nMinneapolis\nDivision\nof Minnesota\nEducation\nAssociation.\nVertz, Mrs. Leila (Teacher), 3720 Pleasant\nAvenue,\nMinneapolis;\nGrade\nTeachers\nSection, Minneavolis Teachers League.\nVon Levern, William\nP. (Teacher),\n5045\n27th Avenue, South, Minneapolis; Minneapolis Division of Minnesota\nEducation\nAssociation.\nVoorhees,\nJ.\nVi\n(Superintendent\nof\nSchools), Eveleth; Minnesota Education\nAssociation.\nWatts, Effie (Teacher), 2410 N. E. Pierce,\nMinneapolis;\nClassroom Teachers\nAssociation.\n\nWhittom, Ruth (Teacher), 2139 James Avenue,\nNorth,\nMinneapolis;\nClassroom\nTeachers Association.\nWilso,\nEmily\n(Principal).\nHigh\nSchool,\nSouth St. Paul; St. Paul Education Association.\nWilson,\nJohn\n(Teacher),\nSouth\nHigh\nSchool,\nMinneapolis;\nMinneapolis\nDivision of Minnesota\nEducation Association.\n\n«\n\nMISSISSIPPI\n\nBass, E. E. (Superintendent of Schools),\nGreenville;\nMississippi\nEducation\nAssociation.\nCooper, H. V. (Ex-officio), Superintendent\nof Schools, Kosciusko;\nState Director.\nGillis,\nNannie\n(County\nSuperintendent),\nMagnolia;\nMississippi\nEducation\nAssociation.\nMississippi\nTaylor,\nW.\nN.\n(Secretary),\n56,\nWest\nEducation\nAssociation,\nBox\nMississippi\nJackson\nStation,\nJackson;\nEducation Association.\n\nMISSOURI\nBanks, Charles (Superintendent of Schools),\nUniversity\nCity;\nSoutheast\nMissouri\nTeachers Association.\nCameron,\nM. M.\n(Teacher),\nSoldan\nHigh\n\nSchool, St. Louis; St. Louis District of\nthe Missouri\nState Teachers\nAssociation.\nCarter, E. M. (Secretary), Missouri State\nTeachers Association, Columbia; Missouri\nState Teachers Association.\n2\nChaney, Bess J. (Teacher), 3614 Harrison,\nKansas City; Association of High School\nWomen.\n‘\nCoward,\nL. H.\n(County\nSuperintendent),\nTeachers\nMissouri\nSouthwest\nSpringfield;\nAssociation.\nSchool,\nLowell\n,\nEgan, Anna H. (Principal)\nPrinSchool\nElementary\nCity;\nKansas\ncipals Association.\nEllis, Roy (President). State Teachers ColMissouri State Teachlege, Springfield;\ners Association.\nState Teachers\nElsea, A. F. (Professor),\nMissouri\nNortheast\nKirksville;\nCollege,\nTeachers Association.\n\nAND\n\n1181\n\nINFORMATION\n\nFair, Eugene\n(President),\nState Teachers\nCollege, Kirksville; Missouri State Teachers Association.\nGerling, Henry J. (Assistant Superintendent of Instruction), Board of Education,\nSt. Louis; St. Louis District of the Missouri State Teachers Associaion.\nGilliam,\nLucy\n(Teacher),\n4121\nHarrison,\nKansas Ciy; Kansas City Teachers Club.\nHatz,\nJulia\n(Teacher),\nState\nTeachers\n\nCollege,\nWarrensburg;\nCommunity\nTeachers Association.\nHendricks, E. L. (President), State Teachers College, Warrensburg; Missouri State\nTeachers Association.\nLain,\nNell\nE. (Teacher),\n4518\nMonteall,\nKansas City; Kansas City Teachers Club.\nLamkin, Uel W. (President), State Teachers\nCollege,\nMaryville;\nMissouri\nState\nTeachers Association.\nLee, Charles A. (Ex-officio),\nState\nintendent\nof Public\nInstruction,\n\nson\n\nCity.\n\nSunerJeffer-\n\nLeng,\n\nOna (Principal), St. Francis Hotel,\nKansas\nCity; National\nCouncil of Administrative\nWomen\nin Education.\nMason,\nMrs.\nJulia\nC.\n(County\nSuperintendent),\nParis;\nNortheast\nMissouri\nTeachers Association.\nOlden,\nMaud\nC.\n(Teacher),\n2433\nTracy\nAvenue,\nKansas\nCity;\nThe\nCouncil\nof\nNegro Teachers.\nPhillips, H. T. (Professor), Education Department. State Teachers College, Maryville; Missouri\nState Teachers Association.\nRiddle,\nAnna\nE.\n(Teacher),\nSherwood\nSchool, St. Joseph:\nSt. Joseph\nDistrict\nNo.\n8, Missouri\nState\nTeachers\nAssociation.\nRathmann, Carl G. (Assistant Superintendent), Board of\nLouis\nDistrict,\n\nAssociation.\nSanford,\nO.\nG.\n\nEducation,\nSt. Louis; St.\nMissouri\nState Teachers\n\n(State\n\nInspector),\n\nState\n\nDepartment\nof\nEducation,\nColumbia;\nMissouri\nState Teachers Association.\n\nSerena, Joseph A. (President) State Teachers College,\nCape Girardeau;\nSoutheast\nMissouri Teachers Association.\nShepherd. Grace (Teacher), 203 North Mulberry Street, Maryville; Northwest Missouri Teachers\nAssociation.\nSmith,\n\nEthel\n\nMae\n\n(Teacher),\n\n906\n\nPaseo,\n\nKansas City; Kansas City Teachers Club.\nSpangler, Kathryn (County Superintendent),\nClinton;\nWarrensburg-Central\nMissouri\nTeachers Association.\nHigh\nSoldan\n(Teacher),\nP. L.\nStavseth,\nDistrict\nLouis\nSt.\nLouis;\nSt.\nSchool,\nof the Missouri State Teachers Association.\n\nWest\n1302\n(Teacher),\nMila\nSwearingen.\nCommunity\nSedalia\nSedalia;\nFifth,\n:\nTeachers Association.\nScarritt\n(Principal),\nGenevieve\nTurk.\nState\nMissouri\nCity;\nKansas\nSchool,\nTeachers\nAssociation.\nSchool,\nHumboldt\n(Teacher),\nUtz, Nellie\nDistrict No. 8,\nSt. Joseph\nSt. Joseph;\non.\nAssociati\nMissouri State Teachers\nEditor,\nJ. (Ex-officio),\nThomas\nWalker,\n\nSchool\n\n&\n\nCommunity,\n\nColumbia;\n\nState\n\n;\n:\nDirector.\non DiWilliams, C. H. (Director), Extensi\na;\nColumbi\ni,\nvision, University of Missour\nAssociation.\nState Teachers\nMissouri\nVocational\nWinkelman. Mathilda (Teacher),\nDistrict of\nLouis\nSt.\nSchool, St. Louis;\ntion.\nthe Missouri State Teachers Associa\n\n"}
{"page": 1186, "printed_page": null, "text": "1182\n\nNatIonaL\n\nEpucATION\n\nMONTANA\nBergen, K. W. (Principal), Cascade; Montana Education Association.\nCunningham,\nR. J. (Ex-officio), Secretary,\nMontana Education Association, Helena;\nState Director.\nEmerson, Clara J. (Principal), High School,\nGlendive;\nMontana\nEducation\nAssociation.\nJulian, Robert (Superintendent of Schools),\nChinook; Montana Education Association.\nMorrill, Lois (Teacher), Box 47, Livingston; Montana Education Association.\nWollin, R. H. (Principal), Custer County\nHigh School, Miles City; Montana Education Association.\n\nNEBRASKA\nAnderson,\nMrs.\nAlberta\n(Teacher),\n1211\nSouth\n24th\nStreet,\nLincoln;\nLincoln\nTeachers Association.\nBatman,\nAnna\nC,\n(Principal),\n1317\nHy\nStreet, Lincoln;\nLincoln\nTeachers\nAssociation,\n\nBraham,\n\nW. J. (Superintendent\n\naoe!\n\nub.\n\nPlatte;\n\nNebraska\n\nCampbell, Raymond G. (Teacher), 952 Bordeaux Avenue,\nChadron;\nNebraska State\nTeachers Association.\nEaton, Frances A. (Principal), High School,\nColeridge; Nebraska State Teachers Association.\n\nElliott, Robert I. (President),\nState Normal\nSchool,\nChadron;\nNebraska\nState\nGaia ae Association.\nenau,\nrs.\nElizabeth\n(Teacher),\n3514\nNorth\n45th,\nOmaha;\nOmaha ; School\nForum.\n\nGrubb, Mrs. Amy S. (Teacher), 2919\nae Lincoln; Lincoln setae bers\nion.\nHosman, Everett M. (Secretary), Nebraska\nState Teachers Association, 511 Richards\nBlock, Lincoln; Nebraska State Teachers\nAssociation.\nLong, Mrs. Natalie C. (Teacher), 1829 M\nei\nLincoln; Lincoln Teachers Association.\nLynn,\nEthel\n(Principal),\n3111\nDavenport\nStreet, Omaha; Omaha School Forum.\nMcAndrew,\nLila\n(Principal),\nAinsworth;\nNebraska State Teachers Association.\nMuir, Sarah T. (Teacher), 1801 South 17th\nStreet, Lincoln; Nebraska Woman’s\nEducational Club.\nNewell, Mrs. Ethel K. (Acting Principal),\n2555\nEllison\nAvenue,\nOmaha:\nOmaha\nSchool Forum.\nSaratneest\nPatlow,\nJ. R. (Superviseor),\n2924\nRyons\nStreet, Lincoln; Lincoln Teachers Asso-\n\nPriteimtdye.\n\nritchard,\nLula (Teacher), 6334 North 30th\nOmaha;\nOmaha School Forum.\n,\nPyrtle, E. Ruth (Principal), Lindell Hotel,\nLee\nNebraska Woman’s Educational\nub.\nReynolds,\nGertrude\n(Teacher),\n5836 Florence Boulevard,\nOmaha;\nOmaha\nSchool\niddlesbarger,\nAda\n(Teacher),\nise Greale School Forum.\n\nallander,\nrs.\n24th, Omaha;\n\nOra (Teacher),\nOmaha Schoot\n\n840\n\nPark\na\n\n5927 Nort\nForum. ee\n\nSenter,\nH.\nA. ;\n(Teacher), 5 4204\nHarv e\nStreet, Omaha; Nebraska State ea et\nAssociation,\nStaley, A. H. (Superintendent of Schools),\nHastings;\nNebraska\nState Teachers\nAs-\n\nsociation.\n\nStrimple,\nC.\nC.\n(Teacher),\n1709\nPark,\nOmaha;\nOmaha\nSchool\nForum.\nVore,\nAnna\n(Teacher),\n640\nSouth\n30th,\nLincoln; Nebraska Woman’s\nEducational\n\nClub.\nYoder, W. A. (Teacher), 8724 North 31st\nStreet, Omaha; Omaha School Forum.\n\nNEVADA\nAnderson, W. W. (Ex-officio), State Superintendent of Public Instruction,\nCarson\nCity.\nKnemeyer,\n\nBertha\n\nElko County\nDirector.\n\n(Ex-officio),\n\nHigh\n\nNEW\n\nSchool,\n\nPrincipal,\n\nElko;\n\nState\n\nHAMPSHIRE\n\nCondon, John W. (Secretary), New Hampshire State Teachers Association, R. F.\nD. No. 1, Derry; New Hampshire State\nTeachers Association.\nHorne,\nPerley\nL.\n(Ex-officio),\nPrincipal,\nPinkerton Academy, Derry; State Director.\n\nNEW\n\nof Schools),\n\nSchoolmasters\n\nce\n\nASSOCIATION\n\nJERSEY\n\nAckerman, Anna M. (Teacher), 27 Center\nAvenue,\nMorristown;\nNew Jersey State\nTeachers Association.\nAnderson,\nAlice\nF.\n(Teacher),\nMorris\nPlains; New Jersey State Teachers Association.\nCarrigan, Kathryn E. C. (Teacher), High\nSchool, Atlantic City; New Jersey State\nTeachers Association.\nof\n(Superintendent\nTT.\nIra\nChapman,\nState\nJersey\nNew\nElizabeth;\nSchools),\nTeachers Association. ,\nSomers\nS. (Teacher)\nArthur\nChenoweth,\n\nAsJersey State Teachers\nNew\nPoint;\na\nsociation.\nLippin107\n(Teacher),\nH.\nChew, Hannah\ncott Avenue, Riverton; New Jersey State\nTeachers Association.\nPierrepont\n(Teacher),\nMartha\nClark,\nRutherford Teachers\nSchool, Rutherford;\n.\nAssociation\nCrozer, Edna C. (Teacher), Clarafan Apartments,\nAtlantic\nCity;\nAtlantic\nCity\nTeachers Association.\nDickinson,\nFlorence\nM.\n(Teacher),\n249\nNew JerWindsor Avenue, Haddonfield;\nAssociation. ~\nsey State Teachers\n\nDriscoll,\n\nMary\n\nL.\n\n(Vice-principal),\n\nSchool\n\nNo. 15, Paterson; Paterson Teachers Association.\nDyke, Charles B. (Secretary), New Jersey\nState\nTeachers\nAssociation,\n304\nStacyTrent, Trenton; New Jersey State Teachets Association.\nEarle,\nI. Newton\n(Principal),\nRoosevelt\nJunior High School, New Brunswick; New\nJersey State Teachers Association.\nGerard,\nGeorge\nR.\n(Superintendent\nof\nSchools),\nBelleville;\nNew\nJersey State\nTeachers Association.\nGildersleeve,\nWillard\nH.\n(Teacher),\n435\nPark\nStreet,\nHackensack;\nHackensack\nTeachers Association.\nGlennie, Alexander J. (Ex-officio), Miller\nStreet School, Newark;\nState Director.\nHaines, Florence L. (Teacher), 287 Montclair Avenue, Newark; New Jersey State\nTeachers\nAssociation.\nHall,\nHelen\nM.\n(Teacher),\n105\nGregory\nAvenue,\nPassaic;\nNew\nJersey\nState\nTeachers Association.\nHall,\nRuby\n(Teacher),\n105> Gregory\nAvenue, Passaic; Passaic Teachers Associa-\n\ntion,\n\n"}
{"page": 1187, "printed_page": null, "text": "ASSOCIATION AL\n\nHousman,\nSchool,\n\nIda E. (Teacher),\nHoboken;\nNew\n\nRECORES\n\nDemarest\nJersey\n\nHich\nState\n\nTeachers Association.\nHoward,\nMiss M. E. (Principal), Lincoln\nSchool,\nSummit;\nSummit\nTeachers\nAssociation.\n2\nKnowles,\nL. W. (Teacher),\nHigh Schcsol,\nAtlantic City; Atlantic City Teachers Association.\nMacfarlane, Jessie B. (Teacher), 54 Ridgedale\nAvenue,\nMorristown;\nNew\nJersey\nState Teachers Association.\nMcAvoy,\nMary\nM.\n(Teacher),\nPublic\nSchool\nNo.\n21,\nPaterson;\nNew\nJersey\n- State Teachers Association.\n\nMcNerney,\n\nMargaret\n\n(Teacher),\n\n255\n\nGrand\n\nStreet, Paterson; Paterson Teachers Association.\nMiller, Henry P. (Principal), Senior High\n\nSchool,\n\nAtlantic\n\nCity;\n\nNew\n\njersey\n\nState\n\nTeachers Association.\nSpargo, John A. (Teacher), Ashland School,\nEast Orange; New Jersey State Teachers\nAssociation.\nThomas, May B. (Teacher), 125 North 2rd\nAvenue, New Brunswick; New Brunswick\nTeachers Club.\nTimmons,\nAnn\nD.\n(Teacher),\nRoosevelt\nJunior\nHigh\nSchool,\nNew\nBrunswick;\nNew Brunswick Teachers Club.\nWagner, Elmer D. (Supervising Principal),\nPublic Schools, Pennington;\nNew Jersey\nState Teachers Association.\nWard, William R. (Teacher), 97 Hillcrest\nAvenue,\n\nTrenton;\n\nTrenton\n\nTeachers\n\nClub.\n\nWatson,\nSarah\nF. (Teacher),\n786\nSouth\n12th Street,\nNewark;\nNewark\nTeachers\nAssociation.\nYoung,\nMrs.\nAlmina\nJ. (Principal),\n61\nWashington\nStreet,\nMorristown;\nMorris\nCounty Teachers Association.\n\nNEW\n\nMEXICO\n\nMoore, Oscar D. (County Superintendent),\nRaton;\nNew Mexico Education Associaton,\n\nWilson, Mrs. Dorothy (Teacher), Santa\nNew Mexico Education Association.\n\nNEW\n\nFe;\n\nYORK\n\nAdams,\nGrace\nWalcott\n(Teacher),\nWashington Junior High School, Mt. Vernon;\nMt. Vernon Teachers Association.\nArmitage, Edith E. (Teacher). 28 Howard\nStreet, Auburn;\nNew York State Teachers Association.\n314\nNorth\nAshton,\nMargaret\n(————);\nAlbany Street, Ithaca;\nNew York State\nTeachers Association.\nNorth BellBaner, Blanche N. (Teacher),\nAssoTeachers\nState\nYork\nNew\n-more;\n;\nciation.\nBarnes, Myra (Teacher), 293 Dongan Hills\nAvenue, New Dorp, Staten Island; High\nNew\nof\nAssociation\nTeachers\nSchool\nYork City.\nSate\nClark, Natalie (Teacher), 1 Winding Way,\nAsTeachers\nBinghamton\nBinghamton;\nCap\nsociation.\nGramercy\n52\nl),\nColburn, Jessie B. (Principa\nNew York City\nPark North, New York;\nBranch of the National Council of Ad—\nEducation.\nin\nWomen\nive\nministrat\nDonnellan, Agnes M., (Head). Commercial\nSchools,\nPublic\nHamburg\nDepartment\nHamburg; New York State Teachers As-\n\n¢\n(Teacher), 191 : Lincoln\n. (Teacher),\nSara\neee\nahey,\nNew. York City High\nBrooklyn;\ncig\nion.\nAssociat\nSchool Teachers\n\nAND\n\n118\n\nINFORMATION\n\nFinegan, Thomas E. (Ex-officio),\nDirector,\nEastman\nKodak\n\nEducatio1\nCompany,\n\nRochester;\nMember,\nBoard\nof Trustees.\nGeorge, Jennie (Teacher), 33 Court Street,\nWhite Plains; New York State Teachers\nAssociation.\n\nGilbert,\nMrs.\nGeorgia\nH.\n(Teacher),\n49\nDarwood Place, Mt. Vernon; New York\nState Teachers Association.\nGoff,\nMary\n(Teacher),\nCharlotte\nHigh\nSchool, Rochester;\nRochester\nTeachers\n\nAssociation.\nGustafson, Tekla (Teacher), 50 South Second Avenue,\nMt.\nVernon;\nMt.\nVernon\nTeachers Association.\nHendrie,\nWilliam\nE. (Teacher),\nBox 26,\nGreenlawn;\nTeachers Association of the\nBorough of Queens.\nHolmes, William H. (Ex-officio), Superintendent\nof Schools,\nMt.\nVernon;\nState\nDirector.\nJones, Olive M. (Ex-officio), Principal, Public School\nNo.\n120,\nNew\nYork;\nLife\nDirector.\nKline, I. M. (Teacher), R. F. D. 2, White\nPlains;\nWestchester\nCounty\nTeachers\nAssociation.\nLewis,\nErnest\nD.\n(Teacher),\n120\nEast\n184th\nStreet,\nNew\nYork;\nHigh\nSchool\nTeachers Association of New York City.\nLinderman, Harriet (Teacher), North Beilmore;\nNew\nYork State Teachers Association,\n\nMilligan,\nGrace L. B. (Teacher), 30 Cottage Avenue,\nMt. Vernon;\nMt.\nVernon\nTeachers Association.\nNewlon,\nJesse\nH.\n(Ex-officio),\nLincoln\nSchool, Teachers College, Columbia University, New York; Life Director.\nPeixotto,\nMrs.\nBridget\n(Principal),\n274\nBeach\n141st Street, Belle Harbor;\nNew\nYork\nCity Branch\nof National\nCouncil\nof Administrative Women\nin Education.\nPile, Fred (Principal), No. 16 School, Post\nAvenue,\nRochester;\nRochester\nTeachers\nAssociation.\nRoss,\nBurgess\nB.\n(Teacher),\n123\nClove\nRoad,\nNew. Rochelle;\nTeachers\nClub of\n\nNew\n\nRochelle.\n\nRoss,\nMrs.\nHallie\nL. S. (Teacher),\n123\nClove\nRoad,\nNew\nRochelle;\nTeachers\nClub of New Rochelle.\nSchermerhorn, William (Teacher), 34 Simon\nStreet, Brooklyn, New York State Teachers Association.\nSharer,\nJoyce\n(Teacher),\nCharlotte\nHigh\nSchool,\nRochester,\nRochester\nTeachers\nAssociation.\nShea,\nMiss\nK. A.\n(Teacher),\n260\nSouth\nPlymouth\nAvenue,\nRochester;\nRochester\nTeachers Association.\nStewart, Ruth (Teacher), 12 Wendt Avenue,\nLarchmont; New York State Teachers Association.\nStiffey, Mrs.\nIsabelle\n(Teacher),\n98 Park\nStreet,\nBinghamton;\nBinghamton\nTeachers Association.\nStrayer,\nGeorge\nD.\n(Ex-officio),\nTeachers\nCollege, Columbia University, New York;\nLife Director.\nTaylor,\nGeorge\nD. (Principal),\nSusan\nB.\nRochester\nAnthony\nSchool,\nRochester;\nTeachers Association.\nZimmerman,\nFred (Teacher), 424 Washburn\nStreet, Lockport; Lockport City Teachers\nAssociation.\n\nNORTH\nAllen,\n\nA.\n\ntendent\nAndrews,\nent of\nrector.\n\nT.\n\nCAROLINA\n\n(Ex-officio),\n\nof Public\n\nState\n\nInstruction,\n\nSuperin-\n\nRaleigh.\n\nT. W.\n(Ex-officio),\nSuperintendSchools,\nHigh\nPoint;\nState\nDi-\n\n"}
{"page": 1188, "printed_page": null, "text": "1184\n\nNATIONAL\n\nMartin,\n\nFrank\n\ncipal\n\nBuilding,\n\nM.\n\n(Superintendent),\n\nDurham;\n\nNorth\n\nEDUCATION\nMuni-\n\nCarolina\n\nEducation Association.\nNewbold,\nN. C. (Director), Negro Education, Raleigh; North Carolina Education\nAssociation.\nWarren, Jule B. (Secretary), North Carolina Education\nAssociation,\n107%\nFayetteville Street, Raleigh;\nNorth Carolina\nEducation\nAssociation.\nWright,\nM. L. (Teacher),\nEast\nCarolina\nTeachers College, Greenville; North Carolina Education Association.\n\nNORTH\n\nDAKOTA\n\nAllen, C, E. (President), Teachers College,\nValley\nCity;\nNorth\nDakota\nEducation\nAssociation.\nBerg, P. S. (Superintendent\nof Schools),\nDickinson;\nNorth Dakota Education Association.\nBoyd,\nS. J. A. (County\nSuperintendent),\nLangdon;\nNorth\nDakota\nEducation\nAssociation.\nNielson,\nMinnie\nJ. (Ex-officio),\n901\n5th\nAvenue,\nValley\nCity;\nState\nDirector.\nSwain, C. C. (President), Teachers College,\nMayville;\nNorth\nDakota\nEducation\nAssociation.\nWaller,\nA.\nM.\n(County\nSuperintendent),\nMinot;\nNorth\nDakota\nEducation\nAssociation.\n\nOHIO\nAiken, Georgia W.\n(Teacher), 3000 Reading\nRoad,\nCincinnati;\nThe\nCincinnati\nTeachers Association, Inc.\nAmmon,\nMrs.\nLucy\nP.\n(Teacher),\n1265\nParkwood Drive, Cleveland;\nOhio State\n\nTeachers Association.\nArganbright,\nC.\nA.\n(Superintendent\n\nof\nSchools),\nLima;\nOhio\nState\nTeachers\nAssociation.\nAuer,\nBeatrice\n(Teacher),\n1144\nLincoln\nAvenue, Toledo;\nToledo Teachers Association.\nBaldwin,\nGrace\nI. (Principal),\nLa\nRue;\nMarion City Teachers Association.\nBehner, George W.\n(Teacher),\n118 Washington Street, Chagrin\nFalls;\nCuyahoga\nCounty Teachers Institute.\nBlott,\nMarguerite\n(Teacher),\n6 Belmont\nCourt,\nWarren;\nWarren\nCity Teachers\nAssociation.\nBonham,\nS. J. (Teacher), McKinley High\nSchool, Niles;\nNiles Teachers\nAssociation.\n\nBouck,\nIda Julia\n(Teacher),\n2965 Hampshire\nRoad,\nCleveland\nHeights;\nCleveland Heights Teachers Association.\nBratton, Elizabeth (Teacher), 385 West 10th\nAvenue,\nColumbus;\nColumbus\nTeachers\nFederation.\nBridgman,\nBertha\n(Principal),\nBox\n208,\nAthens; Ohio State Teachers Association.\nBroadhurst,\n:Amy\n(Teacher),\n40934\nNorth\nSecond\nStreet.\nBarberton;\nBarberton\n\nTeachers Association.\nBulen,\nGertrude\n(Teacher),\n131\nPrice\nAvenue,\nColumbus;\nColumbus\nTeachers\nFederation.\nCampbell,\nNelson\n(Principal),\n11184 Plymouth\nAvenue,\nGarfield Heights;\nCuya-\n\nhoga\n\nCounty\n\nTeachers\n\nInstitute.\n\nCarr,\nA. T.\n(Principal),\n2025\nRossmoor\nRoad,\nCleveland\nHeights;\nOhio\nState\nTeachers Association.\nCleverdon, Mrs. Elsie L. (Assistant County\nSuperintendent), Old Court House, Cleveland; Ohio State Teachers\nAssociation.\n\nASSOCIATION\n\nCollicott,\n\nDr.\n\nJ.\n\nG.\n\n(Superintendent\n\nof\n\nSchools), Board of Education, Columbus;\nOhio State Teachers Association.\nCondon, Dr. Randall J. (Superintendent of\nSchools), 216 East 9th Street, Cincinnati;\nOhio State Teachers Association.\nCorbett, Mary C. (Teacher), 2457 Elm Avenue, Columbus; Columbus Teachers Fed-\n\neration.\nCornwell,\nElizabeth\n(Teacher),\n817 South\nLimestone\nStreet,\nSpringfield;\nSpringfield Teachers Association.\nCushing,\nFrances\n(Principal),\n467 Woodlawn\nAvenue,\nSpringfield;\nSpringfield\nTeachers Association.\nDauman, Clara (Teacher), Woodward High\nSchool, Cincinnati;\nOhio State Teachers\n\nAssociation.\nDehner,\nAngela\n(Teacher),\n861\nLincoln\nAvenue,\nCincinnati;\nThe\nCincinnati\nTeachers Association, Inc.\nDittes, M. Elmer\n(Teacher),\n1529 Robin-\n\nwood\nAvenue,\nLakewood;\nLakewood\nTeachers Association.\nEmmons,\nPearl\n(Teacher), 429 East Sandusky Aevnue, Bellefontaine; Ohio State\nTeachers\nAssociation.\n\nEvans, Lucy Belle (Teacher), 21 Church\nStreet, Athens; Ohio State Teachers Association.\nEvans, William A. (Teacher), Madisonville\nRoute 10, Cincinnati; Ohio State Teach-\n\ners\n\nAssociation.\n\nEyler,\nA.\nL.\n(Principal),\n4311\nFranklin\nAvenue, Norwood; The Cincinnati Teachers Association, Inc.\nFehn,\nNettie\nB.\n(Teacher),\n1125\nWest\nWoodruff\nAvenue,\nToledo;\nOhio\nState\nTeachers\nAssociation.\nFullerton, C. H. (Teacher), 69 Northridge\nRoad,\nColumbus;\nColumbus\nTeachers\nFederation.\nGossett, Olive\n(Assistant Principal), 1940\nEast 66th Street. East Cleveland;\nEast\nCleveland City Schools.\nGugle, Marie (Assistant Superintendent of\nSchools), Woodcliff\nLodge,\nR. F. D. 5,\nColumbus;\nColumbus\nTeachers\nFederation.\nHaines. Kathryn H. (Teacher), 1568 Compton Road, Cleveland Heights; Ohio State\nTeachers\nAssociation.\nHarkness,\n°\n(Superintendent\nof\nSchools), Cygnet; Wood\nCounty Teachers Association.\nHarris,\nMrs.\nVerna\nL. (Assistant\nPrincipal), 2016 Lakewood Avenue, Lima; Lima\nTeachers\nAssociation.\nHier,\nRuth ,(Teacher),\n949 Paxton\nRoad,\n\nCleveland;\nOhio\nState\nTeachers\nAssociation.\nHybarger, Voyle (Teacher), 823 North Cory\nStreet, Findlay; Findlay Teachers Association.\nIrey, Mrs. Nellie B. (Principal), 229 Hane\nMarion\nCity Teachers\nAvenue,\nMarion;\nAssociation.\nJump, Bernice (Teacher), 1830 Van Buren\nRoad,\nEast\nCleveland;\nEast\nCleveland\nCity Schools.\nKaufmann, R. C. (Superintendent of Parma\nSchools), Brk. Station No. 1, Cleveland;\nCuyahoga County Teachers Institute.\nKehm,\nCharlotte\nE.\n(Teacher),\n942\nColumbia Street, Newport, Kentucky;\nNorTeachers Association.\nKelner, Cassie M. (Teacher),\n1470 Olivewood\nAvenue,\nLakewood;\nLakewood\nTeachers Association.\nKiefer, R. J. (Superintendent of Schools),\nNiles; Ohio State Teachers Association.\n\n"}
{"page": 1189, "printed_page": null, "text": "AssocIATIONAL\n\nREcorps AND\n\nKiel, Anna (Teacher), 571 Dixmyth\nAvenue, Cincinnati; The Cincinnati Teachers\nAssociation, Inc.\nKlag, Dorothea B. A. (Teacher), 551 Palmwood Avenue, Toledo; Ohio State Teach,\ners Association.\nKruckemeyer, Dora (Teacher), 581 Terrace\nAvenue, Cincinnati; Ohio State Teachers\nAssociation,\nKurtz, S. A. (Principal), 1131 5th Street,\nLorain;\nLorain Teachers\nClub.\nLight, U. L. (Superintendent),\n521 North\nSth Street, Barberton; Ohio State Teachers Association.\nMcCoy, Edith (Supervisor), 281 North 4th\nStreet, Newark; Ohio State Teachers Association.\nMcElroy, Linda Belle (Teacher), 570 Main\nStreet,\nConneaut;\nOhio\nState\nTeachers\nAssociation.\nMace, Pearl W. (Teacher),\n199 West 2nd\nStreet, Chillicothe;\nOhio State Teachers\nAssociation.\nMarble, Margaret M. (Teacher), 2209 Fulton\nAvenue,\nCincinnati;\nOhio\nState\nTeachers Association.\nMarcellus,\nJean\n(Principal),\n845\nWest\nWoodruff\nAvenue,\nToledo;\nToledo\nTeachers Association.\nMathias,\nA. O.\n(Teacher),\nR. F. D. 1,\nMadisonville, Cincinnati; The Cincinnati\nTeachers Association, Inc.\nMatteson, I. F. (Superintendent), 218 Glendale Avenue,\nFinlay Ohio State Teachers Association,\nMollenkopf,\nMilton\n(Principal),\n323 Mahoning\nAvenue,\nWarren;\nWarren\nCity\nTeachers\nAssociation.\n1133 North\nMyers,\nGwendolyn\n(Teacher),\nSpringFountain\nAvenue,\nSpringfield;\nfield Teachers\nAssociation.\nOffenhauer,\nR.\n(Superintendent),\n225\nNorth\nPierce\nStreet, Lima;\nOhio\nState\n\nTeachers\nPatton,\n\nAssociation.\n\nRuth\n\nC.\n\n(Teacher),\n\nStreet, Springfield;\nAssociation.\nPettibone, Blance V.\nAvenue,\nLakewood;\nAssociation.\n\n26\n\nSpringfield\n(Teacher)\nCleveland\n\nEast\n\nWard\n\nTeachers\n15417\n\nLake\n\nTeachers\n\nPierce,\nC. C. (Superintendent),\n2001\nEldora\nRoad,\nRocky\nRiver;\nOhio\nState\nTeachers Association.\nPorter, Mary Helen\n(Teacher), 508 North\nMadriver Street, Bellefontaine; Bellefontaine Teachers Association.\nReynolds,\nF.\nE.\n(Ex-officio),\nSecretary.\nOhio\nState\nTeachers\nAssociation,\n428\nChamber of Commerce, Columbus;\nMember, Executive Committee.\nRoudenbush,\nGeorge E. (Assistant Superintendent). 1351 West First Avenue, Columbus;\nColumbus\nTeachers\nFederation.\nRuffer, Agra E. (Assistant County Superintendent),\nR.\n200,\nOld\nCourt\nHouse,\nCleveland;\nCuyahoga\nCounty\nTeachers\nInstitute.\nSchott, Mabel (Teacher), R. R. 2, Westerville; Columbus Teachers Federation.\nShamp, Maude L. (Teacher). 147 West Larwill Street, Wooster; Ohio State Teachers Association.\n1459 Wyandotte\nSmith, B. C. (Teacher).\nTeachers\nCleveland\nLakewood;\nAvenue,\nFederation.\nNorth,\nWest\n543\n(Teacher),\nSnook, Nettie\nLima; Lima Teachers Association.\nSchools),\nof\nStanton, B. F. (Superintendent\n1015 South Arch Avenue, Alliance; Ohio\nState Teachers Association.\nStrong, George M. (Teacher), 75 Glenmont\nTeachers\nColumbus\nColumbus;\nAvenue,\nFederation.\n\nINFORMATION\n\n1185\n\nSurrarrer,\nEdna\n(Teacher),\nStrongsville,\nCuyahoga County Teachers Institute.\nSwenson,\nE. Hildegarde\n(Teacher),\n1518\nWest 2nd Street, Dayton; Dayton Classroom Teachers Association.\nTaylor,\nIrene\n(Teacher),\n60\nSouth\n3rd\nStreet,\nColumbus;\nColumbus\nTeachers\nFederation.\nThrapp, Alta M. (Teacher), 640 East 3rd\nStreet, Ottawa; Ohio State Teachers As-\n\nsociation.\n\nVickerman, John W. (Teacher), 3295 Daleford Road,\nShaker\nHeights;\nCleveland\nTeachers Federation.\nVining, Vera\n(Teacher),\n1301 8th Street,\nLorain; Lorain Teachers Club.\n,\n\nWelch,\nton\ners\n\nAda\n\n(Teacher),\n\nStreet, Delaware;\nAssociation.\n\n147 North WashineOhio\n\nWelday,\n\nRoy A.\n\n(Teacher),\n\nRoad,\n\nToledo;\n\nToledo\n\ntion.\n\nState\n\nTeach-\n\n1535\n\nCraigwood\n\nTeachers\n\nAssocia-\n\nWinegardner, C. A. (Principal), 922 Albert\nStreet,\nLima;\nLima\nTeachers\nAssocia-\n\ntion.\n\nWitthoeft,\nDorothy\n(Teacher),\n92\nEast\nYork Street, Akron; Akron Teachers Association.\n\nWoodward,\n\nRalph\n\nP. (Teacher),\n\n165 Carroll\n\nStreet, Youngstown; Youngstown Education Association.\nYaw,\nMrs.\nRachel\nO.\n(County\nSuperintendent), Court House, New Lexington;\nOhio State Teachers Association.\nYawberg,\nA. G. (County Superintendent),\nOld Court House, Cleveland; Ohio State\nTeachers Association.\nZimmerman,\nDot\n(Teacher),\nBowling\nGreen; Wood\nCounty Teachers Association.\n.\nOKLAHOMA\nAdams,\nRoxie\nJ. (Advertising\nManager),\nOklahoma Teacher, 708 Continental Building, Oklahoma\nCity; Oklahoma\nEducation Association.\nBorum,\nWallace\n(Alumni\nSecretary),\nEdmond; Central State Teachers College.\nClaxton, P. P. (Ex-officio), Superintendent\nof Schools, Tulsa; Life Director.\nDuke, E. A. (Supervisor), 521 West 34th\nStreet, Oklahoma\nCity; Oklahoma\nEducation Association.\nEarles,\nFlorence\n(Teacher),\n1121\nSouth\nMewoka;\nOklahoma\nEducation\nAssociation,\n\nHardin,\n\nLaura\n\n(Teacher),\n\n208\n\nNorth\n\nP\n\nStreet, Muskogee; Muskogee City Teachers Association.\nF\nHowell, C. M. (Secretary), Oklahoma Education Association, 708 Continental Building, Oklahoma\nCity;\nOklahoma\nEducation Association.\nHurst,\nM.\nE.\n(Teacher),\n631\nFondulac,\nMuskogee;\nMuskogee\nCity Teachers As-\n\nsociation.\nKoonce,\nB.\nE.\n(Teacher),\n1112\nSouth\nQuincy, Tulsa; Oklahoma\nEducation Association.\nMitchell,\nJohn G. (Ex-officio),\nPresident,\nCentral Teachers College, Edmond;\nState\nDirector.\nNash, M. A. (President), Oklahoma College\nfor Women,\nChickosha;\nOklahoma\nEducation Association.\n;\nVaughan, John (Ex-officio), State Superintendent\nof\nPublic\nInstruction,\nOklahoma City.\nWax,\nEdkar\n(Teacher),\n322\nEast\n3rd\nStreet, Edmond; Oklahoma Education As-\n\nsociation.\nOREGON\nBarr, H. M. (Acting Third Assistant, Superintendent of Schools), School Admin-\n\n"}
{"page": 1190, "printed_page": null, "text": "1186\n\nNatIoNAL\n\nistration\nBuilding,\nPortland;\nState Teachers\nAssociation.\n\nBreckenridge,\nJ.\nSchools),\nHood\n\nL.\n\nEpucaTIoNn\n\nDugan, W. G. (Superintendent, Westmoreland County Schools), Greensburg; Pennsylvania\nState\nEducation\nAssociation.\nFarrell,\nBeatrice\nC. (Teacher),\n938\nEast\n22nd\nStreet,\nErie;\nPennsylvania\nState\nEducation Association.\nFoster, C. R. (President),\nState Teachers\nCollege, Indiana; State Teachers College.\nFoust,\nClement\nE.\n(Teacher),\nNormal\n\nOregon\n\n(Superintendent\n\nof\n\nRiver;\nOregon\nState\nTeachers\nAssociation.\nCarleton, E. F.\n(Secretary), Oregon State\nTeachers Association, 301 Behnke-Walker\nBuilding, Portland; Oregon State Teachers Association.\nCooke, Maude W.\n(Teacher),\nGrant High\n\nSchool,\nTeachers\nHammond,\n\nPortland;\n\nPortland\n\nHigh\n\nSchool, Philadelphia; Philadelphia Teachers Association.\nFreeland, H. D. (Superintendent of Green\nCounty Schools), Waynesburg;\nPennsylvania\nState\nEducation\nAssociation.\nGordinier, C. H. (President), State Teachers\nCollege,\nMillersville;\nPennsylvania\nState\nEducation\nAssociation.\nGraff, Mary J. (Teacher),\n37 West\nMarket Street, York; York Branch, Teachers\nAssociation.\n(Teacher),\n1210\nFillmore\nGray,\nJessie\nStreet,\nFrankfort,\nPhiladelphia;\nPhiladelphia Teachers Association.\n149 South\nGreer, Florence\nD. (Teacher),\nBeaver\nStreet,\nYork;\nYork\nBranch,\nTeachers Association.\nGress, H.\n(Superintendent of Schools),\nLancaster;\nPennsylvania\nState\nEducation Association.\nGroschke,\nW.\nJ.\n(Director),\nVocational\nEducation,\n2965\nPoplar\nStreet,\nErie;\n\nSchcol\n\nAssociation.\nVida\n(Teacher),\n\n31 East 79th\nStreet, Portland; Oregon State Teachers\nAssociation.\nLessing,\nMarie\n(Teacher),\n1214\nGarfield\nAvenue, Portland; Portland Grade Teachers Association, Inc.\nMcGlasson,\nJ.\nP.\n(Superintendent\nof\nSchools),\nForest\nGrove;\nWashington\nCounty Teachers Association.\nMcLaughlin,\nAda\n(Teacher),\nMilwaukee;\nPortland Grade Teachers Association, Inc.\nMenzies, Ida (Teacher), 1011 East Brooklyn\nStreet,\nPortland;\nPortland\nGrade\nTeachers Association, Inc.\nPetteys, Hazel (Teacher), 267 11th Street,\nPortland;\nPortland\nGrade\nTeachers\nAssociation, Inc.\nRankin, Nettie Mae (Teacher), High School\nof Commerce,\nPortland;\nPortland High\nSchool Teachers Association.\nRead, Mrs. Anna (Teacher), Portland Hotel, Portland;\nPortland\nGrade\nTeachers\nAssociation, Inc.\nof\nRippey, Irene\n(Teacher),\n331 Chamber\nPortland\nCommerce\nBuilding, Portland;\n\nPennsylvania\n\nPrincipal), Grant High\nOregon State Teachers\n\ntion.\n\nCromwell, A. D.\nWest Chester;\n\n(Director),\n\nPennsylvania\ners Association.\nDean, R. G. (Superintendent\n\nRural Schools,\nState Teach-\n\nof Schools),\nState Education\n\nCalifornia; Pennsylvania\nAssociation.\nDotterer, Mrs. Jessie B. (Director of Kindergartens),\nElkins\nPark;\nPennsylvania\nState Education Association.\n\nEducation\n\nAssocia-\n\nAvenue, Wilkinsburg; Pennsylvania State\nEducation\nAssociation.\nHauth, Emma M. (Teacher), 1314 3rd Avenue,\nAltoona;\nAltoona\nTeachers\nInsti-\n\ntute.\nHeiges, J. S. (Dean), State Teachers College, Shippensburg;\nPennsylvania\nState\nEducation\nAssociation.\nHerr, Benjamin (Teacher), 28 North Lime\nStreet,\nLancaster;\nPennsylvania\nState\nEducation Association.\n\nAssociation.\nSmith, Anna C. (Teacher), Gladstone; Oregon State Teachers Association.\nVerity,\nArta\n(Teacher),\nCentral\nGirls\nSchool, 216 First Street, La Grande; La\nGrande Department of Classroom Teach‘ers of the N. E. A.\n\nPENNSYLVANIA\nAkeley,\nA.\nP. . (Superintendent\nPotter\nCounty\nSchools),\nCoudersport;\nPennsylvania State Education Association.\nBailey,\nJ. F.\n(Principal),\n48\nHemphill\nStreet,\nPitsburgh;\nPennsylvania\nState\nEducation Association.\nBentz,\nM.\n.\n(Superintendent.\nCambria\nCounty Schools), Ebensburg;\nPennsylvania State Education\nAssociation.\nBlair, P. D. (Superintendent\nof Crawford\nCounty\nSchools),\nMeadville;\nPennsylvania\nState Education\nAssociation.\nBryan,\nGeorge\nA.\n(Superintendent\nof\nMusic),\nCarnegie;\nPennsylvania\nState\nTeachers Association.\nChapman, J. F. (Superintendent of Indiana\nCounty Schools),\nIndiana;\nPennsylvania\nState Education Association.\nConnell,\nJo\nAnna\n(Teacher),\n219\nWest\n21st Street, Erie; Erie Teachers Associa-\n\nState\n\ntion.\nGruver, A. S. (Principal), 702 7th Avenue,\nBethlehem;\nPennsylvania\nState\nEducation Association.\nHarner,\nH.\nC.\n(Teacher),\n617\nHampton\n\nGrade Teachers Association, Inc.\nRoberts,\nEmily\n(Teacher),\n49\nLucretia\nStreet, Portland;\nPortland Grade Teachers Association, Inc.\n\nScott, C. E. (Vice\nSchool, Portland;\n\nASSOCIATION\n\nHowell,\nA. H. (Superintendent\nof Wayne\nCounty\nSchools),\nHonesdale;\nPennsylvania State Education Association.\nKelley,\nJ. Herbert\n(Secretary),\nPennsylvania\nState Education\nAssociation,\n400\nNorth\n3rd Street,\nHarrisburg;\nPennsylvania State Education Association.\nKleefeld, Anna\n(Teacher), 600 North 34th\n\n.\n\nStreet, Philadelphia; Pennsylvania State\nEducation Association.\nKline,\nD.\nA.\n(Superintendent\nof\nPerry\nCounty Schools), New Bloomfield; Pennsylvania State Education Association.\nKraybill,\nDavid\n(Superintendent\nof\n\nSchools),\n\nRepublic;\n\nPennsylvania\n\nState\n\nEducation Association.\nLaramy.\nRobert\nE.\n(Superintendent\nof\nSchools),\nAltoona;\nPennsylvania\nState\nEducation\nAssociation.\nMacLaren,\nRoland T. (Principal), 685 4th\nAvenue, Williamsport; Pennsylvania State\nEducation Association.\nMillholland,\nMaude\nEE.\n(Principal),\n121\nNewport Avenue, Wilkinsburg;\nPennsylvania State Education Assocaition.\nMorrison, S. F. W. (Principal), Clearfield;\nPennsylvania\nState\nEducation\nAssocia-\n\ntion.\n\nNoonan,\n\nJoseph\n\nhanoy\n\nTownship\n\nF.\n\n(Superintendent),\n\nSchool\n\nnoy City; Pennsylvania\nAssociation.\n\nNyhart,\n\nF.\n\nW.\n\nDistrict,\nState\n\n(Supervising\n\nMa-\n\nMaha-\n\nEducation\n\nPrincipal),\n\nOxford\nStreet;\nWilkes-Barre;\nsana\nvania State Education Association,\n\n"}
{"page": 1191, "printed_page": null, "text": "ASSOCIATIONAL\nOttmyer,\nSchool,\n\nRECORDS\n\nEdgar F. (Teacher), Senior Hich\nYork;\nYork\nBranch,\nTeachers\n(Ss\n\nx Mee etation: G\nalmer,\nPublic\n\nRK\n\n.\n\nupervisin\n\nPrincipal),\n\nSchools,\nVerona; oe:\nState Education Association.\nRivenburg,\nR. H.\n(Dean),\nBucknell\nUniversity,\nLewisburg;\nPennsylvania\nState\nTeachers Association.\nRobb,\nGeorge\nD.\n(Ex-officio),\nPrincipal,\nAltoona High School, Altoona; State Director.\nRogers, F. Glenn\n(Superintendent of Center County\nSchools),\nNittany;\nPennsylvania State Education Association.\nRowe, Alice M. (Teacher), 2010 Pine Avenue,\nAltoona;\nAltoona\nTeachers\nInstitute.\nRoxby,\nAnna\nE. (Principal),\n112 Cornell\nAvenue,\nSwarthmore;\nDelaware\nCounty\nTeachers Institute.\nSheetz,\nKate\nA.\n(Teacher), Junior High\nSchool,\nPalmerton;\nPalmerton\nTeachers\nAssociation.\nSteele, R. M. (President), State Teachers\n\nCollege,\nCalifornia;\nPennsylvania\nState\nEducation Association.\nStudebaker,\nMabel\n(Teacher),\n426\nEast\n10th Street, Erie; Erie Teachers Association.\nSwan,\nGrace\n(Primary\nSupervisor\nof\nSchools), Pittsburgh; National Council of\nAdministrative Women\nin Education.\nTanger, Landis (Superintendent of Schools),\nReading;\nPennsylvania\nState\nEducation\nAssociation.\nTaylor, Anna\nLee (—————),\n°Administration\nBuilding,\nReading;\nPennsylvania\nState Education Association.\nThomas, A. D. (Superintendent of Schools),\nHazelton;\nPennsylvania\nState Education\nAssociation.\nWaite,\nClara\nB.\n(Teacher),\n920\nParker\nStreet, Chester;\nChester Teachers Association.\nWalker,\nAnna\n(Principal),\n5732\nSpruce\nStreet, Philadelphia;\nPennsylvania\nState\nEducation\nAssociation.\nWilliams,\nFlorence\n(Teacher),\n920 Parker\nStreet, Chester;\nChester Teachers\nAssociation.\nYoung,\nMabel\nE.\n(Teacher),\n2527\nBeale\nAvenue,\nAltoona;\nAltoona\nTeachers\nIn-\n\nstitute.\n\nPORTO\n\nRICO\n\nLopez,\nF.\nRodriguez\n(Director),\nDepartment of Education, San Juan, Porto Rico.\nVizcarrondo,\nFrancisco . (Ex-officio),\nAssistant Commissioner\nof Education,\nSan\nJuan; State Director.\n\nRHODE\nEdwards,\n\nIsland\nIsland\n\nDr.\n\nISLAND\n\nHoward\n\n(President),\n\nRhode\n\nState\nCollege,\nKingston;\nInstitute of Instruction.\n\nRhode\n\nSOUTH\n\nCAROLINA\n\nArnold,\nBeatrice\n(Supervisor),\nOffice\nof\nCounty Superintendent of Schools, Spartanburg; South Carolina Teachers Association.\nBrockman,\nM.\nE.\n(Superintendent\nof\nSchools), Chester; South Carolina Teachers Association.\nCoates, J. P. (Secretary),\nSouth\nCarolina\nTeachers\nAssociation,\n314\nState\nOffice\nBuilding,\nColumbia;\nSouth\nCarolina\nTeachers Association.\nParks,\nClara\n(Teacher),\nWoodruff;\nSouth\nCarolina Teachers Association.\n\nAND\n\n1187\n\nINFORMATION\n\nTibbets,\nAnna\n(Professor\nof Education),\nGreenville\nWomens\nCollege,\nGreenville;\nSouth Carolina Teachers Association.\nWannamaker,\nGeorge W.\n(Ex-officio), Superintendent\nof Schools,\nSt. Matthews;\nState Director.\nWofford, Kate (Ex-officio), Superintendent,\nLaurens County Schools, Laurens; Member,\n\nBoard\n\nof\n\nTrustees.\n\nSOUTH\n\nDAKOTA\n\nEarl, U. S. (Superintendent\nof Schools),\nDell\nRapids;\nSouth\nDakota\nEducation\nAssociation.\nGruhn,\nWilliam\n(Teacher),\nJunior\nHigh\nSchool, Aberdeen; Aberdeen City Teachers Association.\nHigbie,\nE. C. (President),\nEastern\nState\nNormal\nSchool, Madison;\nSouth Dakota\nEducation Association.\nNewkirk,\nRachel\n(Principal),\n817\nWest\nllth\nStreet,\nSioux\nFalls;\nSioux\nFalls\nUnit, N. BoA.\nNissen, S. B.’(Editor), South Dakota Education\nAssociation\nJournal,\nRoom\n3,\nPerry Building, Sioux Falls; South Dakota Education Association.\nOtt, Hazel (Director), Eastern State Normal School, Madison; South Dakota Education Association.\nSanders,\nGeorge\n(County\nSuperintendent),\nArmour;\nSouth\nDakota\nEducation\nAssociation.\nSteele, N. E. (Ex-officio), Secretary, South\nDakota\nEducation Association, Room\n3,\nPerry Building, Sioux Falls; State Director.\nSt. John, C. G. (Ex-officio), State Superintendent\nof Public\nInstruction,\nPierre.\nVenoss, Mabel (Principal), 1623 South 2nd\naay\n\nSioux\n\nFalls;\n\nSioux\n\nFalls\n\nUnit,\n\nTENNESSEE\nBrown,\nof\n\nMrs.\n\nMamie\n\nEducation,\n\nCain\n\n(\n\nMemphis;\n\n), Board\nTennessee\n\nState\n\nTeachers Association.\nDoyle,\nLillian\n(Teacher),\n\n1515\nGartland\nTennessee’\nState\n\nAvenue,\nNashville;\nTeachers Association.\nGoddard,\nEdith\n(Teacher),\nHigh\nSchool,\nMaryville; Tennessee State Teachers Association.\nHarned, P. L. (Ex-officio), State Superintendent of Public Instruction, Nashville.\nJones, R. L. (Superintendent\nof Schools),\nMemphis;\nTennessee State Teachers Association.\nPowers, Sue (Superintendent, Shelby County\n\nSchools,\n\nMemphis),\n\nShelby\n\nCounty\n\nTeach-\n\ners Association.\nScott, Frances (Teacher), 1530 Forest Avenue,\nKnoxville;\nKnoxville\nTeachers\n\nLeague.\nShepherd,\nH.\nP.\n(Superintendent\nof\nSchools),\nKnoxville;\nTennessee\nState\nTeachers Association.\nWalker, J. E. (Superintendent of Hamilton\nCounty\nSchools),\nChattanooga;\nTennessee State Teachers Association.\n\nTEXAS\nBeard, Frances (Teacher), 5119 Live Oak\nStreet, Dallas; Texas State Teachers Association.\nButler,\nBessie J. (Teacher),\n901 Willard\nAvenue, Houston; Houston Teachers Association.\nCaldwell. Rush M. (Teacher), High School,\n2527 Ross Avenue. Dallas; Dallas High\nSchool Teachers Association.\n\n"}
{"page": 1192, "printed_page": null, "text": "1188\n\net\n\nNaTIONAL\nee\na\n\nee\n\nEpuCATION\nee\n\nCrozier, N. R. (Superintendent of Schools),\nDallas;\nTexas\nState Teachers\nAssociation.\nDunlavey,\nLena\n(Teacher),\n3432 Meadowbrook, Fort Worth;\nFort Worth\nGrade\nTeachers Council.\nEllis, R. T. (Secretary), Texas State Teachers Association,\n708 Neil\nP. Anderson\nBuilding,\nFort\nWorth;\nTexas\nState\nTeachers Association.\nFrank, Cynthia (Teacher), 2912 Forest Avenue, Dallas; Dallas High School Teachers Association.\nGarrett, Mrs. Sadie (Teacher), 1207 North\nOregon Street, El Paso; El Paso Teachers Association.\nGarrett, M. J. (Teacher), 1207 North Oregon Street, El Paso; Texas State Teachers Association.\nGaskell,\nSarah\n(Teacher),\n1711\nStuart,\nHouston;\nHouston Teachers Association.\nGideon, S. E. (Principal),\nFannin School,\nDallas;\nTexas\nState Teachers\nAssociation.\n.\nGrammar,\nMrs.\nOta\n(Teacher),\nGardner\nHotel, El Paso; El Paso Teachers Association.\nHenderson, Jeanette (Teacher), 1403 North\nFlorence Street, El Paso; El Paso Teachers Association.\nHoward,\nGussie\n(Teacher).\nSam\nHouston\nHigh School, Houston;\nHouston Teachers Association.\nHughes,\nW.\nL. (Professor),\nTexas\nA. &\nM. College, College Station; Texas State\nTeachers Association.\nHunter, Eula (Teacher), 2017 Carlton Avenue, Fort Worth;\nTexas State Teachers\nAssociation,\nJames,\nW.\nA.\n(Principal),\nBall\nHigh\nSchool,\nGalveston;\nTexas\nState Teachers Association.\nLang, A. E. (Superintendent of Schools),\nWink; Texas State Teachers Association.\nManry,\nCorinne\n(Teacher),\nGunter Hotel,\nSan Antonio; Texas State Teachers Association.\nMock, Lula (Teacher), 1921 Park Avenue,\nDallas;\nTexas\nState Teachers\nAssociation.\nOberholtzer,\nE.\nE.\n(Superintendent\nof\nSchools),\nHouston;\nTexas\nState Teachers Association.\nPinkston, Eva G. (Principal), Cumberland\nSchool, Dallas; National Council of Administrative Women in Education.\nReynolds,\nE.\nL.\n(Superintendent\nof\nSchools),\nFranklin;\nTexas\nState Teachers Association.\nRogers, L. W.\n(Ex-officio), State Department\nof Education,\nAustin;\nState\nDirector,\n\nStearns, Mrs. Alice (Teacher). 2718 Silver\nStreet. El Paso;\nEl Paso Teachers Association.\nStanberg,\nFlorence\n(Teacher),\nNumber\n11\nPalms Court, El Paso; El Paso Teachers Association.\nTaylor, Annie Kate (Teacher), 914 Martinique,\nDallas;\nDallas\nGrade\nTeachers\nCouncil.\n\nUTAH\nAnderson,\n\nLoren\n\nSchool,\n\nSpanish\n\nA.\n\nASSOCIATION\neee\n\nFowler,\nB. A.\n(Ex-officio),\n2324\nAdams\nAvenue, Ogden;\nState Director.\nFowler,\nGeorge\nE.\n(Principal),\nHooper;\nUtah Education Association.\nMadsen,\n\nFork;\n\nUtah\n\nAssociation.\nDroubay.\nMadelene\n(Teacher),\nllth\nEast,\nSalt Lake\nCity;\nCity Teachers\nAssociation.\nFitzerald.\nElizabeth\n(Assistant\n\nWest High School, Salt\nEducation\nAssociation.\n\nLake\n\nHigh\n\nEducation\n1207\nSalt\n\nSouth\nLake\n\nPrincipal),\nCity; Utah\n\nH.\n\n(Supervising\n\nPrincipal),\n\nCity\n\nTeachers\n\nAssociation.\n\nParratt, D. W.\n(Secretary),\nUtah Education Association, 316 Vermont\nBuilding,\nSalt Lake\nCity;\nUtah\nEducation\nAssociation.\n975\nEast\nIst,\nPehrson,\nAnna\n(Teacher),\nSouth, Salt Lake City; Utah Education\nAssociation,\nPeterson,\nMatilda\n(State\nPrimary\nSupervisor), 223 State Capitol, Salt Lake City;\nUtah Education Association.\nSmith,’ Clarence\nE. (Principal),\nGarland;\nUtah Education Association.\n\nTaylor,\n\nJ.\n\nA.\n\n(Principal),\n\nJunior\n\nHigh\n\nSchool,\nBountiful;\nUtah\nEducation\nAssociation.\nTolman,\nD.\nR.\n(Principal),\nElementary\nSchool, Bountiful;\nDavis County School\n\nTeachers.\n\nVERMONT\nChaffee,\n\nM.\n(Principal),\nHigh\nSchool,\nMorrisville;\nVermont\nState\nTeachers Association.\nDempsey,\nClarence\nH.\n(Ex-officio),\nState\nSuperintendent\nof\nPublic\nInstruction,\nMontpelier.\nJohnson,\nLeslie\nO.\n((Principal),\nHigh\nSchool,\nRutland;\nVermont\nState Teachers Association.\nWoodruff,\nCaroline\n§. (Principal),\nState\nNormal School, Castleton; National Council of Administrative Women\nin Education.\n\nMaude\n\nVIRGINIA\nAdair,\n\nCornelia\n\nS.\n\n(Ex-officio),\n\n2121\n\nPark\n\nAvenue,\nRichmond;\nPresident,\nNational\nEducation\nAssociation.\nBirkenmeyer,\nHazel\nV.\n(Teacher),\n3234\nWest Franklin\nStreet,\nRichmond;\nVir-\n\nginia Education Association.\nBerry, Idella R. (Supervisor), 4811 Washington Avenue, Newport News; Virginia\nEducation\nAssociation.\nBurgess,\nLouise\n(Teacher),\n2412\nGrove\nAvenue, Richmond; The League of Richmond Teachers.\nBurke, Genevieve (Teacher), Shirley Apartments; Newport News;\nVirginia Education Association.\nCodd,\nJ. Leon\n(Principal),\n325\nHatton\nStreet, Portsmouth; Portsmouth Teachers\nAssociation.\nCox, Nancy\n(Teacher),\n11 Pelham\nPlace,\nNorfolk;\nNorfolk\nEducation Association.\nHarmon, Eunice (Teacher), Jackson School,\nNewport News;\nVirginia Education As-\n\nsociation.\n\nHeatwole,\n\ncation\ning,\n\n(Principal).\n\nC.\n\nPublic\nSchools,\nPrice;\nUtah\nEducation\nAssociation.\nMalstrom,\nW.\nW.\n(Principal),\nR. D. 1,\nSandy;\nUtah Education Association,\n—\nMorgan,\nMargaret\n(Teacher),\n7\nCraig\nApartments,\nSalt Lake City; Salt Lake\n\nC. J.. (Secretary),\n\nAssociation,\nRichmond;\n\nState\n\nVirginia\n\nVirginia\n\nEdu-\n\nCapitol\n\nBuild-\n\nEducation\n\nAs-\n\nsociation.\n\nHolt, Lucy\nMason\n(Principal),\n866 Norview\nAvenue,\nNorfolk;\nNorfolk\nEducation Association.\n\nJoynes, Mrs. E. B. (Teacher),\n410 West\n14th Street, Ocean View; Virginia State\nTeachers Association.\nReese, Matylda (Teacher), 118 North Boulevard,\nRichmond;\nThe\nLeague\nof Richmond Teachers.\n\n"}
{"page": 1193, "printed_page": null, "text": "ASSOCIATIONAL\n\nRECORDS\n\nRhudy,\nOsta\nM.\n(Teacher),\nVirFries;\nginia Education Association.\nSalter, Iva\n(Teacher),\n3315 West\nFranklin Street,\nRichmond;\nThe\nLeague\nof\nRichmond Teachers.\nSaunders, Joseph H. (Ex-officio), Superintendent of Schools, Newport News; State\nDirector.\nSinclair,\nLucy\n(Teacher),\nShirley Apartments,\nNewport\nNews,\nNewport\nNews\nTeachers Association.\nThompson,\nMrs. Charles N. (Teacher), R.\nF. D. 1, Forksville;\nVirginia Education\nAssociation.\n\nWASHINGTON\nAske, Agnes\n(Teacher), 2607 Mallon Avenue,\nSpokane;\nSpokane\nGrade Teachers\n\nAssociation.\nBennison,\nOlive\n(Teacher),\nBuena\nVista\nApartments,\nSpokane;\nSpokane\nGrade\nTeachers Association.\nBenson, Ella M. (Teacher), 504 East Denny\nae\nSeattle;\nSeattle\nGrade\nTeachers\nub.\nBerg,\nB.\nLucille\n(Teacher),\n2121\nNorth\nTacoma Avenue, Tacoma; Tacoma Grade\nTeachers Association.\nBreckner,\nElmer\nL.\n(Superintendent\nof\nSchools),\nOlympia;\nWashington\nEducation Association.\nBrewer,\nMinnie\n(Teacher),\n1736 Belmont\nevens, Seattle; Seattle Grade Teachers\nub.\n\nBrobeck,\n\nDiana\n\nAvenue,\n\n(Teacher),\n\nSeattle;\n\nSeattle\n\n1736\n\nBelmont\n\nGrade\n\nTeachers\n\nClub.\nButler, Mrs. Maude K. (Principal), Public\nSchool, Buckley;\nWashington\nEducation\nAssociation.\nChappell, Claribel C. (Teacher), 5038 11th\nAvenue\nN.\nE.,\nTeachers\nLeague.\nCrockett,\nElizabeth\n\nI\n\nStreet,\n\nTacoma;\n\nSeattle;\n\nHigh\n\n(Teacher),\n\nSchool\n\n705\n\nSouth\n\nWashington\n\nEduca-\n\ntion Association.\nCulver, Ida (Teacher), 1454 East\nmeee\nSeattle;\nSeattle\nGrade\n\nHarrison\nTeachers\n\nub,\nDavis, W. M. (Superintendent of Schools),\nCollege\nPlace;\nWashington\nEducation\nAssociation.\nEllis, Gertrude (Teacher), Redmond; Washington Education\nAssociation.\nFarrish,\nMrs.\nSarah\nE.\n(Teacher),\n710\nSouth\n7th Street,\nYakima;\nWashington\nEducation Association.\nFlagg, Mrs. Adelaide (Teacher), 829 South\nFerry\nStreet,\nTacoma;\nTacoma\nTeachers\nAssociation.\nFreeman,\nD.\nW.\n(Teacher).\n2812\n\nGrade\n\nWest\nMallon Avenue, Spokane;\nSpokane High\nSchool Teachers Association.\nFritsche,\nHelen\n(Teacher),\n615\nPearson\nStreet, Walla Walla; Associated Teachers of Walla Walla.\nFrye, Nora (Teacher), 415 West 7th Avenue,\nSpokane;\nSpokane\nHigh\nSchool\nTeachers Association.\nHoward,\nMae\n(Teacher),\n805 South Ainsworth. Tacoma;\nTacoma\nGrade Teachers\nAssociation.\nJahnke, Clara L. (Teacher),\n1930 8th Avenue. Spokane; Washington Education Association,\nKnoff, Elisa (Teacher), 504 Kittitas Street,\nWenatchee;\nWashington Education Association.\nLalin,\n\nHelen\n\n(Teacher).\n\n15\n\nBell’s\n\nCourt,\n\nEverett; Washington\nEducation Association.\nLowman,\nJ.\nGuy\n(Principal),\nWhittier\nSchool, Seattle; Seattle Principals Association.\n\nAND\n\n1189\n\nINFORMATION\n\nMcCollom,\nIvan\nN.\n(Teacher),\nJuniorSenior High School, Hoquiam; Washington Education Association.\nMcConnell,\nMary\nE.\n(Teacher),\nCentral\nSchool,\nSeattle;\nWashington\nEducation\nAssociation.\nMark, Mae (Assistant Professor), Box 203,\nCollege\nStation,\nPullman;\nWashington\nEducation Association.\n\nMarsh,\n\nArthur\n\nEducation\n\nL.\n\n(Secretary),\n\nAssociation,\n\nBuilding, Seattle;\nAssociation.\n\nMartin,\n\nKatherine\n\nThomas\nTeachers\n\nWashington\n\n707\n\nLowman\n\nWashington\n\nEducation\n\n(Teacher),\n1717\nEast\nSeattle;\nSeattle\nGrade\n\nStreet,\nClub.\n\nMeyer, John D. (Ex-officio), Principal, Hillyard High School, Spokane; State DirecMiss S. C, (Teacher), Pennington\nHotel,\nSpokane;\nClassroom\nTeachers\nLeague of Bellingham.\nNetterblad.\nGertrude\n(Teacher),\nBuena\nVista\nApartments,\nSpokane;\nSpokane\nGrade Teachers Association.\nNott,\nRay J. (Principal),\nPublic\nSchool,\nGig Harbor; Washington\nEducation Association.\n\nPreston,\nMrs.\nJosephine\nC.\n(Ex-officio),\nState Superintendent\nof Public\nInstruction, Olympia.\nRhoades,\nLeonore\n(Teacher),\n509\nWest\n18th Street, Vancouver; Vancouver Grade\nTeachers Association.\nSatterthwaite. W. B. (Teacher), 1837 12th\nAvenue,\n\nWest,\n\nSeattle;\n\nHigh\n\nSchool\n\nTeachers League.\nSherry,\nAlice\n(Teacher),\n703\n23rd\nAvenue,\nSpokane;\nSpokane\nGrade\nTeachers\nAssociation.\nSmith, Winifred\nE. (Teacher),\n805 South\nAinsworth\n\nAvenue,\n\nTacoma;\n\nTacoma\n\nIntermediate Teachers Association.\nStineman, Mrs. Blanche E. (Teacher), 432\nWycoff Avenue, Bremerton;\nWashington\nEducation Association.\nStinson,\nMaude\nM.\n(Principal),\nAudubon\nSchool,\n\nSpokane;\n\nSpokane\n\nsociation.\nThomas, Margaret\n\nJ.\n\nEducation\n\n(Teacher),\n\n2036\n\nAs-\n\n23rd\n\nAvenue,\nNorth,\nSeattle;\nSeattle\nGrade\nTeachers\nClub.\nThompson,\nMrs.\nN. H.\n(Teacher),\nHigh\nSchool,\nGrandview;\nWashington\nEducation Association.\nWarren,\nG.\nMartin\n(Superintendent\nof\nSchools),\nWenatchee;\nWashington\nEducation Association.\nWhitham,\nMyrtle\n(Teacher),\n4009\n15th\nStreet\nN.\nE.,\nSeattle;\nSeattle\nGrade\nTeachers Club.\nWilliams, Eula Sims (Teacher), State Normal\nSchool,\nBox\n863, Cheney;\nCheney\nState Normal\nSchool.\nWorcester,\nEleanor\n(Principal),\nBryant\nSchool, Spokane; Spokane Education Association.\nWright, L. C. (Superintendent of Schools),\nKent;\nWashington\nEducation\nAssociation.\n\nWEST\n\nVIRGINIA\n\nMrs.\n\nLilian\n\nBurkholder,\n\n(Teacher),\n\nOak\n\nHill;\nNew\nRiver\nValley\nRound\nTable.\nDavis,\nMrs.\nMartha\n(Teacher),\nLong\nBranch;\nWest\nVirginia\nState Education\n\nAssociation.\nHickman.\nJ.\n\nginia\n\nState\n\nH.\n\nCapital\n\nCity\n\nWest\n\nVirginia\n\ntion.\n\n(Secretary),\n\nEducation\nBank\n\nWest\n\nVir-\n\nAssociation,\n\n403-5\n\nBuilding,\n\nState\n\nCharleston;\n\nEducation\n\nAssocia-\n\n"}
{"page": 1194, "printed_page": null, "text": "1190\nHill,\n\nNatIioNnaL EpucaATION ASSOCIATION\nT. P.\n\n(Assistant\n\nState\n\nSuperintendent\n\nof Schools),\nCapitol Building,\nCharleston; West Virginia State Education As-\n\nsociation.\nHutchinson,\nMrs.\nBlanch\n(Teacher),\n424\nClark\nStreet, Morgantown;\nMorgantown\nTeachers Association.\nHutchinson, Mildred (Teacher), 424 Clark\nStreet, Morgantown;\nMorgantown Teachers Association.\nMulholland, J. R. (Supervisor), Industrial\nArts, High School, Charleston;\nVirginia\nState Education Association.\nRosier, Joseph (Ex-officio), President, State\nNormal\nSchool,\nFairmont;\nState\nDirec-\n\n(Superintendent\nof\nVan , Gamp,\n:.H.\nLE.\nSchools), Glen Jean; New River Valley\nRound Table.\nBaldwin,\n\nWISCONSIN\nRobert Dodge\n(President),\n\nCen-\n\ntral\nState\nTeachers\nCollege,\nStevens\nPoint;\nCentral Wisconsin\nTeachers\nAssociation.\nBernhard, A. H. (Teacher), Teachers College, La Crosse; Wisconsin Teachers Association.\nBertram,\nCarl\n(Teacher),\nY.\nM.\nC. A,\nFond du Lac; Fond du Lac Council of\nEducation.\nCallahan, John (Ex-officio), State Superintendent of Public\nInstruction,\nMadison.\nColeman, John B. (Teacher), Box 833, La\nCrosse; Wisconsin Teachers Association.\nDoudna,\nE. G. (Ex-officio),\n2017\nMonroe\nStreet, Madison; State Director.\nEllis, Anne\n(Teacher),\n748 Villa\nStreet,\nRacine; Teachers Council of Racine.\nFowler, Lotta (Teacher), Room 150, Hotel\nWisconsin, Milwaukee; Wisconsin Teachers Association.\nGoodrich,\nLowell\nP.\n(Superintendent\nof\nSchools),\nFond\ndu\nLac;\nNortheastern\nWisconsin\nTeachers Association.\nGunderson,\nNichols\n(Superintendent\nof\nSchools),\nSparta;\nWestern\nWisconsin\nTeachers\nAssociation.\nJonas, Meta (Supervisor), Kindergarten and\nElementary\nGrades,\nLa\nCrosse;\nThe\nTeachers Club of La Crosse.\nKeller,\nP.\nGW.\n(Superintendent\nof\nSchools), Eau Claire; Eau Claire Public\nSchool\nTeachers\nAssociation.\n\nMcCartan,\nMrs.\nGudrun\n(Teacher),\nHigh\nSchool,\nSuperior;\nWisconsin\nTeachers\nAssociation.\nMcCormick,\nElizabeth\n(Principal),\nHotel\nSuperior,\nSuperior;\nNational\nCouncil\nof\nAdministrative Women\nin Education.\nMcCormick,\nLillian\nF.\n(Teacher),\nEast\nHigh School,\nSuperior;\nSuperior\nGrade\nTeachers Club.\nMcDowell,\nMary\nE. (Teacher),\n1621 61st\nStreet, Kenosha; Kenosha Teachers Club.\nMathison, H. W.\n(Teacher), High School,\nEau\nClaire;\nEau\nClaire\nPublic\nSchool\nTeachers Association.\n\nMeating,\nA. G. (County\nSuperintendent),\nAppleton;\nWisconsin\nTeachers\nAssociation.\n\nMever, F. C. (Principal), 833 Main Street,\nRacine; Wisconsin Teachers Association.\nMuirhead, Dahlia (Teacher), 2020 East 6th\npana Superior; Superior Grade Teachers\nub.\n\nO’Rourke,\nAgnes\n(Teacher),\n1006 Minnesota Avenue, Fond du Lac; Fond du Lac\nCouncil of Education.\nPainter,\nI. C.\n(Principal),\nHigh\nSchool,\nWausau; Central Wisconsin Teachers Association.\n:\nPeterson,\nMrs.\nBernice\n(Teacher),\n1849\nLiberty\nStreet,\nMarinette;\nWisconsin\nTeachers Association.\n4\nPranke,\nHelen\n(Teacher),\n3027 Wisconsin\nAvenue, Milwaukee; Milwaukee Teachers\nAssociation.\n\nRees, T. S. (Teacher), 724 Wisconsin\nRacine;\n\nThe\n\nTeachers\n\nCouncil\n\nStreet,\n\nof\n\nRa-\n\ncine.\nSeidaman, Elva M. (Teacher), 1031 North\n7th Street,’ Sheboygan; Wisconsin Teachers Association.\nStoddard, Neal H. (Teacher), Senior High\nSchool,\nMadison;\nSenior\nHigh\nSchool\nClassroom Teachers Association.\nTech, W. R. (Teacher), Vocational School,\nManitowoc;\nWisconsin\nTeachers\nAssociation.\nTheisen, H. H. (Principal), High School,\nFond du Lac; Wisconsin\nTeachers\nAssociation.\nTiplet, Perry A. (Principal), High School,\nAntigo; Central Wisconsin Teachers Association.\nState Teachers\nUber. H. A. (Professor),\nFaculty\nof\nState\nCollege,\nMilwaukee;\nTeachers College.\nWarren,\nMary (Teacher), 234 West Walnut\n\nStreet,\n\ners\n\nAssociation.\n\nLancaster;\n\nWisconsin\n\nTeach-\n\n:\n\nWYOMING\nBest,\nDottie\n(Teacher),\n115\nWest\n19th\nStreet, Cheyenne; Wyoming State Teachers Association.\nBurgoon, A. L. (Superintendent of Schools),\nLock Box 127, Diamondville;\nWyoming\nState Teachers Association.\nClark,\nFlorence\n(Teacher),\nSheridan\nInn,\nSheridan; Wyoming\nState Teachers Association.\n\nCooper, Frances (Teacher), 1015 South Walcott\nStreet,\nCasper;\nWyoming\nState\nTeachers Association.\nCrane,\nA. G.\n(President),\nUniversity\nof\nWyoming,\nLaramie;\nWyoming\nState\nTeachers Association.\nErlandson, Georgine H. (Deputy State Superintendent),\nCheyenne;\nInternational Coun-\n\ncil for the\n\nEducation\n\nof Exceptional\n\nChil-\n\ndren,\nFoster,\nRuth\n(Teacher),\nClark\nSchool,\nCheyenne; Wyoming\nState Teachers Association.\nMcLaughlin,\nEleanor\n(Teacher),\nLincoln\nSchool,\nCasper;\nWyoming\nState Teachers Association.\nPinney,\nFlorence\n(Superintendent\nof\nSchools), Gebo; Wyoming\nState Teachers Association.\nSlade, A. A. (Ex-officio), Superintendent of\nSchools, Laramie;\nState Director.\nThompson, Mabel F. (Teacher), 203 Blads-\n\nmore\n\nApartments,\n\nCasper;\n\nWyoming\n\nState\n\nTeachers Association.\nWilson,\nMayme\nB.\nMission\n(Teacher),\nApartment,\nNumber\n7. Cheyenne;\nWyoming State Teachers Association.\n\n_\n\n"}
{"page": 1195, "printed_page": null, "text": "ASSOCIATIONAL\n\nTABLE\n\nREcorDs AND\n\nINFORMATION\n\nOF PUBLICATIONS OF THE NATIONAL\nTION ASSOCIATION, 1927-28\n\nbeh <\nublishe\nea\nee of the National Education Associaan\nfc: ee Sie ols SeeIe Tsaioikusit eparahellssauter = et igieiean Oct.\n1927\nJOURNAL of the National Education AssociaRROD Seat Vainiory oie erevsle ccsoes Siena\n\nJOURNAL\nJOURNAL\n\nof the National\nof the National\n\nJ elena\n\nof the National\n\nPAT o poo coi\nCS\n\n3 SOR\n\no pono Soc\n\nufshe\n\nce Bipaiets tacts . Nov.\n\nEducation\nEducation\n\nAssocia- Dec.\nAssocia-\n\nEducation\n\nAssocia-\n\n:\n\na\n\nen\n\n1927\n\n68\n\nFeb.\n\n1927\n\nomereies ca (eneo ce March\n\nSe\n\nee\n\nTan\n\nae\n\nEducation\n\nVotes\n\nof the National\n\nes doe\n\nJOURNAL\nOSS\n\nS50 UBS OO\n\nTolag oor)\n\nJOURNAL\nEE,\n\nSSE\n\nAssociaea\n\nAssocia-\n\nEducation\n\nGO aoe On\n\naes\n\nAssocia-\n\nEducation\n\nof the National\n\n63\n\nan.\n\nae\n\nSaree\n\nof the National\n\narts\n68\n\n68\n\nee\n\nJ OaC SUS\n\n1927\n\nNumber\nof eae\n\n1927\n\nSOSP SIM ede Sole rost Seeks (oc)shssmaee elses\n\nJ eunae\n\n.\n\npril\n\na\n\nEe\n\n11,910,000\n\nag\n\nair teooes\n\n‘\n\n12 ANOS\n\n68\n\n160,000\n\n10,880,0\n\n1927\n\n68\n\n160,000\n\n10,880, 00\n\n1927\n\n68\n\n165,000\n\n11,120,000\n\n190,000\n\n2\n\nmrs\n\nMay,\n\n1927\n\n68\n\n165 ,000\n\n11,120,000\n\n1927\n\n68\n\n160,000\n\n10,880,000\n\nLeave Report...............2000.55\n\nJuly,\n\n1927\n\n32\n\n3,550\n\n113,600\n\n1927\n\n4\n\n1,500\n\n6,000\n\n4\n1,500\n4\n1,800\n16 1,800\n12\n2,000\n32\n3,400\n4\n1,800\nee\n2,500\n24\n200\n24\n1,000\n24\n2,500\n30\n1,500\n64\n11,000\nSe\nLd Rate RU\n40\n2,000\n24\n2,800\n64\n14,000\n24\n5,000\n24\n8,000\n44\n12,500\n\n6,000\n7,200\n28,800\n24,000\n108,800\n7,200\n10,000\n4,800\n24,000\n60,000\n45,000\n704,000\nee, Seeman\n80,000\n67,200\n896 ,000\n120,000\n192,000\n550,000\n\nAssocia-\n\ni(00 Aton SAC\nAS ROIC DOR\nOe\nCEE Te CRN\nance\nThe Cooperative Plan of Curriculum Revision...\n\n-\n\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1927\n1928\n1928\n1928\n1928\n\nFeb.,\nOct.,\n\n1928\n1927\n\n1928\n\nLeaflets on Department of ie\nof Leaflet\nSOT\n\ni\n\nnee\n\non Department\n\nae\n\nof\n\nOe f BP ane Hine\n\nf Department\nsrbeok 2 ee\n\ns+. June,\n\nSuperin-\n\nSo Doon me Oct.,\n\nof Superintend. ee\n\ni Sey\n\nban, RRR\n\nae\n\nBr oa bidieet CeO\n\nJan.,\n\n4\n4\n\n6\n\n6\n\nbeet tse\n6,750\n11,00\n2,000\n2,500\n22350\n1,500\n1,500\n\n500\n4,500\n\n4,000\n\n4,000\n\n269 ,060\n8,316,000\n704,000\n176 ,000\n100,000\n37,600\n12,000\n3,000\n\n2,000\n18,000\n\n24,000\n\n24,000\n\n1927\n\n6\n\n10,000\n\n60,000\n\n1928\n\n584\n\n10,000\n\n5,840,000\n\n1,317,300\n, 200\n12,000\n\nOfficial Report, Boston Meeting................\nReprints of Fifth Yearbook...........-..+..0++\nTed\nReprints of Chapter IX, Fifth Le\nional\nPress\nAssocia-\n\nApril,\nMay,\nMay,\n\n1928\n1928\n1928\n\n299\n24\n60\n\n4,700\n300\n200\n\nLer\n\nApril,\n\n1928\n\n24\n\n4,000\n\n96,000\n\nFeb,\n\n1928\n\n512\n\n8, 500\n\n4,352,000\n\n“4\n\na\n\nenn\n\nee4,500\n\n2,304,000\n\noe\n\n2\n\n‘aacaeahe\n\nbook,\n\n3\n\nDepartment\n\nSer eboal Praceas Ber\n\nReprints\n\nChapter II, ‘The\n\nee\n\nof E.ementary\n\npk\n\nNursery\n\nSchool\n\nand\n\nParentai Education” from Sixth Yearbook.....\nOctober Bulletin, Department\nof Elementary\n\ner\n\n...........:\n\nee ae\nRe\nuly:\nPrincipals (Seventh Yearbook)..........\n\n512\n\neee\n\nie Jan.\n\n1928\n\n064\n\n7,000\n\n448,000\n\nTages :a Noe we.: July,\nEwe. es ea\nLeaflet, Department of Elementary School Prin- Sept,\nCNIS dt wig: ato 6 G:c.ng te Oke a asceeap pC CE RIND\n\n1928\n1927\n\n64\n:\n\n7,000\n3000\n\n448 ,000\npyar\n\naes\n\n:\n\nJune,\n\nLCE Ie\n\nArticulation Cothmission of the Department of\nSUpSHINTENGCN\nCOs, a roreic seis ae oes ie srepie © oie vie Feb.,\n\npee\n\nei\n175,000\n\neee\n\nEducation\n\nOe\n\nReport of\nCommittee on Behavior Problems of\nMATE\nepee eno\neee iris) I\nelo ks July,\nReport of Committee on Joint Relationship with\nMEGGETT Ae\nete Riinc: oeiaWeie eyes cee eho\nJuly,\nTOASTED SR CDOLET Pace es 6 clei\nOo ea eae\nJuly,\nReportiwt the Auditors. 206 6% :es08. oc)oe yarewe ole sens July,\nReport of Budget Committee.................. July,\nReport of Committee on Tenure............... July,\nReport of Board of Trustees................... July,\nUMC AY MELORVASN cece oy ors halorsree aii ovave-wic. musafiecelete July, |\nReprint from Proceedings “‘Bylaws’”’.....,...... Aug.,\nReprints Of Bylaws co. = ss ce cle sloier seep cls.0 ion Sept.,\nRe Orents Ol\nVLA WE a vs c.5.segue blo wlersic levers Gv tes Oct.,\nSEB IAWS = (ALLOYS) rye boo oho eke ie ereteieye le» w ac6 June,\nSEALIORE FORTAI Foes\noy eiais is eis Gasicae wsiarie oye July,\nReprint of Seattle Program.,.................. July,\nReprint of Revised Annual Report of Secretary... Oct.,\nSLAW MER\nOR Ein eres Sictave Op ccsheocdicieasim's\\\naieete June,\nBoston Convention Programs.................. Feb.,\nReprints of Boston Program................... Feb.,\nBooklet ‘‘The College of Tomorrow’”’........... Feb.,\nBooklet ‘‘The Boston Exhibit”................. Feb.,\nBoston Program of Educational Research Asso-\n\nes.\n\n1\n\nTotal\nnumber\n‘\nra\n\n175,00\nats\n\nPreprints and reprints from the Journal......... ............\nxpd\nAddresses and Proceedings................... Nov.,\n1927 ele 232\nProgram, Seattle Convention.................. July,\n1927\n64\nOfficial Manual for Delegates................. July,\n1927\n88\nAnnual Report of Secretary... ...........-..0%uly,\n1927\n40\nReport of Retirement Committee. .\nuly,\n1927\n16\nReport of Committee on Ethics\nJuly,\n1927\n8\nReport of Committee on Visual Instruction...... July,\n1927\n2\n\neprints\n\nNumber\nof copies\ni\ngeet:\n\na\n\nEDUCA-\n\neee\n\nof the National\n\n@'oi9 OO SS OG,SNES OI\n\nSabbatical\n\n1191\n\nae ea\n\nadee\n\n"}
{"page": 1196, "printed_page": null, "text": "1192\n\n|\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n. When\npublished\nDepartment of Elementary\n\nSchool Principals (R2-\n\nNumber\nof pages\nin each\n\nNumber\nof copies\nprinted\n\nTotal\nnumber\npages\n\nsc April,\n\n1928\n\n4\n\n10,000\n\n40,000\n\nNo. 1....\nNo. 2....\nNo. 3....\nNo. 4....\nNo. 5....\nNo. 6....\nNo.7....\nNo. 9.\nNo. 10..\nNo. 11.\nNo. Ws\n\nJan.,\nFeb.,\n\n1928\n1928\n1928\n1928\n1928\n1928\n1928\n1927\n1927\n1927\n1927\n\n14\n11\n20\n9\n5\n16\n10\n3\n12\n13\n10\n\n600\n300\n350\n300\n400\n900\n350\n300\n600\n300\n300\n\n8,400\n3,300\n7,000\n2,700\n2,000\n14,440\n3,500\n900\n7,200\n3,900\n3,000\n\nThe Development of High School Curriculum....\nReprints “Recent Issues of Research Bulletin”...\nResearch Bulletin for May, Vol. V, No.3.......\n\nApril,\nSept.,\nMay,\n\n1928\n1927\n1927\n1927\n1928\n1928\n1928\n1928\n\n2\n4\n64\n32\n68\n68\n68\n4\n\n60 ,000\n500\n18,000\n\n120,000\n2,000\n1,152,000\n576,000\n918,000\n1,360,000\n1,156,000\n20,000\n\na\n\nyaat) ae Senne\n\nEducational\nEducational\nEducational\nEducational\nEducational\nEducational\nducational\nducational\nEducational\nEducational\nEducational\n\nR2search\nResearch\nResearch\nResearch\nResearch\nResearch\nResearch\nResearch\nResearch\nResearch\nResearch\n\naaa\n\nre\n\ny ae\n\nService\nService\nService\nService\nService\nService\nService\nService\nService\nService\nService\n\nCircular\nCircular\nCircular\nCircular\nCircular\nCircular\nCircular\nCircular\nCircular\nCircular\nCircular\n\nResearch\nResearch\nResearch\nResearch\n\nBulletin, Vol. V, No. 4............... Sept.,\nBulletin, Vol. V, No. 5............... March,\nBulletin, Vol. VI, No. 1.............. May,\nBulletin, Vol VI, No. 2.......... pated Sept.,\nClassroom Teachers Leaflet...-............... Feb.,\nNews\nBulletin of Department of Classroom\nRECACHETB ys oes cele elas, Shaan di Sioa es aoe April,\n1928\nThird Yearbook of Department of Classroom\nMLEACHOLS Mines ere diosccsehe ee eels Space PuEeeeereitages eee ne ratte\nThe Catechism on the New Education Bill ...... Dec.,\n1927\nCopies; of: Bill HAR s7c\nna een oe\nete Dec.;\n1927\nWhy You Should Support the Education Bill.... Dec.,\n1927\nArticles on Education Bill (General Federation\nOL women’s Clubs)Ols%\n2. Rds Sorters\nOct.,\n1927\nCopiestof Bill S.:20 1G gate\niets cen\nire Nov.,\n1927\nFolder, ‘The Need for a Department of Education as Seen by a Business Man’’............ May,\n1928\nLeaflet, “‘Thomas Jefferson and Public Education” SERS. Oe\nracks Ota\ntenes\nJune,\n1928\nFolder, ‘‘How Shall We Secure a Department of\nEducation” a dic aie bots bts oP ees Reaeeeeyen enna June,\n1928\nCard, ‘‘Great Leaders Favor New Education Bill’. April,\n1928\nBooklet, ‘“Why You Should Support the Education\nBis.\n\nMilks 2k\n\nSabet\n\npy ch snake\n\nee SER\n\neee\n\nApril,\n\n1928\n\nFolder, ‘Education Has First Claim to the Next\nGabinet ‘Seat? cone sc... .ictsnds. chiens oreteem eres emma es,cdcuseneteper\nNew Education Billg.ce\n1.0. cme\neers\nApril,\n1928\nThe Bill to Create a Department of Education,\nby: Dr; Payson: Saiiths 5.) hots eet eee\nte April,\n1928\nComments on Proposed Department of Education. April,\n1928\nComments on Proposed Department of Education (Revised) eee\nhae ceils &\neee\nMay,\n1928\nA Southern Congressman on the Education Bill. May,\n1928\nA Plank Endorsing a Department of Education.. June,\n1928\nLeaflets, ‘‘Presentation of Life Membership to\nMrs; Lindberghaca\neect\neee\nMarch,\n1928\nNEA Publications of interest to Parent Teacher\na Workers’:\n\n5.7.3. 9-Rts\n\no On ee de Ti\n\nLeaflet, ‘A Study of the Problems\nfession’s.:Fe'.\n\n7 At eae.\n\neae\n\nof the Pro-\n\nree\n\nAmerican Education Week Programs...........\nEducation Week for All Nations...............\nLife Enlistments er\n\naS\n\nRone nS\n\nIo\n\n4\n\n1,000\n\n4,000\n\n112\n8\n\n1,200\n20,000\n\n134,400\n160,000\n\n1\n\n4,000\n\n4\n\n20,000\n\n80,000\n\nZz\n\n10,000\n\n20,000\n\n4\n2\n\n20,000\n10,000\n\n80,000\n20,000\n\n12\n\n10,000\n\n120,000\n\n8\n7\n\n10,000\n10,000\n\n80,000\n20,000\n\n4\n12\n\n10,000\n5,000\n\n40 ,000\n60,000\n\n16\n1\n4\n\n20,000\n20,000\n\n4,000\n\n320,000\n20 ,000\n16,000\n600\n,C00\n\n8\n12\n\n5,000\n10,000\n\n8\n\n1,000\n\n40,000\n120,000\n=\n\n4,000\n\n8,000\n\n6\n\n100 ,000\n\nMarch,\n\n1928\n\n6\n\n5,000\n\n30,000\n\nOct.,\n\n1927\n\n8\n\n70,000\n\n560\n\nAug.,\nAug.,\n\n1927\n1927\n\n6\n6\n\n75,000\n25,000\n\n450,000\n150,000\n\nSept.,\n\n1927\n\n6\n\n6\n\n20,000\n\n120,000\n\n1928\n1928\n1928\n1927\n1927\n1927\n1927\n\n6\n6\n6\n4\n4\n6\n16\n\n10,000\n50,000\n15,000\n2,500\n62,500\n5,000\n5,000\n\nReprints of Booklet of Information............. March,\n“Two: Notable Yearbooks”. 5.432.\n. Sacch. nso 8 April,\n\n1928\n\n16\n4\n\n500\n65 ,000\n\n60 ,000\n300 ,000\n90 ,000\n10,000\n250 ,000\n30,000\n80,000\n8,000\n250,000\n\n148\n5\n\n700\nMES... t\n\n103 ,600\n2,965,705\n\napiece aeee earone\n\nNov.,\n\n1927\n\n1928\n1928\nYearbook\nof American\nAssociation\nof\nmleachers Coileses msn\ntar\nnee\neae\nMay,\n1928\nCirculars and Forms—Printed and Multigraphed.\n............\nDotal i. ccineyco\n\nates ase\n\nyun s aiacttern ome ehtte toreestorciate eae\n\nace\n\neae\n\n8,000\n\n,000\n\nReprint of Life Enlistments................... Jan.,\nReprint‘of-Life Enlistments':;\n4... 4...e.08\n00s: Jan.,\nReprint ofiLife Enlistmentsie,\nam. hacenne Feb.,\nListion-Publicationserte\neee\nSept.,\nRevised List of Publications...................\ncts\nIndexcto- Journal;\n5 tetyecn ciaeice ort cece\nDec.,\nRooktesof Informations...\na. eeeee Sept.,\n\nLife Palistmentsiya,\n\nie, Pn\n\n18,000\n13,500\n20,000\n17,000\n5,000\n\na\n\nee\n\n48 ,000\n\n156,356, 865\n\n"}
{"page": 1197, "printed_page": null, "text": "INDEX\n[Names\n\nof authors\n\nare\n\nset in sMALL\n\nAct of incorporation, 1015\nADAIR,\n\nCORNELIA\n\naddress,\n\nSToRRS.\n\n25; What\n\nsupervision,\n\nArticulation of secondary schools with\nhigher education, The (J. B. JounsTON), 625\nAster, A. K. Looking into the future\n\nPresident’s\n\nteachers\n\nwant\n\nin\n\n729\n\nAddress\n(CoLoNEL\nBERGH), 808\n\nCHaries\n\nA.\n\nLinp-\n\nthrough\n\nBALDRIDGE,\n\n272\n\ncitizenship,\n\nAn\n\n(L.\n\nA.\n\nPITTENGER),\n\nbeautiful,\n\nCLARK), 327\nArithmetic teachers\nH. Taytor), 850\nArNnotb,\n\nBeatrice.\n\n(M. G.\n\nin the making\nAdult\n\n(KE.\n\neducation\n\nfrom the rural point of view, 270\nArticulation of junior and senior high\nschools—the inherent need, the difficulties, and a constructive program\n(James M. Gtass), 636\n\nC.\n\nThe\n\ncontribution\n\nLEE.\n\nAmerica\n\nthe\n\n798\n\nBayLor, ADELAIDE S.\nThe home and\ntraining for citizenship, 973\nBEGCLINGER, Nina J. Methods and outstanding devices used in Detroit adult\n\neducation classwork, 285\nBENNER, THOMAS E. The inter-American ideal, 692\nBEVERIDGE, JOHN H. ‘The qualifications\nof the professional superintendent of\nschools, 747\n\nBirth of an idea\n\n(A. E. WINSHIP),\n\n912\n\nBiack, R. M. Twenty years of progress\nin the financial support of normal\n\nschools\n\nand teachers\n\ncolleges,\n\n932\n\nBuair, Francis G.\nResponse to greetings, 23\nBoard of directors’ meetings, Minutes of\n\nthe, 1080\n\n518\n\nAre there great teachers today?\n\nCHLOE\n\nrevenue, 526\nBATES, KATHERINE\n\nof\n\nAeronautical\neducation\n(W. F. DvuRAND), 809\nAims and ideals of the American Medical Association,\nThe\n(WILLIAM\nJ.\nMayo), 158\nALDERMAN, L. R. Adult education and\ncitizenship, 131; Adult education from\nthe national point of view, 272\nAmerica the beautiful (KATHERINE LEE\nBATES), 798\nANGELL, JAMES R. The endowed institution of higher education—its relation to public education, 766\nAnnual\nreport of the president—department of classroom teachers (JEAN\nSOULES), 334\nAppreciation of past leaders in rural\n\n966\n\nGoodwill among\n\nof the rural schools to the nation’s\ncitizenship, 525\nBaLpwin, Rosert D. Existing and potential state sources of rural school\n\nAdult education from the rural point of\nview (BEATRICE ARNOLD), 270\nAdult education from the state point of\n\nview (THEODORE UTNE), 265\nAdult education from the viewpoint\na city (ALBERT FERTSCH), 267\n\neyes—abstract,\n\nnations, 659\nAuditor’s report, The, 1113\nBacon, Francis L. Supervision in the\nsecondary school from the viewpoint\nof the principal, 718\nBacLey, WILLIAM C. Twenty years of\nprogress in the professionalization of\nsubjectmatter for normal schools and\nteachers colleges, 906\n\nAdult education from the national point\n\n(L. R. ALDERMAN),\n\nelectrical\n\nAtTwoop, WALLAcE W.\n\nAddress before the National Education\nAssociation\nin session at Minneapolis, Minnesota, July 4, 1928 (SIMEON\nD. Fess), 117\nAdministration of the public schools\nThe (N. L. ENGELHARDT), 457\nAdult education and citizenship (L. R.\nALDERMAN), 131\nAdult education, department of, 263\nof view\n\nCAPITALS]\n\nBoard of Trustees, Minutes of the meet-\n\nings of the, 1103\nBocarbus, F. S. A continuous survey\nfor teacher training institutions, 848\nBowman,\n\nC. A.\n\nChange,\n\n981\n\nBoysen, Acness.\nCharacter traits as the\nbasis for good scholarship, 394\nBracc, MasBet C. Principles in health\neducation training, 558\n\n[1193]\n\n"}
{"page": 1198, "printed_page": null, "text": "1194\n\nNaTIONAL\n\nEpucaTION\n\nBrief of reports of officers given at the\nbusiness session of the department of\nclassroom teachers, 340\nBroome,\n\nEpwin\n\nC.\n\nReport\n\nof the com-\n\nmission on the curriculum, $23\nBRUBAKER, MirtAM.\nThe child in his\nplay group, 429\nBryant, ALICE G.\nUnnecessary waste\nin the education of the hard of hearing, 442\nBuckincHaM, B. R. Report of the committee on the economic status of the\nteacher, 219\nBudget committee, Report of the, 1132\nBuMGARDNER, HELEN E. A unit course\nin home economics at mechanic arts\nhigh school, 996\n\nBurke, JEREMIAH\n\nE..\n\nEntrance\n\nrequire-\n\nments for citizenship, 683\nBURNHAM, ERNEST.\n‘Twenty years of\nprogress\nin the training of rural\nteachers, 886\nBusiness education, Department of, 305\nBUTTERWORTH,\n\nJULIAN\n\nE.\n\nTo what\n\nex-\n\ntent is differentiation for rural school\nadministrative service justified? 455\nBylaws, 1020\nCalendar of meetings, 1031\n\nCALLAHAN, JoHN C.\nFinancing rural\neducation in Wisconsin, 530\nCan high-school supervision be made\nscientific?\n(CHARLES H. Jupp), 733\nCHAMBERLAIN,\n\nguidance\n\nH.\n\nclinic\n\nE.\n\nWhat\n\nthe\n\nchild\n\ndoes\n\nfor\n\nthe\n\nchild,\n\n428\n\nChange\n\n(C. A. Bowman),\n\n981\n\nChanging conditions of work for women»\n\nas it affects vocational\neducation\n(ELIZABETH FIsH), 979\nChanging requirements of education\nfor business (JOHN J. TicErT), 307\nCharacter education, 377, 382, 385, 394,\n401, 405\n\nCharacter training by means of patriotic\n\npageants (L. Daisy HAmMMmonp), 405\nCharacter training in the home (Mrs.\nHazeL C. Dantets), 382\nCharacter\ntraining in the preschool\nchild (JosEPpHINE C. Foster), 385\nCharacter training through student organizations (Cassie F. Roys), 401\nCharacter\n\ntraits\n\nscholarship\n\nas\n\nthe basis\n\n(AGNEss\n\nfor good\n\nBoysen),\n\n394\n\nASSOCIATION\n\nCuarters, W. W.\nThe work of the\nschool superintendent, 742\nChild as influenced by his contemporary\ngroup, The (STELLA Louise Woop),\n427\n\nChild as influenced by the home, The\n(Mrs. BELLE FARLEY Murray), 413\nChild as influenced by the school, The\n(Livia YOUNGQUIST), 417\nChild in his play group, The (MrriamM\nBRUBAKER), 429\nThe teacher,\nCHRISTIANSON, ‘THEODORE.\nthe master workman, 18\neducation\nCitizenship\nand_\nphysical\n(James E. Rocers), 547\nCitizenship and rural education (FLoRENCE M. HALE), 38\ni\nCitizenship in the making (Mrs. EpirH\nB. JoyNEs), 87\nCitizenship training, 38, 63, 67, 79, 87,\n\n91, 103, 431, 133, 139, 143, 144, 547,\n683,\n\n973\n\nCiark, M. G. Are there great teachers\ntoday?, 327; Report of the executive\ncommittee, Department of Superintendence, 830\nClassroom plans for the teaching of\nscience in the small high school (J.\nH. JENSEN), 579\nClassroom teachers, Department of, 325\nCloser coordination between business\neducation placement (Lioyp L. JonEs),\n310\n\nCoFFMAN, Lotus D.\n‘The state university—Its relation to public educa~\ntion, 778\nComps, M. L. Comparison of achieve-\n\nment\n\nin city and\n\nrural\n\nhigh schools,\n\n501\n\nCommittees of the National Education\nAssociation, 1927-28, list of members,\n1044\n\nCommittees,\nReports\nof\n(figures\nin\nitalics refer to list of committee members): Ethics, 179; 1046; Legislative,\n190; 1050; health problems in educa-\n\ntion, 201; 1049; Tenure, 204; 1056;\nRetirement allowances, 215; 1053; To\ncooperate\n\nwith\n\nthe\n\nNational\n\nAsso-\n\nciation\nof\nTeachers\nin\nColored\nSchools, 217; 1045; Economic status\nof the teacher, 219; 1045; Budget,\n1132; 1044; Resolutions, 1106; 1052;\nNecrology, 1165; 1052\n\n"}
{"page": 1199, "printed_page": null, "text": "1195\n\nINDEX\nComparison of achievement in city and\nrural high schools (M. L. Comps),\n501\n\nComplete\nexecutive,\nThe\n“(JoHNSoN\nO’ConNoR), 364\nConpon, RANDALL J. Report of commit-\n\ntee on financing educational\n\nresearch,\n\n826\n\nConstitution of the department of secondary school principles, 648\nContinuous survey for teacher training\ninstitutions, A. (F. S. Bocarpus), 848\nContract plan of instruction in science,\nThe (LinpA WEBER), 576\nContributions of educational institutions\nother than the school to the rural citizen—Abstract\n(JoHN D. WILLARD),\n522\nContributions of physical education to\ngeneral education (J. B. NasH), 563\nContribution of the rural schools to the\nnation’s citizenship, The (CHLOE C.\n\nBALDRIDGE), 525\nCook, ALBERT S. The equalizing principle in state\nCook,\n\nMrs.\n\nschool\n\nsupport,\n\nKATHERINE\n\nM.\n\nOther\n\nout-\n\nnow\n\nin use\n\nor\n\nof commission\n\non\n\nstanding state\nsuggested, 536\nCook,\n\nR. R.\n\nplans\n\nReport\n\n705\n\nstandard blanks—Department of Secondary School Principals, 619\nCoordination of educational interests in\ndeveloping a program for child development and parent education, The\n\n(Anna E. Ricuarpson), 223\nCorpts, ANNA D. Course of study for\none room rural schools, The.\n463\nCounts,\n\nGrorceE\n\nS.\n\nThe\n\neducational\n\nprogram of Soviet Russia, 593\nCourse in Home management as a required unit in senior high school, A,\n(MaupE E. Hayes), 1000\nCourse of study for one room rural\nschools,\nThe—Abstract\n(Anna\nD.\nCorpTs), 463\nCRABTREE, J. W.\nGreetings from the\nNational Education Association, 618;\nSecretary’s report,\n\nCranE,\n\nA.\n\nG.\n\nship training,\n\n1140\n\nPsychology\n\nof citizen-\n\n63\n\nCROWTHER,\nSAMUEL.\nHenry\nFord’s\ntheory of work and the happiness of\nthe individual who finds his. work, 33\n\nCurriculum of the rural high school,\nThe (JosepH RoEMER), 468\nDanieEts, Mrs. Hazet\nC.\nCharacter\ntraining in the home, 382\nDavipson, WILLIAM M. Report of legis-\n\nlative\nDeans\n\ncommission,\nof\n\nwomen,\n\n190\nDepartment\n\nof, 353\n\nDebt of New England to the south and\nwest, The (A. E. WINsHIP), 804\nDelegates, List of, eighth representative\nassembly, 1169\nDemands of changing industry upon the\nschools, The (J. A. STARKWEATHER),\n983\n\nDemocracy in education\n(VCR EP:\nFAUNCE), 688\nDepartments, Reports of meetings of:\nAdult education, 263; Business education, 305;\n\nClassroom\n\nteachers,\n\n325;\n\nDeans of women, 353; Elementary\nschool principals, 375; KindergartenPrimary education, 411; Lip reading,\n435; Music education, 451; Rural education, 453; School health and physical education, 545; Science instruction,, 569; Secondary school principals, 591; Social Studies, 651; Superintendence, 655; Supervisors and directors of instruction, 831; Teachers\ncolleges, 833; Visual instruction, 949;\nVocational education, 971\nDepartment of rural education, Resolutions of, 541\n\nDepartment of secondary school principals, Constitution, 648\nDepartment of teachers colleges, minutes of Boston meeting, 835\nDevelopment of international attitudes\nin the schools—abstract (Howarp E.\nWILSON), 653\nDifferentiation in program of studies in\nrural junior high schools—abstract\n(CLypE HILL), 474\nDiscovery and measurement of the factors constituting\nstenographic\ndifhculties (FRED TELFoRD), 315\nDorsey,\n\nMrs.\n\nSusan\n\nM.\n\n‘The\n\nrelation\n\nof the public scools to higher education, 788\nDupceon,\n\nM.\n\nS.\n\nThe\n\nlibrary in a coordinated\nadult education, 295\nDuNnN,\n\nFANNIE\n\nW.\n\nThe\n\nplace\n\nof\n\nthe\n\nprogram\n\nof\n\nplace\n\nof the\n\n"}
{"page": 1200, "printed_page": null, "text": "NATIONAL EpucaAtion ASSOCIATION\n\n1196\n\n4H Club Work in the American\ntem of public: education, 508\nDurand,\n\nW.\n\nF.\n\nAeronautical\n\nsys-\n\neduca-\n\ntion, 809\n\nEconomic\n\nstatus of the teacher, Report\n\nof the committee on, 219\nEDGEMOND, JoHN W. What I expect of\na commercial teacher, 317\nEducational aspects of the Pan American Child Congress at Havana, Cuba\n(Francisco VIZCARRONDO), 136\nEducational\npersonnel\nadministration\n(BEN Woop), 360\nEducational policies of peace and religious\norganizations,\n‘’The—abstract\n(SyLvA T. Hansen), 653\nEducational program of Soviet Russia,\nThe (GeorcE S. Counts), 593\n\nEducation\n\nand true patriotism\n\n(DANIEL\n\nL. MarsH), 44\nEducation\nfor citizenship—A\nhuman\nengineering problem (J. F. WRicuHT),\n144\n\né\n\nEducation in the development of aeronautics (WILLIAM P. MacCRAcKkEN),\n813\n\nEducation that glorifies the commonplace\n(DanieL L. MarswH), 661\nEffective cooperation between the mu-\n\nseum and the public schools (C. G.\nRATHMANN), 960\nEfficient expenditures of school moneys\n(FreD M. Hunter), 713\nEighth Representative Assembly, The,\nlist of delegates, 1169\nElementary school principals, Department of, 375\nEliminating illiteracy and making new\ncitizens for China (Y. C. JAMES YEN),\n107\n\nEndowed institution of higher education—Its relation to public education,\nThe (JAMEs R. ANGELL), 766\nEnd-product\nin\nshorthand\nteaching\n(CHARLES G. REIGNER), 320\nENGELHARDT, N. L.\nAdministration of\nthe public schools, 457\nEnsor,\n\nBeatrice.\n\nProgressive\n\neduca-\n\ntion in England, 800\nEntrance requirements for citizenship\n(JEREMIAH E, BurKE), 683\nEqualizing principle in state school support, The (ALBert S. Cook), 705\n\nEssential\nlege\n\ntask of the liberal\n\n(ELLEN\n\narts\n\nF. PENDLETON),\n\ncol-\n\n660\n\nEthics of the profession, Report of committee on, 177\nEvENDEN, E. S. Report of the committee on surveys and standards, 838\nExecutive committee, Minutes of the\nmeetings of the, 1096\nExisting and potential state sources of\n\nrural\nschool\nrevenue\n(RosBerT\nD.\nBALDWIN), 526\nFarmer and the farmer’s child, The\n(ApaMmM\n\nMcMULLEN),\n\n697\n\nFaunce, W. H. P. Democracy in education, 688\nFerris, Emery\nN.\nA_ program\nof\nstudies in the rural high school, 471\nFertscH, ALBERT.\nAdult education from\nthe viewpoint of a city, 267\nFess, SIMEON D.\nAddress before the\nNational\nEducation\nAssociation\nin\nsession at Minneapolis, Minnesota,\nJuly 4, 1928, 117\nFreLtp, A. M. The mental ability of the\nstudent as a factor in instruction in\nagriculture—abstract, 975\nFinancing rural education in Wisconsin (JoHN C. CALLAHAN), 530\nFINEGAN, THoMAS E.\nRecent experiments in classroom procedure, 958\nFisH, ELIZABETH.\nChanging conditions\nof work for women as it affects vocational education, 979\nFoster,\n\nJOSEPHINE\n\nC,\n\nCharacter\n\ntrain-\n\ning in the preschool child, 385\nFowLer, Epcar F.\nNational program\nfor closer cooperation between commercial teachers and business men,\n312\n\nFREEMAN, FRANK\nN.\nWhat\nare the\npsychological materials, a knowledge\nof which is most essential to teachers?\n\n891\n\nFULLER,\n\nALvVAN\n\nT.\n\nThe\n\nschools provide entrance\n\nfor business\nGeneva\n\nand\n\nmeeting,\n\nWorld\n\nsecondary\nrequirements\n\nindustry,\ntentative\n\nFederation\n\n670\nprogram\n\nof Education\n\nof\n\nAs-\n\nsociations, 1011\n\nGass, JAMES M. Articulation of junior\nand senior high schools—The inherent need, the difficulties, and a constructive\n\nprogram,\n\n636\n\n"}
{"page": 1201, "printed_page": null, "text": "1197\n\nINpEXx\nGoGATE, RAJAREM V.\n\nProblems of edu-\n\ncation in India, 602\nGoodwill among nations\n\n(WALLACE W.\nATWooD), 659\nGreetings (Matcotm E. Nicuoxs), 664\nGreetings from Hawaii (F. E. HowARD), 170\nGreetings from the Canadian Teachers’ Federation to the National Edu-\n\ncation Association\n\n(E. A. Harpy), 20\n\nGreetings from the German Teachers’\nAssociation (Max ZImpEL), 173\nGreetings from the National Association of Teachers in Colored Schools to\nthe National Education Association\n\n(W. J. Hate), 54\nGreetings from the National Education\nAssociation (J. W. CRABTREE), 618\nGrecc, F. M.\nSymposium\non citizenship training—The Nebraska Plan, 67\nGRIFFEN, E. C.\nA state program in\ncitizenship for rural schools, 521\nGuLick,\n\nchurch\nGwINN,\n\nment,\n\nSIDNEY\n\nL.\n\nThe\n\nin citizenship\nJosEPH\n\nM.\n\nThursday\n\n1928, 307\n\nplace\n\nof the\n\ntraining,\n\n143\n\nIntroductory\n\nevening,\n\nstate-\n\nMarch\n\n1,\n\nHapbLey, THEoDosIA.\nThe larger aspect\nof nature study—abstract, 571\nHae, Firorence M.\nCitizenship and\nrural education, 38\n\nHate, W. J. Greetings from the National\nAssociation\nof Teachers\nin\nColored Schools to the National Education Association, 54\nHALL, JENNIE.\nScience in the elementary schools of Minneapolis—abstract,\n575\n\nHammonp, L. Daisy.\nCharacter training by means of patriotic pageants,\n405\n\nHANSEN,\n\nSYLVA\n\nT.\n\nThe\n\neducational\n\npolicies of peace and religious organizations—abstract,\n\n653\n\nHarpy, E. A. Greetings from the Canadian Teachers’ Federation to the National Education Association, 20\nHartwetL., E. C. The relation of the\nsuperintendent of schools to lay control, 754; Report of the committee on\nrelation of boards of education and\nadministrative officers,\nHartweLL, S. O.\nWhat\n\n829\nis being\n\ndone\n\nfor the hard of hearing of the public\nschools of St. Paul, 441\nHayes,\n\nMauve\n\nE.\n\nA course\n\nmanagement as a required\nsenior high school, 1000\n\nin home\n\nunit\n\nin\n\nHays, DupLEY GRANT.\nVisual instruction equipment and how to use it, 963\n\nHealth education,\n79, 201, 428, 547, 548,\n549, 555, 558, 563\n\nHealth\ntrends\nin secondary\n(ETHEL PERRIN), 549\nHEFFERNAN,\n\nHELEN.\n\nentiating rural\n\nProblem\n\neducation\n\nschools\nof differ-\n\nsupervision,\n\n460\n\nHELGESEN,\nCora T.\nProblems\nin a\nschool health service, 555\nHenpricks,\nE. L.\nTwenty years of\nprogress in the qualifications and the\nsalaries of teachers of normal schools\nand teachers colleges, 920\n\nHenry\n\nFord’s\n\ntheory\n\nof work\n\nand the\n\nhappiness of the individual who finds\nhis work (SAMUEL CROWTHER), 33\nHEYL, HELEN Hay.\n‘The rural school\ncurriculum, 466\nHicpiz, E. C. Twenty years of progress\nin providing adequate training school\nfacilities, 1907-1927, 873\nHILL,\n\nCiype.\n\nDifferentiation\n\nin\n\npro-\n\ngram of studies in rural junior high\nschools—abstract, 474\nHitt, M. Murray.\nThe preparation of\ncommercial teachers, 321\nHitt, Ropert T.\nProposed coordination of adult education agencies, 277\nHorrMan, U. J. Individual instruction\nin one-teacher schools—abstract, 492\nHoimes, Henry W.\n‘The training of\nteachers and the making of the nation,\n897\n\nHome and training for citizenship, The\n(ADELAIDE S. BAYLOR), 973\nHome\neconomics\nfor\nboys\n(ETHEL\nREEVE), 998\nHorack,\nH. C.\n‘The standards\nand\nideals\n\nof the American\n\nBar\n\nF. E.\n\nfrom Hawaii,\n\ntion, 152\nHowarb,\n\nGreetings\n\nAssocia-\n\n170\n\nHunTerR,\ntenure\n\nFrep\nM._\nReport\nof the\ncommittee\nof one\nhundred\nof the National Education Association, 204; Efficient expenditures\nof\nschool moneys, 713\n\n"}
{"page": 1202, "printed_page": null, "text": "NaTIoNAL\n\n1198\n\nEpucaTion\n\nASSOCIATION\n\ni\n\nHurp, A. W.\nThe present status of\nlecture-demonstration versus the lab- ~\noratory—abstract, 580\n\nImprovement of primary grade practice\nin rural schools (N. S. Licur), 489\nIncorporation, Act of, 1015\nIndividual\ninstruction in one-teacher\nschools—abstract\n(U. J. HorrMan),\n492\n\nIndustrial education on a Smith-Hughes\nand a non-Smith-Hughes basis (K.\nG. SMITH), 976\nInter-American ideal, The (THomas E.\nBENNER), 692\nIntroductory statement, Thursday evening, March\n1, 1928\n(JosEPpH\nM.\nGwinn), 807\nJean, SALLy Lucas.\nLaying the cornerstone of tomorrow’s healthy citizen,\n79\n\nJENSEN, J, H.\n\nClassroom\n\nplans for the\n\nteaching of science in the small high\nschool, 579 Jessen, Cart A.\nReport of the national committee on research in secondary\neducation—Department\nof\nsecondary school principals, 615\nJoHNSTON, J. B.\nThe articulation of\n\nsecondary schools with higher educa-\n\ntion, 625\n\nJones, Lioyp L. Closer coordination\nbetween business education and placement,\n\n310\n\nJoynes, Mrs. EpirH B. Citizenship in\nthe making, 87\nJupp,\nCuartes\nH. Can _ high-school\nsupervision be made scientific? 733\nKapescu, J. STEVENS.\nOutlook for the\nnew department, 60\nKIMBALL, CAROLINE F.\n\nWhy\n\nhard\n\nof\n\nhearing pupils in the public schools\nshould be taught lip reading, 439\nKindergarten-primary\neducation,\nDepartment of, 411\nA project in story\nKinc, Mrs. Haze.\n\ntelling, 417\nKNowLtTon,\n\nDanieL\n\nphotoplay\n951\nKOHLER,\n\nThe\n\nuse of the\n\nin the teaching\n\nC.\n\nof history,\n\nKATHERINE\n\noutstanding\n\ndevices\n\nM.\n\nMethods\n\nused\n\nand\n\nin Minne-\n\napolis adult education classwork, 281\nLarger aspect of nature study, The—\nabstract (THropos1a Hapiey), 571\n\nLaying the cornerstone of tomorrow’s\nhealthy citizen (Satty Lucas JEAN),\n79\nLegislative commission, Report of the\n190\n\nLipsy, Ricard.\nA salary schedule for\nrural teachers, 498\nLicut, N. S. {mprovement of primary\ngrade practice in rural schools, 489\nLINDBERGH,\n808\nLinpBercH,\n\nCoL.\n\nCHARLES\n\nMrs.\n\nA.\n\nAddress,\n\nEvaANnceLIne\n\nL,\n\nL.\n\nPresentation of life membership and\nemblem in the National Education Association to, 815\nLinpauist, Ina P.\n\nThe\n\nvalue\n\nof read-\n\ning for the hard of hearing adult, 446\nLinscHew, A. Twenty years of progress in the selection and admission of\nstudents in state normal schools and\nteachers colleges, 862\nLipovETZ, FERDINAND J. A school physical education and health education\nprogram in a Minnesota community\n—abstract, 548\nLip reading, Department of, 435\nList of names reported by necrology\ncommittee, 1165\nLorrus, Joun J. A program for the desirable use of leisure time as a cardinal objective of the public elementary schools, 390\n\nLooking\n\nahead\n\n(ALBert\n\nE. WINsHIP),\n\n169\n\nLooking into the future through’ electrical eyes—abstract (A. K. Aster),\n966\n\nLowe,\n\nA. LAWRENCE.\n\nRelation\n\nof the\n\nsecondary schools to colleges, 667\nMacCracken,\n\nin\n\nthe\n\nWILLIAM\n\nP.\n\ndevelopment\n\nof\n\nEducation\n\naeronautics,\n\n813\n\nMcAnprew,\nfrom the\n\nWILLIAM.\nSupervision\nviewpoint of the superin-\n\ntendent, 723\nMcKenny, CHARLES.\nReport of committee on. accrediting and classification, department\nof teachers\ncolleges, 859\nMcMULLEN,\n\nADAM.\n\nthe farmer’s\n\nMcSkIMMoN,\n\nThe\n\nfarmer\n\nand\n\nchild, 697\n\nMary.\n\nThe\n\nand ideals of the National\ntion Association, 163\n\nstandards\nEduca-\n\n"}
{"page": 1203, "printed_page": null, "text": "INDEX\nManagement relationships to child development (MILDRED WEIGLEY Woop),\n\n992\nMarrs, Mrs. 8. M. N.\ncitizenship—the home,\nMarsH,\n\nDanieL\n\nL.\n\nTraining\n139\n\nEducation\n\nfor\n\nand tru2\n\npatriotism, 44; Education that glorifies the commonplace, 661\nMayo, WILLIAM J. The aims and ideals\nof the American Medical Association,\n158\n\nMembers, World Federation of Education Associations, 1009\nMembership list, department of teachers colleges, 946\nMental ability of the student as a factor in instruction in agriculture, The\n—abstract\n\n(A. M.\n\nFrevp),\n\n975\n\nMereDITH, ALBERT B. ‘The preparation\nof teachers for rural schools, 481;\nThe training of superintendents of\nschools while in service, 761\nMethods and outstanding devices used\nin Detroit adult education classwork\n\n(Nina J. BEGLINGER),\n\n285\n\nMethods and outstanding devices used\nin Minneapolis adult education classwork (KATHERINE M. KouHLer), 281\nMinutes\nof executive\ncommittee—de-\n\npartment\n\nof elementary\n\nctpals, 409\nMinutes\nof the\nmeetings, 1080\n\nBoard\n\nschool\nof\n\nprin-\n\nDirectors\n\nMinutes of the Eighth Representative\nAssembly, 1058\nMinutes\nof the executive\ncommittee\nof the department\n\nof rural\n\neducation,\n\n537\nMinutes\n\nof the meeting of the executive committee of the American Council\non\nEducation—Department\nof\nteachers colleges, 943\nMinutes of the meetings of the Board of\nTrustees, 1103\nMinutes of the meetings of the Executive Committee, 1096\n\nMonroe,\n\nPaut.\nThe need for synthetic\ntype of research, 226\n\nMortensen, G. E. Problems of articulation between the elementary and the\n\njunior high schools, 642\nReport\nMurr, Saran T.\n\nof the\n\nmittee on ethics of the profession,\n\nMurray,\n\nMrs.\n\nBerre\n\nFarry.\n\ncom179\n\nThe\n\nchild as influenced by the home, 413\n\n{199\n\nMusic\nNasu,\n\neducation, Department of, 451\nJ. B. Contributions of physical\n\neducation to general education, 563\nCouncil of Education—Officers\n\nNational\n\nand members for 1928-29, 256\nNational Council of Education, The, 221\nNational Education Association officers,\n1927-28,\n\n1034;\n\n1928-29,\n\n1038\n\nNational program for closer cooperation\nbetween commercial teachers and business men (Epcar F. Fowrer), 312\n\nNecrology Committee, List of names\n\nre-\n\nported by, 1165\nNeed and place\n\nof an official organ\n(W. C. SmiTH), 300\nNeed for synthetic type of research, The\n(Paut Monroe), 226\nNeeded research in science teaching (S.\nR. Powers), 584\nNewsortp, N. C. Report of the committee to cooperate with the National\nAssociation of ‘Teachers in colored\nschools, 217\n:\nNew course of study in typewriting\n(MINNIE A. Vavra), 319\nNewaartT, Horace.\n\nReducing the handi-\n\ncap of the hard of hearing, 437\nNicHots, Martcotm E.\nGreetings, 664\nO’Connor, JoHNSON.\nThe complete executive, 364\nOfficers, National Education Association,\n1927-28,\n\n1034;\n\nOfficers, World\n\n1928-29,\n\n1038\n\nFederation of Education\n\nAssociations, 1008\nOfficial or the man, The\n(JoHNn EbGAR PARK), 662\nOpportunities\nand\nproblems\nahead\n(Joun W. WITHERS), 934\nOpportunity for the teaching profession\nto lead in promoting better understanding among the nations of the\nworld, The (AuGustus O. THOMAs),\n127\nOther outstanding state plans now in use\nor suggested ~(Mrs. KATHERINE\nM.\nCook), 536\n(J.\nOutlook for the new department\nSTEVENS KapeEscH), 60\nParent education, 223, 988\nPark, JoHN Epcar.\nThe official or\nthe man, 662\nPayne, Bruce R. Twenty Years\nof\n\nprogress\n\nin the\n\nservice\n\nrendered\n\nby\n\n"}
{"page": 1204, "printed_page": null, "text": "1200\n\nNATIONAL\n\nnormal\n\nschools\n\nand teachers\n\nEDUCATION\ncolleges,:\n\n916\n\nPearce, WessTER H. The rural school’s\ncontribution to our nation’s citizenship—abstract, 517\nPENDLETON,\n\nELLEN\n\nF.\n\nEssential\n\ntask of\n\nthe Liberal Arts College, The, 660\nPerRIN, ETHEL.\nHealth trends in secondary schools, 549\nPitrencer, L. A. An appreciation of\npast leaders in rural citizenship, 518\nPlace of the church in citizenship training, The (Smney L. Gutick), 143\n\nPlace\n\nof public\n\nschool\n\nextension\n\nin a\n\nprogram of adult education (CARROLL\nR. REED), 296\nPlace of the classroom teacher in curriculum revision, The (A. L. THRELKELD), 616\n\nPlace of the 4-H clubs in the American\nsystem of public education, The—\nabstract (ALFRED CHARLES TRUE),\n504\n\nPrice, RicHARD R.\n\nPlace of university extension in a coordinated program of adult educa(RICHARD R. Price), 287\n\nPienzke,\n\nO. H.\n\nRural“supervision\n\nin\n\nWisconsin, 486\nPotter, Mitton C. Response to greetings, 665\nresearch\nin\nPowers,\nS. R. Needed\nscience teaching, 584\n\nPreparation of commercial teachers (J.\nMurray Hitt), 321\nPreparation of teachers for dealing with\nbehavior problem children, The (W.\nCarson RYAN, JR.), 236\nPreparation of teachers for rural schools,\nThe (Abert B. MerepiTH), 481\n\nPresentation of life membership and emblem in the National Education Association to Mrs, Evangeline L. L.\nLindbergh, 815\nPresent status of lecture-demonstration\nversus the laboratory—Abstract (A.\nW. Hurp), 580\nPresident’s address\n(CORNELIA STORRS\nADAIR), 25\n\nThe place of univer-\n\nsity extension in a coordinated program of adult education, 287\nPrinciples in health education training\n(Masex C. Braco), 558\nProblems in a school health service\n(Cora T. HEtGEsen), 555\nProblems of articulation between the\nelementary and the junior high schools\n(G. E. Mortensen), 642\nProblem of differentiating rural education in respect to supervision\n(I.\nJewett Simpson), 461\n\nProblem of differentiating rural education supervision (HELEN HEFFERNAN),\n460\n\nProblem of differentiating rural teacher\npreparation—abstract (WILLIAM McKINLEY Rosinson), 484\nProblems of education in India (RajaREM V. GOGATE), 602\nProgram of studies in the rural high\nschool—abstract\n\nPlace of the 4-H club work in the American system of public education, The\n(FANNIE W. Dunn), 508\nPlace of the library in a coordinated\nprogram of adult education (M. S.\nDupcEoNn), 295\n\ntion\n\nASSOCIATION\n\n(Emery\n\nN. Ferriss),\n\n471\n\nProgram for the desirable use of leisure\n\ntime as a cardinal objective of the\npublic elementary schools (JoHN H.\nLortus), 390\nProgram of studies in the small junior\nhigh school (Francis T. SPAULDING),\n478\n\nProgress in child training and parent\neducation (AnNA E. RicHarpson), 988\nProgress in consolidation in Pennsylvania (Ropert C. SHAw), 496\nProgressive\neducation\nin\nEngland\n(BEATRICE Ensor), 800\nProgressive tendencies with respect to\nsources of school revenues (FLETCHER\nHARPER SWIFT), 699\nProfessional training of school executives in the university (Grorce D.\nSTRAYER), 755\nProject in story telling, A (Mrs. Hazen\nKine), 417\nProposed coordination of adult education agencies (Rosert T. Hitt), 277\nPsychology of citizenship training (A.\n\nG. CRANE), 63\nof the National\n\nPublications\n\nEducation\n\nAssociation, 1927-28, Table of, 1191\nPyrtLe, E. RurH.\nReport of the com-\n\nmittee on retirement allowances, 215\n\n"}
{"page": 1205, "printed_page": null, "text": "1201\n\nINDEX\nSS\n\nEe\n\n———\n\nee\n\na\n\neee\n\nQualifications of the professional superintendent of schools, The (Joun H.\nBEVERIDGE), 747\n\nReport of committee on financing educational research (RANDALL J. Conpon),\n\nRatHMann,\nC. G. Effective cooperation between the museum and the public schools, 960\nRecent experiments in classroom proce-\n\nReport of legislative commission\n\ndure (THomMAs E. FINEGAN), 958\nReducing the handicap of the hard of\nhearing (Horace NEwHarT), 437\nREED,\nCARROLL\nR. Place\nof public\n\nschool extension in a program of adult\neducation, 296\nReEEvE,\nEtHet.\nboys, 998\n\nHome\n:\n\neconomics\n\nfor\n\nReeve, Mrs. A. H. -The\nsecondary\nschools provide entrance requirements\nfor the home, 675\nREIGNER,\n\nCHARLES\n\nin shorthand\n\nG.\n\n~The\n\nend-product\n\nteaching, 320\n\nRelation of the public schools to higher\neducation, The (Mrs. Susan M. DorSEY), 788\n\nRelation of the secondary schools to colleges, The (A. LAwrENcE LoweLL),\n667\n\nRelation of the superintendent of schools\nto lay control, The (E. C. HARTWELL),\n754\nRelationship between business courses\nin universities and secondary schools\n(R. A. STEVENSON),\n\n313\n\nRelative importance of the biological\nand the physical phases of science in\nthe\nelementary\nschools—abstract\n(GitperT H. Trarron), 571\nReligion and education: Responsibility\n\nof church,\n\nschool,\n\nand\n\nhome\n\n(KEeEN-\n\nNETH C. M. SILLS), 657\nReligious education (W.°O. THompson),\n377\n\n;\n\nReligious education, 143, 377, 657\nReport of a committee of the National\nCouncil of Education, on the fundamental bases of the relation of the\nbusiness and the professional aspects\n\nof educational administration\nD. STRAYER), 244\n\nReport\n\nof\n\ncommission\n\non\n\n(GEORGE\n\nstandard\n\nsecondary\nof\nblanks—department\nschool principals (R. R. Cook), 619\nReport of committee on accrediting and\nof teachclassification, department\ners colleges\nMcKEnny),\n(CHARLES\n859\n\n826\n\nLIAM M. Davipson),\n\n(WIL-\n\n190\n\nReport of resolutions committee (JosEPH\nRosier), 1106\nReport of the board of directors of\nAmerican Council for Social Studies\n—department\nof teachers\ncolleges\n_ (H. B. Wittrams), 943\nReport of the budget committee, 1132\nReport\n\nof the\n\n‘riculum\n\ncommission\n\n(Epwin\n\non\n\nthe\n\ncur-\n\nC. Broome),:\n823\n\nReport of the committee on ethics\nof the\n> profession (SaraH T. Muir), 179\nReport of the committee on relation of\nboards of education and administrative officers (E. C. HarTwrLi), 829\nReport of the committee on retirement\nallowances\n\n(E. RutH\n\nPyrte£), 215\n\nReport of the committee on surveys and\nstandards,\ndepartment\nof teachers\ncolleges (E. S, EvENDEN), 838\nReport of the committee on the economic\nstatus of the teacher (B. R. BuckincHAM), 219\nReport of the committee to cooperate\n\nwith\nthe National\nAssociation~\nof\nTeachers in Colored Schools (N. C.\nNEWBOLD), 217\nReport of the executive committee (M.\nG. CLARK), 830\nReport of the illiteracy committee of the\n-National Council of Education (Mrs.\nCora WILson STEWART), 246\nReport of the joint committee on health\n“problems in education\n(THomas D.\nWoop), 201\nReport of the national committee on research in secondary education—Department of secondary school principals (CARL A. JEssEN), 615\nReport of the president—Department of\ndeans of women (DorotHy STIMSON),\n355\n\n‘\n\nReport of the research committee—Department\nof\nkindergarten-primary\neducation (JANE Roperts), 423\n\nReport of the tenure committee of one\nhundred of the National Education\nAssociation (FRED M. Hunter), 204\nReport of the treasurer—Department of\nsecondary school principals, 646\n\n"}
{"page": 1206, "printed_page": null, "text": "EpucATION\n\nNaTIONAL\n\n. 1202\n\nReports of committees, 117\nRepresentative assembly, Minutes of the\neighth, 1058\nRepresentative assembly, The eighth,\nlist of delegates,\n\n1169\n\nResolutions\n\ncommittee,\n\nSEPH\n\n1106\n\nRosiER),\n\nReport\n\nof\n\n(Jo-\n\nResolutions of the department of rural\neducation, 541\nResolutions of the department of supertendence, 819\nResponse\nto greetings\n\n(Francis\n\nG.\n\nBuair), 23\nResponse\n\nto greetings\n\n(Mitton\n\nC. Por-\n\nTER), 665\nRetirement allowances, Report of the\ncommittee on, 215\nRicHarpson, ANNA E. The coordination of educational interests in de-\n\nveloping a program for child development and parent education, 223; progress in child training and parent edu-\n\ncation, 988\nRoserts, JANE. Report of the research\ncommittee—Department of kindergarten-primary education, 423\nRopinson,\n\nproblem\n\nWiutyt1AM\n\nof\n\nMcKINLey.\n\ndifferentiating\n\nThe\n\nrural\n\nteacher preparation, 484; rural\ncation and citizenship, 133\nRoEMER,\n\nJosEPH.\n\n‘The\n\nedu-\n\ncurriculum\n\nof\n\nthe rural high school, 468\nRocers, ArTHUR\nR.\nNational Education\n\nWelcome\nto the\nAssociation, 17\n\nRocers, JAMES E. Citizenship and physical education, 547\nRotuinson, ErHer A. Use of measurements in the improvemnt of instruc-\n\ntion in shorthand, 318\nRosier, JO3sEPH. Report\ncommittee, 1106\n\nof\n\nresolutions\n\nRoys, Cassie\nF. Character\ntraining\nthrough student organization, 401\nRural education and citizenship (Wm.\nMcKINLEy Rosinson), 133\nRural education, Department of, 453\nRural school’s contribution to our nation’s\ncitizenship; | The—abstract\n(WEBSTER H. PEARCE), 517\nRural school curriculum, The (HELEN\nHay HEyt), 466\n\nRural supervision\nPLENZKE), 486\nRUSSELL,\n\nCHARLES.\n\nin Wisconsin\n\nTwenty\n\n(O. H.\n\nyears\n\nof\n\nASSOCIATION\n\nprogress in the professional education\nof teachers in service, 881\nRyan, W. Carson, :JrR. The preparation of teachers for dealing with behavior problem children, 236\n‘\nRyNEARSON, Epwarp.\nto the school, 361\n\nValue of the dean\n\nSalary schedule for rural teachers, A.\n(RicHarp J. Lipsy), 498\nSAMUELSON, AGNES.\nThe spiritualizing\naspects, 73\n\nSchool health and physical education,\nDepartment of, 545\n;\nSchool physical. education and_ health\neducation program in a Minnesota\ncommunity, A—abstract\n(FERDINAND\nJ. LipoveTz),\n\nScience\n\n548\n\nin the\n\nelementary schools of\nMinneapolis—A bstract\n(JENNIE\n\nHatt), 575\nScience instruction, Department of, 569\nScience problems of an editor, The\n(GLENN W. Warner), 581\nScience young folks want, The (HANoR\nA. WEBB), 586\nSecondary school principals, Department\n\nof, 591\n\nSecondary schools provide entrance requirements for business and industry,\nThe (Atvan T. FULLER), 670\nSecondary schools provide entrance requirements for the home, The (Mrs.\nA. H. REEVE), 675\nSecretary’s report (J. W.\n\nCRABTREE),\n\n1140\nSHaw, Ropert\n\nin consoli-\n\nC.\n\nProgress\n\ndation in Pennsylvania, 496\nSipeRs, WALTER R. World citizenship,\n103\n\nSILLs,\n\nKENNETH\n\nC.\n\nM._\n\nReligion.\n\nand\n\neducation: Responsibility of church,\nschool, and home, 657\nSimpson, I. JEweELL.\nThe problem of\ndifferentiating rural education in respect to supervision, 461\nSmiTH, Henry Lester.\nReport of the\ntreasurer, 1126\nSmiTH, K. G. Industrial\n\neducation\n\non\n\na Smith-Hughes\nand a_ non-SmithHughes basis, 976\nSmitH, W. C. Need and place of an\nofficial organ, 300\nSocial studies, Department of, 651\nSouULES, JEAN L. Annual report of the\n\npresident—Department\n\nof\n\nclassroom\n\n"}
{"page": 1207, "printed_page": null, "text": "1203\n\nINDEX\n5\n\nce\n\nteachers, 334; the value of the regional conferences of the department\nof classroom teachers, 58\nSPAULDING, Francis T. The program\n\nof studies\n\nin the\n\nsmall\n\njunior\n\nhigh\n\nschool, 478\nSpiritualizing\naspects,\nThe\n(AGNES\nSAMUELSON), 73\nStandards and ideals of the American\nBar Association, The (H. C. Horack),\n152\n\nStandards and ideals of the National\n-Education Association, The\n(Mary\nMcSxkimmon), 163\nStandards for accrediting teachers colleges, 841\nSTARKWEATHER, J. A. The demands of\nchanging industry upon the schools,\n983\n\nState policies in rural school finance—\nOhio—Abstract\n(A. G. YAWBERG),\n531\nState policies in rural school finance—\nMinnesota (ANNA SWENSON), 534\nState program in citizenship for rural\nschools, A (E. C. GriFFEN), 521\nState university, The—Its\nrelation to\npublic education\n(Lotus D. CorrMAN), 778\nSTEINMETZ, KATHRYN.\n\nVisual\n\ninstruc-\n\ntion in teaching the natural sciences\nin the junior high school, 956\nSTEVENSON, R. A. Relationship between\nbusiness courses in universities and\nsecondary schools, 313\nSTEWART,\n\nMrs.\n\nCora\n\nWixson.\n\nof the illiteracy committee\n\nReport\n\nof the Na-\n\ntional Council of Education, 246\nStimson, DorotHy.\nReport of the President—Department\n355\n\nSTRAYER,\n\nmittee\n\nof deans of women,\n\nSupervision\n\nD.\n\nof\n\nNational\n\nReport\n\nof a com-\n\nCouncil\n\nof\n\nEducation, on the fundamental bases\nof the relation of the business and the\nprofessional aspects of educational administration, 244; professional training of school executives in the universities, 755\nSTURTEVANT, SARAH M.\nWhat is a professional course for deans of women,\n\n356\nSuperintendence, Department of, 655\nSupervision from the viewpoint of the\n\nin\n\n(WiLLtiaM\n\nthe\n\nsecondary\n\nMcAn-\n\nschool\n\nfrom the viewpoint of the principal\n(Francis L. Bacon), 718\nSupervisors and directors of instruction,\nDepartment of, 831\n\nSWENSON, ANNA.\n\nState policies in rural\n\nschool finance—Minnesota, 534\nSwiFT, FLETCHER Harper.\nProgressive\ntendencies with respect to sources of\nschool revenues, 699\nSymposium\non citizenship training—\nThe Nebraska plan (F. M. Grecc),\n67\n\nTable of publications of the National\nEducation Association, 1927-28, 1191\nTaytor,\n\nE. H.\n\nArithmetic\n\nteachers\n\nin\n\nthe making, 850\nTeacher,\nthe master\nworkman,\nThe\n(THEODORE CHRISTIANSON), 18\nTeachers colleges, Department of, 833\nTELFoRD, FRED.\nDiscovery and measurement of the factors constituting\nstenographic difficulties, 315\nTenure, Report of committee on, 204\nTuomas,\nAucustus\nO. The\nopportunity for the teaching profession to\nlead in promoting better understanding among the nations of the world,\n127\n\nTHompeson, W. O. Religious education,\n377\nTHRELKELD, A. L. The place of the\n\nclassroom teacher in curriculum revision, 616\nTIGERT,\nJOHN\nJ. Changing\nrequirements of education for business, 307\nTo what extent is differentiation for\nrural\n\nschool\n\njustified?\n\nGEORGE\n\nthe\n\nsuperintendent\nDREW), 723\n\nadministrative\n\nservice\n\n(JuLIAN E. BUTTERWORTH),\n\n455\n\nTRAFTON,\n\nGILBERT H.\n\nThe\n\nrelative im-\n\nportance of the biological and the\nphysical phases of science in the elementary schools—abstract,\n571\nTraining\nfor citizenship—The\nhome\n(Mrs. S. M. N. Marrs), 139\nTraining for efficient American citizenship through the Junior Red Cross\n(H. B. Witson), 91\nTraining of superintendents of schools\nwhile in service, The\n(ALBERT B.\nMerepIrH), 761\n\n"}
{"page": 1208, "printed_page": null, "text": "1204\n\nNATIONAL\n\nEDUCATION\n\nTraining of teachers and the making\nof the nation, The\n(Henry\nW.\nHotes), 897\n:\nTreasurer’s\nreport\n(HENRY\nLESTER\nSMITH), 1126\nTrue, ALFRED CHARLES.\nThe place of\nthe 4-H clubs in the American system\n\nof public education—abstract, 504\nTwenty years of progress in providing\nadequate\ntraining\nschool\nfacilities,\n1907-1927\n\n(E. C.\n\nHicBie),\n\n873\n\nTwenty years of progress in the financial support of normal schools and\nteachers colleges (R. M. Brack), 932\nTwenty years of progress in the pro-\n\nfessional education of teachers in service (CHARLES RUSSELL), 881\nTwenty years of progress in the professionalization of subjectmatter for\nnormal schools and teachers colleges\n(WILLIAM C. BaGLey), 906\nTwenty years of progress in the qualifications and the salaries of teachers of\nnormal schools and teachers colleges\n(E. L. Henpricks), 920\nTwenty years of progress in the selection and admission of students in state\nnormal schools and teachers colleges\n(A. LinscHEID), 862\nTwenty years of progress in the service\nrendered by normal schools and teachers colleges (BRUCE R. PAYNE), 916\nTwenty years of progress in the training of rural teachers (ErRNEsT BurnHAM), 886\nUnit course in home economcis at Mechanic Arts High School, A (HELEN\nE. BUMGARDNER), 996\nUnit courses from the administrative\nviewpoint (Ross N. Younc), 986\n\nUnit courses\n\nin the senior\n\nhigh school\n\n(EMELINE\n\nS. WHITCOMB),\n\n994\n\nUnnecessary waste in the education of\nthe hard of hearing (ALice G. Bry-\n\nANT), 442\n\nUse of measurements in the improvement\nin instruction\nof shorthand\n(ErHEL A. RoLiinson), 318\nUse of the photoplay in the teaching of\nhistory, The (DaniEL C. KNow Ton),\n951\n\nUtne, THEoporE.\n\nAdult education from\n\nthe state point of view, 265\nValue of lip reading for the hard of\nhearing adult, The\n(Ipa P. LinpQUIST), 446\n\nASSOCIATION\n\n- Value of the dean to the school (EpWARD RYNEARSON), 361\nValue of the regional conferences of the\ndepartment of classroom teachers, ‘The\n(JEAN L. SouLes),\n\n58\n\nVavra, MInNiE A. New course of study\nin typewriting, 319\nVisual instruction,\nVisual instruction\n\nDepartment of, 949\nequipment and how\n\nto use it (DUDLEY\n\nVisual\n\ninstruction\n\nGrant\n\nHays),\n\nin teaching\n\n963\n\nthe nat-\n\nural sciences in the junior high school\n(KATHRYN E. STEINMETZ), 956\nVIZCARRONDO,\n\naspects\n\nFrancisco.\n\nof the Pan\n\nCongress\nVocational\n\nEducational\n\nAmerican\n\nChild\n\nat Havana, Cuba, 136\neducation, Department\n\n971\n\nof,\n\n:\n\nWarner, GLENN W.’ The science problems of an editor, 581\nWess, Hanor A. ‘Lhe science young\n\nfolks want, 586\n’\nWelcome to the National Education Association (ARTHUR R. RoGeRs), 17\nWhat are the psychological materials,\na knowledge of which is most essential to teachers?\n(FRANK N. FREEMAN), 891\nWhat I expect of a commercial\n(Joun W. EpGemMonp), 317\n\nteacher\n\nWhat is a professional course for deans\nof women? (SARAH M. STURTEVANT),\n\n356\n\nWhat is being done for the hard of\nhearing in the public schools of St.\nPaul (S. O. HARTWELL), 441\nWhat\nteachers\nwant\nin supervision\n(CorNELIA\n\nS. Apair),\n\n729\n\nWhat the child guidance clinic does for\nthe child (H. E. CHAMBERLAIN), 428\nWuitcos, EMELINE S._ Unit courses in\nthe senior high school, 994\n\nWhy hard of hearing pupils in the public schools should be taught lip reading (CAROLINE F, KIMBALL), 439\nWILLARD, JOHN D.\nContributions of\neducational institutions other than the\nschool to the rural citizen—abstract,\n522\n\nWuuiAMs, H. B. Report\ndirectors of American\nSocial\n\nof board of\nCouncil for\n\nStudies—Department\n\ners colleges, 943\n\nof teach-\n\n"}
{"page": 1209, "printed_page": null, "text": "1205\n\nINDEX\nSe esse\n\nWitson, H. B. Training for efficient\nAmerican citizenship through the Junior Red Cross, 91\n\nWitson,\n\nHowarp\n\nE.\n\nDevelopment\n\nof\n\ninternational attitudes in the schools—\nabstract, 653\n\nWinsHip,\n\nALBert\n\nE.\n\nLooking\n\nahead,\n\n169; ‘The debt of New England to the\nsouth and west, 804; Birth of an idea,\n912\n\nWirTHeRS, JoHN W.\nOpportunities and\nproblems ahead, 934\nWoop, Ben. Educational personnel administration,\n\n360\n\nWoo, Mitprep WEIGLEY.\nrelationships to child\n992\nWoop,\n\nSTELLA\n\nfluenced\n\nLouise.\n\nManagement\n\ndevelopment,\n\nThe child as in-\n\nby his contemporary\n\ngroup,\n\n427\n\nWorld\n\nese\n\ndsestenustnsnestutoecsaseneenedhert\n\ncitizenship\n\n(WALTER\n\ncitizenship,\n\n103,\n\nR. SrpeERs),\n\n103\n\nWorld\n\n127,\n\n136,\n\n173,\n\n593, 602, 653, 659, 1006.\nWorld Federation of Education Associations Tentative program for Geneva\nmeeting, 1011\nWorld Federation of Education Associations, The, 1005\nWricHtT, J. F. Education for citizen-\n\nship—A\n\nhuman\n\nengineering\n\nproblem,\n\n144\n\nYAwseErG, A. G.\nState policies in rural\nschool finance—Ohio—abstract, 531\n\nYen, Y. C. James.\nracy and making\nChina, 107\n\nEliminating illitenew citizens for\n\nYounG,\n\ncourses\n\nRoss.\n\nUnit\n\nadministrative\n\nviewpoint,\n\nfrom\n\nthe\n\n986\n\nWoop, THomaAs D. Report of the joint\ncommitteee\non health\nproblems\nin\n\nYouncouist,\n\neducation, 201\nWork of the school superintendent,\n(W. W. CHartTerRs), 742\n\nZIMPEL, Max.\nGreetings from the German teachers’ association, 173\n\nThe\n\nLivrA.\n\nThe\n\nchild\n\nas\n\nin-\n\nfluenced by the school, 417\n\n"}
{"page": 1210, "printed_page": null, "text": "-\n\nbelgie22\n\n_\n\na\n\nas\n\nps)Tyaprhiy\n\n.\n\n‘\n\n7\n\net Bedi ri\n\naH4\n\n‘\n\n4\n\n‘\n\n:\nere\n\n_re.\n\n7\n\n.\n\nSuk”\ni\n\nWee\n\n>; ay\na\nae\n\n;\n\na\n\nr\n\n1 Phyo\n\n¥\n\nretaed?\n\n4\n\ni\n\nTanahae\n\na\n\nwef\n\n-\n\nPt\n;.\n\noe\n\n©\n\nNy\n\nva\n\n‘\n\n\" vs\n\n~\n\n=\n\n.\nf]\n\nme\n\n%\n\npad\n\n?\n7\n\nsoffit\n;\n\ni\n\nF\n\no\n\nmoh\n\ns\n\nbeen\ni\n\n4\n\n1\n\nx\n\n=\n\n:\n\n’\n\nes\n\ne\n;\nwohl\nNia\n\nees\n\n“%\n\n4\n\n=\n\nY\n\ni:\n\n.\n\n4\n\na\n\n"}
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{"page": 1212, "printed_page": null, "text": "i\n\n"}
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{"page": 1221, "printed_page": null, "text": "i,\n\nwf\n\nhe\n\ntekri\n-\n\n{v\n\nae=\n\n"}
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