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{"page": 5, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nProceedings\nOF\n\nSIXTY-SEVENTH\n\nTHE\n\nANNUAL\nHELD\n\nATLANTA,\n\nMEETING\n\nAT\n\nGEORGIA\n*\n\nJUNE 28-JULY 4, 1929\n\nVOLUME\n\n67\n\nThe National Education Association\n1201 Sixteenth Street N, W.\nWashington, D. C.\n\n•\n\n"}
{"page": 6, "printed_page": null, "text": "n\n_\n\nV-\n\n__\n\ni\n\n_\n\n_\n\nMEMBERSHIP FEES AND PUBLICATIONS OF\nNATIONAL EDUCATION ASSOCIATION\nThe\n\nNational\n\nEducation\n\nAssociation\n\nTHE\n\nhas three classes of membership:\n\n1. The $2 membership entitles one to all the privileges of membership and\nto receive The Journal of the National Education Association for one year.\n(9 issues.)\n2. The $5 membership\n\nentitles one to all the privileges of membership\n\nand\n\nto receive for one year (a) The Journal of the National Education Associa¬\ntion; (b) The Annual Volume of Addresses and Proceedings; (c) The Re¬\nsearch Bulletin; (d) Occasional bulletins and reports.\n3. The $100 life membership entitles one to the publications\nleges of the $5 membership for life.\n\nand\n\nprivi¬\n\nSeveral departments of the National Education Association have separate\nmembership fees and issue department publications. One must he a member\nof the National Education Association before he can become a member of\nany department of the Association. The payment of one of the membership\nfees of the National Education Association does not include membership in\nany department having membership fee. The\nments which issue publications follows:\n1. The\n\nDepartment\n\nmembership\n\nof Superintendence — $5 membership\n\nof the depart¬\nentitles one\n\nto\n\nreceive for one year: (a) The Yearbook of the Department of Superin¬\ntendence, 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 en¬\ntitles one to participate in the work of the department and to receive its\nbulletins issued in October, January, April, and July. The April number of\nthe Bulletin is a Yearbook containing approximately three hundred pages\nincluding a list of members of the department.\n3. The Department of Secondary School Principals — $2 entitles one to\nactive membership and to receive its bulletins issued in January, March,\nApril, May, and October. . The March number is the Proceedings of the\nannual meeting.\n4. The Department of Supervisors and Directors of Instruction — $4 mem¬\nbership entitles one to active membership and to the Journal of Educational\nMethod.\n5. The Department of Adult Education — $2 fee entitles one to membership\nand the Adult Education Bulletin.\n6. The Department of Social Studies — $2.25 entitles one to membership\nto the Historical Outlook.\n\nand\n\nThe American Association of Teachers Colleges (a department) publishes\na yearbook which goes to institutions paying a membership fee of $10. The\nDepartment of Classroom Teachers, which\nlishes a yearbook which sells for $1.\n\nhas no membership\n\nfee, also pub¬\n\nThis volume of Proceedings is sent to all members of the National Edu¬\ncation Association paying an annual fee of $5, and to all life members, or it\nmay be purchased by nonmembers for $3.\nMembership fees of the National Education Association and its depart¬\nments and inquiries concerning all publications should be sent to 1201 Six¬\nteenth Street, Northwest, Washington, D. C., except for the Department of\nSecondary School Principals. These should go to Mr. H. V. Church, 3129\nWenonah Ave., Berwyn, Ill.\n\n[2]\n\n"}
{"page": 7, "printed_page": null, "text": "FOREWORD\n\nThis book is a record of the 67th annual convention of the National\n\nEducation Association and its departments. It also includes the\nreport of the Department of Superintendence convention held in\n\nCleveland last February and that of the American\nColleges held at that time.\n\nAssociation of Teachers\n\nAmong many enjoyable and outstanding features of the Atlanta conven¬\ntion, there were four which stood out prominently: (1) the concert by the\nnegro students from the colleges and public schools of Atlanta; (2) the\ncotton pageant “Gold for the Minting”; (3) appearance of Bobbie Jones,\nnational amateur golf champion, in a short address; (4) the life member¬\nship dinner attended by more than 300 enthusiastic life members.\nTl]e first meeting of the Inter-American Conference on Education was\nheld during the convention, delegates being present from many of the\nLatin-American countries.\nThe Committee on Ethics of the Profession rendered its final report and\nthe code of ethics included therein was adopted by the Association.\nA more comprehensive index has been included this year than hitherto.\nThe number of copies of the Proceedings has been increased this year to\n8750, largely because of the increasing number\nwhom receives a copy.\n\nof life members,\n\neach of\n\nSuggestions from members as to how the Proceedings may be made more\nuseful either as to content or form will be appreciated by the Division of\nPublications.\nDivision of Publications\nNational Education Association.\n\n♦\n\n[3]\n\n"}
{"page": 8, "printed_page": null, "text": "THIS is the architect’s drawing of the National Edu¬\n\ncation Association’s new Headquarters building.\nThe smaller section is the present building of four\nstory height. The seven story addition will relieve the\npresent congestion and make the work of the Headquar¬\nters staff doubly effective. The funds for the building\nare made possible largely through the life membership\nenrolments which are coming in with increasing ra¬\npidity. This money comprises a permanent fund which\nis in charge of the Board of Trustees, Walter R. Siders,\nchairman.\n\n[4]\n\n"}
{"page": 9, "printed_page": null, "text": "How This Book is Built\n\n,\n\nThe conventions of the National Education Association are great\n\ncongresses which bring together a wide variety of interests. This\nvolume reflects those interests. Persons who use it will save time\n\nby forming a picture of its contents and arrangement.\nThe opening pages cover the speeches before the General\n\nSessions at\n\nthe Atlanta meeting. These are followed by the reports of the Association’s\nactive committees. The addresses and minutes of the National Council of\nEducation\n\nare next in order and are followed by addresses and minutes of\n\nthe Association’s departments. The closing pages are devoted to records\nand information pertaining to the Association since its organization in 1857.\nThe volume as a whole represents the efforts of hundreds of persons en¬\ngaged in all branches of education activity. See page 1215, for suggestions\non how to use this book.\n\nSummary\n\nAddresses Before the General\n\nof Contents\n\nSessions _\n\n17\n\nReports of Committees _\nThe National Council of Education _\n\n176\n229\n\nThe\nThe\n\n277\n317\n\nDepartment\nDepartment\n\nof Adult Education _\n_\nof Business Education _\n\nThe Department of Classroom Teachers _\nThe Department of Deans of Women _\nThe Department of Elementary School Principals _\n\n335\n369\n391\n\nThe Department of Kindergarten-Primary Education _\nThe Department of Lip Reading _\n_\nThe Department of Rural Education _\n\n425\n449\n463\n\nThe\nThe\nThe\nThe\nThe\nThe\nThe\nThe\n\n543\n559\n579\n633\n643\n803\n827\n937\n\nDepartment of School Health and Physical Education _\nDepartment of Science Instruction _\nDepartment of Secondary School Principals _\nDepartment of Social Studies _\nDepartment of Superintendence _\nDepartment of Supervisors and Directors of Instruction _\nDepartment of Teachers Colleges _\nDepartment of Visual Instruction _\n\nThe Department of Vocational Education _\nInter-American Conference on Education _\nThe World Federation of Education Associations _\nAssociational Records and Information _\n\n[5]\n\n945\n973\n975\n989\n\n"}
{"page": 10, "printed_page": null, "text": "It\n.\ny\nc\ne\nh\np\no\nr\np\na\nis\np\ni\nh\ns\nr\ne\nb\nC mem\n\nmeans lifelong dedication.\nIt appeals to the finest spirits.\nIt furnishes leadership for new move¬\nments. It inspires the younger mem¬\nbers of the profession. It emphasizes\nthe permanent character of the\nteacher’s work. It stabilizes leader¬\nship of professional organizations. It\ndraws attention to the men and\nwomen who can be relied upon to\nperform important services. It em¬\nphasizes the pioneer spirit. It is a\nchallenge to renewed zeal on behalf\nof education for a new world.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL\n\nSESSIONS\n\nATLANTA\n\nADDRESSES\n\nAddress of Welcome on Behalf of the State of Georgia — Hardman .\nAddress of Welcome on Behalf of the Southeast — Duggan .\nAddress of Welcome on Behalf of the City of Atlanta — Ragsdale .\nAddress of Welcome on Behalf of the Board of Education — Powell .\n\n17\n19\n20\n21\n\nResponse on Behalf of the Teachers of America — Hunter .\nEducation for a New America — Cooper .\n\n22\n24\n\nAmerica’s Part in Bringing About World Peace — Daniels .\n.\nTeacher Training for a New World — Morgan .\nThe Need of Improved Integration of Certain Basic Ideals and Practises in\nAmerican Life and Education — Withers .\n\n36\n42\n\nSchool Administration and Conflicting American Ideals — Russell\n.\nThe Improvement of College Teaching — Phelps .\nFuture Vocational Education for Preparing Children for the Duties and Obli¬\ngations of the World Ahead of Them — Wright .\nVergil, Prophet of a New World — MacVay .\nWhat Mussolini Has Done for Modern Italy — Castellani .\nThe Challenge — Thomas .\n\n62\n68\n\nAmerica’s Historical Opportunity — Djiggs .\nProgress in Negro Education in the South — Moton .\nThe Republic of Tomorrow — Robsion .\n\n102\n106\nIll\n\nThe South’s Interest in Kindergarten-Primary Education — Gage .\nSome Important Elements in Training Teachers of Young Children — Trabue\nA New World for the Hard of Hearing — Rowell .\nThe Elementary School Looks Forward — MacGregor .\n\n121\n127\n135\n140\n\nThe Teacher’s Responsibility and Opportunity — Pyrtle .\nPublic Cooperation in School Policies — Bogan... .\n. .\nEducation and the Higher Human Values — McConnell .\nBeauty in American Life — Taft .\nEqual Opportunity and Agriculture — Hyde .\n\n144\n148\n154\n159\n167\n\nREPORTS\n\nOF\n\n52\n\n77\n78\n88\n96\n\nCOMMITTEES\n\nFinal Report of the Committee on Ethics of the Profession — Muir .\nReport of Legislative Commission — Davidson .\nReport of Committee on Appointment of Delegates and Kindred Questions —\nThrelkeld .\n\n179\n190\n\nReport of the Committee on Propaganda — Broome .\nReport of the Committee on Retirement Allowances — Pyrtle .\n\n204\n217\n\nTHE\nHistorical\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nNote .\n\n230\n\nEducation for World Friendship and Understanding — Smith .\nThe Function of the National Council of Education of the National Education\nAssociation — Norton\n\n195\n\n.\n\n231\n237\n\nThe Professional Education of Educators — Finney .\nWho Shall Say What the Nation May Expect of American Schools? — Cooper. .\nEducational Progress in 1928 — Tigert .\nEducational Interpretation and the Printed Word — Morgan .\nA State Education Program — Abercrombie .\n\n244\n250\n254\n259\n264\n\nSecretary’s Minutes .\n\n270\n\n[7]\n\n"}
{"page": 12, "printed_page": null, "text": "8\n\nNational\n\nEducation\n\nDEPARTMENT\n\nOF\n\nAssociation\n\nADULT\n\nEDUCATION\n\nHistorical Note .\n\n278\n\nAdult Elementary Education in the Southern States — Morriss .\nAdult Secondary Education in the Southern States — Tidwell .\nLibrary Service and Adult Education in the South — Templeton .\nFederal Aspects of, and Responsibilities in the Reduction of Illiteracy and\n\n279\n281\n282\n\nTraining for Citizenship — Deming .\nThe Philosophy of Fees — DeGalan .\nHow Much Money Is a Board of Education Justified in Spending\n\n284\n287\n\nEducation? — And What Types of Work May a Board\nJustifiably Undertake? — Smith .\nPublicity for Community Service — Lunak .\nOrganization and Attendance — Elson .\n. .\nConvincing the Public — Lawson .\n\non Adult\n\nof Education\n289\n293\n295\n297\n\nOrganizing a Rural Community School Based on Nine Years’ Experience in\nBuncombe County, North Carolina — Worley .\nThe Parent-Teacher Association as a Medium of Adult Education in the\nAdult\n\nRural Community — Wilson .\nEducation as a Means of Vitalizing and Enriching\n\n298\n299\n\nAmerican\n\nRural\n\nLife — Campbell .\nProblems for Study and Research in Adult Rural Education — Burnett .\nWhat Activities Are Best Conducted in Community Centers 1— Montgomery . . .\nSupport of Community Activities — Dozier .\nSome Administrative Activities in a Rural Community School Program — Day.\n\n301\n304\n305\n307\n309\n\nHow Are We “Holding” the Adult Immigrant? — Whipple .\nHow Are We “Getting” the Adult Immigrant? — Bacon .\nHow Are We “Training” Adult Immigrants for Intelligent Citizenship?—\nDeming .\n\n310\n311\n313\n\nSecretary’s\n\n314\n\nReport .\nDEPARTMENT\n\nHistorical Note\n\nOF\n\nBUSINESS\n\nEDUCATION\n\n.\n\n318\n\nJunior College Business Education — Shields .\nThe Secretary in Modern Business — Hamack .\nWhither Business Education? — Harman .\n\n319\n322\n324\n\nThe Technic of Junior Business Training — Jones .\nNew Technics in Bookkeeping and Accounting — Yoder .\nNew Technics in Shorthand — Steinheimer .\n\n327\n328\n330\n\nCollege Entrance\n\nCredits in Commercial\n\nSubjects — Anderson .\n\n332\n\n*\n\nDEPARTMENT\nHistorical Note\n\nOF\n\nCLASSROOM\n\nTEACHERS\n\n.\n\n336\n\nAddress — Berry .\nTeachers and World Peace — Rankin .\n\n337\n340\n\nTeacher Participation — Mossman .\nTeacher Participation Through Curriculum Revision — Aiken .\nTeacher Participation Through Civic Contacts — Mock .\nTeacher Participation Through Determination of Standards of Certification —\nPreble .\n\n343\n345\n346\n\nTeacher Participation — Lord .\nTeacher Participation in Administration — Burke .\nTeacher Participation in Legislative Problems — Vickerman .\nTeacher Participation Through Social Contacts — Bolland .\n\n348\n350\n351\n352\n\n348\n\n"}
{"page": 13, "printed_page": null, "text": "9\n\nContents\n\nThe\n\nParticipation of the Rural School Teacher\nSchool Curriculum — Hale .\n\nin Determining\n\nthe Rural\n353\n\nAnnual Report of the President — Joynes .\nReport of the Vicepresident — Smith .\nReport of the Secretary — Scott .\nReport of Western Section Executive Committee Member — Eisner .\nReport of Middle Section Executive Committee Member — Hunter .\nReport of Eastern Section Executive Committee Member — Fahey .\n\n3 54\n357\n3 58\n360\n361\n362\n\nSecretary’s Minutes .\n\n364\n\nDEPARTMENT\nHistorical Note\n\nOF\n\nDEANS\n\nOF\n\nWOMEN\n\n.\n\n370\n\nThe Art of Interviewing — Lytton .\nWhat the Dean Lives By — Potter .\nAn Interpretative Study of the Personal Background of Students in State\nTeachers Colleges as a Basis for Determining Factors for Institutional\nLife — Moffett\n\n.\n\n379\n\nGod’s Country for All Our Children — Bailey .\nSecretary’s Minutes .\nDEPARTMENT\nHistorical Note\n\nOF ELEMENTARY\n\n371\n376\n\n386\n388\n\nSCHOOL\n\nPRINCIPALS\n\n.\n\n392\n\nThe Technic of Democratic Leadership — Hosic .\nThe Principal as a Person — Goodrich .\n.• .\nThe First Problem of the Elementary School Principal — Binnion .\nThe Type, the Kind, the Amount of Supervision Which Elementary Princi¬\npals Should Know and Be Able to Give — Burton .\nHow an Educational Museum Will Help the Principal and His School —\nMeissner .\n\n393\n397\n400\n400\n403\n\nOne\n\nPart the Principal Must Play in any Realization of the Purpose of the\nSchool — Horton .\nThe Opportunities of the Elementary Principal as Supervisor in Forwarding\n\n405\n\nEducation Today from the Superintendent’s Point of View — Sutton. . . .\nGeography for a New World — Smith .\nThe Library as an Integral Part of Elementary School — Clement .\nSome Modern Tendencies in the Teaching of Character Education — Price. . . .\nThe Elementary Principal as a Supervisor — Mossman .\nAdventurous America — Rugg .\n\n407\n407\n410\n413\n415\n419\n\nSecretary’s Minutes\n\n422\n\n.\n\nDEPARTMENT\nHistorical\n\nNote\n\nEducation\n\nfor a New\n\nOF\n\nKINDERGARTEN-PRIMARY\n\nEDUCATION\n\n.\nWorld:\n\nThe\n\nBest Beginning\n\n426\nwith Young\n\nChildren .\n\n427\n\nAn Activity Curriculum at Work — Srygley (chairman) .\nClassroom Setting for an Activity Curriculum: Equipment, its Selection,\n\n428\n\nConstruction, and Arrangement — Holdford (chairman) .\nClassroom Procedures Which Promote Desirable Physical Development,\n\n434\n\nKnowledge, Habits, Attitudes, and Skills — Bain (chairman) .\nUnity and Continuity of Educational Experience — Home, Nursery School,\nKindergarten, and Elementary Grades — Parker (chairman) .\n\n437\n\nSecretary’s Minutes\n\n.\n\n442\n447\n\n"}
{"page": 14, "printed_page": null, "text": "10\n\nNational\n\nEducation\n\nDEPARTMENT\nHistorical\n\nOF\n\nAssociation\n\nLIP\n\nREADING\n\nNote .\n\n450\n\nThe Needs of the Hard of Hearing — Rowell .\nGuiding the Deafened Child Vocationally — Samuel so n .\nLip Reading in Our Public Schools — Clark .\n\n451\n452\n454\n\nLip Reading Shall Not Fail — Bryant .\nLip Reading Opens a New World to the Hard of Hearing\nFinding the Hard of Hearing Child — Royce .\n\n456\n457\n459\n\nSecretary’s Minutes\n\n.\n\nDEPARTMENT\nHistorical\nThe\n\nNote\n\n.\n\nOF\n\nAdult — Hubert. . . .\n:.\n\nRURAL\n\n461\n\nEDUCATION\n\n.\n\n464\n\nFinancial Support of Public Education, with Special Reference\nAreas — Tidwell .\n\nto Rural\n465\n\nThe Supervision of Rural Elementary Schools in the Southern States — Cherry .\nNegro Education in the South — Favrot .\nThe Contribution of the South to Rural Education — Williams .\n\n468\n472\n477\n\nContributions of a Conservative Province to a Progressive Nation — Mims. . . . 480\nThe Adjustment of Education to the Needs of Farm-Dwelling People — Frost. . 481\nAdjustment to Rural Industrial Change with Special Reference to Mountain\nAreas — Campbell .\nLarger Contacts and World Outlook — Chase .\nGroup Versus Grade Class Organization — Heffernan .\nIndividual Instruction — Pierce .\n\n484\n488\n491\n494\n\nPost-Graduation Responsibilities of a Teachers College — Higbie .\n496\nExperimentation in Rural Schools Under University Supervision — McCracken . 498\nSome Suggestions for Improving Rural School Administration and Support —\nCooper .\n501\nEducation as an Investment — Selke .\n504\nThe Preparation of Rural Teachers — Sanford .\nInitiating Projects in Rural Supervision From Standpoint of State Super¬\nvisors of Rural Schools — Heyl .\nTeacher Growth Through Creative Activity — Brim...- .\nThe Professional County Superintendent — Burton .\nHow Provide Creative Teachers — Yawberg .\nA Countywide Plan of Supervision — Brogdon .\nCountywide Plan of Consolidation and Organization of Schools — Jerome....\nFewer and Larger Village and Rural High Schools — Bennett .\nThe County Survey — Wofford .\nDemocracy in Education — Morris .\nRetardation and Promotion — Dunn .\nThe Amount and Type of Differentiation Desirable in the Preparation of Rural\n\n506\n\nTeachers — Carney .\nModification in Typical Teachers College Curriculums\n\n530\nfor Meeting\n\n508\n511\n513\n516\n517\n520\n523\n525\n528\n528\n\nthe Needs\n\nof Prospective Rural Teachers in the Courses Offered — Smart .\nModifications in Practise Teaching in Typical Teachers College Curriculums\nfor Meeting the Needs of Prospective Rural Teachers — Christensen .. .\nFuture Need in the Preparation of Rural Teachers— Baldwin .\n\n536\n539\n\nSecretary’s Minutes\n\n540\n\nDEPARTMENT\nHistorical Note\nEducation\n\n.\n\n.\nOF\n\nSCHOOL\n\nHEALTH\n\nAND\n\n.\n\nfor Leisure — Rogers .\n\nPHYSICAL\n\n533\n\nEDUCATION\n544\n545\n\n"}
{"page": 15, "printed_page": null, "text": "Contents\n\nEducation of the Child and Community Through Health Education — Sutton..\nThe Esthetic Value o4 Physical Education — Dozier. .\n.\nHealth Trends — Perrin .\n. .\nProblems in School Health Education — Rood .\nHealth and Physical Education Needs in the South — Coleman .\nThe Place of Safety Education in the Program of Physical Education in the\nSchools — Stack .\n\n11\n547\n550\n552\n553\n555\n\nSecretary’s Minutes .\n\n558\n\nDEPARTMENT\nHistorical Note\n\nOF\n\nSCIENCE\n\nINSTRUCTION\n\n.\n\n560\n\nThe Curriculum in High-School Science — Curtis .\nBooks That Meet Instincts — Webb .\n\nWhat\nThe\n\n561\n561\n\nShould Teachers Know in Order to Teach Science in a Modern\nracy? — Watkins .\nPlace of the Garden in Nature Education — Ward .\n\nDemoc¬\n565\n566\n\nSpecial Experience in Teaching Nature — Dowling .\nNature Education in Kentucky — Yunker .\n\nHow the University May Help in Training\nSecretary’s Minutes .\nDEPARTMENT\nHistorical Note\n\nOF\n\nthe Nature\n\n568\n572\n573\n\nTeacher — Baker .\n\n577\n\nSECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n.\n\nAdvisory\n\nControl\n\nExamples\n\nof Scientific Procedure\n\n557\n\n580\n\nof Schools — Boynton .\n\n581\n\nin Supervision — Judd .\n\n583\n\nThe Principal’s Program for Training Pupils in Habits of Study — Edmonson\nSelection as a Function of American Secondary Education — Ryan .\nSelection as a Function of American Secondary Education — Counts .\nFunctions of the Junior College — Charters .\nThe Necessity of the Secondary School Curriculum Giving Added Emphasis\n\n585\n592\n596\n603\n\nto the Pacific World — Cocking .\nSome Facts and Fancies in Secondary Education — Trabue .\nThe Zero Hour of the Head of Department — Miller .\nThe Improvement of Practise in the Junior High Schools — Eldredge .\nTeacher Training as Related to Classroom Procedure — Yeuell .\nCharacter Education — Brown .\n\n609\n612\n616\n619\n624\n628\n\nDEPARTMENT\nHistorical Note\nNew\n\nOF\n\nSOCIAL\n\nSTUDIES\n\n.\n\n634\n\nInterest in the Teaching and Study of Hispanic\nWilgus .\n\nAmerican\n\nHistory —\n635\n\nThe\n\nProfessional Preparation of Junior and Senior High-School Teachers\nHistory and the Other Social Studies in Alabama — Parkinson .\nModern Tendencies in Relation to the Social Studies — Batman .\n\nof\n636\n636\n\nSocial Studies in the San Antonio Junior High Schools — Ball .\nThe Newspaper as a Force in the Changing World — Boyington .\nTraining for Citizenship Through Early European History — Bernd .\n\n638\n639\n640\n\nSecretary’s Minutes\n\n641\n\n.\n\nDEPARTMENT\nHistorical\n\nAddress\n\nSUPERINTENDENCE,\n\nCLEVELAND,\n\nOHIO\n\n.\n\n644\n\nof Welcome — Brewer .\n\n645\n647\n\nEducation:\n\nNote\n\nOF\n\nWhat\n\nProgram?\n\nWhat\n\nPrice? — Boynton .\n\n"}
{"page": 16, "printed_page": null, "text": "12\n\nNational\n\nEducation\n\nAssociation\n\nOur Chief Concerns with the Future School Building Program — Gwinn .\nHow is Education to be Financed in View of the Increasing Cost? — Stray er. .\nThe Work of the Articulation Commission — Weet .\n\n654\n661\n667\n\nGeneral Principles of Educational Articulation — Dewey .\nThe Problems of Articulation as Seen by the Colleges and Professional\n— Elliott .\n\n674\n\nThe\n\nNecessity of Coordinating Educational\nBeck .\n\nSchools\n683\n\nActivities with Public Affairs —\n— •\n\n690\n\nFunctional Organization and Research — Keyworth .\nThe Function and Value of a Public School Research Bureau — Theisen .\nThe Research Function of State Education Departments — Morrison .\nUniversity Research and Its Value to Public School Administration — Trabue\nWhat a Superintendent Has a Right to Expect of an Institution Training\n\n696\n716\n\nTeachers for the Elementary Schools — Hartwell .\nWhat a Superintendent Has a Right to Expect of an Institution Training\nTeachers for Secondary Schools — Meek .\nWhat the Rural School Has a Right to Expect of an Institution Training\nTeachers for Rural Schools — Butterworth .\n\n735\n\nWhat\n\na Teacher Should Expect from\nGraves .\n\nthe School\n\nEngaging\n\nHis\n\n723\n\n728\n\n740\n746\n\nServices —\n753\n\nSome Hints from Scientific Investigations as to Character Training — Russell\nSome Handicaps of Character Education in the United States — Bagley .\nCharacter Education from the Standpoint of the Philosophy of Education —\nTigert .\n\n757\n763\n\nAddress\nAddress\nAddress\n\n775\n776\n779\n\non Being Introduced to the Department of Superintendence — Lamkin\non Being Introduced to the Department of Superintendence — Cooper\non Being Introduced to the Department of Superintendence — Cody..\n\n769\n\nOhio’s Educational Program — Clifton .\nThe Relation of Education to Citizenship — McNutt .\n\n780\n783\n\nSecretary’s Minutes .\nResolutions .\n\n791\n794\n\nv.\n\nReport of Committee on Lay Resolutions — Clark .\nReport of Auditing Committee — Givens .\nReport of Committee on Million Dollar Research Fund — Condon .\nDEPARTMENT\nHistorical Note\n\nOF\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\nOF\n\n798\n800\n800\n\nINSTRUCTION\n\n.\n\n804\n\nAims\n\nand Purposes of the Department of Supervisors and Directors of Instruc¬\ntion — Mugan .\nProblems of Supervisors from the Point of View of the Director of Research —\nBixler .\n*.\n\nProblems in Supervision — Belser .\nProblems of Supervisors as Seen by the County Supervisor\nParrott .\nThe\nThe\n\nProblems\nProblems\n\nNext\n\nSteps in Supervision — From the Standpoint\nvisor — Hahn .\n\n805\n806\n807\n\nof Rural Schools —\n809\n\nof the Supervisor of Handwriting — Chapman .\nof the Music Supervisor — Twaddell .\nof the Elementary\n\n810\n812\nSuper¬\n\nSteps in Supervision — From the Standpoint of the Elementary School\nPrincipal — Gist .\nNext Steps in Supervision — From the Standpoint of the Supervisor of Rural\nSchools — Simpson .\nA Balanced Program in Supervision — Hosic .\nDescriptions of Instructional Practises in the Earlier Surveys of Schools and\nPresentation of the Second Yearbook — Brueckner .\n\n813\n\nNext\n\n814\n814\n815\n820\n\n"}
{"page": 17, "printed_page": null, "text": "13\nContents\n\nTeachers’ Difficulties as a Basis for Supervision — W aples .\nThe Technic of the Large Scale Experiment — Rankin .\n\n821\n823\n\nTeacher\n\n824\n\nParticipation\n\nSecretary’s Minutes\n\nin Curriculum\n\n.\n\n825\n\nDEPARTMENT\nHistorical\n\nNote\n\nStandards\n\nfor Accrediting\n\nThe\n\nConstruction — Outright .\n\nOF\n\nTEACHERS\n\nCOLLEGES\n\n.\nTeachers\n\n828\n\nColleges .\n\nCollege Faculty in 1950 — Its Type, Preparation,\nand Duties — Davis .\n\n829\n\nBackground,\n\nRelations\n838\n\nThe\n\nTraining School Faculty in 1950 — Its Type, Preparation, Background,\nRelations, and Duties — Latham .\nPredicted Changes in Faculty Standards by 1950 as Shown by the Experiences\nof the Committee on Accrediting and Classification — McKenny .\nWhither the Teachers Colleges in the Academic World? — Haggerty .\nThe Professional Phase of the Teachers College Curriculum in 1950 — Clark..\nPredicted Changes in the Curriculums of Teachers Colleges by 1950 as Shown\nby the Experiences of the Committee\nEvenden .\n\non\n\nStandards\n\nand\n\n841\n844\n849\n861\n\nSurveys —\n867\n\nTeachers Colleges as Centers of Progressive Education — Judd .\nThe Cooperation of a Teachers College with Its Graduates and Its Responsi¬\nbility for Their Success in 1950 — McAfee .\nAthletics and Forensics: Their Type, Scope, Purpose, Value, and Administra¬\ntion in 1950 — Cousins .\nStandards in 1950 for Selection and Graduation of Students in the Teachers\nColleges and for the Success and Professional\n\nGrowth\n\nWho Are to Continue Teaching — Dunkle .\nStudent and Alumni Participation in the Organization\n\n875\n882\n887\n\nof the Graduates\n\n*: .\nand Administration\n\n892\nof\n\nTeachers Colleges in 1950 — Fair .\nReport of the Committee on Standards and Surveys — Evenden .\nLibrary Facilities for Teacher-Training Institutions — Rosenlof .\nThe Best Type of Governing Body for a Teachers College in 1950: Official,\n\n898\n901\n908\n\nFaculty and Student, or Alumni — Noyer .\nRelation Which the Administration of the Teachers Colleges Shall Have\nto the Administration of Other Units of Public Education and to the\n\n914\n\nThe\n\nWhole\nHow\n\nAdministration\n\nof Public Education\n\nin 1950 — Meredith .\n\nShall a Scientific and Adequate Budget for a Teachers\ntermined and Secured in 1950 — IV ells .\n\nMembership\n\nHistorical\n\nCollege Be De¬\n928\n\nList — 1928-29 .\nDEPARTMENT\n\nOF\n\nVISUAL\n\n934\n\nINSTRUCTION\n\nNote .\n\n938\n\nVisual Communication — Aughinbaugh, .\nThe Use of Stereographs and Stereopticon Slides in Classroom\nHollinger .\n\n939\nTeaching—\n\nVisual Instruction Service in a City System — Roach .\nI\n\nHistorical\n\nDEPARTMENT\n\nOF\n\n922\n\nVOCATIONAL\n\n940\n942\n\nEDUCATION\n\nNote .\n\nNew Problems in Homemaking Education — Baylor .\nNew Features in Trade and Industrial Education Programs — Harris .\nNew Aspects of Farmer Training — Wheeler .\nThe Future of Partirne Education- — Burdick .\n\n946\n947\n948\n949\n950\n\n"}
{"page": 18, "printed_page": null, "text": "14\n\nThe\n\nNational\n\nPlace of the Future\nmorrow — Clements\n\nEducation\n\nAssociation\n\nFarmers of America\n.\n\nin Training\n\nFarmers\n\nof To¬\n952\n\nA State Program in Vocational Education — Browne .\nThe Supervision in Agricultural Education as Compared to the Supervision\n\n953\n\nin General Education — Fetterolf .\nInfluence of Agricultural Education Upon Standards and Methods\nEducation — Lancelot .\n\n954\nof General\n955\n\nAn Aggressive Program in Itinerant Teacher Training — Kenestrick .\nThe Cass Technical High School of Detroit — Comfort .\nThe Apprentice School of the Lakeside Press — Anderson .\nThe William Hood Dunwoody Industrial Institute of. Minneapolis — Craigo...\nThe Girls Trades and Technical High School of Milwaukee — Blanchard . . . .\nThe Milwaukee Vocational School — Cooley .\nHow Can Home Economics Education in the United States Serve Democ¬\n\n956\n958\n959\n960\n961\n963\n\nracy? — Baylor .\nA View of the Program of Vocational Education in Agriculture — Stewart. . . .\nSome Selected Manual Arts Programs — The Johnstown Program — Killius . . .\nThe Manual Arts Program in the Joliet Township High School and Junior\n\n964\n965\n966\n\nCollege — Castle\n\n.\n\n968\n\nThe Manual Arts Program in Duluth — Gregory .\nManual Arts in Indianapolis — Wood .\nThe Manual Arts Program in Cleveland — Roberts .\nINTER-AMERICAN\nHistorical\n\nCONFERENCE\n\nON\n\n969\n970\n971\n\nEDUCATION\n\nNote .\n\nWORLD\n\nFEDERATION\n\nOF\n\n974\nEDUCATION\n\nHistorical Note .\nThe Geneva Conference of the World Federation\nRyan .\n;.\nResolutions of the W. F. E. A .\nASSOCIATION AL\n\nRECORDS\n\nAct of Incorporation .\n\nAND\n\nASSOCIATIONS\n976\n\nc/f Education\n\nAssociations —\n. .\n\n977\n\n985\nINFORMATION\n\n*.\n\nBylaws .\nCalendar of Meetings .\n\n.\n\n991\n996\n\n1007\n\nOfficers for 1928-29 .\n* .\nOfficers of 1929-30 .\nCommittees for 1928-29 .\nMinutes of the Ninth Representative Assembly .\nMinutes of the Executive Committee .\nMinutes of the Board of Trustees .\n\n1020\n1034\n1080\n1091\n\nMinutes\n\n1094\n\nof the Board\n\n1009\n1014\n\nof Directors .\n\nAuditor’s Report .\n.\n. . . . T.\nTreasurer’s Report .\nReport of the Budget Committee .\n\n. .\n\nReport of Resolutions Committee — McCormick .\nList of Names Reported by Necrology Committee .\nLife Membership Dinner .\nMembership*\n\nin the National\n\nEducation\n\nAssociation .\n\n.\n\nSecretary’s Report .\nThe Ninth Representative Assembly .\nTable of Publications of the National Education Association\nIndex .\n\n.\n\n1928-29 .\n\n1107\n1121\n1125\n1135\n1142\n1147\n1151\n\n1152\n1180\n1201\n1203\n\n"}
{"page": 19, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 20, "printed_page": null, "text": "The genial and far-famed hospitality of the\n\nSouthland was never exhibited to greater ad¬\nvantage than during the 1929 convention. of the\nNational Education Association, the first meeting to\nbe held in the Southeast since 1881. From arrival\nuntil departure, the fine courtesy of the people of At¬\nlanta and Georgia was constantly in evidence in every\ndetail. Georgia watermelons, peaches, and coco cola\nwere served in a tent adjoining the exhibit hall.\nEvery guest was accosted as he left the tent by the\never faithful Boy Scout with his “Come again,\nplease.” Another feature was the gigantic barbecue,\nthanks to the Fulton County Commissioners, at which\n6000 persons were seated at once. The excellent ed¬\nucational exhibits were conveniently located in the\nfront of the auditorium and in the annex which was\ndirectly connected with the auditorium. There were\npresent 1095 delegates representing all the states and\nterritories, while the total registration was something\nover 10,000. The great memorial at Stone Mountain\nproved to be one of the most attractive points of in¬\nterest to the delegates and visitors. The theme of\nthe convention was “Education for a New World.”\nIn addition to the general sessions and the depart¬\nment meetings, the following groups held meetings\nas scheduled in the program: American Classical\nLeague, American Home Economics Association,\nConference of Superintendents of Schools, National\nConference on Art Education, National Conference\non Student Participation in School Government, Na¬\ntional Council of Administrative Women in Educa¬\ntion, National Conference of Geography Teachers,\nNational Council of Teachers of English, National\nCongress of Parents and Teachers, National Geo¬\ngraphic Society, National League of Teachers Asso¬\nciations, National Vocational Guidance Association,\nSchool Garden Association of America.\n\n"}
{"page": 21, "printed_page": null, "text": "AD DRESS OF WELCOME ON BEHALF\nOF GEORGIA\nL. G. HARDMAN,\n\nGOVERNOR\n\nOF\n\nTHE\n\nSTATE\n\nOF THE\nOF\n\nSTATE\n\nGEORGIA\n\nIT is indeed an honor to us as citizens of this state to be in your presence\nhere. It is indeed a great help to us in your bringing the many\n\nmethods\n\nof modern education in your displaj^s. So, we are pleased indeed to have\nyou here. It perhaps would be an assumption on my part to attempt to\nsuggest to you anything concerning education and its modern methods,\nand yet I am sure you will pardon me if I may suggest to you some thought\nthat appeals to me to deserve the consideration of the educational interests\n\nof this entire nation. The subjects that I merely wish to suggest to you\nare the following:\n1. First is the attention to the welfare of the manhood and womanhood\nin our country. In suggesting this topic I divide it, and that will be the\nmost that I shall do, into four heads: First, the matter of mentality, which\nhas been the outstanding element in our education for all times, that our\ntests of the mentality, our records of the mentality are the bases upon\nwhich progress and education have been placed. That is of great importance.\nAnother matter that is now claiming the attention of the educators of\nthe world is physical education or physical development. There cannot\nbe the high type of mentality without the basis of physical manhood and\nwomanhood. So in your educational program not only the mental tests\nshall be taken and recorded and kept but the physical examination of every\nchild in this nation should be made and kept for record and reference and\nevefy record should be repainted so to speak, at the end of each year so\nthat we may thereby determine the progress made in physical development\nas well as intellectual growth.\nThe third suggestion that I would make is character teaching. There\ncan be no great womanhood or manhood without character. We should\nhave in our schools in the entire country character teaching, and records\nshould be kept, and that reading should be taken as in the other two.\nWe might ask why should this be done? We want to know the prog¬\nress in intellectual attainment, we want to know the progress in physical\ndevelopment, and we must know the progress in the character of the stu¬\ndent, and it is only by keeping these records that we are able to present\nor provide for teaching that will separate from the individual his weak¬\nness in mentality, his defects in physical manhood, and his defects in moral\ncharacter.\nThe fourth thing that I suggest to you is that of finger-print reading\nand I presume that at once you associate finger-print reading with crimi¬\nnality, but I take it that every phase, every grey cell in your brain is\nrepresented by corresponding territory in the periphery of your body and\nin order that we may have all the elements to aid in the development of\n[ 17]\n\n"}
{"page": 22, "printed_page": null, "text": "18\n\nNational\n\nEducation\n\nAssociation\n\ncharacter that we should have a finger-print reading, and in that sooner\nor later the governor of this state believes that you will be able to asso¬\nciate mentality and finger-print reading to a degree that you will be able\nto determine the normal mentality.\n2. The next thing I wish to bring to your attention is the individual him¬\nself. The most important factor in the individual is maintaining his\ninitiative and confidence in himself that will establish confidence which\nis the basis of activity in the undertaking of life. Education of the in¬\ndividual means the development of every phase of his strength as applied\nto mental, moral, and physical development. With the proper develop¬\nment of these forces and faculties the citizen becomes confident and satis¬\nfied with his basis of initiative and activity. Perhaps the strongest ele¬\nment in education as applied to life and business is the consciousness of\nthe truth and knowledge of it by the individual. The will is one of the\nstrongest factors or elements in undertaking accomplishment and with a\nconsciousness of truth, integrity, and honesty brings to the individual judg¬\nment, decision, and activity. Activity is inevitable and the result is certain.\nThe individual whose power of decision is weakened and the will itself\ninactive becomes the servant of the individual or agent that dominates\nhim. Confidence and judgment are lost due to the divergency of the\nagencies which preside over him and control the individual. There can\nbe no permanent degree of success. Success is only success as it applies\nto the entire scope of the life of the individual.' Success in life does not\ndepend upon the advancement in the knowledge of standard authorities\nand books accepted in schools and colleges but is the development of the\nforces and character of the’ individual of which those form only a part.\nSchools and educational institutions should not simply be a preparation\nfor life but should be a life in which the individuals themselves do not\nrecognize the burdens, confinements\nin living itself.\nEducation\n\nand hardships but the joy in life and\n\nas applied to groups without the foundation\n\nof education as\n\napplied to the individual is ineffective and does not bring joy and happi¬\nness but failure, disappointments, and burdens; and citizens as a group\nbegin to seek a source from which they can secure a revenue to maintain\nlife and provide for themselves the necessities to swing in harmony with\nthe mass, with society, many of which things are the result of education\non a false basis. It is not the individual or group of individuals who have\nattained a high mark in the standard works in schools and colleges who\nbring to their communities and the state the greatest returns or the\ngreatest joy to themselves and their country, but it is the education of\nthe higher faculties and forces in their nature that brings the greatest\nreturn and joy. Many of the socalled educated individuals and groups\nare oftentimes the greatest failures. The knowledge that we possess as\napplied to the individual and the group of citizens that brings health,\nefficiency, and proper returns is that which develops in them the highest\nideals of life as applied daily in their avocation.\n\n"}
{"page": 23, "printed_page": null, "text": "19\nGeneral\n\nSessions\n\n3. The third thing that I wish to suggest to you is transportation of\nthought, the ruling force of progress. Thought is the force that has given\nto education a science of achievement. Its progress has been excited and\nstimulated by transportation. It is the energy generated by the gray\nmatter of the brain and activity of the brain is excited to a larger degree\nby the transportation of thought or motion. The man who moves in the\ntransportation areas and methods is a man whose brain and thought are\nthe active ones, giving him a greater view and a wider scope of every\nresource in the universe. The stagnant brain and inactive mind is the\nresult of the inactive transportation or moving\n\nof the elements and forces\n\nof nature. Thought, indeed, is one of the elements of transportation con¬\nveyed by the telegraph, the telephone, and wireless communication. These\nmodes of transportation of thought are the basis upon which new thought,\nnew activities come to the world and bring new inspiration, discovering\nand spreading into every element that constitutes the universe. The spirit\nof thought not only pervades every hidden resource but travels with human\nsouls to the great beyond as physical transportation increases in activity.\nThought has brought to the world the greatest activities which have been\nstimulated by transportation. Traffic communication between sections of\nstates and countries has brought new thought and new activities to the\nbrain itself. The more rapid the traffic transportation the more active\nbecomes our thought and the greater the man is the more quick the\ndecision, judgment, and human power.\nNo country or community can ever move forward in the more equal\nelements whose transportation of thought is slow and inactive. It io\nonly he who moves who thinks and the character and value of thought\nis of a higher type when associated with rapid transportation. History\nbears out this statement that the progress, the prosperity, and achievements\nin civilization came with transportation and thought activity.\n\nADDRESS\n\nOF WELCOME\n\nM. L. DUGGAN,\n\nSTATE\n\nON BEHALF\n\nSUPERINTENDENT\n\nOF THE\nOF\n\nSCHOOLS\n\nSOUTHEAST\nOF\n\nGEORGIA\n\nI count it an unusual pleasure and a great privilege to welcome you to\nthe southeast. In the name of the teachers of Georgia and the adjoining\nstates I welcome\n\nyou.\n\nIn the name\n\nof all the southeastern states I wel¬\n\ncome you to the “Land of Uncle Remus” and Sidney Lanier and Henry\nW. Grady. From the hills of Haversham to the marshes of Glenn I\nwelcome you to Georgia and our welcome shall be as candid and simple,\nnothing withholding, and friendly as our beautiful marshes of Glenn.\nEducation of all the children of all the people is no longer a mooted\nquestion. The increase in public sentiment has outstripped the increase\nand support of our schools, but public sentiment and conditions with us\nare ripe now for forward movement in education. You come to us at an\nopportune time. We are in immediate need of inspiration that will come\nfrom this great convention.\n\nI thoroughly\n\nbelieve that the meeting here\n\n"}
{"page": 24, "printed_page": null, "text": "20\n\nNational\n\nEducation\n\nAssociation\n\nof this great organization and the assembling of all the state legislators\nthis week will mark the beginning of a new era in educational progress\nin our state.\nStay with us as long as you will. Enjoy our southland to the fullest.\nWe shall hope to give you something intangible but real and worthwhile\nto take home with you that may abide in your hearts and lives and make\nyou want to come again. And then if some of you should return to take\nup your permanent residence with us we give you a permanent welcome.\n\\\\ e have abundant room for you. Our undeveloped natural resources\nare unequaled anywhere in the world. We are particularly concerned\nhowever, in the proper development of our educational facilities for we\nare mindful that \"Ill fares the land to hastening ills a prey, where wealth\naccumulates and men decay.” We welcome you.\n\nADDRESS\n\nOF\n\nWELCOME ON BEHALF\nOF ATLANTA\n\nI. N.\n\nRAGSDALE,\n\nMAYOR\n\nOF\n\nOF\n\nTHE\n\nCITY\n\nATLANTA\n\nThis convention brings to our city one of the highest honors ever ac¬\ncorded us. We are conscious that the members of your profession more\nthan any other great class are shaping the destinies of our nation. You\nconfer upon us an honor and a distinction. A city could seek no more\ndesirable privilege than to be host to the men and women who are\ndedicating themselves to the youth of America.\nWe welcome you with open hearts. We extend to you the hospitality\nof a city famed for its splendid spirit of reception. We welcome you as\nthe spokesmen of thirty million or more children and we are confident that\nthe deliberations of this convention\nment for the cause of education.\nAside from\n\nany commercial\n\nwill result in very material advance¬\n\naspect of this work, Atlanta will reap a\n\ngreat benefit from this convention. Our people who work along educa¬\ntional lines will be quickened and inspired to greater efforts. We are\nsure that the stay in Atlanta will send you back to your homes refreshed\nin body and mind and with a new conception of our city and section. As\nthe National Education Association goes into session the eyes of the nation\nare upon Atlanta as the shrine of education. Each state and every city,\ntown, hamlet, and rural community in America are interested in what the\nallied groups of the Association are considering and accomplishing. Your\naims and objectives are of interest to many of us.\nNext to the parents of America you are the closest counselors of our\nyouth and your influence over our children and upon their future is second\nonly to their home training. It has been said that what we wish to bring\nout in the nation must first be put into the schools. With sound and\nadequate education as your next goal you are working toward the safest\nand sanest future for our great republic. Universal education means more\nnearly equal opportunities for all.\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\nSessions\n21\n\nThe devotion of the American teachers to the public schools, the ideals\nwhich the teachers pass on to the children are among the most inspiring\ncircumstances of our national life. Being educators I am sure you will\nbe interested in a word about Atlanta’s school system.\nSince 1921 we have spent or appropriated five and one-half million dol¬\nlars for the erection and equipment of new school buildings. So rapidly\nhas the population of our city expanded that before the last dollar is\nexpended there arises the necessity for further expansion of school facilities.\nApproximately twelve hundred teachers are employed in the system. And\nyou may gain some idea of how devoted Atlanta teachers are to their work\nwhen I say that a great many of the instructors have been teaching in the\nsystem for periods ranging from five years to more than a quarter of a\ncentury. Over sixty thousand school children are enroled in our public\nschools and our system is said to rank favorably with those of other lead¬\ning cities of the counfry.\nThe citizens of Atlanta welcome you to their hearts and homes and we\nhope that when the important work of this great assembly has finished\nyou will linger with us awhile to further enjoy the attractions of our\ncity. Atlanta is yours.\n\nADDRESS\nGEORGE\n\nW.\n\nOF WELCOME ON BEHALF\nOF EDUCATION\nPOWELL^\n\nPRESIDENT;\n\nBOARD\n\nOF\n\nOF THE\n\nEDUCATION\n\nOF\n\nBOARD\nATLANTA\n\nIf there is any doubt in your mind as to the cordiality of your welcome\nI hope that I can dispel it. Atlanta has never had and never will have\nin my judgment until you return again, such distinguished guests. It is\nalmost impossible to the mind to conceive of the great power that you\nhave in your hands, of the sacred responsibility that rests upon your\nshoulders. May heaven give you the vision to see, the skill to plan, and\nthe courage to do the things that will prove best for the nation.\nNo nation, no community, no city can prosper except as its public school\nsystem prospers. That is the very foundation of civilization. Our youth\nof today are our citizens of tomorrow. Let us so educate them that when\nwe pass on and leave to them our tasks we will have no apologies to offer ;\nand we can conscientiously say that we have tried to do our duty as\nwe saw it.\nToday we are apt to judge the successful man\n\nby the dollars he has\n\naccumulated. That is the last standard by which we should judge a man’s\ngreatness. His greatness does not consist in serving himself except as he\nserves himself to the service of humanity.\nIt is a happy privilege as president of the local board of education to\nwelcome\n\nthis distinguished body.\n\nDr. Duggan\n\nsaid it was forty-eight\n\nyears ago that you came. Don't make it so long next time, otherwise I\nmight have difficulty getting here to see you.\n\n"}
{"page": 26, "printed_page": null, "text": "W\n\nNational\n\nW\n\nEducation\n\nAssociation\n\n2?\nI hope your deliberations will be successful. I hope that great Teacher\nof all time, so keen to do and anxious in His love for children, will guide\nyou in your deliberations and will watch over and care for those loved\nones you have left at home\n\nRESPONSE\nEULA\n\nON\n\nand bring you safely to them.\n\nBEHALF\n\nF. HUNTER,\n\nOF THE\n\nSTRIBLING\n\nHIGH\n\nTEACHERS\nSCHOOL,\n\nFORT\n\nOF AMERICA\nWORTH,\n\nTEXAS\n\nAY e teachers of America deal with new ideas and believe in change ;\nbut there are certain fundamental truths which we know are sure. And\none of these established anchors is the hospitality of the South. We deeply\nappreciate the official welcome which has been extended to us this morn¬\ning by these distinguished hosts, Governor Hardman, State Superintendent\nDuggan, Ylayor Ragsdale, and Mr. Powell. But these are not the first\ncordial greetings we have received in Atlanta. Since the moment of our\narrival in this fair city the people have spoken to us kindly and have made\nus feel at home.\nHowever, we are not here primarily to rejoice in the rich fellowship\nwhich is assured us officially and on every hand. We have come to study a\ngreat theme which our President, Mr.\n\nLamkin,\n\nhas wisely chosen, “Edu¬\n\ncation for a New World.'’ This is the friendly enterprise which brings\nmarching through Georgia an army of active educators representing every\nsection of these United States and Hawaii. It is a friendly mission and\nwe know that we are welcome. And it is a prophecy of the spirit which\nmust permeate all our relationships in this New World.\nOur first concern is the welfare of the rising generation — the school\nchildren of the United States. But the discovery of a truth, or the solution\nof a problem, can no longer be confined to an area so small as this immense\ncountry of ours. If we in this conference make real progress in some field\nof education, it will mean an advance towar’d nobler life and culture in\nevery civilized land of earth. That is the kind of world in which we live\nnow. Once a psalmist realized that even though he should take the wings\nof the morning and fly to the uttermost part of the earth, God would be\nthere. But when we fly to the farthest habitation of man, we find that\nnot only is God there, but the inventions of man are there, and the As¬\nsociated Press is there, ready to send to all mankind the important happen¬\nings of the day. My brother has been living in a little Japanese town three\nhundred miles north of Tokyo, and for a week last October he read in the\nlittle village paper each afternoon the news of the World Series and the\nbatting average of Babe Ruth.\nThis is our new world, and we must learn to live and to work in it.\nOur neighbors are neither adjacent communities nor border states, but all\nthe nations. One of the first lessons we should learn and teach is that\nfriendly missions everywhere will meet with the same kind of welcome\n\nas\n\n"}
{"page": 27, "printed_page": null, "text": "23\nGeneral\n\nthat which you extend to us.\na warrior from Spain. With\n\nMany\n\nSessions\n\nyears ago there came\n\narmor-clad horses and riders who\n\ninto Mexico\nlooked like\n\nmen of steel, Cortez and his soldiers cut their w^ay through the ranks of\nnatives, who could only defy the invasion by throwing stones. It was a\nsad day. Not so long ago another hero traveled there, and as this pilot of\nthe purple twilight came out of the sky the people closed their shops and\ntheir schools, decorated their streets with bright flags and bunting, put on\ntheir Sunday clothes, and shouted welcome to Lindbergh. He had come\non a mission of peace.\nThis is the spirit of our campaigning. We are not soldiers of fortune\nbut dispensers of truth. We believe in the inherent dependableness of\nyoung people and we are willing to trust the future to them after they have\nbeen given ideas and ideals. We are in a new day and changes are necessary,\nbut the real forces which bring changes are ideas. Some years ago there lived\nout in Texas an old man with an immense beard ; large enough, I think, to\nconceal a diamond stud as large as a Georgia peach. One day a little\ngranddaughter said, “Grandpa, what do you do with your whiskers at night,\nand when you put on your overcoat, do you put your whiskers inside or\nouside?” The old man had not thought of it. That night when he re¬\ntired he tucked his beard carefully under his blankets, but that pulled his\nchin. Then he put his whiskers outside the covers, but that, he thought,\nheld him stiff on his back. He had a terrible night. The next morning\nhe started down town, and his beard was blowing in the wind. He buttoned\nhis overcoat around it but that was most uncomfortable. So he went\ndown\n\nto the barber shop and had his whiskers cut. After the idea was\n\nplanted in his consciousness something had to be done about it. Our\nbusiness is to puncture young minds with new truth. We know that they\nwill take the question home to dad.\nGentlemen, we teachers of America appreciate 5*our high estimate of the\npart we have had in producing the civilization which we prize today.\nWe feel that we are making a contribution, but our prize is not the praise\nwhich you so kindly bestow. Our recompense is in the boys and girls who\nshall become the finest citizens our country has ever known.\nOnce there was a king who wanted to reward the man who had most\nnobly and effectively served. He appointed a day upon which he would\nsit as judge and hear the claims of any who would come. The physician\ntold how he had taught sanitation, healed the sick, and kept the people in\nhealth. The judge insisted that he had decided wisely the controversies of\nthe people and had administered the law of the land. The preacher asked\nconsideration because he had married the young, buried the dead, and\npreached the gospel of kindness and love. The farmer reminded the king\nthat all the people of the realm were dependent upon the nourishing produce\nwhich came from the farm. While these men, one by one, presented their\nclaims to the promised reward, there sat in the rear of the room an aged\nman whose face beamed. As each man told his story this gentleman was\n\n"}
{"page": 28, "printed_page": null, "text": "24\n\nNational\n\nEducation\n\nAssociation\n\nthrilled. The king could stand it no longer, so he said, “My man, what\nhave you done? You seem to rejoice at the achievements of all these con¬\ntestants. Then the old man arose and said, “Oh, King, this is my con¬\ntribution. When these distinguished servants of the realm were boys, I\nwas their teacher.”\n\nEDUCATION\nWILLIAM\n\nJOHN\n\nCOOPER,\n\nFOR\n\nUNITED\n\nA NEW\n\nSTATES\n\nAMERICA\n\nCOMMISSIONER\n\nOF\n\nEDUCATION\n\nWith the coming of spring, a wellknown luggage manufacturer placed\nin many of our magazines an illustrated advertisement. In the picture a\nwell dressed young man was shown standing by an old fashioned trunk and\ngrips of different styles. Nearby were standing a smartly dressed young\nwoman and an older lady, presumably her mother. The half-turned faces\nof the women revealed smiles, half of amusement, half of pity. The legend\nwas this: “If your ears burn easily, don’t travel with attic heirlooms for\nluggage.” Shortly after this advertisement appeared, the editor of one of our\nweekly magazines received a letter condemning very strongly “the sneer\nat old-fashionedness” which the advertisement conveyed. Our editor pub¬\nlished the letter with the following comment from which I omit names:\nBefore\n\nbuying\n\na trunk\n\nlike his grandaunt\n\nwould\n\nhave\n\nbought\n\nlet Subscriber\n\n. . . . reflect upon the theory that Uncle Sam’s prosperity is best reflected in his\nscrapheap, there being a United States willingness to scrap the good for the better.\nAs to the (X) advertisement “sneering at poverty” the same\nadvertisement, for every shopwindow.\n\nmay\n\nbe said for every\n\nThe same idea has been set forth quite fully and very frankly by no less a\nbusiness leader than General Director Charles F. Kettering, General Mo¬\ntors Research Laboratory, in the January number of the Nations Business.\nWriting under the title, “Keep the Consumer Dissatisfied,” 1 Mr. Kettering\nsaid with regard to new models in automobiles:\nIf automobile owners could not dispose of their cars to a lower buying strata,\nthey would have to wear out their cars with a consequent tremendous cutting in the\nyearly demand for automobiles, a certain increase in production costs, and the\nnatural passing along of those costs to the buyer.\nIf everyone were satisfied, no one would buy the new thing because no one\nwould want it. The ore wouldn’t be mined ; timber wouldn’t be cut. Almost\nimmediately hard times would be upon us.\nYou must accept this reasonable dissatisfaction with what you have and buy\nthe new thing, or accept hard times. You can have your choice.\n\nTo drive home his point Mr. Kettering suggests taking a brand new uptodate automobile and sealing it in a large glass case. Let its value be ap¬\npraised each year and a new price put on it. At the end of ten years the\nvalue of this car will be chiefly a junk value. We are told that this de¬\npreciation is due to the fact that in ten years some real improvements will\n1 Kettering, Charles\nJanuary, 1929.\n\nF., “Keep\n\nthe Consumer\n\nDissatisfied,” Nation’s\n\nBusiness,\n\n17:79;\n\n"}
{"page": 29, "printed_page": null, "text": "General\n\nSessions\n\nhave been made in the automobile both in workmanship\nAnd\n\nin the meantime\n\n25\n\nand in appearance.\n\npeople will have changed their minds as to what con¬\n\nstitutes a “best car/’ What one may today call “the best car that can be\nmade” is really not in fact the best that can be made.\nThese are simple illustrations of an outstanding characteristic of this\ngeneration — change. For if I am to run the risks of prophecy and attempt\nto indicate what education for the new America should be, I must offer\nsome generalizations about the present age which seem to indicate trends.\nThe first generalization about our times which I make then, is that change\ndistinguishes it from preceding periods of human history. In the world of\ncommerce and industry where change means profits there is no complaint\nexcept from the few conservatives who are left hopelessly behind in the race.\nBut corresponding changes in social life and institutions necessary to keep\nthem abreast of the times are less cheerfully accepted, possibly because there\nis no financial incentive to change. So we find press and pulpit full of\nlaments about the disintegration of family life, hasty marriage, easy divorce,\nand juvenile delinquency. The old mores are no longer accepted. What\nshall the outcome be ? \"I his question especially worries the educator and\nthe minister of religion. For education and religion are conservative forces\nin society, and in a world of change they are peculiarly the objects of attack.\nThat the popular magazines are full of controversy on education and\nreligion is first-class evidence of the far-reaching effect of change as a char¬\nacteristic of contemporary civilization. Yet careful students of society\nrealize that even in our most sacred institutions change must come. For\ninstance William Trufand Foster writes, “Change is the immutable law of\nprogress. Whatever resists change is dying; whatever does not change is\n1\ndead.”\nAnother\n\ngeneral characteristic of our time is speed. Perhaps this results\n\nfrom change and is in part only accelerated change.\n\nRailway\n\ncompanies\n\ndelight in announcing ever faster trains and in providing “wings for the\niron horse.” The airplane is rapidly becoming popular with the business\nmen, both as a means of personal transportation and as a means of com¬\nmunication. Listen to a writer in a business men’s magazine for last month\n(May, 1929). Writing under the heading “How Aviation Speeds Busi¬\nness,” he says, \"Business saved $19,812.69 in interest in eighty-three busi¬\nness days in April, May, June, and July last year by sending cancelled\nchecks by air mail from Cleveland to Chicago.” 2\n“Time” has long been the essence of contracts. But never before have\nmen been urged to \"wire not write.” Only recently have the advertising\npages shown salesman “A” getting an “order for goods” by long distance tel¬\nephone while his competitor “B” was rushing to the customer by fast train.\nQuite recently the Foreign Trade Council meeting in Baltimore was ad¬\ndressed on Wednesday evening by the representative of an American cor1 Foster, ami\nWilliam\nT., “The\nSpirit of the West.\"\nPoresman\nCompany,\nChicago.\n- Exo, Arnold\n\nII., “How\n\nAviation\n\nIn Essays of Ottr Times, p. 169.\n\nSpeeds Business,\" Nation's Business, ITiSS; May,\n\nScott,\n1929.\n\n"}
{"page": 30, "printed_page": null, "text": "2b\n\nNational\n\nEducation\n\nAssociation\n\nporation speaking from his European office at five o'clock Thursday morn¬\ning. A ship owner present on that occasion was able to get an answer to\na message sent to his farthest ship on the Pacific ocean in fourteen minutes.\nA telegram dispatched by the toastmaster went around South America (by\nspecial arrangement of course) and was received at the very table from\nwhich it had been sent by the Ambassador of the South American Republic\nto whom it was directed within the space of seven minutes.\n“The Hindus conceived a pretty high speed.” writes Professor Anesaki,\n“ ‘mano-javas,' the speed of idea traversing the gigantic universe in a kahana\n(second or moment) but it was merely ideal. The speed of cherubim or of\nPegasus, equally imaginary, is no match for the actual speed of the flying\nmachine today, not to speak of the cinematographic apparatus taking many\nimages in a second. This is merely an instance of the speed achieved nowa¬\ndays, but a more important factor in contemporary life is the frenzy for\nspeed, which is an integral part of the life and mental habit of modern\nman.” 1 This frenzy for speed is well represented by the recent sacrifice\nof life on a racing track in an insane effort to travel at a speed utterly im¬\npossible under actual traffic conditions and entirely without merit in de¬\nvelopment of the automobile motor. The remedy for it rests with educa¬\ntion.\nA third general characteristic of this present period is the widespread\nuse of power driven machinery in production. After studying the great\nGerman Museum at Munich, Dr. John H. Randall, Jr., asked himself,\n“What\n\nare the dominant\n\ntraits of the world\n\nforeshadowed\n\nhere in the\n\nGerman museum?” To this question he returned this answer, “The ma¬\nchine, technical invention applied to mass production, is the cornerstone\nsupporting the whole structure.” 2 Within the past few months the presi¬\ndent of one of our agricultural colleges was reported as telling a graduating\nclass that had the crops of last year been produced in the way such crops\nwere produced prior to the Civil War, twenty-seven million more people\nwould have been required to produce them. Carl Kottgen, German student\nof American conditions, reports that 43.3 percent of the gainfully employed\nin Germany are required to feed Germany, while in the United States only\ntwenty-nine percent are so required. He finds the agricultural production\nper individual 2.46 times greater in the United States than in Germany.3\nBut agriculture has been less affected by machines and power than haS manu¬\nfacturing. From 1899 to 1919 the physical volume of product turned out by\nAmerican manufacturers increased 112 percent, and the number of wage\nearners employed increased 103 percent. In the eight years following 1919\nthe increase in volume of products has been 46.5 percent and the number\n1 Anesaki,\n\nin American\n\nYork\n\nCity.\n\nMaseharu,\n\n“An\n\nCivilisation,\n\n2 Randall, John\nNew York.\n\nOriental Evaluation\n\ned. Kirby\n\nHerman.\n\nOur\n\nPage,\n\nChanging\n\nof Modern\n\np. 334-35.\n\nCivilization.”\n\nHarcourt,\n\nBrace\n\nCivilisation. Frederick\n\n3 Hoover. Herbert and the President’s conference\nMcGraw-Hill Book Co., New York. Yol. 1, p. 3.\n\ncommittee.\n\nand\n\nIn Recent\n\nCompany,\n\nA. Stokes and\n\nRecent\n\nEconomic\n\nGains\nNew\n\nCompany,\nChanges.\n\n"}
{"page": 31, "printed_page": null, "text": "General\n\nWelfare\n\nof workers has decreased by 2.9 percent. \"During\n\nthe period of greatly in¬\n\ncreasing productivity.\" writes L. P. Alford, “there has been a decrease in\n\nThe Hoover committee found no noticeable trend in production toward\nloyed.\"1\n*\n3\nestablishments employing\ngreater numbers of workers, but when measured\nthe\n\nby horse power per establishment a decided increase was discovered. \"From\nnumber\nthe point of view of the worker,\" say Thorp, “it means that more and more\nof the or\nactual labor is done by the machine, and we are coming more and more\nworkers\nto merit the designation of the ‘machine age. A fourth general characteristic of our present civilization is standardiza¬\ntion. Our classic illustration is the Ford car. Through a high degree of\nstandardization it can be sold at a price which millions of people can afford\nto pay. New parts for it are always readily obtainable and at little expense.\nThe workmen who manufacture and assemble it can receive high wages,\nand the persons who own the factories concerned with its manufacture be¬\ncome the world s richest individuals. The fewer the types of an article\nwhich need to be made, the more fully the machines for making them can\nbe utilized, and the more skilled their operators can become. Therefore,\nthe more products are made by machines, the more\nardized.\n\nthey will become stand¬\n\nThe United States Department of Commerce during the Secretaryship\nof Herbert Hoover advocated reduction in varieties of many manufactured\narticles. This “simplified practise\" as it generally is called, designed to elimi¬\nnate waste, was a rather long step in standardization and consequent reduc¬\ntion in costs. Instead of forty-four varieties and sizes of common brick\nwe now have one. In place of 421 sizes of nails and tacks we now have 1S2.\na reduction of fifty-seven percent. Hospital beds formerly manufactured\nin thirty-three lengths, thirty-four widths, and forty-tour heights, are now\nof one length, one heighth. and three widths. Eighty- tour commodity\nclassifications have been so simplified to the great benefit of all concerned. 1\nwould not leave the impression, however, that standardization should be\nextended without limit. There are many dangers inherent in it, some of\nwhich have been well pointed out by Stuart Chase, a close student of our\neconomic and social life:\nIndustrial\n\nstandardization\n\nis one\n\nof the mightiest\n\nachievements\n\nof the new\n\ntechnology, but it is a two-edged sword. Applied with due regard for the human\nequation, it promises the elimination of untold duplications, confusion, and waste,\nand a tremendous gain in the general standard of living. Applied only from the\npoint of view of the maximum probt in dollars, it can readily become an unmitigated\ncurse. True to the formula of business iber alUs. it is the latter course which indus¬\ntry has pursued to dated\n\nThe fifth and last generalization I care to make about this generation in\nwhich we live is suggested by Stuart Chase's reference to \"business fiber\n1 Ibid., p. 101.\n= Ibid., p. 216.\n3 Chase, Stuart. “The Dogma of Business Firs: In £xj»\\jr .*• Aar\nBrown, p. S0-S1. Scon. Foresman and Company, Chicago.\n\nT'\n\ned. Ctarcn\n\n"}
{"page": 32, "printed_page": null, "text": "28\n\nNational\n\nEducation\n\nAssociation\n\nalles.” Our philosophers say that we are living in an age of ‘‘dollar econ¬\nomy.” Foreign observers from Dickens to the present upbraid us for it.\nEuropean common folk, observing the lavish and foolish expenditures of\nthe American tourist, assume that all Americans are rich. Their patriotic\neditors, lamenting their nation’s loss of some splendid work of art which\nan auction has transferred from some old estate to an American million¬\naire’s mansion, accuse us of sordidness. Their cartoonists cover Lncle Sam\nwith the dollar mark. Their more careful critics noting our hurried life and\nour stock-market speculations conclude that we are “money mad” and have\nlost all standards of measuring values except the dollar-and-cents stand¬\nard. “To the cultured European,” writes Dr. Gay, “with his background\nof leisure as a social ideal, the concentration of Americans on their task of\nsubjugating and organizing the continent has often appeared, naturally\nenough, to be at the best a regrettable undervaluing of higher faculties and\nat the worst a frantic, ignoble pursuit of money.” 1\nThat we even interpret business in this way ourselves is evidenced by the\nillustration which heads the chapter on “Business” in Beard’s Whither\n\nMan¬\n\nkind, which shows a group of men wildly scrambling for coins tossed to¬\n\nwards them by fleet-footed Mercury.2 Many writers speak of it in apolo¬\ngetic tones, yet in itself I know of no reason why we should be ashamed\nof this emphasis on the dollar. The very fact that we have been living in a\nperiod of rapid change has tended to overemphasize the standard by which\nwe measure our progress. By way of illustration consider the speeding up\nof freight trains. Just after we had passed through an Ohio city we over¬\ntook a freight train. My train had just attained normal speed yet it took\nseven minutes to pass that freight, in which I counted ninety-five cars\npulled by two giant engines. On some of the flat cars were machinery. In\nother cars were iron fillings and scrap iron. The box cars were of many\ntypes including furniture and automobile\n\ncars. Yet none\n\nof them were\n\nfruit express cars. Why this tremendous speed in freight trains which haul\nno perishable products? From the back cover of the dining car menu for\nthe day I learned that the speeding up of freight trains had contributed\nhundreds of millions of dollars to industry by eliminating car shortages and\nby making it unnecessary for manufacturers, wholesalers, and retailers to\ncarry large stocks of goods. We\n\nare told that every mile which is added to\n\nthe average daily mileage of a freight car is equivalent to adding 100,000\nfreight cars to the total railroad equipment and that since 1920 five miles\nper day have been added to that dailv average.\n\n“The\n\nvirtual addition of\n\n500,000 cars to the railway plant through this speeding up,” we are told,\n“means a saving of perhaps $750,000,000 in new capital, $45,000,000 in\nthe annual cost of such capital, another $30,000,000 for annual depreciation\ncharges, and $75,000,000\n\nfor repair charges per year.” The\n\ndollar seems\n\n1 Hoover, Herbert and the President’s conference committee. Recent Economic Changes.\nMcGraw-Hill Co., New York, 1929. Vol. 1, p. 7.\n2 Beard, Charles A., editor Whither Mankind. Longmans, Green and Company, New York.\n\n"}
{"page": 33, "printed_page": null, "text": "29\nGeneral\n\nSessions\n\nto be the only feasible standard for measuring outcomes of such activity as\nthe speeding up of the movement of freight.\nIf our present American civilization is reasonably well described by these\ngeneralizations, and if they represent, as I think they do, trends which are\nlikely to influence our social and economic life for at least a generation,\nthen our major problem is to develop a school system designed to enable\nindividuals to adjust themselves to the social environment in which they\nmust work, and to modify their environment in an intelligent manner.\nCan we formulate an educational program from a civilization in which\nradical change may occur at any time, which is speeded up to high pitch,\nwhich by the use of power and machines is removing from the backs of men\nthe burden of weary toil, and yet which makes for standardized products\nand which measures its progress in terms of dollars and cents?\nI suggest as major lines of attack on such a problem the following pro¬\ncedures :\nFirst, that wTe ascertain as fully as possible those respects in which pres¬\nent-day schools are meeting satisfactorily the demands properly made on\nthem.\nSecond, that we define as clearly as possible the respects in which our\nschools have failed to meet satisfactorily the problems of this generation.\nThird, that we study objectively the results obtained in schools, includ¬\ning colleges, which have departed from traditional curriculums or methods\nor both.\nFourth, that we\n\ncatalog the inadequacies or deficiencies in our present\n\nsociety, taking for study those upon which our leading thinkers are in sub¬\nstantial agreement; that we hunt for the factors responsible for these\ndeficiencies, estimate the social effects likely to result if they are not reme¬\ndied, and the posssibilities of eliminating them or offsetting them through\neducation.\nThe\n\nstudies needed if the problem is to be approached\n\nin this manner\n\nare merely begun. This fact indicates the first step in setting up the edu¬\ncational system for the new America. This absence of objective data and\nthe short time at my disposal make it necessary that my suggestions or\nprophecies, if you will, be brief.\nWhat are the assets and liabilities of the present schools, judged from the\nscanty data available? Judged by articles in popular magazines a stranger\nwould conclude that there are no assets, but I believe that there are many.\nIf we think first of collegiate and professional education, one is impressed\nwith the general success of American engineers. They seem to be adequately\ntrained not only to cope with gigantic and unprecedented\n\ntasks in mining,\n\nrailroading, electrical development, highway building, automobile and air¬\ncraft manufacture, and structural work of many varieties in the develop¬\nment of our own continent, but their services are also in demand abroad.\nAt the same\n\ntime it must be conceded\n\nturned out men\n\nthat American\n\nable to meet successfully the economic\n\ncolleges have not\nand social problems\n\n"}
{"page": 34, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\nAssociation\n\nof this generation, and judged by old world standards of culture and refine¬\nment, the products of our institutions are below par.\nOn the secondary school level of education the situation is even less clear.\nThe high percentage of the eligible age groups in school is the wonder of\nthe world and many of our own people ask what the purpose is and what\nthe outcome is likely to be. The college officials tell us that these schools\ndo not prepare students for college satisfactorily and many employers ex¬\npress dissatisfaction with the product they obtain from vocational courses.\nWhether the increased enrolments in these schools have led to a general\nlowering of standards or to less attention to a chosen few we do not\nreally know. We have made extensive changes in these schools largely in\nthe addition of newer courses, especially in trade training, in preparation for\noffice service and home economics. There has also been, especially in the\nlarger cities, administrative reorganization into junior and senior high\nschools, partime or continuation schools, and a few distinct trade schools.\nA general recognition of the chaotic state of secondary education in this\ncountry led to a demand for a nationwide survey of the field. Congress has\nappropriated $225,000 for a study to extend over three years and this\nautumn the investigation will be begun. From it should come an estimate\nof the liabilities and assets.\nOur elementary schools are now undergoing rapid changes in curriculums, methods of instruction, and administrative organization. The one\nextensive study made in this field indicates that the elementary school should\nbe concerned with children only through the sixth grade.\nWe are just beginning to realize that the difficulty faced by the elemen¬\ntary school is very fundamental. Until recently it has been a supplementary\ninstitution — supplementary especially to the home and the church. But\nin an age when large numbers of people have no direct contact with the\nchurch or the church school, many people wish to make the day school\nresponsible for character training. The loss of the cooperative contacts be¬\ntween parents and children in the oldfashioned home, where all worked\ntogether for the common good, is not yet fully appreciated. When it is\nfully felt by society there will be a demand that the school be no longer\nmerely a place where children are prepared to make a living later, but that\nit be a place where real living goes on under the best possible present con¬\nditions. The school of tomorrow is likely, therefore, to nurture the com¬\nplete child, physical, mental, and spiritual. Its curriculum will involve\naspects of life. Children will be encouraged to bring into the classroom\ntheir interests and problems in nature, in city life, in industrial and human\nrelations, as well as their questions of diet, exercise, and health.\nThe efforts on the part of the school to make good some of the loss of\nthese influences have also brought about the establishment of kindergartens\nand nursery schools as well as modified the methods of teaching and ad¬\nministering the lower grades in the elementary school proper.\nThe task of measuring objectively the outcomes of educational experi¬\nments is not easy, but I think that it is possible and that it should be\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nSessions\n31\n\nattempted. The experiments with college education are now quite numer¬\nous and are interesting in their variety. Some colleges carefully select stu¬\ndents and offer specialized training of high standard, while others correlate\nthe classroom work with the student’s gainful employment. One college\nattempts to broaden a student’s understanding of our presentday civilization\nby special treatment in the first two years, another segregates its freshmen,\nanother groups them by “houses” under special tutors, and another experi¬\nments with “a junior year abroad.”\nElementary and secondary schools of laboratory type are now maintained\nby university schools of education and by teachers colleges. In many of\nthem, as well as in many private schools, radical breaks with general\ncurrent practise have occurred. From these experiments w^e should learn\nsome things to do and probably some things to avoid.\nOf great significance, too, is the work now done in our classes for adults.\nAlthough originally organized to permit adults to make up deficiencies in\ntheir early training or to enable them to acquire new vocational skills,\nthese classes have been less bound by traditional practise than have classes\nfor younger students. As a result there have grown up in schools for\nadults open forum seminars for the consideration and discussion of all\nsorts of problems — civic, economic, and social ; classes for study of art,\nmusic, and literature. The success of these classes in enriching the cultural\nand leisure time activities of their members promises a hastening of the\nday when education and life will be synonymous terms ; when education\nwill be regarded as an essential aspect of life itself, and accordingly a life¬\nlong process.\nIt is with some trepidation that I discuss the fourth suggested procedure ;\nnamely, that we attempt to discover the significant deficiencies or inade¬\nquacies in the educational equipment of the present generation. For almost\na decade Doctor Snedden has been advocating this plan as the most scien¬\ntific method of finding out what our education for citizenship should be.\nAlthough the social survey is in its infancy the reception of the first sig¬\nnificant study of this sort, Middletown, by the Lynds, is decidedly en¬\ncouraging to those who advocate objective methods in social and economic\nresearch. I have suggested that where objective data is lacking we general¬\nize from the observations of our most competent thinkers. In the absence\nof any survey of the literature in this field, or of any attempt even to define\nwhat should be included in such a survey were it to be made, we can have\nonly hazy notions about what deficiencies do exist.\nYet I am asked to outline the educational needs of the new America.\nIn attempting this task with the inadequate data available I enter uncharted\nseas of prophecy and attempt to find my way by a few stars rather dimly\nseen.\nFirst, let us, in the new\n\neducational scheme, extend the use of scientific\n\nmethod to all aspects of our life. Let us teach young people to put depend¬\nence on tested thought rather than on tradition and prejudiced opinion.\nThis is easily said, but it is fearfully hard to do. Yet our rapid progress\n\n"}
{"page": 36, "printed_page": null, "text": "32\n\nNational\n\nEducation\n\nAssociation\n\nin invention has been due to just that policy. But when one tries to apply\nthis principle to other fields he must keep in mind two facts: First, that a\nmanufacturer profits financially by following where science leads; second,\nthat the average man, beneficiary of comforts and conveniences growing\nout of technological advance, is quite unaware of its significance or its basic\ncause. In brief, he takes these good things for granted and in other aspects\nof his life wraps himself in his prejudices and lies down with his super¬\nstitions. In emergency he may consent to govern for a time his use of food\nand drink in accord with principles of tested experience, but it would be\ndifficult to get him to bring up his children in line with what science tells\nus of child nature. Suggest that he govern his behavior scientifically and\nhe would be shocked. Yet few of us are satisfied with the apparent disinte¬\ngration of our social institutions. And there is offered no other scheme\nwhich holds as much promise of success as the method which has succeeded\nso adequately in industrial phases of our civilization. If this first general¬\nization is only partially sound our school curriculum must give much more\nattention to science, for in this way only will people come to understand\nthe methods science employs and to have confidence in objective findings.\nSecond, a serious defect in our present educational system consists in\ndeveloping a thought pattern which longs to have matters settled with\nfinality . From this fault not even scientists are free. When Galileo dis¬\ncovered sun spots the scientists of his day argued that the sun, a heavenly\nbody, must be spiritual and as such could have no defects. One\n\nold con¬\n\nservative assured his fellows that Galileo must be mistaken, “for” said he,\n“I have read Aristotle through three times and nowhere does he mention\nspots on the sun.” Even in medical research until the opening of this\ncentury every advance was made by some laboratory worker in the face of\nopposition of his contemporaries.\nTo say that distinguished scientists hold traditional opinions and dog¬\nmatic attitudes in scientific fields other than their own is to utter a plati¬\ntude. Of this fact secondary school people who have endeavored to induce\ncollege faculty committees to experiment with new entrance requirements\nare painfully aware. The scientific mind is always open. Nothing is ever\nsettled. The work of Einstein and others has shaken opinions based on\neven Newton’s findings. New discoveries, which indicate that facts form¬\nerly accepted as indicating the whole truth are only partial revelations of\nthe truth, are excellent developments of a healthful skepticism which is\nvaluable in a rapidly changing world. E\"p to this time no instructional ma¬\nterials have been found better suited for developing this frame of mind\nthan the natural sciences, particularly the history of their development. If\nthis, my second assumption, is sound, it also points to the need of bringing\nmore science into the work of the school.\nThird, a generally recognized deficiency of our generation is the lack of\nknowledge on the part of the vast majority of the people of who the leaders\narc. We\n\naccept without hesitation such statements as, “Where\n\nthere is no\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nSessions\n\n33\n\nvision the people perish,” “Democracy is a government of all, for all, under\nthe leadership of the wisest and the best,” etc. Yet how many who vote\nknow who are the “wisest and the best,” or to wdiom to look for vision?\nReporters seeking for “news” single out men and women of prominence\nwhose place in the public eye make their utterances “news.” They inter¬\nview such folk on all sorts of topics. Frequently they speak on subjects\nabout which they had better be silent. For often a well-intentioned citizen\nis misled into venturing an opinion in a field in which he is without ex¬\nperience. Hence we may find a distinguished politician quoted on such a\nsubject as biological evolution, or a distinguished biologist on the problem\nof international debts, or a distinguished chemist on a question of religion.\nIt would be highly profitable for the welfare of democracy if every citizen\ncould know three or more ablest men in his country in religion, in medicine,\nin the various sciences such as biology, astronomy, and physics, in law, in\ninsurance, in investments, in railroading, in international relations, in avia¬\ntion, and in education, elementary, secondary, and collegiate. For it is\nreadily accepted as impossible in this day for many men to be well in¬\nformed in many fields of human activity. Therefore if the people are to\nbe wisely advised they must first know w'hose opinions are worth listening\nto. Today how few are the people trained to be critical of the opinions of\nmen who speak and write on important matters. How many educated\nmen can name even the one leader in a field of knowledge whose opinion he\nshould have before making, either personally or as a citizen, an important\ndecision on an issue in that field? If this, my third assumption, is sound,\nit constitutes a strong reason for considering education as a life process,\nsince today’s leader is dead tomorrow\nrevising his information.\n\nand each of us must be constantly\n\nFourth, the inability of many of our citizens to cooperate fully in enter¬\nprises for the common good seems to me to constitute a serious civic de¬\nficiency. That this is a weakness is attested by the increasing number of\nstatutes by which majorities are attempting to compel the cooperation of\nminorities. It is further attested in many economic situations — especially\nin agriculture and retail business. One illustration must suffice. In one of our\nstates are two groups of citizens engaged in pursuits similar in many ways.\nOne group produces citrus fruits, the other raisin grapes. Both groups are\nconfronted at times with the prospect of crops in excess of market demands.\nThe members in one group have been ruined by attempting as individuals\nto market a great oversupply. The members of the other group, acting\nthrough an organization, have marketed a high-grade part of the crop, have\nwithheld inferior fruit and have discovered uses of it as byproducts. In\nthis way they saved their market from collapse. I need not say that the\nmembers of the organized group were not in line when farm relief was\nsought from Congress. Insofar as I can tell, the difference between the\nfailure of one group and the success of the other was due to the ability or\ninability of their respective memberships\nmon good.\n\nto work\n\ntogether for the com¬\n\n"}
{"page": 38, "printed_page": null, "text": "34\n\nNational\n\nEducation\n\nAssociation\n\nWhat are the implications of this generalization for the school of to¬\nmorrow? Among them are these: First, the social studies courses must be\ncompletely overhauled. Second, much of the material called “history” now\nin our schools, ornamental perhaps but not immediately concerned with\npractical life of today, must be transferred to courses to be elected by those\nwho wish them ; in place of this must come materials drawn from economics,\npolitical science, and perhaps from psychology and sociology. Third, our\nmethods of instruction all through the lower schools must take on more\nand more the form of cooperative enterprises. Probably the more useful\nwork preparatory to citizenship in our secondary schools today is labelled\n“extracurriculum.” Much good training in teamwork takes place in class\nprojects in the elementary school, and in club activities, orchestras, bands,\nathletic teams, and school government organization in secondary schools.\nFifth, in the education of the future I enter a plea for a careful considera¬\ntion of the development of individual personality. One of the outcomes of\nearly medieval Christianity frequently condemned was the standardization\nof men. This was a natural outcome of the expectation that the end of this\nworld was not far off and of a philosophy which held that this early life\nwas at best a period of waiting for a life eternal and a necessary period of\npreparation for that life. Such a belief would of necessity develop a type\nman best suited for 'such a plan. So dominant was this type that one of\nthe distinguished characteristics of the Renaissance, according to Professor\nHulme, was the “re-discovery of the individual.” I have already spoken\nof the standardization of material things due to machine processes and\n“dollar economy.” That this standardization is likely to carry over into\nother aspects of our life is foreseen by many critics. What, for instance, are\nlikely to be the cultural outcomes, when all people read the same “best\nsellers” and a “tabloid press”; when all see the same movies, all of which\nare built on a few rather standardized themes of sex, crime, and degeneracy ;\nwhen all listen to the same jazz music; when all dress in the same stand¬\nardized machine-made clothing? Will the result be standardized persons\nsuch as characterized medieval society and those that seem to prevail in the\ncivilizations of the Orient ?\nThe hope of preserving the individual in a standardized world lies in\nthe use of his leisure time. He may be tied to a machine in a factory all day,\ngoing through a deadening routine in turning ou£ a standardized product.\nBut when he reaches his home, he should find aspects of art, of music, and\nof literature that reflect his difference from the worker at the next machine.\nHis hobbies and his avocational pursuits should be an expression of the\nreal self. In the church choir, in the community orchestra, in the players’\nguild, in the open forum, he should become a person doing his part in his\nown way. The routine of making a living may be relieved by the diversity\ninvolved in living a life.\nAnd finally the difficulties inherent in preserving individualism lead me\nto suggest the importance of helping young people in school and college to\nwork out for themselves a philosophy of life and a system of values. We\n\n"}
{"page": 39, "printed_page": null, "text": "General\n\nSessions\n35\n\n9\n\nare becoming ever more aware of the need of a scale or standard by which\nto measure values not measurable in dollars and cents. A society marked\nby rapid change is confronted with almost insurmountable difficulties in this\nregard. We have already said that the school was at first an institution\nsupplementary to many other educational factors, chief of which were the\nhome and the church. Both of the latter provided the pupil with some\nmoral, ethical, and religious instruction. In these days, however, the home\ncontrols have been relaxed. There are no indications that the earlier types\nof control will ever again be established, since the work which brought\nchildren and their parents together in cooperative enterprise exists no longer\nin cities and is disappearing even in rural areas. There is neither occasion\nnor time for family life in the old sense.\nThe economic independence of individuals has had a curious effect on\nthe sense of responsibility7 of the individual for the honor of his family —\nan aspect of Western life which an Oriental finds difficult to comprehend.\n“The Oriental,” Metta tells us, “thinks of the inevitable dishonor to his\nfamily before he indulges in any misdemeanor or vice which is liable to\nexposure. In the same circumstances the Westerner considers only his own\n1\nposition.”\nThat the church is not fully meeting this need is a matter of regular\ncomment in newspapers and magazines and a matter of deep concern to the\nclergy. Many of our people have no church contacts at all. Even in the\nlives of many church attendants, religion is not a very effective force in\nraising standards of conduct.\n\nPerhaps the Hindu\n\nis right in his general ob¬\n\nservation that “In the deepest sense, religion has not, and never has had,\na strong hold on the life of Western races. They are essentially a fighting\npeople ; the means of gaining a livelihood are of more consequence than the\naims and ends of life itself.” 2\nAs a result of this situation the demand is increasing for moral and\nethical instruction in the schools. I do not ever expect to see religion taught\nin our schools. I believe their secular nature will be preserved. But in\nthe education for the new America I do expect to find much ethical train¬\ning in the school program. Junior and senior colleges will, through courses\nin psychology, make their graduates objective observers and critics of human\nconduct. They will consider all human behavior in a scientific manner and\nwill put the stamp of social disapproval upon that which works to the detri¬\nment of the group. Evidence of this attitude is found today in the rigid\nrules of railroad companies against the use of liquor by trainmen who have\nlives committed to their care. Judges are becoming more severe in dealing\nwith persons who attempt to operate automobiles while under the influence\nof liquor, and Mr. Ford predicts that the extended use of the airplane will\nmake prohibition effective. Even in this day of license thoughtful people\nare beginning to question seriously the wisdom of easy divorce especially\nwhere children are involved.\n1 Metta, Vasudeo\n2 Ibid., p. 356.\n\nT5., “Is the West\n\nDecaying?”\n\nA\n\ndehate.\n\nForum,\n\n81:357:\n\nJune,\n\n1929.\n\n"}
{"page": 40, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\nMy predictions, then, for the schools of tomorrow, almost as sketchily\noutlined as they are hazardly ventured, are : First, that the application of\ntested thought, so successfully employed in our material advance, will be\nextended to all phases of our life : second, that thought patterns, suitable\nto dogmatic teaching, which look to authority for major premises, will give\nplace to an enlightened skepticism much needed for adjustment to a world of\nrapid change ; third, that people will learn to know what persons are en¬\ntitled to speak in highly specialized fields of knowledge, will listen to these\nleaders, and will question the authority by which those not so recognized,\nspeak on matters outside their major interests; fourth, that the citizen of the\nfuture will know how to cooperate for the common good and will cooperate\nvoluntarily, thereby benefiting himself and making unnecessary* much\nlegislation; fifth, that each individual will learn how to preserve his in¬\ndividuality in the midst of an increasingly standardized society ; and, finally,\nthat each individual will be taught to formulate a philosophy of life and to\nevaluate the effects of his behavior on others, he will recognize and dis¬\ncharge his responsibilities to others.\nI have endeavored to avoid speaking in tones of authority. I have offered\nsuggestions in the hope that they may stimulate others to think about these\nproblems, in the expectation that they may provide bases for discussion, and\nin the very sincere belief that the net result may be not heat, but light to\nilluminate the path our successors must tread to discover the new America.\n\nAMERICA'S\nJOSEPHUS\n\nPART\n\nDANIELS,\n\nIX BRIXGIXG\nFORMER\n\nSECRETARY\n\nABOUT\nOF\n\nTHE\n\nWORLD\nNAVY,\n\nPEACE\n\nRALEIGH,\n\nN.\n\nC.\n\nYou see I am putting myself in the beginning in high society. You may\nask by what authority I claim to be an educator.\nSome years ago, when in public office, I was the President of the greatest\nuniversity in America, the United States Navy. Perhaps I ought to\nchange that word “greatest — it is much abused and open to debate — so I\nwill take that back and say the largest university in America, composed of\nfive hundred\n\nthousand young men.\n\nAnd, therefore, having introduced into\n\nthe Navy compulsory education by which these young men, some of whom\nran away from home to get out of school and found themselves in school,\nI was charged with having cheated them very badly. But, as time has\ngone on and the American Navy has come to be an educational institution,\nits graduates going into the Naval Academy, the Army has followed suit,\nso that today in America\n\nwe no longer see the spectacle of young men in\nthe military service spending three years and then going out into the world\nwithout being better prepared for their civilian duties. Therefore, fellow\neducators, I claim a place on the program.\n\nYour President asked me to speak upon “America’s part in bringing\nabout World Peace.” It is ten years since the representatives of all the\nfree peoples on the earth met at Versailles and signed the document, a\n\n"}
{"page": 41, "printed_page": null, "text": "General\n\nSessions\n37\n\ndocument which I believe was shot through with the light of Bethlehem,\nten years since in the city of Paris representatives of all the Allied Nations\nput their names to this document to end war. And to that document were\nsigned the names of the representatives of the defeated powers. And yet\ntoday what is the situation ? If you will go to Europe and talk with the\npeoples of any nation you will find that America has not a friend upon the\nearth. Indeed there are many who do not speak about our part in the World\nWar upon the other side of the ocean without minimizing the contribution\nwhich four and a half million men made to the termination of that strug¬\ngle; and when they say anything about it they echo the words of George\nHarvey that we came in very laggardly and did nothing except to try to\nsave our skins; that this is a nation of “Shylocks\" and ‘‘Yankee Traders''\nand America is chiefly concerned with compelling the payment of debts and\nbuilding up walls between itself and the balance of the world.\nWhen I hear these statements I like to hark back to the days of 1918\nwhen a man who knew and who spoke from knowledge and gratitude said\nwhat America had done in the World War. I shall never forget on a cer¬\ntain night in the city of London in the month of April, 1919, hearing that\ngreat British soldier. General Haig, pay his tribute to the American\n\nsoldier.\n\nIt was a private dinner given to the American\n\nwhich\n\nNaval\n\nCommission\n\nhad gone abroad to study future naval affairs, and their host, the First\nLord of Admiralty, said, ‘‘No reporters are present and all speakers may\nspeak freely knowing they will not be reported.\" And I have a thousand\ntimes since been sorry for the good of the world that there were not re¬\nporters present and the speech of General Haig might not have been broad¬\ncast all over the world.\nHe\n\ndrew a picture of the serious condition of the Allied Forces in the\n\ncritical days of the March\napprehension\n\nwhen\n\ndrive. Can you recall the feeling of anxiety and\n\nthe news\n\ncame\n\nthat Haig was\n\nsaying. “My\n\nback is\n\nagainst the wall.\" and we trembled for the future? That night in this\nlittle company he told that story, how the French were war fatigued, un¬\nable with their waning power to hold the lines, how the British soldiers\nwith more sectors than they could hold were straining every nerve, at that\nzero hour American troops were coming two hundred and fifty thousand a\nmonth and doubt was dissipated and courage given. He paid great tribute\nto what America had done in the decisive hour for winning the victory.\nThat and the statements of Lloyd George, Joffre. and Foch are the de¬\nliberate and historic appraisements of men at the time of what America did\nin the war and these later things are born out of misunderstanding, dis¬\ntress and a feeling that America has since the war seemed to forget that its\nobligation in peace is as strong as its obligation in war.\nWhat is America doing for peace? M hat ought America to do for\n\npeace ? I speak this to teachers and men of your profession because what¬\never has been done for peace has mainly been done by schoolmasters, led by\n\n"}
{"page": 42, "printed_page": null, "text": "38\n\nNational\n\nEducation\n\nAssociation\n\nthe most illustrious schoolmaster that ever stood in a schoolroom, Woodrow\nWilson ! He was not alone. When he went to Paris there were with him\ndistinguished educators and economists and to his assistance came the best\nof help from Dr. Elliott, Dr. Alderman, and Dr. Menzies, and men like\nthat all over this Lnited States, who, feeling that war was ended, believed\nand thanked God for peace, believed that it was possible to make an ending\nof all war and were willing to sacrifice for peace as millions of men had\nsacrificed for war. And that great document was brought to the United\nStates and laid on the desk of the United States Senate amid the applause\nand approval of the intellects of America. In those early days of contest\nyou might count on your fingers of both hands the distinguished educators\nwho were not then strongly and earnestly advocating peace and believing\nthat it was possible.\nIn May, 1919, the people of America in a large majority were as\nstrongly for the League of Nations as Dr. Elliott, Dr. Alderman, or\nWoodrow Wilson. I do not state this upon my own belief, nor upon my\nown authority. You might regard me as a credulous witness. I state this\nwith the written authority of Henry Cabot Lodge.\nIn his very interesting book, The Senate and the League of Nations,\nDr. Lodge says: “The President having called Congress -in an extra ses¬\nsion to consider the treaty, I went to Washington about the last of April\nand had a conference with Senator Borah and we discussed what should\nbe the program. I told Senator Borah, and he agreed with me, that if a\nvote could be had at once it would be impossible to defeat the covenant and\nthat our policy ought to be one of debate and discussion so that the people\nmight be informed.\n\nAt that time the intellects of America, and by ‘intel¬\n\nlects’ I mean the college professors, the school teachers, the preachers, the\neditors, and those who speak for the public, were for the League.” A\ngreat many of them didn’t know very much about it but they were for it.\nAnd then the same thing was true of the men in the street, the clerks, the\nmechanics, the average man\n\nwas saying, “We\n\nare glad the war\n\nis over;\n\nnow let us have peace and peace perpetual.” And Mr. Lodge said it was\nnecessary then that this great subject might be debated. So that we have,\nby Mr. Lodge’s testimony, an attitude for world peace. And then Novem¬\nber 15th we had a complete change if the opening vote of the members of\nthe Senate correctly voiced the opinion of the majority of the American\npeople.\nNow,\n\nwhat\n\nhappened\n\nin that six months, six long and weary\n\nmonths,\n\nmost of it a hot summer? You know what happened. The best organ¬\nized propaganda in history was set on foot and resulted in four things that\ndetermined that America for ten years would walk in the wilderness when\nits plain duty was to sit at the head of the table at Geneva.\nFirst, there was the determination to arouse the Irish vote of America\nin hostility to the covenant\n\nand to make them believe that there was some-\n\n"}
{"page": 43, "printed_page": null, "text": "General\n\n39\n\nSessions\n\nthing in it which would make England overawe and overpower any desire\nwhich Ireland might have, and to that end the old statement of what\nhappened in Paris was broadcast. You remember the Committees repre¬\nsenting certain Irish societies which went to Paris and demanded of Woodrow Wilson that he should say to Lloyd George, “Unless you agree to\nmake the Irish a free republic, unless Lloyd George will do that, then let\nAmerica withdraw from this treaty and have nothing to do with the\ncovenant.” And Mr. Wilson told them that it was a request that on its\nface was impracticable and unwise and he would have nothing to do with\nit. So as you know the bulk of the Irish vote in America was against\nthe covenant.\nThe next point was to solidify the Italian vote of America and to that\nend the failure of the Peace Commission to assign Fiume to Italy was\npresented to this great segment of our population and although the treaty\nof London had not assigned Fiume to Italy, patriotic Italians feeling that\nthey had been treated unfairly, listened to the voice and were corralled\nagainst the covenant.\nThen the German vote. The Germans were told that Wilson had\ncarried them into war against their own Fatherland. Most of them took\nthat ground until by November the treaty was imperiled and when the\nvote came it was not ratified.\nThen there fell upon the whole world the blackness of darkness. Russia\nwas Bolshevik, Italy went into Black Shirt tyranny, Spain fell into the\nhands of a usurping tyrant, China blundered into civil war, and all over\nthe world liberal government gave way to conservative government and\nLloyd George, Clemenceau, and Wilson were retired from high place and\nmen of less liberal views and less vision took their places. And now\nfor ten years what\n\nhas America\n\ndone?\n\nTonight\n\nwhere\n\ndoes she stand?\n\nWhat is America’s part in the peace of the world? Mr. Root says that\nAmerica, this peace-loving nation, has done nothing. She has given no\nsympathy, no help, no life, no aid, while the League of Nations has done\nincomparably the greatest work that was ever done by any organization\nin the history of the world.\nBut it would be a great mistake to say, although Mr. Root was entirely\nright so far as the covenant of peace is concerned, that America is not\ndeeply concerned about world peace. It has been doing something and it\nmay be that we shall not come to the goal except by degrees.\nA few days ago Mr. Young\n\nand his Commission\n\ncompleted the repara¬\n\ntions agreement and distinguished men sent out the word, ‘‘At last the\nworld war is over.” That same word came out from Washington when\nMr. Harding’s conference had agreed upon the treaty; it went out from\nVersailles with the covenant ; it went out from Locarno, the first light\nin the firmament after the days of darkness. It showed more brilliantly\nwhen the hoped for and noble Briand-Kellogg Treaty was signed, and\ntoday we meet in the hope, in the expectancy, in the faith that the election\n\n"}
{"page": 44, "printed_page": null, "text": "40\n\nNational\n\nEducation\n\nAssociation\n\nof Ramsay MacDonald will bring into the consideration of the inter¬\nnational questions a new party, a new force, unbound by tradition, un¬\nhampered by militarism, ready to join hands with our Quaker President,\nHerbert Hoover, and that those two men, new to political life in the\nsense that the former leaders were politicians, will take this Treaty and\nbreathe into it the spirit of Locarno, Versailles, and Geneva and that we\nshall in our time see the day when by good machinery this treaty will\nbring peace to America and the world.\nHow long shall we wait for it? When will it come? I am no prophet.\nThe best answer I can give you to that inquiry is this: Not many days\nbefore he passed aw*ay, I went to Washington on a visit to Woodrow\nWilson. To me those days were dark for all of us who believed that\ncompared to world peace every other question was unimportant. I said\nto Mr. Wilson, “It seems that the American people are so interested in\nthe things that they can handle and touch that the great dream of world\npeace is fading and I have about lost hope.” He raised himself on his\npillow and with the indomitable courage of a man who never lost faith\nand never admits defeat he said, “Never doubt. What we hoped for,\nwhat we prayed for, what we longed for will come.” And then he added\nwith a quaint humor that was his characteristic, “I will make this con¬\ncession to Providence — it may come in a better way than we planned it.”\nThis peace will not come unless the public conscience of America is\naroused. There is enough indifference, there is enough opposition, there\nis enough of the old feeling that there has always been war and there\nalways will be war, to prevent it unless the king of America, “Public\nOpinion,” takes the scepter. No matter how earnest and able men are\nin the White House and in Congress, this is a government of parties, a\ngovernment which in the long run, if the people are alert and determined,\nwill respond to it. What have you teachers been doing in these ten years?\nWhat have you been saying? How have you taught this question above\nall questions?\n\nOur United States Commissioner of Education said today that the\nschools must teach ethics and morals. An education that does not build\ncharacter is not education. Representing as you do the only force that\nhas the ear of the future, and is molding the future, I come to call upon\nyou to become crusaders, not for the League of Nations, not for any\nparticular piece of machinery or plan — that amounts to very little; that\nmay be changed; that may be improved; but for ten years we have been\ndrifting and failing of our high duty and I have about lost hope that\nwe shall get it through the politicians or through public officials until\na new generation taught by you shall see the vision. Thus the American\npeople shall redeem the pledge made by every man who died in France\nthat they were fighting a war against war.\nThat is my message. That, in my judgment, is the spirit of the Ameri¬\ncan people, a spirit which has not asserted itself after May, 1919. We have\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\nSessions\n41\n\nbeen thinking about the stock market, we have been thinking about tithes,\nwe have been thinking about all sorts of things, many of them important,\nbut the supreme duty of America is to be worthy of the sacrifice which\nthe men made on the battlefield to win the war. Let us stop this business\nof saying, “We want peace.’’ I have no respect for a man who tells me,\n“I want peace” unless he will sacrifice for it. You will never get it until\nyou are willing to make as much sacrifice to end war as the men in 1917\nand 1918 made to win war.\nMany\n\npeople are talking peace but there is no peace. They\n\nwill do\n\nnothing except talk. And then say, “Oh, well, there never was any world\nagreement for peace and there never will be, but I want it all the same.”\nThat reminds me of a young man who wrote a lovely letter to his sweet¬\nheart and he said to her, “My dear Mamie, I love you more than all the\nearth. For instance I would climb the North pole for you, I would do\nall sorts of things.”\n\nAnd\n\nthen he wound\n\nup by saying, “I love you so\nmuch I am coming to see you next Sunday if it don’t rain.\" They want\npeace if it doesn’t hurt their party. They want peace if it doesn’t hurt\ntheir business, they want peace if it doesn’t cost anything; but if peace is\nworth the price, teachers, editors, public men, and preachers, if they be¬\nlieve in Bethlehem, have got to quit this prating about it and be ready\nto take any step forward that looks like it.\nThe\n\nWashington\n\nConference\n\nhad in it the spirit of going forward, and\n\nthe Briand-Kellogg Treaty, but they do not quite get to the point where\nwe must come if we are to have world peace and America have its part\nin it. We\n\nhave heard a great deal of talk about a reduced navy and I am\n\nfor it; and about having a conference to reduce the navies of the world,\nand I am\n\nfor that ; but you know\n\nas well I do that when\n\none navy has\n\nfifty\" great ships and another fifty great ships, when those are reduced\ntwenty-five all it does is to reduce the burden of taxation and I am for\nthat. The World Court is a splendid thing. We ought to go into it\nbut you will never drive out evil except by substituting good ; you will\nnever have world peace, you will never drive out war\nsubstitute for war.\n\nWe\n\nmay now\n\nuntil you have a\n\ncall war by proclamation, we may have\n\nno more war by treaty; but until the nations of the earth in a federation\nof nations, in a parliament of man, agree upon a substitute so they may\nsettle their disputes in some quorum of competent jurisdiction and power,\nall our treaties, all our reducing of navies, all our courts, are but steps\ntoward the divine event — a mere substitute. A substitute is so simple, it is\nso plain I cannot understand why the American people and their repre¬\nsentatives have been so slow to offer to back it to the last man and dollar.\nIt is so simple. All it needs is that the nations of the earth shall agree to\nsubmit their differences to the same sort of a tribunal that you and I sub¬\nmit our differences in the courts of the world. Our grandfathers, in the\nolden times, when\n\nthey had differences fought it out.\n\nLater they had\n\n"}
{"page": 46, "printed_page": null, "text": "42\n\nNational\n\nEducation\n\nsome sense and established courts.\nwhenever they want to.\n\nAssociation\n\nIt is easy for the nations to do it\n\nAnd so, teachers of America, you who will pass tomorrow’s action, I\nplead with you to be crusaders for peace, to help America to cease half¬\nway measures, to urge America to give up half-faith, and to come out\nwith a consecration to stand for any measure and behind any man of any\nparty that will bring about this substitute so that we may in our day live\nto see world peace cover this earth like waters cover the sea.\n\nTEACHER\nW.\n\nP.\n\nMORGAN,\n\nTRAINING\nPRESIDENT,\n\nFOR\n\nA NEW\n\nWESTERN\n\nILLINOIS\n\nCOLLEGE,\n\nMACOMB,\n\nWORLD\nSTATE\n\nTEACHERS\n\nILL.\n\nThe growth of teacher training — It seems strange that while early\neducation in this country recognized the teacher as an important factor,\nover a century and a half elapsed before his training, preparation, or profes¬\nsional education seemed of more than passing concern to him or the school\npatrons.\nIt certainly cannot be said that teacher training had universal appeal,\nfor R. G. Boone in Education in the United States says that when it\nwas\n\nrecommended\n\nin Boston just prior to 1850 a suitable person be em¬\n\nployed to visit the schools of the city, confer with the teachers, and “to\ninstruct and qualify a class preparing to teach\" the school committee made\ntwo objections:\n1. Such instruction would lead to repeated experiments of new methods, and so\ntend to disorganization.\n2. It would lessen the respect of pupils for their teachers, when it should be\nfound that, like themselves, they were the subjects of instruction.\n\nIn spite of this attitude on the part of some, however, normal schools\ncontinued to multiply until there were 41 in 1872 for which a total of\n$392,522 was appropriated. By 1892 there were 91 such institutions\nwith an annual appropriation of $1,613,165 for their support. By 1912\ntheir number had reached 150 with an appropriation of $16,090,329, a\nfaculty of 5030, a student body of 89,485, and graduates from the begin¬\nning amounting to over 1900. In 1926 there were over 200 such normal\nschools and teachers colleges, for which were appropriated over $25,000,000. The number of faculty members was over 10,000. There\nwere over 235,000 students enroled, and that year alone students were\ngranted over 5000 degrees and over 20,000 certificates and diplomas were\nissued for less than four years of preparation.\nThese institutions have now become, in a single century, one of the most\nimportant factors in our public education, and public education is our\ngreatest national enterprise. In 1925-26 there were more than 31,000,000\nchildren and adults in our schools and colleges, almost^ 1,000,000 teachers\nwere in charge of these schools, for which approximately $3,000,000,000\n\n"}
{"page": 47, "printed_page": null, "text": "General\n\nwere\n\nspent. Two\n\nSessions\n\n43\n\npersons for every seven in our entire population were\n\nengaged in educational work as teacher, pupil, or in some other capacity.\nThe magnitude of the problem of education comes largely from the fact\nthat we are educating for a new world with new responsibilities, new\nideals, and new purposes. The magnitude of teacher training comes from\nthe fact that the directors or agents of this education for a new world,\nits teachers, must not only be taught these new responsibilities, new ideals,\nand new\n\npurposes, but they must\n\nalso be taught the technic of teaching\n\nthese to the children and grown-ups who are not yet trained to meet the\ngreater contingencies of an ever more complex new world.\n\\\\ hat then may we who are interested in teacher training set up as\nits needs if our teachers are to shoulder their full share in the educational\n\nprogram\nThe\n\nfor this new\n\nworld?\n\nphysical plant — In the first place, but not of greatest importance,\n\nteachers colleges and normal schools must be provided with physical plants\nwhich are adequate for the job in hand. This adequacy cannot longer\nbe interpreted to mean as many seats under a roof as there are students\nenroled.\n\nIt must\n\nmean\n\na physical plant that provides everything in the\n\nway of training-school buildings, both elementary and secondary ; labora¬\ntories not for college students alone but for the children in the elementary\nand secondary school too; libraries which shall teem with books for chil¬\ndren, adolescents, and college students; gymnasiums, playgrounds, and\nathletic fields which will be sufficient to promote an impressive public\nhealth program for all ; special rooms which adapt themselves to the social\nneeds of children in the elementary grades, adolescents in the high school,\nand college students, as would be, or actual members of society’s social\nworld in which all shall need to participate sooner or later ; and finally\nsplendid classrooms of the recitation type where every essential to comfort\nshall contribute to happiness and clarity of thought.\n\nAll of these must\n\nbe arranged as a single unit of which the training-school buildings shall\nbe the center in location and importance.\nWhat shall these training schools provide? Both must arrange units\nfor instruction and supervision. In the lower grades these units ought to\nconsist of a homeroom,\n\nor studyroom,\n\nor workroom\n\nfor each grade with\n\ntwo or more group rooms in close connection and an office or conference\nroom\n\nfor the teacher in charge.\n\nOne\n\nof these units is usually provided\n\nfor each grade, and they show a slow transition from the kindergarten up,\ncorresponding\n\nfirst as much\n\nas possible to home\n\nconditions or the less\n\nformal type of instruction, and later to the more nearly set type or arrange¬\nment, in which the instruction too is somewhat more formal. As the\nsecondary school is approached these physical units are planned more\nnearly on basis of the subjects for which they are to furnish quarters for\ninstruction than for any grade in the high school.\n\nThese\n\nhigh-school\n\nunits must be adapted to the needs of the history department\n\nfor the his-\n\n"}
{"page": 48, "printed_page": null, "text": "National\n\n44\n\nEducation\n\nAssociation\n\ntory classes, to the needs of the biolog}* department\nand to the needs of other departments as well.\n\nfor biolog}\" classes,\n\nIn both elementary and high-school quarters some room or rooms must\nbe arranged to meet the needs for observation classes and model or demon¬\nstration teaching. General workrooms, shops, library rooms, and play\nrooms must not be overlooked. As a matter of fact much of the work in\nteacher training is badly handicapped, and hence poorly done, due to in¬\nadequate quarters in that part of the physical plant which houses what\nis usually called the practise or training school.\nNext in importance to the location of the practise school quarters is\nthe accessibility of the library. It, too, should be centrally placed to avoid\nany excuse for not using library books which might be urged were they\ndifficult of access. It would seem unnecessary to urge light, well ven¬\ntilated, and comfortable quarters for the library but many libraries are\nvery poorly planned in this respect and while library quarters should be\nfascinatingly attractive, many of them act as a pall on the interests of\nstudents who enjoy books and library advantages. Library Facilities for\nTeacher-Training\n\nInstitutions 1 by George\n\nW.\n\nRosenlof\n\nis an\n\nexcellent\n\ncontribution to this subject.\nAll laboratories evenxvhere in teacher-training institutions should be\nwell adapted to their purposes and adequately furnished with apparatus\nnot only to meet the needs which arise in handling material and developing\nthe technic for elementary and secondary work but also to meet the needs\nof ambitious department teachers who wish to keep up with current scien¬\ntific discoveries and interest and at the same time be an inspiration to col¬\nlege students to do more than meet minimum requirements in their pro¬\nfessional and academic preparation to teach. The best laboratories for\nundergraduate work ought to be found in teacher-training institutions.\nAs a matter of fact teacher training is second in importance only to\nelementary and secondary education but it also is fundamental to them.\nIt is also true that teacher training is one of the most important fields\nof higher education and no doubt will soon demonstrate its usefulness\nto the end that all teachers in higher education will be required to have\nprofessional training for the work they undertake as instructors, profes¬\nsors, and department heads. May I be pardoned then, if I argue not for\nthe same adequacy in the physical plants of institutions devoted to teacher\ntraining which is found in other institutions of higher learning but that\nstates spend as much money in building adequate plants in which their\nteachers of all their children may be trained as they do, and should, spend\nin building adequate plants for colleges and universities in which a small\npart of their individual citizens are trained for law, medicine, the ministry,\nand the vocations.\nWhat\n\nwe need is not so much\n\na tax commission\n\nto equalize the values of\n\n1 Rosenlof, George W.\nLibrary Facilities for Teacher-Training Institutions, Bureau\nPublications, Teachers College, Columbia University, New York City.\n\nof\n\n"}
{"page": 49, "printed_page": null, "text": "45\nGeneral\n\nSessions\n\nvarious forms of real estate and personal property and to discover intan¬\ngibles not being taxed, but rather an appraisal commission which shall be\nable to evaluate the true worth and relative values of material and imma¬\nterial things and list them in their proper order on this basis, for could\nsuch a thing be done the names of real public education and the institu¬\ntions which promote it would lead all the rest. Surely the importance of\nteacher training demands a well distributed system for its maintenance and\nrespectable quarters for its housing.\n/ acuities — Following this discussion of the physical plant, what is it fair\nto say about the needs of teacher-training institutions in the way of facultv\nmembers and administrators? The American Association of Teachers\nColleges has said in Standard V, entitled “Preparation of Faculty\n\n:\n\nA. The minimum scholastic requirement for teachers in the training school\nshall be graduation from a college of recognized standing, presumably evidenced\nby possession of a bachelor's degree or equivalent training. Six years after the\ndate on which these standards take effect, the minimum scholastic requirement for\nall new training-school teachers shall be the same as for teachers in the college\ndepartment.\nTeachers who have been members of the faculty of the training school for\nnot less than five years, and whose training is not equivalent to this requirement,\nmay be considered to have equivalent training for six years after the date on\nwhich these standards take effect, provided that the president of the college submits\na statement of their training and experience and files with the Committee on\nAccrediting and Classification a declaration that such members of the faculty are\nrendering 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 public school\nsystem in the state in which the teachers college is located.\nDuring this period of six years this declaration must be made annually and shall\nbe based upon actual inspection of the teacher’s work.\nB. The minimum scholastic requirement for members\n\nof the faculty who\n\ngive\n\ninstruction in the college department shall be graduation from a college of rec¬\nognized standing and additional training which shall include at least one year of\nstudy in their respective fields of teaching in a recognized graduate school, or\nequivalent, and presumably possession of the master’s degree. Members of the\nfaculty who have served in their respective positions for not less than five\nyears, and who do not meet this requirement, may be regarded as having done\nso for six years after the date on which these standards take effect, provided\nthat the president of the college submits a statement of their training and experi¬\nence and files a declaration that such members of the faculty are giving satisfac¬\ntory instruction of college grade.\nDuring this period of six years this declaration must be made annually until\neach such member of the faculty has secured the required training, and shall be\nbased upon actual inspection of the work of such members of the faculty.\nC. Up to and including the school year 1932-33 a teachers college or normal\nschool may be considered to have met the requirements of this standard if not\nover ten percent of the regularly appointed members of the faculty (college and\ntraining school) shall fail to meet the standards set forth in V, A and B. After\n1932-33 this percent shall be reduced to five percent.\nD. It is desirable that members of the faculty of the teachers college should\npossess training of a distinctly professional quality, which represents at least\nthree years\n\nof study beyond\n\nthe bachelor’s\n\ndegree,\n\nin a\n\nrecognized\n\ngraduate\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNational\n\nschool, or corresponding\n\nEducation\n\nprofessional\n\nAssociation\n\nor technological\n\ntraining.\n\nThe\n\neffort of a\n\nteachers college to maintain a faculty of higher scholarly equipment than is re¬\nquired by the minimum standard, shall be held to constitute a strong presumption\nthat superior work is being done. The proportion of members of the faculty\nwhich should be on the different levels of training above the first degree shall be\nsubjected to immediate investigation.\n\nA, B, and C set forth minimum requirements as measured by degrees\nand years of preparation, and schedule the rate of progress towards their\nfinal accomplishment which must be maintained. These statements are\nwell founded and wise in that time for adjustment is provided. In D\nunder this standard the ideal for the present at least is expressed and a\ndoctor’s degree or its equivalent is set as the goal of every teacher in the\nfaculty of a teacher-training institution. The professional quality of his\ntraining is praised and the institution that approaches this ideal is lauded,\nbut largely the four points under this standard are mechanical and serve\nmostly as specific attainments by which one may be led to believe there\ncomes efficiency. Real efficiency is based on more intimate points of\nattainment.\nAnd yet I am a staunch supporter of these standards, for I feel con¬\nvinced that much good has come from them. There are to my mind more\neducational morons in the lower strata of academic degrees than in the\nupper strata. Three years of additional university training leading to the\ndoctorate adds to the usefulness of one who demonstrates strength and\ncapability while holding a bachelor’s degree.\nMost of us who are looking for faculty recruits for teacher-training in¬\nstitutions are concerned with other things which we hope the applicants\nhave. I shall not list the general characteristics of all good teachers, such\nas personality and tact, but turn my attention rather to special points of\nvalue in such a teacher.\nFirst, we\n\nwant\n\nfaculty members\n\nto believe in teacher training and\n\nteacher-training institutions. Naturally we are much more apt to find\ninterest in this phase of higher education in applicants who have done at\nleast part of their undergraduate work in a teachers college or normal\nschool.\nWe also favor candidates who not only have been educated in the public\nelementary and high schools, but we prefer the ones who have taught in\nthese schools. It is best to have faculty members in our teachers colleges\nand normal schools who know the problems of our elementary and second¬\nary schools first hand and at the same time know the teaching problems of\nthe teachers of these schools.\nPresidents and faculty deans in teacher-training institutions are anxious\nto secure men and women for their faculties who are inclined to make in¬\nvestigations, to plan experiments, and to do research work. Education for\na new world must be aware of new things and seek to understand them.\nMost of the educational progress which this nation has achieved has come\nabout through experimentation if not indeed by the trial and error method\n\n"}
{"page": 51, "printed_page": null, "text": "General\n\nSessions\n\n47\npractised by craftsmen with enough educational sense and acumen to\ndiagnose the error and prescribe at least a better procedure.\nMuch improvement has come from research especially if it has been of\nthe professional type. Questions of research that affect the happiness of\nthe race should be solved, but points of interest which have no effect even\nthough the truth were known need not employ our first researchers even\nthough they seek information for a doctor’s thesis. There are facts which\noutside of our interest in them as facts have no bearing. There are other\nfacts which to know might change our whole educational procedure.\nThese latter facts we would\n\nhave faculty members\n\nuse as worthwhile\n\ngoals\n\nof research. Either in these same faculty members or in others who co¬\noperate with them we must have men and women with ability to recognize\ntrue educational values and with the courage to. approve them and discard\nthe false.\nAll of us seek men and women for our faculties who have broad general\nculture and an inborn interest in young men and women and children as\nwell, reinforced by a technical and professional knowledge of the special\nfields in which they work. The educational opportunities which such\npeople have sought have been difficult to find although a few of our larger\nuniversities have provided them in a measure during this last quarter cen¬\ntury. Hence it is delightfully encouraging to note a recent announcement\nby Stanford in which two curriculums are outlined leading to doctor’s\ndegrees in education. The work for one of these degrees is intended pri¬\nmarily to prepare for school administration and the teaching of education\nin universities, colleges, and normal schools. The other is to be known as\nthe master-teacher type and is primarily designed to prepare a new type\nof teacher in subjectmatter field for the junior colleges and for smaller\ncolleges generally. The chief difference between this new degree and the\ngeneral university degree of doctor of philosophy will lie in the fact that\nthe emphasis for the new degree will be placed more on a broad and sys¬\ntematic education as a field rather than on the ordinary type of research,\nand the thesis may be an organization or application of existing knowledge\nas well as being exclusively a contribution for the Ph. D. degree.\nJohns Hopkins has recently issued a circular in which they announce the\nestablishment of a school of higher studies in education. In this school\nthey provide curriculums leading to master’s and doctor’s degrees in edu¬\ncation, and they are intended as a means of providing the more technical\nand specialized training for those preparing to carry forward the work of\nadministrative and supervisory school officers. They will provide also for\nan intensive and more systematic study of educational problems that our\nknowledge of pupil development may be increased and made available for\nuse in the conduct of school systems. New York University is undertak¬\ning special work in preparing teachers for teachers colleges and normal\nschools.\nIt seems quite reasonable to believe then that faculty members who\nconduct teacher training for this new world will be trained in large or\n\n"}
{"page": 52, "printed_page": null, "text": "48\n\nNational\n\nsmall measure\n\nEducation\n\nAssociation\n\nin institutions of higher learning which\n\nhave definitely\n\naccepted this training as their most important job. These teachers will not\ncome\n\nfrom liberal arts curriculums\n\ninterspersed with something\n\nthese in¬\n\nstitutions list as “education,” the courses in which are farmed out among\nthe departments of history, philosophy, and natural science. The real edu¬\ncational interest, ambition, and inspiration which teachers need are not\nborn and do not thrive in such fields and no plan of artificial irrigation can\ncounteract their professional aridity.\nCurriculums — What\n\nare\n\nthe\n\nteachers\n\ncolleges, normal\n\nschools, and\n\nother teacher-training institutions going to accept as their part in training\nteachers for a new world? For a long time they have known that it is\ntheir business to train elementary\ncovered that high school teachers\nvide the training, since no other\nquately looking after it.\nNaturally elementary teachers\n\nteachers but only recently have they dis¬\nmust be trained and that they must pro¬\ngroup of educational institutions is ade¬\ndivide themselves into rural teachers or\n\nteachers of all grades, low^er-grade or primary teachers, and upper-grade,\nor grammar-grade teachers. Of course there are supervisors and teachers\nof special subjects. High-school teachers just as naturally divide them¬\nselves into teachers of the special high-school subjects, all of which are in a\nsense special subjects.\nJust as naturally then, teacher-training institutions find themselves\noffering curriculums for rural teachers, for primary teachers, for grammar\ngrade teachers, for junior and senior high-school teachers, and all other\nspecial teachers.\nH ow then shall we be sure the content of these curriculums is what it\nshould be? Only by the careful analysis of the requirements made\nteachers in these various positions. How shall we know whether\n\nupon\nthese\n\nshall be two or four-year curriculums? Only by setting up definitely the\ncontent courses and professionalized subjectmatter courses necessary to\nmeet the demands made upon teachers in the various groups, mentioned can\nthis be done. We have come more generally to believe that the call upon\nour elementary teachers is just as extensive as that made upon our highschool teachers but that admission only makes the curriculums for elemen¬\ntary and high-school teachers equal in length. Why shall either be four\nyears in length? The answer is that it requires that much time to do the\njob if we include a minimum of cultural subjects, and certificating laws\nthroughout the country ought to reinforce that point in their requirements.\nThese curriculums can not remain fixed. Our educational demands do not\nremain fixed. If so, this would\n\nnot be a new\n\nworld educationally.\n\nHence\n\nthe research work of a teacher-training institution must seek the changes\nand new demands and they must be met by changes in the curriculums.\nThese demands have brought a health program into the curriculum.\nThe school arts have gained a place by the same means and other changes\nhave come in like manner. On this account the curriculums in teacher¬\ntraining institutions must always differ from the curriculum of the liberal\narts college for the simple reason that their purposes are different.\n\n"}
{"page": 53, "printed_page": null, "text": "General\n\n49\n\nSessions\n\nNecessarily also only some broad general standards can be prescribed\nfor the two types of schools. These general standards should he based on\nthe fact that all persons, without regard to the special form of education\nwhich they are pursuing, must, if they are to succeed, have a general educa¬\ntion to fit them to live in some community as human beings among human\nbeings, where they do their share in contributing to the general welfare.\nBut in this new world human relations as well as vocational requirements\nbecome increasingly complex. The curriculums of teacher-training institu¬\ntions must therefore be ever lengthened to prepare teachers for the above\ncomplexities, and four-year courses in no sense are too long to do the work\nwell. These longer curriculums must also be enriched with the newer edu¬\ncational values in a new world.\nToo\n\nlong we have copied from the past. Too\n\nlong we have accepted\n\n“common practises” as the equivalent of right practises. However, in\npraise of the teacher-training movement may it be said that its procedure\nhas been largely based on the needs of the work in hand and it has been\nless the victim of educational conservatism than almost any other educa¬\ntional movement fostered in this country. Teacher-training institutions\nhowever are now facing a critical period for there is a tendency on the\npart of a very few of them to belittle their curriculums for teachers and\nboast of the ones they offer in general culture in an effort to gain students\nfrom the more general field. Teacher-training institutions in preparing\nteachers for the new world ought to accept their problems as specific and\nbuild their curriculums with due regard to the purpose which they are to\nserve.\nStudent\n\nselection — There\n\nremains\n\none\n\nother most\n\nimportant\n\nfactor for\n\nconsideration, the selection of the student body for teacher-training institu¬\ntions. There is a movement all over the country now to begin a process of\nvery careful selection, due to the fact that many students who have\nentered teacher-training institutions in the past have failed to make good\nteachers. Naturally the first basis that has appealed to many has been\nthe high-school record of the student, and faculty committees and ad¬\nministrators all over the country have varied in their opinions from the\nbelief that only those who stand in the upper one-tenth of their high-school\nclasses are fit for entrance, to those who believe that every high-school\ngraduate who desires to do so should be allowed to enter a teacher-train¬\ning institution, and then by a selective process within the institution be\npermitted to remain there if he makes good or be dropped if he shows lack\nof ability.\nThe\n\ndifficulty with the first proposal lies in the fact that while there is\n\nsome correlation between a student’s high-school record and the work he\nwill do in college, there has not yet been collected sufficient data to assure\nteacher-training institutions that high scholarship in the secondary schools\nis a guarantee of excellent qualities for teaching. In fact the teacher¬\ntraining institutions themselves have discovered that frequently the valedic¬\ntorian and salutatorian in high-school classes are worth little thereafter\nwhen judged by their adaptability to fit into the work of teaching.\n\n"}
{"page": 54, "printed_page": null, "text": "50\n\nNational\n\nEducation\n\nAssociation\n\nThe objection to the second policy is that it is a great waste of money,\nin that all who knock at the doors of teacher-training institutions, if ad¬\nmitted. bring to these institutions a large quantity of raw material, much\nof which must be rejected after some investigation has been made and they\nhave shown by their work as a student whether or not they can fit in to\nthe process of teacher training. A plan somehow ought to be evolved\nwhereby some agency could enter the high schools and select from their\ngraduates and from those who desire to enter the teaching profession a\nsufficient number to meet the demands of the profession and yet gather a\ngroup which in the end would suffer the least loss from failure.\nThe plan which seems to me to offer the most promise involves two or\nthree rather significant points, and might be approached in the following\nway. First there ought to be. by some agency, a large miscellaneous\nsampling of the best teachers in the United States, picked from all of the\nvarious fields of public education. By laborious and scientific processes\ntheir characteristics, both educationally and otherwise, ought to be ana¬\nlyzed by accurate laboratory processes, both quantitatively and qualitatively,\nand for each group there ought to be established some 10 or 20 outstand¬\ning points of common possession which each of these teachers has as a very\noutstanding element of his success. These should be listed, printed, and\ndistributed to every school superintendent and principal in the United\nStates in order that they may be rechecked by those who are actually work¬\ning in the practical field. After the most careful test, the elements which\nsurvive should be accepted, for the present at least, as standards of prepara¬\ntion and elements of character which are essential in any good teacher,\nand these same principals and superintendents should then advise a suffi¬\ncient number of high-school graduates who are outstanding in these char¬\nacteristics and qualities to seek entrance to teacher-training institutions and\nprepare for the teaching profession. The successful teacher shall be\njudged on basis of the purpose of the educational work he is doing, and his\nqualities in turn shall be analyzed and discovered. In other words I hope\nsome method will be devised which will as nearly as possible eliminate per¬\nsonal opinion and come to a conclusion on actual results in keeping with\nthe purpose of education.\nA recent publication by the state teachers colleges of Illinois in which\nthey publish the report of a committee from, the School Masters’ Club, is\nworthy of note, in that it tries to put before superintendents and prin¬\ncipals the necessity for careful selection in recommending high-school stu¬\ndents for teacher-training work, and at the same time points out to pros¬\npective candidates some of the things which they ought to consider before\nthey enter teacher training.\nEach teacher-training institution should institute a followup process on\neach of its graduates and check and recheck to discover whether the stand¬\nard characteristics and qualities before established continue to demonstrate\ntheir efficiency in the new\n\nentrants into the teaching field. It certainly is\n\ntime that all concerned with teacher training shall cooperate to avoid the\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nenormous\n\nSessions\n\nfinancial and educational waste\n\nwhich\n\n51\nis the outcome\n\nof the\n\npresent process.\nConclusion — Time\n\nmade\n\ndoes not permit\n\na general summary\n\nof the points\n\nin this paper, but I do wish to point out a few things in conclusion.\n\nThe first requisite in the solution of whatever problems we have in teachertraining is a complete understanding based upon a national survey of all of\nthe conditions now existing in this country. \\\\ e ought to know what is\ninvested in teacher-training in this country ; what our teacher require¬\nments are ; what the various certificating laws of the different states de¬\nmand ; what extracurriculum work is being carried on ; what cooperation\nis maintained\n\nbetween\n\nteacher-training institutions and state departments\n\nof public instruction ; what is available in higher institutions for the train¬\ning of teachers who have graduated from a teacher-training institution;\nwhat may be reasonably expected as further demands upon the work of\nteacher training; and one hundred\nportance.\n\nother points of greater or lesser im¬\n\nI have little interest in knowing whether the teacher-training institu¬\ntions have a curriculum core which is based on foreign language attain¬\nments or an entrance requirement which demands a specific amount of\nscience in high school; but I am interested in a thorough search into the\nneeds of teacher training and an honest investigation as to whether this\nneeds a specific background in secondary education and definite courses,\nbe they old or new, within the institutions themselves. I am also inter¬\nested to know whether the preparation these teachers are getting is the\nproper type to promote the training for good citizenship among the stu¬\ndents in our elementary and high schools. I am decidedly interested in\nthe attitude with which the whole problem shall be approached, and I have\nfaith in the earnestness with which this problem will be attacked by the\nBureau of Education if a federal appropriation is made, and I likewise\nhave confidence in the ability of the Commissioner of that Bureau and in\nthe Secretary of the Department of the Interior to earn* on such an in¬\nvestigation to the end that we may know what the reasonable demands are\nwhich may be made on teacher-training institutions, as well as that we may\nbe furnished with satisfactory standards for measuring our product. I\nbelieve firmly that the quality of work which these institutions do should\nbe measured by the teacher product as it shows success or failure in con¬\nducting public education.\nFinally then may I urge that the National Education Association take\nsome action in approval of the request for a federal appropriation to the\nBureau of Education for a thorough-going, non-biased investigation of the\nwhole matter of teacher training in the L nited States, and may I remark\nin closing that the best way to convince all concerned that this country is\nin dire need of more recognition for the educational machinery of the na¬\ntional government is for us to assign to it some additional comprehensive\nand extensive problems for investigation such as that planned in secondary\neducation, in order that the nation at large may discover its ability and\nthe value of its performance.\n\n"}
{"page": 56, "printed_page": null, "text": "52\n\nNational\n\nTHE\n\nNEED\nBASIC\n\nJOHN\n\nW.\n\nEducation\n\nAssociation\n\nOF IMPROVED INTEGRATION OF CERTAIN\nIDEALS AND PRACTISES IN AMERICAN\nLIFE AND EDUCATION\n\nWITHERS,\n\nDEAN,\n\nSCHOOL\nNEW\n\nOF\n\nEDUCATION,\n\nYORK\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nCITY\n\nAs educators, three problems are always before us: What shall we teach\nAmerican children? Why should we teach it? How shall we teach\nit most effectively? These problems are always before us for they\nare never completely solved. Certain imperfectly integrated ideals and\ntendencies in American life and education make any satisfactory, practical\nsolution of them especially difficult at the present time. I shall call attention\nto some of these tendencies and indicate the need of a cooperative study\nof them.\nTwo distinct and fundamental ideals have influenced and are now\" in¬\nfluencing the development of American education. These ideals have\nmutually stimulated and also mutually clashed with each other. They\nhave done so in the past and in certain respects they continue to do so at\npresent. The first I shall call the aristocratic ideal. This ideal originated\nin Europe and was introduced into American education through the early\nAmerican colleges and universities, wffiich w~ere patterned after those of\nEurope. It is the ideal of scholarship, of learning, culture, and erudition,\nof pure science, and of knowledge for its own sake. This ideal was a natural\nand important outcome of the aristocratic civilization of the nations in\nwffiich it developed. It was not concerned with the education of the whole\npopulation but with that of a selected class.\nThe\n\nsecond is the democratic\n\nideal wffiich grew\n\nout of the essential\n\nprinciples of democracy as these w’ere understood and practised in the early\ndevelopment of the American republic. It therefore naturally found ex¬\npression first at the level of elementary education. It is the ideal of universal\neducation not merely for the benefit of the individual or the class but for\nthe protection and safety of the state and its efficient functioning as a\ndemocratic society. This ideal places the emphasis not primarily upon\nknowledge and culture for their own sake but upon these only in the sense\nand to the extent that they minister to a richer and fuller life of the people,\ncollectively and individually. In this ideal, knowledge and culture are\ntreated as means and not as ends in themselves.\nThe first ideal gave us originally our colleges and universities and the\nsecond our public schools. The first began at the top of the educational\nladder and moved dowmvard, and the second at the bottom and moved\nupward. The influence of these ideals upon each other is w-ell illustrated\nin practically every state of the Union. Take Pennsylvania as an example.\nColleges and universities to the number of twenty or more were introduced\nand in full operation before the public school system of the state was estab¬\nlished. Pennsylvania had colleges and universities before 1800 but it did\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nSessions\n\n53\n\nnot get its public school system until 1834. In the establishment of\nsecondary education in the state the original motive was that of discovering\nand preparing students for satisfactory work in colleges. Under college\nideals and the influence of the college spirit they naturally introduced into\nsecondary schools the ideals of the colleges, their point of view, and their\nmethods of work. The colleges of the state originally had no interest in\nthe preparation of teachers for public elementary schools.\npose the state had to establish its own agencies.\n\nFor this pur¬\n\nThe first clash in the outworking of these ideals occurred where the ele¬\nmentary schools were joined to the high schools and grew out of the effort\nto extend the democratic ideal upward to include secondary education. Both\nPhiladelphia and Pittsburgh, for example, as leading cities of the state, had\nfor many years a superintendent of elementary schools and also a director\nof high schools, and in both cities the director of high schools dictated to the\nsuperintendent of schools the conditions under which graduates of the ele¬\nmentary schools could be admitted to the high schools. The resulting\nproblem of adjustment was not satisfactorily solved in Pittsburgh until\nafter the appointment of Dr. Davidson as superintendent in 1914.\nThe two ideals to which I have referred are still more or less in conflict\nwithin the work of the high schools of the United States and still constitute\na fundamental problem of secondary education. One emphasizes the func¬\ntion of the high school as an institution for the preparation of a select body\nof students for higher learning in colleges and universities and the other\nemphasizes the high school as an institution the primary purpose of which is\nthat of preparing adolescent boys and girls of different interests and abilities\nfor the part which they are to play in life, whatever that part may prove to\nbe. But the conflict, if we may call it such, between these ideals is now chiefly\nmanifested higher up at the level of graduation from high school and\nadmission to college. Here we are now asking what high-school graduates\nshould be permitted to enter college, just as a short time ago we asked\nwhat graduates of the elementary school should be permitted to go to high\nschool. It is interesting to note that the development of the junior college\nmovement which has gone forward so rapidly throughout the United States\nin recent years is coming to have much the same significance at this level\nas the junior high school has had further down in the system.\nNow it is easy to see that each of these ideals has an important part to\nplay in the further development of American education. The legitimate\ninfluence of neither of them should be lost, but the contributions of both\nshould be conserved and unified through a wiser integration and administra¬\ntion of the various forces of education. However, as a result of their in¬\nfluence many important problems have already appeared and others will\nappear which should find a satisfactory solution as speedily as possible.\nSuch solution will not be reached by merely studying what historically has\ntaken place in education but by an intelligent appraisal of the fundamental\nforces that are now determining and are likely to determine the course of\n\n"}
{"page": 58, "printed_page": null, "text": "54\n\nNational\n\nEducation\n\nAssociation\n\nour national development and its bearing upon public education. As an\nexample of what I mean, take the problem of the professional education\nof teachers. It is at present vitally important to determine to what extent\nthe professional education of teachers for our secondary schools should be a\nresponsibility of the privately established arts colleges and to what extent\na responsibility of the publicly owned and supported state and city teachers\ncolleges. The past few years have witnessed the rapid extension of the\nmovement throughout the United States to convert public normal schools\ninto teachers colleges and to look upon these institutions as agencies, a part\nof whose function is the preparation of teachers for service in the high\nschools.\nUp to the present time the professional education of high-school teachers\nhas been almost wholly left to the arts colleges, but already a significant\nchange is taking place. Again take Pennsylvania as an example. For\nthe year just closed the arts colleges of that state graduated almost a\nsufficient number\n\nof men\n\nand women\n\nwho were going into teaching to sup¬\n\nply the high schools with the newT teachers that they will need next year.\nA study of the trends in the state during the last twenty-five years indicates\nthat while up to this year the colleges have not sent into teaching a sufficient\nnumber of their graduates to meet the demand for new teachers each year,\nthe supply of such graduates is now increasing more rapidly than the de¬\nmand. In recent months the fourteen normal schools of the state have\nbeen converted into state teachers colleges with four year curriculums and\nauthorized by the state to train teachers for the high schools. Hence, it is\napparent that the problem of properly articulating all the authorized agencies\nfor the professional education of teachers and the adjustment of present con¬\nditions is certain to be a matter of increasing importance.\nPeople not only of Pennsylvania but of every other state will be called\nupon to answer within the near future a number of important questions\nregarding the education of teachers. For example, is the professional educa¬\ntion of high-school teachers that is now being furnished by the arts colleges\nunsatisfactory? If it is, what is wrong with it? Can it be made satis¬\nfactory? If it can be, should the state continue to rely upon these institu¬\ntions to train its high-school teachers? Is the unsatisfactory service of these\ninstitutions such as to justify the state in ultimately taking over entirely the\nprofessional education of all teachers for its public schools? Is the situation\nsuch as to justify the greatly increased expenditure of public funds which\nthis would require ? What are the requirements of professional education\nanyway? What is the proper relation of academic or cultural education to\nprofessional education ? Is the solution of the problem one that calls for a\nshared responsibility and distribution of function and of effort between the\nprofessional schools and colleges on the one hand and those that are devoted\nto academic and cultural education on the other? If so, how shall the\nresponsibility be apportioned between these types of institutions? How\nshall the state justify its assumption of full responsibility for the professional\neducation of teachers for the elementary schools if it fails to do the same in\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\nSessions\n\n55\nthe case of the high schools?\nas the former.\n\nThe latter are now public institutions as well\n\nWith the exception of a comparatively small number, the arts colleges\nof Pennsylvania are now sending approximately fifty percent of all their\ngraduates into teaching. Information directly obtained from nearly 200\ncolleges throughout the United States indicates that for the nation as a\nwhole practically forty percent of all college graduates are now going into\nteaching, presumably in the secondary schools. Is it best for education\nand for the welfare of the various states that these colleges should abandon\ntheir original ideal and endeavor to convert themselves into institutions for\nthe professional education of teachers to the extent that they have ? What\n\nis\n\nlikely to be the attitude of the state legislatures and the people of local com¬\nmunities when a surplus of high-school teachers far in excess of the demand\nis created ? This will certainly occur within the next five years if present\nconditions continue. What will be the effect upon teachers' salaries? Upon\nstandard requirements for certification ? Upon the financial support of\nstate teachers colleges? Leadership in public education will certainly try\nto anticipate and solve these problems and solve them by cooperative study\nand discussion before being compelled to face them at the level of enforced\naction.\nLet us now\n\nfollow for a moment\n\nthe influence of the aristocratic and\n\ndemocratic ideals in another direction. Certain outstanding and highly\nimportant characteristics of our present life and civilization are in very large\nmeasure due to the influence of these two ideals on the development\nof American education. I call attention to four of these characteristics that\nin my judgment distinguish ours from every other civilization in human\nhistory. The first is our intense interest in scientific research and in the\nextension of tested knowledge in even* direction. This is not only true of\nmen and women in university circles, where we would expect to find it, but\nit is also and increasingly true of those who are engaged in industry, com¬\nmerce, and agriculture, and in the study and improvement of health and\nof social and civic conditions. It is estimated by President Hoover that\nduring the past year there were more than 500 bureaus or agencies of re¬\nsearch in the various American industries ; that these bureaus employed more\nthan 30,000 research workers and involved the expenditure of over $200,000,000. At the same time many kinds of research were being carried on\nin universities and by the United States government, by the various state\ngovernments, and also under the auspices of a number of private founda¬\ntions. The outstanding result is a great and rapidly increasing stock of\ntested knowledge in all directions in which we are actively interested.\nThe second fundamental\n\ncharacteristic of our people is the disposition to\n\nput to work as quickly and effectively as possible in human service or in\nthe satisfaction of some form of human desire every item of new knowledge\nthat we discover. We are not content with the mere discovery of knowledge\nbut insist that some way shall be quickly found to make\n\nit useful.\n\n"}
{"page": 60, "printed_page": null, "text": "56\n\nNational\n\nThe\n\nEducation\n\nAssociation\n\nfirst characteristic places emphasis on the selection and education\n\nof men and women for research and for the extension of knowledge. The\nsecond upon the education of men and women for the expert application of\nthe results of research in the sendee of public and private life. The first\nhas been greatly influenced by the aristocratic ideal of education and the\nsecond by the democratic ideal.\nThe third characteristic is both a cause and a consequence of the first\ntwo. It is the tendency to utilize fully the human resources of the nation in\nthe promotion of general, individual, and social wellbeing, or the effort to\ninvest the sum total of our human energy in such a way as will realize to the\nindividual and to the community the highest returns both from the inherited\nqualities of our people and from the desirable outcome of education.\nThe fourth characteristic is an almost inevitable outcome of the other\nthree. It is the tendency to extend the principle of democracy in its fullest\nexercise to include all people of the community, children as well as adults.\nOur present notion of democracy in its practical application is very different\nfrom what it was in the days of Washington and Jefferson. At that time\nthis notion in its fullest application was confined to adult white men over\ntwenty-one years of age. Later, after the great Civil War which nearly\nrent the nation asunder, the concept was extended to include adult colored\nmen over twenty-one. After a longer, very serious, but bloodless struggle\nthe concept was again extended to include adult women as well as men.\nToday we are witnessing everywhere the practical extension of the demo¬\ncratic ideal to include children as well as adults. Rightly or wrongly, the\nboys and girls of this generation are being considered and treated as persons\nwith the full rights and responsibilities of persons, the right to selfexpression,\nselfmanagement, and selfdetermination in a sense and to an extent never\ndreamed of in the days of our fathers.\nThe outworking of these four fundamental tendencies and of the ideals of\neducation to which I have referred has thrust upon American educators a\nhost of problems that call for more intelligent solution, for greater economy,\ngreater efficiency, and better coordination of effort all the way from the\nkindergarten to and including the university. In many respects the resulting\nproblems in the fields of higher education are most interesting and important,\nbut we must pass them by and devote the remainder of the time to certain\nproblems in the fields of elementary and secondary education.\nThe American public school is a social institution and, like all such in¬\nstitutions, it is naturally conservative and slow to change. The present\nproblems stand out clearly when we trace the public schools’ historical de¬\nvelopment. In the early years of our national history when we were de¬\nveloping those ideals and institutions which as a people we have held in\nthe highest esteem the conditions of life were practically uniform and the\ncentral tendencies of our development remained practically the same. The\nproblem of the public school was therefore simple and easy. Of the three\nfundamental\n\nmethods of learning, that is, by participation, by manipulation,\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nSessions\n\n57\n\nand by formal instruction, the first two were then carried on almost entirely\noutside of the school, the latter confining itself wholly to formal instruction.\nMore than ninety percent of the population lived under rural conditions\nthat were essentially identical. The boys learned by participation with\nothers and by actual experience in the manipulation of the materials and\nthe simple machinery and tools then in use. much that they would need to\nknow and be able to do in their adult lives as farmers. Likewise, the girls,\nwhile taking part in the work and life of the home, acquired much of the\nknowledge and skill which they would need as adults in the care of children,\nthe preparation of food, and the management of a home. The public school\nwas established not to take the place of the farm or the home as educational\ninstitutions but for a different purpose. It was its function to open to each\ngeneration of children the increasing store of knowledge and wisdom which\nthey had inherited out of the long experience of the race. This knowledge\nwas for the most part preserved in books and other reading matter and the\nschool s purpose was to put the children in possession of the keys to this\nstorehouse, the socalled tools of learning, reading, writing, and arithmetic.\nThe public school therefore as originally developed was organized and\noperated for this simple purpose and eventually took the form of organiza¬\ntion and the methods of teaching that seemed best suited to this end.\nLearning by participation with others in cooperative undertakings of any\nsort or by direct manipulation of materials, machinery, or tools was en¬\ntirely excluded from the classroom and the method of formal instruction\nexclusively used. The American schoolroom crystallized into that form of\norganization which is still frequently met with in many parts of the coun¬\ntry. Since the education of the children was centered on the tools of learn¬\ning, it was thought that this could be accomplished best by concentrating and\nholding the child’s attention upon the printed page, and since attention is\nmost easily centered when there is no distracting outside appeal, discipline\nand the keeping of “pin-drop order in the schoolroom were regarded as ex¬\ntremely desirable. Seats were fastened to the door in rows facing the teacher\nand the children fastened to the seats. They were supposed to be learning\nonly when they were looking at the books or were talking to the teacher or\nthe teacher was talking to them. They did not dare talk with one another\nor engage in any form of cooperative learning. Projects were out of the\nquestion. That form of cooperative living so essential to democracy was\npractised only outside of the schoolroom on the playground.\nAs the quantity of knowledge that was stored in printed matter and\nneeded in adult life greatly increased, it was gradually felt that the children\nshould be taught desirable content in the schools as well as the mastery of\nthe tools or forms of learning. In the early nineties the leading lights of\nthe National Education\n\nAssociation were\n\nstrongly emphasizing\n\nthe impor¬\n\ntance of including content subjects as well as formal subjects in the curriculums and great emphasis was placed on the mastery of subjectmatter. Cer¬\ntain subjects were regarded as supremely worthwhile and given a sacred\n\n"}
{"page": 62, "printed_page": null, "text": "58\n\nNational\n\nEducation\n\nAssociation\n\nplace in the curriculum. The children were to learn as much of these sub¬\njects as possible, the more the better.\nAs one reexamines the educational philosophy of that day it is amusing to\nnote the arguments that were urged with tremendous force and seriousness\nfor the inclusion of some subjects and exclusion of others. The idea of in¬\ncluding any form of manual work in the schoolroom was regarded by some\nprominent leaders in the Association as a suggestion of the devil himself\naimed at the overthrow of the sacred institutions of American democracy.\nBy and by the problem was solved.\n\nCertain subjects were decided upon.\n\nThe curriculum became orthodox and all was lovely. There was surpris¬\ning uniformity in city school curriculums throughout the country. We can\nhardly realize today the extent to which this was true. As late as 1916,\nwhen the Department of Superintendence met at Richmond, Virginia, a\ngreat majority of superintendents throughout the United States regarded\nthe curriculum as settled and all problems connected with it as solved.\nSuperintendent Blewett of St. Louis was president of the department that\nyear. We had been engaged on the problem of reconstructing elementary\nand high school curriculums of St. Louis for nearly two years. The whole\nteaching and supervisory staff were directly or indirectly engaged in this\nstudy and became profoundly interested in it. I was chairman of the gen¬\neral committee and Mr. Blewett asked me what I thought of giving one\ngeneral session of the department to the subject of curriculum construction.\nI told him I thought the suggestion a splendid one and urged him to carry\nit out. With his usual precaution he wrote to fifty-seven leading school\nsuperintendents and asked their opinion. I saw the replies to his letter.\nSome superintendents, about half the number, thought it might be worth\nwhile ; a few even showed some enthusiasm for the idea, but several others,\nsome of whom you would recognize at once as prominent men in the pro¬\nfession, frankly stated that the discussion of the subject would be a distinct\nwaste of time. To them the curriculum wTas established, why disturb it?\nAs we now look back over the events of the past thirteen years it seems\nalmost incredible that such a thing could have happened, but it did happen,\nand it is worth our while to determine why.\nIn the first place, the results of the four tendencies to which I have re¬\nferred as characteristic of American life had not yet become sufficiently\nprominent in their operation to call public attention forcibly to the malad¬\njustment of the schools to the changing needs. For almost a century the\ncentral tendencies in the development of American life had carried us for¬\nward in practically the same general direction. Our social institutions,\npublic schools included, had become adjusted to the unchanging demand\nand were therefore regarded as satisfactory. It became the custom of the\nfourth of July speaker and the political orator of the day to praise the\ngreat American institutions as essential to our prosperity and the preserva¬\ntion of our democracy. The little red schoolhouse was a popular theme in\nthese oratorical effusions. And\n\nwe meant\n\nit. Why\n\nshouldn’t we ?\n\nEdu-\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\n59\n\nSessions\n\ncation was regarded as preparation for adult life and the public school was\nthe agency nationally relied upon to furnish such preparation. It was easy\nto see that the needs of adult life which education in the schools was ex¬\npected to supply were practically the same for one generation as they had\nbeen for the preceding and as they were likely to be for the following gen¬\neration. By studying the needs of the present and preceding generation it was\nnot difficult to forecast those of the next and to organize the curriculum\naccordingly. Certain subjects came to be regarded as having remarkable\neducational values in themselves and the colleges of the day reenforced this\npoint of view.\nIn time, however, an increasing popular demand for the introduction of\nnew subjectmatter and for better outcomes of educational effort forced\nattention upon the necessity of eliminating some kinds of old material to\nmake place for the new.\n\nOld subjects began to lose their sanctity, modern¬\n\nism began to take the place of fundamentalism in the orthodox}' of educa¬\ntion ; and since the primary function of the school was still regarded as\npreparation for adult living, the idea soon became prominent that curricu¬\nlum content should be based on analysis of adult activities and needs. What\narithmetic processes are actually used by adults? What words do adults\nreally need to spell ? What historical and geographical facts do they really\nneed to know? Scientific investigations made answer to these questions and\nstandardized\n\ntests and measurements\n\nteaching the new\n\nwere\n\ndevised by which\n\nsuccess in\n\ncontent could be accurately determined.\n\nIt was soon seen by many, however, that this practise makes of the child\na sort of learning machine, that his present interests and enthusiasms\n\nare\n\nnot sufficiently considered and that this scientific process of curriculum\nmaking may easily become a real obstacle to vital progress in curriculum\nconstruction. The nature of the child as a learner is left too much out of\naccount. The emphasis is too great upon the products and too little upon\nthe processes by which they are obtained. Hence, another and in its em¬\nphasis a newer movement became prominent, which insists that the curricu¬\nlum through which desirable facts, habits, attitudes, and other outcomes can\nbe taught shall consist of activities that are meaningful\nthat the desired results shall be reached by means\n\nto the child and\n\nof projects in which the\n\nchildren themselves eagerly engage. The result has been a widespread inter¬\nest in project-teaching and the determination of project curriculums.\nLately, growing out of certain recognized limitations of the project method\nof teaching and curriculum\n\nconstruction, another significant movement\n\nnow gaining prominence, the socalled creative movement\n\nis\n\nin education which\n\nholds that the attitudes, desires, and feelings or emotional\n\nreactions of\n\nchildren are of greater significance than the present bit of knowledge\n\nor\n\nskill that is being acquired. It advocates a child-centered curriculum controled not so much by what information and skills the child is to acquire as\nby how he feels about what he learns.\n\n"}
{"page": 64, "printed_page": null, "text": "60\n\nNational\n\nEducation\n\nAssociation\n\nLooking back. then, over the historical development of public school curriculums, five distinct stages may be recognized, determined by the placing\nof the major emphasis in teaching and curriculum construction. These are :\nthe tool stage, the subiectmatter stage, the adult activities stage, the project\nor purposeful activities stage, and the creative or child-centered stage. All\nof these are now found singly or in combination to one extent or another in\npublic schools of the L nited States. Proper evaluation and combination\nof these points of view and their resulting practises in any consistent policy\nand program of public education is a problem that has not yet been solved.\nIt is easy to see that all these points of view have value. No one of them\nhas been entirely outgrown. The tools of learning are still important ; subiectmatter still has value; the actual knowledges and activities of adult life\ncannot be entirely ignored ; and the child's own purposes, activities, and\nenthusiasms in learning are vitally important. The problem is therefore not\nso much one of exclusion as it is of relative values in the determination of\na well ordered and satisfactory educational program.\nAn important factor in the solution of this problem is the revision of\npolicy and practise in the professional education of teachers. As already\nintimated, institutional maladjustment reveals itself first in the case of those\ninstitutions which are in most immediate touch with the crises arising out\nof the changing order of things. Those which stand most aloof and are\nfarthest removed from these crises are least attected and their reconstruction\ncomes later if at all in the general process of readjustment.\n\nSome\n\nof the\n\nolder, more cloistered and financially independent institutions of higher edu¬\ncation seem even yet practically unaware of any need of change, either in\ncurriculum or in method. The public elementary and secondary schools,\nstanding as they do nearest to the firing line, have been first to experience\nthe need of change and have consequently gone farther in practical readjust¬\nment than have the normal schools and teachers colleges. Progress in cur¬\nriculum reconstruction is in danger of being retarded in the case of the new\nteachers colleges by a certain tendency to imitate the older arts colleges in\norder to gain academic respectability for their baccalaureate degree. The\nprofessional education of teachers is following a course similar to that taken\nby the schools below. It has passed through the tool stage and is now in the\nsubiectmatter stage. The teacher-training study1 conducted by Charters\nand Waples for the Commonwealth Fund indicates that the evolution of the\ncurriculum for the professional education of teachers is just now entering\nupon the third or “activities\" stage of its development. This study centers\nattention upon the activities actually performed and the personal traits\nrequired for successful teaching in the schools of today. It is an important\nstep in the right direction but it cannot be regarded as a solution of the\nproblem. There is essentially the same weakness in teacher-training curriculums constructed and administered on this basis as was found in curriculums for the elementary and high schools constructed on the basis of the\n1 Charters, W. W. and Waples, Douglas. The Commonwealth\nversity of Chicago Press, Chicago, Ill. 666 p.\n\nTeacher-Training\n\nStudy.\n\nUni¬\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n\n61\nactivities performed by adults. It leaves too much\n\nout of account the actual\n\npurposes, interests, and motives of the prospective teacher while he is re¬\nceiving his professional education. What is needed for satisfactory service\nin our public schools is not the automatic practitioner, skilled in the use of\nstereotyped methods of performing standardized activities which scientific\nstudy has discovered by analyzing what is now considered excellent teaching,\nnor a person who is steeped in theories of teaching and education that he\nhas academically learned ; but a teacher the extent and character of whose\nprofessional education has prepared him to meet successfully the changing\nconditions with the courage and disposition to attack and the ability to\nsolve with increasing success the new problems which constantly arise. How\nto provide the training that will produce this result is a problem which our\npresent programs of teacher training have not yet solved.\nAnother problem of articulation that remains as yet without a satisfactory\nsolution is concerned with our general philosophy of education. This, too. is\nlargely a result of the tendencies in America which we have considered. It\ncenters primarily in the distinction that must be drawn between the values\nwhich are to be secured through education as process and through educa¬\ntion as result. When we are thinking of education as preparation for adult\nlife and are basing curriculum and method on that idea, we are emphasizing\nthe result values of education. When we turn from this point of view,\nhpwever, and center our, attention upon the child's actual interests, pur¬\nposes, and emotional reactions and upon the determination of what we have\ncalled a child-centered curriculum we inevitably place chief emphasis on the\nvalues which are being directly realized in the process of education, namely,\nthe values which are felt and appreciated by the child while the process\nis going on. We find ourselves saying that education is not preparation for\nlife but that it is life itself. When we find educational values primarily\nin results or those modifications of the individual that are left behind when\nthe process itself is ended, modifications that persist and are expected to\ninfluence the subsequent thought and behavior of the individual in some\ndesirable way, we are accepting in some form an idealistic philosophy of\neducation. On the other hand to find values primarily in education as\nprocess, as this goes on in the life of the child and is determined by his own\npurposes and appreciation, is to adopt a philosophy of education that is\nessentially pragmatic. Since process and result values are both real and\nboth important, neither an idealistic nor a pragmatic philosophy, exclusively\nconsidered can be regarded as adequate.\n\nWhat\n\nis needed is a higher syn¬\n\nthesis that will properly* include the two.\nThe present emphasis on the pragmatic point of view is an almost in¬\nevitable result of the fundamental tendencies of .American life. Owing to\nthe remarkable discoveries of science and their rapid and successful appli¬\ncation in recent years the central tendencies of American life are rapidly\nchanging. This applies to our philosophy* of life as well as to the activities\nin which we engage. It is difficult, if not impossible, to discover any laws\ngoverning the changes that are taking place and to predict with certainty\n\n"}
{"page": 66, "printed_page": null, "text": "62\n\nNational\n\nEducation\n\nAssociation\n\nwhat adult needs and values are going to be five or ten years in advance.\nNew discoveries and new inventions may destroy over-night one form of\nindustry or one type of occupation and establish another in its place. Occu¬\npations are continually changing, old ones disappearing, new ones appearing.\nTwenty-five percent of the workers today are engaged in occupations that\nwere wholly unknown thirty years ago. There is constant and increasing\nneed of reeducation of adults to fit them for new occupations. Textbook\nscience that was uptodate ten years ago is ridiculously inadequate and ob¬\nsolete now. Therefore some of the result values aimed at in the curriculum\nmay become obsolete before the child leaves school. The problem for the\nschool is rendered much more complicated and difficult by the fact that\npublic opinion and legal enactment have decreed that children shall not\nlearn by the methods of participation and manipulation in adult life out¬\nside of school. They cannot engage directly in any trade or other occupa¬\ntion which they will enter as adults until they have passed the compulsory\neducation age limit. They must remain in school. To meet the situation\nrequires that the school shall be completely reorganized. It must become\na refined and improved reproduction in miniature of community life out¬\nside of school and its policy and program must be changed to provide not\nonly for improved formal instruction but also for the full and effective use\ninside the school of the methods of learning by participation and manipula¬\ntion. Emphasis must be placed upon the school ^s a community and upon\nthe activities that are carried on by the children as members of this com¬\nmunity. The method and the form of organization are therefore essentially\npragmatic. If in any way the central drift of presentday life could be pre¬\ndicted so that the needs of adults in the future could be more fully deter¬\nmined and school curriculum and organization set up in the light of these\nneeds, the drift of our educational philosophy would almost certainly be\ntoward some form of practical idealism.\n\nSCHOOL\nWILLIAM\n\nADMINISTRATION AND CONFLICTING\nAMERICAN IDEALS\n\nF. RUSSELL,\n\nDEAN\n\nOF TEACHERS\nNEW\nYORK\n\nCOLLEGE,\nCITY\n\nCOLUMBIA\n\nUNIVERSITY,\n\nAn educational system is successful only when in all its aspects it con¬\ntributes to the ends of the society in which it lives and has its being. Primi¬\ntive tribes which survived all found ways in which to change their boys and\ngirls into adults completely adjusted to the environment of the tribe.\nPrussia a century ago devised an educational system which through two sets\nof schools turned out the leaders and followers that the Fatherland desired.\nRecent educational developments in Soviet Russia, Italy, and Bulgaria\nshow that changes in national purpose are followed by corresponding\nchanges in the school ; not only in what is taught, how it is taught, and the\nspirit of instruction, but just as completely in teacher training and school\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nSessions\n63\n\nadministration.\ntional ideal.\n\nEvery aspect of education must\n\nadjust itself to the na¬\n\nThis process of relating an educational program to a national end is\nneither simple to comprehend nor easy to put into practise. Education has\nmomentum, teachers are traditional, and as a rule modifications are the\nresult of efforts extended over a considerable period of time. The history\nof education does not tell the story of many sudden widespread school re¬\nforms. When they do come, they are found where the national ends are\nclear and distinct, accompanied by powerful governmental control.\nIn the United States educational changes have come very slowly. At\nthe time of the formation of the Constitution, our educational system was\nan importation from England and Scotland, with sporadic primary classes,\noccasional academies and secondary schools, and a few colleges, practically\nall under the control of churches and other voluntary agencies. From this\nbeginning a century and a half of effort has brought us to our present state\nof development. This advance has almost all been toward the realization\nof the ideals for which our country was founded.\nOne of these ideals was the notion of liberty. Hamilton, Jay, and Madi¬\nson in the Federalist papers continually refer to it. Old world govern¬\nments, of the type depicted by Carlyle and Dickens, had made the individ¬\nual subject to the tyranny of the governing classes. America wanted none\nof this ; and despite the fact that the guarantees of security of person and\nproperty found in the first ten amendments to the Constitution were im¬\nplicit in the document itself and explicit in the state constitutions, the\nFathers wanted to make them perfectly plain. The people of the United\nStates wanted liberty; and they would tolerate no encroachment by any\nsort of aristocracy. This is the reason why so few powers were delegated\nto the federal government and so much was retained by the states. Our\npeople have always been jealous of their right to selfgovernment.\nOne governmental function which they particularly wanted to keep in\ntheir own hands was that of education, and for a long time the control was\nkept by the locality. I am neither a political scientist nor a lawyer. I\nunderstand that both agree that education is a state function in the United\nStates. To me it seems to be a function of the district, the town or the\ncounty, if I read history aright. Our people have always wanted to deter¬\nmine the education of their own children and they have ever been reluctant\nto delegate the power to anyone else. They have retained the church\nschool ; they have supported private schools ; and despite the growing\ntendency to depend upon the state and federal governments, localities in the\nUnited States in general still provide most of the support and still retain\nmost of the control of public education. Such state control as does exist\ndeveloped not so much\n\nfrom direct delegation by the people as from the\nacceptance of grants the strings to which were not too apparent at the start.\nFor the most part the people in a locality in the United States still pick the\nteacher they want, pay him what they please, tell him what to teach, what\n\n"}
{"page": 68, "printed_page": null, "text": "64\n\nNational\n\nEducation\n\nAssociation\n\nbooks he shall use, place him in the kind of a school building they choose,\nand discharge him when they get ready. They assert their right to do this\nas a part of the liberty in which our country believes and they desire no\nimportant encroachment upon their prerogative to determine what their\nchildren shall be like when they grow up. This is a definite purpose of\nAmerican society and our school system has tried to adjust itself to it.\nThere is another ideal of the American people — equality. The Declara¬\ntion of Independence assumed as selfevident that all men were created free\nand equal, and just as Hamilton stresses liberty and property, so did\nJefferson emphasize equality. In 1800 equality was less of an accomplished\nfact than was liberty. Not one adult male in five had the right to vote.\nProperty qualifications for office holding were required in several states.\nHarvard College listed its students in the order of social precedence. Surely\nthere was a stratified society. But the ferment of equality began to leaven\nthe lump ; people talked, newspapers published, and labor organizations\ninvestigated and lobbied with the result that three decades saw not only the\npresidential succession broken with the election of Andrew Jackson, but the\nabolition of property suffrage qualifications, introduction of labor reform,\nand the beginnings of a school system open equally to all at public expense.\nYear after year educational advances were made, all in the direction of\nthe provision of equality of opportunity for the American youth. The list\nof these changes would itself be a history of American education relating the\ndevelopment of ways in which compensations have been devised for differ¬\nences in wealth, health, distance from school, objectives, and ability.\nOur people soon saw that equality of opportunity could not be provided\nif children were to have the kind of education that a particular community\ncould financially afford to provide. They saw rich districts and poor dis¬\ntricts, wealthy and impoverished counties side by side. There is no need at\nthis time to relate the various financial studies that were made which had\nthe result of increasing the size of the taxing unit, reforming and often\ncompletely changing the system of state distribution of school funds, and\nthe entrance of the federal government as a source of support for schools.\nThe American people have not been content to allow the citizens of illfavored communities to stagger under a tax burden which at best will pro¬\nvide a short school term under a poorly paid teacher in a squalid building,\nwhile others in wealthy areas are able to provide splendid opportunities with\nlittle effort. Increased participation of larger governmental units in the\nfinancing of local educational programs is apparently a settled policy of\nAmerican government. The purpose is to foster equality.\nN or have the American people been content to allow the children to be at\nthe mercy of the particular educational ambitions of the locality. Larger\ngovernmental units have stepped in to say that a school must be provided\nwhether the home folks want it or not ; that it must be open for so many\ndays ; that the teacher must have at least certain qualifications and be paid\nnot less than so much ; that the building must be safe and warm ; and other\nregulations of the same sort. Sometimes there have been direct orders.\n\n"}
{"page": 69, "printed_page": null, "text": "General\n\nSessions\n\n65\n\nMore often the state or federal governments have offered prizes in the\nshape of money if a particular condition be met. The purpose is also to\nsecure equality.\nWe see in these developments a curious conflict in American educational\npractises; yet there is nothing mysterious about it. It comes from the effort\nto adapt American education to two different ideals, the ideal of liberty and\nthe ideal of equality. These ideals never did get along well together. They\nwere never noted for harmony. Hamilton and Jefferson were sworn\npolitical enemies. For many years this growing conflict was not apparent,\nthe changes taking place so slowly; but in the last decade it has become\nperfectly evident. The Education Bill, the measure proposed to create a\ngovernment department dealing with education to be presided over by an\n\nofficer who would be a member\ncountry into two camps.\n\nof the President's cabinet, has divided the\n\nThe advocates of the measure are the men and women who believe pri¬\nmarily in equality. They have seen the failure of the small locality. They\nknow that equal school terms, reasonable adequate physical facilities, proper\nteachers and equipment are impossible without assistance from larger gov¬\nernmental units and they know that children in many places need protec¬\ntion against the prejudices, social peculiarities, and dulled ambitions that\nseem to center about unfertile land, rocky hills, and remote regions. If it\nis logical for the state to protect the child from the locality and to equalize\nthe wealth, it is just as logical that upon occasions the nation must protect\nthe child from the state. Opposition has reduced the Education Bill to ad¬\nvocacy of a government department with advisory powers and direction of\nresearch, but the principle at stake points properly to far larger assumption\nof responsibility. I think that this is believed by the opposition.\nThe opponents of the measure are the adherents of liberty , the Hamilton¬\nians. They want equality, but not at the expense of liberty. They desire\nno encroachment by the federal government; no weakening of local au¬\nthority. They assert that it is proper for the state to assume more power ;\nbut not for the nation. They fear the centralization of the kind found in\nAustralia or France and they want\n\nthe minds of the children of America\n\nnever to be in the power of the political group that happens to be in con¬\ntrol at Washington. Their arguments are strengthened by recent events\nin Russia and Italy; and the public resentment at the efforts of certain pub¬\nlic utilities corporations to influence the schools gives a clue to the attitude\nof the people.\n\nIn short, when we consider equality participation by the\nfederal government in education seems desirable ; when we take liberty\ninto account, there seems to be danger.\nThere is a way out of this dilemma which so far as I know has never\nappeared in print. The trouble lies not in the inevitable opposition of the\nideals, but in the unwarranted assumption that education, school administra¬\ntion, educational control is all in one place, solid, incapable of division.\nThis is not true.\n\n"}
{"page": 70, "printed_page": null, "text": "66\n\nNa tioxal\n\nEducation\n\nAssociation\n\nIn Europe there is a division of school administration that is so univer¬\nsally understood and so generally accepted that one fails to find a definition\nor explanation. It is accepted as if no other attitude were ever considered.\nIn the law, in official handbooks, in textbooks we find reference to the\n“interna'' and the “externa’' ; internal and external administration of\nschools. Internal has to do with what is taught, how it is taught, how the\nteacher is trained and the life and spirit of the school. External deals with\nseeing that the pupils attend, providing suitable places for instruction, keep¬\ning the school clean and habitable ; the pupils well ; the teachers paid ; the\nequipment provided. The chalk that the teacher uses is external; what he\nwrites with the chalk, internal. His salary is external ; what he teaches\nand the way he does it, internal. That the pupil shall be given glasses so\nthat he may read is external ; what he reads is internal. The pupils march\nout of the building to study plants in the garden ; this is internal. The\njanitor walks into the building to fire the stove; this is external. The ma¬\nterial side of education is external ; the spiritual and mental side is internal.\nSo commonly is this concept accepted in Europe that different school officials\nare assigned ; and in general the external is controled and supported by gov¬\nernmental units different from those controling and supporting the internal.\nFrance and England present an interesting illustration of this. In\nFrance the “interna\" are completely controled by Paris, the “externa” on\nthe other hand by the locality, although this latter control grows less year\nby year. The Minister of Education controls the textbooks and the course\nof study. Orders go forth from his office with the force of law. He trains,\nappoints, and promotes all school teachers and officials. Even disciplinary\nand social problems are settled under his direction. The departments and\nthe communes, however, have the power to erect school buildings, to pro¬\nvide janitor service, to see to it that the children attend, to select a school\ndoctor, to provide living quarters for the teacher, beautify school grounds\nand the like. The locality can in no way determine what shall be taught ;\nbut they may see to it that the child is ready to be taught. This is gen¬\nerally termed a highly centralized system ; but it is plain to be seen that it\nis centralized in part and decentralized in part.\nIn England, on the other hand, we see almost precisely the reverse. The\nborough, the urban district, or the county through the education committee\nof its council has complete control of the internal administration of the\nschools. No person in London tells what shall be taught, how it shall be\ntaught, or who shall teach it. This is the power of the local unit, and\noften this is delegated- to the small community and often to the school itself.\nThe Englishman believes in liberty. Nevertheless the Secretary of the\nBoard of Education, often termed the Minister of Education outside of\nEngland, is a member\n\nof the government.\n\nParliament\n\nfrom the national\n\ntreasury pays more than half the cost of education. The Board has a good\ndeal to say about the length of the school term, attendance of pupils, build¬\nings, salaries, pensions, and physical education.\n\nAs to the internal phases\n\n"}
{"page": 71, "printed_page": null, "text": "General\n\nSessions\n\n67\nit can do no more\n\nthan suggest ; but since the suggestions are the result of\n\ncareful research and worldwide investigation, they receive thoughtful atten¬\ntion. This is generally termed a decentralized system ; but it is plain to be\nseen that it is decentralized only in part.\nThis division of school administration points the way, as I see it, to the\nsolution of the American problem. We need centralization to provide\nequality ; we fear centralization as a menace to our liberty. Very well !\nLet us agree to centralize the externals, reserving to the localities complete\ncontrol over the internals. Let us state with such exactness that we shall\nnever be misunderstood\n\nthat we propose in our state governments,\n\nand if\n\nnecessary in the nation, to centralize the financing of education, the mate¬\nrial side of schooling, and the responsibility of investigation and research ;\nreserving to the localities the right to determine in the last analysis what\nshall be taught and how. Keep teacher training as decentralized as pos¬\nsible. Then we shall see to it that every child is given a chance without the\ndanger of placing the control of the American mind within the reach of a\npartisan group.\n\nWe\n\ncan have equality and liberty both.\n\nIt is said that “he who pays the piper calls the tune.” There is un¬\ndoubtedly the danger, as seen in the development of the Federal Board for\nVocational Education, that efforts to provide financial assistance are apt to\ncarry with them dictation on the part of central authorities over internals.\nThis has also been seen in the various states. I think that many measures\nadopted by state legislatures as they affect the content of the course of study\nare dangerous to the liberties of the American people. The Tennessee anti¬\nevolution law is only one illustration. We pride ourselves, however, that\nwe have a government of laws, not of men ; and may we not, as in England,\nbe able to definitely prescribe in law some automatic basis of state and fed¬\neral participation which will carry no discretionary power with it. England\nhas done it; I see no reason why we cannot.\nOur development in the United States to date seems to provide equality\nin the state governments without liberty ; and liberty in the federal govern¬\nment without equality. It is to be hoped by farsighted legislation that we\nshall be able to take a different step, not by selecting one to the exclusion\nof the other, not by a dull and inadequate compromise, but by a centraliza¬\ntion in the state and federal governments of the externals, and a decen¬\ntralization of the internals. It seems to be easily possible ; and while I can\nspeak for no one but myself, I can see no reason why proponents and oppo¬\nnents alike could not join hands in such a program which would look to the\nrealization in the life of tomorrow of the ideals for which our country was\nfounded and for which so much sacrifice has been made. It would sever\nfrom the national and state governments powers which threaten the liberties\nof the people ; and it would render unto the state and nation power\nfor equality of opportunity.\n\nmaking\n\n"}
{"page": 72, "printed_page": null, "text": "68\n\nNational\n\nTHE\nSHELTON\n\nEducation\n\nIMPROVEMENT\n\nPHELPS,\n\nDIRECTOR\n\nFOR\n\nProfessor Breed\n\nOF\n\nTEACHERS,\n\nAssociation\n\nOF COLLEGE\n\nTEACHING\n\nINSTRUCTION,\n\nGEORGE\n\nNASHVILLE,\n\nTENNESSEE\n\nbefore the College Teachers\n\nPEABODY\n\nCOLLEGE\n\nof Education\n\nat Dallas\n\non the “Factors Contributing to Success in College Teaching,” made the\nstatement that since the Division of Education at Harvard was invited ten\nyears ago to study the teaching problems of the department\n\nof economics,\n\n“a precedent was established that no college can afford to ignore.” He\nmight have gone on to say, that wherever two or three college adminis¬\ntrators were gathered, this same subject of improving college teaching\nwould come up for discussion.\nThis same society before which he was speaking, The College Teachers\nof Education of the Nation, has since that time prepared and issued, under\nthe editorship of W. S. Gray, a yearbook on the aforementioned subject.\nSeveral nationally known and nationally attended institutes for adminis¬\ntrators with programs built around college teaching have been held, and in\nat least one case these institutes have produced yearbooks containing signifi¬\ncant material on this problem. Among the newer phases of interest in edu¬\ncation at the present moment probably no one excites keener interest than\nthe study of improving college teaching. It is the purpose of this discussion\nto review the literature which this field has produced and to present the\nproblem which it represents.\nCarter Good,1 analyzing “the literature dealing with college teaching,”\nfinds nine categories in which he catalogs such materials. With only three\nof these: general method of college teaching, research in the problems of\ncollege teaching, and the improvement of college teaching including its\nsupervision, will this discussion deal. The others, while some of them are\nof deep interest to the student of college education, are in the thought of\nthis discussion fringe rather than central phase of the problem, and are not\nconsidered. Another reason for the consideration of these three only might\nbe found in a reclassification under the agencies directing them. The\nclassification would then read : the reports of individual students and of\ncommissions, the research efforts of the universities, and the efforts of the\nteachers colleges. This classification does move parts of one or two con¬\ntributions into different categories from where Good had placed them, but\non the whole the classification by agencies is perhaps no more arbitrary than\nthe other. In presenting the work of these several agencies, their views as\ntheir reports are interpreted to reveal them, will be presented.\n\nStudies of students — Klein of the U. S. Bureau of Education, studying\nadministrative procedures for improving college teaching, reports fifty-six\nout of seventy-four or nearly four out of every five institutions studied\n“have adopted or put into operation experimentally, some form of ad¬\nministrative procedure designed to improve the quality of college teach1 Good, Carter V. “Literature on College Teaching.” School and\nApril 21, 1929. (This article contains a very complete bibliography.)\n\nSociety 27:481-87.\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nSessions\n\n69\ning.”1 It is true that the group of universities considered by Dr. Klein\nwas predominantly A & M colleges. Among the means employed among\nthese schools were: requiring training in professional methods courses,\nbringing specialists in teaching to faculty institutes, appointing special\nstudies, inspection of supervision of teaching, student reports and inquiries\namong alumni, and analyses of courses in terms of objectives sought. In\ngeneral Dr. Klein’s discussion admits the very great need of some kind of\ndirection in college teaching, doubts the availability of any one competent\nto study, to diagnose, and to suggest remedial measures, and relates some\nmore or less humorous attempts to cope with the problem, especially among\nthe federally supported colleges for negroes.\nBreed’s study2 interests itself in two methods of studying the effectiveness\nof the college instructor. The first is the one so often employed by ad¬\nministrators, asking students ; the second involves asking colleagues. The\noutcome of the study is in brief the conclusion, there is no significant differ¬\nence in the estimates of students and teachers, not even in their points of\nemphasis, as to what factors condition teaching. Students seem to value\nabout the same things in teaching which teachers value, and to evaluate\nthese in about the same way. One of two significant suggestions are offered :\nthe first in importance, it seems, being that regarding these factors the study\nof “a smaller list composed of the most important activities would provide\nthe greatest help” ; and, second, the possibilities of making use of a con¬\nsensus of judgments by either teachers or students on important points re¬\ngarding these same factors.\n\nUniversity efforts — The research efforts of the universities are well repre¬\nsented by those of the State University of Minnesota. These efforts were\nbrought to light in the institute held at the University of Minnesota July\n5 to 17, 1927, the papers of which were compiled by Professor Huddleson,\nof the School of Education of the University of Minnesota.3 Representa¬\ntive of the experimentation which has been carried on under the direction\nof the University, two papers, which in general have summarized those\ninvestigations, have been given outside the compilation of the institute\npapers. One of these was a report 4 by Dean Haggerty of the School of\nEducation, and was given before the American Association for the Advance¬\nment of Science at Nashville, December, 1927. The other 5 by Dean Free¬\nman was given before the institute for administrators held in Chicago\n1 Klein, Arthur J. “Problems of College Education.” Administrative Procedure\nproving College Teaching j p. 102-17. University of Minnesota Press, 1928.\n2 Breed, Frederick S. “Factors Contributing to Success\nEducational Research, 16: 247-53. November, 1927.\n3 Huddleson,\nJanuary 1928.\n\nEarl, Editor,\n\nProblems\n\nof College\n\nin College\n\nEducation.\n\nTeaching.”\n\nUniversity\n\nfor Im¬\n\nJournal\n\nof Minnesota\n\nof\n\nPress.\n\n4 Ibid., p. 15-23.\nHaggerty, M. E. “Improvement of College Instruction.” School and Society, 27:25-37.\n5 Huddleson, Earl, Editor, Problems of College Education. University of Minnesota Press.\nJanuary 1928. Chapter 34. “A Suggested Program of Investigation Having in Mind the Im¬\nprovement of Instruction in Science at the University of Minnesota,” by Edward M. Freeman,\np. 426-43.\nFreeman, Edward M. “Procedure and Results of Efforts to Reorganize Science\nin the University of Minnesota.” Peabody Journal of Education, 6:204-18. January,\n\nInstruction\n1928.\n\n"}
{"page": 74, "printed_page": null, "text": "70\n\nNational\n\nUniversity, July, 1928.\n\nThe\n\nEducation\n\nAssociation\n\nspirit of the university investigation is per¬\n\nhaps indicated in these two quotations from Dean Haggerty. “Any thorough\ngoing attempt at the improvement of college instruction must be founded\nupon a program of research/’ says the dean, and all will doubtless agree\nto this assumption. After having examined some forty-eight papers dealing\nwith curriculums and instruction, and finding only seventeen of these fac¬\ntually supported, the dean continues referring to some of the seemingly\nsimple questions of college procedure, “seriously to ask these questions in\nconnection with the improvement of college instruction is to imply the\nmachinery of scientific study and a lengthening program of educational\nresearch. To advocate such a program is therefore the primary purpose of\nthis discussion.\" Concluding the discussion the dean says that he leaves\nthe discussion with the thought that any apathy on the part of college ad¬\nministration in regard to teaching conditions is temporary, and that society,\nas a means of survival, will force the application of whatever knowledge be¬\ncomes available. Perhaps the spirit of the discussion with its emphasis on a\ntechnic of procedure is more important than are its findings. That same\ntechnic is described by Dean Freeman in regard to the improvement of\nscience teaching in effect as bringing the methods of laboratory to the im¬\nprovement of the laboratory.\nOne of the findings which has attracted a good deal of attention is in\nregard to the effect of the size of class on college instruction. The Min¬\nnesota investigations indicated that these effects were negligible. From this\nindication one turns to the investigations of another university wdiich are\npublished in the Educational Record for January, 1929. Dr. Moss et al.,\nof George Washington\n\nUniversity working\n\non the “Impersonal\n\nMeasure¬\n\nment of Teaching,” 1 get just as strong indications regarding effect of size\nof college class on achievement, and in an entirely opposite direction. Again\nthe method of work is very significant, this effort being another attempt\nto reduce to measures of quantity the effects of teaching. If it can be\nassumed that each succeeding study, profiting by preceding ones, a little\nmore nearly succeeds in perfecting controls and in applying devices of\nmeasurements, perhaps it can be also assumed that the latest of scientifically\nderived conclusions is the nearest to truth, and can be most safely followed.\nThe spirit of study illustrated in the preceding cases needs no stress. The\ntechnics which such studies employ are in the process of evolution. As they\nare perfected, principles may be expected to result from their employment.\nThese principles may be expected to provide better bases for departure in\nattempting to improve instruction. When administration knows the factors\nwhich condition instruction, and, in measurable terms, the extent to which\ninstruction can be much more effectively carried on, the contribution of the\nprinciples, one by one, though seemingly slow will be epoch making, and\nwill be entitled to receive the part claimed for them as quoted from Dean\nHaggerty.\n. 1\nA., Loman, \\\\ . M., and Hunt,\nThe Educational Record. 10:40-50; January, Thelma.\n1929.\n\n“Impersonal\n\nMeasurement\n\nof Teaching.”\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n71\n\nThe teachers college effort — While the universities have been attempting\nto develop the principles which should, when proved, govern the efforts to\nconsciously direct instruction the teachers colleges, (to speak of the teachers\ncolleges doing what perhaps the upper percentiles of their group are doing\nis similar in its error to speaking of what a few universities are doing as\nwhat the universities are doing), have been trying to eliminate some of the\nweaknesses of college instruction by attempting to work with what is be¬\nlieved, assumed, and known regarding the teaching process. Their efforts\ncan be refined as proved principles are provided through research. Perhaps\nit is appropriate that universities should direct their efforts toward the dis¬\ncovery of principles, while the teachers colleges seek at the outset to apply\nwhat beliefs exist.\nAt any rate there is a movement toward the conscious direction of in¬\nstruction which has been termed the teachers college movement. George\nPeabody College for Teachers created in February, 1928, the position of\ndirector of instruction. As the name implies the purpose for the creation\nof this position is the coordination of the purposes and projects of instruc¬\ntion. It seeks to function in the improvement of classroom teaching by both\ndirect and indirect means. As an illustration of the latter it is working\nthrough the organization of curriculum content both as to the courses offered\nand as to the actual content of those courses. Directly it seeks to improve\nclassroom teaching by means of classroom visitation, employed as a means of\nstudying college teaching. Following a technic, which has been partly\nstandardized through a constantly increasing number of visits, these visits\nplace in the hands of the instructor and director a record of what is being\ndone in the classroom. Here they serve as a basis for study and for the sug¬\ngesting of hypotheses for improvement. The whole probably succeeds in\naccomplishing most by serving as a stimulus to the instructor to study and\nto improve his own method of classroom instruction.\nAt about the same time Greeley, Colorado, Teachers College established\na similar position, which seeking similar ends has functioned in much the\nsame ways as the Peabody project. These two developments have been\nfollowed by others similar in nature, scope, and method.\nIn September, 1928, the State Teachers College at Bowling Green,\nKentucky, established a directorate of instruction, somewhat resembling the\nPeabody and the Greeley plans. Even more recently Bowling Green, Ohio,\nhas undertaken a somewhat similar attempt, but the exact plan employed\nis not known. In the majority of these attempts, however, while they do\nnot depend on visitation to the extent that supervision in the other phases\nof education employed it, they do attempt to study college instruction first\nhand by observing in process, and are somewhat unique in that regard.\nFor a long time it was an accepted assumption, that the direction and the\nsupervision of instruction belonged properly to those more elementary phases\nof education which pertained to the elementary and to the secondary schools.\nThroughout the development of specialization, and its accompanying de¬\npartmentalization in the higher phases of education few students of admin-\n\n"}
{"page": 76, "printed_page": null, "text": "1\n\n72\n\nNational\n\nEducation\n\nAssociation\n\nistration questioned the practise of the instructor determining the direction\nof his instruction. If sequence, concentration, and usefulness determined\nthe logic of his choice it was well ; and if on the other hand mere whim,\nor the passing interests of his own\n\nstudy, determined\n\nthe way\n\nin which\n\nthe teaching would go this inclination was not often interfered with. De¬\npartments of instruction, in the same subject, in two different institutions\nvery often were two entirely different things, especially as far as those outer\nreaches, the individual courses , of these divisions were concerned. Such\nattempt to find a cosmic core in catalogs. Resulting programs\n\nof studies\n\noffered by students as, “partial requirements for the completion\" of degrees\nwere correspondingly chaotic; so that such pessimistic utterances as that\nof Dean Herman James,- are parts of the educational literature of the\npresent.\nThis discussion attempts to present a plan which is being used in Peabody,\nand perhaps in some other teachers colleges, to study college instruction.\nThe ultimate purpose of this plan is to improve that instruction. At the\npresent stage it seems more appropriate to say, to study instruction. It\nattempts to present only the factual phases of that plan. If it possesses\nmerits, the listener or reader will discover these, for none are claimed nor is\n2\nevaluation\nattempted. Any one who studies this problem seriously is bound\nstudies\nas Crabb's\ndissertation\nto feel very humble\nin the presence of the thing itself. The problem of\nalmost\na wail\ncollege teaching possesses too many, end\nandin too\nintricate\nbranchings to be\nof despair\nafter an\ntossed off dogmatically. If the plan has authority, it must be a pragmatic\nsanction, for it starts with neither a priori definitions nor “principles.” It\nattempts to present in simple descriptive style the workings of a plan the\nultimate purposes of which have been given, and the immediate purpose of\nwhich will be designated as studying instruction in Peabody .3\nThe\n\ntechnic — When\n\nthis series of observations\n\nof class instruction was\n\nbegun, all the formal plans for class observation which\n\ncould be found,\n\nwere studied. No need, it seems, to cite them here for the student of educa¬\ntion is familiar with that literature. The ones which were given most favor\nwere those which seemed to provide the greatest opportunities, for counting\nin quantity and for getting a consensus in terms of occurrence. One score\ncarcf was used, which encouraged the observer to record many and varied\nfactual observations. The weaknesses of all such scorecards, in use, were\nfound to be mainly two : first they require so much attention, to properly\nrecord observations, that it was hard to maintain concentrated attention\non the recitation ; and second their interpretation in terms of what was being\nsought was not feasible. From them came one guiding thought. When an\nobservation\n\nhas been made\n\nits record\n\nshould\n\nbe a series of recorded\n\nfacts\n\n1 Crabb, Alfred Leland. “A Study on the Nomenclature and Mechanics Employed in Cata¬\nlogue Presentation of Courses in Education.” Peabody Contribution No. 21. 1926\n2 Tames, Herman. “The Liberal Arts College is Doomed.” New Republic 51:96-99. June\n15. 1927.\n~ Phelps. Shelton. “One Phase of the Direction of College Instruction — The Visitation of\nCollege\nciation. Classes.\" Proceedings of tlic Tenth Annual Meeting vf the Tennessee College Asso¬\n\n"}
{"page": 77, "printed_page": null, "text": "General\n\nrather than be a series of impressions.\n\n73\n\nSessions\n\nEarly the observer came\n\nto seek and\n\nto record factual indications relevant to what he was trying to find out.\nJVhat\n\nthe teacher is trying to do — This could be found\n\nout in part by\n\nstudying catalog descriptions, especially if they have been carefully pre¬\npared, with this in mind. In the Peabody College catalog descriptions,\nteachers are expected to state the purpose of the course and to list at least\nten or a dozen of the major things to be attempted, as topics. In one state\nteachers college observed, all teachers were required to file syllabi of all\ncourses taught with the department heads. This constitutes even a better\nsource of information. Informal conversations with instructors wTill usually\nbring out what they are trying to do. No more earnest group will be found\nanywThere than this same body of teachers college teachers, and in the main\nthey eat, they sleep, they breathe the things they are trying to do. No\ntrouble to get them to talk shop, they all do it all the while. After these\nsources have been exhausted the observer can usually find out by careful\nstudy what is being attempted. There are certain controls to be con¬\nsidered. Statements of purpose are often misleading. The things done in\nthe classroom, and not the intentions expressed in the catalog, determine\nthe purpose of the course. But by careful consideration of the happenings,\nit is believed that what the recitation is best calculated to accomplish can\nbe in part determined. The caution of this thought perhaps it is well to\nrepeat. If the recitation really has a purpose it will come out , may not be\na wholly safe assumption; but if the purpose is easily caught by the ob¬\nserver there is a very comforting assurance that it was planned for this end.\nHow\n\nthe thing is being done — A\n\nsome particular method.\n\nsource\n\nof danger\n\nhere is looking for\n\nIt is most easy to become enamored\n\nof just some\n\nsuch particular method. The devotee of the problem method, as an illustra¬\ntion, might seek to find that method even in a drill lesson in arithmetic.\nPerhaps much of the observation of classroom teaching, and its consequent\ninterpretation, has unconsciously been looking for some pet method and\nevaluating in terms of that one criterion.\nThe way of doing, in teaching as elsewhere, it would seem reasonable\nto assume, should be in terms of what is being attempted and what is being\naccomplished. Does there seem to be a way of accomplishing the teacher’s\npurpose less clumsily, a way that will get at the thing more easily, and can\nthe instructor become facile in the use of this way? These things should be\nweighed before making a suggested change in method.\nHoiv\n\nmeasure\n\nresults — The\n\nobserver who\n\nseeks to anticipate, does what\n\nall teachers have done, studies response from pupils. If only a few students\nalways respond, he questions. If responses are inaccurate or inadequate the\nquestion grows. It must be remembered though that some one exceptional\nindividual might look out the window and be wholly inattentive and\nachieve more than the most eager participant. Informal tests, and even\nstandardized procedure may be called in to check the observation in case the\nquestion becomes pronounced. Both have been tried at different times in the\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNational\n\nEducation\n\nAssociation\n\nseries of observations being described. The observer's advantage over the\nclassroom teacher in this regard lies in being freed from demands of the\nteaching process and in concentrating on this one thing rather than in having\nadditional devices which the teacher does not possess and use.\nAn\n\nanalysis of the observations — Having\n\ncollected information\n\nin the\n\nform of data, the very next step in any systematic study, would be to in¬\nterpret those data. If they were in quantity count them. If they are in\nquality describe them. This is next attempted. Certain hypotheses suggest\nthemselves. They are set up and considered. The first is this: Is it too\nmuch\n\nto expect each college recitation to have some\n\nspecific purpose ?\n\nAt\n\nfirst thought it seems that this is a question which so strongly suggests its\nown answer that it is rhetorical. But consider it carefully for the sequel\nto it is: Is it too much to expect every college teacher to know the specific\npurpose\n\nwhich\n\neach college recitation taught\n\nby that teacher\n\nexpects\n\nto\n\naccomplish?\n\nThis first question with its sequel has been asked of more\n\nthan one\n\nhundred college teachers. This was done in conference not by question¬\nnaire. There was not a single negative answer returned. If this answer\ncan then be made as an assumption, the question arises, should a recitation\npresent to an observer its purpose?\n\nIf the one conducting\n\nit has distinct\n\nand specific purposes should these be easily detected? Perhaps it does not\nfollow in all cases that one observing a recitation can always detect the\npurpose; or what is more significant that failure to detect this purpose is\nevidence, per se, that a purpose does not exist. It is reassuring, however,\nin light of the assumption given, to be able to see clearly and easily what a\nteacher is trying to do.\nIt is quite interesting to study each of a series of illustrative lessons\ntrying to answer the question What was the teacher trying to do? In one\ncase the purpose as stated seemed twofold, and seemed easily detected. It\nis doubtful if the teacher would have admitted the seemingly obvious one,\nwhich was that of promotion. Right quickly it will be seen that either\n“stated purpose'' or “intended purpose\" may be quite different from what\nthe recitation is calculated to do. Plainly half the effort in this case went\ninto promotion. They were two purposes, one major, the other decidedly\nsecondary in another case, and so on through the several illustrations. A\nlittle study of what happened in the classroom throws much light on what\nthe recitation was designed, consciously or unconsciously, to accomplish.\nThe\n\nnext hypothesis which\n\nis considered deals with methods\n\nof college\n\nteaching. Are there methods of teaching, more appropriate and more effec¬\ntive than other methods, for each recitation or better perhaps for the several\nparts of these recitations? The right of reasoning and of controled pro¬\ncedure both favor this as an assumption. The practical experience of teacher¬\ntraining institutions support it. Through their earlier, if not their entire\nhistory, they depended on it, successfully, for their justification. It is only\nof recent years that teachers colleges have had the strength, the courage, or\n\n"}
{"page": 79, "printed_page": null, "text": "75\nGeneral\n\nSessions\n\nthe degree of selfconsciousness, whichever it is, to talk about schools for\nteachers in order that teachers may enjoy the group entity enjoyed by\nphysicians, by lawyers, by engineers, by farmers, and by others — schools\nwhere teachers teach teachers, as teachers, to become teachers. If this as¬\nsumption can be granted the vital question becomes, Is it too much to expect\ncollege teachers to know\ntrying to do?\n\na most\n\neffective way\n\nof doing the things they are\n\nThis question has been asked of the same\n\ncollege teachers\n\nas the first, and while more dissent was encountered the answer was strongly\npositive. College teachers on the whole, so far as the number considered\nis a sample of the universe, seem willing to assume this responsibility.\nThe third and last question to be considered is, Can college teachers be\nexpected to know\n\nthe extent to which\n\nthey are trying to accomplish?\n\nNo\n\nthey are achieving with students what\n\nneed to debate this, as to it being a pos¬\n\nsible assumption. All the tests, all the examinations, and all the grades of\ntime bear evidence that teachers have assumed that they can tell what their\nstudents have learned. In consulting this same group of college teachers\nit has been found that most college teachers believe they know, under normal\nclass conditions where mass production has not superseded some knowledge\nof the individual unit, before the test, whether the student is failing or\nsucceeding. Can an observer, by careful study, tell something about whether\nor not a teacher is successful in the achievement\nmortem test tells the story?\nCertain\n\ngeneral\n\nobservations — There\n\nof students before a post¬\n\nare certain general observations,\n\nas a result of this series of observations, that it might be well to record. The\nfirst is in regard to not being wanted by the instructors. In no case was a\nvisit made except on invitations. These invitations have come in excess of\nthe time and abilities to visit. The feature of resentment of visitation by\nan observer has not appeared in this particular situation to complicate\nconditions.\nThere is always the belief that visits are so brief that only superficial im¬\npressions are formed. In no case, in this series, has a visit been made that\ndid not begin with the gathering of the class and continue throughout the\nrecitation until its adjournment. The first class observed, was visited for\na series of five consecutive recitations, before any judgments were attempted.\nA first impression may in probability be revised wholly in light of continued\nstudy.\n“Confidential reports,” are not made regarding these visits. Recently an\ninstructor visited suggested that the record of the visit made should be given\nthe one visited for comment and criticism before being really ready for\nstudy — these comments and criticisms by the instructor visited to be made\na part of the visit record. He had been shown the record of the visit to his\nclass during an informal discussion of the class and recalled having seen this\nsuggested method, of the one visited contributing to the record employed\nin another situation. The suggestion was accepted, tried, and adopted as\npart of the procedure.\n\n"}
{"page": 80, "printed_page": null, "text": "76\n\nNational\n\nEducation\n\nAssociation\n\nThere is one final observation. It might be stated, \" Don't be too positive\nas an admonition to all observers. Suggestions should be such, not just\nnominally but really. There is a very great opportunity for error. If a\nchoice must be made between ultra-conservatism and dogmatism the former\nis to be preferred, as the safer of the two. The way of the visitor is a\nsplendid place to walk humbly. It is an excellent time to make haste slowly.\nProverbially the china shop is a bad place for a bull.\nSummary — Among\n\nand among\n\nthe things that are of greatest interest in education\n\neducators is the improvement\n\nof college teaching.\n\nThe old time theory of teaching made the student always wrong if ques¬\ntion arose, the newer view approaches college teaching not as something\nwholly bad, nor yet as wholly good, but as something that can be very much\nimproved in terms of the scientific study of education.\nIndividual students and commissions of students have been eagerly in¬\nvestigating this subject for the last two or three years, conventions of teachers\ndiscuss it, yearbooks of commissions and of associations carry these discus¬\nsions, and the literature of the subject has grown greatly during the last\ntwo years.\nThe universities have approached college teaching from the standpoint of\nresearch on the factors which condition teachers. Minnesota University\nhas done a notable piece of work in this regard. Last year both Minnesota\nand Chicago Universities held institutes for college administrators.\nThe teachers colleges have approached the problem on the basis of the\nbeliefs in hand and have actively undertaken to shape college instruction in\nterms of the best established beliefs. George Peabody College for Teachers\nat Nashville, among other teachers colleges, has employed visitation of\ncollege classes, among other agencies in a study of what goes on in college\nteaching.\nAs more\n\nand more\n\nprinciples of teaching are conclusively determined,\n\nthe active direction of instruction offers an agency for the study and im¬\nprovement of college instruction somewhat comparable to the work of super¬\nvision in the elementary and secondary schools. Despite some opposition\nfrom the traditions of college professorships it seems probable that the\nnumber of colleges and universities which will attempt to actively direct\ntheir instructional activities will very greatly increase during the next few\nyears. Colleges and college instruction exist primarily for the sake of col¬\nlege students. Not all of the remedies for the present situation can be found\nin the selection of college students and in other phases of personnel work.\nPart of the remedy lies in a reshaping and in a more effective handling\nof college teaching. The educational reforms of the century began in the\nearliest phases of education. They have moved upward reaching the highest\nforms last. They will however continue until all parts of the educational\nprocess have been benefited by the best thought and study of the age.\n\n"}
{"page": 81, "printed_page": null, "text": "General\n\nFUTURE\nVOCATIONAL\nEDUCATION\nCHILDREN\nFOR\nTHE\nDUTIES\nAND\nTHE\nWORLD\nAHEAD\nOF THEM\nJ.\n\nC.\n\nWRIGHT,\n\nDIRECTOR,\n\nFEDERAL\n\n77\n\nSessions\n\nBOARD\n\nWASHINGTON,\n\nFOR\nD.\n\nFOR\nPREPARING\nOBLIGATIONS\nOF\n\nVOCATIONAL\n\nEDUCATION,\n\nC.\n\nAbility alone is often unrecognized, but ability coupled with ambition,\nlike Banquo’s ghost, simply will not down.\nThe school of hard work is often unrecognized as a means of getting an\neducation. Too many people think that an education can only be secured\nthrough a study of books, and neglect to value the experiences which in\nthe long run count more in the life of an individual than a mere study\nabout things.\nWhen we attempt to give an individual in one prolonged educational\nmeal all of the education he will need throughout the period of his whole\nlife, we violate one of the most important laws of learning. This idea has\nbeen termed the “camel theory of education.”\nThe camel theory of education is based upon the idea that the fulltime\nschool can meet all the educational needs of all the youth. It assumes that\nthe child is an intellectual camel, who can take his education in a pro¬\nlonged meal, an educational gorge, store it up in an intellectual hump, and\nlive off the hump all the way across the desert of life. It assumes that the\nschool is able by itself to furnish a balanced ration. It overlooks the pos¬\nsibilities of making education, even school education, a continuous lifelong\nprocess. It overlooks entirely the educational value of work\n\nfor youth, as\n\nwTell as for older people.\nH ow then may we solve the problem? In my opinion the complete solu¬\ntion of the problem does not lie in the all-day or fulltime school. The\nsolution lies in the acceptance of the principle that education for work is a\nlifelong process, and that every boy and girl should have and be encouraged\nto take advantage of an opportunity to work and to learn, to hold a job\nand to go to school, throughout such portion of their productive careers as\nit is possible for them to make good use of the instruction which they\nreceive.\nFor the boy on a Georgia farm this means an opportunity to study voca¬\ntional agriculture in the rural school, an opportunity for his father and\nmother, and for himself as he grows older, to attend short courses in evening\nschools or during dull seasons when conditions of work will permit. It\nmeans an opportunity for the boy and girl in the city to secure a limited\npreparation for employment in a limited number of occupations, but an\nalmost unlimited opportunity for them to return to partime and evening\nschool and receive the instruction which will enable them to progress in\ntheir job from the lower to the higher paid positions.\nModern industry presents an ever-changing picture of industrial prog¬\nress. Like the film of a movie its scenes are continually passing in front of\nthe two million boys and girls annually entering into manhood\n\nand woman-\n\n"}
{"page": 82, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nAssociation\n\nhood and in front of the 42,000,000 men and women gainfully employed.\nIn the case of many, the school will need to adjust itself to these changing\noccupational conditions.\nIn 1918 the enrolment in all vocational schools was 164,000. Ten years\nlater this enrolment had reached 999,031. This is a splendid tribute to\nthe country’s interest in vocational education, but it is not enough. We\nmust go ahead and see that in each community there is a balanced program\nof education with the “equality of opportunity for all'' to which President\nHoover so frequently referred in his campaign addresses.\nIt has been a privilege to appear on this program in the State of Georgia,\na state which has exerted much leadership in promoting vocational educa¬\ntion. The Federal Vocational Education Act is commonly known as the\nSmith-Hughes\n\nAct.\n\nThe\n\nHon.\n\nHoke\n\nSmith, Senator from Georgia, was\n\nChairman of the President’s Commission, created by an Act of Congress\nin 1914 “to consider the subject of national aid for vocational education\nand to report their findings and recommendations.” The Hon. Dudley M.\nHughes, a Member of Congress from the State of Georgia, was a member\nof this Commission. The Vocational Education Act known as the GeorgeReed Act, which passed the last Congress, was introduced in the Senate by\nthe Hon. Walter F. George, Senator from Georgia. From the lips of these\ngreat men the Macedonian\nHalls of Congress.\n\ncry “Come\n\nVERGIL , PROPHET\nANNA\n\nP. MACVAY,\n\nDEAN,\n\nover and help us” was echoed in the\n\nOF\n\nWADLEIGH\n\nA NEW\nHIGH\n\nWORLD\n\nSCHOOL,\n\nNEW\n\nYORK\n\nCITY\n\nThe dictum of Alexander Pope that the proper study of mankind is man\nis a truism never outworn. The question of origin may be left to academic\ndiscussion, but progress and destiny are the immediate\n\nconcern\n\nof us all.\n\nThe inquiry, “Where do we go from here?,” is especially pertinent at the\nentrance to a New World. What we want is light on our way and, as\nPatrick Henry warned his compatriots before the Revolution, we have but\none lamp by which our feet are guided, and that is the lamp of experience.\nThe cycles in which human life moves tend upward, we believe; but we\ncannot calculate the ascending spiral without studying the past. If we look\nonly at the arc in which we are moving, we cannot be sure whether we are\nbound for a new altitude record or for a nose-dive. When we peer back\ntoward the remote beginnings of mankind we discern little attempt to rise.\nFor eons it seems to have droned along on about the same level. Progress\nis not an automatic movement in history; something extraordinary must\noccur to produce it. A prophet arises whose vision the people follow. Per¬\nhaps the leader is a poet (the original word poet means a doer) , who inspires\nhis fellows to toil and struggle, knowing that relaxing of effort will bring\ndecline. The greatest benefactors of the human race are its prophets and\npoets, the seers and doers.\n\n"}
{"page": 83, "printed_page": null, "text": "79\nGeneral\n\nSessions\n\nThe ancient peoples who have helped the world most in its upward\nare the Jews, the Greeks, and the Romans.\n\nclimb\n\nAs pioneers they entered new\n\nworlds and blazed trails which are now highways of thought for civiliza¬\ntion. The sublime faith of Abraham, who went forth, not knowing whither\nbut following the gleam, achieved for us our belief in monotheism\n\nand dis¬\n\npelled man’s primitive fear of many gods, lurking to harm him unless\nappeased by continual sacrifice. The people whom Moses led out of\nEgyptian bondage rose higher through obedience to the Decalogue, which is\nstill a strong, moral safeguard to society. The prophets of Israel delivered\na message of vital import to every age that God\nfice, but justice, mercy, and humility.\n\nrequires of man, not sacri¬\n\nAt length there came One greater than the prophets, not to destroy but to\nfulfil, i. e. fill full, the commandments. They prohibit overt acts of hatred,\nviolence and lust. He gave a further turn to the ethical screw by condemning\nthe covert feelings that lead to evil action. The old principle of retaliation,\nAn eye for an eye, yields to His law of love, and instead of “Thou shalt\nnot!” He says, “This do, and thou shalt live!” No wonder that the world\npays homage to Him and reckons time as before or after His coming.\nWhat we owe to Greece is beyond telling. Homer, Aeschylus, Socrates,\nPlato, Aristotle, Phidias, Demosthenes, Euclid are only a few of the many\nGreek names on the roll of the world’s benefactors. The heroes who died\nat Marathon and Salamis saved not only Athenian democracy but all west¬\nern civilization from being crushed. A series of books recently issued\nunder the general title of Our Debt to Greece and Rome numbers fifty\nvolumes by eminent scholars on both sides of the Atlantic, but they do not\npretend to exhaust the subject.\nOur English language, in which most of the intellectual words are Greek\nderivatives, attests the source of our fundamental ideas in architecture,\nsculpture, prose, poetry, logic, mathematics, philosophy, and science. Fail¬\nure to give pupils in our public schools the chance to study Greek, the\nbeautiful language in which these ideas were originally expressed, is one\nof the outstanding defects of the present-day curriculum. Education in the\nNew World ahead of us will go limping unless boys and girls are enabled\nand encouraged to study Greek.\nHesperus, the evening star, gave the name Hesperia to all westward land.\nBy it the Greeks referred to Italy; the Romans, to Spain or islands in the\nAtlantic ; and modern poets, to America. We are prone to think that in\nthis latest Hesperia life has reached a higher level than elsewhere in any\npreceding age. We point with pride to our ever increasing mastery of\nnatural forces. But have we attained to greater selfmastery than our\npredecessors or solved the questions that perplexed them ? I trow not.\nSuppose we go back in thought from this, the twentieth century Anno\nDomini, to the first century Ante Christum. The transition will cause\nlittle shock if we attend to resemblances rather than to differences. The\nsocial and political conditions of that age strikingly resemble those of today.\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nNational\n\nEducation\n\nAssociation\n\nSome of the problems with which Rome wrestled were : Enfranchising the\nforeign born, providing for war veterans, curbing the power of the senate,\nmaintaining the army and navy, effecting farm relief, and encouraging\nreligion and patriotism as stabilizing factors in the state.\nIn that critical period of history Vergil was born, whose two thou¬\nsandth birthday, on October 15, 1930, a grateful and admiring world is pre¬\nparing to celebrate in an extended period of rejoicing. No other poet has\never exercised so great influence on his contemporaries, and the lapse of\ntwo milleniums has added to his fame. With Homer, Dante, and Shakes¬\npeare he heads the list of world poets. As we do not know even the century\nin which Homer lived, we cannot celebrate his birthday. In 1916 the\nworld, though engaged in war, did not forget the tercentenary of Shakes¬\npeare’s death, and in 1921 it fittingly observed the six hundredth anniver¬\nsary of Dante’s. But the Bimillennium Vergilianum will be the golden\nyear in literary annals, and will provide an unique opportunity for inter¬\nnational concord. Other celebrations commemorate recent events compared\nwith the birth of Vergil, which antedates the Christian era by seventy years.\nWhen\nRoman\n\nhe was born the democracies of Greece had disappeared, but the\nrepublic, increased in territory and resources through four hundred\n\nyears, wTas holding the balance of power in the known world. All Italy had\nbeen subdued and many of its people admitted to Roman citizenship.\nArmies and navies under the consuls had reduced the lands around the\nMediterranean to the rank of provinces. Wealth from everywhere flowed\ninto the Imperial City, and luxury was fast destroying Roman simplicity\nand hardihood. When greed outweighed patriotism, the republic hastened\nto its downfall. The structure upbuilt through centuries of devotion was\ncrumbling from within. Class distinction and personal ambition led to\ncivil wars, which ended by establishing Octavianus\nwards became the Emperor Caesar Augustus.\n\nas dictator, who\n\nafter¬\n\nThe luster of the Augustan Age, famous for its many achievements, is due\nlargely to Vergil, the apostle of peace and prophet of a new world. The\nfresh blood that renewed the failing strength of Rome came from outside\nthe city. Her armies were recruited from the country districts, and farm¬\ning suffered from its loss of manpower. To the Italians and provincials, who\nonly recently had gained the franchise, its joys and responsibilities were very\nreal. It meant more to them than to many native Romans, as in our own\nland naturalized citizens by their devotion often put to shame native Amer¬\nicans who shirk their responsibilities.\nThe dwellers in northern Italy near Mantua, where Vergil was born,\ndid not possess citizenship till it was bestowed on them by Julius Caesar,\nreturning from Gaul that time he dared to cross the Rubicon. Vergil was\nthen in his twenty-first year and with his father and neighbors must have\nrejoiced at receiving the coveted honor. As he had attended school for\nseveral years in Cremona, Milan and Rome, he probably knew by sight\nCaesar, Pompey, and other famous contemporaries. But he gave little\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\nSessions\n81\n\nheed to politics, devoting his time to the study of philosophy, rhetoric, and\nliterature.\nIt is noteworthy that with the exception of Lucretius the principal poets\nof Rome were not born there. Catullus, Vergil, Ovid, Horace, and\nPropertius were among her adopted sons. As foreign-born citizens of\nAmerica have added to her fame by their talents, and country-bred youths\noften become leaders in our city life, so Vergil and his fellow poets con¬\ntributed to Rome’s greatness by bringing to it rich native endowments and\nboyhood experience gained elsewhere. But Vergil differs widely from\nother poets of his time in his attitude towards poetry. He looked upon it\nneither as an amusement nor as a means of livelihood. He did not seek\npopularity or preferment. Like the Hebrew prophets, he was\nspell of divine compulsion to declare a message.\n\nunder the\n\nBecause he felt that the form of his poetry should be worthy of its con¬\ntent he strove to perfect his art. By patient labor he developed a technic\nthat is well-nigh perfect. Having\n\nessayed great works, he spent long years\nin polishing his verse, the dactylic hexameter. His success has won the un¬\nqualified admiration of all poets. Tennyson in an exquisite poem, which\nhe wrote at the request of the people of Mantua on the nineteenth centenary\nof Vergil’s death, exclaims:\n“I salute thee, Mantovano, I that loved thee since my day began,\nWielder of the stateliest measure ever moulded by the lips of man.”\nVergil brought to his writing personal experiences of sorrow and mis¬\nfortune. Though the civil wars were not fought out on the soil of Italy,\nthat country suffered bitterly in the aftermath. The holdings of innocent\nand peaceful farmer folk were ruthlessly seized by the victors to bestow\nupon their veteran troops. The confiscation of land about Mantua drove\nthe young poet with his father, who was old and almost blind, to find\nrefuge in the humble abode of Siro, a former teacher of Vergil. It is true\nthat through the influence of powerful friends the poet was afterwards\nrequited for the loss of his patrimony; but his own harsh experiences and\nhis sympathy with unfortunate neighbors exiled from their lands left an\nindelible impression on his mind.\nIn the Eclogues, his first notable poems, he gives, under guise of\nconversations between shepherds, an unforgetable picture of the ravages\nthat war brings to the lives of its helpless victims. At the time of the late\nWorld\n\nWar\n\nDr. John Finley, in a poem\n\nentitled “Vergil’s First Eclogue\n\nRemembered,” quickened our sympathy for the suffering Belgians by\nlikening them to the poor exiles whom Vergil pathetically pictures as driven\nout of their homes by brutal soldiers. This comparison was more readily\nunderstood by persons in all quarters of the globe than a reference to any\nother poet could be, because Vergil is the one Latin poet commonly read in\nthe schools and colleges of the world, and the one whom cultured men\nand women\n\noftenest reread in hours of leisure. It is interesting to note in\n\n"}
{"page": 86, "printed_page": null, "text": "82\n\nNational\n\nEducation\n\nAssociation\n\nthis connection that of the numerous committees appointed by the American\nClassical League to organize the coming celebration in honor of Vergil one\nof the most active and efficient is that on Vergilian Reading. Already it\nhas twenty-five subchairmen\n\nin as many\n\nstates, enlisting volunteers to read\n\nall of Vergil’s works, either in Latin or English, within the next two years.\nThat Vergil was the prophet of a new era is manifest in the remarkable\ntheme and treatment of the Fourth Eclogue, in which he describes a Golden\nAge that is to follow the birth of an expected infant. Its quaint imagery\nand beautiful language are so suggestive of similar passages in Isaiah, fore¬\ntelling the reign of the Messiah, that it is no wonder the Early Church\nconsidered Vergil among the divinely inspired. This belief prevailed for\nmany\n\ncenturies and, though now\n\ngenerally abandoned,\n\nits influence per¬\n\nsists and Vergil’s disposition and outlook upon life are acknowledged\nChristian.\n\nto be\n\nThis is notably so in his outspoken hatred of war. The peace movements\nof all times might well look upon him as their patron. This honor he would\nhave to share with the Greek\n\ndramatist, Euripides, whose\n\npowerful\n\nde¬\n\nlineations of the tragic horrors of war found an approving echo in Vergil’s\nheart. Because war continually engaged the attention of the world in\nwhich he lived and of the heroes whose fortunes he describes, he needs must\nwrite of it, but he always makes us feel its horror and never its glory.\nThe most ardent pacifist could not denounce it more convincingly than is\ndone in his description of the Fury Alecto who comes from hell to incite\nmen to battle :\nHer\n\nheart is fed\n\nWith horrid wars, wrath, vengeance, treason foul,\nAnd fatal feuds. Her father, Pluto, loathes\nThe creature he engendered, and with hate\nHer hell-born sister-fiends the monster view.\n\nBut Vergil’s burgeoning powers came to full development in the Geor¬\ngies, four short books descriptive of farming, which have been pronounced\nby critics the most perfect poems in any language. Dryden called them\n“the best poems of the best poet.” Encouraged in his task by Maecenas,\nthe prime minister of Augustus, he spent seven years upon them, both as a\npatriotic duty and a personal tribute. The people of the war-torn and\naching state needed to be recalled to the wholesome pursuits of peace and\nvirtue and happiness in rural life. “Back to the farm!” is a cry which we\nAmericans also should heed, because the foundation of our national pros¬\nperity is in agriculture, and nature affords a solace and a tonic to her\ndevotees. In a recent number of the Cosmopolitan Magazine Mr. Coolidge\ndwells upon the advantages of having spent his boyhood on a Vermont\nfarm. He says: “Country life does not always have breadth, but it has\ndepth. It is neither artificial nor superficial, but is kept close to the\nrealities.”\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\n83\n\nSessions\n\nIn his early years Vergil garnered many\n\nseeds of wisdom,\n\nwhich being\n\nplanted in the garden of his memory bore flowers of fancy as fair and fra¬\ngrant as those from which his bees made honey, or being treated with the\nalchemy of poetic thought became pure gold. He learned that success de¬\npends upon work, hard work, and vigilance that can never be remitted, that\npressure of want and stern adversity drive men to the full exertion of their\npowers. “Labor conquers everything.” Not only does it win from the\nearth her fruits but it gives to the farmer the hardened frame and the\nsharpened\nseason.\n\nwits, the sturdy character and the honest pleasures of every\n\nAs a growing boy he watched his father’s doings with keen interest and\nadmiration. The elder Vergil not only conducted the usual occupations of\nfarming, but added to his income by lumbering and bee-culture, honey\nbeing at that time as important a staple as sugar is today. Going about with\nhis father in the forest, the son learned woodcraft, that expert knowledge\nof trees which he displays in the second book of the Georgies. His sensitive\nmind even remembered\nruthless ploughman\n\nwho\n\nthe fluttering birds, despoiled of their nests by the\nin his zeal for more land fells the wood\n\nroots the thickets that have been the birds’ immemorial\n\nhaunts.\n\nand up¬\n\nOne\n\nis re¬\n\nminded of Burns’ tender pity for the fieldmouse and the daisy wronged by\nhis ploughshare.\nIn his book entitled Roman Farm Management, by A Virginia Farmer,\nMr. Fairfax Harrison gives a valuable “Note on the Obligations of Vergil\nto Varro,” who was in Vergil’s time the foremost authority on Roman agri¬\nculture. No doubt Vergil was familiar with all the writings available on\nthe subject which confirmed or supplemented\nBut, as Mr.\n\nhis own youthful observations.\n\nHarrison remarks, “This is perhaps the most interesting thing\n\nabout Varro’s treatise, Vergil gave it wings — the useful cart horse became\nPegasus.”\nAlthough Vergil sets forth with exactness the conditions and requirements\nfor success in husbandry, arboriculture, cattle-raising, and the care of bees,\nhe is not to be classed with the socalled didactic poets. His Georgies are\n\ncharming idyls shot through with beautiful fancies. As there were no news¬\npapers or printed books in those days, the poet who could put his message\ninto mellifluous verse which hearers could readily memorize exercised un¬\nbounded influence. Would that some poet would do for our American\nfarmers a service like that which Vergil did for his disheartened country¬\nmen about whom he exclaims:\nO farmers all too blest, could they but know\nThe blessings that are theirs, for whom Earth pours\nFrom her own breast an easy sustenance.\nRemote from wars!\n\nThe\nThey\n\nsuccess of the Georgies was immediate and their effect twofold :\nassured to Vergil beyond peradventure, preeminence among Roman\n\n"}
{"page": 88, "printed_page": null, "text": "84\n\nNational\n\nEducation\n\nAssociation\n\npoets. He was hailed as the prophet of a new order of things which would\nset right a world turned topsy-turvy by civil strife. And they rekindled in\nthe Romans a love of things rural and of the simple life. In what at first\nglance seems to be a digression from the main theme there appears in the\nSecond Georgic a famous passage in praise of Italy, which the poet contrasts\nwith other lands to their disadvantage. Instead of being merely an episode\nin the poem, however, it reveals a deep, underlying purpose of the whole\nwork — to waken in the hearts of others the latent affection for their fatherland.\nIn these lines Vergil is the fore-runner of our later poets who have made\nstirring appeals to patriotism. Such is Shakespeare’s praise of England :\nThis little world,\nThis precious stone set in a silver sea,\nWhich serves it in the office of a wall\nAgainst the envy of less happier lands;\nThis blessed plot, this earth, this realm, this England.\n\nAnd\n\nWalter\n\nScott's scorn of anyone who does not love his own\nBreathes\n\nthere a man\n\ncountry :\n\nwith soul so dead\n\nWho\n\nnever\n\nto himself hath said,\n\n“This\n\nis my\n\nown,\n\nmy\n\nnative land”?\n\nAnd Rupert Brooke’s sonnet, presaging his death as a soldier in the late war,\nbeginning:\nIf I should die, think only this of me\nThat\nThat\n\nthere’s some corner\nis forever England.\n\nof a foreign land\n\nThe emperor Augustus, as a wise statesman, realized that poets and artists\ncan do more than armed forces to preserve the equilibrium of the world.\nAnd so he became a generous patron of literature and the arts. Under his\nencouragement so many beautiful buildings were erected that it was his\nboast that he had found Rome brick but left it marble. He devoted his\nenergy and his influence to restore the prestige of religion through the em¬\npire, and earnestly sought to reestablish the higher standards of morality\nwhich had characterized the early Romans. In doing this he had the loyal\ncooperation of Vergil, Horace, Maecenas,\nential citizens.\n\nPollio, Agrippa, and other influ¬\n\nNo sooner were the Georgies finished than Vergil was called to a more\nstupendous task. At the urgent request of the emperor he began, almost in\nfear and trembling, the composition of the Aeneid, that wonderful epic\nwhich Professor Glover says has been the favorite poem of all Europe for\neighteen centuries, and by virtue of which its author is ranked among the\nworld’s greatest poets. His diffidence in beginning it was due not to lack\nof zeal or devotion to the purpose of the undertaking, but to his realization\nof its essential greatness and the frailty of his own health. But having put\nhis hand to the plough, he never turned back. The remaining ten years of\n\n"}
{"page": 89, "printed_page": null, "text": "General\n\nSessions\n\n85\nhis life were given to elaborating the plan of the poem and putting it into\nexecution. He died in his fifty-first year, ere he could perfect the work as\nintended, so he begged his friends to destroy the manuscript. Fortunately\nit was saved by the authority of Augustus.\nThe theme of the Aeneid is the mighty work it was to found Rome. Its\npurpose was to awaken the pride of all Romans in the achievements of their\nancestors, to increase their desire to imitate those who through toil and sac¬\nrifice had brought it to its commanding position, and to quicken their faith\nin its divine destiny.\nThe going forth of Pilgrim Fathers in any age and from any land has\never been fraught with peril and adventure and is deserving of their chil¬\ndren s grateful commemoration. In singing America the Beautiful our\nhearts thrill at the words :\nO beautiful for pilgrim feet\nWhose stern impassioned stress\nA thoroughfare for freedom beat\nAcross the wilderness.\n\nOur national regard for the Mayflower amounts almost to reverence. Small\nand scarcely seaworthy as she was, she carried a hundred colonists, men and\nwomen of such high character that it has been said of them that God sifted\na nation to get the seed from which to plant New England. She appeals to\nour imagination more forcibly than the Argo in which Jason sailed to get\nthe Golden Fleece, or the Golden Hind which under command of Sir\nFrancis Drake first carried Englishmen around the globe, or the modern\nships in which heroic men at the risk of life venture to reach the poles.\nAll these exploits are in the realm of high adventure, yet they were under¬\ntaken for commercial or scientific ends. But the Pilgrim Fathers, driven by\npersecution from their old home, sought a new world wherein should dwell\nrighteousness and liberty.\nLikewise Aeneas and the Trojan exiles went forth to seek a land of\nfreedom in which to build new homes and worship their gods. The circum¬\nstances under which they went were most distressing. The ruthless destruc¬\ntion of Troy after ten years’ siege filled with sad horror the refugees who\nescaped with little more than their lives. Their personal bereavements\nand the awful sights they witnessed on that fell night could never be for¬\ngotten.. Their departure was sorrowful ; hard were their seven years’\nwanderings ; and discouraging their unsuccessful attempts to settle in Thrace\nand Crete. Very tempting, too, were the allurements to abandon the baffling\nsearch for Hesperia and remain in Carthage with Dido, the beautiful queen\nwho promised them equal rights and privileges with her own colonists from\nPhoenicia. Still stronger was their desire to abide in Sicily with the friendly\nking, Acestes, but only the sick and disheartened accepted his offer.\nThe steadfast purpose of the hero Aeneas strengthened his faithful fol¬\nlowers. His spirit quailed at times and might have broken utterly if at\nsuch crises he had not perceived the gods vouchsafing him guidance. An\n\n"}
{"page": 90, "printed_page": null, "text": "86\n\nNational\n\nEducation\n\nAssociation\n\never reverent attitude of mind and unquestioning obedience to the divine\nwill are among his outstanding qualities. Added to these were his tender\nregard for his old, paralyzed father, Anchises, whom he bore on his shoul¬\nders from burning Troy, and his ever-mindful care of lulus, the little son\nwhom he led by the hand. For both of these his love and devotion never\nfailed.\nVergil thus typified his hero’s strong sense of obligation to the past and\nto the future , and sought to inculcate in the Romans of his time lessons\nwhich young America sorely needs to learn — respectful obedience to par¬\nents and considerate regard for those of their fellows who are unable to\nkeep up with the rapid pace of modern living. One of the grave responsi¬\nbilities of Education for a New World is teaching students to maintain\nthe delicate balance between liberty and loyalty.\nAn epithet which Vergil often applies to Aeneas is the Latin word plus ,\nfor which there seems to be no adequate English translation. Pious Aeneas\nis wholly unsatisfactory; Good Aeneas is barely passable; Aeneas regardful\nof duty is too cumbersome\n\nfor elegance, but its conveys\n\nthe meaning.\n\nThe\n\nquality it signifies is not the least splendid in the hero’s character. Duty is\na word that needs renewed emphasis in the training of our youth. We re¬\ncall the tribute of Kant: “The starry heavens above and the moral law\nwithin the heart.’’ And Wordsworth’s Ode to Duty, “Stern Daughter of\nthe Voice of God!’’ Professor Eddington of Cambridge University, the\ngreatest of modern astronomers, declares that the sense of duty is a per¬\npetual reminder of the ultimate spirituality of the Universe.\nThe\n\nspirit of the present age, scorning all this, has raised the standard\n\nof Self-expression with the motto, “Do what you like.’’ This is a serious\nmatter since it has powerfully influenced modern pedagogy. It may be\nvery interesting to watch little children do what they like — and nothing\nexcept what they like — in a room that is wholly protected from danger. But\nto call that “education,” and then send them forth without a dominating\nsense of duty into a world full of danger and where countless others will\ncompete with them, would seem to be one of the strangest aberrations of\nthe human mind.\nBusiness has no place for people who lack a sense of duty. The state has\nnone. And can we suppose that Nature will make exceptions of those who\nhave not learned that this is a universe of law? We hear nowadays much\nabout primitive man and primitive manners. In this connection we cannot\ntoo often remind ourselves of the lines in Kipling’s Jungle Book, “The\nhead and the hoof of the law ...\nis obey!” One cannot but feel\nthat the unhappiness of so many young lives, which would seem to have\nhad the best chances of success, is due to the fact that they have not been\ntrained to a strict regard for duty. They have been encouraged to ask,\nnot “What ought I to do?” but “What do I want to do?”\nProfessor Mackail points out in his Vergil and His Meaning\nToday\n\nthat the Aeneid\n\nis more\n\nthan a national poem,\n\nembodying\n\nto the World\nthe pageant\n\n"}
{"page": 91, "printed_page": null, "text": "General\n\nSessions\n87\n\nof Roman history and foretelling the mission and supremacy of Rome.\npossesses vital human interest. While its men and women are drawn\n\nIt\nto\n\nthe heroic scale, they yet reveal the qualities and emotions of actual life, and\nare subject to the laws of nature and the workings of a mysterious Provi¬\ndence. It teaches that human destinies are moulded by the human soul.\nAeneas’ conversation with the shade of his father in the Lower\ntouches upon the deepest springs of religion and philosophy.\n\nWorld\n\nAnchises’ exhortation to the Roman race that was yet to be freely admits\nthe supremacy of the Greeks in matters of art, oratory, mathematics, and\nscience, but claims for the Romans political and social leadership. Professor\nWilliams translates it thus:\nLet others melt and mould\n\nthe breathing\n\nbronze\n\nTo forms more fair, — aye! out of marble bring\nFeatures that live; let them plead causes well;\nOr trace with pointed wand the cycled heaven,\nAnd hail the constellations as they rise;\nBut thou, O Roman, learn with sovereign sway\nTo rule the nations. Thy great art shall be\nTo keep the world in lasting peace, to spare\nThe humbled foe, and crush to earth the proud.\n»\n\nOr as Professor Fairclough translates: “To crown peace with law.\"\nThe climax of Vergil’s power of prevision, which seems to partake of\nprayer as well as prophecy, is his interpretation of the upward tendency of\nhumanity toward ultimate good. He makes it plain that the great spiritual\ntruths which Aeneas learns in Hades nerve him to go on and endure the\nfurther hardships and agonizing experiences necessary before the refugees\nfrom Troy can settle in Italy. Through two thousand years the prophetic\ngenius of Vergil has directed the best thinking of ancient, mediaeval, and\nmodern times along this line. Dante, that towering light of the Middle\nAges, names Vergil as his master and guide and follows him closely in his\ngreat poetic excursion through Purgatory. Tennyson in the opening stanza\nof In Memoriam refers to Vergil and his essential doctrine:\nI held it truth, with him who sings\nTo one clear harp in divers tones,\nThat men may\nOf their dead\n\nUpon\n\nrise on stepping-stones\nselves to higher things.\n\nthe path that leads into the New\n\nWorld\n\nthat we are entering shines\n\nthe light of Vergil’s teaching.\nIt is in honor of this great poet and benefactor of mankind that Italy\nhas issued a call to the rest of the world to unite next year in commemorat¬\ning his bimillennium. The American Classical League is sponsoring the\ncelebration in this country. Already nearly thirty' national committees. are\nat work, the chairman and members of which are men and women prominent\nin business and society as well as leaders in the literary, educational and\nart worlds. The advisory committee consists of Dr. John Finley of The\n\n"}
{"page": 92, "printed_page": null, "text": "88\n\nNational\n\nNew\n\nYork\n\nTimes,\n\nEducation\n\nPresident\n\nFairfax\n\nAssociation\n\nHarrison\n\nof the Southern\n\nRailway,\n\nProfessor Clifford Moore of Harvard University, Professor Paul Shorey\nof the University of Chicago, and Dr. Henry van Dyke of Princeton.\nDr. Walter Damrosch heads the Committee on Music on Vergilian\nThemes; Dr. Thomas E. Finegan, on Cooperation with National and State\nEducation; Mr. Lawrence F. Abbott, on Publicity through the Press, among\nthe members of whose committee are such notable persons as Professor\nWilliam Lyon Phelps of Yale, Mrs. Calvin Coolidge, and President Edwin\nA. Alderman of Virginia. President Nicholas Murray Butler of Columbia\nis chairman of the Committee on Cooperation with the American Academy\nof Arts and Letters; Dr. Charles F. Thwing of Western Reserve, on Co¬\noperation with Phi Beta Kappa; Professor Lillian B. Lawler of Kansas,\non Plays and Pageants; Miss Mildred Dean of Washington, D. C., on\nVergilian Reading Circles and Private Reading; Professor H. Rushton\nFairclough of Lcland Stanford, on Celebrations in Colleges; Miss M.\nJulia Bentley of Cincinnati, on Celebrations in Schools; Dr. E. C. Richard¬\nson of the Library of Congress, on Activities and Exhibitions in Libraries;\nProfessor Louis E. Lord of Oberlin, on Pilgrimages to Places Made Fam¬\nous by Vergil ; and Professor A. L. Bondurant of Mississippi, on Awarding\nPrizes. I have mentioned less than half of the committees already organ¬\nized. The time allotted me will not suffice to enumerate them all.\nThe scope of our American celebration is so tremendous that national\ncommittees alone cannot acomplish it satisfactorily, however zealous and\nefficient they may be. Every teacher, student, editor, artist, and other lover\nof the higher and better things of life is hereby urged to do his part in his\nown locality to disseminate information about the Bimillennium Vergilianum\nand to stimulate the interest and activity of all his friends and acquaintances\nin this unique commemoration of the poet whose prophetic spirit still inspires\nand guides all who look forward to a New World and whose cardinal\nteachings are: Hatred of war; the blessings of honest toil; unselfish patriot¬\nism; true piety; and the ascending destiny of mankind.\nWHAT\nMARIA\n\nMUSSOLINI\nCASTELLANI,\n\nBUSINESS\n\nYou\n\nask me\n\nAND\n\nHAS\n\nDONE\n\nFOR\n\nMODERN\n\nITALY\n\nNATIONAL\n\nPRESIDENT,\n\nITALIAN\n\nFEDERATION\n\nPROFESSIONAL\n\nWOMENS\n\nCLUBS,\n\nROME,\n\nto tell you what\n\nPerhaps the best way would\n\nMussolini\n\nOF\n\nITALY\n\nhas done for modern\n\nItaly.\n\nbe to follow in chronological order.\n\nMus¬\n\nsolini’s work is a wonderful crescendo like in the greatest symphony of\nBeethoven. But I shall, like a painter with his brush, endeavor to give a\nvigorous general outline. I remember as a girl when Italy was leading her\npoor little life, when strikes were troubling the country, when our victory\nwas destroyed, when all the moral feeling of life was overthrown by the\ntriumphant Red Flag.\nI remember in 1921 I was a student in Rome. In the night the soldiers\ncame in my club and made prisoners five girls because they were National-\n\n"}
{"page": 93, "printed_page": null, "text": "General\n\nSessions\n89\n\nists; they were very fond of their country, and were\nwere destroying our victory.\n\nagainst people who\n\nThe 28th of October, 1922, the date of the march on Rome by Musso¬\nlini must be considered as the dawn of a new era for the Italian people.\nBut fascism is not words; it is faith. It means reconstruction and progress,\npolitical, spiritual, and economic reconception.\nItaly was in a state of chaos. Mussolini gave us a government, a par¬\nliament, and the Church. He gave us a government because the Duce , as\nhead of the Italian Government, governed all alike, Fascists and nonFascists, with an iron hand. Discipline, order, system are the concrete\nresults of this activity. It is sufficient to mention the reestablishment of\norder everywhere.\nMussolini, as you know, through the great Council of Fascism, which\nhas bound together the best men of the reconstruction, has an instrument\nto enable him to get in close touch with the throbbing life of the Italian\npeople. He works with the head of the great Council of Fascism. It is\njust like an advisory committee composed of very distinguished men. This\nis an advisory committee for the Government and for the King. It is rep¬\nresentative of the heart of Mussolini and follows the Mussolini policies.\nItaly is the first country where labor and capital are working peacefully\ntogether for the prosperity of the country. They are working together be¬\ncause the Italian laboring classes — I mean laboring classes in the greatest\nsignificance of the word, employers and employees — are organized in great\nunions, syndicates. There are the trade unions of employers and the\ntrade unions of employees that are organized in confederations.\nMussolini is the first statesman to recognize the real power of tradeunionism, for a country to progress must be in touch with the heart of the\nnation, actively and not passively in all its activities. In Italy, wThen we\nspeak today of syndicalism, of syndical discipline, and of economic coalition,\none must finally understand that these expressions do not apply merely to\nthe working masses but also to the capitalistic organizations.\nEvery branch of Italian activity is nationally organized into a specific\nnational corporation which comprises labor, technical work, and capital.\nThis is not a mixed organization but a system of organization which or¬\nganizes them all under a single superior authority. The national corpora¬\ntions so organized form together one body, a formidable expression and\nbuilding up of Italian economy.\nIn regard to the details of such organizations, it is important to know\nthat the employers are organized into six great confederations — industry,\nagriculture, commerce, maritime and aerial transportation, land transport,\nand internal navigation and banking. The employees are also organized\ninto six like confederations, and then we have the confederation of pro¬\nfessional and intellectual people which comprises also artists and artisans.\nThis is very important to observe as we may consider it a victory of or¬\nganization. That is to say, we have the confederation of the syndicates of\nlawyers, the syndicate of medical men\n\nor doctors, the syndicate of news-\n\n"}
{"page": 94, "printed_page": null, "text": "90\n\nNational\n\npaper men.\n\nEducation\n\nAssociation\n\nAs editor-in-chief of the Italian official magazine\n\nof “Social\n\nInsurance,” for instance, I am in the syndicate of newspaper people and I\nam very glad of it because I have a seventy percent reduction of the\nItalian trade.\nOutside of the syndicates we have the organization of people working\nfor the government. In this association are the teachers and people work¬\ning for the education of our young generations, organized in national asso¬\nciation for public service of the people, that is the Associazone Nazionale\ndl Educazione.\n\nMaybe\n\nnobody\n\nunderstood\n\nmy\n\nItalian.\n\nI will tell you\n\nagain we are organized, the teachers as well as the people working for the\nGovernment, in a very important national association.\nIn four Italian Parliamentary elections, the trade unions are in charge\nof designating members of the representative chambers. Each confedera¬\ntion, each important organization has a vote and is out to designate a cer¬\ntain number of members to the Representative Chamber, to the Chamber\nof Deputies. They are asked to designate a Representative member to the\nMinistry of Corporations. Or, in other words, the confederations and\nthe more important societies, the institutes and cultural bodies, nominated\nto the Great Council one thousand candidates for Parliament and of these\nfour hundred were chosen. At the recent elections at which about ninetyfive percent of the male electors voted, the Great Council Candidates were\napproved for Parliament. It means that labor and capital in Italy are\nworking together not only in the laboring bodies but are also working to¬\ngether in the executive body of our government, for our laws in the Par¬\nliamentary bodies.\nThe first election of a Corporative Chamber as we call this kind of\nItalian organization was made last March and we are very anxious to see\nthe results of this experiment because we think that from these results\ngreat studies can be carried on also in foreign countries.\nThe Italian working classes are well protected. As you may know,\nItaly is today a pioneer among the nations in regard to social legislation.\nThe carta del lavoro Labor Charter, has been made little by little funda¬\nmental in its application. At present workers are protected by compulsory\nsocial insurance in various conditions of life. We have compulsory insurance\nfor protection for old age disablement. We have compensation insurance for\naccident and professional diseases. We have insurance for unemployment,\nfor tuberculosis, and also a national maternity insurance.\nIn the Italian compulsory insurance employers are asked to pay half, and\nthe employees half. As a seller of Italian insurance, I tell you Italian\nwomen are very proud that they have this special kind of insurance for\nmothers. Working women between the ages of fifteen and fifty are com¬\npulsorily insured and the premium is paid half by the working women and\nhalf by the employers.\nBesides this national fund for motherhood, we have another very\npowerful institution in Italy introduced by Mussolini — the national in¬\nstitute for the protection of motherhood and children. This institution is\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\nSessions\n91\n\ndoing special welfare work. For instance last year two hundred thou¬\nsand children were sent to our seashore and to our mountains for summer\nbenefits and vacations ; and the Italian women,\nItalian professional women,\n\nI mean\n\nparticularly the\n\nare very glad to tell you that this special in¬\n\nstitute is supported particularly by bachelor taxation. I don’t know really\nif the Italian bachelors are very glad of it. I think they are not but all\nthe young women are.\nAs you may know, Mussolini is very interested in the education of the\nyoung generations. Italian people are very proud of the past history of\nItaly, but we think that we have to be more proud of our present life and\nof our future life.\nSchools, under the Mussolini government,\n\nare improving because of the\n\ngreat reformation that was made, not only because in our schools was selfgovernment introduced in a certain way, not only because in our schools\nreligious teaching was introduced — I mean religious teaching not com¬\npulsory but just voluntary, not only because our schools are very well\norganized, but because we are improving the mothers and fathers, the edu¬\ncation of all generations.\nIn addition to the schools we have our children organized in the\nBalilla as we\n\ncall this powerful\n\norganization\n\nwhich\n\nis like your\n\nBoy\n\nScouts. We also have our young girls organized in an organization of\nsmall Italians or the Piccole , and young Italians or the Giovani.\nYoung\nguardisti.\n\nboys from six to sixteen years are organized as Balilla and AvanThe\n\nname\n\nof Balilla comes\n\nfrom\n\na Genoese\n\nboy who\n\nin 1740\n\nduring the Austrian Dominion was brave enough to start a popular in¬\nsurrection. The Austrian soldiers were transporting a cannon through\nthe streets. In a very rough manner they made the populace assist them.\nThe boy himself took up a stone and threw it at them. This caused a riot.\nHe is the great boy hero of Italy. And so we call this organization of\nyoung boys Balilla.\nIt is wonderful to see these little boys in their black shirts and fez\nmarching along like soldiers, bands playing with the greatest earnestness,\neven if at times one feels a desire to put one’s fingers in one’s ears. They\nare real men, feeling all the responsibility and having all the cares of real\nmen.\nDuring this year 812,000 Balilla and 425,000 Avanguardisti were enroled. There were appointed to the different branches 18,000 teachers,\n646 chaplains, 470 doctors. The work was extended by the addition of\n1004 gymnasia, either hired or their own property; competitions were or¬\nganized at which 102,000 boys and 56,000 girls participated. The Fascist\nAcademy for Physical Education, instituted for the purpose of training\ngymnastic instructions in connection with the Opera Balilla, had 198\npupils. Over 600 little sailors were shipped on four training ships and\ncruises were made, notably the recent one to the Orient.\nIt is a great thing to have the addition of sports. Before the Fascist\nGovernment sports were unknown in Italy. Now everybody is interested.\n\n"}
{"page": 96, "printed_page": null, "text": "92\n\nNational\n\nWe\n\nhave a beautiful campus\n\nEducation\n\nwe\n\nAssociation\n\ncall in the Italian language a stadium\n\nwhere the people go every Sunday to have sport exercise, especially foot¬\nball, which is very interesting for our young men.\nLJ Opera\n\n\\Nazionale\n\nBalilla is the favorite of the Regime.\n\nIt unites in\n\none sole spirit the scattered pedagogic ideas, makes more manly the edu¬\ncation of the mind and introduces sport to the youth. As I indicated,\nthere was once a blind hostility towards all that savored of sport, athletics,\nor danger. This has now been overcome and the heroism and daring deeds\nof the little Balilla amount to many hundreds.\nWe have, for instance, the organization of very important libraries and\nat the present time we have what we call the Young Balillas, 300 libraries,\nwith some 37,000 libre, books, which have been donated. In addition\n1000 schools, having an attendance of 35,000, were handed over to the\nadministration of regional instruction of the Balilla and various houses\nwere built in the more important centers, and as a completion of this vast\nand far-reaching work of assistance to our youth, all the members were\ninsured against accidents.\nAlmost as a symbol of the enormous mass of work and as a complement\nto this great organizing force, the work in connection with the great\nForum of Mussolini at the Faresina is being eagerly carried on. From\nthe Apuan Alps the great marble monolith, the largest in existence, and\nwhich will be dedicated to the name of Mussolini, is on its way to Rome,\na feat requiring in itself much skill and manual labor. It will be put on\nthe banks of the Tiber in a large palestra or recreation ground for the\nyouth of Italy, as a witness to the great Roman traditions which are being\nrevived owing to this confidence in the Duce to the greatness of which the\ncoming generations will be educated. It will represent in its strength and\nsolidity an enthusiastic and constructive faith, or as the speech to the\n“Chief” put it, “It will be the visible sign of the entire rebirth of Italy.”\nAnd in connection with the sports and the athletic events in which my\ncountry is now participating, at the great athletic meeting of last year the\ngirls gave evidence of their steady preparation and training. Even com¬\npetitions in archery and rifle were organized, and this rather horrified\npeople of the old mentality who still dream that woman’s place should be\nonly in the house.\nIn the spring of each year the Fascist conscription of the Avanguardisti\nand the young Italian girls takes place. They receive their papers and\npass on to the Fasci.\nThis is a most instructive ceremony which recalls to mind the great\nceremonies of ancient Rome and Greece. This year on the occasion of the\nconscription 15,000 young men came to Rome and were in camp for a\nweek. They were soldiers in the true sense of the word. The Duce on\nhorseback passed them in review. I do not know whether you have per¬\nhaps seen this solemn and touching parade on the screen ; certainly it was\none never to be forgotten. Children from all parts of the country and\nspeaking the various dialects, and together with the young\n\nsailors of to-\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\nSessions\n\n93\n\nmorrow they lived as brothers united by one feeling only — the important\nmission that their country has entrusted them with.\nThe Italian government is very interested in the improvement of our\nprofessional schools. In our rural villages, in our agricultural districts,\nwe are improving the teaching of methods for agriculture which we are\nvery glad to develop in Italy. We are against the concentration of the\npopulace in the cities. We are in favor of developing the country. Our\nbest results, however, are undoubtedly being secured through the elemen¬\ntary schools. In 1921 forty percent of our people could not read nor\nwrite, whereas in 1927 this percentage has dropped to twenty-five and it is\nreasonable to suppose that before very long this will be entirely wiped\nout. This is splendid testimony to the present regime.\nA great impulse has also been given in the direction of providing\ninfant schools, which in fact are now almost obligatory as they tend to\nkeep the children away from the bad influence of the streets. It is enough\nto state that in 1923 there were 5962 such institutions whereas in 1928\nthere were no less than 11,500.\nSpecial camps for sick children have been formed ; also various scientific\nand instructive museums, libraries, and so forth are rising up all over the\ncountry. Loving care is also being shown to children with physical de¬\nformities in the way of their education, and in fact the instruction of deaf\nand dumb children is now obligatory and new schools have been erected in\nthe large towns for deficient children. These are being studied and at\nGenoa teachers of these abnormal children can receive a special course of\ninstruction. Open air schools for weak children and those prone to in¬\nherit diseases are continually spreading, especially in the south, and in fact\nthey have over 8000 children who receive not only fresh air and educa¬\ntion but also free meals and when necessary sanitary and medical assistance.\nHigher education has also been the object of special attention on the\npart of the present Regime. The universities have their own curriculum\nand hence the establishing of special schools in keeping with the times has\nbeen favored, such as schools for political science, mining, aeronautics, the\nFascist faculty of Perugia, and so forth.\nLastly, three institutions have been founded to control and unify\nItalian culture. These are the Fascist Institute of Culture, the National\nResearch Council, and the Italian Academy.\nMussolini is working very hard for the reclamation of our lands. As\nyou may know in Sardinia and in Sicily we have quite large extensions or\ntracts of land that are deserted because of the malaria there. The gov¬\nernment is working hard for the reclamation of this land. We think that\nin a very short time a populace of about five million inhabitants can be\nbrought into Sardinia.\nMussolini is also working hard for the emancipation of the Italian\nnation from coal. We have no coal in Italy, so we are developing rapidly\nour hydraulic power. I think in four years all Italian trades will be run\nby hydroelectric power.\n\n"}
{"page": 98, "printed_page": null, "text": "94\n\nNational\n\nEducation\n\nAssociation\n\nNow in Sicily, for instance, we are anxious to develop industry. Near\nSicily is a country that we call Calabria. There is at the Lake Silani a\ngreat station that we call a special name and that will be the most power¬\nful fuel station which will be in action very soon.\nSicily is a wonderful country because we can develop many agricultural\nindustries. For instance, if some of you had the opportunity to visit\nSicily you would find that all the flowers there falling from the orange\ntrees are collected and these flowers exported for perfume. We are very\nanxious to keep this industry in our country. Another great industrial\nblessing is now forming in our Tirso, another Italian country deserted for\nmany, many years.\nAnd now let me tell you just a few figures. As you know I am a\nstatistician. I am very fond of numbers. 1 will not explain to you any\nnew mathematical theories, I promise you that, just a few figures to illus¬\ntrate what I have told you before.\nIt is very important to know that in 1920-22 there was an immense\ndeficit of seventeen million lire. Now in 1926 the deficit was ended and\nthis year we had a surplus of about five hundred\n\nmillion lire. The\n\ndebt\n\nwith the United States, as you know, was settled after the brilliant nego¬\ntiations of Count Volpi. The Italian exchange was organized and Italian\ncurrency, which was being subjected to most damaging fluctuations, was\nstabilized on a gold basis.\nBut, as I told you before, the real indication of a strong, sure, and\nenduring political policy is economics. At the moment in Italy we have,\nout of a population of 42,000,000 inhabitants, now only about 300,000\nunemployed, a very small number if you observe that such rich countries as\nEngland and Germany have about one million and a half out of employ¬\nment. It means that in Italy we are working intensely through the ra¬\ntional organization of production, and by the production of electrical\npower and the recovering of the lands as I mentioned heretofore. As you\nknow, Italy has from an economic viewpoint the following great problems\nto solve : the problem of raw materials, for which we are especially in¬\ndebted to foreign countries; the coal problem; and the question of grain\nand agricultural production generally.\nImports in Italy rose from fifteen million lire in 1922 to twenty million\nlire in 1927. In this connection we must take into consideration the re¬\nvaluation and stabilization of the lira. It is evident, however, that the\ndifference between export and import is decreasing, and we are very glad\nof it. This is a further index of the improved conditions of labor in Italy.\nFrom the first of November 1922 to February 28, 1929, 10,201,000,000\nlire were spent on public works. I draw special attention to the 1,816,000,000 lire for hydroelectric purposes and about 600 million for the re¬\nclaiming of land. For that reason we have no unemployed. As I told\nyou before, we have a coal problem but by improving the electric power\nit will mean also a betterment in regard to our dependence on foreign\ncountries and it means a great step forward for the peace of our country.\n\n"}
{"page": 99, "printed_page": null, "text": "General\n\nSessions\n\n95\n\nElectric power rose from 42 billions of kilowatts in 1920-26 to 76 billion\nin 1926-28. It is a great figure.\nAviation did not exist before the Mussolini government and now we\nhave about 5000 kilometers of airways ; 5000 kilometers in a small country\nlike Italy is a great number.\nAs I have indicated before, we are very anxious to emancipate our\ncountry in a certain way from the foreign countries for it is very vital.\nTake grain, for instance. Our\n\ngrain crop is insufficient for our popula¬\n\ntion and so wTe are working strenuously and hard for increasing grain pro¬\nduction. The production of grain has risen from an average of twelve\nmillion quintals a year to fifty-seven million. The complete redemption\nof the land is now being undertaken. The Italian islands of Sardinia and\nSicily (the southern portion) will soon secure considerable development\nand it must be remembered that Sardinia is as large as Lombardy and has\nonly one fifth of its inhabitants, and thus internal migration will be real¬\nized. And it is wonderful to see the reclaimed land become healthy with\nfriendly villages rising up one by one. And where there formerly was\nonly the deadly malaria, uncultivated soil, hunger, and desolate land there\nis now life and health.\nAs concerning the Italian peace, I tell you a great step was made with\nthe peace treaty with the Vatican. Last February for the first time the\ngreatest black aristocratic family of Rome, the House of the Prince of\nColombo, opened the doors for a very formal, political reception. That\nmeans that the spiritual peace of Italy is made and we are very glad of it\nand we consider it a step for the peace of the world too, because if you go\nthrough Italian history you know that many times war was brought about\nbecause nations against Italy were asking the support of the Vatican.\nThe peace between the Vatican and the King does not mean that that is\nto be the only religion. Every kind of religion can exist in Italy at the\npresent time. All the churches, Jewish, Baptist and so forth, are strength¬\nened by this pact in Italy, and the liberty of all churches is increased. Be¬\nfore this they were only tolerated. Now they are recognized. And re¬\nligious marriage, through Jewish, or Buddhist, or the English church is\nconsidered as well as a marriage of the Catholic church. Religious mar¬\nriages even when performed in the non-Catholic churches have the same\ncivil effect. The moral and spiritual values are much stronger.\nMussolini is very anxious to develop international relationships and the\nItalian people are very anxious to follow him in those relationships. As\nyou know, we are working now for the improvement of the international\nrelationships of students, the young generation. We believe the young gen¬\neration should make contacts with foreign friends, with the young genera¬\ntions of foreign countries and that this will be a great step for the peace\nof the world when the children of today, the young men of tomorrow, are\nbrought in contact throughout the world. A better understanding of peo¬\nple, a better understanding of cultured people, professional people, will do\nmuch to bring about world peace.\n\n"}
{"page": 100, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nAssociation\n\nMussolini is doing a great work for the development of international re¬\nlationships. Mussolini’s government is the first since our unity to under¬\ntake a real foreign policy. Treaties of friendship and commercial treaties\nhave been concluded with all the nations and it must be remembered that\nItaly was the first to enter into relations with Russia and it was among the\nfirst countries to make a treaty with Germany.\nMussolini loves the people and the people love him. He loves music,\nloves children and devotes his entire day to the country. Sleep is for him\na secondary consideration, he sleeps if he can. Italian people all over feel\nhis presence all the time. As you may know, our Chamber of Deputies has\nsessions there from ten oclock until twelve or one oclock in the morning.\nPerhaps the American people more than any other can comprehend the\ngreat potency of the genius of Mussolini. Mussolini might have been\nforged, as it were, in your country. Your country and your people are\nnoted for their energy, strength of character, and force of will. These are\nyour characteristics, were the characteristics of your great George Wash¬\nington, your Abraham Lincoln, and your Theodore Roosevelt. They are\nalso the characteristics of the man who has saved Italy.\n\nTHE\nAUGUSTUS\n\nO.\n\nTHOMAS,\n\nCHALLENGE\n\nPRESIDENT,\n\nASSOCIATIONS,\n\nWORLD\nAUGUSTA,\n\n1\n\nFEDERATION\n\nOF\n\nEDUCATION\n\nMAINE\n\nThere are two great sentiments today in the world, patriotism and love\nof humanity. There is no conflict between the two. Man may love his\ncountry, love it dearly, may even fight for it, and yet love his fellowmen\nwherever they are, regardless of their race or tongue, or their conditions\nas a people. And these two great sentiments without conflict are essen¬\ntial today. That martyr of the great war, Edith Cavell, uttered a truth\nwhich should be on the walls of every school and should be remembered\nby all the people of the world, when she said, “Patriotism is not enough.\nStanding in view of God and Eternity I must have no hatred and no\nbitterness in my heart for anyone.”\nFifteen years ago last Friday night two students over in Austria Hun¬\ngary fired their pistols into a heap of dynamite and blew up the world,\nand instantly killed the heir apparent to the throne of the dual monarchy,\nand his wife also. Perhaps there were enough explosives around anyway\nto blow up the world if it hadn’t been for these two students, and I sup¬\npose they being students, education was responsible for the great war. But\nthis event that took place immediately brought together millions of men\nwho had never seen one another and had never heard of one another, and\nl The reader will secure additional information concerning the World\nGeneva meeting in a later section of this volume devoted to it.\n\nFederation\n\nand\n\nits\n\n"}
{"page": 101, "printed_page": null, "text": "General\n\nSessions\n\n97\nimmediately they began trying to destroy one another’s homes, to ruin\none another’s countries, and to kill one another.\nSo the first two or three years after that great event had closed the\nw’orld drew itself to its knees, dazed and bewildered after a knockout\nblow, and wondered what it was all about. Two thousand years after\nthat event when the shepherds on the hills of Galilee saw the rent in the\nclouds and heard that angel chorus sing, “Glory to God on High and\nPeace on Earth, good will to men,” this great cataclysm of humanity\noccurred and the four horsemen of the apocalypse rode roughshod over\nthe nations of the world. Six months before this happened the world\nwould have said, it is impossible for another war to come. How could\nit come in an advanced age? We say education may help to keep out\nanother war; and yet when we stop to think, all the leaders of that war,\nthe foreign ministers of all the countries engaged in that war were highly\neducated men.\nThen when we stop to think today that the world is moving with a\ntremendous pace in the physical sciences; we are spending millions, even\nbillions, of money in equipping great laboratories; in sending scholars, the\nfinest we have, from country to country, in order that they may delve\ninto the very heart of nature, and biology, chemistry, and physics are\ntriple gods before whom we bow. We are moving at a tremendous rate.\nWe were moving rapidly anyway, but the war only accelerated the genius\nof man and his desire to discover all there is to be discovered in this scien¬\ntific world. All we have to do is to think back a little over our own lives.\nA few months ago I was crossing this continent from\nFrancisco. I boarded an overland limited train, bound\n\nBoston to San\nfor the West.\n\nThat night as I retired I sent my suit to the valet on the train ; it came\nback the next morning nicely steamed and pressed. I arose from my\nberth, went into the shower bath and took a shower, rolling along at fifty\nmiles an hour. I had all the conveniences of a modern hotel !\nThe lad of a generation has seen all these things that have come to\npass, for in the day of the cattle trail there was not a transatlantic cable,\nthere was not a transcontinental railway, there was not an electric light\nin existence ; there was not a woman in America with a college degree ;\nthere was no radio, no moving picture, no air planes, no aviatrix, no chain\nstores, no tractors; there wasn’t a foot of paved highway in all our coun¬\ntry. Yet we have marched on, and we are making great progress today\nseeking new things.\nBut somehow, while we have spent money and while we have worked\nin our laboratories trying to search out the mysteries of science, we haven’t\nmade the same progress in the social sciences. We have not studied the\nreaction of the things we teach upon the children we teach. We haven’t\nstudied the reaction of the kind of reading, history, and philosophy which\nwe teach to these children. We have been going on with a sort of cold\nintellectualism in education. What we need is new elements.\n\n"}
{"page": 102, "printed_page": null, "text": "98\n\nNational\n\nEducation\n\nAssociation\n\nWhen this great war was over the peoples of the world said : “There\nmust be something done ; there must be some way to get the nations of the\nworld together.” There was no common ground. How can they come\ntogether? Not on diplomatic and political grounds; they cannot agree.\nNot on business grounds, not on economic grounds, for their interests over¬\nlap and conflict. Not on religious grounds? Because half the world is\npagan and half Christian, and the half that is Christian can’t agree, and\nthey split up and keep splitting up again.\nThe National Education Association was the first to sense the neces¬\nsity and grasp the whole opportunity and to see the vision that is before\neducation, for it appointed a committee on foreign relations and asked\nthe foreign relations committee to do something, whatever it had in mind\nto do. There were no definitely laid out plans, but it occurred to that\nforeign relations committee of this organization it would be a fine thing\nto call in a few educators, like our distinguished visitor from Italy, to\ncome and talk to us, from different countries, to show that we have kindred\nspirits and kindred interests, and we have gone to work on that.\nIt chanced to be my fortune to extend the invitation to the peoples of\nthe world, to their educators, to come together for a conference. I made\na great discovery for I found that the people of other countries knew about\nwhat was going on in education in this country. I found those people\nanxious to sit down together, to consider educational procedure.\nThen I came back to this Association and recommended that we make\nit larger, that we call them together. There seemed to be a reason ; there\nseemed to be the necessity; there seemed to be the desire. It seemed\nperfectly natural that this organization of ours should be the one to extend\nthe call. We had to take it up with President Harding and the President\nsaid, “It is a good idea. We will take it under consideration.” The\nnext time I saw him, he said, “We will call the conference but we will\nhave to manage\n\nit.” The\n\nNational Education\n\nAssociation said, “We\n\nhave\n\ngone so far we will have to continue with it.” Here in this country,\nwhere in the early day we had opened up our shores and our arms to the\npeoples of the world and told them to come to this country and help us\ndevelop its resources, we\n\nsent out the invitation that they should come\n\nhere where they would\n\nfind their own\n\nkinsmen.\n\nresponded, and in 1923 out there at San Fran¬\n\nSix hundred\n\ntongue, their own\n\nblood, their own\n\ncisco, we found one thing we didn’t know, that practically every country\nin the world had something to teach us, and something to give us, a con¬\ntribution to the sum total of education.\nThat\n\nevening we said, “Let us make\n\na permanent\n\norganization so that\n\nwe can come together.” There were people high up in educational circles\nwho said it can’t be done. “You can’t call these people of the world to¬\ngether and discuss any subject. How will you discuss the rural problem,\nthe Irish dilemma,\n\nthe Russian\n\nsituation?\n\nHow\n\nwill you discuss this\n\n"}
{"page": 103, "printed_page": null, "text": "General\n\nSessions\n\n99\nsituation and that, the Versailles Treaty, the League of Nations, all these\nthings ?”\nI said, “We are not in the political field. We are not going to inter¬\nfere with diplomacy; we are going to help diplomacy. We are going to\nstabilize diplomacy. We are going to try spreading public opinion that\nwill back up whatever treaties and agreements diplomacy will make.”\nDiplomacy had failed in all these generations trying to avoid war. It had\nfailed lamentably. Now we said: “We will get back of it, for educa¬\ntion must precede law. Hence we will undertake a program of world¬\nwide education. First, we will give each other information concerning\nourselves. Then we will try to make it accurate that we may not teach\nthings that are false.”\nAnd so the National\n\nEducation\n\nAssociation set in motion\n\nthis new\n\nidea of bringing together these people.\nThen at the next meeting in Edinburgh there were two thousand people\ngathered together, a colorful meeting, where men and women, many\nof them young, came and gave their message, wherein the various groups\nsat together and discussed educational methods and procedure, where they\ntold what was going on in their own country, where they told what their\nideas were, and there there were cemented friendships and understanding.\nAnd up here at Toronto there were more than six thousand from most\nof the countries of the world.\nNow\n\nin a short time, just a few days, our distinguished President will\n\nsail for Europe.\nEurope;\n\nmany\n\nDr. Russell, chairman\n\ndistinguished members\n\nof the committee, will sail for\n\nof this organization\n\nwill go to\n\nGeneva, and there we\n\nshall meet\n\nour fellow teachers from almost every\n\ncountry in the world.\n\nA splendid delegation from India, a fine delegation\n\nfrom the Orient, out of Australia and New\n\nGuinea\n\nand South Africa; and\n\nout of the nations of Europe, England, Scotland, and Ireland, and out of\nCanada and the United States will come together for the purpose of dis¬\ncussing their problems.\nWe shall meet over there with three or four thousand people. The\norganization is divided into groups. There will be twenty groups hold¬\ning sessions about the same time. There will be general sessions similar\nto what\n\nwe\n\nhave here, and in those groups duplicate languages will be\n\nused.\n\nIn one group the official language will be English, translated into\n\nFrench\n\nand German;\n\nin another the French\n\nlanguage will be the official\n\nlanguage, translated into English and German ; in another the German\nlanguage will be official, translated into English and French. Through\nthose translations an understanding will come.\nThere will be a great exhibit of the contributions made by the different\ncountries of the world to the civilization of the world. There will be\nthe contributions of music, art, invention, and discovery ; and there will\n%\n\nbe other contributions, and a great map\n\nshowing\n\nhow\n\nthese have come\n\n"}
{"page": 104, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\nout of many a small country, and how they have contributed to the general\nwelfare of us all.\nThere will be a pageant, an athletic and physical education demon¬\nstration to music. The Swiss fete day will be put on. There will be\nexcursions, and there will be social functions and opportunities for the\nteachers from the different countries to come together. And I have been\ninterested as I have had letters from those different countries saying, “I\nwant to go to Geneva, but we are in hard condition here; our money\nis depreciated, our salaries are small.\n\nIf you could make\n\nus a commit¬\n\nment we would be glad to come down to Geneva.” Many of them will\ngo anyway. But I was interested to discover here in your city a very\ninteresting thing. I learned it just the other day, quite by accident. It\nseems that one of our distinguished hosts here; the superintendent of\nschools, Mr. Sutton, was written up in one of the magazines, and in that\nmagazine it told how he had helped many young persons to get an educa¬\ntion, told about his great heart for those who were struggling and trying\nto get along, and that magazine was sent over to Europe, over to .\nVienna, and was read by two teachers in Vienna, and both of those teachers\nwrote\n\nto Dr. Sutton and said, “We\n\nwe want\n\nto go to Geneva.”\n\nhave read what\n\nis said about you;\n\nOne had taught thirty-seven years, the other\n\nforty-two years. “But,” they said, “we can’t get together enough funds.”\nAnd I understand that Dr. Sutton sent the money himself, and those two\nteachers from Vienna will be at the conference over in Geneva.\nThis shows an interest, men and women looking now to world-wide\ninfluence, no longer confined to our own communities. We are reach¬\ning a standardized world. Did you ever stop to think how we have\nstandardized education in this country? We have no federal arm to\nreach out and tell us what to do. We have forty-eight states, four terri¬\ntories, and yet we have one American system of education. We have\ngone beyond our state borders.\n\nWe\n\nhave become\n\nnation-minded.\n\nWe\n\nhave discussed each other’s problems; we have had committees and com¬\nmittee reports, and we have gone back. We have taken the best out of\nall these reports until today the educational system of Maine is very\nlike the one in Georgia, very like the one in California. Here and there\nwe have very nearly the same textbooks, very nearly the same programs\nand courses of study, because we have standardized, in a measure, by\npicking out those things that have been most successful and discarding those\nthings that have been the cause of the most failures. The same thing is\nhappening everywhere. We are beginning to think in education very\nmuch alike, read the same educational magazine, read the same newspaper,\ndeal with the same things. Now we have gone beyond our country’s\nboundaries, gone out into the world, not only with education but civiliza¬\ntion. We are going out in great enterprises. We have great organiza¬\ntions organized for the purpose of making loans in every country in the\nworld;\n\nwe\n\nhave the Ford\n\nMotor\n\nCompany\n\ngoing out into England,\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\n101\n\nSessions\n\nBelgium, France, Germany, and the North Peninsula, and we are riding\nin the same automobiles, using the same typewriters, using the same adding\nmachines; we are using many of the same books translated into different\nlanguages. Everywhere over the globe the great institution we call the\npress has its army of news-gatherers. We are getting the same news;\nwe are living very much the same. We are crossing into different coun¬\ntries, and we are visiting each other ; we are doing business with each\nother ; our food is the same ; we are coming to the same standards of cloth¬\ning; eventually we may come to the same moral standards, the same\nstandards of ethics. The world is becoming smaller and smaller and\neducation is reaching out into every part of it, and even yet sixty-two per¬\ncent, a billion and a half, of the people of the world are without letters.\nThis integration of education, this organization of the World Federa¬\ntion, has already brought together in the organization one-half of the\nfive million teachers of the world, teaching one-half of the three hundred\nmillion children of the world. It means in a generation new viewpoints\nwill come. Not in one generation can we relieve the human race of those\nold primitive elements that have been carried down through all these\nyears and generations, but through another generation, and another, keep¬\ning at it, we shall come to a time when the nations of the world will see\nthat they must live in harmony and in justice with each other, or if they\ndo not, with all the genius and cunning of the human mind today, it will\nbe able to invent explosives and deadly weapons to such an extent that\nanother war would be the annihilation of almost the entire race and we\nshould have to start again and go over the long process of rebuilding our\ncivilization.\nThe challenge is to the schools throughout the world. A great question\nis written across the face of the future : Is man to be the master of civiliza¬\ntion he has created, or is he to be the victim of it? And it depends upon\nwhether or not we can educate something else besides the cold intellect,\neducate the heart of man, develop an international consciousness, an inter¬\nnational morality in order that the nations of the world may be gathered\ntogether in communion, and esteem, and encircle the earth with that spirit\nof the Golden Rule.\nThis is the great call for educators, not only in our country but in every\nland, and we have already begun. Great progress has been made. Text¬\nbooks have been rewritten in the last six years, based upon the theory\nand upon the influence growing out of that first conference in San Fran¬\ncisco, new programs and new organizations of the social sciences in the\ncity schools here in this state, over in Cleveland and Dayton and San\nFrancisco, and in Los Angeles, and other cities over the country; re¬\norganized courses are now ready, building up for good things. We are\nbeginning to understand, going out into life and seeing the virtues to be\nhad in the coming generations, coming back into the school room and\nteaching those virtues in order that they may\n\nbe imbedded\n\nin the con-\n\n"}
{"page": 106, "printed_page": null, "text": "102\n\nNational\n\nEducation\n\nAssociation\n\nsciousness of youth and finally in the adult generation ; we are going\nout and finding things of a certain character to war upon and combing\nthem out, and making a bonfire of them, until we can eliminate these old\ncurses and cruel things that have come down through the race, all through\nthese generations, and have exemplified themselves, for unless we do this\nthe world has time and opportunity for three great wars that will exceed\nany we have had in vengeance and in cruelty and in destructiveness — a\nRace War, a Religious War, and a Labor War. But it is up to the\nteachers to so teach the youth that youth may be led in paths of righteous¬\nness, if you will. We can lead them as He would lead them into the\nfuture that humanity may\nearth, Good will to men.”\n\nAMERICA'S\nHOWARD\n\nR.\n\nDRIGGS,\n\nhave exemplified that principle, “Peace\n\nHISTORICAL\n\nSCHOOL\n\nOF\n\nNEW\n\nOPPORTUNITY\n\nEDUCATION,\nYORK\n\nNEW\n\nYORK\n\non\n\n•\nUNIVERSITY,\n\nCITY\n\nAbout four or five months ago there died in the city of Seattle a man\nwhose name has become almost a household word in our land, Ezra\nMeeker.\n\nAs this old veteran, nearly a century in age, was passing away,\n\nhe whispered to his daughter, “I am not quite ready to go. My work\nis not finished.” Now the work to wLich he was clinging with his\ndying breath was the preserving in vitalized and humanized form of the\ngreat epoch of the westward march of America. At the age of seventysix when most men are ready to lay down the burden of life, this in¬\ntrepid old pioneer conceived the idea of reblazing America’s most famous\ntrail over which during the ox team days from 1836 when Marcus Whit¬\nman and his wife traced it out to Oregon, to the time of driving the\ngolden spike at Promontory Point in Utah, that trail over which 350,000\nAmericans from every state then existing, north and south, had made\nthe long trek in order to establish the empire of states beyond the Rockies.\nThis old pioneer felt that that trail, which is worn deep across our con¬\ntinent, should be reblazed and remarked for the teaching of that great\nepoch of our history. He used picturesque methods to challenge atten¬\ntion. He made out of three old pioneer wagons an old covered wagon\nand retraced that trail all the way from the State of Washington to\nWashington, D. C., and there he was met by President Roosevelt, who\ngave warm approval to his plans to make our throbbing history live again.\nLater on he flew over the trail in the air, piloted by Lieutenant Kelley,\none of the army\n\npilots, and this time he was\n\nmet by President Coolidge,\n\nwho gave support to his venture.\nFinally Congress unanimously passed a measure authorizing the mint¬\ning of six million memorial half dollar coins to be used for the purposes\n\n"}
{"page": 107, "printed_page": null, "text": "General\n\n103\n\nSessions\n\nof monumenting that trail or restoring old land-marks along the way\nand raising a great memorial in Washington to the memory of the West¬\nern pioneers. Ezra Meeker passed away but he has bequeathed that\ncause to us.\nNow it is primarily and wholly educational in its purpose and it is\nnational in its scope. We are often prone to think of the old Oregon\nTrail as a western trail. It is not a western trail at all except geo¬\ngraphically. It stretches from the Father of Waters to the Pacific, but\nthat trail was found by the heroes of every state this side of the Mis¬\nsissippi.\nWhat\n\nis the west?\n\nIt is merely the transplanted east. We\n\nsong “Out Where the West Begins.”\nbegins but I do know where it began.\nAtlantic.\n\nsing the\n\nFrankly I don’t know where it\nIt began along the shores of the\n\nCaptain Robert Clay, who discovered Columbia and gave us our claim\nto the Northwest, was a son of Rhode Island. Lewis and Clarke, who\nwere the first to lead men across the continent, and Jim Bridger, the\nboy trapper, who discovered Great Salt Lake, were of Virginia; Edward\nRobinson, who fought side by side with Daniel Boone on the bloody\nground of Kentucky and lost his scalp and was shot and left there for dead\nbut refused to die, was one of three Kentuckians who went on and dis¬\ncovered the Great South Pass, the gateway to the Rockies. Benadiah\nStrong Smith, the Puritan pathfinder, who carried his Bible in one hand\nand his rifle in the other and was the first who dared to cross the great\nAmerican\n\ndeserts, and\n\nDr.\n\nMarcus\n\nWhitman\n\nand\n\nhis devoted\n\nwife,\n\nwho gave their lives to plant the cross of Christianity beyond the Rockies,\nwere from New York. Winston Price Hunt, who led the Astorians\nwestward\nwho\n\nand settled in Chicago, came from New\n\nestablished Fort Hale\n\nJersey.\n\nNate Wyeth,\n\nas a place of refuge for the weary\n\nemigrant\n\nout in Idaho, was from Boston. John C. Fremont, the fearless path¬\nfinder, whose daring stroke gave to us California, came from the splendid\nState of Georgia. Now if you were to run the roster of every hero and\nheroine who had to do with the making of the West you would find\nyou have not taught your history. Too much of our history ends with\nthe Alleghanies. What I am pleading for is an extension of the history\nof the United States.\nI want\n\nto give you a little idea of what it meant\n\nof these 350,000 American\n\npioneers who\n\nto win the West.\n\nOut\n\ndared to take that trail, over\n\n20,000, your friends and mine, lie buried along that trail and out of the\n20,000 graves there is only one, as far as we know, that is fully marked\nand\n\nthat is the grave\n\nof Rebecca\n\nWinters\n\nout in western\n\nNebraska.\n\nThey didn’t have any way to mark the graves on those prairies. Usually\nwhat they did was to scatter the ashes of the camp Are on them but in\nthis case somebody had the forethought to pick up an old wagon tire and\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\nset it in the grave and then chiseled the name\n\nof that mother\n\non the\n\ntop of the tire. Sixty years afterward railroad surveyors going up the\nNorth Platte ran right across that grave and when they looked on the\nrusted inscription and read the mother’s name\n\nthey were\n\ntouched\n\nwith\n\nthe mother’s part. They telegraphed into Salt Lake City, because they\nwere on the Salt Lake branch trail, and relatives wired back who the\nmother was and the railroad surveyors with a touch of sympathy I love\nto think about, went back twenty miles and changed the railroad survey\nto miss that one lone grave out of the twenty thousand. Today it stands\nby the long, lone trail where the tired mother sleeps.\nThe other day I was in Portland, Oregon, listening to George Heims,\nthe aged secretary for the Historical Association there, and he told me\nhow he as a boy of ten helped a group of pioneers blaze a way through\nthe Naches Pass. He spoke as follows:\nAfter months\n\nof grinding\n\ntoil across those plains our wagon\n\ntrain came\n\nto the\n\n\\ akima Valley in Washington and we went up that old river crossing and recrossing\nit as we climbed the mountains fifty-nine times. One man kept track with notches\non a grip staff. When finally we reached the top, my mother expressed it in a\nsentence when she said, “Have we come to the jumping off place at last?” There\nwas a precipice with its side extending a thousand feet or more down. On the\nright and left were virgin forests. We could not descend and hew our way\nthrough those forests, to turn back meant starvation. What were we to do? They\ntook all the ropes out of the wagons and when they put them together in a cable\nthey weren’t long enough. The commander, a man from the old south, turned\nand said, “Kill one of those oxen.” We killed the oxen, stripped off his hide,\ncut it into rawhide, spliced it onto the cable. It wasn’t long enough. “Kill two\nmore,” said the commander. Then with those two more hides of the faithful\noxen they spliced the cable and let the twenty-nine wagons down the face of\nthat cliff. One of them broke and was smashed into kindling wood. Men,\nwomen\n\nand children carried loads down\n\nthe cliff by a craggy\n\ntrail, led the oxen\n\ndown, reassembled the train and made their painful way down into a smiling\nvalley where they have now reared the beautiful cities of Tacoma and Seattle.\n\nYou\n\nask me\n\nwhat\n\nthis means\n\neducationally?\n\nWell, not long since a\n\nlecture was being given up in the Bronx, New York, on “America’s\nGreatest Trail” before a group of children, high-school boys and girls,\nthat came mainly from foreign homes. At the close of that lecture one\nof the boys came\n\nup and said to the lecturer, “If we\n\ncould have our\n\nhistory taught to us like that we could feel like saluting the flag.”\nThe opportunity to make history new is knocking right now at our\nschoolroom door. Invention is vying with education to bring us right\nto the very spots where these great dramas were enacted. In your\nmarvelous Stone Mountain you have one of the wonderful efforts to\nmake history throb and w^e congratulate you on it and we congratulate\nthe whole South on its tender regard for its historic shrines, and any\ncity, state, or nation which\n\nfails to preserve its historic shrines is not\n\nonly educationally and patriotically but financially short-sighted.\n\nThe\n\n"}
{"page": 109, "printed_page": null, "text": "General\n\nSessions\n\n105\n\none thing that we need to do is to take advantage of the fact that multi¬\nmillions of America today are traveling.\nIt was with this thought that the Oregon Trail Association had its\nbirth in the sacrifice of that splendid old pioneer who gave his last full\nmeasure of devotion to it. When the cause was passed on to me as\nPresident, I told the Board of Directors who had handed it to me unani¬\nmously that I would accept it on a certain given program and platform.\nThat platform and program, briefly stated, was this: that every dollar\nto be raised from the sale of those coins to go without waste to the\nmonumenting of that trail and raising memorials along it; that every\nofficer, the president included, should serve without a cent of pay. That\nit should be made a great educational program and when I thought of\nthat I thought of my membership in this great organization and I carried\nit first of all to the leaders here. It is your opportunity, not mine, and\nthat is why I am bringing it here.\n\nNow what do we propose? In the year 1930, next year, which is the\none hundredth anniversary of the birth of Ezra Meeker, who founded the\norganization, we propose to stage a series of historical celebrations two\nhundred miles along that trail. We have selected that year not only\nbecause we honor our founder in it, but if we get a few of the remain¬\ning old covered wagon pioneers to join with us we will have to move\nquickly because they are passing over the Great Divide. The planting\nof markers along the various spots, the restoring of old forts and old\nhistoric shrines, the building of a great memorial in Washington that\nwill teach perpetually the story of America’s Westward March are\na-b-c points in that program. The saving of precious records and precious\npictures, and precious other relics that are going so fast along the trail\nis contemplated in the program.\nAlready we have been encouraged by the backing of some of the finest\nmen in America in this great enterprise. We are encouraged to feel\nthat we are going to bring forward one of the finest chances for America\nto learn its whole history, and the reason I am bringing it here before\nyou today is to invite your earnest cooperation.\nNow two or three things are in view. In the first place we are going\nto get the roster of the dead that lie along the trail. You can help us.\nWe are going to get the roster of the heroes that made the trail; you\ncan help us in that. We are going to get the roster of the covered wagon\npioneers that still live who can participate with us. We are beginning\nto map and chart that trail all across this country. We expect to scatter\ninto the schools of this country the exact data of that whole march to the\nwest. The\n\nresearch men\n\nare on that work\n\nand one of the great reasons\n\nwhy we are being very painstaking about this is right here — we must\nstop a lot of this commercialized melodramatic misrepresentation of the\nwest.\n\nGeorge\n\nFittings rather humorously\n\nevery state in the Union — “About\n\nput it— and this can apply to\n\nhalf the lies they tell ain’t true.”\n\n"}
{"page": 110, "printed_page": null, "text": "106\n\nNational\n\nEducation\n\nAssociation\n\nAll we hope to do is to tell the straight, simple story of American pioneer¬\ning in every state in our whole Union.\nJust about three weeks ago I started on a trip across that old trail. I\nhave stood out in Nebraska by old Fort Connor and the Nebraska people\nare all alive — they have already purchased that site, the place where they\nused to gather the emigrants and protect them from the Sioux as they\nwent through their territory; I was out there in Wyoming at Fort\nBridger, the place which old Jim Bridger formed at the junction of the\nSalt Lake and Oregon-California Trails. Not long since I was in Idaho\nat Fort Hale. Another group of people were at work there. And\nthen I had one of the thrills of my life, a tender thrill, when a few\nweeks ago I stood in Walla Walla, Washington, with a group of earnest,\nfinancial leaders who are working right now to save that sacred shrine\nwhere Dr. Marcus Whitman and his wife laid down their lives for\nChristianity. When I stood by their graves, thirteen of them buried\nthere in one grave at the foot of that hill, and saw tears come to the eyes\nof sober bankers, for that sacrifice, I began to realize something of the\ncost of it all.\nThere are thousands of spots along that old trail to be commemorated.\nOut in Wyoming is old Independence Rock at the crest of the continent\non which at one time there were four thousand names carved. That\nis gradually being acquired by the Historical Association there in Wyo¬\nming. Then again out there in Oregon, Washington, and Utah; in Cali¬\nfornia and Nevada, and Kansas, Missouri, and Iowa and all those states\nover which\n\nthe trail ran the people are alive to teach the history of the\n\nwest to the people in the east.\nI had a chance to renew\nhave mentioned\nmuseum\n\nmy\n\nto you, and Mr.\n\nacquaintance with Mr.\nHeims\n\nHeims, whom\n\nI\n\ntook me into a corner of his old\n\nthere, a place not as large as this stage, and pointed out to me\n\nrelics that came\n\nfrom\n\nevery state in the Union\n\neast of the Mississippi.\n\n“Here,” said he, “is a clock that used to tick down in Vermont.\nis a scythe with which they used to mow grass in old Kentucky.\nis a Franklin stove they used to warm\n\nHere\nHere\n\nthemselves with in Pennsylvania.\n\nHere a cradle with which they used to rock the babies in Indiana.”\nSaid I, “Mr. Heims, those people came across the continent not only\nwith their scythes, and their stoves, with their clocks and cradles; they\ncame carrying America; they came sprinkling the map of America with\nnames dear to every heart ; they came planting schoolhouses and churches\non every hill ; they came stretching the warp\n\nof America\n\nfrom the Atlantic\n\nto the Pacific.” They stretched it taut and true and into that warp today\nis being woven a strange woof. The problem with you and me is, will\nthe warp hold? It will hold providing that you and I and all the teach¬\ners of this country will join in saving and teaching in their throbbing\nrealities the sacred stories of the making of America.\n\n"}
{"page": 111, "printed_page": null, "text": "General\n\nPROGRESS\nROBERT\n\nIN NEGRO\n\nR. MOTON,\n\n107\n\nSessions\n\nEDUCATION\n\nPRINCIPAL,\nINSTITUTE,\n\nTUSKEGEE\nTUSKEGEE,\n\nIN THE\n\nNORMAL\n\nAND\n\nSOUTH\nINDUSTRIAL\n\nALA.\n\nI am somewhat embarrassed this morning but I don’t want to embarrass\nyou. This platform and this auditorium are not lacking in character and\ndignity. I think they are lacking somewhat in color. I shall not attempt\nto add anything in the way of dignity or character, or of inspiration or in¬\nformation, but I am perfectly sure I will bring more color than any other\nspeaker of the morning.\nIn discussing “the Progress in Negro Education in the South,” we should\nkeep in mind first of all what the attitude of the south was toward educa¬\ntion in general prior to 1860, 1865, and 1870. We must keep in mind that\npublic education was not popular or practised in the south prior to 1870.\nImmediately after the war, 1865, the reconstruction governments, what¬\never may have been their faults, put on the statute books of practically every\nsouthern state, legislation which made public education popular for black\nand white alike. And then when the armies came down, the armies of the\nnorth, there came with them a large army of school teachers, missionaries,\nmen and women, who began almost with the armies to teach these former\nslaves and their children how to read and write, something of the rudi¬\nments of the English language, of education as we think of it today.\nThen the Mission Boards, the American Missionary Association, the\nBaptist, the Methodist, the Presbyterian, and the Episcopal churches started\nschools not after the war ended always but sometimes before it did end.\nMany of them are in existence today that began as early as 1862. Those\nschools have continued to teach negroes along the lines that the teachers\nthemselves were taught. We must not forget that not only were northern\nmen and women, white men and women, engaged in teaching or volunteered\nto teach negroes, but a great many southern men and women also entered\nthat service. Many of the churches in the south started schools also which\nwere manned very largely by southern men and women who believed\nnegroes ought to be educated.\nAVhat has been the result of these beginnings in negro education? In\nthe first place these southern legislators during the reconstruction period,\nmade it possible that free schools could be put at the disposal, as far as\npossible, of every child, both black and white in the south, for elementary\neducation. Whether it was popular or whether it was not popular, they\ndid it, and the entire southern population is today thankful that they did it.\nBut these schools required teachers. There were no normal schools to teach\nnegroes to teach these schools.\n\nMany\n\nof these public schools, therefore,\n\nw^ere manned by southern white men and women that taught negroes. They\ntaught them as late as ten j^ears ago in Charleston, Richmond, and many\nother places. They are now about all gone.\nThese southern legislators established normal schools in many states to\ntrain teachers for these schools but of course the normal schools just begun\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nNational\n\nEducation\n\nAssociation\n\ncould not furnish teachers to begin with. Northern philanthropy, for which\nwe are thankful, started the schools. There were three or four in this city\n— Atlanta University, Spillman College, and Clark University. Practically\nevery place where strategic battles of the Civil War were fought there have\nbeen established, from Washington all the way to Texas, schools where\nnegro teachers have been very largely trained by the northern white men\nand women to teach negro children in the public and private schools of the\nsouth. From that has grown many foundations, the state fund for ex¬\nample now directed by Dr. James H. Dillard. Dr. Dillard was president,\nhe gave the Bowles Foundation, providing funds for the negroes in the\nrural districts of the south. Neither the south nor the negro has a better,\na more sincere, a wiser or more courageous friend than James Hardy Dil¬\nlard, born in Virginia, taught in Missouri and Louisiana, a southerner of\nthe southerners.\nThen the General Education Board, one of Mr. Rockefeller’s largest\nfoundations, came to the rescue. Robert C. Ogden of New York with a\nparty of northern and southern men and women came down once a year\nto various places in the south, popularizing education and supported by\nsuch men as Dr. Greer, Roanoke College in Virginia, President Alderman\nof Virginia, Dr. MacGregor and scores of northern men and women and\nsouthern men and women. These people were interested in education not\nonly for the negroes, for their object was not primarily for the education\nof the negroes — their education was incidental — but education of all people,\nof the white people, was what they had in mind, believing, that if you can\nget one race educated, where there is close and intimate association they\nwill see to it that another group less fortunate than themselves will have\na chance for education. And that is what has happened.\nWhat is the attitude of the south today on the question of education?\nWell, there is not a southern state today, not one, that has not within the\npast ten years doubled, trebled, and probably quadrupled its appropriation\nfor negro education. Not only that but a man who would rise up today\nin any group or legislature of southern men or women and oppose educa¬\ntion for anybody would probably be hooted out of the meeting. So educa¬\ntion is popular in the south, quite as popular as it is in the north, or in any\nother part of this country.\n\nThere\n\nisn’t as much\n\nmoney\n\nspent per capita\n\nbecause the south hasn’t got as much money per capita to spend but in pro¬\nportion to the taxes collected and the tax values, you will probably find that\nthe south spends for education for its entire population as much as any other\nsection of the country.\nNow\n\nI know\n\nwhat some\n\nof you are thinking. Some\n\nof you in the back\n\nof your head are saying: ‘‘Yes, I know, but they spend about twice as much\nper capita in most places for the education of the white children as for\nnegro children, and for the equipment for the white children as they do for\nnegro children. ' Yes, that is true in probably every city and every state\nexcept in a few little counties where there aren’t any negroes. But I am\nthinking of the tendency, I am thinking of the feeling toward us, of the\n\n"}
{"page": 113, "printed_page": null, "text": "General\n\n109\n\nSessions\n\nsentiment, the way the current is flowing, and the current is flowing deep\nand wide and rapid toward education for all the people in the south. There\nis an entire change of sentiment on the part of school officials in all of the\nsouthern states for negro education.\nAnother thing that is encouraging is that the white school officials in\nevery southern state have set standards for the negro schools the same as\nfor their white schools, their accreditment is the same for high schools and\ncolleges in all the southern states and then they are as sincere, as earnest\nand as sympathetic, and as conscientious in seeing to it that the negro child\nhas a fair chance as they are in the case of the white child and that is with\nthe approval of the general school officials and the departments generally.\nThen there is the Rosenwald School movement. Mr. Julius Rosenwald,\nthrough Booker T. Washington, the former president and founder of\nTuskegee Institute, gave six hundred thousand dollars a few years ago\nto experiment in building negro schools. The idea was the town should\nput up a third, the county a third, and the colored people a third and out\nof that experiment 4500 negro schools have been put up in the various\nstates of the south, more than a third of the negro children are now being\ntaught in Rosenwald schools. These are good schools, uptodate in every\nway, and the teachers, so far as possible, are well trained, not always as\nwell trained as we would like but there again they are improving.\nThere is an interesting thing about the Rosenwald schools that northern¬\ners do not quite understand. Mr. Rosenwald had in mind if you built a\ngood negro school in a community the probabilities were the white people\nwould build a good white school. In every place where there has been a\ngood negro school put up, a Rosenwald school, the white people have by some\nefforts found the money and have generally put up a school better than the\nnegro school. If the negro school has been of wood, they have built one\nof brick, and that is all right. That is very fine. We are perfectly will¬\ning to have the white race lead us if they will lead us aright. We follow\nthem, sometimes afar off and sometimes we get ahead in some things, and\nsome things we don’t brag about much. The truth of the matter is the\nnorth expects to have a lead anyhow; and I am perfectly willing as a south¬\nerner to follow.\nA negro friend of mine said, “I would\n\nmuch\n\nrather be chasing a man\n\nanyhow than having a man chase me.” The negro race has been chasing\nthe white race ever since that little ship load of nineteen or twenty landed\nat Jamestown in 1619. We have done all the things, almost all the\nthings that they said we couldn’t do. You will find if you check up that\nwe have done almost all the things and done them pretty well on the\nwhole and I am not offering any apology for the negro.\n\nI am not offering\n\nany apology for his presence in the United States; I am not offering any\napology for his conduct in the United States; I am not offering any apology\neither for his citizenship, his loyalty to that flag in spite of the fact that\nthat flag has not always guaranteed all to the negro race that it has to some\n\n"}
{"page": 114, "printed_page": null, "text": "110\n\nNational\n\nEducation\n\nAssociation\n\nother races. But, never mind, the negro has never been disloyal to that\nflag and I don’t believe he ever will be.\nNow what does all this education mean?\n\nWhat\n\nis the future?\n\nNot\n\nmerely education in itself, and I think there is a very distinct difference, and\nyou all know this because you are all professional people here. We know\nthere is a difference between information and education. That is the rea¬\nson that the south and the north believe in education for the negroes and\nfor other peoples, and why they have been willing to spend their time and\ntheir money and their energy and give their lives. Thousands of white peo¬\nple have given their lives for the education of the black people in this\ncountry and in other countries also. Why is it? It is because, in my\njudgment, that under God we have been placed here together in this coun¬\ntry; two races, two of the extreme types of mankind; the black, flat-fea¬\ntured, kinky-haired, and on the other hand the sharp-featured, white, pale¬\nface, have been brought face to face. The question is : Can two races thus\ndiffering ethnically live together in peace and in harmony and in mutual\nhelpfulness one toward the other, serve one another, prosper together and\nyet live in peace and without difficulty? That is a serious question. A\ngreat many people say it cannot be done. Some people a few years ago\nrecommended deportation. The European governments will not let them\nsend them to Africa and the negroes do not want to go to Africa, and\nsouthern white people who own this land here in the south, and these fac¬\ntories that are developing the south now, do not want them to go to Africa.\nThen some people said, “Well, segregation.” We are segregated now in\na way, but we are mixing every day in business and we are perfectly willing\nto leave out the social feature. If you mean intermarriage, no. The negro\nis as much opposed to intermarriage of the races as the white race is. We\ndon’t talk about it very much because we don’t want people to think we are\ninferior. We don’t think we are an inferior race. We are inferior in de¬\nvelopment, we are backward in some ways as individuals and groups, but I\nhave found backward white races in some places. The fact is about ten\nyears ago I thought the whole nordic race, the whole group of white races\nwere backward the way they were killing each other, murdering each other,\ntearing down the accumulations of the ages, of art, and literature, and\nscience, and the cathedrals.\nAs I said before, I have no apology for the negro and I have no apology\nfor the negro’s color. My color is as good as your president’s color is this\nmorning and I would not swap with him either. He is a pale pink and\nI am mahogany brown. His hair is straight and mine is kinky — curly, if\nyou want it— but kinky is better. You white people spend thousands of\ndollars a year to get your hair curled and we spend thousands of dollars\nto get ours straight. But, friends, we want you as teachers and those of you\nwho read your histories not to put the negro down as an inferior and worth¬\nless race but listen and see what he has accomplished, what his status is, how\nhe stood in Cuba, what he did in France, what he did at Bunker Hill, and\nwhat he has done in every war.\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\n111\n\nSessions\n\nI just had a cablegram announcing the death in Africa of Mr. James\nL. Sibley. Mr. Sibley was one of the assistant superintendents of schools\nof Alabama, born in Georgia, educated at the University of Georgia. He\nhad charge of the work among negroes for many years in Alabama. Then\nhe made up his mind that he would give his life to negroes in Liberia.\nHere is a young man, a southerner of the southerners, who gave his life,\ngave his all not only for the negroes of the United States but he went\nacross the Atlantic Ocean and gave himself to the uttermost for the\nnegroes of Africa, trying to help that little negro republic get on its feet.\nYou wonder sometimes why I love the south, why I love the southern\nwhite people, all peoples. It is because of men like Dr. Dillard and Mr.\nSibley, scores of men, yes, thousands of men and women, all over the\nsouth today who are striving, God help them, to be fair, and just, and\nhonorable in their dealings with the negroes.\nFor my part I am convinced that the two races can live together here\nin the south if they are both educated, where they sympathize and under¬\nstand and appreciate each other to the point where they are willing to\nserve one another. And I think that there is Christianity enough and\ndemocracy enough, and wisdom and patience enough in this country to\nenable all of us, whether black or white, rich or poor, to live together\nhere in America and make it what God meant it should be, a great labora¬\ntory through which all the world could learn that two races of men, of\ntwo extreme types, could live, could work, could prosper, could serve if\nproperly educated, together and do their finest, to the finest and best tra¬\nditions of either race.\n\nTHE\nHONORABLE\n\nJOHN\n\nM.\n\nREPUBLIC\nROBSION,\n\nOF TOMORROW\n\nMEMBER\n\nOF\n\nCONGRESS\n\nFROM\n\nKENTUCKY\n\nI am deeply indebted to the officers of the National Education Associa¬\ntion for giving me an opportunity to meet and address this distinguished\ngroup of educators. I indulge in no flattery but I am most sincere when\nI say that in my opinion there is no group of educators in any other\ncountry that equals the National Education Association. It is not only\na very great privilege but I esteem it a very high honor to be invited to\nappear before you.\nThere are some thirty-five to forty great educational, welfare, fraternal,\nand patriotic organizations supporting a Department of Education with a\nSecretary in the President’s cabinet. The two that are most closely identi¬\nfied with the schools and the childhood of the nation are your organization\nand the National Congress of Parents and Teachers. It was my privi¬\nlege to address the National Congress of Parents and Teachers recently\nwhen they held their annual National Congress in the city of Washington.\nHaving been a teacher in the public schools and being the father of two\nchildren, I feel that I am not a stranger in either group, and not unfamiliar\n\n"}
{"page": 116, "printed_page": null, "text": "112\n\nNational\n\nwith some\n\nEducation\n\nAssociation\n\nof their problems and not out of harmony\n\nwith their aims and\n\npurposes.\nThe\n\nteacher — There\n\nhave\n\nbeen\n\nmen\n\nand women\n\nwhose\n\nservices were\n\nworth a hundred thousand dollars, a million, yes, ten millions, a year. I\nrefer to Washington, Jefferson, Lincoln, and others, but they were so busy\nearning that they did not take time to collect. I know of no group of\nour citizens wdio give so much of service and who receive so little reward\nas the public school teachers. The real teachers earn many, many times\nthe amount they receive, but they have been so busy earning that they\nhave not taken the time to collect.\nI know you have all heard the beautiful story of Jupiter, who issued\na proclamation that he would grant the crown of immortality to that\nmember of the human race who had rendered the greatest service to man¬\nkind. The philosopher, the orator, the poet, the musician, the statesman,\nthe soldier, and others came to urge their claims for immortality. An old\nman\n\nwith the countenance\n\nof a patriarch, stood by as an interested on¬\n\nlooker. Jupiter inquired: “Who is this man who seems to be so much\ninterested? Who art thou, old man?” The old man replied: “I am the\nteacher and all these you have heard are my pupils.” Thereupon Jupiter\nawarded the crown of immortality to the teacher and said to the others,\n“None of you would have been here had it not been for his faithful,\nunselfish service.”\nSome of those who are opposed to the public schools attempt to dis¬\ncredit a Department of Education by asserting that it is sponsored by the\nNational Education Association for its own selfish interests. I wish to\nrepeat that there is no group of citizens who give more of unselfish service\nthan the teachers. Who could have a more direct and vital interest in the\nwelfare of the children than the parents and the teachers?\n\nAnd\n\nyou are\n\nnot alone. Some thirty-five other great welfare, patriotic, educational, and\nfraternal organizations are all backing a Department of Education. I\nwant you to know that I am not ashamed of the splendid company in\nwhich I find myself. If the parents and teachers are not interested in the\nRepublic of Tomorrow pray tell me who is.\nToday — Before we\n\nenter into a discussion of my\n\nsubject, “The\n\nRepublic\n\nof Tomorrow,” I wish to invite your attention for a few moments to the\nRepublic of Yesterday and Today. The world has never seen any other\ncountry like yours and mine. There can never be another like it. There\nis no place on the globe out of which to carve and build another such\nnation. We could not find the territory, the diversity of climate and soil,\nthe richness of natural resources and, above all, the people. We are the\nmost favored of nations in location. We are the heirs of the best of cul¬\nture and government of all the centuries past and gone. Who can measure\nthe value of American farms, mines, factories, forests, highways, railroads,\nrivers, and inland seas, with a national wealth of over $350,000,000,000\nand an annual income of $90,000,000,000; while the national wealth of\nFrance is $60,000,000,000,\n\nher annual income is $8,000,000,000,\n\nand the\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\nnational wealth\n\nof Great\n\n113\n\nSessions\n\nBritain is $100,000,000,000,\n\nand her annual\n\nincome is $20,000,000,000. We have the greatest manpower of any coun¬\ntry. We have forty-eight great sovereign states and possessions extending\nfar beyond the seas. We have 120,000,000 people, united not only by the\nbonds of the Constitution but united in heart, purpose, and mind, with\none loyalty, one flag, and one country, leading the world in peace, justice,\nand righteousness. It was said of old, to be a Roman citizen was greater\nthan to be a king, but what must we say of the privilege of being a citizen\nof this great Republic of ours?\nThese blessings and liberties did not come to us by chance or accident.\nThey are the fruitage of the wisdom, courage, prayers, tears, sacrifice, and\nblood of those who have gone before. They were bought in conflicts on\nland and sea, in the air and under the sea, from Bunker Hill to Flanders’\nField, and made secure by the wisdom and patriotism of our fathers.\nMany times have I watched the swine feeding on the richest and choicest\nnuts in the mountains of Kentucky. I never saw one of them raise its\neyes to seek the source of its bounty. Shall we, like them, accept these\nblessings as a matter of course without raising our eyes or following the\nmystic cords of memory back over the years that are dimmed and past?\nCan we find nothing for our hands to do to perpetuate the Republic and\nmake more secure the blessings of liberty to our posterity? Is it not our\npatriotic duty to hand down to our children this priceless heritage en¬\nriched by our devotion and sacrifice?\nTomorrow — You\n\nhave\n\nassigned me\n\nthe subject of “The\n\nRepublic\n\nof\n\nTomorrow.” I am loath to turn from yesterday and today. They are so\nfull of the achievements of noble men and women whose patriotism was\nnot mere lip service but found expression in sacrifice and blood and in\nlaying deep the foundations of a mighty nation. It is always wholesome\nfor nations as well as individuals to venerate the memories and cherish\nthe achievements of other noble men and women. The Republic of Today\nis merely the child of the Republic of Yesterday, and the Republic of\nToday is the father of the Republic of Tomorrow.\nWhat other word possesses the fascination and grips our minds so much\nas the word tomorrow? What true parent and teacher does not think of\nhis work in terms of tomorrow? What patriotic citizen, whether he be\nhumble or great, is not deeply concerned for the tomorrow? The Republic\nof Tomorrow will truly reflect the parents and teachers and schools of today.\nThe hopes, the ambitions, and the aspirations of parents and teachers are\nin the young people in our schools today. As are the children of today\nso will be the Republic of Tomorrow.\nWashington’s first message to Congress, in urging Congress to aid edu¬\ncation declared, “Knowledge is in every country the surest basis of public\nhappiness and to the security of a free constitution.” President Jefferson\nin one of his messages to Congress insisting upon the Federal Government\naiding in public education, declared: “Patriotism would certainly prefer\nthe continuance and application to the great purpose of public education.\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\n.\n\n.\n\nNational\n\n. Education\n\nEducation\n\nis placed among\n\nAssociation\n\nthe articles of public care. A public\n\ninstitution can alone supply those sciences which are necessary.*'\nPresident John Quincy Adams in his first message to Congress insisted\nthat the Congress should aid public education and he placed education as\nthe instrument for the improvement of the conditions of man, the preserva¬\ntion of free institutions, and for providing the comforts and enjoyments\nof human life.\nOur democracy was born out of the intelligence of our forefathers and\nin order to preserve this democracy they were ever solicitous in providing\nmeans to uphold the general intelligence and knowledge of the people. As\ngeneral intelligence and democracy go hand in hand, likewise ignorance,\noppression, and autocracy find close communion. The public schools and\npopular education are the greatest enemies of caste, class, and autocracy.\nThe immortal Jefferson rendered a most signal service to our country as\nthe writer of the Declaration of Independence, as ambassador to France,\nas Secretary of State, as President of the United States, and in acquiring\nthe Louisiana Purchase. These services should cause his name to be loved\nand honored so long as the Republic lives, but I am persuaded his greatest\nservice to his country was in promoting\nties.\n\npublic schools and public universi¬\n\nThis nation owes a debt of gratitude that it cannot repay to those farseeing, patriotic men and women who founded and have sustained and\nmaintained the National Education Association and the National Congress\nof Parents and Teachers and other organizations to promote the public\nschools and public education.\nDepartment\n\nof Education — In the 70th Congress\n\nI introduced\n\na bill to\n\ncreate a Department of Education with a Secretary in the President’s\nCabinet. I reintroduced the identical bill (HR-10) in the 71st Congress.\nI have for many years favored this policy. Being a product of the public\nschools as well as a teacher in them, I am not an unfriendly critic of our\npublic schools or of the Federal Bureau of Education. No one can measure\nthe wonderful accomplishment of the public schools. The Bureau of Edu¬\ncation, established in 1862, has been segregated to a dark corner of a great\ndepartment and starved to death. We have had many great educators\nand we now have a most splendid Commissioner of Education in charge of\nthis Bureau. They have all done wonderful work but our contention is\nthat education does not occupy a position in the Federal government in\nkeeping with its importance.\nYou are all familiar with the purpose of this legislation and I shall not\nenter into a long discussion at this time. This is clearly set forth in the\nbill itself, which provides:\nTo aid and encourage the public schools and promote the public educational\nfaci.ides of the nation so that all the people of the several states and territories,\nwithout regard to race, creed, or color, shall have larger educat onal opportunities\nand thereby abolish illiteracy', make\nprovide for the general welfare.\n\nmore\n\ngeneral the diffusion of knowledge,\n\nand\n\n"}
{"page": 119, "printed_page": null, "text": "115\nGeneral\n\nSessions\n\nBut some of the opponents of this measure, either through ignorance or\nwilful misrepresentation, assert that we propose to invade the rights of\nthe states and establish and maintain, control and supervise the schools,\npublic and private. Permit me to state again that it is not the intention,\npurpose, or desire of the proponents of the Department of Education to\ninterfere in any manner with the rights, laws, regulation, and authority\nof the states and the subdivisions thereof in the establishment, control,\nsupervision, or operation of their schools, either public or private. In\nfact, no one is a more zealous defender of the rights and duties of the\nstates and local communities in the establishment, supervision, and control\nof their public schools than I am.\nWe protected the states by writing into the bill this express provision :\n. . . but without impairment of or the infrigement upon the laws, rights, duties,\nauthority, responsibilities of the several states, territories, and the citizens thereof,\nwith respect not only to the public educational agencies and institutions but likevise as to the private institutions and agencies in the several states and territories.\n\nI shall fight to keep these provisions in the bill and I have no doubt\nthat when the bill finally becomes a law that these reservations of the\nrights of the states and local communities to establish, supervise, and con¬\ntrol their schools, both public and private, will be kept intact. In fact, no\none who is supporting this measure contends that Congress has any power\nto control, supervise, or regulate public or private schools in the several\nstates. The proposed Department of Education as provided in this bill\nmerely aids and encourages the states’ public schools and private educa¬\ntional institutions by engaging in research and in gathering information\nand making this available for the use of all those who may be interested.\nThere is no hint anywhere in the bill to force anyone to accept or use\nthis information. Any citizen may take it or leave it.\nResearch — In the year 1927\n\nindustry in the United\n\nStates spent more\n\nthan $200,000,000 for research, and yet many great industrial enterprises\nwere being held up because of lack of funds and time for proper research.\nHardheaded business men will not proceed in this day and time without\nproper surveys and research. We have nearly thirty million young peo¬\nple and nearly one million teachers in the schools and universities of the\nland, with a capital investment of something like eight billion dollars and\nan annual expenditure of about two and one-half billions. All declare\nthat these young people of Today will be the Republic of Tomorrow.\nThe Departments of Commerce, Agriculture, and Labor are really great\nresearch agencies. The Department of Commerce gathers information\nfrom all parts of the world that is helpful both to producer and to con¬\nsumer, to the seller and the buyer. No one is compelled to accept this\ninformation but our people have made such general use of it that our\nforeign commerce has been increased billions of dollars. The Department\nof Agriculture, by research and investigation, has gathered the very best\nof the thought and experience of the world and made this information\navailable to millions engaged in agriculture. This information saves\n\n"}
{"page": 120, "printed_page": null, "text": "116\n\nNational\n\nEducation\n\nAssociation\n\norchards, protects herds, has made poultry a great industry and has aided\nevery branch of agriculture, adding billions of dollars to our annual in¬\ncome and saving billions of dollars in losses.\nThey have found the cause and provided the remedy for limberneck,\nscale, rust, and hundreds of other destroying agencies with which the\nfarmer had to contend. As wTe go over the country we are thrilled with\nthe splendid system of highways. Only a few years ago tens of millions\nof dollars were being wasted because of lack of knowledge of materials\nand plans of construction. The Department of Agriculture has gathered\ntogether the scientific facts and basic knowledge in road construction and\nmade it available to the road builders and to the officials of the several\nstates and subdivisions with a result that is most gratifying to all. We\nmight say the same for the Department of Labor. It has long ago justi¬\nfied its establishment and the money expended for its maintenance.\nI cannot understand why anyone should object to the federal government\nhaving a Department of Education to do for education wffiat we have\ndone and are doing for commerce, agriculture, and labor. Education is\na public function serving industry, government, labor, professional life,\nscientific effort, and all classes of our citizens. The individual states do\nnot have the facilities or the resources for adequate research work. Some\nagency must have the authority and the funds necessary to make nationwide\nand worldwide surveys and investigations to secure scientific truths and\nbasic knowledge. There is no agency that meets these requirements except\nthe federal government. It should not be necessary for this to be under¬\ntaken by private enterprises or individual foundations. Many of our\npublic and private educational institutions spend large sums each year send¬\ning their educational leaders to the various countries of the world to do\nresearch work and gather information helpful to education. If the federal\ngovernment should undertake this wTork it would\nof dollars every year to the taxpayers of the land.\n\nbe a saving of millions\n\nAids all classes of education — Section 7 of the Bill provides that the De\n\npartment\n\nof Education\n\nshall collect such statistics and facts as shall show\n\nthe condition and progress of education in the several states and terri¬\ntories, in order to aid the people of the several states and territories to\nestablish more efficient schools and school systems, to devise better methods\nof organization, administration, and financing of education, to develop bet¬\nter types of school buildings and provide for their use, to improve methods\nof teaching and develop more adequate curriculums and courses of study,\nand, furthermore, the investigation and studies shall be undertaken in\n(1) rural education ; (2) elementary education ; (3) secondary education ;\n(4) higher education; (5) professional education; (6) physical education,\nincluding health education and recreation'; (7) special education for the\nmentally and physically handicapped; (8) the training of teachers; (9)\nimmigrant education; (10) adult education; and (11) such other fields\nas in the judgment of the Secretary of Education require investigation and\nstudy to promote generally the welfare of education throughout the United\nStates and its possessions.\n\n"}
{"page": 121, "printed_page": null, "text": "General\n\n117\n\nSessions\n\nThose who have made a study of education and its needs must agree\nthat the studies and research heretofore mentioned are very essential and\nnecessary and those who favor this measure, as well as its opponents, must\nadmit that no state or its subdivision has the necessary facilities and re¬\nsources to do this work and if it should be undertaken by the several\nstates there would be a tremendous loss by the overlapping of expenditures\nand work.\nNecessity — Many\n\nof our countrymen\n\nsay, “Let well enough\n\nalone.\n\nEv¬\n\nerything is all right.” But the wise man prefers to know the facts rather\nthan to play the ostrich and attempt to avoid danger by hiding his head\nin the sand. The last federal census declares that there were more than\nfive million people in this country over the age of ten years who con¬\nfessed to the census enumerators that they could neither read nor write\nin any language, and no doubt there were a million or two who did not\nmake that confession. We have it on good authority that there are about\ntwenty million people in all in our country who have so little education\nthat they cannot make use of newspapers. The World War disclosed that\ntwenty-five percent of the flower of American young manhood who en¬\ntered our military forces were either unable to read or write at all or\nhad so little training that they could not write a letter home. We have\nmillions of adult aliens who cannot read or write. President Hoover de¬\nclared that we are the most lawless nation and that life and property\nare less secure here than in any other civilized country. There is no greater\nmenace than this spirit of lawlessness. We must emphasize law observ¬\nance. No law is any stronger than the desire and will of the people to\nobserve it. This menace of lawlessness can only be reached by the proper\ntraining of the boys and girls of today. If we can inculcate in them the\nspirit of reverence for our Constitution and laws the problem of law\nenforcement for tomorrow will be solved.\nIt is known of all men that poverty, crime, and disease are the children\nof ignorance and, on the other hand, prosperity, freedom, respect for law,\nhealth, and happiness will be most generally found among those who have\nhad proper training. Education is the magic wand which will solve these\nproblems. Universal intelligence alone can sustain a democracy. The\nthrone of the autocrat must rest on the bowed backs of the ignorant. In\nthis land the people are sovereign. The power to rule through the ballot\nis in their hands. That power can be properly exercised only by those\nwho have had proper training. If the Republic of Tomorrow is to be an\nindustrious, prosperous, intelligent, law-abiding, peace-loving, honest-living,\nGod-fearing Republic the boys and girls of today must be properly trained\nand wdth this in mind every reasonable agency, both state and federal,\nshould be brought into play to equip them to lead the world of tomorrow\nin peace, justice, and righteousness.\nNational\n\ndefense — There\n\nare\n\nmany\n\nAmericans\n\nwho\n\nhonestly\n\nbelieve\n\nthat we should scrap our navy and disband our army, while there are\nothers who believe that the security of this Republic depends upon the size\n\n"}
{"page": 122, "printed_page": null, "text": "118\n\nNational\n\nEducation\n\nAssociation\n\nof our army and navy. I cannot agree with either. I believe in an\nadequate program of national defense on land and sea. I would not have\nour navy so weak as to provoke attack or so powerful as to invite the\nsuspicion and engender the hatred of our neighbors. However, I indulge\nthe hope that the day is not far distant when we may be able to enter\ninto a real understanding with all the great nations of the earth to mate¬\nrially reduce armaments and lighten the burden that is now resting so\nheavily upon the bowed shoulders of the people of every land. God hasten\nthe day, as declared by President Harding, when great international ques¬\ntions may be settled around the council table rather than amid the con¬\nflict and the carnage of battlefields.\nI am persuaded that the security of this Republic and the perpetuity\nof her institutions do not rest upon our wealth, our possessions, and our\nmanpower. They rest more securely upon an enlightened citizenship prop¬\nerly trained, mentally, morally, politically, physically, industrially, and\nspiritually. You and I know that no great nation ever fell by attacks\nfrom without. They fell from within. We need look no further than\nto the story of Egypt, Assyria, Babylon, Greece, Rome. They lacked not\nin possessions, in wealth, population, and resources. They decayed within\nbecause they had neglected to properly train their youth. China has three\ntimes our population. She is rich in natural resources and her possessions\nare as great as ours. Russia surpasses us in population, territory, and\nnatural resources. Yet neither of these could inspire fear in our country.\nObjections — It has been urged that a Department\n\nof Education\n\nbe in violation of the Constitution as well as our American\nWashington,\n\nwould\n\npolicy. Both\n\nthe president of the Constitutional Convention, and Madison,\n\nwho was called the “Father of the Constitution,” while they were Presi¬\ndent urged Congress to appropriate federal funds to aid public education\nin the states. Every Congress from 1789 to the present day has granted\nmoney or lands to aid public schools and public universities. Congress\ngranted nearly 150,000 square miles of the public domain for this purpose.\nFor many\n\nyears Congress has appropriated annually something\n\nlike two\n\nmillion dollars to aid our state universities, and every President, from\nWashington down to the present time, has either urged these measures or\napproved them.\nIn 1862, Congress established, with the approval of the President, the\nBureau of Education and we have been making appropriations approved\nby our Presidents since that time. How could it be said then that to\nenlarge this Bureau of Education into a Cabinet place, as many other\nbureaus have been enlarged, would be violating the Constitution? If the\ncreation of a Department of Education is in violation of the Constitution\nall the Congresses and all the Presidents from 1789 to the present time\nhave violated it.\nThe\n\nRepublican\n\nfollowing plank:\n\nparty in its national convention\n\nin 1880 adopted the\n\n"}
{"page": 123, "printed_page": null, "text": "General\n\n119\n\nSessions\n\nThe intelligence of the nation is but the aggregate of the intelligence of the\nseveral states, and the destiny of the nation must be carried on by the genius of\nno one state but by the average genius of all, and it is the duty of the national\ngovernment to aid the work of popular education to the extent of its constitutional\nability.\n\nThe\n\nDemocratic\n\nparty in its national convention\n\nthe same\n\nyear de¬\n\nclared, “The common schools must be fostered and protected.”\nThe Republican party in its national convention in 1888 declared:\nIn a republic like ours the citizen is sovereign\n\n.\n\n.\n\n.\n\nand\n\nwhere\n\nno power\n\nis exercised except by the will of the people it is important that the sovereign —\nthe people — should possess the intelligence. The free school is the promoter of\nthat intelligence which is to preserve us a free nation; therefore, the state or nation\nor both combined, should support free institutions of learning sufficient to afford\nevery child growing up in the land an opportunity for a common school education.\n\nJefferson went so far even in his day as to consider the establishment of\na Department of Education during his administration. The Republican\nnational convention in 1924 declared for a Department of Education and\nRelief. President Harding in a very earnest message to the Congress also\nurged upon Congress the wisdom of establishing a Department of Educa¬\ntion and Relief. President Coolidge in at least two of his messages to the\nCongress urged the same thing. The Democratic national convention in\n1924 in their platform declared:\nWe believe with Thomas Jefferson and other founders of the Republic that\nignorance is the enemy of freedom, and that the federal government should offer\nto the state such counsel, advice, and aid as may be made available through the\nfederal agencies for the improvement of our schools in view of our national needs.\n\nIt is clear to me that this measure is not only constitutional but it\nstrengthens one of our fundamental American policies.\nI like to think of every schoolhouse and schoolbuilding as a fortress and\nthe millions of men and women in charge of these schoolhouses as com¬\nmanders, and the thirty million young people receiving instruction day by\nday as representing the manpower of the Republic of Tomorrow. Let us\nhave more and better schools, more and better equipped and better paid\nteachers, and less battleships. Our teachers must have more remuneration.\nSome years ago in a fine state and fine community, I observed a little\none-room frame schoolhouse on one side of the road. There the boys\nand girls of that community were being trained by a teacher paid $50\nper month for five months of the year. On the other side was a great\nbuilding costing thousands of dollars where the race horses and colts were\nbeing trained by a man receiving $350 per month, twelve months of the\nyear. While that old state has made wonderful progress in public edu¬\ncation in the last few years, it is little wonder she stands at the top in\nfast horses and far down the line in the literacy of her citizens. I want\nthoroughly trained boys and girls, physically, mentally, morally, and spir¬\nitually, as well as thoroughbred horses, cattle, sheep, hogs, and poultry.\n\n"}
{"page": 124, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\nIf the children are properly trained and truly inspired with American\nideals the Republic of Tomorrow is secure.\nParent\n\nand child — We\n\nare told by other objectors that the federal gov¬\n\nernment has no right to invade the prerogative of the parent. If you\nlook into the matter carefully you will find these folks made the same\nobjection as to the state and as to the community regarding public educa¬\ntion. No one will go further in respecting the rights of the parent than\nmyself. Since the very life of the state and nation depend upon the intelli¬\ngence of the citizens, the state and the government are vitally interested.\nThe federal government is already helping to train our boys and girls\nvocationally in industry, agriculture, and home economics. The federal\ngovernment likewise contributes federal funds to help look after the health\nof our children and our cattle. We can contribute millions of dollars every\nyear to train our boys in the National Guard and in the military camps.\nThere is not much objection made to these. These same objectors are\nwilling for the federal government to teach their boys to fight but they\nobject when the federal government proposes to help them to learn to\nread and write.\nWe propose to spend millions for migratory birds. We are providing\nthem feeding grounds and places of refuge. These birds in which so many\nof our citizens have expressed interest, as a rule merely stop with us on\ntheir flight from Mexico, Central America, and South America to Cana¬\ndian waters and return. We spend other millions looking after the boll\nweevil, the tobacco worm, the barberry bush, Johnson grass, and flood\ncontrol. All these are very well and good but when we propose to spend\n$1,500,000 to protect the life, the morals, and the future of our boys and\ngirls we hear a tremendous howl from certain sources. I am more con¬\ncerned in seeing our boys and girls properly trained to make good Ameri¬\ncan citizens than I am in providing refuge and feeding grounds for migra¬\ntory birds and in looking after the tobacco worm, the cinch bug, the boll\nweevil, the Johnson grass, foot and mouth disease, and hog cholera, and yet\nI have supported all of these. They are important too.\nPresident\n\nHoover\n\nand education — Our\n\ngreat President, the poor boy of\n\nIowa, one of the finest products of American schools, their inspiration and\ninstruction, knows and values education as few do. Permit me to call\nyour attention to a few statements from his inaugural address:\nThe more complex the problems of the nation become, the greater is the need\nfor more and more advanced instruction. Moreover, as our numbers increase and\nas our life expands with science and invention, we must discover more and more\nleaders for every walk of life. We cannot hope to succeed in directing this in¬\ncreasingly complex civilization unless we draw all the talent of leadership from\nthe whole people. One civilization after another has been wrecked upon the attempt\nto secure sufficient leadership from a single group or class. If we would prevent\nthe growth of class distinctions and would constantly refresh our leadership with\nthe ideals of the people, we must draw constantly from the general mass. The\nfullest opportunity for every boy and girl to rise through the selective processes\nof education can alone secure to us this leadership.\n\n"}
{"page": 125, "printed_page": null, "text": "General\n\nSessions\n\n121\n\nA few years ago it was said that anyone without a common school edu¬\ncation was greatly handicapped in life. We now consider young men and\nyoung women starting out in life handicapped unless they have as much as\nat least a high-school education. What was sufficient in education for\nyesterday or even today will not meet the needs of tomorrow. We must\nhave proper leadership. This leadership must come from every community,\nfrom all classes, and from all walks of life. There is no agency in this\ncountry that can develop this leadership so wTell as our public educational\ninstitutions and therefore wTe must afford the boys and girls of the land\nthe fullest opportunity to rise as President Hoover says, “through the selec¬\ntive processes of education.” We should spare neither money nor effort to\nmake it as full and complete as is reasonably possible.\n\nTHE\n\nSOUTH’S\n\nLUCY\n\nGAGE,\n\nINTEREST IN KINDERGARTEN— PRIMARY\nEDUCATION\n\nASSOCIATE\n\nPEABODY\n\nPROFESSOR\n\nCOLLEGE\n\nFOR\n\nOF\n\nELEMENTARY\n\nTEACHERS,\n\nEDUCATION,\n\nNASHVILLE,\n\nGEORGE\n\nTENN.\n\nMany contrasting and conflicting points of view of the south and her\nthinking enters into a fair consideration of this question of childhood edu¬\ncation. One reads John Crowe Ransom’s article in the June Harper's,\n“The South Defends its Heritage” and gains one viewpoint. One reads\nEdwin Mims’ “Advancing South” and gains another point of view of our\nchanging south. Picking up the July Mercury the eye falls upon “The\nKindergarten Soars” by Grace Adams and Edwin Hutter commending the\ngood ways of caring for the young child in the old south. Opening the\nJuly Century , one comes upon “Slavery in the South Today” by Winifred\nKirkland, showing how high a price we have paid for leisure in the south.\nRelating these widely varying viewpoints of current literature to in¬\nterest in kindergarten-primary education, one is constrained to ask what\nplace has the young child in the “Changing South”? What interest is\nthe “New South” taking in the cause of childhood education?\nMuch is being said and written about the heritage of leisure in the “Old\nSouth” giving way to the new industrialism with its emphasis upon com¬\nmercial ratings rather than the “Art of Living.”\nVery little is being said about these joltings affecting our schools yet we\nknow that there is a marked awakening in every part of the south to the\nrealization that not only bank clearings but clearings of our educational\nplants, while less tangible are even more far reaching. The public schools\nof the south are younger than in most parts of our country due to many\nunderlying causes. The south of the past has been essentially feudal and\nrural. Its large open spaces sparsely settled, its plantation life with its\nnegro labor and tenant farmer, all were contributing factors. Certainly\nthe younger children of “the big house” had no place in any educational\nplan beyond the kindly and sometimes domineering care of a “negro\n\n"}
{"page": 126, "printed_page": null, "text": "122\n\nNational\n\nEducation\n\nAssociation\n\nmammy.” The children of the laborers were allowed to grow much as\nthe particular existing conditions would permit and this was by no means\nalways unfavorable.\nLittle by little this large acreage of the old plantation life is being broken\nup into smaller farms. Industries are not only creeping in but being openly\ninvited and welcomed by chambers of commerce. Streams are being\nharnessed and power captured ; mills and mill towns with their accompany¬\ning labor problems are appearing. Commercially the south is rearing its\nlarge urban centers and the pressure of industrialized power is felt as well\nas a new material prosperity.\nTo say all this shifting of values does not affect our educational thinking\nand color our outlook would be nonsensical.\nThere is much for us to understand in the south’s social experience of\nthe past that influences presentday thinking also. Let us stop for a moment\nand gather a few high lights. The south torn from her old moorings and\nsocial security of the ante-bellum days was precipitated into a social and\neconomic chaos, into a poverty that had to be lived to be understood.\nHigh spirited and full of pride, she faced her condition squarely. To\nbring order out of this state of confusion, to pick up the remnants and\nbegin to build anew, took supreme courage and supreme faith. It took\nboth imagination and vision to realize that education was the one great\nmeans to grow a new civilization. Many realized fully what a slow\ngrowth it would be, for all real things that sustain themselves must strike\ndeep roots that are hidden and intangible. So while the surface crudity has\nnot always shown what was happening below the subsoil, educationally\nspeaking, there has been a sturdy foundation built upon which the oncoming\ngenerations may erect the finest educational edifice that America has yet\nseen.\nWith increasing interest and increasing social consciousness it is no longer\na personal question of what I want my child to have educationally, but\nrather what is right for all growing boys and girls to have in all the south¬\nern states. Today the south is assuming full responsibility for educating her\nboys and girls. This responsibility must not exclude the young child.\nIt has been ever true that the age nearest our own mature development\nhas been our first concern. Consequently the adolescent was of first\nsignificance educationally. Academies and seminaries flourished before the\n\npublic schools began to supplant them.\n\nChildhood\n\neducation was\n\nalmost\n\nwholly thought of in terms of growing youth. Schools were more fre¬\nquently than not in charge of the local rector or minister whose parish thus\nhelped to eke out his meager salary as a church leader. The church leaders\nand school leaders were often one and the same. As the more individu¬\nalistic thinking about education emerged into a larger social mindedness,\nas the integrity of the state began to be regained socially and economically,\nthe public school system was inaugurated, supported bv state and local\nfunds and for a time was\n\nsupplemented\n\nby resources from such philan-\n\n"}
{"page": 127, "printed_page": null, "text": "General\n\n123\n\nSessions\n\nthropists as George Foster Peabody and others interested in the rehabilita¬\ntion of the south.\nThe four and five-year-old child was not included in the early day public\nschools. The primary school often received children varying in age from\nseven and eight to fourteen and fifteen for the one purpose of learning to\nread, to write, and to figure. It was wholly a practical matter of getting\nready the tools that would be used later during the preadolescent and\nadolescent growth level. Today we find our southern “Association of\nColleges and Secondary Schools” continues to be one of the strongest forces\nin southern education, and predominates the thinking of many of our\nschool administrators.\nWith closer communication by crossing and recrossing the artificial lines\nso closely drawn between elementary and secondary education there will\nemerge a finer and clearer understanding that the problem is one, from the\nnurserv-school child up through the college. Everywhere there is emerging\na new interest in elementary education. Gradually on our southern horizon\nthere are hopeful signs of a new day for the kindergarten-primary ele¬\nmentary school child.\nA new responsibility for the younger children is seen and felt in two\ndirections — better elementary school buildings with more adequate provision\nfor space, light, and air for the little child and better prepared elementary\nteachers. The calls come to Peabody College in increasing numbers for\ncollege graduates to teach nursery, kindergarten, and primary schools.\nAs the state income increases by leaps and bounds, as finer provision is\nbeing made for elementary school buildings as well as secondary school\nhousing, as provision is made for better state teachers colleges to train better\nelementary teachers, we find ourselves at the doorway that opens into the\npreschool field of education.\nSurely our state teachers colleges can no longer ignore the widespread\ninterest in .the preschool child education courses. Many are giving fewer\nmethods courses in subjectmatter. They are directing more attention to an\nunderstanding of childhood. A laboratory set up for the study and analysis\nof first hand responses of the young child, not yet inhibited, not yet too\ngreatly influenced by adult patterns of behavior, is fundamental. There\nshould be a preschool laboratory in every state teachers college in the south.\nThe entire elementary school practises will be modified and enriched\nwhen\n\nteachers have the opportunity to have more\n\ncontent experiences to\n\nguide children’s eager curiosity and live learnings.\nIn Raleigh, North Carolina, in Greenville, South Carolina, and in many\nexperimental centers arising in the south in public education, we find the\nprimary teacher being given her chance to demonstrate the worthwhile\nactivities of science, industry, and art as well as English. This is by no\nmeans confined to the early elementary grades. We\nand further back into the life of the young\nknow\n\nhow\n\nto guide him that we\n\nfind as we reach further\n\nchild and understand\n\nhave gained an equipment\n\nhim and\nfor better\n\n"}
{"page": 128, "printed_page": null, "text": "f\n\n124\n\nNational\n\nEducation\n\nAssociation\n\nteaching of all elementary school children, and also the adolescent and\ncollege student as well.\nA plea here is made for nursery schools and kindergartens to become\nintegral parts of our teachers colleges as laboratories of genetic psychology\nto study human behavior and to trace subjectmatter content from its source\nin child questions and child responses.\nStrange to say, our greatest hope to bring this about seems to rest in the\nyounger generation of parents — the fathers who served overseas, the\nmothers who carried on independently have broken through certain pro¬\nvincialisms of thought and custom. These younger parents neither ignore\ntheir children nor sentimentalize over them. The college-trained, thinking\nparent is equally interested, seeking and demanding not only the best for his\nown child but for all the children of the community. These parents want\nto become intelligent about the nursery school, the kindergarten, the more\ninformal primary school. The nursery school and the kindergarten have\nbeen confined to our cities not only in the south but in other parts of our\ncountry. Here in congested centers, social conditions have forced the public\nto consider the younger child and his education. Two exceptions might be\ncited in the states of Wisconsin and California where the small town as\nwell as the large city has its public kindergartens. These two states it will\nbe noted have generally a forward-looking school system throughout. In¬\ndeed the public-mindedness of these states for public welfare, including\neducation, is outstanding.\nWe must begin then to build in the south a new conception of childhood\neducation, thinking of the period of four to eight as one psychological unit.\nEarly elementary education including the kindergarten and early grades\nis also one unit with no sharp divisions or lines of demarcation. We are\nlearning to look upon the education of the young child as an asset or the\nlack of it as a liability to the welfare of the state. The young child must\nnot be made the center of a worshipful cult nor again must he be ignored but\nrather must he receive the respect that is due an embryo citizen. His very\nimmaturity has been his undoing. The care and protection of the mature\nfor the immature human has fostered some of the finest ideals of parenthood,\nbut when parenthood selfishly hugs to itself the right to think and feel and\nlive for their young offspring, it is time that a clearer perspective be made\npossible for the parent by the separation of the child from the home for a\npart of each day. The kindergarten provides for this as well as gives the\nchild the opportunity to meet with a group of his equals, something that\nfamily life cannot give him. Here he receives no patronage, no talkingdown-to, but is respected for what he is and helped through trained guidance\nto use intelligently the powers that are his at four and five years of age.\nHere he learns to care for himself, to keep out of other people’s way, to\nexpress ideas with flexible materials; he learns to care for these materials;\nhe is helped to habits of orderliness and cleanliness.\n\nNo\n\nlonger is the kindergarten\n\nthought of as refuge of the under¬\n\nprivileged child nor the special-privileged child. It has attained dignity\n\n"}
{"page": 129, "printed_page": null, "text": "125\nGeneral\n\neducationally, and it has come\npublic school system.\n\nSessions\n\nto be respected as an integral part of the\n\nIt may degenerate into a place of amusement and a place to tend children\nwhen the teacher in charge has no professional qualifications. In the south,\nthis type of a day home for children is often called a kindergarten.\nWherever the kindergarten is not legalized as a part of the public school\nsystem this can easily happen, and one may open a school for small children\nand call it a nursery school or a kindergarten. The south’s awakening to\nthis psuedo-kindergarten is evidenced by the discrimination shown on the\npart of discerning parents.\nA recent study has been made of kindergartens in the state of Mississippi,\nshowing by the state census 26,236 negro children of five years of age with\nonly two kindergartens for negroes in the state, both under parochial super¬\nvision. The state census also shows 23,641 white children of five years of\nage with nine kindergartens. The legal school age in Mississippi is from\nfive to twenty-one with no provision for kindergartens in the public schools ;\nconsequently children are entering the first grade at five years of age. And\nhere there seems to be a confusion as to what the kindergarten means among\nmany school authorities. Many report kindergartens where five-year-old\nchildren are enroled when in fact it is a well developed first grade, teaching\nformal reading, writing, and number work. On the other hand, the south\nhad one of the most outstanding kindergarten training centers in America\nduring the early ’90’s located at Louisville, Kentucky. Two outstanding\nleaders were in charge here, Annie E. Bryan, who died during her early\nprofessional career, and her successor, Patty Smith Hill, now of Teachers\nCollege, Columbia University, both of them superior southern women with\nvision, courage, and the ability to execute. Today as a result Louisville re¬\nmains one of the strongholds of public school kindergartens in the south.\nSavannah, Georgia, has had free kindergartens for many years. In ad¬\ndition to Louisville, we may name Knoxville and Kingsport, Tenn., Atlanta,\nGa. ; New Orleans, La.; Asheville, N. C. ; Jackson and Meridian, Miss.;\nDallas, Texas, and no doubt others all maintaining public kindergartens.\nChattanooga and Memphis are both working very hard to have kinder¬\ngartens, fully supported from public funds. At present they are partially\nsupported, supplemented by parents.\nThere has always been a city interest in kindergartens in the south. Is\nit possible that the kindergarten in America has been over-urbanized and\nhas not met the needs of small towns and rural districts? This is, of\ncourse, a practical problem due to the fact that the cities had the numbers\nnecessary to support the work. Now that our country schools are no\nlonger isolated and have much better housing facilities and much better\ntransportation would it not be possible to have school busses for kinder¬\ngarten and primary children to be taken home earlier in the day, to avoid\nlong waits and lack of occupation?\n\nIt is our hope that some wide-awake\n\ncounty superintendent and some experimentally-minded early elementary\nteacher will combine forces and begin to try out in the south in a country\n\n"}
{"page": 130, "printed_page": null, "text": "126\n\nNational\n\nEducation\n\nAssociation\n\nschool worthwhile kindergarten and early grade work, using activities and\nlocal materials to demonstrate conclusively that the rural school has many\nadvantages for young children over a city situation.\nIt will be necessary for our state teachers colleges to train teachers of\nthe south from the standpoint of the young child’s needs educationally\nrather than offering blanket courses in methods and school management\nalone. When we give kindergarten and early grade teachers a common\ntraining in our teachers colleges, an understanding of a psychological and\neducational unit, when we emphasize the teaching of children as well as\nsubjectmatter, then will we begin to build our public school practise from\nthe bottom up, rather than from the top down.\nThe south’s interest in the education of the young child is making itself\nfelt in many directions: preschool child study-groups, health clinics for the\npreschool child, parent-teacher association work for welfare of young chil¬\ndren, American Association of University Women and their plans of study,\nmen’s civic clubs inviting speakers interested in childhood education — all of\nthese forces are at work in the south. Relieved from economic pressure the\nsouth is now able to look in upon itself and take stock of certain spiritual\nvalues.\nEducation in all its phases is the answer to this demand. We begin with\na high interest in the adolescent boy and girl and gradually work our way\nback to the earliest education of the child.\nWith a changing civilization, with changing home life, there is new ap¬\npreciation felt today for intelligent guidance of young children. There is\na growing demand everywhere in our southland that young children shall\nhave the advantage of an intelligent, college-trained teacher — one who\nunderstands the emotional, social, mental, and physical balance essential to\nwholesome growth and development. As a result we find the most promis¬\ning and hopeful outlook for the education of young children. Our state,\nour country, our city school authorities must make increasing provision for\nmore space within and without the school, more and better trained teachers\nand more equipment that is fundamentally sound educationally. This does\nnot necessarily mean added expense but a wiser use of the resources already\navailable.\n\nAll of this calls for teachers that are human, as well as professional, for\nadministration that permits enough margin in a school day for both teachers\nand children to live a life together that carries farther and deeper than any\nfacts ever learned.\nDr. Whitehead says in his new book on Aims of Education that “Culture\nis activity of thought, sensitiveness to beauty, and human feeling. It has\nnothing to do with scraps of information.”\n\n"}
{"page": 131, "printed_page": null, "text": "General\n\nSOME\nM.\n\n127\n\nSessions\n\nIMPORTANT ELEMENTS IN TRAINING\nOF YOUNG CHILDREN\n\nR. TRABUE,\n\nCHAIRMAN\n\nUNIVERSITY\n\nOF\n\nOF\n\nTHE\n\nNORTH\n\nDIVISION\n\nCAROLINA,\n\nOF\n\nTEACHERS\n\nELEMENTARY\n\nCHAPEL\n\nHILL,\n\nN.\n\nEDUCATION,\nC.\n\nIn order that this discussion may not be misunderstood, certain assump¬\ntions should be clearly stated at the outset. First of all, the speaker makes\nno claim that all the important elements in the training of young children\nwill be mentioned. An individual observer cannot hope to see in their\nproper perspective all the many sides of such a problem. It should be\ndefinitely understood, therefore, that the elements to be discussed are those\nwhich seem to the speaker to need special emphasis at the present moment,\nparticularly here in the south.\nIn the second place, in talking about the training of teachers for young\nchildren, it is assumed that these children are to be studied by their teachers\nand developed along the lines in which the children as individuals show\nmost promise of creative activity. This discussion is not at all concerned\nwith training teachers to impart a uniform set of facts or ideas to the\nmemories of small children, but rather with training teachers to stimulate\nand encourage the natural growth of normal capacities and wholesome per¬\nsonalities in the individual children who are placed in their care. Although\nmany of these children should in the course of their development gain a\nworking mastery over some of the same skills, associations, and concepts, the\nmastery of these would be encouraged by the teacher, not because such mas¬\ntery was desirable as an end in itself, but because the attainment of that\nmastery by that particular child had been thoughtfully chosen by the teacher\nas a fruitful avenue through which the child might grow in his capacity to\nachieve a wholesome personality of his own. In other words, this discus¬\nsion is concerned with training teachers to use intelligently school tasks\nand other childhood experiences, each in its own appropriate place, as tools\nfor the molding of fruitful individuals.\nIt is further assumed that the pupils concerned in this discussion are to\nbe trained in the public schools for citizenship in a democracy. It is as¬\nsumed that these young citizens, after they have been taught by the teachers\nwhose training is being considered here, will not give their votes to the\nparty to which their fathers belonged, unless that party shows valid evi¬\ndences of its superiority in meeting the political and economic problems of\nthe day. These young citizens are to seek freedom and justice for all man¬\nkind, even when it means that they individually must sacrifice certain per¬\nsonal pleasures and special privileges. These assumptions make it neces¬\nsary to assume that the prospective teacher believes thoroughly in democracy,\nin the worth of common people, and in the value of public schools.\nThis discussion assumes also that instructing young children is one of the\nmost important tasks to which an intelligent person can give his life. It\nhas been reported that the old Jesuit teachers of the Catholic Church felt\nconfident that one who had been tutored by them during his early youth\n\n"}
{"page": 132, "printed_page": null, "text": "128\n\nNational\n\nEducation\n\nAssociation\n\nwould not forsake the church in his later years. We\n\nhave all heard popular\n\nproverbs emphasizing the importance of the period of early youth.\n\n“As the\n\ntwig is bent, the tree’s inclined/’ is perhaps the best known of these. But,\nin spite of our frequent verbal affirmations of the importance of childhood,\nmodern psychology is assigning to it a vital significance such as we had\nnever really believed it could possess. We are now asked to believe that\nno act of the young child, which is closely followed or accompanied by an\nemotional reaction, is ever really forgotten by his nervous system. The\npsychoanalysts constantly attempt to trace maladjustments in adult life back\nto emotional experiences in early childhood. They claim that in many in¬\nstances the adult has suffered daily from the results of an experience which\noccurred so early in childhood that it can scarcely be remembered.\nRegardless of the extremes to which some of the psychoanalysts carry\ntheir theories, they have helped us to see childhood as a period in which the\nseeds of character and personality are being sown. The magnitude and\nimportance of the task of teaching young children has not yet been fully\nrealized, even by the teachers who are engaged in it. Whether a given\nchild shall develop and pass on to his adult self a personality characterized\nby sincerity or deceit, friendliness or enmity, seriousness or frivolity, cooper¬\nation or competition, optimism or pessimism, is being determined during the\nearly years of his life. The extent to which the character of the social,\npolitical, and economic life of the nation today is the result of the work of\nthe primary teachers of yesterday is being recognized but slowly.\nHaving listed some of the assumptions that underlie my thought, I am\nnow ready to indicate some of the “important elements’’ suggested in my\nprinted topic.\nThe firs: proposition I wish to make regarding the training of teachers\nfor these young children is that the institution which undertakes to train\nthese teachers, especially if it receives financial aid for that purpose from\nthe state, is responsible in large measure for the character of the instruction\ngiven by its graduates. Teacher-training institutions have been slow to\naccept this responsibility, chiefly because they have been reluctant to give\nup other less specialized runctions. Since the girls who wanted a liberal\narts degree, or a mere record of having attended college, paid the same\ntuition and swelled the enrolment figures just as much as the same number\nof prospective primary teachers, the training colleges have not found it\nexpedient to set up and to maintain the high standards of professional skill\nwhich they might have maintained. I believe that we now have sufficient data\nabout the factors which make tor success in this field to enable any college,\nwhich seriously wishes to turn out superior teachers only, to guarantee the\nquality of the instruction which its graduates offer. And I do not believe\nthe colleges are justified in continuing to shirk their responsibilities in this\nmatter.\nThe excuses offered by our training colleges for not taking this responsi¬\nbility are not fully convincing. They tell us that one cannot be sure that\na girl who fails in her practise teaching will actually fail in a classroom of\n\n"}
{"page": 133, "printed_page": null, "text": "General\n\n129\n\nSessions\n\nher own, or that the girl who succeeds in her practise teaching will be\ncertain of success in a public school position. They also tell us that the\ngirls who fail as teachers will nevertheless be greatly helped by having had\nthe courses in psychology and education that are prescribed for the develop¬\nment of skill in primary teaching. There is enough truth in these excuses\nto silence the usual critic, but they do not excuse the institution for the\nineffective learning done by forty children the year after an incompetent\ngirl receives her diploma. They do not answer the complaint of the well\ntrained and successful teacher, who wishes to obtain an increase in salary,\nbut who finds that the board of education has decided to employ a younger\ngirl who has just received her diploma.\nAs a matter of fact, an institution which was wholeheartedly given over\nto the one task of training teachers would gain in prestige, in influence, and\nin enrolment by refusing to give its diplomas to those who could not meas¬\nure up to high standards in actual teaching. This phenomenon of increased\npopularity and growth following the raising of professional standards may\nbe observed in the history of vocational schools in all parts of this country.\nAny faculty or board of trustees, which will not be moved in this direction\nby professional ethics, might perhaps be moved by the argument of increased\nenrolments and consequent increases in financial resources. By whatever\narguments the authorities may be persuaded to take such action, simple\njustice to the children of our primary grades demands that teacher-training\ncolleges begin to recognize definitely as their own failures any deficiencies\nfound among those who have received their diplomas.\nThere are in general two opportunities for the training college to safe¬\nguard the quality of teaching done by its graduates: first, before candidates\nare admitted, and second, during the training course. Those who believe\nin democracy object to the closing of the public schools to any group of\nchildren. They are, in my judgment, quite right. If any boy or girl does\nnot have the particular type of interest or ability required for success in an\nacademic course, it is the duty of the public school officials to provide in the\nschools other work of such a character that this pupil may find in it both\ninterest and success. We have no right to say to any child, “You cannot\nhave the benefit of instruction at public expense. But entrance to a voca¬\ntional course for the training of teachers for these children is a very dif¬\nferent proposition. The state not only has the right, but it has an unavoid¬\nable duty to protect its primary pupils by refusing to accept for training\nthose young people who are in any way incapable of becoming satisfactory\nteachers. The same objective which requires the state to train all children\nrequires it to refuse to issue a teaching certificate to one who\ntent as a teacher.\n\nis not compe¬\n\nThe state should give each child a type of training which will enable him\nto maintain himself as an economically independent person. But the state\nmust not waste its funds. It is wrong and wasteful to try to make a taxi\ndriver of a blind person. It would be foolish to try to make a life guard\nat a bathing beach of a man\n\nwho had no arms.\n\nAnd\n\nit is just a* certainly\n\n"}
{"page": 134, "printed_page": null, "text": "1 30\n\nNational\n\nEducation\n\nAssociation\n\nwrong to attempt to make a primary teacher of a person who dislikes\nchildren, who is repulsive to them, or who is not sensitive to their needs\nand interests. Such a person should certainly be prevented from teaching,\neven though the state might, perhaps, very properly give that same person\na thorough vocational training in banking, in law, or in agriculture. The\nargument is not against vocational training, but against exposing innocent\nchildren to the possibility of having to waste time and energy under the\ndirection of a “teacher\" who cannot teach.\nPlease note that I suggest putting upon the training college the responsi¬\nbility for determining who has the ability to become a teacher. It is possi¬\nble that an occasional person may experience a fundamental change in nature\nwhile in the college, and that elimination before admission to the training\ncollege might keep out of the profession a few reasonably good teachers.\nBut it is more economical to eliminate impossible candidates before they\nbegin to study than it is to keep them in classes for several years and then\nrefuse to give them diplomas. Any school that has more money than it\nneeds might perhaps be allowed to accept all who apply for training, but\nno training school should be allowed to give a teaching certificate to a\nperson who does not have teaching ability of a respectable order. Whether\nunfit persons are to be refused admission to the school or eliminated during\nthe training \"course is a matter for each institution to decide for itself in\nthe light of its own organization and financial resources, but that the unfit\nshall in some way be prevented from receiving teaching diplomas is a\nprofessional responsibility which no training school can properly shirk.\nThe factors disqualifying one for teaching young children are frequently\nmatters of personality rather than of mental or physical disability. A\nsecond-year student in a certain normal school, during her first week of\npractise teaching, appealed to her supervisor for an explanation of the atti¬\ntudes her pupils were showing toward herself and her work. “Why is it,\"\nshe asked, “that in spite of the fact that I am doing exactly as you told us\nto do, the children dislike me and refuse to do what I ask or to listen to\nwhat I say?’’ There was nothing for the supervisor to answer, for this\ngirl, although physically and mentally normal, was colorless and depressing\nin her personality, and utterly without that liveliness and human interest\nwhich appeals to children. There was no more hope of making a good\nteacher of that girl than there would be of making an orator of a person\nborn deaf and dumb. For the sake of the children needing instruction,\nthose people who do not have the types of personality required in teaching\nshould be detected and prevented from obtaining teaching diplomas.\nA second proposition which I wish to make is that even where the highschool graduates entering the training college have normal bodies, minds,\nand personalities, it takes longer than two years to make them good teachers\nfor young children. The making of a successful teacher involves infinitely\nmore than the memorizing of certain facts about materials, methods, and\ntechnics. One must develop not only certain knowledges, but also many\ndifferent ski' Is, habits, and attitudes, which cannot be effectively acquired\n\n"}
{"page": 135, "printed_page": null, "text": "General\n\nSessions\n\n131\n\nin any other place than in a teacher’s position before a class of real pupils.\nThree or four years of training is just as necessary in developing a skilful\nteacher for kindergarten-primary\nteacher.\n\nwork\n\nas in developing\n\na high-school\n\nThe training course must, first of all, provide the prospective teacher with\nsuch experiences as will make him a wholesome, well-adjusted personality.\nThe prospective teacher must not only enjoy good health, but he must\nunderstand how to maintain and to increase his physical vitality. He must\nlearn to regulate and to employ effectively his entire emotional equipment.\nHabits of coordinating intellectual activity and conduct must be acquired\nand fixed in his character. He must understand himself, his abilities, his\ndesires, his environment, and his relationships to those about him. He must\neliminate all those mental conflicts that would disturb his adjustment to\nlife, for he is to be the center around which the lives of dozens of small\nchildren will revolve. His life must be such a solid and attractive struc¬\nture that the children about him will obtain delight and benefit by imitating\nhis behavior. The development of this type of wholesome personality will\nrequire time. It will require association on close terms with attractive,\nwholesome personalities in the college faculty, as well as knowledge of\ncollege textbooks.\nThe training course must also develop the student’s natural interest in\nchildren and their development. In a real sense such emphasis on subjectmatter as is found in the usual high-school or college course tends to detract\nfrom or to destroy this interest in children. One who has been required in\na history course to memorize fifty or a hundred dates in order to pass an\nexamination, or one who has been required in an English course to profess\na liking for dull and uninteresting classics is likely to gain the idea that\nthe value of an educational unit is directly proportional to its difficulty and\nlack of interest.\nScores of college professors, some of them professors of education, doubt\nthe educational value of easy and interesting activities. One who has\nworked through a difficult unit of subjectmatter seems to have a sophomoric\ntendency to feel that it would be valuable for everyone else to go through\nthe same “discipline.” All this emphasis on a subject causes the student to\nforget that subjectmatter should be considered a field for exercise, or a\nkind of gymnasium apparatus, by the intelligent use of which he may\nstrengthen his muscles and develop greater coordination of his powers.\nThe teacher-training institution must not only subordinate subjectmatter to\npupil development in its own courses, but it must also overcome the effects\nof four years of emphasis on subjectmatter in the high school, and it must\nbuild up correct attitudes and habits for the prospective teacher to use in\nhis own teaching.\nIn addition to directing the prospective teacher’s attention to creative\nactivity and growth rather than to subjectmatter, the training college must\nlead him to the habit of seeing wholesome pupil activities as the best type of\npreparation for desirable adult activities. There is still great need for\n\n"}
{"page": 136, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nAssociation\n\nthis young adult to study while in college his own adult problems, but he\nshould at the same time be considering how his pupils may, through meeting\nintelligently their present childish problems, be most adequately prepared\nto meet the problems which maturity will later thrust upon them. Over¬\nemphasis on the mature life, however, will tend to overshadow or to elimi¬\nnate from consideration the present interests of the child, which supply not\nonly the motives but also the materials on which young children exercise\ntheir powers.\nAnother responsibility which the training college must assume is that of\ntraining the teacher to observe the whole child in all his relations and ca¬\npacities rather than one side of his nature in a limited environment. It is\nso easy to confine one’s attention to the obvious elements in a situation. All\nof us may take warning from having seen during the past few years some\nschool official who suddenly became “scientific.” Tests of achievement in\nsome chosen subject were administered to the pupils, scored, and tabulated.\nThe announcement was made that the pupils in that school system were\nvery deficient in that subject in which they had been tested. Elaborate pro¬\ngrams of remedial work were then developed to strengthen the pupils in\nthat subject, taking time and effort away from other subjects which had not\nbeen tested and in which, for all anyone knew, these pupils may have been\nmuch more deficient than they were in the subject measured. This childish\nprocedure has been followed in all parts of the country, in spite of its one¬\nsidedness and utter inadequacy.\nThe use of objective tests and standard scales is to be encouraged in\nevery possible way, but those who use such tests should realize that in edu¬\ncation, as in medical practise, a single measurement by itself gives no indica¬\ntion whatever of what a child needs. It is the pattern of the relationships\nthat exist among many different measurements of an individual that gives\nthe experienced diagnostician suggestions as to what treatment is needed.\nIt would be absurd for a physician to consider no other facts than the child’s\nbodily temperature. And it is equally absurd for a teacher or supervisor to\nprescribe more drill in addition just because the child has a low score in an\naddition test. His score in spelling might, if it were obtained, be found to\nbe twice as deficient as his score in addition, and his score in selfreliance, or\nin sense of responsibility for community health, might be found to be abso¬\nlutely zero. It is time to face this problem squarely, and to seek regarding\nevery child the most exact possible measurements of all of his abilities, in\norder that we may study the types of patterns that exist among the various\ncharacteristics of pupils, and in order that we may learn what educational\nprescription obtains the best results with each type.\n\nSince we have accepted the pupil’s growth and social development as the\ngoal of education, rather than mere knowledge of specified subjectmatter,\nit becomes necessary for the would-be diagnostician to measure and to chart\nthe relationships among many characteristics of the pupil that were not\npreviously considered as matters in which the school should take an interest.\nFacts concerning the pupil’s ancestry, early childhood, and home\n\nlife must\n\n"}
{"page": 137, "printed_page": null, "text": "General\n\nSessions\n\n133\n\nbe included in the picture. Knowledge of his physical and emotional his¬\ntory is necessary. Data must be assembled regarding his personal habits,\ninterests, and recreations. And finally, all these facts must be interwoven\nwith the most objective, cumulative records obtainable of his growth in the\nschool subjects, in order to reveal the personality pattern or diagnosis on\nwhich the educational practitioner may base his treatment of the case. The\nability to make\nshort time.\n\nsuch analytic-synthetic studies cannot be developed in a\n\nThis type of study of individual pupils has thus far been illustrated most\nadequately by the visiting teachers in their work with problem cases. One\nwho has read thoughtfully the case studies reported by Miss Sayles in\n\nThree Problem Children , The Problem Child at Home, or The Problem\nChild at School, or by Miss Zachary in Personality Adjustments of School\nChildren, must have been impressed by the tremendous service which simi¬\nlar studies of each normal pupil would render. Perhaps it is unnecessary\nto give each teacher of young children as thorough training in social case\nwork as the National Committee on Visiting Teachers prescribes for trained\nvisiting teachers, but certainly we\n\nshould provide every prospective public\n\nschool teacher with the visiting teacher’s point of view toward pupils and\ntheir development.\nTeacher-training colleges should develop in their prospective teachers a\nkeen appreciation of the vital importance of all those personality factors\nwhich determine the social relationships and the personal happiness of the\nindividual pupil. The importance of complete, accumulative, objective\nrecords of each pupil should be learned, together with the specific technics\nto be used in keeping these records up to date. A reasonable degree of skill\nin diagnosis or interpretation of these records should be developed, and the\nideal of using in each diagnosis all the data obtainable should be firmly fixed\nin the professional character of the teacher. In addition to these ideals,\nattitudes, technics, and diagnostic skills, the teacher must know life and\nsubjectmatter so thoroughly that she can in each case make that educational\nprescription which will be of greatest service to the individual pupil and\nthrough him to society.\nIt is obvious that this preparation for teaching young children cannot\nbe obtained in a two-year normal school course. There is room for doubt\nas to whether a four-year training course would be entirely adequate for\nsuch preparation. Certainly there would be little time left for the tradi¬\ntional “cultural courses” usually required for a bachelor’s degree. But\nthis discussion is not concerned with degrees. The training of teachers for\nyoung children is the topic of this paper and the purpose of the program\noutlined, of which there is one additional feature to be described.\nThe\n\ntraining course here presented aims to develop certain attitudes,\n\nideals, powers, skills, and habits. These require time for their develop¬\nment. They result from specific acts followed or accompanied repeatedly\nby the satisfactions that come with successful performance. The desire to\nsucceed and the satisfactions of success are much greater in a real classroom\n\n"}
{"page": 138, "printed_page": null, "text": "17\n\n1\n\nNational\n\nEducation\n\nAssociation\n\n1 J-+\n\nsituation than in an artificial or practise teaching situation. Why should\nthe prospective teacher not spend a considerable amount of time, before he\nreceives his certificate, in actually practising these attitudes and habits in a\nreal classroom for which he is fully responsible, but in which he may have\nthe guidance, stimulation, and criticism of the experts from the training\ncollege? There is no longer any real necessity for confining a student to a\nsingle city block during his period of professional study. The most helpful\ncontacts I have ever seen between university instructors and wTould-be teach¬\ners have been in public school classrooms.\nIn one southern state university a considerable part of the teacher’s pro¬\nfessional training is conducted in a most interesting manner. The univer¬\nsity instructor arrives at nine oclock each week at the public school in\nwhich his students are regularly employed as teachers. He spends the entire\nday in their classrooms, observing, encouraging, discussing, answering ques¬\ntions, demonstrating, studying, and helping his students. At four oclock in\nthe afternoon the entire group comes together for two hours, during wThich\nthe instructor draws the illustrations for his discussions from the experiences\nof the day. Principles of education, technics of instruction, and units of\nsubjectmatter are real and dynamic in these classes. The instructor on\nleaving the class does not wonder whether any of its members will ever\nactually try out his theories “when they get out into a real job.” He knows\nthat when he comes back next week most of the members of the class will\nbe ready to tell him exactly where his theory breaks dowrn or succeeds. If\nthe instructor tries to blame the student-teacher for the failure of some\ndevice, he is immediately invited to demonstrate his own skill with it.\nPedagogical “bunk” is reduced to a minimum in such courses, while growth\nin teaching power approaches its maximum, both in rate and in value.\nWhat right have we to expect expert teaching of unseasoned people wTho\nhave spent two or three years in a highly academic atmosphere, wholly apart\nfrom the problems of a common public school of the type in which they\nwill have to teach after graduation ? I believe we have a right to ask that\nthe training college recognize its responsibility for the quality of instruc¬\ntion given by its graduates, and that it vitalize its professional instruction\nby offering a considerable part of it in the regular public school classrooms\nof its student-teachers. Such a program cannot be conducted successfully\nbv secondrate college instructors. It requires real ability and professional\nskill, but it is tremendously effective and satisfying.\nAfter all, little can be done in the limited training school period other\nthan to develop a fully adjusted, resourceful personality in the prospective\nteacher and to establish correct attitudes and points of view toward young\nchildren and their development. The training college should recognize\nthat effective habits of instruction and discipline do not develop and become\nfixed until the teacher is actually at work in his own classroom. The in¬\nstitution should therefore go with its novices — watching, stimulating, and\nguiding them until they have actually mastered the habits and technics of\nfruitful instruction.\n\n"}
{"page": 139, "printed_page": null, "text": "135\nGeneral\n\nA NEW\nHUGH\n\nGRANT\n\nTION,\n\nWORLD\nROWELL,\n\nTEACHERS\n\nM.\n\nFOR\n\nSessions\n\nTHE\n\nD., ASSISTANT\n\nCOLLEGE,\n\nCOLUMBIA\n\nHARD\n\nOF HEARING\n\nPROFESSOR\n\nOF\n\nHEALTH\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nEDUCA¬\nCITY\n\nNo one, who has not so suffered, can imagine the torments through\nwhich those persons must go, who have been deprived of some major sense\nor ability possessed by the most of their fellow beings. Perhaps this loss\nis not felt so greatly by those who have never, even at birth, possessed\nsuch sense or ability, yet the social barrier resulting from such handicaps\nis inevitably present even for these latter individuals. It is the duty of\neducators to help defectives surmount their social barriers.\nEducators have concerned themselves, and rightly, with the problems\nof the normals, first of all, but the time has come wffien the subnormals\nmust be given careful consideration in any complete school program. The\nwork with the mentally deficient is well under way ; gifted children are\nbeing well socialized under the leadership of Terman, Hollingworth and\nothers, who likewise led the programs for the mentally deficient.\nUntil almost the present time, however, physical defectives have either\nbeen neglected or have been hustled off to special institutions. It is inter¬\nesting to find that the primary objective of such institutions is, at the\nmoment, not to hold these unfortunates forever, but rather to restore\nthem to normal social life and contacts as soon as possible, trained, to the\nextent of human knowledge in the ways of best meeting the limitations\nset by their particular handicaps. So there exist excellent schools for the\nblind, the deaf, the crippled, and other physical defectives. Such schools\nare, however, insufficient in number or scope to meet the known needs of\nthe communities they serve. Furthermore, in spite of economical admin¬\nistration, the cost per person served must be fairly large. No complaint\nmay be made of the cost as such, except that the field of activities of these\nsplendid institutions is limited thereby. It is therefore desirable and neces¬\nsary to increase the turnover in such institutions as much as practicable and\nto find means to educate individuals who can not logically in any case\nbe so served.\nDefects of any sort are a matter of degree. In terms of vision, there are\nall stages from normal through to complete and everlasting blindness. The\nsame is true for hearing. It seems logical that the same methods of aid\nin education and socialization cannot be applied all through the scale. In\nother words, where one of the senses is not totally absent, it is desirable\nand necessary to use to the fullest practicable degree what is left of that\nsense.\nSo, one finds sight-saving classes for pupils who lie in the sector between\nnormal vision, or vision correctable to nearly normal, and blindness, either\nactual or potential and presumably inescapable. Along the curve of de¬\ngree of defect teaching methods are different. Education itself is different,\nexcept that all through the scale is found the same striving toward as near\nnormalcy as is possible, as the goal of the program for the defective.\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nThe problems of the auditory defective are the most pitiable of all. Yet,\nstrangely enough, the auditory defective is considered socially unattractive\nand inspires impatience or even actual hatred as compared with the visual\ndefective for whom everyone has liking and sympathy. It is interesting,\nhowever, that this same sympathy for the visual defective is the stumbling\nblock on which this group lose out economically. A blind pianist is adver¬\ntised, not as an artist of merit, but as a freak to whose exhibition one must\ngo out of pity. This in turn, has led to difficulties in the blind securing\ncertain employments which are fitting and profitable for them. It may be,\nthen, because of the tendency to hold the auditory defective up to the stern\nline of normalcy standards, that the salvation of this group may be accom¬\nplished socially. If this is to be done, the implication is that the means\nwill be improved methods of communication between the normal individual\nand the auditory defective. Auditory defectives communicate with one an¬\nother with fair satisfaction at present and show a fine spirit of patience and\ncooperation in this respect.\nWhat then is the basic reason for the social unpopularity of the auditory\ndefective, for the supposed pessimistic attitude of these persons, and for\ntheir reputation of being stupid and inattentive ? This reason has been\nbest expressed in the sentiment that when anyone speaks to the blind, a new\nworld is opened ; when anyone addresses the auditory defective, the world\nis shut out. This latter group find themselves striving, at first, to catch\nthe words of any conversation. The strain is terrific. Physical exhaustion\nresults. Nerves are on edge. Then comes the stage of rationalization of\npersuading oneself that the game is not worth the candle. The defective\nthen becomes an intellectual desert amid great mental fertility, a selfdesignated pariah, and soon an invert.\nIn spite of all this contrast with the optimism of the visual defective, it\nis found in problem clinics that there is no special psychiatric situation char¬\nacteristic of the blind or the auditory defective, but that the reactions of\nmost defectives of all sorts to problem situations are much, if not entirely\nthe same.\nThis latter finding strengthens markedly the belief that, if effective means\nof social communication are found and provided for the auditory defec¬\ntives, much can be accomplished for them along the lines laid out in the\nnewer education, and a new world opened to them. This seems particularly\ntrue for the non-total defectives, now classified as the hard of hearing. In\nthe present terminology the approved designation for the individual with a\ncongenital defect is \"deaf”; for the individual with an adventitious defect\nis “hard of hearing” or “deafened.”\nThese terms are, however, undefinable in terms of educational situations\nat present. It will be necessary to establish means of classification on basis\nof degree of defect and on the basis of educational methods recommended,\nbefore these group terms can be defined objectively.\nAssuming a group of the mental level accepted as the range for normals\nwithout auditory defects, calibration of degree of defect is the first step.\n\n"}
{"page": 141, "printed_page": null, "text": "General\n\nSessions\n\n137\n\nOutside the normal mental levels, the situation is complicated by the addi¬\ntional mental defect present and in general the educational treatment is\nbased primarily on the mental defect.\nCalibration must be made by some objective method. Otologists have\nlong known this and have developed various tests and apparatuses in an\nattempt to meet known needs. However, till the invention of the various\ntypes of audiometers, namely the phono and tuning fork varieties, calibra¬\ntion has been impossible. The phono audiometer is used for group screen¬\ning, and the tuning fork types for individual testing. It is unfortunate that\nthe literature of the phono audiometer is so filled with the amateur surveys\nby persons who have not even proved poor mechanical testers. The data is\nimpossible of interpretation, yet it has been used for conclusions which can\nonly be damaging to the solution of the whole problem. Educators are\naltogether too eager to accept as final, new ideas and mechanisms before\nthey have been given sufficient trial to be out of the research stage. There\nis no criticism for being interested in new ideas. The criticism is for fail¬\nure to understand the difference between research and sound practise. The\nBell Telephone Laboratories should not be criticised for this unfortunate\nsituation. It has arisen because of unwise interpretations of data beyond\ntheir control.\nOne thing is certain. Some sort of audiometer for screening all school\npupils is necessary to the success of any educational program involving the\nauditory defectives. From this first test the next step is a more accurate\ninstrument covering the range of hearing both in terms of vibration units\nand in actual social situations. After all, it is workable hearing that is the\nkeynote.\nIn any case, the audiometers are only part of the examination program.\nClinics like Fowler's make a most searching general investigation of the\npatient and this is necessary for a complete understanding of the case.\nNevertheless, for classification for educational purposes, it may be that some\naudiometric method will be ample.\nGranted some method for classification, three further possibilities are to\nbe faced : ( 1 ) Possible improvement of the defect through remedial treat¬\nment. This is a matter for the otologists. One valuable hint is that the\nbest stimulation for the auditory organ is the human voice. (2) Better¬\nment of residual hearing through mechanical devices. Instrumental aids\nto hearing have been greatly improved and while somewhat cumbersome in\nsome instances are very effective and inconspicuous. None of them are as\ngood as glasses for visual defectives. (3) Non-instrumental means of com¬\nmunication where practicable. This third phase is worth discussing in\ndetail.\nBarring the use of written language, two non-instrumental means of\ncommunication are advocated : ( 1 ) Finger spelling, a system of signs of\ntwo sorts — signs for letters and signs for words, that is, a sort of finger\nshorthand. Finger spelling has the disadvantages of being conspicuous and\nrequiring training of both sender and receiver. (2) Lip reading.\n\n"}
{"page": 142, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\nLip reading, roughly, is reception of thought or ideas through observa¬\ntion of the movement of the lips of another person. It is not a perfect\nthing. Rather it is an aid to shrewd guessing. Out of a sentence of ten\nwords, a lip reader would usually be able to read or guess enough words to\nget the thought. Some use the term “speech reading\" for this practise, but\nthe term is not selfdefining and there seems no sound justification for sub¬\nstituting it for a term which is selfexplanatory even to the person most un¬\nfamiliar with the education of the auditory defectives.\nLip reading is probably as old as speech itself. It may well be part of the\nhearing equipment of every human being. In other words, every individ¬\nual, normal or otherwise, probably hears, in part with the eyes. This can\nbe demonstrated and it is the practise in public lip-reading championship\ncontests to offer one free-for-all in which even normals participate. They\ndo surprisingly well. The deaf mute, having never heard, probably has no\nintrinsic lip-reading skill.\nThe problem, then, is to teach lip reading to those who need it. A rough\nstandard for classification is to give this training to all whose hearing is\nsufficiently defective to interfere in any way with their normal social activ¬\nities. This idea differs from the earlier practise of teaching lip reading to\nthe very deaf only.\nThe art of lip reading, from the teaching point of view, is young.\n\nThe\n\noutstanding systems have been the Nitchie and the Bruhn or Mulle-Walle.\nThe differences are theoretical rather than practical. It is quite evident\nthat, if lip reading is to be popularized and widely taught, it will be neces¬\nsary, in the very near future, to standardize this situation. The rapid loss\nof prestige of such basically interesting games as mah jongg and probably\ncontract bridge is attributable to nothing but the unwillingness of socalled\nauthorities to get together and agree on something. The lesson is obvious.\nIn any case, it must be well recognized that every pair of lips presents a\nsomewhat different problem and that no lip reader, even a national cham¬\npion, can overcome the handicap of a full moustache or a hand concealing\nthe mouth. Just as it seems to be impossible for certain individuals to\nspeak with clarity and crispness, and this makes one long for the days when\nspeech as such was part of a school program, so it is impossible for some\nindividuals to use their lips at all effectively in speaking. Lip reading is\ntherefore a thing which is either not 100 percent effective and never will\nbe or it is a comparatively new art capable of improvement. Time will\ntell which.\nThe ideal pupil for lip reading is the very young child, who learns to\nlip read inconspicuously. It is impossible to tell whether such an individual\nis hearing with eyes or ears, since such a child reads out of the corners of\nthe eyes as well as looking directly at the speaker. The adult learning to\nlip read usually reads face on and with a rather striking and conspicuous\nstare.\nFrom the point of view of organized education, lip reading is ideal. The\nonly requirement for the auditory defective of mild or medium degree is\n\n"}
{"page": 143, "printed_page": null, "text": "General\n\nSessions\n\n139\n\nthat he or she shall spend up to half an hour a day (usually much less\ntime) in special instruction. The rest of the school day is spent in actual\npractise in an absolutely normal situation, namely the ordinary classroom.\nEvery classroom teacher must be shown her part in the new program.\nSevere cases are a different problem and probably are not, for the present,\nwithin the province of the public school.\nIt would be possible to repeat amazing stories of what good has been\ndone for certain pupils by the learning of lip reading. This paper, however,\nhas behind it no desire for either sentimentalism or propaganda. It is sig¬\nnificant, however, that lip reading has opened up a new world or reopened\nan old world to many persons of all ages.\nThe great weakness of the education of defectives today is the limited\namount of educational research which has been given to this field. Methods\nare more likely to be based on what was believed to be successful teaching\nexperience rather than on any objective testing of results. What few\nstudies have been made seem to have been encouraging in their analyses.\nIt is very necessary that in the near future, educators familiar with the edu¬\ncation of normals pay more attention to the education of defectives, study¬\ning the special psychology involved, developing new approaches or approv¬\ning present ones, and in general building up a program which can be proved\nto be scientifically sound. In this program of research many must par¬\nticipate and contributions will come from specialists over a broad field far\nbeyond the usual limits of the borders of education.\nThese needs were well recognized at the meetings of the Committee on\nthe Problems of the Deaf and the Hard of Hearing, held recently in Wash¬\nington, D. C., under the auspices of the National Research Council. The\nmain question seems to be how to secure funds to carry on the necessary\nstudies. It is obvious that there is ample room for all who are in any way\ninterested in contributing to the solution of the many problems involved.\nTraining for teachers and supervisors for the education of physical de¬\nfectives has been made available at Teachers College, Columbia University,\nin cooperation with the National Health Council, through the National\nTuberculosis Association and the National Society for the Prevention of\nBlindness, and with the New York League for the Hard of Hearing.\nIt has seemed best to organize this program in close cooperation with the\nwork for mental defectives as it is likely that, in public schools, supervision\nof both fields will be under some one probably called the Supervisor of\nClasses for Defectives. In the new courses, many departments are in active\ninterest, including speech, educational psychology, mental testing, elemen¬\ntary education, educational administration, health education, music, and\nothers. Judging by present and prospective enrolment in classes, the new\ncourses are receiving favorable reception. Doubtless other teacher-training\ninstitutions will follow this lead. Provision is made for research courses,\nalong suitable lines.\nTo the educator, these possibilities in the field of education of physical\ndefectives thus briefly outlined mean new fields of service and endeavor.\n\n"}
{"page": 144, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nAssociation\n\nTo the physical defective, to the visual defective, to the fresh-air class\npupil, to the auditory defective, opening these new fields means far more,\nit means a new world, a new world where the defective may live a broader,\na happier, and more normal life in society.\n\nTHE\nEFFIE\n\nELEMENTARY\nMACGREGOR,\n\nSCHOOL\n\nPRINCIPAL,\n\nMINNEAPOLIS,\n\nWith\n\nJOHN\n\nLOOKS\n\nFORWARD\n\nBURROUGHS\n\nSCHOOL\n\nMINNESOTA\n\nthe establishment of our national experiment in democracy\n\nit was\n\nseen by leaders that success was dependent on an educated public. Lead¬\ning statesmen of that day commented and planned, at length, toward this\nend but it was left to an educator, Horace Mann, to wrnrk out the practical\nsolution of the problem.\nAt first people gave little thought as to what went on within the schools\nbut much earnest thought to the continuous establishment of schools. But\ninterest in education had been simultaneous with the birth of our democ¬\nracy so it was not long before school procedure evidenced the influence of\nthe governmental experiment.\nWhen Dr. Elliott suggested that it might be youths’ right to choose its\neducational program he had many supporters among educators as well as\namong laymen. Educators had begun to experiment with education for\ndemocracy and it was not long before Dr. John Dewey\ntional educational philosophy.\n\ngave to us our na¬\n\nFollowing this came the World War to which our young men were\ncalled by the thousand. Never was so large an army assembled in so short\na time and never was the need of the proper placement of men so great.\nArmy leaders called on leaders of education to furnish scientific methods\nby which these placements could be made. Psychologists rose to the occa¬\nsion and science entered the field of education through service to the\nnation. In a recent article by Dr. William H. Kilpatrick on the “American\nElementary School” Dr. Kilpatrick closes with this paragraph:\nWe have in America then the regrettable situation of advancing educational\nthought at variance with itself. The dominant philosophy of education is opposed\nby the dominant scientific practise. The outcome of this controversy will determine\nthe future development of American education, secondary and higher, as well as\nelementary.\n\nThose of us who are engaged, daily, in the solution of elementary school\nproblems know that Dr. Kilpatrick has stated with exactness the major\nproblem of the elementary school. The conflict is not often sharp but it is\nalways constant. We are scanning the horizon of educational activity, con¬\ntinuously, in search of that which will settle this strife. Probably no pre¬\nscription which will serve as a cure-all will ever be found but the problem\nmay finally be solved in an indirect way by meeting child needs as they\nbecome evident to us.\n\n"}
{"page": 145, "printed_page": null, "text": "General\n\nSessions\n\n141\n\nOriginally it was thought that education’s chief concern had to do with\nmental training only. Because character development has to do with men¬\ntal development we have always included character education as a part of\nour school program. Later we saw that it was necessary for a child to\nenjoy good health in order to be able to experience life to his greatest\ncapacity. Now we include health-training, medical and dental depart¬\nments, in school programs and no one would think it possible to operate our\nschools without these activities.\nOnly very recently have we concerned ourselves, from the standpoint of\nscience, with the child’s emotional reactions. It may be at this very point\nthat much of the controversy between educational science and educational\nphilosophy will be settled.\nIn Rugg and Shumaker’s Child-Centered School 1 they conclude the fore¬\nword with two sentences, one of which reads: “Tolerant understanding\nand creative selfexpression are the two great aims of the new education.”\nUnderstanding is like charity in that it should begin at home. It is the\nbusiness of every educator to train minds, character, and bodies and at the\nsame time to understand the emotional reactions of boys and girls to such\ntraining. We cannot hope to teach the youth of America “tolerant under¬\nstanding” if we ourselves do not appreciate the need of tolerance and of\nunderstanding. Why is this child a school problem? Let us call in one\nwho is scientifically trained in emotional reactions and find out. The dis¬\ncoveries may be painful to the parent and to the teacher but if the child\ncan be helped they will rejoice regardless of personal discomfort.\nThe layman hesitates in trespassing on the territory of trained scientists\nbut I believe that every woman is endowed with one instinct which psy¬\nchologists have failed to discover. Nothing in this world hampers the\nthinking and the actions of a woman so much as does furniture which can¬\nnot be moved or furniture which can be moved with great difficulty. Every\nmarried man\n\nknows\n\nthat I am\n\nspeaking the truth when\n\nI say that there is\n\nsomething in the mental make-up of woman which compels her to seek\nvariety in life through a change in furniture location. Most teachers in\nelementary schools are women, so progress in education has been hampered\nby our slowness in demanding furniture which can be moved and adjusted\nwith ease by the child as well as by the teacher.\nThe first paragraph of the first chapter of the aforementioned book\ntells of Dr. Dewey’s search for school furniture: for desks and chairs thor¬\noughly suited from all points of view — artistic, hygienic, and educational —\nto the needs of little children. Finally one dealer said, “I am afraid we\nhave not what you want. You want something at which children may\nwork; these are all for listening.”\nEvery elementary teacher in the land is thoroughly and sincerely inter¬\nested in applying modern procedure in classroom activities but many teach¬\ners find the traditional furnishing of schoolrooms not only a physical but a\nmental handicap. Yes, 1 know modern education has progressed in public\n1 Rugg, Harold and Shumaker Ann.\nYonkers-on-Hudi-on, N. Y. 359 p.\n\nThe\n\nChild-Centered\n\nSchool.\n\nWorld\n\nBook\n\nCompany.\n\n"}
{"page": 146, "printed_page": null, "text": "142\n\nschools which\n\nNational\n\nEducation\n\nAssociation\n\nare equipped in the traditional fashion but why\n\nhandicap\n\nprogress ?\nI know, too, that fewer children can be cared for in classrooms which\nare equipped with easily moved furniture. But when the public finds out\nthat fewer children in a classroom mean the better understanding of those\nchildren, emotionally, as well as morally, mentally, and physically, the pub¬\nlic will be willing to give the support necessary to carry out this program.\nSmaller classes in the elementary school will eventually mean smaller\nclasses in the high school and the college. The pupils will profit by the\npersonal consideration which it will be possible for them to receive at the\nhands of the teacher while the teacher will profit in the satisfaction of do¬\ning her truly best work. Art or “creative selfexpression,” in teaching, will\nbe given an opportunity to flourish.\nSince the success of our governmental experiment is so dependent on an\neducated public it would seem that the government and education should\nbe most closely allied. The government has always admitted its need of\neducation but it has been slow to see education’s need of a close activity\nwith it as a member of its family.\nEducators\n\nare ambitious that they shall properly educate boys and girls\n\nfor service in “The New’ World.” To be able to see this new w’orld\nclearly and inclusively one must be able to climb to the topmost heights\nand see wfith others who are responsible for national and wmrld affairs just\nhow’ the new world really does look.\nEducation needs membership in the Cabinet of the President of the\nUnited States in order to render the truest educational service possible to\nthe nation and to the w’orld.\nEvery professionally-minded educator solves his professional problems\nfrom the standpoint of the child. Teachers are interested in tenure because\nit will insure getting and keeping professional appointments\n\non professional\n\nmerit, only. We are interested in teacher-pension establishment because\nit will avoid much unnecessary concern in preparation for the time of retire¬\nment from service. Financial worry and the best professional service are\nnever closely associated. That is one of the reasons, too, why the profession\nis constantly wmrking to increase teachers’ salaries. With adequate salaries\nthe public may expect to employ teachers w’ho will be thoroughly equipped\nin professional training on entrance to the profession. It will be a great\nday for elementary education w7hen teachers can do special university work\nto enrich their particular professional service and not to get a degree in\norder to increase their salaries.\nTeacher-training requirements should be raised and, as they rise, salaries\nshould correspondingly increase. Vicarious learning has largely had its\nday with teachers as wrell as with children. If we are to know the newr\nworld we must be able to live in it as do other trained men and women.\nWe\n\ncannot do this to any inclusive extent on present-day salary schedules.\nWe shall realize these professional benefits, throughout the length and\n\nbreadth of the land w’hen every teacher in the land understands\n\nthat w*hat\n\n"}
{"page": 147, "printed_page": null, "text": "General\n\nSessions\n\n143\n\nwe get from our profession increases, with interest, in proportion to what\nwe give to it. Every teacher in the United States is benefited indirectly, if\nnot directly, because teachers themselves organized this great national\nprofessional organization, the National Education Association. When\nwe once catch the vision that teacher-organizations are ours, that their out¬\ncomes are the results of our endeavor, we throw ourselves into them with\nthe spirit of the crusader.\nWe are grateful to the few teachers who had this vision some sixty years\nago and who put it into effect through the organization of the National\nEducation Association. And we are grateful to the thousands of others\nwho have built up this magnificent professional spirit in this great organiza¬\ntion as its membership list approaches the 200,000 mark. Educational or¬\nganization is rapidly drawing the four corners of the nation into a com¬\nmunity of common professional understanding and common professional\nendeavor. It is beginning to do the same to the four corners of the world.\nIs it any wonder that we look forward to the day when every teacher in the\nland shall directly benefit by membership in this great professional activity?\n1. The elementary school looks forward then, first, to the solution of its\nbiggest educational problem. We cannot forego our educational philosophy\nnor can we forego the service that science is rendering to education. We\nare looking forward\nthe two.\n\nto the day when\n\nthere will be no controversy between\n\n2. We are looking forward to the day when the emotional reactions of\nevery child will receive the same professional consideration that moral,\nmental, and physical reactions now receive.\n3. And we look forward to the day when every schoolroom in the land\nwill be so furnished that every teacher and every child can work together\nin the most natural way possible.\n4. The elementary school looks forward to the day when education will\nbe represented in the national governmental family. We need the recogni¬\ntion that this will give to our profession to the same extent that the govern¬\nment needs our service.\n5. We are looking forward to a hundred percent professional member¬\nship in our local, state, and national professional organizations. In this\nway, only, can we bring about the benefits necessary to those in the pro¬\nfession. In this way can we improve our service so that present educa¬\ntional standards may rise to heights not yet visioned.\n\n"}
{"page": 148, "printed_page": null, "text": "144\n\nTHE\n\nNational\n\nTEACHER’S\n\nE. RUTH\n\nPYRTLEj\n\nEducation\n\nAssociation\n\nRESPONSIBILITY\n\nPRINCIPAL,\n\nBANCROFT\n\nAND\n\nSCHOOL,\n\nOPPORTUNITY\nLINCOLN,\n\nNEBRASKA\n\nThe teacher’s responsibility and opportunity was never greater than in\nthis present year of our Lord, 1929. The challenge to the whole teaching\nprofession was never stronger. The central theme of this whole Atlanta\nprogram, ‘‘Education for a New World,'' so fittingly chosen by our able\nPresident, Dr. Lamkin, points the way for this presentation of the teacher s\npart.\nSomeone\n\nhas said that the thinking and life of a nation may be molded\n\nand directed by the effective teaching done in the nation’s schools. Many\noutstanding illustrations of this could be cited. If a nation is to be military\nminded militarism must be taught to the youth. Germany and the late\nwar is often cited as an illustration. In the United States prohibition was\nvoted when a generation had been taught the economic value of temperance\nto the individual and to the nation. How important then that we, as\neducators, have a keen sense of values when building curriculums, when\nmaking plans for class instruction, when hearing daily classes.\nA sense of values in life, putting first things first , getting the emphasis\non that which is of most value, most worthwhile in building the life of\nour pupils, is needed by every member of our profession.\nAsk a college student why he is taking Latin or Math III or Chemistry\nII and he will say “For credit.'' Ask a high-school girl why she is taking\nEnglish III or History II and she is apt to say “It’s required.” Ask a\ngrade child of what use to him is the arithmetic in his 5A class and he\nmight say, “Oh, you just have to have it to get in the 6B.” Have they\nstated the honest answers? Are these answers reflecting the most worth¬\nwhile objectives in education?\nA teacher, working to establish health habits, asked the first-grade class\nwhy we should brush our teeth. Six year old Billy whispered to Bobbie,\n“Oh, isn’t she dumb not to know that — let’s tell her.”\nWe are, in our schools, spending much time, energy, and money in\nmemorizing a lot of the printed contents of the books in mathematics,\nchemistry, or English, or history. Does this knowledge memorized from\nbooks function? That, it seems to me, is the test. That which does not\n\nfunction by being of some use to the student is like useless lumber which\n“clutters up,” as Abe Martin would say.\nFortunate is that child who has the teacher who helps him to know, to\nappreciate his immediate environment.\nIs it too much to expect children to appreciate the beauty of the great\nout-of-doors? Shall we wait until we are adults to appreciate the beauty\nof coming spring, the charm of birds, the glorious sunset?\nAfter all, only a small part of one's education is gotten from books.\n\"There is education in the sky at night, the fields and prairies, the running\nbrook, the roar of Niagara, the song of the bird, the soil as the farmer turns\nit furrow by furrow, the song, the strains of instrumental music, the movie,\n\n"}
{"page": 149, "printed_page": null, "text": "General\n\nSession\n\n145\n\nthe billboard, the picture upon the wall, the management of the home, the\nvoice of a friend, the clasp of the hand, the panorama as it spreads each day\nbefore the eyes, the dark street, the gambling den — education good and bad\neverywhere.”\nHow, then, shall we get this appreciation in the child’s thought, this\nsense of life’s values so the child will choose wisely. Shall we expect it\ntomorrow or when the child becomes an adult ?\nShould not this teaching come in even7 day’s program, every day of the\nyear, and every year of his schooling ? Our best literature is full of it, but\nsomehow in our teaching of children, big and little, too often this wealth\nof treasure reflected in literature is taken by the child in the abstract, not\ntied in with his life experiences.\nHow many of your students knew intimately this spring by name the\ntrees and shrubs of your school yard or community? Why not? How\nmany of them, this spring of 1929, knew the birds, not as v2n Dyke says,\n“in books, but by their songs and their looks.”\nThe Kansas poet describes my state and yours.\nA mist on the far horizon,\nThe infinite tender sky,\nThe ripe, rich tents of the cornfield\nAnd wild geese sailing by,\nAnd all over upland and lowland\nThe charm of the goldenrod.\nSome of us call it Autumn\nAnd others call it God.\n\nDo\n\nall the young\n\npeople we\n\nteachers have a chance to influence, ap¬\n\npreciate, with Carruth, God’s countryside, or do they prefer the imitation —\nthe picture show in town?\nI’m trying to say, friends, in using this illustration of appreciation of\nnature or God’s world, that we believe it fundamental in our teaching\nthat we have a sense of values and put the emphasis on first things first.\nHenry Turner Bailey emphasizes that nature is the inexhaustible reser¬\nvoir of suggestion for all science; the trees, the birds, the butterflies, the\nmoths, the clouds, and the stars never cease to entertain and bless those\nwho have learned to love them. He says when we are wiser we will\nnot run the busses of the board of education to bring rural children into\ncity schools, but to take city children into the country that they may learn\nto know and love God’s first revelation to man, and feel at home in the\nnatural world because they are well acquainted with it.\nWhich is the greater tragedy, for a child to live in a crowded city in a\nhome and school environment that prevents his chance for training of\nappreciation of the real values of life, or the child living in the rural\nschool environment, perhaps surrounded by beauty of God’s great out-ofdoors and yet not appreciating it because of having “eyes that see not and\nears that hear not.”\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nNational\n\nEducation\n\nAssociation\n\nNot long ago I asked a twelve-year-old boy about the scarlet tanager\nwhich was nesting within a stone’s throw of his school. This modern\nrural schoolhouse was located in beautiful river woods, a locality well\nknown to ornithologists as one of the best in the United States for making\na big bird list. The boy did not know anything about the tanager, said\nhis teacher thought his class did not have time to study birds, they had so\nmuch arithmetic and geography “to get.”\nBishop William A. Quayle once said he would like to add a beatitude to\nthe list and quotes, “Blessed are those who have eyes to see and use them:\nBlessed are those who have ears to hear and hear with them.” The beati¬\ntude I would add is— “Blessed are those who help others to see.”\nThese blessed surely include the classroom teachers of America who\nhave the vision of putting the emphasis on first things first and put that\ninto practise in everyday classroom instruction. Fortunate, indeed, is the\nchild who is associated with that type of teacher!\nOne of your favorite writers in his “God\nthis philosophy of real values:\nThese\n\nof the Open-Air,” expresses\n\nare the gifts I ask\n\nOf Thee, Spirit serene:\nStrength for the daily task,\nCourage to face the road,\nGood cheer to help me bear the traveller’s load,\nAnd, for the hours of rest that come between,\nAn inward joy in all things heard\nThese are the sins I fain\nWould\n\nhave\n\nand seen.\n\nthee take away:\n\nMalice, and cold disdain,\nHot anger, sullen hate,\nScorn of the lowly, envy of the great,\nAnd discontent that casts a shadow gray,\nOn all the brightness of the common\nThese are the things I prize\nAnd hold of dearest worth:\n\nday.\n\nLight of the sapphire skies,\nPeace of the silent hills,\nShelter of forests, comfort\nMusic\n\nof birds, murmur\n\nShadows\n\nof the grass,\nof little rills,\n\nof clouds that swiftly pass,\n\nAnd, after showers,\nThe smell of flowers\nAnd\nAnd\n\nof the good brown earth, —\nbest of all, along the way,\n\nFriendship\n\nMay\n\nand mirth.\n\nI cite one more illustration of the point I am trying to make,\n\nhaving a sense of true values in teaching — the proper selection of text¬\nbook materials for teaching and the right slant of emphasis on teaching\nthat material so that truth and only truth is taught.\n\n"}
{"page": 151, "printed_page": null, "text": "General\n\n147\n\nSessions\n\nIt is well known that much of the discord, unhappiness, and lack of\nharmony in the world is due to ignorance and misunderstanding. Through\nfalse teaching, prejudices and hatred have been built and fostered. It\noften takes decades, even centuries, to eliminate the bad effects of such\nteaching. We had far too much of that in the late world war, as we all\nknow.\n• One of our widely read newspaper writers admitted after the war that\nhe wrote untruths about the atrocities overseas to inflame the feelings of\nhatred in America — people are better fighters when they hate. After the\ndeath of this writer, only a few years ago, the excuse was made that he\nwrote thus to help America — he wrote lies for the sake of patriotism.\nIs genuine patriotism dependent on truth or falsehood?\n“My country right or wrong”?\nNo. My country, may she be always right.\nDean William F. Russell, at the Seattle meeting of the Association, told\nin his able address, “International Gossip,” a story of President Kuo, the\ndistinguished Chinese college president. At the Toronto Biennial the\nstory was repeated by President A. O. Thomas when President Kuo was\non the platform. This story illustrates well some of the prejudice and\nlack of correct information we learned in our childhood.\nThe story ran : President Kuo was visiting schools in the United States\nfollowing the Edinburgh meeting and at times addressed groups of school\nchildren. One day, after a talk, the children were permitted to ask ques¬\ntions of the distinguished Chinese guest. The teacher was embarrassed\nwhen\n\none lad asked, “Is it true that Chinamen\n\neat mice and rats?” Dr.\n\nKuo smiled indulgently at the boy’s question and replied, “I’m not sur¬\nprised that you asked that question in that way. Some early American\nvisitor to China perhaps could not read the signs. A Chinese tourist in\nthe United States not long ago went home to China and reported that\nAmericans\n\nate dog meat, and when\n\nquestioned as to where\n\ninformation\n\nsaid that everywhere\n\nhe saw\n\nin America\n\nhe got that\n\nthe sign ‘hot dogs’\n\nabout the eating places on the highways.”\nDr. Russell made a plea for the open-minded, honest attitude of teachers\ntoward truth. We need, in our schools of America, textbooks in history\nand geography,\n\nnewspapers\n\nand\n\nmagazines,\n\nthat are written with\n\nthe\n\nopen-minded attitude of seeking the truth.\nThe World Federation of Education Associations, which meets next\nmonth in Geneva, sets as one of its purposes the study of sound forms of\neducation by the giving of accurate and satisfying information in regard\nto each other and by eliminating, as far as possible, the old-time prejudices\nand animosities which have too long dominated the world.\n\nCan we not in the schools of America “set our own house in order”\nwith a sense of true values secured by eliminating from our instruction\nthat which is not built on truth.\nMost\n\nof us as teachers believe that the hope of the world\n\nyouth of the world.\n\nis in the\n\nInternational goodwill and world understanding\n\nwill\n\n"}
{"page": 152, "printed_page": null, "text": "148\n\nNational\n\nEducation\n\nAssociation\n\ncome when a generation is taught and acts upon the principles of justice\ntaught by the great Teacher of all time.\nMay I quote a paragraph written by the college youth who won the\nsecond prize in the National Oratorical Contest of the 1928 Intercollegiate\nPeace Association. There is food for thought for the teachers of America\nin what this youth says:\nEducation for peace, moreover, involves the training of youth in international\nunderstanding. Are our schools developing minds of international understanding?\nNot if they teach jingoistic patriotism. Are they fostering human sympathy? Not\nif they inculcate hatred of other nations and fear of other races. Our educational\nsystem must take more and more definitely world peace as an objective. Let us\ncease to glorify militaristic campaigns and military heroes. Let us stress rather\nthe study of peace efforts, international sports, world contests. Let us urge the\nwider study of foreign languages and foreign culture. Let us show the indebted¬\nness of our land for other lands. Let the Atlantic and the Pacific be henceforth\nnot barriers separating enemies but links connecting friends. And finally, let the\nboy and girl seek out between themselves and other races, not points of difference\nbut interests held in common, bonds of friendship.\n\nDr. Fannie\n\nFern Andrews\n\nsaid at the Dallas meeting:\n\nThe teacher, the torch-bearer of truth, must go forward with this great adven¬\nture of international goodwill. And more, as the sower of the seed, which germi¬\nnates and blossoms into ideas and actions, the teacher needs clarity, knowledge.\nTeaching international goodwill is an intricate enterprise. It is based on realities,\non the actions of nations.\n\nHaving\n\na knowledge\n\nof real values in life and the courage and technic\n\nto “help others to see” is the teacher’s real responsibility and opportunity.\n\nPUBLIC\nWILLIAM\n\nCOOPERATION\nJ. BOGAN,\n\nIN SCHOOL\n\nSUPERINTENDENT\n\nOF\n\nPOLICIES\n\nSCHOOLS,\n\nCHICAGO\n\nThe need for public cooperation in the development of school policies\nhas become acute in recent years because : ( 1 ) the missionary spirit in\nteachers has led to an overemphasis of the ideal of teacher sacrifice, with\nthe consequent destruction of the ideal of pupil sacrifice; and (2) the\nselfishness and cynicism of adult society have weakened the natural idealism\nof youth. From these causes has developed a philosophy of self that has\nled to crime, corruption, and weakened morale.\nThe antidote for this poisonous philosophy lies in the stabilization of\nthe idealism of youth and a new emphasis upon the theory and practise\nof citizenship. But though youth has idealism, vision and high hopes, it\nlacks experience and the ability to make good judgments. Therefore, it\nneeds the help of the older generation. It needs moral support. It needs\nthe support of a spirit among adults that will not only give recognition\nto the idealism of youth, but will serve as a barrage to protect the ad¬\nvancing forces of youthful righteousness.\nIn days of old the schools were isolated from the public. They\na law unto themselves.\n\nThe public was “without\n\nwTere\n\nthe walls” in body and\n\n"}
{"page": 153, "printed_page": null, "text": "General\n\n149\n\nSessions\n\nin spirit. The schools were charitable institutions and every teacher\nlooked upon himself as a missionary in the service of God and humanity.\nAs ar back as the time of Charlemagne this was a fixed policy in the\nUniversity of Paris. In the Compendium of Robert Goulet, dated 1517,\ndescriptive of the University of Paris, appears an interesting account of\nthe organization of the great university which illustrates the missionary\nspirit of the founders :\nWhen\n\nthe Franks\n\nwere\n\nin power, but were\n\nlacking in culture, and were\n\nin dark¬\n\nness and were permitting the wrorship of God to perish, two Scotch monks in Ire¬\nland came in company with British traders to the coast of France. These monks,\nlearned in both sacred and profane literature, did not offer to sell any wares to\nthe throngs that came to them because of their singing, but proclaimed, “If anyone\nis eager for wisdom, let him come to us and he will receive it, for we have it for\nsale.” Some thought that they were mad. But when the story reached the ears\nof the King, he summoned them to him. On being asked whether they possessed\nwisdom, they replied in the affirmative, and said that they were prepared to give it\nto anyone who sought it in the name of the Lord. When the King asked what they\nwanted in return for it, they replied, three things: Good location, noble souls, and\nfood.\n\nIt developed that bv good location the monks meant a good location for\na school and that by noble souls they meant good students. Of course,\nthe meaning of food was obvious. In accordance with the monkish vow\nof poverty these men were to receive no personal return for their services\nexcept food enough to sustain life. This offer of the monks represented\nan educational ideal of the middle ages which has come down to us, though\nin places it has become diluted to the stage of attenuation. In other words,\nthese monks, by their proclamation, offered their lives to the services of\nGod and humanity.\nIn varying degree, all teachers in all times have performed this service,\nbut a similar service has rarely been expected from the students. The\npublic has been content to give all to them without expectation of much\nin return. Cooperation of pupils or outside public with the schools was\nrare. In fact, a favorite slogan of our materialistic world has been “every¬\none for himself, and may Satan take the hindmost.” The rights of the\nindividual have been exalted and the rights of the community that pro¬\nvides special privileges for the individual have been ignored. The humblest\nman in all the land, the most ignorant, the most deficient in culture, energy\nor ambition, is likely at any time to hear ringing in his soul the chant\nof the Magnificat as given by Luke, which has been made familiar to the\nschools in Longfellow’s “Robert of Sicily.” The chant begins: “Magni¬\nficat anima mea Dominum” — “My soul doth magnify the Lord.” This\npart of the chant would indicate humility on the part of the singer but\nthe weak and inefficient man derives his joy and satisfaction from: “Deposuit potentes, de sede, et exaltavit humiles” — “He has put down the\nmighty from their seat, and has exalted them of low degree.” No exalta¬\ntion seems impossible in this land of opportunity, no height too great for\nanyone\n\nto scale. Emerson’s\n\nadvice: “Hitch\n\nyour wagon\n\nto a star” is\n\n"}
{"page": 154, "printed_page": null, "text": "150\n\nNational\n\nEducation\n\nAssociation\n\ngiven a literal interpretation by the ignorant, the selfish, and the ambitious.\nOur schools turn out millions of pupils whose only ideal of success is one\nof the materialistic, individualistic type. The public has tolerated and\nencouraged this ideal, this philosophy of self which results in the corrup¬\ntion, the crime and the weakened morale of modern civic life. What other\nresults should we expect when emphasis is placed upon this type of success\nfrom the kindergarten to the university? The great majority of our\npeople seem to demand it.\nThis seems a fitting time, therefore, to turn the thoughts of school\npupils to the service of God and humanity. Without this aid the battle\nfor civic righteousness is lost. We must look to youth for regeneration,\nbut we must look to an aroused public conscience for the support of youth.\nThe hope of the nation lies in youth, and the salvation of youth lies\nin a new emphasis upon the theory and practise of citizenship. It is gen¬\nerally admitted that the primary function of the school is to develop high\ncharacter, good citizens ; and yet until recent years the schools have devoted\nmore attention and time to the secondary functions than to the primary\nfunctions. The old time citizenship, or civics as it was called, was of a\nhighly abstract, dry, theoretical, impractical type. Its basis was the dis¬\nsection of the Constitution of the United States. Its chief result was\ndislike of everything constitutional. This great instrument so dear to the\nscholar, the lawyer, the statesman, the patriot, has proved to be too abstract\nfor immature minds as usually taught. The meagre civic instruction the\nchildren received in olden days was theoretical. Practise was\nsidered within the jurisdiction of the school.\n\nnot con¬\n\nIn most professions, the student is given a long course of practise under\nskilled teachers and practitioners before he is allowed to accept fees from the\npublic. The young doctor must practise as an interne in a hospital; the\nyoung law student must practise in the courts in minor positions; and the\nprospective engineer must work for months and even years after leaving\nthe technical school before he can hope to receive an engineer’s degree.\nBut until recent times, there was no practise for the greatest of all profes¬\nsions, the profession of citizenship, the profession of government in a\ndemocracy. It is appalling to think that the destinies of this great nation\nlie in the hands of immature, untrained people but as a matter of fact\nthe arbiter of our political destinies is a child today and a voter tomorrow\\\nNevertheless the hope of the nation lies in the idealism of these children.\nThey will accept a reasonable theory of citizenship and will gladly practise\nthe duties that should accompany the theory. Boys and girls will do\nalmost anything in reason for the dear old school, through school spirit.\nJane Welch Carlyle tells that when she was studying Latin at the age\nof nine she became so filled with the spirit of the Roman republic that she\nmodeled her course of action upon what she thought the men of that\nglorious day might have done. Once she met an angry, hissing gander\nthat gave her a terrible fright. Her first impulse was to run, but she\nthought of Rome\n\nand its ideals of citizenship. Thereupon,\n\nshe faced the\n\n"}
{"page": 155, "printed_page": null, "text": "General\n\nSessions\n\n151\n\ngander, grasped it by the neck and cast it into the ditch, passing onward\nwith haughty stride and the feeling that she had deserved well of the\nRoman republic. This form of idealism is often exaggerated but every\nteacher knows that in his pupils is a spirit that, if stimulated properly,\nmay save the world. The schools must learn how to carry this spirit into\nadult life.\nUnfortunately youth is easily led astray by the appearance of false gods.\nMaterial success, prosperity, luxury, superficial fame, Mammon are the\ngods that make a special appeal. The development of a real citizenship\nmeans the casting out of the devils that are destroying the civic life of the\nnation and the substitution of the spirit of goodwill to man. The schools\nmust go back to their primary purpose — the development of character,\ngood citizenship. Why waste time on non-essentials? Merriam says that\nthe city will probably dominate the nation in twenty-five years. “As the\ncity goes so goes the nation.” Should not the schools be held responsible\nfor municipal reform?\nOne of the important tasks in this plan of cooperation is to build up a\nbackground of public support for the program among the organizations\nwhose words will be heeded by the press, the church, and the general com¬\nmunity. With this support the schools can then go to the general public\nand gradually develop a morale that will release youth from the incubus\nof materialism, cynicism and selfishness. This support, to be effective,\nmust come from the people most vitally interested. It must come from\nthe parents of public school children. The aristocrats who scorn the\nschools of democracy and send their children to far distant centers of\nsnobbery are not greatly concerned with our schools except as charitable\ninstitutions that must be maintained as a concession to the poor. These\npeople through their intellectual power, affiliations, and wealth sometimes\ncontrol the schools and conduct them in a parsimonious spirit. Doubtless\nyou all know cases of wealthy men who have made their wealth from\nthe people but begrudged a return to the schools. They look upon them¬\nselves as belonging to a special class set apart from the common people.\nThey can give their children all the education that is necessary or fashion¬\nable. Why should not the poor be content with the elements? Why run\nup the tax bills? This group can not be expected to advocate equal\neducational opportunities for all. They will fight against increased taxa¬\ntion for the schools and thereby foster the idea of one kind of education\nfor the rich and another for the poor, a dangerous philosophy anywhere.\nTo the end that a truly representative group might take an active interest\nin school affairs and by constructive criticism and advice help to build a\nschool system that would have the loyalty and respect of every citizen, a\nSuperintendent’s Advisory Council was organized in Chicago, a body made\nup of representatives of the leading civic and professional organizations of\nthe city, interested directly or indirectly in problems relating to the school.\nSocial workers, doctors, lawyers, engineers, teachers, college presidents,\ncollege professors, city officials and, in fact, representatives of scores of\n\n"}
{"page": 156, "printed_page": null, "text": "152\n\nNational\n\nEducation\n\nAssociation\n\norganizations were glad to give their time, their energy, and their construc¬\ntive advice in the interest of public education.\nThe health program of the city made a special appeal to physicians and\ndentists in general, and to the Health Department in particular. Through\nthe effective work of the Commissioner of Health, thousands of physicians\nand dentists offered their services in a health campaign that resulted\nin the projection of a program that will place in each one of the city’s\nfifteen geographical districts two dental clinics and one medical clinic, this\nlatter to be also a clearinghouse for social agencies.\nBy enlisting the aid of great musical organizations like the symphony\norchestra, the civic opera, the American Opera Association, colleges of\nmusic, private teachers and the Piano Manufacturing Association, a back¬\ning has been achieved for the music department such as the city has never\nknown. The general effect upon the quality of music has been remarkable.\nA music critic on one of the large newspapers (Dr. Gunn) wrote regarding\na recent music festival :\nTo find a measure for the quality of choral art displayed one must turn, not to\nthe fine adult choruses of the city, which were far outclassed, but to the Paulist\nChoristers, the famous singing Lutherans from St. Olaf’s College, the Thomas\nof Leipsic, or the Vatican Choir that visited this country two seasons ago.\n\nChoir\n\nMusic in the schools is on a professional basis and is backed by profes¬\nsionals. As a result of this public support, music is rapidly passing from\nan educational fad to an educational necessity.\nThe many problems relating to juvenile delinquency were referred to\na committee made up of social workers, psychiatrists, psychologists, teach¬\ners, vocational advisers, clergymen, and college professors with expert\nknowledge of various phases of delinquency. This committee appointed\nan investigator to study methods of solving problems of delinquency in\nmany cities of the country. The expenses of the investigation were borne\nby a public-spirited member of the committee who realized the importance\nof prevention. The recommendation of this committee will be adopted\nby the Board of Education and there is no doubt that the results will be\nof great benefit to the world.\nThrough association with various groups interested in adult education,\nparticularly the Chicago Federation of Labor and the Chicago Forum\nCouncil, plans have been made for the organization of classes and courses\nto supplement those of the regular evening school. Classes, lectures and\ndiscussion on economic changes, industrial problems, industrial art, finance,\nlocal government, the history of the developing status of labor from anti¬\nquity to modern times, the history of labor in America, general history,\nliterature, parliamentary law, public speaking, and other subjects in which\nthe public may be interested, will be offered. Without the aid of organized\nlabor this type of education would make little appeal for support. With\nits aid the cooperation of the entire city can be enlisted.\nIn our city are four great universities and a normal college that are\nwilling to give their services to the cause of experimentation in public\n\n"}
{"page": 157, "printed_page": null, "text": "General\n\nSessions\n\n153\n\neducation. Under their auspices experimental schools have been organized\nfor the purpose of determining the best methods of teaching certain school\nsubjects. When these schools have decided upon methods or processes or\nprinciples that would seem to be of value to the community, teachers in\nother schools wall be invited to observe the w*ork. Doubtless the stimula¬\ntion that scientific experimentation produces will lead teachers and prin¬\ncipals to improve their w7ork.\nOn matters of selfgovernment, Chicago, like most other American cities,\nhas been wToefully indifferent. Democracy is becoming a byword ; suffrage\nand civic responsibility have become atrophied from disuse. Through local\ncouncils in each of the forty smaller communities of w’hich Chicago consists\nan attempt is being made to revive the ideal of the New England towTn\nmeeting, the cradle of democracy. This w7as a perfect agency for express¬\ning the w7ill of the people. It was the forerunner of the greatest experi¬\nment in democracy taken by a people since the time of Pericles. With the\npassing of the small community and the coming of the great cities, the\ntown meeting gradually disappeared, but fortunately its ideals are still\nheld in respect by many of the people of this nation. To spread these\nideals and to make them practical in large communities is one of the\nfundamental tasks of the school.\nEach one of the forty small communities of w7hich Chicago consists has\na distinct identity. The boundaries are boulevards, or railroad tracks, or\nriver, or religion, or race. Like the boundaries of the states of ancient\nGreece, they are well defined, and the inhabitants of each community\nhave special needs and customs and duties. To make these communities\nconscious of their civic responsibilities, local councils have been formed\nin each. Each council deals with the needs of the local community and in\naddition sends delegates to a Central Civic Assembly consisting of from\none to four thousand members. In this Assembly are given pageants illus¬\ntrating great historical episodes in the history of the city; great citizens\nproclaim the material and spiritual glories of the city; and the delegates\ncarry these messages back to their local councils. To stimulate interest\nin civic duty each local council votes a token of honor to the high-school\npupil who stands highest in civic achievement. The best of these honor\nstudents are given university scholarships for courses in political science\nand kindred subjects with the understanding that the winners will return\nto the local high school periodically to give a message in civic responsibility.\nThese civic assembly programs are dignified, patriotic, and inspiring.\nThese plans for the release of the idealism of youth may appear imprac¬\ntical. In fact many people regard democracy itself as highly impractical.\nThat is one cause for our trouble today. A cynical friend often asks:\n“What are you trying to put over?” He can not understand w7hy it\nshould be necessary to “put over” democracy in a democracy. His cynicism\nleads him to believe that everyone of sense must have a selfish motive for\npublic service. The philosophy of the age! If the youth of our schools\ncannot change this philosophy democracy will before many years be looked\nback to as a quaint experiment.\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nNational\n\nEducation\n\nAssociation\n\nUnderlying the plan outlined is the belief that the corruption of modern\nlife when touched by the spirit of education and infiltrated by the idealism\nof youth will serve as a soil from which will come incorruption and a\nnew life if adults will keep out the weeds of unbelief during the growing\nprocess.\n\nEDUCATION\nFRANCIS\nAND\n\nAND\n\nTHE\n\nHIGHER\n\nJ. MCCONNELL,\n\nBISHOP\n\nOF\n\nPRESIDENT\n\nFEDERAL\n\nCOUNCIL\n\nOF\nIN\n\nAMERICA,\n\nTHE\n\nNEW\n\nHUMAN\n\nMETHODIST\nOF\n\nYORK\n\nVALUES\n\nEPISCOPAL\n\nCHURCHES\n\nOF\n\nCHURCH\n\nCHRIST\n\nCITY\n\nI have nothing of a technical nature to suggest to this group. As an\nobserver of the times in which we live I am constantly being impressed\nanew wTith the duty of all institutions like the school and the church to\nwatch the variegated peculiarities of the social period through which we\nare passing, for the sake of so relating themselves to those peculiarities as\nto get out of them the utmost value for human beings, interpreting the\nvalues in terms of the highest human welfare.\nWe are moving today through a time whose peculiarities have pretty\nclearly declared themselves — to the vast dismay of many\n\nof us. To\n\nbegin\n\nwith, when have any of us ever seen a time so thoroughly set on “expressing\nitself”? I do not wish to blame all that has happened on the Great War,\nbut I do think that the War did remove a great many inhibitions, among\nthem the inhibitions on speaking out anything that might flash, or leap,\nor crawl into our minds. The old notion was that speech was intended\nfor the communication of thought, but we got away from that limitation\nlong ago. Speech today does not have inevitably to do with thought, or\neven with communication. Some of it is in the nature of ejaculations\nobviously intended for the selfrelief of the speaker. It is as if the roofs\nwere taken off millions of intellectual dwelling-places and we could see\neverything that is, and is not, within. The age is indeed making a revela¬\ntion of itself, and at first glance we feel almost buried under craziness\nand nonsense.\nWhen, now, we once pull ourselves together we begin to see that an\nage, like an individual, finds itself by talking itself out. If we insisted\nthat a baby talk sense, or not talk at all, he would not and could not\ntalk. The truth is, that once we get used to the deluge of speech pouring\nforth today, we are struck with certain almost childishly naive traits about\nthe time in which we are living. We say of the present generation —\nwhichever one that is— that it is disillusioned and sophisticated. These\ncharacterizations are singularly inept. The age is charmingly childish.\nIt is a good deal as if phrases had been uttered so long in the ears of men\nthat the hearers had forgotten that the words ever had a meaning. Now\nmen are beginning to use the phrases as if they meant something. The\nfirst results are almost embarrassing in their freshness. The age is talking\nof human love, for example, as if this generation were the first to discover\n\n"}
{"page": 159, "printed_page": null, "text": "General\n\nSessions\n\n155\n\nit, and as if the family were a contrivance invented not earlier than the\nCivil W ar. The problem of evil in the universe, the general seaminess\nof human nature, all these are set out as if they were new’s. But that is\nno reason for pessimism. Somebody once sneered concerning Theodore\nRoosevelt that he acted as if he had discovered the Ten Commandments.\nTo which a Rooseveltian made the crushing rejoinder: “He has — for\nsome people.” This age is not doing much with the Ten Commandments,\nbut it is discovering a good deal for itself. Moreover, it is far enough\nalong now in its speech to enable us to see some of the vitality back of all\nthe utterance. Most of the utterance is nonsense, but most of any utter¬\nance is nonsense. After a while the tares can be sifted out, and we shall\nfind quite a measure of good wheat which we never could have had if\nalmost everything in men’s minds had not got out. By the way, I fancy\nthat if we all told the truth we should admit that we have all ourselves\nthought a good many of the things now being uttered aloud which seem\nso silly. What a fine thing it is to discover in these days, when the most\nintimate selfrevelations are spread out to the light, that a great man has\nconfided to his diary the same kind of silliness that comes into your mind\nand mine! It makes us feel that we are not the only silly persons in the\nworld, or perhaps that the great man was not the only wise person who\never lived.\nIt will not do for us to say that all that is true in the utterance of today\nwas uttered and uttered better long ago. Abstractly considered this judg¬\nment is sound enough. John Stuart Mill made a better indictment of the\nuniverse at the point of its cruelties than has any one in our time. A\ngood many of the indictments of today sound like old stuff and poor stuff\nto those of us who read Mill in our youth, but that is not quite the\npoint. The present age will not read Mill. If it is to face the hard\nfacts of the universe it must face them in its own way, and likewise with\nthe good facts. If the educational world does not fall into panic, and it\nis not likely to, it will soon hear, I am confident, if not altogether new\nat least very vital and compelling restatements of everything essential\n\nthat intelligent well-meaning\n\nmen\n\nthat way. Whatever else we\nit is not dead or asleep.\n\nmay\n\nAll the signs point\nsay about the age in which we live —\nhave held dear.\n\neffect of all this emphasis on selfexpression has been to bring back\nthe individual as the center of importance. For a long time — not too\nlong indeed but still long — we have given ourselves to the search for\ngeneral laws in all realms. The current insistence on selfexpression has\nbrought back to our thought that it is the individual who is the only\nOne\n\nactual reality in all our study. We are not thinking today of social in¬\nstitutions, churches, schools, industrial organizations as important in their\nown right. We look at them as instruments, to be judged by their success\nor failure in ministering to men, women, and children.\nTwo or three years ago American Medical Science lost by premature\ndeath one of its most promising leaders, Dr. Francis W. Peabody, of the\nHarvard Medical School. It was announced to Doctor Peabody, like\n\n"}
{"page": 160, "printed_page": null, "text": "156\n\nNational\n\nEducation\n\nAssociation\n\na bolt out of the blue, that the examination of an apparently trifling\ndisorder had revealed that he was in the clutches of a deadly disease which\nwould end his career in eighteen or twenty months. Instead of yielding\nto panic, Doctor Peabody calmly set to work to utilize to the utmost the\ntime remaining to him for putting in order some of the results of his\nscientific researches. Shortly before he died he turned aside from every¬\nthing else to prepare a little book entitled the Care of the Patient, a book\ngood for the perusal of teachers as well as of doctors. For Professor\nPeabody made it clear that in dealing with a sick man we are not to take\ninto account only the charts which show whether or not his body is acting\naccording to the demands of those general laws which we all recognize\nas so important. The sick man is himself a unity. He is a person with a\nhistory, and habits, and peculiarities in his way of looking at things. He\nmust be looked at as a person with likes and dislikes before we can do the\nmost for him as a patient.\nThis truth is quite as important for schools as for hospitals. In fact\nin the realm of pedagogy it is indispensable for the achievement of the\nhighest human results. Really, the most successful teaching is never\npossible until the teacher can get close to the individual pupil. I say “can,”\nbecause the size of classes themselves sometimes makes it out of the ques¬\ntion to get at the pupil as a personal whole, or as a distinctive individuality.\nIn all times, however, there have been some teachers who have succeeded\nin spite of every difficulty in this approach to pupils as unitary wholes.\nWhen I was a youngster my father sent me to Phillips Andover Acad¬\nemy to take a special course of a year as a final preparation, after my\nhigh-school experience, for the entrance examinations to college. There\nwas at Andover at that time a most competent teacher of mathematics.\nProfessor Eaton, whose peculiar ability lay in a power to look at a pupil\nas whole, discerning his strength as well as his weakness and treating him\nas an individual person, with a distinctiveness all his own. Up to the\ntime I went to Professor Eaton I had been reckoned by my teachers as a\ntotal loss in mathematics. My\nright answers to mathematical\n\ndifficulty was that I seldom could get the\nproblems. The teachers who had me in\n\ncharge seemed to think it a matter-of-course that the solution to a problem\nwas to be marked zero if the answer was wrong. One day Professor Eaton\nannounced to the algebra class to which I belonged that he expected us\nall to take two hours extra work a week in problems calculated to develop\nmathematical initiative. As I recall his word now, I think his attempt was\nto train us in discovering mathematical\n\nprinciples for ourselves, before\n\nthey had been formally expounded for us in the books. I asked to be\nexcused from the extra work on the ground that I was taking a special\ncourse with a heavy schedule. The professor said he would see what I\ndid on the first test. I took the test and discovered after 1 left the ex¬\namination room that all my answers were wrong. The next day Pro¬\nfessor Eaton told me that he had decided to excuse me from the course,\nand I thought he meant\n\nthat it was because of my\n\ntotal failure. “No,”\n\n"}
{"page": 161, "printed_page": null, "text": "157\nGeneral\n\nSessions\n\nhe said, ‘‘it is easy to see your difficulty. You are a poor calculator, and\nought to take yourself in hand at the point of your inaccuracy, but you\nhave already the type of initiative I hope to develop.” I walked out as\none in a dream. I never became a mathematician. Years after, when I\nreminded Professor Eaton of this incident, he could not remember that 1\nhad ever been in his classes. But that experience opened my eyes to a\ndistinctively human way of approach to pupils, balancing their possible\nstrength over against their actual weakness, and declining to pass summary\nor wholesale judgments. Incidentally I may remark that the experience\nopened my eyes to the beauty of the study of mathematical principles. To\nthis day I usually can find a way to solve mathematical problems in any\nfield that I have studied, though, to tell the whole truth, to this day my\nanswers are usually wrong.\nAgain, the times in which we live are too much under the sway of\nintellectual and moral fashions, we are told. This charge is pretty well\nfounded. Propaganda won the war, we are reminded, and all sorts of\ninstitutions today have the propaganda habit. With centralized control\nof the public press, and with like control of the radio, it is not impossible\nto make an intellectual fashion in very short order. We believe things\nbecause everybody else believes them, because it is the fashion to believe\nthem. This refers not merely to matters of theory, but to matters of fact\nas well. Beliefs get into the air and we all breathe them in as we do\nthe air.\nIt has always been so, however.\n\nWhen\n\nI was\n\na boy of eight or ten\n\nyears my grandfather used to tell me of a hoop-snake in the early days\nwhen the pioneers came into western Pennsylvania, and what is now\neastern Ohio. The hoop-snake, according to my grandfather, could take\nits tail between its fangs, make a hoop of itself, and roll after a man\nwith deadly precision. It had a needle-point filled with poison on the\nend of its tail which struck the victim as the snake let go. If the snake\nmissed a man\n\nand struck a tree, said my\n\nbefore sundown.\n\ngrandfather, the tree would\n\ndie\n\nA good deal of which, even as a boy, I attributed to my\n\ngrandfather’s capacity as an entertainer. The other day I picked up a\nreprint of Tome’s narrative of pioneer life describing conditions in the\nsame general section of the frontier as that in which my grandfather lived,\nand there in between\n\nmatter-of-fact narratives of dealings with Indians,\n\nwas the hoop-snake, deadly effect on the trees and all. So my grandfather\nwas not just spinning a yarn to amuse a boy. He was telling something\nhe actually believed to be true, but something which could not have been\ntrue. He believed that story because everybody in pioneer days believed it.\n\nSo the hoop-snakes rolled through pioneer life and their equivalents roll\nthrough our lives today, statements of alleged truth which never could be\ntrue, but which appear true because everybody believes them, because\nthey are in style.\nThis everybody will concede. Perhaps not everybody will admit that\nwe ought to make the most of some fashions. They indicate an aroused\n\n"}
{"page": 162, "printed_page": null, "text": "158\n\nNational\n\npublic interest which\n\nEducation\n\nAssociation\n\ncan be used for good.\n\nAt a time when\n\na fashion\n\nin thinking lays hold of the public mind the school has presented to it out¬\nright a social and psychological atmosphere which can be utilized for\ngood. At the moment when men by the millions are interested in evolu¬\ntion, or democracy, or fresh scientific discoveries, the educational world\nshould use the new fashion in thinking to the utmost.\nOnce more, it is said, and with truth, that the utterances of our time\nin voice and deed seldom mean what they say on their own account, but\nare symptoms of something deeper than themselves. The “signs” of the\ntimes are symptomatic. Well, what of it? The only way to study a\ndisease is through its symptoms. The fatal mistake is in doctoring the\nsymptoms rather than the underlying causes. Here again the psychologists,\nin spite of the excuses of the extremists of the newer schools, have helped\nus. They have shown us that if we are trying to straighten out minds\nthat are in disorder, or that we think are in disorder, the only true method\nis to listen to the utterances of those minds as symptoms, encouraging them\nto express all that is in them. The alienist knows that the old “force”\nmethods in dealing with mental disorder are worse than nothing, and that\ndirect argument also is worse than useless.\nThere are a great many good people today who think socialism, for\nexample, is a lunacy of the first order. I do not happen to be a socialist\nmyself, nor do I happen to belong to the group who think socialism is\nlunacy. Socialism of the more serious type is a well-reasoned diagnosis\nof the evils of the present capitalistic system and a thoroughly thought-out\nalternative to that system. But suppose that I believed socialism to be a\nset of crazy ravings. What would be the best way for me to quiet the\nravings? Suppose I considered socialism to be a symptom of social aberra¬\ntion. If I were myself as stark mad as some capitalists seem to be when¬\never socialism is mentioned, I should, of course, begin to talk about repres¬\nsive measures. If I were a little less than stark mad, I should try to\nargue socialism out of existence. In which case I might get the worst of\nit, or if I got the best of it, I should discover to my bewilderment that I\nhad done little to socialism beyond advertising it. Socialism has been\ndemolished many times by argument. No, we are here dealing with a\nsymptom merely, as long as we give ourselves to argument. The disease\nis not in socialism, but in the present order. There are injustices and\ninequities which must be corrected, before we can say that we have honestly\nmet socialism.\nFinally, we are not to take the questionings of the presentday as if they\nwere necessarily portents of disaster. The truth seems to be that those\nof us who have come to middle age, or a little beyond, naturally resent\nquestions that we tackled thirty years ago and gave up. Our resentment\nis seldom justifiable. If the questions are insoluble, each generation has\nto find that out for itself. If the questions are soluble, the fact that we\nhave failed is no sign that the later generation must fail.\nIt is well that the succeeding generations are not guided by their prede¬\ncessors as to what they shall ask and what not ask. Even\n\nchildren’s ques-\n\n"}
{"page": 163, "printed_page": null, "text": "General\n\n159\n\nSessions\n\ntions have at times immense virtue in getting veritable “posers” before us.\nThe child asks, “Who made God?” That sounds very silly, though some\nphilosophers in every age move around trying to answer. Then the child\nasks the question that little Peterkin asked in Robert Southey’s poem, The\n\nBattle of Blenheim. The reader will recall from his school-book days\nthat on a particular evening old Kaspar’s work w~as done, that that day\nhe had turned up in his plowing a skull on the battlefield of Blenheim,\nthat little Peterkin wanted to know just one thing, and that was “what\nthey killed each other for,” and that before that question Kaspar could\nsay nothing except that it was a famous victory. Years ago I read a book\nby an English militarist who was incensed at Southey’s poem. He declared\nthat the poem was misleading because it is clearly impossible to explain\nwar to little Peterkin, which is true, and it is also true that it is fast\nbecoming impossible to explain it to any of Peterkin’s older relatives or\nto anyone else. By all means let little Peterkin ask the question, and as\nmany more as he likes. Every worthwhile revelation is an answer to a\nquestion asked by somebody. If an age asks no questions, it will get no\nanswer.\nWe live in a questioning\nwe can do little, for they\ngeneration. Nevertheless,\nof selective listening for\n\nage, to be sure, and with some of the questions\nare part of the clamor and tumult of a noisy\nthe school, like the church, can devlop a sort\nthe calls to which it alone can adequately\n\nrespond. I once lived in a village on a stern bit of New England seacoast. It was said of a patrolman who walked the beach on stormy nights\nthat he had trained himself to a marvelous form of selective hearing.\nHe would walk his beat through the storm apparently oblivious to the\nuproar of sea and air. Wind and wave seemed to call for no response\nfrom him, but he knew scores of sounds to which he did respond on the\ninstant — all of them sounds of ships or persons in distress. Calls that a\ncompanion walker on the beach might not catch at all he caught unerringly,\nand he knew how to respond. The institutions in charge of human culture\nare likewise moving through a deal of uproar of wind and wave. Happy\nindeed is the lot of all who can train themselves to discriminating precision\nof selective hearing, who\n\nknow\n\nthe genuinely human\n\ncalls, the sincere\n\nhuman questions in the midst of the uproar — and show themselves willing\nto try to answer. The very willingness to try may, to many questions,\nbe answer enough.\n\nBEAUTY\nLORADO\n\nTAFT,\n\nIN AMERICAN\nSCULPTOR,\n\nLIFE\n\nCHICAGO,\n\nIs there any one in the audience that can tell me\n\nILL.\n\noffhand what we\n\nare\n\non earth for? Well, it isn’t the first time I have asked that. I have asked\nmany audiences, I have asked our high-school boys and girls, who are\nthe wisest of all people, and you know they are even wiser than I imagine.\nThose young people don’t know and they know\nthat is the beginning of all wisdom.\n\nthey don’t know,\n\nand\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nNational\n\nEducation\n\nAssociation\n\nWhen I was a boy they did know. That is the funny thing. Every¬\nbody knew then what we were on earth for. The catechism taught us.\nBut today even the preachers are learning. They don’t pretend to know.\nThey say it is a great mystery. We come out of mystery and we go\ninto it. You know we can hope, we can believe, but we do not know\nfor sure what the great plan is. Perhaps you will think I am prejudiced,\nbut as an artist it seems to me that the creation of beauty comes as near\nas anything to answering that question, for you look back in the history\nof the world you find about all that remains behind is a few objects which\nhave been preserved because they were beautiful. People have toiled and\nothers have entered into their labors and today we call certain nations of\nthe past great. There are countries that would have rattled around in\nthis great state of yours or mine, the Holy Land, and Greece, both to¬\ngether would have ample room and more in the state of Illinois, and yet\nthey fill the whole horizon of the past because they had ideals, ideals of\nbeauty and they have left them behind and we have entered into their\nlabors. That is why it seems to me that the creation, the appreciation\nof beauty is one of the great demands upon us. It is the one thing that\nmakes life reasonable. We are not grateful to those other nations that\npropagated and browsed on the earth and crawled under it again leaving\nno record behind. They mean absolutely nothing in the progress of the\nrace, but these little countries who have felt so strongly the lure of beauty,\nwho have appreciated, who have written beautiful poems, built beautiful\ntemples, and have carved, it may be only a fragment of a Grecian urn,\ngo on propagating beauty and we have the poem of a Keats or a Shelley\nas the result of it. That begins to explain life.\nOne of our greater writers has said that Art is the Ark of the Cov¬\nenant in which all ideas of beauty and excellence are carried before the\nrace. And you know an old time writer says that all passes, art alone\nremains. So we find there is a recognized appreciation of these beautiful\nthings that we all talk about and so few of us know\nnize them in word but not in fact.\n\nabout.\n\nWe\n\nrecog¬\n\nTen years ago tonight I was on my way home from a very interesting\nexperience. I had been abroad with our boys. I had been over there\ntrying to talk art to them. It was a whimsical idea, a very foolish idea,\nI fancy. It was very illuminating to me. I didn’t do the boys much\ngood but they taught me a great deal. I have often addressed audiences,\nbut generally addressed audiences that came out to hear me. Over there\nI was\n\ntalking, every day and every night, to people who\n\ndid not come\n\nto hear me. They were there in the “Y” huts because it was cold and\nwet outside; they were there waiting for me to get through. If I would\nonly finish then they would have a moving picture, or some wrestling match\nor fisticuffs, something worthwhile. I appealed to them from my knowl¬\nedge of France and a love of the people. I told them something of the\nhistory of that land, something of the great monuments, but it did no good.\nThey looked me in my face and told me they were fed up on cathedrals.\n\n"}
{"page": 165, "printed_page": null, "text": "General\n\nSessions\n\n161\n\n1 used to tell them laughingly they were immune to art. Luckily it didn’t\nlast forever. I remained in touch with the average doughboy during six\nmonths there, but was sent down to Boulogne. There they had a uni¬\nversity of eight thousand students, brought together there for three months,\nand at the end of three months, orders came to pack up and the whole\nthing was folded up like a peddler’s pack and sent back to America. Some\nof those boys were having such a good time they wanted to stay longer\nand I am very thankful I met there the more educated boys of the army.\nThese were all young men who had at least been through high school,\nready for college.\nI taught also at an art school of the A. E. F. University near Paris\non the road out to Havre, a glorious little group of three or four hundred\nor more young art students, mostly young architects or draftsmen. Those\nboys knew where they were in geography and history. They were de¬\nlighted to be there. Many of these young draftsmen had been counting\non it for years, and here they were. They petitioned to be allowed to go\nlonger at night until eleven o’clock instead of ten and when they were\nordered home they signed a petition to be allowed to stay there longer and\ncarry on their schooling.\nI came home filled with a great desire to do something for the average\nAmerican boy. I haven’t been able to do much but I am giving all the\ntime I can to it. I want to reach them, not reform them. First of all I\nhave tried to analyze why it was that we, of all people, as intelligent as\nwe consider ourselves, are so lacking on that particular and important\nside, which alone in my mind begins to explain human existence.\nI look back in the ancestry of our splendid people. They loved truth,\nthey loved justice, but beauty meant very little in their life. There is\nsomething in the very way they started over here, they were reformers,\nturned their backs on the old religion, and counted all its beautiful ex¬\npressions as so much idolatry. They would have nothing of it. They\ndestroyed the beauties of the old churches there.\nI remember\n\ntraveling with\n\nmy\n\nfather when\n\na youth of twenty\n\nor\n\ntwenty-one and we went up the east coast of England visiting the beautiful\nchapels, which of course were built by Catholics and taken over by the\nChurch of England. In many places the statues were still in place but\nthey all lacked their noses. It was curious to me why this desecration\nand I asked a little old verger who apparently had been there as long\nas the church itself. He gave me an answer, with a gesture I had read\nabout but never seen before. He pulled his forelock, bowed to me, “It\nwas Mr. Cromwell’s men, sir.” What did he mean ? I never heard\nCromwell referred to so respectfully. “Mr. Cromwell’s men.’’ What\ndid he mean? He meant when “Mr. Cromwell’s” men invaded those\nregions they tried to pull down the statues but if their stay was brief,\nthey would at least knock off the noses, to the glory of God ! That was\ntheir idea. Statues created to the glory of God, and so mutilated to the\nglory of God.\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nThose\n\nNational\n\nare the people who\n\nEducation\n\ncame\n\nAssociation\n\nover to this land, the ancestors we\n\nare so proud of, with little time for beauty even if they had the disposi¬\ntion for it, for the country grew amid hardship and toil with no time for\npainting, literature, or music, all so doleful, no drama ever mentioned,\nsculpture scarcely ever heard of.\nThen suddenly came a great growth. Our historians tell us it was\na greater incident in life than the war of the rebellion itself although it\nshook us to the very foundations. The growth I speak of was the start¬\nling development of the modes of travel all over this land and with it\ncame mass production, with the result there was still no time, no ideal\nof beauty. Beauty here and there, beauty of human life, beautiful trees\nplanted, and here and there a commodious house that had joy and taste\nin it, but the average life was pretty drab.\nI don’t want\n\nto see it remain that way\n\nand yet there are people who\n\nfind it so today. That brilliant man, Clarence Darrow, has said, “Life\nat best is but a dreary thing.” How do people get that way? Life at\nbest but a dreary thing ! Why, as I told your group at dinner this evening,\nlife is the most interesting thing I ever got into, one great adventure and\nthe adventure of growing old is not the least interesting and delightful\nof it. No, it is a marvelous thing if your eyes are open to beauty.\nI used to try to tell those boys over there about the marvelous times,\nwhen I changed my tune a little, of the times when small communities\nunited in the creation of beauty. It is hard for us Americans to dream\nof such a thing but when I think of that particular period and the miracu¬\nlous work that was done during the reign of Phillip Augustus from 1180\nto 1223 I marvel at it. He wasn’t much of a king. There is not very\nmuch to be said in praise of him, but it w^as a time when one of the\nmiracles of this world’s existence took place, when all those beautiful\ncathedrals were springing up in France, such a harvest the world has\nnever seen. Great cathedrals, like Notre Dame, Amiens, Chartres, and\nReims, were springing up, but there were fifty others almost as great.\nWho knows how many churches and chapels all growing at the same\ntime, and in every one of those towns, every man, woman, and child was\nconcerned in this great marvelous expression. To the glory of God! Yes.\nBut enough of the human element to make it good. There was enough\nrivalry, their eyes were on the neighboring town watching the spire of\ntheir great cathedral rise heavenward.\nI was standing one day in front of our orchestra hall in Chicago. We\nhave very beautiful music there. Our people go there and enjoy these\ngreat things. I stood there one day with a friend of mine, an architect.\nHe had a funny look on his face. I said, “What\n\nis it?” He said, “Look\n\ndown there.” They were pulling out of their pockets, the people there,\nthe tickets and scattering the envelopes on the sidewalk just like leaves.\nI said, “Well, they are savages aren’t they?” He said, “Don’t be too\nhard on the savages. The savages wouldn’t do that. The Indians used\nto go on tiptoe through the woods and left nothing there, crushed nothing.\n\n"}
{"page": 167, "printed_page": null, "text": "General\n\nThey\n\nmarked\n\nSessions\n\n163\n\nthe trail with some little bit of a twig, something of that\n\nsort. Don’t be too hard on the savages. But the path of civilization is\ncinders and tin cans and Sunday supplements.”\nIt seems to me it will take us a long time to become an artistic people.\nBut you have an astounding power in your hands. I really believe you\ncould make those little American savages we love so much into civilized\npeople just by telling them not to throw papers on the street but to pick\nthem up.\nWhen I was a child I used to hear people say, “Love your parents.\nLove your parents.” I used to wonder about that. That is no way to\nmake people love their parents. I am happy to say my people never\ntalked to me like that. They had some sense of humor. But a great\nmany people do it that way. They do not realize you can’t force people\nto love. They have got to love something lovable.\nAnd so it is with the home town. If you get people interested in some¬\nthing beautiful, then you have the beginning of a new civilization in this\ncountry. It is coming almost in spite of us. These various means of dis¬\ntribution are carrying the beautiful things as fast as they are carrying\nthe ugly things and I do believe beauty and truth are going to triumph\nin the end. Let us consider then a little what is happening. I have here\na confession of faith and creed and I want to give it to you in the few\nminutes that remain to me. I want to tell it to you.\nFirst of all I believe we are in a world of beauty that most of us are\nmissing. I don’t mean this audience but I mean the average American\ncitizen. I don’t know how Clarence Darrow felt about it.\nI was showing a group I modeled twenty years ago, a group called\n“Blind.” I got the idea from Maeterlinck’s play. Six blind men, six\nblind women groping, groping, all lost, but one holds up a baby that points\nthe way, “A little child shall lead them,” if you will. But I was think¬\ning in more general terms, that disillusioned as we become with the ad¬\nvance of the years, hope itself revives with the new generation, we believe\nin it, its general helplessness challenges us, and we enter into its hopes\nagain and future hope is renewed. I created that because I thought it was\nworthwhile, spent a year on it. I showed it to Theodore Dreisler, a\nvery wonderful writer. He was brought to my studio and I showed him\nmy group and he shook his head and said, “Yes, life is hard isn’t it?”\nI said, “I don’t believe you get my idea, Mr. Dreisler. I certainly\ndon’t feel that way.” Then I told him that to me it was such an inter¬\nesting thing. But that was his interpretation of it, “Life is hard.” Life\nis hard to a great many people.\nNow let me tell you if your eyes are opened to that thing of truth\nway back in the past, if only you could see those beautiful things, life\nbecomes so beautiful, one is almost dazed by the lovely things of life. I\nrefer particularly to the beautiful things of nature. Think of the frost\non the window pane. I am so glad we were poor, my father was a teacher,\nand our dining room\n\nwTas the kitchen where\n\nthe teakettle decorated the\n\n"}
{"page": 168, "printed_page": null, "text": "164\n\nNational\n\nEducation\n\nAssociation\n\nwindow pane by steaming it and the frost upon it sometimes painted beauti¬\nful mountains with trees on the side, maybe another day a giant fern or palm\ntrees growing. Our attention was called to those things and we loved them.\nA group of us painters and sculptors camped at a little lake in Indiana.\nWe used to go out every evening and watch the sunset. The painters, of\ncourse, are devoted to beauty but we sculptors always went along, although\nnot always so enthusiastic. You know Whistler spoke once of a “foolish\nsunset,” and once in a while we expressed our disapproval but sometimes\nthe heavens made such a magnificent spectacle that we were indeed over¬\nawed. So we stood there one day looking at one of the most beautiful\nsunsets I have ever seen when my wife felt a twitching at her sleeve and\nthere stood the farmer’s daughter employed to look after our first baby.\nShe was all excited and she said, “May I run down the lane and tell our\npeople to look at the sunset?”\n“Why, yes, surely, run along but they will all see it.\"\n“No,” she said, “we never saw a sunset until you folks came.”\nThere is a great truth in that. Some one has to point out these things\nof beauty and strangely enough it is hard to lead us to see nature. When\nwe see a painting, as one of the writers whimsically puts it, “Nature begins\nto take notice and begins to do things that have been painted.” That is,\nyou see it.\nHere is the first of these principles of my confession of faith, to have\nin the world beauty and be immersed in it, as Emerson says. But most\nof us Americans are missing it. We are getting into the country more\nbut we are going so fast we haven’t time to look about. Sometimes we will\ntake it more leisurely and begin to drink in the beauties of nature. Can\nyou think of any more Christian act, more reverent, more grateful to the\nCreator than appreciating the things of beauty around us?\nMy second point is that we are the heirs of the ages. That great in¬\nheritance is ours from the past and we as cultivated, civilized people ought\nto recognize it, know’ w7here wre are in the order of things. And there is\nno people in the w7orld so ignorant of this inheritance as this same great\nnation of America. A friend of mine said recently, “We are like so many\ngrasshoppers, chirping away in the sunlight and the moonlight, uncon¬\nscious of the past and indifferent to the future.” I sometimes think the\ngreatest thing that separates us from our brother animals is that sense\nof sequence and wTe ought to cultivate it. It is a part of our great inherit¬\nance. Of course every domestic animal has its instinct of protection for\nthe young but you never heard of a dog or cat interested in its grand¬\nchildren. We are capable of that, we can think ahead, and we can think\nback in gratitude.\nI heard Dr. Carruthers, that delightful and whimsical essayist, talking\nto a group of girls in Chicago. He said, “I have a friend w*ho has a\ncountry seat of great beauty and w7hen he is tired and perplexed he goes\nout there and finds seclusion and happiness.” He said, “I have never been\nrich enough to have a country place but wrhen I am tired and perplexed\nI retreat to the Eighth Century and find friends there.”\n\n"}
{"page": 169, "printed_page": null, "text": "General\n\nSessions\n\n165\n\nWell, that is possible to all of us. Everyone of us can have a very\nbeautiful nook, a country place of beauty, in the centuries, and the minute\nyou begin it you can keep adding to it and find such joy in it. I have my\nparticular place of beauty near the beginning of the fifteenth century\nback in Italy among those later men, the lesser masters, of whom it might\nwell be said in the words of Holy Writ, “that the handicraft of their work\nwas their prayer,” creating beauty, loving beauty, expressing themselves\nin it. I know those men and delight in conferring with them.\nIt makes me think of . an expression of Ruskin’s, speaking of the great\ninheritance of literature. I saw it carved over the bookcase of a friend\nof mine. He said, “. . . eternal court is open to you, with its society,\nwide as the world, multitudinous as its days, the chosen and the mighty\nof every place and time. . . .” There they are on those shelves, seem¬\ning to welcome and reward you, grateful to you if you pay some attention\nto them. We talk of the great masters of literature and art but pay no\nattention to them, rarely let them talk to us.\nI asked James Whitcomb\n\nRiley — I was modeling a medallion of him —\n\n“How do you account for it, Mr. Riley, that most of the poets and most\nof the artists seem to have come from the farms and small towns?”\nHe said, “That is easy. It is the need of selfamusement, selfrecreation\nin the small town. In the city there is no such need. They have pre¬\ndigested amusement, everything is prepared for them, but in the country\nthey make their own recreations and if they get something fine it haunts\nthem.”\nThe boy at the plow, it may be, dreams and dreams of principles and\npowers that some day he may discover or have, some things he may create.\nI hear that now they have an attachment of the radio to go along with\nyou as you walk behind the plow, if anybody walks behind the plow today.\nI am not sure that is an advantage to the creative side of life. But after\nall we are getting the best of the world. It is coming to us on every side\nand I have infinite hopes for our people.\nI have a third point. You have got those two, the beauty of nature,\nthe beauty of art and literature that has come down to us from the past.\nFinally every community has its special talent with marked genius for\nsomething. As I say, it may be whistling, it may be whittling, it may be\ndrawing, it may be playing the piano but here and there some one, it may\nnot be the most promising pupil in other ways, is evidently called to\ndo this one thing in the world. It is the tragedy of the past that such\ntalent has sprung up in every town and every school and then is turned\naway for lack of the proper atmosphere. What a waste it is! What a\nwaste of individual life, what a waste to the community that might have\ncapitalized this to its own\n\nglory and satisfaction.\n\nSo I am hopeful, friends, it will become more and more our business to\nincrease and encourage such talent, to help it to find itself. To me it is a\nbeautiful thought that in merely showing interest and appreciation you are\ndoing the act of good citizenship.\n\n"}
{"page": 170, "printed_page": null, "text": "166\n\nNational\n\nEducation\n\nAssociation\n\nSome one has said, “Great art demands\n\npassionate appreciation.” How\nare you going to have the appreciation if you haven’t the art? We are\ngetting the art, now let us have the appreciation, which in return will\nreact in even greater art. Awhile ago it was as bad as the old conundrum :\nWhich comes first, the hen or egg? Nobody ever settled that. I am\npretty sure we could not have a successful poultry farm with neither hens\nnor eggs. That was the condition in America. To have great poets we\nmust have great audiences too. Every one of us can help on that side by\nshowing an interest in these things, and the interest will make you happier\nall the time, fill your days and nights with joy, and will drive weariness\nout.\nI speak feelingly of that. You know they speak about my being so\ncheerful and finding beauty everywhere. About ten years ago I got into\nthe habit of worrying nights — I don’t know what about — I had no right\nto, I enjoyed my profession so much — but my system was a little out of\norder and I would wake up in the night and think of debts, and contracts,\nand failures, and I couldn’t sleep. That went on several nights. One\nnight I said to myself: “I can’t stand this any longer. It spoils my work.\nI am good for nothing in the day.” So that night I shook my head vio¬\nlently until it nearly came off, drove every thought out of my mind, and\nlay there a little while quietly and then presently there came back again\nthat worry, worry, worry. Then I took a few deep breaths and I went\noff to sleep. I had found something; I had made a discovery. I call it\nthrowing my thoughts out of focus. I have never had to do it more than\ntwo or three times since then. I have never wasted an hour in worry in\nthe last ten years. I drive every thought out of my mind. I don’t know\nwhether it is anything to boast of or not but when the time comes to\nsleep, I go to sleep. But I think of pleasant things. I give you that for\nwhat it is worth. Perhaps you can’t work it, perhaps your minds are\nstronger than mine and have to think, but it has been the most wonderful\nsaving in my life, giving me nights of rest and days of enthusiasm.\nI want to give you two quotations because I am so proud of them. I\nnever learn anything by memory. I had to work hard to commit these\ntwo or three quotations — and I will probably get them wrong — but they\nhave meant much in my life.\nOne\n\nof them in those days just about the war time struck me\n\nright:\n\n“Not money but the life the community provides is its real wealth.”\nIsn’t that splendid? You ought to put that over the school door, over\nthe library, over the church doors.\nThere\n\nis another — there are two\n\nor three of those things — I love to\n\nthink of this. Was it Nietzsche said, “Life means for us constantly to\ntransform into light and flame all that we are or meet with.”\nThat is a pretty hard doctrine. Most of us aren’t quite that incendiary\nbut it is a great thought even if we can’t quite arrive at it, that we shall\nillumine all we meet, do our best to make life meaningful.\n\n"}
{"page": 171, "printed_page": null, "text": "General\n\n167\n\nSessions\n\nBut the one I prize most of all, the one that means more to me than any\nsermon I ever heard, and I have attended a great many, I have heard a\ngreat many I mean and attended a great many others. This one means\nmore than any of them. Those words of Spinoza, of whom I know so\nlittle but always think I am going to look him up and know more about\nhim, wherein he says, “I can not believe that the good of this life lies in\nthe possession of those things which for one man to possess is for others to\nlose, but rather in those things which all may possess alike and where each\nman’s prosperity increases his neighbor’s.”\nDo I need to explain that this applies more beautifully, more com¬\npletely to the arts, to the arts of time and space, to the arts we can enjoy\ntogether than to anything else on earth? No. You see an audience listen¬\ning to beautiful music, enjoying it together; look at our collections, people\ncan go to see paintings and sculpture and enjoy them together. It is mate¬\nrial things that separate us. It is the spiritual things which unite us and I\nam persuaded we are on the threshold of one of the greatest of all the\nworld’s renaissances, that America\ngoing to love it and live it.\n\nEQUAL\n\nis going to see beauty, and seeing it is\n\nOPPORTUNITY\n\nARTHUR\n\nM.\n\nHYDE,\n\nAND\n\nSECRETARY\n\nAGRICULTURE\nOF\n\nAGRICULTURE\n\nIt is now seven years since I appeared before this body. I was then\nengaged on a program for the better support of the rural schools of my\nhome state. It was a fight to establish an adequate financial basis under\nthe one room schoolhouses of Missouri.\nOut of that fight, came an abiding lesson. We could and did give to\nthe farmers of the school districts the power to increase their schools. We\nunfettered the farmers from their legal impediments but found that they\nwere bound by the unyielding chains of circumstance. They did not\nhave the means, no matter how amiable their desire, to increase their\nsupport of their schools. The lesson was that, although everything waits\nupon education, education must wait on taxes, and taxes for rural schools\nmust wait on the profits of farming.\nThus it occurred that my interest in agriculture was intensified by my\noriginal interest in rural schools. This is also my reason for speaking to\nyou today on the subject of agriculture.\nThere are those who shudder at the thought that agriculture is doomed\nand that farmers are about to be reduced to a condition of peonage. They\nshake sorrowful heads, and point to older peoples of the earth with the\nadmonition that, in the struggle with industrialism agriculture has always\ngone down. I do not share their fears. Mostly because this is America;\nbecause equality of opportunity is an inherent principle of American\npolity; and because the American farmer has the intelligence and the\nmeans at hand to enforce his right to a place of equality in American\ncivilization.\n\n"}
{"page": 172, "printed_page": null, "text": "168\n\nNational\n\nEducation\n\nAssociation\n\nNor is there cause for alarm in the trend of population from the farm\nto industry. The same process is going on in other industries. Shifting\nof population is not a new phenomenon. It has been in process in America\nfor a hundred years, and has been accompanied by a rising standard of\nliving.\nThe number of farmers engaged in agriculture is not the main con¬\nsideration. We are not primarily concerned with numbers. We seek\nhappier and more prosperous homes. It is no service to the farm family\nto keep it on the land, at the cost of a declining standard of living. Nor\nis it a service to the state. If the farmer finds that he can better educate\nand improve his own condition by enlisting in the ranks of industry, it is\nthe business of the state only to keep open the door that he may do so.\nThe same can be as truly said of those who seek the farm. The public\ninterest begins and ends in happier and better prepared citizens. Our\nviewpoint upon the study of agricultural problems is that of the time\nhonored doctrine that every man is entitled to an equal opportunity to\nenjoy an American standard of living.\nThe mere approach to the problem is difficult. Agriculture is not one\nunit ; it is as many units as there are agricultural products. Each farm\nproduct presents its own distinctive array of problems. Agriculture is\nsprawled entirely across the continent. It is split into 6,000,000 independ¬\nent producing plants, or farms, each captained and managed by that most\nindependent and individualistic of men, the American farmer. It com¬\npetes not alone with industry, but within itself ; not alone with a foreign\nstandard of living, but with the varying standards of its various sections.\nThe plight of agriculture is partly due to the readjustments of modern\nlife and industry. These have been going on for four or five decades.\nThe aftermath of war brought staggering losses and intensified the weak¬\nness of its position. Farmers had to pay loans of inflated money with\ndeflated products. The rise in wages bore heavily upon the farm, not\nalone because of high farm wages but more largely because of the increased\ncost of everything the farmer purchased. Heavier taxes, due primarily\nto roads and schools, added to an already heavy burden. I sometimes\nthink that every modern adjustment has operated in some degree to the\ndetriment of farming.\nIn many\n\nways\n\nthe world\n\nin which\n\nwe\n\nlive today is not the one into\n\nwhich we were born. Life is faster and more complex. We have length¬\nened and strengthened our arms with machinery and horse power. We\nhave speeded our transportation with automobiles and airplanes. We have\nincreased the range of our voices with telephones and radio.\nIn every field of activity, this process is going on. The industry of\nfifty years ago was a mere infant in comparison with industry today.\nIts organization was the simple one of master and servant; its output\nwas mostly handwork aided by a few simple mechanisms. In the pro¬\nfessions, the change is no less marked. A measurable comparison would\nbe to see the dear old country doctor with his black medicine bag against\n\n"}
{"page": 173, "printed_page": null, "text": "General\n\nSessions\n\n169\n\nthe modern hospital with its staff of experts and its equipment of scientific\napparatus.\nBusiness that in my youth was respectable with age and service, and\nwhich seemed founded upon the Gibraltar of economic necessity, has been\ntoppled into the scrapheap by mild and soft spoken gentlemen working\nwith bifocals and test tubes in laboratories. Buggies have been superseded.\nLivery stables are no more. Mining is now a matter of chemistry and\nmechanics. Consider, too, the displacements made and the problems\ncreated by the automobile, the telephone, the phonograph, the airplane, the\nmovies, and the latest marvel, the radio. Of all this, research and invention\nare moving causes.\nThe development of the automobile took out of the farm budget most\nof the vast sums which were formerly realized from sales of horses and\nmules. It also reduced the consumption of grains and forage crops. Less\nshoe leather was needed. Even the vogue of girlish figures among the fair\nsex has had its reflex in the case books of the farm. So has silken hose.\nThe\n\ndicta of the dieticians, which\n\nnow\n\nrun to milk and vegetables, have\n\nhelped to write the bank balances of wheat farmers in red ink. The man¬\nufacturer of rayon is no friend of cotton, or of wool, or of silk — and so it\ngoes.\nWe have been proud to say that agriculture is not merely an industry,\nbut also a mode of living. We have had in mind the old time farm family,\nclustered in its isolated cohesiveness around the family fireplace or the\nkitchen table. It was a selfsufficient unit; its table spread with good things\nfrom its own fields, prepared in its own kitchen, served by its own people.\nIt needed little money because it consumed little that it did not itself\nproduce.\nAnd it served America. It contributed to the roster of America’s roll of\nhonor, most of its shining names. It was the center of American life —\nmorally, socially, politically. Its products not only fed America, but for\nmany years formed the backlog of our balance of trade. It was the eco¬\nnomic force which held the ramparts while our modern industrialism was\ngathering force and direction.\nBut as a selfsufficient unit, it is passing. Much as we may mourn the\nfact, modern economic adjustments are undermining it as a means of\nliving. The farm family has exchanged its homespuns for ready-to-wear\nclothing. Home-made bread — food for the gods — is being slowly replaced\nby the greater convenience of bakery bread made by factory methods. In\nthe many changes such as these lies a revolution of method which has\nabolished local flour mills, made business for railroads, congested labor\nin highly organized factories, increased the farmer’s need for cash, de¬\nveloped the one crop farmer and industrialized the character of agriculture.\nNot only is agriculture affected by competition with industry, but it is\nin competition within itself. Obviously, if your breakfast consisted of oat¬\nmeal and eggs, the wheat farmer and the hog producer profited none at all.\nIf you ate a grapefruit or a banana, you created no demand for the apple\ngrower. Similarly with wool and cotton.\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nNational\n\nEducation\n\nAssociation\n\nThere is a sad link, too, in the elasticity of the human appetite. Cam¬\npaigns to eat more of this, if successful at all, mean eat less of that. It\nseems to be a law as inexorable and as ruthless as other laws of nature that\nthe only possible way to enlarge the human appetite is through the creation\nof more mouths to feed. There is scant hope of increasing the capacity of\nthe human stomach.\nAmerica has held it to be economically wrong to permit land to exist\nwithout a farm family on it. We have dealt out our lands with a prodigal\nhand. We have given them to homesteaders, presented them as bonuses\nto soldiers, offered them through lotteries, opened new areas with brass\nbands. We have poured millions into drainage districts and reclamation\nprojects.\nAll of this was economically sound as long as we could produce farm\ncommodities cheaply enough to sell at a profit on the world market. But\nnow our costs have risen, our capital investment is too great, our overhead\nexpenses per family are too high, to produce profitably for the world\nmarket. We awake to find ourselves with an agricultural plant too large\nfor our domestic needs.\nThe distribution of farm products is, to a large extent, wasteful and in¬\nefficient. The faults of the system of farm marketing, if system it can be\ncalled, cannot be blamed upon anybody in particular. Like Topsy, it “just\ngrowed.” What chance of success would the manufacturer of automobiles,\nor of cash registers, or of any other industrial product, have, if their out¬\nput had to sell at the factory door to the best bidder, or had to pass through\nmany middlemen before it reached the consumer. And yet, with some\nstriking exceptions, this is exactly what happens to farm products. It is\ntrite, but true, that the farmer sells in a market over which he has little\ncontrol and in which his voice is seldom heard.\nProbably the most profound of all changes wrought has been accom¬\nplished by that combined juggernaut and benefactor — organization. Great\nis organization, and great is American idolatry of it. At one and the same\ntime, it blesses and burns, distributes its gifts and assesses its penalties. Yet\nwe worship at its shrine.\nOrganization of industry has taken into its maw thousands of indi¬\nvidualistic human beings, assigned to each a small segment of mechanical\nproduction, built them into resistless force, and turned out standardized\nbut good products in infinite variety at a constantly lowering cost. Organi¬\nzation is the accepted mode for the exertion of mass pressure behind every\ninterest. From industry to Rotary, from religion to politics, America is\nin various degrees organized.\nWe Americans are at once the most individualistic human beings on earth,\nand the greatest believers in organization. And why not? It has taken its\ntoll from us in certain attributes, but it has given us homes, a high standard\nof living, schools which are models of efficiency, and an industrial develop¬\nment which is the envy of the world. The perpetual paradox of organiza¬\ntion is that, by the sacrifice of some of his personal rights, the individual\nfinds a greater freedom.\n\n"}
{"page": 175, "printed_page": null, "text": "General\n\nSessions\n\n171\n\nIn all this, agriculture has been laggard. Of all the methods of earning a\nlivelihood, agriculture was the industry of all others, which fifty years ago\nseemed founded upon the rock of everlasting strength. It was not only the\nindustry of most ancient respectability, and greatest service, but it seemed\nto have the greatest inherent strength, the most persistent and inexhaustible\ndemand for its products. Its only problem was to increase production.\nMeasured by any scale of investment, respectability, size, or service, agri¬\nculture is still preeminent. But it has not escaped the pains and penalties\nof the changes and readjustments to modern conditions. Its problems are no\nlonger merely those of production. Many and various and complex are the\nproblems which beset it, and which it must meet before it regains its place\nin the sun of economic equality with other industries.\nOn the production side of his business, the American farmer has fully\nkept pace with the progress of industry. He is the most efficient farmer in\nthe world. In numbers he is one-twentieth of the world’s farmers, but he\nproduces two-thirds of the world’s corn, three-fifths of the world’s cotton,\none-half of its tobacco, one-third of its hogs, one-third of its poultry, onefourth of its oats, one-fifth of its wheat, one-seventh of its cattle, and onetenth of its sheep. His other contributions, while small in percentage of the\nworld’s totals, yet bulk large in the feeding of his own nation.\nMeasured against his own performance, the farmer has increased his\nefficiency. In the last ten j^ears he has increased his output per man by\nthirty percent. In the face of a declining farm population and an increased\nurban or consuming population, he has successfully supplied the nation’s\nneeds, and produced a surplus in many crops in addition.\nAnd in that surplus lies one of his problems. Start at any given point\nin your reasoning with regard to any farm commodity, of which an annual\nsurplus is produced and your logic will land you irrevocably at grips with\nthe problem of a surplus. In 1925, 676 million bushels of wheat sold for\napproximately eleven billion dollars. In 1928, 903 million bushels of wheat\nsold for less than ten billion dollars. A crop of 227 million bushels more\nwheat sold for over one billion dollars less money. Many instances of\nsimilar character could be cited. From strawberries through the whole range\nof products to and including cotton, the same stubborn fact exists.\nThe surplus which so seriously depresses the price is one of the important\nelements of farm problems. If there is no surplus, there is no problem as\nto that commodity, except such problems as relate to marketing. Absent\nthe surplus, the farmer has the benefit of the home market. It is the surplus\nwhich in wheat must sell at world prices, less the transportation costs, and\nwhich places American agriculture in the ruthless grip of the inexorable law\nof supply and demand. Unless wheat can be produced so cheaply as to sell\nthe surplus at a profit on the world market, there will be distress among\nthe wheat growers.\nAround the problem of disposing of or preventing a surplus the whole\npolitical battle of agriculture has revolved. The equalization fee was a de¬\nvice to dump the surplus on the world market at a loss, and pass the loss\n\n"}
{"page": 176, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\nback to the producer of the crop. The debenture plan created a subsidy,\nthe theoretical object of which is to raise the domestic price and dump the\nsurplus, the loss to be paid out of the federal treasury. Both plans have\nthe same fatal weakness. They stimulate production. They falsely assume\nthat the foreign market can absorb the increase without depressing the\nprice. They proceed on the benign thought that foreign nations will permit\nthe demoralization of their markets to the detriment of their own nationals.\nBoth plans have within them the seeds of their own undoing. Under\neither, production would be stimulated, the world supply would be increased,\nthe world price depressed, and thus the vicious circle would land us back at\nthe starting point with little except an increased production and an aggra¬\nvated problem to show for our pains. American agriculture cannot afford\nto entrust its future upon any base so flimsy and unstable.\nThese, in sketchy fashion, are some of the elements in the problem of\nagriculture. They constitute a challenging but not insuperable array.\nThe answer to them is not going to be found “in the back of the book”\nnor in any single scheme of statecraft. No single answer exists because the\nproblem presented is not single. The farm problem is not one problem, but\nscores of problems grouped about each of a score of different farm commodi¬\nties.\nNevertheless, there are some measures which will be generally beneficial.\nThe tariff as a means of protecting the home market for the home producer\nwill help. It is both economically sound and morally right that the Ameri¬\ncan farmer shall have the entire domestic market. The development of\ninland waterways, farm-to-market roads and other methods of cheaper\ntransportation will help. Research, broadly and practically carried forward\nto find new markets, new uses for general farm products, and profitable\nuses for waste products will help.\nFurther development of reclamation projects, either by irrigation or drain¬\nage, should await the time when such action is economically necessary.\nIt is profitless to new areas to open them to agricultural development\nand production. Their products, coming on a market which is already\nsupplied, will not be profitable to any such new area; and they will depress\nthe agriculture of areas already developed. There exists now a vast acreage\nof submarginal lands, which is cultivated at the expense of a low standard\n\nof living, and which is really needed for reforestation, in aid of flood con¬\ntrol and the preservation of such lands for succeeding generations which may\nconceivably need them.\nTheoretically, to limit production to the basis of domestic needs would\nraise the price of any commodity upon which a tariff exists. No power on\nearth exists to compel such reduction. Whatever is done in this regard\nmust be done by the farmer himself of his own volition. So far as practicable,\nwe desire to keep the farm family on the farm. We have no right to hold\nit there to its own disadvantage. Certainly there is nothing economically\nsound or socially desirable about producing crops to sell at less than the cost\nof producing them.\n\n"}
{"page": 177, "printed_page": null, "text": "General\n\nSessions\n\n173\n\nOne general answer to farm problems is organization — organization to\ncontrol marketing, to standardize output, to eliminate the waste and duplica¬\ntion of a marketing and distributing system which, generally speaking, ab¬\nsorbs two dollars for every one dollar it returns to the farmer. Thus the\nfarmer can approximate the position of industry, or of other groups. By\nthe long arm of his own organization, the farmer can make himself felt\nbeyond his line fences and in the markets of the world. Through his organi¬\nzation, the farmer can get information as to commodity supplies, can bring\nhis production within the limits of demand, can control the surplus problem\nby preventing it. By organization the farmer can take control of his own\nindustry; reestablish the independence of his calling; win his own place in\nthe sun of economic equality, and having won it, hold it against all the\nchanging vicissitudes of the future.\nTo assist in the organization of agriculture; to take the problems of the\nvarious farm commodities out of the realm of politics and partisan bicker¬\ning, and to meet them in the realm of economics ; to set up an authorita¬\ntive tribunal which shall study each separate problem, and afford leader¬\nship for agriculture in all its phases ; and to do this, not by subsidy nor by\ngovernmental dabbling in business, but by helping the farmer to help himself\nthrough his own\nRelief Bill.\n\norganizations — this is the aim and purpose of the Farm\n\nIn all the history of America, there has been no program and no legisla¬\ntion in aid of any industry comparable with it. Never has a President here¬\ntofore called a special session of Congress to deal with the problems of one\nclass or calling.\nPresident Hoover not only called the session but he charged it in a\nspecific message to deal primarily and almost exclusively with the needs of\nagriculture. In his campaign, he advocated almost precisely the bill which\nwas passed. He has favored clothing the farm board with broader powers,\ndefined with less limitation, than have been possessed by any board ever\ncreated in the Government. He has backed his faith by authorizing the use\nof $500,000,000 to effect the purpose of equalizing the economic position\nof agriculture. He has acted promptly, generously, and wisely.\nThe board does not buy or sell. It has no right to engage in business. Its\njob is to foster the organization of agriculture, to finance farmer-owned\nand farmer-controled cooperatives, which may buy, sell, process or store\nfarm commodities.\nThe board serves in exactly the same capacity as a supervising architect\nserves the builder of a skyscraper or a bridge. The builder must provide\nthe necessary funds and a proper plan. The supervising architect must find\nthe answer to technical questions and see the job through. Precisely this\nplain, simple, practical scheme has been fostered and set up by the states¬\nmanship of President Hoover. The plan is made ; the funds provided ; the\nboard is ready to supervise the job.\nRome was not built in a day, nor will agriculture be emancipated over\nnight. Much depends upon the character and ability of the men who\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nNational\n\nEducation\n\nAssociation\n\ncompose the board. But much depends, too, upon the cooperative associa¬\ntions which are already formed, or will hereafter be formed. The board\ncannot function on its own account. The initiative lies with the farm co¬\noperative associations.\nIt is not an evasion of responsibility, but a statement of fact to say that\nthe success of the farm bill depends upon teamwork between the board and\nthe farm cooperatives, in whose aid the legislation was designed and around\nwhom it is built.\nI know it will be said that it cannot be done ; that agriculture is too far\nflung; is composed of too many millions of units; is too individualistic ever\nto stand organization. But is it ? Has the attempt ever been seriously and\npersistently made? Has not the effort been rather to find a magic cure-all\nby legislation which will by some mysterious wizardry whisk the surplus\nout of the way, leaving agriculture the pleasing task of increasing the next\nsurplus ?\nIs not the stake great enough to justify the undertaking? Let us not for¬\nget that the sine qua non of successful agriculture is not merely farming,\nbut profit. We seek prosperous farms able to maintain good schools and\nafford to present and future Americans an American standard of living.\nIn one of his campaign speeches, President Hoover uttered this inspiring\nsentiment :\nMy conception of America is a land where men and women may walk in ordered\nfreedom in the independent conduct of their occupations; where they may enjoy\nthe advantages of wealth, not concentrated in the hands of a few, but spread\nthrough the lives of all ; where they may build and safeguard their homes, and\ngive their children the fullest advantages and opportunities of American life;\n. . . . where a contented and happy people, secure in their liberties, free from\npoverty and fear, shall have their leisure and the impulse to seek a higher life.\n\nIn this statement is the essence of our national aspiration. America be¬\nlieves that its hopes and its purposes will be soonest achieved through a\nguaranty of equal opportunity to every man, leaving it to each American\nto climb as high and achieve as greatly as his merits and his industry will\npermit. The sum of the achievements of our citizens is national accomplish¬\nment.\nThis nation, under God, has been blessed beyond the dreams of avarice.\nThe smoke plumes of its factories write upon the sky a story of busy indus¬\ntry and of prosperity. The average man enjoys a higher standard of living\nthan was ever enjoyed by any nation in history. The good things of life\nare more broadly and less unevenly distributed. The creative industry of the\nnation is more widely owned than ever before. Buyers and borrowers of\nother nations throng our markets and draw upon our stores of goods and\nof accumulated capital.\nIn all of this, there is, there must be a place of economic equality and\nopportunity for the American farmer. His is the most creative, the most\nvital, and the most serviceable of all occupations. There are, happily, many\nthousands of prosperous farmers, but agriculture as a whole has had too\n\n"}
{"page": 179, "printed_page": null, "text": "General\n\nSessions\n\n175\n\nsmall a share of national prosperity. This nation cannot afford to view with\ncomplacency any inequality among its own people.\nWe have poured out our wealth with quick sympathy for the stricken\namong the other nations of the earth. We spent billions of money and\noceans of blood and tears in a struggle across the sea, to defend our con¬\nception of political equality, and it is worth whatever expenditure of effort\nand national treasure may be required to guarantee equality of economic\nopportunity for all American citizens.\nThere was a time in history when the cry “1 am a Roman citizen” brought\nto the aid of the distressed citizen every other Roman within earshot. I\nappeal to this association, in the exercise of its great nationwide influence, to\naid, by precept and example, in soundly and constructively answering the\nequally compelling cry “I am an American\n\nfarmer.”\n\n"}
{"page": 180, "printed_page": null, "text": "'\n\n"}
{"page": 181, "printed_page": null, "text": "Reports of Committees\n\n"}
{"page": 182, "printed_page": null, "text": ""}
{"page": 183, "printed_page": null, "text": "FINAL\n\nREPORT\n\nOF THE\n\nTHE\nSARAH\n\nT.\n\nCOMMITTEE\n\nON\n\nETHICS\n\nOF\n\nPROFESSION— ABSTRACT\nMUIR,\n\nLINCOLN,\n\nNEBRASKA,\n\nCHAIRMAN\n\nIntroduction.\n\nThe committee on ethics of the profession herewith presents for the\nconsideration of the National Education\n\nAssociation a code of ethics\n\nfor the profession of teaching. It has been four years in the making.\nThe committee recommends that it be discharged and that this its final\n\nreport be accepted by the delegate assembly and that this code be adopted\nas the code of ethics of the National Education Association.\nCODE\n\nOF\n\nETHICS OF THE NATIONAL\nTION OF THE UNITED\n\nEDUCATION\nSTATES\n\nASSOCIA¬\n\nPreamble\nIn order that the aims of education may be realized more fully, that the\nwelfare of the teaching profession may be promoted, that teachers may\nknow what is considered proper procedure, and may bring to their pro¬\nfessional relations high standards of conduct, the National Education Asso¬\nciation of the United States has developed this code of ethics.1\nArticle\n\n1— Relations\n\nwith\n\nPupils\n\nand\n\nto the\n\nCommunity\n\nSection\n\n1. The\n\nschoolroom\n\nSection\n\n2. The\n\nteacher should not permit his educational work\n\nis not the proper theatre for religious,\npolitical, or personal propaganda. The teacher should exercise his full\nrights as a citizen but he should avoid controversies which may tend to\ndecrease his value as a teacher.\nused for partisan politics, personal gain, or selfish propaganda\nkind.\n\nto be\nof any\n\nSection 3. In instructional, administrative, and other relations with\npupils, the teacher should be impartial, just, and professional. The teacher\nshould consider the different interests, aptitudes, abilities, and social en¬\nvironments of pupils.\nSection 4. The professional relations of the teacher with his pupils\ndemand the same scrupulous guarding of confidential and official informa¬\ntion as is observed by members of other long-established professions.\nSection 5. The teacher should seek to establish friendly and intelli¬\ngent cooperation between the home and the school.\nSection 6. The teacher should not tutor pupils of his classes for pay.\n-\n\n1 The\nengaged\n\nterm “teacher” as used in this code is intended to include every person directly\nin educational work whether in a teaching, an adminis rative, or a supervisor}- capacity.\n\n[ U9]\n\n"}
{"page": 184, "printed_page": null, "text": "180\n\nNational\n\nArticle\nSection\n\nII — Relations\n\n1. Members\n\ncalling in every way.\n\nEducation\n\nof the\n\nThe\n\nto\n\nteaching\n\nAssociation\n\nthe\n\nProfession\n\nprofession\n\nshould\n\ndignify\n\ntheir\n\nteacher should encourage the ablest to enter it,\n\nand discourage from entering those who are merely using the teaching pro¬\nfession as a stepping stone to some other vocation.\nSection\n\n2. The\n\nteacher\n\nshould\n\nmaintain\n\nhis efficiency and\n\nteaching\n\nskill\n\nby study, and by contact with local, state, and national educational organi¬\nzations.\nSection\nSection\n\n3. A teacher’s own life should show that education does ennoble.\n4. While not limiting his services by reason of small salary, the\n\nteacher should insist upon a salary scale suitable to his place in society.\nSection\n\n5. The\n\nteacher\n\nshould\n\nnot exploit his school\n\nor himself\n\nby per¬\n\nsonally inspired press notices or advertisements, or by other unprofessional\nmeans, and should avoid innuendo and criticism particularly of successors\nor predecessors.\nSection\n\n6. The\n\nteacher\n\nshould\n\nnot\n\napply\n\nfor another\n\nposition for the\n\nsole purpose of forcing an increase in salary in his present position. Corre¬\nspondingly, school officials should not pursue a policy of refusing to give\ndeserved salary increases to their employees until offers from other school\nsystems have forced them to do so.\nSection\n\n7. The\n\nteacher\n\nshould\n\nnot\n\nact as an\n\nagent,\n\nor accept\n\na com¬\n\nmission, royalty, or other reward, for books or supplies in the selection or\npurchase of which he can influence or exercise the right of decision ; nor\nshould he accept a commission or other compensation for helping another\nteacher to secure a position.\nArticle\n\nSection\n\nIII — Relations\n\n1. A\n\nteacher\n\nshould\n\nto\n\navoid\n\nMembers\n\nof\n\nunfavorable\n\nthe\n\nProfession\n\ncriticism of other teach¬\n\ners except such as is formally presented to a school official in the interests\nof the school. It is also unprofessional to fail to report to duly constituted\nauthority any matters which involve the best interests of the school.\nSection\n\n2. A\n\nteacher\n\nshould\n\nnot interfere\n\nbetween\n\nanother\n\nteacher\n\nand\n\nadministrators\n\nand\n\na pupil in matters such as discipline or marking.\nSection\n\n3. There\n\nshould\n\nbe cooperation\n\nbetween\n\nclassroom teachers, founded upon sympathy for each other’s point of view\nand recognition of the administrator’s right to leadership and the teacher’s\nright to selfexpression. Both teachers and administrators should observe\nprofessional courtesy by transacting official business with the properly\ndesignated person next in rank.\nSection\n\n4. The\n\nteacher\n\nshould\n\nnot apply for a specific position unless a\n\nvacancy exists. Unless the rules of the school otherwise prescribe, he should\napply for a teaching position to the chief executive. He should not know¬\ningly underbid a rival in order to secure a position ; neither should he\nknowingly underbid a salary schedule.\n\n"}
{"page": 185, "printed_page": null, "text": "Reports\n\nSection\n\n5. Qualification\n\npointment and promotion.\n\nof\n\nshould\n\n181\n\nCommittees\n\nbe the sole determining\n\nSchool officials should encourage\n\nfactor\n\nin ap¬\n\nand carefully\n\nnurture the professional growth of worthy teachers by recommending pro¬\nmotion, either in their own school or in other schools. For school officials\nto fail to recommend a worthy teacher for another position because they do\nnot desire to lose his services is unethical.\nSection\n\n6. Testimonials\n\nregarding\n\na teacher\n\nshould\n\nbe frank, candid,\n\nand confidential.\nSection\n\n7. A contract,\n\nonce\n\nsigned, should\n\nbe faithfully adhered\n\nto until\n\nit is dissolved by mutual consent. In case of emergency, the thoughtful\nconsideration which business sanction demands should be given by both\nparties to the contract.\nSection\n\n8. Due\n\nnotification\n\nshould\n\nbe given\n\nby school\n\nofficials and\n\nteachers in case a change in position is to be made.\n\nRecommendation\n\nof Committee\n\nConcerning\n\nCode\n\nThe committee on ethics of the profession recommends that the follow¬\ning steps be taken by the National Education Association and by state and\nlocal associations in order to make\ncode of ethics.\n\nknown, to interpret, and to enforce. this\n\n1. In order that the code may be made known to all teachers, partic¬\nularly to those who are entering the profession, each institution for the\ntraining of teachers should give every student the opportunity of becoming\nfamiliar with its provisions. Other practical means for making the code\nknown\n\nare by publishing it from time to time in pedagogical magazines,\n\nand by discussing it at teachers institutes and similar meetings.\n2. Each state teachers organization should establish a committee\nprofessional ethics. This committee\n\non\n\nshould be given the duty of interpret¬\n\ning the code, of investigating reported violations of the code, and of secur¬\ning the cooperation of all members of the profession in abiding by the code.\nEach teacher should regard as an obligation the necessity of reporting to\nthis committee\n\nany cases of unprofessional conduct which may\n\ncome\n\nunder\n\nhis observation. Before making a decision against the accused the commit¬\ntee should give him an opportunity to be heard. When appropriate to do\nso, the findings of the committee\n\non such cases should be published in the\n\nmagazine of the state organization ; to prevent identification, except when\nidentification is advisable, capital letters or other symbols may be used\ninstead of names\n\nand places. The provisions which a typical state teachers\n\nassociation has already made\n\nfor such a committee\n\nThere shall be a permanent commission\nthe Massachusetts Teachers Federation.\n\nare quoted herewith :\n\non professional ethics operating under\nThis commission shall consist of the\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nAssociation\n\npresident and the secretary of the federation, ex officio, and\n\nfive other members\n\nof the profession appointed by the president, with terms of five years each, the\nterm of each member expiring successively on the date of the annual meeting of\nthe federation each year.\nIt shall be the duty of this commission\n\nto study the various\n\nproblems\n\nof pro¬\n\nfessional ethics arising from time to time, to give to inquiring members of the pro¬\nfession its interpretation of the meaning of various principles in this code, to\nmake recommendations to the board of directors of the state federation concerning\ninvestigations rendered\n\nadvisable\n\nin connection\n\nwith this code, and in general to\n\nhave oversight of all questions arising in connection\nprofession within the state.\n\nwith the ethics of the teaching\n¥\n\nThe\n\n1928-29 Investigation\n\nScope and plan of the investigation — In January, 1928 the committee\nmailed the following letter together with a copy of the accompanying ques¬\ntionnaire to 3145 members of the teaching profession. The number of\nquestionnaires which were sent to each state was based upon the percentage\nof the total membership of the National Education Association which each\nstate had. The list of members to whom the questionnaire was sent in\neach state wTas furnished by the secretary of the state teachers association.\n\nTHE\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n1201 Sixteenth Street\nWashington,\n\nD. C.\n\nSarah T. Muir, Chairman\nCommittee on Ethics\nTo\n\nmembers\n\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\nsecuring information which it will use in designing a code to be recommended for\nadoption by the National Education Association. Any code of ethics to be worth\nwhile, and to secure the approval of the members of the profession, must represent\na cross section of the highest ideals of the members of the profession. We have\nseen no method of securing your assistance except through the use of the question¬\nnaire. The committee has formulated a select list of 4000 teachers, principals,\nstate and local superintendents, and other members of the profession to whom to\nsend this questionnaire. Your name is on that list. It will require a few minutes\nto write your answers, but you may be sure that in giving such time you will be\ncontributing something toward the advancement of the profession. We plead for\nan answer to our questionnaire from each one of the 4000 to whom it is sent and\nfor the response within the next ten days.\nbe kept confidential.\n\nAny\n\ninformation\n\nPlease return the questionnaire to Professor Ward\nversity, Columbus, Ohio. Mr. Reeder is secretary\nsupervise the tabulation of the material.\nSincerely yours,\n\nwhich\n\nyou give will\n\nG. Reeder, Ohio State Uni¬\nof the committee and will\n\nSarah\n\nT.\n\nMuir,\n\nChairman.\n\n"}
{"page": 187, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n183\n\nYes\n\nNo\n\nIs it ethical\npends\n\n1. To apply for a position not. known to be vacant? .\n2. For a teacher to apply for a position directly to a board instead of to\nthe superintendent or to a similar executive? .\n3. To accept a position from which the immediately preceding occupant\nwas dismissed unjustlv? .\n4. To fail to withdraw outstanding applications when a position has been\naccepted? .\n5. To accept a position in a community where a relative is a member of\nthe hoard nr is superintendent of schools? .\n6. For a school official to fail to recommend one of his teachers for a\nposition in another community because he does not want to lose\nher sendees? .\n7. For 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? . .\n8.\n9.\n10.\n11.\n\nTo\nTo\nTo\nTo\n\nDe¬\n\nissue nr use a “to-whom-it-may-concern” testimonial? .\nfail to give all pertinent facts when writing recommendations?. . . .\nhid or underhid for a position? .\nseek an offer elsewhere for the purpose of securing advancement\n\none’s a present\nposition?\n.\n12. To inenter\ncombination\nto force\nincreases in salaries? .\n13. To hreak a contract to accept another position? .\n14. To dismiss, or recommend for dismissal, a teacher without giving her\nample notice and an opportunity to he heard? .\n15. To endeavor to secure or to maintain position by innuendo, exploita¬\ntion complimentary press notices or advertising? .\n16. To discuss deficiencies of pupils in such a way as would embarrass them\nor their parents? .\n17.\n18.\n19.\n20.\n\nTo teach one’s religious, political, or other private beliefs to pupils?. .\nTo accept pay for tiitorin? one’s own pupils? .\nTo accept gifts from pupils? .\nTo accept pupils expelled from other schools until the expelling\nauthority has heen consulted? .\n21. For school officials not to consult their subordinates before they\nmake policies? .\n22. To go “over the heads” of one’s superiors? .\n23. To fail to support school policies until they are changed even though\none does not acree with them? .\n24. To violate official correspondence or conversation among teachers?. . .\n\n1 *\n\n25. For school officials to change pupils’ marks? .\n26. For school officials to take the side of pupils against teachers? .\n27. For one teacher to mark the work of a pupil in another teacher’s\nclass or to interfere in disciplinary or other problems? .\n28. To fail to defend members of the profession when they are unjustly\nattacked? .\n29. To censure and disclose unprofessional or immoral conduct, including\ninefficiency, within the profession? .\n30. To fail to be a progressive student of education? .\n31. To fail to encourage the fit to enter, and to discourage the unfit from\nentering the profession? .\n32. To use the profession as a stepping stone to other professions or voca¬\ntions? .\n33. To criticise the profession? .\n34. To do more than to vote for candidates in a political campaign? .\n35. To engage in a practise of recreation, dress, etc., of which the com¬\nmunity does not. approve? .\n36. To tail to participate in activities tor community betterment? .\n37. To write general testimonials for salesmen? .\n38. To solicit sample textbooks? .\n39. To act as an agent for, or receive a commission, royalty, or anything\not value from books or supplies in the purchase of which he or she\nexercises official decision? .\n\nA\n\nLIST\n\nOF\n\nCOMMON\n\nUNETHICAL\n\nPRACTISES\n\nPlease list here in the order of their seriousness and frequency the six most unethical practises\nwhich you have observed that teachers, principals, supervisors, and superintendents most fre¬\nquently engage in and of which you think that a code of ethics should take cognizance.\nMl\n\nvu\nW\n\n(A\\\n\n/rr\\\n\nW/\n\nPositiot 1\n\n"}
{"page": 188, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\nIn making up his list the secretary was requested to include in it repre¬\nsentatives of the various types of educational positions — teaching, super¬\nvision, and administration.\nAs the questionnaires came in, they were placed in three groups, namely,\nchief executives, administrative subordinates, and classroom teachers. Un¬\nder chief executives were classed all persons who hold chief executive posi¬\ntions, such as, presidencies of colleges and universities, and superintendencies\nof schools. Lnder administrative subordinates were placed such persons\nas assistant superintendent of schools, school principals, and college or uni¬\nversity deans. Under classroom teachers were placed all persons not in¬\ncluded in the two groups just mentioned. The responses of the members\nof each of three groups were tabulated separately.\nFrom the 3145 questionnaires which were sent there were 1606 replies.\nThe number of replies may be considered fairly satisfactory in view of the\nfact that a followup to the questionnaire was not sent to those persons who\ndid not respond.\ntives; 444 from\nteachers.\n\nFive hundred and sixteen replies came from chief execu¬\nadministrative subordinates; and 646 from classroom\n\nReplies to the 39 questions — A glance at the questionnaire will show\nthat 39 more or less common practises of members of the profession were\nlisted, and recipients of the questionnaire were requested to indicate by a\ncheck mark which of those 39 practises were considered ethical and which\nwere considered unethical.1\n\nIf the recipient of the questionnaire thought\n\nthat the validity of the practise “depends” on circumstances, he was re¬\nquested to check the “Depends” column, and to explain his views. Table\nII summarizes the votes of the classroom teachers; Table III, the votes of\nthe administrative subordinates; and Table IV, the votes of the chief\nexecutives.\nClassroom\n\nteachers, administrative\n\nsubordinates, and\n\nagree in placing the practise listed as number\n\nchief executives\n\nsix in the questionnaire at the\n\nhead of unethical practises. That practise, “for a school official to fail to\nrecommend 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,\nand 94.57 percent of the chief executives. A glance at the tables will show\nthat qualified statements are made by a small percent in each group.\nThe three groups are likewise in agreement in giving second place in\ntheir disapproval to the practise listed as number 24, namely, “to violate\nofficial correspondence or conversation among teachers.” Classroom teach¬\ners stand 94.58 percent against the practise ; administrative subordinates,\n94.59 percent; and chief executives, 94.57 percent.\nChief executives and administrative subordinates both give third place in\ntheir votes against practise 15, namely, “to endeavor to secure or to main1 These 39 practises were selected primarily\nof the state teachers associations.\n\nfrom\n\nan\n\nanalysis of the present\n\ncodes\n\nof ethics\n\n"}
{"page": 189, "printed_page": null, "text": "Reports\n\nof\n\n185\n\nCommittees\n\ntain position by innuendo, exploitation, complimentary\nvertising.” Classroom\n\npress notices, or ad¬\n\nteachers place this fifth.\n\nThe practise deemed least unethical by all groups is “to accept a position\nin a community where a relative is a member of the board or is superintend¬\nent of schools.” Rated as thirty-eighth in all lists is the failure to “censure\nand disclose unprofessional or immoral conduct, including inefficiency, with¬\nin the profession.” It may, perhaps, be assumed that this does not imply\nthat teachers condone any of these practises, but that, “censuring and dis¬\nclosing” such conduct might involve legal procedure not considered within\nthe province of the teacher.\nIt is interesting to note that the three groups voted in harmony\nof the practises. When\n\non most\n\nthe rankings of the three groups on the several\n\npractises are not identical, the percentages are practically the same.\n\nBy\n\nstudying tables 2, 3, and 4 in connection with the 39 practises listed in\nTABLE\n\nII— SUMMARY\nERS\n\nOF\nON\n\nTHE\nTHE\n\nVOTES OF CLASSROOM\n39 PRACTISES.\nPer\n\nNo.\nof\n\nues¬\nQtion\n\n1.\n2.\n3.\n4.\n5.\n6.\n7.\nS.\n9.\n10 .\n11 .\n12 .\n13 .\n14 .\n15 .\n16 .\n17 .\n18 .\n19 .\n20 .\n21 .\n22 .\n23 .\n24 .\n25 .\n26 .\n27 .\n2S .\n29 .\n30 .\n31 .\n32 .\n33 .\n34 .\n35 .\n36 .\n37 .\n38 .\n39 .\n\ntal\nTo¬\n“Yes”\n\n85\n85\n117\n59\n303\n17\n107\n226\n42\n37\n207\n121\n229\n19\n14\n12\n59\n144\n29\n104\n17\n28\n12\n10\n11\n10\n18\n294\n25\n67\n173\n134\n245\n43\n29\n46\n142\n20\n\nPer\ncent\n“Yes”\n\n13.15\n13.15\n18.11\n9.13\n46.90\n2.63\n16.56\n34.98\n5.72\n6.50\n32.04\n18.73\n3.40\n1.3S\n2.94\n. 2.16\n1.85\n9.13\n22.29\n4.48\n16.09\n2.63\n4.33\n1.85\n1.54\n1.70\n1.54\n2.78\n45.51\n\nPer\ntal\n“No”\nTo¬\n\n383\n396\n341\n537\n152\n620\n440\n289\n509\n556\n333\n290\n427\n611\n593\n602\n592\n408\n184\n568\n376\n426\n532\n611\n544\n376\n590\n591\n173\n\n3.86\n10.37\n26. 7S\n20.74\n37.92\n6.65\n4.48\n7.12\n21.98\n\n586\n518\n263\n301\n\n3.09\n\n594\n\n206\n417\n503\n495\n313\n\ntal\n\ncent\n\ntal\n\nPer\ncent\n\ntal\n\nTEACH¬\n\nPer\ncent\ntal\n\ncent\n“No”\npends\nTo¬\nfied\nde¬\n59.28\n61.30\n52.78\n83.12\n23.52\n95.97\n68.11\n44.73\n78.79\n86.06\n51.54\n44.89\n66.09\n94.58\n91.79\n93.18\n91.64\n63.15\n28.48\n87.92\n5S.20\n65.94\n82.35\n94.58\n84.21\n58.20\n91.33\n91.48\n26.78\n90.71\nSO. 18\n40.71\n46.59\n31. S8\n64.55\n77.86\n76.62\n48.45\n91.95\n\ni¬\nqu\n92al\nun¬\n105\n105\n22\n114\n512\n\n61\n58\n20\n148\n69\n979\n15\n18\n12\n104\n189\n22\n105\n87\n523\n53\n20\n138\n\n22\n103\n14\n98\n22\n122\n118\n103\n57\n114\n56\n17\n\npends\nfied\nde¬\n14.24\nquali¬\n16.25 ¬\nun\n16.25\n3.40\n17.64\n\npends\nfied\nTo¬\n73\n\ndei¬¬\nqu\n54al\n\nfied\npends\n\nTo¬\nswer-\n\n11.30\n8.35\nqualdi¬\ne\n10.52\n\n68\n165\n40\n67\n32\n\n2.47\n10.37\n\n3.09\n10.68\n22.91\n\n71\n29\n28\n16\n\n2.47\n4.33\n\n15.01\n1.38\n2.32\n2.78\n1.85\n\n80\n118\n15\n\n.30\n7.89\n9.44\n8.97\n\n16.09\n29.25\n3.40\n13.46\n16.25\nS . 04\n.46\n8.20\n21.36\n3.40\n3.09\n15.94\n2.16\n3.40\n18. SS\n15.17\n18.26\n15.94\n8.82\n8.66\n17.64\n2.63\n\n22\n68\n20\n112\n67\n81\n23\n2\n28\n106\n10\n21\n78\n62\n4\n13\n91\n60\n61\n11\n38\n27\n57\n\ned\n\n4.95\n6.19\n.77\n4.48\n\n10.99\n12.38\n1.23\n2.32\n1.70\n3.40\n10.52\n17.33\n3.09\n10.37\n12.53\n3.56\n.30\n4.33\n16.40\n1.54\n3.25\n9.59\n2.01\n.61\n12.07\n14.08\n9.28\n1.44\n5.88\n4.17\n8.82\n1.70\n\n13\n6\n15\n10aunn12\n2\n16\n30\n13\n12\n9\n20\n169\n4\n1\nS\n7\n\ned\nswerplies\n646\n2.01\nTo¬\n.92\n646\n2.32\n646\nun646\n1.85an- 646\n1.54\n646\n646 e¬\n.30\nr\n2.47\n4.64\n646\n646\n2.01\n646\n1.85\n1.38\n646\n2.47\n646\n3.09\n646\n1.38\n646\n646\n646\n.61\n1.23\n646\n.15\n646\n1.08\n2.63\n646\n\n7\n12\n\n1.08\n1.85\n2.63\n\n646\n\n17\n11\n17\n18\n11\n15\n5\n5\n14\n\n1.70\n2.78\n1.70\n\n646\n646\n646\n\n2.32\n.77\n2.16\n.77\n2.63\n4.02\n1.54\n3.40\n2.63\n\n646\n646\n646\n646\n646\n646\n646\n\n3.40\n2.94\n3.40\n\n646\n646\n\n26\n22\n10\n17\n17\n22\n22\n4\n20\n19\n\n3.09\n.61\n\n646\n646\n646\n\n"}
{"page": 190, "printed_page": null, "text": "186\n\nNational\n\nEducation\n\nAssociation\n\nof\n\nthe questionnaire, the reader will be able to secure a complete summary\nthis particular portion of the investigation.\n\nComments on the practises — If the recipient of the questionnaire deemed\nthat the validity of any practise depends upon circumstances he was requested\nto check the “depends\" column of the questionnaire and to explain why he\nthought the practise depends on circumstances. These qualifications and ex¬\nplanations constituted one of the most interesting and valuable parts of\nthe data secured ; they were particularly helpful in formulating the code\nof ethics herein recommended.\nAll of these qualifications and explanations were typewritten under proper\nheadings. For example, all the comments which applied to practise number\none of the questionnaire were placed together ; the same procedure was\nfollowed with reference to each of the remaining practises. Moreover, the\ncomments of the classroom teachers, the administrative subordinates, and\nthe chief executives were kept separate.\nTABLE\n\nIII— SUMMARY\n\nOF\n\nTHE\n\nVOTES\n\nTo\nSUBORDINATES\nr\n\nON\n\nTHE\n\nOF\n\n39 PRACTISES.\n\nPer\nNo.\n\nPer\ntal\n\ntion\nQues¬\n\ntal\n\n“Yes”\n\ncent\n“Yes”\n\ntal\n“No”\n\nPer\ncent\n“No”\n\nTo¬\n\n42\n36\n119\n46\n1977\n64\n170\n44\n24\n121\n74\n24\n11\n9\n8\n7\n37\n104\n21\n917\n14\n8\n10\n8\n156\n237\n22\n60\n113\n119\n175\n25\n32\n81\n32\n16\n\n9.46\n8.11\n26.80\n10.36\n44.36\n1.58\n14.41\n38.29\n9.91\n5.41\n27.25\n16.67\n5.41\n2.48\n2.03\n1.80\n1.58\n8.33\n23.42\n4.73\n20.50\n1.58\n3.15\n1.80\n2.25\n1.80\n1.35\n3.38\n53.37\n4.95\n13.51\n25.45\n26.80\n39.41\n7.21\n5.63\n7.21\n18.24\n3.60\n\n294\n318\n199\n375\n84\n428\n329\n182\n330\n374\n255\n225\n298\n411\n418\n413\n415\n313\n125\n371\n229\n331\n388\n420\n361\n238\n413\n400\n101\n390\n340\n202\n188\n128\n287\n355\n351\n217\n417\n\n66.22\n71.62\n44.82\n84.46\n18.92\n96.40\n74.10\n40.99\n74.32\n84.23\n57.43\n50.68\n67.12\n92.57\n94. 14\n93.02\n93.47\n70.50\n28.15\n83.56\n51.58\n74.55\n87.39\n94.59\n81.31\n53.60\n93.02\n90.09\n22.75\n87.84\n76.58\n45.50\n42.34\n28.83\n64.64\n79.95\n79.05\n48.87\n93.92\n\ncent\n\nPer\ncent\n\nPer\ntal\n\ncent\ntal\n\nTo¬\npends\nfied ¬\nde\n\n1.\n2.\n3.\n4.\n5.\n6.\n7.\n8.\n9.\n10 .\n11 .\n12 .\n13 .\n14 .\n15 .\n16 .\n17 .\n18 .\n19 .\n20 .\n21 .\n22 .\n23 .\n24 .\n25 .\n26 .\n27 .\n28 .\n29 .\n30 .\n31 .\n32 .\n33 .\n34 .\n35 .\n36 .\n37 .\n38 .\n39 .\n\nADMINISTRATIVE\n\n67ali¬\nqu\n66un¬\n94\n12\n65\n122\n7\n36\n50\n29\n113\n52\n84\n19\n11\n16\n11\n64\n165\n73\n41\n90\n286\n52\n137\n79\n20\n16\n90\n26\n14\n91\n\n38\n97\n38\n87\n100\n8\n\npends\nfied\n\nde¬\n15.09\nquaulni¬¬\n14.86\n21.17\n2.70\n27.48\n\n' 12\nfied\npends\npends\nfied\nTo¬\n34 ¬\ndei¬\n20al\nqu\n29\n4\n\n1.58\n8.11\n\n1\n\n14.64\n11.26\n6.53\n11.71\n25.45\n18.92\n3.60\n2.48\n4.28\n2.48\n14.41\n\n17\n37\n\n37.16\n9.23\n20.27\n16.44\n6.31\n1.35\n11.71\n30.86\n3.60\n4.50\n17.79\n3. 15\n5.86\n20.27\n20.50\n21.85\n19.59\n8.56\n8.56\n22.52\n1.80\n\n6\n16\n12\n24\n31\n5\n104\n3\n28\n38\n9\n26\n27\n7\n4\n14\n44\n214\n6\n4\n4\n30\n30\n36\n12\n12\n30\n27\n1\n\n7.66\nde¬\n4.50\nali¬\nqu\n6.53\n.90\n8.33\n.23\n2.70\n3.60\n3.83\n1.35\n2.70\n5.41\n6.98\n1.13\n.90\n2.25\n.68\n6.31\n8.56\n2.03\n5.86\n6.08\n1.58\n.90\n3.15\n9.91\n.90\n1.35\n4.73\n.90\n6.77\n8.11\n6.76\n6.08\n2.70\n2.70\n6.76\n.23\n\ntal\ned\n\ned\n\nswer- ¬\nTo swer7\n1.58\n444\nplies\n444To¬\n4\n.90\n3un\nun7 an444\nan444\n4\n.90\n.68\n1\n444 re¬\n1.58\n444\n3\n.23\n2.25\n10\n444\n444\n4\n.68\n2.48\n11\n444\n.90\n4\n444\n.90\n8\n1.80\n444\n7\n1.58\n444\n444\n1\n444\n2\n.45\n.23\n1\n.23\n444\n.45\n.23\n1\n444\n2\n2.70\n12\n444\n2\n.45\n444\n8\n444\n1.80\n6\n1.35\n7\n444\n444\n1.58\n1.35\n6\n444\n7\n1.58\n444\n3.83\n444\n1.13\n444\n5\n.68\n444\n173\n1.35\n6\n3.15\n14\n444\n3. 15\n14\n444\n10\n2.03\n444\n9\n2.25\n444\n14\n444\n3. 15\n11\n444\n2.48\n444\n14\n3. 15\n444\n2.48\n16\n444\n3.60\n2\n444\n.45\n\n"}
{"page": 191, "printed_page": null, "text": "187\nReports\n\nof\n\nCommittees\n\nThe comments just mentioned required 275 single-spaced typewritten\npages for the record. Regrets are expressed that the limits set for this\nreport do not permit their inclusion here. A typewritten copy of them\nis filed with the chairman, Sarah T. Muir, Lincoln High School, Lincoln,\nNebraska ; a carbon copy is filed with the secretary, Ward G. Reeder, Ohio\nState University, Columbus.\nThe\n\nmost common\n\na list of common\n\nunethical practises — At the close of the questionnaire\n\nunethical practises was\n\nrequested, and space was\n\nleft\n\nfor recording them. The direction was as follows: \"Please list here in the\norder of their seriousness and frequency the six most unethical practises\nwhich you have observed that teachers, principals, supervisors, and super¬\nintendents most frequently engage in and of which you think that a code\nof ethics should take cognizance.”\nOnly a few\" of the returned questionnaires failed to give the information\nabove requested. Three hundred twenty-seven different unethical practises\nwere mentioned, these having a total frequency of 4670. These practises\nTABLE\n\nIV— SUMMARY\nOF THE VOTES OF CHIEF\nON THE 39 PRACTISES.\nPer\n\nNo.\nof\n\nues¬\nQtion\n\nPer\n\nPer\ntal\n“Yes”\nTo¬\n\ncent\n“Yes”\n\ntal\n“No”\n\ncent\n“No”\n\nTo¬\n\ntal\n\ntal\nTo¬\npends\n\nfied\n1.\n2.\n3.\n4.\n5.\n6.\n7.\n8.\n9.\n10 .\n11 .\n12 .\n13 .\n14 .\n15 .\n16 .\n17 .\n18 .\n19 .\n20 .\n21 .\n23 .\n24 .\n20\n25 .\n26 .\n27 .\n28 .\n29 .\n30 .\n31 .\n32 .\n33 .\n44 .\n\n35 .\n36 .\n37 .\n38 .\n39 .\n\n27\n54\n145\n65\n\n101\n119\n186\n34\n24\n\n5.23\n10.47\n28.10\n12.60\n39.34\n4.07\n12.02\n34.68\n8.91\n6.78\n24.22\n11.63\n3.88\n3.29\n2.71\n2.52\n2.71\n6.01\n25.19\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\n\n29\n100\n\n5.62\n19.38\n\n19\n\n3.68\n\n203\n21\n62\n179\n46\n35\n125\n60\n20\n17\n14\n13\n14\n31\n130\n31\n88\n12\n20\n17\n13\n17\n11\n25\n270\n33\n72\n\n372\n341\n175\n405\n115\n488\n388\n211\n365\n452\n310\n314\n367\n448\n481\n477\n467\n354\n162\n407\n265\n379\n444\n488\n415\n284\n461\n464\n119\n441\n389\n231\n210\n143\n342\n412\n402\n475\n247\n\n#\n72.09\n66.09\n33.91\n78.49\n22.29\n94.57\n75.19\n40.89\n70.74\n87.60\n60.08\n60.85\n71.12\n86.82\n93.22\n92.44\n90.50\n68.60\n31.40\n78.88\n51.36\n73.45\n86.05\n94.57\n80.43\n55.04\n89.34\n89.92\n23.06\n\ncent\n\nde¬\nquali¬\nn¬\n77u\n151\n99\n30\n\n496\n159\n89\n\n26\n84\n60\n119\n43\n96\n22\n19\n24\n98\n187\n118\n84\n57\n40\n2\n60\n166\n36\n96\n17\n\n85.47\n75.39\n44.77\n40.70\n27.71\n66.28\n79.84\n77.91\n\n30\n17\n140\n149\n153\n116\n65\n60\n\n47.87\n92.05\n\n126\n16\n\nEXECUTIVES\n\nPer\n\nPer\n\ncent\n\ncent\ntal\n\ntal\npends\nfied\n\nde¬\n14.92\nquali¬\n19.19n¬\nu\n29.26\n5.81\n30.81\n1.16\n9.50\n17.25\n16.28\n5.04\n11.63\n23.06\n18.60\n8.33\n3.68\n4.26\n4.65\n18.99\n36.24\n11.05\n22.87\n16.28\n7.75\n\npends\nTo¬\nfied\n\n¬\ndei¬\nqu\n18al\n31\n40\n7\n1\n30\n11\n21\n15\n1\n20\n12\n6\n281\n2\n7\n23\n23\n14\n22\n287\ni\n\n11.63\n.39\n32.17\n6.97\n3.29\n18.60\n3.29\n5.81\n27.13\n28.88\n29.65\n22.48\n11 .63\n12.60\n24.42\n3.10\n\n12\n234\n39\n3\n6\n6\n29\n25\n24\n15\n10\n12\n23\n3\n\nfied\npends\n6.01\nde¬\n3.49\nquali¬\n7.75\n1.36\n5.81\n2.13\n.19\n4.07\n2.91\n2.33\n.19\n3.88\n5.43\n1.16\n.19\n.39\n1.36\n4.46\n4.46\n2.71\n5.43\n4.26\n1.36\n2.32\n.19\n7.56\n.78\n4.46\n.58\n1.16\n1.16\n5.62\n4.65\n4.84\n2.91\n1.94\n2.32\n4.46\n.58\n\ned\ned\nTo¬\nswerswer9\n1.74\n4\nn5aun.78un9\n1.74an9\n.97\n1.74\n0\n6\n.00\n1.16\n3.10\n6\n1.16\n162\n9\n.39\n1.74\n3\n5\n.58\n2\n1\n.39\n.97\n2\n.19\n4\n10\n1.94\n.78\n.39\n2.71\n7\n1.36\n14\n3.29\n3.68\n175\n198\n.97\n1.55\n12\n2.32\n2.71\n4\n147\n1.36\n1.55\n8\n.78\n19\n15\n3.68\n19\n3.68\n2.91\n2.71\n14\n109\n1.74\n9\n1.74\n20\n1.94\n1.55\n8\n3\n\n3.88\n.58\n\n516\nie\npl\nTos ¬\n516\n516\n516\n516\n516\nre¬\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n516\n\n"}
{"page": 192, "printed_page": null, "text": "188\n\nNational\n\nEducation\n\nAssociation\n\nwere classified under the following seven major headings: (1) training and\nprofessional growth; (2) seeking and filling positions; (3) salaries and\npromotions; (4) contracts and tenure; (5) relations of teachers to each\nother and to the profession at large; (6) relations with the public and\npupils; and (7) miscellaneous. The number of different unethical prac¬\ntises, and the frequency with which each practise was mentioned by teachers,\nby administrative subordinates, and by chief executives, are shown in\nTable 5.\n\nTABLE\n\nV.— THE\n\nNUMBER\n\nOF\n\nDIFFERENT\n\nUNETHICAL\n\nTISES AND THE FREQUENCY\nOF MENTION\nTHE THREE GROUPS OF MEMBERS\nOF THE\n\nPRAC¬\n\nBY EACH OF\nPROFESSION.\n\nFrequency\n\nMajor\n\nNumber\nof different\nunethical\n\nheadings\n\nClassroom\nteachers\n\nnates\nsubordi¬\n\npractises\n1.\nII.\nIII.\nIV.\nV.\nVI.\nVII.\n\nTraining and professional growth.\nSeeking and filling positions .\nSalaries and promotions .\nContracts and tenure .\nRelations of teachers to each\nother and to the profession at\nlarge .\nRelations with the public and\npupils .\nMiscellaneous .\n\n6\n38\n22\n18\n\nAdminis¬\ntrative\n\n92\n226\n130\n78\n\nChief\n\n52\n74\n220\n\n405\n\n851\n205\n\n84\n\n383\n\n145\n\n236\n2295\n\n108\n\n124\n\n1019\n\n623\n\n653\n\n94\n25\n\n281\n16\n\n183\n5\n\n2078\n\n1842\n\n1265\n\nT otal .\n327\n\nTotal\n\ntives\nexecu¬\n61\n\n1563\n\n29\n671\n4670\n\nThe table shows that the number of different unethical practises ranged\nfrom 6 to 124, and that the frequencies ranged from 29 to 2295. The\nlargest number of practises and of frequencies appears under the heading,\n“Relations of teachers to each other and to the profession at large;” the\nsmallest number — save the “Miscellaneous” — appears under “Training and\nprofessional growth.” The tendency of the members of the profession to\nagree on the most common unethical practises is shown by the fact that a\npractise which is frequently mentioned by the members of one group is\nalso frequently mentioned by the members of the other groups; similarly\na practise which is infrequently mentioned by the members of one group is\ninfrequently mentioned\n\nby the members\n\nof the other groups.\n\nThe frequency with which the practises were mentioned ranged from 1\nto 439 times. The average number of times which each practise was men¬\ntioned was 14.2. Of the 327 different practises, 111 were mentioned but\nonce; 50 were mentioned but twice; and 53 were mentioned ten times or\nmore. In Table 6 are listed, in order of rank of total frequency, all the\npractises which were mentioned ten times or more.\n\n"}
{"page": 193, "printed_page": null, "text": "Reports\n\nTABLE\n\nof\n\nVI.— A LIST OF THE\nWERE MENTIONED\n\n189\n\nCommittees\n\nUNETHICAL\nTEN TIMES\n\nPRACTISES\nOR MORE.\n\nWHICH\n\nFrequency\n\nName\n\nof Practise\nClassroom\nteachers\n\nGossiping about and criticizing other\nteachers .\nSlurring the profession .\nBreaking a contract .\nApplying for positions not known to\nbe vacant .\nExaggerating qualifications, and fail¬\nure to give all pertinent facts when\nwriting recommendations .\nCultivating friendship among board\nmembers and their families in an\na “pull” .\nto aexercise\nattempt\nFailure\nto be\nprogressive student of\neducation .\nFailure to support school policies until\nthey are changed .\nUnderbidding for a position .\nGoing over the head of an adminis¬\ntrative superior .\nDiscussing pupils in such a way as\nwould embarrass them or their\nparents .\nPermitting selfish reasons to influence\none’s actions toward pupils .\nPossessing bad personal habits .\nFailure to participate in activities for\ncommunity betterment .\nUsing the profession as a stepping\nstone to another vocation .\nFailure to defend other members of\nthe profession when they are un¬\njustly attacked .\nSchool officials making policies with¬\nout consulting their administrative\nsubordinates .\nDismissing teachers without giving\nthem ample notice and an oppor¬\ntunity to be heard .\nViolating official correspondence or\nconversation .\nFailure to withdraw outstanding ap¬\nplications when a position has been\nsecured .\nEndeavoring to secure or maintain\nposition by innuendo, exploitation,\ncomplimentary press notices, or ad¬\nvertising .\nApplying for a position directly to the\nboard of education instead of to the\nsuperintendent .\nA school official going to a teacher to\npersuade her to accept a position\nwith him before he has conferred\nwith her present officials .\nSecuring, or holding, a position\nthrough “pull” .\nFailure of school officials to recom¬\nmend their teachers for better po¬\nsitions in other communities because\nof disinclination to lose their services.\nTeaching one’s religious, political, or\nother private beliefs to pupils .\nSchool officials being influenced by\n“pull” and politics .\nIssuing and using general testimonials. .\nAccepting a position in a community\nwhere a relative is a member of the\nboard of education or superintendent.\nFailure to encourage the fit to enter\nand to discourage the unfit from\nentering the profession .\n\n207\n152\n54\n\nAdminis¬\ntrative\nnates\nsubordi¬\n\n111\n65\n60\n\n39\n\n57\n\n50\n\n41\n\n52\n61\n\nChief\nexecutives\n\nTotal\n\n121\n93\n\n439\n274\n\n57\n\n207\n205\n\n64\n49\n46\n48\n\n43\n51\n\n57\n61\n69\n45\n\n38\n\n1\n2\n3\n4\n\n109\n84\n\nRank\n\n175\n\n5\n\n165\n6\n164\n160\n150\n\n7\n8\n9\n\n133\n10\n11\n\n52\n36\n53\n52\n\n127\n29\n25\n\n41\n\n46\n21\n15\n\n37\n\n31\n\n42\n28\n\n43\n\n25\n\n26\n\n98\n\n25\n\n99\n96\n94\n93\n\n12\n13\n15\n14\n\n29\n39\n52\n\n21\n\n40\n40\n\n16\n17\n\n15\n14\n32\n21\n\n88\n86\n\n18\n\n85\n14\n\n19\n\n15\n24\n14\n\n37\n22\n\n15\n\n28\n\n76\n\n20\n\n69\n\n21\n\n33\n9\n\n22\n52\n\n13\n\n7\n\n23\n31\n10\n\n21\n\n51\n\n24\n\n50\n19\n25\n\n15\n\n17\n4\n\n17\n\n17\n\n49\n\n11\n13\n5\n\n116\n\n39\n35\n\n26\n19\n11\n\n5\n\n15\n\n14\n\n4\n\n9\n\n26\n28\n27\n\n38\n31\n29\n27\n\n30\n\n"}
{"page": 194, "printed_page": null, "text": "190\n\nNational\n\nTABLE\n\nVI.— A LIST\n\nWERE\n\nEducation\n\nAssociation\n\nOF\n\nTHE\n\nUNETHICAL\n\nPRACTISES\n\nMENTIONED\n\nTEN\n\nTIMES\n\nMORE— Continued\n\nOR\n\nWHICH\n\nFrequency\n\nName\n\nof practise\n\nSchool officials unjustly taking the side\nof pupils against teachers .\nConspiring\nto undermine\nadmin¬. .\nistrative superiors\nand one’s\ncoworkers.\nSchool officials changing marks which\nteachers have given to pupils .\nFailure to support teachers associations\nProfessional jealousy .\nActing as agent for, or receiving a re¬\nward from the purchase of school\nbooks, equipment, or supplies over\nwhich one has jurisdiction .\nUnwarranted solicitation of sample\ntextbooks .\nAccepting a position from which the\npreceding incumbent was dismissed\nunjustly .\nInterfering between another teacher\nand one of her pupils .\nTeaching for salary only .\nAccepting gifts from pupils .\nAdmitting pupils expelled from other\nschools before the expelling author¬\nity has been consulted .\nPermitting and encouraging pupils to\nmake slurring remarks about other\nteachers .\nWriting testimonials for salesmen .\nPermitting teachers to be discharged\nunjustly without protesting .\n‘‘Passing the buck” .\nApplying for positions which one is not\nqualified to fill .\nFailure to censure and disclose unpro¬\nfessional or immoral conduct, and\ninefficiency within the profession. . . .\nGossiping about the community by\nwhich one is employed .\n\nClassroom\nteachers\n\nAdminis¬\ntrative\n\n13\n\n7\n\nnates\nsubordi¬\n\n4\n\nChief\nexecutives\n\nTotal\n\n5\n\n25\n\n3\n\n25\n\n17\n11\n\n184\n7\n\n3\n5\n\n7\n\n7\n\n7\n\n7\n\n21\n\n10\n8\n\n5\n\n8\n\n21\n20\n\n8\n\n3\n\n9\n\n14\n5\n\n2\n\n4\n\n7\n\n9\n5\n\n4\n5\n\n4\n\n5\n\n6\n\n11\n\n4\n\n3\n3\n\n1\n7\n\n10\n\n2\n\n2\n\n4\n\n4\n\n5\n\n4\n\n2\n\n7\n\n4\n\n2\n\n7\n\nAccepting\none’s pupils for\ntutoring pay\nthem from\n.\nPermitting other work to interfere\nwith school duties .\nAssuming credit which should go to\nsome other person .\n\n4\n\n8\n\n‘Kow-towing” to administrative supe¬\nriors in the hope of personal gain. . . .\n\n5\n\n4\n\n3\n\n6\n\n4\n\n1\n\n7\n\n2\n\n1\n\nOF LEGISLATIVE\nM.\n\nDAVIDSON,\n\n35.3\n\nCHAIRMAN,\n\n35.3\n35.3\n38.5\n\n20\n18\n15\n17\n\n15\n14\n13\n14\n13\n13\n\n38.5\n40\n41\n\n42\n44.5\n43\n44.5\n46.3\n46.3\n46.3\n\n12\n\n49 3\n49.3\n\n12\n\n49.3\n\n10\n11\n\n53\n52\n\nCOMMISSION— ABSTRACT\nSUPERINTENDENT\n\nPITTSBURGH,\n\nSince the meeting\n\n33\n23\n24\n21\n\n4\n\n8\n\nWILLIAM\n\n31.5\n31.5\n\n34\n\n4\n\nREPORT\n\nRank\n\nOF\n\nSCHOOLS,\n\nPA.\n\nof the Legislative Commission at Minneapolis in\nJuly, 1928, progress in the work for a Department of Education has been\nmore tangible than ever before. President Hoover, always an advocate\nof government reorganization, made a statement in his inaugural address\nwhich was widely interpreted in the press as indicating a desire to create a\nDepartment of Education.\n\n"}
{"page": 195, "printed_page": null, "text": "Committees\n\n191\n\nof Congress, in the last session, were\n\nunusually favorable to\n\nReports\n\nMembers\n\nof\n\neducation, and another Education Bill, differing from the Curtis-Reed Bill\nonly in minor details, was introduced by Representative John M. Robsion\nof Kentucky. On February 26, Mr. Robsion made a strong speech in\nsupport of his measure, and on the opening day of the special session of\nCongress he reintroduced his bill. Since that time numerous Congressmen\nhave publicly announced their advocacy of a Department\neither through radio talks or published interviews.\n\nof Education,\n\nSecretary Wilbur s conference — Unquestionably the most far-reaching\nstep in this movement,\n\nwithin recent years, was the meeting at Washington,\n\nFriday, June 7, of a group of 47 leading educators, called into conference by\nSecretary of the Interior, Dr. Ray Lyman\n\nWilbur, to consider the national\n\ngovernment’s future educational policy and to make recommendations to\nCongress with regard to that policy. Results of the conference are, as yet,\nlargely undetermined,\ndoubt.\n\nbut that they will be noteworthy\n\nIn an opening message, Dr. Wilbur\n\ncommented\n\nappointee had accepted, and urged the members\n\nthere can be no\n\nupon the fact that every\n\nof the conference to under¬\n\ntake the work\n\nwith open minds.\n\n“If this committee\n\ncan continue in the\n\nspirit in which\n\nit has begun,” he declared, “I feel that a historic docu¬\n\nment will finally be presented.”\nDr. Wilbur announced the appointment of Dr. Charles R. Mann, Di¬\nrector of the American Council on Education, to be general chairman of\nthe committee, and Mr. J. W. Crabtree, Executive\ntional Education Association, to be secretary.\n\nSecretary of the Na¬\n\nSecretary Wilbur divided the conference into three subcommittees, as¬\nsigning a specific problem to each and designating their chairmen, with the\ngeneral chairman\nmittee.\n\nand general secretary, as members\n\nCommittee\n\nof the executive com¬\n\nNo. I\n\nTo consider educational activities of the United States government,\n\ntheir\n\npresent administration, what\n\nshould be the future organization :\n\nChairman: James E. Russell,\nversity, and President, American\n\nDean Emeritus, Teachers College, Columbia Uni¬\nAdult Education Association, New York City.\n\nCommittee\n\nNo. II\n\nTo consider the subsidies of the federal government\nadministration, results obtained, future policies :\nChairman:\nMinn.\n\nLotus\n\nActing Chairman:\n\nD. Coffman,\n\nGeorge\n\nPresident, University\n\nto colleges, their\n\nof Minnesota,\n\nF. Zook, President, University\n\nMinneapolis,\n\nof Akron, Akron, Ohio.\n\n"}
{"page": 196, "printed_page": null, "text": "192\n\nNational\n\nEducation\n\nCommittee\n\nAssociation\n\nNo. Ill\n\nTo consider subsidies granted for education of less than college grade,\nhow administered, results obtained, suggestions of future policy:\nChairman:\n\nFrank\n\nCody,\n\nPresident,\n\nDepartment\n\nof Superintendence,\n\nNational\n\nEducation Association, and Superintendent of Schools, Detroit, Mich.\nActing Chairman: Thomas E. Fin eg an. President, Eastman Teaching\nInc., Rochester, N. Y.\n\nStatements\n\nof members\n\nFilms,\n\nof Congress — In the closing days of the Seventieth\n\nCongress, Representative John M. Robsion of Kentucky introduced a bill\nfor a Department of Education which differed only in a few minor details\nfrom the Curtis-Reed Bill. His stirring address, delivered February 26,\n1929, on the floor of the House of Representatives, has been widely dis¬\ntributed and has served as the inspiration for a growing number of state¬\nments by other Congressmen who favor this movement. On the first day\nof the new Congress, Mr. Robsion reintroduced his bill, and since that\ntime several members of Congress have made radio talks on the subject.\nAmong these are Representatives Joe J. Manlove of Missouri, J. Lincoln\nXewhall and Louis L. Walker of Kentucky, J. Will Taylor of Tennessee,\nand Wilbur Cartwright of Oklahoma. Others have been quoted in\nnewspaper interviews as favoring a Department of Education. These have\nincluded Senator Thomas Heflin of Alabama, and Representatives Robert\nBlackburn, Elva R. Kendall and Katherine Langley, all of Kentucky.\nEducational\n\nlegislation in the Seventieth\n\nCongress — Enactment\n\nof sev¬\n\neral important educational measures in the Seventieth Congress offered an¬\nother proof that legislators are taking increased interest in the educational\naffairs of the nation. Appropriation of $50,000 for the Bureau of Educa¬\ntion to begin a three-year study of secondary education, at a total cost of\n$225,000, is a real victory for the promotion of education as a science.\nNo\n\nless than forty bills, providing for some\n\nextension of the govern¬\n\nment’s educational activities, came to the attention of the chairman and the\nfield secretary during the Seventieth Congress. In these one finds added\nneed for a Department of Education to coordinate the growing number\nof governmental agencies which are carrving on educational work.\nField and\n\noffice work — The\n\nfield secretary of the National\n\nEducation\n\nAssociation is also the secretary of the Legislative Commission,\n\nin which\n\ncapacity she has charge of the legislative program of the association. It\nis appropriate, therefore, that this report should relate in some detail the\n• activities of the Legislative Division.\nDuring the year the field secretary spent 169 days in the field, traveled\n20,151 miles and visited thirty states and fifty cities (figures include re¬\n\nturn visits to several states and cities). In all, she made\n\nsixty-seven ad¬\n\ndresses, including one radio talk, delivered during Business Women’s Week\nas education chairman of the National Federation of Business and Profes¬\nsional Women’s\n\nClubs.\n\n"}
{"page": 197, "printed_page": null, "text": "Reports\n\nLiterature on the Education\n\nof\n\nCommittees\n\n193\n\nBill was sent to every state of the Union\n\nand to Hawaii and the District of Columbia. In 1928-29, the bill was\nthe subject of debates in the Pennsylvania Inter-High School Literary,\nDebate and Musical League, the Wyoming Interscholastic League, the\nLouisiana State Rally Debate, the Imperial Valley (Calif.) Debating\nLeague, and high schools and colleges throughout the country.\nAltogether 139,085 pieces of literature were mailed out. This num¬\nber includes copies of the bill itself and enclosures with newsletters. Dur¬\ning the year, 3,291 letters were written regarding the Education Bill and\nthe work of the Legislative Division, in addition to 2,033 form letters and\n10 newsletters sent monthly\nthan 3,500 people.\nDevelopment\n\nor semi-monthly\n\nof lay support — Bearing\n\nto a special list of more\n\nin mind\n\nthat the field secretary\n\nwas employed to develop lay support for the program of the National\nEducation Association, she has accepted the education chairmanship in the\nNational Federation of Business and Professional Women’s Clubs and the\nschool education chairmanship in the National Congress of Parents and\nTeachers. Through these positions, we have been able to interpret the\nhopes and aspirations of the teachers of the nation to the members of\nthese two great organizations.\nCooperation with the dry forces has also been encouraged. At the\nannual convention of the National Woman’s Christian Temperance Union\nin Boston, November 16, 1928, the field secretary spoke on the “Value\nof Temperance Education in the Schools,” basing her remarks largely on\nthe replies to a questionnaire sent to 150 educators throughout the coun¬\ntry. This address has been printed and widely distributed by one of the\ntemperance bodies.\nWhile the peace movement has always had the interest of our associa¬\ntion, it has not been a major activity of the Legislative Commission.\nHowever, the field secretary was a representative on the Women’s Joint\nCongressional Committee’s subcommittee for ratification of the Kellogg\nPeace Pact, and she was a delegate from the National Federation of Busi¬\nness and Professional Women’s Clubs to the fourth Conference on the\nCause and Cure of War, held at Washington in January, 1929. In the\ninterest of this great movement and that for the World Court, the field\nsecretary has joined with representatives of other organizations in sending\nletters to the President and to the chairman and members of the Com¬\nmittee on Foreign Relations of the Senate.\nConference\n\nof state secretaries — A\n\ndetailed report of the status of the\n\nEducation\n\nBill and the plans for its promotion during the short session\nof Congress was made by the field secretary at the biennial conference\nof secretaries of State Teachers Associations held at the headquarters of\nthe National Education Association, December 3 and 4, 1928. A num¬\nber of state secretaries have been responsible for contacts that have made\nwork with their congressional delegations comparatively easy and pleasant.\nExpansion of such activities was pledged by the secretaries.\n\n"}
{"page": 198, "printed_page": null, "text": "194\n\nPublicity — An\n\nNational\n\nEducation\n\nAssociation\n\nindication\n\nof the wide\n\ndistribution\n\npublicity on the Education\n\nand\n\nthe volume\n\nof\n\nBill secured during the past year is given by\n\nthe big scrap book of clippings on this movement\ntive Division.\n\ncompiled by the Legisla¬\n\nNewspaper publicity has included reports of addresses on the Education\nBill and editorials on the subject. The Hearst papers have continued\ntheir support for a Department of Education, and 1,200 newspapers served\nby the Associated Press were sent a story, under the field secretary’s name,\non the Education Bills in the Seventieth Congress.\nMagazines,\n\nboth lay and professional, supported the movement\n\ntheir columns.\n\nAmong\n\nthe lay periodicals, Good\n\nful Farming , the Harvard\n\nAlumni\n\nthrough\n\nHousekeeping,\n\nBulletin, and the New\n\nAge\n\nSuccess¬\n\nMagazine\n\nstand out as having published particularly strong editorials favoring a De¬\npartment of Education. State education association journals, independent\neducational publications, and classroom teachers’ bulletins devoted consid¬\nerable space to this matter, and several publications in each group were\nfurnished articles by the Legislative Division. The publications of sup¬\nporting organizations also cooperated, this being especially true of the bul¬\nletins of state branches of the National Congress of Parents and Teachers.\nIn addition to furnishing material to these bulletins, the Legislative Divi¬\nsion has cooperated with the national publicity chairman of the Congress\nwhenever news was available regarding the School Education Committee,\nof which the field secretary is national chairman.\nThe most recent pamphlets issued on the bill are “Every Parent-Teacher\nAssociation Can Help,” printed especially for distribution at the conven¬\ntion of the National Congress of Parents and Teachers, and “New Styles\nin Epitaphs,” reprinted from an article in the Washington Education\nJournal, written by Miss Olive Bennison\nExhibits — Exhibits\n\non\n\nthe Education\n\nof Spokane.\nBill at the Minneapolis\n\nconven¬\n\ntion of the National Education\n\nAssociation, in July, 1928, the Cleveland\n\nconvention of the Department\n\nof Superintendence, in February, 1929, and\n\nthe Washington\n\nof the National\n\nconvention\n\nCongress\n\nof Parents\n\nand\n\nTeachers, in May, 1929, helped greatly to arouse interest in the move¬\nment. Valuable contacts were made in each case, new workers were se¬\ncured, and increased enthusiasm was aroused in many old friends of the bill.\nOutlook\n\nfor the future — The\n\nmovement\n\nlooking toward\n\nthe creation of\n\na Department of Education, with a Secretary in the President’s Cabinet,\nis now in its seventy-third year. Public interest in this question has been\nintermittent, but there has hardly been a Congress during that time in\nwhich some attention to this idea has not been given. The period of the\ngreatest activity in behalf of this movement\n\nhas been since 1918, when\n\nthe Smith-Towner\n\nin Congress.\n\nBill was\n\nfirst introduced\n\nDuring\n\nthe\n\nlast decade our major effort has been centered on determining the essen¬\ntials of our program and on the unification of our forces behind these\nprinciples.\n\n"}
{"page": 199, "printed_page": null, "text": "Reports\n\nSome progress was\n\nmade\n\nof\n\n195\n\nCommittees\n\nin the last Congress, and I am\n\nconvinced we\n\nare now on the eve of a great forward step in the federal government’s\nparticipation in education. Perhaps during all the lifetime of this move¬\nment\n\nthere has never been such an opportunity given to a group of educa¬\n\ntors as that which now challenges Secretary Wilbur’s conference, in whose\ndeliberations your chairman counts it a privilege to participate.\nThe Secretary of the Interior is to be congratulated upon the interest\nwhich he has already displayed in the educational work of the federal\ngovernment ; he will be supported in every effort which he makes to coor¬\ndinate the activities already existing and in the plans which he has in\nmind for enlarging their scope.\nThe chairman of your Legislative Commission is in hearty accord with\nthe Executive Secretary of the National Education Association in his views\nthat the best way\n\nto help the Secretary of the Interior achieve his goal,\n\nwhatever it may\nEducation.\n\nbe, is to continue our activities for a Department\n\nREPORT\n\nOF\n\nCOMMITTEE\n\nDELEGATES\nA. L. THRELKELD,\n\nAND\n\nON\n\nKINDRED\n\nCHAIRMAN,\n\nOF\n\nQUESTIONS\n\nSUPERINTENDENT\n\nDENVER,\n\nThe\n\nAPPOINTMENT\n\nof\n\nOF\n\nSCHOOLS,\n\nCOLO.\n\ncommittee\n\nmet at Cleveland on March 1, 1929, immediately fol¬\nlowing the meeting of the Department of Superintendence, to formulate its\npolicy of procedure. The\nApril 26 and 27, 1929.\n\ncommittee\n\nBriefly, the policy adopted was\n\nheld a second meeting in Chicago on\n\nto the effect that the committee\n\nwould\n\nattempt to submit a report of two parts to the next Delegate Assembly,\nthe one now\n\nin session, the first part to consist of proposed changes in the\n\nbylaws and the second to consist of questions raised with respect to a more\neffective organic structure for the N. E. A. involving certain changes in\nthe charter. Along the lines above indicated the report follows :\n\nProposed\n\nThe\n\nPART\n\nI\n\nChanges\n\nin\n\nchanges that the present committee\n\nthe\n\nBylaws\n\nis recommending\n\nin the bylaws\n\nare limited to Article II. In submitting the proposed changes, the article\nas it now\n\nstands is given on the page to the right (odd numbers)\n\nand the\n\nproposed changes on the page to the left (even numbers). An explanatory\nfootnote accompanies each section. (See pages 196 to 202.)\n\n"}
{"page": 200, "printed_page": null, "text": "196\n\nARTICLE\n\nNational\n\nEducation\n\nAssociation\n\nII— ELECTION\nOF OFFICERS, REPRESENTATIVE\nAND AFFILIATED ASSOCIATIONS\n(With\n\nSection 1.* The\n\nproposed\n\nASSEMBLY,\n\nchanges )\n\nelection of officers and transaction of business at the annual\n\nbusiness meeting shall be by a Representative Assembly composed\napportioned, elected, and governed as hereinafter provided.\n\nsecond day of the annual\n\nmeeting\n\nof the Association\n\nof delegates\n\nnomination\n\nfor the following\ns\nofficers shall be made: President, eleven Vicepresid\nents, and Treasurer. Candi¬\ndates for said offices shall be nominated from the floor upon roll call of the states.\nOn the first day of the annual meeting of the Associatio\nn the delegates of each\n\nstate, territory, and district of the United States shall nominate one person for mem¬\nber of the Board of Directors and the name of such person shall be reported to\nthe Representa\nAssembly at the first business meeting upon roll call of the\ntive\nstates. On the fourth day of the annual meeting officers shall be elected from the\ncandidates by the delegates to the Representa\nAssembly by ballot. Said ballots\ntive\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 as\nthe President of the Associatio\nshall designate. The candidate for President,\nn\nTreas\nmember of Board of Directors from each state, territory, or district,\n.* urer,\nSere\nctsp\nioecntively\na d the eleven candidates for the office of Vicepresid\n1\nent receiving the\n,At n\nthe first Bu\ninal\nesls bemeedteicnlga\nhighest number of votes ssh\nelected. The President of the Associa¬\nreof\nd th\ne Repres\nivre caArsrsyeimb out the elec¬\ntion shall appoint tellers and complete all arrangemenentatfo\nngly on th\nts\ntion. The results of the election herein provided shall be announced at the e final\nbusiness session of the Representa\nAssembly. The officers thus chosen shall\ntive\ncontinue in office until the close of the annual meeting subsequent to their election,\nand until their successors are chosen, except as herein provided. The Secretary and\nthe Treasurer shall enter upon their duties at a date which shall be determined by\nthe Board of Trustees and which shall not be later than the first of October, and\nshall continue in office during the term for which they are separately chosen and\nuntil their successors are duly elected. When a change of officers is made, such\nchange shall be accompanie\nby an audit covering the transaction\nof business and\ns\nd\nthe holdings of these officers for the preceding year.\n\nSection 3-2 A State Teachers Association or Education Association of any state\n\nmay become affiliated with the National Education Association, and thereupon shall\nbe designated an Affiliated State Association, and as such shall be entitled to elect\nto the Representative Assembly one delegate and one alternate for the first one\nhundred\n\n(100) of its members or major fraction thereof, one delegate and one\nalternate for the second one hundred (100) members or major fraction thereof,\n\nand one delegate and one alternate for each additional three hundred\n(Continued\n\non\n\npage\n\n(300) mem-\n\n198)\n\n* No change from present bylaws.\n1 Only change from present bylaws is the wording “eleven Vicepresidents” in the third line\nof Section 2, and the addition of the last sentence taken from the Seattle report.\n\n- This is an extensive revision of the present bylaws. It differs from any of the preceding\nreports of the committee in the apportionment of delegates and the provision made for a\nminimum recognition of state associations. It is estimated that the apportionment here stipulated\nwould reduce the size of the Delegate Assembly thirty-three to fifty percent theoretically and\ntwenty-five percent in actual attendance. The idea of doing away with duplicate representation\nis preserved with the exception of the minimum of three delegates allowed a state association.\n\n"}
{"page": 201, "printed_page": null, "text": "ARTICLE\n\nReports\n\nof\n\nCommittees\n\nII— ELECTION\n\nOF\n\nOFFICERS,\n\nASSEMBLY,\n\nAND\n\nAFFILIATED\n\n{As it now\nSection\n\n1. The\n\nat the annual\n\n2. At\n\nASSOCIATIONS\n\nelection of officers and transaction of business\n\nbusiness\n\nthe\n\nREPRESENTATIVE\n\nstands )\n\nmeeting\n\nfirst Business\n\nElection\n\nshall be by a Representative\n\nAssembly composed of delegates apportioned,\nerned as hereinafter provided.\n\nSec.\n\n197\n\nmeeting\n\nof\n\nOfficers\n\nelected, and gov¬\n\nthe\n\nof\n\nRepresentative\n\nAssembly\n\non\n\nthe\n\nsecond day of the annual meeting of the Association nominations for the follow¬\ning officers shall be made: President, Vicepresident, and Treasurer. Candidates\nfor said offices shall be nominated from the floor upon roll call of the states. On\nthe first day of the annual\n\nmeeting\n\nof the Association\n\nterritory, and district of the United\nof the Board\n\nof Directors\n\nRepresentative\n\nAssembly\n\nthe delegates of each state,\n\nStates shall nominate\n\nand the name\n\none person for member\n\nof such person\n\nat the first business meeting\n\nshall be reported to the\n\nupon\n\nroll call of the states.\n\nOn the fourth day of the annual meeting officers shall be elected from the candi¬\ndates by the delegates to the Representative Assembly by ballot. Said ballots\nshall be printed and\n\nshall contain the names\n\nPolls for voting shall be open from\nas the President\n\nof the Association\n\n8 A. M.\n\nof all nominees\nto 6 P. M.\n\nshall designate.\n\nThe\n\nas provided\n\nabove.\n\nat such place or pilaces\ncandidates\n\nfor President,\n\nTreasurer, member of Board of Directors from each state, territory, or district,\nrespectively, and the eleven candidates for the office of Vicepresident receiving\nthe highest number\n\nof votes\n\nshall be declared\n\nelected.\n\nThe\n\nPresident\n\nof the\n\nAssociation shall appoint tellers and complete all arrangements for carrying out\nthe election. The results of the election herein provided shall be announced at\nthe final business session of the Representative\n\nAssembly.\n\nshall continue\n\nin office until the close of the annual\n\nelection, and\n\nuntil their successors\n\nSecretary and the Treasurer\nbe determined by the Board\nfirst of October\n\nand\n\n3. The\n\nState\n\nofficers thus chosen\nsubsequent\n\nto their\n\nas herein provided.\n\nThe\n\nshall enter upon their duties at a date which shall\nof Trustees and which shall not be later than the\n\nshall continue\n\nTeachers\n\nmeeting\n\nare chosen, except\n\nin office during\n\nseparately chosen and until their successors\n\nSec.\n\nThe\n\nAssociation\n\nthe term\n\nfor which\n\nthey are\n\nare duly elected.\n\nor\n\nEducational\n\nAssociation\n\nof\n\na\n\nstate,\n\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled Affiliated State\nto representation in the Representative Assembly as hereinAssociations\nafter provided. The annual dues of an Affiliated State Asso¬\nciation shall be $10 for each delegate to which said state shall be entitled, with a\nmaximum\n\nof $100-\n\nSaid Association\n\nshall receive without\n\napplication, or other\n\ncondition, all regular publications of the National Education Association, includ¬\ning the volume of Proceedings, reports of committees, and all special bulletins and\nannouncements when issued.\n{Continued\n\non\n\npage\n\n199)\n\n"}
{"page": 202, "printed_page": null, "text": "198\n\nNational\n\nbers or major\n\nEducation\n\nfractions thereof, provided\n\nAssociation\n\nthat the membership\n\nused in computing\n\nthis apportionment is composed of active members of the National Education Asso¬\nciation who are not assigned to any affiliated local association within that state\nor if assigned to an affiliated local association they fail to elect a delegate or dele¬\ngates to the Representative Assembly of the National Education Association. In\nany case a State Teachers Association or Education Association affiliated with the\nNational Education Association and having three hundred and fifty-one (351) or\nmore of its members enroled in the active membership of the National Education\nAssociation shall be entitled to elect three delegates and three alternates to the\nRepresentative Assembly of the National Education Association. It shall be en¬\ntitled to elect as many in excess of this number as the above stipulated apportion¬\nment and the conditions attached thereto may provide for it. The annual dues of\nan Affiliated State Association shall be five dollars ($5), which shall entitle said\nAssociation to receive without application or other condition\ntions of the National Education Association.\nSection\n\n4.1 A\n\nlocal\n\neducation\n\nassociation\n\nor\n\nteachers’\n\nall regular publica¬\n\norganization\n\nwithin\n\na\n\nstate may affiliate with the National Education Association and thereupon shall be\ndesignated an Affiliated Local Association, and as such shall be entitled to elect\none delegate and one alternate to the Representative Assembly for the first one\nhundred (100) of its members or major fraction thereof, one delegate and one\nalternate for the second one hundred (100) members or major fraction thereof,\nand one delegate and one alternate for each additional three hundred (300) mem¬\nbers or major fraction thereof, provided that the membership used in computing\nthis apportionment is composed of active members of the National Education Asso¬\nciation. The names of such delegates and alternates shall be certified by the Sec¬\nretary of the Affiliated Associations to the Secretary of the State Association, who\nshall in turn certify them, together writh the complete list of delegates and alter¬\nnates from the State, to the Secretary of the National Education Association. A\ncopy of such certificate shall also be transmitted by the Secretary of the Affiliated\nLocal Association to the Secretary of the National Education Association. The\nannual dues of the Affiliated Local Association shall be five dollars ($5), which\nshall entitle said Association to receive, without application or other condition, all\npublications of the National Education Association.\nSection\n\n5.2 Each\n\nAffiliated\n\nSection\n\n6.3 The\n\nBoard\n\nState\n\nAssociation\n\nshall, together\n\nwith\n\nthe Local\n\nAffili¬\n\nated Associations within the State, constitute a state unit, and as such shall sit in\nthe Representative Assembly.\nall or any\nsociation.\n\nof Directors\n\npart of the expenses\n\n(Section 5 of the bylaws as they now\nSection\n\n7.2 Each\n\nAffiliated\n\nmay\n\nprovide\n\nan\n\nequitable\n\nof delegates to the annual\nare becomes\n\nAssociation,\n\nboth\n\nplan\n\nfor paying\n\nmeetings\n\nof the As¬\n\nSection 7 and reads as follows:)\n\nstate\n\nand\n\nlocal, shall\n\nbe\n\nfurnished\n\na certificate of membership and shall be entitled to the active assistance and sup¬\nport of the National Education Association in promoting the interests of such Affili¬\nated Association and its members, insofar as such interests come within the pur¬\nposes and object of the National Education Association as set forth in its Charter\n(The Act of Incorporation). The Secretary of the National Education Associa¬\ntion shall, with the advice and approval of the Executive Committee, in harmony\nwith the policies approved by the Board of Directors, make such arrangements for\nmutual cooperation between the National Education Association and the State and\nLocal Affiliated Associations as will promote the welfare of all and advance the\ninterests of the teaching profession.\n(Sections 6 and 7 of the present bylaws are to be deleted.)\n-\n\n(Continued on page 200)\n1 With the exception of apportionment of delegates this is the same\n2 Exactly as proposed in both Seattle and Minneapolis reports.\n* Exactly as proposed in Minneapolis report.\n\nas the Minneapolis\n\nreport.\n\n"}
{"page": 203, "printed_page": null, "text": "Reports\n\nSec.\n\n4. A\n\nlocal\n\neducational\n\nof\n\n199\n\nCommittees\n\nassociation\n\nor\n\nteachers\n\norganization\n\nwithin\n\na\n\nstate,\n\nterritory, or district, may affiliate with the National Education Association and\nshall be designated an Affiliated Local Association. Each Affiliated Local Asso¬\nciation shall be a local unit in the organization\n\nof the National\n\nEducation Association and as such shall be entitled to rep- Affiliated Local\nresentation in the Representative Assembly as hereinafter proAssociations\nvided. The annual dues of an Affiliated Local Association\nshall be $5, which\n\nshall entitle said Association to receive without application, or\nother condition, all regular publications of the National Education Association, in¬\ncluding the volume of Proceedings, reports of committees, and all bulletins and\nannouncements when issued.\n\nSec.\n\n5. Each\n\nAffiliated\n\nAssociation,\n\nboth\n\nstate\n\nand\n\nlocal,\n\nshall\n\nbe\n\nfurnished\n\na certificate of membership and shall be entitled to the active assistance and sup¬\nport of the National Education Association in promoting the interest of such\nAffiliated Association and its members insofar as such interest\ncomes within the purpose and object of the National EducaRelationship\ntion Association as set forth in its charter. The Secretary of National, State,\nthe National Education Association shall, with the advice and\nand Local\napproval of the Executive Committee, make such arrangements\nfor mutual cooperation between the National Education Association and the\nState and Local Affiliated Associations as will promote the welfare of all and\nadvance the interest of the teaching profession.\nSec.\n\nand\n\n6. Each\n\none\n\nAffiliated\n\nState\n\nAssociation\n\nalternate to the Representative\n\nshall\n\nbe\n\nAssembly\n\nentitled\n\nto elect\n\nfor each\n\none\n\ndelegate\n\none hundred\n\nof its\n\nmembers, or major fraction thereof, who are active members of the National Edu¬\ncation Association, up to five hundred such active members,\nand thereafter one delegate and one alternate for each five State Delegates\nhundred of its members, or major fraction thereof, who are\nactive members of the National Education Association. Such delegates shall be\ndesignated State Delegates.\nSec.\n\n7. Each\n\nAffiliated\n\nLocal\n\nAssociation\n\nshall\n\nbe\n\nentitled\n\nto\n\nelect\n\none\n\ngate and one alternate to the Representative Assembly for\neach one hundred of its members, or major fraction thereof,\nwho are active members of the National Education Association.\nSuch delegates shall be designated Local Delegates.\n(Continued\n\non page 201)\n\ndele¬\n\nLocal\n\nDelegates\n\n"}
{"page": 204, "printed_page": null, "text": "National\n\n200\n\nEducation\n\n(Section 8 of the present bylaws\nSection\n\n8.1 The\n\nPresident\n\nof\n\nAssociation\n\nis to be deleted.)\n\nthe\n\nNational\n\nEducation\n\nshall\n\nAssociation\n\nbe\n\nthe\n\nPresident of the Representative Assembly and shall preside at its meetings. In the\nabsence of the President, the ranking Vicepresident who is present shall preside,\nand in the absence of the President and all Vicepresidents, the Assembly shall,\nunder the direction of the Secretary, elect a Chairman pro tempore.\nSection\n\n9.2 The\n\nofficers\n\nof the\n\nEducation\n\nNational\n\nAssociation\n\nas\n\nnamed\n\nin the\n\ncharter and the United States Commissioner of Education shall be ex officio dele¬\ngates to the Representative Assembly. The President of the Association shall pre¬\nside at the annual meeting of the Representative Assembly, and the Secretary of the\nAssociation shall keep the records thereof. In case of a tie the President shall cast\nthe deciding vote.\n\nSection\n\n10.3 Delegates\n\ntional Education\n\nshall\n\nAssociation\n\nfile their\n\ncredentials\n\nwith\n\non blanks\n\nfurnished\n\nby him\n\nthe\n\nof the\n\nNa¬\n\nfor that purpose,\n\nSecretary\n\nnot\n\nlater than twenty days before the beginning of the annual meeting. The Secretary\nshall turn over such credentials to the Credentials Committee with such informa¬\ntion thereon as may be obtained from the records of the Association. The Repre¬\nsentative Assembly shall be the final judge of the qualifications of delegates. The\ndelegates shall have equal rights and each delegate shall have one vote. Meet¬\nings of the Representative Assembly shall be open to all members of the Asso¬\nciation and any member of the Association may address the Representative As¬\nsembly upon the invitation of the President or of a majority of the Assembly.\nSection\n\nll.4 The\n\nRepresentative\n\nAssembly\n\nshall be composed\n\nof the officers of the\n\nNational Education Association as named in the charter, the United States Com¬\nmissioner of Education, and the delegates from Affiliated State and Local Asso¬\nciations, provided that they are active members of the National Education Associa¬\ntion. The procedure of electing delegates from Affiliated State and Local Associa¬\ntions shall be as herein provided.\nThe Secretary of the National Education Association shall provide enrolment\nblanks with designated space for the name of the Affiliated Association through\nwhich each active member wishes representation, and, in computing the number of\ndelegates and alternates to which a state is entitled, no active member shall be\ncounted in any Affiliated Association other than the one so designated.\nThe\n\nSecretary of each Local Affiliated Association\n\nshall furnish to the Secretary\n\nof the National Education Association and to the Secretary of the State Association\na list of its members, who are also members of the National Education Association.\nThe Secretary of the National Education Association shall compute annually, at the\nclose of the membership year, the total number of active members of the National\nEducation Association in each State and also the number of active members accred¬\nited to each Affiliated State and Local Association\n\nwithin each State for that year,\n\nand shall on or before the tenth day of September of each year certify to the Sec¬\nretary of each State Association the number of such active members from the\n( Continued\n\non page 202)\n\n1 Exactly as proposed in both Seattle and Minneapolis reports.\n- This is a restoration of Section 9 of the present bylaws revised, which\nin both the Seattle and Minneapolis reports.\n\" 'TUr'\ncTmT]\n\nn-'-v^c\n4- Vtp*r\n\nic\nrmfl\n\npri+in 7c\n\nsection was\n\ndeleted\n\no\nTlMfll\n\n+\n\nnf\n\nf Tq r>\n\niOrinl\n\nTVlii\n\nA\n\n5-\n\nchanged from ten to twenty days before the beginning of the annual meeting; and further a\nminor change in wording recommended in the Minneapolis report has been included.\n4 The same as the Minneapolis report with the following exceptions: Paragraph one of the\nMinneapolis report limits ex ofhcio membership in the Representative Assembly to the President\nand the twelve Vicepresidents of the National Education Association. Also the active member¬\nship provision was omitted in the Minneapolis report. Paragraph four is changed to include\nprovision for electing the minimum of three delegates allowed each State Association.\n\n"}
{"page": 205, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n201\nSec.\n\n8. Only\n\nactive\n\nmembers\n\nof\n\nthe\n\nNational\n\nEducation\n\nAssociation\n\nshall\n\nbe\n\neligible to be delegates to the Representative Assembly, and to vote in the elec¬\ntion of delegates in a State or Local Affiliated Association. An active member\nshall be permitted to vote for the election of delegates in but\none affiliated Local Association. For determining the apportionment of delegates, an active member may be counted in\ntwo Affiliated Associations, and no more; and that one of these\nshall be the State Association.\nSec.\n\n9.\n\nThe\n\nofficers\n\nof\n\nthe\n\nNational\n\ncharter and the State Superintendent\n\nEducation\n\nAssociation\n\nor Commissioner\n\nSelection of\nDelegates\n\nas\n\nnamed\n\nof Education\n\nof each state,\n\nterritory, and district, shall be ex officio delegates to the Rep¬\nresentative Assembly. The President of the Association shall\npreside at the annual meeting of the Representative Assembly,\nand the Secretary of the Association shall keep the records\nthereof. In case of a tie the President shall cast the deciding vote.\nSec.\n\n10. Delegates\n\nshall\n\nfile their\n\ncredentials\n\nwith\n\nthe\n\nSecretary\n\nin the\n\nEx Officio\nDelegates\n\nof\n\nthe\n\nAsso¬\n\nciation on blanks furnished by him for that purpose not later than ten days be¬\nfore the beginning of the annual meeting. The Secretary shall turn over such\ncredentials to the Credential Committee, when appointed, with\nDelegates ;\nsuch information thereon as may be obtained from the records\nVoting; ;\nCredentials\nof the Association. The Representative Assembly shall be the\nfinal judge of the qualifications of delegates. The delegates\nshall have equal rights and each shall have one vote. Meet¬\nings of the Representative Assembly shall be open to the active\nmembers of the Association who shall be privileged to address\n\nFreedom of\nFloor\n\nthe Assembly on subjects pertaining to the Association. The Representative As¬\nsembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association. It shall recommend\ning the expenses of delegates to the annual business\nSec.\n\n11. The\n\nofficers\n\nshall\n\nness purposes\n\nand expenses\n\n(End\n\nII as it now\n\nof Article\n\nbe\n\npermitted\n\nto hold\n\nmeetings\n\ntherefor shall be provided.\nstands.)\n\nan equitable plan for pay¬\nmeeting of the Association.\nother\n\nthan\n\nfor\n\nbusi¬\n\n"}
{"page": 206, "printed_page": null, "text": "202\n\nNational\n\nState Association\n\nand form\n\nEducation\n\nAssociation\n\neach Local Association\n\nwithin the State, together with\n\ntheir names and addresses. He shall also certify to the Secretary of each Affiliated\nLocal Association a list of active members of the National Education Association\naccredited\n\nto it who\n\ndesire representation\n\nin the National\n\nthrough such local association, together with\nnates it is entitled to elect on the above basis.\n\nthe number\n\nEducation\n\nAssociation\n\nof delegates and\n\nalter¬\n\nAll delegates and alternates in the total quota accredited to any State which\n\nare\n\nnot assigned to any Affiliated Association in that State, such delegates and alter¬\nnates as are assigned to Affiliated Associations in that State and are not elected\nby them, and the minimum of three delegates and\nSection 3 shall be elected by the State Association.\n\nalternates as provided\n\nfor in\n\nProvided, that any State upon a vote of the active members of the National Edu¬\ncation Association in that State, taken by its State Association, may modify the\ndetails of the plan herein set forth for electing the delegates and alternates to the\nRepresentative Assembly assigned to that State. Such action when taken shall be\ncertified by the Secretary of the State Association to the Secretary of the National\nEducation Association and to the Secretaries of the Local Associations within the\nState. When the plan is approved by the Board of Directors of the National Edu¬\ncation Association it shall be accepted as the procedure in the election of delegates\nfor that state. (Section 11 of the old bylaws is deleted.)\n(End\n\nof Article II with proposed\n\nchanges .)\n\nPART\nChanges\n\nto\n\nbe\n\nII\n\nConsidered\n\nin\n\nthe\n\nCharter\n\nConcerning proposed changes in the charter the committee raises the fol¬\nlowing questions :\n1. Should the Board of Directors be more limited in its ex officio mem¬\nbership? This question seems to come to a point in the case of the pro¬\nvision in the charter that states that all former Presidents of the Associa¬\ntion now living and all future Presidents of the Association at the close of\ntheir respective terms of office shall be members of the Board of Directors\nfor life. While it is desirable that up to a reasonable extent the experience\nfrom the President’s office should be made available to the Board of Di¬\nrectors, whether it is necessary or desirable to provide for this in such an\nextreme way as *making past Presidents life members of the Board is the\nquestion. It has been argued that a past President might even leave the\nprofession and become engaged in commercial pursuits and still he would\nbe a member of the Board of Directors. While in such a situation he prob¬\nably would not take an active part in the affairs of the Board, yet under\nthe provision of the charter as it now stands his doing so would be approved.\nThe question is whether some limitation should be placed upon life mem¬\nberships on the Board of Directors without weakening the effectiveness of\nthe Board by departing too far from the values that come from having\ncontinuity of leadership experience on the Board. Limiting past Presi¬\ndent membership on the Board to a definite period is one suggestion that\nhas been made.\n\n"}
{"page": 207, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n203\n\n2. The charter now provides that the Executive Committee shall con¬\nsist of five members as follows : the President, the first Vicepresident, the\nTreasurer, the chairman of the Board of Trustees, and a member of the\nAssociation to be chosen annually by the Board of Directors to serve one\nyear. It has been suggested that a better way of setting up an Executive\nCommittee could be worked out. If the Executive Committee is to be\nwhat its name implies and thereby carry out the instructions of the Board\nof Directors, it may be argued that the Executive Committee should be\nchosen by the Board of Directors with the provision that they would have\ncertain ex officio membership, such as the President and perhaps other offi¬\ncers, but it is argued it should not be primarily an ex officio body but a com¬\nmittee chosen definitely for the work of the Executive Committee and tied\nup definitely to the policy-making bodies of the Association so that it can\nlogically be looked upon as an Executive Committee.\n3. The\n\ncharter now\n\nprovides that the Secretary shall be elected by the\n\nBoard of Trustees. Inasmuch as the Board of Trustees is not a policy¬\nmaking body, it has been suggested that this function be transferred to the\nExecutive Committee subject perhaps to the approval of the Board of\nDirectors.\nThe question has been raised as to whether\n\nthe duties of the Secretary\n\neither in the charter or in the by-laws should be stated in such a way as to\nset forth the office clearly as that of an Executive Secretary. The N. E. A.\nhas become so large and its work is so important that continuity in execu¬\ntive policy becomes a vital consideration. This principle cannot be served\nby the President inasmuch as he is in office for only a year. Should not the\nSecretary be looked upon as the executive of the Association and should\nnot this be clearly set forth as above indicated ?\n4. Closely allied is the question of — What is the function of the Presi¬\ndent ? Clearly there cannot be two chief executives of any organization ;\nand if we are to look upon the President as being the chief executive of the\nAssociation with respect to its main business, should we not elect him for a\nperiod of several years and make the office one that a person can accept as a\ncareer from a professional point of view? If this is done there would be\nno need for an Executive Secretary, and if this is not done it is thought by\nsome to be absurd to expect from the President the functioning of a chief\nexecutive of a corporation as large and as important as that of the N. E. A.\nPerhaps we can improve our concept of the functions of the President upon\nfurther study. His should not be an unimportant office in any sense of the\nterm, but could not its importance be defined in terms of the prestige and\ndignity attributed to the profession of education through the type of indi¬\nvidual selected for the office? To amplify this, the President of the Na¬\ntional Education Association during his year of incumbency in office should\nhave tremendous influence on the public of the entire nation with reference\nto its attitude toward education by interpreting the chief motives of the\nN. E. A. to the public and by improving the association internally through\nhis general suggestions and arguments. He would, as a leading member\n\n"}
{"page": 208, "printed_page": null, "text": "204\n\nNational\n\nEducation\n\nAssociation\n\nof the profession, be of inestimable value to the cause of education by virtue\nof his presidency of the N. E. A., but this is a different concept from that\nof looking upon the President as one who is immediately to step into the\neveryday routine of management, administration, and execution that the\noffice of the chief executive of a corporation carries with it.\n5. It has been suggested that since the N. E. A. has become so large there\nis danger of disintegration if the various departments are not more defi¬\nnitely tied into the organic function of the N. E. A. This presents a very\ndifficult problem. Some have suggested that there should be functional\nrepresentation on the Board of Directors or even on the Executive Com¬\nmittee. However, to represent departments adequately in the Executive\nCommittee would probably make it too large. Representing departments\non the Board\n\nof Directors might not be the best way.\n\nSome\n\nhave sug¬\n\ngested that an inter-departmental council of some kind might be organized\nto tie the working units of the N. E. A. more closely together. A real\nproblem surely exists here, probably the most difficult one here listed.\nAll of the above questions are submitted merely as matters that should\nbe studied, and for this purpose the committee believes a committee should\nbe continued. Organic changes should not be hastily made, but the progress\nof the N. E. A. is such that in the opinion of the committee the need for\nstudying such fundamental changes as would be consistent with the changing\nneeds of the N. E. A. is acute.\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\nABSTRACT\n\nEDWIN\n\nC.\n\nBROOME,\n\nCHAIRMAN,\n\nPHILADELPHIA,\n\nPart I. The\n\nON\n\nPROPAGANDA-\n\n1\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS\n\nPENNSYLVANIA\n\nSetting of the Problem\n\nand Its Significance\n\nPropaganda, or the systematic direction of effort to gain support for\nan opinion, doctrine, or course of action, is not a new phenomenon.\nSystematic efforts to mold public opinion existed long before the press\nand other modern instruments of communication.\nThe problem of the public schools in dealing with outside materials and\ninfluences can be seen in its proper perspective only when viewed as a phase\nof the whole propaganda movement.\nFrom the war came a sharpened appreciation of the effectiveness of pro¬\npaganda. A tremendous organization fostered and supported by the gov¬\nernment was created with the Committee on Public Information as a\nnucleus, and “carried the gospel of Americanism to every corner of the\nglobe.” 2 Millions were similarly expended by foreign countries at home\n1 The complete report may be secured\nStreet N. W., Washington, D. C.\n2 Creel, George.\n\nHow\n\nwe Advertised\n\nfrom\n\nthe National\n\nAmerica.\n\nHarper\n\nEducation\nand\n\nAssociation,\n\nBrothers,\n\nNew\n\n1201 Sixteenth\n\nYork,\n\n1920.\n\n"}
{"page": 209, "printed_page": null, "text": "Reports\n\nand abroad-\n\nof Committees\n\nAccording to one estimate England\n\n205\nalone spent $150,000,000\n\nfor propaganda purposes in the United States during the war.1 Thousands\nof men observed the success with which public opinion could be made and\nunmade, and of having a part in the process. It is not surprising, there¬\nfore, that the last decade has witnessed expansion of the propaganda move¬\nment.\nThe ramifications of the great game of “putting it over” are sufficiently\napparent. There are the advertising activities designed to sell or to create\ngoodwill for some commercial product or concern. The newspapers, maga¬\nzines, car cards, billboards, electric signs, theater programs, sky-writers,\nform letters, and wrappers of every commodity purchased are incessantly\nbeseeching us to avoid this dire fate, to achieve this charming personal char¬\nacteristic, or to make this noble contribution to the public welfare. All of\nthese ends may be achieved only if we purchase some specific product. One\nestimate places the yearly expenditure for newspaper advertising alone at\nclose to a billion dollars. The most ingenious methods are devised to secure\npublicity. We are told that the widely heralded trip of the dog team to\ncarry diphtheria antitoxin to Nome, Alaska, was a gigantic publicity stunt\nsponsored by an American concern of manufacturing chemists to advertise\nthe value of serum in fighting diphtheria.1\nThen there are the activities of numerous\n\nagencies interested in securing\n\nthe acceptance of their social, political, economic, or religious ideas or doc¬\ntrines. Much of the reading material which we encounter has such a pur¬\npose and is inspired and frequently written by people paid to put over a par¬\nticular idea. Then there are the organizations interested not so much in\nsecuring the acceptance of particular ideas as in advancing the general\nunderstanding of great humanitarian movements. It is not easy to classify\nall advertising or propaganda. It is not necessary to do so at this point.\nWhat the committee wishes to emphasize here is the fact that thousands of\nhighly trained and ingenious men\n\nare devoting their lives to the great occu¬\n\npation of “putting it over” and are well paid by it. The publicity agent\nhas become the “public relations counsel” and volumes are written on the\ntechnics of his calling. A vast and continuous effort is going on to win us\nover in the interest of some commodity, doctrine, or way of acting. No\nmajor undertaking is carried on without the use of propaganda. This con¬\ntinuous and universal activity is regimenting the public mind as an army\nregiments the bodies of its soldiers.2\nAppraisals of this phenomenon vary between two extremes.3 On the one\nhand, it is contended that propaganda methods are making irresponsible\nand anonymous individuals and minorities the real rulers of American\ndemocracy, that the susceptibility of the public to slogans, catch words,\n\n1 Bonus, Edward,\nYork, 1925.\n2 Bernays,\n\nEdward\n\nand\nE.\n\nCarrier,\n\nC. E.\n\nPutting\n\nit Over.\n\nSiebel Publishing\n\nPropaganda.\n\nHorace\n\nEiveright,\n\nNew\n\nYork,\n\n“Are\n\nWe\n\n3 Martin, Everett Dean,\n(A Debate), Forum, March,\n\nand Bernays,\n1929, p. 142-9.\n\nEdward\n\nL.\n\nCorporation.\n\nNew\n\n1928.\nVictims\n\nof\n\nPropaganda’’\n\n"}
{"page": 210, "printed_page": null, "text": "206\n\nNational\n\nEdl'Cation\n\nAssociation\n\nhalf truths, and shoddy thinking is being increased; and that the prejudices,\npassions, and fixed ideas of the mob are being skillfully played upon foi\nulterior ends. Some see in this movement a sinister force which threatens\nthe very integrity and stability of our whole civilization.\nOn the other hand, others contend that propaganda is a constructive force\nin American life. We are told that propaganda keeps an open arena in\nwhich the battle for truth may be fought, and that minority groups and\nfactions would be inarticulate without it. It is contended that mass pro¬\nduction and our present prosperity and high standard of material welfare\nwould be impossible but for advertising, and that propaganda has signifi¬\ncantly contributed to the advancement of many worthy causes. Defenders\nof propaganda state that although its methods are sometimes misused, un¬\nwholesome activities eventually dig their own graves, while those which\nminister to the public welfare survive and prosper. It is pointed out that\nthe anonymous character of many propaganda efforts, and the fact that they\ninvolve selfinterest do not preclude the possibility of accomplishing great\npublic good.\nIt is not the function or purpose of the committee to settle this contro¬\nversy. The purposes of the preceding paragraphs are to show that propa¬\nganda activities in their recent development have come to constitute a\ntremendously powerful influence in our democracy, and to prove that the\nteacher and school official need to understand this influence in its broader\naspects.\nWe\n\nmust\n\nexpect that such a powerful\n\nforce will materially affect the\n\nschools. The propagandist is knocking at the school door. In some in¬\nstances he has already been admitted. There is nothing to indicate that he\nwill overlook the schools in the future. How should he be received ? What\nis the significance of the propaganda\nschool executives, and teachers?\nSignificance of propaganda\n\nof the committee\n\nmovement\n\nmovement\n\nto schoolboard\n\nmembers,\n\nto the schools — It is the judgment\n\nthat the rapid growth of the propaganda\n\nmovement\n\nis of\n\nvital significance to the public school. This powerful influence may do the\nschool either much harm or much good. Uncritical acceptance of propaganda\nand a general opening of the schools to the activities of outside agencies would\ndo the children incalculable harm, would destroy confidence in the public\nschool, and ultimately threaten its very existence. On the other hand,\nstatesman-like study of this phase of our civilization, and intelligent and fear¬\nless discrimination in selecting from the propaganda movement certain ele¬\nments to aid in achieving well considered educational objectives will benefit\nthe children and strengthen the social influence of the school.\nSeven considerations testify to the significance of the propaganda\nment to public education.\nFirst, this movement\nteacher embody\n\ntwo\n\ngandist’s mind is made\n\nis significant because the propagandist\n\nextremes\n\nas to attitude and method.\n\nThe\n\nmove¬\n\nand the\npropa¬\n\nup on a particular subject. He seeks to inculcate\n\n"}
{"page": 211, "printed_page": null, "text": "Reports\n\nof Committees\n\n207\n\none viewpoint. The teacher’s mind is open on all subjects. He seeks to\npresent all viewpoints. The function of propaganda is to gain acceptance\nof a particular opinion, doctrine, or course of action, under circumstances\ndesigned to curb the individual’s freedom of thought and action. The func¬\ntion of education, on the other hand, is to acquaint the individual with a\nvariety of opinions, doctrines, or courses of actions, so as to equip him,\nintelligently to do his own thinking and to select his own courses of action.\nThe main purpose of propaganda, therefore, is to teach what to think , while\nthe guiding purpose of education is to teach how to think.\nThis is a fundamental distinction, essential to clear thinking on this\nwhole problem.\n\nThe\n\nwords\n\nadvertising and publicity are sometimes\n\ncare¬\n\nlessly used as synonyms for education. The socalled “educational' ’ cam¬\npaigns whereby commercial or altruistic agencies seek to secure the sale of a\ncommodity or the more or less uncritical acceptance of a particular idea,\ndoctrine, or course of action should not be confused with the legitimate edu¬\ncational activities of a public school.\nIn emphasizing the fundamental distinction, as to attitude, method, and\npurpose, between propaganda and education the committee does not imply\nthat the ultimate effects of propaganda are always evil, and that those of the\nschool are always good. There are doubtless situations, particularly in deal¬\ning with adults, when propaganda methods are economical and effective in\nsecuring some desirable result. The propagandist is frequently inspired by\nthe highest motives, and many illustrations might be cited of the benefits to\ncivilization which have resulted from his activities. We also recognize the\nfact that all the activities which go on in some schools do not deserve to be\ncalled educational. Many schools still have far to go before they can be\nsure that all their work deserves to be called education in its finest sense.\nBut these practical facts must not cause us to forsake our standards. The\nideal must be kept untarnished. Education and propaganda are basically\nantagonistic.\nSecond, the propaganda movement is of great significance to school boards\nand teachers because of certain characteristics which distinguish children\nfrom adults. Children lack the knowledge, the background of experience,\nand the power of critical judgment which may be assumed in the adult. To\ndevelop such powers gradually in children is a function of the school. This\ncan be accomplished only if children are properly brought into contact with\na variety of carefully selected materials and activities, graded to the child's\nstage of development.\nThis function of the school will be hopelessly hindered if its doors are\nleft open to the unrestricted access of persons whose attitude, method of\nwork, and purpose are even partly that of the propagandist. In most in¬\nstances the ultimate purpose of the propagandist is to sell a product, advance\na special interest or prejudice, or propagate an idea or theory. Immature\nchildren should be protected from such influences. To hand over the child,\nstill lacking in selfreliance and having little choice as to what he shall do in\n\n"}
{"page": 212, "printed_page": null, "text": "208\n\nNational\n\nEducation\n\nAssociation\n\nschool, to the restricted influence of outside agencies would\neducational folly and the violation of a sacred trust.\n\nbe the height of\n\nThe child’s position differs from that of the adult. The adult is not com¬\npelled to read advertisements, or to contribute to the support of propaganda\norganizations, or to read their literature, or to listen to their appeals. The\nchild is required by law to attend school, has little choice as to what he will\nstudy or do in school, and therefore, must accept the instruction offered.\nThe effect of the material and method of propaganda on the child is differ¬\nent from that on the adult. The adult is selfreliant and free to accept or\nreject the viewpoint of the special pleader. The child is neither.\nThird, propaganda is of particular significance to public schools in the\nUnited States because of the decentralized organization of our schools. In a\nhighly centralized system of schools, such as obtains in many European\ncountries, the relationship of the schools to propaganda activities is deter¬\nmined by the central authorities. They decide what shall be admitted to the\nschool and what shall be excluded. Little responsibility in this direction\nrests upon the local school official or teacher.\nIn the United States we have chosen a different plan of organization. In\nthis country the state and local authorities and frequently the individual\nteacher decide what shall go into the classroom and what shall be excluded.\nThis is a heavy responsibility. In the typical local school system we have on\nthe one side the local board of education, the school executive, and the\nteachers. Their financial resources and political influence are often rela¬\ntively meager. On the other side we have hundreds of outside agencies each\nstriving to exploit the school in the interest of its particular commodity or\nidea. Their resources are large and their methods of penetration ingenious.\nIf those who are responsible for the professional conduct of American schools\nare to be victorious, their thinking must be straight and their courage strong.\nFourth, the movement is of major significance since the schools of the\nUnited States are founded on the principle of control by all the people\nrather than by a particular group or class. Eligibility to serve as a member\nof a board of education is not limited by racial, religious, class, or property\nrestrictions. Democracy plays no favorites.\nThe vitality of the public school and the confidence which it enjoys from\nthe mass of the people are based upon the fact that it is not the instrument\nof any race, class, creed, economic or political group. Nothing would more\nquickly destroy confidence in public education than to allow it to become an\nagency for purveying commercial products, or an instrument for the propa¬\ngation of the social, economic, or religious convictions of factional groups.\nFifth, the propaganda movement is of particular significance to educa¬\ntion since it threatens to thwart the efforts to bring the school into harmony\nwith the needs of practical life. Throughout history school systems have\nbeen threatened, and sometimes destroyed by formalism. A subject or ac¬\ntivity first gets into the curriculum because it has some practical value\nclosely related to real life. Civilization progresses, new factors come in,\nbut the old school subjectmatter lingers on.\n\n"}
{"page": 213, "printed_page": null, "text": "Reports\n\nof Committees\n\n209\n\nThus far the schools of the United States have generally avoided this pitfall. In spite of the fact that the conditions of living have changed at an\naccelerated pace in recent years, the schools have increased their ability to\nminister to the real needs of life. Many traditional school activities of\ndoubtful practical value have been eliminated. New material has been in¬\ntroduced and is being shaped to minister to the needs of life as it is today.\nAs a result, the American public school is less formalized than ever before\nin its history. President Hoover recently stated that since 1890 the work\nof the schools has become “much better in quality and especially more prac¬\ntical and more conducive to thinking power.”\nThis result has been obtained by a ceaseless and tireless comparison be¬\ntween work which goes on in schools and the needs of real life. Cooperative\narrangements have been set up with industry. Supplementary material has\nbeen introduced. The schools have been brought into close contact with\npractical life as it exists in modern\ntions.\n\nindustrial, social, and political institu¬\n\nThe propaganda movement threatens to block these vital phases of edu¬\ncational development. Already the number and variety of the requests and\ndemands made for admission to the schools are so great that a reaction has\nset in. Blanket action has been taken by some schoolboards against the use\nof all outside materials, with the result that valuable material is excluded\nalong with questionable. The ceaseless and, in some instances, unscrupulous\nefforts of agents to get their particular product, their essay contest, their\nparticular day or week, or their idea, theory, or doctrine before the teachers\nand into the classroom, has caused some school executives to lose their ability\nto give a friendly evaluation to new proposals. If this condition continues\nthe schools will suffer. Means must be found for dealing with the whole\ngamut of intrusive activities, of selecting the good from the bad, and of in¬\ncreasing rather than decreasing the closeness of the contact of the presentday\nschool with presentday life.\nSixth, the propaganda\n\nproblem is important to school people because the\n\npresent course of study is already overcrowded. Preparation for the com¬\nplex needs of modern life demands a long period of careful and thorough\ntraining. Although the school year and the period of school attendance have\nbeen lengthened, the time available for school purposes is still inadequate to\ngive all the training that might seem desirable. The situation is further\ncomplicated by legislative mandates which decree the addition of new sub¬\njects to the minimum course of study. The work of the public schools has\nbecome so important and so difficult and the time in which results must be\nachieved is so limited that all activities which intrude on the regular school\nprogram must be carefully evaluated. This evaluation should be made by\nprofessional educators who have in mind and at heart the whole wellbalanced program of public instruction. Such an attitude will make possible\nthe selection of the wheat from the chaff in the offerings of outside agencies.\nSeventh, this is a significant issue for school authorities because of the\nimperative need for an adult citizenry capable of protecting itself from the\n\n"}
{"page": 214, "printed_page": null, "text": "210\n\nNational\n\nEducation\n\nAssociation\n\nmany appeals of all forms of propaganda. For successful operation a democ¬\nracy must have a citizenship which possesses the power to weigh opposing\narguments, to suspend judgment until the facts are assembled, to decide\nfairly, and to act intelligently. The uncritical acceptance of propaganda is\ninimical to all these qualities. Since the citizens of tomorrow are in the\nschools of today, it is a manifest duty which these schools owe society to\nprepare children to deal discriminatingly with outside materials.\nThe foregoing statement of the problem raises many questions. How\ncan the distinction between education and propaganda be emphasized ? How\ncan the child be protected from the harmful effects of propaganda and at\nthe same time be taught to evaluate it? Shall the issue be faced as a local,\nstate, or national problem? How can democratic control of the schools be\ncontinued without opening the school door to every intrusive activity ? How\ncan curriculum development by professional educators be reconciled with\nthe undoubted right but questionable expediency of minute legislative pre¬\nscription ?\nThese urgent questions are discussed in the final section of our report.\nBefore the committee presents its conclusions, however, we wish to examine\nin specific detail the present situation as it concerns the relation of the\nschools to outside materials and influences.\n\nPart II. The\n\nPresent\n\nSituation\n\nThis section, which tabulated in detail the replies received in 489 answers\nto a questionnaire submitted by the committee, is not reproduced here.\n\nPart III. Conclusions,\n\nRecommendations,\nAction\n\nand Principles of\n\nIn this section the committee, on the basis of its study of the problem\nfaced by the schools in dealing with outside materials and influences, tenta¬\ntively offers certain conclusions, recommendations, and principles of action.\nThe growth of the propaganda movement is of great significance to edu¬\ncation for a number of reasons. First, because of the basic antagonism be¬\ntween education and propaganda as to attitude, method, and purpose. Sec¬\nond, because of certain characteristics which distinguish the child from the\nadult. Third, because of the decentralized form of school organization\nobtaining in the United States. Fourth, because of the fact that the Amer¬\nican public school is a common school rather than the agency of any par¬\nticular race, class, creed, or economic or political group. Fifth, because of\nthe importance of keeping the school close to, and in proper relationship to,\nthe needs of practical life. Sixth, because the curriculum is already crowded\nwith desirable educational material. Seventh, the school owes a duty to so¬\nciety to train citizens who understand propaganda and can cope with it.\nThe problem of the schools in dealing with outside materials and in¬\nfluences is a phase of the whole propaganda movement which has developed\n\n"}
{"page": 215, "printed_page": null, "text": "Reports\n\n211\n\nof Committees\n\nsince the war. This powerful influence has become an integral part of our\ncivilization. It cannot be disregarded by the schools. They have already\nfelt its influence, and will be affected in the future. If this new force in\nour civilization is not studied and understood, it may do the schools much\nharm. In time it might undermine their very integrity and divert them\nfrom their true function. On the other hand, if this force is studied and\ncontroled by those in charge of the schools, it may offer certain important\nand positive aids in achieving the purposes for which the schools exist.\nFirst, however, the committee would emphasize the fact that it is im¬\nprobable that uniform rules can be drafted which would be valid for all\nstates and local communities. The educational situation in different states\nand local communities varies widely.\nLikewise, the types of outside materials and influences encountered by the\nschools vary in different states and localities. However, the fundamental\nprinciple remains the same. We recommend the consideration of this re¬\nport and of the principles of action herein outlined. The committee\nwarns against their uncritical acceptance. They should be tentatively\naccepted and applied only insofar as the independent study of the local\nsituation seems to justify.\nWe,\n\ntherefore, recommend\n\nthat all those concerned\n\nwith the control\n\nand management of the schools study the propaganda movement, par¬\nticularly as it affects the schools. State boards and state departments of\neducation, local boards of education, superintendents of schools and their\nstaffs, and classroom teachers need to face the problem. Higher institutions\nof learning and institutions for the training of teachers should set an ex¬\nample of careful presentation of both sides of debatable questions.\nState legislature. — The\n\ncommittee\n\nis unwilling\n\nat this time to specify in\n\ndetail the function of the state, as opposed to the local community, in dealing\nwith the problem. We emphatically believe, however, that legislation on\nthis matter, particularly of a specific character, is likely to do more harm\nthan good. Legislation which specifies in too much detail what cannot\nbe done in the schools is likely to prove as troublesome as that which in\nsome states now specifies in detail what shall be done. If legislation is\nadopted prohibiting the use of outside materials, it should be of the most\ngeneral character, leaving it to the state board of education to interpret\nthe law and to translate it into specific action. Legislators should realize\nclearly that their position of public responsibility makes them especially sub¬\nject to appeals from organized minorities. They should further remember\nthat it is the function of the legislature to prescribe only general\nrules for the conduct of local schools. Responsible educational boards have\nbeen created by law in local communities for the express purpose of de¬\ntermining just such questions as the extent and character of the course of\nstudy. While state legislatures have an undoubted legal right to exercise\nspecific supervision, it is against sound public policy for them to attempt to\ndo so.\n\n"}
{"page": 216, "printed_page": null, "text": "212\n\nNational\n\nState department\n\nEducation\n\nof education. — We\n\nAssociation\n\ntime\n\nbelieve that at the present\n\nstate departments of education can exercise a helpful relationship toward this\nproblem in these directions:\n1. By discovering and studying the purposes and methods of the various outside\nagencies and materials encountered by the local school systems of the state as a\npreliminary to possible protective legislation or rulings by the state department.\n2. By preparation of statements clarifying and delimiting the functions which\nschoolboards, school executives and their staffs, and teachers should exercise in deal¬\ning with this problem.\n3. By setting up the principles and supplying the information needed by boards,\nschool executives, and teachers in dealing with this problem in their particular state.\n4. By keeping clearly in mind the dangers that lurk in minute central control.\nIt is usually better to develop the ability of local communities and the individual\nteacher to handle a problem\ncentral headquarters.\n\nsuch as this than to try to handle\n\nit for them\n\nfrom\n\n5. By exercising great caution in endorsing proposals brought to them for intro¬\nducing propaganda materials into the schools.\n6. By securing the advice of a number of educational and subjectmatter experts\nbefore adopting or authorizing textbooks for public school use.\n7. By encouraging a state program of teacher-training instruction which\nlead to recognition of the importance of the propaganda problem.\n\nLocal boards of education. — We\n\nurge local boards of education\n\nwill\n\nin deal¬\n\ning with this problem to hold clearly in mind the distinction between the\nfunction of a lay board of education and that of a school superintendent\nand his staff. The professional executive should acquaint his board with the\nexistence and nature of the problem. The board of education should then\ndecide upon a general policy. Then, it becomes the duty of the super¬\nintendent and his staff to carry out the will of the board. It is of first\nimportance that this division of function be observed in dealing with the\npropaganda issue. The welfare of the children alone should determine the\npolicies which are to govern the admission or exclusion of outside materials\nand influence. Once these policies are adopted, the superintendent of schools\nand his staff should be vigorously supported, and not hindered, in executing\nthe policies decided upon.\nThe committee does not underestimate the difficulties which arise in the\nlocal situation. It is aware of the fact that there are some board members —\nfortunately they are the exception — who lack courage in dealing with this\nproblem. Such members will vote for a policy of the board deemed essential\nto the effective operation of the schools and the protection of the children.\nThen an agent or propagandist comes to one of them with a persuasive and\nplausible request for permission to enter the schools in a manner which\nviolates the carefully devised policy of the board. The board member fails\nto point out that this is not a matter for him to decide. Instead of referring\nthe agent to the superintendent of schools, he listens to the special pleader.\nThe special interest is camouflaged in plausible or even patriotic and other\nnoble motives. Perhaps the intruder is influential, or represents an in¬\nfluential concern, or is an old friend of the board member. The board\nmember\n\nyields. He\n\nappeals directly to the superintendent: “Make\n\nan ex-\n\n"}
{"page": 217, "printed_page": null, "text": "Reports\n\nof Committees\n\n213\n\nception in this special case and favor this man if you can. I’m sure it’s a\ngood cause and will do no harm.”\nOur committee is further aware of the fact that there are superintendents\nof schools — fortunately they also are the exception — who\ncumstances\n\nwill give ''ad bend.\n\nunder such cir¬\n\nThey will hesitate to refuse the personal\n\nrequest of a board member. They will compromise with the board’s policy\nand allow the intruder to enter the school. Then they will reason as\nfollows: “After all it probably will not harm the children, and besides we\nshall need the support of this concern for our school program.” And once\nthe policy is disregarded or diverted from its original intent, it is easy to\ninterpret it loosely on subsequent occasions.\nAny schoolboard member or any superintendent of schools or member of\nhis staff who gives way in this manner should clearly understand what he\nis doing. He should realize that he is bargaining away that birthright of\nevery child which he is under moral obligation to protect. It may be that\nthe board member will be personally embarrassed if he does not yield.\nIf he is not willing to pay this price then he has demonstrated his unfitness\nas a board member. It may be that the superintendent of schools may\nlose the support of the individual board member if he holds firm to the\npolicy established by the board, but he should be willing to pay that price\nrather than neglect his duty to the children.\nIn the long run the board member who fearlessly refuses on his own re¬\nsponsibility to modify the policy of the whole board will enjoy greater\nrespect and have more friends than one who is continually trying to use his\nposition for personal advancement. The superintendent who hews to the\nline and who allows no person, be he president of his board of education, a\npresident of a great corporation, or the humblest citizen of the community,\nto deflect him from his duty in carrying out the spirit of his board’s policy\nwill find himself in a far more stable position.\nThe committee cautions school officials against the adoption of drastic\nand inflexible rules which deprive the schools of desirable contacts with\noutside materials and agencies. It is equally a mistake to have no policy for\nthe guidance of principals and teachers in dealing with such materials. An\ninflexible policy is not the alternative to no policy. If properly selected and\nevaluated, materials furnished from the outside will help to keep the school\nin touch with real life. School subjects quickly become obsolete unless\neducational leaders are in constant touch with social conditions and able to\ninterpret the ever-changing needs of our dynamic society. The school must\ninterpret the needs of life, and therefore the school is not adverse to taking\n.educational material that is of vital importance. We recognize the fact that\nthe schools look to society for the sanction of new subjectmatter and activities\nto replace those which have become formalized.\nIn determining policies to govern the schools in relation to propaganda\nactivities, the committee recommends for the consideration of boards of edu¬\ncation and their executives the following fundamental principles: Schools\nexist primarily for the education of children, and not in the slightest degree\n\n"}
{"page": 218, "printed_page": null, "text": "214\n\nNational\n\nEducation\n\nAssociation\n\nfor the purpose of selling the commodities or services of particular concerns,\nor for the circulation of propaganda in support of the theories, courses of\naction, or convictions of groups or organizations.\nThe only basis upon which any concern or organization has a right to\nappeal for access to the school is that it is prepared to make some definite\ncontribution to the accepted school program. If a school board doubts the\ncompetency of its superintendent of schools, his staff, and the teachers, to\nconceive and carry out a wellrounded program of legitimate educational\nactivities in the school, then its remedy is clear. The legitimate program of\ninstruction should not be interrupted by those who are not familiar with the\nbroad purposes of the schools. A particular poster, chart, picture, pamphlet,\nmotion picture, manual, or textbook, therefore, has little value for schools\nunless it can be used in the regular school program in a manner which will\nenrich that program and aid in the accomplishment of its objectives. Stated\ndifferently: Material to be acceptable must be indispensable to the education\nof children.\nThat\n\nthe school exists primarily for the education of the child is a\n\nfundamental\n\nprinciple which\n\nshould serve as a criterion for judging all\n\neducational procedures. But this principle is so general that it seems neces¬\nsary for this committee to suggest more specific principles of action in\nreference to the study of propaganda in the schools. The committee, there¬\nfore, tentatively suggests certain specific principles of action.\nA. Principles\n\nof General\n\nApplication\n\n1. The welfare of children is the primary function of a public school\nand is the only legitimate basis for the acceptance or rejection of material\noffered for school use.\n2. The protection of children from partisan textbook material is a problem\nof first importance. Constant alertness is the price of freedom from one¬\nsided statements. Evaluation and selection of textbooks have been made the\nsubject of scientific investigations.1\nAn expert function, such as the selection of textbooks for school use,\nshould not be discharged by untrained persons. Whenever lay boards of\neducation and other non-professional groups attempt, without professional\nadvice, to perform this function, serious mistakes are likely to result. State\nand local boards charged with textbook selection should invariably secure\nand follow competent professional advice in discharging this duty. No man\nwho follows the advice of a competent physician need fear the menace of\nquackery, and the employment of a reliable attorney is the surest defense\n1 See for example, Donovan, H. L. “How to Select Textbooks”; In Peabody Journal of\nEducation, Vol. 2, p. 1-11. (July, 1924.)\nFranzen, R. and Knight, F. B. Textbook Selection. Warwick and York, Baltimore, Mary¬\nland, 1922.\nHall-Quest, Alfred Lawrence. The Textbook — How to Use and Judge It. Macmillan Com¬\npany, New York City, 1918.\nMaxwell, C. R. The Selection of Textbooks. Houghton Mifflin Company, Boston, Massa¬\nchusetts, 1921. 130 p.\nRader, L. W.\n“The Scientific Selection of School Texts.” Fourth Yearbook, Bulletin of\nthe Department of Elementary School Principals, 1925, p. 298-302. National Education As¬\nsociation, Washington, D. C.\n\n"}
{"page": 219, "printed_page": null, "text": "Reports\n\nof Committees\n\n215\n\nagainst the pitfalls of shysters. Similarly, a community which entrusts the\nmanagement of its schools to a conscientious, trained educator has taken\nthe first and most important step to protect its children from textbooks\nbiased by special interests or political motives.\n3. Material which presents only one side of debatable public questions\nis less preferable than material which gives a ‘‘pro and con’ discussion;\nand both the foregoing types of material are less desirable than unbiased\npresentations.\n4. The school should guard against casting the minds of children in\ncertain inflexible molds modeled along the lines of current practise. They\nshould realize that altered conditions in the future may make changes\nnecessary in currently accepted customs or institutions. They should be\nmade conscious of the fact that social problems exist today and will arise\nin the future, and should be given some understanding of the methods\nwhereby society solves its problems. This does not mean that the schools\nshould be thrown open to every ‘‘ism” which styles itself the way to Utopia,\nbut rather that children should be given that flexibility of mind which makes\nfor social evolution, rather than social stagnation.\n5. Contests, originating from outside the school, are ordinarily of doubt¬\nful educational value.1 Where prize contests are admissible they should\npreserve the whole ideal of service to others, rather than the hope for a ma¬\nterial reward. Group prizes are, therefore, preferable to individual prizes.\nOccasional competition to stimulate interest in particular phases of educa¬\ntional work is not objectionable.\n6. The privilege of outsiders to address school assemblies and classes\nshould be definitely controled by educational authorities. Attempts to com¬\npel or influence superintendents, principals, and teachers to open their classes\nand assemblies to unauthorized\ncouraged.\n\npropagandists\n\nshould be summarily\n\ndis¬\n\n7. The difficult)* of this problem will be lessened when all schools are\nsupplied with adequate funds so that no school will be compelled to rely on\ngifts and donations from the outside. The general public finally pays for\nschool material whether it is publicly or privately supplied. If outside\nagencies are able to pay for gifts to the schools, they are able to pay adequate\ntaxes for the purchase of proper school materials by the board of education.\nB. Principles\n\nof Limited\n\nApplication\n\n1. Hasty adoption of new policies in regard to outside materials is in¬\nadvisable. Several months of careful study may not be too long to allow\nbefore material offered by outside agencies is accepted or rejected. Ad¬\nministrators and teachers should not allow themselves to be rushed into a\ncourse of action from which they may later find difficulty in escaping.\n1 The following objections are made to the excessive use of prire contests in schools:\nFirst, usually only those who are especially gifted participate and the majority who most\nneed the stimulus fail to respond. Second, often the prire does r.ot go to the most worthy\ncontestant. A third danger is that dishonesty may be practised by copying or by receiving\noutside help. Fourth, the interest of the pupils is directed towards the prire rather than the\nperformance of a worthy educational task.\n\n"}
{"page": 220, "printed_page": null, "text": "216\n\nNational\n\n2. In order to make\n\nEducation\n\nAssociation\n\nsuch study possible, school systems should provide\n\nproper facilities for the evaluation of outside material. In large cities a con¬\ntinuing curriculum revision committee might exercise this function. In\nsmaller cities a committee\ntendent in this work.\n\nof principals and teachers might aid the superin¬\n\n3. These committees will need to take into consideration the reputation\nfor fair dealing and the facilities for preparing proper school material\npossessed by a firm or agency.\n4. These committees should also recognize that new materials from the\noutside should not be allowed to replace equally or more desirable mate¬\nrials already available. For example, there is no justification for disturb¬\ning the school program merely to substitute one type of material or activity\nfor another which is already working satisfactorily and is adequately serving\nthe interests of the children.\n5. For any teacher, supervisor, or administrator to urge pupils to pur¬\nchase any special product not directly related to the work of the schools is\nunethical. It is also unethical to urge children or teachers to endorse move¬\nments or to participate in activities that are not definitely related to the\nwelfare of the schools.\n6. The practise of collecting money through the schools for outside proj¬\nects should be forbidden. In the rare instances where this generally un¬\ndesirable practise is permitted there should be no pressure placed on any\npupil, nor should the amount of individual contributions be made known.\nNo pupil should be asked or allowed to pledge future money payments in\nany cause.\n7. Giving lists of pupils' names\nmercial use should be forbidden.\n\nand addresses to agencies merely for com¬\n\n8. The way in which material is presented by the teachers is often of\nmore significance than the nature of the material itself. In this as in other\nschool problems there is no substitute for a welltrained teacher who clearly\nunderstands the distinction between teaching what to think and how to think,\nand who possesses skill in doing the latter.\n\nFinal Considerations\nMuch of the material of this report is necessarily of a general character.\nThe committee had neither the time nor the resources to conduct extensive\ninvestigations of many of the problems considered. The entrance of prop¬\naganda into the schools through textbooks, and a number of other questions\nonly touched upon in this report would make excellent topics for detailed\nresearch by students in the field of education.\nThe committee has avoided final and dogmatic pronouncements. The\nregulation of the relationship of the school to outside influences is primarily\na local question. Conditions differ in different communities and call for\nvarious treatments. The committee has merely attempted to define the\ngeneral scope of the problem, to point out its significance, and broadly to\noutline principles which school systems may find helpful in their efforts to\n\n"}
{"page": 221, "printed_page": null, "text": "Reports\n\n217\n\nof Committees\n\nsort from a wide variety of outside materials and influences those which can\nbe helpfully incorporated into the school program. That the problem is\none of discriminating selection rather than total exclusion is clear to the\ncommittee. The school would suffer great harm if it were to shut itself\noff from real life simply because some of the influences which seek to gain\nadmission to the classroom are not useful in educating children.\nThe committee considers this whole problem to be one of major\nsignificance. It urges that local school systems carefully study, along the\nlines suggested in this report or along other lines which may be considered\nappropriate, the question of how the school may keep in close touch with\noutside life, and yet not become the dupe of harmful influences.\nThe committee further recommends that the schools should give greater\nattention to the development of methods whereby children may be trained\nin habits of critical judgment. A myriad of influences now seek to mold\nthought in preconceived directions. There is danger that too much of our\nthinking will be based on slogans and half truths. To guard against this\ndanger the school should increase its efforts to develop the power of critical\njudgment and independent thought.\n\nAppendix\nFive appendices were included in the complete report which listed the\nrules of various school systems in regard to the several topics indicated by\nthe headings to the appendices as listed below:\nAppendix A — Typical\nand agencies.\n\nrules of boards\n\nof education\n\ngoverning\n\noutside materials\n\nAppendix B — Examples of supplementary material prepared by superintendents\nfor the guidance of supervisors, principals, or teachers in dealing with propaganda.\nAppendix\nmaterials.\nAppendix\nAppendix\n\nC — Typical\n\nadministrative\n\norganizations\n\nfor dealing\n\nwith\n\noutside\n\nD — Propaganda as a state school problem.\nE — Form of questionnaire used.\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\nRETIREMENT\n\nALLOWANCES\nE.\n\nRUTH\n\nPYRTLE,\n\nCHAIRMAN,\nLINCOLN,\n\nCommittee\n\nobjectives. — The\n\nthe National Education\n\nPRINCIPAL,\n\nBANCROFT\n\nNEBRASKA\n\nCommittee\n\non\n\nRetirement\n\npreparation\n\nAllowances\n\nof\n\nAssociation has two principal objectives:\n\n1. The maintenance of a clearing house of information\nretirement allowances.\n2. The\n\nSCHOOL,\n\nof reports on the teacher retirement\n\non the best current thought in this field, and that may\nment of scientific teacher retirement systems.\n\non the problem\nmovement\n\nof teacher\n\nthat are based\n\naid in advancing\n\nthe develop¬\n\n"}
{"page": 222, "printed_page": null, "text": "218\n\nNational\n\nEducation\n\nAssociation\n\nIn fulfiling the first of these objectives, the committee, in cooperation\nwith the Research Division, has assembled at the Association’s Headquarters\na library of material on teacher retirement. This library, which has been\nof considerable assistance in answering the many inquiries on retirement\nproblems, contains general studies in the field, copies of the provisions of\nstate and local teacher retirement systems now in effect, the latest available\ninformation concerning plans for retirement legislation, and a current\ndirectory of the secretaries of state and local teacher retirement systems.\nThe\n\ncommittee, through its meetings, inter-member\n\ncorrespondence\n\nand\n\ncooperative work with such agencies as the National Council of Teachers’\nRetirement Systems, furnishes a clearing house for the interchange of opin¬\nion and fact concerning the theory and practical operation of teacher re¬\ntirement systems.\nIn accomplishing its second objective, the preparation of reports on the\nteacher retirement movement, the committee has attempted to make avail¬\nable from time to time the best thought and practise in the field. Its last\ncomprehensive report, presented a year ago at Minneapolis, was reprinted\nwith some modification and additions as an issue of the Research Bulletin\nof the National\n\nculated.\n\nEducation\n\nPlans for 1930\n\nAssociation.1\n\nreport. — Plans are now\n\nThis\n\nreport has been widely cir¬\n\nin progress which\n\nwill result in\n\nthe cooperative preparation of another comprehensive report for submis¬\nsion to the Association a year from the present time. This report will\npresent as a part of its contents :\n1. A revision of the statement of fundamental principles of a teacher retirement\nsystem, which appeared in the Minneapolis report.\n2. A general survey of retirement systems in effect.\n3. Uptodate information on retirement activities in the various states and cities.\n4. Tabular material showing the principal features of selected retirement systems.\n5. A simple explanation of the way\nment systems work in practise.\n\nin which\n\ncertain provisions of teacher retire¬\n\n6. Results of research on special problems in the field of teacher retirement\nducted for the committee by the Research Division.\n7. A selected, annotated bibliography of literature in this field.\n\nCooperation\n\nwith secretaries of teacher retirement\n\nsystems. — During\n\ncon¬\n\nthe\n\npast year cooperative relations were continued between the Committee on\nRetirement Allowances of the National Education Association and the Na¬\ntional Council of Teachers’ Retirement Systems. In November, 1928, a\nnumber of members of this Council met at the Headquarters of the Na¬\ntional Education Association to discuss various teacher retirement problems.\nAt the Cleveland meeting of the Association, a joint session of the two\ngroups was held at which the status of the teacher retirement movement\nwas reviewed and important trends brought out. The interchange of ex¬\nperience at these conferences and meetings has been of considerable assist¬\nance in directing the work of the committee along lines of greatest value to\npersons in the field.\n1 National Education Association, Research Division. “The Advance of the Teacher Retire¬\nment Movement.” Research Bulletin, Vol. VI, No. 3, May, 1928. Washington, D. C. 56 p.\n\n"}
{"page": 223, "printed_page": null, "text": "Reports\n\nFundamental\n\n219\n\nof Committees\n\nprinciples. — One\n\nof the most\n\nsignificant pieces of work\n\naccomplished by the Committee on Retirement Allowances is the drafting\nof a set of fundamental principles of teacher retirement designed to aid\nthose concerned with the development and operation of effective teacher\nretirement systems. These principles exercised a major influence in the direc¬\ntion of securing sound retirement legislation in recent legislative sessions.\nThe principles as printed in the 1928 report of the committee, and on pages\n153-7 of the May,\n\n1928, Research\n\nAssociation , have received wide\n\nIt has been recommended\n\nBulletin of the National\n\nEducation\n\nrecognition and acceptance.\n\nthat one revision be made in the 1928 statement\n\nof principles, namely, that Principles XV and XVI, both of which deal with\nessentially the same subject, be combined as follows:\nXV.\n\nRetirement\n\nBoard\n\nin Control\n\nThe administration of the retirement system should he in the hands of a retire¬\nment board the makeup of which is carefully prescribed in the retirement law, and\nwhich represents both the public and the teachers.\nThe control of a retirement system should be vested in a retirement board, whose\nmakeup is carefully prescribed by the retirement law. As both the public and the\nteachers are interested in seeing that the affairs of the retirement system are con¬\nducted with the greatest possible efficiency, both parties should be adequately repre¬\nsented on the retirement board. The method of appointment or selection should be\nsuch as to secure a high t)rpe of personnel.\n\nIt is also proposed that Principle IV be modified in the manner\n\nshown\n\nbelow. The portions of the statement in parentheses represent suggested\nadditions. Except for these proposed additions, the principle would remain\nunchanged.\nIV. Amount\nThe\n\nof Deposits\n\nand Payments\n\ndeposit by the teacher, the payment\n\n(and Rate\n\ndeposits to be made\n\nStated\n\nby the public (and the rate of interest)\n\nshould be stated by the organic act creating a retirement\nment in accordance with future actuarial investigations.\nThe\n\nof Interest)\n\nsystem subject to adjust¬\n\nby the teacher and by the public (and the rate of interest\n\nfor the accumulations) should be definitely stated in the organic act and should con¬\ntinue as stated until changed by the retirement board on the basis of actuarial inves¬\ntigation. Too often in the past definite contributions to be paid by the teacher have\nbeen provided for, but the amount of the public’s payment has been uncertain and\nindefinite. All future retirement laws should state definitely the method whereby the\namounts to be deposited by the teachers and the payments by the public are to be\ndetermined (and the rate of interest at which the funds are to be accumulated). If\nthis is done the exact amount of the fund which is being built up is known, it can be\ndepended upon, and expenditures can be planned accordingly.\nThe state should live up to the requirements of the law that it makes for the\nretirement of its teachers, just as it requires banks, insurance companies, and similar\ninstitutions to live up to the law concerning the reserves they must carry.\n\nRetirement plan for Headquarters Staff of the National Education Asso¬\nciation. — In 1926 the Committee on Retirement Allowances recommended\n\n"}
{"page": 224, "printed_page": null, "text": "National\n\n220\n\n“that the Executive Committee\n\nEducation\n\nAssociation\n\nbe authorized to take steps to put into effect\n\na retirement plan for the Association’s headquarters staff.” This recom¬\nmendation was approved by the Representative Assembly and a plan subse¬\nquently worked out and put into effect by the officers of the Association.\nThe Headquarters retirement plan has now been in successful operation\nfor more than a year and a half. Few actions affecting the staff taken in\nrecent years promise greater returns in continued and increased efficiency\nthan the inauguration of this retirement plan.\nProposed\n\nretirement\n\nciations. — The\n\nplan for headquarters\n\nsuccessful\n\nestablishment\n\nstaff of state education\n\nof the national\n\nasso¬\n\nassociation’s re¬\n\ntirement system suggested the possibility of extending this system to cover\nthe staffs of the state associations. At the request of President Lamkin an\ninvestigation was made to determine the feasibility of so extending the\nsystem. It was found that it would be possible to extend the plan so that\nstate associations which desire to do so may enrol their staffs. Full in¬\nformation has been sent on this matter to the officers of all state associations.\nSeveral states have already taken action to join.\nThe committee recommends to all state associations the desirability of\ncoming into the retirement system. We urge this for the same reason that\nwe urge retirement plans for teachers, namely, that they make for greater\nefficiency. The state associations should look upon the enrolment of their\nstaffs in this plan as a step in the direction of preserving and increasing\nthe efficiency of their staffs.\nEarly entrance is desirable, while the problem of taking care of prior\nservice is still small. This question is relatively easy to deal with now,\nsince most of the state associations are comparatively young organizations.\nThe cost of covering prior service becomes greater as entrance into the re¬\ntirement plan is delayed, and eventually offers a serious obstacle to the\ninitiation of a retirement plan for any group.\nIt is inconsistent for a state association to advocate a teachers’ retire¬\nment plan as an efficiency measure for the teachers of a state, and at the\nsame time fail to adopt a plan for its own employees. We strongly recom¬\nmend that all delegates urge the officers of their respective associations to\ntake early and favorable action toward enroling their headquarters staff in\nthe retirement plan of the National Education Association.\n\nState and Local Teacher\n\nRetirement\n\nSystems\n\nNow\n\nin Effect\n\nThe following is a list of state and local teacher retirement systems now\nin effect. It may be necessary later to revise this list slightly on the basis\nof reports from state legislatures still in session at the time this report was\nprinted. Information concerning the plans listed, or names and addresses\nof persons connected with their administration, may be secured from the\nResearch Division of the National Education Association.\n\n"}
{"page": 225, "printed_page": null, "text": "Reports\n\nof Committees\n\n221\n\nState-wide teacher retirement laws are in effect in the following states:\nArizona\n\nMontana\nNevada\nNew Jersey\n\nCalifornia\nConnecticut\nDistrict of Columbia\nIllinois\nIndiana\nMaine\n\nNorth\nDakota\nk 2\nNew Yor\nOhio\n\nMaryland 1\nMassachusetts\n\nPennsylvania\nRhode Island\nVermont\n\nMichigan\nMinnesota\n\nVirginia\nWashington\nWisconsin\n\nAn act to create a teachers’ retirement system for Kentucky, passed by\nthe 1928 legislature in that state, has not yet been put into operation. In\nconnection with the above list, it should be added that retirement systems\naffecting teachers are also in effect in Hawaii, the Panama Canal Zone,\nthe Philippine Islands, and Porto Rico. An act was passed by the 1929\nlegislature of the Territory of Alaska, creating a pension system for teach¬\ners in that territory. Payment of pensions under this system is to commence\non or after October 1, 1930.\nWhere state-wide teacher retirement laws are in effect, the following\ncities have local teacher retirement systems independent of state systems:\nSan Francisco, Calif.\nNew Haven, Conn.\n\nSt. Paul, Minn.\nNew York, N. Y.\n\nChicago, Ill.3\nPeoria, Ill.\nTerre Haute, Ind.\nBaltimore, Md.\nBoston, Mass.\nDetroit, Mich.\nMinneapolis, Minn.\nDuluth, Minn.\n\nBristol, R. I.3\nNewport, R. I.3\nProvidence, R. 1. 3\nEverett, Wash.\nSeattle, Wash.\nSpokane, Wash.\nTacoma, Wash.\nMilwaukee, Wis.\n\nState teacher retirement laws of limited application are in effect in the\nfollowing communities :\nDelaware\n\nWilmington\n\nGeorgia\n\nAtlanta\n\nKentucky\n\nLexington\nLouisville\nNewport\n\n1 The\n\nLouisiana\n\nNew\n\nNebraska\n\nOmaha\n\nretirement\n\nlaw\n\nof this state does not include\n\nteachers\n\nOrleans\n\nin the city of Baltimore,\n\nwhich\n\ncity maintains an independent employees’ retirement system of which teachers are members.\n2 The retirement law of this state does not include teachers in New York City, which\nmaintains an independent teacher retirement system.\n3 Teachers\nsystem only.\n\nalso enroled\n\nin state system.\n\nIn the other\n\ncities, teachers\n\nare\n\nmembers\n\ncity\n\nof local\n\n"}
{"page": 226, "printed_page": null, "text": "222\n\nNational\n\nNo\n\nstate law\n\nEducation\n\nAssociation\n\nestablishing teacher retirement\n\nsystems is in effect in the\n\nfollowing states : 1\nMississippi\n\nAlabama\nArkansas\nColorado\nFlorida\nIdaho\nIowa\n\nMissouri\nNew Hampshire\nNew Mexico\nNorth Carolina\nOklahoma\nOregon\n\nKansas\n\nLocal teacher retirement\n\nUtah\nWest Virginia\nWyoming\n\nsystems have been set up by the following local\n\ncommunities\n\nin the states listed :\n\nAlabama\n\nMontgomery City\nMobile County\n\nColorado\n\nCanon\n\nNew\n\nHampshire\n\nConcord\nManchester\nNashua\n\nNorth\n\nCarolina\n\nNew\n\nCity\n\nColorado\nDenver\nGreeley\n\nSprings\n\nGeorgia\n\nAugusta\nMacon\n\nIowa\n\nDes Moines\nSioux City\n\nKansas\n\nSouth Carolina\nSouth Dakota\nTennessee\nTexas\n\nAtchison\nLeavenworth\nParsons\n\nCounty\n\nPortland\n\nOregon\nSouth\n\nHanover\n\nCarolina\n\nTennessee\n\nCharleston\nChattanooga\nHamilton County\nKnox County\nNashville\n\nTexas\n\nSan Antonio\n\nUtah\n\nSalt Lake\n\nWest\n\nVirginia\n\nCity\n\nCharleston\nParkersburg\nWheeling\n\nTopeka\n\nTeacher\n\nRetirement\n\nLegislation\n\nDuring the period that has elapsed following its meeting in Minneapolis,\nthe Committee on Retirement Allowances has continued its contact with\nschool officials and other persons interested in teacher retirement problems.\nThe following section presents information in summary form on the more\nimportant legislative enactments or proposals relating to teacher retirement\nthat have occurred since the committee’s 1928 report.\nThe data for this summary were secured largely through correspondence\nwith state superintendents, secretaries of state education associations, and\nchairmen of retirement committees. Some of the material has been taken\nfrom related articles and reports appearing in recent issues of state educa¬\ntional journals. It would have been impractical to attempt to cover all\naspects of the teacher retirement movement, or to give detailed considera¬\ntion to the situation in any one state. On the basis of later reports from\nstate legislatures still in session at the time this report was printed, it may\n1 A number\n\nteacher\n\nof these states have permissive state laws authorizing local communities\n\nretirement\n\nsystems.\n\nto establish\n\n"}
{"page": 227, "printed_page": null, "text": "Reports\n\n223\n\nof Committees\n\nbe necessary to make some additions to, or minor revisions in, the follow¬\ning summary. The committee will appreciate notification of any errors that\nmay be present in the succeeding discussion.\nLegislation\n\naffecting state-wide\n\nteacher retirement\n\nsystems. — At\n\nrecent\n\nstate legislative sessions a number of measures were enacted affecting in\nvarying degrees the state teacher retirement systems of Connecticut, Indiana,\nMaine, Michigan, Ohio, Pennsylvania, and Vermont. The principal fea¬\ntures of the more important of these acts are outlined below:\n\nConnecticut.\n\nAmong\n\namendments\n\nretirement system of Connecticut\n\nmade in 1929 to the state teachers'\n\nwere the following:\n\n1. The time in which teachers in service at date of enactment may\nmembership in the retirement association is restricted to June 30, 1931.\n\napply for\n\n2. Retirement at age sixty may be had on the basis of twenty years’ service in¬\nstead of fifteen, and upon payment of five annual assessments to the annuity fund.\n3. Members must have paid five annual assessments to the annuity fund and\nmust have had twenty years of service, instead of fifteen, to receive an additional\npension for prior service and to be granted an additional sum if the minimum\nment allowance is under three hundred and fifty dollars.\n\nretire¬\n\n4. The pension for disability is not to exceed a pension granted under any pro¬\nvision other than for disability.\n5. A teacher employed after July 1, 1929, may receive credit for service outside\nthe state not to exceed ten years, providing he pays amount due annuity fund for\nsuch service with interest.\n\nIndiana.\n\nProvisions were added in 1929 to the Indiana state teachers'\n\nretirement fund law whereby : ( 1 ) Receipts are to be issued to teachers\nfor salary deductions to account of the state teachers’ retirement fund ; and\n(2) township trustees and treasurers of school cities and towns are made\nliable for failure to deduct, report, and pay over such deductions to the state\nteachers’ retirement fund board.\n\nMaine.\n\nThe\n\n1929 state legislature made the following changes in the\n\nnon-contributory\n1. Pensions\n\nteacher retirement law:\n\nwere\n\nincreased\n\nas follows:\n\nThe annual pension received from the state by teachers of thirty-five years’\nexperience was raised from $400 to $500; that of teachers with thirty years’ ex¬\nperience from $325 to $375 ; and for teachers of twenty-five years’ experience from\n$250 to $275.\n2. Provision was also made whereby teachers aged fifty, who are totally dis¬\nabled and have no other means of support, upon complying with conditions of the\nlaw relative to length of experience and state service, may be granted a pension\ndetermined by length of service.\n\nMembership\n\nin the joint-contributory teacher retirement\n\nsystem was\n\nmade compulsory for all teachers with six years’ state service who began\nteaching after the joint-contributory system went into effect, and were thus\nrendered ineligible for benefits under the non-contributory retirement law.\n\nMichigan.\n\nThe Michigan state teacher retirement law, inadvertently\n\nrepealed by the 1927 state legislature, was re-enacted in 1929.\n\n"}
{"page": 228, "printed_page": null, "text": "224\n\nNational\n\nOhio.\n\nEducation\n\nAssociation\n\nBy recent act of the Ohio state legislature, teachers who\n\nhave\n\nwithdrawn their money from the state teachers’ retirement fund may re¬\ndeposit it with interest, and be restored to their former status, providing\nsuch re-deposit is made prior to January\nPennsylvania.\n\nAn enactment\n\n1, 1930.\n\nof 1929 makes pensions payable to teach¬\n\ners with fifteen years’ service who had retired before the state school em¬\nployees’ retirement law became effective, the sum of $150,000 being pro¬\nvided for such pensions. Under another act, full credit is also to be given\ncontributors for years in service of the United States during the World War.\nVermont. Amendments to the state teacher retirement law were made\nin 1929 as follows:\n1. A minimum average\nor disability retirement.\n\nannual\n\nallowance\n\nof $200 is provided\n\nfor superannuation\n\n2. Teachers who retired prior to enactment of the state teacher retirement sys¬\ntem may be granted pensions.\n3. The retirement board may drop members whose dues are in arrears two years\nor more, the teacher’s contributions\n\nProposed\n\nchanges\n\nto be refunded, with interest.\n\nin state-wide\n\nof states a movement\n\nteacher retirement\n\nhas been in progress toward\n\nlaws. — In a number\n\n( 1 ) Reorganization\n\nof\n\nexisting state-wide teacher retirem*ent laws, or (2) amendment of certain\nprovisions of these laws. Three states, California, Minnesota, and Mon¬\ntana, which may be classed with the first group, had teacher retirement\nmeasures before legislative sessions of 1929.\nIn the movement for revision of the California state teachers’ retire¬\nment salary fund law, considerable attention was given S. B. No. 673, a\nbill introduced in the 1929 state legislature. Defeat of this measure, one\nthat would in general have amplified the present law, wTas largely due to\nthe fact that it did not seem to offer a permanent solution of the problem.\nThe California Public School Teachers’ Retirement Salary Commission,\nappointed in 1927 to investigate the retirement problem, recently issued a\nreport. A mass of statistical information has been assembled with which to\nevaluate retirement plans for that state. Two minor acts relating to the\nstate teacher retirement salary fund law were enacted in 1929 and sent to\nthe governor for signature.\nA reorganization of the present Minnesota state teachers’ insurance and\nretirement fund law was attempted at the 1929 state legislature. While\nthe measure w^as not passed, progress is reported. An attempt to reorganize\nthe state teachers’ retirement salary fund law in Montana was also unsuc¬\ncessful, although considerable publicity was given the matter.\nA retirement committee of the Washington Education Association is\nworking under actuarial advice to prepare a modern teacher retirement plan\nfor presentation at the 1931 state legislature. Following completion of the\nstudy of the actuarial data assembled for Washington, a retirement bill is\nto be drafted.\nThe\n\nNorth\n\nDakota\n\nappoint a committee\n\nstate legislature of 1929 authorized the governor to\nto study the present state teachers’ insurance and re-\n\n"}
{"page": 229, "printed_page": null, "text": "Reports\n\n225\n\nof Committees\n\ntirement fund law. In Michigan, tentative proposals for a new teacher\nretirement law have been circulated for discussion. A commission has\nalso been appointed from the legislature to study the teacher retirement\nsituation and recommend a new law, if necessary, at the next session. Pro¬\nposals to provide a new retirement law for teachers in Virginia are under\ndiscussion.\nAt recent legislative sessions amendments were proposed to state-wide\nteacher retirement laws in Arizona, Massachusetts, and Wisconsin. An\namendment to the state teacher retirement law in Arizona, placing emphasis\non years of service rather than age attained, was passed by the senate but re¬\nceived no action upon going to the house committee. This bill would have\nmade\n\nit possible for pensions to be augmented\n\nby local pension funds. In\n\nMassachusetts, an act to increase certain amounts payable under the teachers’\nretirement law was passed by the house and has been before the senate.\nSeveral bills affecting the administration of the Wisconsin state teacher\nretirement system have been proposed to the recent legislative session ; final\nword on these bills has not been received.\nLegislation\nplication. — An\n\nin states with\n\nstate teacher retirement\n\nact to create a teachers’ retirement\n\nlaws\n\nof limited ap¬\n\nsystem\n\nfor Kentucky,\n\npassed by the 1928 legislature in that state, has not yet been put into op¬\neration. In Delaware a bill to provide for a state teachers’ retirement sys¬\ntem was defeated at a recent legislative session. A concurrent resolution,\nhowever, was passed by the legislature of this state authorizing the gover¬\nnor to appoint a committee to investigate the teacher retirement problem,\nwith special reference as to whether\ntirement system.\n\nDelaware\n\ncould afford a teacher re¬\n\nThe retirement committee of the Louisiana Teachers’ Association has\nspent considerable time in preliminary work to create favorable sentiment\namong teachers and public toward a state-wide teacher retirement law.\nIt is reported that this committee has decided to employ an actuary pre¬\nparatory to introducing a measure in a future session of the state legisla¬\nture. The Nebraska State Teachers’ Association has conducted a campaign\nof education and information on teacher retirement. The teacher retirement\nlaw effective in Omaha wTas amended in 1929 to provide that a teacher who\nunder the former provision would have been retired after forty years of\nservice, shall not be compulsorily retired upon completing this period of\nservice unless he has reached age sixty-five.\nThe Georgia Education Association is giving attention to the teacher\nretirement problem. Certain features intended to strengthen the teacher\nretirement law operating in Atlanta may be presented at this year’s legisla¬\ntive session.\nLegislation in states without a state-established teacher retirement\ntem. — Teacher retirement problems have received considerable attention in\n\npractically all of the states without a state-established teacher retirement\nsystem. In general, recent retirement activities of these states have taken\nthe following forms : ( 1 ) Attempts\n\nto secure enactment\n\nof state-wide\n\n"}
{"page": 230, "printed_page": null, "text": "226\n\nNational\n\nEducation\n\nAssociation\n\nteacher retirement laws; (2) amendment\n\nof existing permissive retirement\nlaws; (3) study of the teacher retirement situation in the state, or attempts\nto secure funds for this purpose.\n\nBills to establish state-wide teacher retirement systems were introduced\nat the 1929 legislative sessions of Colorado, New Hampshire, New Mexico,\nOklahoma, Utah, and West Virginia. Owing to a variety of causes, none\nof these bills were enacted. However, the first two states, at least, report\nprogress in creating interest in the matter.\nPermissive state laws affecting teacher retirement were altered in three\nstates. In Colorado, the retirement fund levy authorized for school dis¬\ntricts of the first class was increased from one-fifth of a mill to two-fifths.\nBy another act employees of school districts of the first class with a school\npopulation of 30,000 or more having a teachers’ retirement fund may re¬\nceive payments from the board of education upon retirement, as do the\nteachers. In Iowa, the state law permitting cities of 75,000 or over to\nestablish a teacher retirement fund was amended to include cities of 25,100\nor more.\n\nThe Oregon\n\nstate legislature of 1929 passed a new Enabling Act\n\nto place the Teachers’ Retirement\non a more substantial basis.\n\nFund\n\nAssociation operating in Portland\n\nActive interest in study of retirement problems has been shown\n\nby vari¬\n\nous state teachers’ associations. The Colorado Education Association has\nauthorized a committee to study, among other matters, sources of revenue\nfor the proposed teacher retirement measure. In Kansas the state teachers’\nassociation has appropriated $2000 toward a study of teacher retirement.\nA committee of the Florida Education Association has attempted to assemble\ndata for an actuarial survey of teachers in the state. The Florida state legis¬\nlature has been asked to appropriate sums with which ( 1 ) to pension certain\nteachers during the succeeding biennium, and (2) to finance the actuarial\nsurvey incident to introducing a sound annuity plan at the 1930 session. The\nIdaho Education Association has assembled data necessary to an actuarial\nstudy, and following tabulation of the data, expects to employ an actuary\nto outline the necessary provisions of a teacher retirement law.\nA teacher retirement plan was worked out by a committee of the Texas\nState Teachers’ Association. However, a provision of the state constitu¬\ntion prevents state participation in a teacher retirement fund. A commit¬\ntee to draft a constitutional amendment has been appointed.\nAttention has also been given this matter by the state teachers’ associations\nin Oregon, South Carolina, Tennessee, and Wyoming.\nIn Mississippi a legislative committee, appointed in 1928, is studying the\nmatter, preparatory to reporting at the 1930 session.\nLegislation\n\namendments\ning in New\n\naffecting city teacher\n\nretirement\n\nsystejns. — A\n\nnumber\n\nof\n\nwere enacted in 1929 to the teacher retirement system operat¬\nYork City. These amendments related in general to provisions\n\ngoverning membership, compulsory contributions, return to status following\nabsence, payment of allowances, dates upon which retirement and optional\n\n"}
{"page": 231, "printed_page": null, "text": "Reports\n\nbenefits become\nbeneficiaries.\n\n227\n\nof Committees\n\neffective, death benefits, and restrictions on designation of\n\nThe teacher retirement system formerly in effect in Bellingham, Wash¬\nington, has merged with the state fund. Negotiations are now under way\nwhich may result in the incorporation into the state system of the other\nlocal teacher retirement systems in Washington.\nAmendments\n\nwrere adopted in June, 1928, to the San Francisco City\n\nEmployees’ Retirement System following an actuarial investigation of the\nexperience of the system over a five-year period.\nFinal reports have not yet been received in regard to legislative proposals\naffecting certain additional city teacher retirement systems.\nLegislation in certain territories. — As noted in a previous section, an act\n\nwas passed in the 1929 legislature of the Territory of Alaska, creating a\npension system for teachers in that territory. Payment of pensions under\nthis system is to commence on or after October 1, 1930. In 1929, legislation\nwas enacted modifying the retirement system for employees, including\nteachers, of the Territory of Hawaii. The teachers’ pension laws in effect\nin the Philippine Islands and Porto Rico were recently amended. In regard\nto the teacher retirement problem in the Virgin Islands, a proposed pension\nlaw has been drafted and the matter of costs studied.\n\nBibliography\nA selected annotated bibliography of recent literature on teacher retire¬\nment systems was included in the complete report.1\n1 Copies of the complete report, including the bibliography, may be secured\nEducation Association, 1201 Sixteenth Street N. W., Washington, D. C.\n\nfrom\n\nthe National\n\n"}
{"page": 232, "printed_page": null, "text": "-\n\n"}
{"page": 233, "printed_page": null, "text": "The National Council of Education\n\n"}
{"page": 234, "printed_page": null, "text": "The national council of education was or¬\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 mem¬\nbers chosen by the Council ; 60 chosen by the Board of\nDirectors of the Association ; and three chosen by each\nof the Departments of the Association. For consti¬\ntution and bylaws, see Proceedings , 1906:608-11.\nThe Council meets twice each year, once in February\nand once in June. The officers of the Council for the\nyear 1929-30 are: President , Henry Lester Smith,\nDean, School of Education, Indiana University,\nBloomington, Ind. ; Vice-president , Mrs. Susan M.\nDorsey, Superintendent of Schools, Los Angeles,\nCalif.; Secretary , Adelaide S. Baylor, Chief, Home\nEconomics Education Service, Federal Board for\nVocational Education, Washington, D. C. ; Executive\nCommittee , Anna Laura Force, Principal, Lake Jun¬\nior High School, Denver, Colo. (Term expires 1930) ;\nM. G. Clark, Superintendent of Schools, Sioux City,\nIowa (Term expires 1931) ; David A. Ward, Super¬\nintendent of Schools, Chester, Pa. (Term expires\n1932). Facts relating to the establishment of this\nDepartment and the record of meetings are found in\nearlier Proceedings as follows :\n1880\n1882\n1884\n1885\n1886\n1887\n1888\n1889\n1890\n1891\n\n90- 94\n77- 87\n\n1892:745-806\n1893 :925\n\nPt. 3:1-67\n405-551\n261-331\n\n1894:593-678\n1895:430-509\n1896:393-470\n1897:317-583\n\n257-328\n253-321\n147-440\n289-364\n275-378\n\n1898:489-588\n1899 :380-529\n1900:297-364\n1901 :349-499\n\n1902 :306-408\n\n1912:499-605\n1913:355-424\n1914:293-404\n1915:527-627\n1916:195-287\n\n1903 :301 -376\n1904 :333-377\n1905:271-340\n1906 :607-623\n1907:329-454\n1908 :313-500\n1909 :331-435\n1910:307-375\n\n1917:129-219\n1918:135-149\n1919:675-739\n1920:107-109\n\n1911:331-476\n\n1921 :269-368\n\n1922:349-574\n1923 .-425-551\n1924 :350-428\n1925:266-336\n1926:280-327\n1927:247-292\n1928:221-262\n\n"}
{"page": 235, "printed_page": null, "text": "1\nEDUCATION\n\nHENRY\n\nLESTER\n\n2\nFOR WORLD\n\nSMITH.\n\nDEAN,\n\nSCHOOL\n\nFRIENDSHIP\n\nOF\n\nEDUCATION,\n\nSTANDING-ABSTRACT\nBLOOMINGTON,\n\nAND\n\nINDIANA\n\nUNDER¬\n\nUNIVERSITY,\n\nIND.\n\nWE are al conscious of the horrors of war and its attendant con¬\n\nsequences. We are aware of the existence of various undercurrents\nwhich tend to sweep nations into destructive, yet often otherwise\nresultless, conflict. The history of nations from ancient to modern times\nis blotched with the accounts of national enmities and misunderstandings\nwhich have culminated in needless bloodshed, impoverishment, sorrows,\nand premature extermination of individuals and nations.\n\nIt is not enough merely to be taught the horrors of war and to avoid\neverything which would stimulate international jealousy and animosity.\nThe emphasis must be put on whatever binds people together in coopera¬\ntive human pursuits and results, apart from geographical limitations. The\nsecondary and provisional character of sovereignty in respect to the fuller,\nfreer, and more fruitful association and intercourse of all human beings\nwith one another must be instilled as a working disposition of the mind.\nThis realization has been slow to dawn. We now realize that if the\nindividuals who compose a nation are to receive this training for world\nfriendship and understanding, they must receive such training before they\nreach maturity and they must receive it through the medium of the public\nschools.\nAs a result of inheritance or experience, everyone develops a large number of\nmore or less generalized attitudes which condition and to a large extent determine\nall future responses. Observation and preliminary studies suggest that somewhere\nin the period of adolescence, feeling, for unknown causes, adheres to or interfuses\ncertain attitudes, which, from that time on are such determinants of responses as\nto be an important, perhaps\n\nThe\n\nthe most important, part of character.\"\n\nrealization of these facts prompted\n\nthe presentation of the prelim¬\n\ninary report on “W orld ide Friendship Without Local Disloyalty” made\nbefore the World Federation of Education Associations at Toronto, Canada,\nAugust, 1927.\nThe outstanding results of the meeting of this particular section were a\npreliminary and somewhat unorganized collection of material relating to the\nproblem at hand, and a conviction on the part of those in attendance at the\nsection meeting and on the part of the representatives of the World Federa¬\ntion as a whole that the study should be carried forward on the basis of\nthe preliminary material presented there. With the idea, therefore, of pro¬\nviding basic data which could be presented at the Geneva meeting of the\nWorld Federation of Education Associations, an attempt has been made to\ngather and organize, information as to : ( 1 ) The training which teachers\nin the public schools should have if they are to attempt to educate children\n1 The complete report may be secured from the Bureau of Cooperative\nEducation. Indiana University.\n2 Brisrgs. Thomas, Curriculum Problems. Macmillan. 1926.\n\n[231]\n\nResearch,\n\nSchool\n\nof\n\n"}
{"page": 236, "printed_page": null, "text": "232\n\nNational\n\nEducation\n\nAssociation\n\nfor world friendship and understanding; (2) the type of organization and\nthe methods and devices which should govern the offering, in the public\nschools, of instruction in world friendship and understanding; (3) the atti¬\ntudes of business and professional people, other than those engaged in school\nwork, as to the wisdom of undertaking to educate pupils, in the public\nschools, in world friendship and understanding.\nA questionnaire, Education for World Friendship and Understanding,\ndivided into Forms A, B,andC, was used to gather such data as was deemed\nnecessary. Form B, with which this report deals, was sent to public school\nsuperintendents, high school principals, a miscellaneous group of educators,\nand a representative group of Canadian educators.\nTwo inadequacies of our study, here presented, may be pointed out: (1)\nThe conclusions are based solely upon replies from only two countries, the\nUnited\n\nStates and Canada;\n\n(2) the number\n\nof questionnaires returned is\n\nbut ten percent of the number sent out. Form B was sent to 1739 indi¬\nviduals. There were only 174 returned to the Bureau making the study.\nLack of time has hampered the work. It is hoped that, at the Geneva con¬\nference of the World Federation of Education Associations a more com¬\nplete report may be made.\nThe first division of Form\n\nB of the questionnaire, designed to determine\n\nthe organization and methods of instruction to be employed in training\npupils in world friendship and understanding, consists of five groups of\ntheses. There are two theses in each group, stated in alternate form. The\ntheses of each group are presented here, together with a statement concern¬\ning the rating which each received from the various groups of school men\nto whom they were presented.\nDivision I — Group I\nThesis 1. Provision should be made in the public elementary and secondary schools\nfor a distinct program or curriculum dealing with world friendship and world\nunderstanding similar to the special provision now being made in many schools\nto care for character education.\nThesis 2. The work of developing in children the proper attitudes of mind, regard¬\ning other peoples can better be cared for if such special courses are omitted and\nthe desirable material is presented as a part of the work in geography, history,\nEnglish, foreign language, music, art, etc.\nPractically four-fifths of all those checking these theses favored the second thesis\nor method of presentation. This will necessitate a reorganization of the work in\nthese subjects.\n\nDivision I— Group II\nThesis 3. Whatever the particular organization provided, the instruction should\nbe so planned as to insure a continuous and pointed emphasis as to its specific\npurpose, that of promoting international-mindedness among individuals and\npermanent peace among nations.\nThesis 4. Rather should the child be given the truth concerning other peoples and\nother nations and be permitted to formulate his own attitudes of mind without\nthe type of emphasis suggested in Thesis 3 above.\nA majority of those checking favored\n\nThesis 4.\n\n"}
{"page": 237, "printed_page": null, "text": "National\n\nCouncil\n\nDivision\n\nof Education\n\nI— Group\n\n233\n\nIII\n\nThesis 5. The material used should for the most part be concrete and distinctly\nobjective.\nThesis 6. Success will be better insured if the work is presented in the form of\nprinciples developed by the teachers and presented as such to the children.\nA majority of those checking favored\nDivision\n\nthe fifth Thesis.\nI— Group\n\nIV\n\nThesis 7. For this work in developing in school children world understanding and\nworld friendship, we shall need new materials and devices.\nThesis 8. New materials and devices are unnecessary if we will revise those now\nin use in such a way as to include in them only the truth about peoples of other\nnations.\nA majority of those checking favored\n\nThesis\n\n8.\n\nDivision I— Group\n\nV\n\nThesis 9. For effective work a textbook should be provided which will bring together\nthe information to be given the child.\nThesis 10. A textbook cannot be used as satisfactorily as magazines and other\ncurrent materials since it is a prime necessity’ that the work\neconomic, political, and social progress.\nA great majority of those checking favored\n\nThesis\n\nkeep pace with\n\n10.\n\nThe conclusions derived from tabulating the checking on the five groups\nof theses would indicate that the organization and methods of instruction\nto be employed in training pupils in world\nshould be as follows :\n\nfriendship and understanding\n\n1. The desirable material should be presented as a part of the work in geography,\nhistory, English, foreign language, music, art, etc.\n2. The children should be given the truth concerning other peoples and other\nnations and be permitted to formulate their own attitudes of mind.\n3. The material used for the most part should be distinctly concrete and objective.\n4. Revision of the materials and devices now in use in such a way as to include\nin them only the truth about peoples of other nations.\n5. The use of magazines and other current materials in preference to the use of\na textbook as a means of keeping pace with economic, political, and social\nprogress.\n\nThese\n\nconclusions are quite valuable in that they furnish a basis upon\nwhich to build a course of study to be used in the schools. If world friend¬\nship and understanding are to be taught indirectly and as a part of the\nwork in the other school subjects, it should be known which of the subjects\nlend themselves most readily to such correlations and what methods and\ndevices can be used most effectively in carrying out this objective.\nThe second division of Form B of the questionnaire was designed to\nascertain what methods and devices may be used most effectively in this\nwork. A series of methods and devices which have been employed in the\npublic schools in training children in world friendship and understanding\nwere submitted to the same groups of school men and women to whom the\nfirst division was submitted, with a view to determining the relative im¬\nportance of these items in the training of children. Revised courses in all\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nAssociation\n\nschool subjects with the world friendship idea a conscious objective, on the\npart of textbook-makers, was agreed to be the most essential requisite to this\ntraining. The same checking tended to evaluate the relative importance\nof«the various school subjects to the program under consideration. Fourteen\nsubjects, all of which were found to be in use by, at least, one school man in\neach group for this purpose, were listed. The five which were judged\nto be the most useful and with which the greatest degree of correlation\ncould be made are listed in the order of their ranking: (1) history; (2)\ngeography;\n\n(3) literature; (4) civics; (5) music.\n\nItems, two to thirty-two inclusive, present a series of methods\n\nor devices\n\nwhich might well be classified as pupil activities, designed to create an inter¬\nest in world affairs and, thereby, increase the effectiveness of the program\nunder consideration. These activities are based directly on the objectives to\nbe attained and they are intended to bring the pupils into vicarious relation¬\nships with people the world over, to present a true conception of the lives of\npeoples of other lands, and to show the interdependence\ntions, and races.\n\nof individuals, na¬\n\nThese items were : 1\n2. Correspondence between the children of your\ngrades in foreign countries. (3)\n\nschool and children of similai\n\n3. Exchange of scrapbooks. These books are made by the children to illustrate\ntheir life and customs, and to give an idea of their cities, industries, etc. (5)\n+. Exchange of Christmas boxes. (Non-charity point of view.) (26)\n5. Contributions of clothing and money to the needy of other countries. (Charity\npoint of view.) (23)\n6. Regular exchange with school children of other countries of such gifts as will\nthrow light on the industries and customs of different peoples. (12)\n7. Visual education methods (selected films, slides, posters, pictures, magazines,\netc.) employed to make children acquainted with the home life, surroundings,\nand desires of children of foreign countries. (1)\n8. Special study of ancestries with a view to suggesting the close relationships\namong peoples of different nations. (19)\n9. The intelligent use of current news with a view to indicating the trend of\nsocial and economic affairs throughout the world. (4)\n10. A continuous emphasis on the interdependence of peoples. (2)\n11. Pageants, programs, and dramatics, employed to interpret the lives and\ncustoms of other peoples. (14)\n12. A study of the music and songs of other peoples. (15)\n13. A study of the flags of all nations. (28.5)\n14. Games studied and played with a view\nthe same the world over. (27)\n\nto showing\n\nthat play is fundamentally\n\n15. A special study of the common fallacies and superstitions regarding other\npeoples. (25)\n16. Some effort at carrying the work of the school into the home with the idea\nof reducing the effect of prejudices acquired there. (16)\n17. A special effort in language and grammar teaching to show\nof the various tongues. (26)\n1 The\nnaire.\n\nnumber\n\nfollowing\n\neach\n\nitem\n\ndenotes\n\nthe rank\n\naccorded\n\nit by\n\nthe interrelations\n\nreplies to the question¬\n\n"}
{"page": 239, "printed_page": null, "text": "National\n\n18. Study of the nature\nfellowship. (7.5)\n19. Appropriate\n\nCouncil\n\nand\n\nobservation\n\nwork\n\nof\n\nof organizations\n\nof Goodwill\n\n235\n\nEducation\n\nDay.\n\nfor promoting\n\npeace\n\nand\n\n(24)\n\n20. A study of the holidays and holiday customs of other peoples. (30)\n21. Exchange visits of children of different countries. (20)\n22. Accurate\n\ntranslations of such newspapers\n\nthe pupil a true picture of progress\n\nand other publications as will give\n\namong\n\nother peoples. (21)\nheroes and heroines of other countries. (9)\n\n23. A special study of the peacetime\n24. A study of the leading figures in the contemporary political world. (6)\n25. Sparing and selective use of returned missionaries and travelers. (18)\n26. Special study of the contributions of other peoples to the literature of the\nworld. (10.5)\n\n27. A special study of the contributions\n(13)\n\nof other peoples to the art of the world.\n\n28. Exchange of teachers between countries. (7.5)\n29. Addresses by representatives of foreign peoples. (10.5)\n30. International commencement program in which the contributions of other\ncountries to the development of the United States is emphasized. (31)\n31. High-School Students International Club. (28.5)\n32. A school World Friendship League. (17)\n\nWe\n\nhave now,\n\nafter a fashion, determined:\n\n(1) The\n\norganization and\n\nmethods of instruction to be employed in training pupils for world friend¬\nship and understanding; (2) the most effective methods and devices em¬\nployed in the public schools in training children in world friendship and\nunderstanding. Our next step is to determine the major objectives to be\nachieved through the use of the organization, methods, and devices so de¬\ntermined.\nThe objectives which follow have been collected from three sources: (1)\nThe preliminary report which your chairman made at the Toronto meeting;\n(2) from a restatement of the accepted theses of Form A, a kindred study to\nForm\n\nB, sent out to teacher-training institutions, college presidents, deans,\n\ndepartment\nTo Make\n\nheads, etc.; (3) from lists of objectives given in Bobbitt's How\n\na Curriculum.\n\nThe\n\nfirst ten objectives listed were\n\ntaken from the\n\nfirst two sources. The remaining objectives and the general statements\nwere taken from the third source. The major objectives are:\n1. To\n\npromote\n\nworldwide\n\nfriendship without\n\ncreating local disloyalty.\n\n2. To create a genuine world understanding,\nand not on sympathy and sentiment.\n\nbased\n\non knowledge\n\nand\n\n3. To realize that the schools are the only sure agencies for producing\ncivilization.\n4. To create a passion for and a knowledge\nand nations.\n\nchanges in\n\nof the truth in reference to peoples\n\n5. To break down prejudices, selfishness, and undue\nthe part of youth.\n6. To acquire the proper attitude toward\nsettling disputes between nations.\n\nrespect\n\nwar\n\nboastfulness\n\nas opposed\n\nand pride on\n\nto other means\n\nof\n\n7. To create a real national patriotism, a patriotism that calls for loyalty with¬\nout suspicion, distrust, and hatred of other nations and peoples.\n8. To strive for fair consideration to be shown toward other nationalities.\n\n"}
{"page": 240, "printed_page": null, "text": "236\n\nNational\n\n9. To\n\ncreate a new\n\nEducation\n\nstate of mind\n\nwhich\n\n10. To translate knowledge into new\nviduals composing all nations.\n\nAssociation\n\nwill transcend\n\nmodes\n\nof conduct\n\nnational boundaries.\non the parts of the indi¬\n\nThe following objectives and the general statements on curriculum making\nwere taken from Bobbitt’s How\n\nto Make\n\na Curriculum :\n\nObjectives\n1. Ability to protect one’s self from social, economic, and political fallacies,\nillusions, misrepresentations, petty-mindedness, fragmentary-mindedness, sen¬\ntimentality, selfish prejudices, and the like, through one’s continual reliance\nupon facts and principles.\n2. A sense of the brotherhood of man. A full sense of membership in the large\nor total social group. Large-group consciousness. A sense of human inter¬\ndependency, of community of nature, of origin, of vicissitudes, and of destiny.\n3. Ability, habit, and disposition to follow the leadership of the world’s\nvision.\n\nmen\n\nof\n\n4. Ability, disposition, and habit of abundant and diversified reading as a means\nof enjoyable and fruitful indirect observation of men, things, and affairs ; of\nvicarious participation in those affairs; and of entering into the thoughts and\nmoods of others.\n5. Ability, disposition, and habit of diversified observation\naffairs as an enjoyable and fruitful leisure occupation.\n\nGeneral\n1. The\n\nof men,\n\nthings, and\n\nStatements\n\nseveral social studies aim at objectives in the same\n\nthey aim at the same objectives.\n2. Power to cooperate with others in desirable ways\n\nfield. In large measure\n\nin carrying forward\n\nsocial\n\nmovements is to be developed by cooperating with others in ways in forward¬\ning social movements.\n3. Back of all right social action, there must be right social attitudes, valuations,\nappreciations, and desires. Preparation for right functioning must take ade¬\nquate care of these basic qualities of mind.\n4. One comes to know and to appreciate any country or people by living the life\nof that country or people. Naturally actual life in the country is most effec¬\ntive ; but since this is usually impossible and since even direct observation\nis usually excluded, one must mainly or wholly depend upon the vicarious par¬\nticipation and indirect observation of pictures and reading.\n5. One develops an interest in social groups, functional and territorial, and in the\naffairs and problems of such groups by participating directly or indirectly in\nthe affairs of those social groups.\nlivious and indifferent.\n\nLacking\n\nsuch experiences, one remains\n\nob¬\n\nThere are some very necessary cautions to be taken in presenting a program\nfor educating school children in world friendship and understanding. Those\nlisted are the outgrowth of the same study (Education for World Friend¬\nship and Understanding, Form B,) used for determining the principles and\nmethods to be used in presenting this program. They are:\n1. To avoid placing too much emphasis on the objective to be attained. The\ndesired results should be byproducts of other instruction.\n2. Teachers should be very conservative in expressing an individual opinion.\nOpinions should be formed by the pupils from the material presented.\n3. Be sure of the validity of the material before bringing the pupils into contact\nwith it. Nothing but the unbiased truth should be presented.\n\n"}
{"page": 241, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n237\n\nEducation\n\n4. Care should be exercised in selecting speakers who are to talk on world rela¬\ntions. They sometimes picture other people in an unfavorable light.\n5. Avoid discussing too freely, relationships not held in common by all people,\nsuch as those pertaining to religion, caste, systems, etc.\n6. The schools should avoid unpleasant experiences with the homes represented.\nTo avoid such experiences, some effort should be made to carry the work of the\nschool into the home with the idea of reducing the effect of prejudices ac¬\nquired there.\n7. Avoid basing this program upon sentimentality. World-mindedness is largely\nintellectual and must be based upon knowledge rather than sentimentality.\nS. Avoid creating local disloyalty in your zeal to build up worldwide friendship\nand understanding.\n\nTHE FUNCTION\nTION OF THE\nJOHN\n\nK-\n\nNORTON,\n\nOF THE NATIONAL\nCOUNCIL\nOF EDUCA¬\nNATIONAL\nEDUCATION\nASSOCIATION\nDIRECTOR\n0\n\nOF\n\nRESEARCH,\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe\n\noriginal purposes of the National Council of Education\n\nare clearly\n\nset forth in early issues of the Proceedings of the National Education Asso¬\nciation, particularly in the volumes of 1880, 1882, and 1906. Vision and\nclarity mark the thinking of Thomas W. Bicknell and other leaders who\nwere instrumental in the creation of the Council in 1880. No better guide\ncan be found by one interested in clarifying the functions of the Council in\n1929 than the clearcut statements of its purposes and functions which are\ngiven in the Proceedings just following 1880, particularly the 1882 volume.\nThe assistance received from these early statements in the preparation of\nthis paper is gladly acknowledged.\nThe original 1880 Constitution of the Council states:\nIn order to consider educational questions of general interest and of public im¬\nportance, and to formulate such conclusions as may be reached, the National Council\nof Education is organized within the National Education Association.\n\nThe\n\nbody created for this purpose was similar in its composition to the\n\npresent National Council although smaller as to numbers.\n\nIt was a body of\n\nleading educators selected partly by the Directors of the National Educa¬\ntion Association and partly by the Council itself, representing all sections of\nthe country and the principal fields of education.\nWhat were the considerations which led to the formation of such a body\nin 1880 by the National Education Association and to what extent are they\nstill valid for 1929?\nFirst, the founders of the National\n\nCouncil\n\nhad in mind\n\norganization in the United States is highly decentralized.\n\nThe\n\nthat school\n1882 Pro¬\n\nceedings state :\nThe importance of such a council becomes more evident when we consider the\npresent condition of American instruction in distinction from the school life of the\nOld World. . . . It is a startling thought that the entire educational work of\nthis nation today is really in the hands of teachers employed by the people, and\n\n"}
{"page": 242, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\nresponsible only to school committees and corporations whose fitness to formulate\na consistent system of education and supervise its workings is not asserted by\nanybody.\n\nSuch being the case it was contended fifty years ago that there was great\nneed for an agency which would critically evaluate major educational pro¬\ncedures and trends and make available the results of its deliberations. Is\nthis consideration still valid in 1929?\n\nUndoubtedly\n\nit is. Our\n\nsystem of\nschool organization is still highly decentralized, and most of us hope it will\ncontinue to be so. There are forty-eight independent school systems, and\nwithin each state from a hundred to a thousand or more school systems\nenjoying varying degrees of autonomy. This leads to a wide variety of\npractise. There is still no common agreement, for example, as to what con¬\nstitutes an elementary school. Elementary education in some communities\nbegins with a nursery class and extends through the ninth grade. Or it may\nbegin at the first grade and end at the fifth or sixth. There are many other\nvariations as to point of beginning, ending, and number of years included\nin the elementary school. This is merely one illustration of the diversity of\npractise which marks the organization of the school units of American\neducation. When one goes over into the field of teaching methods, curricu¬\nlum content, or fundamental educational philosophy, the diversity of prac¬\ntise and thought is even greater.\nNever was there greater need for a responsible group made up of mature\neducational thinkers to guide us through a welter of diverse educational\npractises and philosophies than there is today.\nSecond, the founders of the National Council saw a need for such a\nbody because of the relative intellectual immaturity, but large professional\nzeal of the teaching profession. They pictured the 1880 situation as follows:\nNine tenths of these teachers are in no way professionals. Their terms of service\nand places of occupation are short and changeful, and there are few communities in\nwhich the school life goes on with any marked consistency.\n\nBut it was pointed out that what teachers lacked in maturity they made\nup for by the vigor and enthusiasm with which they developed new ways of\ndoing things and adopted the ideas of others. It was stated in 1880 that the\nnew departures in education were:\nCommonly wrought out by teachers whose original faculty and executive force\nare greater than their breadth of culture or philosophical habit of generalization.\nThey are often achieved on such peculiar classes of children, under such unusual\nsocial conditions, that it is very difficult to estimate their relative value in a general\nsystem of national culture. . . . The man who has become famous as its\nrepresentative is easily convinced that his plan includes the sum and substance of\nthe matter. He appears in convention brandishing his brilliant essay, which, like the\npatent sweeper, cleans the street from curbstone to curbstone of everything in its\npath. . . . Everywhere among our ardent and successful teachers we find our¬\nselves inspired as in the presence of prodigious, original power, assured that never\nwere so many bright and beautiful things done with children since the foundation of\nthe world ; yet everywhere we are worried and confused by the narrow, partial, local,\nand often merely personal, point of view of this forcible man or woman, buried up\n\n"}
{"page": 243, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n239\n\nto the eyes in one little section of school work, like the bee smothered in the honey of\nits own cell. . . . The teaching fraternity and the people of our country are\nfailing to realize the value or appreciate the results of a great deal of the best school\nwork now done, because there is no central body of superior schoolmen lifted above\nthis turbulent region of transient work and heated controversy, devoted to the study\nof our national education in all its aspects, and prepared to pass intelligent judgment\non its varied developments.\n\nIs this statement still apropos ? Does the teaching profession today include\na considerable number of relatively immature thinkers, imbued with an\nabundant professional zeal ? Is our attention too often caught by every edu¬\ncational will of the wisp? Do we too often accept the nostrum of some\nenthusiast as the sole panacea of educational progress and achievement?\nMost of us will agree that the enthusiast of relatively limited vision is\nstill with us. In evaluating a new educational procedure we are too often\ninfluenced more by the vigor of the personality and enthusiasm of its advo¬\ncate than by the basic philosophy which underlies his device. There is great\nneed for a group of mature, deliberate thinkers who will critically examine\nand pronounce upon the fundamental soundness of important educational\ninnovations uninfluenced by the personality or enthusiasm of their advocates.\nThird, the educational thinkers of 1880 established the National Council\nbecause they were\n\nconvinced\n\nof the great complexity of the educational\n\nprocess. They believed that if such a complex wTas to be viewed in its proper\nrelationships and waste avoided much hard thinking would have to be done.\nThey expressed this viewpoint thus in 1882 :\nThere is no more pressing need in the national educational field today than the\ngathering of representative educators of the country into a deliberative body, with\nthe object of surveying the entire field of operations and discussing every important\nfact and development in American school life, laboring to harmonize conflicting\nopinions, or, at least, to report how far rival methods are complementary and not\ndestructive to each other, and at its own option, without haste or heat, announcing\nits conclusions to the public. . . . The very effort to accomplish an end so\nimportant is itself a worthy purpose for the ablest thinkers and teachers; it will\nhelp to soften pedagogic asperities and possibly check the growth of hostile schools\nand parties contending with the bitterness and bigotry that are the certain accom¬\npaniment of intense earnestness and narrow views.\n\nIs this statement of 1882 pertinent in 1929? There was never a greater\nneed for calm, deliberate thought in the field of education than there is today.\nThe synthesis of the whole educational world is more difficult than ever\nbefore. Most of the factors of complexity existing in 1880 are still with us\nand others have come in.\nSince 1880 the place of the school as an instrument of social progress has\ntaken on added significance. We are coming to hold the school partly\nresponsible for correcting the shortcomings of contemporary civilization.\nRather than merely limiting itself to conserving the best of the past, the\nschool is expected to develop new and better cultures for the future. In\nthe half century since 1880 the school has become more of a dynamic and\nless of a static influence in social progress. To fulfill its function the\n\n"}
{"page": 244, "printed_page": null, "text": "240\n\nNational\n\nEducation\n\nAssociation\n\nschool must properly evaluate and interpret into the lives of children the\ncomplex forces which make up modern civilization.\nSince 1880 a promising start has been made in creating a science of educa¬\ntion. Instruments of objective measurement have been developed with the\nresult that there may now be brought to bear upon most major educational\nproblems at least some definite and tested knowledge. This is an eminently\ndesirable development. But the scientific movement in education has some\nunfortunate by-products. Some appear to assume that if one uses a suf¬\nficient number of statistical formulae and instruments of educational meas¬\nurement he is relieved of the obligation to think. The assembling of ob¬\njective educational data should be preceded and particularly should be fol¬\nlowed by thinking. In the last twenty-five years we have spent too much\ntime in assembling new data and too little time in digesting it and inter¬\npreting its significance to educational evolution. This knowledge needs to\nbe evaluated. The wheat needs to be winnowed from the chaff and prop¬\nerly used.\nWalter Monroe sums up the point, and his statement is particularly\nsignificant coming as it does from a disciple of the scientific movement in\neducation. Monroe says :\nObjectivity is not synonymous with accuracy and accurate data may not be valid\ndata. Furthermore, objective methods are not applicable to all problems. There is\na need for subjective methods. There is urgent need for developing and employing\ntechnics of critical reflective thinking in which some or all of the data are subjective,\nand for reviving an interest in the philosophy\nment\n\nof education\n\nas a necessary\n\nsupple¬\n\nto the use of objective methods.1\n\nSince 1880 the scope of public education has been extended. The sec¬\nondary school has been developed and the battle to make it a democratic\ninstitution has been won. The field of conflict has now been transferred\nfrom the secondary to the college level, and the gage of battle has been\nthrown down between those who would make higher education a privilege\nof a selected few and those who would develop differentiated opportunities\nin the college so that all may have such talents as they possess developed on\nthis level.\nNew movements have come upon the educational stage since 1880. I will\nmention but two. At one end, and before the traditional kindergarten and\nelementary school, we have the nursery school and the nascent preschool\nmovement. At the other end is the tremendously significant post-school\ndevelopment — the adult education movement.\nEducation, like other fields, has been marked by a progressively rapid\nspecialization since 1880. The official program of this convention shows that\nat the present moment no less than 21 separate and distinct educational\n\nmeetings are in session in Cleveland. And there are perhaps a dozen more\nwhich are not recognized in the official program. Specialization always\nbrings the danger that the tail will wag the dog.\n1 Monroe, Walter S. “Shall\nSchools , May, 1928, p. 16.\n\nWe\n\nUse\n\nObjective\n\nMethods\n\nExclusively?”\n\nThe\n\nNation’s\n\n"}
{"page": 245, "printed_page": null, "text": "National\n\nThe\n\nfactors which made\n\nCouncil\n\nof\n\n241\n\nEducation\n\na National Council of Education\n\ndesirable in\n\n1880 are still with us and others have come in. Ours is still a highly de¬\ncentralized system of education. The teaching profession still includes many\nwhose enthusiasm for new ideas is not equalled by their maturin' of intellec¬\ntual development. Education is still a highly complex held, and its com¬\nplexity has been increased by the growing social significance of the school, by\nthe birth of the science of education, by the extension of the scope of educa¬\ntion and by progressively rapid specialization in education.\nThe question might be raised : Are there not other agencies which otter\nthe intellectual leadership and synthesized thinking needed in the held ot\neducation? The conventions of the National Education Association do not\ndo it. I would be the last to depreciate the great value of these meetings. As\na clearing-house of relatively undigested educational ideas they are unex¬\ncelled. But they are far too crowded, too hurried, and too diverse to offer\nthe opportunity for calm, deliberative discussion and thought on a few major\nproblems as opposed to the brief consideration of a wide range of educational\ntopics. The meetings of the National Education Association are agencies\nfor the exchange of a tremendous amount of educational information which\nis carried back as a basis for practise and thought by individuals. This is all\nright, but something more is needed.\nOne might similarly take up each of the no less than 285 educational\norganizations listed in the 1928 Educational Directory of the U. S. Bureau\nof Education. The American Educational Research Association, the Na¬\ntional Society for the Study of Education. Section Q of the American Asso¬\nciation for the Advancement of Science — these and other of the 2 S3 organ¬\nizations make their contributions to educational advance and have their\nmore or less distinctive purpose. None of them is equipped, however, and\nnone of them aims to make the contribution which should be expected from\nthe National Council.\nSomewhat more specifically, just what is it that the National Council\nshould do? It should lead in reviving the importance ©f redective thinking\nin education. It should aid in lifting educational philosophy to its rightful\nplace in educational advance. We need an organization which will develop\nan integrated philosophy or overview of education, which will see in their\ntrue perspective the numerous specialties, side issues, and conflicting\nfactors which play upon the schools today, which will evaluate the findings\nof scientific research in education, and which will tit each of these factors\ninto its proper place, if it has one, in the whole educational scheme.\n\nThe\n\nCouncil should regularly bring together a few educational leaders to grind\nout of the mill of mind reacting on mind, taking into consideration all\nfactors, certain mature conclusions on a few supreme educational issues. In\nshort, we need a group of educational thinkers who are able to see the edu¬\ncational forest as a whole, who are able to enter the woods, to find their wavs\nabout, and to come\ntrees.\n\nout again unconfused\n\nby the multiplicity and variety of\n\n"}
{"page": 246, "printed_page": null, "text": "242\n\nNational\n\nEducation\n\nAssociation\n\nThis the National Council is admirably equipped to do. According to\nits constitution it is made up of 175 leaders in American educational thought\nand action. It brings together men of specialized as well as broad interests\nin education. It represents or should represent all phases of educational\nactivity.\nL nder the leadership of its president the Council has recently made en¬\ncouraging progress in fulfilling the function discussed above. Papers such\nas those of Paul Monroe and others read at recent meetings of the Council\nare the types of contributions which the National Council should develop.\nIndeed, the progress made\n\ntoward\n\nachieving the ideal in recent meetings\n\nof the Council encourages one to hope that full attainment is possible. With¬\nout wishing to be presumptuous, may I suggest some of the positive and\nnegative factors which it is believed will aid or hinder the Council in\nachieving the ideal?\nFirst, those who\n\nselect the Council\n\nmembership\n\nshould take their re¬\n\nsponsibility extremely seriously. If you will look over the present member¬\nship of the Council you will agree that it includes most of the outstanding\nfigures in education. But you will not find these men included: Lotus D.\nCoffman, Herbert S. Weet, Ellwood P. Cubberley, John W. Withers,\nHenry C. Morrison. Zenos E. Scott, Edward L. Thorndike, John Dewey.\nLeonard V. Koos, Boyd H. Bode, or James E. Russell. I might have used\nstill other names, but those named will sen e the purpose. The 175 members\nof the National Council should, as fully as this number will permit, include\nall the outstanding doers and thinkers in the held of education. It should\nseek out these leaders if they are not interested, and see that what goes on in\nthe Council is of interest to such men.\nSecond, the National Council’s principal activity should be the discussion\nof and interpretation of major educational issues. This discussion should be\nof an informal, unhurried, deliberative type which would search out the very\nroots of our educational evolution. Many of these deliberative sessions should\ncome to nothing more than a clarification of the viewpoints of those deliberat¬\ning. At other times the results of these discussions should eventuate in pub¬\nlished statements representing the conclusions reached. At times, perhaps,\none or two members of the Council should be selected to bring together into\nwell-written form the results of these discussions. The presentation of these\nstatements at the summer and winter meetings of the National Education\nAssociation should be a feature of these sessions.\nThe Council should keep itself relatively free from committee\n\nwork, and\n\nparticularly from the process which too often merely means that one man’s\nopinion on a subject is made to look like that of several. The National\nCouncil itself should earn,* on few. if any, research projects. To engage in\nthese activities would absorb its energy in producing more educational\nopinion or objective data to be added to the already large unassimilated mass.\nRather, the Council should concern itself with opinions already expressed\nand facts already available, and should seek to evaluate and bring some\n\n"}
{"page": 247, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n243\n\nEducation\n\nsynthesis out of these materials. This does not mean\n\nthat the Council should\n\nnot define major educational problems which call for scientific investigation.\nThe Council could render a significant service by pointing out problems\nwhich deserve the attention of the U. S. Bureau of Education, the National\nEducation Association, graduate schools of education, and other agencies for\neducational research.\nThe meetings of the National Council should be open to members\n\nof the\n\nCouncil only. Also, it is doubtful if the meetings of the Council will ever\nbe what they should be if they are held at the same time as the summer and\nwinter meetings of the National Education Association. These meetings are\ntoo hectic to permit reflective thinking. We should have what was aimed at\nin 1882, to quote from the Proceedings of that date:\nA\n\ncouncil organized\n\nwith\n\ncare, deliberating\n\napart from\n\npopular audience, with time and opportunity for comparison\npelled to premature declaration of opinions.\n\nthe excitements\n\nof a\n\nof views, and not com¬\n\nSuch a council cannot exist in the midst of a convention such as we are\nnow attending. But if the Council could meet at the Headquarters of the\nNational Education Association for two or three days at some stated time\nof the year, a proper environment for its thinking would be found. It might\nbe that but a score or so would come. So much the better. If more came the\ngroup should be divided anyway.\nThe Council sessions should not be given over to the presentation of a\nseries of formal papers, with little or no time for discussion. This attitude\nis supported by the founders of the Council, one of whom said in 1880 :\n[The council should be] a conference for the discussion of living educational ques¬\ntions by those who have made such questions a study. Elaborate essays and speeches\nshould be a subordinate incident rather than a leading feature.\n\nThere is a surfeit of opportunity to present formal papers at this and\nother conventions of ouTnational. state, and local educational organizations.\nTwenty-one such programs are going on in Cleveland at this identical hour.\nThe Council can make little contribution by merely contributing another\nprogram\n\nof prepared papers.\n\nThe typical sessions of the Council should revolve about a few carefully\nworded, major educational issues. Here are the types of questions which\nmight be raised :\n1. What\n\nare\n\nthe criteria which\n\nshould\n\nguide\n\nin determining\n\nwhich\n\nstudents\n\nshall be allowed to participate in post-secondary school offerings of our educational\nsystem ?\n2. Does the present situation in the United States indicate that such educational\nprogress as is to be achieved in the next few decades should or must be achieved\nwithout increasing the amount of financial support provided for education?\n3. Are some of the current shortcomings of contemporary civilization in the United\nStates partly a result of a mistaken philosophy of education and of an application of\nthat philosophy in public school practise?\n\n"}
{"page": 248, "printed_page": null, "text": "National\n\n244\n\nEducation\n\nAssociation\n\nPrevious to the discussion of each question a member should present a\nstatement defining and clarifying the issue. The presentation of such papers,\nhowever, should be a subordinate rather than the major feature of the\nCouncil sessions.\nA council so constituted and so functioning could render an incalculable\nservice in these days of rapid and often chaotic educational development.\nIts contributions to education might be few, but they would be of great\nsignificance. They would give to educational thinking a balance wheel\nwhich it at present badly needs.\nThe conclusions of the Council would have no legal or official authority.\nBut they would exercise a powerful, persuasive influence because of their\ninnate worth. Like stones cast into a quiet pool the well-considered con¬\nclusions of the Council would become the center of waves of thought ex¬\ntending throughout our educational system. These conclusions would not\ndisturb the freedom of our school system, but they would\na desirable unity and coherence.\nTHE\n\nROSS\n\nL.\n\nPROFESSIONAL\n\nFINNEY,\n\nCOLLEGE\n\nEDUCATION\nABSTRACT\nOF\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nOF\n\ndo much\n\nto give it\n\nEDUCATORS—\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\nMINNESOTA\n\nDuring the past quarter century educators have conceived the very\nlaudable ambition of putting their own vocation on a truly professional\nbasis, comparable in dignity with medicine, law, and engineering. And this\nambition has borne fruitage in institutions for professional training, both\nundergraduate and graduate, in professional societies and in scientific\nliterature. This is the outstanding educational feature of the century,\nso far.\nAnd yet, surprising to say, this movement has encountered, especially in\nacademic circles, a disconcerting indifference, not to say disparagement.\nFor example, in Charles A. Beard’s new symposiurh, Whither Mankind , the\nchapter on Education leaves the impression that professional educators,\n“with notable exceptions,” are regarded as men of narrow outlook and\ntrivial interests. Again, a prominent academic dean, writing in The New\nRepublic\n\nfor December\n\ntwenty-sixth,\n\nlast, delivers himself\n\nto the effect\n\nthat “there are doubtless some good colleges of education,” and then pro¬\nceeds to make it clear that he regards professors of education as less well\neducated generally than their university colleagues, and much of the current\neducational writing as little better than pedagogical sawdust. A uni¬\nversity president, famous for the electricity in his pen point, snaps it out as\nfollows: “We are developing a vast medicine-man numbo-jumbo in pro¬\nfessional education. The whole set of sinister temptations that inhere in\nprofessionalism and institutionalism is working\n\nagainst real advance\n\nin\n\neducation.”\nBy such disparagement, educators, bent as they are upon the high-minded\nand heroic enterprise of professionalizing the profession, are naturally\n\n"}
{"page": 249, "printed_page": null, "text": "National\n\nCouncil\n\nperplexed, affronted, and humiliated.\n\nof\n\n245\n\nEducation\n\nIn the face of what\n\nthey naturally\n\nregard as ignorant bigotry they have pressed doggedly on with their re¬\nsearches, confident that production in the field of educational science must\nvindicate itself eventually.\nThe not altogether welcome thesis of this paper may perhaps be most\ndiplomatically introduced by suggesting that there are proverbially two\nsides to every question. Academicians are neither fools, fossils, nor fanatics,\n“with notable exceptions.” Is there not a possibility that they represent a\npoint of view which may eventually coerce consideration? No such opposi¬\ntion has ever developed against the professionalization of law, medicine,\nor engineering. Why, then, education ?\nWe come accordingly to the thesis, presented, be it confessed, with no\nlittle trepidation, due to the risk of violent resentment.\n\nIt is that educa¬\n\ntion has been the victim of a false analog}7. Education is not like other\nprofessions, but essentially unlike them. It is not, therefore, to be\nprofessionalized by the same formula. The aspirations of educators to pro¬\nfessionalize their profession, and put it on a footing of equal credit with\nothers, have been sidetracked by a wedge of bad logic in the premises. The\nmovement, laudable as it is in its intentions, is therefore unilateral and\nill balanced ; and likely, as a result, to lead to major consequences of negative\ndesirability for modern civilization as a whole. To the ungrateful task\nof showing that our idol’s feet are after all but gilded clay this paper now\nbegs sufferance to proceed.\nHow often we have heard the syllogism from which this whole pro¬\nfessional movement has been inferred. Its major premise is as follows:\nIf education is to establish itself as a profession on a par with the other\nprofessions, it must, like the other professions, build up a body of exact\nscientific knowledge in its own special field. The minor premise is that,\ncorresponding to medicine's special field of materia medica, anatomy and\nphysiology, and to the law’s specialty of law, precedents and court\nprocedure, and to engineering’s special application of the physical sciences,\nis the educator’s special technology of teaching, classroom management, and\nschool administration in its various phases. The conclusion is that educa¬\ntion must scientize that specialty and build up in it a body of exact knowl¬\nedge comparable to the scientific stock-in-trade of the other professions,\nthan which nothing can seem more obvious!\nThe fallacy is in the major premise: that education must, like other\nprofessions, build up a body of scientific knowledge in its own special field.\nThe logical kink is in the assumption that education is like other pro¬\nfessions in having a special field. It is precisely with respect to this notion\nof a special field that education differs diametrically from other professions.\nHere is the spot at which the false analogy smuggles itself into our logic.\nThis special field idea, while it conducts other professions to the very\nfountains of life, can lead ours nowhere but to the desert of sterility.\nTo render convincing this criticism of a familiar piece of logic it is next\nnecessary to analyze the concept of specialization. For confessedly pre-\n\n"}
{"page": 250, "printed_page": null, "text": "246\n\nNational\n\nEducation\n\nAssociation\n\nrequisite to all sound logic is accurate definition and anaylsis of the con¬\ncept involved. The concept that requires analysis in this case is that of the\nspecial field by which each profession is characterized. Upon analysis it\nturns out that each profession has a major and a minor specialty. Its major\nspecialty is that body of scientific knowledge which it is the business of the\nprofession to apply ; its minor specialty is the scientized technic of applying\nthat knowledge. The major specialty of the educator’s profession is— but\nwhat it is we shall try to make clear shortly ; its minor specialty is the technic\nof managing schools and administering systems. What the educators have\ndone is to equate the minor specialty of their own profession with the total\nspecialty of the other professions. They have mistaken a part for the whole,\nand the lesser part at that ; with the result that the lesser part tends to\nmonopolize their attention altogether, to the neglect and even disparage¬\nment by them of the major part. It is as if the doctors, in their professional\neducation, paid attention almost entirely to the technic of managing offices,\nconducting clinics, and administering hospitals, to the neglect of anatomy,\nphysiology, pathology, and materia medica.\nThe above distinction between the major and the minor specialties of\nthe educator’s profession is perfectly obvious in the case of the classroom\nteacher as such.\nThe distinction between major and minor specialties is not quite so\nobvious in the case of the administrative officer, however. He is occupied\nwholly with administration ; and hence it appears that administration is his\ntotal specialty, to which his graduate training should be devoted entirely.\nBut this appearance is an illusion. Even for him the major specialty is\nsubjectmatter ; while administrative science is his minor specialty only.\nThis becomes clear upon analysis of his job which divides itself, upon\ninspection, into two parts. The first is running the schools; the second is\nmaking the schools over. These two jobs are as different from each other\nas the jobs of the locomotive engineer who runs the trains across a bridge\nthat is being reconstructed, and of the civil engineer who reconstructs the\nbridge while the trains are being run across it. There is no occasion for\nconfusing these two jobs because both are labeled engineering, or because\nthe trains are kept running; nor for confusing the school administrators two\njobs on account of similar reasons. Two jobs in one man ; and they as\ndifferent as red and green.\nThe first job includes supervision of instruction and discipline, school\naccounting both instructional and financial, selection of teachers, budget\nmaking, publicity, and the like. The second job involves guidance of the\nstaff in deciding what is to be taught, to whom and by what equipments and\narrangements. It involves, in other words, the progressive reorganization\nof the curriculum and of the facilities for presenting the same. In his first\ncapacity as school shopkeeper the educational administrator is operating the\nschool as it now is; in his second capacity as educational statesman he is\nmaking the school over into what society needs it to become. In the one\nfunction he is merely running the school of today; in the other he is run-\n\n"}
{"page": 251, "printed_page": null, "text": "ning the world\nportant !\n\nNational\n\nCouncil\n\nof tomorrow.\n\nThe\n\nof Education\n\nsecond is incomparably\n\n247\n\nthe more im¬\n\nLet us next consider the implications of the educator’s second function,\nthat of reformulating the policies of education with reference to the needs\nof our changing, problematical civilization. This really boils down in\npractise to the problem of deciding what Johnny ought to be taught. Now\nthis is a very easy or a very difficult problem according to how the edu¬\ncator senses it. If he senses it as a mere imitator it is a very easy problem.\nHe may, in that case, imitate the traditions and echo the hoary rationaliza¬\ntions in defense of them ; he may imitate the current educational fads what¬\never they may happen to be at the time. Or in so doing, he may cast\nabout with questionnaires in quest of the customary and most fashionable\npractises; but he will merely have abdicated his major responsibility as an\neducator in favor of the Zeitgeist.\nFor what to teach Johnny is a very different and far more difficult problem\nif the teacher senses the heroic spirit of a pioneer who proposes nothing less\nthan to rescue society from the ignorant misguidance of the Zeitgeist. In\nthat case his task is to determine what new things ought to be that never\nwere before. Whereupon he finds no solid ground for his feet within his\nsnug, familiar schoolroom, nor educational practises, nor in any psycho¬\nlogical or statistical studies of the school’s interior or immediate surrounding.\nNeither will any answer be found in Johnny himself; for the utmost in¬\nsight into Johnny's nature that biology or psychology can give will reveal\nnothing more than that Johnny needs to be made over by instruction into\nsomething that he is not now, and would not become without a teacher’s\nministrations. But made over into what? That is the question!\nWe have arrived now at the very pivot of our argument. Not in little\nJohnny himself, but only in the great objective world, will the answer be\nfound to the question of what Johnny ought to be made into by education.\nThe school administrator must turn from the microcosm of the individual\nto the macrocosm of society. He must study the sciences that treat of ob¬\njective culture, the social heritage, and human relationships. Here is his\nmajor specialty.\nBut Johnny himself is by no means the whole of our pedagogue’s con¬\nundrum. He is concerned also with Johnny’s unborn grandchildren; for\nthe kind of a social world they have to live in will depend very largely\nupon the kind of education Johnny gets. Johnny must therefore be pre¬\npared for participation in the institutions not merely as they are, but as\nthey ought to become. Education has a telic function ; and that, in the\nlast analysis, constitutes the most important responsibility of educators.\nThe school is the steering gear of a democratic society; whatever is put\ninto the educational process of today will come out in the social processes\nof tomorrow. The educator’s job, therefore, is to run not merely the\nschools of today, but, through them, the world of tomorrow.\nAppropriate selection and organization of the new knowledge now\navailable and necessary to Johnny’s effective causal participation in this new\n\n"}
{"page": 252, "printed_page": null, "text": "248\n\nNational\n\nEducation\n\nAssociation\n\nsocial order is the job of his superintendent, with what advice he can ex¬\ntract from his staff; and it is a cup too large for his Lilliputian lips to drink\nfrom! How and when can Johnny’s prospective superintendent learn\nenough about the institutions and the intellectual resources of society? Of\nthe institutions he should kno^ their history, functions, problems, relation¬\nships, and trends. He and his professional associates must collectively reflect\nthe best judgments of the age as to what the institution ought to be¬\ncome. The intellectual resources he must know well enough to locate the\nspecific ignorance of public opinion which lame democracy and stop progress.\nNothing can more clearly reveal the misguidance in the analogy con¬\ndemned at the beginning of this paper than to carry it through to its logical\nconclusions. For society is the educator’s patient, the social institutions are\nthe educator’s anatomy, the social processes are his physiology, the problems\nof society are his pathology, while the intellectual resources are his materia\nmedica. The curriculum is his prescription ! How can he diagnose unless\nhe knows his anatomy, physiology, and pathology? How can he prescribe\nunless he knows his materia medica? The mere technic of clinic manage¬\nment and hospital administration would leave him quite unqualified.\nIt follows that the main branches of the major pedagogy are those sub¬\njects that deal with human culture and relationships. They are: geography,\nbiology, psychology, anthropology, economics, politics, sociology, ethics, and\nhistory, not to mention the natural sciences and the fine arts. These are the\nintellectual substances out of which envisioned leadership is made. And no\nmere undergraduate smattering is enough. The science of education is but\na minor pedagogy, needful within its limitations ; but doomed to leave edu¬\ncators unprepared for their major responsibilities.\nWhen one wanders afield in quest of knowledge about the modern world\nit is really surprising at how many spots he finds material for educational\nguidance. Who would expect to find it in the literature of social suggestion,\nmental epidemics, and imitation as elaborated by Ross and other social\npsychologists? And yet one rises from that literature with a solution to the\nquestion of how the duller half, unamenable as they are to the think-foryourself pedagogy now in vogue, can still be educated for democracy. Who,\nsetting forth upon a study of the folkways and mores, in a book like Sum¬\nner’s for example, would expect to find light on pedagogical problems?\nYet such a study reveals the futility and foolishness of most of our current\ncult of character education, inasmuch as that cult ignores the contemporane¬\nous disintegration of the mores. It is seldom the insights that one goes\nafter with scientific spotlight and gimlet that contribute to large educa¬\ntional statesmanship ; but those instead which one unexpectedly brings home\nfrom long excursions into the wide fields of human knowledge.\nThe inadequacy of the spotlight-gimlet technic as applied to curriculum\nproblems is becoming apparent to technologists themselves. It is becoming\nrecognized that a geography program can hardly be formulated from a list\nof places mentioned in the recent periodicals ; nor a curriculum program for\nWest\n\nPoint or Annapolis, by tabulating the felt needs of last year’s\n\n"}
{"page": 253, "printed_page": null, "text": "249\nNational\n\nCouncil\n\nof Education\n\ngraduates. To the commander of a school as of a submarine the most im¬\nportant tool is neither a spotlight nor a gimlet, but a periscope. Likewise,\nas qualifications for educational leadership there is no vestpocket substitute\nfor liberal enlightenment in the fields of subjectmatter that deal with human\nnature, human relationships, and human resources. And we are almost\npast the time when this needs saying; for it is now possible to cite many\nleaders of educational science itself as authorities for the proposition that,\nthe larger problems of educational objectives are not amenable to scientific\ntechnic. It only remains for graduate faculties of education to recognize\nthat such problems are by far the most important ones confronting educators.\nThe argument has moved in three stages : first, the false analogy between\neducation and the other professions ; second, the distinction between major\nand minor specialty; and third, insistence upon broad general scholarship\nof the synthetic rather than of the technical sort, as qualification for edu¬\ncational administration. If these three contentions are accepted it will then\nhave to be confessed that the science of education has done two things, one\nof which is a service, and the other a disservice. It has increased the efficiency\nof instruction, classroom management, and the administration of school sys¬\ntems. But it has also put bella donna in the eyes of educational leaders and\nblinded them to the larger responsibilities of their profession. Zealous\nof the contributions of their science, its devotees fail to note its sins of\nomission. Their blindspot is their unforgivable fault. Obsessed with\ntechnology, they fail to concern themselves with the larger issues of civiliza¬\ntion which their policies are bound to predetermine. And blind they are\nto this responsibility precisely because obsessed with their technolog}*.\nThere are some things that the science of education confessedly, cannot\ndo, namely, to decide upon the goals toward which civilization ought to be\nengineered. But that is the chief responsibility of educators. It is one,\nmoreover, which they by no means can evade, since such momentous decision\nactually is implicit, whether they will it or not, in every choice they make\nof subjectmatter for Johnny to be taught. Not in what science of education\nhas done, but in what it cannot do, and refuses therefore to undertake, lies\nits treason to democracy. The cult has been a veritable dog in the manger ;\nit cannot itself solve the larger problems of educational statesmanship and\nobsessions will not permit that broader scholarship by which alone they can\nbe solved. From the standpoint, therefore, of the larger issues of modern\nlife, the cult of educational science is one of the most dangerous develop¬\nments of the present period. With graduate degrees that too often represent\nno liberal enlightenment it blindfolds promising young minds, and then sets\nthem at the steering wheel of civilization — and when mankind is at the\ncrossroads! Educated instead in history, humane philosophy, the social\nsciences, and the fine arts, these same young men and women might have\nbeen developed into clear-visioned arbiters of major social issues. A false\nanalogy has fatal consequences.\nThe central issue in almost all our public policies is whether they point\ntoward the kind of a society that Napoleon and his sort would regard as\n\n"}
{"page": 254, "printed_page": null, "text": "250\n\nNational\n\nEducation\n\nAssociation\n\ngood, or toward the kind of a society that would satisfy the ideals of\nJefferson and those who think with him. And for every great public\npolicy there is a corresponding educational program. Educational policy¬\nmakers, whether they realize it or not, are prompting either the modern\nNapolenns of vested power and privilege, or the Jeffersons of social justice.\nAnd the most important service that our graduate schools of education can\nrender to American civilization is to furnish it a group of educational leaders\nbroad enough in their knowledge of the modern world and keen enough\nin their discernment of social trends, to detect the drift and tendency of\nsocial and educational policies. For educational policies are the most im¬\nportant causal factor in the evolution of a successful democracy. It fol¬\nlows, therefore, that the most important need of democracy is for enlightened\neducational statemanship. For the few great American universities not\nalready committed to the fetish of pedagogical specialization there is at this\njuncture the greatest conceivable opportunity to serve society and posterity,\nif they but have the vision and courage to renounce that fetish, and devote\nthemselves instead to the enterprise of providing America with liberally\neducated educators.\nFor education, indeed for civilization, there are no solutions on the sur¬\nface of things — nothing there for education but an endless succession of\nfreaks and fads and oversights ; nothing for civilization but an interminable\nseries of random lunges and fruitless reforms. The foundations of a new\neducational and social order can safely be laid only on the bed rock of\nfundamental principles. And for that perennial dualism between the in¬\ndividual and society, which is forever deceiving us into mistaking the causes\nthemselves for the very cures of social ills — for that perennial dilemma there\nis no solution except in the insight that the individual and the social orders\nhave produced, the one the other, in an age-long process of social evolution.\nThis principle is the pivot of the foregoing argument. Only by way of this\nprinciple is there transit from method to curriculum ; from the cul-de-sac of\npedagogical specialization to the open road of educational statesmanship ;\nfrom social privilege and exploitation to the larger freedom and successful\ndemocracy of our modern faith. For only by way of this principle can a\nsolution be found for the problem of all problems, namely that of human\nvalues.\n\nM/HO\n\nSHALL\n\nWILLIAM\n\nThe\n\nJOHN\n\nSAY\n\nWHAT\nTHE NATION\nAMERICAN\nSCHOOLS?\n\nCOOPER,\n\nUNITED\n\nfirst article in the June\n\nSTATES\n\nnumber\n\nMAY\n\nCOMMISSIONER\n\nEXPECT\n\nOF\n\nof the Forum,\n\nOF\n\nEDUCATION\n\nselfconfessed\n\n“magazine of controversy” is written by a keen and discriminating American,\nJames Truslow Adams, winner in 1922 of the Pulitzer Prize for the out¬\nstanding work of the year in history. In it the system or lack of system\nin American education is somewhat vehemently attacked as lacking in\npower\n\nto turn out cultured persons, as ineffective in the teaching of lan-\n\n"}
{"page": 255, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n251\n\nguages, philosophy, history and English, and as wasteful in students' time\nand taxpayers' money. From the concluding paragraph I quote the follow¬\ning:\n“Does not our whole educational muddle spring in part from mob\nsnobbery? — Does it not also spring in part from the lack of character and\nof a coherent philosophy of life among those who should be our educational\nleaders? To the latter, in taxes and endowments, we are giving money\nreckoned in hundreds of millions. We are giving them also a hundred\nmillion years or so of the lives of our young in every generation. In ex¬\nchange, what are they returning to us in national ideals and culture ? It\nis a fair question, which I call upon them to answer.\"\nThe first issue I raise with this council today is this: Is there in the\nUnited States a body prepared to answer a challenge of this sort? If there\nis not, and I know of none, should there be such a body or group of persons\nauthorized to speak for American education? I assume that the American\nBar Association could answer or authorize an answer to a challenge of\nsimilar importance to the legal profession. I think the American Medical\nAssociation could speak for the physicians and surgeons were they so chal¬\nlenged. I can think of no possible challenge to either of those bodies so\nvital to the American people as this “fair question\" raised by Air. Adams.\nIn some European countries, the minister of education might reason¬\nably be expected to answer a question of this sort. Certainly in prewar\nFrance and Prussia, the purposes of the school system were clear cut and\nknown to all who cared to inquire. In the United States there is no minister\nof education and the peculiar nature of our Federal E nion seems to prevent\nus from creating such a portfolio — at any rate one vested with power to\ndetermine aims. There are forty-eight systems of public schools in the\nE nion, some parochial school systems, and many private schools. These are\nunable to speak with one voice. At least, they have not deliberately set up\nan organization to speak for them. The nearest approach to such a real\nrepresentative organization is the National Education Association itself —\na body which is too large for the type of deliberation necessary to answer\nthe question Air. Adams raises. Since membership in the National Edu¬\ncation Association is open to all interested in American Education, it is\nentirely fitting and proper that it establish a body whose function it will be\nto consider problems of this magnitude. If this council can be adapted\nto this purpose I suggest that to it be assigned the task. Any members now\nin it who are not interested in or prepared to work on these problems may\nbe assigned to other committees and to this council may be added men and\nwomen who have given special thought to the objectives of our schools and\ncolleges — some who may not be actually employed in school work, but\nwho have keen insights into American life and its needs.\nThe second issue is when should such a body meet and how should it\noperate ? Such a body should meet at least twice a year to receive reports\nfrom committees both standing and special. These reports carefully pre¬\npared in the hands of each member in advance of meeting should be\n\n"}
{"page": 256, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\ncritically discussed and the results published. All meetings might well be\nopen to the public since on mooted questions the arguments advanced by\nboth sides would be useful in forming public opinion.\nThe third issue is what problems should such a body discuss? I suggest\nas a starter these :\nFirst: What\n\nare the major\n\nobjectives of American\n\nis the question which Mr. Adams\n\nwould\n\neducation?\n\nlike to have answered\n\nThis\n\nfor he can¬\n\nnot find a clear cut statement of aims. “In so far” he writes “as there ap¬\npears to be any definite trend in American Educational ends, it would seem\nto be toward President Eliot’s ideal of ‘Power and service.’ ” How\nof the superintendents directing American schools today know what\n\nmany\nPresi¬\n\ndent Eliot’s ideal of “power and service” is? Of those who understand it,\nhow many are conscious of a trend toward its realization? Of the latter\nhow many approve? How many are as much disturbed about it as Mr.\nAdams? It is also pertinent to raise questions which are not even raised\nby Mr.\n\nAdams.\n\nFor instance: Is the nursery school a desirable unit in\n\nevery school system ? Should rural children have the opportunity to at¬\ntend kindergartens? What are the purposes of the elementary school?\nAre five, six, seven, or eight years needed to perform the work of this school\nunit ? What should be the purposes of the American secondary school ?\nTo whom should it be open? How many years should a pupil of average\nability expect to remain in a school of secondary grade ? What should\nbe his attainments when he is graduated? Is a partime or continuation\nschool needed in America? Is a trade school needed? What persons\nshould be admitted to colleges and universities? What should be the pur¬\nposes of these institutions? These and a hundred other questions bearing\ndirectly and indirectly upon the whole question of aims of American edu¬\ncation should be discussed not only in the semi-privacy of a university\nseminar}’ room but also before the American\nof mature citizens trained to the job.\nSecond — and\n\nwhat\n\nnot very\n\nremote\n\nfrom\n\npublic in a deliberative assembly\n\nthis first major\n\nproblem — is this:\n\nshould be the relation of the Federal Government\n\nto Education?\n\nThe United States Government has always been engaged in education both\ndirectly and indirectly. No one would question the necessity of schools\nfor training Federal workers either in the Army and the Navy or in any\nhighly technical work of civilian character. From the beginnings also the\nUnited States has aided educational activities in the states, at first by grants\nof public land and later by cash subsidies. It has been assumed that this\nassistance has been for the public good. By what right is such an assump¬\ntion made? I have been told within the last few months by college presi¬\ndents that the subsidies paid to the land-grant colleges have in some states\ninterfered with the best development of a program of higher education in\nthose states. The Bureau of Education is now completing a comprehensive\nsurvey of the land-grant colleges which should reveal the facts. WTo will\ntake that study and examine it critically? Who will tell the American\npublic whether this money has been used wisely? Who will evaluate the\n\n"}
{"page": 257, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n253\n\nresults? Who will show the Congress whether the policy should be con¬\ntinued? Or modified? Or be discontinued entirely?\nAgain, during the war excitement, the United States began paying sub¬\nsidies to the states to encourage programs of vocational education. The\nadministration of these moneys is in the hands of a board not directly\nresponsible to the Chief Executive, but to Congress. This board has\nestablished standards of work and requires that these be met if the federal\nfunds are used. This is a marked departure from the principles upon which\nearlier grants and subsidies were made. Was such change wise? This\nvocational plan has been in operation for more than a decade. Who\nshall say how well it has worked ? What has been its effect upon American\neducation? Should such subsidies be continued? Increased? Should a\nplan providing for their eventual elimination be adopted ?\nOne would hardly ask the Federal Board for Vocational Education or the\nUnited States Bureau of Education to answer these questions. But I think\nthey should be answered.\n\nIn a deliberative body such as I have suggested\n\ntoday matters of this sort could be discussed freely. The unfortunate ex¬\nperience of one member in dealing with a federal official would be offset\nwith satisfactory experience of another. Those prejudiced in favor of one\nprinciple would be matched by those prejudiced in favor of another. Frank\ndiscussion should bring to light these principles which are fundamental.\nThe absence of an established and recognized body of this kind has made\nit seem advisable for the Secretary of the Interior to call upon some fifty\ncitizens, mostly educators, to come to Washington and organize themselves\nas an advisory committee to discuss such problems as I note above and to at¬\ntempt to define what the relationship of the United States toward education\nshould be.\nThird:\n\nAssuming\n\nthat federal subsidies may become\n\nnecessary to equalize\n\neducational opportunity among the states, on what bases should they be ap¬\npropriated to the several states? This issue is raised by two bills before\nthe present Congress, each designed to help finance rural schools, and each\ncalling for the distribution of $100,000,000 annually? The argument ad¬\nvanced for this proposed subsidy is that the accumulation of wealth in urban\ncenters and the intangible nature of its form, enable it to escape a just share\nof school taxes. It is claimed that the rural areas are in part responsible for\ncreating this wealth and that although local machinery of taxation cannot\nreach it, the federal income tax does reach it. Therefore the federal govern¬\nment should collect the tax and send part back to rural areas for school\nuses. Is this argument sound ? If it can be shown that these contentions\nare well founded how much money is required to equalize educational\nopportunity between city and country children ? Should the country child\nin the poorest state be given opportunity equal to that of the city child in\nthe same state or equal to that of the most favored rural child in the richest\nstate? Or should the fund be assigned to states on the basis of total\npopulation? of total rural population ? of school attendance? of assessed valua¬\ntion of taxable property? Should these moneys available be withheld from\n\n"}
{"page": 258, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\nschools which do not meet an established standard of work? Many schools\nare ineffective because the state law permits poorly trained persons to\nteach in them. Some enrol too few pupils for the most effective work.\nSometimes the district is unable to provide adequate housing and equipment.\nIn this case should federal funds be used for buildings and equipment? If\nthe federal subsidies are distributed without any check and with no fixed\nstandards, will they not keep in existence poor schools? It is possible that\nin some districts the local taxpayer will withdraw his contribution and\ncontinue a poor school but at federal expense. Will such relief to the local\ntaxpayer cause a cessation of his interest in his school?\ndefinitely.\n\nAnd\n\nso on in¬\n\nSurely I have said enough to convince you that this subsidy proposal is\nworthy of the most serious study. Hasty action may profoundly influence\nour whole scheme of education. If a body such as the council I suggest\ncannot or should not outline a policy for a program of subsidies, assuming\nagain that federal subsidies will eventually be established. I maintain that\nthere must be some organization of sufficient reputation and prestige to\nconvince the Congress that a necessary first step is a commission empowered\nto study the situation and make a report on which intelligent action may be\nbased. This latter task would certainly be a proper function of any Na¬\ntional Council on Education worthy of the name.\nI am thoroughly convinced that these issues are important in themselves\nand typical of others that must be solved by our people within a generation.\nI hope that I have chosen the right time and place to present them. I be¬\nlieve I have presented them to the body best suited to undertake a study of\nthem.\nEDUCATIONAL\nJOHN\n\nFor a number\n\nJ. TIGERT,\n\nPROGRESS\nPRESIDENT,\n\nIN\n\n1928— ABSTRACT\n\nUNIVERSITY\n\nof years as Commissioner\n\nOF\n\nFLORIDA\n\nof Education\n\nI gave an annual\n\nreview of progress in education before the National Council. Your presi¬\ndent invited me to do this previous to my resignation as Commissioner of\nEducation. After my resignation it occurred to me that my successor could\nmore properly perform this function. At any rate someone to whom the\nfacilities of the Bureau of Education were available could discharge the\nmatter much more satisfactorily. As no one was appointed to succeed me\nuntil quite recently, with assurance of assistance and cooperation from the\nActing Commissioner of Education and the specialists in the Bureau of\nEducation, I finally accepted the task.\nForeign education — This review would\n\nnot be complete\n\nwithout\n\npassing\n\nreference to a few of the important developments now taking place in edu¬\ncation outside the Lnited States. The Nationalist Party in China is\nemphasizing education in its present attempt to bring about improvement\nin that country. The colleges there, fostered by the various churches of\nthe religious faiths, have had an important role to play during the last\ndisturbances; in fact, far more than the reader of daily dispatches might\n\n"}
{"page": 259, "printed_page": null, "text": "National\n\nCouncil\n\n255\n\nof Education\n\nsurmise. There is a very active movement in China to attack the illiteracy\nproblem and establish a uniform written language.\nNo country has experienced a more lively reform since the war than\nTurkey. The recent adoption of the Latin alphabet there is having an\neffect which is no less than an educational renaissance. During the year,\nthe ruler of Afghanistan has been establishing schools very rapidly, but\nunfortunately he has been compelled to abdicate. The Republic of Mexico\nhas continued its program of emphasis upon education with a tendency to¬\nward increased centralization and federal aid. There has been unusual\nfermentation in India concerning education but sufficient accurate data is\nnot yet available to evaluate results. One of the important steps which\nhas been taken there is the placing of responsibility for elementary and\nsecondary education upon the provincial authorities.\nMany conflicting reports continue to come from Russia. All that we\ncan say at the present time is that the Soviet Government is very active\nin its educational program and the efforts being made there are attracting\nconsiderable interest and attention. In England the compulsory educa¬\ntion age is being gradually advanced and training to be offered children dur¬\ning early adolescence is now a matter of national discussion. In fact,\nall Europe is showing a tendency to raise the educational level and strive\nfor further advancement.\nHigher\n\neducation\n\nin the United\n\nStates — The\n\nunprecedented\n\ngrowth\n\nin\n\ncolleges and universities of the United States since the war is beginning to\nslow down. There were continued advances during the year but these were\nless than in the immediately preceding years. No complete statistics for the\nyear 1928 are yet available, but sufficient data is at hand for a rough evalua¬\ntion of the situation. Among the more important tendencies in higher edu¬\ncation observable in the year just closed were:\n(1) In line somewhat\neducational\n\nwith the development\n\nlevels there was\n\na decided emphasis\n\nof child accounting\n\non the lower\n\nin higher education\n\non better artic¬\n\nulation of the work of the colleges with life situations evidenced\nment of guidance and employment services.\n\nby the establish¬\n\n(2) A continued raising of standards due very largely to the fact that more stu¬\ndents are still seeking admission than can now be accommodated.\n(3) A considerable increase in the number of universities and colleges which\nlimit their enrolment in one way or another.\n(4) Marked increase in the plans for cooperation\nthe colleges in attempting to reach their objectives.\n\n(5) The adoption\nment of instruction.\n\nof a number\n\nof administrative\n\nand\n\nless competition\n\nadjustments\n\namong\n\nfor the improve¬\n\nThere was one act passed by the Congress of the L nited States in l^JS\nhaving effect on higher education, namely, the Capper-Ketcham Act. This\nact provided for the further development of agricultural extension work\nin the land grant colleges and universities by authorizing the treasury to\npay for the expenses of cooperative extension work in agriculture and home\neconomics the sum of $980,000 for each year, $20,000 of which should be\n\n"}
{"page": 260, "printed_page": null, "text": "256\n\nNational\n\nEducation\n\nAssociation\n\npaid annually to each state and the territory of Hawaii, with yearly an\nadditional sum.\nProjects of the Bureau\n\nof Education — The\n\nleges which is being conducted\n\nby the United\n\nsurvey of the land grant col¬\n\nStates Bureau\n\nof Education\n\non the invitation of the Association of Land Grant Colleges and Universi¬\nties and financed by a special appropriation of Congress, developed very\nrapidly during the year. The study will be completed this year and will\nbe the most exhaustive study of education on a national scale which has been\nmade.\nA study of 79 negro colleges and universities was completed during the\nyear. This survey was undertaken on the invitation of the negro colleges\nand universities in an attempt to ascertain the present status of negro higher\neducation and to recommend means for its improvement. Many of the\nnegro institutions are not members of regional and national accrediting\nagencies. Let me quote from the report of the Secretary of the Interior\nsome sentences relative to this study:\nThe\nnegro\n\nresults show\n\nmarked\n\nprogress\n\nand\n\nan\n\nextraordinary\n\ndemand\n\npeople of the country for college and university education.\n\namong\n\nthe\n\nOf the 79 insti¬\n\ntutions included in the bureau’s survey, 77 were doing college work as compared\nwith 31 institutions 10 years ago. The enrolment of negro students in those insti¬\ntutions totaled 13,860 as compared with 2,132 in 1917, a gain of 550%. For every\n10,000 negroes in the United States 15 are attending college, as against 90 for\nevery 10,000 whites. . . .\nThe bureau’s study also shows that the negroes themselves have not been remiss\nin providing higher education, 17 of their colleges being owned, administered, and\nfinanced entirely by members of their race. . . .\nThe capital value of the investment in these negro schools was fixed at $15,720,000, including land, buildings, and equipment. Ten years ago the total pro¬\nductive endowment of negro colleges amounted to $7,225,000, with an annual yield\nof $361,250, while last year the productive endowments aggregated $20,715,000,\nwith an annual yield of $1,071,300, almost a fourfold increase in ten years. Yet the\nBureau (of Education) found a shortage in the number of teachers. It criticizes,\ntoo, their quality.\n\nThis study revealed the fact that negro women are almost as eager for\nhigher education as negro men. The proportion cf women enroled in these\ninstitutions was forty-nine per cent. Most of the women\nselves to be teachers or nurses.\n\nare training them¬\n\nAnother important national study projected during the year by the Bu¬\nreau of Education is a survey of the situation in Indian Schools of the\nLTnited States administered by the Bureau of Indian Affairs. This is the\nfirst time that the government has undertaken to avail itself of the expert\nservices of the specialists in the Bureau of Education in an attempt to im¬\nprove one of its administrative functions in the field of education.\nEducation\n\nin the State* — Three\n\nstatewide\n\nsurveys were\n\nmade\n\nduring the\n\nyear 1928, including Florida, West Virginia, and New Jersey. There has\nbeen no time for results from these surveys. In addition to these studies\nthere have been other studies for extensive legislative revision of the admin-\n\n"}
{"page": 261, "printed_page": null, "text": "National\n\nCouncil\n\n257\n\nof Education\n\nistrative organization in Kansas, Missouri, Nebraska,\n\nand Wyoming\n\nby\n\nstate teachers associations in cooperation with state departments of educa¬\ntion, and by specialists in school finances in Georgia and Pennsylvania.\nProvisions for changing the functions or composition of state boards of\neducation were made during the year in Virginia and Texas. An attempt\nwas made in California in the general election to amend the constitution\nso that the chief state school officer might be appointed by the board of\neducation, but this attempt failed. In Virginia and Texas a change in the\n%\n\nsituation was. made possible by vote of the people which will permit a reor¬\nganization of the state boards of education in those states. In Alabama a\ncomplete revision of the state system of finance in schools was made, result¬\ning in largely increased state support and greater equalization of educa¬\ntional opportunities and tax burdens among the counties of the state. In\nMassachusetts the basis of distribution of the equalizing fund was changed\nduring the year from that of property valuation to the proportion of state\ntax paid by the town. Virginia appropriated $625,000 for each year of\nthe biennium 1927-28 for state aid to rural schools. In Arkansas an excise\ntax was placed on cigarettes and tobacco for the common school fund and\nfor purposes of equalization. A revolving fund was created in this state\nthrough the sale of state bonds. Proceeds are to be loaned to districts for\nnew buildings, repairs, and equipment. The limitation on local tax rate\nwas raised from fifteen to eighteen mills. Vermont\n\nreports “Revised\n\nand\n\nincreased state aid for rural schools.” Florida reports increased state funds\nfor rural schools through the proceeds of the gas tax, interest on state funds\ndeposited in banks, and a fourth of a mill property tax. Montana created\nan equalization fund from the proceeds of an oil tax, metal mines tax, and\nfederal oil regulation. This fund enabled the state to assist 350 poor dis¬\ntricts in 1927; a larger number were assisted in 1928. Georgia provided\nan equalization fund of $1,000,000 by a tax on gasoline and kerosene. Mich¬\nigan, through a state appropriation, provided an equalizing fund of a million\ndollars to be distributed to districts having excessive tax rates. In Delaware\na million dollar appropriation was made for each year of the past biennium\nto assist districts in building school houses. Two acts of the Louisiana legis¬\nlature are of interest. One provided school revenue by a sales tax of one\ncent for every ten cents or fractional part thereof on all cigarettes, smoking\nand chewing tobacco, cigars, cheroots and snuff made of tobacco, or any\nsubstitute therefor. The other provided a tax on all dealers in malt extract,\nderivatives or combinations thereof intended for brewing or cooking, which\ntax shall be ten cents on every container for each one dollar of retail selling\nprice or fractional part thereof. As I understand, the revenue from this tax\nis to become a part of the public school fund.\nReports to the Bureau of Education indicate that a large number of states,\nparticularly in the central group and in the middle west, are endeavoring\nto increase the size of the administrative unit for educational purposes. The\ncounty is being generally advocated in these states as the unit of adminis¬\ntration. The public is being informed of the weakness of the small district\n\n"}
{"page": 262, "printed_page": null, "text": "258\n\nNational\n\nEducation\n\nAssociation\n\nsystem. Careful studies have been made setting forth conditions, and defi¬\nnite efforts will be made in the coming legislatures to revise existing laws,\nnotably in Kansas, Missouri, and Nebraska.\nA conference of the chief state school officers was held in Washington\nin December, 1928, in cooperation with the United States Bureau of Edu¬\ncation, during which major attention was given to three problems: The col¬\nlection of comparable statewide statistics, the better correlation of clearing\nhouse facilities, and plans for a cooperative study of school finances on a\nnational scale. It was decided that this organization will meet hereafter\nbiennially in Washington.\nStatements made by the chief state school officers of several states indi¬\ncate that they recognize that their greatest need is the improvement of rural\nschools, particularly the organization of school support in a manner which\nwill insure adequate opportunities to rural children living in remote and\nimpoverished districts.\nEfforts toward improving the teaching staff through certification con¬\ntinued throughout the year. Vermont, West Virginia, Montana, and\nCalifornia reported revision of the laws and regulations increasing quali¬\nfications for teachers certificates. Extension courses for teachers have been\ninaugurated on a large scale in Alabama, Massachusetts, and Minnesota.\nA number of studies in the states on the teaching situation were made and\nreported an excessive number of teachers trained for high-school wTork with\na corresponding shortage of trained teachers for elementary schools. A\nnumber\n\nof teachers trained for high-school work\n\nare now\n\nteaching in ele¬\n\nmentary grades. States wThich have failed to raise the minimum prerequi¬\nsite for teaching certificates find also that relatively untrained teachers have\nbeen displacing trained teachers when the number of teaching positions are\nlimited. The salary situation has apparently not changed materially during\nthe year so far as the teachers are concerned.\nEducation\n\nin the cities — The\n\nrevision of the curriculum\n\nof the ele¬\n\nmentary and high schools has continued apace during the year. The move¬\nment to organize on the 6-3-3 plan made considerable headway during\nthe year. Likewise the junior college movement continued to progress.\nThe junior college is superimposed upon the 6-3-3 and 8-4 organi¬\nzation without much attempt at articulation. Much has been accomplished\nduring the year toward unifying the work of the kindergarten and primary\ngrades, which not long since were almost distinct units. Closer unification\nhas been advocated by placing the kindergarten and the primary grades\nunder the same supervisor. At present 75 percent of the school systems that\nhave supervisors for the kindergarten and primary grades have kindergarten¬\nprimary supervisors. Unification has also been abetted by institutions pre¬\nparing kindergarten and primary teachers. In three of every four of such\ninstitutions the training given kindergarten and primary teachers is identical.\nThe growth of platoon schools continued during the year. The first\nplatoon school was organized in Bluffton, Indiana, in 1902, and the second\nin Gary, Indiana, in 1907. By 1913 only four other cities had adopted the\n\n"}
{"page": 263, "printed_page": null, "text": "National\n\nCouncil\n\n259\n\nof Education\n\nplatoon plan wholly or in part. From 1914 to 1920, thirty-five cities organ¬\nized 148 schools on the platoon plan. From 1921 to 1925 fifty-three more\ncities organized platoon schools. At the present time there are 153 cities in\nthirty-eight states with 850 schools organized on the platoon plan. There\nwas an increase of 110 platoon schools during the year 1928.\nDuring the year the educational and professional qualifications of ele¬\nmentary school teachers for initial employment has been raised in many\ncities. Where one year of preparation beyond high school was formerly\nrequired, the standard has been generally raised to a requirement of two\nyears preparation above the high-school level, and in some of the states that\nformerly required two years training, the standard has been raised to three\nand four years. The tendency is to raise the requirements for beginning\nand junior high-school teachers to college graduation.\n\nA movement\n\nin the\n\ndirection of requiring master’s degrees for high-school teachers is pronounced\nin some cities.\nThe year was prolific in experimentation in city school systems. Individ¬\nual instruction plans, ability grouping, health of school children, size of\nclasses, length of recitation periods, character education, school government,\ndiscipline, special classes, and the platoon plan were among those things in\nwhich there has been a major amount of experimentation.\nMany phases of educational progress cannot be mentioned in a brief sum¬\nmary of this character. Specific movements in the specialized fields must be\nomitted. Perhaps one other outstanding phase of educational development\nshould not be passed over. In the past few years the adult education move¬\nment is perhaps the most outstanding of all. A period of increasing pros¬\nperity with corresponding increase in leisure time and the revelation by\nThorndike and others concerning the unexpected learning capacity of the\nadult, have combined with other factors to produce this phenomenal growth\nand interest in education beyond the years of formal schooling. During the\nyear the first issue of a quarterly known\ntion was\n\npublished\n\nby the American\n\nas the Journal of Adult Educa¬\n\nAssociation\n\nfor Adult\n\nEducation.\n\nThere has been a notable increase in the number of communities organizing\neducational work for adults as well as a corresponding increase in courses\nfor adults offered through extension work by colleges and universities.\nEDUCATIONAL\n\nINTERPRETATION\nWORD—\n\nJOY\n\nELMER\n\nMORGAN,\n\nEDITOR.\nEDUCATION\n\nAND\n\nTHE\n\nPRINTED\n\nABSTRACT\nTHE\n\nJOURNAL\n\nOF\n\nTHE\n\nNATIONAL\n\nASSOCIATION\n\nThere could be no more fitting time for the discussion of educational\ninterpretation than at a convention whose general theme is education for a\nnew world. This theme clearly implies that the schools are responsible for\nthe character of tomorrow’s civilization — that our great Association recog¬\nnizes in this official way that schools exist not merely to preserve the past\nbut in a constructive sense to help create the future. The best that has come\n\n"}
{"page": 264, "printed_page": null, "text": "260\n\nNational\n\nEducation\n\nAssociation\n\nout of the past must always be preserved as a part of a still greater and bet¬\nter achievement for the years ahead. Anyone by looking about him can\nrealize that America is civilized only in patches. Here and there we have\nreached standards that satisfy our ideal as to what this phase or that phase\nof life might reasonably be, but in the large there is still a wide gap between\nthe best practise and the poorest practise. This is true in law, it is true in\nreligion, in medicine, in home making, in community planning, and in edu¬\ncation. It is the task of the educator to make the best practise the universal\npractise.\nAmerica\n\nis now approaching a period of intellectual flowering. New\n\nideas\n\nare sweeping in. Stimulating changes are everywhere. Thinking is play¬\ning a larger part in daily life. The outlook and opportunity of the average\nman and woman is greater than ever before. The school stands at the cen¬\nter of this awakening. The devotion of our people to the free school and to\na fair start in life for all is the great epic of this century. It will literally\nlift the world to a new level of achievement, excellence, and happiness.\nThroughout the centuries civilization has been pushed forward by three\nmen: The administrator who organizes and then executes; the investigator\nwho discovers and invents ; and the interpreter who makes the purposes of\nthe administrator and the results of the investigator’s work the common\nproperty of mankind. Sometimes these three gifts have been found in one\nand the same person, and in some measure this must always be true. But in\nour day the demands for excellence and efficiency in these activities are so\ngreat that on the higher levels at least they must become specialized in char¬\nacter. Literally the jack of all trades is master of none, and the one who\nis to administer, to do research, or to interpret, must be a specialist if he is\nto meet the needs of the new world for experts who are masters.\nAdministration as a specialized activity seems to have come first upon the\nscene. It is relatively highly developed. There are schools for business and\nfor educational administration. In the school systems of our various states\nand cities are examples of administration of a high order. Where else in\nthe life of today could be found better examples of administration than in\nthe school systems of such cities as Cincinnati, Cleveland, Denver, Detroit,\nor Los Angeles? To the men and women who have perfected educational\nadministration, with its emphasis on the human values, society owes a debt\nof gratitude and appreciation.\nThe second group of workers which has contributed to the advance of\ncivilization has come upon the scene more recently. Organized research\nis relatively new. For centuries discovery moved at snail’s pace, pushed for¬\nward occasionally by the coming of a Galileo or a Franklin. So vital have\nbeen the contributions of the scientific method\n\nas applied in research that\n\nit has quickly established itself, especially in medicine and the older sciences.\nResearch in education is now well underway and is making a contribution\nof the utmost significance. To the research workers in our school systems\nwe shall turn more\n\nand more for the improvement\n\nof curriculums, for the\n\n"}
{"page": 265, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n261\n\ndevelopment of scientific procedures in learning and teaching, and for the\neffective organization of the school system itself.\nThe third worker who has contributed to the advance of civilization is\nthe interpreter. The social significance of interpretation is only beginning\nto be appreciated. It had little place in a civilization based on force. It has\na supreme place in a civilization whose ideal is democracy, where we wish\npeople to govern themselves and to be governed from within by an intelli¬\ngent appreciation of the values of life. In proportion as the areas of admin¬\nistration become larger and in proportion as research accomplishes its per¬\nfect work the need for responsible interpretation increases.\nWithin the field of education the advance in administration and research\nhas already far outstripped the advance in interpretation so that a vast gap\nseparates the frontier thinkers from the mass of their fellows. Foreign\nvisitors to America are impressed with the gulf that separates our poorest\nschools from our best schools. If education is to take its place as a deter¬\nmining factor in our democratic life it will be obliged to put more time and\nmoney into educational interpretation which is not yet recognized to a point\nwhere adequate provision is made for it either in our thinking or in the\nbudgets for institutions and school systems. The term educational inter¬\npretation is broader than the term publicity. It includes our efforts to vis¬\nualize and dramatize the purposes of administration and the findings of\nresearch in terms that fit into the habit of thought of the average man and\nwoman. The advance of education literally waits on interpretation. How\noften our school people have been heard to remark that they are not able\nto do this or that because the parents of the children would not understand\nit. The effort to promote understanding requires as fine an insight, as\ngreat a preparation, and as difficult a technic as the effort to administer or\nthe effort to do research.\nThe qualifications of the specialist in educational interpretation are four.\nFirst and\n\nforemost\n\nhe must\n\nphases. He must know\n\nunderstand\n\nhuman\n\nnature\n\nin all its various\n\npeople of every condition and class and kind, their\n\nhabits of thought and manner of speech, the sources of their ideas, and ex¬\nperiences in their lives to which appeals can be made, the devices which\nchange their ways of thinking and acting. This understanding of human\nnature requires an ease of address and those elements of sociability which\nenable the worker to approach people on every social and economic level.\nHe must even understand the critics of education in order to appreciate the\nreasons for their criticism whether it springs from sound\nmotivated by prejudice and selfishness.\nSecond , the educational\n\ninterpreter must\n\nknow\n\nthinking or is\n\nthe schools, he must\n\npreciate their purposes, problems, and achievements.\n\nHe\n\nap¬\n\nmust be familiar\n\nwith the control of the schools and the relationship of the legislative and .\nexecutive functions. He must be familiar with school organization and the\nqualifications and duties of all who fill places in it, from the janitor-engineer,\nto the administrator himself. He must be able to interpret the devices and\n\n"}
{"page": 266, "printed_page": null, "text": "262\n\nNational\n\nEducation\n\nAssociation\n\ntechnics of teaching, the equipment of the schools, the established courses of\nstudy, and especially the vitalizing pioneer movements\nseeking to adapt themselves to the new world.\nThird , the educational\n\ninterpreter must\n\nunderstand\n\nby which schools are\nthe channels through\n\nwhich interpretation is carried on and the arts which are used therein. If\nhe is to interpret through the spoken word he must understand how to\nmake speech most effective for the hearer. If he is to deal in charts he must\nunderstand the arts of display and illustration. If he is to deal in motion\npictures he must understand the factors that enter into the production, dis¬\ntribution, and showing of films. If he is to deal in radio he must know the\ncharacter of the radio audience and the habits and practises of radio as it\nis organized at the moment. If he is to deal in print he must understand\nthe resources of the printing art. If he is to use press associations, news¬\npapers, and magazines he must understand the point of view of the workers\nwho edit and distribute the day’s news. He must have a sense of news and\nfeature values and be able to present the ideals and activities of the schools\nin a form that editors will value and appreciate. If school people wish more\nspace in the newspapers and the magazines they must make more easily\navailable to the press the news resources of our far flung educational system.\nFourth , and most important\n\nof all, the educational\n\ninterpreter must know\n\ncivilization itself. He must have a vision of the part which education has\nplayed and might play in the creation of a better world. Only by wide and\nconstant reading can this vision be achieved. This reading will be of two\nkinds. First it must be broad even at the expense of being superficial. Second\nit must be intensive. There will be a few great books which will constitute\nfor the interpreter a veritable bible to which he will turn again and again\nuntil the ideas which they contain will be built into the very fabric of his\nthinking. As a contribution toward such a list of books I wish to suggest the\nfollowing :\n1. H. G. Wells’ Outline of History\n2. Charles A. Beard’s Whither Mankind\n3. Randall’s Our Changing Civilization\n4. L. P. Jack’s Constructive Citizenship\n5. J. B. Bury’s A History of the Freedom of Thought\n6. Josiah Royce’s Philosophy of Loyalty\n7. Cubberly’s History of Education\n8. Herbert Spencer’s Education\n9. The Life and Works of Horace Mann\n10. Ross L. Finney’s A Sociological Philosophy of Education\n11. William Hawley Smith’s All the Children of All the People\n12. Everett Dean Martin’s The Meaning of a Liberal Education\n\nThe\n\ntitle of this address emphasizes the printed word.\n\nPrinting is one\n\n• of the oldest and the finest of the arts. During the brief centuries since the\ndevelopment of movable type civilization has advanced more than during\nall the ages that went before. The printed word is a triumphant and vital\nforce in the rise of civilization. Throughout the ages it has preserved the\n\n"}
{"page": 267, "printed_page": null, "text": "National\n\nrecord of human\n\nCouncil\n\n263\n\nof Education\n\nprogress. It has survived kingdoms\n\nand empires. It has\n\nbeen the chief medium for preserving and passing to future generations the\nvalues that man has discovered in his long struggle for the higher and finer\nthings. With the development of the printing art came a new appreciation\nof the intellectual life. Without printing the public school as we know it\ntoday would have been an impossibility. Without printing it would have\nbeen difficult indeed for the present world phase of civilization to have\ngotten a start.\nThe printed word has been and is likely to remain the most powerful single\ninstrument of interpretation regardless of the development of photography\nand radio. The printed page is deeply imbedded in our habit and thought.\nWe may come back to it again and again thus deepening impression until\nit becomes conviction and action. The extent of the use of print in our\ncivilization is suggested by the fact that some twenty billion newspapers\nand magazines are distributed annually in the U. S. Reading has some part\nin the daily program of most of our people. The total background of knowl¬\nedge and interest which is thus acquired has an influence on daily life beyond\ncalculation. To this must be added the influence of books, circulars, and of\nthe labels on packages of foods and drugs.\nThe printed word reinforced by the many inventions of modern industry\nis now available at a cost so slight that it is possible to reach hundreds of\nthousands and even millions where in a former generation it was possible\nto reach only a few.\nThe highest development of printing as a tool of interpretation is found\nnot in education but in the fields of business and industry. That field will\npay almost any price for skilled directors of advertising and employ the\nhighest and most costly forms of the printing art. More than a billion dollars\nis now spent each year by American business for advertising in periodicals.\nThe force of such huge advertising budgets is so great that they have largely\ndetermined the character of newspapers and magazines and bid fair to domi¬\nnate our latest interpretive tool, the radio. One corporation is sometimes able\nand willing to spend during a single year literally millions of dollars to build\nup habits and attitudes among our people which eventually the schools may\nhave to correct at great cost of time and money.\nOn the positive side advertising has been a mighty force in the advance\nof civilization. It has helped people to wear better clothes, build better\nhomes, eat a more wholesome variety of food, drive better automobiles, en¬\ngage in wholesome travel, and to take an interest in public affairs on a scale\nhitherto unknown.\nAdvertising has also developed a truly marvelous\nwhich play upon\n\nthe human\n\nmind.\n\ncoordination of the arts\n\nAll the resources which\n\ncommercial\n\nadvertising has developed in the perfection of the graphic arts, all the knowl¬\nedge of advertising psychology, awaits the hand of the educational inter¬\npreter who may turn it to the broader uses of the social advance. Who\ncould estimate the influence toward\n\nthe upbuilding of American\n\nlife that\n\n"}
{"page": 268, "printed_page": null, "text": "264\n\nNational\n\nEducation\n\nAssociation\n\nwould result from the careful expenditure of ten million dollars a year\ntoward the interpretation of education?\nIf the new world to which the program of this convention is dedicated\nis to be anything more than a crazy quilt of blocks and patches it will be\nbecause we bring into our thinking as educators the deeper values and the\nlarger problems of social planning and coordination. I believe we shall\nincreasingly do this. There are evidences of this larger integration in our\ngreat voluntary organizations. These organizations have developed a most\ninspiring loyalty. The life membership dinner at this convention is an\nexample of permanent dedication of the utmost significance. The loyalty\nwhich men bear one another derives its vitality from the quality of the enter¬\nprises which they hold in common. Here in the National Education Associa¬\ntion and in the program of American education as it seeks to give to every\nboy and girl a fair start, we have one of the major challenges of all time.\nAVhat I have been trying to say in this address is that if we are to meet that\nchallenge with any reasonable hope for the largest success, we shall be\nobliged to give more thought, time, and money to the interpretation of our\nprogram of universal education.\nA STATE\nJOHN\n\nW.\n\nEDUCATION\n\n-ABERCROMBIE,\n\nASSISTANT\n\nEDUCATION\n\nOF\n\nPROGRAM\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nALABAMA\n\nAs has been announced, my subject is : A State Education Program. I\nshall discuss it under these headings : ( 1 ) The importance of a program ;\n2) the formulation of a program; (3) the content of a program; (4) the\nexecution of a program; (5) the Alabama program. The terms, program,\nplan, and system as used in this discussion are synonymous. I use them\nalmost interchangeably.\nThe importance\n\nof a program — Whoever\n\nachieves follows a plan.\n\nWho¬\n\never achieves effectively follows a definite plan. Whoever achieves most\neffectively follows a definite plan wisely conceived. Planning is essential\nto achievement. W ise planning is essential to maximum achievement. The\ncorrectness of these statements is attested by personal observation, individ¬\nual experience, and historic record.\n\nW hat I have said is as true of groups as of individuals. It is true in civic\naffairs no less than in commercial, industrial, and professional matters. It\nis true of states as well as of communities. This, too, is verified by historic\nrecord, individual experience, and personal observation.\nIn no other governmental activity is a definite and wise program so essen¬\ntial as in educational administration, because in no other is so much capital\ninvested, so much money expended, so large a number of workers employed ;\nin no other is every citizen so vitally concerned, in no other is our\nruture civilization so involved, in no other is success so productive of good,\nin no other is failure so fraught with disastrous results. Whatever may be\n\n"}
{"page": 269, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n265\n\nEducation\n\nthe value of planned objectives in other governmental services, all experi¬\nence teaches unmistakably that the biggest, costliest, and most important\nbusiness in which government is engaged, that of providing universal edu¬\ncation at public expense, cannot be conducted with the maximum of e5ciency except as it is conducted in accordance with a carefully, systemati¬\ncally, and scientifically formulated program.\nThe formulation\n\nof a program — Until within a recent period educational\n\nprograms evolved through force of circumstances and along lines of least\nresistance rather than through the intelligent development of preconceived\nplans. Now they are deliberately formulated, projected, and executed. Pro¬\ngram making has come to be an essential feature of educational admin¬\nistration.\nThe\n\nnewest, best approved, and most effective method\n\nof formulating a\n\nprogram is through a survey that discloses conditions, reveals tendencies,\npoints out deficiencies, indicates needs, and suggests remedies. If made by\nrecognized experts, such a surv ey will be accepted as conclusive by those to\nwhom it is adequately interpreted.\nThrough the serv ices of the National Education Association, the United\nStates Bureau of Education, the General Education Board, the institutions\nof higher learning, the state departments\n\nof education and other research\n\nagencies, a number of highly trained educational investigators have been\ndeveloped, and it is possible now for states and their subdivisions, without\nincurring undue expense, to formulate programs based upon surveys con¬\nducted by recognized experts. Much, if not most, of our progress in educa¬\ntion during the last decade or so is attributable directly or indirectly to the\nexecution of programs developed through surveys. The making or educa¬\ntional surveys is a typical American service. It promises to develop into\na distinct vocation, into one of the learned professions.\nThe content of a program — A wisely formulated\n\nstate education program\n\nwill comprehend a complete system of education. It ideal it will provide\nfor a plan of organization, administration, and support substantially as\nfollows :\n1. A state board\n\nof education\n\nwith a small, overlapping,\n\nlong term\n\nmembership,\n\nelected by popular vote or appointed by the governor with the approval of the state\nsenate, having large powers in the general control of all elementary and high\nschools and full powers\nhigher learning.\n\nin the direct control of all state-supported\n\ninstitutions of\n\n2. A state department of education under the direction of a professionally qtialified state superintendent chosen by the state board from anywhere for a term and a:\na compensation fixed by that board.\n3. A\n\nstate department\n\norganization\n\ncomprising\n\ndivisions of business\n\nmanage¬\n\nment and accounting, teacher training — certification and placement. elementary\neducation, secondary education, higher education, vocational education. physical\nand health education, school music, ethical and patriotic education, adult education,\nradio and visual education, libraries, research and information, schoolhouse build¬\ning, consolidation and transportation, administration and surveys,\nment and attendance, and school and community organization.\n\ncensus,\n\nenrol¬\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nNational\n\nEducation\n\nAssociation\n\n4. A state department staff of administrative, supervisory, professional, and cleri¬\ncal experts appointed by the state superintendent in accordance with qualification\nstandards prescribed by the state board.\n5. A county board of education with a small, overlapping, long term membership,\nelected by the people in countrywide elections, having direct control of all elemen¬\ntary and high schools in the county under minimum standards prescribed by the\nstate board.\n6. A county department of education under the direction of a county superin¬\ntendent possessing qualifications prescribed by the state board and appointed by\nthe county board from anywhere for a term and a compensation fixed by that board.\n7. A count}.' department staff of administrative, supervisory, professional, and\nclerical experts appointed by the county superintendent with the approval of the\ncount}.' board\nboard.\n\nand in accordance\n\nwith qualification standards\n\nprescribed by the state\n\n8. A county teaching force appointed by the count}.' board on the recommendation\nof the count}.' superintendent and in accordance with qualification standards pre¬\nscribed by the state board.\n9. A form of instructional organization that will include the kindergarten, the\nelementary\n\nschool, the junior high school, the senior high school, the vocational\n\nschool, the junior college, the senior college, and the university, with adequate pro¬\nvision for the training of teachers with which to conduct them most efficiently.\n10. A plan of state and county support that will guarantee equality of adequate\neducational opportunities to all children of the state without placing upon any county\na tax burden materially heavier than that borne by any other county.\n\nAs will be rioted the system suggested omits the district as an independent\nunit for organization, administration, and support. It makes the county the\nminimum unit for these purposes. The old district plan is responsible for\nmost, if not all, of the gross educational inequalities that exist throughout\nthe country. The suggested plan of state and county organization, admin¬\nistration. and support would remove these inequalities within the states.\nIn this day of easy communication and transportation the county-unit sys¬\ntem is more practicable than was the district system when adopted, or even\na decade ago.\nStudents of education, particularly those who are experienced in school\nadministration, are agreed that only through an enlargement of the unit of\nfinancial support and the adoption of a scientific plan of organization and\nadministration can existing inequalities be removed or reduced to a minimum.\nThe execution of a program — The\n\nsuccessful execution of a state program\n\nthat has been formulated by survey or other method will depend in large\nmeasure upon its interpretation, which is primarily a function of the state\ndepartment of education. It devolves upon that department not only to\ninitiate and formulate state programs but also to project and explain them\nso as to lead the public to understand, approve, and accept them. Unless\nthe public is led to regard proposed programs as desirable and feasible, there\nwill be little chance of securing their adoption and maintenance. Public\nopinion is a controling factor in educational administration as well as in\nother governmental operations.\nThe creation of a favorable public opinion toward a proposed plan for\n\nschool improvement\n\nis itself an educational process which calls for the appli-\n\n"}
{"page": 271, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n267\n\nEducation\n\ncation of educational methods. Methods that produce favorable attitudes in\ngroups or communities will, if properly applied with necessary modifications,\nproduce similar attitudes upon the part of the general public.\nThe development of an understanding, favoring, and sustaining public\nopinion will call for systematic procedures. An orderly interpretation pro¬\ncedure would be as follows: (1) To executive, administrative, and super¬\nvisory school officials; (2) to teachers in the schools; (3) to patrons of the\nschools; (4) to the general public.\nThe most effective methods of interpretation will include the use of letter,\ncircular, bulletin, school journal, newspaper, magazine, personal appeal,\npublic address, commencement occasion, educational exhibit, school rally,\ncommunity organization, civic club, fraternal order, professional meeting,\nsocial gathering, and other agencies, chief among which is the radio, which\nis destined to become the most widely used and the most effective of infor¬\nmational instrumentalities.\nIf a state education program be scientifically formulated, expertly personnelled, effectively interpreted, adequately supported, energetically prosecuted,\nits successful operation will be certain and continuous. These conditions\nare the essential elements of an efficient state education program, one that\nwill provide substantially equal educational opportunities for all the chil¬\ndren within a state.\nThe Alabama\n\nprogram — The\n\nAlabama\n\neducation program\n\nwas developed\n\nby the survey method. In February, 1919, the legislature at the suggestion\nof the state superintendent of education and upon the recommendation of\nthe governor, passed an act providing for the appointment by the governor\nof a commission of five members to make a study of the public school system,\nincluding all schools and educational institutions supported in whole or in\npart by public funds, to determine the efficiency of the same, and to report\nits findings with recommendations on or before July 1 of that year. The\ncommission was composed of one member of the senate, one member of the\nhouse of representatives, and three wellknown and leading citizens. The\nrecognized high character of the men composing the commission at once com¬\nmanded the respect of all concerned, assured in advance general confidence\nin any program that might be suggested, and guaranteed a careful considera¬\ntion by the legislature of the findings and recommendations to be submitted.\nAmong others the commission called as counsellor the United States Com¬\nmissioner of Education through whose assistance a survey staff was selected,\nmade up of experts from the United States Bureau\n\nof Education\n\nand other\n\nsources, and headed by the commissioner himself. The findings of the sur¬\nvey staff were embodied in a report to the commission, which was published\nby the United States Bureau of Education. The report gave detailed infor¬\nmation on every phase of educational development in the state from kinder¬\ngarten to university.\nThe commission found what was already manifest to students of educa¬\ntion, namely, that Alabama had many excellent laws relating to schools;\n\n"}
{"page": 272, "printed_page": null, "text": "268\n\nNational\n\nEducation\n\nAssociation\n\nthat they were not properly coordinated ; that they constituted a patchwork\nsystem, from which a number of fundamentals were altogether omitted.\nA comprehensive report with recommendations was made to the governor\nwho in turn transmitted them to the legislature. After a very careful con¬\nsideration that body adopted a school code which was prepared by the com¬\nmission with the assistance of the state department of education.\nThe code, which became effective in September, 1919, provided for a re¬\narrangement of the public school system, supplied many of the omissions\nin administrative and supervisory organization, and minimized necessary\nduplication of effort. Excepting the University, the Polytechnic Institute,\nand the State College for Women, it placed control of the several educa¬\ntional agencies of the state in a state board of education whose powers and\nduties are comprehensive, well defined, and abreast the best expert opinion\nand practise. The state board consists of ten appointive members and two\nex officio members, the governor and the state superintendent of education.\nThe governor is president while the superintendent is executive officer and\nsecretary of the board. The ten appointive members are appointed by the\ngovernor with the approval of the state senate, their terms being six years,\none-third expiring quadrennially, thereby guaranteeing stability and con¬\ntinuity of policy and practise.\nThe plan of organization set up by the code makes provision also for\ncounty and city boards of education. Their powers and duties are specifically\ndefined. They are clothed with both the authority and the responsibility of\nmanaging as a unit the schools within their respective jurisdictions. The\ndirect administration and supervision of the public schools of each county,\nwith the exception of towns and cities of 2500 inhabitants or more, are\nvested in the county board of education. When the code became operative,\nthe county superintendent of education was appointed by the county board\nin each of the sixty-seven counties. This method still obtains in forty-seven\nof the counties. City boards have always had this power, which accounts\nin large measure for the superiority of city schools over rural schools.\nIn other words, the plan of organization, administration, and supervision\nprovided by the Alabama code is very similar to that which has been sug¬\ngested as ideal. Owing to constitutional limitations it was impossible for\nthe legislature to incorporate in the code all of the essentials of an ideal sys¬\ntem, even if our people had been ready for it. However, the machinery set\nup is believed to be as good as that of any other state. Our greatest need is\nfunds with which to make it function most effectively.\nAlabama\n\nschool funds — In Alabama\n\nschool funds are derived from\n\nfour\n\nsources : the district, the county, the state, and the federal government.\n\nDis¬\n\ntrict funds are derived from a three-mill tax levied by popular vote ; county\nfunds, from a four-mill tax levied by popular vote ; state funds, from a threemill tax levied by the constitution, from franchise, sales and severance taxes\nlevied by the legislature, and from legislative appropriations. Federal funds\nare such as other states receive. The poll-tax is expended in the county in\n\n"}
{"page": 273, "printed_page": null, "text": "National\n\nwhich it is collected. The\n\nCouncil\n\nof\n\n269\n\nEducation\n\nincome from the sixteenth section land fund is\n\ncredited to the township or district in which the land from which it was\nderived is located.\nA long step in providing needed funds for educational purposes in Ala¬\nbama was taken by the Legislature of 1927 under the leadership of Gover¬\nnor Bibb Graves and State Superintendent of Education R. E. Tidwell.\nThe unified education program, which was prepared by the legislative com¬\nmittee of the Alabama Education Association, of which committee Super¬\nintendent Tidwell was chairman, was accepted and made an administration\nmeasure by Governor\n\nGraves.\n\nThe bill embodying\n\nthat program\n\npassed the\n\nlegislature by a practically unanimous vote. As a consequence, every branch\nof the public school system from lowest to highest has been tremendously\nimproved.\nFor the current quadrennium (1927-31), legislative appropriations for\nelementary and secondary education will exceed those of the preceding quad¬\nrennium by 145.7%; for institutions of higher learning, by 291.9%; for\neleemosynary\n\nand reformatory institutions, by 145.2%\n\n; for all educational\n\npurposes, by 188.4%.\nThe last federal census showed that from 1890 to 1920 Alabama\nher white illiteracy by 66%,\nilliteracy by 60.7%.\n\nher colored illiteracy by 54.7%,\n\nOur population is 38.5%\n\ncolored.\n\nreduced\n\nher average\n\nIt is believed that\n\nthis record has not been excelled by any other state in which similar con¬\nditions have obtained.\nMore\n\nand more the people of Alabama\n\nare recognizing that education is\n\na state as well as a local responsibility ; that every child, regardless of acci¬\ndent of birth or place of residence is entitled to an equal chance in life with\nevery other child ; that without equality of adequate educational opportunity\nthere can be no equal chance ; that the more a state taxes itself for educa¬\ntion the better able will it be to tax itself for all purposes.\nConclusion — All the states are definitely committed\n\nto the policy of pro¬\n\nviding universal education at public expense. All are making commendable\nprogress. However,\n\nowing to variations in wealth, income, and ability to\n\nbear taxation, when all districts, all counties, and all states shall have pro¬\nvided to the limit of their powers equality of educational opportunities for\nall children within their respective jurisdictions, there still will exist gross\nand retarding inequalities between districts, between counties, and between\nstates.\nThese\n\ninequalities will not be removed\n\nuntil adequate education pro¬\n\ngrams, local, state, and national, have been formulated and executed, pro¬\ngrams that will guarantee equal educational advantages to all the children\nof all districts, all counties, and all states without imposing upon any dis¬\ntrict, county, or state a tax burden materially heavier than that borne by any\nother.\n\n"}
{"page": 274, "printed_page": null, "text": "270\n\nNational\n\nEducation\n\nAssociation\n\nIf every child in this country is ever to have an equal chance in life with\nevery other child, we must provide county as well as district, state as well\nas county, national as well as state equality of educational opportunity.\n\nSECRETARY'S\n\nCleveland\n\nMINUTES\n\nMeeting\n\nOFFICERS\nPresident — Henry\n\nIndiana\n\nLester\n\nSmith,\n\nDean,\n\nSchool of Education,\n\nIndiana\n\nUniversity,\n\nBloomington,\n\nVicepresident — Mrs. Susan M. Dorsey, 1506 Arapahoe St., Los Angeles, California\nSecretary — Adelaide S. Baylor, Chief, Home Economics Education Service, Federal\n\nfor Vocational\n\nEducation,\n\nWashington,\n\nFirst Session, Monday\n\nD. C.\n\nAfternoon,\n\nFebruary\n\nBoard\n\n25, 1929\n\nThe meeting was called to order by the president at 2:15 p. m. in the Assembly\nHall of the Hotel Hollenden.\nIn lieu of the address by Henry Fairfield Osborn, who was unable to be present\nbecause of illness, the President of the National Council of Education, after briefly\nsetting forth the development of procedures in the plans of work in the Council,\nread a paper outlining a special study that had been made by him at Indiana Uni¬\nversity on ways and means for promoting mutual understanding and good fellow¬\nship with foreign countries through the medium of instruction in the public school.\nJohn K. Norton, Director, Research Division, National Education Association,\nWashington, D. C., gave an address on the function of the National Council of\nEducation.\nA very interesting discussion followed the presentation of Dr. Norton’s paper as\nto the aims and objectives of the work of the Council, in which there was a con¬\nsensus of opinion that certain modifications in the plans of work for the Council\ncould be made to bring them more nearly in line with the purposes and plans of\nthe founders of the Council.\nA motion\n\nwas\n\nmade\n\nby Robert J. Wright\n\nof North\n\nCarolina\n\nthat the time of the\n\nmeeting of the Council be changed in order to give better opportunity for more con¬\ncentrated thought and discussion than is possible when held at the same time as the\nlarge national meeting. A substitute motion was offered by Frederick E. Farring¬\nton of Washington, D. C., that the Executive Committee investigate and make rec¬\nommendations at the next meeting. Mr. Wright accepted the substitute motion in\nlieu of his original motion. The question was put to a vote and unanimously carried.\n\nSecond\n\nSession, Tuesday\n\nAfternoon,\n\nFebruary\n\n26, 1929\n\nThe meeting was called to order by the president at 2:15 p. m. in the Assembly\nHall of the Hotel Hollenden.\nThe\n\nfollowing addresses\n\nResearch\nLeonard\n\nThe\n\npresented:\n\nin Business\nP. Ayres, Vicepresident,\n\nEducation\n\nRoss\nMinn.\n\nwere\n\nCleveland\n\nTrust\n\nCompany,\n\nCleveland,\n\nOhio.\n\nof Educators\n\nL. Finney,\n\nCollege\n\nof Education,\n\nUniversity\n\nof Minnesota,\n\nMinneapolis,\n\n"}
{"page": 275, "printed_page": null, "text": "National\n\nThe\n\nCouncil\n\n271\n\nof Education\n\naudience was delighted to have the opportunity of again hearing from Colonel\n\nAyres, who, a few years ago, left the teaching profession to enter the banking busi¬\nness in Cleveland. He related in a very interesting manner the development and\nthe significance of the educational research movement in the public schools of the\nUnited States. It is regretted that his address, which was given orally, is not made\navailable through a stenographic report.\nThe paper presented by Dr. Finney was\ndeal of discussion both pro and con.\n\nAtlanta\nFirst Session, Monday\n\nthought-provoking\n\nand aroused\n\na good\n\nMeeting\nAfternoon,\n\nJuly 1, 1929\n\nThe meeting was called to order by the president at 2 p. m. in the courtroom, sec¬\nond floor of the Fulton County Court House. On inquiry as to the availability of a\nreport given at the Cleveland meeting by the president of the Council on a study\nmade by him to determine “How the Schools May Function in the Promotion of\nInternational Understanding and Good Will,” the president stated that the report\nhad been published and copies could be procured from the Publications Division,\nIndiana University, Bloomington, Ind. He also called attention to the publication\nand the distribution to the members of the Council, of the paper on “The Function\nof the National Council of Education,” presented at the Cleveland meeting by John\nK. Norton, Director of Research, National Education Association.\nThe following papers were then presented and discussed:\nEducational\n\nProgress\n\nfor the Year\n\nJohn J. Tigert, President, University\nWho\n\nShall\n\nWilliam\n\nSay What\n\nthe Nation\n\nMay\n\nof Florida, Gainesville, Fla.\nExpect\n\nJohn Cooper, U. S. Commissioner\n\nof American\n\nof Education,\n\nSchools?\n\nWashington,\n\nD. C.\n\nThe suggestions offered in the paper read by William John Cooper, United States\nCommissioner of Education, touching upon the responsibility of the Council for\nconducting certain studies and investigations in order to be in readiness to answer\nchallenging questions raised by laymen in regard to the purposes\nprogram today, aroused much interest and favorable comment.\n\nof our educational\n\nA motion by Joseph Saunders that “the Executive Committee be requested to des¬\nignate a committee of the Council to whom the paper of the United States Commis¬\nsioner of Education be referred, for the selection of questions raised therein that\nshould be considered\n\nat the present time and reported upon\n\nat the February\n\nmeet¬\n\ning in Atlantic City,” was carried.\nA more specific motion by Carroll G. Pearse, that as the first step, a committee\nbe appointed by the president of the Council to conduct a study for the purpose of\n“determining (1) the physical and mental qualities, abilities, and knowledge, (2)\nthe social and civic attitudes and ideals, and (3) the personal accomplishments and\ntactics that shall characterize the citizens of this democratic republic, and thus estab¬\nlishing the objectives of our system of free universal public education, upon which\nwe must chiefly depend for the information of such a citizenship as shall assure\nthe perpetuation of the republic and the comfort\nwas also carried.\n\nand happiness\n\nof all its citizens,”\n\nIt wras accepted by the Council that the committee thus named would make a\nreport, at least of progress, at the winter meeting of the Council in Atlantic City,\nthe president later announcing the membership of the committee as follows:\n\n"}
{"page": 276, "printed_page": null, "text": "272\n\nNational\n\nEducation\n\nAssociation\n\nRandall J. Condon,\nE. W. Butterfield,\n\nChairman, Friendship, Maine.\nState Commissioner of Education,\n\nMary\n\nPrincipal,\n\nMcSkimmon,\n\nPierce\n\nSchool,\n\nJohn K. Norton, Director of Research,\nCarroll G. Pearse, Milwaukee, Wis.\nAdelaide S. Baylor, Chief, Home\ntional Education, Washington, D. C.\nW.\n\nC. Bagley,\n\nJohn\n\nDewey,\n\nTeachers\n\nNational\n\nEconomics\n\nCollege, Columbia\n\nConcord,\n\nBrookline,\n\nN. H.\n\nMass.\n\nEducation\n\nEducation\n\nAssociation,\n\nService,\n\nWashington,\n\nFederal\n\nBoard\n\nD. C.\n\nfor Voca¬\n\nUniversity.\n\nTeachers\n\nCollege, Columbia\n\nUniversity.\n\nSecond\n\nSession, Tuesday\n\nAfternoon,\n\nJuly 2, 1929\n\nThe meeting was called to order by the president at 2 p. m. in the courtroom,\nton County Court House. Addresses were presented as follows:\nThe\n\nPrinted\n\nWord\n\nand\n\nJoy Elmer Morgan,\nington, D. C.\nA State\n\nEducation\n\nEducational\n\nInterpretation\n\nEditor, Journal\n\nof the National\n\nEducation\n\nFul¬\n\nAssociation, Wash¬\n\nProgram\n\nJohn W. Abercrombie,\nAlabama.\n\nAssistant State Superintendent\n\nof Education,\n\nMontgomery,\n\nThere was brief general and informal discussion of these papers.\nCarroll G. Pearse, Chairman of the Committee on Membership, reported for the\ncommittee the following recommendations\nship and offices of the Council:\n\nfor supplying\n\nvacancies\n\nin the member¬\n\nMEMBERS\nReelected\n\nwith term\n\nE. E. Bass,\nThomas\nMrs.\n\nGreenville,\n\nR. Cole,\n\nSusan\n\nexpiring in 1935:\n\nM.\n\nMiss.\n\nSeattle, Wash.\n\nDorsey,\n\nEos\n\nAngeles,\n\nFrederick E. Farrington, Chevy\nGida Lee Tall, Towson, Md.\nAugustus\n\nGeorge\n\nThomas,\n\nAugusta,\n\nE. Towns,\n\nLincoln, Nebr.\nWilliamsburg,\n\nLotus D. Coffman,\nMembership lapsed.\n\nWill\nsucceed\n\nC. Crawford,\nSarah Louise\n\nReelected\nRandall\n\nwith\n\nPresident,\n\nUniversity\n\nUniversity\n\nof Minnesota,\n\nto succeed\n\nT. E- Johnson,\n\nof Florida, Gainesville, to succeed\n\nG. W.\n\nLansing.\n\nA. Luckey.\n\nexpiring in 1930:\nTerritorial Superintendent of Public\nArnold, Lincoln, Mass. Membership\n\nterm\n\nJ. Condon,\n\nVa.\n\nexpiring in 1935:\n\nJohn J. Tigert, President,\nMembership lapsed.\n\nElected with term\n\nMd.\n\nMe.\n\nJ. A. C. Chandler,\n\nElected with term\n\nCalif.\n\nChase,\n\nInstruction,\nlapsed.\n\nHonolulu,\n\nT. H., to\n\nexpiring in 1931:\n\nFriendship,\n\nMaine.\n\nReelected\n\nwith term\n\nJohn A. H.\nship lapsed.\n\nKeith,\n\nState Superintendent\n\nElected with term\n\nexpiring in 1933:\n\nMembership\n\nlapsed.\n\nexpiring in 1932:\nof Public\n\nInstruction,\n\nHarrisburg,\n\nWalter Ranger, State Commissioner of Education,\nWebb Blanton, Austin, Texas. Membership lapsed.\n\nProvidence,\n\nR.\n\nSchools, Milwaukee,\n\nMember¬\n\nI., to succeed\n\nMrs. Katherine A. Morton, State Superintendent of Public Instruction,\nto succeed I. I. Cam mack, Kansas City, Mo. Membership lapsed.\nR. L. Cooley, Director, Milwaukee Vocational\nE. Chadsey, Urbana, Ill. Membership lapsed.\n\nPa.\n\nAnnie\n\nCheyenne,\n\nWis., to succeed\n\nWyo.,\n\nCharles\n\n"}
{"page": 277, "printed_page": null, "text": "National\n\nCouncil\n\n273\n\nof Education\n\nOFFICERS\nReelected\n\nwith term expiring in 1932:\n\nSecretary, Adelaide S. Baylor, Chief, Home\nfor Vocational Education, Washington, D. C.\n\nEconomics\n\nMember, Committee\nCastleton, Vt.\n\nWoodrufe,\n\nElected with term\n\non\n\nMembership,\n\nCaroline\n\nEducation\n\nService,\n\nPrincipal,\n\nFederal\n\nState Normal\n\nBoard\nSchool,\n\nexpiring in 1932:\n\nMember, Executive Committee, David A. Ward, Superintendent\nto succeed A. J. Matthews, Tempe, Ariz. Term expired.\nMember, Committee on Membership, M. E. Pearson, Superintendent\nKansas, to succeed John R. Kirk, Kirksville, Mo. Term expired.\n\nof Schools,\n\nChester,\n\nPa.,\n\nof Schools, Kansas\n\nCity,\n\nThe recommendations of the committee were unanimously approved by the Coun¬\ncil and the members and officers declared duly elected.\nThe secretary read a letter from Homer H. Seerley, retired president, Iowa State\nTeachers College, Cedar Falls, and former president of the National Council of Edu¬\ncation, in which he tendered his resignation as a member of the Council because of\nhis retirement from active educational work and his desire to have a successor ap¬\npointed who could contribute regularly to the work of the Council.\nA motion was made by Arthur Chamberlain that the name of Dr. Seerley be\nplaced upon the honorary list of the Council. The motion of Mr. Chamberlain was\nunanimously endorsed and the secretary requested to record it in the minutes as a\ntoken of esteem for the splendid service Dr. Seerley had rendered the Council\nduring his long term of membership and his three years as president of the Council.\nBecause of the many conflicts between the meetings of the Council and those of\nother sections of the N. E. A. which, because of the small membership of the Council,\ninterfered seriously with the attendance and programs, two attempts had been made\nto reach a consensus of opinion among the members as to the desirability of choos¬\ning dates for Council meetings other than those of the large National meetings\nof the National Education Association and the Department of Superintendence. The\nsecretary had reported at an earlier meeting on partial findings from an inquiry sent\nout by her, the returns of which indicated practically an evenly divided group for and\nagainst the change of date. A final report on this inquiry was now made by the\nsecretary in which were recorded in favor of:\n1. A winter meeting the Friday and Saturday prior to the opening\ning of the Department of Superintendence .\n\nof the meet¬\n14 members.\n\n2. A summer meeting the Friday and Saturday prior to the opening of the Na¬\ntional Education Association...... .\n13 members.\n3. A winter meeting during the week of the meeting of the Department of Superin¬\ntendence .\n13 members.\n4. A summer meeting during the week of the meeting\nAssociation .\nTwo\n\nadditional suggestions were\n\nof the National Education\n13 members.\n\noffered as to time of meeting:\n\n1. Thursday and Friday following the meeting of the Department of Superinten¬\ndence, and Thursday and Friday following the meeting of the National Educa¬\ntion Association .\none member.\n2. The Saturday before the meeting of the Department of Superintendence, and\nWednesday afternoon of the week of the meeting .\none member.\nThis member further suggested that if the main convention opened Monday\nnight and closed Friday instead of Thursday, it would offer a fine opportunity\nfor a Council meeting on Monday. As there was a majority of only one in\nfavor of a change of date from the present practise, and less than fifty percent\nof the Council had voted, no consensus of opinion was reached by this inquiry.\n\n"}
{"page": 278, "printed_page": null, "text": "274\n\nNational\n\nEducation\n\nAssociation\n\nA similar inquiry was made by the president of the Council following the\nCleveland meeting (1929), but the returns were too scattering to give a basis for\nany recommendations as to future meetings of the Council.\nOn motion of Carroll G. Pearse it was voted to fix a definite time and set up\ndefinite topics for discussion a day before the winter meeting, in Atlantic City,\nholding continuous day and evening session for deliberation, and to advise all\nmembers of the time and topics and urge them to show by their presence at this\nmeeting that they are discharging the responsibility assumed by them in accepting\nmembership in the National Council of Education.\n\n"}
{"page": 279, "printed_page": null, "text": "The Seventeen\n\nDepartments\n\nof the Association\n\n"}
{"page": 280, "printed_page": null, "text": "The growth of departments in the Association\n\nbegan in 1870 when the American Normal\nSchool Association became the Department of\nTeachers Colleges, and the National Association of\nSchool Superintendents became the Department of\nSuperintendence.\nAnother great forward step was taken in 1921\nwhen departments were given larger independence\nand responsibility. This led to the establishment of\nfees by the stronger departments and to the selection\nof an executive secretary by the Department of Su¬\nperintendence.\nThe important event of department history in 1928\nwas the ratification by the National Association of\nSecondary School Principals of its merger with the\nDepartment of Secondary School Principals ; also the\nestablishment of the Department of Supervisors and\nDirectors of Instruction.\nThere are now seventeen departments. Their or¬\nganization began on the dates given below. A second\ndate indicates that the group was organized inde¬\npendently, prior to its merger with the National Edu¬\ncation Association. Earlier names in parentheses\nsuggest the changing purpose of the departments.\n1. Adult Education (Immigrant Education) _\n2. Business Education (Business Educators’ Association —\n1878) _\n3. Classroom Teachers _\n4. Deans of Women\n(National Association of Deans of\nWomen — 1916) _\n5. Elementary School Principals (National Association of Ele¬\nmentary School Principals) _\n6. Kindergarten-Primary Education (Froebel Institute of\nNorth America) _\n7. Lip Reading _\n8. Rural Education (Rural and Agricultural Education) _\n9. School Health and Physical Education (Child Study) _\n10. Science Instruction (Nation Science Instruction) _\n11. Secondary School Principals (Secondary Instruction —\n1886) _\n12. Social Studies (National Council for the Social Studies) _\n13. Superintendence (National Association of School Super¬\nintendents — 1886) _ _\n14. Supervisors and Directors of Instruction (National Con¬\nference on Educational Method — 1921) _\n15. Teachers Colleges (American Normal School Association —\n1858), (Department of Normal Schools — 1870) _\n16. Visual Instruction _\n17. Vocational Education (Industrial Section — 1875), (Depart¬\nment of Industrial and Manual Training — 1890) (Manual\nTraining — 1899) (Vocational Training and Practical Arts\n—1914) _\n[ 276 ]\n\n1921\n1892\n1914\n1918\n1921\n1884\n1926\n1907\n1894\n1894\n1928\n1925\n1870\n1928\n1925\n1923\n\n1875\n\n"}
{"page": 281, "printed_page": null, "text": "The Department\n\nof Adult Education\n\n"}
{"page": 282, "printed_page": null, "text": "HE\n\nDEPARTMENT\n\nOF\n\nADULT\n\nEDUCATION\n\nwas\n\nestablished by vote of the Representative As\"*■ sembly, July 8, 1921, as the Department of Im¬\nmigrant Education. The first meeting was held in\n1922 in Boston. See Proceedings , 1922:905. In\n1924 the name of the Department was changed to\nthe Department of Adult Education. See Proceed¬\nings, 1924:566.\nThe officers of the Department for the year 192930 are: President , L. R. Alderman, Washington,\nD. C. ; Executive Director , Mrs. Elizabeth Morriss,\nNorth Carolina; Secretary , Alonzo Grace, Ohio;\nTreasurer , Agnes Winn, Washington, D. C.\nThis Department meets once a year in July. Facts\nrelating to the establishment of this Department and\nthe record of meetings are found in earlier Proceed¬\nings as follows :\n1921:460\n1922:905-968\n\n1923:669-703\n1924:565-582\n\n1925:337-353\n1926:327-371\n\n[ 278 ]\n\n1927:293-334\n1928:263-304\n\n"}
{"page": 283, "printed_page": null, "text": "ADULT\n\nMRS.\n\nELEMENTARY EDUCATION IN THE\nS T A TES—A BS TRA C T\n\nELIZABETH\n\nC.\n\nMORRISS,\n\nELEMENTARY\n\nBUNCOMBE\n\nEDUCATION,\n\nCOUNTY\n\nASHEVILLE,\n\nSOUTHERN\n\nDIRECTOR,\nN.\n\nADULT\n\nC.\n\nEven a cursory survey of adult elementary education in the southern\n\nstates reveals an interesting and puzzling situation. Since some of the\nother sections of the country report similar situations, an inviting field\nis offered for scientific investigation.\nFour\n\nof the states — South\n\nCarolina, Alabama,\n\nArkansas, and Louisi¬\n\nana — have state appropriations and state leadership, and, with the excep¬\ntion of Louisiana, they have necessary laws and teacher-training programs.\nThe 1920 census showed that South Carolina had outranked every other\nstate in the Union in percent of reduction illiteracy and in percent of gain\nin school attendance. During the current school jrear, 1928-29, the legis¬\nlature increased the annual appropriation to $55,000. Effective adult ele¬\nmentary programs were carried on in eighteen of the forty-six counties of\nthe state, approximately 10,000 pupils being enroled, three-fourths of whom\nwere white.\nAlabama attained third highest percentage of reduction of total illiteracy\nas shown by the 1920 census. With a present annual appropriation of\n$50,000, successful opportunity schools have been organized in thirty-eight\nof the sixty-seven counties. More than 13,000 pupils were enroled last year.\nWhile Arkansas has an appropriation of only $4000 a year, it has a state\nsupervisor and one field organizer. And, through the active cooperation of\nthe club women\n\nand parent-teacher associations, has carried on this year\n\neffective programs in twenty-eight of its seventy-five counties. Twenty-six\nhundred pupils have been enroled, nearly half of whom were white.\nLouisiana is in the midst of lively adult elementary activities, made pos¬\nsible by a $100,000 appropriation. The assistant state superintendent is in\ncharge of the program, and, so far this year, contact has been made with\n60,000 pupils in sixty-three of the sixty-four counties.\nSix of the other states — Maryland, Texas, Virginia, Georgia, North\nCarolina, and Kentucky — have no statewide programs of adult elementary\neducation, but do have cities or counties or colleges actively and intensely\nengaged in such programs.\nBaltimore, Maryland ; Dallas, San Antonio, Houston, El Paso, and Fort\nWorth, Texas; Richmond, Virginia; and Atlanta, Georgia all have even¬\ning school directors, live effective programs, and appropriations ranging from\n$2000 to $40,000 and correspondingly varying enrolments.\nBuncombe County, North Carolina, has a director and five wholetime\nworkers, and has an annual appropriation of $12,000 for adult elementary\neducation, half from the county board and half from the Asheville board of\neducation.\n\nDuring\n\nbeen taught.\n\nthe past year, approximately\n\nStress in the Buncombe\n\na thousand pupils have\n\ncounty program, has from the be-\n\n[ 279 ]\n\n"}
{"page": 284, "printed_page": null, "text": "280\n\nNational\n\nEducation\n\nAssociation\n\nginning of the work nine years ago, even during the struggling pioneer\nyears, been placed not on immediate results from brief campaigns, but on\nthe carryover, year after year, into the lives of the adults and of their chil¬\ndren, and in improving the attendance and the health programs of the day\nschools through more understanding home cooperation.\nIn two other North Carolina counties — Stokes and Surry — a successful\nprogram of intensive literacy work has been carried on this year through the\ncooperation of the State Federation of Women’s Clubs, the State Society of\nColonial Dames, the State Society of the Daughters of the American Revo¬\nlution, together with the active support of local club women, educational\nofficials, and men’s civic clubs.\nThe four remaining southern states — Oklahoma, Tennessee, Mississippi,\nand Florida — report no present activity, but they have previously shown\ndefinite interest in the problem.\nOklahoma, in 1926, had an appropriation and effective state supervision.\nTennessee, in 1925, had a functioning literacy commission and passed a law\nfavoring adult elementary education. Their state literacy bulletin, pub¬\nlished that year by the parent-teacher association, is one of the best that has\nbeen made. Mississippi, in 1924, had a commission appointed and passed a\nfavoring law. Florida, in 1927, passed a similar law.\nExperienced workers in the field of adult elementary education are gen¬\nuinely puzzled over this situation. How is it possible for states to have\nvaluable and effective work going on in approximately half of their counties\nand the remaining counties not be interested in beginning the work? Or to\nhave cities and counties, and colleges putting on effective programs, year\nafter year, and yet the state itself putting on no program of its own? Or\nto have states doing nothing at all now after having been previously ac¬\ntively interested? It is a puzzling situation. It stirs the inmost depths of\nsome of us caring so deeply for the outcome, we can with difficulty regard\nthe facts dispassionately.\nWe\n\nbelieve that the child “pays” and pays enormously\n\nfor the ignorance\n\nof his parents; that the state “pays” and pays economically, socially, and\nspiritually for the ignorance of its citizens. How is it that to many educa¬\ntors and legislators, adult elementary education is a matter of casual or of\nnegligible interest?\nDoes not systematic study of the values of adult elementary education\nseem to be indicated as one solution to the problem? Suppose the educators\nand the legislators should ask, for instance, “How do you know and how\ndid you find out that through teaching adult elementary pupils, the attend¬\nance of day school children is increased, school health program functions\nmore effectively, and that there is a decrease in the number of problem\nchildren?” Should we not be ready to reply, “We know because we have\nthe facts relative to the situation and have reached a solution of the prob¬\nlem through actual practical experience in scientifically dealing with the\nfacts ?”\n\n"}
{"page": 285, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n281\n\nShould we not prepare ourselves to defend successfully the belief that our\ngovernment and our states should equip all of their citizens through knowl¬\nedge and training for participation in the affairs of human life?\n\nADULT\n\nSECONDARY EDUCATION IN THE\nS T A TES—A BSTRACT\n\nR. E. TIDWELL,\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nSOUTHERN\n\nEDUCATION\n\nOF\n\nALABAMA\n\nArkansas — An appropriation of $8000 for the biennium was made by the\n1929 Legislature for use in promoting\nfor Adults.\n\nthe Arkansas\n\nOpportunity\n\nSchools\n\nIn 1928, 2090 illiterates were taught; 206 convicts were in¬\n\nstructed. Teachers of adult classes are given two\nin Arkansas State Teachers College.\n\nsemester hours’ credit\n\nFlorida — No organized adult work on secondary level is promoted by\nthe state department of education ; the extension division of the University of\nFlorida offers many\n\ncourses, mostly above high school level.\n\nGeorgia — Adult secondary education is provided in two ways: by evening\nschools, the enrolment\n\nin which was 9458 ; and by vocational classes.\n\nKentucky — Adult work is provided in the Theodore Ahrens School and\nthe Dupont Manual Training High School, both of which are in Louis¬\nville ; trade course classes for adults are found in the schools of Ashland,\nGreenville, Hazard, Madisonville, Pikeville, Pineville, Stearns, Whitesburg. The Y. M. C. A. in Louisville has a big night school.\n\nLouisiana — Strenuous effort is being put forth to wipe out adult illiteracy;\napproximately 60,000 adult illiterates have been enroled in classes ; approxi¬\nmately 75 percent have learned how to read and write; work continues\nthrough summer\n\nand fall; expect to reach 100,000 illiterates before the\n\ncampaign closes.\n\nMississippi — Work\n\nin vocational education classes; several thousand\n\nenroled.\n\nOklahoma — Has an adult education commission; has honor roll of teach¬\ners who taught night school for adults — several hundred names given ; two\nsemester hours of college credit given to teachers successfully conducting\nadult schools; evening classes, home\njects have been organized.\n\neconomics, and other vocational sub¬\n\nTexas — Has four parental educational specialists working in Dallas,\nHouston, El Paso, and Austin ; evening classes in home economics in these\ncities; three fulltime itinerant teachers of home economics, two of these be¬\ning in El Paso county and one in the lower Rio Grande valley; trade and\nindustrial division has numerous classes ; also agricultural classes for adults.\n\nVirginia — Adult education has been provided in the main through even¬\ning classes in trades and industrial education in the cities, and in agriculture\nin the rural sections for farmers.\n\n"}
{"page": 286, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nAssociation\n\nAlabama — Opportunity schools largely on the elementary level, organ¬\nized in many\n\ncounties of the state; 65,729 adults have been taught in these\n\nschools; vocational classes in evening and partime schools provide oppor¬\ntunity for many adults throughout the state; library books are sent out by\nthe state department of education to isolated groups of people.\n\nConclusion — 1. It would seem that the responsibility for promoting adult\neducation on the secondary level is largely one for local administration,\nwith the assistance and support of the state department of education. The\nstate universities are equipped in most instances to offer valuable assistance\nthrough lecture courses and other extension activities of popular character,\nwhich are usually open to the general public. This service can be ren¬\ndered by the university without interfering with its chief responsibility,\nwhich is to provide continued opportunities for adult education on the\ncollegiate level.\n2. The organization of a state commission\n\non adult education responsible\n\nfor statewide programs is an advanced idea which should be utilized by\nother state departments of education in coordinating all the activities and\nagencies which may contribute to the worthwhile development of a program\nof adult education on the elementary, high school, or college level.\n3. Cities and county boards of education are and will continue to be\nactive in the support of adult education for illiterates and near-illiterates.\nThere is no less an obligation of providing education for those who are pre¬\npared to profit by training on the high-school level. A local commission\non adult education providing for the coordination and integration of all the\ncourses in the continued education of the citizens of the community would,\nit seems to me, afford the soundest and surest means of continued progress\nand adjustment\n\nto the varying needs of the social group whose\n\nmay be improved by wise planning of a program\n\nfor adult education.\n\nLIBRARY\n\nSERVICE AND ADULT EDUCATION\nTHE SOUTH— ABSTRACT\n\nCHARLOTTE\n\nTEMPLETON.,\n\nPUBLIC\n\nwelfare\n\nLIBRARY,\n\nGREENVILLE,\n\nIN\n\nS.\n\nC.\n\nBefore proceeding to the discussion of the concrete topic assigned to me,\nI wish to state certain fundamental factors involved. First, the book is\nthe chief instrument of all education. Second, education, as a continuous\nlife process, involving both youth and adult, with the book as its chief\ninstrument, demands a library service as general as the public school system\nitself.\nThese\n\nfundamentals\n\naccepted by the librarian and the educator have\n\nby no means been grasped by the southern people as a whole. A library\nservice adequate to meet the needs of a general adult education program\nhas hardly been conceived. Let us outline the essentials of such a library\nservice :\n\n"}
{"page": 287, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n283\n\n1. A collection of children’s books, attractive and of a wide range of interest, in\ncharge of an enthusiastic children’s librarian or teacher-librarian, accessible to\nevery child from the first grade on.\n2. A public library readily accessible to every person, whether he lives in city or\nsmall town, or in the open country, supported by taxation, and on such scale, that\nits book collection contains the best in all lines of general interest, that its resources\nare properly organized and in charge of a trained and educated personnel.\n3. A coordination of a state’s library activities through a state agency, either the\nstate library or a special library commission or department, which gives direction\nto local public library development and supplements from a central book collection\nbooks needed\nsources.\n\nalong special lines which\n\nare beyond\n\nthe small public library’s re¬\n\nNow let us consider what we have in the south.\nlargely a statement of what we do not have.\n\nI fear that it will be\n\nAlabama, Florida, South Carolina, and Tennessee do not have any state\nagency lending books to individual students, nor do they have any state\nagency directing the public library development in their states.\nNewly established state library commissions in several states, notably\nMississippi, Arkansas, and South Carolina (without funds) ; a proposed\nsearching state library survey in Tennessee; and such movements as the\nCitizens State Library Association in North Carolina indicate a new day\nin state leadership in the south.\nIt is in the public libraries that we find the greatest lack. In a general\nsurvey made in 1926, we discovered that from seventy- five to eighty-five\npercent of the population in the southern states do not have access to public\nlibraries.\nTo realize the inequality which exists in regard to reading facilities be¬\ntween this and other sections of the country we have but to compare South\nCarolina and California. In California 97.6% of the population have\naccess to public libraries and 13.7% in South Carolina. We spend an¬\nnually for public libraries five cents per capita and California spends $1.08.\nOur greatest need at the present time is a vigorous campaign in every\nstate, under state leadership, for the establishment of public libraries with\nthe county as the supporting unit. The small town library can never\nreceive sufficient revenue from taxation to render efficient service. We\nmust enlarge the area of support if we are to receive sufficient revenue for\ngood library service in rural areas.\nThere will be inequalities of formal educational opportunities among\nour people for a long time to come. Adult study, in groups, or indi¬\nvidually, must be the method to bring about a higher educational level.\nBut adult education in any complete sense cannot come about without\nan adequate system of public libraries. It is a challenging task which\nlies before us.\n\nLibrarians are grateful to a teacher, Dr. William\ngiven their aspirations expression in his study made\n\nS. Learned, who\n\nhas\n\nfor the Carnegie Cor¬\n\nporation on the “American Public Library and Diffusion of Knowledge.”\nAfter a discussion of the possibilities of effective library service, he says:\n\n"}
{"page": 288, "printed_page": null, "text": "284\n\nNational\n\nEducation\n\nAssociation\n\nThis public library (with all its resources developed),\n\nif duplicated and organized\n\non a regional or county basis would immediately take its place as the chief instru¬\nment of our common intellectual and cultural progress. . . . The true educational\nestablishment of a town or city would in that case center in the public intelligence\norganization with its many branches whereby needful information would be mar¬\nshaled primarily for adult use. The elementary and secondary schools would be\nthe subsidiary feeders for the greater institution, serving the special needs of the\nyoung\nment.\n\ncitizen and training him for progressive\n\nselfeducation in the larger environ¬\n\nFEDERAL ASPECTS OF AND RESPONSIBILITIES IN THE\nREDUCTION OF ILLITERACY AND TRAINING FOR\nCITIZENSHIP— ABSTRACT\nROBERT\n\nC. DEMING,\nBOARD\n\nDIRECTOR,\nOF\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nADULT\n\nHARTFORD,\n\nEDUCATION,\n\nSTATE\n\nCONN.\n\nThis subject involves the whole problem of federal and state educational\nboundaries, of the objectives and limitations of public education, and there\nis a great opportunity to wander far afield. Hence I ask you to have\nfaith, while presenting the ramifications and aspects of my subject, that\nI will eventually weave them into a comprehensive pattern and a definite\npicture.\nAny dissertation on the subject as given must presuppose some definite\nconclusions and agreements as to the purposes of our democracy, as to the\nvalue and need of efficient citizenship training and education for democracy,\nand as to the evils and dangers and trains of ills in democracy resulting\nfrom illiteracy.\nIt certainly is not necessary to go back to the beginning and restate the\nJeffersonian principles, but education needs badly a rededication to such\nprinciples, for all about us we see states in which the main objective of\nthe common and general welfare and the education of all the people all\nthe time, regardless of age, in the main essentials necessary for the de¬\nvelopment of character in person and in government is forgotten, and\npublic education is offered only to children of compulsory school age or\nthe teen age. And these latter are for the most part children from middle\nand upper class families who can afford to let their children acquire a better\neducation. Fine as far as it goes. But where is the offering of educa¬\ntional opportunity, yes, even the encouragement of such education among\nthose adults whose earlier educational opportunity has been either denied\nor neglected, that great mass of native-born and foreign-born both north\nand south, east and west in this nation who constitute the educationally under¬\nprivileged? Is their elementary\nmocracy than that of children?\n\neducation any less important\n\nin a de¬\n\nThese people are the great drag upon the ship of state, among whom\nare the illiterate, the alien, and the 51 percent who left school early to go\nto work.\n\nSurely there is a great challenge here to democracy, particularly\n\n"}
{"page": 289, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n285\n\nwhen there is a demand growing out of leisure time from those who now\nregret their lost education and appreciate its value too late? And is there\nnot an appeal in that if any preference is shown, it should be to the under¬\nprivileged ?\nThere is scarcely a single state in which there is not an actual need for\nthe stimulation of such education under a trained state official. Certainly\nno state east of the Mississippi is exempt unless such an official now exists.\nIn the fourteen or fifteen states now so organized in this specialized and\ntechnical work the results have been amazing and stimulating. There the\nwork is an integral and recognized part of the public school curriculum.\nThe government rates as illiterate in its census tables “anyone over 10\nyears of age who cannot write (his name usually) in any language, not\nnecessarily English.” Nearly 5,000,000 in 1920 admitted this irreducible\nminimum of education, and experts estimate two and one-half times that\nnumber, or 12,500,000 more, who cannot either “read, write, or speak\nEnglish.” What an indictment and how far down the scale of nations\ndo we rank! As educators we violently object to classifying as literate,\nas we now do, those who can write their names only. There is a real\nchance that column seventeen of the 1930 census will be changed by the\ngovernment to read “whether able to read English understanding^” with\ninstructions to the enumerators to inquire as to ability to read the Ameri¬\ncan newspapers — the equivalent of fourth grade English. The govern¬\nment will then have its first educational census of those who are qualified\nfor American citizenship. Where will your state rank? May I insert\nhere the plea of the Director of the Census Bureau that teachers and\ninstructors, surplus and substitute, apply through their congressmen to be\nenumerators? Thus through the census also the government is seeking\nammunition for attack upon the enemy within our gates.\nWhy is it that native illiteracy is found in the less wealthy states? Is\nthe question like unto the priority of the chicken or the egg? Is the state\nless well of? because it has much illiteracy, or is it illiterate because it is\nless well of?? There probably are two perfectly sound facts to state — the\nfirst is that there is a lack of money, and the second is that illiteracy is\ntaken for granted. The first is an act of Providence, the second is a\nhuman failing. If such states would only actually do something in a\nknown scientific approach towards the problem, slowly but surely, all\nwould be forgiven. The Lord helps those who help themselves. Does\nit not simmer down at the last to our state’s aspirations and ideals in this\nmatter? The government must see to it that the less progressive states\nare made aware of their shortcomings.\nThe government through its restrictive act, and particularly through\nits national origins basis, has definitely limited the number of those coming\nto us from sources where illiteracy is high, and general intelligence low.\nNow is education’s great opportunity to reach the actual millions of nonEnglish speaking who will be with us for this generation at least, and\nthrough their education in the fundamentals\n\nreach also their many\n\nchil-\n\n"}
{"page": 290, "printed_page": null, "text": "286\n\nNational\n\ndren in their homes.\n\nEducation\n\nEducators\n\nAssociation\n\nin general do not appreciate the speed\n\nand ease and ability with which adults master their subjects. As Thorn¬\ndike states, “Given the opportunity and the desire, the progress is two or\nthree times as fast as that of a child.” The work is stimulating, under\nthe easily trained teachers that are so vital to success, and under the trained\nleaders who organize the classes.\nThe government has naturalization laws under which those desiring\ncitizenship may obtain it under uniform qualifications and requirements.\nThe uniform administration of these laws and their uniform interpretation\nhas long been something to be much desired. On this July first an\nalmost complete change in procedure, with simplification along many lines,\nwill expedite the process without lowering the requirements. At present\nthe candidate must not only speak English, but understand the principles\nand system of government under which we live. In fact, a broad and\ngeneral American education is required. This is as it should be. In\nhow many communities in your state is citizenship opportunity denied with\neducational opportunity? Have you in your state the close collaboration\nbetween the naturalization examiners and the teachers of such classes that\nshould exist? What more natural thing to entrust to the same teachers\nto whom we entrust the education of our children the education of our\nfuture adult citizens. Los Angeles has an accredited system working\nperfection.\n\nto\n\nSection VIII of the Constitution reads in part in paragraph I, “Congress\nshall have power , to lay and collect taxes, duties, imports, and excises, to\npay the debts, and provide for the common defense and general welfare\nof the United States,” etc.\nWhat the war revealed in the inability of our draft army to understand\nwritten or even spoken orders in English will not soon be forgotten by\nthose officers called upon to drill it. If the common defense and general\nwelfare of the United States is not directly affected by our illiteracy and\ncitizenship training problems, then man power is not an element thereof.\nIf our democratic government is not vitally concerned and interested in\nthis, then a new government is imminent.\nParagraph\n\nIV of the same Section reads in part “to establish a uniform\n\nrule of naturalization,” etc. This Congress has done and has constantly\nimproved, particularly during the latter months. The vast majority of\nthe quarter of a million pupils now\n\nin the adult elementary classes are\n\ncandidates for citizenship. They will come under the uniform adminis¬\ntration of that rule by which each state, as a member of this brotherhood\nof states whose sovereignty is the will of the majority, is obligated to offer\nnot only opportunity but adequate preparation. On the basis of naturali¬\nzation requirements alone, each state has ample reason for the establish¬\nment of a comprehensive program of adult education. It is a serious\nindictment to proclaim “aliens in this state are denied educational oppor¬\ntunity for citizenship.”\n\n"}
{"page": 291, "printed_page": null, "text": "Department\n\nFrom\n\nof Adult\n\nhis port of debarkation\n\n287\n\nEducation\n\nto the citizenship court the immigrant\n\nalien is under federal law particularly applying to him under certain trans¬\ngressions. The government is both concerned and interested in his wel¬\nfare. This legal aspect of federal control must be appreciated in all its\nramifications — even the international. But\nis none the less responsible than for its own\n\nfor his education each state\nnative illiterate. Both come\n\nunder the same ideals. Both are potential intelligent citizens.\nWe\n\nlive in an age when\n\nwe\n\nare keen to place responsibility exactly\n\nwhere it belongs, when rights are jealously guarded, and where we ex¬\npect each state, town, and individual to develop its opportunities. By all\nthese tokens this nation, through the wall of the majority of the states,\nthrough their representatives in Congress assembled, and through the en¬\nforcing laws passed by them in the interest of immigration, naturalization,\nand education, has admitted aliens for whose opportunity in education\neach state is directly responsible. By this same Congress each state must\ncarry out the sovereign will of the majority of states in offering educa¬\ntional opportunity in the fundamentals of good citizenship to all residents\nabsolutely regardless of age. So any nation or state, whose life and des¬\ntiny depend upon popular participation in government, cannot afford to\ntolerate less than a full functioning literacy for all within its borders.\nEducational opportunity, not age, is the factor.\nThe Division of Adult Education of the United States Bureau\n\nof Edu¬\n\ncation offers, through its specialists, leadership, guidance, information, sug¬\ngestion, material, advice, and an excellent and practical state program for\neach state, but the responsibility rests directly upon the individual states\nto cultivate the mind and spirit of their people by placing within their\nreach the necessities for mental\n\nand spiritual growth.\n\nReverently para¬\n\nphrasing — “What does it behoove your state to be 100 percent efficient\nin the education of your children if you lose in the race for good citizenship\nby neglecting the underprivileged adults.”\n\nTHE\nFREDERICK\n\nPHILOSOPHY\n\nS. DeGALAN,\n\nOF FEES— ABSTRACT\n\nDIRECTOR,\n\nDIVISION\n\nOF\n\nADULT\n\nSCHOOLS,\n\nDETROIT,\n\nMICH.\n\nEDUCATION,\n\nPUBLIC\n\nThe day schools have long ago arrived at a standard practise. They\nmake a distinction between residents and nonresidents and draw a line\nbetween high-school and college courses. Below college grade without ex¬\nception, as far as I know, they offer their courses free to residents of the\ndistrict or community supporting the schools, but charge the actual cost of\ntuition to nonresidents. In fact the theory quite universally accepted and\nbacked up by law is that for courses below college grade the terms “public\nschools” and “free education” are one and the same.\nEvening schools while no doubt accepting the theory that public schools\nare free schools are disposed to temper it with considerations of expe-\n\n"}
{"page": 292, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\n*\n\n288\n\ndiency. It seems certain that they would like to offer their wares free,\nbut that they find it necessary or advantageous for various reasons to make\na charge. First among these reasons is the hope that change will stabilize\nattendance. A heavy and increasing loss of membership as a term wears\non is the common experience in free systems. The evening school direc¬\ntor, viewing this with alarm and feeling that the quality of instruction\nis not at fault, decides that another motive for attendance other than\nlove of learning is required. A financial motive appeals to him as likely\nto be the most powerful and he accordingly has recourse to a deposit re¬\nquirement with the proviso that all the deposits shall be returned on condition that attendance shall reach a certain percent of the maximum pos¬\nsible. This practise he finds actually does stimulate consistent attendance\nbut usually not to the extent that he had expected. If he figures closely,\nhe may find that the number of people induced to persevere in attendance\nby reason of the deposit is small and that the cost or value in time and\nlabor of keeping the accounts is greater than the money actually retained.\nIf this is the conclusion arrived at, the next expedient is the introduction\nof a system of non-returnable fees. This at one swoop eliminates most of\nthe objectionable features of the deposit system while introducing one or\ntwo of its own. The laborious checking of attendance is eliminated. The\nonly record to be devised and kept is a foolproof system of accounting for\nreceipts. The principle of a free school disappears also, unless a very care¬\nful emphasis is laid upon the fact that the charge is an enrolment and\nnot a tuition fee. The charging of a tuition fee, strictly speaking, is not\npermitted under the state and federal aid laws.\nThe\n\namount\n\nof the fee is now\n\nof greater importance than when\n\nit was\n\nonly a deposit. Its effect upon attendance is felt chiefly through its selec¬\ntive tendency at enrolment, only the more earnest candidates ordinarily\nbeing willing to part with the sum involved. How large should this sum\nbe to keep out the trifler and yet not constitute a bar to earnest, would-be\nstudents? In theory the larger the fee the smaller the enrolment and the\nhigher the percentage of attendance. In practise this is actually the result,\nbut a surprising fact is soon demonstrated and that is that attendance is\nonly slightly better. The fact is that when the average evening school\nstudent gets ready to leave school, he leaves and his departure is usually\nfor a good reason, or one that he is convinced is good.\nThe revenue to the school system is an important byproduct of a straight\nfee system. It may easily reach a considerable total. By raising the fees\nit can be increased of course, but only to a degree, because beyond a\ncertain point the enrolment will drop off proportionately as the fee increases.\nThe exact point of highest returns is indeterminate but is probably some¬\nwhere between $5 and $10 per course. A reasonable, workable fee is $3\nper course per term. This sum shuts out the maximum number of triflers\nand the minimum of worthy people, induces an appreciation of the evening\nschool product as something bought and paid for, and it produces for the\nschools a substantial revenue.\n\n"}
{"page": 293, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n289\n\nThe effect of the revenue from fees upon the appropriating bodies is\ndisappointing to administrators. However large the sum and however\nclose to selfsupport the evening school approach because of it, the authori¬\nties soon take the money for granted or lose sight of it entirely as an\ninducement to a more liberal treatment of evening schools. If anything,\nit becomes the impression that the evening schools ought more and more to\ntake care of themselves. It is often the case that the money is not used\nto support or develop the evening schools at all but is devoted to other\npurposes.\nThe conviction grows\n\nthat the true policy of a public evening school\n\nshould be to give everyone, even the trifler, a chance to sample learning,\nchallenging us to hold wThom\n\nwe\n\ncan and to lose those whom\n\nwe\n\ncannot\n\nhold by sheer wTorth of our product and its presentation. At the same\ntime it is felt that the expense of organization on a scale resulting from\nso liberal policy, and of reorganization to meet the rapid loss following,\nshould be spread among the applicants themselves. A reasonable sum\nto cover this cost is one dollar. And so the dollar bill finally is very\nlikely to become the ticket of admission to evening high-school classes.\nThe elementary classes almost everywhere remain free, on the quite\ngenerally accepted theory that society owes it to itself to throw no obstacle\nin the way of bringing up the general level of education to that of the\neighth grade. Moreover, the imposition of a fee upon the elementary\nclasses borders on the impractical because of the poverty of a large part\nof the students and the difficulty of collecting it satisfactorily in the ex¬\ntension classes.\nTo sum up the whole matter: A public evening school system ought in\ntheory to be a free system. Still a small investment on the part of the\nstudent has a salutary effect on him and on the school. A modest revenue\nis never a detriment to an administrative program and is likely to be very\nhelpful. A compromise with principle with the fee adjusted at a low\nlevel seems quite justifiable then on the grounds of the greatest good to\nthe greatest number.\n\nHOW\n\nMUCH MONEY IS A BOARD OF EDUCATION JUSTI¬\nFIED IN SPENDING ON ADULT EDUCATION f — AND\nWHAT TYPES OF WORK MAY A BOARD OF EDUCA¬\nTION JUSTIFIABLY UNDERTAKES— ABSTRACT\n\nGEORGE\n\nE. SMITH,\n\nDEPUTY\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nBUFFALO,\n\nN.\n\nY.\n\nThe topic suggests a desire on the part of the proponents of adult educa¬\ntion to formulate a program of adult education, determine its cost, and ‘‘sell’\nthe proposition to boards of education and incidentally to the public at large.\nWise business, wffien it contemplates expenditure for any purpose from\n\n"}
{"page": 294, "printed_page": null, "text": "290\n\nNational\n\nEducation\n\nAssociation\n\nthread and needles to a college education, decides on relative values, costs,\nand its ability to pay. It puts these three questions :\n1. Do I need this, or do I need something\n2. Is it worth what it costs?\n3. Have\n\nI the money\n\nelse more?\n\nto pay for it?\n\nIf we, as advocates of adult education, can induce boards of education and\ncommunities to apply these business standards to our program and help them\nto make a decision in accordance with the facts, we shall have done all that\nwe can do. The final decision, of course, is out of our hands.\nAs to what types of work shall be offered, it is not fundamentally\n\na choice\n\nbetween the cultural subjects, the three R’s, immigrant education, vocation\nor trade education, and home-making, but rather a decision as to what sub¬\njects pursued in leisure time develop the individual man or woman into a\nhealthier, wiser, abler, thriftier, happier, and consequently better citizen.\n\nThis paper has already suggested the need of a popular campaign of edu¬\ncation to establish basic values. It will continue to stress this necessity. If\nsuch a campaign of education has been undertaken in any general and popu¬\nlar way, we have seen no evidence of its results. True, surveys have been\nmade\n\nand much printer’s ink has been used to promote\n\nthe cause, but our\n\npublicity has been too technical, too specialized, too “highbrow,”\nplease, to have reached the popular mind.\n\nif you\n\nWhat communities or boards of education may do or may not do to pro¬\nmote adult education has been left too long to uninformed, personal, or\npopular opinion. Too often boards of education, faced with the necessity\nof reducing their budget, decide to save on adult education and then deter¬\nmine the program to be carried on with the reduced appropriation. Per¬\nforce since even executives have personal opinions, the board too often makes\nits decision without any fundamental facts in its possession, with no back¬\nground, without any adequate appreciation of what adult education really\nmeans, or how important it is. Too often this action is the expression of\nthe individual and collective opinions of board members when faced by\napparent necessity.\nNow how about public opinion? Will this assure a liberal and adequate\nprogram of popular adult education? Can “vox populi” of itself be de¬\npended upon to create or sustain such a program. Let a concrete illustra¬\ntion give background. In 1910 the budget for night schools in a northern\ncity was $47,000 wfith 4000 adults and 3000 children enroled. The\n\nsub¬\n\njects taught were the three R’s, socalled English for immigrants, typing,\nshorthand, bookkeeping, academic subjects, comparable to those given in the\nday high school of the time, technical subjects, and a few classes in sewing,\nmillinery, and cooking. At this time occurred a new administration and\norganization with definite plans and objectives. There followed a period of\ndevelopment covering eighteen years. In 1928 $324,000 were spent in sal¬\naries alone and over 30,000 men and women of all classes were enroled. The\nactual attendance averaged approximately 18,000. Over 300 units of\nstudy were available under the rule that a class could be organized in any\n\n"}
{"page": 295, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n291\n\nworthwhile subject at the request of not less than fifteen persons. The\nonly cost to the pupil was a most nominal, returnable deposit fee required\nas evidence of good faith.\nThis development was founded on principles such as we approve today.\nBut all public appeal was to personal interest. The slogans used at the\ntime reveal this. Here are a few:\nMake your spare time pay dividends.\nLearn while you earn.\nYou are never too old to learn.\n\n~\n\nBe a mechanic — not a machine hand.\nBe better dressed for less money.\nTo be more — know more.\n\nThese slogans and many others were simply appeals to selfinterest. So\nfar as the popular mind was concerned, they met with approval, but with\nno general realization that growth of the individual citizen improves the\naverage body of citizenry.\nThe same may be said of the results: Immigrants were adjusted, illi¬\nteracy reduced, culture and art promoted, health conserved, young men\nand women were safeguarded from the dangers of the street, the trades\nwere protected from the evils of specialization, thousands of homes made\nhappier. But why go on?\nIt is doubtful if one-tenth of the pupils who profited by this system look\nupon the opportunity for selfimprovement as anything other than a special\nprivilege. For the privilege was withdrawn and without any general public\nprotest. After nearly twenty years of successful operation of the program\nof adult education, this was what happened — something which might happen\nin any great city — a new charter was adopted. A representative govern¬\nment was superseded by a government by commission. Lower taxes were\ndemanded. The board of education had to share in the necessary retrench¬\nment. Adult education being without organized support or educational\nstanding was naturally the first victim. There was plenty of public opinion\nfor adult education, but it was not organized on principle. There was an\nabundance of support for this type of subject or that. There was plenty\nof sentiment, but sentiment and selfinterest are not arguments. There was\nno foundation fact or generally accepted principle upon which all could\nstand together to support the whole structure. Had there been a body of\nincontestable argument backed up by the definite results which were ap¬\nparent, the program of adult education would have been saved from dis¬\naster.\nThis completes our argument and brings us back to our point of begin¬\nning, namely: that uninformed public or individual opinion is a foundation\nof sand upon which to build, a reed upon which to lean.\nUninformed, irrational standards of measurements to determine whether\nor not a subject shall be included in the curriculum of an adult education\nprogram are worse than none at all. How trival ! How cruel to rule that\na plumber may have a trade improvement\n\nclass, but that the inexperienced\n\n"}
{"page": 296, "printed_page": null, "text": "292\n\nNational\n\nEducation\n\nAssociation\n\nsalesman shall have his class closed. Is the one less a vocation than the other ?\nShall we give a man or woman instruction in astronomy or philosophy, but\nrefuse the woman cooking, or the man public speaking or journalism? How\nlong shall we be without uniform standards of evaluation? Again the\nwriter makes appeal for a movement to establish bases of evaluation and\nto popularize such bases.\nA city that spends $12,000,000 to educate children spends $150,000 for\nadult education. Does this body believe that any such ratio would exist\nif there were any general consciousness of relative values and total values?\nThe same city operates one group of subjects in toto and eliminates another\ngroup infinitely more important to the purposes of adult education — opin¬\nion, prejudice, tradition, anything but principle determines the choice.\nPopular adult education at public expense is a great and comparatively\nnew issue, or why this thesis ? When and how have all great issues become\npublic policies? For example:\nWhy\n\nare teachers\n\nWhy\n\nare women\n\nbetter paid?\n\nand children emancipated?\n\nWhy are we “dry” and what may make us “wet”?\nWhy has Labor been triumphant in England and\nPremier ?\n\nmade\n\nRamsey\n\nMacDonald\n\nThere is but one answer to these and scores of similar questions, namely,\ngeneral information, popular education, propaganda, if you please. If we\nare not mistaken, influences are at work to cut down rather than to increase\nappropriations for education. If we expect to keep what we have, to say\nnothing of getting more, we must use the same means to promote the cause\nas are now being used against it. False propaganda made Italy anarchistic.\nWe have no educational Mussolini, but we can let the truth be known as to\nwhat adult education can do — is doing, to make American\nwhich to live.\n\na better place in\n\nAt the risk of “taking coals to Newcastle,” I shall outline some of the\npoints that I believe must be stressed in such a campaign as I suggest.\n1. Men\n\nand women\n\ncan learn. We\n\nbelieved it, Thorndike\n\nproved\n\nit.\n\n2. Proper outlet for leisure time has become a national problem. Popular exten¬\nsion education, free adult education provides part of the answer.\n3. The average citizen uses a meager five percent of his native ability of hand\nand mind. It is time that the latent ninety-five percent were developed.\n4. When a tree stops growing it is ripe and ready for the ax — trees and men are\nalike in this respect. But a man can be kept growing and should be.\n5. Adult education will make the individual produce more while he lives and keep\nhim living longer — a wise economy these days.\n6. New and wider interests, new skills, new contacts are vital to pleasure and\ngrowth. Adult education provides these and thereby adds another reason for being\nincluded in the list of community welfare agencies.\n7. Much of the sadness in life comes through poor adjustment of the individual.\nIt is the business of adult education to make better adjustments.\n8. Adult education, particularly “home making,” promotes thrift, makes happier\nfamilies. The home is the unit of our civic and national life. It should be en¬\ncouraged.\n\n"}
{"page": 297, "printed_page": null, "text": "Department\n\n9. It kindles ambition\n\nEducation\n\n293\n\nthe flame, until it may\n\nfinally fire the soul.\n\nof Adult\n\nand nourishes\n\n10. Adult education through vocational guidance\nfrom the evils of commercial production.\n11. All the time, through its many\n\nand training safeguards\n\nlabor\n\ndifferentiated features, adult education is arous¬\n\ning that spirit which our own Mr. Grace has expressed as “civic consciousness.”\n12. A well-balanced program of adult education can be defended on precisely\nthe same grounds as those we use to defend the education of children.\n13. Education\n\nof adults adds comparatively\n\nlittle to the budget because\n\nand equipment are at hand calling for extended\nbe employed at lower proportionate rates.\n\nWhat\n\nuse and competent\n\nthe plant\n\ninstructors can\n\nshould a board of education spend for adult education?\n\nSome may\n\nconstrue the question to imply that the pupils should pay the cost through\ntuition charges or fees. When we take the ground, that adult education\nshould be selfsupporting, our whole contention fails. If we can defend adult\neducation as an institution contributing to community, state, and national\nwelfare, it should be supported at public expense. If, on the other hand,\nadult education is simply an organization to promote the personal interests\nof those able to pay for it, let us put it in the same category with the private\ncommercial\n\nschools. You\n\nsay a larger deposit fee will stabilize attendance.\n\nEven so, isn’t it doubtful policy to force attendance simply to get your\nmoney back? Such a motive is not in harmony with the altruistic objectives\nthat we use to defend the education of children or those which we advance\nfor the education of adults.\n\nPUBLICITY\nC.\n\nJ.\n\nLUNAK,\n\nFOR\n\nASSISTANT\n\nCOMMUNITY\n\nSERVICE— ABSTRACT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCHICAGO,\n\nILL.\n\nJust as advertising pays in business, so advertising, not necessarily news¬\npaper advertising, pays in bringing the value and advantages of community\ncenters and service to the attention of the residents of a community and\nlocality. Such publicity may\n\nbe enumerated\n\n(1) Newspaper advertising, both English and\n(2) Posters exhibited in stores.\n(3) Posters exhibited in shops and factories.\n(4) Bulletins in front of school buildings.\n(5) Circulars.\n(6) Schools.\n(7) The invitation of a well-lighted school.\n(8) Friendly recommendation and invitation.\n(9) The personality of the instructors.\n\nas follows:\nforeign.\n\nMost school organizations have been reluctant to use the medium\n\nof the\n\ndaily English press for spreading publicity about their offerings. We have\ntried this means year after year for two of our schools, but there is no\naccurate way of determining how many attendants of community centers\nattend because their attention was called to them through the medium of\nthe newspapers. It is my belief that there is no better way to interest\n\n"}
{"page": 298, "printed_page": null, "text": "294\n\nNational\n\nthe adult in community\n\nEducation\n\nAssociation\n\ncenters and evening school than through the display\n\nof announcements carried daily for a longer period of time. These announce¬\nments, coupled with short interesting articles with pictures showing the\nvarious activities conducted in the centers carried in the reading columns\nshould fill the centers and the schools. One must not forget the foreign\npress, which boasts in our city of a million readers. The editors of these\npapers usually welcome interesting articles about the centers and evening\nschools.\nEspecially is this true if the advantages of learning English and civil gov¬\nernment are afforded their people. A center loses a most promising effort for\npublicity by not taking advantage of stressing the cultural and historical\nbackground of the various national groups which are in attendance at the\ncenters, and making much of these in articles for the foreign press which*\nenthusiastically welcomes these. Any system of community centers and\nadult schools which spend $675,000 annually, in order to bring the benefits\nof these organizations to the people it hopes to reach should spend part of\nthis sum for advertising. As it is, much advertising is done through hand\nbills distributed to each child in the regular day sessions, by means of posters\ndisplayed in store windows, settlement houses, churches, shops, and factories.\nIn Chicago, we print and distribute 500,000 hand bills. These go to the\nschool children, to be taken home. We print and distribute 10,000 large\ncardboard placards which are displayed in shops and factories. We print\nand distribute 15,000 bristol board placards for store windows. We print\n50,000 circulars of information, and 10,000 foreign language circulars. It\nis somewhat\n\ndifficult to secure permission of storekeepers for the card dis¬\n\nplay. The poster is often in the \"way of the regular window display, and\nif this is changed, often the poster is on display but a short time.\nIn every community there are certain social agencies and organized in¬\ndividual groups who are interested in and deal with the racial groups in the\ncommunity. These form a splendid aid in giving publicity that becomes a\npersonal urge. Groups such as the Immigration Councils and Committees\nof the D. A. R. and Colonial Dames, Americanization committees of various\norganizations, do effective work in personal appeal to groups in the com¬\nmunity. The Association of Commerce furnishes us with a list of its\nmembers for circularizing for the evening schools. This list is furnished\nto no one else.\nPosters displayed on bulletin boards in front of centers are effective as\nlong as they remain posted, but in those communities which most need this\npublicity, the posters have a short existence.\nNothing attracts the attention of a locality so much as a lighted school\nbuilding. This is partly due to the fact that it is unusual and also because\nof tradition, which indicated that some sort of school entertainment was\nbeing held when a school is lighted in the evening. Many come through\ncuriosity and remain through interest.\nA number of industries and industrial establishments which have no\n\nsocial welfare within their own\n\norganization are urging their employees to\n\n"}
{"page": 299, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n295\n\nattend community center and evening school, not only for the social value,\nbut because of the instructional and cultural value that they may secure.\nA well conducted community center and evening school, which meets the\ndemands, interests, and needs of a community, are their own advertise¬\nments, and their members are walking delegates and business agents who\nspread invitations for attendance wherever they go.\nWhile the school and center may be well conducted, it is after all the\ninteresting personality of the instructor which\n\nkeeps the class from dis¬\n\nintegrating. Often twTo classes teaching the same subjects, catering to the\nsame needs and interests, made up of practically the same personnel, will\nshow an astonishing variance in membership. One will slowly disinte¬\ngrate and the other will continue to the end of the term with its initial\nmembership. There can be no doubt that this is due to the personality\nof the teacher, wffiich includes his appeal to the immediate interests of\nthe students and his quality of teaching.\nWith\n\nall this publicity, one would\n\nsuppose that everyone in the city\n\nwould knowT all about evening school, adult classes and community cen¬\nters, but it is surprising how many people do not know that they exist,\nand how few, outside of the students and teachers, know of the work the\nschools and centers are doing.\n\nORGANIZATION\nS. R. ELSON,\n\nSTATE\n\nAND\nDIRECTOR\n\nATTENDANCE— ABSTRACT\nOF ADULT\n\nOMAHA,\n\nIMMIGRANT\n\nEDUCATION,\n\nNEBR.\n\nIf you are a teacher or a director of teachers of adults you have the\nbiggest teaching job in the world — provided you uncover the latent pos¬\nsibilities of your clients with inspiration for maximum results.\n\nSteps in organization — The first move should be to secure the complete\ncooperation of the superintendent of schools with the understanding that\nhe is to be ex officio at the head of the local work in conformity with state\nrequirements, and to name his preference as to the teachers who should\nbe appointed. Through him enlist the support of the board of education.\nThe next move is to put the proposition over to the public.\n\nPublicity — Clubs of men and women\n\nshould be enlisted with special\n\ncommittees appointed and held responsible by their organization for co¬\noperation with the public schools. Churches of all denominations should\nbe appealed to for cooperation. Racial leaders who are already American¬\nized can aid in arousing interest. Newspapers should be diplomatically\nenlisted.\nOne of the most important tasks in our state with a limited appropria¬\ntion is to establish a working relation with local boards of education,\nthe state furnishing general direction and supervision of the work, as to\nteacher qualification and salary basis, courses of study, textbooks, and as¬\nsistance as to time and place of meeting.\nOne of the difficulties confronting the organizer of adult schools is\n\n"}
{"page": 300, "printed_page": null, "text": "296\n\nNational\n\nEducation\n\nAssociation\n\nto know where to work and to locate the scholars that are to go to school.\nOur state superintendent authorized a questionnaire in the school census\nblank requiring the name and address of every adult who cannot read\nor write English. This gave us just what we wanted. We know where\nthe work is most needed. We have the names and addresses of the people\nwe want to reach.\nWe have a cooperative arrangement with the federal Naturalization Ex¬\naminer and Courts that in every community where we have established a\nschool, a school credential will be required of candidates for American\ncitizenship. This is noticeably raising the standard of qualification of ap¬\nplicants.\nWe also conduct a summer school course of teacher training in adult\neducation in the state university, giving the regular university credits.\nAttendance — The\n\nkey to keeping up the attendance\n\nmay be expressed\n\nin one word — interest. Methods for arousing and maintaining interest\nare almost infinite and depend upon one factor, the teacher. There is apt\nto be a feeling of antagonism on the part of the foreign element unless\napproached diplomatically and wisely. The first suggestion is to anticipate\nthe spirit of antagonism by recognizing the valuable contributions these\nforeign peoples bring to us. This will please them and gain their con¬\nfidence.\nThe imperative need of learning the language of their adopted country\nshould be emphasized. They should be reminded of the handicap they\nare under without a knowledge of English in almost every contact they\nmake in life, and shown that it is impossible for them to get an even break\neither in the business or social world without this knowledge. This ex¬\nplanation will remove much of the indifference and prejudice that is often\na barrier to successful class work.\nAnother method of winning the confidence and cooperation of foreign\npeople is to recommend and urge them to keep their children familiar\nwith the mother tongue. Admit that their language is a good language,\nwith much that is rich in the literature of the world, and which is avail¬\nable only to those who know the language. Show them that if their\nchildren go to college they will have that much of an advantage over the\none-language American child who must spend time and money to learn\nwhat the child of foreign parentage knows from birth.\nStill another way of securing and holding attendance is to know the\ncharacteristics and background of the various groups and races. We must\nshow that we are interested in them and they will be gratefully interested\nin us, a basic preliminary for organization and a promising gesture for\nmaintaining attendance.\nIn organizing the field and securing a steady attendance no fixed meth¬\nods or set rules for teacher or organizer will apply, but adaptability and\nflexibility to fit the environment in the non-compulsory branch of Ameriican education wisely exercised by able and conscientious servants of hu¬\nmanity will win victory in our war against illiteracy and ignorance.\n\n"}
{"page": 301, "printed_page": null, "text": "Department\n\nCONVINCING\nWILLIE\n\nLAWSON,\n\nof Adult\n\nTHE\n\nEducation\n\n297\n\nPUBLIC— ABSTRACT\n\nSUPERINTENDENT\nBLYTHEVILLE,\n\nOF\n\nCOUNTY\n\nSCHOOLS,\n\nARK.\n\nThe public is that group of people whom we must have to believe in\nthe progress to be attained from teaching the adult. This group may be\nmade up of the adults who will teach ; the adults who will be taught ;\nand the adults who will pay the bills. We will consider the last two\ngroups.\nThe adult to be taught — First, the illiterate, the man whose story has\nbeen emblazoned upon the hearts of a nation by that revered crusader,\nCora Wilson Stewart, the man whom we yearn to start upon his journey\nto light — short to many who have gone farther — but so long to him and\nso painstakingly made; then, the man who has some education, but would\nstrive for more; next, the man who has knowledge, but would fain know\nhow to use it; too, the man who can use his tools, but who wants to\nknow why he does it; and last, the man with the general education who\nwould specialize — all of these and more\nmust be convinced.\n\nwe\n\nwould\n\nassist, but first they\n\nThe adult zvho pays the bills — The banker, who knows full well that\nan educated people enlarges his deposits and makes surer his assets ; the\nmerchant, who admits that education improves the quality of his trade\nas well as increases the quantity; the doctor who realizes that his death\nrate decreases as education and training increase — all must be convinced\nthat an adult can be educated.\nThe\n\nfirst step in convincing the paying public is a scientific survey of\n\nthe locality, city, county, or state which is to be organized and adminis¬\ntered. I use the word scientific because the number of illiterates in the\nplace and a group of human interest stories are not sufficient. There\nmust be definite information as to the amount of education possessed by\nparents of school children, the correlation between the wage-earning power\nof these and their education, between their standards of living and their\neducation, between their cost to the state in crime and their education,\nbetween the percent of money which the bank uses belonging to these and\nto the educated man, between the buying propensities of the one with\nthe other; there must be figures to show that average daily attendance\nin day school is cut down\ncated patrons.\n\nby the lack of interest in school by the unedu¬\n\nSecond, probably included in the survey, but too important to be men¬\ntioned incidentally as a part of it— a definite program of finance. What\nwill it cost to institute a program of adult education? How will it be\napportioned between state, county, and locality? How will it be divided\nas to administration, salaries of teachers, and materials of instruction? In\nwhat ways will it pay dividends?\nThird, and one that will be neglected in the program of adult educa¬\ntion unless the necessitv of it is understood by the teachers — a svstem of\n\n"}
{"page": 302, "printed_page": null, "text": "298\n\nNational\n\nrecords and reports. From\nbe drawn,\n\ninformation\n\nEducation\n\nAssociation\n\nthis, accurate and dependable information may\n\nto furnish the most\n\nconvincing\n\nargument\n\npos¬\n\nsible. “It has been worthwhile in this place as shown by their reports.”\n“It has been valuable in this community heretofore. Last year, for in¬\nstance, we enroled so many, etc.” Work done and recorded is history;\nwork done and unrecorded becomes a fairy story.\nNot fourth and in addition to, but as a part of the other three, there\nmust be the human interest stories. Surveys, financial programs, records,\ntake on life when\n\nthey are backed by the need of a human\n\nbeing. Arkan¬\n\nsas’ legislative appropriation was saved one year by the story which a\nrepresentative told of his own struggles for an education after he was\ngrown. Such stories as a South Carolina mill-worker told at an il¬\nliteracy conference some years ago are worth retelling. I know a boy\nwho has finished high school and who is being assisted through an adult\neducation program to become a commercial artist. I live across the street\nfrom a man who is now in charge of the interests of two branches of\na large mill corporation. Within six months he will become attorney\nfor all of the southern interests of the corporation, and his law course\nhas come as one type of an adult education program.\nOur public demands facts. It will be convinced by surveys, programs\nof finance, complete records, provided it is convinced at the same time that\nthere are actually human beings who are reaching out after education,\nthat they can be taught, and that they will be taught.\n\nORGANIZING\nNINE\nMAUD\n\nA RURAL\n\nCOMMUNITY\n\nSCHOOL\n\nYEA RSJ EXPERIENCE IN BUNCOMBE\nNORTH CAROLINA— ABSTRACT\nWORLEY,\n\nWHOLE-TIME\nBUNCOMBE\n\nWORKER, COMMUNITY\nCOUNTY, N. C.\n\nBASED\n\nON\n\nCOUNTY ,\nSCHOOLS,\n\nThe careful organization of a rural community school forms the larger\npart of the attack on the specific illiteracy problem. The most helpful\nactivities in the organization of the schools are: Making a survey of the\nliterate and illiterate groups; securing the interest and cooperation of the\ncounty superintendent, of local school officials, of representative organiza¬\ntions, and of interested, influential individuals, in making a census, and in\nconducting a Write-Your-Name campaign.\nThe place of meeting may be a schoolbuilding, a church, rooms\n\nover a\n\nstore, a railroad car — any available place. Secure the consent of the right\nofficial or person for the building used. Give definite directions to janitor\nas to heat, light, and place of meeting. Adequate equipment should be\ncarefully collected and taken early to place of meeting, such as entrance\nblanks, textbooks, ruled paper, and sharpened pencils.\nCareful thought should be given to the selecting and training of teach¬\ners. The teacher should have understanding sympathy, vivid personality,\nfaith in the cause, a sense of humor, common sense, cooperative ability,\n\n"}
{"page": 303, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n299\n\nenthusiasm, teaching skill, leadership, and knowledge of adult psychology.\nThe teachers may be trained in institutes, summer schools, group meetings,\nby observation and by practise teaching.\nTo save the pupils, who naturally dread the first evening, from embarassment, there is usually no set program. As the pupils come in, they\nare given their choice of writing a letter to a friend, of writing name,\naddress, and copying sentences, or of learning to write their names.\n\nAfter\n\nfilling out the entrance blanks, or giving the information needed for fill¬\ning them out, all groups come together and join in saying or learning the\nnight-school poem, “It Couldn’t\n\nBe Done,”\n\nthe Twenty-Third\n\nPsalm,\n\npraying the Lord’s Prayer, and singing the official night-school song\n“Higher Ground.”\nOnly then do the teachers begin to feel that the attack on the illiteracy\nproblem in a rural community is safely launched.\n\nTHE PARENT-TEACHER ASSOCIATION\nADULT EDUCATION IN THE RURAL\nABSTRACT\nETTA\n\nJ. WILSON,\n\nEXECUTIVE\n\nASSOCIATION,\n\nSECRETARY,\nWILMINGTON,\n\nAS A MEDIUM OF\nCOMMUNITYDELAWARE\n\nCITIZENS\n\nDEL.\n\nI have been asked to speak to you on this subject today because it has\nbeen possible in Delaware to find a way to coordinate very closely the\nactivity of the Parent-Teacher Association and the Department of Adult\nEducation. When the State Bureau of Adult Education was created it\nfirst surveyed the field and recognized at once, as an agency with similar,\nalthough less intensively developed, working ideals, the Parent-Teacher\nAssociation which already had in operation 324 local associations, holding\nmeetings in the schools. Conferences followed. These revealed a tre¬\nmendous amount of work in the building up of new attitudes and the\nbreaking down of old inhibitions, already accomplished. A survey made\nby volunteer committees in these local associations the year before had\ntouched ten percent of the homes in rural Delaware. The returns afforded\na fresh and firsthand picture of the people with whom the new bureau\nwould work. There had been a questionnaire on economic conditions;\none on health and sanitation in the home and in the community; one on\nthe school building; one on the home,\nships.\n\nand another on social relation¬\n\nThe facts when compiled revealed a people mainly engaged in agricul¬\nture or occupations closely .associated with it; prosperous as farming com¬\nmunities go but showing in their homes a startling lack of modern con¬\nveniences. In a large portion of the state the small farm, which engaged\nat certain seasons the activity of the entire family, prevailed. In many,\nmany homes there was very little leisure. The groups when they did\npossess it were unable, for lack of standards and experience, to use it most\nwisely or derive pleasure from cultural things.\n\n"}
{"page": 304, "printed_page": null, "text": "300\n\nNational\n\nEducation\n\nAssociation\n\nOnly fifty percent of the homes, according to the questionnaires, re¬\nceived daily newspapers; only eighteen percent had telephones; only fortyeight percent pretended to provide any books for their children. Twentysix percent of the white families and thirty-two percent of the colored did\nnot permit their children to entertain their friends in their homes. Only\n1485 individuals reported on the subject of the movies. Of these seventy\npercent did not have access even to the pictures.\nA program committee appointed by the state parent-teacher association\nhad been supplying leaders in the local associations with discussion ma¬\nterial to be presented in a twenty-minute period, for the last four years.\nThese had presented for the consideration of the group such topics as\npersonal and community health; the wise use of leisure time; citizenship\nprojects; modern tendencies in education; and school buildings that are\nup to standard.\nAt the close of the period leaflets presenting pictorially the chief points\nof emphasis on the discussion had been distributed to all who attended\nthe meetings. Leaders in the state parent-teacher movement received with\nenthusiasm the announcement that the department of adult education\nwould be prepared to take up the work at the point at which the parentteacher association must leave it, and provide for more intensive instruc¬\ntion.\nThe\n\nvolunteer group immediately offered its services to the state bureau\n\nof adult education. As a result of subsequent conferences the parentteacher association became responsible for developing interest in evening\nclasses for adults. There was a conference at the state capital to which\nrepresentatives of all civic and patriotic organizations were invited. The\nliteracy rating of the state was cited and every man and woman urged,\nby an appeal to his patriotism, to contribute to the development of a\nmore intelligent citizenship. One association provided a car for a field\nworker which could not at that time be included in the budget. Another\noffered prizes to pupils in the night schools. The state association con¬\ntributed two posters which were printed in four colors and displayed by\nlocal publicity chairmen in their school district. Descriptions of the Thorn¬\ndike tests, with their revolutionizing ideas concerning the ability of older\nfolk to learn, were forwarded to the presidents of local parent-teacher\nassociations and made the subject of discussion in all meetings. Concrete\nstories of individual progress of men and women far advanced in life and\nof educational activities for adults in other states and countries were in¬\ncluded in the same packets. These, too, were retold in the meetings. As¬\nsociation members were urged to enrol in the 4Schools, not for their per¬\nsonal profit alone but also to induce others who might need it more to be\nwilling to do so. Associations were urged to honor men and women who\nmade the most of the opportunity to help themselves.\nIn the spring of the same year a man from each county who had done\noutstandingly good work in the first series of night schools was taken to\nWashington in recognition of the value of his effort to the state in its\n\n"}
{"page": 305, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n301\n\ntask of raising the intellectual level of the country’s citizenship. These\nmen, it may be interesting to note, were received by President Coolidge\nand congratulated upon the courage which had inspired them to make a\nnew start late in life.\nAs a result, the third series of night schools held in rural Delaware last\nwinter were supported by a public sentiment untinged by a feeling of\npatronage for those who enroled in them. “Every live thing grows,”\nhad become a much more general conception. “The world is changing so\nrapidly that even those most favored in their educational experiences need\nassistance in keeping up.” So completely had the sentiment changed from\nthat of the first year when the schools were regarded as something for\nthe unfortunate that the enrolment in many instances included not the\nleast, but the most capable, people in the community.\nTo\n\nsummarize:\n\nThe\n\nparent-teacher\n\nassociation touches all types of\n\npeople in the state’s life. It reaches in a way particularly its own, the\npart of the population, numerically greatest, which must be inspired with\na desire to lift itself before democracy can triumph. Dealing with a\ngroup in which reading habits are reduced to a minimum, the rural asso• ciation becomes an agency for carrying information, for helping build up\nstandards, for kindling a desire and a hope for a richer, fuller life as well\nas for better material things which cannot be neglected. The parent-teacher\nassociation can undoubtedly make a tremendous contribution in preparing\nthe way for the more intensive work of the state bureau of adult education.\nDelaware’s experience convinces us that there is opportunity for an excep¬\ntionally fine brand of team work between the volunteer and the state group.\n\nADULT EDUCATION AS A MEANS\nENRICHING AMERICAN RURAL\nOLIVE\n\nD. CAMPBELL,\n\nDIRECTOR,\n\nJOHN\n\nBRASSTOWN,\n\nOF VITALIZING AND\nLIFE— ABSTRACT\n\nC. CAMPBELL\n\nFOLK\n\nSCHOOL,\n\nN. C.\n\nThe John C. Campbell Folk School was located just three and one-half\nyears ago in response to an urgent invitation from the citizens of Brasstown,\nand the promise of land, labor, and lumber\n\nif we\n\ncould come.\n\n“We\n\ndo\n\nnot know what is the matter with the schools,” said the spokesman, who\ncame to see us, “but something is wrong. Our young people are leaving.\nThey do not want to stay here when they get through school. We want\na school to help the country.” Probably no one knew exactly what a folk\nschool was; certainly we did not know just how it would work out, but we\ntrusted one another and started.\nI do not know how familiar you are with our mountain country. Poverty\nis our great problem ; not alone the poverty which is spelled in an average\nannual income of under $100, but poverty in social and cultural resources.\nFrom the beginning the John C. Campbell Folk School took its place as far\nas possible as a normal home in the community. We were, and are, a farm\nfamily which faces in common with our neighbors the problems of depleted\n\n"}
{"page": 306, "printed_page": null, "text": "National\n\n302\n\nEducation\n\nAssociation\n\nsoil, inadequate equipment, distance from market, etc. As soon as our farm¬\nhouse was in usable condition and our farmer had arrived, we centered a\ngreat share of our energies on the farm, for we look to that before many\nyears as at least a partial means of support. It also serves as a demonstration\nfarm.\nBut however great our achievements in soil-building, our gains in pure¬\nbred chickens, hogs, and dairy cattle, we could not hope for adequate returns\nuntil we could ship steadily a high grade product in large quantities. Our\nown success was bound up with that of our neighbors, or in other words,\nthe hope for us all lay in cooperative effort. It was in the first three months\nof our existence, while a large group was working daily on the farmhouse,\nthat the organization of a credit union, or a savings and loan association\nas we call it in North Carolina, was talked through and decided. We\n\nbegan\n\nwith only twenty-eight senior and four junior members and a share capital\nof $155, but business grew steadily. Today we have over eighty members\nand deposits and shares of over $1700. This accumulation of our own sav¬\nings lent out to members for productive enterprises in our midst, turning\nover and over, has helped us individually and collectively to get started, as\nwell as taught us the value of common action. We could not get along\nwithout it.\nA farmers’ association and mill followed next, then a cooperative hatchery\nand a cooperative creamery. What these organizations, if successful as they\npromise to be, will mean\n\nto us economically, I would\n\nnot dare say. What\n\nI do wish to point out is that they not only involve adult education of a\nmost deep-reaching kind, but they are in themselves most effective means\nof adult education, for they stretch our minds, widen our horizons, and stir\nus to new efforts along many lines.\nYou will observe that our farm program merges naturally into community\nactivities, but cooperatives are not the only community activities. We have\nweekly Saturday night meetings a good part of the year. They are largely\nsocial in character with singing, games, and sometimes an address or pre¬\npared program. They are attended by old and young.\nThe women have an active club which meets regularly once a month\nat the home of its members, and which takes care of community\n\ncelebrations,\n\nChristmas, old people’s dinner, and exhibit at the county fair. The men, too,\nhave organized and are adding their active support of community progress.\nAnd\n\nnow\n\nfor our third side, the school proper which, held back by lack\n\nof equipment, has nevertheless been developing slowly but steadily along with\nthe other activities. If you had come to see us this past wdnter, you would\nhave found a little group of teachers and students housed in a large, un¬\nfinished frame building, without water or heat, except that from the big\nfireplace. Under\n\nphysical difficulties which\n\nwould\n\nhave dampened\n\nany\n\nformal enterprise, we lived and studied and played together from\ncember first to March first. And we parted with real regret.\n\nDe¬\n\n"}
{"page": 307, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n303\n\nThe students ranged in age from sixteen to thirty-three. (We very\nmuch prefer not to take them under seventeen, but do take an occasional\nlocal boy or girl of sixteen.) In grades they ranged from four to ten. Most\nof them worked their way through, and all were busy before nine in the\nmorning and after three in the afternoon, with chores of farm and home.\nThe rest of the morning was taken up with opening exercises, and a generally\ncultural program.\n\nThe afternoon was given over to practical work.\n\nGym¬\n\nnastics we had four times a week, twice at night w’hen the neighbors could\ncome and join in. Two nights a week we spent in reading along any line\nsuggested by the talks, and it was very surprising to me what a real start\nwas made in books, for reading is hard work for many of us.\nAs far as possible we related everything to the life and experiences of the\nstudents. Arithmetic problems had to do with measuring lumber or with\ncooking recipes. The four cooperatives furnished endless material for prob¬\nlems, and at the same time opportunity for explaining the ideals and ad¬\nvantages of cooperation. We surveyed for our own water system, and for\npiping down water for the parents of one of the boys. The farm was our\nagricultural laboratory, and the boys became immensely interested in it.\nSuch real interest as there was in judging the cattle, then following up the\nfindings with the Babcock tester at the creamery!\nHistory and geography are formal names for the series of talks given under\nthose titles. Indian lore which started in a discussion of arrowheads, axes,\nand other relics, picked or ploughed up in our fields — once Cherokee Indian\nland — wandered to other Indians and Stone Age people in this and ad¬\njacent lands; then across the water into Assyria and Egypt; and back again\nto America to see what the white settlers brought with them, and what the\nIndians contributed to their culture.\nGeography, which started with great trade routes and the influence of\ngeography on the settlement and development of America, wandered off into\nreasons for climate, the relation of earth to sun, and new’ discoveries about\nthe starry spaces beyond. We learned, out under the sky, some of the more\nfamous constellations.\nThe English ballad and folksong, still lingering in this section, were put\nin their historical setting and related to other folksongs of other countries.\nWe sang them wdth enthusiasm.\nnight.\n\nSinging games\n\nwre played every Friday\n\nThe variety of the life w~as, I think, one of its greatest attractions. The\nstudents not accustomed to sitting for long periods or to concentrating their\nminds were\n\nnot taxed too long in any one direction. They\n\nlecture to arithmetic or writing; from\n\nmoved\n\nfrom\n\narithmetic or writing perhaps to\n\ngymnastics, or to agriculture which dealt in discussion fashion wflth things\nfamiliar.\nThe practical wmrk of the afternoon exercised their energies in new ways.\nThey tramped the fields with the surveying compass and tripod ; they bent\nover the drawing\n\nboard, or hammered\n\nironwork\n\non the anvil. The\n\ngirls\n\n"}
{"page": 308, "printed_page": null, "text": "National\n\n304\n\nEducation\n\nAssociation\n\nfound endless variety and interest in their weaving and sewing, and they\nsang as they worked. Life was very simple, but time very full. There was\nlittle chance to be lonely or restless. And so the three months slipped away.\nThis coming winter we plan a four months course which, we hope, will\n\nbe more satisfactory because we shall have equipment, a furnished building,\nrunning water, and a shop. We see no reason yet, however, for changing\nthe general plan. The aim of our teaching will continue to be the leaching\nof heart and mind, rather than primarily to furnish information. We shall\ngive no examinations or credits, for we believe the most important thing\nis to set the mind in motion, to fire the imagination, stir the purpose. Once\nthe mind is stirred, once the purpose fixed, the student will of himself go\non to secure the information he feels he needs for his life work and de¬\nvelopment. He will go on growing and he will sing behind the plough.\n\nPROBLEMS\n\nFOR STUDY AND RESEARCH IN ADULT\nEDUCATION— 1929-1930— ABSTRACT\n\nMARGUERITE\n\nH.\n\nBURNETT,\n\nDIRECTOR\n\nSTATE\n\nDELAWARE\n\nOF\n\nADULT\n\nRURAL\n\nEDUCATION\n\nTo a group of people committed to the philosophy and methods of adult\neducation it must be strangely disconcerting to have any one person pre¬\nsume to formulate or even to suggest problems for study and research.\nWhen Mr. Castle asked us to do violence to your traditions in this way, he\nmust have thought of it as a necessary and desirable method\n\nof stimulating\n\nthinking on a hot July afternoon.\nBefore presenting the problems that I have prepared to submit to you, I\nwish to emphasize certain factors that I believe should be taken into con¬\nsideration in any discussion of study and research in the field of rural adult\neducation by the Department\ntion Association at this time.\n\nof Adult Education\n\nof the National Educa¬\n\nFirst : Most of the people here today have been actively engaged in vari¬\nous forms of publicly supported academic rural education for the past\ndecade. They are in a position to know what problems require study and\nresearch in this particular field and to provide material to assist in the\nmaking of these studies.\nThey represent, however, only one of the forces contributing to rural\nadult education at this time. They include few, if any, representatives of\nagricultural and home economic extension service whose increased federal ap¬\npropriations are making a rapidly expanding and enriched program of adult\neducation for rural American life, state universities having extension activi¬\nties covering a wide range of rural adult interest, The Grange, ParentTeacher Association, and other voluntary organizations that contribute\nmuch to the adult education of rural communities.\nSecond : Several problems in rural adult education are being made sub¬\njects of research and study by the American Association of Adult Educa-\n\n"}
{"page": 309, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n305\n\ntion. This association is well staffed and financed for this type of work.\nIt is desirable for this department to follow and to profit by their activities.\nBefore anything is done with any of the questions and suggestions that\ncome out of this meeting, they should be referred to Mr. John D. Nillard,\ndirector of rural adult education for the American Association to determine\nhow much has been done on them by that organization.\nThe problems which I bring to you have grown out of my experience\nand observation in the field of rural adult education during the past four\nyears. Because of this fact they may be peculiar to the conditions under\nwhich I work rather than to the situation in general. Since their only\npurpose is to challenge you to discussion this is not such a grievous fault.\nSeveral of them concern matters that lend themselves to survey and study\nrather than to intensive research.\n1. What\n\nis the present status of rural adult education in the United\n\nStates? (This would include a complete survey of any form of purposeful\nand sustained effort to increase knowledge and appreciation of rural adult\npopulations.)\n2. What has been the return on investment in various forms of rural\nadult education during the past decade as indicated by a study of results\naccruing from work in this field?\n3. What is the most effective method of organizing opportunities for\nadult education in rural communities?\n4. What\ntion ?\n\nare the needs and desires of rural communities\n\nWHAT\n\nfor adult educa¬\n\nACTIVITIES ARE BEST CONDUCTED\nCOMMUNITY CENTERS?— ABSTRACT\n\nJ. H. MONTGOMERY,\n\nDIRECTOR,\nOF\n\nFirst, the community\n\nCOOPERATIVE\n\nEDUCATION\n\nIN\n\nASSOCIATION\n\nVIRGINIA\n\ncenter should endeavor\n\nto hold to those activities\n\nwhich build up unity, good fellowship, clear thinking, and constructive\naction. It should also remain as free as possible from those activities which\nbreed discord, class distinction, and unhealthy rivalry.\nA second principle to be made use of is that the community\n\ncenter seek\n\nto meet the needs which are not already cared for. Duplication of effort\nand conflict with the activities of other organizations should be prevented\nso far as possible. This principle would\ncommunity\n\nrequire a careful study of the\n\nto discover the needs. That is in fact the first step which should\n\nbe taken in establishing a community center. We would say that a com¬\nmunity center should include health, cultural, social, civic, recreational, and\neconomic activities as basic.\nA\n\nmatter\n\ncoming\n\nmore\n\nof first consideration in any community\nand more\n\nis health. We\n\nare\n\nto realize that sound, healthy bodies are a first\n\n"}
{"page": 310, "printed_page": null, "text": "306\n\nNational\n\nEducation\n\nAssociation\n\nessential in promoting any worthwhile activities. A study of the proper\ncare and feeding of infants and children along with a study of prevention of\ndisease, diet, proper and necessary exercise, is useful and necessary for any\ngroup. When we speak of study we wish it understood that practise is in¬\ncluded as essential and it should be practise with success. Learning should\ntake place and will only take place through practise or actual experience.\nThe information given should be tested, practised, and the results evaluated.\nIf demonstrations cannot be carried out at the center, the necessary activities\nshould be undertaken\n\nin the home\n\nand in the community.\n\nHealth lectures\n\nas well as other lectures by technically trained and well-informed people are\nhelpful just to the extent that the information given is put into practise,\ntested, and results evaluated. Then this practise should be continued till it\nis successful and habit-forming.\nCultural activities including music, art, drama, literature, and expression\nare very valuable. Teach good music through the practise of good music —\npractise in some way by all who participate in the community center. That\nmust be true of art, drama, literature, and expression.\nThe principles of good music can be presented and studied, then the par¬\nticipants should be given the opportunity to go through the learning process\nby selecting, practising, evaluating, what they think is good music. After\na study of the principles of art they can learn by applying the tests to pic¬\ntures, paintings, and drawings and those who care to do so should be en¬\ncouraged to submit work of their own. Time will not permit a presentation\nof each item included, but the principles are the same.\nCivic problems are usually the popular ones in a community center. We\nneed to constantly seek for the improvement of civic conditions. What\nconstitutes a good citizen ? Here is a problem that adapts itself to the learn¬\ning process, but we are inclined to have someone lecture or we read a book\non the subject and expect that to produce good citizens. That is not the\nplan for developing a good architect or physician or mechanic. Let the\npeople have direction in, and practise of, good citizenship and discover what\nit is by their own efforts.\nSocial problems are usually part of the work or activities of social centers.\nInstead of simply telling people about their social problems they should be\nled to find and solve — successfully — some of their immediate social prob¬\nlems. These discoveries and solutions will lead to the discovery and solution\nof still other social problems of the community.\nSome economic problems can well be included in community center activi¬\nties. There is no more perplexing problem than that of public taxation.\nEverybody wants lower taxes and yet get larger outlay from taxes for\nall public interests. Why do we tax? What do we do with taxes? What\nand who should be taxed ? How make the tax rest on all according to ability\nto pay? How to expend or administer taxes with least overhead cost com¬\nmensurate with the largest good ? Instead of waiting for politicians to\n\n"}
{"page": 311, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n307\n\narouse the passions and prejudices of the people over taxes, make an intelli¬\ngent study and help the people to learn for themselves this tax problem\nso they may wisely and intelligently support a just system and efficient\nadministration.\nProblems\n\nof wages, living expenses, insurance, thrift and other economic\n\nproblems can very well be accepted as among good activities for a com¬\nmunity center.\nRecreation should be included in the activities of all community centers.\nWe American people are too much inclined to want a few persons to amuse\nand entertain us and call that our recreation. We should learn to enjoy\nrecreation of our own creation. Then if people are to tackle and find solu¬\ntions for their many other common problems they need to get acquainted with\neach other and find happy and successful cooperation through playing to¬\ngether. Simple, easy games, indoor and outdoor, sufficiently diversified for\nall to take part in, should help to make the community center a happy and\npopular place.\n\nSUPPORT\n\nOF COMMUNITY\n\nKATHERINE\n\nDOZIER,\n\nACTIVITIES— ABSTRACT\n\nSUPERINTENDENT\n\nMANUFACTURING\n\nCOMPANY,\n\nOF\n\nSCHOOLS,\n\nGAINESVILLE,\n\nPACOLET\n\nGA.\n\nThe source of support of community activities varies with the nature of\nthe community and with the activities engaged in.\nSince my experience along this line has been with an industrial com¬\nmunity my opinion will naturally be in accord with what we find practical.\nOur villages are owned by our mill stockholders and many things are\npossible of accomplishment in our industrial communities because of the\nvision of our executives and the generous support given our plans.\nMills, homes, churches, schools, amusement and recreation halls, health\ncenters, all must be considered and provision made for all these various\ninterests.\nWith\n\nsanitary conditions in the mills, modern\n\nconveniences in the homes,\n\nour interests naturally center in church development, recreation — indoor\nand outdoor, amusement, health, and education. Let us take each of these\nin order and see how they are supported and maintained.\nThe policy of the company is always to encourage selfsupport and initia¬\ntive in all activities, playing in every instance a fifty-fifty policy. For\nexample the Pacolet Mills Baptists and Methodists wished to build new\nchurches and modern Sunday-school rooms with good equipment. They\nmade the necessary plans for the desired plants and presented the same to\nour president. He approved and the company put up dollar for dollar every\nsubscription listed by the church members and supplemented the total with\neven more generous gifts that the desired goal might be reached.\nThe social life of our young people is another example of helping those\nwffio help themselves and represents the growth of independence and leader-\n\n"}
{"page": 312, "printed_page": null, "text": "308\n\nNational\n\nEducation\n\nAssociation\n\nship through proper training and guidance. At first all our community\nparties were planned by the teachers in the village who served also as com¬\nmunity leaders. These teachers gradually developed assistants by assigning\nresponsibilities to the young people who were interested in the parties and\nby actual experience taught them to plan and carry out their own entertain¬\nment. Today the social club plans its own parties, pays for its refreshments,\npays its own musicians for its dances, and functions in every way as inde¬\npendently as any similar club would do.\nThe musical activities of New Holland and Pacolet Mills are among the\nmost popular features of our community life. Money is always forthcoming\nfor new instruments, music, and other needs, either by private subscription,\nor a program given by the musicians, with the knowledge that the company\nwill supplement funds as needed or desired.\nOur health work begins with training of our girls in “The\n\nLittle Moth¬\n\ners’ Club.\" Our community nurse gives these teen age girls regular lessons\n'in home hygiene, home care of the sick, and caring for the baby brother or\nsister. Prenatal care is given expectant mothers and for the first month after\nthe arrival of the baby the community nurse visits the home daily, weighing\nand bathing the baby herself for the first two weeks.\n\nPreschool roundups\n\nare held in the summer. Vaccination, toxin, anti-toxin, typhoid serum at\nstated intervals are general precautionary measures taken for everybody.\nTonsil and dental clinics are held in connection with the physical examina¬\ntions and all children having defects attended to if possible before being\nadmitted to school. The health program is carried on throughout the\nchild’s school life. After that time his habits are so fixed that he continues\nto take reasonable care of his health in maturity. Any underweight or\nundersized children in school are placed in nutrition classes where the school\nnurse instructs them in proper diet, exercises, health habits. The physical\ndirectors cooperate in seeing that proper exercise is given and the domestic\nscience teacher looks after the diet card, teaching some member of the\nfamily, one of the girls in school, the proper preparation of the food needed.\nMothers are enlisted by home visits by the nurse and teacher and all work\ntogether for the proper development of the child in question.\nThe schools are operated in a similar cooperative way.\n\nNo\n\nwritten re¬\n\nports are issued about the child's standing in classes and social responses,\nbut visits to the home at frequent intervals made by the teachers keep the\nparents informed by direct contact concerning the work and needs of the\nchildren.\nSince the question under discussion as given to me by our chairman\n“To\n\nWhat\n\nExtent\n\nShould\n\nCommunity\n\nActivities be Supported\n\nwas\n\nand by\n\nMT at Agencies?\" I think our own policy practised successfully in our\nindustrial villages, namely fifty-fifty as between management and opera¬\ntives when such support is needed and individually by either the one or the\nother as common sense dictates, will apply to any community under any\nconditions.\n\n"}
{"page": 313, "printed_page": null, "text": "Department\n\nof Adult\n\nFor example, a place of amusement\nand sponsored by the company\n\nEducation\n\nand entertainment\n\nuntil the young\n\n309\n\nbeing provided\n\npeople were\n\nready to take\n\ncharge and run it themselves furnishes an illustration of patriarchal pro¬\nvision until the children are old enough to plan and shift for themselves\nwhich is socially sound and in perfect harmony with family government.\nThis plan has not pauperized society nor will it pauperize any community.\nSince the good health of a people is just as vital to industry as it is to the\nfamily a generous provision made by the company with a liberal support from\nthe family in cooperation and intelligent response for the general good\nresults in a sound economic policy for all concerned.\nSince a civilized mind contributes to the general welfare, money spent\non all education whether of mind, soul, or body, gives rich returns on the\ninvestment and secures expansion of the social order with growing develop¬\nment. Therefore, school buildings, recreation centers, churches, Sundayschool buildings, with adequate equipment, do not represent expensive out¬\nlay, but a good sound business investment yielding sure dividend.\n\nSOME\nMRS.\n\nADMINISTRATIVE ACTIVITIES IN A RURJL\nMUNITY SCHOOL PROGRAM— ABSTRACT\n\nJ. M.\n\nDAY,\n\nWORKER, BUNCOMBE\nWHOLE-TIME\nSCHOOLS, ASHEVILLE, N. C.\n\nCOUNTY\n\nCOM¬\n\nCOMMUNITY\n\nIn the administration of rural community schools, experience proves that\nthe less machinery in evidence the better, but this machinery must be\ncarefully planned and operated. A director, whole-time workers, and\nteachers chosen with the approval of the county superintendent seem to\nform an adequate staff to carry out a definite, practical, and intensive\nprogram.\nThis program\n\nwill include the securing of funds; use of wise and tactful\n\npublicity, delegating duties and responsibilities to whole-time workers,\nteachers, home-making experts, colored teachers ; securing cooperation\nof representative, literary organizations and individuals, planning pro¬\ngrams, choosing textbooks, commencements, recreation, travel projects,\nscholarships ; keeping adequate records of results ; and checking on the out¬\ncomes of the rural community school program.\nObjective checks for the outcome of the work may be found by re¬\nviewing the benefits to (1) day schools, (2) preschool child, (3) adult.\n1. During the past four years, Asheville has risen to first rank among\nthe city school systems of the state, and Buncombe\n\ncounty has risen from\n\nthirty-first place to tenth among the rural systems. The attendance in\nrural schools has increased eighteen percent. A number of factors have\nbrought about these results, but both county and city officials count the\nnight schools among\n\nthe appreciable factors. The\n\nsuperintendent of pub¬\n\nlic welfare says, “A parent taught means a child in school.” Health pro¬\ngrams of the day school are made to function more effectively through\n\n"}
{"page": 314, "printed_page": null, "text": "National\n\n310\n\nEducation\n\nAssociation\n\ncooperation, vaccination, and tonsil operations made easier, more\nfrequent baths and change of clothes, and better lunches made possible\nthrough firsthand interest of the mothers.\n\nhome\n\n2. Happier and more normal home environment\n\nis provided and a fairer\n\nchance for success in life is given the preschool child, through his re¬\nceiving his strongest and most lasting impressions from parents with higher\nstandards of living. Better habits and attitudes will also be formed by\nchildren of well-taught parents.\n3. In some groups which have been taught, there has been a definite in¬\ncrease in the following observable human values and interests: (a) There\nhas been a definite and apparent increase in self respect; (b) more intelli¬\ngent participation in community affairs; (c) a growing realization of\ntheir responsibilities and privileges as citizens; (d) closer family relation¬\nships through ability to write letters to each other; (e) more Bibles and\nnewspapers\n\nread; (f) more\n\nsavings accounts kept; (g) more\n\nunderstand¬\n\ning patriotism; (h) growing ability to initiate and carry through com¬\nmunity projects; (i) more enjoyment of moving pictures; (j) cleaner and\nmore attractive homes; (k) development of group leadership; (1) in¬\ndividual lives made happier and more efficient.\n\nHOW\n\nARE\n\nCAROLINE\n\nWE\n\n\" HOLDING ” THE ADULT\nABSTRACT\n\nA. WHIPPLE,\n\nLet us enumerate\n\nSUPERVISOR\n\nsome\n\nOE\n\nADULT\n\nIMMIGRANT?—\n\nEDUCATION,\n\nALBANY,\n\nN.\n\nY.\n\nof the facts that tend to keep up attendance.\n\nAmong the most fundamental, we would doubtless agree on the follow¬\ning: A teacher really interested in her students and ready to help them\nin any way possible; pleasant surroundings and satisfactory accommoda¬\ntions such as comfortable seating, good lighting, and easily accessible class¬\nrooms; an intelligent and thoughtfully planned system of initial and con¬\ntinued registration and grading; lessons so planned and conducted that\nthere is a feeling on the part of the student that something concrete and\ndefinite has been accomplished at each session ; an abundance of illustra¬\ntive material in the way of maps, charts, objects, pictures, flash cards ;\na variety of method and teaching devices; subjectmatter that appeals to\nthe interest of the students and that has practical application for him;\nwell-planned and well-kept notebooks that contain material of practical\nvalue such as properly filled out checks, bills, deposit slips, receipts, cor¬\nrectly written business letters, telegrams, cables, and summarized informa¬\ntion on city ordinances, naturalization, and immigration laws.\nOther aids to good attendance would include visits to places of interest;\nthe use of visual instruction by means\n\nof slides and films; school clubs of\n\nvarious kinds ; a school paper ; music by means\n\nof victrola, radio, school\n\n"}
{"page": 315, "printed_page": null, "text": "Department\n\norchestra; well-planned\n\nof Adult\n\nEducation\n\n311\n\nexhibits, pageants, dramatics, dances, and social\n\nreceptions; certificates of attendance (to be used with caution) ; a certifi¬\ncate of accomplishment of certain definite units; cooperation between nat¬\nuralization courts and the schools, whereby proper recognition to school\nattendance ; suitable closing exercises ; student committees for visiting sick\nand absent members or writing to them; and “service stations” or infor¬\nmation bureaus in school buildings.\nThe\n\nsubject of attendance is complicated as anything is which\n\ndepends\n\nupon human desires and human limitations. There are certain basic fac¬\ntors that tend to make attendance stable; there are opposing factors that\njust as surely tend to break it down.\n\nYet, with the best of conditions, a\n\ncertain amount of dropping out of irregular attendants is inevitable, in¬\nasmuch as we are dealing with adults who are doing this school work only\nincidentally.\nSometimes, with the best of teachers and the best of technic, the results\nare disappointing, but these are usually the exception that prove the gen¬\neral rule. Above all, a teacher should know her group. What will prove\nattractive to one set of students will prove distasteful to another. For\ninstance, some\n\nmen\n\nand women\n\ndrop out expeditiously if socializing fac¬\n\ntors are introduced, for they resent having the time taken from formal in¬\nstruction.\nMore\n\nstudies of attendance should be made\n\nand the total registration\n\nshould be scientifically analyzed with all losses accounted for. It will be\nfound that a certain proportion of these losses will be due to conditions\nentirely outside the teachers’ province. Some others might have been pre¬\nvented. The task, then, for the teacher and supervisor is to concentrate\non these and to find a remedy for the conditions producing these unde¬\nsirable results. The students, themselves, should be encouraged to suggest\nremedies, for it is difficult for even the best-intentioned teachers and\nsupervisors to get the point of view of these mature pupils.\n\nHOW\nAGNES\n\nARE\nM.\n\nWE\n\nBACON,\nSTATE\n\n“GETTING” THE ADULT\nABSTRACT\nRHODE\n\nISLAND\n\nDEPARTMENT\n\nOF\n\nSTATE\n\nSUPERVISOR\n\nEDUCATION,\n\nIMMIGRANT?—\nOF\n\nAMERICANIZATION,\n\nPROVIDENCE,\n\nR. I.\n\nIn the promotion of a program by which we hope to engage the atten¬\ntion, interest, and cooperation of the adult immigrant in such a manner\nthat these may be capitalized to ensure attendance in the various types\nof classes offered, we\n\nmust have in mind\n\ncertain definite objectives and\n\nlines of procedure in our plan of organization.\nBefore any comprehensive\n\nworkable\n\nplan can be formed\n\nit is necessary\n\nto know the community and its needs. Sources of information are avail¬\nable in every community and these should be used to the fullest extent.\n\n"}
{"page": 316, "printed_page": null, "text": "312\n\nEducation\n\nNational\n\nA\n\nof the data\n\nsummary\n\nfrom\n\nAssociation\n\nthe United\n\nthe state\n\nStates census, from\n\ncensus, and data secured through questionnaires, will furnish the compo¬\nsition and characteristics of the immigrant population and of the educa¬\ntional, recreational, and other facilities available to them.\nWe must have in mind the groups definitely needing assistance — with\nspecial recognition of the needs of foreign-born adults who must acquire\na knowledge of English before they can properly make adjustments into\nAmerican\nwho\n\nlife ; and those who\n\nhave made\n\nwish to prepare themselves\n\nsome\n\nfor a more\n\neducational progress and\nadequate\n\nparticipation in\n\nAmerican life. A genuine interest in the provision of educational oppor¬\ntunities for all people, regardless of age, must be aroused both with the\ngeneral public and with those entrusted with the administration of school\naffairs.\nWe\n\nmust have the interest and cooperation of school officials before we\n\ncan presume\nWe\n\nto enlist the interest of the adult immigrant.\n\nmust be prepared to furnish carefully trained teachers who\n\ninterested in the people individually and socially, who\nthe highest type of service to be rendered, and who\n\nwill be\n\nwill have in mind\nwill make\n\n“partner¬\n\nship” their basis of teaching — a teacher who has a love of humanity and\nappreciates the “human content.” We must further be prepared to offer\nsuitable methods and content. Without abandoning certain idealistic\naspirations it is well to keep in view the desirability of enabling the stu¬\ndents to cope with the needs of the moment so that they may better adapt\nthemselves to their future work.\nI should suggest as a working\nimmigrants\n1. A\n\nplan to secure the attendance of adult\n\nin various classes that we be prepared to offer:\n\npromise\n\nof friendly cooperation\n\nand\n\nthe generous\n\nsupport\n\nof the work\n\nunder\n\nof the project\n\nby the general public and the school officials.\n2. Right\n\nadministration\n\nand\n\norganization\n\nthe direction of\n\ncarefully trained leaders — supervisors and teachers.\n3. A\n\nsuitable program\n\nwhich\n\nwill meet\n\nthe needs\n\nand\n\nabilities of the students\n\nand satisfy their desires.\n4. Cooperation\n5. Well\n\nwith all public or semi-public agencies.\n\ndirected and comprehensive\n\n6. Adaptable\n\npublicity.\n\ncourses for higher education.\n\nIn the last analysis, the major part of the success depends upon\n\nthe\n\nsalesmanship of a teacher whose efforts produce “a satisfied customer”\nbecause the teacher is after all the school and to the teacher is accorded\nthe great privilege and the duty of making the schoolroom\nattracts the Faithful.\n\nthe Mecca\n\nthat\n\n"}
{"page": 317, "printed_page": null, "text": "Department\n\nHOW\n\nof Adult\n\nEducation\n\n313\n\nARE WE “TRAINING” ADULT IMMIGRANTS\nIN TELLIGEN T Cl T I ZEN SHIP f—ABS TRACT\n\nROBERT\n\nC. DEMING,\n\nDIRECTOR,\n\nDEPARTMENT\n\nOF\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nADULT\n\nEDUCATION,\n\nHARTFORD,\n\nCONN.\n\nFOR\nSTATE\n\nThe subject asks in effect “How are we now training pupils?” and\n“How should we train such pupils?” Training in logic and philosophy\nprompts us to proceed from the known to the ideal, from the present to\nthe future. Hence we will take certain unapproved practises and criti¬\ncize them briefly. One of the main faults in training for citizenship is\nits presentation in a “lesson per evening” dose, machine-like, uninspired,\nand drab fashion. Second, such lessons are often without local or per¬\nsonal application, the pupils feeling that a future picture of citizenship\nis being described to them instead of a future experience. Third, lessons\nin citizenship are often presented without any historical background or\nconstructive principles. Fourth, such socalled “training” is presented\noften enough as a civic lesson without regard to either reading, writing,\nor spelling material. Could anything be more uninspiring?\nAt the last analysis, the teaching of intelligent citizenship depends\nnot on a course of study, not on any civics lessons, but upon the very\nexample, ideals, and character of the teacher himself, and on his pre¬\nsentation of all subjects of information to his pupils. Can we teach\npatriotism by any course of study? My answer is yes, if there is also\na teacher who is in himself a fine example of patriotism.\nNow for the brighter side. This will illustrate not only how we are\nteaching and training for intelligent citizenship in many places, but\nhow we should do it. Training for citizenship is not a rule of thumb,\nbut a personal matter. It is the business of life, of living together with\na feeling of responsibility towards our fellow-members of the community.\nIt should show us how we can live together and best share our activi¬\nties and how we must realize individually that our destiny is in our own\nhands and that society reacts largely on\nchanical basis.\n\na spiritual and\n\nnot\n\na me¬\n\nThere must be a broad understanding of American life, not only in\nthe present, but in the past, the principles upon which our nation and\ndemocracy were founded, how those principles differed from others ever\nbefore expounded, and how\nhad long fought for them.\n\nwe borrowed many from countries which\nThe pupils should be led to tell of their\n\nown country’s fight for freedom, of their own heroes. The formal\nacademic atmosphere of the classroom should give way to fraternal and\ninformal discussion. There should be a study of our monetary, busi¬\nness, and agricultural, and industrial systems; on our standards of living,\nour health and hygiene; and on our opportunities in many directions.\nThe\n\npupil should feel that, while this country is not perfect and has\n\nits problems, it is and will be the greatest experiment\n\nin government\n\n"}
{"page": 318, "printed_page": null, "text": "National\n\n314\n\nknown to mankind\ntributions.\n\nand\n\nEducation\n\nAssociation\n\nit calls for and\n\ndemands\n\nconstant\n\ncivic con¬\n\nEverything should have the greatest possible application to everyday\nlife. The ideals, achievements, and complexities of former American\nperiods should be brought down to present problems. There should be\nfrequent visits, if your class is of the proper type, to the libraries, mu¬\nseums, fire departments, police stations, and to all civic departments\nof interest.\nIn the socialization process there may well be spirited class discussion\non assigned topics, with progress along ethical as well as political and\nsocial lines. Correlate all these subjects with your reading, writing, and\nspelling, particularly with reference to the student’s daily life.\nFinally, a course in training for intelligent citizenship should at least\nnot fail to touch vipon the following characteristics of the best Amer¬\nican life:\na. Private gain only in harmony with public welfare\nb. Honest thought and purity in action as necessary for social welfare\nc. Soundness of family life\nd. Wholesomeness of spiritual idealism\ne. The need for justice and neighborliness between individuals\nf. Need for thoroughness not speed, and of quality instead of quantity.\ng. The fullest development of the personality\nh. The danger of race prejudice\ni. The right of the state over the individual\nj. Equality in opportunity\n\nand before the law\n\nSECRETARY’S\n\nREPORT\n\nFirst Session, Monday,\n\nJuly 1, 1929\n\nThe Department of Adult Education held its Annual Meeting at the Woman’s\nClub on Peachtree Street. Eighty-one were present at the first session. In the\nabsence of Secretary Marsh, Mr. Deming was appointed secretary pro tern.\nPresident Castle announced the requirements for the evening dinner, requested\nslips, and intro¬\n\nall present to record their names and addresses on the attendance\nduced Director T. W. Clift, who spoke a few words in greeting.\nThe following committees were appointed:\nNominations — W.\n\nC.\n\nnesota; Mrs. Elizabeth\nDeming. Connecticut.\nResolutions— -A.\n\nR. L. McCausland,\n\nE.\n\nSmith,\n\nchairman,\n\nC. Morriss, North\n\nRejall,\n\nNew\n\nYork;\n\nNew\n\nYork;\n\nCarolina;\nMrs.\n\nKatherine\n\nT. W.\n\nAgnes\n\nM.\n\nM.\n\nKohler,\n\nMin¬\n\nClift, Georgia;\n\nR. C.\n\nBacon,\n\nRhode\n\nIsland;\n\nHill, California;\n\nAlonzo\n\nCalifornia.\n\nAuditing — Marguerite\n\nH. Burnett,\n\nDelaware;\n\nDr.\n\nE. W.\n\nGrace, Ohio.\nMiss Wil Lou Gray, as presiding officer for the session, then introduced Dr.\nR. E. Tidwell, State Superintendent of Education for Alabama, who summarized\nthe work in adult education being carried on in the south. In the discussion follow¬\ning his talk Dr. Hill of Los Angeles stated that in several communities in southern\nCalifornia there were more adults attending evening secondary schools than minors\nattending during the day and explained the plan by which these results were\nsecured.\n\n"}
{"page": 319, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n315\n\nFollowing Mrs. Morriss’ paper discussion developed that several of the southern\nstates have well developed programs. South Carolina, Alabama, and Arkansas have\nseveral live counties but others lie dormant. Missouri, Virginia, Texas, Georgia,\nNorth Carolina, and Kentucky have intensive work in the cities, but not much\nelsewhere. Louisiana has $100,000 for two years, but with no prospects of anything\nafter that. The question is: “Why the difference of opinion?” Intense enthusiasm\nof all concerned in some states and counties and lethargy elsewhere. Oklahoma,\nTennessee, Mississippi, and Florida report no activity at present. The effect of\nthese things is deep and vital on children and parents, yet nothing is done. Is it\npolitical retrenchment?\nFollowing Dr. Riley’s talk discussion brought out that no state university exten¬\nsion course actually does any teaching through paid instructors, but encourages and\nstrengthens the enrolment and its proper inauguration and organization.\nFollowing Miss Templeton’s talk discussion developed that all county and state\nand city library systems are looking for technical experts to departmentalize the\nlibrary fields. Reading lists should be suggested by the authorities in the univer¬\nsities giving the courses and warning the libraries of the requirements. The uni¬\nversity might even have its own lending library.\nMr. Zermer was not present.\n\nAll Southern\n\nDinner\n\nFollowing the banquet and entertainment Monday evening, July 1, a business\nsession of the department was held with thirty members present.\nIt was voted that the three divisions meeting the next day be empowered\nofficers to carry on their work.\nIt was voted to elect a president, executive\nfor the executive committee.\nThe\n\nfollowing\n\nmembers\n\nof the committee\n\ndirector, secretary\n\non bylaws\n\nM. Kohler, Minnesota; L. R. Alderman, Washington,\nfornia; Mrs. Elizabeth Morriss, North Carolina.\nThe\n\nCommittee\n\non Nominations\n\nto elect\n\nand\n\ntreasurer\n\nappointed:\n\nKatherine\n\nD. C. ; Dr. E. W.\n\nHill, Cali¬\n\nwere\n\nreported the following nominees:\n\npresident, L. R.\n\nAlderman, Washington, D. C. ; executive director, Mrs. Elizabeth Morriss, North\nCarolina; secretary, Alonzo Grace, Ohio; treasurer, Agnes Winn, Washington,\nD. C.\nThe\n\nmeeting\n\nadjourned\n\nfollowing a vote of thanks for the entertainment.\n\nThe Department held a joint conference at 10:15 a. m. Tuesday, July 2, with the\ncouncil of State Commissioners and Superintendents. After the presentation of\npapers and discussion, the following resolutions were read and adopted to be\nsubmitted to the General Resolutions Committee of the National Education Asso¬\nciation:\nWhereas, rapidly changing civic, social, and industrial environments\ntion for continuous adjustment of the individual essential to successful\npresent\n\nmake educa¬\nliving in the\n\nage, and\n\nWhereas,\nof equitable\nWhereas,\n\nthe policies underlying\ndistribution,\n\nfree public service\n\nare based\n\nupon\n\nthe principle\n\nand\n\nadult education\n\nby means\n\nof public school\n\nextension,\n\nuniversity\n\nexten¬\n\nsion, the library, and library extension offer a proper means of equalizing educa¬\ntional opportunities and providing a desirable continuing education of our masses.\nBe It Resolved\n\nthat the National\n\nCouncil\n\nof State Superintendents\n\nand\n\nCommis¬\n\nsioners of Education and the Department of Adult Education, in joint session\nassembled, be recorded as favoring and urging the following development in the\ngeneral field of adult education:\n\n"}
{"page": 320, "printed_page": null, "text": "National\n\n316\n\nEducation\n\nAssociation\n\na. The establishment by our federal census authorities of a functioning literacy\nof approximately fourth grade schooling, as the minimum standard for determining\nilliteracy.\nb. The\n\nprovision, by the federal\n\nbureaus\n\nof education\n\nand\n\nimmigration,\n\nof\n\nnecessary service to secure and forward to state educational authorities informa¬\ntion regarding names, nationalities, age, sex, destination of all immigrant arrivals,\nto be forwarded by them to the appropriate local public school officials.\nc. The provision, by the federal Bureau of Naturalization of service in forward¬\ning to appropriate state educational authorities the name, age, sex, and address of\nall declarants to be forwarded by them to the appropriate local public school\nofficials.\nd. The creation in all state departments of education of a division of adult educa¬\ntion and the appointment of an efficient head to direct the development of a state¬\nwide program of adult education.\ne. The enactment of legislation making adult education an integral part of the\npublic school program of each state and the organization and maintenance of such\nclasses, mandatory upon local board of school directors, upon the written applica¬\ntion of twenty or more residents above compulsory school age, and providing\nadequate financial support therefor.\nf. The coordination of adult activities within each state to provide cultural\nrefinement, vocational training, and systematic schooling for all who desire to\nimprove themselves by further study.\ng. We urge upon the census authorities the adoption of a schedule in the 1930\ncensus that will reveal the number\n\nof persons fourteen years of age and over, who\n\nhave not attained the reading ability of a fourth-grade level.\nh. We urge upon those responsible for the census to enlist the teaching force\nthroughout the country as much as possible in the capacity of enumerators for said\npurpose.\ni. We further urge that Congress make direct, unconditional appropriation to\nthe several states for the specific purpose of the removal of illiteracy in the several\nstates, and that this appropriation be distributed on the basis of the number\nerates in each of these several states.\n\nSecond\n\nSession, Tuesday,\n\nof illit¬\n\nJuly 2, 1929\n\nIt was decided to hold all the sections together in a general assembly, owing to\nthe small attendance of about fifty, and to hold the business meeting scheduled\nfor the following day immediately following the session.\nAt this point one of the State Commissioners present arose and announced that\nPresident Lamkin had announced to the general assembly of the National Education\nAssociation that the joint conference of the morning had been postponed to the\n\npresent time and place, and that eight or nine State Commissioners were present.\nThe Executive Committee of the Department then held a conference in an adjoining\nroom with the Commissioners which the departmental program provided.\nFollowing the program the business session scheduled for the next day was held\nunder the new President, L. R. Alderman. Miss Willie Lawson, Blytheville, Ar¬\nkansas, was\n\nappointed\n\nsecretary pro tern in Mr. Deming’s\n\nplace.\n\n"}
{"page": 321, "printed_page": null, "text": "The Department of Business Education\n\n"}
{"page": 322, "printed_page": null, "text": "The department of business education was\n\ncreated in response to a petition read at the\nmeeting at Saratoga Springs, N. Y,, July 12,\n1892, from the Business Educators' Association, re¬\nquesting admission as a department of the National\nEducation Association. See Proceedings , 1892: 31.\nThe Business Educators' Association was organized\nin New York City in 1878. Its constitution was re¬\nvised for acceptance by the Department of Business\nEducation and may be found on page 958 of the Pro¬\nceedings of 1894.\nThe officers of the Department for the year 192930 are: President , J. L. Harman, Bowling Green\nBusiness University, Bowling Green, Ky. ; Vicepresi¬\ndent , L. A. Rice, Assistant in Secondary Education,\nState Department of Public Instruction, Trenton,\nN. J. ; Secretary , Pattie L. Sinclair, Commercial High\nSchool, Atlanta, Ga. This Department meets once\neach year in July. Facts relating to the establish¬\nment of this Department and the record of meetings\nare found in earlier Proceedings as follows :\n1893:787-807\n1894:957-990\n1895 :862-891\n1896:791-836\n1897 :792-285\n1898:856-893\n1899 :998-1031\n\n1900:542-582\n1901:721-758\n1902 :644-702\n1903:719-753\n1904:709-737\n1905 :669-707\n1907:877-905\n\n1908:871-907\n1909 :701-719\n1910:833-873\n1911:827-869\n1912:1031-1095\n1913:619-637\n1914:649-663\n\n[318]\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\n1928:305-324\n\n"}
{"page": 323, "printed_page": null, "text": "JUNIOR\nHAROLD\n\nCOLLEGE\nG.\n\nSHIELDS,\n\nBUSINESS\nASSISTANT\n\nADMINISTRATION,\n\nEDUCATION-ABSTRACT\n\nDEAN,\n\nUNIVERSITY\n\nOF\n\nSCHOOL\n\nOF\n\nCOMMERCE\n\nCHICAGO,\n\nCHICAGO,\n\nAND\n\nILL.\n\nTHE subject of this paper concerns the problem of junior college busi¬\n\nness education. With the rapid development of the junior college in\nthe United States, there has arisen an acute problem of curriculum\n\nbuilding on this level. Recent listings of the junior colleges testify to the\nrapidity of its growth. For example, today there are listed over four hun¬\ndred public and private junior colleges, whereas only five years ago, there\nwTere about two hundred. The junior college movement has become a flood\nwhich threatens much of the traditional thinking concerning college and\nsecondary education. Thus far, the movement has been a far western, a\nmiddle western, and a southern development. The junior college is, how¬\never, relatively rare on the Atlantic seaboard. The Atlantic seaboard is\nnotoriously conservative educationally and the junior college movement,\ntherefore, has not received the impetus which it has had in the far west, the\nmiddle west, and the south. Junior colleges are a rather new segment of\nthe American educational scheme, although the idea underlying them is not\nat all new. Early in this century William Rainey Harper, first president\nof the University of Chicago, indicated his belief that the first two years of\nthe college course are largely secondary in nature, compared to the later\nyears, which should rightly be devoted to pure professional and research\neducation. The University of Chicago, since its beginning, has based its\nwork upon this idea. Many workers in the field of education have attested\nto the educational soundness of the junior colleges, and such persons as\nKoos, Judd, Proctor, Morrison, and many others in the educational field\nhave made detailed studies concerning the junior college.\nThe junior college has arisen out of a definite educational need and is\nhere to stay. There are several outstanding issues that one should consider\nwith respect to the junior college situation as it relates to business educa¬\ntion — (1) its relative newness; (2) its place in the whole scheme of educa¬\ntion on the secondary level; (3) the functions of the junior college.\nThe relative newness of the junior college gives an opportunity for per¬\nsons who are interested in pioneering in education. Many of the larger\nhigh schools are now considering the extension of their work to include the\njunior college range. This relative newness of the junior college has placed\ncurriculum problems in a secondary position. It is the main burden of my\npaper to raise some issues concerning junior college work as it relates to\nbusiness education.\nWith respect to the place of the junior college in the whole scheme of\neducation on the secondary level, should the junior college be considered\nan upward growth of the high school, that is, should the junior college be\nconsidered a division of secondary education or should it be considered\nregular college work?\n\nOne\n\nof the questions which concerns a great num[319]\n\n"}
{"page": 324, "printed_page": null, "text": "320\n\nNational\n\nEducation\n\nAssociation\n\nber of people in the field of junior college work is whether or not the\njunior college is an extension of the high school or a breaking off of the\ncollege. Most of the leaders in junior college education recognize this\nproblem and are taking steps to bring about the attitude that the junior\ncollege is a part of secondary education rather than a part of socalled\nhigher or college education. This paper treats the junior college as a part\nof the whole range of secondary education ; that is, secondary education is\nlooked upon as being divided into three units — the junior high school, the\nsenior high school, and the junior college.\nCurriculum problems on this level, as on all other educational levels,\nshould be thought of in terms of functions. So most of my talk will con¬\ncern itself with the functions of junior college business education.\nIt is in terms of functions that junior college business education must be\nplanned. If one examines the writings concerning junior college organiza¬\ntion and administration, there are four outstanding functions which one\nmeets ,the demand for which caused the emergence of the junior college.\nThese functions are (1) the popularizing function, (2) the preparatory\nfunction, (3) the guidance function, (4) the terminal function. It is in\nterms of these functions that I propose to discuss the various problems of\njunior college business education and training.\nWhat is a function? A function, so far as this situation is concerned,\nis simply the question of what educational service the junior college should\nperform. Let me discuss these four functions further. If one is thinking\nin terms of the popularizing function, one simply means the extension of\neducation to a larger number of people who for one reason or another have\nheretofore not received it. That is, because of economic or geographic\nbarriers, education has been terminated too early. The popularizing func¬\ntion simply means carrying college education to the consumer. The pre¬\nparatory function means that one is considering the junior college as an\ninstitution which serves as a feeder for institutions on the higher level.\nThis is not the major function of the junior college but is, unfortunately,\nquite often so regarded. The guidance function is somewhat akin to the\nexploratory function of the junior high school level, namely, a function\nwhich gives an opportunity for a student to orient himself. Too often,\neven at this relatively high level of education, the student has not found\nhimself and fulfilment of the guidance function means opportunity for the\nstudent to find himself. If one is concerned with the terminal function of\nthe junior college, the matter of education becomes a question of a final\nand formal preparation for some particular occupation or pursuit. It means\nthat one is thinking of junior college education in terms not of some fur¬\nther education but in terms of a completed education.\nLet us consider the first of these — the popularizing function. In terms\nof business education, the popularizing function means two things. It\nmeans a type of business education designed to serve the local business man\nhimself, or the high school graduate now in business who has a desire to\ngo further. The extension of business education to more groups may be\n\n"}
{"page": 325, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n321\n\neffected by the introduction of courses which will appeal to classes of people\nwho ordinarily will not go to college ; such courses as accounting, market¬\ning, advertising, purchasing, business economics, secretarial training are the\ntypes of courses which will appeal to people who have already made some\nbusiness contacts but who wish to further their business education beyond\nwhat they already possess. The second phase of the popularizing function\nas related to business education is more general and liberal, and simply\nmeans giving an opportunity to people not in school to study economic re¬\nlationships. When one considers the annual losses through bad investment\nor speculation, through mismanagement of the small retail store, through\ninadequate budgeting, through lack of farm bookkeeping, one sees an oppor¬\ntunity to fulfill a function which business education on all levels has\nneglected. In brief, then, the popularizing function, so far as it relates\nto junior college business education, means the extension of educational\nopportunity to people who would not ordinarily get business education be¬\nyond that offered in the old type four-year high school.\nThe preparatory function is the next one named. It is necessary to know\nthe answers to several questions. Are the students going to a professional\nschool of commerce or some technical school, or are they preparing for a\ngeneral liberal education? If we assume that the students are preparing\nfor education for business in some professional school or college of com¬\nmerce, one must take into account the demands of these schools. Although\nI would not regard the preparatory function as the major function of the\njunior college it should be remembered that colleges of commerce are not\ninterested in having the incoming students thoroughly equipped with tech¬\nnical training, but prefer to have students with a wide range of interests\nand an enriched background of work. It should be repeated that the pre¬\nparatory function is only one function of the junior college and the college\nor university should not dictate what the junior college should include in\nits offerings.\nThe guidance function is in some manner similar to the popularizing\nfunction. It differs in this respect — that it arises out of the need on the part\nof students already in school to find themselves. It is a demand for the\ntype of education which gives the student a chance to find himself. Ob¬\nviously the problem of finding oneself in the business world is complex be¬\nyond all measure. The guidance function calls for a type of curriculum\nsimilar to the orientation courses which are frequently given in colleges\nand universities on the first year level. We have in the junior college di¬\nvision of the University of Chicago a course called the “Economic Order,”\none of the major purposes of which is essentially to serve the guidance func¬\ntion. It is only by a general overview of this type that a student can find\nhimself.\nThe three functions which I have named before, namely, the populariz¬\ning, preparatory, and guidance functions, are probably less important from\nthe standpoint of business education than the one that I am about to dis¬\ncuss, namely, the terminal function. Here the question is: Are the students\n\n"}
{"page": 326, "printed_page": null, "text": "National\n\n322\n\nEducation\n\nAssociation\n\nleaving the junior college for direct engagement\n\nin industry?\n\nIf so, the\n\nbusiness training curriculum must be based on the facts concerning occupa¬\ntions, their opportunities, wage rates, and skills demanded. There are a\nhost of occupations in the business world which are as yet unanalyzed,\nwhich require more maturity than the ordinary high school graduate has,\nand which might be classed as semi-professional education. Such occupa¬\ntions as the highgrade secretary, the junior executive, the branch manager,\nsalesmen of various types, are occupations which the junior college business\neducation should aim to fulfill. If the junior college graduates are to leave\ntheir formal education at the end of their junior college years, training for\nthese positions may be definitely extended. The details of the curriculum\nmay well be worked out in different communities under different situations\nand are all, of course, dependent on the economic\nmunity which the junior college serves.\nThe terminal function, so far as a large number\n\nactivities of the com¬\nof junior colleges are\n\nconcerned, is undoubtedly the most important function in the field of busi¬\nness education. It means a type of business education that will result in\neconomic independence and increased productivity for society. If terminal\nbusiness education on the junior college level is to result in economic\nindependence, educators must know the real wage tendencies in the various\nfields. If, for example, there is an over-supply of secretaries, real wages are\napt to decrease or remain stationary. Business educators who are inter¬\nested in organizing terminal courses must look well toward wage rates, as\nwell as toward the problem of actual skills demanded. Terminal educa¬\ntion involves a problem not alone of actual practical, workable commercial\neducation, but also one of marketing the service after the training period\nends. It is obvious that terminal business education will vary from place\nto place, perhaps without great differences. This, of course, is a matter of\nthe organization of the local junior college.\n\nTHE SECRETARY\nFRANK\n\nH.\n\nHAMACK,\n\nUNIVERSITY\n\nIN MODERN\nCOLLEGE\nOF\n\nOF\n\nBUSINESS— ABSTRACT\nBUSINESS\n\nWASHINGTON,\n\nADMINISTRATION,\n\nSEATTLE,\n\nWASH.\n\nWhat is there to be said about the secretary in modern business? Just\nthis. Business is changing, in volume, type, and method. Efficiency has\nbecome the watchword. Machinery has come into business to stay, and the\nmost efficient machine of today may be in the discard of tomorrow. The\nold order changeth. It is truly an era of the survival of the fittest.\nWhat tools are necessary for success in a secretarial position? What\neducational background is desirable? What personal qualities should be\ncultivated ?\nApproaching the questions in order, we must first find what tools are\nnecessary. The secretary must be an efficient stenographer and typist.\nShe should have, at least a fundamental knowledge of bookkeeping. A\nknowledge of filing is indispensable. She must be familiar with office equip-\n\n"}
{"page": 327, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n323\n\nment and machinery. She must, of course, be able to use the telephone\nefficiently. A knowledge of the construction and interpretation of graphs\nand charts will prove very valuable to the secretary in the work of compil¬\ning information for her employer.\nI am not unmindful of the fact that machinery and methods of office\nmanagement are undergoing changes almost continuously. The secretary\nmust keep uptodate.\nWe must not forget, too, that to be of the most value to students, the\ncommercial teacher particularly, must keep abreast of the times, that this\nchange or progress will be reflected in her classroom teaching and guidance.\nWhat should be the secretary’s background ? There is disagreement as\nexemplified by the countless and varying curriculums offered students de¬\nsiring to pursue a commercial course of study. I am one of that school of\nthought who believes it possible to offer a well-rounded commercial course\nof study that will include sufficient of the socalled vocational subjects to\ninsure for the student a place in a modern office upon graduation ; sufficient\ncredits for college entrance ; and enough of the broad socalled cultural sub¬\njects to make them appreciate life, nature, and literature to the fullest, and\nplay their part as good citizens in the community. What are some of the\nsubjects that will fulfill these requirements?\nA knowledge of the English language is basic. Written composition is\nimportant, but it can be given in such a way as to be applicable to the writ¬\ning of business reports and analyses. A study of letter writing or business\ncorrespondence should be included. Oral expression or public speaking\nshould form a part of every well-rounded\n\ncourse of study.\n\nHistory, extensively given so far as the ages are concerned, but inten¬\nsively covered so far as the modern and present are concerned, is desirable\nand essential. A good course in civics is beneficial and inspirational to such\ndegree as the teacher puts her heart and soul into the w’ork. Courses in\nmathematics, including business arithmetic; and in the sciences, including\nphysics and chemistry, are not only valuable, and broadening, but balance\nthe work of a commercial student splendidly.\nThe foreign language group has, and probably will form a part of our\nsecondary school curriculum, but at times I have questioned the value of it.\nBrief surveys of business organization, economics, and business law are\nhelpful, and should form a part of the commercial course of study. A study\nof the principles of economics will assist the secretary materially, in securing\na proper understanding, and a clearer conception of the structure that we\ncall business.\nIn the study of business organization the student will find how business\nworks, how it is organized, and learn the advantages of the various types,\nsuch as partnerships and corporations.\nSome sort of physical education should be compulsory, for in business par¬\nticularly, a healthy body is absolutely necessary to withstand the demands\nthat are made upon it.\n\n"}
{"page": 328, "printed_page": null, "text": "National\n\n324\n\nEducation\n\nAssociation\n\nWith a well-balanced course as suggested, our students would be men\nand women first, lovers of the beautiful, considerate of others, and good\ncitizens.\nThe last question is one having to do with the cultivation of self, call it\npersonality if you wish. Tact is something essentially necessary in a secre¬\ntary, but we find nowhere a course in it. It must be cultivated, at home,\nand in the classroom by an inspiring teacher. So it is with selfrespect, truth,\nand character, all prerequisites for any measure of success. The ability to\ncooperate with others, to give and take orders with good grace is one of the\nrequirements. A secretary must cultivate a sense of humor, an unselfish atti¬\ntude, and the willingness to subserve self to a common achievement or end.\nShe must be pleasant, yet firm; considerate, yet independent, sportsmanlike\nat all times.\n\nWHITHER\nJ. L.\n\nHARMAN,\n\nBUSINESS\nPRESIDENT,\n\nEDUCATION f— ABSTRACT\n\nBOWLING\n\nBOWLING\n\nGREEN\n\nGREEN,\n\nBUSINESS\n\nUNIVERSITY\n\nKY.\n\nHave business training institutions kept up with progress of the thing\nfor which they are training? In other words does business change the trend\nof education, or does business education change the trend of business?\nReforms and additions come often from men on the outside who know\nthe conditions on the inside. Business was a mighty force before there\nwere business schools. They have never caught up with it but have been\ncontent to take orders from needs rather than create needs.\nIn some businesses autos are as much\n\na part of the equipment\n\nas are\n\ntyping machines; many companies may not own and operate the rail¬\nroads and theaters, but they control them. A business man now has\noffices in Chicago and Memphis and spends the early part of the day\nin one and the latter part in the other with some leisure in between.\nA trip abroad will be a week-end event when the four-hour day and fourday week arrive and since one commercial interest recently took over\nten great dailies, the ultimate job of placing a paper under each working\nman’s door will be as commonplace as furnishing him ice water and\nelectric fans. Men dreamed and dreams came true. Men are still dream¬\ning and dreams will still come true.\nIn the power and freedom and strangeness of this scientific, machine day\nthere are three menacing threats:\n1. Like the Frankenstein man, it may destroy its creators by its own power.\n2. The few scientific minds have developed scientific results so fast that the mass\nmind is failing to keep up not only with the higher thinking, but with the results\nof the thinking and is in danger of wearing itself to tattered morale, and tattered\nmorals in trying to follow what it does not understand and, therefore, what it is\nilly prepared to use.\n3. Dean Inge said in substance a year or so ago, that humanity may soften itself\nto death “on flowery beds of ease.”\n\n"}
{"page": 329, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n325\n\nThe business school of the future that approaches the demands of its\nday will be as much improvement over the schools of our day as is the\nrich American Beauty over the pale, flimsy wildrose, or the red, juicy winesap over the bitter wild crab.\n1 his age may produce a premier business educator, but certainly it has\nnot done so yet. If and when he comes, business education will assume a\nleadership as it ought to have done long ago. When this happens, com¬\nmerce may be shaped by business education instead of allowing commerce\nto do the shaping as it has done. If such a teacher is not raised up,\nbusiness will continue to assert its supremacy and even the imperial\nbusiness training school of the future will be forced into its position. In\neither case, whether built by the educational leader or by the commercial\ndriver, this super school will require great capital and buildings as large\nand luxurious as are necessary for any type of educational training. It\nwill be equipped with every office appliance in general use, a well-balanced\nand generous library, testing and research laboratories, specimens and\nexhibits of commodities in which the world trades most, elaborate trade\ncharts, a museum containing the interesting documentary and actual physi¬\ncal evidences of the growth of grade, transportation, insurance, manufac¬\nturing, mining, lumbering, merchandising, communication, power, banking,\nand all the subdivisions of commerce. The setting of this school should\nbe as attractive in appearance and cultural tone as if sonnets, lyrics, and\nepics were to be studied and written there; as if harmonious melodies,\ncantatas, and oratorios were to be produced there ; or comedies, tragedies,\nand dramas were to be enacted there. This institution will have the\ndash of the Twentieth Century Limited or the Transcontinental Air\nTransport and the repose and reflective spirit of the Little Church of\nFlowers in one of God’s acres of the Golden West.\nThis super institution will have two main divisions. In one will be\ntaught the record keeping of business and all the skills and arts pertaining\nto office duties. The ruling of a red line, the writing of an easy, graceful\nhand, the accuracy and neatness of a balance sheet, a correct, well-balanced\npage of typewriting, a shorthand form quickly made and easily read — all\nof the manifestation side of the do in business will be exalted as if it were\nhigh art in the hands of masters and as if all the learners were\n\nambitious\n\nyoung artists.\nThe second division of the institution of par excellency will delve into\nthe meaning, principles, and practices of business as a major, fortified by\nminors that bear directly upon business, giving the student the actual\nexperience he will need both in creating and conducting business. This\ndivision of the institution will be of college and of university rank and its\ncurriculum will contain cultural and technical material that will give\nknowledge, stimulate thought, develop mental strength, and furnish a\nbackground of mind experience for present needs and subsequent growth.\nIf business is a profession and becoming more definitely defined as such,\nliterature, English, history, science — both social and physical, psychology,\n\n"}
{"page": 330, "printed_page": null, "text": "326\n\nNational\n\nEducation\n\nAssociation\n\nand languages are as desirable and necessary to it as they are to any other\nprofession.\nIn addition to these subjects of cultural and classical value, there must\nbe subjects of direct practical worth bearing upon the major. No business\nman can be “butcher, baker, and candlestick maker,” but since his interests\ntouch all other interests, he must know intelligently the metes and bounds\nof the thing he encounters. A far-sighted view so necessary to commercial\nplans seldom comes to one who has no backward view born of a knowledge\nof history. Business is a science following definite lines of procedure,\nalong various paths touching many fields. Some directions may be pur¬\nchased and some must be found; therefore, there are subjects the business\nman must know fairly well, now and then buying talent to supply his\nlack of knowledge, and there are other subjects he must know himself\nthoroughly. These may be roughly classified as follows:\n1. In the field of purchasable talent are law, insurance, accounting, and trans¬\nportation.\n2. In the field of unpurchasable talent are psychology, banking, political economy,\ncommercial geography, personnel management, business administration.\n\nTalent designated in the first group is difficult to purchase wisely unless\nthe purchaser has a fair conception of its meaning. If the business man\nis unfamiliar with the second group, he sails his business sea without\nchart and compass. Unless he adjusts his purchases, sales, manufacturing,\ntransporting, personnel management, administration, and politics to con¬\nditions affecting each or all of the influences which he inevitably encounters,\nthere will be constant clashing.\nEquipment and courses are dead and valueless until they are vitalized\nby trained intelligence and lofty spirit. These two qualities the manage¬\nment and faculty must supply. Are there now teachers enough in the\nwestern hemisphere to match the equipment and courses of the master\nschool? It is doubtful. Probably the scarcest worker of all the profes¬\nsions is a superior teacher — not a dean or supervisor or superintendent or\npresident, but a teacher who develops subjectmatter, inspires students,\nmakes learning so attractive that it is pursued for its own sake, and leads\nand loves. Such a teacher must be deeply and broadly educated in the\ncultural and commercial subjects, entertaining no such belief that knowl¬\nedge is all substance and method all shadow, but holding a dignified\nrespect for the two.\nFrom the paragon school inadequately described above will go men\nand women into different levels of business from captains of industry down\nto skilled office workers and from it will radiate the best thought on\nbusiness, having the respect of financiers, business houses, corporations,\nscholars, statesmen, the United States Chamber of Commerce, New York\nStock Exchange, and thinkers in all useful endeavors, and to such an\ninstitution will go the great of earth for advice. The super business\nschool will be a clearinghouse for such ideas and the statesmen of the\n\n"}
{"page": 331, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n327\n\nfuture will quote from the findings of the scholarly experts of such an\ninstitution.\nOne\n\nconclusion is definite. Teaching\n\nbusiness in an unstandardized\n\nway by either private, public, or semi-public schools cannot continue.\nSimple courses indifferently taught in high school to please the public\nor in private school for profit only, are doomed. Those who attempt either of\nthese expediencies will tomorrow be labeled charlatans or ignoramuses.\nThe second conclusion is not so conclusive. Within a few years business\neducation will be given in one of three ways : ( 1 ) Through a system paid\nfor by the public; (2) through private schools; (3) ‘through corporation\nschools.\nSince the public must democratize education, giving to all the same\nthing if it is demanded strongly enough, and since the public has more\nthan it can do in giving fundamentals so necessary for subsequent special¬\nization, it may not meet the needs of both business and culture.\nIf the private school approaches the super school of business described\nabove and with proper ideals of service, honor, and human development\nwalks in lockstep with business and all educational interests, now and\nthen leading the way, the private school, in greatly reduced numbers, will\nhave its glorious age.\nWhen public and private efforts fail, business will operate its own\nschool. This it does not want to do, but this it can and will do for\nbusiness has not yet failed.\n\nTHE\nLLOYD\n\nTECHNIC OF JUNIOR BUSINESS\nTRAINING— ABS TRACT\n\nL. JONES,\n\nEDUCATIONAL\nASSOCIATION,\n\nCOUNSELOR,\n\nCLEVELAND,\n\nOFFICE\n\nMANAGERS\n\nOHIO\n\nTo attempt to set up new technics in junior business training without\nconsideration of modern business technics is impossible. The demands\nof modern business should be met squarely. And the latest investigation\nand researches should be used by the teachers of the commercial sciences.\nThe first step must be familiarity with the latest researches carried on\nby educators in cooperation with business men. To be very specific I\nwant to call attention to the outstanding study made by the Cleveland\nBoard of Education and the Cleveland\nNational Association of Credit Men.\n\nOffice Managers’\n\nGroup\n\nof the\n\nThis study is presented as an example of the new things which are\ndeveloping in the field of business education. It is the first study to be\nused in complete detail in building a complete course of study in junior\nbusiness training. The results of the study are being used by:\n1. Office managers in hiring and re-assigning office employees\n2. Office clerks themselves for selfimprovement and rating\n3. Vocational counselors in giving fact information\n4. Commercial teachers in evaluating and presenting\nbusiness training course.\n\nthe details of the junior\n\n"}
{"page": 332, "printed_page": null, "text": "328\n\nNational\n\nEducation\n\nAssociation\n\nThe teacher of junior business training can use the results of the study\nin grouping the duties about central topics which represent functions in\nthe modern\n\nsmall as wTell as large office as follows:\n\n1. Those duties which should be practised by the students until they can be per¬\nformed with great facility\n2. Those duties which should be discussed in class\n3. Those\n\nduties which\n\ncan be referred to and\n\nassigned for special investigation.\n\nIt is this grouping of the materials which allows for the three-level\nassignment or contract plan upon the basis of individual differences and\nconstitutes the use of business technics as the very essence of new technics\nin jumor business training.\n\nNEW\nC. M.\n\nTECHNICS\nYODER,\n\nIN BOOKKEEPING\nABSTRACT\n\nDIRECTOR\n\nOF\n\nCOMMERCIAL\n\nCOLLEGE,\n\nAND\n\nEDUCATION,\n\nWHITEWATER,\n\nACCOUNTINGSTATE\n\nTEACHERS\n\nWIS.\n\nTo keep pace with the demands in this new world it is necessary for each\nteacher to study his problems and develop new procedures or technics. There\nis need for the development and use of new technics to meet the new changes\nin classroom work and development of subjectmatter. These new changes\ndemand the greatest accomplishment with the least expenditure of time and\neffort. We teachers are guilty of gross waste in time and effort on the part\nof ourselves and our pupils.\nPerhaps we have been more careless with methods in our subject than\nother teachers for the reason that it is somewhat older, and our treatment of\nit and our technics have become more crystalized and harder to change. The\nlaboratory method, or learning-to-do-by-doing method, is the one which has\nbeen used very largely in the teaching of bookkeeping. This method is per¬\nhaps superior if properly adjusted and supervised, in other words, if proper\ntechnics are employed. Otherwise the method is decidedly inferior. There\ncan be no question that the laboratory method in teaching bookkeeping has\nbeen too long allowed to predominate, simply on the strength of the name\nof the method. It is time to check on this method. No longer do we think\nof handing a pupil a book of rules and instructions and saying, “Work this\nout for yourself.” The old scheme required the trial and error method, the\nwaste of time through lack of application, and improper study habits.\nThere also were no definite measures of progress, and often no definite,\n\nfixed objective, properly determined, to work toward. Today we are at¬\ntempting to improve our technics in the same laboratory, or work-it-outvourself method, by carefully determined objectives, guiding and directing\nthe study, planning the content and sequence of work, and testing and meas¬\nuring progress and results.\n\n"}
{"page": 333, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n329\n\nAccountancy is primarily a mathematical science, formulated and de¬\nsigned to aid in the recording, interpretation, and prediction of economic\nvalues. The science of accountancy is in reality a cross between the sciences\nof mathematics, logic, and economics. Therefore, the objectives of the study\nof this science must be carefully worked out. The technic of the approach\nis important. No longer can it be a rule of thumb procedure, as though the\nsubject were a simple, mechanical, mathematical process. Our new technics\nand texts in the subject from the standpoint of approach must conform to\nthe principles of these three sciences, with particular emphasis upon the last\ntwo.\nOur new technics should aid the pupil in budgeting his time and marking\nhis progress. In this day, speed in accomplishment is a decided factor in\nlife’s endeavors. Wasted effort must be eliminated. The pupil must be\ntaught to measure his efforts in terms of accomplishment. The new tech¬\nnics in bookkeeping, from this standpoint are exemplified in the unit and\ncontract plans of assignment, the work book, the drill pad, and the short\npractise set.\nThese sets have all been planned to get at the meat, or heart, of the sub¬\nject by setting up as nearly as possible situations as found in actual practise.\nIt is not possible to describe all of these new technics, but one predominating\nfeature is that the pupil is saved a great deal of time and effort by having\nmuch of the routine and framework of the real problem prepared and set\nup for him. For example, if the problem is posting, the journalizing has\nalready been done; if it is a trial balance or statement, the posting has been\ndone; if it is adjusting entries, the source material is ready for him. In\nother words, a definite problem is set up and all of the involving parts are\nprepared, thus making the task specific and saving the time of the learner.\nIt will pay every teacher to investigate these new technics and avail himself\nof them.\nAnother technic which has been recognized as belonging to the realm\nof the new is the sequential treatment of the subject. In this technic the\nteacher has little to originate. The customs and practises of the economic\nworld determine the importance to be attached to different phases of the\nsubject. Just as the ideals and activities determine the general phase of\neducation, just so do the economic activities determine the emphasis to be\nplaced on the phases of accounting. Now with the rapidly changing com¬\nmercial and industrial organizations with multiple proprietorships and\nsecurity interests, a very different type of content and sequence arrange¬\nment is necessary. In the new technic a more detailed classification of in¬\ncomes and expenses is taught. Likewise, the sources of profits and losses must\nbe traced through the records. For purposes of the administration of in¬\ncomes, adjustments of assets and liabilities, the redemption of obligations,\nthe liquidations of going or failing concerns, and many other factors of\nrecord keeping have increased in scope and become more and more com¬\nplicated. The accounting system must constantly undergo changes in order\nto keep up with the changing business needs. In choosing a text the teacher\n\n"}
{"page": 334, "printed_page": null, "text": "National\n\n330\n\nEducation\n\nshould be careful to see that it is modern\ncontent and sequence, conforming\n\nAssociation\n\nin its technics of development\n\nof\n\nto the present economic conditions.\n\nOf all that might be included in the category of “new technics” in book¬\nkeeping and accounting, the field of tests and measurements seems to be the\nmost important in current pedagogical thought. No matter how good a\nmethod may seem, if it does not produce results when the work is tested\nand measured, it should be discarded and a new one developed. All teachers\nof any standing at all are familiar with, and make use of, the various ob¬\njective tests. The day of the old purely subjective essay type of testing or\nexamination is over for the progressive teacher. In the field of bookkeeping\nand accounting there are now a number of graded objective tests available.\nIt is quite apparent that new technics demand the use of inventory tests\nfor purposes of diagnosing the instructional needs of the pupils, and to\ndetermine the subjectmatter to be taught. Such tests should also aid in the\nclassification of groups. Practise tests, or daily tests, are very important\nin the teaching and learning processes.\nTo summarize, it might be pointed out that the old order has passed away,\nnever to return ; that education must change to keep pace with the changing\nideals and activities of the age; that subjectmatter reflects the scientific\ndevelopment of all of life’s activities ; that accounting has become a truly\ngreat science through the principles of mathematics, logic, and economics;\nand that new technics in the field of bookkeeping and accounting are essen¬\ntial, four types of which are of very great current importance : ( 1 ) in care¬\nfully determining objectives; (2) in guiding and directing study; (3) in\narranging the content and sequence of subjectmatter; (4) in the use of an\nobjective testing and measuring program.\n\nNEW\nADDIE\n\nWe\n\nTECHNICS\nSTEINHEIMER,\n\nIN SHORTHAND— ABSTRACT\nCOMMERCIAL\n\nHIGH\n\nSCHOOL,\n\nATLANTA,\n\nGA.\n\nmust keep in mind the idea that the student must think in terms of\n\nshorthand, in terms of signs and symbols, just as when a child begins the\nstudy of a foreign language he must think of the words and sentences in\nthat language, or he will never master it.\nTeach him to write characters in common use, teach him to form sen¬\ntences with those words, read them to the class, and then transcribe them.\nThese forms will unconsciously be impressed on his mind, and his fingers\nwill fairly fly when dictation is given. Begin dictation with the very first\nlesson and before the end of this course see that he has a working vocabulary\nmade up of the one thousand common words in use as compiled by Hoke\nand others.\nShould there be words and phrases that are peculiar, words that cause the\nmind and fingers to hesitate, drill on these until they become a part of the\nchild’s vocabulary. This drill work has a stimulating effect, and it increases\nspeed almost mechanically. Make drill work interesting; go to the class-\n\n"}
{"page": 335, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n331\n\nroom with some new idea; inject a bit of fun into the lesson; be clear and\nconcise in explanation. Teach him how to appreciate the importance of\nshorthand ; show him the amount of time and work that it saves in an office ;\nlead him to visualize what would happen if there were no writers of stenog¬\nraphy; show the value of this subject in the time it takes to jot down a mes¬\nsage or a thought that one would like to remember; teach him to see the\nvalue of it in the making of history; teach him to have respect and love\nfor the subject and to realize what accuracy and speed mean in recording\nreports and speeches.\nThe learning of shorthand in a great measure depends on the effort and\nenthusiasm that a teacher puts into his work. He not only must know how\nto teach with the material at hand, but should go beyond this and get some\nnew ideas; read the latest books on the subject, subscribe to shorthand\nmagazines, journals and the like and be able to read and write shorthand\nhimself. Let the child see that the teacher knows and loves his work, and\nthat he has a personal pride in seeing that his boys and girls make good in the\nbusiness world.\nThe knowledge of principles is essential and a thorough foundation must\nbe laid and at the very beginning characters and outlines should be legible.\nIt is easier to correct mistakes and check wrong habits at the very start than\nto wait until later when it will require a great amount of time and determi¬\nnation. If students can be impressed with the importance of good clear\nnotes, they will have no difficulty in reading.\nBy the time the students reach the “speed class” it is almost too late to cor¬\nrect glaring faults. The speed class is the “clinching” class, the grand finale,\nwhereby all notes and transcripts become the finished product. To gain\nspeed requires much repetition, but it develops confidence, quick thinking,\nenthusiasm, an increased vocabulary, an improvement in the use of English.\nIt has stimulated the boy or girl to higher ideals, in other words, he has\n“hitched his wagon to a star.” His aim is for success in the business world.\nHe goes forth equipped with a broader vision, he hopes to bring a financial\nreturn, and become a better citizen, a finer man.\nIn the commercial high school, in order to arouse interest in shorthand, we\nhave formed the “Hooks and Crooks Club.” Only those pupils who excel\nin shorthand are eligible for membership. At first the meetings were purely\nsocial, the teachers and students becoming good “pals.” Later on it de¬\nveloped into a more practical club and became known as the “Steno Bureau.”\nThe type of work done was an inspiration to the boys and girls and gave\nadded dignity to this activity. It has served its purpose by stimulating\nscholarship, by creating a spirit of loyalty and service, and by inculcating\nhigher business ideals and principles.\nThe girls and boys have typed and mimeographed work for the various\ndepartments of the school ; some of them are called upon to work in the\noffices of the principal, the superintendent, and assistant superintendent ;\nthey have been called on by many business firms to help out in emergencies;\n\n"}
{"page": 336, "printed_page": null, "text": "National\n\n332\n\nEducation\n\nAssociation\n\nthey have served civic organizations and worked for the Welfare Board\nat the state capitol. They have given their services to many conventions, and\nsome of them are now present at this convention ready and willing to aid\nin any way they can.\n\nCOLLEGE\nJOHN\n\nENTRANCE CREDITS IN COMMERCIAL\nS UBJE C TS—A BS TRACT\n\nA. ANDERSON,\n\nHEAD\n\nJUNIOR\n\nOF\n\nTHE\n\nCOMMERCE\n\nDEPARTMENT,\n\nCOLLEGE,\n\nPASADENA,\n\nCALIF.\n\nPASADENA\n\nWhat is the educational future of the young person who takes a com¬\nmerce course in high school? Can he get into the university? If not, are\nthe reasons good enough to be defended in the light of presentday social\nand economic conditions, or upon the basis of psychology as we think we\nunderstand it today?\nThese questions are not new ones. Commercial educators have been living\nwith them for many years. We must admit that the educational future of\nthe high-school commerce graduate is uncertain. He must either dilute his\nvocational commercial educational preparation below the point of effective¬\nness in order to get in the university requirements, or else spend another year\nor two in making them up. The seriousness of this situation is evident when\none remembers that from a fourth to a third of all the youngsters in Ameri¬\ncan high schools are affected by it.\nDuring the ten years ending in 1922 American universities made much\nprogress in liberalizing entrance requirements as far as prescribed subjects\nwere concerned. Durhig that time there developed a decided trend to reduce\nthe required units in mathematics and foreign languages, and to include as\nacceptable many commercial and vocational subjects. At the same time the\nuniversities and colleges began to be more strict as to personal requirements\nand to depend more and more upon entrance examinations, certificates from\naccepted high schools, and the recommendations of cooperative organizations\nwhose object is to set up standards for entrance.\nThis seems as it should be. Liberalizing academic requirements and\nemphasizing the importance of character were two big steps on the path of\neducational progress. In theory it ought to be possible for every pupil in\nAmerican high schools to get into college at the end of his four secondary\nyears regardless of his high school “major,” provided he made enough good\nmarks and could produce evidence of character.\nBut it doesn’t work out that way, and there is still much to be done before\nevery youngster can be said to have an equal chance. In California, for\nexample, and probably most other states, if the uniformity in general prac¬\ntise is what it was in 1922, the following minimum units are prescribed:\nEnglish 3, mathematics\nD/o, laboratory\n\nscience\n\n2, foreign language 2, American\n2, or a total of lO^\n\nunits, leaving\n\nhistory and civics\nbut 5 units for all\n\nother subjects, some of which may be taken up by additional local require¬\nments in excess of those required by the university.\n\n"}
{"page": 337, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n333\n\nWhat secondary commerce department can adequately train a pupil for a\nposition in the business world as it is today with but five units? We must\nearly make\n\nthe decision between\n\nforeign language and mathematics\n\non the\n\none hand and such studies as industrial economics, economic geography, his¬\ntory of commerce, business, law, foreign trade, business organization, and\neven shorthand, typewriting, salesmanship, and bookkeeping, on the other\nhand. It is not an easy decision to make when we realize that we are prob¬\nably closing the door to the university. Our obligation to make the boy or\ngirl economically independent is first, however, and we have little choice.\nThe ground won for the cause of more liberality in entrance subjects is of\nonly relative values, since all but five are crowded out by requirements.\nWhy do universities discount commercial courses in the secondary schools,\nor at least hold them inferior to preparation in language and mathematics ?\nOne of the reasons is that high-school commercial teaching has not always\nbeen so well and thoroughly done as it is today, especially in the larger insti¬\ntutions. There has been inadequate teacher training in this field, but the\nsituation has improved to such an extent that this reason cannot long hold\ngood.\nThe university says, with reason, that it is averse to accepting any appli¬\ncant who has been trained in too narrow a field. Yet when one examines\nthis requirement with secondary commerical\n\neducation in mind, it is hard to\n\nimagine the field of commerce to be a narrow one. It is so many-sided that\nthe man trained in business today may be as broadly educated as in any\nprofession. Business education in the high schools has grown mightily from\nthis meager beginning of shorthand, bookkeeping, and typewriting, back in\n1895, at the time of its first introduction into the public schools, until these\nthree subjects are becoming\n\nalmost incidental in the wide range offered to\n\nintroduce and orient American youth in our most universal human activity —\ncommerce. Economic geography, business organization, salesmanship, indus¬\ntrial economics, finance, commercial law, business ethics, and many other\nsubjects have been added to the list. Do these not form as good foundation\nfor a university course, especially in the colleges of commerce,\nwhich mathematics or language are the cornerstones?\n\nas one in\n\nSchool men who are responsible for the training of young people are get¬\nting a better perspective, less distorted by authority and tradition, and more\ninclined to regard high-school subjects as they are, in relative importance\nin the process of education, and not as our fathers regarded them, necessary\nbecause they had always been with us. This generation takes things less\nfor granted.\nWhy concern ourselves with college entrance when our main responsibility\nis to train for the job ? The answer to that question is that the commercial\ncourse is discounted in the mind of every boy and girl who finds out that it\nwill not prepare for college, and many who ought for every other reason\nto be taking it will take some other course ; and in the case of the brighter of\nthese students, everybody loses : the commercial department, because a capable\n\n"}
{"page": 338, "printed_page": null, "text": "334\n\nNational\n\nEducation\n\nAssociation\n\nyoungster has been lost to it, the pupil because he is forced to study in a\nfield in which his interest and economic need do not lie, the college because\nhe may never get there under these conditions, and the community, which\nis paying the bill.\nThe commerce department is still a “dumping ground” in some schools.\nThe holding up of higher standards of teaching and teacher training, and\nabove all, getting deserved university recognition as a preparatory agent,\nwill do much toward placing us where we belong and enabling us to render\nthe service to our young people which they have a right to expect.\nThe Department of Business Education of the National Education Asso¬\nciation can render a service to the cause of education by working steadily\ntoward these ends.\n\n"}
{"page": 339, "printed_page": null, "text": "The\n\nDepartment\n\nof Classroom\n\nTeachers\n\n"}
{"page": 340, "printed_page": null, "text": "The department of classroom teachers held\n\nits first session at the St. Paul meeting, July 8,\n1914. It was organized in response to petitions\nrepresenting classroom teachers in all parts of the\ncountry. See Proceedings , 1914:909. The Depart¬\nment was reorganized under a Constitution at the\nBoston meeting in July, 1922. For the constitution\nand bylaws of this Department see Proceedings ,\n1924: 568-70. The Department of Classroom\nTeachers cooperates with the National League of\nTeachers’ Associations.\nThe officers of the Department for the year 192930 are: President , Eula F. Hunter, 1324 E. Morphy\nSt., Fort Worth, Texas; Vicepresident , James P.\nBarron, 973 Los Angeles Ave. N. E., Atlanta, Ga. ;\nSecretary , Faye Read, 1425 Vernon Ave., Pueblo,\nColo.; Regional Directors: Western Section, Miriam\nD. Eisner, 3098 California St., San Francisco, Calif.\n(Term expires 1930) ; Eastern Section, Sarah H.\nFahey, 191 Lincoln Place, Brooklyn, N. Y. (Term\nexpires 1931) ; Middle Section, Frances E. Harden,\n1543 Sherwin Ave., Chicago, Ill. (Term expires\n1932). This Department meets at the time of the\nannual meeting of the Association. Facts relating\nto the establishment of this Department and record\nof meetings are found in earlier Proceedings as\nfollows :\n1914:909-916\n\n1917:615-622\n\n1920 :343-355\n\n1923:569-620\n\n1926:391-423\n\n1915:1161-1177\n\n1918:381-389\n\n1921 :399-406\n\n1924:460-499\n\n1927:352-390\n\n1916:637-652\n\n1919:375-392\n\n1922:683-691\n\n1925:365-402\n\n1928:325-352\n\n[ 336 ]\n\n"}
{"page": 341, "printed_page": null, "text": "ADDRESS\nMARTHA\n\nM.\n\nBERRY,\n\nDIRECTOR,\n\nBERRY\n\nSCHOOLS,\n\nMOUNT\n\nBERRY,\n\nGA.\n\nNo matter where I go or what I say, people always ask me, “How\ndid you become\n\ninterested in rural work, and how\n\ndid you happen\n\nto start the Berry Schools?” Perhaps some of you do not know\nwhere they are. The schools are just about sixty miles from here, half way\nbetween Atlanta and Chattanooga, near Rome. Our postoffice is Mount\nBerry.\n\nI have always lived there. In the words\n\n“been my briar patch.”\nand reared.\n\nI am\n\nof Bre’r Remus,\n\nstill living in the house where\n\nit has\n\nI was born\n\nIt was about twenty-eight years ago that I became so interested in boys\nand girls. I had a little old log cabin on my place fitted up for a study, for\nI was going to be a writer. One day I noticed some children wandering\naround. I invited them in and began telling them Sunday school stories,\nand I found that they were hungering for them. Then I drove up into the\ncountry and started three or four country day schools and Sunday schools\nwhere there were none. In places where there were schools, they were\nopen only three months, and most of them were held in one room.\nIn an endeavor to secure funds for more schools I talked to my friends\n\nin Atlanta, Nashville, and Richmond. They said, ‘You had better get\nmarried and do like the rest of the people instead of trying to be an old\nhumdrum teacher. You were never cut out for one, and people who do\nthat have to be specially fitted for it.”\nI was not trained for a teacher. I just worked by inspiration. I could\nnot get the children to wash their hands. I had tin basins, towels, and soap,\nbut they were not enough. One day we were using the microscope in some\n\nbotany work. It gave me an idea. I said, “AV e will look at our fingernails\nunder the microscope before washing and cleaning, and afterwards.” That\nstarted the fashion of clean fingernails.\nI visited more and more homes in the country districts and saw such\n\nrich material that I felt I had found a human\n\nvein, the richest in the world.\n\nbecause I\nThey called my horse “the Sunday school horse,” and called me—\nrode all day Sunday— “the Sunday school lady.” I grew so interested that\nthis myself. I\nI decided if I could not get my friends to help I could do\nbrought,\nacted immediately on this inspiration. I had the hoise and buggy\npaid a little\nrushed into the town of Rome, went to the First National Bank,\nthe deed of my\ndarky ten cents to hold my horse, went in, and secured\nof property. I\ncountry place, a farm, which was my most valuable piece\nmade over to a\ntook the deed to my lawyer and told him that I wanted it\neducational\nboard of trustees for the boys and girls who did not have any\n, and w ho\nprivileges, and who lived out where there were no good schools\nyou feel\ncould not afford to go to the state schools. He said, “How do\ntoday?”\n“I feel all right. Don’t I look all right?”\n\n[337]\n\n"}
{"page": 342, "printed_page": null, "text": "338\n\nNational\n\nEducation\n\nAssociation\n\n“You remember we have to weigh things in our minds. Your heirs\ncannot again have this property. You are going in for a lifetime thing.\nThink about it. Think\n\nabout it.”\n\n“I have thought about it. I want you to be one of the trustees.”\nSo we made a very strong charter, had it all advertised, everything ar¬\nranged, and the property made over to the board of trustees. I built the\ndormitories — had to go into my principal to do it. That isn’t good busi¬\nness ethics, but it has paid tremendously in human dividends.\nI put many things in the back of the buggy and just went across the\nsunlit road and took up my work. We had only meager farms, just a few\ncows and little equipment. A friend was going to help me ; we decided we\nwould do all the cooking, washing, scrubbing, gardening, and everything.\nI started with boys, because I thought boys could do more work than girls.\nI did not know how much boys would eat or I would have started with\ngirls. The boys did not like cooking, washing, and scrubbing ; they didn’t\nlike to be improved all the time. Finally I found a man who had had some\nexperience in industrial work, and the boys liked it better. They said a man\nknew when a boy had done enough and a woman never did.\nThe first year the Berry School had an extremely difficult time. People\nwould come and say, “Perhaps it will live to the end of the year. I wonder\nif it will! I wonder what will become of this dormitory and this property.”\nBut by the end of the year we had a pretty strong organization. Some of\nthe boys were very helpful ; they had come in to learn and showed the other\nboys what to do.\nThen I had pretty much exhausted my funds, and I could get my friends\nto help but little. A very few believed in it. We read in the paper one\nnight where some one had given a large sum to a school. I started to New\nYork to try to get money to finance this school. I had been to New York\nonly once or twice, and I was a stranger there. After a very hard struggle\nI finally made a few friends.\nIn those first three or four years of the Berry School we wondered if it\nwould live to the next day, but we had a great spirit, and always had prayers\nnight and morning. I think that it was largely the prayers of the Berry\nSchool that have made it.\nNow after twenty-seven years we have a girls’ school located a mile from\nthe boys’ school, and five miles from the girls’ school is a foundation school\nfor beginners. We have about 15,000 acres of land, 100 teachers, and\nabout 35 or 40 buildings. We do all our own work, including carpentry,\nshop work, and farming; and the girls do everything pertaining to home¬\nmaking.\nThe great thing, I think, is the cultural value of the beautiful place, the\nhome life, and the Christian spirit. I wish we were sixteen miles away in¬\nstead of sixty ; then I could charter a lot of busses and take you all there. I\ncannot do this, but I have with me a graduate of Berry, and I am going to\nask her to tell you her life’s story.\n\n"}
{"page": 343, "printed_page": null, "text": "Department\n\n“My\n\nof Classroom\n\nLife Story” by a Graduate\n\nTeachers\n\n339\n\nof the Berry Schools\n\nMy life’s story is just like thousands of other girls and boys who have\nentered the Gate of Opportunity, the entrance gate to the Berry Schools.\nNine years ago I found my way to those schools. I had walked five miles\nto a little rural school in a little log building and that was the closest\nschool. One day I was visiting in a community not so very far away from\nhome where an early Berry School graduate was talking, and he told me\nabout the Berry Schools. He said, “A boy or girl can go there and work\nhis way through.” I thought it was a wonderful idea so I went home and\ntold my mother. She had always wished her children might have an edu¬\ncation. She had never gone to school, not even a week in her life.\nWe wrote for a catalog. There soon came a reply saying they were very\ncrowded, but they would do their best to make a place for one more. My\nmother and I planned together how I would get to the school, which was\n300 miles away. Finally, I said, “Mother, I have that little crippled calf\ngiven to me by a friend. I have fed it and it is my very own. I will see if\nI can sell it for enough money to carry me to the Berry Schools.” So I\ndrove the little calf out and sold it for enough money to get a ticket\nto the Gate of Opportunity, and I went in at that gate on a beautiful\nAugust afternoon, just as the sun was sinking behind those lavender hills.\nI thought of that verse in Scripture which says: “Take your shoes from off\nyour feet for the ground whereon you stand is Holy Ground.”\nAnd I thought truly I had found it at the Berry Schools. I went through\nan avenue of beautiful elms and up to the dormitory.\n\nThere\n\nI saw girls in\n\nsimple blue gingham uniforms and pink sunbonnets, all of them just alike,\nand like sisters they came out to give me a cordial welcome. I was taught\nhow to cook, sew, wash, iron, to keep my room, and work in the spinning\nroom, where they do the old-fashioned spinning and weaving. I stayed\nthere nine years. I am sure if you would come and see the Berry Schools\nyou would agree with me, “the half has never been told.” Miss Berry has\na wonderful way of going out into the rural communities and into the\nmountains to find the boys and girls. She loves to do it, just as you would\nlove to find a lovely poem if you were interested in poetry, just as you would\nlove to find a beautiful tree if you were interested in trees. She goes out and\nfinds a bright boy and a bright girl, here or yonder, and she asks them\ntheir name, and if they would like to go to school.\nThroughout this country many school teachers and county superin¬\ntendents are graduates of our school. We have nurses in nearly every place\nin the south.\nM iss Martha Berry has given twenty-seven years, the most valuable part\nof her life, to the making of manhood and womanhood. Just across the\nroad from her home she found her task in life, and there in that little log\ncabin she had an inspiration, a dream, that has grown, that has materialized\nso that today the world knows about that dream and of the work that is\nbeing carried on.\n\n"}
{"page": 344, "printed_page": null, "text": "National\n\n340\n\nEducation\n\nAssociation\n\nJust at our door sometimes is the task. The task that lies closest at hand\nsometimes is what our Master calls us to do, and if we do it to the best\nof our ability He will bless the work.\n1 he Berry School offers a place to all to work.\n\nWe\n\nnever close our\n\ncates, summer or winter. When other people go away on their vacations,\nthe boys and girls there are working. The tuition is one hundred and fifty\ndollars a year. Miss Berry has often brought boys and girls there on faith,\nnot knowing where those scholarships would come from, but she goes out\nand gets some one interested to help her. If help cannot be secured, she\nprovides work and trains children to do the things that they need to know\nin life, so the work is a real part of the training.\nI hope some day that you will come to see us. that you will put Berry on\nyour prayer list, that you will pray more boys and girls may enter the Gate\nof Opportunity, and thus go out into the world to live useful. Christian\nlives.\n\nTEJCHERS\nJEANNETTE\n\nMr. Hugh\n\nJKD\n\nRANKIN',\n\nIf'ORLD\n\nFORMER\nNEW\n\nPEJCE—JBSTRJCT\n\nCONGRESSWOMAN\nYORK CITY\n\nFROM\n\nMONTANA,\n\nS. Gibson, our representative at the Disarmament\n\nConference,\n\nsaid, “Let us take the bold course and begin by scrapping the word\n\n‘limita¬\n\ntion in order to concentrate upon the general reduction of armaments.’\nTo us it seems a common-sense statement not going very far, but in fact it\nis “revolutionary\" in disarmament conferences.\nOn May 30 President Hoover backed up this statement of Mr. Gibson\nand emphasized the changed attitude that must follow since giving our\nword to settle our disputes by pacific means. The same day the British\npeople elected a labor government\n\nwhich meant\n\na repudiation of Chamber¬\n\nlin's fearful, hesitant attitude toward peace and support for Ramsay Mac¬\nDonald's friendly understanding of the desire for peace.\nTwo developments are possible to the men and women of even* country.\nThey may continue to accept old superstitions, to be controled chiefly by\nfear, to allow all their thinking to be done for them, and let civilization go\non, stupidly bent on selfdestruction ; or they may learn to think dearly, act\npositively, intelligently, and courageously, and contribute their utmost to¬\nward the growth of a world at peace. The direction that they take will\ndepend almost entirely upon their teachers.\nIt cannot be denied that until recently the teacher, however enlightened\nand clear thinking, was at an enormous disadvantage because of the official\nbias of the country. A country in which war is legal, that practises war,\ndevotes the greater part of its energy and will, and its income to preparing\nfor war, doesn't leave the teacher very much intellectual freedom. It makes\nit difficult to teach the true nature of war. The recent offidal condemna¬\ntion and renunciation of war as an instrument of National Policy on the\n\n"}
{"page": 345, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n341\n\npart of the United States, in the form of the treaty known as the Kellogg\nPact, ratified by over forty countries, logically emancipates the teacher from\nsuch burdens as an earlier conception of patriotism might have imposed.\nMr. Hutchins, the new president of Chicago University, says, “The\npurpose of higher education is to teach students to think, to think straight\nif possible, but to think always for themselves.” How has it happened\nthat the most immediate need of the college freshman is to be taught\nstraight thinking? The young child, as we all know, is pitilessly logical.\nThe confused thinking of both adolescent and adult represents the in¬\nfluence of home and school on the child who is so completely at their mercy.\nTo be a little more concrete let me give certain instances of the mental con¬\nfusion that most adults share and that our educational system definitely\nimparts. If the final basis of ethical judgment is the cooperation of the\npart with the whole, then we know that killing, lying, stealing are wrong.\nWe point this out to the child. We then proceed to glorify war which\ndoes these things on a wholesale scale. In other words we say that\nwhat is wrong for the child is right for the adult. What is wrong for the\nindividual is right for the group.\n\nAny\n\nnewspaper\n\nwill furnish the child\n\nwith examples of severe punishment for small offences and light punish¬\nment given prominent people for stealing on a large scale, while lying for\npolitical purposes is accepted with amusement and expectancy according to\nparty prejudice. Sincerity is taught as desirable for the individual, but the\nnation may and even should, engage in “bluff.”\nWar has been the honorable, patriotic, and legal method of settling in¬\nternational disputes. Now for the first time in history we have condemned\nrecourse to war and renounced it as an instrument of national policy and\nagreed to find peaceful methods of settling all disputes or conflicts. We\nhave done this in the general pact for the renunciation of war. This treaty\nis now a part of international law.\nIt compares in significance to the Declaration of Independence. Every\none should memorize the wording of it. It is written in simple under¬\nstandable language, and has been made public. A copy of it should be hung\nin every schoolroom.1 You can get a copy by writing to your senator or\nrepresentatives, or to the State Department. The pact is as follows :\nArticle\nThe\n\nHigh\n\nContracting\n\nParties solemnly\n\n1\n\ndeclare in the name\n\nof their respective\n\npeoples that they condemn recourse to war for the solution of international con¬\ntroversies, and renounce it as an instrument of national policy in their relations\nwith one another.\n\nArticle 2\nThe High Contracting Parties agree that the settlement or solution of all dis¬\nputes or conflicts of whatever nature or of whatever origin they may be. which\nmay arise among them, shall never be sought except by pacific means.\n1 The pact was\nMay, 1929.\n\nprinted\n\nin poster form\n\nin The\n\nJournal\n\nof the National\n\nEducation\n\nAssociation\n\n"}
{"page": 346, "printed_page": null, "text": "342\n\nNational\n\nEducation\n\nAssociation\n\nThe rapidity with which the nations of the world ratified the pact is proof\nthat the governing powers are conscious of the demand for a more en¬\nlightened method of settling international disputes and they were forced\nto submit to the power of public opinion.\nIt seems to be a practise among unthinking cynical people to belittle this\ntreaty by calling it a “scrap of paper.” So were the Magna Charta and\nthe Declaration of Independence “scraps of paper.” Every treaty is a\n“scrap of paper” unless it has the support of an enlightened public opinion.\nEnlightened public opinion is made largely in the classroom by teachers,\nnot by teaching peace, but by fostering straight thinking. We have had\nlong experience in relying on public opinion as a means of sustaining court\ndecisions. When our forefathers wrote the Constitution they realized that\nthe thirteen warring and jealous colonies could not maintain themselves or‘\nform a union if they were allowed to use war as a means of settling their\ndisputes, so they outlawed war between the states. They established the\nUnited States Supreme Court and gave it the affirmative power to hear and\ndecide cases, but gave it no power to enforce decisions, except the power of\npublic opinion. When this young nation proposed this unheard of proced¬\nure, all Europe laughed, but for 135 years the opinions of the United States\nSupreme Court have been respected.\nWhile the framers of the Constitution outlawed war between the states\nthey provided that Congress could declare war against another nation. We\nhave outlawed war between nations by treaty, but Congress still has the\npower to make war. Courts have held that between a treaty and a law of\nCongress made subsequent to the treaty the law holds. It now becomes\nnecessary to amend our Constitution taking away from Congress its war\nmaking powers. We must do this to make our national law consistent with\nthe international law now in operation. Therefore to amend the Con¬\nstitution of the United States, making war illegal is our next task.\nAn amendment framed by the Women’s Peace Union has three times\nbeen proposed in the Senate by Senator Frazier of North Dakota. It reads\n\n*\n\n“War for any purpose shall be illegal, and neither the United States nor\nany state, territory, association, or person subject to its jurisdiction shall\nprepare for, declare, engage in, or carry on war or other armed conflict,\nexpedition, invasion, or undertaking within or without the United States,\nnor shall any funds be raised, appropriated or expended for such purpose.”\nPlease write to your Senators and Congressman for a copy.\nThis proposed Constitutional amendment is the ultimate legal end that\nwe are striving for. We must remove every vestige of legality and respecta¬\nbility from war so that we may put it out of our consciousness. We must\ndo this to back up our word given to other countries by the treaty. Such\nnegotiations as are anticipated by Mr. MacDonald and President Hoover in\nthe reduction of armaments can be set aside by acts of Congress unless we\ntake the war making powers out of our Constitution. For the Peace Treaty\nto be taken seriously we must demand that governments proceed earnestly\nwith the task of building the structure and temper for peace.\n\n"}
{"page": 347, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n343\n\nThe peace treaty can only be regarded as the gateway to peace. The\nactual work of making peace real and permanent still remains to be done.\nA constitutional amendment comes nearer touching masses of people than\nany other proposal for eliminating war, because it must not only pass the\nSenate and the House and then must be ratified by the state legislatures.\nIt comes the nearest to being a legal referendum that our government pro¬\nvides. Time and patient work will be required. It will not pass without a\ncrystalized public opinion.\nThe reaction against war has been going on so long and has been so com¬\nplete that we have unconsciously chosen our heroes from peace time activities.\nWe have no postage stamp commemorating a war hero corresponding to our\nnew stamp celebrating Edison and his achievements. What hero’s name of\nrecent years, of any time, has stirred the imagination of the people and sent\nthe thrill through millions, through every boy and girl in the classroom as\nwell as the teachers, and the mothers and fathers of the country and made\nmillions of hearts beat as one, like the name of Charles Lindbergh, our\npeace-time hero.\nWe have all seen in what a short space of time the world was turned up¬\nside down by war. It can be set right side up in just as short space because\npeace is what we want, not war. But it can only be done by straight think¬\ning and teachers can do more than anyone else to bring about this rehabilita¬\ntion of public opinion. For a short dozen years we were on the wrong\ntrack. We have turned. Let us plant our feet so firmly in the straight\npath that it will never be possible to take the wrong turning again. All\nthis, that we may contribute to a more abundant life for everyone, that we\nmay produce enough understanding and goodwill to make world peace.\nThe responsibility is upon you, the classroom teachers, to make world peace.\n\nTEACHER\nLOIS\n\nCOFFEY\n\nMOSSMAN,\n\nPARTICIPA TION— ABSTRACT\nTEACHERS\n\nCOLLEGE,\n\nNEW\n\nCITY\n\nYORK\n\nCOLUMBIA\n\nUNIVERSITY,\n\nThe prime factors in learning are an individual, living and doing; and a\nsituation or environment\ntive of what one does.\n\nin which to do and which gives stimulus sugges¬\n\nWe must keep in mind (1) that learning is through responding to environ¬\nment, (2) that environment is constantly changing in this changing world,\nand (3) that the individual is continuously changing through thus respond¬\ning, doing, and learning. This makes the educative process far from static.\nEach of the prime factors is changing. What can be constant in it ?\nIf we leave the learnings to mere chance stimulus the outcomes will be\nuncertain in worth. Recognizing this fact, society provides the school for\nthe sake of securing guided, desirable learnings. John Dewey has pointed\nout that the school is superior to mere chance environment in that its en¬\nvironment can be controled and selected, so as to simplify, purify, and bal¬\nance the child’s environment.\n\nThis means\n\nthat the school must be in con-\n\n"}
{"page": 348, "printed_page": null, "text": "344\n\nNational\n\nEducation\n\nAssociation\n\ntinuous contact with the child’s community environment and vary as it\nvaries. It is the work of the school to teach desirable responsiveness to life’s\nchanging situations and, thus, teach children how to live in the midst of\nchange.\n\nThe factors in the school’s work are (1) the growing, active child; (2)\nits environment, continuously modified to meet the changes going on in life ;\n(3) the curriculum or total process of living, doing, and learning in the\nschool life ; and (4) the teacher who is the one responsible to society for guid¬\ning the process of learning, the one in the schoolroom group most experi¬\nenced in meeting situations in a meaningful way.\nWe have already noted that the first and second factors, the child and\nthe environment, are constantly changing. The curriculum, then, must of\nnecessity be flexible enough to be responsive to the needs of these varying\nelements. It represents the educative process that takes place and, therefore,\nof necessity cannot be static.\nWhen we plan an educative program we must recognize that the teacher\nis a vital factor. His participation in the process is essential. In the final\nanalysis he is the one who must guide the activity of the children in the\nlearning process. In the whole educational system he is the one who guides\nthe process at the point where the learning takes place. It is not a question\nof his right to participate in the various aspects of the educative process.\nHe is participating. He is shaping the curriculum as it is experienced by\nhis children. He is simplifying, purifying, balancing, shaping the school\nenvironment of the children, giving it the quality of life that makes it inter¬\npretative of community life inasmuch as it has such quality when finally\nthe children meet it. He secures the outcomes of the process whatever they\nare.\nSo closely is he working at the point where the learning takes place, so\nintimately does the teacher know the details of the process, that it follows\nthat he can easily lose perspective. This close-range view needs interaction\nwith a long range view of the whole situation. He must have leadership.\nA principal is needed. Each is essential. The principal who understands\nthe educative process recognizes the worth of this close-range view which\nthe teacher, of necessity, cannot have. They are coworkers, having varying\nresponsibilities, but workers together in the common cause of helping boys\nand girls to grow toward fullness of living.\nNot always and everywhere has the theory of the school’s work herein\nstated been accepted. Many there are today who hold a different view.\nThey believe the school is a place where children prepare for adult life by\nmastering certain prescribed subjectmatter. They assume that this subjectmatter can be and is definitely known. The mastery of this constitutes the\nwork of the school and gives the necessary preparation by way of disciplin¬\nary training or by way of storing needed knowledge and skills. All this\nimplies a known future, specified need. It makes of the teacher one whose\nduty it is to see that these prescribed learnings are mastered. It is not his\nprovince to select or adopt or judge or evaluate relative to individual needs\n\n"}
{"page": 349, "printed_page": null, "text": "Department\n\nand possibilities. He\n\nof Classroom\n\n345\n\nTeachers\n\nhas no part in planning the large program\n\nof the\n\nschool, but merely carries out instructions handed to him. He does not par¬\nticipate in planning the educative program, but he puts it into action.\nThe discrepancy between the point of view here set forth and that which\nobtains in many schools in the country today lies in the fact that there are\nstill many who are holding to a point of view of education as something done\nto the child, of learning as memorization of imposed subjectmatter, of the\ncurriculum as fixed and static, and of the child as a receptive agent. The\nteacher, thus, is regarded as a drillmaster.\nIn the program of education for a newer world we must contemplate the\neducative process as a process of living and learning, of meeting new situa¬\ntions with effectiveness, of gradually acquiring ability to articulate in a\nchanging environment, so that one may find the joy of living and helping to\nfurther a better order in this changing world. In such a program the teacher\nis a vital factor.\n\nTEACHER\nGEORGIA\n\nW.\n\nPARTICIPATION THROUGH\nREVISION— A BS TRA C T\nAIKEN,\n\nPRESIDENT,\n\nCINCINNATI\n\nCINCINNATI,\n\nCURRICULUM\n\nTEACHERS\n\nASSOCIATION,\n\nOHIO\n\nI have been assigned the topic, “Teacher Participation in Curriculum\nRevision.” My particular phase is the elementary curriculum. We know\nhow carefully the kindergarten curriculum has been worked out along\nnewer lines. If the underlying thought which embodies kindergartens could\nembody all curriculum making, I presume a very great change would take\nplace. The kindergarten curriculum, of course, makes use of health, social\nexperiences, meeting with one another, Americanization, and so on. The\nelementary school comes in and says there is a certain amount of systema¬\ntized knowledge that children must have, certain skills that they must de¬\nvelop in order to understand fundamental processes of life.\nNow what kind of teacher is needed to work on curriculum revision?\nHe should be a teacher who understands children, and who can undergo\nchanges. There are teachers who do not desire change. Routine has come\ninto their work, and they prefer to continue in that routine rather than to\ntry out and see whether or not the new way may have just as much advan¬\ntage as the old. But when such people become interested, they often prove\nto be the finest people we have because they see the new combined with the\nold and that is essential.\nIn curriculum revision there is a certain amount of the old that un¬\ndoubtedly is good. There is incidentally a certain amount of the new which\nis not as good as some people claim for it. There is a certain amount of the\nnew that in all probability is not going to be retained, for it has not fulfilled\nits function.\nTeachers have an untold amount of possibility in the work that they may\ndo in assisting curriculum revision, whether they be in private or public\n\n"}
{"page": 350, "printed_page": null, "text": "346\n\nNational\n\nEducation\n\nAssociation\n\nschools. The private school teacher has a better chance than the average\npublic school teacher because he works in a smaller system.\nTeachers do live who say howT things are to be done; they do learn to\nknow whether or not the curriculum which has been handed to them is ap¬\nplicable to the various types of mentality that come to them. It is very\nsimple to apply a standard to the average class. It is when the unaverage\nappears that trouble arises, and in this respect curriculum revision has not\ntaken the strides it might have taken. It cannot take very great strides until\nthe teachers themselves are willing to cooperate, to give their time, effort,\nand energy toward a revision that will work for the good of the profession\nand the children.\n\nTEACHER\nLULU\n\nMOCK,\n\nPARTICIPATION THROUGH\nCON T A C TS—A BS TRACT\n\nPRESIDENT,\n\nDALLAS\n\nGRADE\n\nTEACHERS\n\nCIVIC\n\nCOUNCIL,\n\nDALLAS,\n\nTEX.\n\nTeacher participation through civic contacts is vitally interesting to every\nclassroom teacher in this nation. It is a highly challenging phrase, not only\nfor today, but for all the long tomorrows.\nFirst, may I ask what responsibility the teacher has regarding participa¬\ntion in civic affairs ? Should he show activity in this particular field and, if\nso, how much ? Is he really supposed to develop leadership along this line ?\nIs he in reality a citizen with the full responsibility of citizenship? Or if he\nis a near citizen, just what part is he to play in the civic affairs of the com¬\nmunity ? Gratifying to a very high degree is it to know that various com¬\nmunities are taking recognition of the fact that the status of the teacher has\nimproved because the teachers themselves have willed it so. However, there\nare still places where remarks similar to these are heard: ‘‘If a teacher\nteaches as he should, he will have no time or strength for other activities.”\n“The teacher's place is in the schoolroom.” “Let the teacher remember\nfirst of all that he is a teacher.”\nLet us consider just what the teacher’s mission is— the duty of preparation\nfor citizenship in an ideal democracy. Is it possible that this profession re¬\nlieves those engaging in it of civic responsibility, lessening in a way the\nduties of citizenship ? Can the teacher train others for citizenship unless he\nis allowed to participate in civic affairs and bear in a large measure the re¬\nsponsibility rightfully his? Participation is one of the world’s greatest\nschools ; it means growth, and participation in civic affairs means citizen¬\nship growth. Can a teacher passive in this field train for active citizenship ?\nNow since teachers have unquestionably a responsibility in civic affairs of\nthe community, just what is the civic status of teacher groups today in vari¬\nous communities? One fact remains true of every teacher group — the civic\nstatus is exactly as high or as low as the teacher participation in civic affairs\nhas established it. Are we measuring up to the highest responsibility of\nteacher participation through civic contacts? What are teacher organiza¬\ntions doing along this line ?\n\n"}
{"page": 351, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n347\n\nThe reports from the various teacher organizations regarding their activ¬\nities are challenging. They are affiliated with various civic organizations\nand movements\n\nsuch as: civic welfare associations, civic welfare improve¬\n\nment leagues, chambers of commerce, federations of women’s clubs, child\nguidance clinics, and public library associations.\nWorthwhile indeed is the service being rendered by teacher organizations\nin a benevolent way as, emergency relief funds, teacher organizations often\nbeing among the first to send checks. Many organizations participated in\ngiving relief to the Mississippi flood sufferers and to the Florida storm\nvictims. A number of organizations have their own permanent work in the\nfield of benevolences ; some are interested in the endowment of beds in hos¬\npitals; some are aiding crippled children; some are interested in day nur¬\nseries; some maintain loan funds for students; some are interested in relief\nwork for lepers, furnishing bandages in response to a call from the American\nMission to lepers; some share their clubrooms, thus allowing them to be\nused as regular meeting places when\n\nneeded by certain groups.\n\nSome\n\nor¬\n\nganizations are carrying on a worthwhile activity through the children’s\nwelfare committees ; some are featuring annual benefit parties, the funds ob¬\ntained are used for benevolent work; some contribute regularly to the\ncommunity chest or to the allied charity funds ; some are active in Red\nCross drives and are generous contributors. This benevolent work in civic\naffairs is in addition to this type of service rendered to their own teacher\ngroups.\nOther activities engaged in by teacher organizations are previewing films\nfor children’s matinees, marking with dignified and appropriate ceremonies\nnoted historic sites, participating in outstanding civic events of the year\nthrough cooperation with the chamber\n\nof commerce\n\nand other civic organi¬\n\nzations, and contributing to building funds for women’s club homes.\nSome teacher organizations have led in local tax campaigns when neces¬\nsary and aided by public spirited men of the community have succeeded in\nputting over the necessary tax. Some organizations have done some very\ncourageous and creditable work in the readjustment of taxation. Some\n\nhave nominated classroom teachers for the presidency of state teacher asso¬\nciations and have elected them and found it splendidly worthwhile to be\nso represented.\nAnd now\n\nregarding the first great responsibility of education in a republic,\n\nthe inculcation of the truest ideals of civic duty, how best is this responsi¬\nbility to be met? First, let us urge that communities have ever in their\nteacher groups those most gifted and talented. A nation needs always to\nresources and so in providing for our\nschools, we need our best minds and biggest hearts. Mature and trained\nteachers are needed if a community is to have leadership of an adequate\nguard its intellectual and moral\n\nnumber\n\nof influential men\n\nand women\n\ninterested in building up life so that\n\nthe spiritual forces will outweigh the material.\n\n"}
{"page": 352, "printed_page": null, "text": "348\n\nNational\n\nEducation\n\nAssociation\n\nTEACHER PARTIC1PA TION THROUGH DETERMINATION\nOF STANDARDS OF CERTIFICATION— ABSTRACT\nF. BLANCHE\n\nPREBLE,\n\nTEACHER,\n\nCHICAGO,\n\nILL.\n\nWho can possibly be as interested in establishing high standards for be¬\nginning elementary teachers as the teachers already working in that field?\nOn whom does the responsibility rest more than on these same teachers?\nThey are in a position to know far more about what a teacher needs to be\nthan any supervisor or administrator\n\ncan possibly know\n\nprovided they\n\naccept their respon sibil it}' and apply themselves to the work of determining\nstandards of certification.\nShall the elementary teacher be merely a spectator as others determine his\nfate, or shall he take his fate in his own hands and make it what he wants it\nto be. and what, for the sake of education, it should be?\nWe have heard more and more in recent years that improvement of\nmethod and general educational development must come from the classroom\nteacher because the administrator, in these days of rapid growth of schools\nand colleges, is so taken up with financial and administrative problems that\nthe educational questions necessarily get only his second-best effort. W e can\nsee. too, that the most radical changes in the past few years have been\nchanges, I will not say improvements, in forms of organization rather than\nchanges or improvements in truly educational policies.\nNow. unless the classroom teacher assumes his responsibility and applies\nhimself thoughtfully and earnestly to these most essential things, the schools\nwill become more and more devoted to problems of organization and finance\nbecause of the very necessities of the situation and these other great essen¬\ntials will be neglected. Of course, the place to begin to formulate educa¬\ntional methods and policies is in determination of standards of certification.\nSince the educational work of a school is done in the individual room by\nthe teacher in contact with the child, no higher qualification should be re¬\nquired of anybody in the system than of the teacher himself. And since, by\nthe time the child has reached the high school he is more or less able to edu¬\ncate himself, provided he has developed up to that time as he should, no\nhigher qualifications should be required of any teacher than of the elemen¬\ntary teacher.\n\nTEACHER\nDAISY\n\nPARTICIPATION— ABSTRACT\n\nLORD, PRESIDENT, WATERBURY\nTEACH ERS' ASSOCIATION,\nWILBY HIGH SCHOOL, WATERBURY,\nCONN.\n\nToday in every walk of life there is cooperation and participation. Any\ngreat enterprise to be successful must call into play all the mental energies\ninherent in the organization, and so communities consult teachers in social\nbetterment work and in all civic projects. Boards of education, superintend-\n\n"}
{"page": 353, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n349\n\nents, and principals are consulting with the classroom teacher in building\ncurriculums, in selecting textbooks, in planning activities, in helping individ¬\nual students reach their goal. We should rejoice in such consultations.\nFor the past twenty-five years in my home city, no course of study has been\nmade and no textbook adopted without the principals and teachers con¬\ncerned being called into consultation. My own principal never adopts a\nnew policy or plans any activity without seeking the counsel of his teachers.\nI cannot see how any school system can be progressive and harmonious\n\nwith¬\n\nout teacher participation in every line. The Waterbury Teachers’ Associa¬\ntion is one of the oldest in the country, and is looked up to in our city as one\nof the leading organizations. It is asked to send representatives to even\nthing of civic interest and we always respond. The citizens remember this\nas was shown during our salary campaign last December, when the city was\nwith us, and the increase was won. The members of the board of education\nare our friends, and we work together in harmony.\nParticipation will help your community. In your community there are\nmany civic organizations that are doing much for the betterment of the place\nin which you live. Teachers should keep in close contact — some may lie\nmembers of these — and all should be willing and ready to help. Our schools\nare more and more becoming civic centers.\nParticipate in the things your school is doing. Don't leave everything to\nthe few. Don’t relegate school spirit to the pupils; have plenty of it your¬\nself. Be interested in the reputation vour school has in its communitv. Do\nall you can to improve and enlarge on that reputation. We are so eager to\nmake our pupils realize that what they say and do is a reflection of their\nschool. Isn’t this just as true of teachers?\nAccompany your students to baseball and football games, to picnics, to\nparties, on hikes. You will And out more about your students on one short\nhike than in a month in the schoolroom. The real teacher learns to know\nhis pupils, his activities, his home life, and if necessary, gets in touch with\ncommunity service organizations that will help him.\nLearn to be a constructive leader. Remember that constructive leader¬\nship means the development of a thoughtful, intelligent, and tolerant atti¬\ntude. A spirit of give and take is necessary. Learn, like Colonel Lind¬\nbergh, to speak in terms of \"We.”\nour desks with the dictatorial “I.”\n\nToo long we have kept company\n\nGive thy heart’s best treasures.\nFrom fair Nature learn;\nGive\nWait\n\nthy best — and ask not,\nnot a return !\n\nAnd the more thou givest\nFrom thy little store.\nWith a double measure.\nGod\n\nwill give thee more.\n\nbehind\n\n"}
{"page": 354, "printed_page": null, "text": "350\n\nNational\n\nTEACHER\nGERTRUDE\n\nEducation\n\nAssociation\n\nPARTICIPATION IN ADMINISTRATIONABSTRACT\n\nBURKE,\n\nTEACHER,\n\nCENTRAL\n\nHIGH\n\nSCHOOL,\n\nSYRACUSE,\n\nN.\n\nY.\n\nOrdinarily when one thinks of teacher participation in administration, he\nthinks of participation in the solving of problems. It is true that his great\nbackground of experience, in the daily human contacts a teacher has, equips\nhim with a sympathy and understanding that is valuable in the solving of\nproblems, but I think it is of even greater value in the seeing of problems.\nIf it be true that “all mankind venerates the seer,” surely the alert classroom\nteacher should be venerated, because of necessity he sees and forsees prob¬\nlems. His very anticipation of them may mean the “ounce of prevention\nwhich is worth more than the pound of cure.” Glenn Frank tells us that\nhe has more easily found ten men who could solve a problem than one man\nwho could see what the problem really was, and who could state it with\nclarity so that others could see it. To call upon this vast fund of teacher\nexperience for seeing, studying, and solving of problems is but to follow one\nof the prime requisites of this industrial age — the elimination of waste and\nthe conservation of resources.\nAndrew Carnegie was once asked, “Which is most important in indus¬\ntry — land, labor, or capital ?” He is said to have replied, “Which is the\nmost important leg of a three-legged stool?” Applying this to education,\nand amputating one leg, we may well ask, “Which is more important in\neducation, the teacher or the administrator?”\nEach at times fails to appreciate the other’s job. Participation in ad¬\nministration might enable the teacher to see that there is something more to\nadministration than sitting back in a swivel chair ; and it might remind the\nadministrator of things he had forgotten, or mayhap never known, such as\nthe deadening drudgery of daily routine, the wearisome work of marking\npapers, and the exhausting exactions of inexhaustible youth. It might be a\ngood idea if administrators, especially supervisors and heads of depart¬\nments, were forced every five years or so to get back for a term to a regular\nschedule of classroom teaching.\nIn Syracuse we have some examples of teacher participation in administra¬\ntion. In the construction of our new continuation school, the teachers of\nshopwork and of domestic arts were given the privilege of planning their\nrooms, of selecting the equipment, and directing its placement. This was\nalso true in part in our vocational high school. The vocational groups as a\nwhole seem to be ahead of others in teacher participation in administration.\nTeachers participate to some extent in the selection of textbooks, in the\nplanning of projects for science work, and in the making\n\nof examinations.\n\nWhen New York State discontinued the regents’ examinations in civics,\ncommercial subjects, and others, our superintendent asked every teacher of\nthose subjects to send in a list of questions suitable for the examination. A\nteacher committee selected from those lists the ones for the examination,\nand the state gave regents credit for it. We are still following this policy.\n\n"}
{"page": 355, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n351\nPerhaps the most outstanding example of teacher participation is in\nregard to the salary schedule. Last year a committee of women high\nschool teachers went to interview our superintendent in regard to salary\nadjustments. He asked them to make out a schedule which would be fair\nto all groups of teachers. The committee undertook the task seriously,\nwriting to the various schools for suggestions, and to other cities for sched¬\nules, with the result that they turned in a schedule which was not only\naccepted by the superintendent and the board, but admitted by them to be\nbetter than they had worked out. It has not gone into effect for lack of\nfunds, but we are led to believe that it will be put in force in January.\nI see great need for more teacher participation in matters of administra¬\ntion of attendance, of curriculum, of discipline, of examination schedules,\nof examinations, and of extracurriculum activities.\nTeacher participation encourages intelligent cooperation. It stimulates\nteachers and administrators alike, thus bringing into the public service\nvaluable assets which might otherwise lie dormant. It lends a new dignity\nto the teaching profession. It trains administrators from the teaching\nranks, and should result in promotion by merit. It gives a more balanced\nadministration, combining the vision of those in high places who look out\nwith the vision of those in lower places who look up.\n\nTEACHER\n\nJOHN\n\nW.\n\nPARTICIPATION IN LEGISLATIVE\nABSTRACT\nVICKERMAN,\n\nPRESIDENT, CLEVELAND\nCLEVELAND, OHIO\n\nPROBLEMS—\n\nTEACHERS'\n\nFEDERATION,\n\nTeachers cannot afford to sit back and simply take an academic interest in\nlegislation. They should be a dynamic force, constantly alert to improve the\nstatus of the teacher and educational conditions. It is necessary for teachers\nto go to their state legislatures nearly every session either to defend present\nlaws or to ask for progressive changes- in educational law. It is a progres¬\nsive trend to have teachers through their organizations show a concern in\nassociation and political problems. Teachers are prone to proclaim democ¬\nracy but not to practise it. The greatest obstacle in the securing of legisla¬\ntion for teachers is the indifference of the teachers themselves.\nIn our participation in legislative problems we should seek to enlighten\nour law-makers rather than to influence them. The best progress, and only\npermanent progress, is evolution and not revolution.\nPractically all of the members of the legislature are honest and want to\ndo the right thing. They always welcome information, providing it comes\nfrom one who knows what he is talking about, and they feel that he is\nhonest. Taken as a whole, they are quite representative of the citizenship\nof the state. I should like to make a plea for more respect for legislatures.\nLegislation asked for by teachers should be sane. The effort of the\nteachers should be confined to things of vital importance and of real benefit\nto the schools. If we confine our legislative activities to purely selfish\n\n"}
{"page": 356, "printed_page": null, "text": "352\n\nNational\n\nEducation\n\nAssociation\n\nmotives or create the impression that we, as a group, are attempting to take\nadvantage of legislation, we shall find legislatures, school officials, and the\npublic opposed to granting our requests.\nIf good objectives are to be attained with a minimum of public criticism,\nwe should be interested just as much in legislation promoting the education\n\nand the welfare of the children as we are in our own problems. To pro¬\nduce results with no unfavorable reaction, everything should be open and\nabove board, and no individual should be brought into the limelight.\nThe results obtained in communities where teachers have united in a\ndrive for certain definite benefits encourage\n\nus to believe that many worth¬\nwhile things can be accomplished when teachers become inspired with selfrespect, realize their power as a group, attack their problems with zest and\nefficiency, and take pride in their achievements.\n\nTEACHER\nNETTIE\n\nRANKIN\n\nPARTICIPATION THROUGH\nCONTAC TS—A BS TRACT\nBOLLAND,\n\nTEACHER,\nPORTLAND,\n\nHIGH\n\nSCHOOL\n\nSOCIAL\nOF\n\nCOMMERCE,\n\nORE.\n\nAs teachers we are in a position of greater influence and opportunity for\nleadership today than we have been at any time before. Much is said about\ncharacter training, unfolding the personality of students, development of\npotential leaders of the state and nation. The realization of aims and ideals\nin these important matters can be measured directly by the unseen work of\nthe teacher who is a personality among the students. The teacher who is\ninteresting, who carries on his work in a spirit of educational adventure,\nwhose mind is excited by new happenings in his own life outside the class¬\nroom, whose personality is still growing — that is the teacher whose work\ntoday will mark America tomorrow.\nWe can hope to develop qualities of leadership in students only after we\nexperience active leadership among groups of adult age ; thereby developing\nin ourselves the powers we would induce in others. We are no greater than\nour achievements.\nTeacher participation in social affairs of teachers’ organizations provides\na valuable opportunity for selfexpression, and in many cases offers the only\navailable means of stimulation for qualities of leadership. The teacher\ntaking part becomes broader, more interesting, gracious, and dynamic.\nSocial contacts may be made through a great number of activities such\nas banquets, luncheons, dinners, receptions, teas, picnics, card parties, con¬\ncerts, informal parties, miscellaneous entertainments, mock trials, dramatics,\ntournaments in outdoor and indoor sports, maintenance of clubrooms, and\nclub affiliations.\nThe participation of the teachers in social activities develops an interest\non the part of the teacher in other organization activities, and later that\nteacher is actively at work on a specific professional problem for the associa¬\ntion, solely as a result of an expression of social talent. In an indirect man-\n\n"}
{"page": 357, "printed_page": null, "text": "Department\n\nof Classroom\n\n353\n\nTeachers\n\nner, social activities develop that very important\n\nelement in professional\n\norganization — cooperation among teachers. Participation in a social ac¬\ntivity as an entertainer or committee worker, will do much to create and\ndevelop enthusiasm, and individual enthusiasm may be capitalized by the\nassociation in its work on such practical problems as teacher load, sabbatical\nleave, and tenure.\nOne of the most important means of securing publicity for an organiza¬\ntion is through its social activities. It is more or less a rule among press\ncommittees in business and professional organizations to have three notices\nprecede a social event and a followup article. This practise may be fol¬\nlowed by our groups. An article on a tea, a halloween party or a banquet,\nwith names of teachers providing entertainment and others on committees\nfor the activity, easily wins newspaper space. After several notices of this\nkind, an article on a teachers’ problem which otherwise would\nspace, will be given liberal room.\n\nhardly get\n\nTo summarize, in a carefully planned program for social activities, an\norganization may provide means for individual growth and professional\ndevelopment of the teachers, increase the effectiveness and power of the\norganization by intensifying interest and activity in organization of affairs,\ndevelop cooperation among members and with other organizations, and pro¬\nvide a means of reaching the general public through the press.\n\nTHE\n\nPARTICIPATION OF THE RURAL SCHOOL TEACHER\nIN DETERMINING THE RURAL SCHOOL CURRICUL UM—ABS TRACT\n\nFLORENCE\n\nHALE,\n\nSTATE\n\nSUPERVISOR\n\nOF\n\nRURAL\n\nSCHOOLS,\n\nAUGUSTA,\n\nMAINE\n\nThe most important factor in rural school organization is the building of\nthe curriculum. Upon the content of the curriculum depends the ability\nof the rural school to give an equal opportunity for the country child. The\nrural school classroom teacher should have an opportunity to participate in\nthe formation of the curriculum.\nIn the past, two methods of selecting school subjects were common. In\nmany cases there was no written course of study. What should be taught\nand how much was largely a matter of custom passed from one teacher to\nanother. It was understood that reading, writing, arithmetic, and spelling\nmust be taught. The method and quantity were more or less haphazard.\nIn the better schools, the curriculum was handed down arbitrarily to the\nteacher by the superintendent. The teacher’s judgment was seldom asked\nand his suggestions rarely encouraged. Today it is an accepted fact that\nthe teacher who is to carry out the requirements of the curriculum should\nhave a large part in formulating it. First, in a few cities classroom teachers\nwere put on committees for curriculum making. The wisdom of this\ncourse was immediately apparent in the greater success of the school. Now\nthat it is understood that the rural school has a peculiar problem of its own\n\n"}
{"page": 358, "printed_page": null, "text": "354\n\nNational\n\nEducation\n\nAssociation\n\nto solve, the rural teacher who understands the requirement of his com¬\nmunity better than the distant superintendent is being called into the same\nservice. Herein lies the opportunity of the rural teacher to work for the\nenrichment of the curriculum. He should study exhaustively the needs of\nthe country community for which he is preparing citizens. He should not\nforget the need of opening up the great world that lies beyond the rural\nschool so that his pupils may choose for themselves the life that best suits\nthe individual.\nEvery rural expert knows\n\nthat the rural school curriculum, in most in¬\n\nstances, has done little to develop the cultural side of the child’s life. When\nrural teachers take their part in curriculum building, they should see to it\nthat music and art are required subjects in every rural course of study.\nThey must then work to educate the community to appreciate the practical\nimportance of these subjects.\nThe results of a survey, carried out by The Grade Teacher magazine,\nindicate that teachers are continuing to grow in professional spirit and to\nstudy the principles of education which underlie methods of teaching.\nTeachers are preparing themselves to take their part seriously in this oppor¬\ntunity to participate in the curriculum making. This professional study in\naddition to their actual experience in the schoolroom will make the contribu¬\ntion of the classroom teacher in building the curriculum of inestimable value.\n\nANNUAL\nEDITH\n\nREPORT\n\nOF THE\n\nPRESIDENT\n\nB. J OYNES,\n\nNORFOLK,\n\nVIRGINIA\n\nThe Department of Classroom Teachers has five major aims:\n(1) To secure higher educational qualifications for teachers;\n(2) To secure teacher participation in school management;\n(3) To improve economic and social conditions among teachers to enable\nthem to properly function as a vital factor in educational progress;\n(4) To promote, encourage, and assist local and state organizations of\nclassroom teachers; and\n(5) To\nservice.\n\npromote\n\ncooperation among\n\nall groups enlisted in educational\n\nThese aims have been fostered by getting in close contact with local and\nstate organizations.\nThis year more work was accomplished on account of the generous leave\nof absence granted by the Norfolk School Board to your president — a leave\nof absence on full pay for as much time as was necessary to carry on her\nduties. In this way invitations could be accepted at any time during the\nyear. This is the first time that a president of the department has made a\nfall trip and it has proved to be a great advantage as the majority of the\nstates have their conventions in the fall. The President has had opportunity\nto come in contact with large groups of teachers at the state meetings, and\nin that way the work of the department has advanced more rapidly.\n\n"}
{"page": 359, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n355\n\nFall Trip — The first field trip, which covered a period of six weeks dur¬\ning October and November, was so arranged that I might have the oppor¬\ntunity of attending the meetings of several state associations. The states in¬\ncluded in the trip were North Carolina, Tennessee, Alabama, Oklahoma,\nTexas, New Mexico, Colorado, Missouri, Georgia, South Carolina, Ar¬\nkansas, and Virginia. During the field trip I visited many school systems,\nfor the purpose of acquainting myself with class conditions and professional\nproblems of teachers.\n\nWinter Trip — On returning to my classroom in the Maury High School\nat Norfolk to assume the regular role of classroom teacher I found a vast\naccumulation of work. Here I remained until February 13, when I turned\nmy steps toward the cold north. I found the same cordiality and hospitality\nawaiting in the north as 1 had received in the south. On this trip I visited\nthe states of New Jersey, New York, Massachusetts, Pennsylvania, Ohio,\nIndiana, Kentucky, West Virginia, and Virginia.\nThese teachers were interested in the same problems as the groups previ¬\nously visited. Owing to the fact, however, that they have been organized\nlonger, they have progressed further toward the solution of some of the\nproblems of the profession, such as retirement laws, salaries, and cumulative\nsick leave.\n\nOther Meetings — Your president was invited to attend during the Easter\nHolidays the annual meeting of the Eastern Commercial Teachers Associa¬\ntion held in Philadelphia — an association of over a thousand members. I\nam glad to report that this association voted to affiliate with the National\nEducation Association. They are also interested in participating in the\nwork of the department and judging by the enthusiastic sessions of this or¬\nganization, I feel that we are fortunate in having this new group.\nMy last meeting of the year was at Savannah, Ga., where I went to at¬\ntend the annual meeting of the Georgia Education Association the third\nweek in April. The need of a strong classroom organization was apparent\nas financial conditions in the state have caused the state in many cases to\nfail to pay in full the present salary of the teachers. A close study of\nGeorgia’s wealth shows that with the right system of taxation put into\neffect the teachers should not have any more trouble in receiving their full\nsalaries.\nAt the classroom meetings the presiding officer was a principal or a super¬\nvisor. This demonstrates again the need of classroom teacher participation.\nThe Georgia Education Association endorsed the Education Bill and in fact\neverywhere\n\nI have been this year the bill has received hearty endorsement.\n\nThe News Bulletin — Last year the News Bulletin was published as an\nexperiment.\n\nIt is no longer an experiment.\n\nIt is a real investment.\n\nThrough the Bulletin, classroom teachers receive firsthand knowledge\nwhat their fellow workers are doing over the United States.\n\nof\n\nReporters for the Bulletin have been appointed from organizations in\ndifferent sections of the United States. We appreciate the information\n\n"}
{"page": 360, "printed_page": null, "text": "356\n\nNational\n\nEducation\n\nAssociation\n\nthey have sent in to us and we greatly regret that the limited space of the\n\nBulletin has prevented us from using all of it. We have really had enough\nnews for an eight page bulletin but it seems better for the present to publish\nit in its present size of four pages. It is the only medium through which\nclassroom teachers can keep informed about the work of the department\nand receive information on professional problems which local organizations\nare investigating and studying each year.\nThe classroom teachers have been so interested that the circulation has\ndoubled.\n\nA real interest in the department has been stimulated through the\n\nBulletin. This year we have issued three Bulletins but next year we are\nplanning to publish four issues.\n\nDepartmental appointments — Your president has been appointed the offi¬\ncial delegate of the Department of Classroom Teachers to the biennial con¬\nference of the World Federation of Education Associations to be held at\nGeneva, Switzerland, this summer. It is a laudable fact that several mem¬\nbers of the Executive Board have been placed upon committees of honor and\nresponsibility this year. At last after many years of struggle the work of the\nDepartment of Classroom Teachers has been recognized. The classroom\nteacher is becoming a part of the educational solar system. The entire official\nfamily of the department has stood by the president in all times of need. This\nunity and harmony in the department has been reflected in intense interest\nin all meetings, in an increase in individual membership, and a remarkable\ngrowth in new affiliations.\n\nRecommendations to the Department of Classroom Teachers — 1. News\nBulletin — That four issues of the News Bulletin be published each year,\nthe approximate date of publication being October 15, December 1, Febru¬\nary 1, and May 1. That circulation be increased so that all associations may\nreceive the News Bulletin for one year, even if they are not affiliated. This\nis the best way to get acquainted with the work of the department.\n2. Yearbook — (a) That Miss Miriam Eisner be selected as chairman to\nassemble the material for the next Yearbook and (b) that a committee be\nappointed by the president to pass on all articles before they are printed in\nthe Yearbook.\n3. Affiliation — That each member of the Executive Committee make\nevery effort to get local associations to affiliate with the National Educa¬\ntion Association. This gives closer contact one with the other.\n4. Classroom department in each state association — That an effort be\nmade by each of the executive members to attend state associations and at\nthat time organize a classroom department. This will bring about great\nunity in local, state, and national classroom departments. Through these\nunits the classroom teacher can really function for educational advancement.\n5. Committee on academic preparation — The following committee has\nbeen appointed: Lucy Brickhouse, Norfolk, Va. ; Florence Dickinson, Haddonfield, N. J. ; Ethel F. Keeney, Chicago, Ill. I recommend that this\ncommittee be retained for three years to formulate a plan and to put into\neffect some method where teachers who have been in service as long as six\n\n"}
{"page": 361, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n357\n\nyears, may have an opportunity of getting more credits in major subjects\nthan is allowed under present college regulations. This committee is to\nwork with the American Association of Teachers Colleges.\n6. Programs of state associations — That an effort be made\nroom teachers on state programs.\n\nto have class¬\n\n7. Character training — That every classroom teacher give $1 to pro¬\nvide a fund for the study of character training. This fund will easily be\nduplicated in many communities. Such a fund will enable the department\nto carry on perpetual research work in character training. The teachers\nin the classroom are directly interested in this study. So let this be their\ncontribution to education.\n\nREPORT\nR. ROSS\n\nOF\n\nTHE\n\nSMITH,\n\nVICEPRESIDENT\nCHICAGO,\n\nILLINOIS\n\nIn each conference I tried to sow the seeds of local organization by leading\nteachers to see that, while they might belong as individuals to their state\nand national bodies, the use they could make of them, the service they could\nrender, and the influence they could have would be distinctly limited. As\nyou read this report you will readily realize the truth of this. You will\nprobably recall the struggles, led by leaders of great local groups of teachers,\nwhich made possible the Department of Classroom Teachers. If you do not,\nread the story as written by Miss Sara Fahey in the \\ earbook — or if\nyou do, read it to recall the drama of the struggle. I have in mind especially\nthe classroom teacher group, of course. Classroom teacher leaders are de¬\nveloped by doing things in their own communities ; this doing carries them\ninto state and national leadership till finally one of them reaches the presi¬\ndency of the National Education Association as did Miss Cornelia Adair\nin 1927 at Seattle. A superintendent, by virtue of his position of leadership\nin the community, may have an influence in the state and national organiza¬\ntion which can come to the classroom teacher only by virtue of his organized\nstrength.\nThis, then, was my message to these unorganized teachers whom I met in\nthe county institutes of Illinois and Indiana, and I reached every section of\neach state. I spent the month of August in my home state, Indiana — and\nat this point I wish to thank the county superintendents of these two states\nfor the fine cooperation they gave in making room for me on their already\ncrowded programs. In answer to my request I received more than fifty in¬\nvitations within the space of about three days. This made many duplica¬\ntions. I could only reach a limited number. My first conference was at\nPrinceton, Ind. Here, as in other Indiana counties, I found teachers con¬\ncerned with their attempt at a tenure law that had not worked — a situation\nwhich gave a need for the research department of the National Education\nAssociation. From Princeton in the southwestern part of the state I went\nto Bloomfield just west of the central portion, and on the way I arranged\nfor a meeting at Vincennes, which Miss Frances Harden took care of for\n\n"}
{"page": 362, "printed_page": null, "text": "358\n\nNational\n\nEducation\n\nAssociation\n\nme later in the month, thus giving that section of the state three conferences.\nShe also took charge of one in Salem.\nPeru was my next conference. From there I went to Anderson and\nWinchester, in each case meeting the teachers of the entire county. During\nthe same week I spoke at Crawfordsville and Lafayette, which completed\nmy work for August and in the state of Indiana. Shortly after school began\nthe superintendents of several towns just west of Chicago called their\nteachers together after school at La Grange for a conference upon the\nEducation Bill. Mrs. Bertha S. Armbruster, an Illinois member of the\nNational Education Association Legislative Commission, spoke for me at\nthat meeting.\nFrom Galena in the extreme northwestern corner of Illinois to Pinckneyville in the extreme southwestern corner of the state — that was my record\nthere. I held conferences at Dixon, Freeport, Belvidere, Jerseyville, Vir¬\nginia, and Springfield. Mr. A. L. Whittenberg, state director for the\nNational Education Association, helped in all the counties that he visited\nas did State Superintendent Francis G. Blair, who was president of the\nNational Education Association during 1926-27. This is my conference\nlist in Illinois except for my talk before the Illinois State Teachers Associa¬\ntion on the general program. Here I argued for the single salary. In January\nI held a conference with the teachers of Milwaukee, Wis. Here, too, I\nargued for single salary.\nMy last conference was at Madison, Wis., with the Wisconsin Classroom\nTeachers’ League, and thus ends the story — twenty conferences, and for the\nmost part with teachers in the counties of Illinois and Indiana. I have no\nway of measuring. I must be content to hope that I may have sowed the\nseeds of desire for organization, that I may have caused a few teachers to\nbelieve that they should join with their fellow teachers in local, state, and\nnational organizations — that they should belong to the Department of\nClassroom Teachers of the National Education Association and take part\nin its activities.\n\nREPORT\n\nOF\n\nTHE\n\nCHARLES\n\nE. SCOTT,\n\nSECRETARY\n\nPORTLAND,\n\nOREGON\n\nIn Minneapolis last summer after consultation with Mrs. Jovnes and\nM iss Winn it was decided to confine my efforts this year to Oregon. It\nseemed best to work through the county institutes which are held in Oregon\nduring the months of September, October, and November. In August,\nMr. Carleton, the executive secretary of the Oregon State Teachers Asso¬\nciation, sent letters to the various county superintendents in which he stated\nthat I was available for institute work.\n\nAt the beginning of the school year I was transferred to another high\nschool with new duties. This transfer necessitated a change in my plans\nas I could not leave my work for more than a day at a time. For this reason\n\n"}
{"page": 363, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n359\n\nI was able to accept only three of the invitations which I received to speak\nat institutes.\nOn October 4, I went to Pendleton where I spoke to the teachers of\nUmatilla and Wheeler counties. On October 12, I addressed the teachers\nof Columbia county at St. Helens. In November I went to Oregon City\nto speak to the teachers of Clackamas county. In my talks at these institutes,\nI told the teachers of the work which the National Education Association is\ndoing for them, stressing especially The Journal, the Research Division, and\nthe Education Bill. I also explained the purpose and organization of the\nDepartment of Classroom Teachers. Comparatively few of the teachers of\nOregon belong to the National Education Association and most of them\nknow very little of our department, in spite of the fact that we have a state\norganization of classroom teachers.\nDuring the Christmas holidays I went to Pocatello, Idaho, to speak before\nthe Department of Classroom Teachers of the Idaho Education Association\nwhich was holding its meetings in that city. At the Idaho meeting I was\nimpressed by a fact which I had previously noted at the county institutes.\nIn our Department we have comparatively few men and what I saw may\noffer a partial explanation of this. At the meeting of the Department of\nClassroom Teachers in Pocatello, there were fifty teachers, a dozen men\namong them. Across the hall in another room there was a much larger\ngroup composed of athletic coaches, principals, and superintendents all in¬\nterested in athletics. These state and county meetings give to these men\nabout their only opportunity of getting together. As most of the men are\nengaged with athletics in some form, it follows that they seem to be more\ninterested in this subject than in any other.\nOn my return from Cleveland I stopped at Bozeman, Mont. At the\nmeeting there I met three groups of teachers: Elementary\n\nand junior high\n\nschool teachers under the direction of Superintendent Williams, the teach¬\ners of the County Senior High School, and the Montana State College.\nI found the teachers cordial and anxious to learn more of our department.\nThey were especially interested in the News Bulletin and in the effort\nwhich the department is making for some revision in the type of courses\noffered by colleges to teachers who are working for degrees.\nAs a result of the two years’ work which I have done, it seems to me\nthat a change in our method of work in the sparsely populated states might\nbe beneficial. There are few large cities in these states, and a conference\nbrings together only a small number of teachers. The distances between\ntowns are so great that much time and money is consumed in reaching them.\nIf the money spent on conferences were used in sending out a larger\nnumber of copies of the News Bulletins, a greater number of teachers\ncould be reached.\nI have been interested in watching the growth of our department. The\nExecutive Committee has added the roundtable discussions of the various\ngroups as a feature of the summer meeting and has instituted the publica¬\ntion of the A ews Bulletin , both of which I consider forward steps. Any\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNational\n\nEducation\n\nAssociation\n\nhave had doubts as to the efficiency of our department in promoting\nprofessional interest among teachers, would have had these doubts dispelled\nhad they attended our conference in Cleveland last winter. It was by far\nthe best that I have yet attended.\nI have enjoyed my work as secretary, and I wish to thank the members\nof the department for the cooperation and help which has been given to\nme. I also wish to thank Superintendent C. A. Rice, and the members of\nthe School Board of Portland, who have made it possible for me to do the\nwho\n\nwork which I have done, by granting to me two generous leaves of absence\nwithout loss of salary.\n\nREPORT\n\nOF\n\nMIRIAM\n\nWESTERN SECTION EXECUTIVE\nCOMMITTEE\nMEMBER\n\nD. EISNER,\n\nSAN\n\nFRANCISCO,\n\nCALIFORNIA\n\nThe task assigned to me by our president this year was to assemble\nmaterial for the Fourth Yearbook of the Department. As this involved\nmuch time, thought, and correspondence\non much conference work.\n\nI have not attempted\n\nto carry\n\nHowever, one conference was held in San Francisco on December 18\nat a breakfast given in honor of Uel W. Lamkin, president of the National\nEducation Association. In the name of the San Francisco Classroom\nTeachers Association which sponsored the affair, I greeted President Lam¬\nkin and other guests.\nMr. Lamkin spoke on “The Purpose of the National Education Asso¬\nciation,” Dr. J. M. Gwinn, superintendent of schools in San Francisco and\npresident of California Teachers’ Association, spoke on the “Relation of\nState Associations to the National Association.” Mr. William John\nCooper, then state superintendent of schools in California, greeted Mr.\nLamkin. “The Importance of Teacher Training Colleges,” by Dr. Alex¬\nander Roberts, president State Teachers College, San Francisco, was dis¬\ncussed. Miss Estelle Carpenter, music supervisor of San Francisco and\nthe first National Education Association life member on the Pacific Coast,\nurged life membership; Miss Anna G. Fraser of Oakland, vicepresident of\nthe National Education Association, made a plea for California to keep first\nplace in National Education Association membership.\nReaders of the Yearbook will find that we have endeavored to gather\nmaterial from teachers so that it will be representative of all sections of\nthe United States, thus giving an opportunity to make constructive compari¬\nsons of work accomplished, of experimental studies of Creative Work done\nin grade and high schools, and of professional problems.\nThe chapter on Creative Work is in response to many\nmaterial on this progressive phase of school procedure.\n\nrequests for\n\nThe chapter on Special Activities of Local Organizations and Profes¬\nsional Problems offers the readers some interesting and helpful information\non these subjects, which are of vital importance to all teachers.\n\n"}
{"page": 365, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n361\n\nThe chapter on State Organizations of Classroom Teachers offers some\ncomprehensive information which was compiled from a questionnaire sent\nto state associations by Miss Agnes Winn.\nThe Yearbook as a whole aims to present a wealth of material, useful\ninformation, and interesting work accomplished by classroom teachers.\nThose who contributed gave wonderful cooperation and it has been a great\nprivilege to work with them.\nThis is the first time that the Yearbook has been handled by a member\nof the Executive Committee,\n\nand as it no doubt has relieved the president\n\nfrom much necessary work, I hope that such relief will be given the presi¬\ndent of the department in succeeding years. However, if this precedent is\ncontinued, there may be ways of improving the plan.\nI am suggesting a continuation of the chapters on Creative Work and on\nState Organizations of Classroom Teachers.\n\nREPORT\n\nOF MIDDLE\n\nEULA\n\nSECTION EXECUTIVE\nMEMBER\n\nF. HUNTER,\n\nFORT\n\nWORTH,\n\nCOMMITTEE\n\nTEXAS\n\nWhat is the work of the Department of Classroom Teachers of the\nNational Education Association? Frequently was this question asked only\na few years ago by teachers themselves. Today throughout the whole of\nthe United States this organization is regarded by both classroom teachers\nand administrators as being one of the greatest departments of our national\norganization. Teachers are deeply appreciative of the work of the depart¬\nment and of the opportunities which it affords for the study of all of the\nproblems which confront the teachers which must be solved if teaching is to\nbecome the great profession which classroom instructors would have it be.\nMany subjects are being discussed in the various regional conferences.\nAmong those subjects which I have most frequently found to be of interest\nare the following: The improvement of teachers certification laws, retire¬\nment remuneration, teacher tenure, the place of the classroom teacher in\nstate and national teacher organization, publications of local teacher organi¬\nzations, the basis for representation in the delegate assembly of National\nEducation Association, and the improvement of the rural school.\nIt was agreed that my chief work\n\nthis year should be a study of Extra¬\n\ncurriculum Activities in their relation to the teacher’s daily program of\nwork. The progress report of this work is to be found in the Fourth Year¬\nbook. In addition to this special committee work I have had the privilege of\nholding a number of conferences and of meeting with teacher organizations\nin large groups and in small groups, and to assist in forming new local\norganizations.\nMy first aim in conferences among new groups of teachers is to acquaint\nthem with the Department of Classroom Teachers, its plan of organization\nand its work. The fact that a teacher is in an unorganized group does\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNational\n\nEducation\n\nAssociation\n\nnot indicate that she has no professional zeal. More often I find that the\nmajority of these teachers are glad of an opportunity to form a local teacher\norganization and it is in these smaller organizations that I find some of our\nbest work being done for the Department of Classroom Teachers.\nThis year my first conferences were held among groups of rural teachers\nwdio were meeting for the week of “teachers institute” which is held\nannually in some sections of Texas and Oklahoma. Early in November I\nwas invited to talk to the teachers of Amarillo, Texas, where I found an\nenthusiastic group of teachers who already had planned to form an organi¬\nzation and who were waiting for some one to help in working out the de¬\ntails of the organization. In connection with the annual meeting of the\nTexas State Teachers Association which was held in San Antonio the new\nTexas Classroom Teachers Association held its first meeting. This was a\nluncheon followed by a conference. Much of the interest of the meeting\ncentered in the topic of how to gain more representation for the classroom\nteachers in matters pertaining to the state association. It was largely\nthrough the efforts of this association and the results of this conference\nthat a classroom teacher was at that meeting elected president of the Texas\nState Teachers Association.\nOther\n\nconferences have been held in Fort Worth,\n\nDallas, and New\n\nOrleans. In each of these cities I found large, well-organized groups, each\nwith its specific problems and each interested in those larger professional\nproblems which concern\nprofession.\n\nREPORT\n\nall people who\n\nOF EASTERN\n\nSARA\n\nH.\n\nwould\n\nmake\n\nof teaching a great\n\nSECTION EXECUTIVE\nMEMBER\nFAHEY,\n\nBROOKLYN,\n\nNEW\n\nCOMMITTEE\n\nYORK\n\nAt the Minneapolis meeting of the Department of Classroom Teachers\nI was honored by being made its choice for Eastern Executive Member.\nSince the voters had faith enough in my fitness to elect me to this important\noffice, I am very desirous to do all that is in my power to further, through\nthe department, the professional interests, local and national, of our great\nteaching body. The work of holding conferences with teachers has always\nbeen a pleasurable one for me as it is so sure to be stimulating and educative.\nMy first formal department work, at the opening of the new school year,\nwas to address the teachers of the Girls Commercial High School, Brooklyn.\nI reviewed the work of the National Education Association convention with\nspecial stress on the aims and activities of the department. At the October\nmeeting of the High School Teachers Association of New York City, I\nspoke to the members on the same theme, and urged them to be well repre¬\nsented at the Atlanta meeting.\nThe Board of Education of New York City kindly voted to grant me a\nleave of absence without loss of salary, from February 21 to March 4, to\n\n"}
{"page": 367, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n363\n\nattend the meetings of the Executive Committee in Cleveland during the\nconvention of the Department of Superintendence, and to hold conferences\nwith teachers.\nMiss Agnes Winn, director of Classroom Service, arranged for a con¬\nference with the Syracuse Teachers Association on my return trip. A most\nimpressive meeting of about thirteen hundred teachers was held under the\nauspices of this association. During\n\nmy stay here, I spoke also before the\n\nMen’s Service Club of the Syracuse M. E. Church on “Some Fallacies in\nthe Public Mind Regarding the Teaching Profession.” I dealt with the\nsubject from taxpayers’ point of view, and their responsibilities. In their\ndiscussions, these men showed understanding sympathy with teachers\ngenerally.\nI reviewed the work of the Cleveland convention with several unorgan¬\nized groups in New York City, and in Connecticut, but the next oppor¬\ntunity to address an organization of teachers was afforded me in March in\nNew Haven, Conn., at the annual meeting of the Connecticut State\nTeachers Federation, which\nsix thousand teachers.\n\nrepresents twenty-nine local organizations, or\n\nHere I discussed the value of membership in the National Education\nAssociation, the assistance obtained through the reports issued as a result\nof its research work, and urged affiliation with our department. I explained\nalso the arrangements for the Atlanta Meeting, and discussed some of the\ndetails of the cost of the trip, and the arrangements for the comforts of the\ndelegates.\nMiss Daisy Lord, president of the Waterbury Teachers Association,\nwho was present, invited me to address that organization in April. The\nmeeting was held in the auditorium of their magnificent new high school,\nwith about five hundred in attendance consisting of the city superintendent,\nsupervisors and teachers of the public and parochial schools, and also some\nteachers from Naugatuck, Watertown, and Union City. This group gave\nme a hearty welcome, and showed themselves to be a most appreciative\naudience.\nThe teachers of Waterbury were very successful in a recent salary cam¬\npaign. Their association made an extended study of salary conditions in\ncities of similar size and standing. The results convinced the board of\neducation that the teachers were not receiving justice. A pleasing feature\nof it was that some members who had not sought an increase were raised\nto conform with the salaries for that type of work in other cities. A most\ndemocratic attitude and a cooperative spirit prevails among superintendent,\nsupervisors, and teachers.\nIn April, I spoke before the Ansonia, Conn., Teachers League to an\naudience of about two hundred and fifty teachers. Later in April, I held a\nconference under the auspices of the Stratford, Conn., Teachers League at\nthe high school.\nThe questions discussed in all of these meetings, aside from those already\nmentioned, were: Tenure, conditions of work, adequate salary, just retire-\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\nNational\n\nEducation\n\nAssociation\n\nment laws, teachers’ organizations, and publications. The interest mani¬\nfested in all of these topics indicates an active awakening among teachers\nas to issues that are vital, and as to the need of strong organizations. These\nmeetings with my colleagues have been inspiring to me, and I wish to say,\nin closing, that I am grateful to the members of the department for giving\nme this privilege.\n\nSECRETARY'S\nFirst Session, Monday\nThe\n\nfirst session of the Department\n\nMINUTES\n\nAfternoon,\n\nJuly 1, 1929\n\nof Classroom\n\nTeachers\n\nwas\n\nheld at the\n\nTabernacle Baptist Church at Atlanta, Ga., on Monday, July 1, at 2 p. m. The\nmeeting was called to order by the president, Mrs. Edith B. Joynes. The following\nprogram was presented, after which the assembly divided into three discussion\ngroups:\nMusic — Harp Ensemble\nDirectors — Mrs. Mary\nAddress\n\nGriffith Dobbs\n\nand Mrs.\n\nMargie\n\nMartha M. Berry, Director, Berry Schools, Mount\nTeachers and World Peace\nJeannette Rankin, Former\nDiscussion\n\nThe\n\nmeeting\n\nCongressw’oman\n\nGroup\n\nof the elementary\n\nfrom\n\nA — Elementary\n\nGriffith\n\nBerry, Ga.\n\nMontana,\n\nNew\n\nYork\n\nCity\n\nEducation\n\ndiscussion group\n\neducation\n\nKeelin\n\nwas\n\ncalled to order\n\nat 3 p. m. by the presiding officer, Miriam D. Eisner, member of the Executive Com¬\nmittee of the department. Florence M. Dickinson, president, Camden Teachers\nAssociation, Camden, N. J., acted as chairman and the following program was\npresented :\nTeacher Participation\nLois Coffey\nYork City\nTeacher\n\nParticipation\n\nGeorgia W.\nnati, Ohio\nTeacher\n\nOpen\n\nCollege,\n\nCurriculum\n\nThrough\n\nColumbia\n\nUniversity,\n\nNew\n\nRevision\n\nPresident, Cincinnati\n\nTeachers\n\nAssociation,\n\nCincin¬\n\nCivic Contacts\n\nPresident, Dallas\n\nParticipation\n\nF. Blanche\n\nTeachers\n\nThrough\n\nAiken,\n\nParticipation\n\nLula Mock,\nTeacher\ncation\n\nMossman,\n\nGrade\n\nThrough\n\nTeachers\n\nDetermination\n\nPreble, Teacher,\n\nChicago,\n\nDiscussion\n\nB — High-School\n\nCouncil, Dallas, Texas\nof Standards\n\nof Certifi¬\n\nIll.\n\nForum\nGroup\n\nEducation\n\nThe high-school education discussion group was called to order at 3 p. m. by the\npresiding officer, Charles E. Scott, secretary of the department. The following\nprogram was presented:\nTeacher Participation\nDaisy Lord, President, Waterbury\nTeacher\n\nParticipation\n\nRush M.\nTexas\n\nCaldwell,\n\nThrough\n\nTeachers\n\nCurriculum\n\nPresident, Texas\n\nAssociation, Waterbury,\n\nConn.\n\nRevision\n\nState Teachers\n\nAssociation, Dallas,\n\n"}
{"page": 369, "printed_page": null, "text": "Department\n\nTeacher\n\nParticipation\n\nGertrude\nTeacher\n\nParticipation\n\nParticipation\n\nNettie Rankin\nOpen\n\n365\n\nTeachers\n\nin Administration\n\nBurke, Teacher,\n\nJ. W. Vickerman,\nOhio\nTeacher\n\nof Classroom\n\nSyracuse, N. Y.\n\nin Legislative\n\nProblems\n\nPresident, Cleveland\nThrough\n\nSocial\n\nTeachers\n\nFederation,\n\nCleveland,\n\nContacts\n\nBolland, Teacher,\n\nHigh\n\nSchool of Commerce,\n\nDiscussion\n\nC — Rural\n\nPortland, Ore.\n\nForum\n\nGroup\n\nEducation\n\nIn the absence of the presiding officer, R. Ross Smith, the president appointed\nEula F. Hunter, member of the Executive Committee of the department, to preside\nat the meeting of the rural education discussion group. The meeting was called to\norder at 3 p. m.\n\nThe\n\nroom\n\nwas\n\nwell filled by teachers who\n\nmanifested\n\nmuch\n\nin¬\n\nterest in the subjects discussed. The principal address, “The Participation of the\nRural School Teacher in Determining the Rural School Curriculum,” was given by\nFlorence M. Hale, state supervisor of rural schools, Augusta, Maine. This was\nfollowed by a brief discussion of a number of problems pertaining to rural school\nwork.\n\nSecond\n\nSession, Wednesday\n\nAfternoon,\n\nJuly 3, 1929\n\n*\n\nThe business meeting of the department was called to order on Wednesday,\nJuly 3, by the president, Mrs. Edith B. Joynes.\nThe first order of business was the reports of officers. In giving her report as\nexecutive committee member, Eula F. Hunter spoke of her work as chairman of the\nCommittee on Extracurriculum Activities as Related to Teacher Load. She called\nattention to the report of this committee which appears in the Fourth Yearbook. A\nmotion to adopt the report and allow the committee to continue its work was\nseconded and carried.\nCharles E. Scott, secretary of the department, told briefly of his work and spoke\nof the use of the News Bulletin in reaching teachers in rural districts. In the\nabsence of Miss Eisner, who was making preparations for the dinner that evening.\nMrs. Joynes told of Miss Eisner's work in assembling the material for the Fourth\nY earhook. Mrs. Joynes mentioned the advantage of selecting a member of the\nexecutive committee to assemble the yearbook material, leaving the president free\nto carry on other department work.\nIn the absence of R. Ross Smith, the vicepresident, who found it impossible to\nremain for the meeting, Mrs. Joynes commented on the work he had done in the\nmany conferences which he held. Sara H. Fahey gave a brief account of her work\nas executive committee member for the eastern section.\nThe Report of the Committee on Revision of the Constitution was given by the\nchairman, Christine Jacobsen of Los Angeles. A motion to adopt the following\nchanges was carried:\nArticle V, Section 3, after “such proposed expenditures are to be made” in first\nsentence add, “except that the executive committee shall have the power to reappor¬\ntion such funds when necessary.”\nTo Article VI, Section 1, add, “Former members of the executive committee may\nbe authorized to conduct regional conferences in their respective localities by the\npresident with the consent of the other members of the executive committee.”\nTo Article VII after first sentence add, “Business sessions shall be open to class¬\nroom teachers only.”\nFrom Article VIII omit “or by unanimous consent of the members of any annual\nmeeting when notice of the proposed amendment has not been filed with the secre¬\ntary and published as herein provided.”\n\n"}
{"page": 370, "printed_page": null, "text": "366\n\nNational\n\nEducation\n\nAssociation\n\nJean L. Soules, past president of the department, gave a few words of greeting\nand called attention to the report on the study of class size in the primary grades,\nwhich is printed in the Fourth Yearbook.\nThe next order of business was the report of the Committee on Resolutions, of\nwhich Nell E. Lain of Kansas City, Mo., acted as chairman. After a discussion of\nthe report the following resolutions were adopted:\n\nResolutions\nEntrance requirements — We reaffirm our support of higher requirements for\ncertification of teachers in order to raise the professional status of the classroom\nteacher and improve\nTenure — We\n\nthe quality of the teaching service.\n\nfavor an indefinite tenure following\n\na probationary\n\nperiod.\n\nRating — In order that improvement in service may result from ratings by super¬\nvisors, principals, and others, we recommend that every teacher be given a dupli¬\ncate copy of his rating sheet. We are opposed to the practise of rating as a basis\nfor salary.\nContention attendance — Because of the vital importance to the classroom teacher\nof convention attendance, we call the attention of directors of summer schools for\nteachers,* and of summer sessions of colleges and universities to the value of so\narranging their work as not to deprive their students of the opportunity of attend¬\ning the meetings of the National Education Association.\nEducation\n\nBill — We\n\nendorse the establishment\n\nof a Department\n\nof Education\n\nwith\n\na Secretary in the President’s Cabinet and the efficient integration of the educational\nactivities of the federal government in this department.\nLa* v enforcement — We regret that in many communities there has developed a\nspirit of disregard of laws, and endorse the efforts of those administrators who\nare seeking to establish law enforcement.\nNetos\n\nBulletin — We\n\nrecommend\n\nthat there should be an increase in the number\n\nof copies of the NetJS Bulletin published in order to supply all affiliated groups.\nN. E. A. Journal — We recommend that every effort be made to secure a larger\nproportion of space in the N. E. A. Journal devoted to problems of classroom\nteachers from the standpoint of classroom teachers.\nCurriculum — We favor a revised curriculum that will develop in each individual\nchild his abilities to their fullest and at the same time fit him for a place in a new\neconomic society; that will awaken in the pupil a realization of his responsibility\nas a citizen; that will emphasize health and character development throughout the\nentire school system; and that will recognize the great human waste of trying to\nforce boys and girls to accomplish impossible tasks.\nProfessional improvement — We approve of the efforts to eliminate as nearly as\npossible the use of the time of a professionally trained teacher for making mechani¬\ncal tabulations that could be well done by a less highly trained worker, and to\nemphasize the spending of more time on professional work. More recognition\nshould be allowed for achievement and more freedom given in the selection of\nwork done for professional selfimprovement, so that narrow college requirements\nleading to degrees should not limit the training by requiring experienced teachers\nto study subjects unrelated to their work and uninteresting to them. This is not\nmeant to curtail the broadening influence of a wide educational training.\nProfessional spirit — We support the development of a professional spirit en¬\ncouraging greater participation by teachers in teacher organization work.\n\n"}
{"page": 371, "printed_page": null, "text": "Department\n\nof Classroom\n\n367\n\nTeachers\n\nSalary schedule — We believe in equal salaries for all teachers of equivalent\ntraining and experience, so as to decrease the waste of placing teachers according to\na salary schedule and to promote their happiness and the good of the children.\nIn preparation of salary schedules where the single salary schedule is planned,\nproper recognition of preparation and experience should be expressed in terms of\nsubstantial differentials of salaries.\nTeacher participation — In the course of years of direct and intimate contact with\nchildhood, the classroom teacher accumulates much knowledge regarding the needs\nof children which should be made available for the furtherance of the aims of edu¬\ncation. Therefore we recommend that a closer relationship should be encouraged\nbetween the schoolboard, the administrative department, and the classroom teachers\nin the administration of school affairs, through some form of advisor}’ organization\nof classroom teachers making it possible for classroom teachers to assume their\nshare of responsibility in determining and carrying out school policies.\nRetirement — We endorse legislation providing for a fair and just retirement of\nteachers, a retirement in which the state participates on an equal basis with the\nteacher. We believe that a sound plan for this purpose will contribute greatly to\nthe growth and the stability of the teaching profession, and that it will provide for\na more adequate instruction for the children by taking care of those teachers who\nare unable to continue their active work.\nIVorld peace — Since “World Peace” depends upon a mutual understanding of\nlives, industries, and ideals of the peoples of the world, we recommend that a\nsurvey\n\nbe made\n\nby the Classroom\n\nDepartment\n\nof all available\n\nmaterial\n\nfor the\n\nteaching of World Goodwill through common school subjects, special school pro¬\ngrams, special projects, and visual education, and that the results be published and\nmade available to teachers.\nAppreciation to Atlanta — We recommend that an expression of our deepest\nappreciation be extended to all of the citizens of Atlanta for the most outstanding\n“southern hospitality” which has made our stay in Atlanta a perfectly satisfactory\nexperience filled with joy, sunshine, and flowers of sweetest service. We add a\nspecial tribute to the children\nmade\n\nthe educators\n\nThe\n\nof Atlanta\n\nwho\n\ntogether with their teachers\n\nof the entire country their friends and coworkers.\n\nelection of officers was\n\nthe next order of business.\n\nMrs. Joynes\n\nthe following tellers: Olga Erickson, Julia Sullivan, and Clarence\nEula F. Hunter, Fort Worth,\nelected.\nJames\nelected.\n\nhave\n\nTexas, was\n\nP. Barron, Atlanta, Ga., was\n\nnominated\n\nnominated\n\nappointed\n\nL. Olson.\n\nfor president and unanimously\n\nfor vicepresident and unanimously\n\nFaye Read, Pueblo, Colo., was nominated for secretary and unanimously elected.\nFrances E. Harden, Chicago, Ill., and Georgia Aiken, Cincinnati, Ohio, were\nnominated for executive committee member for the middle section. Miss Harden\nwas elected.\nMrs. Joynes gave\nthe teachers\ngroup\n\na brief report of her work\n\nof ungraded\n\nwill be conducted\n\nA motion\ncarried.\n\nclasses voted\n\nwas\n\nSmith of Chicago, and\nexecutive committee.\n\nand\n\nScott of Portland,\n\nthe two\n\nthat\n\na discussion\n\nmeeting.\n\nof the services of the retiring president was\n\nalso carried expressing appreciation\nMr.\n\nShe announced\n\nto join the department\n\nfor these teachers at the next annual\n\nof appreciation\n\nA motion\n\nas president.\n\nmade\n\nand\n\nof the services of Mr.\n\nretiring members\n\nof the\n\n"}
{"page": 372, "printed_page": null, "text": "368\n\nNational\n\nEducation\n\nAssociation\n\nIt was moved, seconded, and carried that the secretary write to the various\nschoolboards expressing appreciation of their cooperation in releasing the officers\nfrom school duties in order to carry on department work.\nThe recommendations of the president as printed on page 192 of the Fourth\nYearbook were adopted.\nThe\n\nmeeting\n\nwas\n\nAnnual\nThe\n\nadjourned.\n\nDinner, Wednesday\n\nseventh annual dinner was\n\nEvening,\n\nJuly 3, 1929\n\nheld on the terrace of the Atlanta Biltmore\n\nHotel\n\nat 6 oclock. A program of negro spirituals was given during the banquet by the\npupils from the Booker T. Washington High School of Atlanta. The principal\nspeaker was the noted sculptor, Lorado Taft, of the Chicago Art Institute, who\nspoke on “My\n\nDream\n\nMuseum.”\n\nMore\n\nthan a thousand\n\nwere\n\nin attendance.\n\n"}
{"page": 373, "printed_page": null, "text": "The Department of Deans of Women\n\n"}
{"page": 374, "printed_page": null, "text": "HE\n\nDEPARTMENT\n\nOF DEANS\n\nOF WOMEN\n\n(National\n\nAssociation of Deans of Women) associated\nitself with the National Education Association\nin 1918. Its meeting is first reported in Proceed¬\nings , 1918:391-417.\nThe officers of the Department for the year 192930 are: President , Thyrsa W. Amos, Dean of\nWomen, University of Pittsburgh, Pittsburgh, Pa.;\nFirst Vice-president, Helen M. Smith, Dean, College\nfor Women, Western Reserve University, Cleveland,\nOhio; Second Vicepresident , Dorothy Stimson, Dean,\nGoucher College, Baltimore, Md. ; Secretary , Mary\nW. Sawyer, Dean of Girls, High School, Brookline,\nMass.; Treasurer , Lydia I. Jones, Dean of Women,\nMichigan State Normal College, Ypsilanti, Mich.;\nHeadquarters Secretary , Gwladys W. Jones, 1634\nEye St., Washington, D. C.\nFacts relating to the establishment of this Depart¬\nment and records of its meetings will be found in\nearlier Proceedings , as follows :\n1918 :391-417\n1919 :393-426\n1920:357-364\n\n1921 :407-420\n1922 :693-793\n1923:621-636\n\n1924 :500-536\n1925 :403-449\n1926:423-457\n\n[ 370 ]\n\n1927 :391-418\n1928 :353-374\n\n"}
{"page": 375, "printed_page": null, "text": "THE\nMABEL\n\nC. LYTTON,\n\nART\n\nOF INTERVIEWING\n\nASSOCIATE\n\nDEAN\n\nOF\n\nSYRACUSE,\n\nWOMEN,\n\nSYRACUSE\n\nUNIVERSITY,\n\nN. Y.\n\nThe fields of employment and social case work have contributed a fairly\n\ngenerous fund of literature on the subject which we are now about to\ndiscuss — more considerable than is to be found in the literature of the\nfield of education. This probably is due to the fact that the interview as a\npart of the technic of personnel procedure is comparatively recent when\nviewed from the standpoint of the length of time it has been used in the\nother fields just mentioned.\nThere is nothing new about the interview as a tool. Deans of women\n\nhave\n\nrecognized its value and employed it since the earliest day of the profession.\nThe physician, the lawyer, the minister find it one of the essentials in the\npractise of their professions. While all interviews, no matter what the field,\nhave certain common psychological factors, processes are not identical be¬\ncause purposes are varied ; and while the interview as a technic in the per¬\nsonnel departments of the field of education may have grown out of the\nrecognition of its value to other fields, this discussion will be limited to\na consideration of the interview in our own profession. Counseling and\nadvice have been the individual’s fortune during the entire period of his\nformal training, but it has been only within the past ten years, since the\ndevelopment of personnel departments with their programs, that the inter¬\nview has developed as a special phase of procedure calling for a group of\nworkers who can devote more time to the individual student than the more\ncasual approach to her needs can offer. And so the increasing appreciation of\nthe importance of the interview as a tool for understanding and assisting the\nstudent is being recognized and with this is appearing a small body of writ¬\ning, analytical and interpretative, of interviewing as an art.\nSomeone has said that the act of interviewing is much less difficult than\nis the analysis of how the art is practised. Another writer has questioned\nthe wisdom of attempting to analyze the art only to face the reply that\ncertain processes are used by all in whole or in part, and why, therefore, not\nbring them to the front where we may direct attention to them.\n\nThe place — The artist in any field seeks to create an environment which\nwill react favorably upon the individuals who enter it. In part the art of\ninterviewing involves the place in which the interview is held. For most\nof us in the departments of personnel, our offices will be used as the setting\nfor the interview. Consideration of the details of the surroundings in which\nthe interview occurs is important ; for the influence of environment\n\nis as\n\nsignificant a factor in this situation as in any other. It is desirable that the\noffice be attractive and comfortable, with a suggestion of composure rather\nthan that of business and hustle. Glaring windows, stiff and uncomfortable\nchairs, and bare walls generally do not create an environment in which\npeople feel at ease. Desks cluttered with papers, reports, and correspond-\n\n[371]\n\n"}
{"page": 376, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nAssociation\n\nence suggest to the student the interviewer’s lack of time for her call, with a\nsubsequent effect upon the freedom of the interview.\nThe interviewer — The\n\ninterview\n\ninvolves two people, and its success is as\n\ndependent on one as on the other. It must be remembered that the student\nis as eager to interpret the personality of the interviewer as the latter is\nto more thoroughly understand the former. Long range observations may\nresult in either favorable or unfavorable impressions which will be strength¬\nened or changed by more intimate contacts. One medium for the interpreta¬\ntion of personality is the surroundings in which the individual moves.\nFurther evidence of the personality of the interviewer will be revealed\nto the student by the personal appearance of the former. None of the advice\ngiven to any other person whose vocation brings her in close contact with\naspiring young women can be overlooked by the interviewer. Neatness,\ncleanliness, and good judgment in dress are factors of much importance.\nEvidences of the interviewer’s vigor of mind and body react favorably upon\nthe interviewee. The interviewer will, therefore, profit by not undertaking\nan interview when she is overtired. She should discover also how many inter¬\nviews she can have in one day without becoming so weary that she fails to\ncontribute her share to the interest of the situation and to direct the inter¬\nview into significant channels.\nThe student will be very conscious of evidences of sincerity and sympathy\nin the interviewer’s reactions to the former’s statements. The student’s\nfreedom and spontaneity during the interview depend very greatly upon her\nfeeling that she has found some one who understands her. She will resent\nhaving ideas which are very important to her laughed at and cast aside as\ninsignificant. Even the freshman who thinks she wishes to be a librarian,\nbut who would relieve the severeness of rows of books and stiff tables and\nchairs, and give them atmosphere by planting a gift shop in the heart of\nthem, has a right to have her point of view respected.\nThe interviewer is fortunate who balances her more serious qualities with\na sense of humor which not infrequently will prove her greatest asset. Also\nher calmness and poise must suggest to the student that there is no time\nlimit to the interview with her, no matter how great may be the pressure of\nother duties; that she may remain as long as she wishes and talk as freely as\nshe desires.\nAs a final quality, but by no means an insignificant one, the interviewer\nmust have a great interest in human nature. The observation of the nature\nof the student’s conditioned responses growing out of her native environ¬\nment, the environment itself, her present surroundings and reactions to them,\nher outlook for the future, must all prove stimulating and challenging to the\ninterviewer.\nInterview\n\nvoluntary — That\n\ninterview\n\nwill always\n\nbe more\n\nsuccessful\n\nwhich is sought by the student voluntarily. In the case of the first interview,\nparticularly, the element of compulsion is apt to produce a feeling of fear\nof the experience with its accompanying restraint. If the student seeks the\n\n"}
{"page": 377, "printed_page": null, "text": "Department\n\nof Deans\n\n373\n\nof Women\n\ninterview, the interviewer is relieved of any suspicion on the student’s part\nthat the former is acting in the capacity of a disciplinary officer. It is our own\npractise to bring the attention of the women of the freshman class to the fact\nthat an opportunity is offered them for contact with some one who is in a\nposition to give them more personal attention than it is generally possible\nfor either the deans of their schools, or for the individual faculty members\nwith whom they may have formed an acquaintance ; that the counselors in\nthe department of personnel for women are eager to know them, since it\nexists for the purpose of counseling and assisting them in making their\nadjustments to the campus in matters pertaining to their academic problems,\nto their social relationships, and to their vocational interests and possibilities.\nWe encourage them to feel that at any time they wish they may make an\nappointment to become acquainted with this department and use it thereafter\nas often as they find it advisable and helpful. The result of such an an¬\nnouncement has been that the students have sought us more rapidly than\nour present facilities have been able to care for them.\nInterview\n\nprivate — The\n\nreaction of the individual\n\nto his environment\n\nwhen he is alone is not the same as it is when he is accompanied by another.\nTherefore the presence of a third party in the interview is undesirable, since\nthis one becomes a factor in creating a very different situation from that in\nwhich two people are found. The result is that there is an evident lack of\nfreedom and spontaneity during the progress of the interview. Both parties\nare conscious constantly of the presence of the third. It would be advan¬\ntageous to have a secretary record the interview verbatim did not her pres¬\nence in the room constitute an interference. It is a serious handicap to the\nprogress of the interview if there are such interruptions as telephone calls,\nor announcements of various kinds by one’s secretary. Such interruptions\nbreak the trend of thought and become time consumers, since they delay the\nadvance of the interview towards its climax.\nMethods — It is generally recognized\n\nthat the personal interview\n\nexists by\n\nvirtue of the fact that something still needs to be done for the student after\nall other resources used for his and society’s welfare have been exhausted.\nPhysical examinations, intelligence tests, batteries of vocational tests,\nachievement tests, all represent expertness in scientific procedure in apprais¬\ning the individual student. The social impulse still retains its supremacy\nover whatever scientific and technical methods may be resorted to in the\npursuit of efficiency. The\n\nimpersonal and mechanical elements present in a\n\nstrictly scientific approach to the problem of understanding any particular\nstudent have brought recognition of the fact that a valuable contribution\nresults to both student and adviser in a situation in which\n\n“things can he\n\ntalked over.” How, then, may this be done that the most satisfactory results\nmay be experienced by both parties in the situation ?\nWhen the student enters the office, the interviewer’s first problem is that of\nhelping the former feel at ease in the situation. If the student has not learned\nsomething about the interview from others, she may be apprehensive or she\n\n"}
{"page": 378, "printed_page": null, "text": "374\n\nNational\n\nEducation\n\nAssociation\n\nmay approach it with indifference. Any preconceived notion of it may be\nfavorable or unfavorable.\nThe interviewer should be aware of this fact, her awareness being perhaps\nthe first step in the direction of meeting the situation. The\n\ndetails of “get¬\n\nting set” for the interview will vary in each case because the factors present\nwill never be the same. There will be various ways of establishing rapport\nwith the student, depending upon the personality of the student and of the\ninterviewer. An expression of hospitality will be perhaps one of the easiest\napproaches in which the student may be asked to remove her wraps and be\nseated. There may be comments on the coming social events, on where\nthe student is living, on her vacations, and so on. A limited amount of time\nshould be required to put the student at her ease, which is the beginning\nof establishing en rapport. Achieving the latter is a continuous process,\nsince now it may be attained, now lost. The interviewer should readily ob¬\nserve when it is lost and direct the interview into channels where it is\nregained.\nMethod in interviewing brings to our attention the fact that the procedure\nof no two interviewers will be identical. Individual differences will be as\nevident in a study of interviewer’s technic as in a study of any other type of\nperformance, and we are once again reminded that we are now entering\na held quite unexplored so far as a body of scientific knowledge is concerned.\nMethods of interviewing should never be such that the interview may be\nsaid to partake of the elements of an inquisition from which the interviewee\nwithdraws subdued and depressed ; nor must they suggest the confessional\nin which the interview becomes chiefly a medium for the expression of high\nmoral principles, with the attendant advice for their realization. Unfruitful\nwill be methods that result in an interview creating the kind of situation\nwhich provokes undue expression of sympathies and emotions, and again,\nthey must be more effective than to produce an interview which partakes\nchiefly of the superficiality of pleasant conversation.\nThe interviewer should recognize a purpose in each interview. She should\ndistinguish also between the reason for the interview and its purpose. If the\nreason for it is a case of social maladjustment, the purpose quite naturally\nwill be to discover why the maladjustment exists. She should expect each\ninterview to progress from its initial stages, through a rising interest to a\nclimax followed by a conclusion. While the time element should not seem\nto the student to be a factor in the interview, the artistic quality of the\nsituation is lost if the interview is prolonged until it ceases to produce any¬\nthing new or significant.\nOpinions vary as to whether each individual interview shall seem im¬\npromptu in nature or whether greater results are obtained by following a\npreviously devised standard interview\" blank. A discussion of this point must\ntake account again of the reason for the interview. An interview form may\nbe used very successfully in the initial interview of accumulative record. Sub¬\nsequent interviews occasioned by academic problems, by conduct, or by voca-\n\n"}
{"page": 379, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n375\n\ntional problems will, as a result of their varied nature, require much\nin ways of approach.\n\nfreedom\n\nThe ease of the situation will be disturbed by the interviewer’s note-taking\nduring the progress of the interview. If she observes notations of what she\nsays the student is apt to be fearful that she has said the wrong thing. Such\na feeling will result in a caution that will interfere with a continued freedom\nof expression. Of course, no interview is complete until a summary of the\nsalient points of the interview have been reduced to writing. The\n\ninter¬\n\nviewer’s power of discrimination will be given a test in this phase of the art\nof interviewing, since some facts will be significant, others not. What the\nstudent actually says is of far more consequence than the interviewer’s\nopinions of what she said. Opinions which the interviewer has formed during\nthe interview may be kept by her for her own future reference, but should be\nused sparingly, indeed, in any written reports of the interview for the\ncumulative material.\nTime\n\nshould be allowed the interviewer for this report before another\n\ninterview is begun. It is unfair to a student to have other than the most\naccurate statements of her interview preserved. It is quite impossible for\nthe interviewer to recall accurately what any one student has said if she has\nconducted several interviews in succession before she has had time to sum¬\nmarize each one.\nWhile\n\nthe dual nature of the interview must never be ignored, it must\n\nbe remembered\n\nthat students are very much\n\npleased to talk about them¬\n\nselves and that the interviewer knows her art who encourages the student’s\nfree expression of herself, of her ambitions, and of her problems. This\nis one occasion when even the freshman should find full satisfaction in\nhaving all the attention directed toward\n\nherself. There\n\nare times when\n\nthe interviewer should slip into the background, an attentive listener watch¬\ning her cues for renewed participation or for directing the interview into\npurposeful channels.\nAfter the counselor has considered all the more specific purposes in having\nan interview with a student, she should keep constantly before her the great\ngeneral purpose of giving the student inspiration, selfreliance, and courage.\nMethods which result in coddling the individual and in creating a feeling\nof dependence upon another should be recognized and carefully avoided.\nUntil specific points arise calling for the advice of an expert in a particular\nfield, the student should find the interview stimulating and productive of\nrenewed interest on her part in making investigations for herself concern¬\ning the most fruitful means of arriving at a particular goal. For instance,\nit is far more wholesome for the student to browse around in the literature\non vocations for women in pursuit of her vocational possibilities and pros¬\npects and for the purpose of obtaining information than for her to be ad¬\nvised definitely to follow this or that vocation because tests or superficial\ninterest indicate what she should do. Of course, sooner or later the time will\ncome for giving definite vocational and educational advice, but certainly not\nuntil the student has done some analytical thinking for herself.\n\n"}
{"page": 380, "printed_page": null, "text": "376\n\nNational\n\nEducation\n\nAssociation\n\nIn our own plan as conceived and initiated by Dr. Iva Peters, we have\na group of four advisers who meet the freshmen women individually in the\nuse of the standard interview blank, which is the first step in the collection\nof our cumulative record for the four years of her university life. Once the\ncontact is established with our office, the student has formed an acquaintance\nwith a service department which she is encouraged to use as often as she\nwishes and to which we find her frequently returning.\n\nWHAT\nMARY\n\nROSS\n\nPOTTER,\n\nDEAN\n\nTHE\n\nCOUNSELOR\n\nUNIVERSITY,\n\nSometimes\n\nFOR\n\nLIVES' BY\nWOMEN,\n\nEVANSTON,\n\nNORTHWESTERN\n\nILL.\n\nshe seems to live by the skin of her teeth, or the sweat of\n\nher brow; and often, when the day comes to its close, and the discrepan¬\ncies between the program with which she started courageously forth and\nthe real day’s occupations loom large in her consciousness, she seems to\nherself to live largely by main strength and awkwardness. It reminds\nme of a restaurant where students consorted at meal time in my college\ndays on Beacon Hill.\nsee what you got.\n\nIt was\n\ninteresting to give your order and then\n\nSo a dean’s accomplishment is like a run of fever in one regard at least —\nit cannot be adequately judged by the day’s gains or losses; its trends and\nits achievements must be viewed over longer periods of time in order to\nbe fairly evaluated. Our program chairman must have had some such\nthought as this in mind in choosing as speaker for this particular topic\none who, dean-ologically speaking, dates back well toward\n\nthe year one,\n\nand has had opportunity certainly to estimate the wTork of the position\nover sufficiently long periods of time. But do not be alarmed. I have\nno thought of going back to the beginning of the world ; not even of the\ndean’s world. Furthermore, confronted as I am by a company of splen¬\ndidly successful deans of younger years, my thought turns warningly to\nthe text of a sermon that I once heard : “Wisdom is gray hairs and old\nage is learning. How old art thou?” The discussion of this topic will\nbe its best part, and to you younger deans we all shall look for construc¬\ntive suggestion.\nI take my topic to mean something to this effect : Is there, running\nthrough the day’s turmoil, such a thing as an underlying principle in the\nwork of a dean of women; a principle which should command her un¬\nswerving loyalty and from the upholding of which she may derive her\nreal satisfactions?\nWhat does the dean live by? Not by odd jobs, at least not of her own\nchoice. Not by routine. There must be routine, of course; routine until\nsometimes she feels as if she were the janitor, with her chief occupation\nmerely making the wheels go round. She must attend to many duties\nof administration, including varying amounts of responsibility in matters\nacademic ; she must supervise the social life of the campus ; she must have\n\n"}
{"page": 381, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n377\n\nan oversight of the extracurriculum activities; and there is the ever present\nquestion of housing. But routine cannot supply the bread of life to either\nstudent or dean, and her vision must reach beyond the mere machinery.\nThe American college of liberal arts is, I believe, unique among the\neducational systems of the world. Its purpose is not, primarily, to impart\na fund of knowledge which shall be usable professionally or vocationally,\nbut rather to develop in rounded fashion the powers of the individual,\nwith growth in sterling qualities of character as one of the prime ends\nto be attained. I say one of the prime ends, even though glibly we often\nassert character building to be the main purpose of the college of liberal\narts; for, what with our highly specialized professors and, often, the many\nlines of work\n\nincumbent\n\nupon faculty members,\n\nand the ever-present fact\n\nthat “what is everybody’s business is nobody’s business,” it is not strange\nif the “supreme importance of the moral personality” fails of maintaining\nalways the front line in every day’s program, even though every individual\nprofessor acknowledges that supreme importance.\nMy first point is that the dean of women is a unit of the educational\nstaff, with her field the field of character building, and her laboratory the\ndaily life of the student. Each instructor is interested in this field, to\nbe sure, many a one eagerly and actively so ; but, even so, his specialty\nis English or mathematics or science, and the development of character\nis a byproduct. It goes without saying that from the point of view of\neither the instructor or the dean, on the sound principle of “first things\nfirst,” the first concern of the student must be his studies; but the by¬\nproduct of the instructor becomes the special field and the real respon¬\nsibility of the dean of women. By the contribution made to character,\nnot merely to the more tangible virtues but to the power of discrimination\nand to that subtle element, tone, she judges everything on the campus,\nfrom the conduct of examinations to the candy table which fills the coffers\nof the Y. W. C. A. ; from financial campaigns for the sister college in\nChina to the beauty contest in the college annual ; from choice of a major\nor even of an elective to college politics and the college circus. Surely\nevery activity of the student should be judged for its value by the effect\nupon the doer in the doing, and never by any other end to be accom¬\nplished, however worthy that end might be in itself.\nStudents will not get this point of view, always; and faculty members\nmay not get it, always; till sometimes the dean finds herself combating\nmany opposing forces in her effort to pull the standards ever a little\nhigher. “This is what society at large is accepting” they say; or, “There\nis no use trying to enforce something that the students will not accept.”\nI wonder whether some of you have had the experience which has been\nmine all too many times, of securing what seemed to be a fairly good step\nin advance, only to learn later that, if I had had the courage to suggest\nit, the students would have been ready to go the whole way. It is not\nUtopian to expect to meet a response from the higher side of human nature.\nBut suppose they are not ready. Suppose they have no vision beyond that\n\n"}
{"page": 382, "printed_page": null, "text": "378\n\nNational\n\nEducation\n\nAssociation\n\nof the home community, where purposes are at variance, interests are con¬\nflicting, and the grim necessity of making a living looms large. Here in\ncollege is a body of young people, a veritable mass of youth, lured hither,\nin the main, by a single purpose, namely, to grow; confidently expected\nby parents and communities to bring back something of finer quality than\ncommunity or home could give. Is the college which surrounds its stu¬\ndents with influences merely not inferior to those outside, not failing in\nboth its opportunity and its obligation ? There are instances of approval\nfrom without of this stand for high ideals, notably the decision of the court\na few years ago which upheld a dean of women who was instrumental\nin removing a group of young women from a teachers’ college for an in¬\ndulgence not in any sense criminal. The victory for ideals is the greater\nfor the fact that the indulgence in question is not even universally con¬\ndemned. One of these young women brought suit against the institution.\nThe court decided against the plaintiff, and the dean of women was\ncommended for demanding on the part of the teachers of the youth of the\nstate allegiance to those virtues which make for a finer grain in life. This\nwas a teacher’s college ; but shall the school which aspires to develop its\nstudents along broader lines than those of a single profession, and to send\nthem forth with a foundation for any honorable walk in life, be satisfied\nwith something short of the fine sense of values which, in the cold eye\nof the law, the teacher should have? That our present standards are right\nand final we have no assurance ; that marked changes in social sanctions\nare ahead one cannot doubt. The problem of knowing just when to\nstiffen is not easy; but we can at least draw a line between the pathway\nthat leads to true freedom\n\nand the momentary\n\nand selflimiting satisfac¬\n\ntion of license. In the words of Mrs. Bvrd Arnold Smith, ‘‘Freedom is\nnot inherited, nor is it given to man; he must achieve it for himself. Free¬\ndom is personality in control.”\nMy second point follows closely: the relation of the dean of women\nto the personality of the individual student. Education cannot be adminis¬\ntered, like taxes or tear gas, to crowds ; rather it must be evolved by the\nindividual through personal relationships, and it is interesting to note the\nvarious ways in which institutions, as they grow large, are combating the\ninfluence of numbers and striving to keep the personal touch. Was it\nPresident King, of Oberlin, who said, “Character must be caught, not\ntaught?” The personal touch must be kept; and, by deputy or other¬\nwise, it can be kept. But what does the college mean by personal touch?\nAm I to endeavor to impress my personality on a student? Far from it.\nIf she may not stand solidly on her own two feet in her search for char¬\nacter, she will have a sorry time achieving an integrated personality.\nShould I not rather be concerned to see her grounded firmly along her\nown best lines, and growing into consciousness of her own worth as a unit\nin society? To resort to mere handling of a student in an effort to resolve\na situation, in the slightest degree to let the end justify the means, is to\nviolate a personality. To wheedle or coddle or threaten or otherwise\n\n"}
{"page": 383, "printed_page": null, "text": "Department\n\nof Deans\n\n379\n\nof Women\n\nmaneuver a student into acquiescence is to violate a personality. Meet\nhim squarely. The student of today knows how to face facts, and even\nto face discipline if its application to his particular case is clear to him.\nHe resents discipline whose application is vague or of only general and\ndiluted significance. If discipline is directed toward giving the student\nan equipment for evaluating the significance, in terms of basic principles,\nof the trends of his behavior, he will accept it. Count Keyserling com¬\npares the part which the spiritually conscious and selfgoverning life plays\nfor man\n\nto the tuned instrument\n\nfor the musician.\n\n“One\n\ncan play only\n\non tightened strings.” And by discipline I mean all the broad construc¬\ntive program at any point where it turns counter to the immediate desire\nof the student. There is no place for sheer penalty, for the thing which\nEdith Wharton so strikingly calls “sterile pain,” in today’s scheme of edu¬\ncation. That, though time was when it was administered conscientiously,\nis hard indeed on personality.\nTo\n\nsee our young\n\nwomen,\n\nthen, go purposefully and happily through\n\ntheir college years; to see them and, we trust, to help them grow into per¬\nsonalities which are fine and true and loyal to those principles which make,\nin very truth, for the abundant\n\nlife — is that not something to live by t\n\nAN INTERPRETATIVE STUDY OF THE PERSONAL BACK¬\nGROUND OF STUDENTS IN STATE TEACHERS COL¬\nLEGES AS A BASIS FOR DETERMINING FACTORS FOR\nINSTITUTIONAL LIFE\nM.\n\nLEDGE\n\nMOFFETT,\n\nDEAN\n\nOF\n\nEAST\n\nThe\n\nWOMEN,\nRADFORD,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nVA.\n\nmaterial which forms the basis of this report has been collected as\n\na part of the data to be used in an extensive study of the personal expe¬\nriences and habits of students in teachers colleges. The entire study is\nan effort to determine some criteria for the evaluation of extraclass activi¬\nties in teacher-training institutions. This report, as given today, is a\nprovisional summary of part three of the study, the figures used are based\non the returns from six colleges located in Virginia, West Virginia, New\nJersey, New York, North Carolina, and Illinois.\nThe data for the study are being collected from fifteen representative\nteachers colleges located in different sections of the country. The stu¬\ndents used are a random sample of freshmen and students who have com¬\npleted practise teaching in these institutions. The data are assembled by\nmeans of an inventory of social contacts which the students are asked to\ncheck according to a number scheme of evaluation. The inventory in¬\ncludes four major sections: first, a check list of leisure and work activities;\nsecond, a check list of clubs and organizations; third, a questionnaire and\ncheck list of personal information, including family and communin' rela¬\ntionships, household furnishings, education, religion, travel experiences ;\nfourth, a check list and evaluation of enjoyment of certain types of books.\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNational\n\nEducation\n\nAssociation\n\nmagazines, newspapers, art, music, moving pictures and theatrical per¬\nformances. It is planned to complete the study and have it ready for\ndistribution by the fall of 1929.\nThe transition period from normal school to teacher college has been\nmarked by many\ntrained teacher.\n\nchanges in the popular conception of what constitutes a\nThe slogan, popularized a few years ago by educational\n\nleaders, “a trained teacher in every classroom,” has been attained so effec¬\ntively in many of our cities and states that it may now be changed to “a\nselected and trained teacher in every classroom.” This new selective\nelement is challenging the best thinking of those engaged in teacher train¬\ning. A four-year course in a teachers college can give the professional\ntraining demanded by the public school authorities, if it maintains a faculty\ncapable of meeting the changing conceptions of modern education and\nmeets the standards of the professional accrediting agencies. To supply,\nhowever, those more subtle and intangible elements of personal quality\nwhich make a graduate acceptable to an employing agent cannot be so\neasily solved. The superintendent seeking a new teacher wants personality,\nwhatever that may be ; he wants a teacher who is a compeer to the best\npeople of his community; he wants character, he wants a teacher whose\npersonal appearance is attractive ; he desires one who acts as if he knows\nwhat to do in the situations which arise in his contacts with other people.\nSo insistent are these desires that they are rapidly becoming an actual require¬\nment for admission to the teaching profession. The teachers college must\nrecognize them and prepare to develop them.\nVarious schemes have been tried. Each has contributed something\ntoward the solution of this problem, all have revealed a new phase in the\ndifficulty of its solution. First, the curriculums have been extended and\nmade to include more and better professionalized content subjects; second,\ngreater emphasis has been placed on extraclass activities, students have\nbeen permitted to imitate liberal arts colleges and universities until the\ncampus is a veritable beehive, swarming with activities of every conceivable\nnature. A study of thirty-nine handbooks, for the current year, published\nby the students of teachers colleges presents an array of 632 organizations,\nall of which greet the new student and urge him for the sake of himself\n“be loyal to his Alma\n\nMater,”\n\n“learn to cooperate,” “develop leadership,”\n\n“get something no class in the curriculum can give,” “be happy while in\ncollege.” The presence of this multitude of activities on the campus is\nsilent evidence of the students’ search for that something which seems\nessential to personal development. Third, practically all of the teachers\ncolleges now have a dean of women, whose primary function is to deal\nwith the personal and individual problems of college living. Other col¬\nleges have supplemented the work of this administrative officer with a\nbureau of personnel; a director of extracurriculum activities; a department\nof psychiatric treatment. Fourth, still other colleges have tried to debar\nthe problem from their campuses by using one or more of these plans:\ninstituting entrance standards of selection for freshmen students, demand¬\ning a higher intelligence quotient in their student body, admitting students\n\n"}
{"page": 385, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n381\n\nfrom only the upper half of high school classes, requiring a personal inter¬\nview or using certain character and attitude tests. This policy, however,\nis not meeting with universal favor for state institutions and forces back\nto the college the need of a program for personal development of the\nstudent within the college.\nWhether this program should include an extension or elimination of\npresent policies no one knows. What it shall include; what the method\nof its administration shall be, in fact, the ultimate goal itself, are subjects\nwhich challenge research and careful study of the findings. This seems,\ntherefore, to justify a more careful and detailed study of the student mate¬\nrial with which the college has to work. The freshman as he enters is\nthe raw material to be shaped into an individual possessed of all the per¬\nsonal and professional qualities now required of the teaching group.\nWho are the teachers college students ; whence do they come ; what are\nthe controling personal experiences which they have had? What can be\nassumed or taken for granted in the program for their future develop¬\nment? Psychologists more and more are accepting the theory that, apart\nfrom nature, our character and personality are the integration of our re¬\nsponses to the situations which have arisen in our experiences. These\nexperiences are largely controled by the environment,\n\nphysical and social,\n\nin which we have lived ; what, then, have been the environmental expe¬\nriences of these students ; what contacts have they had ; do they fail to\nenjoy or profit by, yes, even appreciate, the efforts of the college toward\ntheir cultural education because they will not , or is it because the experience\nis so new they have no habit bonds with wdiich to express appreciation in\nso new a situation? It is such questions as these for which we seek an\nanswer.\nThe first study of the personnel of the students of normal schools was\nmade in 1915 in connection with the Missouri Survey of Normal Schools,\nmade by Dr. W. C. Bagiev and Dr. W. L. Learned, under the auspices\nof the Carnegie Foundation for the Advancement of Teaching. Since,\nstate surveys have been made in Michigan, Connecticut, Louisiana, Mas¬\nsachusetts, Pennsylvania, again in Missouri, Indiana, Vermont, Florida,\nVirginia, and New Jersey. Individual colleges, as Greeley, Colorado;\nCharleston, Illinois; and Rock Hill, South Carolina, have surveyed them¬\nselves. A comparison of the findings of these surveys show practically\nthe same results. Dr. C. M. Hill in his comparative study of the Mis¬\nsouri schools, Decade of Progress in Teacher Training, gives us a pic¬\nture of the median teachers college student in the more rural states. He\nsays: “A typical student in a Missouri teachers college in 1926 is eighteen\nyears old, American ancestry, was born in Missouri, is a graduate from a\nfirst-class high school, is the child of a farmer whose annual income is\nabout $2000, was reared in a community of less than 2500 inhabitants,\nis one of a family of four, is partially selfsupporting while in school, is\nattending the college nearest his own home, has no brothers and sisters\nwho have taught, probably has not held a teaching position or has taught\nonly 7.9 months, expects to teach in a secondary school for about five\n\n"}
{"page": 386, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nyears, after which he will leave the profession because of matrimony\n\nor to\n\nenter some other line of wTork.” In the industrial states the students come\nfrom the homes of unskilled and partly skilled workmen, the ancestry is\nfrom countries of Southern Europe, the parents are largely foreign born.\nThe income is low.\nThe present study, as is shown later, gives practically the same pictures.\nThe most significant factors of these findings are the occupational classes\nrepresented by the students and the income levels of the homes in which\nthey have been reared. Both of these facts have a direct bearing on the\nproblems of personal development. Terman has shown a close relation¬\nship between the intelligence of gifted children and the occupational status\nof the parents. To evaluate this status he used the Barr Scale of Rating.\nIn his group of 526 gifted children he found 90 came from an occupational\nrating of 15 — 15.9, 19 came from the 10 — 10.9 rating, and 18 from the\n7— 7.9 group. Applying the same scale to the parental occupations of\nthe teachers college student the median falls about 10.50 rating, the entire\nrange coming between 7.17 and 15.42 on a scale of 0 to 20.17. For an\ninterpretation of the opportunities afforded by the incomes, we turn to\ntwo studies made by the United States Government. The first of these\nis a Socio-Economic study 1 of 2886 white farm families in selected locali¬\nties in 1 1 states. In table 10 of this publication we find the percent of\nthe total income spent for different goods in the farmers’ and industrial\nworkers’ homes. With the farmer 41.2 percent goes for food, 16.6 per¬\ncent for clothing, 12.5 percent for rent, 5.3 percent for fuel and light. Of\nthe remaining 26 percent he spends 2.5 percent for household furnishings,\n3.8 percent for maintenance of health, 6.6 percent for advancement, 2.6\npercent for personal goods and 2.6 percent for insurance on his life and\nhealth.\nThe\n\nunskilled and partly skilled worker\n\nwho\n\nfurnishes a large percent\n\nof the teachers college students in the industrial states spends 34.6 per¬\ncent of his income for food, 18.7 percent for clothing, 12.1 percent for\nrent, 4.5 percent for fuel and light, 5.7 percent for household furnishings\nand has 24.3 percent left for miscellaneous expenditures. He ends the\nyear with $217.21 to his credit.2\nA glance at the budget allowances and expenditure permitted under\nthese conditions explains at once the report given in the present study\nof the household furnishing of the homes of the students. Included in\nthe inventory of social contacts, the medium by which the data for this\nstudy are being collected, is a check list of home furnishing. The list\nof fifty-four articles is compiled so as to represent three levels of homes\nranging from the house of meager furnishing with no labor-saving device,\nartistic decoration or recreational equipment, to a more elaborately fur¬\nnished home with oriental rugs, etchings, electrical equipment, etc. Of\ncourse, there is some overlapping, but, on the whole, the students check\n1 Kirkpatrick, E. L. The Farmers Standard of Lizdng. United States Department of\nAgriculture, Bulletin No. 1466.\n2 Cost of Living in United States, Bureau of Labor Statistics, Bulletin No, 357, table 2, p. 5.\n\n"}
{"page": 387, "printed_page": null, "text": "Department\n\na home\n\nof Deans\n\nof\n\nWomen\n\nfurnished consistently with the income level on which\n\n383\n\nthey live.\n\nSixty-eight percent live in a six to eight-room house, which in 43 percent\nof the cases is furnished very simply with plain furniture and no decora¬\ntions. In 56 percent of these homes all of the housework, except laundry,\nis done by the members of the family. Forty-five percent do not have\nbathrooms, 39 percent use separate heating stoves, 47 percent still cook\nwith wood, 73 percent decorate with enlarged photographs, while 45 per¬\ncent have copies of some standard masterpieces of art. Sixty-eight per¬\ncent have an automobile, 57 percent have a radio, 54 percent have a phono¬\ngraph and 50 percent have as many as 200 books in the home.\nIt is not the purpose of this report to show the implications of such facts\nto the policies of the college, yet one cannot refrain from asking “Have\nwe not a sound educational argument for the artistic and completely fur¬\nnished dormitories and social rooms on the campus?” Adolph Ferriere,\nthe French educator, in The Activity School, says: “If the child comes\nto school with utilitarian preoccupations, as he will inevitably if poverty\nrules over his environment, the school, at least, should be an oasis of\npeace, the wondrous world of disinterested knowledge where every sort of\ncuriosity finds its nourishment, where every live interest can be expressed\nin spontaneous and joyous activities.” If the creation of this sort of an\nenvironment is to be a responsibility of the future teacher we are train¬\ning, how doubly essential it is that her own soul be nourished before she\ntakes up her more serious responsibility for others.\nBut what of the home life lived within this physical environment ? The\nhouse never makes a home; a human contact is worth more than all the\ninanimate contacts of life. The study does not attempt any psycho-analysis\nof family relationship. The questions dealing with family life are for\npictorial purpose rather than analytical. The parents are American born,\nlargely of English, Scotch-Irish, German, French and Dutch extraction.\nBoth parents are of the same national descent. In the majority of homes\nboth parents are living and all of the children are still living at home.\nThe median number of children is 4.7 and the college student who is 18.4\nyears of age is the second or third child. Thirty-four percent have brothers\nand sisters who are teachers. Some of the outstanding family charac¬\nteristics are : The majority, so far as the children know, of the parents\nare congenial, 34 percent of the children, however, are more congenial to\ncertain brothers and sisters than to all. In 24 percent of the homes there\nis much argument and difference of opinion. Thirty-eight percent con¬\nsider the parental discipline as strict, in 69 percent the children form the\ncenter of the home, in the same percent money is spent freely for educa¬\ntion, recreation, books, music. In 26 percent children who are earning\nmoney\n\nhelp in the upkeep of the home.\n\nThe students, as a whole, have religious interests. Sixtv-two percent\nof the students attend church weekly, 0.6 percent teach Sunday school\nclasses. Of all the organizations listed, those of a religious nature have\nthe largest student membership and afford a greater opportunity for office\nholding as well as participation in programs.\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNational\n\nEducation\n\nAssociation\n\nThe chief recreational habits of the students, both at home\n\nand college,\n\nare shown when 46 percent daily scan the newspaper, 36 percent pass\nthe time in idle conversation, 16 percent sit alone, thinking or dreaming,\n18 percent listen to the radio, while 4.5 percent play an instrument, 7\npercent dance, arid 5 percent swim. Ten percent work for pay. Finally,\n31 percent have a “date” once a week. The majority of the 71 activities\nlisted are reported as occasional.\nThis life as it has been lived, this wholesomeness of family relations,\nthe give and take of large family groups, the mutual sharing of limited\nresources, the necessity for hard work at household tasks, have produced\nin the teachers college student a stability and dependability of character,\na readiness to share in the harder tasks of college activities, a certain lack\nof artificiality which is not found in students who come from a more\nindividualistic and economically better circumstanced group. This calibre\nin the teachers college student makes her easier to satisfy, easier to interest\nand insures a greater readiness to learn when once her confidence in the\nleader has been established.\nThe home, however, has not been the only influence which has given\nor failed to give to the students favorable background experiences. (It\nis interesting to note, in passing, from another part of this study, that deal¬\ning with leisure activities, that rich community environment does not play\nas large a part as would be expected in the individual student’s activities.)\nCommunity environment is important, however, because upon its resources\ndepend the potential contacts of the students. About 80 percent have\nlived in one community all their lives. With the exception of a large\nurban school, the majority of the students come from rural and small com¬\nmunities. The characteristics of these places are again pictured in the\nreports of the students. Seventy-one percent are composed of the same\nfamilies who have lived there for a generation; 71 percent have several\nchurches, but are not of a majority of the religious sects; 32 percent have\npaid church choirs; 40 percent have not had more than 25 young people\nof their own age from whom to select their associates; 70 percent have\nnot lived where there was formal social life ; 57 percent had access to a\npublic library; 13 percent to an art museum; 43 percent have depended\non small stores for their purchases; 57 percent report many professional\nworkers, and 44 percent come from communities where many women work\noutside the home.\nThe contacts of the home community have been supplemented by occa¬\nsional trips. Fifty percent have been three hundred miles from home ;\n51 percent have visited large cities, as New York, Washington, Chicago;\n19 percent have been to cities of 100,000 population. In 11 percent of\nthe cases, the college town presents the largest place ever visited. In fair¬\nness to the more rurally reared of our students, we report that of the\ngroup who live and attend normal school in NewT York City, very few\nreport a trip to the country. How adequately these visits away from\nhome have supplied new experiences can be measured by the duration of\nthe visit and the number of contacts reported as occasional or as having\n\n"}
{"page": 389, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n385\n\noccurred once in a lifetime. Fifty percent who visited large cities have\nspent at least ten days on such trips.\nTo these informal, casual, and, in most part, undirected experiences\nof the student must be added those which have come from formal educa¬\ntion. All of the students whose reports are used in the study are grad¬\nuates of standard four-year high school courses. The greater majority\ncompleted the general academic or college preparatory curriculum. A\nvery small percent attended high school in other than their home commu¬\nnity, therefore, the high school environment is typical of the type of schools\nfound in the kind of communities they represent. A decided parallelism\nexists between the activities they enjoyed in high school and the activities\nthey are pursuing in college. This tends to show again the human char¬\nacteristic of seeking and doing in a new environment those things which\nare done in the old. In contrast to this, practically all the students check\nhighly the enjoyment they get from having new and unusual experiences.\nFrom the home, community, educational and travel experiences what\nfund of cultural contacts have the students built up? In the inventory\nof social contacts the students are asked to evaluate their enjoyment of\ncertain types of music, art, books, magazines, newspapers, moving pictures\nand theatrical performances. This is the most poorly answered part of\nthe inventory, and yet the answers which are given indicate that the items\nwere considered. Some were checked and many left blank. It may be\nsafe to assume that those left blank mean no contact or at best a very\nhazy or limited experience. A summary is presented here of the types\nwhich were checked as enjoyed by the largest percent of the group. In\nthe field of art, 43 percent enjoy most the original paintings which they\nsee in museums. Since the museums furnish 19 percent of all the art\ncontacts and are visited only occasionally, a dearth of contact with master¬\npieces is obvious. Twenty-nine percent enjoy brass and copper hand¬\nmade vases, candle sticks, etc.; 32 percent choose antique furniture; 27\npercent return to portraits, while 20 percent enjoy good sculpture. Enjoy¬\nment is used here as an index of contact, which, as explained above, is\nvery limited.\nIn the field of music, the percents run higher and music is placed higher\nas a source of pleasure than any other of the cultural arts listed. The\npopular song (musical hits from comedies or the compositions of Berlin\nand such composers) is ranked first by 49 percent; \"heart songs,” as\n“Home, Sweet Home,” are given first place by 43 percent, symphony or¬\nchestra music, which was heard over the radio, was enjoyed by 42 percent,\nwhile jazz was listed first in enjoyment by 41 percent.\nFrom such a background as this tentative report reveals, the teacher\ncolleges are largely recruiting their students. They are receiving them\nin increasing numbers each year. The faculties are persistently working\non curriculum and standards of academic and professional achievements;\nadministrative authorities are pleading with legislatures for money for\nincreased facilities, appointment committees are trying to place graduates.\n\n"}
{"page": 390, "printed_page": null, "text": "386\n\nNational\n\nEducation\n\nAssociation\n\nJust as assiduously the students are creating, imitating, and struggling with\ntheir dual burden of curriculum and extracurriculum activities — for what\npurpose? To develop, train and educate an individual who is profes¬\nsionally and personally qualified to lead little children in a richer and\nbroader living.\nIf we take the individual as he is, then the fundamental question of this\nwhole study becomes an effort to evaluate, in terms of professional and\npersonal outcomes, the activities of a college campus.\nIn conclusion, therefore, may I emphasize again to the reader that the\nabove discussion of certain trends of background experience is but a small\npart of a more extensive study. There are obvious gaps in this report\nwhich will be filled and supplemented by the full report to be published\nlater.\n\nGOD’S\n\nCOUNTRY\n\nHENRY\n\nTURNER\n\nFOR\n\nALL\n\nBAILEY,\n\nOUR\n\nDIRECTOR,\n\nCLEVELAND,\n\nCHILDREN— ABSTRACT\n\nCLEVELAND\n\nSCHOOL\n\nOF\n\nART,\n\nOHIO\n\nAll children ought to be familiar with the open country. They should\nknow the joy of playing in healthful mud, of paddling in clean water,\nof hearing the rooster call up the sun, and birds sing praises to God for\nthe new day.\nThey should have the vision of pure skies enriched at dawn and sunset\nwith unspeakable glory, of dew drenched mornings flashing with priceless\ngems, of grain fields and woodlands yielding to the feet of the wind, of\nthe vast night sky “all throbbing and panting with stars.”\nThey should feel the joy of seed time and harvest, of dazzling summer\nnoons, and of creaking glittering winter nights. They should live with\nflowers and butterflies, with the wild things that have made possible the\nworld of fable.\nThey should experience the thrill of going barefoot, of being out in the\nrain without umbrellas and rubber coats and buckled overshoes, of riding\na white birch, of sliding down pine boughs, of climbing ledges and tall\ntrees, of diving head-first into a transparent pool.\nThey ought to know the smell of wet earth, of new\n\nmown\n\nhay, of the\n\nblossoming wild grape and eglantine, of an apple orchard in May and of a\npine forest in July; of the crushed leaves of wax myrtle, sweet fern, mint\nand fir; of the breath of cattle and of fog blown inland from the sea.\nThey should have a chance to chase butterflies, to catch fish, to ride on\na load of hay, to camp out, to cook over an open fire, to tramp through\nnew country and to sleep under the open sky. They should have the fun\nof driving a horse, paddling a canoe, and sailing a boat, and of discovering\nthat Nature will honor the humblest seed they plant.\nThings that children can do in cities are not to be compared in funda¬\nmental cultural values with such country activities. One cannot appre¬\nciate and enjoy to the full nature books, novel, histories, poems, picture,\n\n"}
{"page": 391, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n387\n\nor riiusical compositions, who has not had in his youth the blessed contact\nwith that world upon the face of which our cities appear as stains that\nshould be washed away.\nOut of the country and its experiences has come and always will come\nthe most stimulating and healthful art of the world. It was Nature\nstudy that freed the Greeks from Egyptian conventionalities ; gave to Rome\nher portrait busts; enabled the Italians to throw off the shackles of Byzan¬\ntine traditions; made Claude and Turner, Millet and Monet the torch\nbearers in landscape painting. Nature study has given us modern science\nand underlies all our boasted triumphs of the imagination. Therefore,\nall who believe in the coming of the Crowning Race of Tennyson should\ncooperate in every effort to give to all children the privilege of having\nfundamental experience with Nature.\nCity schools should be equipped with nature material as with a reference\nlibrary; school yards should have school gardens; a large city park should\nbe within walking distance ; every city should have its zoo and its natural\nhistory museum. The school busses should be used to take the primary\nchildren to them and frequently — once a week at least — out into the coun¬\ntry to selected farms or reservations where the outdoor life is normal and\nobvious. Nature study and nature exposition should form a part of the\ncurriculum in every normal school and college, that teachers of children\nmay be leaders of children. Perhaps in the golden future rapid transit\nby car or plane will make it possible for all children to live in the country\nuntil they are of high school age, at least. Perhaps the state will require\nsuch residence by law, that all its children may really enjoy the life,\nliberty and happiness so confidently mentioned by the fathers as Godgiven rights.\nSome of the Nature music that all children should hear:\nHonking\n\nof migrating\n\ngeese.\n\nRasping of icy snow upon withered leaves.\nDroning of the wind through leafless trees.\nCreaking of wagon wheels on hard snow below\nMuted song of a brook under its roof of ice.\n\nzero.\n\nContinuous dripping of drops into water anywhere.\nRippling babble of a brook in a rocky bed.\nFluting of a bluebird.\nFifing of the spring frogs.\nTrilling of toads in love.\nSolos of song sparrows, brown\nrobins and orioles.\nTremolo of the screech owl.\n\nthrashers, catbirds, mocking\n\nCascade of the ovenbird’s song from the sky at midnight.\nVesper hymns of the thrushes.\nMuted violins of bees in blossoming trees.\nSparkling mazurka of the bobolink and of the purple finch.\nFull bird-chorus of a June dawn.\nMellow breezy bass of a bumblebee.\nThumping\n\nof the feet of a company\n\nof running animals.\n\nbirds,\n\n"}
{"page": 392, "printed_page": null, "text": "388\n\nNational\n\nEducation\n\nAssociation\n\nFiddling of grasshoppers in a hayfleld.\nPatter of rain on green leaves.\nDiapason of a tempest.\nWhispering of reeds and grasses under a strong breeze.\nSound of the wind in pines and hemlocks.\nRoar of the sea in a storm.\nClapping of the white hands of sea waves.\nSighing of the surf on a sandy beach.\nSplashing of a waterfall.\nDirge of fall crickets.\nDrumming\n\nof the wind\n\nin chimneys.\n\nCrackling\n\nand tinkling of icy-covered\n\nSECRET ARTS\nFirst Business\n\nwind-blown\n\nbranches.\n\nMINUTES\n\nSession, February\n\n20, 2 P. M.\n\nThe annual meeting of the National Association of Deans of Women was called\nto order by the President, Miss Stimson, at 2 p. m., February 20, 1929, in the Hotel\nStatler, Cleveland, Ohio.\nThe minutes of three Executive Committee meetings were read.\nThe report of the Headquarters Secretary, Miss Jones, was accepted with great\nappreciation.\nMi ss Helen M. Smith, First Vicepresident of the Association and chairman of the\nLocal Committee on Arrangements, extended greetings to the Association, and took\nthe chair while Miss Stimson read her report as President. The report was accepted\nwith very warm appreciation.\nThe reports of the Treasurer and Auditor were presented by Miss Hefley and\ntheir acceptance voted.\nThe report of the Membership Committee was read by Miss Barton and accepted\nwith appreciation. The recommendations included in the report were voted upon\nseparately.\nIt was voted to adopt the recommendation that the membership committee in the\nvarious state associations be urged to cooperate with the National Membership Com¬\nmittee in securing a complete registry of deans in each state.\nIt was decided by common consent to postpone action on the recommendation\nregarding lapsed membership until after the report of the Committee on Revision\nof Bylaws.\nIt was voted to refer to the Program Committee for the next conference the rec¬\nommendation that the Association make some definite place in its organization for\nDeans of Women in Junior Colleges.\nIt was voted by a rising vote of appreciation to elect to honorary membership\nMi ss Florence Purington, Second Vicepresident of this Association. The secretary\nwas authorized to telegraph to Miss Purington the announcement of her election.\nThe list of those members of the Association who have died during the year was\nread by the secretary while the members stood in silent tribute.\nMiss Brown, chairman of the Press and Publications Committee, read the report\nof that committee. After the suggestions requested by the chairman had been made\nfrom the floor, the report was accepted.\nThe report of the Headquarters Committee, recommending a fulltime secretary,\nbeginning June first, was given by the chairman, Miss Rose, and adopted with its\nrecommendation.\nMiss Smithies, chairman\nwhich was accepted.\n\nof the Research\n\nCommittee,\n\nread a report of progress\n\n"}
{"page": 393, "printed_page": null, "text": "Department\n\nThe\n\nreport of the Health\n\nof Deans\n\nCommittee\n\nwas\n\nof Women\n\n389\n\nread by Miss Pierce and accepted with\n\nappreciation.\nIn the absence of the chairman, Miss Morriss, Mrs. Franklin gave the report of\nthe Special Committee on the Training of Deans. After considerable discussion, it\nwas moved and seconded that the committee be requested to take under considera¬\ntion the advisability of including in the minimum training of the dean a course in\nthe fundamentals of religion. The motion was lost, and the report as presented\nwas accepted with appreciation.\nMiss Hathorn reported for the Committee on Revision of Bylaws.\nIt was voted to revise Article III, Section 1, to read as follows: There shall be\nthe following classes of membership: active, subscribing, student, honorary, and life.\nIt was voted that Section 4 should be inserted, as follows: “Students in training\nfor the work of deans, or deans upon leave of absence for study or travel, may,\nupon\n\npayment\n\nof annual\n\ndues of three dollars, become\n\nstudent members\n\nwith the\n\nprivileges of attending meetings and of receiving the publications of the Association.”\nIt was voted that Section 4 should become Section 5 and should be revised to\nread as follows: “The title of honorary member may be conferred by a two-thirds\nvote at any annual meeting of the Association upon any woman who has given dis¬\ntinguished service in the field of education, provided the name has been proposed to\nand approved by the Membership Committee and the Executive Committee.”\nIt was voted that Sections 5, 6, and 7 should become, respectively, 6, 7, and 8.\nThe meeting adjourned at 4:20 p. m.\n\nSecond\n\nBusiness\n\nSession, February\n\n22, 2 P. M.\n\nMeeting was called to order by Miss Stimson at 2 p. m., Friday, February 22, 1929.\nThe minutes of the previous business meeting were read and approved. The\nPresident extended greetings to the Association from Mrs. Phillips and expressed\nthe regret of Mr. Shankland, the Executive Secretary of the Department of Super¬\nintendence, that he was unable to be present at the dinner. The secretary read the\nreport of the National Student Assembly of the Y. W. C. A. held at Sacramento\nlast April, which was prepared by Mrs. Mary B. Davidson, the Association's repre¬\nsentative at that conference. The report was accepted and placed on file.\nThe results of the Section elections were announced.\nMiss Robinson gave the report of the Committee on Relation to Other Organiza¬\ntions. It was accepted with its accompanying recommendation that the Executive\nCommittee\n\ndevise methods\n\nof keeping the members\n\nof the Association\n\ninformed\n\nof\n\nthe publications of these four organizations: Presidents’ Committee of Fifty on Col¬\nlege Hygiene, Foundation for Positive Health, American Social Hygiene Associa¬\ntion, and National Committee for Mental Hygiene.\nThe\n\nreport of the Committee\n\non Revision\n\nof Bylaws\n\nwas\n\ncontinued\n\nby Miss\n\nHathorn. Article III, Section 9, wras presented as follows: “Members whose mem¬\nbership has lapsed may be reinstated at their request on the payment of dues for\nthe current year\n\nmoved\n\nand\n\nby the addition of the following: “Any\n\ndean\n\non request may for sufficient reason have her dues remitted for one year.”\nmotion was lost and the section was adopted as presented by the committee.\n\nThe\n\nseconded\n\nand\n\none preceding\n\nthat the section be amended\n\nyear.”\n\nAfter\n\ndiscussion\n\nit was\n\nIt was voted to amend Article IV, Section 5, to read as follows: “The secretary\nshall keep the minutes of the Association and of the Executive Committee, and shall\nconduct\notherwise\n\nall correspondence\nordered.”\n\ncalled for by the minutes\n\nof those meetings\n\nexcept as\n\n"}
{"page": 394, "printed_page": null, "text": "390\n\nIt was\n\nNational\n\nEducation\n\nvoted that Article VII should become\n\ntion 2 should be added\n\nas follows: “Annual\n\ndollars, payable January 1.”\nAfter discussion it was voted to amend\n\nAssociation\n\nArticle VII, Section 1, and that Sec¬\n\ndues for student members\n\nshall be three\n\nArticle IX, Section 1, by omitting the word\n\n“health” and inserting “revision of bylaws.”\nIt was\nmeeting”\n\nvoted to amend Article IX, Section 3, by inserting after “at the annual\nthe phrase “these nominations to be included in the notice of the annual\n\nmeeting.”\nIt was voted to omit Article IV, Section 6, as it now\n\nstands, and insert the fol¬\n\nlowing: “The Committee on Revision of Bylaws shall consist of three members,\nwhose duties shall be to present for consideration at the annual meeting whatever\nconstitutional changes may seem necessary.”\nIt was voted to amend Article IX, Section 8, by striking out the word “five” and\ninserting the word “seven.”\nThe recommendation of the Membership Committee regarding lapsed member¬\nships was adopted and referred to that committee for further action.\nThe secretary read a letter from Miss Mildred R. Clark, National President of\nthe Intercollegiate Association of Women Students, and President of the Women’s\nSelfgovernment Association of the University of Oklahoma, cordially inviting the\ndeans to be the guests of the women of that university at the national meeting of\nthe Intercollegiate Association to be held on that campus April 16-20, 1929. It was\nvoted that the secretary be empowered to accept the invitation in behalf of the\nAssociation and to express for the members their great appreciation and pleasure.\nThe report of the Committee on Intellectual and Educational Policies was pre¬\nsented by Mrs. Blanshard, and was adopted, apart from the recommendations, with\nmuch appreciation.\nIt was voted to refer to the committee for further consideration and report at the\nnext annual meeting the recommendation that the National Association put itself\nt\n\non record as urging the necessity of a Dean’s\npolicies for her institution.\n\nserving on committees\n\nof educational\n\nIt was voted to accept the recommendation that since the line of demarcation be¬\ntween the field of the Research Committee and that of the Committee on Intellectual\nPolicies is not sharply drawn, the President confer with\ncommittees to determine for each its most useful function.\n\nrepresentatives\n\nof both\n\nThe secretary read the recommendations of the Executive Committee regarding\nthe Committee on Sororities. It was voted to accept the recommendation that the\ncommittee be discontinued at this time. After discussion it was voted to invite the\nPan-Hellenic Congress to cooperate in approaching some outside organization\nfoundation for an independent study of the presentday sorority situation.\n\nor\n\nThe report of the Budget Committee was presented by the chairman, Mrs. Mc¬\nLean. Approval of the policy of the committee was voted. It was voted to adopt\nthe proposed budget for the calendar year, January 1, 1929, to December 31, 1929,\nand to approve the supplementary budget for January 1, 1930, to May 31, 1930.\nThe report of the Resolutions Committee was read by Mrs. Franklin. All the\nresolutions were\n\nadopted.\n\nResolution\n\nciation, “that this Association\n\nVI was\n\naccepted with a rising vote of appre¬\n\nexpress to our retiring President, Dean\n\nDorothy\n\nStim-\n\nson, its deepest appreciation of her services during the past three years as our leader.”\nIt was also voted to accept with a rising vote Resolutions VII and VIII, “that we\nexpress our appreciation of the services of our retiring Second Vicepresident, Miss\nFlorence Purington, who for many years has been the personal guide and sympathetic\nfriend of many deans, and who has gladly given of her time and energy for the\ngrowth and development of this organization,” and “that we extend to Miss Estella\nG. Hefley, our retiring Treasurer, the gratitude of this organization for her faithful\nand accurate work, her patience and cooperative spirit that have been outstanding\nin the performance\n\nof her duties.”\n\n"}
{"page": 395, "printed_page": null, "text": "The Department of Elementary School Principals\n\n"}
{"page": 396, "printed_page": null, "text": "The department of elementary school prin¬\ncipals,\n\ntemporarily\n\norganized\n\nas the\n\nNational\n\nAssociation of Elementary School Principals at\nthe Atlantic City meeting of the Department of\nSuperintendence in February, 1921, became a de¬\npartment of the National Education Association at\nDes Moines, in July, 1921.\nThe officers of the Department for the year 192930 are: President , Herbert C. Hansen, 315 Plymouth\nCourt, Chicago, Ill.; First Vicepresident , Eva G.\nPinkston, 5652 Belmont Ave., Dallas, Tex.; Second\nVice president, James R. Floyd, 717 Garden St.,\nPlainfield, N. J. ; Third Vicepresident , Mrs. Gene¬\nvieve L. Stone, Principal, Whittier School, Minne¬\napolis, Minn.; Fourth Vicepresident , N. H. Price,\nPrincipal, Hemphill School, Birmingham, Ala. ;\nFifth Vicepresident , Mrs. Margaret M. Smith, Prin¬\ncipal, Mitchell School, Denver, Colo. ; Secretary ,\nCassie F. Roys, 2609 Bristol St., Omaha, Nebr. ;\nExecutive Committee : M. E. Peterson, Principal,\nTwentieth Street School, Los Angeles, Calif. (Term\nexpires 1930) ; Elizabeth McCormick, Principal,\nHowe School, Superior, Wis. (Term expires 1931) ;\nJohn Merrill, Principal, Lingemann School, Detroit,\nMich. (Term expires 1932); M. Emma Brookes,\nPrincipal, Miles School, Cleveland, Ohio (Term ex¬\npires 1933). This Department meets twice each\nyear — in February and July. Facts relating to the\nestablishment of this Department and the record of\nmeetings are found in earlier volumes of Proceed¬\nings as follows :\n1921:453\n1922:851-886\n\n1923:653-666\n1924:545-564\n\n1392]\n\n1925:450-477\n1926:457-495\n\n1927:419-456\n1928:375-409\n\n"}
{"page": 397, "printed_page": null, "text": "THE\n\nTECHNIC\n\nJAMES\n\nF. HOSIC, PROFESSOR\nCOLUMBIA\n\nOF\n\nDEMOCRATIC\nABSTRACT\nOF EDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nLEADERSHIPTEACHERS\n\nYORK\n\nCOLLEGE\n\nCITY\n\nLet us inquire how far the principal can be democratic and what his\ntechnic of democratic leadership should be.\nWe\n\nobserve that the head of a school has a double obligation. On\n\nthe one hand he represents the people — the social group that maintains the\nschool and through its board of education and superintendent chosen by\nthat board determines the purpose the school shall serve, compels the\nattendance of the children upon it, employs the teachers and other helpers,\nsets up rules and regulations to govern the school activities, and thus sets\nbounds to the freedom of action of all connected with the institution. The\nschool does not belong to the teachers and it is not merely a voluntary asso¬\nciation of the pupils. These facts are obvious but they have been somewhat\nobscured of late by idealistic discussion, with resulting confusion of thinking\nand more than a little insincerity of action.\nThe liberty of the school is circumscribed, just as that of any other of\nour social institutions is and must be. Even as a nation we are learning to\nbend our collective will so as to harmonize our desires with those of our\nneighbors. In the same way the members of a school must adjust their\nconduct to the needs and desires of the community.\nIn this relation the effective principal of the school appears rather as a\ngood salesman than as a chairman of an independent group in charge of its\nown affairs. Like the good teacher, he must often content himself with\ncausing the teachers and the pupils of the school to want to do what he\nknows they ought to do. He may at times freely consult with them as to\nways and means when the end has already been set up. Sometimes, however,\neven ways and means are prescribed.\nRarely may a public elementary school decide for itself when it will meet,\nhow long it will remain in session, what kinds of books and apparatus it\nwill use, what subjects of study shall be pursued, what attitude toward the\n\nestablished government it may assume, whether there shall be health ex¬\naminations, whether the ages of the pupils shall be recorded, whether reports\nof progress shall be handed in, whether provision for safety shall be made,\nwhether a pupil shall attend the class to which he has been assigned, whether\na teacher shall assume such share of general routine duties as may be allotted\nto her, and so on through a long list. Getting all such duties performed\nwillingly, cheerfully, and well is good management and reflects social power\nand capacity, but it is not in the strict sense of the word democratic leader¬\nship. It may and often does exhibit that fine consideration for others, that\ntact, sympathy, and intelligence which we like to think a conscientious\nman or woman in our time seeks to achieve, but it differs in certain essential\nrespects from democracy as a form of spontaneous cooperative effort.\n[3931\n\n"}
{"page": 398, "printed_page": null, "text": "394\n\nNational\n\nEducation\n\nAssociation\n\nThe blurring of this distinction has had unfortunate consequences, both\nin schools and elsewhere. The present tendency to lawlessness is undoubtedly\ndue in part to a garbled notion of freedom. The privileges of liberty have\nbeen emphasized at the expense of obligations and necessary limitations.\nIndividuals assert as their rights opportunities that are possible so long\nas they are not abused, but that must be curtailed whenever it appears that\nimproper use is being made of them. Children are encouraged to believe\nthat the school exists for them alone, and that they may enjoy its life as\nmay seem best, without reference to any compulsion whatsoever. Teachers,\ntoo, forget that they have enlisted in a cause, that they are public servants\nand not masters, and hence attempt to legislate upon matters that are not\nprimarily theirs to decide. All are free in America, zuithin certain limits;\nit is not good leadership to pretend to ignore those limits. Indeed, such\na course goes far to defeat the very purpose for which the schools are\nestablished, namely, to teach children the true meaning\n\nof liberty, freedom\n\nassured by law. The alternative to rebellion is not blind, unthinking obedi¬\nence but intelligent and willing acceptance of regulations made by repre¬\nsentatives of the public for the public good.\nWhat\n\nWhen\n\nwe\n\nShould\n\nturn to the matter\n\na Leader\n\nDo?\n\nof leadership itself, we\n\nfind a lack of\n\nspecifications as to what a leader should do. The desirable personal qualifica¬\ntions have been set forth at length again and again. A leader, we are\nassured, should be a paragon of perfection. Well and good, though para¬\ngons are not so common as we could wish, but how proceed ? That question\nhas gone largely unanswered.\nConsider what is to be accomplished : ( 1 ) A number persons are to\nbe welded together into a social whole — they are to think and act together ;\n(2) certain problems are to be regarded as common problems; (3) their\nsolution must be sought by cooperative effort; (4) decisions reached by the\nmajority are to be cheerfully acquiesced in; (5) machinery for carrying\nthe collective will into effect must be devised.\nIdeally each member of the group contributes all he is capable of to\neach phase of its activity, but as far as possible the welfare of the individual\nmust also be kept in view and not sacrificed unnecessarily to the common\ngood. The activities of the group must not become stereotyped, but there\nmust always be the possibility of adjustment to changing conditions without\ndisruption or undue disturbance.\nSomething like this is accomplished by all successful organizers of neigh¬\nborhood clubs. The better types of voluntary extraclassroom activities are\nlaunched and maintained in this way. The assembly of the school fre¬\nquently affords a good example. The meetings of the principal with his\ncorps should certainly on most occasions embody the same conception.\nWith such an ideal in mind we may ask again, what should the leader do?\n1. He\n\nshould seek to bring about acquaintance , mutual\n\nrespect, confi¬\n\ndence, and good will . These factors are clearly essential to success in\n\n"}
{"page": 399, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n395\n\ncooperative effort. If there is to be team play, there must be team spirit.\nStrangers never have this. On the contrary, there is a natural or native\nantipathy between strangers, not always recognized as a basic cause of strife\nand antagonism, between the highly civilized as well as the savage. The\nsense of strangeness must be replaced with a sense of comradeship. There\nmust be also the complementary feeling of trust and confidence. The com¬\nrade must have been tried out and not found wanting.\nNow the principal who aspires to leadership of his school must not\noverlook these essentials. He must achieve solidarity. Two practical sug¬\ngestions as to how this may be accomplished are worth mentioning. In the\nfirst place, acquaintance means far more than recognition and handshaking ;\nit signifies meeting issues together. One does not know a person until he\nknows how he is likely to act in. various typical situations. Presence of\nmind is shown in emergencies. Magnanimity appears when there is oppor¬\ntunity to show what attitude one will assume toward offense. The judicial\ntemperament expresses itself in the seeking for and weighing of evidence\non all sides of a live question. Imaginative sympathy comes out in the\npresence of a novel point of view.\nIn the second place, people become acquainted in the informal contacts\nof purely social hours. The best principals know well the value of tea\nand cakes, a bit of tasteful service and the opportunity to pass the time of\nday. Those who do not, fall short precisely as does the church man who\nnever reads his Bible or goes to worship. “He neglects/’ as our fathers\nused to say, “the means of grace.” Eating and drinking together are\nvery old and profoundly significant human activities, \\yorthwhile in them¬\nselves and often doubly valuable on account of the more important activities\nfor which they pave the way. The principal's office is after all a social func¬\ntion ; he must deal with people. If he aspires to be more than simply a\nmanager, he must deal with them not alone as individuals but also as groups.\nBeing a good principal means much more than conducting an efficient business\noffice. The really successful principal is a social engineer.\n\n2. Make sure that the problem to be faced, the need to be realized, the\npurpose to be accomplished, is clearly defined. Autocrats do not share their\nthoughts; they give orders. The essence of democracy, however, is sharing.\nAll members participate — not only in doing what is to be done but in decid¬\ning what is worth doing and how best to do it. This is a very different\nprocess from that of authoritative decision and direction. A leader may\nhave a goal in mind quite as definitely as a commander,\n\nbut he reaches\n\nit by a different road. Instead of feeling that he must do all of the thinking,\nhe determines to make conditions as favorable as possible for others to think.\nTo do this he must study the situation. Is a need or aim already clear\nto all ? Is he confident that the issue that should next be met is fairly well\nagreed upon? If not, bearing in mind that all participants should have\nopportunity to contribute as much as possible to the advancement of the\ngeneral objects that have brought the group together, he will call for\nsuggestions as to what forward step appears to be most desirable or feasible.\n\n"}
{"page": 400, "printed_page": null, "text": "396\n\nNational\n\nEducation\n\nAssociation\n\nIn any case the leader will seek to have whatever issue is presented clearly\ndefined. Half the difficulties people experience in getting on together are\ncaused by lack of mutual understanding.\n3. In order that the members of a group may act together they must\nthink together. Democratic leadership involves the conduct of group think¬\ning and group discussion. Those who are interested in the problems touched\nupon in this paper, particularly in that of stimulation and guidance of\nfree interchange of opinion, will find a wealth of practical suggestion in\nProfessor Harrison Elliott’s recent book, The Process of Group Thinking .]\nThe writer characterizes much current discussion as desultory. No one,\nnot even the chairman of the meeting, has made any special preparation ;\nhence the talk is rambling. Certain persons monopolize the time. Relatively\nunimportant matters are overemphasized while important ones are entirely\noverlooked. Opinion is at times colored with emotion, and personal con¬\nsiderations crowd out impersonal ones. The results, if any, are scattering\nand undecisive and nothing of any consequence follows.\nTo avoid these dangers the leader should provide a series of questions\nor an outline and place copies in the hands of all present. He should see to\nit that the time is distributed among the items to be considered, that the\nless aggressive are called upon to take part, that progress is summed up from\ntime to time, and that the conclusions reached are clearly stated.\nThis sounds like teaching, as indeed it is, and unless care is exercised to\navoid it, the outcome will inevitably be that which the framer of the ques¬\ntions intended it should be. Much presentday teaching that appears to\nhe exceedingly solicitous as to the independence of the student is in reality\nonly a thinly disguised method of indoctrination. To avoid this the leader\nmay well hold his questions in reserve, invite the members of the group to\nanalyze the problem together, place on a convenient blackboard the issues\nraised, assist in completing the list and in ordering it, and thus keep the\nendeavor informal throughout.\nThat sort of chairmanship requires readiness and address. The chair¬\nman must be able to think on his feet. He will often be compelled to\nrestate in clear and simple terms an idea that has been imperfectly expressed.\nHis function is not to secure acquiescence in his views but to aid the group\nas a group to reach views of its own. As this type of teaching becomes more\ncommon, we may doubtless expect to have more leaders of conference who\ncan use a truly democratic technic.\n4. Democratic leadership fulfills itself in bringing about appropriate\naction. Leadership implies movement, going somewhere. Thinking and\ntalking should come to fruition in doing. This should certainly amount\nto something other than admiration on the part of the rank and file for\nthe leader while he carries out the policies agreed upon. The final stage\nof free discussion should deal with provision for action. Here another char¬\nacteristic feature of the socialized group appears, namely, division of labor.\nl Elliott, Harrison.\nnue, New York City.\n\nThe Process of Group\n\nThinking.\n\nAssociation Press, 347 Madison\n\nAve¬\n\n"}
{"page": 401, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n397\n\nEach plays his part. Certain responsibilities are assumed by this committee,\nothers by that. Real leadership appears not in undertaking all the tasks\nagreed upon but in choosing those persons more capable of performing them\nand in giving encouragement and aid as encouragement and aid are needed.\nIn the course of the year there should be a part for everyone. Pupils who\ncannot take charge of traffic lines can carry messages. A boy who has\nsmall literary gift sometimes proves an admirable solicitor for advertise¬\nments, wffiere such are wanted, for the school paper. Nor should the places\noffering large possibilities be reserved for the few. One object is to carry\non school enterprise ; another is to enable boys and girls to grow through\nthe voluntary exercise of their powers. This second aim requires that oppor¬\ntunities shall be passed around. The natural tendency in school as elsewhere\nis for the rank and file to concede the conspicuous positions to the few\nwho by reason of engaging personality, persistent ambition, sheer aggres¬\nsiveness, general popularity, or real merit have attracted attention and\ngained reputation. Since the school is a place in which every child should\nhave a chance to profit as much as he can by the experiences possible in it,\nthe wise principal will do his best to impress upon pupils and teachers alike\nthe danger of calling repeatedly upon the same persons for important service\nsimply because a habit of doing so has been formed. What will gratify the\ngroup must be balanced against what is due the individual.\nWhen it comes to action, the leader has the special duty of seeing to it\nthat the purposes in view are not forgotten. Once a movement is well\nstarted nothing is easier than to let enthusiasm run riot. Then the goal\nis easily lost sight of and energy is freely expended for the pure joy of\ndoing. The good life, however, is one controlled by worthy ends. This\nholds for groups, of course, as well as for individuals, but it is probably\nless commonly recognized in the latter case. The essence of leadership is\nguidance toward the goal — if it be democratic leadership, then guidance\ntoward the outcome foreseen, chosen, and agreed upon bv all. How much\nmore worthwhile to inspire those seeking their anticipated goal than those\nblindly following, they know not where!\n\nTHE\nBESSIE\n\nBACON\n\nAS\n\nPRINCIPAL\nGOODRICH,\n\nA\n\nPERSON— ABSTRACT\n\nASSISTANT\nDES\n\nMOINES,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS\n\nIOWA\n\nAs I analyze the person the principal should be, the first quality I would\nfind in him is a sincere graciousness founded upon understanding, kindness,\nand love of little children ; the graciousness that sees always the good before\nit sees the evil ; that respects, even reverences, the personality of each indi¬\nvidual — the littlest child, the rudest boy, the fault-finding parent, the erring\nteacher ; the grace that breeds the finest courtesy, that would not allow a\nprincipal, in look or word, or deed, to treat a child as he would not be\ntreated bv a child ; the grace that honestly recognizes the janitor as a fellow-\n\n"}
{"page": 402, "printed_page": null, "text": "398\n\nNational\n\nEducation\n\nAssociation\n\nworker, jointly responsible with him and with the teachers for the welfare\nof the school ; the grace that enables him to bring to every interview with\nchildren, with teachers, and with parents such understanding, wisdom, poise,\nand love that each one would come to the end of the interview with enthu¬\nsiasm kindled, and courage renewed.\nI would have him be a person who desires his school community to be a\ncommunity in which pleasures and responsibilities are shared by all, because\nhe believes that the good life is most fully realized through such sharing.\nThis desire would express itself many ways. It would express itself through\nthe kind of teachers’ meetings he holds — meetings in which principal and\nteachers discuss together their common responsibility for solving such vital\nproblems as these : EIow can we best help our boys and girls to be creatures\nof understanding, not mere gatherers of knowledge ; seekers for truth, not\nmere recipients of the dogma of present forms? How can we help them\nnot merely to solve problems, but to recognize problems which need to be\nsolved ? How can we build not only deep interest in life but also a desire\nto do life’s work well, even painstakingly? How can we help them to be\ntheir best selves, not mere imitators of others? How can we properly bal¬\nance freedom and responsibility? How can we help them to share most\nfully in the life of the school ?\nThis belief in the value of the shared life will also manifest itself\nthrough the principal’s never releasing himself from the responsibility of\nmaintaining his own teaching skill. I talked with a principal not long ago\nwho believes that this is important. He told me that, whatever his other\nresponsibilities might be, he always keeps for himself the full responsibility\nof teaching at least one class. He believes that if he is to be an understand¬\ning leader he must have as a minimum that much firsthand contact with\nchildren and with teaching problems.\nPossibly the very best avenue which is offered by the school for sharing\ncertain types of responsibilities and pleasures is the school assembly. The\nresponsibility for the planning and presenting of the programs to be given\nduring these periods, as well as the pleasure of listening to them, should be\nshared by the principal, teachers, and children.\nThe principal who believes that the shared life is the rich life will also\nplan for the children’s participation in meeting such responsibilities as pro¬\nviding for proper traffic regulations in the hallways, planning ways and\nmeans for beautifying school grounds, greeting and caring for the comfort\nof guests, solving safety problems on playground and in the street, planning\nfor the pleasure of sick friends, studying such problems as undue amount\nof tardiness and lack of thrift.\nIn addition to the two qualities already mentioned, graciousness of per¬\nsonality and a belief in the goodness of the shared life, I would have my\nprincipal possess great skill in discerning the special contribution which each\nteacher, however young, however old, can make to the group and who finds\nhis greatest satisfaction in developing and in giving due recognition to this\npersonal ability. There is no finer proof of a leader’s worth than is afforded\nby his ability to submerge his own personality and to make other leaders.\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n399\n\nFurthermore, I would have my principal a lover of beauty and sensitive\nto the fitness of things. His office would be a place where little children as\nwell as teachers would love to come. There would be green things grow¬\ning and if possible a singing bird. There would be color, either in pottery,\nin pictures, or in hangings at the windows or on the walls. There would\nbe children’s work and children’s books and something from nature which\nwould challenge children’s attention.\nI would have in my principal a spirit of adventure which would help\nhim to enter with zest into some new undertaking of teachers or children,\nwdiether it be the building of a house by the first graders, or the perform¬\ning of a chemical experiment by the sixth graders, a spirit which would lead\nhim to plan excursions to look at the stars or find first signs of returning\nspring, that would stop a class to listen to the wind, or see the beauty of a\npassing cloud.\nI would have him intellectually honest and morally courageous. If he\nhimself has intellectual honesty or a thorough respect for it in others he will\nnot create conditions which will stimulate children to work for stars, prizes,\nor other artificial rewards. Rather will he lead them to share the spirit of\nKipling when\n\nhe says:\n\nAnd only the Master shall praise us, and only the Master shall blame,\nAnd no one shall work for money, and no one shall work for fame;\nBut each for the joy of working, and each in his separate star,\nShall draw the Thing as he sees it, for the God of Things as They are.\n\nI would\n\nalso have my principal have time for the intimate, leisurely con¬\n\ntact with his coworkers, that contact which is indispensable if the day’s\nwork is to bring the deep personal satisfaction which each worker has the\nright to expect. I now hear someone in my audience cry out, “How can I\ndo all I have to do and be all you would have me be?” Someone has said,\n“Reports, records, schedules, examinations, filing systems . . . soon be¬\ncome insufferable to one who has never had a vision. There is not much\nblessedness in mere work; the beasts in the fields have plenty of that. It is\nprecisely this capacity for illuminating today’s lowly labor with high and\nremote purposes that makes us men and not beasts.”\nNo one ever accomplished more than the Master Teacher. Although he\nw^as occupied with many menial tasks he was ever about his Father’s busi¬\nness, and choosing always the more important task. It is our devotion to\nhigh purposes, the being always about our Father’s business which makes\nus what we are. And often what we are is a more powerful teacher than\nanything we may do or say. Whitman\n\nvoiced this truth when\n\nhe wrote :\n\nThere was a child went forth every day:\nAnd the first object he looked upon, that object he became;\nAnd the object became part of him, for the day, or a certain part of the day,\nor for many years, or stretching cycles of years.\n\nJesus voiced the same thought when\nwill draw all men unto me.”\n\nHe said, “And\n\nI, if I be lifted up,\n\n"}
{"page": 404, "printed_page": null, "text": "400\n\nTHE\n\nNational\n\nFIRST\nROBERT\n\nEducation\n\nAssociation\n\nPROBLEM OF THE ELEMENTARY\nPRIN Cl PA L—A BSTRACT\nB. BINNION,\n\nPROVOST,\n\nTEACHERS,\n\nGEORGE\n\nNASHVILLE,\n\nPEABODY\n\nSCHOOL\n\nCOLLEGE\n\nFOR\n\nTENN.\n\nThe word “orientation/' having come under the reproach of technicians\nof nomenclature in our profession, I choose to define the first problem of\nthe elementary school principal as being the “articulation” of himself, per¬\nsonally, with his superior officers, the superintendent of schools and the\nBoard of Education, and with those who have come in recent years to\nwork under him, the supervisors, the teachers, the children and their parents.\nThe training of the elementary school principal, his experience and all the\nmethods, devices, and skills of his various operations have been volubly\nexpounded by hundreds of authorities abler and profounder than I. The\nignition points of his contacts, however, with his superiors, colleagues, and\ninferiors in office, are matters which have seemed evasive for all purposes of\ntest, measurement, and statistics. This paper, therefore, is a kind of sym¬\nposium of personal and private viewpoints of approximately fifty of the\nablest superintendents and about the same number of the ablest principals\nof the elementary school world.\nIf I were to try to summarize the consensus of opinion on these contacts.\nI should say they cumulatively agree that the elementary school principal\nmust be poised and full of fire, humanly sympathetic and wisely stern. He\nmust have profound training balanced by commonsense ; he must possess\ngreat energy with ability to rest and conserve ; he must be able to lead and\nto follow at the same time ; he must be able to coach, persuade and drive ;\nhe must be able to orate and to refrain from oratory ; he must be really\nsuperior to the superintendent in his own technical field yet act as though\nhe were not ; he must be able to outwit, outmaneuver, and lead the children\nin pleasant paths for pleasure’s sake ; he must winnow, weigh and sieve the\nsupervisor even as McCormick among the grain ; he must be the beau ideal\nof his teachers but not too great a beau ; he must be human but a bit divine ;\nhe must be divine but quite a bit human.\n\nTHE TYPE , THE KIND, THE AMOUNT\nWHICH\nELEMENTARY\nPRINCIPALS\nAND BE ABLE TO GIVE\nW.\n\nH.\n\nBURTON,\n\nASSOCIATE\nUNIVERSITY\n\nPROFESSOR\nOF\n\nOF\n\nOF SUPERVISION\nSHOULD\nKNOW\nEDUCATION,\n\nCHICAGO\n\nIt is an accepted fact that principals should do supervision. This group\nhas already gone on record to that effect. Therefore, no time will be\nwasted presenting arguments on this point. The remarks to follow are for\nthose who are willing and wish to do supervision.\nBefore the principal can do any type of effective supervision, he must\nhave certain understandings about supervision, and certain preliminaries\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n401\n\nmust have been cleared out of the way. Some of the latter are not alw ays\nunder his control, but he should call attention to the need for clarification.\nFirst, the principal must have the modern concept of supervision. This\nmeans that he must regard supervision as a complex and intricate matter\n\ngoing far beyond the traditional activities of classroom visitation and con¬\nference. These latter are activities of supervision, to be sure, but are far\nfrom being all of it. Supervision includes anything concerned (1) with\nthe direct improvement of the teaching act, (2) with the general improve¬\nment of teachers while in service, (3) with curriculum reconstruction,\n(4) with needed, practical research, (5) with inspection, (6) with evaluat¬\ning teaching, (7) with building morale, esprit de corps , and professional\nspirit.\nSecond, the principal must envisage supervision as a cooperative pro¬\ncedure in which several people participate. The point involved is that the\nprincipal does his supervision in conjunction with others.\nIn the third place, *there must be a clearly understood organization of\nthe system for carrying on supervision. Functions should be defined for all\nworkers and duties allocated functionally, that is, fields of operation should\nbe delimited and cooperation provided for. This is an urgent problem and\nwould need an entire lecture in itself. Suffice it to say that this thing must\nbe done by the superintendent or central administrative staff. The prin¬\ncipal should constantly urge it and should participate in setting up the\ndesired organization. This problem is well treated in a recent volume 1\nby Dr. F. C. Ayer of the University of Texas and Professor A. S.\nBarr of the University of Wisconsin.\nIn the fourth place a general plan or program of supervision should be\nlaid down, by the superintendent if it is a small system, by a supervisory\ncouncil including the principals in a larger system. Where there is no\ngeneral plan the principal should make a plan for his own building. This\nplan will consist of certain definite objectives which grow out of the needs\nof the situation as they have been determined by any of several methods of\nanalysis. There will also be a statement of the supervisory means to be used\nin attacking these objectives, and lastly, methods of checking progress will\nbe enumerated.\nNow we may come closer to the actual type and kind of supervision to\nbe performed by the principal. On the basis of the foregoing we can see,\nfirst, that it will not be haphazard or random, but will be in the nature of\na consistent attack on certain definitely stated objectives, either his own\nor those set up by the central council.\nIn the second place, we can make a distinction between the direct and\nindirect activities involved in supervision. The principal is in the strategic\nposition. He is the leader of a small and presumably united group. Where\nthere is the proper spirit and attitude within the building there is then\n\nl Ayer. F. C., and Barr. A. S. The Organization\nvision Training. D. Appleton Co. 1928. 396 p.\n\nof Superz'ision. Appleton\n\nSeries in Super¬\n\n"}
{"page": 406, "printed_page": null, "text": "402\n\nNational\n\nEducation\n\nAssociation\n\nthe ideal situation for direct personal contacts. The principal then should\ndo the bulk or what we call direct supervision, leaving the more indirect\nsupervision to the supervisory officers. When the full implications of this\npoint are clear, there will doubtless be some disagreement, but this is\nbecause the newer idea diiters from the traditional concept.\nThe principal, then, should do most of the visiting and conferring with\nthe teacher. He should be competent to analyze and evaluate lessons, and\nto give the teacher assistance in terms of general methods of teaching. He\nshould operate on the level of general principles and general methods, which\nmost distinctly does not mean on the level of generalities. He should be\nable to help the teacher select the proper method, to plan lessons, to check\nup on errors in the application of known general principles, to direct the\nteacher to good illustrations within the building, and to direct her to\nsources of information. When he gets beyond his depth with general\nmethod, or when strictly special method problems arise, he should call upon\nthe specialist supervisor, which is what the latter is* for.\nThe principal, furthermore, should be responsible for directing the study\nof his own teachers in terms of their own needs. He will do much informal,\nfrequent visitation, with conferences on minor individual problems, re¬\nserving his more organized visits and conferences for followup on the objec¬\ntives of the program.\nThe problem most important for each principal is responsibility for devel¬\noping professional spirit and fine feeling among his group. To do this, he\nmust absolutely know his material. He must be ready to take the time and\nthe trouble to give help when it is asked, to seriously study through with\nteachers problems which they raise. All of his contacts with teachers must\nbe sympathetic and kindly, and he must deal fairly with them.\nA contrast may help to make this matter clear. The supervisors other\nthan the principal will answer the special calls noted above, will head up\nthe course of study research which the principals will adapt, will evolve\nstandards for evaluating materials and methods of instruction which the\nprincipals will use. The principal may even participate in the latter type\nof work, but he is not primarily responsible for it. The supervisor will\nhead up such research as is necessary for furthering the real problems of\nthe system. The principal might, under some circumstances, have some\nminor research going on within the building, but he will doubtless find\nenough to do with his other duties.\nCertain very obvious practical difficulties stand in the way\n\nof this\n\ntheory of supervision by the principal. In the first place, most principals\nare not trained for this type of work, but this can be remedied. In the\nsecond place, this point of view is quite contrary to the traditional con¬\ncept of the principalship. Very obviously a new and progressive concept of\nthe job must be acquired.\n\nThe\n\nprincipalship should not be a minor\n\nad¬\n\nministrative job. A high-class clerk can take care of that. The principal is\na high-class professional leader of technical workers. To really be this he\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\n403\n\nPrincipals\n\nmust believe in modern supervision and secure the training for it. The\nthird difficulty is time, but this can be remedied with reasonable ease,\ngranted that the principal acquires the new concept of his position and can\nintelligently budget time and distribute administrative duties.\nSummarizing, we would say, first, that the principal must know what\nmodern supervision is and that it is cooperative. Second, the superintendent\nor central council should have an explicit policy on supervision and a plan\nof supervisory activities. Third, the principal shall do the bulk of the\ndirect, personal supervision, calling on the specialist when needed, and leav¬\ning to this specialist the more remote and indirect agencies. Certain ad¬\nministrative difficulties in the way of this can and should be eliminated.\n\nHOW\n\nAMELIA\n\nAN EDUCATIONAL MUSEUM\nWILL HELP\nPRINCIPAL AND HIS SCHOOL— ABSTRACT\nMEISSNER,\n\nCURATOR,\n\nEDUCATIONAL\n\nSCHOOLS,\n\nST. LOUIS,\n\nMUSEUM,\n\nST.\n\nTHE\n\nLOUIS\n\nPUBLIC\n\nMO.\n\nAll over the United\n\nStates we find the larger cities and many of the\nsmaller progressive towns establishing departments of visual education in\nconnection with their school work, and what is more encouraging we find\nin the last five years a better understanding of the term visual education. It\ndoes not mean education by motion picture only, but is now understood in\nits broadest sense. Today we realize that visual education is carried on\npreferably by object illustration, and only secondly by pictorial illustration.\nThe opening paragraph of the catalog of the Educational Museum of the\nSt. Louis Public Schools attests this aim:\nThe\n\nBoard\n\nof Education\n\nmaintains\n\na school museum\n\nfor the purpose\n\nof supplying\n\nthe schools with material for the illustration of the daily lessons in geography, his¬\ntory, nature study, and the contents of the reading lessons. The objects, pictorial\nillustrations and apparatus furnished by the Museum will, if properly used, make\nthe school work more interesting and intelligible, will give the children vivid and\nlasting impressions of what is taught, and will bring them into personal contact\nwith the world in which they live.\n\nThe\n\nEducational\n\nMuseum\n\nis a storehouse and distributing center of all\n\nkinds of illustrative material and supplementary books for the use of teach¬\ners and pupils in their classroom work. Every teacher in the St. Louis\npublic schools is supplied with catalogs of the Educational Museum and the\nTraveling Library, and the museum delivery trucks reach every school every\nweek to deliver what the teachers have ordered for that week, and to take\nback to the museum\n\nthe material which was delivered the previous week.\n\nSome of you are wondering what percentage of the principals’ requests\nthe museum can take care of? Also where does the museum procure its\nillustrative and other supplementary\nDuring\n\nmaterial ?\n\nthe year 1927-28 the St. Louis Educational\n\nMuseum\n\ndelivered\n\nto its clientele of 140 schools eighty-six percent of all the material those\n\n"}
{"page": 408, "printed_page": null, "text": "404\n\nNational\n\nschools asked for. The\ninsufficient number\n\nEducation\n\nAssociation\n\nfourteen percent of undelivered orders was due to\n\nof duplicates of some\n\nof the very popular collections.\n\nIn addition to the collections donated by the Louisiana Purchase Exposi¬\ntion exhibitors when they left St. Louis after the fair of 1904, much valu¬\nable material was secured from other museums and government agencies\neither by donation, or by exchange, or at nominal cost. Each year additional\nmaterial was purchased by the St. Louis Board of Education, which has\nbeen most generous in its support of this institution, increasing the annual\nappropriations as necessary from year to year, until now they are appropri¬\nating about $50,000 annually for this purpose. Even at that we are spend¬\ning only fifty cents per pupil to place in his hands any one, or all, of the\n20,000 different museum objects or any of the supplementary books or music\nfolios listed in the Museum and Traveling Library catalogs.\nExcept as donated by other institutions and individuals, all material added\nfrom year to year is selected after careful study of the unfilled orders of\nthe teachers. In other words, only such material as the teachers or super¬\nvisors asked for is purchased. The Museum catalog lists :\n(1) Food\nproducts,\n\nand samples\nincluding\n\nproducts,\n\nall from\n\nand\n\nof costume\n\nmounted\n\nand\n\ndried\n\nrelatives;\n\nspecimens;\n\nprocesses;\n\nfor clothing\n\ndried\n\nspecimens\n\n(4) botany\n\n(6) apparatus\n\nspecimens\nrocks\n\nand\n\nfor physics\n\nother\n\nindustrial\n\narticle; (2) models\n\nshelter\n\nof homes\n\nof the world;\n\nof practically\n\nfishes, crustaceans,\n\n(5) mineral\n\nand\n\nstate to the finished\n\nof the different peoples\n\nbirds, reptiles, amphibia,\ntheir near\n\nmaterial\n\nthe natural\n\n(3) the animal\n\nall of the smaller\n\nmollusks,\n\ncorals, sponges,\n\nsuch as models\nores, principally\n\nand\n\nand\n\nphysiography\n\nand\n\nworld\n\nmammals,\n\ninsects, and\n\ncharts of plants and\n\nthose\n\nused\n\nconsisting\n\nin industrial\nof simple\n\nex¬\n\nperiments for which all the necessary equipment is furnished; (7) pictorial illus¬\ntrations consisting of photographs, stereoscopic views, stereopticon slides, film strip\nslides, 16 m.m.\n\nmoving\n\npicture films and\n\n(8) large colored\n\ncharts, pamphlets,\n\ncollections;\n\nmusical\n\nchorus\n\n(9)\n\nsheet music;\n\nand\n\n(11) song\n\n35 m.m.\n\nor standard\n\nand booklets giving\n\nliterary\n\nphonograph\n\nslides for chorus\n\nmoving\n\ninformation\n\nrecords;\n\n(10)\n\npicture films;\non the museum\norchestra\n\nand\n\nwork.\n\nThe\n\nMuseum also maintains a Traveling Library which has been devel¬\noped along two lines ; ( 1 ) Boxes or sets of twenty-five duplicate books of\nliterature, history, geography, science, civics, and art for supplementary class\nuse; (2) boxes of “Room Libraries” each containing from twenty to twentyfive different books selected with reference to the reading ability of any one\ngrade, with the idea of allowing considerable latitude because of the slow\nreaders to be found in every group of children.\nThis traveling library work has only been carried a few years and yet we\n\nare transporting more than 6000 supplementary\nour schools.\n\nbooks per day to and from\n\nTraveling library books are permitted to remain in the schools for a period\nof five weeks, orchestra and chorus music is permitted to remain in the school\nfor ten weeks, while museum collections remain in the school for only one\nweek.\nThe amount of assistance which any one school draws from the educa¬\ntional museum depends largely on the principal and teachers of that school.\n\n"}
{"page": 409, "printed_page": null, "text": "Department\n\nop Elementary\n\nSchool\n\nPrincipals\n\n405\n\nThe effectiveness of the delivery system from one center, as compared\nwith the plan of supplying each school permanently with a set of museum\ncollections, is shown in the diversity of material called for by various schools ;\nif all were supplied in like measure, much material would necessarily lie\nidle in some schools ; whereas other schools would be restricted by an insuffi¬\ncient supply for their activities. Some of the schools are located near nature’s\nsources of supply, hence the folly of stocking them with the same material\nas is needed in the down-town schools where nature seems so far away.\nThe desire for investigation on the part of the child must always be\nawakened when presenting museum material. The teacher should use this\nmaterial in such a way as to arouse the spirit of curiosity and research. The\naim should be to give the child a knowledge of his tools, so that he may go\nout into the vast home of nature with eyes and ears and fingers ready and\neager to continue these investigations, stimulated by the conscious desire to\nknow, to love, and to understand.\n\nONE PART THE PRINCIPAL MUST PLAY IN ANY REALIZA¬\nTION OF THE PURPOSE OF THE SCHOOL— ABSTRACT\nSARAH\n\nM.\n\nHORTON,\n\nPRINCIPAL,\n\nTREMONT\n\nSCHOOL,\n\nCLEVELAND,\n\nOHIO\n\nIn the discharge of the serious duty of developing initiative and the power\nof independent thinking in teachers, the principal must lead the way. Intel¬\nligence, courage, and initiative in discovering and solving his problems must\ncharacterize the principal’s administering of affairs in his building. He\nmust be a student of current educational theory and practise, see clearly the\nprinciples underlying all that has any bearing upon his problem. However,\nwith the courage of his convictions he will steadfastly refuse to accept for\nhis teachers or impose upon them any scheme that promises an immediate\nrealization of an educational heaven. If the teacher’s mind is to function in\nthe solving of his problems they must be real to him and within his power\nto solve. The great responsibility of the principal is to make problem\nsolving on the part of the teacher an educational process.\nSince this is true the principal must do just what is expected of any good\nteacher. He must apply sound psychology and common sense to his problem.\nHe must make psychological laws just as true in their application to the\ndevelopment\n\nof a thinking teacher as they are to the educational growth of\nthe child. In the application of these laws the principal must take into\naccount the individual differences in ideals, abilities, attitudes, skills, and\nopportunities of the teacher, as he must of the child.\n\nOne of the principal’s most important duties is to help the teacher set his\ngoal. He is best fitted to do this because he comes most closely in touch\nwith teacher and pupil, and understands the conditions. The goal must\nnot be too far removed and must be possible of achievement. The teacher\nmust be made to feel the joy of success in achieving his goal. The principal\ncan best do this by limiting the field of endeavor, arousing in the teacher\nan attitude of study, investigation, and modest experimentation within this\n\n"}
{"page": 410, "printed_page": null, "text": "406\n\nNational\n\nEducation\n\nAssociation\n\nfield. In this study he should focus the attention of the teacher especially\nupon a particular skill or technic to be desired. He must expect to find\nmistakes in this experimentation, and undoubtedly will. However, the\ngreatest mistake the teacher can make is failing to think for himself. It is\nonly through experimentation and investigation in his own classroom on\nhis own problems that the selfactivity of the teacher can be developed.\nWe have with us today, from past and present, numerous educational\ntheories, each seemingly in conflict with the other. Shall the principal say,\n“Away with theory,\" and leave the teacher helpless to work out his own\nproblem? Or, accepting authority without question, “This is the latest,\nlet us try it at least once.\" Is either the way of progress and better sendee\nto the school ? Plainly it is the duty of the principal to aid the teacher in\nharmonizing theory with classroom practises. The attitude of mind in\nteacher and principal must not be that of seeking the triumph of theory, but\nthe truth in practise.\nHasty acceptance and hasty rejection of theory and results of investiga¬\ntion are alike to be discouraged. These have been the cause of wasted time\nand energy. We have a clear instance of the former in the case of oral\nreading.\nOral reading some few years ago was suddenly summoned before the edu¬\ncational bar, charged with various offenses and banished from the school\nprogram. The teacher found teaching an oral reading lesson was looked upon\nwith suspicion. Today we hear from all quarters of the educational world\nthe cry, “We must have more oral reading.'’ In a current educational\nmagazine we find a most excellent article by a wellknown authority giving\nmany\n\nreasons why oral reading should be restored to its place on the pro¬\n\ngram. We find in the article the statement, “The aims and values of oral\nand silent reading are different.” In other words it was procedure that was\nat fault and not oral reading. Today we find oral reading restored for the\nsame reason it was banished — by the order of authority. Is teacher or prin¬\ncipal asking why?\nAnd so project, “purposeful activity,” problem, correlation, socialized\nrecitation have had their day and been thrown in the discard, the truth\nunderlying each almost lost sight of. Individual and mass instruction are\nnow in the focus of attention. Must we either accept or reject these ideas\nbecause they seem new? Or will the principal accept his responsibility and\naid the teacher in seeing the truths in each, and how\nthem?\n\nand when\n\nto apply\n\nThe important facts for teacher and principal in this discussion are: That\nunderlying all theory and method, old or new, are valuable educational ideas;\nthat through these when stripped of their mystifying terminology, and elab¬\norate forms, the principal may point out the way of progress to the teacher ;\nthat in the last analysis, the purpose of the school must be realized in the\nwork of the classroom teacher.\n\nCommon\n\nsense and reason, a balanced viewpoint, must dictate the part\n\n"}
{"page": 411, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\n407\n\nPrincipals\n\ncurrent educational theory is to play in the solution of our problem. Theory\nmust be accepted, not blindly, or passively, as a cure for all our educational\nills, but as a challenge to the principal and teacher, to a more thoughtful\nstudy of classroom conditions and practises. Only as theory is applied, by\nteacher and principal, in the light of classroom conditions, can progress be\nassured. When the teacher is trained and encouraged to bring common\nsense and reason to bear upon his task, he may find the old has become the\nvery desirable new and the new may often prove to be something more than\na passing fad.\n\nTHE OPPORTUNITIES OF THE ELEMENTARY PRINCIPAL\nAS SUPERVISOR IN FORWARDING EDUCATION TODAY\nFROM THE\nABSTRACT\nWILLIS\n\nSUPERINTENDENT'S\n\nA. SUTTON,\n\nSUPERINTENDENT\n\nOF\n\nPOINT\nSCHOOLS,\n\nOF\n\nVIEW-\n\nATLANTA,\n\nGA.\n\nIn the general field of supervision no individual plays a more important\npart than the principal. He should spend at least fifty percent of his time\nin supervision. His executive duties ought not to encroach upon his super¬\nvisory functions.\nSupervision by the principal should be real. In order to make it so he\nmust understand the new world. It is the business of the principal to see\nwhat the new world needs are and then adapt the course of study to life as\nit now exists. In his program the principal must not shackle the freedom\nand initiative of the teacher.\nThe principal is the supervisor of parents as well as of teachers and pupils.\nHe should cooperate closely with the parent-teacher association, which, I\nbelieve, is the greatest force of the last twenty-five years. Through the\nschool and the parent-teacher association the principal is the key to both the\nindividual and the community.\nI believe in the freedom of the child. Too often the emotions of children\nare suppressed throughout their school career. It is little wonder\n\nthat an\n\nexplosion occurs when the child leaves school. Of course children need guid¬\nance. They should be given right motives so that they will then want to do\nthe right thing by choice. All our thinking should be in terms of the life\nof the child.\n\nGEOGRAPHY\n\nFOR\n\nA NEW\n\nWORLD— ABSTRACT\n\nHARRIET\n\nSAM\n\nHOUSTON\n\nSTATE\n\nSMITH,\n\nHUNTSVILLE,\n\nTEACHERS\n\nCOLLEGE,\n\nTEXAS\n\nIt is my privilege to discuss some recent changes that seem significant to a\ngeography teacher, and to emphasize the need in America for geography\nteaching founded on principles not subject to change.\n\nChanges have been far reaching and profound — Only yesterday, it seems,\nloads were lifted by human muscle ; today in the leading nations, more and\nmore by gas and electricity. Yesterday, planting and harvesting were\n\n"}
{"page": 412, "printed_page": null, "text": "408\n\nNational\n\nEducation\n\nAssociation\n\nmainly by hand ; today one farm machine releases ten men for city positions.\nYesterday, we had the home and hand stage of manufacture ; today, the fac¬\ntory system with its standardization and specialization. Yesterday was a\ntime characterized by isolation, ignorance, provincialism, and hatreds ; to¬\nday, distance is being annihilated, ignorance is passing, and world conscious¬\nness is happily taking the place of neighborhood animosities.\n\nOutlook on life has cha?iged — More important than things recently ac¬\ncomplished is the changed outlook on life among\nthe men\n\nwho\n\nat least three classes. First,\n\nare accomplishing these changes seem to accept no stage or\n\ncondition as final. They find permanent satisfaction in no small neighbor¬\nhood. They go on to new discoveries and applications, to the winning of\nnew records, to new places and people seen, new adjustments made. Sec¬\nond, for the somewhat illiterate — the million or more released from routine\nwork in America since 1920 — education has become a factor in their lives,\nif not for themselves, at least for their children. They see trained men and\nwomen passing them in competition for professional positions, and the result\nis that high schools and colleges are becoming crowded.\nTo bridge the gap between these two groups, the teachers, as interpreters,\nfind their work. They must parallel outside material progress with inside\nunderstanding of its meanings. Classroom practise needs to speed up to keep\nabreast with the interests of the young people watching the airplanes, the\nradio reports, the movies.\nAnother\n\nchange in the attitude that seems to me most wholesome\n\nis that\n\nof increasing confidence in the upward progress of the race. Modern teach¬\ners know it and youth is being trained to accept it. It is belief in slow but\nsure human achievement\nthe human race.\n\nas against the belief in ready-made\n\nsupremacy\n\nfor\n\nOnce the earth was thought to center about man. Today man knows\nhimself to be but a small part of life on one of the smaller planets, kept alive\nby heat and light from one of the smallest of suns, far from the center of a\nvast universe, and he thinks of truth, not as something completely revealed\nbut as something to be arduously sought and but partially found. Immeasur¬\nably less exalted from without, man is lifting himself superbly from within.\nHe sees the past as a line of progress for humanity, and it affords basis for\nfuller confidence in his fellowman.\n\nJVhat can geography contribute f— Geography is the study of human re¬\nsponses to earth controls, a broad and beautiful subject. Just what shall it\ncontribute to this new\n\nworld of change, of modified physical environment,\n\nof deepened confidence in humanity?\n\nGeography emphasizes people in relation to their environment — The text¬\nbooks are leading the way to an increasing emphasis on how people live, and\nhow their activities are influenced by the physical environment. Consider\na few titles of recent books on geography: Man in Many Lands , Human\n\nGeography , Nations as Neighbors. The emphasis is on people. Also\nthrough school journeys into local environment\n\nthe child sees how people\n\n"}
{"page": 413, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n409\n\nare adjusting themselves to their physical surroundings. He studies typi¬\ncal groups of people elsewhere in all his own land and in other countries.\nThrough reading and through the movie, perhaps through travel, he is led\ninto an ever expanding world in which he sees diverse men and women\nadjusting themselves to the same forces of nature, and to other human\ngroups about them. His own experience tells him that geography is a study\nof man in relation to his environment, or as he may put it, a study of people\nmaking homes for themselves on the earth. Thus the study is seen to have\nout-of-school significance.\n\nGeography lays foundations for peace — In stressing people in response to\ntheir physical environment, geography sets itself the big task of laying foun¬\ndations for peace. It does this by reasonable interpretation of the activities\nof people. It is against provincialisms that tend toward family feuds ;\nagainst “nationalism the full fruit of which is war,” says Zangwill; against\na racial superiority complex which fosters the bitterest antagonisms.\nIt would be in line with geography teaching to drop our childish, crude,\noffensive national boasting, and consider studiously how we can conserve\ninstead of exploit our vast material resources, how we can elevate our social\nand economic standards, and by our own superior practise, win the right to\nlead our neighbors in their needed adjustments. Probably this can come\nonly through the development\n\nof youth in the schools; all of us know\n\nthat\n\nmiddle-aged\n\npeople must die in their sins, but “whatever is put into the\nschool process of today comes out in the social process of tomorrow.”\n\nGeography tends toward world brotherhood — Geography teaching, if\n\nsincerely carried put, will tend toward a more sympathetic knowledge of\npeople and a diminution of racial friction. If we had more knowledge, we\nshould almost certainly have less friction.\n\nGeography has its own scientific content — Geography can serve educa¬\ntion best, it seems to me, if it is recognized as a whole science rather than\na mass of mutilated fragments in a sea of social studies. It has its scientific\ncontent, strong enough to stand alone. Causal relationship is the keynote\nthat binds together as a science all the factors of geography. Dr. Bagley\nsays that “The firsthand records in the field of geography furnish the very\nbest exemplification of the spirit and methods of scientific inquiry that can\nbe grasped and appreciated by the average mind.”\n\nThe conception of a vast lapse of tune — Contrasted with history, that\n\ngives the yesterday and the today of human\nof millions of years before human\n\naction, geography tells the story\n\nhistory began.\n\nFor instance: the geo¬\n\ngraphic topic, ancient glaciation, calls for a conception of hundreds of thou¬\nsands of years ; the formation of coal took millions ; in the development of\ncontinental platforms and ocean basins can be felt the very pulse of the uni¬\nverse. Grappling with big fundamental thoughts like these tends to lift\nand make large the whole life of the student and to develop an attitude of\npatience, humility, and reverence.\n\nGeographic interpretation adds depth to the curriculum — The essence of\n\n"}
{"page": 414, "printed_page": null, "text": "410\n\nNational\n\nEducation\n\nAssociation\n\ngeography is interpretation, by which it gives to elementary education bet¬\nter, perhaps, than any other subject of the curriculum its third dimension,\ndepth. The elementary curriculum is well supplied with length and breadth.\nIt embraces knowledges and skills of almost bewildering extent and per¬\nplexity. Geography adds depth for its true function is to trace meanings.\nIt centers about those talismanic words, relationships, and adjustments.\n“What relationships ?\" you may well be asking. I shall mention three typical\nclasses. It interprets relationships between two physical factors, as rainfall\ninduced on windward slopes of high mountains. It interprets relationships\nalso between a people and their physical environment, as maritime that de¬\nvelop where a people are hemmed in between highlands and the sea. Third,\nrelationships between groups of men in business intercourse, as trade back\nand forth between the manufacturers of the temperate zone .and the pro¬\nducers of raw materials of the tropical zone.\nThese are causal relationships that call for adjustment, a keyword in\ngeography. Maladjustment means strain; adjustment gives relief. Politi¬\ncal boundaries, the location of cities, trade routes, the development of com¬\nmerce, and the settlement of many international questions are founded on\nadjustments that have been made or should be made. Happy the pupil who,\nthrough a study of man’s proper adjustments can so modify his own con¬\nduct as to conform pleasantly and constructively to the demands of his physi¬\ncal and social environment.\n\nGeography is one of the new humanities — In the schools the tendency\nseems to be away from the merely disciplinary studies and the purely cul¬\ntural subjects to emphasis on the socalled new humanities : geography, his¬\ntory, biology, other sciences. ‘‘These contain,” say Chapman and Counts,\n“the larger knowledge before which popular mythologies cannot stand,’’ and\nthey give the broad world viewpoint.\nIf geography were only or mainly place, names, and boundaries, it would\ndeserve no place in the new humanities. But through problem and project,\nthrough regional studies, through field trip and journey geography, through\nopenminded search for truth, and a plea for increasing respect for other\npeople, geography has a message for and should keep its place in modern\ncation. -As I see it, this is geography for the new world.\n\nTHE\nBESS\n\nLIBRARY\n\nAS AX INTEGRAL PART\nSCHOOL— ABSTRACT\n\nCLEMENT,\n\nPRINCIPAL,\n\nELIZA\n\nCLARK\n\nSCHOOL,\n\nedu¬\n\nOF ELEMENTARY\nCLARKSDALE,\n\nMISS.\n\nNo matter what method a teacher may employ, be it Dalton, problemproject or simple socialized procedure, his class is not going to give one hun¬\ndred percent effort unless the equipment necessary is provided. How use¬\nless it is to plan a lesson requiring data which you know is not going to be\navailable to the majority of your class. Better to return to the age of text¬\nbook worship, where youth is not discouraged bv such an obstacle as has\njust been mentioned. But we are not willing to retrace one step which has\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n411\n\npointed toward progress, and we stand today with our feet firmly planted\non the laws of learning, realizing that there is a paramount need for libraries\nin elementary schools.\nThe N. E. A. Committee on Reorganization of Secondary Schools in 1911\nlisted as the third cardinal principle: mastery of the tools of learning. The\nacceptance of this aim in reorganizing elementary education so that the\ntransition from elementary school to secondary school is accomplished with\nan equal chance to the child to succeed in pursuits of continued education,\nbrings us face to face with one of the gravest problems for which we as ele¬\nmentary principals are held responsible. Need I state that this problem is\nteaching children to read ? The public looks to us for leadership and cen¬\ntralized attention in the promotion of better reading, that most funda¬\nmental of all tool subjects.\nAn analysis of that part of the reading process for which the elementary\nschool is held responsible substantiates the evidence that the best and most\nmodern methods call for many books, well graded, well selected, and con¬\ntaining diversified subjectmatter. How are we going to be sure that each\nchild has access to these books unless we place them in the school as part\nof his equipment?\nLet us briefly consider the place and function of the library as judged\nthrough an analysis of that part of the reading process for which the ele¬\nmentary school is held responsible. The greatest service that we can render\nboys and girls is to teach them to read. I accept as the definition of reading\na series of habitual responses known as thought, feeling, and thinking which\nis stimulated by the printed page. New world education places emphasis\non accuracy, speed, and comprehension. The laboratory for working out\nindividual records in these attainments is the library.\nConsider the first period known as the Initial Period. If we neglect to\nfurnish library facilities here, we impoverish the curriculum which calls for\nthe reading of many\n\nbooks.\n\nAs one author has fittingly expressed it, “A\n\nchild must learn to read as he learned to talk, through unremitting exercise.\"\nIn the second period, Rapid Growth in Reading, we find a different need.\nHere we wish to enrich the experiences of the child, and in order to do this\nthere should be provided many books of a non-literary type. These books,\nhowever, should be interesting and fundamentally good. Challenge the\nmentally lazy boy or girl to find out things through reading and seeing.\nProvide wide variety here and note the outcome. No class as individuals\nwill choose the same books. The dreamer still prefers his books with fan¬\ntastic pictures ; the hero-worshipper wants his ideal ; and the lover of the\ngreat out-of-doors chooses a piece of work which presents replica of flower,\nbird, tree, or stream — all with the same motive — to learn more about it.\nThe third period is termed the Period of Enriched Experience. Here the\nbest teacher is the one who avoids many “telling situations.” He interests\nhimself more in the followship than in the leadership of his class, for with\nproper training preceding this period, the children have acquired habits and\n\n"}
{"page": 416, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nskills which enable them to do much independent study. The average pupil\nenters this period unaware of any great transition. He begins his work in\nthe social subjects without feeling any great change. His work or study\ntype of reading utilizes his general habits and skills in reading and to these\nhe adds others, such as power to organize, associate, and judge what he has\nread. Our job here is to sustain his interest, raise his standards, and provide\na common background.\nWe have briefly discussed some of the outstanding contributions w^e ex¬\npect from elementary libraries as integral parts of elementary schools. They\nseem logical, and yet little has been done toward furthering the project.\nLet us now briefly discuss some of the reasons why the average practitioner\nhas been slow to accept the theory.\nFirst, our courses of study have not taken into account the possible maxi¬\nmum growth of the child. They have been made to serve the average child,\nwhich sad to relate never exists in classes. A thorough revision of courses\nof study which take into consideration the superior child and the subnormal\nchild, plus the possibilities of the library unit as a stimulus would result in a\nrevision and reorganization of work which would eliminate much dissipa¬\ntion of energy on the part of the teacher trying to teach the same thing to\npupils of different capacities at the same time, many of whom do not need\nthe lesson at all, being perfectly able to ferret out the thing by themselves.\nSecond, there is only a vague idea of the workings of an elementary school\nlibrary from the standpoints of administration, equipment, and initiation.\nThird, the financial support is not in sight, and our rapidly increasing public\nschool population has all but left us mendicants, unless the need is outstand¬\ning. This same condition existed in secondary schools and was overcome.\nSurely we are going to demand\nWhenever\n\nequal rights from no selfish motive.\n\na new unit of work is initiated into a system, the teaching force\n\nfeels pressure of some kind. Just what type this pressure from the initiation\nof elementary libraries assumes will largely depend on the tactics employed\nby the principal. There are several truths which are worth consideration:\n1. The\n\nlibrary is the antithesis\n\nCompulsory\n2. The\n\nof compulsory\n\nsays, “Thou\n\neducation\n\nlibrary gives value\n\nreceived\n\n5. Children\nand\n\nneed\n\nshould\n\n6. Elementary\n\nand\n\nfor the time charged\n\nto learn\n\ntherefore\n\nbe devised\n\nevery\n\nlibrary\n\ngrades.\nshould\n\nbe permitted\n\nto permit\n\nconsume\n\nteachers\n\nand\n\nlibrarian\n\nof library organization\n\nto assist in the workings\nagainst formal\n\nat least ten minutes\n\nhabits of\n\nare\n\nand\n\nday.\n\nmost\n\nde¬\n\nfunctioning,\n\nof the library.\n\nlibrary conduct\n\nfor exchange\n\nand\n\nsome\n\nplan\n\nof ideas to precede\n\nperiod.\n\ndesirable\n\nThese\n\nguard\n\nmay’st.”\n\nto the pupils’ school\n\nstudy, but to aid in developing\n\nbetween\n\nthe rudiments\n\nlibraries should\n\nshould\n\n7. It is highly\n\ncooperation\n\nIt says, “Thou\n\nshalt.”\n\n3. The librarian’s job is not to supervise\nindependent study.\n4. Close friendship\nsirable.\n\neducation.\n\nperiods\n\nto allow\n\nat least two\n\nfor pupils from\n\nat least one hour\n\ngrade\n\nof time.\n\nlibrary\n\nperiods\n\nthree through\n\nBelow\n\nper\n\nweek\n\nfor all\n\nelementary\n\nschool\n\nthe fourth grade\n\nthe teacher’s\n\n"}
{"page": 417, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\njudgment should determine from the interest of the child when\nother activities. Usually the span of attention varies.\n\n413\n\nto call him to\n\n8. Courses of study should not omit such valuable types of work as book reports,\nbulletin board news, and club activities which are a direct outgrowth of library\nexperience.\n9. Have the children in the school take an active interest in buying the books and\nteach them to treat the books as they would treat good friends.\nso as to make\n\nSOME\n\nfeel a contagious interest in the project.\n\nMODERN TENDENCIES IN THE TEACHING\nCHARACTER EDUCATION— ABSTRACT\nN.\n\nMany\n\nthem\n\nH.\n\nPRICE,\n\nHEMPHILL\n\nSCHOOL;\n\nBIRMINGHAM;\n\nOF\n\nALA.\n\nparents take time to live with their children and are doing their\n\npart in training them. But in face of all other agencies for building char¬\nacter with which our schools cooperate heartily, our board of education,\nrealizing that character is the outgrowth of habit, that habits are formed by\nacts often repeated ; realizing the intense interest of all youth in the present\n10\nmoment,\nthatadvchildren\nare noted for spontaneity in action and expression,\n.\nSufficiently\nertise the library adva\nntages among the tea\nrs and chi\nthat their imaginative and emotional life\nis exceptionallychestrong;\nrealizing\nldren\nthat the present moment should be full and satisfying, yet in harmony with\nthe best for all moments that follow, and that our aim should be to treat\neach child so that, if life broke off at any point, we could say of the chapter\nexperienced by the child, “It was happy and worthwhile” ; realizing that\nchildren are taught ideals best by the indirect method at the opportune mo¬\nment by allowing them to live and act the ideals desired, but that incidental\ninstruction is accidental instruction which is often insufficient, and, there¬\nfore, as far as the teacher is concerned, at least, direct instruction, which\nconsists not of moral lectures, should be used ; and believing that the oppor¬\ntunity of the public schools lies not in further emphasis on studying or teach¬\ning morals, but in consciously creating situations that call for practise,\nadopted the plan of having a character slogan for each year.\nEvery effort was made to enlist the interest and cooperation of the whole\ncity in the plan. Local papers helped by giving publicity to the movement,\nministers spoke from their pulpits regarding it, clubs and civic organizations\nrequested speakers to explain the plan. The campaign became citywide.\nEvery teacher seemed to catch the spirit and as he taught artithmetic, lan¬\nguage, literature, or whatever the subject, he endeavored, without appear¬\ning to do so, to develop traits of character.\n\nThe first slogan was “The Development of Character through Health.”\nThe idea was that it is of vital importance to have a sound mind in a sound\nbody. Special attention was given to our school lunchrooms. Children\nwere weighed and measured and given red cards if they were more than\nten percent underweight, blue cards if between ten percent below and nor¬\nmal, and white cards if normal or above. Nutrition classes were formed for\nthose children who were ten percent or more underweight. Special teachers\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\nNational\n\nEducation\n\nAssociation\n\ngave definite health lessons, weighed and measured the underweight chil¬\ndren weekly, and sought the cooperation of parents and children in carry¬\ning out the health program. Health and safety programs were given in\nthe auditorium and attention everywhere directed to the health campaign.\nIn an effort to measure the results the board of education found fewer ab¬\nsences on the part of both pupils and teachers, and apparently a more\nful and optimistic attitude on the part of all.\nThe\n\nfollowing year the slogan was\n\n“The\n\nDevelopment\n\ncheer¬\n\nof Character\n\nthrough Sportsmanship.” Probably the most evident results were seen in\nthe high schools. But those of us who were in touch with the elementary\nschools felt the effects there. Definite opportunities were planned in con¬\nnection with the regular work for teaching sportsmanship. By keeping\nthe slogan ever in mind the teachers found many chances to let the children\npractise this splendid trait. Formerly our interschool athletic contests were\noften followed or accompanied by “rock battles,” the losing team attempt¬\ning “to run in” the winners. After much effort on the part of the prin¬\ncipals trying to instill the proper attitude it is now the exception for a team\nto have such trouble. They are learning to be good losers everywhere.\nOur sport writers claim that our fans are for the most part better losers\nthan those of other cities, that they are more inclined to cheer the good plays\nmade by the opposing team.\nA new slogan is selected for each year, but the former ones are kept in\nmind. After six years we are as interested in health as ever and perhaps\nmore so. The results this year seem to have been better than usual. Still\nour children are growing in sportsmanship, which may some day play an\nimportant part in world peace. Real sportsmen seem to be able to reason\ntogether and to settle their differences without fighting.\nBirmingham is an industrial city, but not all our boys are industrious. In\nselecting the slogan, “Development of Character through Work,” an effort\nwas made to define work and to dignify all honest work. Everybody caught\nthe spirit and many who had never worked found opportunities to be of\nservice. Some work hitherto done by janitors and maids was done by the\nchildren. They hunted opportunities to work and were often satisfied with¬\nout pay, taking only the satisfaction of a task well done. Certainly we\nhave helped to give the children a better attitude toward\nmany\n\nwork.\n\nNot\n\nso\n\nare looking for white collar jobs as formerly.\n\nThe following year, “The\n\nDevelopment\n\nof Character through the Love\n\nof the Beautiful” became our slogan. Beauty is useful in the highest sense.\nThe kind of beauty we want about our children is simple, natural, and\nharmonious. Pictures were added to our school collections, clean-up cam¬\npaigns were started, flowers and shrubs were planted on the grounds, and\nthe spirit spread through the community.\nThen we tried “The Development of Character through Thrift.” This\nslogan appealed to the president of the board of education, a true Scotchman,\nwho did much\n\nto make the plan function among\n\nthe children and with the\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n415\n\nemployees of the board in general. Thrift was stressed in every way at school\nand at home. School banking was started with much enthusiasm. The\ntotal amount saved and on deposit at the end of the first year exceeded a\nhundred thousand dollars. We believe a large number are forming the\nhabit of thrift. Almost all of our children have opened bank accounts.\nLast year the slogan was “The Development of Character through Cour¬\ntesy.” A definite outline was worked out by the Committee. The behavior\nof love is courtesy. We cannot be too scrupulously courteous to children.\nOur aim has been to take advantage of opportunities arising for children\nto practise courtesy. Many reports indicate that they have caught the spirit.\nThe traffic manager of the street car company wrote the superintendent a\nletter in which he said that marked improvement had been made by those\nriding the cars. A few days ago at a ball game I heard a man ask a soda\nwater boy to bring him a bottle of water for which he would pay him a\ndime. The boy came back in a few minutes and reported that he could not\nget the water from the drinking fountain to run into the bottle. When the\nman wanted to pay him anyway he refused the money. His whole attitude\nwas so courteous that he attracted the attention of those around him. My\nwife remarked, “That is certainly a courteous boy.'' I was delighted to say\nthat he was one of my boys.\nNext year we\n\nshall add to our list “The\n\nDevelopment\n\nof Character\n\nthrough the Study of Nature.'’ Enthusiasm for the plan has grown steadily\nfrom the beginning. This year the two local colleges have added courses\nin nature studv to meet the demand of the teachers who are studving this\nsummer that they may be better prepared for the work next year. They are\nbecoming more enthusiastic every day as they study flowers, bugs, and birds\nand realize how much more there is around them to observe than they ever\ndreamed.\nWhat\n\nthe outcome\n\nof the slogan plan will be we do not know, but this\n\nsystematic effort to have children do something that will have a tendency\nto develop and strengthen their characters has met with the cordial approval\nof school patrons.\n\nTHE\nLOIS\n\nELEMENTARY\n\nCOFFEY\n\nMOSSMAN,\n\nPRINCIPAL\nABSTRACT\n\nAS A SUPERVISOR-\n\nTEACHERS\n\nCOLLEGE,\n\nNEW\n\nCITY\n\nYORK\n\nCOLUMBL4\n\nUNIVERSITY,\n\nStudents of education are continuously bringing forward new evidence\nrelative to the educative process. Sometimes the findings which they submit\nare somewhat disconcerting to those who are actually teaching. When pet\ntheories and favored methods are condemned by statistical research, we are\npushed as to what to do. These new findings are forcing us to continually\nmodify the educational program.\nAdmittedly, there is much that we do not know how to do well, yet\nthe children keep coming to the schools. They and their parents are look-\n\n"}
{"page": 420, "printed_page": null, "text": "416\n\nNational\n\nEducation\n\nAssociation\n\ning to the schools, for the help needed in learning how to fit into this complex\nproblem of living. The children, and often the parents, are not fully aware\nof the mobile condition of the demands of life today. Often parents assume\nthat things are as they were when they were children, and they want their\nchildren taught in just the same way. The teachers of these children are\nthen confronted with the necessity of carrying on their education and satis¬\nfying the parents while, at the same time they, themselves, do not know\nwhat is best for the boys and girls either as to curriculum or method.\nSometimes the demands upon the teachers are so great, or the vision of\nthe work so limited, that they cannot see beyond the walls of their classroom.\nSuch teachers fail to look for a better program. Then there are teachers\nwho have a greater vision but are either so busy or so burdened, or some¬\ntimes so baffled by the disparity between what they believe education should\nbe and what parents are asking of them, that they are sorely in need of\nsomeone to whom they may go for counsel and advice. Such teachers need\nhelp in checking what they are doing and in seeing what better to do.\nThey want guidance, super-v ision, and it is their principals to whom they\nnaturally should turn for this help which they are so fully needing. It is the\nprincipal who must have this super-v ision.\nWhat does it mean to be a principal who is truly a supervisor ? What sort\nof a person is needed if we would have the teachers go to the principal for\nthis guidance and help ? What traits are peculiarly necessary for one who\nwould be a real help to teachers?\nAs I look back over my experience as a young classroom teacher, sorely\nin need of help, vision, and guidance, I find my attention centering upon the\nprincipal who gave me the help I needed. As I faced that class of sixty-six\nfifth-grade boys and girls in a middle western railroad town, I was con¬\nfronted with a task which seemed all too great for one of ordinary experi¬\nence and training. I can remember clearly that morning when the principal\nstepped into the door, just back of me, looked over the array of youngsters\nin that long, narrow, basement room and then turned to me and said, “You\nhave a hard job but remember that I am back of you,” and walked out of\nthe room. In those few words he implied some things which seem to be\nessential in one who would lead teachers. He showed a sympathetic insight\ninto the difficulty of my problem. He gave me a feeling that he believed in\nme and he gave me the confidence that he was a source of help to whom I\ncould go. In the days that followed I found again and again that I was not\nmistaken either in his sympathy or his confidence or in his professional\ninsight. I found that he understood boys and girls and had a very big heart\nfor considering their points of view. On the other hand, I found that\nhe knew how to go to teachers for suggestions and help in such a way as to\nconvince us that/ he was seeking and did not know, and that he was big\nenough to recognize that there were others who had a fine point of view.\nAs I think of this principal I am inclined to state some of the traits of\npersonality essential in a principal who\n\nis able to lead his teachers: Ability\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n417\n\nto look at the teacher’s work from her point of view; ability to convince\nthe teacher that he believes in her and respects her point of view; ability\nto help the teacher to consider a different emphasis or a new point of view ;\nability to suggest fruitful, initial steps in pushing the work into new chan¬\nnels; ability to lead the teacher in constructive thinking in such a way as\nto secure her best efforts.\nSuch abilities presuppose some other fundamental traits. In order that\none can do the things that have been suggested he must have a richness of\nexperience which makes him a source of ideas, suggestions, and help. He, him¬\nself, must have lived and enjoyed living. He must know sources of life.\nHe must have an understanding of personality. He must be a friend. He\nmust be possessed of a constructive philosophy about his work which is\nthe result of very careful thinking on his part. This thinking should have\ngiven him a super-vision as to what the work of the school may be, as to\nwhat the abilities and problems of teachers are, as to what the possibilities\nof children as individuals are, as to the meaning of living richly and fully.\nGiven a principal possessing such traits, how is he to do the work of super¬\nvising? We find difficulty in stating clearly what is the work of supervision.\nThere are those who entertain the hope that we can reduce supervision\nto a definite, objectively-measurable process. There are so many elements of\nthe personal equation involved that it seems to some that supervision is an\ninfinitely variable thing. Just as truly as each child is an individual who\nshould be dealt with in terms of his individual experience, so is each teacher\nan individual and the leadership which the principal is able to exercise over\nher must be individual in its nature.\nDiscussion of the work of supervision has usually implied the classroom\nvisitation as a means of helping the teacher and we have had some research\nand suggestions as to how this classroom visit shall be made. Score cards\nhave been proposed for tabulating the facts observed ; data has been col¬\nlected showing what one can observe in a given period of time ; suggestions\nhave been made as to charts and other equipment one needs to have with\nhim to do an effective piece of observation ; but little has been said as to\nwhat is to be done after the visiting. Probably this is because the thing\none does with the data that is obtained must vary according to the individual\nnature of the work and of the teacher who was visited. Obviously, the\nteacher and principal should discuss the visit. This discussion should enable\nthe teacher to see her work with a new perspective, to evaluate it in the\nlight of principles she understands, and to help her to grasp new principles.\nIt has usually been implied that this discussion should center around the\neffort to help the teacher to do better classroom teaching. It has also been\nassumed that such help should center upon trying to show the teacher how\nto plan her work better for the next time. What are the factors that should\nbe in mind in such an effort to plan the next work? It is offered that the\nprincipal should lead the teacher to consider a few definite things:\n1. What are the group of children trying to accomplish in this piece of\nwork? All too often it will be found that the work is so handled that the\n\n"}
{"page": 422, "printed_page": null, "text": "418\n\nNational\n\nEducation\n\nAssociation\n\nchildren have no very clear notion as to what they are trying to accom¬\nplish other than to do what the teacher says. Much more value in the work\ncan be secured where the boys and girls, under the leadership of the teacher,\nclearly know what they are striving for. Helping a teacher to see this\nmay enable her to remedy much of the difficulty in her work.\n2. What have the children and teacher agreed should be done both before\ncoming to the next class meeting and the next session of the class? All\ntoo often the class is dismissed without any definite agreement as to what\nis needed next. If the children participate in the decision as to what is needed\nnext they will have a greater sense of responsibility for accomplishing the\nwork decided upon.\n3. What are the children doing now by way of preparing for the next\nsession of the class? Many teachers fail in their ability to visualize the\nchildren at work alone when preparing the things that are needed to be\ndone before the next class session. The teacher cannot see the places where\nthe children will go wrong in their thinking, where they will have difficulty\nin understanding the printed material, and where they will make errors in\ntheir efforts to do the work. If the teacher can visualize the children in their\nstudy and see the easy and hard places, she will be far better able to guide\nthe work of the next class session and inspire the children with the con¬\nfidence that she knows and understands their difficulties.\n4. What\n\nshould the teacher do by way\n\nof preparing to supplement\n\nthe\n\nchildren’s efforts? Often the children attempt to gather supplementary\nmaterial to enrich that in their texts. The teacher should think through\nwhat they will be likely to find and what she can get which they wfill not\nfind so that she can come to the class prepared to enrich the children’s best\nefforts. Thus, will the children gain in their confidence in the teacher’s\nability.\n5. What should happen when the class comes together next time? If the\nteacher thinks through in advance what the children will be ready for,\nwhat they will be inclined to do, what she can do by way of enriching\ntheir ideas, and what ought to be accomplished in the time allotted, she will\nbe far better able to guide the work of the next class period so that it is\nprofitable. If she is uncertain as to what can be accomplished, she cannot\nvery well teach boys and girls a sense of responsibility for using the time\nof the class period wisely.\nAnother very fruitful source of help is the ability to make suggestions\nas to sources of material wdiich will enrich the work. Many classroom\nteachers lack breadth of experience either in travel or reading. They do\nnot know the environment, the places where the birds nest in the spring,\nthe neighboring embankment of clay and stratified rock, the local industries,\nor the community enterprises. They do not know what is available in the\nlibraries, in the magazines, or in the world about them.\nAll this seems to say that the work of a principal is the problem of leading\nteachers in their growth into ability to live fully in order that they may, in\nturn, bring richness of living to boys and girls. He who would show others\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n419\n\nhow to grow, must also be growing. He must have an ever new vision of\nthis changing world and of the possibilities of education for helping boys\nand girls. To do this, he must keep in touch with the recent findings of\neducational research, and with the new proposals as to the underlying\ntheories of education. He must frequently take account of his own educa¬\ntional theory and evaluate it in the light of the new ideas. He must fre¬\nquently check up his own educational practise relative to his theory. He\nmust be an active inquirer into the learning process as it is going on in his\nschool.\nThen will he be able to lead teachers in their growth. He can put them\nin touch with new books and call attention to valuable articles in recent\nmagazines. He can discuss with them new theories and proposals for the\nwork of the school; he can help them to study their own practise; he can\nhelp them to evaluate their own experience in the classroom and to dare try\nbetter ways of conducting the work of the school. Such a person must have,\nindeed, super-vision.\n\nADVENTUROUS\nL. S. RUGG,\n\nPRINCIPAL,\n\nAMERICA— ABSTRACT\n\nWEST\n\nALEXANDRIA\n\nALEXANDRIA,\n\nGRAMMAR\n\nSCHOOL,\n\nLA.\n\nDr. Kilpatrick, in a little book entitled Education for a Changing\n\nCivili¬\n\nzation, points out the fact of change. He expresses the belief that change\n\nin the future will be more rapid than in the past and that the problems of\nthe future will be new and difficult of solution. But what has the fact of\nchange and the problems which change will bring to do with the problems\nof elementary education?\nThe responsibility for training children to make adjustments which\nsociety requires for successful participation in life has passed to other\ninstitutions than the home. Most of this responsibility must be borne by\nthe school. In our complicated society the school is the only institution\nadequately equipped to give the training which will be required to fit them\nfor living in the present. The elementary school must assume its share of\nthe responsibility. Certainly it is the duty of the elementary unit of the\nschool to deliver the pupil to the next higher unit unshackled in his mental\nequipment.\nIn the next generation, adaptability, individual initiative, and selfexpression will be needed in the solution of these new problems which our\ndemocracy is sure to have to face. The school should make the largest\npossible contribution to the freedom of mind and individual initiative.\nBut the average school is making\n\na big contribution in the direction of\n\nhabituating the child in mass-thinking and mass-activity. The group system\nof instruction which is in effect in the schools tends to promote mass¬\nthinking. Thinking and the activities of the classroom are largely by\ngroups. Certainly a reasonable amount of group activity and group think¬\ning is desirable. There is a place in our schools for group work, but\nthere is objection to an almost exclusive devotion of the entire program of\n\n"}
{"page": 424, "printed_page": null, "text": "420\n\nNational\n\nthe school to group work\n\nEducation\n\nof a uniform\n\nAssociation\n\ntype. It has practically shut out\n\nopportunity for adequate pupil-participation and pupil-activity in the class¬\nroom.\nAt this point the ability of the principal of the school as a supervisor\nmeets real challenge. His is the duty of organizing the instruction for\neffective learning. His is the problem of so training his teachers as to\nmake it possible for them to see the problems of the classrooms in their right\nrelationship to society and to the world at large. The average teacher has\na very narrow concept of the duties of the school. Unfortunately this\ncountry has not developed a large number of highly trained professionallyminded elementary teachers. It is the duty, therefore, of supervision to\ngive to the teachers, through cooperative training and cooperative leader¬\nship, the vision that is needed for successful work.\nSome of the questions, then, which confront the principal of the school\nare these: How can provision be made in the average classroom for a\ngreater amount of pupil activity and pupil participation? For more co¬\noperative effort? For taking care of individual differences? For the con¬\nservation of the mental resources of all the pupils? For equality of\nopportunity.\nWhile full opportunity for an adequate amount of pupil-activity and\npupil-participation cannot be provided in the classroom, under the present\nsystem of organizing classes, much larger provision for both can and should\nbe made. The teacher is doing a much larger share of the work of the\nschool than is desirable or necessary. More responsibility should be\nthrown upon the pupil. He is being deprived of his privilege to get\ndesirable experiences and desirable training in facility and ease of expres¬\nsion. The privilege of selfexpression through desirable activities and the\nspoken word is denied him.\nAs to individual differences, the average classroom could do a great deal\nmore than is done. All of the pupil’s needs could not be met, but there is\na place in our social organization for every child; and just to the extent\nthat the school fails in its duty to meet his needs it is also failing society.\nNo intelligent person denies the existence of individual differences in native\nmental ability and the impossibility of elimination by education, of these\ndifferences. Yet the schools are going ahead with the program designed for\nthe guidance of the growth of children, teaching all pupils of a grade in a\nsingle group, and giving to all the same treatment.\nIf I understand what equality of opportunity for the child means, it is\nthat each child shall have equal opportunity with every other child to de¬\nvelop to the limit of his native capacities. Much is said of equality of\nopportunity; but efforts to provide it have been limited largely to equipment\nand buildings, length of school term, qualifications of teachers. Until\nequality of opportunity is provided in the classrooms of this country we\nwill not have it. No such thing will exist until it exists in the classrooms.\nWe can provide equality of equipment and of dollars expended per pupil,\nbut we must get down to more fundamental things before we can claim\nequality of opportunity for all children. Until each individual child is\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n421\n\nprovided with opportunity for growth commensurate with his ability, we\nhave no right to claim equality.\nOnce the extent of individual differences is revealed and the ability of\neach individual known, instruction should be so administered as to take\ncare, as far as possible, of these differences. The plan of arranging the\npupils of the larger groups into smaller ability groups, and the assignment\nof the work of the school to the groups in accordance with the ability of\nthe pupils of each group to do the work, has been practised successfully.\nSpecial assignments for individual cases are in line with modern practise.\nIndividual work and directed activities for smaller groups tend to develop\nthe individuality and initiative.\nSome may say that the principal of the school cannot make the necessary\nadjustments in his school to provide the kind of instruction and the kind of\nactivities required for the proper care of the needs of the individual; that\nhe has not the time. My reply is that he has as much time as he needs for\nother affairs of the school. He devotes his time, intelligence, and energies\nto those things which in his mind are most important and most urgent.\nThe day is here when a larger share of his time and abilities should be\napportioned and actually devoted to the higher aspects of supervision.\nSurely matters of individual adjustment, individual adaptability, individual\ninitiative, and cooperative ability of pupils are among the things that need\nmuch of his attention.\nI know that the school environment of the child is not the only environ¬\nment with which the principal of the school is concerned in his work; that\nlife outside of the school helps to determine the kind of individual the child\nwill be, and the kind of citizen that he will become. I would not minimize\nthe importance of the out-of-school environment. Many of the outside\nexperiences of the child tend to the development of initiative, adaptability,\nand self reliance ; and they provide excellent opportunity for selfactivity of\nthe desirable kind. But the child’s school and out-of-school experiences\nshould supplement each other. The out-of-school experiences of the child\nare influential in shaping his character and conduct. The influence of the\nclassroom, therefore, should carry over into the outside life of the child\nduring the many hours when he is not in school. The school should help\nhim to solve the problems which he will meet on the outside.\nThe frontiersman was adventurous, but he knew how to succeed in his\nadventures. Americans are still adventurous. The mind of man will\nalways embark on adventure. His adventures will always be accompanied\nwith dangers; and the same character of individual will be required to face\nthe new frontiers which will confront him. The new frontiersman must\nbe no less adaptable than the old, and he must be as independent in his\nthinking. Responsibility for giving the future the type of independent\nthinker that will be needed to face new emergencies rests heavily upon\nsociety; and the elementary school must carry its share of the burden.\nResponsibility for the execution of the functions of the elementary school\nin this regard rests mostly upon the principal of the school. It is the duty\n\n"}
{"page": 426, "printed_page": null, "text": "422\n\nNational\n\nEducation\n\nAssociation\n\nof the principal to make the school a place where the child may find\nincreasingly better opportunities for the exercise of his privileges to think\nand to act as an individual as well as a member of a group. He should\nendeavor to see that the school will not fix the thinking of the child.\nSince it appears that the machine and science are tending to mechanize\nthe individual, the contribution which the school makes should certainly\nbe in the opposite direction. In reality, however, the school is contributing\nto the direct development of mass-mindedness and the mechanization of the\nindividual. Yet we would not, if we could, abolish either the school or the\nmachine. Our civilization needs, and must have, both. The essential\nobligation of the school, therefore, is that of turning over to society an\nindividual who can control the machine. Unless man does exercise control\nover the machine, the machine will control him ; and thus will the principles\nof human freedom in America be destroyed.\nWe are justly proud of the achievements of adventurous America. Not\nonly in physical adventure but in the fields of literature, of science, of\nmedical research, and of education, there are reasons for pride. Physical\nadventure will still be important in coming generations but of more\n\nim¬\n\nportance will be man’s spiritual adventures — adventures of thought, feeling,\nand esthetic experience. American adventure is destined to carry us to yet\ngreater achievements and into ever broadening fields. Into whatever fields\nthe adventures of our people may carry them whether in the classroom as\nlittle children, or out and far away, let us so direct the set of public\neducation that they, young or old, favored or unfavored, will be ever\nmindful of the achievements of America and the blessing of American\nliberty; and mindful of the obligation of America to carry the principles\nof human liberty to all the world.\n\nSECRETARY'S\nAtlanta\n\nMINUTES\nMeeting\n\nFrom every standpoint the Atlanta meeting was a notable success. The pro¬\ngrams of the department were splendidly presented. The meeting was distinguished\nby the gracious hospitality extended to all by the citizens and school people of\nAtlanta.\nThe department had breakfast meetings at the Ansley Hotel. At the first meet¬\ning on July 1, the president gave a brief report of the activities of the year. Mr.\nRitow, Chairman of the Enrolment Committee, reported a great increase in mem¬\nbership. Mr. Norton and Mr. Hubbard spoke briefly on the research studies being\ncarried on in cooperation with the Research Division. The report of Mr. Cober,\nChairman of the Research Committee, was read by the secretary. It was moved\nthat a vote of thanks be given Mr. Cober for the fine work accomplished by his\ncommittee.\nAt the second meeting on July 2, all present were introduced. The meeting was\ncharacterized by a fine spirit of goodwill. Principals were in attendance from\nmany states, but the majority were from the South.\n“The Opportunities of the Elementary School Principal as a Supervisor in For¬\nwarding the Education of Today” was the theme of the general meetings of the\ndepartment. Papers read at the first session Monday afternoon, July 1, were as\nfollows :\n\n"}
{"page": 427, "printed_page": null, "text": "Department\n\nThe\n\nOpportunities\n\nof Elementary\n\nof the Elementary\n\nSchool\n\nPrincipal\n\n423\n\nPrincipals\n\nAs a Supervisor\n\nin Forwarding\n\nEducation Today, From the Superintendent's Point of View\nDr. Willis A. Sutton, Superintendent of Schools, Atlanta, Georgia\nGeography\n\nFor a New\n\nWorld\n\nHarriett Smith, Sam\nThe\n\nLibrary\n\nAs An\n\nHouston\n\nIntegral\n\nState Teachers\n\nPart\n\nCollege, Huntsville, Texas\n\nof the Elementary\n\nSchool\n\nBess Clement, Eliza Clark School, Clarksdale, Mississippi\nAt the second\nread :\nSome\n\nThe\n\nModern\n\nsession on Tuesday\n\nTendencies\n\nin The\n\nafternoon, July 2, the following papers\nTeaching\n\nof Character\n\nN. H. Price, Hemphill\n\nSchool, Birmingham,\n\nElementary\n\nPrincipal\n\nSchool\n\nDr.City\nLois Coffey Mossman,\nAdventurous\n\nwere\n\nEducation\n\nAlabama\n\nAs a Supervisor\n\nTeachers\n\nCollege, Columbia\n\nUniversity, New\n\nYork\n\nAmerica\n\nL. S. Rugg, West\n\nEnd\n\nGrammar\n\nSchool, Alexandria,\n\nLouisiana\n\nTuesday afternoon, July 2, 1929, the business meeting was held. The secretary\nread the revisions to the constitution which were recommended for adoption by\nthe executive committee. These proposed amendments will be voted upon at the\nAtlantic City meeting. Miss McCormick, the chairman of the Resolutions Committee,\npresented resolutions expressing appreciation for the gracious hospitality of the\npeople of Atlanta :\nAppreciation of Hospitality — Elementary principals of Atlanta, a privilege and\nhonor I consider it, to find myself delegated by our president, Miss Eva Pinkston, to\noffer you greetings from the Department of Elementary School Principals of the Na¬\ntional Education Association. You have taught us the real meaning of that southern\nhospitality of which we had heard so much. Your cordial welcome made us feel\nat home with you immediately. We like your soft voices. We admire your gentle\nmanners. We have been entertained by your peculiar humor. As we leave you\nto return to our homes in many widely separated places, we wish to assure you of\nour deep appreciation of your many courtesies. From the land of cotton we are\ncarrying memories that will long linger with us. In Dixie Land we have gathered\nideas that will broaden our comprehension of the educational problems of our\ncountry. From the home of Uncle Remus we have absorbed bits of your quaint\nphilosophy that will mellow our lives and make us more optimistic in dealing with\nour teachers and children. We are grateful for your services so generously rendered\nand for those of your teachers and of the children of your schools. Your contribu¬\ntions so generously accorded have meant much in the success of this convention of\nthe Department of Elementary School Principals.\nCopies of the financial statement were distributed. The department will end the\nyear with a substantial cash balance. Mr. Duffy, the chairman of the Nominating\nCommittee\n\npresented\n\na report which\n\nwas\n\nunanimously\n\nadopted.\n\nThe\n\nofficers were\n\nelected for 1929-30 as indicated on page 392.\nOn Tuesday evening the members of the department were entertained by the\nAtlanta principals at dinner at the Eastlake Country Club. A fine musical program\nwas presented. The charm of Dr. Sutton as a story teller, the humorous review\nof the history of the department by S. D. Shankland, and the splendid address of\nDr. John J. Tigert made\nvention.\n\nthis dinner the most delightful feature of the entire con¬\n\n"}
{"page": 428, "printed_page": null, "text": "424\n\nNational\n\nMINUTES\n\nOF THE\n\nEducation\n\nAssociation\n\nEXECUTIVE\n\nCOMMITTEE\n\nThe first meeting of the executive committee of the Department of Elementary\nSchool Principals was held on Monday morning, July 1, 1929. Those present\nwere: President Eva G. Pinkston, Helen B. Shove, John A. Spargo, F. H. Duffy,\nJessie M. Fink, Elizabeth McCormick, Frank W. Hubbard, Assistant Director,\nResearch Division, Herman Ritow, National Chairman, Enrolment Committee, and\nHerbert C. Hansen, Secretary.\nThe minutes of the Cleveland meeting were approved as published in the July\nBulletin.\nMr. Ritow, Chairman of the Enrolment Committee, reported on the work of his\ncommittee and presented suggestions for an aggressive membership campaign\nfor the coming year. Mr. Ritow was given a vote of thanks for his valuable\nservices as chairman of this important committee.\nThere was a general discussion of the type of yearbook to be issued by the de¬\npartment. At the Cleveland meeting it was voted that the 1930 yearbook\nshould be prepared under the direction of a committee of elementary school\nprincipals, assisted by the Research Division of the National Education Associa¬\ntion. The president was authorized to appoint an editorial committee to prepare\nthe 1930 yearbook. The members of the committee are: Earl R. Laing, Burt School,\nDetroit, Chairman; Isabel Tucker, Shenandoah School, St. Louis; Arthur S.\nGist, Training School, Teachers College, San Francisco.\nThe\n\neditorial committee\n\nexpects to concentrate\n\nthe 1930 yearbook\n\nupon\n\nthe ad¬\n\nministrative phases of the principals’ work. Emphasis will be given to the necessity\nfor good administration in the successful conduct of a school. It is likely that the\n1931 yearbook will contain several studies in supervision.\nThe second meeting of the executive commitee was held on Monday evening,\nJuly 1, 1929, at the Ansley Hotel. Those present at the meeting were: President\nEva G. Pinkston, Helen B. Shove, John A. Spargo, F. H. Duffy, Herman Ritow,\nFrank W. Hubbard, and Herbert C. Hansen, Secretary.\nIt was voted that it be the policy of the department to appoint the retiring presi¬\ndent as a member of the National Council of Education. The representatives from\nthis department to the National Council of Education are as follows: Arthur S.\nGist, term expiring in 1930; John A. Spargo, term expiring in 1932; Eva G.\nPinkston, term expiring in 1934.\nIt was voted that $100 be appropriated for the clerical expenses of the members\nof the editorial committee; that $1000 be appropriated for research studies in co¬\noperation with the Division of Research; that 50 percent of the cash balance on\nhand July 1, 1929, be transferred to the Permanent Fund of the Department; that\nfor the year 1929-30 the five issues of the Research Bulletin of the National Educa¬\ntion Association be sent, free of charge, to all members of the department; that\nthe expenses of the president and secretary be paid on the basis of the standard\nset up for the officers of the N. E. A.\nOn motion the president was authorized to extend fitting recognition to Mr.\nFrank W. Hubbard for his splendid services to our department.\nOn motion the secretary was directed to write to the members of the Budget Com¬\nmittee and express the appreciation of the department for the liberal budget set\nup for the Research Division of the National Education Association.\nOn motion the secretary was directed to present at the business session of the\ndepartment a few revisions of the constitution which were recommended for adop¬\ntion by the executive committee.\nThe president expressed her appreciation for the cordial support and hearty\ncooperation of all members of the committee.\nA motion was made that a vote of thanks be given the retiring president for\nher able and efficient services to the department.\n\n"}
{"page": 429, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n"}
{"page": 430, "printed_page": null, "text": "The department of kindergarten-primary\neducation\n\ngrew\n\nout of a meeting\n\nof the Froebel\n\nInstitute of North America, which met in con¬\nnection with the Association’s meeting in Madison,\nWisconsin, in 1884. See Proceedings , 1884 :74. This\ndepartment cooperates with the International Kin¬\ndergarten Union, the National Council of Primary\nEducation, and the National Committee on Nursery\nSchools. These three organizations cooperate in pub¬\nlishing a monthly magazine — Childhood Education.\nThe officers of the Department for the year 192930 are: President , Mary Reed, Assistant Professor\nof Kindergarten-First Grade Education, Teachers\nCollege, Columbia University, New York City; Vicepresident , Clara Wilson, Training Teacher, School of\nEducation, University of Nebraska, Lincoln, Nebr. ;\nSecretary -Treasurer, Eleanor Bogan, Director, New\nOrleans Nursery School, New Orleans, La.\nFacts relating to the establishment of this depart¬\nment 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\n\n1902 :409-430\n\n1896:471-514\n1897:584-614\n1898:589-620\n1899:530-575\n1900:365-403\n1901 :500-540\n\n1905:341-373\n1906 :626-630\n\n1903:377-407\n1904 :415-437\n\n1907:455-475\n1908:501-543\n1909 :437-457\n1910:377-417\n\n[ 426 ]\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\n1928:413-433\n\n"}
{"page": 431, "printed_page": null, "text": "EDUCATION\n\nFOR A NEW WORLD: THE BEST\nWITH YOUNG CHILDREN\nActivity\n\nBEGINNING\n\nCurriculums\n\nGENERAL interest in education is centering around the environment\n\nwhich best develops children’s potential abilities. Nowhere in a\nchild’s educational experience is greater care needed to provide ade¬\nquate opportunities for physical, social, and intellectual development than in\nthe kindergartens and primary grades. The beginnings of all the informa¬\ntion needed throughout life are contained in the work of these grades. So¬\ncial attitudes established during the early years play a large part in deter¬\nmining a child’s success in life. Physical wellbeing begins with the forma¬\ntion of right habits of personal hygiene and correct safeguards of a child’s\nhealth. No one of these phases of child development is independent of the\nothers. They are interdependent, and growth in each depends upon the\nother two. During the school day children should have opportunities to\ncreate and to meet social as well as intellectual problems. It should be\nconsidered a desirable and natural procedure for them to have a great deal\nof physical activity during the day. Activity curriculums seem to meet these\nneeds.\nThe extent to which activity curriculums are in use throughout the coun¬\ntry depends upon the interest and the confidence which school administrators\nhave in them. This conference was organized to give all who were in¬\nterested an opportunity to meet with those who were convinced of the value\nof activity curriculums, so that there might be a give and take from the\nexperience of all. Instead of meetings wdth set speeches, this conference\noffered four discussion groups, each covering a phase of the problem of put¬\nting into actual practise this newer type of classroom procedure. Each\ngroup worked under the direction of a chairman and discussion leaders all\nof whom had given careful preparation to their particular aspect of the\ntopic considered.\nThe discussion of Group I centered around the working of an activity\ncurriculum.\n\nIt was\n\nintended\n\nprimarily for members\n\nof curriculum\n\ncom¬\n\nmittees and supervisors and covered many of the supervisory and adminis¬\ntrative problems of carrying out an activity curriculum in a school system.\nGroup II dealt with the classroom setting for an activity curriculum —\nhome and purchasable equipment, local materials, as well as scientific, con¬\nstructive, and social activities, and record keeping.\nGroup III analyzed the kinds .of technics of teaching essential for an\nactivity curriculum. Teachers were given help in rating themselves along\nthe lines of recognizing children’s interests and abilities.\nGroup IV took up the idea of the unification of all the types of activity ,\nfrom the home\n\ninto the several parts of our school systems — the kinder¬\n\ngarten, primary, and elementary grades — showing the unity and continuity\nof experiences in the first educational unit.\n[427 ]\n\n"}
{"page": 432, "printed_page": null, "text": "428\n\nNational\n\nEducation\n\nAssociation\n\nA report of the points covered in each discussion group follows. In order\nto make fullest use of limited space, acknowledgement to individual con¬\ntributors has been omitted.\n\nGroup\nChairman:\nDiscussion\n\nI — An\n\nActivity Curriculum\n\nH. F. Srygley, Superintendent\nleaders:\n\nat Work\n\nof Schools, Raleigh, N. C.\n\nMiss Nena Deberry, Salisbury, N. C.\nMiss Mary Leeper, Asheville, N. C.\nDr. John W.\n\nCarr, Jr., Durham,\n\nN. C.\n\nAn activity curriculum may be defined as a series of school experiences\ndesigned to promote the maximum growth in children. Such experiences\ndemand situations in which each boy and girl may be active ; may have free¬\ndom to move, to develop an efficient body, to investigate, to try out his ideas\nin both work and play, to initiate activities, to think things out, to assume\nresponsibilities, and to establish correct mental, social, moral, and emotional\nattitudes and abilities. Each must become part of the group and not only\ntake pride in its achievements, but be ready to forget himself in working for\nthe good of the whole.\nThe\n\nCurriculum\n\nin the Making\n\nAttempts to approach these standards have led to a number of experi¬\nments, among them the Raleigh program. This program of curriculum\nrevision is being conducted by the teachers and principals, with the assist¬\nance of the various supervisors, under the direction of the assistant superin¬\ntendent in charge of instruction, who is responsible for the work. The pro¬\ngram is now in its fifth year and has developed as outlined below:\nThe\n\nfirst year was\n\ntaken up with making\n\nfield of curriculum reconstruction\nriculum of the Raleigh Schools.\n\na survey\n\nof the work\n\nand with plans for needed\n\ngoing on in the\n\nrevision of the cur¬\n\nThe second year was given to reading widely to set up general and specific\nobjectives by subjects and by grades, for the elementary and the high schools.\nSubjectmatter committees were organized the third year to suggest definite subjectmatter for each grade that would help realize the objectives proposed the pre¬\nceding year. Each committee was composed of teachers representing every grade\nfrom the first through the high school, principals, and supervisors of the special\nsubjects. The assistant superintendent worked with each committee on the call\nof the chairman, -who was elected by the committee.\nGrade committees were organized at the beginning of the fourth year for the\npurpose of integrating the work of the different subjectmatter committees.\nDuring this four-year period classroom teachers have been organizing their work\non the basis of activities and large units growing out of centers of interesting and\nvital experience of the children. A very careful record has been kept by each\nteacher of the outcomes of the units developed.\nStandardized achievement tests have been given twice each year to see that the\npupils are reaching the standard for each grade.\n\nThe professional library established in the high-school building has grown with\nthe work and has made available professional literature and reports of investiga-\n\n"}
{"page": 433, "printed_page": null, "text": "Education\n\n429\n\ncommittee,\n\nin carrying\n\nan effort to make\n\nuse of the results of research\n\nin its par¬\n\nSpecialists have given help in the work\n\nduring the four-year period.\n\nDepartment\n\ntions relating to the work\non its work, has made\nticular field.\n\nof Kindergarten-Primary\n\nof the various committees.\n\nEach\n\nThe course of study as developed thus far consists of :\n1. A general bulletin containing\nRaleigh Schools.\n\nthe aims, point of view\n\n2. A check list of objectives and\nunits and reference materials.\n\nsubjectmatter\n\nand program\n\nfor each grade\n\nof the\n\nwith suggested\n\n3. Sections called “Teaching in Grade One,” “Teaching in Grades Two and\nThree,” and “Teaching in Grades Four, Five and Six.” Each of these bulletins\ncontains a discussion of a program based on large units in each grade, together with\nseveral typical units reported in detail as taught in the Raleigh Schools.\n\nAs the large unit organization is taught, the outcomes\n\nwill be checked\n\nagainst the “check list” of objectives and subjectmatter, to see that the work\nof the schools meets the requirements suggested by the different subjectmatter and grade committees.\nThe course of study thus far developed will be tried out in the classroom\nthis year and a very careful record will be kept of each individual pupil.\nCommittees will continue the work of revision making use of the results\nobtained by the teaching staff. This will be continued over a period of\nyears, special attention being given to testing and measuring the results\nobtained and to developing a sequence of units of work for the several\ngrades. The program applies to every grade in the school system, both\nelementary and high, and the entire staff is engaged in the work.\nThe fact that curriculum revision must be a continuous process is recog¬\nnized and the program has been planned to extend over a period of twelve\nto fifteen years. It is hoped to evaluate the curriculum in terms of the\ngrowth of the pupils who will complete the work in the public schools dur¬\ning this period.\nThe Salisbury city schools have also for the past five or six years been\nstudying and experimenting with modern thought in education. The most\ninteresting and encouraging part of the study has been the interest the chil¬\ndren have taken in school since the experiment started. They feel that the\nschool is theirs, and therefore they assume\nplan and run it.\nEducating\n\nTeacher\n\nmuch\n\nresponsibility for helping\n\nAbility\n\nThe\n\nadministrators of the school are thoroughly convinced that a school\nprogram based on the needs and interests of children is much more desirable\nand more economic in every way than is the school which centers its pro¬\ngram around the school subjects. All of the teachers do not as yet think as\nthe administrators do, and as it seems unwise to force the program on them\nuntil they have had some opportunity for conviction, they are free to choose\nthe kind of work they wish to carry on in their classrooms. There is a\nfiner attitude when people are not forced into a thing they are not ready\nfor, and then too, in case a teacher fails she is, perhaps, justified in placing\nthe blame elsewhere ; whereas in selecting her own method of procedure,\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nAssociation\n\nshe assumes responsibility for success or failure. Those who have accepted\nthe new idea are satisfied that a program based on purposeful activities\nmakes for happiness, both in the teacher and the pupil.\nThere is also another reason why the plan has not been made compulsory.\nThis type of teaching takes special training. The Salisbury policy is to fill\nall vacancies with graduates, without experience, from colleges and normal\nschools because they are more openminded and, consequently, more pliable.\nEven though these girls have had good training, it is not sufficient to carry\non a school program on the activity basis. This means that they must be\ngiven specialized training the first few years they teach. During this period\nthey are thoroughly exposed to the point of view of the administrators by\nmeans of observation, personal conferences, teachers’ meetings, and sug¬\ngested reading lists. A large percent gradually become converts to the new\nfaith.\nOne problem that has been studied diligently is that of organizing and\nevaluating large units for classroom work. This becomes a special prob¬\nlem in most school systems, because it is difficult to produce anything of\nreal worth with a group of teachers who\n\nin the main are not ready to ex¬\n\nperiment with education which centers around children’s activities. Special\neffort toward its solution has been made by certain teachers who have\nstudied, organized and reorganized large units with the idea of finding out\ntheir scope and possibilities through working over a period of several years\nwith various groups of children of the same grade who chance to select\nthese particular units as centers of interest.\nUnder the guidance of Dr. Trabue of the University of North Carolina,\npreparation of a yardstick for measuring teaching was begun last year. All\nthe desirable habits of primary children were listed under several big head¬\nings. These lists or charts were made in terms of things children do that\nreflect behavior. For instance: What desirable habits should children\npractise in spelling? What are the things children do who assume re¬\nsponsibility for their own work? What do polite children do that reflects\npoliteness? What desirable health habits should children develop?\nThese desirable habits were grouped under two distinct headings. One\nset included the desirable habits the child should practise at home, the other,\nthe desirable habits the child should practise at school. The purpose of the\nhome charts was to bring about understanding and agreement between the\nhome and the school with regard to building desirable habits. The main\npurpose of the school charts was for checking teaching to see to what extent\nchildren were growing, and also, to serve as a check for evaluating the scope\nand possibilities of large units of work.\nParent\n\nThe\n\nhome\n\ncharts were\n\nCooperation\n\ntaken up and explained and discussed in grade\n\nmothers’ meetings; those mothers who desired took the charts that were\nneeded most at that time, and checked their children for a given length of\ntime. Of course, the children knew nothing of this. Mothers’ meetings\nwere again held at the end of the period of checking, and many interesting\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n431\n\nthings came up. Mothers\n\nwho checked the chart systematically by the scale\nsuggested were greatly pleased with the results. Some very helpful changes\nin charts were suggested by the mothers. For the first time they began to\nhave some conception of what the school was really trying to do for the\nchildren. I hey acknowledged that the chart not only served as check on\nthe child’s behavior, but it also served them in that it listed in a definite\nway the desirable habits the child should practise at home.\nThe school charts were used by some of the teachers with much success.\nThey were kept on their desks at all times, and as many charts were used\nas were needed to check all habits in evidence. Daily checks for each child\nwere made only as there was desirable or undesirable behavior to record.\nOften during the day notes were entered for fear they might be forgotten\nlater. Summaries of the charts were made quite frequently. These showed\nmuch fluctuation, but they also gave evidence of child growth in a very\ndefinite way. Even parents could see and appreciate the things the charts\nrevealed. It was not expected that any one unit of work would be inclu¬\nsive enough to include all desirable habits of primary children, but the idea\nwas to find some definite check for judging something of the growth of\nchildren who helped plan and execute worthwhile units of work.\nCriteria for Units of Work\n\nAfter a considerable study a set of criteria has been evolved for use in\nthe Raleigh program. These criteria are constantly being worked over as\nteachers and pupils live and grow through the various classroom activities.\nAn effort is made to judge every unit of work selected in the light of the\ncriteria suggested and where one does not measure\nsidered. The criteria are as follows:\n1. The\n\nunit of work\n\nvery high it is not con¬\n\nmust\n\nbe selected from real life situations ; that is, it must\nbe related to the present living experience of the children , not merely that of adults.\nThe activity should appeal to children’s interests. It should not only satisfy\npresent needs; but should contribute to some of the larger needs of life, as health,\ncitizenship, group\n\nrelationship, pride in school conduct.\n\nAn\n\nactivity should stimu¬\n\nlate the wise use of leisure — that is the “why” of a free period.\n2. An activity or unit that is worthwhile should be hard enough\nand at the same time easy enough to insure some degree of success.\n\nto challenge\n\nIn undertaking any unit of work it is well to ask these questions, “Does the\nactivity present too many difficulties? Is it beyond the abilities of the children?”\nAn activity should be suited to the stage of development of the child. A first grade\ncould get some learnings from a study of wool, a third grade could get more, and a\nfifth grade could get still more than the children of either the first or the third\ngrade. To be really worthwhile a unit should require real effort on the part of\nthe children and should call for thinking as well as for manual effort.\n3. The unit of work must stimulate many kinds of activities so as to provide for\nindividual differences.,\nIn order to do this, the unit must have some easier possibilities than others. It\nis the place of the teacher to so guide the work that each child will get something\nto do that will bring him satisfaction. It is the doing of a thing successfully that\nbrings satisfaction, although failure for some individuals may mean growth.\nThe unit should challenge initiative and resourcefulness; should give opportunity\nfor growth in leadership, in independence, in ability to assume responsibility; it\n\n"}
{"page": 436, "printed_page": null, "text": "432\n\nNational\n\nEducation\n\nAssociation\n\nshould stimulate the exercise of judgment on the part of the children and the ability\nto plan and execute; it should tend to real investigation and perseverance.\n4. An activity should lead on to other worthwhile activities. It should make\nthe child want to do something bigger. It should tend to increase appreciation of\nworthwhile things. For example, the children should be taught to decide such\n\nquestions as “Which\n\nvaluable\n\nis the more\n\nor which\n\nserves best the needs\n\nof the\n\ncommunity, a candy shop or a grocery store?” A unit is not very big if it does\nnot cause the group to ask questions. All activities should foster an inquiring,\ninvestigative attitude. It should lead to other related units.\nUnits should be so planned that they help each other. When we leave a unit, it\nshould be with the feeling that here is a field that is interesting enough for further\nreading and study. The children many times are carrying on more than one unit\nat a time. The smaller unit may grow out of the large unit of work or it may be\nwholly unrelated to it. When we leave a unit we\nhave learned something of how to do things, of how\na thing through, of how to judge the results.\n\nshould feel that the children\nto cooperate, of how to carry\n\n5. The unit of work should add to the child’s efficiency. It should aid directly\nin realizing the learning objectives of the course of study, provide for progress in\nthe tool subjects, develop good habits, desirable attitudes, or provide for the exercise\nof specific ethical habits, as thrift, promptness, obedience, courtesy, honesty.\nThe unit should bring about the right attitude of the child to the members of the\ngroup\n\nand\n\nhelp him\n\nto become\n\na contributing\n\nmember.\n\nIt should\n\nencourage\n\nco¬\n\noperation. It should enrich the child’s experience ; make him realize the work of\nothers in making his life comfortable and happy and what the past has contributed\nto his present environment.\nPupils will come to realize the need to read, in order to find out some of the\nthings they wish to know, to read stories for themselves; they will need to know\nhow to use reference books; how to tell or write things in an interesting way;\nthey will realize a need for number combinations in playing store. The unit should\nprovide reasons for the need of certain skills and knowledges; the reasons for prac¬\ntise or drill will then grow out of the development of the unit.\n6. The activity should be practicable under school conditions. The teacher\nshould make sure that materials\nunit before it is undertaken.\n\nand\n\nhelps are\n\navailable\n\nfor carrying\n\nout the\n\nIt is wise to plan the activity before undertaking it. It may not be carried out\naccording to the plan made in advance, but planning helps the teacher organize his\nthinking and gives a better basis for judging the outcomes of the unit as it is\ndeveloped.\nIt will be possible to have ready for use some books with stories that will give\nthe children the information they will want, reference books, pictures, construction\nor building materials, or art supplies that may be needed. It is not necessary to\nprovide all the materials the children will need. They should be encouraged to use\nthe things about them and to hunt for materials in the community. However, the\nteacher should know that the materials can be secured and where; then lead the\nchild to get what he needs for himself.\n\n7. In activities that involve challenging\ndoubt as to procedure, the attack should\nployed in the solution of the problem.\n\nsituations, where there is a question of\ninvolve the fundamental principles em¬\n\nThe activity is not an end in itself, but should give an understanding of funda¬\nmental principles which are learned through use and which the child may be able\nto apply when new situations arise calling for those learnings.\n\nAs teachers we want to be sure that our theory does not run ahead of\nour practise. It is one thing to set up criteria, and quite another to apply\nthem. We want to provide for the children who come to us an oppor-\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n433\n\ntunity to do what they would do anyway in a better way ; to give them a\nchance to express themselves. Let us study the child and while some of his\nefforts may seem crude and worthless to us, let us be sure that for this par¬\nticular child it does not mean a real step forward before we are ready to dis¬\ncredit his effort.\nExpressed in terms of personality traits, the activity curriculum aims to\ndevelop in the child such qualities as initiative, selfcontrol, critical minded¬\nness, social responsibility, originality. Such traits are not general, formal\nqualities ; they must be built into the behavior of children through exercise\nin concrete situations. They are expressed in changes of behavior ; changes\nwhich come about through modification of the habits, skills, knowledges,\nideals, attitudes, and appreciation of children ; hence, it has become cus¬\ntomary to express the outcomes of education in terms of those psychological\nfactors which control conduct.\nAn activity curriculum\nconcerned\n\naims at measurable outcomes, but most of all it is\n\nwith changes in total behavior.\n\nThe\n\noutcomes\n\nof an activity\n\ncurriculum must be expressed in terms of all the changes in ways of be¬\nhaving. This does not mean that these outcomes are intangible. Behavior,\nin children especially, is concrete and tangible enough if teachers will only\ngive children freedom to behave naturally.\nEducational\n\nResults\n\nof Activity\n\nCurriculums\n\nIn what fashion do the outcomes of an activity curriculum make them¬\nselves apparent? In as many ways as the child has of expressing himself —\nin external forms of behavior which are indications of an internal develop¬\nment. The total of the outcomes of education is personality. A child re¬\nveals his personality in what he says, in what he makes, draws or produces,\nin his bodily movements\n\nand gestures, in facial expression, in laughter, tears,\n\nand anger, in his reactions to social situations. Watch any group of chil¬\ndren behaving naturally. A keen observer has no difficulty in judging many\nof the outcomes of the education of the individuals constituting the group.\nThis is one of the main problems in evaluating the child-centered curricu¬\nlum. Do our outcomes correspond to the aims which we have set up ? How\ncan this problem be solved ? By a series of careful studies of children en¬\ngaged in activity work — such studies to be carried on by experts in child\nstudy. The teacher cannot study herself at work while she is guiding the\nchildren through an activity program. An expert observer, one who knows\nthe endpoints of child education, should watch the process and make a care¬\nful record of what takes place. A scientific analysis of a series of such\nrecords might yield a valid answer to the question : Does an activity pro¬\ngram realize in actual behavior the aims which its proponents have set up\nfor it to accomplish?\nA controversial point in regard to activity curriculums arises here : Should\nwe try to predict in advance the outcomes of education? Not only should\nwe\n\ntry to predict the forms\n\nof behavior\n\nwhich\n\na given activity will build\n\ninto the nervous systems of children, but we must predict accurately if\neducation is to realize its aim. Educational philosophers, psychologists, and\n\n"}
{"page": 438, "printed_page": null, "text": "434\n\nNational\n\nEducation\n\nsociologists must give the curriculum\n\nAssociation\n\nmaker\n\nthe general specifications for\n\nthe kind of behavior which\n\nis needed for high-grade living in this com¬\nplex civilization ; the curriculum maker must map out the detailed out¬\ncomes of the activity curriculum, expressing these in terms of trait-actions\nwhich are sufficiently definite to be recognizable by teachers ; finally, pro¬\nfessionally-trained teachers, working in actual contact with children, must\nselect the detailed activities which will result in the traits which constitute\nthe aims of the process.\nWe now know much more about what is desirable behavior in children\nthan some conservatives in education have led us to believe. If teachers do\nnot know what behavior outcomes are desirable for the children committed\nto their care, they have no business pretending to teach them.\nAs teachers we must plan carefully and constantly the behavior changes\nwhich\n\nare needed to move\n\nour children up the scale toward\n\nhigh-grade\n\nliving. There will not always be complete agreement as to the end-points\nwhich should be reached, and there should be, for the sake of experimenta¬\ntion, much diversity as to means and methods; but we now know enough\nabout what behavior is desirable and how to produce responses in children\nto ma*ke a substantial beginning in the right direction.\nA word of warning is necessary in conclusion. The school should be very\nmodest in claiming credit for all of the behavior changes which take place\nin children. The school is not the sole educative agency. The home, the\nchurch, the playground, the Y. M. C. A., the Y. W.\n\nC. A., and the scout\n\norganizations — all of these should institute activity curriculums, aiming at\nthe production of high-grade behavior in children. The school can merely\nsupplement the work of other agencies, making a positive contribution in\ncertain fields, augmenting desirable influences of other agencies wherever\nthis is possible. When the home or any other educative factor exerts either\nnegative or a negligible influence, the responsibility of the school is thereby\nincreased. Above all, the school should strive to have its outcomes carried\ninto the out-of-school life of children. Unless this is done, outside-of-school\nbehavior will dominate and determine the real outcomes of the total educa¬\ntive process. The necessity of transfer from school life to real life implies\nan activity curriculum. Only as we have children to learn by doing in\nschool — and as much as possible to learn by wanting to do the things they\ndo — can we expect them to practise desirable forms of behavior in the outof-school life where the majority of their time is spent.\n\nGroup\n\nII — Classroom Setting for an Activity Curriculum: Equip¬\nment, Its Selection, Construction, and Arrangement\n\nChairman:\n\nMiss\n\nAnne\n\nHoldford,\n\nSupervisor\n\nof Wake\n\nSchools, Raleigh, N. C.\nDiscussion\n\nleaders: Miss Agnes Douglas, Chester, N. C.\nDr. Lois C. Mossman, Columbia University.\nMiss Annie Cameron, Hillsboro, N. C.\n\nCounty\n\nRural\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nMiss\n\nof Kindergarten-Primary\n\nLila Bell, Raleigh,\n\nN.\n\nEducation\n\n435\n\nC.\n\nMiss Mary Hyman, Hillsboro, N. C.\nDr. John W. Carr, Jr., Durham, N. C.\n\nThe point of view regarding equipment has shifted from the schoolhouse\nto the child and to the relationship of classroom setting to pupil growth.\nTherefore, the first question that presents itself in connection with this\ntopic is : What standards of selection shall be set up as a guide in choosing\nequipment ?\nTruly standard equipment is that which fits a group of children in their\nparticular setting. There is no more reason for permanent equipment of a\nset type in the kindergarten and primary room than there is in the home.\nThe age levels and consequent needs of the members of the group must be\na determining factor in making selection. Often the mere rearrangement\nof the old type of school furniture will produce astonishing results. The\nequipment must make some definite contribution to the development of the\nchild. That is, it should lead him to express his own ideas, provide oppor¬\ntunities for experimentation, or stimulate in him a desire to get information\nfor himself.\nThe next point to be considered is : What equipment shall be provided ? 1\nThe manner in which it is to be obtained is such a closely related problem\nthat the two may readily be taken up at the same time. The teacher who\ndesires to provide the right sort of setting for her group must have an ex¬\ntensive knowledge of what may be included under the heading of equip¬\nment ; but it is equally desirable that whenever possible the procuring of\nmaterials be made a pupil activity, thereby becoming in and of itself an\neducative process. For example, easels, work benches, shelves, bookcases,\nlockers, files, chairs, reading tables, and other things of a permanent nature\ncan be made in classrooms, as need for them arises.\nEquipment in one classroom is described in the following manner :\nWe\nThere\n\nhad a library table with books and pictures about home and family life.\nwere supply shelves with a pile of magazines that could be cut up, scissors,\n\ncolors, paste, construction paper, and a print-a-primer. We had a victrola and\nsome records. In one corner were some paints and an easel made for us by the\nsixth grade boys. In another was a pile of blocks made from odds and ends of\nlumber left over from the construction of a building. There were plants in the\nwindows. There were shelves with toys and games, largely home-made. And\nthen there were some tools, a miscellaneous collection of boards, a supply of old\nboxes and some scraps of lumber.\n\nOne teacher described materials for nature study activities in a way that\nis suggestive of equipment for other school activities :\n1 Helpful descriptions of equipment and apparatus which can be constructed at the school, and\nexcellent lists of desirable equipment and supplies may be procured from the following sources:\nChildhood Education for February, 1929. 1201 16th St., N. W., Washington, I). C.\nGarrison, Charlotte G. Permanent play materials for young children. New York, Charles\nScribner’s Sons, 1926. 118 p.\nInternational Kindergarten Union. Committee on Equipment and Supplies. Frances M.\nBerry, Chairman. Equipment and Supplies for nursery school, kindergarten, and primary\ngrades. Baltimore, Thomas & Evans Co., 1927. 48 p.\nKnox, Rose B. School activities and equipment. Boston, Houghton Mifflin Co., 1927.\n368 p.\n\n"}
{"page": 440, "printed_page": null, "text": "436\n\nNational\n\n1. For the study of animal\nCages\ncomfort.\n\nor pens\n\nEducation\n\nAssociation\n\nlife\nmade\n\nof wooden\n\nboxes, large enough\n\nfor the animal’s\n\nShoe boxes with pieces of wire netting over the tops are useful for insects\nor small animals. Glass fruit jars with wire netting over the tops also pro¬\nvide for insects. Feeding boxes, water troughs and bedding are necessary\nfor animals that are being kept for any length of time. The feeding boxes\ncan be made from planks, sides of orange crates, etc. Low tin cans, or tops\nof fruit jars make good water troughs. Grass, hay, or leaves can be used\nfor bedding.\nAquaria may be made of glass, cement, tin, zinc, etc. A glass aquarium\nholding from two to four gallons can be bought from a mail order firm, a\ndepartment store, or a science supply firm for a price between $7 and $9.\nA much cheaper one can be made by using (1) plate glass and cementing the\nsides together; (2) a galvanized\nvent rusting.\n\nlaundry\n\ntub, painted on the outside to pre¬\n\nFrogs, fish, tadpoles, turtles, snails, water insects, and plants can be easily\ncollected by the children.\nIn one first grade a little boy brought his dog to school to spend the winter.\nThe children thought it well to build a house for her in which to rest during\nthe school hours. They used two wooden boxes for it (one for the main part\nof the house, and the other for extra lumber), nails, brass tacks, roofing,\npaint, brushes; the tools needed were hammer, saws, shears for cutting\nroofing, ruler and yard stick, paint brushes, dust pan and broom for cleaning\nup, newspapers to keep the paint off the floor.\n2. For the study of plant life\nA part of the school grounds can be used for gardens of the different\ngrades. It is economy to purchase gardening tools of good quality instead of\ntoys or very cheap ones. It is best to buy the rakes and hoes from a hard¬\nware store but the trowels and small weeders can be found at any ten cent\nstore at a very small cost. Light weight materials should be used by the\nyounger children. It is well to have a special room in which all of the tools\ncan be kept and cared for.\nYardsticks are necessary for marking off distances between rows, and\nstring is needed to check off plots. Waxing the string will strengthen it and\ncause it to remain clean longer.\nMarkers can be easily cut by the children from slats of orange crates.\nHose is obtainable at any hardware store and should be kept on a frame to\nprevent injuries.\n3. For the study of bird life\nBird houses should be built according to the children’s own initiative for\nuse at school or at home. They may be constructed of chalk boxes, tin cans,\nbark, or small sticks.\nFeeding boxes can be made by nailing small pieces of planks on window\nsills, in trees or any high places. It is desirable in colder climates to put a\nroof over the platform for protection.\nA bird bath may be made of rocks piled into a mound and cemented to¬\ngether with a large pan covered with cement or the top of a 20 gallon crock\njar fastened at the top of the mound of rocks. The bath should not be over\none inch deep.\n\nThe\n\nteacher must familiarize herself with the environment\n\nof her group.\n\nLack of funds may be the very eye-opener that she needs to force her to dis¬\ncover its treasures. Only when she has gained this knowledge will she be\nable to awaken in the children a sensitivity to the best it contains.\n\n"}
{"page": 441, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n437\n\nThe clever teacher knows the knowledges, skills, and attitudes that she\nought to develop in her children ; she has a wealth of suggestive information,\nand she is able to follow the children’s interests to keep them working pur¬\nposefully and developing in the right way. How, then, does she arrange\nthe setting so as to bring about the best results? Skillful arrangement of\nthe equipment into centers of interest, if presented at opportune times,\nseldom fails to suggest desirable activities.\nA situation with hodge podge equipment and materials, however good\neach thing may be, is almost as barren of results as one with none at all.\nBooks scattered hither and yon about the room\n\nmake little appeal to a child,\n\nbut a well-arranged library table in a bright corner with a few comfortable\nchairs lures a child to do just what the teacher wishes him to do — learn to\nlove to read. There is danger, as well, from having too many centers of\ninterest at one time, or too much\n\nmaterial.\n\nThen\n\nthe child becomes con¬\n\nfused and rests satisfied with examining the materials. The closer the cor¬\nrelation between the units of interest and the life needs of the child, the\nmore definite, more integrated and permanent will be his growth.\nWhat records of the use of equipment are valuable ? These points should\nbe noted concerning each unit of work: the initial indication of interest,\nthe minor activities and problems which came in as the unit was carried\nforward, the materials which teacher and children used, the outcomes ex¬\npressed in terms of changes in behavior, and further suggested activities.\nThis should be done because it will be of value to other teachers ; it will\nshow just what activities have been carried on and will prevent duplication\nin the future. The record will help to check the activities of the child and\nthe behavior outcomes of these activities against the subject materials which\nthe child should learn, and will show how these phases of the educative\nprocess are brought together.\n\nGroup III — Classroom Procedures Which Promote Desirable\nPhysical Development, Knowledge, Habits, Attitudes,\nand Skills\nChairman:\n\nDr. Winifred\n\nTeachers\nDiscussion\n\nWhat\n\nE. Bain, Director\n\nof Teacher\n\nTraining,\n\nState\n\nCollege, East Radford, Va.\n\nleaders: Miss Mary Dickenson, Atlanta, Ga.\nMiss Lucille Wells, Atlanta, Ga.\n\nspecific procedures should teachers use in order to bring about a\n\ndesirable, well-rounded development in children? Two assumptions are\nbasic to a consideration of this question. The first of these is that we know\nwhat types of development\n\nto nurture in children, and the second, that we\n\ncan at least find out wdiat procedures can be employed to obtain these favor¬\nable results. If these assumptions were facts, all the mysteries of teaching\nwould be solved, and there would be no question about what teachers should\ndo in the classroom. Teachers could very readily discover for themselves\nwhat degree of efficiency they had attained and what they might do to im¬\nprove their work.\n\n"}
{"page": 442, "printed_page": null, "text": "438\n\nNational\n\nEducation\n\nAssociation\n\nAlthough teaching is a much more subtle process than here pictured, there\nis in educational lore a body of knowledge gained from scientific studies and\nphilosophical investigations which serves as a basis for tentative answers to\nthe question : What types of development should be brought about in chil¬\ndren? and What may teachers do to promote such favorable results? The\nlirst part of this discussion will be concerned with the exposition of this\nbasic philosophy. Following upon this there will be an application of\nprinciples to the practical procedures which exemplify them. This latter\ndiscussion will center about a scaled analysis of teaching1 which has been\nput into print to aid supervisors and teachers in finding an evaluation of\ntheir work by matching what they do with samples of procedures described\non the scale.\nModern philosophy and attendant procedures can be made to stand out\nin relief by contrast with former practise. No longer are we content that\nchildren should be versed in the mere mechanics of learning. There was a\ntime when it was thought that the whole function of the primary grades\nwas to give children increasing practise in the mastery of reading, writing,\nand arithmetic, which they were expected to use when they should have\ngreater ability to understand the meanings of life. The kindergarten did\nnot so limit its aims, but its curriculum content was nevertheless rather\nformal and prescribed following the symbolic outlines of the Mother Plays.\nWhat we now desire for children is a breadth of outlook and a wide inter¬\npretation of meanings gained from experiences in life as progress is made\ntoward maturity. The mechanics of reading, writing, and arithmetic\nshould not be slighted ; but they should be mastered in a natural setting of\nexperiences because the child purposes to master them and feels a need for\ndoing so.\nCriteria for the School\n\nProgram\n\nAccording to this newer philosophy the educative experiences should have\nthe following characteristics :\n1. They\n\nshould\n\nbe worthwhile\n\nlearning\n\nsituations.\n\nTo\n\nquote from\n\nthe sym¬\n\nposium of Principles in the 26th Yearbook' of the National Society for the Study\nof Education: “The school should provide a succession of experiences and enter¬\nprises having a maximum of lifelikeness to the learner. Traits learned in a\nnatural lifelike setting give promise\n\nof emerging\n\nin appropriate\n\nconduct.”\n\n2. Experiences provided should fall within children’s interests so as to intrigue\ntheir effort. Teachers here have the responsibility of discovering and promoting\nthose interests which are of social worth.\n3. Educational experiences should come within the range of children’s capacity\nto understand and ability to successfully participate in them.\n+. Because\n\nchildren vary in their traits and development,\n\nmust be varied if a well-rounded\n\ngrowth\n\neducational\n\nexperiences\n\nis to be secured.\n\nProcedures based on such a philosophy give children wider knowledge and\ngreater comprehension of meanings, which come through wider experiences\n1Bain. Winifred E., A Tentative Analysis of Teaching in Nursery School, Kindergarten, and\nFirst Grade. Bureau of Publications, Teachers College, Columbia University, New York\nCity, 1929.\n^National Society for the Study of Education, 26th Yearbook. Public School Publishing Co.,\nBloomington, Ill. 1927.\n\n"}
{"page": 443, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n439\n\nand through the careful interpretation of them. In living through such\nexperiences children themselves purpose to master such school subjects as\nwere formerly crammed down their unwilling throats by conscientious and\nover-worked teachers. This contract between\n“purposing” school is voiced by Overstreet:1\n\nthe “cramming”\n\nand the\n\nKnowledge that expands us can never be knowledge that is stuffed in. It must\nbe knowledge that we want, that we ourselves go seeking, that we sweat and toil\nfor precisely because we will not for the life of us go without it. Better no schools\nat all than schools which so cram us to the bursting point that we have no wish\nnor spirit thereafter to go seeking on our own. We are then sated children; sated\nadults.\n\nSuch a statement as this from Overstreet brings to consciousness the fact\nthat a school full of experiences and purposing demands a new type of social\norganization. No longer are we content to have children “seen and not\nheard.” Social organization of a school based on modern philosophy is\nquite different from that of the older type in which the teacher carried all\nthe responsibility and directed all the work. In the newer type of school\nthe children must have freedom for choice, for experimentation, for contact\nwith their peers. Are they then to know nothing of authority? Authority,\naccording to the basic philosophy presented here, will be recognized as an aid\nto social wellbeing. Response to certain signals and conformity to certain\nroutines will be recognized as contributing to personal and general well¬\nbeing. In the earlier type of school the teacher was always right. The\nappeal to the child was made on the basis that a stronger and higher author¬\nity was demanding compliance, or that a benevolent despot desired to be\npleased. “Miss Jones will not love you if you do that” was not an un¬\ncommon cry. In the newer type of school the teacher is the authority to\nwhich children may appeal as an aid in solving difficult problems just as One\ngoes to a book by an eminent author to find solutions for baffling situations.\nA social organization which will give children this freedom for practise\nin selfdirection for social adjustments with their peers and a recognition of\nauthority as an aid to social wellbeing and the solution of problems is one\nwell worth considering for the sake of development it should yield in the\nchild.\nRoutines have been mentioned as a part of the authority to which the\nchild becomes conscious. These also have undergone a change in character.\nNo longer are routines employed for the established purpose of getting large\nnumbers of children through the day in an orderly fashion. Rather are\nroutines so organized as to give children habits of right living. A considera¬\ntion of health has come into prominence in the routines of the modern\nschool. Personal cleanliness, out-of-door play, protection from physical\ndanger, promotion of postural habits, inspection for prevention of contagion,\nhabits of eating, rest, and elimination are all now considered as parts of the\nresponsibility of the modern school.\nAnd with all these tangible objectives there is also a recognition of re¬\nsponsibility for the emotional elements which accompany living and learn1 Overstreet,\n\nHarry.\n\nAbout\n\nOurselves.\n\nW.\n\nW.\n\nNorton\n\nCo., New\n\nYork\n\nCity, 1928.\n\np. 166.\n\n"}
{"page": 444, "printed_page": null, "text": "440\n\nNational\n\nEducation\n\nAssociation\n\ning. It is not enough that a child eat the right kind of food but that he\nlearn to like it. He should not only learn to read but should like to read.\nHis progress should spell success on each level of his ability. Each step of\nhis progress should mark a well adjusted emotional life.\nChanges in basic educational philosophy which have brought\nchanges in procedures may then be summarized as follows :\n\nabout\n\n1. Recognition of the broader aspects of the school’s responsibility which include\nthe physical, mental, emotional, and social development of children.\n2. Recognition of the theory that in order to meet these responsibilities the school\nshould provide a wide range of educative experiences.\n3. Realization that children learn variously through responses to these experi¬\nences; that direct learning is accompanied by concomitant attitudes, emotions, and\nappreciations whether favorable or unfavorable.\n4. Consequent change in conception of the function of the teacher: (1) She should\nprovide a social organization which gives freedom for selfdirection, practise in\nsocial selfcontrol, and recognizes authority as an aid to social wellbeing. (2) She\nshould provide educative experiences which will widen and broaden the child’s\noutlook and outward behavior. (3) She should so shape the children’s active\nresponses that the resultant satisfactions and annoyances will tend to bring the\nchild to higher and broader levels of thinking, feeling, and doing.\n\nWith some agreement upon this philosophy which indicates the type of\ndevelopment desirable in children there is basis for analyzing the specific\nprocedures which should tend to bring these about. Such an analysis has\nbeen formulated and may be taken as a basis for consideration. Various\naspects of teaching in nursery school, kindergarten, and first grade have\nbeen organized into a scale on which varying levels of efficiency in rela¬\ntion to each are shown by means of sample procedures.\nIt is recognized that no analysis of teaching can be made upon topics\nwhich are mutually exclusive since all phases of teaching are interrelated.\nTeaching is recognized to be more than the sum of its parts. However,\ntopics were made as specific as possible in order that they might be as clear\nand helpful as might be to the users of the analysis. Twenty-eight such\nitems were used as headings in the analysis and each has been scaled on a\nbasis of five points representing degrees of efficiency in teaching according\nto the principles adopted. These topics relate to the physical, social, and\nemotional development of children as well as to their intellectual learning.\nThey\n\nare as follows:\n\nHabits of cleanliness in the school, physical conditions of room, habits of per¬\nsonal cleanliness, regulation of wraps, out-of-door play, protection from danger,\npostural habits and development, prevention of contagion, habits of eating, habits\nof rest, elimination, social organization, social adjustment, emotional adjustment,\narrangement of room for work, creative use of materials, problem solving, stimu¬\nlating experiences, interpretation of social life, interpretation of nature, dramatic\nplay, singing, rhythmic expression, drawing\npression, social skills, and reading.\n\nand painting, literature, language\n\nex¬\n\nThe way in which each item has been defined may well be illustrated by\na sample taken from the analysis. The sample here given related to the\ncreative use of play materials. It will be noted that a scale line is provided\nfor making\n\nthe rating, the teaching which\n\nresembles the definition num-\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n441\n\nbered one is placed at the point so numbered on the scale line. The defini¬\ntions numbered two, three, and five describe the procedures which should\nbe rated at the point corresponding to numbers on the line.\nIn general the teacher described at number one is one who is oblivious of\nthe possibilities of the situation. The procedures described at number two\nindicate teaching which is based on mistaken interpretations of philosophy\nof teaching. Teacher number three stands at a mid-point between efficiency\nand inefficiency, while teachers four and five are described as teachers of\nabove average skill in exemplifying the basic philosophy.\nCREATIVE\nXVI.\n\nGuides\n\nUSE\n\nOF\n\nPLAY\n\nMATERIALS\n\n1\n\nchildren to constructive thinking, desirable habits and skills through\ncreative use of tools and play materials.\n\n1\n\n2\n\n3\n\n4\n\n5\n\n1. Suppresses children’s natural desire for creative use of materials.\nEx: Denies children the use of materials which they might have.\n\nOr, dictates\n\nevery step in the process of constructing something. Says: ‘Tut two blocks\nhere, now two here, and now two on top. What does that make?” Uses mate¬\nrial limited in creative possibilities such as finely cut weaving mats, sewing\ncards, and the like. In an effort to correlate “hand work” with other interests\nwhich are going forward, the teacher promotes the making of illustrative pieces\nwhich have little meaning or use to the child.\n2. Makes\n\ntechnic an end in itself rather than a means\n\nto an end.\n\nEx: Helps children to the point of doing the most of the thinking herself in\norder to have a nice result. Has children color within an outline which she has\nprepared\n\nin order\n\nto gain practise in smooth\n\ncrayoning;\n\nhas them\n\nbuild a\n\nstore which she has planned. Insists on a technic beyond the children’s level.\nPermits individual children to specialize in one or two things which they can\nmake skillfully rather than stimulating them to gain a variety of skills and meet\na variety of problems.\n3. Children’s creative use of materials at an average. Methods neither positively\nefficient nor yet inefficient, lying at the mid-point between 2 and 4.\n4. Children encouraged\nmaterials.\n\nto express\n\nthemselves\n\nfreely through\n\nthe wise\n\nuse\n\nof\n\nEx: Plenty of opportunity for experimentation, planning, executing and judg¬\ning results. Ingenuity in provision of materials such as boxes, waste materials,\nand things brought from home. Children work and play independently. Evi¬\ndences of real child purposes directed toward supplying play needs or express¬\ning ideas.\n5. Teacher evidences special skill in raising the level of the children’s performance.\nEx: Shows skill in judging the level of the individual children and appealing\nto them on their own level. Sees the needs of individuals while they work and\ngoes to them with suggestions and help. Gives them enough and not too much\nassistance. Goes back to children and checks up on progress during the work\nperiod. Encourages children to work with a variety of materials and to express\nthemselves in a variety of ways. Gives every opportunity for group coopera¬\ntion and encourages it through the natural avenue of spontaneous play. Stimu¬\nlates the use of what has been made as a check on its worth. Encourages self\n1 Bain, Winifred E.\nFirst Grade. Bureau\n1929. p. 21.\n\nA Tentative Analysis of Teaching in Nursery School. Kindergarten , and\nof Publications, Teachers College, Columbia University, New York,\n\n"}
{"page": 446, "printed_page": null, "text": "442\n\nNational\n\nEducation\n\nAssociation\n\nand group criticism according to the maturity of the children. Uses praise\nwhere it is merited and is satisfied with a crude result if it represents the\nchild’s best achievement\n\nMany\n\nwithout\n\nstrain.\n\ndifficulties stand in the way of carrying out such procedures as are\n\nhere described. In many cases the teacher works under hampering circum¬\nstances. What can the teacher do in the prevention of contagion in the\nschool when no physician or nurse are at her service? What can a teacher\ndo to secure hygienic room conditions when the patent ventilating system\nmakes necessary that all windows be closed, even though the ventilation is\nobviously inadequate ? How can a teacher bring about a desirable social\norganization when she has a crowded room, a formal type of furniture, and\na dearth of material? Provision is made in rating to indicate that situations\ninfluencing a teacher’s rating are outside of her control. However, it has\nbeen the experience of those formulating this report that most of such con¬\nditions can be changed by continued and energetic effort on the part of\nteachers. If a teacher has strength, purpose, and clear insight, she will rise\nto her own level.\nMuch interest has been evidenced in the use of this analysis as a help to\nteachers and supervisors in discovering where teaching procedures rate on\na scale of values derived from modern educational philosophy. What types\nof development are desirable and what procedures will tend to promote\nthem appear to be analyzed here for such practical use. However, the sense\nof this discussion is that any such analysis must be tentative pending changes\nin philosophy and a keener understanding of teaching principles.\n\nGroup IV — Unity and Continuity of Educational Experience —\nHome, Nursery School, Kindergarten, and Elementary Grades\nChairman : Dr.\n\nBeryl Parker, Assistant\n\nSupervisor\n\nof Upper\n\nElementary\n\nGrades, Norfolk, Va.\nDiscussion\n\nleaders: Miss Ada Woolfolk, Atlanta, G a.\nMiss Trix Barbour, Asheville, N. C.\n\nWhen we consider the principles underlying recent tendencies in social\neducation, habit formation, creative expression, the making of textbooks and\nequipment, curriculum building, and the activity method, we must con¬\ncede that the lines of progress marked out by pioneer kindergarten-primary\nteachers and now justified by physicians and psychologists, as well as educa¬\ntional philosophers, are largely determining new ideals in education.\n4 here was a period when we feared that these lines of progress would\ncarry through the primary school only and then beat in vain against the\ndead wall of tradition. Lack of understanding in the home, serious compro¬\nmise on the intermediate level, severe retrenchment in the high school, and\nnullification before the barrier of college entrance examinations threatened\nto limit seriously the application of fundamental principles derived from\nthe early elementary field of education.\nKindergarten and primary teachers did not trust their own judgment on\nthe upper levels. Their limited training and experience made\n\nthem hesi-\n\n"}
{"page": 447, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n443\n\ntate to speak boldly in favor of reforms, which they intuitively felt would\nreshape elementary and secondary education eventually.\nToday the fear of limits is vanishing as we see to what an extent all de¬\npartments of the school system are recognizing the value of interesting\nschool books, pupil activity, centers of interest, attractive equipment, unified\ncurriculums, creative work, and personal adjustments. Teachers of young\nchildren now have higher training and wider experience, so that they dare\nto speak with authority that carries conviction to principals, superintend¬\nents, schoolboards, and college professors. Many of the latter are reaching\nsimilar conclusions independently, because of modifications in the secondary\nschools, a few significant college experiments, and recent trends in adult\neducation.\nWe\n\nare here as a group which accepts the idea of unity and continuity\n\nin educational experience, but we need to define certain aspects of the prob¬\nlems involved more sharply. All we can do in one brief conference is to\ndefine and outline the basic meaning of the topic. That will clear the way\nfor a future presentation of the specific experiences in home, nursery school,\nkindergarten, and intermediate grades, which do lead to unity and con¬\ntinuity in the development of the individual and society.\nThe\n\nIntegrated\n\nIdea of Education\n\nFor the sake of clarity let us take a graphic view of the conference topic\nand think of unity as a horizontal control in education, knitting together all\nelements and agencies which affect the child at any one level, so that there\nare no gaps or conflicts in his development on that plane.\nThen continuity is a vertical control and implies the smooth joining of\nlevels one above another, so that there is no undue overlapping, no lack of\nconnections, and no sharp breaks in the child’s experience as he passes\nthrough the successive stages of educational growth in one flowing line,\nwhich Adler calls “straight line development.”\nUnity guarantees the normal development of the whole child in relation\nto his total environment at any one period. Somewhere Dewey has said\nthat complete living at any one stage is the best preparation for the stages\nthat follow.\nContinuity is desirable to insure strength and attainment\n\nin the many\n\nlines that educators regard as essential to the development of physical fit¬\nness, good personal habits, social power, intellectual capacity, and esthetic\nsensitivity.\nOrganization conditions, to a remarkable extent, any attempt to secure\nunity and continuity in education. For example, when all agencies dealing\nwith five year old children at school and at home unite on purposes and\nprocedure, laying down their differences for the sake of common ends, we\nbegin to get an integration of forces working for the welfare of the young\nchild. When all the subjectmatter challenging the eight year old group\nis built into centers of interest, units of work, or an integrated program of\nactivities, we readily see the possibilities of unification in the school\ncurriculum.\n\n"}
{"page": 448, "printed_page": null, "text": "444\n\nNational\n\nEducation\n\nAssociation\n\nWhen identical social agencies deal with children through successive\nvertical stages or ages, as is frequently the case in settlement groups, we see\nthe force of continuity in treatment. The family is ideally the prototype\nfor continuity of development. In the case of the school, where somewhat\nseparate departments claim children at different ages, there is greater diffi¬\nculty in adjustment; but much can be done to secure related purposes and\nsimilar procedure throughout the school, so that continuity in dealing with\nhuman nature is approximated, even though each agency has a special\nfunction.\nIntegration\n\nDemonstrated\n\nin School\n\nOrganization,\n\nand Teacher\n\nTraining\n\nProgress in securing unity and continuity has been made in several spe¬\ncific ways. The home is bound to the elementary school by the parentteacher associations and the home and school leagues. Many child study\nassociations of national scope supplement its work. These and the nursery\nschools have created a parent education movement of considerable extent.\nThe nursery school is bound to the kindergarten by many members active\nin both organizations. It reaches up to higher levels of the school system\nby contacts with physicians, psychologists, and domestic science instructors.\nIn a few instances it is becoming a unit of the public elementary school. It\nis closely bound to the kindergarten and primary departments by common\nmeetings such as this, and cooperation in the publication of the journal\nChildhood\n\nEducation.\n\nKindergarten-primary groups have been closely allied for years through\nduplicate memberships in professional organizations, joint meetings, shared\nresponsibility for the journal, and outright attempts to erase distinctions in\nteacher training and school administration, so that their interests might\nmerge in one department of Early Childhood Education.\nPrimary and intermediate grades are held together more loosely in some\nways because the numbers involved are greater, and more closely in others\nbecause they frequently constitute a single administrative unit, as in the\nrural schools and smaller towns. They are also bound to some extent by\nmembership in the associations of classroom teachers, in their state and\nlocal associations, as well as by some reading of the same journals, and joint\ncommittee work on school problems. There is less conscious effort to draw\nthem together than has been applied to kindergarten-primary fusion.\nTeachers are the keystone in any attempt to further unification. An in¬\ndispensable condition is the democratic intermingling of teachers of all sorts\nfrom nursery school and kindergarten through college and university with\nthe obliteration of caste distinctions due to salaries or degrees. No group\nshould stand apart as select or superior. None should feel neglected and\ninadequate.\nTeacher\n\ntraining is taking account\n\nof the need of unity by requiring\n\nkindergarten-primary students to prepare for both fields and encouraging\nthem to range still further in choosing their courses. The future inter¬\nmediate teacher will know something of primary work, and even a few sec¬\nondary candidates have been allowed to include childhood education in\ntheir preparatory courses.\n\n"}
{"page": 449, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nThe able teacher is occasionally allowed to move\n\nEducation\n\n445\n\nforward with her own\n\ngroup or to teach in different grades. Some schools expect their kinder¬\ngarten and first grade teachers to alternate regularly. Others allow for\nthis shift in third and fourth grades. Whatever we may think of the pla¬\ntoon and departmentalized school, at least it does give the teacher acquaint¬\nance with various age levels, although it correspondingly limits her con¬\ntacts with subjectmatter and activities.\nSupervision is so intensive in American schools that it can be a great factor\nfor unity and continuity. Where there are supervisors for kindergarten\nonly, there is danger of too little unification of kindergarten and primary,\nunless the individual supervisors coordinate their work consciously. The\nsame difficulty arises when there are a considerable number of special super¬\nvisors for art, music, writing, physical education, etc. Certain gains in ex¬\npert instruction are offset by certain losses in unity.\nCurriculum building by the teachers of a single system inevitably brings\ntogether groups with diverse interests. This year in Norfolk an attempt\nhas been made to put the social studies curriculum into better form by\nhaving senior high school, junior high school, intermediate, primary, and\nkindergarten teachers think out together some of the problems dealing with\nthe course, materials of instruction, and units of work. It proved a diffi¬\ncult undertaking and is far from successful yet. Cooperative curriculum\nbuilding as carried on by teachers in Denver, Dayton, Raleigh, Des Moines,\nand dozens of other cities is one of the best means of embodying principles\nof continuity in actual practise.\nThe visiting teacher is a forceful factor toward unification in Cities\nwhich have been able to add her services to those of the classroom teacher,\nwho is unable to visit pupils’ homes often. Sometimes the school nurse,\npsychologists, and attendance officers serve the same purpose for under¬\nprivileged children, as they follow them through a series of school years.\nLet us consider several fields of education and the progress made\nveloping them:\n\nin de¬\n\nPhysical education of all levels now accepts the value of play, the necessity of\nphysical examination and treatment, the advantage of feeding undernourished\nchildren, and of some responsibility for the school lunches of all pupils, the import¬\nance of instruction in physiology and hygiene, as well as the advisability of some\ntraining in habits of cleanliness and health.\nPersonal habits and attitudes shaping conduct and character are to be considered\nin addition to habits obviously physical. There are behavior problems to be met\nand many factors in mental hygiene to be considered. This program is working\nout as a conduct curriculum on the lower level and as character education of the more\nfundamental sort on higher levels. Revised forms of the school report card give\nsome evidence of this gain.\nSocial education is chiefly bound up with the preceding division and touches\nevery other. Its primary concern is group life and the reactions of its members\nto family and playmates, to school comrades and teachers. Home and school con¬\nstitute the whole environment of the child during the years in which he establishes\nhis “ultimate attitude toward\nmind and a stable emotional\n\nreality, and his ability to meet the world with a calm\nbalance” which is the foundation of social behavior.\n\n"}
{"page": 450, "printed_page": null, "text": "446\n\nNational\n\nEducation\n\nAssociation\n\nThree things may be stressed as essential in the educational experience of the\nchild if he is to acquire and maintain the mental and emotional stability expressing\nitself in social behavior, a sense of security in relation to his environment, a sense of\noneness with and likeness to his group, and satisfaction through selfexpression so\nharmonious and complete as to prevent suppressions and conflicts within the per¬\nsonality. These combine to produce in the child a sound mental attitude toward\nhimself as an individual and toward his fellow men.\nOn the other hand there are conditions that operate against the development of\na sound mental attitude. One is the gulf that often exists between the home and\nschool environments. Educational experience that is divorced from home experience\ntends to set up conflicts that destroy all sense of security. Occasionally it happens\nthat the organization of the school emphasizes the child's difference from his group\neither in superior or inferior endowment, an unfortunate occurrence in either case.\nAgain, the child from the dependent home is handicapped in normal social develop¬\nment by difference from his kind. His salvation lies in having an opportunity in\nhis school relationships to be as other children. Relief giving, if it is to aid the\nchild and not hamper his progress toward social adjustment, must be administered\nby a trained social worker. If the school becomes an almoner of charity and takes\nevident cognizance of the child’s economic status, it loses the opportunity to help\nhim establish the independent attitude of mind that may make possible later his\nnormal relation to society.\nIntellectual education has always sought continuity and usually violated unity\nby arranging subjectmatter in tight compartments and definite sequence, as well\nas by devising logical series of steps in method. Today subjectmatter and method\nare being integrated in centers of interest and units of work, which regard pupil\nactivity as the determining force in curriculum building.\nIn such a large field it may, perhaps, be well to isolate one element for discussion,\nfor instance, science. The paucity of science in the education of young children\nhas been partially responsible for the failure of many pupils to find adequate satis¬\nfactions in school work. Boys and girls are full of curiosity by nature, and they\nare intensely stimulated by the environment they live in today, filled as it is with\never-increasing scientific discoveries.\nScience training should aim at developing lifelong interests, attitudes, apprecia¬\ntions, and mental alertness in observation. Science understanding should be a grad¬\n\nually expanding growth from the time a baby is first shown “the pretty flower” right\non through nursery school, kindergarten, elementary school, and life. It is not a\nsubject to be developed at any one stage of training. We need to keep in close\ntouch with things about us every day and especially with the world of plant and\nanimal life, with the forces of nature, and with man’s inventions.\nMost of us hesitate to use the many openings children’s activities present for\nscientific investigation and thinking. We suffer from a lack of science in our own\neducation. Gradually some of the gaps can be filled as we work and learn with\n\nthe children. We must begin in our own environment\nday things that challenge interest all about us.\n\nand learn to know\n\nthe every¬\n\nEsthetic education has been a rather vague field, but we are beginning to grasp\nsome of the implications of unity and continuity here, also. For instance, we are\nlooking beyond the limited conception of creative activity as selfexpression in\nhandwork or poetry alone, and we are taking account of the complete cycle of a\nunified esthetic experience: (1) Impressions which occur when one is in a more or\nless passive state of receptivity. (2) Integration of impressions by some process\nof selection and organization. (3) Appreciation in proportion to the skill and sen¬\nsitivity with which impressions are apprehended and assimilated. (4) Creative\nactivity or re-creation, if you will, since it is the “reconstruction of experience”\nfrom elements received somewhere and sometime in the life of an individual, and\ngiven forth again colored by his own personality and experience.\n\n"}
{"page": 451, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n447\n\nLast fall a mixed group was discussing the Kindergarten Union and the\nPrimary Council. Some one suggested that their day of usefulness might\nbe passing. “They have persuaded us all to buy movable furniture and in¬\ntroduce activities. What can they start next?” This conference is one\nanswer to that question. Kindergarten-primary procedure may have reached\na high state of perfection in many classes, but we shall not be satisfied until\nthe whole school is correspondingly fitted to the needs of all children and\nthe conditions of real life.\n\nSECRETARY'S\nAtlanta\n\nMINUTES\nMeeting\n\nThe keynote of the Kindergarten-Primary Department was first sounded\nAtlanta by the United States Commissioner of Education when, in the course\n\nin\nof\n\nhis inspiring presentation of the topic, “Education for a New America,” at the\nopening session of the convention, he commended the “cooperative enterprises of\nthe elementary school,” urged the need of “helping young people to work out a\nphilosophy of life and system of standards,” made a plea for the “development\nof individual personality” among our boys and girls, and stressed the importance\nof giving them the ability to make “the proper use of leisure time.” It aroused\nin one a pleasant sensation to know that the portion of the audience whose par¬\nticular interest centered in early childhood education might have risen in answer\nto his appeal with the reply, “Yes, Dr. Cooper, those are the things we have\ncome to talk about.”\nNext, just as in a well-regulated kindergarten or primary group the first days\nare given to becoming acquainted, so the Atlanta Kindergarten Alumnae Club\nprovided a most delightful opportunity for social intercourse in the form of an\nal fresco tea which was held on Sunday evening at six oclock at the Eastlake\nCountry Club, on whose links Bobby Jones learned to play golf. The cap-sheaf\nto the festivity was, of course, our happiness in being able to share with Atlanta\nher great joy in the news\nbeen won that very day.\n\nof her favorite son’s most\n\nrecent victory which\n\nAt two oclock on Monday afternoon, July 1, the first regular meeting\ndepartment was called to order by the president, Dr. Mary Dabney\n\nhad\n\nof the\nDavis,\n\nspecialist in Nursery-Kindergarten-Primary Education, U. S. Bureau of Education,\nin the auditorium of the Central Presbyterian Church. After introducing the\nother officers and having expressed the appreciation of the members of the\ndivision for the wonderful hospitality of Atlanta and the Southeast, Dr. Davis\nannounced that the phase of the central theme of the convention “Education For\na New World” that had been selected as the dominant thought for the after¬\nnoon’s program was The Best Beginning for Young Children, or, The Working\nof an Activity Curriculum. She explained that, departing from customary pro¬\ncedure, the subject would be taken up in four discussion groups, a method that\nwould permit participation by everyone. The assembly then divided into smaller\nunits in the rooms assigned, where the leaders presented their material very\ninformally. Those present were encouraged to raise questions at any time as the\nspeakers expected and hoped to be interrupted. Further discussion followed each\ntalk. The topics considered were:\nGROUP\n\nI- AN\n\nChairman:\n\nACTIVITY\n\nCURRICULUM\n\nSuperintendent\n\nGROUP II — CLASSROOM SETTING\nTION, CONSTRUCTION, AND\n\nChairman: Miss Anne\nRaleigh, N. C.\n\nAT\n\nWORK\n\nH. F. Srygley, Raleigh, N. C.\nFOR AN ACTIVITY\nARRANGEMENT\n\nHoldford,\n\nCURRICULUM — EQUIPMENT,\n\nSupervisor\n\nof Wake\n\nCounty\n\nITS SELEC¬\n\nRural\n\nSchools,\n\n"}
{"page": 452, "printed_page": null, "text": "448\n\nGROUP\n\nNational\n\nEducation\n\nPROCEDURES\n\nWHICH\n\nIII — CLASSROOM\n\nKNOWLEDGE,\n\nChairman:\n\nHABITS,\n\nEast Radford,\nGROUP\n\nIV — UNITY\n\nSCHOOL,\n\nAND\n\nDESIRABLE\n\nPHYSICAL\n\nDEVELOPMENT,\n\nSKILLS\n\nE. Bain, Director\n\nAND\n\nCONTINUITY\n\nOF\n\nAND\n\nDr. Beryl Parker,\n\nNorfolk,\n\nPROMOTE\n\nof Training,\n\nState Teachers\n\nCollege,\n\nVa.\n\nKINDERGARTEN,\n\nChairman:\nThe\n\nATTITUDES,\n\nDr. Winifred\n\nAssociation\n\nEDUCATIONAL\n\nELEMENTARY\n\nAssistant\n\nEXPERIENCE - THE\n\nHOME,\n\nNURSERY\n\nElementary\n\nGrades,\n\nGRADES\n\nSupervisor\n\nof Upper\n\nVa.\n\nsecond\n\nmeeting\n\nof the department\n\ntook the form\n\nof a delightfully\n\nappointed\n\nluncheon served in the ballroom of the Atlanta Biltmore Hotel at 12:30, on Tues¬\nday, July 2. The quantities of flowers that added so much to the beauty of the\nscene had\n\nbeen\n\nraised\n\nextended\n\nby Miss\n\nfor the purpose\n\nLucy\n\nGage,\n\nby the children\n\nDr. Trabue,\n\nand\n\nof Atlanta.\n\nGreetings\n\nDr. Blatz, speakers\n\nwere\n\nat the morning\n\ngeneral session of the N. E. A., which at Dr. Davis’ request had been devoted en¬\ntirely to the education of young children. Reports were made by representatives\nof the co-ordinating\n— for the National\n\norganizations\nCommittee\n\nInternational\n\nKindergarten\n\ncil of Primary\n\nEducation,\n\nposed\n\nof — the minutes\n\nof the nominating\n\nof the National\n\nof Nursery\n\nUnion,\nMiss\n\nMiss\n\nLucy\n\nSchools, Miss\nMary\n\nGage.\n\nof the Minneapolis\n\ncommittee\n\naccepted.\n\nCouncil\n\nLeeper;\n\nof Childhood\n\nMartha\nand\n\nMcAlpine ; for the\n\nfor the National\n\nAt this point routine\nmeeting\n\nThe\n\nwere\n\nEducation\n\nbusiness\n\napproved\n\nofficers for 1929-30\n\nand\n\nCoun¬\n\nwas\n\ndis¬\n\nthe report\n\nwill be: Dr. Mary\n\nReed, Teachers College, Columbia University, president; Miss Clara Wilson, Uni¬\nversity of Nebraska, Lincoln, Nebr., vicepresident; Miss Eleanor Bogan, Director\nof the New\n\nOrleans\n\nthe four discussion\nand\n\nthe meeting\n\nNursery\ngroups\n\nclosed\n\nSchool, New\n\nheld on Monday\n\nwith\n\na most\n\nOrleans,\nwere\n\ninspiring\n\nLa., secretary.\n\ngiven\n\nby leaders\n\naddress — New\n\nSummaries\n\nof\n\nof these groups,\n\nWorld\n\nExpectations\n\nand Our Young Children — by Superintendent A. L. Threlkeld, Denver, Colorado.\nDuring the meetings, and especially that of Monday afternoon, much concrete\nevidence\nbeyond\n\nwas\n\ndoubt\n\npresented\n\nto show\n\nin the working\n\nthat the best beginning\n\nout of an\n\nfor young\n\nactivity curriculum.\n\nHere\n\nchildren\n\nlies\n\nis a particularly\n\ncharming bit. One day a supervisor of rural schools in Orange\nCarolina, found this note on her desk from a child in Grade 3 B:\n\nCounty,\n\nNorth\n\n“Dear\n\nMiss Hyman, I’m making a book and I want the most beautiful thing in the\nworld in it. Will you please help me find it.”\nWhat an appeal and what a challenge are in that simple request, for who would\nbreak\n\nfaith with\n\na little child!\n\nNot\n\nMiss\n\nHyman.\n\nShe\n\nspent\n\na day\n\ncollecting\n\npoems, pictures, stories, everything that might satisfy his soul’s hunger and then\nplaced the material in his hands. After hours of absorbed study, he radiantly dis¬\nplayed his selection. He had found these words:\nThe\nAnd\n\nyear’s at the spring\nday’s at the morn;\n\nGod’s\n\nin his heaven —\n\nAll’s right with\n\n“Yes, Dr. Cooper^ those are things we\nwe are trying to do!”\nThe officers of the department for\n\nthe world!\n\nhave\n\ncome\n\n1928-29\n\nto talk about, for they are what\n\nwere:\n\nDr.\n\nMary\n\nDabney\n\nDavis,\n\nSpecialist in Nursery-Kindergarten-Primary\n\nEducation, U. S. Bureau of Education,\nWinifred Bain, Kindergarten-First Grade De¬\n\nWashington, D. C., president; Miss\npartment, Teachers College, Columbia\nMiss\n\nFlorence\n\nDavenport,\n\nPrincipal,\n\nUniversity,\n\nDeane\n\n-New\n\nYork\n\nCity, vicepresident;\n\nSchool, St. Paul, Minn.,\n\nsecretary.\n\n"}
{"page": 453, "printed_page": null, "text": "The Department\n\nof Lip Reading\n\n"}
{"page": 454, "printed_page": null, "text": "HE DEPARTMENT\n\nOF LIP READING\n\nWas\n\nestablished\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 Associa¬\ntion.\nThe officers for the year 1929-30: are President ,\nCaroline 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., Hous¬\nton, Texas. Meetings are held once each year in July.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are to be found in\nearlier Proceedings as follows :\n1926:473-486\n\n1927:473-486\n\nL 450 ]\n\n1928:435-449\n\n"}
{"page": 455, "printed_page": null, "text": "THE\n\nNEEDS\n\nHUGH\n\nOF\n\nGRANT\n\nEDUCATION,\n\nTHE\n\nROWELL,\n\nTEACHERS\n\nHARD\nM.\n\nCOLLEGE,\n\nOF\n\nHEARING— ABSTRACT\n\nD., ASSISTANT\nCOLUMBIA\n\nPROFESSOR\n\nOF\n\nHEALTH\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nCITY.\n\nMEANS must be set up for discovery of these auditory defectives as\n\nearly in life as possible ; and suitable measures instituted in each\ncase which will result in that individual becoming as nearly a one\nhundred percent social being (in terms of normal) as is possible with any\nand every practicable aid which any science may or can give.\nWhere does the work for the hard of hearing stand at present ?\nHas this foundation been laid, or is it being laid, or is there any foundation\nat all? There are two striking pieces of evidence that very little foun¬\ndation, and yet a great deal, has been laid: (1) The recommendations\nof the Committee on the Problems of the Deaf and the Hard of Hear¬\ning of the National Research Council, and (2) the campaign for funds\nfor research of the American Otological Society for studies along these\nlines. The first group approached the problem from the angle of the\neducator; the latter, from the point of view of the otologist. As a mat¬\nter of fact, neither group can work out the whole problem alone.\nIt is difficult to determine just how to approach the problem. The\nend is socialization. The means are many. The broad programs now\nunder way\n\ncover only part of the field at best. Just what\n\nis being cov¬\n\nered ? Roughly this — there exists means * of making surveys for dis¬\ncovery of auditory defectives, clinics for remedial treatment of those\nwho need it and for investigation, at least, of all beyond the survey\nstage. Attempts have been made to set up a psychology of these defec¬\ntives, and on this to build educational methods both from modification\nof methods used for normals and from the creation of new and different\nmeans and methods, such as lip reading. Vocational guidance has been\ntried with some success. But the program has fallen down terribly in\nsocializing the hard of hearing individual. This being the end, it has not\nbeen reached.\n\nPerhaps it cannot be accomplished\n\ndividual is discovered, studied, treated, made\npendent as possible.\n\ntill the defective in¬\nas\n\neconomically\n\ninde¬\n\nIs it necessary that the hard of hearing find that it is not wTorth the\neffort to strain every faculty to try to hear what their fellow humans\nsay? Is it necessary that the hard of hearing find themselves, not objects\nof pity as in the case of the blind, but objects of actual dislike because,\nin an age of hurry, they must slow down conversations through re¬\nquested repetitions of misunderstood phrases? It is from this social sui¬\ncide that they must be rescued.\nThe aids to this rescue are research and education. Education must\n\ninclude the individual and the normals, that is the community\nis called society.\n\nWhat\nto make\n\nmust\n\nor what\n\nresearch contribute? Many things. Today it is possible\na crude sort of survey of unselected groups and find among\n[451]\n\n"}
{"page": 456, "printed_page": null, "text": "452\n\nNational\n\nEducation\n\nthem certain individuals whose\n\nAssociation\n\nhearing needs further investigation. The\n\naudiometers of today, wonderful as they are, are by no means instru¬\nments of precision. To construct such a mechanism means far more\nthan duplicating the tones of a tuning fork. How can an audiometer\nbe built to set up, as nearly as possible, a life situation? Yet it must\nbe done, just as it is done in objective mental testing in general. What\nvalue is it to be able to detect a tone which one hears rarely, if at all?\nWhat signs are there which, if found, may be considered the precur¬\nsors of an auditory defect? At present the answer would be enlarged\nor defective tonsils and certain other signs or symptoms. This is not\nenough or if it is enough then tonsillectomy must be performed as early\nin life as possible and in all children. To put it another way, it is neces¬\nsary, in the case of the auditory apparatus as in the case of the rest\nof the body, to build up a new science of health, before true preventive\nmeasures can be discovered and made available.\nResearch workers are expected to produce new and striking results\nalmost immediately from a zone of investigation where the student is\nmore likely to run up against a blank wall and have to retrace his steps\nwith negative report than he is to bring to light at once some worldinfluencing principle. Unfortunately, also, the research worker is not\na good salesman.\nMuch is expected of lip reading. These hopes seem logical. To state\ntoday that lip reading is a complete answer or that any special method\nof teaching it is the last word seems premature. Most assuredly at¬\ntempts should be made to standardize methods on the basis of what is\nbest in any or all. Lip reading seems to be an intrinsic human posses¬\nsion since normals have it and actually hear with their eyes in part.\nThe auditory defective, if not a congenital case, seems to improve this\nintrinsic ability upon necessity caused by hardness of hearing. WLy not\nthen find out how the individual himself acquires this ability and use\nthis, and not opinions, as the basis for any improvements in teaching\nmethods. The strongest point for lip reading as a method of education\nis that it seems to be a natural gift anyway — a potential power avail¬\nable if needed, a power which can be developed.\n\nGUIDING\nESTELLE\n\nTHE\nE.\n\nTEACHERS\n\nDEAFENED CHILD\nABSTRACT\n\nSAMUELSON,\nCOLLEGE,\n\nINSTRUCTOR,\n\nCOLUMBIA\n\nVOCATIONALLY—\n\nMETHODS\n\nUNIVERSITY,\n\nOF\nNEW\n\nLIP\n\nREADING,\n\nYORK\n\nCITY.\n\nSlowly — like a “tide that moving seems asleep” — the world is be¬\ncoming aware that partial deafness has an economic meaning. This\nhuge tide of impaired hearing seems to be rising. What shall be done\nwith it? Shall we continue to force the hard of hearing into economi\nc\ndisability — to make paupers of them— or shall we become wide-awake\nand approach this acute problem with intelligence, good\njudgment, and\nsympathy ?\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nof Lip\n\n453\n\nReading\n\nThis problem calls for a special type of vocational guidance and the\ntechnic involved is unique. It is based upon the fact that acquired\ndeafness presents just as many vocational problems as there are deaf¬\nened individuals, for this kind of deafness cripples in many different\nways each of which has its psychological effect as well. We then find\nthat the hard of hearing child must be educated and trained in such a\nway that the limitations imposed by his handicap will be minimized.\nThe deafened child must be habilitated , the deafened adult, rehabilitated.\nObserving that forty percent of those who become deafened in late\nadolescence or later on are obliged to change their occupation and that\nmany more must adapt themselves to some other phase of that occupa¬\ntion, we can grasp the importance of early discovery of deafness and se¬\nlection of an occupation which will not have to be changed in case the\near trouble progresses.\n\nEarly\n\nsurveys will do still more\n\ndiscovery of deafness through\n\nfor the vocational counsellor.\n\nperiodic\n\nIt will ex¬\n\npose the cause of many speech defects. ' Every counsellor knows the prob¬\nlem of overcoming a double handicap in guidance.\nGuidance of the deafened worker should weigh his potentialities,\naptitudes, desires, and inclinations against the limitations raised by his\nhandicap. Chief among these is his degree of deafness at the time his\nvocational guidance is under consideration. This must not be over¬\nlooked because he must be able to follow instructions in his vocational\nschool. Is he too deafened to do this? Are the classes too large?\n\nHave\n\nyou made sure that he has, or is in the way of acquiring, a workable\nknowledge of lip reading? Above all, why is he in vocational school\nor continuation school? Is it because he couldn’t hear enough to con¬\ntinue in the grade school? This happens rather often. In addition to\nthe child who leaves grade school to go to work and thereby escapes\nthe handicap of deafness we are finding deafened elementary school\ngraduates being guided — may I say misguided? — into commercial high\nschools on the fallacy that commercial studies require less hearing and\noffer better economic opportunities. In reality, placement is most diffi¬\ncult in commercial pursuits, especially for the male client.\nAgain, it is important to select an occupation which shall conserve\nhis remainder of hearing. Guidance should be based upon the otologist’s\ndiagnosis and prognosis, for types of deafness and their possible develop¬\nments must determine to a degree where and under what conditions the\ndeafened person can work. There are two main types of deafness, obstructional and perceptional. Persons having obstructional (catarrhal)\ndeafness must avoid exposure, extremes of temperature or varying tem¬\nperatures, as in laundries, irritating fumes, as in some local industries.\nIn cases of perceptional deafness, where the auditory nerve has become\naffected through\n\ndisease or accident, nerve\n\nthe person cannot\nbest in comparative\n\nmaintain\n\nstrain must\n\nhis efficiency under\n\nquiet — we\n\ndo not mean\n\nbe avoided, as\n\nit. Such persons work\n\nauditory quiet — while those\n\n"}
{"page": 458, "printed_page": null, "text": "454\n\nNational\n\nEducation\n\nAssociation\n\nwith obstructional deafness hear better in a noisy, bustling place. Re¬\ncently ten deafened girls were discovered in a commercial high-school class\nof forty students of stenography. The noise of forty typewriters as¬\nsisted their hearing, hut this apparent advantage will never prepare them\nfor stenography, in which keen hearing is essential. It is easy to under¬\nstand that any increase of deafness would mean the loss of the occupa¬\ntion and the necessity of restraining in another, with all the drifting\nabout and economic loss and psychological setback which the change\nwould entail.\nPlacement of the deafened, even after a suitable occupation has been\nselected and the individual is well skilled in his work remains. This is\nstill exceedingly difficult — not because he can’t make\n\ngood, but because\n\nthe public won’t let him.\nThe vocational counsellor of the deafened worker, while he can as¬\nsist materially in helping to solve this economic problem, should also,\nif any abiding results are to be secured, do his utmost to help in the edu¬\ncation of the public regarding this handicap. For it is, after all, a\nproblem which concerns everybody.\n\nLIP READING\nMARION\n\nIN OUR\n\nS. CLARK,\n\nPUBLIC\n\nTEACHER,\n\nLIP\n\nCAMBRIDGE,\n\nMany\n\nSCHOOLS— ABSTRACT\nREADING,\n\nPUBLIC\n\nSCHOOLS,\n\nMASS.\n\nof our school children are hard of hearing. They are meeting these\n\nmanifold difficulties now. Some of them know that they have a “bad ear”\nbut many cannot tell what the trouble is. They think in unhappy be¬\nwilderment as we, to our great discredit, have led them to think, that they\nare woefully slow.\nIt is important then to find out the existence of auditory defect in children\nand to find it out early enough so that simple cures may be effected, progress\nof impairment checked, and a great psychological blessing in the form of a\nknown difficulty to be faced and offset bestowed before the confused, in¬\nferiority tinged frame of mind becomes fixed.\nThe audiometric method of testing is the best now available and while\nthe cities employing it may still be counted easily their number\n\nis increasing.\n\nOld methods are very faulty and even sympathetic questions often fail in\nthe few cases where time affords to put them.\nAdequate testing compels the facing of the problem ; if medical attention\nis not enough to remove it then there remains to help in the fight against\nit the art of lip reading. His own public school ought to give to each hard\nof hearing child this weapon\n\nwith which\n\nto attack his handicap. As the\n\nnear-sighted child needs glasses to wear in his accustomed environment, so\nthe hard of hearing child needs to practise lip reading in his natural circle.\nThe\n\nformer, seeing, if imperfectly, needs no intensive tactile training; the\n\nlatter, speaking because he has always heard, if imperfectly, needs no tutor-\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nof Lip\n\nReading\n\n455\n\ning in the mechanics of speech. The one is not blind, the other is not deaf ;\nneither belongs in an institution, yet each must be helped where he is.\nLip reading belongs then in our school programs and its introduction\nthere is not a difficult matter. No special schools, no special supplies are\nneeded. A special teacher and the books required for his use is all that is\nnecessary. Generally a peripatetic teacher trained for this work holds\ngraded classes two or three times a week in schools where the most hard of\nhearing children have been found and to which smaller numbers from nearby\nbuildings may come. After periods of from half to three-quarters of an\nhour the pupils return to their regular classrooms increasingly masters of\nlip-reading theory. For their success in this practise, of course, the coopera¬\ntion of the room teachers, almost always gladly given, is essential.\nThere is no hard and fast rule for the selection of candidates for the lipreading class among the lesser cases of auditory defect. About the more\nserious ones of course there is no doubt. We advise enrolment for special\nhelp when a loss of twelve or more sensation units for each ear is found by\nthe test with the 4A audiometer. We advise enrolment when the medical\nreports prophesy or fear a future increase of hearing impairment\n\neven\n\nthough little difficulty in understanding is being met at the time. The ex¬\nperiences of our evening school adults, as well as our own, commit us to the\nopinion that a little unnecessary and harmless lip-reading training early\nis infinitely to be preferred to a belated, more expensive, and more wearing\neffort to acquire the skill then become essential to success and peace of mind.\nIn every case of even slight impairment some knowledge of the nature and\npossibilities of lip reading should at least be given.\nIt falls upon the lip-reading teacher herself to explain to school people\nand parents alike the possibilities and limitations of this work. She can show\nhow by the early study of lip reading a great saving is effected not only in\nschool money and time through the prevention of needless repeating in\ngrade, but in nervous energy and in calmness of spirit. She can staunchly\nclaim that lip-reading skill varying in degree with the capacity of the in¬\ndividual is always to that extent a strong asset.\nPrimarily, however, in spite of all its important ramifications, the business\nof these special classes is to give training in the art of reading the lips, to\ngive practical compensation for a handicap. And this, these classes are\ndoing. Our convention theme this year is “Education for the New World.”\nWe in our classes are trying to make ourselves new, to replace our weakness\nwith strength, our diffidence with courage, to change our old explanation\nof failure voiced in the words: “I can hear you but I don’t know what you\nsay,” to the new and heartening claims, “I understand you whether I hear\nyou or not.” We offer our new selves as more constructive units for the\nbuilding of the new world.\n\n"}
{"page": 460, "printed_page": null, "text": "456\n\nNational\n\nLIP READING\nALICE\n\nG. BRYANT,\n\nM.\n\nEducation\n\nSHALL\n\nD., OTOLOGIST\n\nNOT\nAND\n\nAssociation\n\nFAIL— ABSTRACT\nLARYNGOLOGIST,\n\nBOSTON,\n\nMASS.\n\nLip reading for the hard of hearing is not an abstract question ; it is a\nconcrete question in its everyday interests and demands. Lip reading is an\neconomic question. We are thus equipping the pupils with invested capital\nand by gradual growth they will be better able to adapt themselves to their\nenvironment. We have been too poverty-stricken, detached, and apologetic\nin our points of view of lip reading, but enough has been done along these\nlines to give us refreshing impressions of what could be done by means of\nvast aggregations of cooperative actions.\nEducation is the common ground on which every class may meet, and yet\nin denying the hard of hearing the right to acquire lip reading, we exclude\nthem from the full educational advantages. To succeed in life we must\nhave the full realization of its possibilities, but with lessened educational\nfacilities for the hard of hearing, we deprive them of knowledge which\notherwise they would have and of their incentive to better themselves.\nThe hearing individual is too often a disturbing element in the life of the\nhard of hearing, for he is too willing to scrap their knowledge and their\nability. The hearing individual has lost the delicate adjustment with his\nenvironment when he impedes the ability, educational training, and progress\nof the hard of hearing. We must not undermine the foundations of knowl¬\nedge of the hard of hearing pupils by depriving them of lip reading, for\nwith lip reading they will be able to acquire, to maintain, and to extend\ntheir educational conquests. Without lip reading they are handicapped in\nmeeting the diversified problems in life.\nLip reading for the hard of hearing helps remove the stresses of life and\nit serves as a factor of safety in meeting more complex stresses. Without\nlip reading they have a restricted outlook on life from lack of continuity in\ntheir educational training and from lack of coordinated experiences with\nfellow students. They have true grievances when they meet monotonous,\nfatiguing, retarding, disabling, disheartening, and non-constructive suc¬\ncessions of class repeatings, and these redundancies of repetitions in class¬\nroom work lead to inefficient, delaved, and uneconomic education.\nWe ought to find the hard of hearing in each school. We stress in our\nminds the rural schools where no concerted movement has been made to\ndiscover and instruct them in lip reading, and yet they present conditions\nsimilar to those of the city. The lack of widely extended use of lip reading is\nnear becoming one of the educational puzzles of our time.\nDr. Fletcher and Dr. Tdward Prince Fowler have investigated the hear¬\ning of thousands of pupils and in their admirable and. exhaustive reports\nthey claim that there are more than three million pupils in our public\nschools who\n\nhave defects in hearing.\n\nThe\n\naudiometer, invented by Dr.\n\nFletcher, may well be looked upon as an essential part of our school equip¬\nment. Its field of usefulness is enormous, and its potentialities beyond\ncalculation.\n\n"}
{"page": 461, "printed_page": null, "text": "Department\n\nThe\n\nmedical world\n\nis waking\n\nof Lip\n\nReading\n\n457\n\nup to the seriousness of deafness.\n\nThe\n\naurists are encouraging a team spirit by calling to their aid a group of ex¬\nperts: physiologists, physicists, neurologists, and psychologists. They are\nbacked by capable organizations and the old line of workers — lip-reading\nteachers and other educators of the deafened. Instead of waiting for the deaf¬\nened, they intend to wait on them, and thus the preschool child, who has\nbeen sadly neglected, will come into his rightful share of study.\nTo investigate the conditions and training of the hard of hearing child\nin each school forms one of the fundamental and essential features of the\nnew regime in their education. We want to leave no place for former dis¬\nheartening, unprofitable, and purposeless training of the hard of hearing\nchild. The unfortunate hard of hearing pupils are involved in heavy and\nunjustifiable handicaps and to them there seems to be a general weakening\nand discrediting of their educational opportunities. These children claim\nand maintain the capacity for efficiency, and they are confronted and in¬\nfluenced by the factors which control and influence such efficiency.\nInherent, inborn traits of these hard of hearing children are waiting to\nbe developed in the great New World, and it is our duty to train them with\nthe invested capital of fair play. Our investigations and studies are driving\nthese thoughts deeper home, and we are coming forward to rescue the hard\nof hearing children from their long-continued dehumanizing education.\nLip reading equips the pupil with invested capital. It helps remove the\nhaunting dread of unemployment and of unremunerative occupations. It\nserves to bring into action the upbuilding of human effort. We should\noffer for all equal training, and not mortgage their lives in advance by pur¬\nsuing the elusive shadows of education. Lip reading should become a mind\nhabit, an obsession.\nLip reading for the hard of hearing is a work that did not fail, and more¬\nover it shall not fail.\n\nLIP READING\nMAUDE\n\nDOUGLASS\n\nOPENS A NEW WORLD TO THE\nHEARING ADULT— ABSTRACT\nHUBERT,\n\nTEACHER\n\nOF\n\nLIP\n\nREADING,\n\nHARD\n\nOF\n\nCHARLESTON,\n\nS. C.\n\nI am going to tell you of a few of my experiences as a teacher of lip read¬\ning, for one can always see in others the good which has been brought about\nby the study of the subject in which one is most interested.\nA mite of a little woman drifted into the Speech Reading Club one night.\nTo her slender form a shapeless black dress clung like a shroud made the\nmore somber by lusterless black hair, solemn black eyes, and a smileless face.\nThe tragedy of deafness personified. Not of congenital deafness, where\nmercifully the victim has never heard, but that of one born with normal\nhearing, and doomed to the heartbreaking strain of helplessly awaiting the\napproaching deafness which no power known to man could stop.\nWhat could be done with such a case? The games the others played\nand found diverting, that coaxed the smile back to the face, were lost to\nher. She had never learned to play.\n\n"}
{"page": 462, "printed_page": null, "text": "458\n\nNational\n\nEducation\n\nAssociation\n\nBut persistence was a force still at her command. To every meeting she\ncame. No night was too stormy to deter her. Gradually she learned to\nsee the words formed on the lips. She was hearing again. The long van¬\nished smile returned to the eyes as well as to the lips. She joined in the\nsport and laughed as others laughed. She began to live again. Lip read¬\ning had restored the world to her.\nAnother instance was that of a young naval officer. He had faced duty\nwithout fear, but heard with a sinking heart the words of the surgeon\nthat progressive deafness could not be checked and that retirement was in¬\nevitable. He was a young man, not yet forty, trained by the government\nto be an officer. Surely he was too young to give up and wait for the end ;\nyet he was too old to start in a new profession. A situation truly difficult\neven to one with normal hearing, and to one who had not yet learned to\nlisten with his eyes, the question seemed unanswerable. It was then that\nhe came to me, for the surgeon had said, “Take lip-reading lessons, young\nman, it is all that you can do now.” We had hardly finished the course\nwhen he said, “Not only have you helped me, but you have helped my wife\nas well. Things do not look so bad. I have a good position in a large\nindustry as superintendent, and I smile when I realize that at first I felt\nthere could be no solution to my\non his feet again.\n\nproblem.”\n\nLip reading had placed him\n\nMay I tell you also of the experience of a young lady who found during\nher college days that deafness was approaching. It did not seem possible\nat the age of eighteen, that there could be happiness in life where there\nwas no hearing. Never again could she be one of the crowd, and join in\nthe laughter and fun. No more music; the songs of the birds; the roar of\nthe waves — all these she realized were lost to her. But more than all else\nwas her ambition ; and at eighteen one is sure one would have been a success.\nHer ambition required hearing, for she wanted to be a second Sarah Bern¬\nhardt. Was there anything left in life for her?\nShe didn’t see how, but deafness was not new\n\nto her. Her\n\nfather was\n\ndeafened, yet he was cheerful and had been able to carry on his life’s work.\nSo she determined to follow in her father’s footsteps ; but as always in this\nworld, where each generation takes the work a little farther, she refused to\nuse the time honored pencil and paper.\nShe was going to hear — at least with her eyes. She was going to under¬\nstand everyone, not only those who could and would take the time and\ntrouble to write to her. She began the study of lip reading. From\n\nthe first\n\nshe could understand the family; then she found it easy to follow the con¬\nversation of her best friends.\nAs a teacher of lip reading, she was granted the privilege of finding it nec¬\nessary to be cheerful always, never to mind if she did not understand, and to\nenjoy those things which one may see, and never to even remember, that\noutside of some disagreeable noises there was nothing much to hear, that\ncould not as well be seen.\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\n459\n\nof Lip Reading\n\nThrough lip reading we are brought in contact with others who are hard\nof hearing. Gradually we find ourselves an integral part of a huge machine,\ndoing the most interesting things in the world, for we are helping others to\nhelp themselves.\nI hope I have been able to show you, how, we who are deafened, and who\nthrough lip reading have overcome our deafness, have seen the ray of light\nfrom the open window when the door of deafness was closed.\n\nFINDING\nKNIBLOE\n\nTHE\n\nP. ROYCE,\n\nHARD\nRESEARCH\n\nOF HEARING\nPRODUCTS\n\nCOMPANY,\n\nNEW\n\nCHILD— ABSTRACT\n\nDEPARTMENT,\nYORK\n\nGRAYBAR\n\nELECTRIC\n\nCITY\n\nAccording to the Journal of the American Medical Association there are\nabout three million American school children who are partially deafened.\nThis deafness handicaps them in school and later on it is going to be a\nserious handicap in earning a living.\nThe majority of these cases are admittedly only slightly impaired, but it\nis the opinion of leading otologists that the greatest hope for preventing deaf¬\nness in adults lies in finding mild cases in their early stages and instituting\ntreatment before these cases have become chronic.\nBecause of the difficulty of detecting slight defects, and the expense of\ncareful individual tests, a new method of testing was sought by the Amer¬\nican Federation of Leagues for the Hard of Hearing, the American Medical\nAssociation, and several otological societies.\nThese organizations appealed to the Bell Telephone Laboratories to de¬\nvelop a better and cheaper method of testing. The Western Electric 4-A\nAudiometer is the result of several years experimenting along these lines\nby the Bell Telephone Laboratories.\nExperiments were made with various devices and methods, but it finally\nappeared that the most desirable method was one which allowed testing of\nlarge groups at one time and one in which the test was made of ability to\nunderstand spoken words. An effort was made to make tests by means of a\nloud speaker, but this proved unsatisfactory, on account of the varying\nacoustic qualities of rooms and because it is almost impossible to exclude\none ear when the other is under test. The 4-A audiometer which tests one\near at a time by means of a telephone receiver, which reproduces speech\nsounds from an electric phonograph was finally approved by the organiza¬\ntions interested in this development.\nWhat can be done for the hard of hearing children when they are found?\nIn cities where record has been kept of the diagnostic examination and\nprognosis of the children selected by the audiometer as requiring further\ntest, the prognosis has been good in fifty to eighty-five percent of the cases.\nLeading otologists agree that the greatest hope of preventing deafness in\nadults is in the early detection of mild cases, so that treatment can be\nstarted before cases have become chronic.\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nNational\n\nEducation\n\nAssociation\n\nThis still leaves fifteen to fifty percent of the partially deafened children\nfor whom a cure is doubtful in the present state of medical knowledge.\nEven these children can be helped in several ways. One very simple meas¬\nure that can be taken is the placing of handicapped children in front rows\nand with the better ear turned toward the center of the room. Those who\nare quite seriously handicapped can also be helped by the use of hearing aids\nand by the teaching of lip reading. It has been found that from one to one\nand a half percent of all children need lip-reading instruction. In many\ncases pupils have been able to keep up with their classes after a few months\nof lip-reading instruction, who had previously been chronic repeaters.\nI believe that some specific statistics are in order here. Tests in many\npublic school systems have shown that the incidence of deafness is from\nsixty to one hundred and forty partially deafened children per thousand.\nEven the lower figure of six percent is higher than most people are ready to\nbelieve because where old-fashioned testing methods are employed, the per¬\ncentage is given as one to one and one half.\nStudies made in a number of schools, including the public school systems\nof Rochester, N. Y., and Minneapolis, Minn., show that partially deafened\nchildren repeat about three and one half times more than others. In various\ncases, we find from one to one and one-half repetitions per deafened child.\nThe variations depend upon quality of teaching, curriculum, and other\nlocal conditions.\nA recent study made\n\nof a school in Massachusetts\n\nshowed\n\n159 deafened\n\nchildren, eighty-four of whom had repeated from one to five times. The\ntotal was 156 years of retardation. The total cost of the repetitions was\nabout $9300.\nYou\n\nmay\n\nbe wondering\n\nwhere\n\nthese figures are leading us.\n\nWe\n\nare\n\nheaded straight towards the taxpayer’s pocketbook. It is expensive to buy\naudiometers, to make tests, and to provide lip-reading instruction. The\ntaxpayer wants to know what he is going to get for money invested in this\nway. Those who have put most study on this problem feel certain that he\nis going to collect dividends on the investment.\nSuppose we take an example and try to estimate the results of a hearing\nsurvey and corrective work following the survey. We have seen that there\nare from sixty to one hundred and forty partially deafened children per\nthousand in the schools. We may expect these partially deafened children\nto repeat from twice to three times. This means\none hundred\n\ntwenty to four hundred\n\nthat there will be from\n\ntwenty repetitions per thousand at an\n\naverage cost of $7200 to $25,200 per thousand children during their entire\nschool careers.\nNow\n\nwe can reasonably hope by medical treatment, lip-reading instruc¬\n\ntion, the use of hearing aids, and more favorable seatings to cut the repeti¬\ntion by at least fifty percent. If we do this, we save from $3600 to $12,600\nper thousand children, or from $450 to $1575 per 1000 children every year.\n(The figures are based on eight grades and do not include high schools.)\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\n4\n\nof Lip\n\nReading\n\n461\n\nI believe you will agree that the saving in school funds and the increased\nearning power of those children who are cured or prevented from becoming\nvery deaf more than justifies the expense of all corrective measures.\nWe have talked of expenses and savings at some length. I also want to\ncall your attention to another side of this picture of the hard of hearing\nchild. I suppose my acquaintance includes a thousand deafened adults. A\ndistressingly large number of these are irritable, depressed, introverted, sus¬\npicious, unhappy people. Many of these people could have had normal,\nhappy lives, if their deafness had been cured or arrested in its early stages.\nHappiness is not to be appraised in terms of dollars ; let us forget, then,\nfor a moment, the economic waste in retardations and in lost earning power\nand ask ourselves this question : Does not every school child deserve an\nequal chance for the pursuit of happiness without the physical handicap of\npreventable deafness?\n\nSECRETARY'S\nAtlanta\n\nMINUTES\nMeeting\n\nFirst Session\nAn informal reception was held at the Central Congregational\n\nChurch,\n\nMonday, July 1, from 1 :30 to 2 oclock. After the reception the following\npapers were given :\nThe\n\nNeeds\n\nof\n\nthe\n\nHard\n\nof\n\nHearing\n\nHugh Grant Rowell, M. D., Assistant Professor of Health Education, Teach¬\ners College, Columbia University, New York City. (Dr. Rowell was unable\nto come\nGuiding\n\nto Atlanta;\n\nThe\n\nEstella\nYork\n\nHard\n\nHearing\n\nwas\n\nChild\n\nread.)\n\nVocationally\n\nSamuelson, Supervisor of Educational and Employment Work, New\nLeague for the Hard of Hearing, and Instructor in Methods of Lip\n\nReading,\nLip\n\nof\n\nhis paper\n\nReading\n\nIn\n\nTeachers\nOur\n\nCollege,\n\nPublic\n\nMarion Spring Clark,\nMassachusetts.\n\nColumbia\n\nUniversity,\n\nNew\n\nYork\n\nCity.\n\nSchools\n\nTeacher\n\nof Lip\n\nSecond\n\nReading,\n\nPublic\n\nSchools,\n\nCambridge,\n\nSession\n\nAn informal reception was held at the Central Congregational Church,\nTuesday, July 2, from 1 :30 to 2 oclock. After the reception the following\npapers were given :\nLip\n\nReading\n\nAlice\n\nShall\n\nNot\n\nG. Bryant,\n\nM.\n\nHeating\nwas\n\nand\n\nill and\n\nFail\n\nD., Otologist\n\nVentilating\n\nand\n\nLaryngologist,\n\nEngineers,\n\nBoston,\n\nunable\n\nto attend, but her paper\n\na New\n\nWorld\n\nMember\n\nof the Society of\n\nMassachusetts.\nwas\n\nread\n\n(Dr.\n\nBryant\n\nas scheduled\n\non the\n\nprogram.)\nLip Reading\n\nOpens\n\nMaude Douglass\nS. C.\n\nHubert,\n\nto The\n\nTeacher\n\nHard\n\nof Hearing\n\nof Lip Reading,\n\nAdult\n\nPublic\n\nSchools,\n\nCharleston,\n\n"}
{"page": 466, "printed_page": null, "text": "462\n\nNational\n\nFinding\n\nThe\n\nHard\n\nof Hearing\n\nEducation\n\nAssociation\n\nChild\n\nK. P. Royce,\n\nResearch Products Department, Graybar\n^ ork City. (Mr. Royce illustrated his lecture with\n\nthe audiometer\n\nwhich\n\nwas\n\nAt the business meeting\nofficers were re-elected :\nPresident, Caroline\nMa ss.\n\n39 Jackson\n\nwith\n\nfor members\n\nF. Kimball,\nSt., East\n\nreceived\n\nTeacher\n\nLynn,\n\nFrancisco,\n\nCalif.\n\nSecretary-Treasurer,\nHouston,\n\nTexas.\n\n617 Shreve\nMilam\n\nDora Schulman of New York\ntion to serve for two years.\n\nwhich\n\ninterest.)\n\nfollowed, the following\n\nPublic Schools, Lynn,\n\nMass.\n\nof Special Adult Lip Reading\n\nBuilding,\n\nAlice I. Putnam,\n3610\n\nmuch\n\nof Lip Reading,\n\nVicepresident, Coralie N. Kenfield, Teacher\nSan\n\nvery\n\nElectric Company, New\nslides and demonstrated\n\nTeacher\n\nSt., Houston,\n\nCity was\n\nSan\n\nFrancisco,\n\nClasses,\n\nCalif.\n\nof Lip Reading,\n\nCity Schools,\n\nTexas.\n\nelected to the National\n\nCouncil\n\nof Educa¬\n\n"}
{"page": 467, "printed_page": null, "text": "The Department\n\nof Rural Education\n\n"}
{"page": 468, "printed_page": null, "text": "The department of rural education grew out\n\nof 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\n\nCounty Superintendents’ section of the National\nEducation Association, and the National Associa¬\ntion 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 Feb¬\nruary and in July.\nThe officers of the Department of Rural Educa¬\ntion for the year 1929-30 are : President , Mabel Car¬\nney, Professor of Education, Teachers College, Co¬\nlumbia University, New York City; Vicepresident ,\nE. N. Ferriss, Professor of Rural Education, Cornell\nUniversity, Ithaca, N. Y. ; Secretary , Mrs. Kath¬\nerine M. Cook, Chief, Division of Rural Education,\nU. S. Bureau of Education, Washington, D. C. ;\nExecutive Committee , Fannie W. Dunn, Teachers\nCollege, Columbia University, New York City\n(Term expires 1930) ; Agnes Samuelson, State Su¬\nperintendent of Public Instruction, Des Moines,\nIowa (Term expires 1931) ; J. C. Muerman, South¬\neastern State Teachers College, Durant, Okla.\n(Term expires 1932) ; C. H. Barnes, County Super¬\nintendent of Schools, Duluth, Minn. (Term expires\n1933) ; M. S. Pittman, Director of Rural Education,\nState Normal College, Ypsilanti, Mich. (Term ex¬\npires 1934).\nFacts relating to the establishment of this De¬\npartment 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\n1916: 613- 637\n\n1917:\n1918:\n1919:\n1920:\n\n599271281271-\n\n[ 464]\n\n615\n295\n289\n278\n\n1921: 523- 617\n1922:1099-1197\n1923: 745- 841\n1924: 651- 715\n\n1925:\n1926:\n1927:\n1928:\n\n522536497453-\n\n563\n600\n560\n543\n\n«\n\n"}
{"page": 469, "printed_page": null, "text": "THE FINANCIAL SUPPORT OF PUBLIC EDUCATION ,\nWITH SPECIAL REFERENCE TO RURAL AREAS—\nABSTRACT\nR. E. TIDWELL,\n\nSTATE\n\nSUPERINTENDENT\n\nMONTGOMERY,\n\nOF\n\nEDUCATION,\n\nALA.\n\nFor the past decade the student of rural economics has observed an in¬\ncreasing willingness on the part of rural life leaders, and, to a certain\nextent, of the rank and file of rural citizenship, to participate in an\neffective manner in those organizations that provide for group effort, and\nthat have for their purpose the establishment of certain economic controls\nwhich will tend to stabilize agriculture as a business, at least to the extent\nof saving it from the disasters incident to overproduction at home or abroad.\n\nOur rural economists tell us that a short crop may be a calamity to an in¬\ndividual, but that with the widespread means of transportation now avail¬\nable it does not spell disaster in so serious form as does overproduction.\nWhat have these matters, production and marketing of crops, to do with\nthe support of public schools in rural areas? I shall assert, without giving\nmuch in the way of proof, that the only successful method of attacking\nthe problem of financing schools in rural communities is through a study\nof the economic status of the farmer, including relationships to the other\nlarge industrial groups of our own country, and to foreign agricultural and\nindustrial interests which affect in a most serious way his economic status\nand ability to provide for the material essentials of life within his group\nand in harmony\nlook on life.\n\nwith other groups whose way\n\nIt is unnecessary to give more\n\nof living influences his out¬\n\nthan brief attention to the present status\n\nof rural school support. In varying degrees this support comes from local\nproperty taxes, ordinarily collected in small units having a very low per\ncapita wealth. The money raised is usually based on relatively low assess¬\nments. When it is recalled that the amount of wealth behind each child\nvaries when\n\nthe states are taken as units by as much\n\nas eight to one, how\n\nmuch greater must be the extremes when the smaller tax units are con¬\nsidered. There are other local sources of revenue for the support of rural\nschools. Most states collect a poll tax which accrues to the educational\nfund, but the amount derived from this source is relatively negligible.\nThe greatest amount of funds other than local property taxes in the vast\nmajority of the states at the present time, certainly in the southern states,\ncomes from legislative appropriations, or constitutional tax levies which\nprovide a statewide fund for the support of educational service, including\nrural areas. These appropriations are provided through levies on the various\ntypes of business enterprises, and include franchise, license, and privilege\ntaxes, and in the majority of the states income and inheritance taxes. In\na few states various forms of severance taxes have provided substantial\nadditions to school funds, and a number\ntime levying and collecting consumption\n[ 465 ]\n\nof the states are at the present\ntaxes levied on such articles as\n\n"}
{"page": 470, "printed_page": null, "text": "466\n\nNational\n\nEducation\n\nAssociation\n\ntobacco, cosmetics and the like, the amount collected being a fixed percentage\nof the sale price of each article. Excellent discussions of all forms of\ntaxes referred to may be found in numerous magazine articles, books, and\nspecial reports, which are easily accessible to students of education. The\nResearch Division of the National Education Association recently issued\na bibliography on the subject of taxation and one on distribution of state aid\nin the several states.1\nThe methods of apportioning the state funds referred to above are many,\nand space limitation prevents discussion at any length. It is, therefore,\nthought best to consider only the most important development of recent\nyears, which in reality has made its greatest contribution to rural education.\nI refer to the movement on the part of legislatures in the several states to\nbring about a more equitable distribution of school funds, to the end that\nan equality of opportunity, might be afforded all the children. In the state\nof Alabama, for example, of the funds available for rural education, that\npart derived from state sources runs as high in some counties as 80 percent\nof the total cost of the program. In the more wealthy counties, state ap¬\npropriations and apportionments do not exceed 20 percent of the total cost\nof the educational service. The reason for this wide variation is due to the\nunequal distribution of wealth in the several counties of the state, and the\neffort of the law makers by appropriate legislation to provide a modest\nminimum program of education for every child in the state, regardless of his\nplace of residence. The Alabama plan of equalization is a modified form of\nthe Mort Plan submitted to the New York Legislature by Dr. Paul R.\nMort, Director, School of Education, Teachers\nversity.\n\nCollege, Columbia\n\nUni¬\n\nThe expansion of the “equality of opportunity” to include more than\nteachers’ salaries has already had extensive practical application in many\nstates. No inquiry into what constitutes the cost of a program of “equality\nof opportunity” for all the children of the state will be fair or thoroughly\nsound without taking into consideration, in addition to the usually accepted\ncurrent costs of the school two other factors; namely, transportion costs\nand expenditures for capital outlay, including site, schoolbuildings proper,\nteachers’ homes, garages, shops, and equipment. I know of rural communi¬\nties in my own state, which could be duplicated thousands of times over in\nthe majority of the states of the Union, that will never be able to provide\nadequate housing for the schools unless definite provision is made for equal¬\nizing the load through some sound basis of state aid. Equality of opportunity\nfor education will never be provided in the small, one, two, or three room\nschool that is so prevalent in rural sections. Even when modern buildings\nare erected, funds for salaries provided, and conditions made favorable for\nthe employment of trained teachers in these centers, there will still remain\nother minimum\n\nessentials, accessibility and transportation. Therefore, any\n\n1 “State Revenues for Public Education” and “Apportionment of State Aid to Schools.”\n(Bibliographies.) Research Bulletin 7: 24-29 and 29-34; January, 1929. Research Division,\nNational Education Association, Washington, D. C.\n\n"}
{"page": 471, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n467\n\nmodern system of educational service which proposes the ideal of equality\nof opportunity for the children of the country as compared with the children\nof the village and urban communities must take into consideration and\nprovide all-the-year-round highways and a well organized and approved\nplan of transportation.\nStudents of education have been and are still studying these problems,\nand technics are available by the application of which the measure of educa¬\ntional need may be determined, including transportation costs. Little has\nbeen done to develop a technic for determining what is an equitable pro¬\ngram of state aid for capital outlay. The refinements which may be de¬\nveloped through further scientific study of problems of equalization may\nbring about total discard of many of the present practises. The state de¬\npartment of education and the institutions engaged in research will un¬\ndoubtedly continue investigations and develop new methods of attack, which\nwill have for their purpose the solution of the problems related to the\nfinancing of rural schools. More satisfactory results to all concerned may\nbe expected as students of education develop more scientific methods of\nattack.\n\nMost students of rural economics heartily recommend the abandonment\nof ad valorem taxes as the sole or even the chief means of providing funds.\nThis means of support has been growing less and less adequate. The accep¬\ntance by the state of a major responsibility for the support of all education,\nand particularly the responsibility for equalizing educational opportunity\namong the several communities of the state, carries with it the necessity of\nproviding larger amounts for the support of public schools from statewide\nsources. No state can support and develop modern educational service with\nall that this means in better facilities, the use of improved teaching technics\nand the like, unless the statewide responsibility for providing the funds is\naccepted as fundamental.\nIn conclusion, let me bring to the attention of this group the economic\nvalue of national aid for rural schools as a matter of relief to rural areas.\nIf the relief of the farmer is a serious problem of national import, and wTo\ncan doubt that it is, and it is desired to utilize the great powers and resources\nof our federal government in bringing about equality of economic opport¬\nunity, then it seems to me that no surer method could be adopted than that\nof affording substantial assistance to the rural areas of the United States in\nthe matter of financing their public schools. If the federal government\nassume\n\nwill\n\na substantial portion of the cost of providing adequate facilities for\n\nthe education of the boys and girls in rural America, there is not the slight¬\nest doubt but that the farmers themselves will receive a substantial measure\nof economic\n\nrelief.\n\nThe greater part of taxes paid in rural communities\n\neverywhere\n\ngoes for\n\nthe support of the schools, and in all too many instances the rate of taxation\nmust be high, up to ten times the. rate paid in nearby urban centers with\ngreater per capita wealth.\n\nIf the American\n\npeople are really interested in\n\n"}
{"page": 472, "printed_page": null, "text": "468\n\nNational\n\nEducation\n\nAssociation\n\nfarm relief, then let the National Congress provide an adequate fund\nthrough an appropriation of $1,000,000,000 or more for rural education\nto be distributed among the several states. This would more nearly give the\nrural youth of this great nation an equality of opportunity for an education\nthan all the fine spun schemes that have heretofore been proposed. Further¬\nmore, this aid would not by any possible legerdemain of high finance\nbe absorbed by the middle-man, or any other group that is a part of the\neconomic forces touching rural life problems.\n\nTHE\nANNIE\n\nSUPERVISION OF RURAL ELEMENTARY SCHOOLS\nTHE SOUTHERN ST ATES— ABSTRACT\nM.\n\nCHERRY,\n\nRURAL\n\nSCHOOL\n\nSUPERVISOR,\n\nROANOKE\n\nRAPIDS,\n\nN.\n\nIN\nC.\n\nThere is urgent need for rural supervision — When one analyzes the rural\nschool situation and realizes the disparaging inequalities that exist between\nthe rural and urban schools not only in the south, but throughout the coun¬\ntry at large, it becomes apparent that better and more efficient supervision is\nboth an economic and an educational necessity. The urgency of this need is\nmade plain when the facts are viewed clearly.\nIf the county superintendent carries out the requirements of the public\nschool law, his administrative duties alone claim the major part of his time.\nWith these manifold duties increasing constantly, it is not surprising that\nthere is almost no opportunity left to attack the other phase of his prob¬\nlem — that of supervising the classroom work carried on in the schools\nunder his jurisdiction. With this small time allotment left for visiting,\ndirecting, and supervising the work of his teaching force, it appears selfevident that in consideration of the large amounts being spent for the mainte¬\nnance of the rural schools of a county this is not sufficient to enable the\ncountry child to receive adequate service from the money spent for his\ngrowth and wellbeing. It may be stated further that if the large rural\nschool population, representing seventy-two percent of the total, is given\nthe best possible opportunity to grow and develop physically, mentally, and\nsocially, careful consideration must be given to the improvement of the\nquantity and quality of instruction administered. Viewed from every\nstandpoint, this has become a problem nationwide in its significance and in\nthe urgency of its successful solution. It is the general consensus of\nopinion on the part of the state and county superintendents that there is a\ngrowing need for professional supervisory assistance if satisfactory school\nwork is to be accomplished.\nRural school supervision, as a specialized field having for its purpose\nthe improvement of instruction through constructive leadership of teachers,\nmay well be considered a development of the past decade. This welldefined notion of the function of such a service indicates rather clearly that\na distinction is now being made between administrative supervision and\ninstructional supervision. And today, there is unquestionably a tendency\n\n"}
{"page": 473, "printed_page": null, "text": "Department\n\nof Rural\n\n469\n\nEducation\n\nand indeed a marked progress toward an enlarged vis/on of the work of\nthe supervisory officer. We have reached a better understanding of the\nreal function of supervision and have progressed in defining and delimiting\nthe supervisory field. Expert supervision of rural schools is now recog¬\nnized as an important means of promoting teaching efficiency and of equal¬\nizing educational opportunity for rural school children. It is true that in¬\nstructional supervision is yet in its infancy, yet rapid strides are being made\nevery year toward improving the teaching performance and the conditions\naffecting it.\n\nGeneral statement concerning rural supervision in the south — In the\nevolution of rural school supervision throughout the country, the southern\nstates have contributed their share of variety to the general program. Let\nus make a brief survey of the work as a whole, regarding both adminis¬\ntrative and supervisory features.\nEvery state in the group has made provision in its state department of\neducation for one or more state rural supervisors. The appointment of\nsuch supervisors was initiated by the Southern Education Board and the\nGeneral Education Board. The majority of these workers are still paid by\nthe General Education Board.\nIt appears that the county is the unit for supervision in practically all\nof the southern states. The exceptions to the rule are Delaware with the\nstate as the unit, and Virginia with the “division” as the unit. Either the\ncounty, township or district may be the unit of supervision in West Virginia.\nUnder the countywide plan of organization, supervision varies according\nto the specific provisions which prevail in the particular county or state.\nThe general employment of supervisors, the supervisory load, salary re¬\nceived, and nature and scope of program show wide differences. For ex¬\nample, the Maryland law provides that the county board of education of\nevery county is required to employ supervisors for each county in propor¬\ntion to the number of teachers in service and the state pays half of the\nsalary from the general state school fund up to a certain amount.\n\nOn\n\nthe\n\nother hand, there are states employing only one supervisor to the county\nregardless of the size of the territory to be supervised.\nIn all of the states, with the exception of Kentucky, in which the county\nboard of education has control and management of schools and authority to\ncontrol funds, there were some counties with professional supervisors dur¬\ning 1927-28. There were supervisors serving 217 counties out of a total\nof 1269 counties. In other words, 17.1 percent of all the counties in this\ngroup were given some supervisory assistance. On the basis of number\nof counties under supervision and the number of supervisors employed,\nGeorgia has the smallest percentage of any state in this group. Maryland\nleads with 100 percent followed by Alabama with 68.7 percent and North\nCarolina with 31 percent.\nAmong\n\nthe states having a different plan — Delaware, Virginia, and West\n\nVirginia — the record shows that all of the counties in Delaware\nvisory assistance and 50.9 percent of the total in West Virginia.\n\nhave super¬\n\n"}
{"page": 474, "printed_page": null, "text": "470\n\nNational\n\nGeneral\n\nMethods\n\nEducation\n\nAssociation\n\nof Supervising Rural Schools\nThree Southern States\n\nas Practised\n\nin\n\n1. Supervision in Maryland — In Maryland concentrated supervision of instruc¬\ntion is carried on in every county in the state on a thoroughly cooperative basis.\nDuring 1927-28, fifty-five supervisors or one for every fifty teachers were employed\nto serve twenty-three counties in this capacity. Out of this number, only 11.3\npercent were serving in their present position for the first time and the average\nsupervisory\n\nexperience\n\nis set up for each\nthe time.\n\nof those\n\ncounty\n\nin service\n\nbased\n\non\n\nIn turn, the supervisory\n\nwas\n\n5.2 years.\n\nthe needs\nforce\n\nand\n\nat work\n\nA\n\nvery\n\ndefinite plan\n\nconditions\n\nmost\n\nprevalent\n\nat\n\ndirects the efforts of all to the\n\nend that the efficiency of classroom instruction may be increased. The state de¬\npartment staff works in close harmony with these workers. The wealth of\nsplendid\n\nmaterial\n\nactivities being\n\navailable\n\nfrom\n\nparticipated\n\nthis state represents\n\nin to improve\n\nindicates quite clearly the general\ncarried out.\n\ntrend\n\nthe progressive\n\nthe quantity\n\nand\n\nof the educational\n\nquality\n\nsupervisory\nof work\n\nprogram\n\nand\n\nas it is being\n\n2. Supervision in Alabama — In Alabama, the state department maintains one\nsupervisor in elementary supervision and a regional supervisor at each of the normal\nschools for these purposes:\n\n(1) to give authorities\n\nat institutions closer contact\n\nthe field and (2) to give the state department more intimate understanding\nwork of the institutions in training teachers for and in service.\n\nwith\nof the\n\n3. Supervision in North Carolina — Rural supervision had its beginning in North\nCarolina in 1911 when $1500 was secured from the George Peabody Fund with\nwhich to encourage county boards of education in the employment of rural super¬\nvisors to assist the county superintendents. In 1915 this fund was exhausted. In\n1919 The\n\nGeneral\n\nAssembly,\n\nenabling\n\nthe state to pay\n\nfor the first time, made\n\none-half\n\nthe annual\n\nnet salary\n\nand through a certain stipulated amount. Since\nvisors in the state has increased 400 percent.\nAt the present,\nelementary\n\ninstruction\n\ndirecting, and\n\nand\n\nunifying\n\nof the program\ndepartment\n\nthe state supervisory\ntwo\n\nlaunched\n\nhas concentrated\n\nupon\n\nwho\n\nas a whole\n\nfor it, thereby\n\nof the supervisor\n\nthat time, the number\n\nforce is made\n\nassistants\n\nthe work\n\nalready\n\nappropriations\n\nspend\n\nup of a state supervisor\n\nand\n\nhelping\n\nto increase\n\nDuring\n\nthe past few\n\nof our\n\nmost\n\nto\n\nof\n\ntheir entire time promoting,\n\nin the state.\ntwo\n\nup\n\nof super¬\n\npressing\n\nthe efficiency\nyears,\n\nthis\n\nrural school problems;\n\nbetter rural-school supervision, and the building up of larger and more efficient\nrural schools through consolidation and the public transportation of pupils. Today\nthere are more\n\nthan\n\nthat are\n\nadequately\n\nmore\n\nSupervision\nA resume\n\n812 white\n\nconsolidated\n\nmeeting\n\nin Halifax\nof the work\n\nthe needs\n\nCounty,\n\nschools\n\nhaving\n\nof the country\n\nNorth\n\nmore\n\nthan\n\nsix teachers\n\nchildren.\n\nCarolina — a Type\n\ncarried out in Halifax County, North\n\nStudy\n\nCarolina,\n\nfor the year 1928-29 sets forth such a supervisory program in action. This\nstudy includes twenty rural schools ranging in type from one to eight\nteachers and covering an area of 680 square miles. The objectives decided\nupon, the means of accomplishing these goals will be stated briefly.\nOn the whole, the plans for the term were centered around the outstand¬\ning needs of the county schools and were defined in terms of and in direct\nrelation to the accomplishments made previously. In order that the unity\nand the continuity of our educational procedure might be understood and\nfollowed more intelligently, a handbook was published for the purpose of\npresenting to parents, teachers, and all others interested in the schools the\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n471\n\ndetailed program of work for the year. This information was likewise\nshared with the teaching force at the fall conference and discussed in full.\nObjectives\n\n1. Increasing the quantity and quality of classroom instruction in every\nschool in Halifax County:\na. To reach absolute national standard in problem solving in arithmetic and\nto maintain the standard already achieved in other fundamental subjects\nb. To develop a more comprehensive reading program\nc. To continue the improvement of language teaching throughout the grades —\nto improve the quality of learning, to use language in correlation with\nthe social subjects and to help each child grow consciously in his ability to\nspeak English more correctly, fluently, and effectively\nd. To introduce nature study in a few additional elementary schools and\nto continue the work in those schools that initiated the project last year\ne. To correlate the industrial art work more closely with large school projects\nf. To broaden and enrich the music program in the schools\ng. To encourage creative effort among the pupils in the schools\nh. To promote large unit teaching in the schools\ni. To make\nresults.\n\na careful and accurate\n\ncheck-up\n\nof the year’s work\n\nto determine\n\n2. Increasing the teaching efficiency of the entire teaching force.\n3. Increasing the efficiency of the school as a whole along certain definite\nlines :\na. To wage an intensive program to reduce retardation and to work to prevent\nfurther development of such a condition\nb. To foster and develop proper ideals and habits of good citizenship among\npupils in every school.\n\n4. Developing school and community cooperation through organized\neffort :\na. To have a permanently established working community\nthrough which the interests and needs of all may function\nb. To\n\nconduct\n\na parents’ conference\n\nweek\n\nin every\n\nMeans\n\nOut\n\nObjectives\n\nof Carrying\n\n1. Educational conference\na. Annual\n\neducational\n\nb. Countywide\n\nconference\n\nmeetings\n\nc. Group teachers’ meetings\nd. Study-conference with teachers\ne. Special committee meetings\nf. Individual conferences\ng. Monthly\n\nprincipals’ meetings\n\n2. Educational measurements\na. Standard\n\ntests\n\nb. Countywide\n\ntesting program\n\nc. Uniform seventh-grade examinations\nd. Countywide promotions\n\nschool.\n\norganization\n\n"}
{"page": 476, "printed_page": null, "text": "472\n\nNational\n\n3. Followup\n\nwork\n\nEducation\n\nAssociation\n\nof supervisor\n\na. Classroom visits and personal interviews\nb. Demonstration teaching\nc. Circular letters\n\nwith teachers\n\nd. Mimeographed outlines\ne. Official notebook\n\n4. Educational\n\ndays\n\na. Parents’ visiting week\nb. Teachers’ visiting schedule\nc. Patrons’ meetings\nd. Community meetings\ne. Community fairs\nf. Local\n\nand\n\ncounty\n\ncommencement\n\nprogram\n\n5. Certificates for pupils\na. Attendance\nb. Reading circle\nc. Health certificates for improvement\nd. Seventh-grade\n\nand standard\n\nattainment\n\ndiplomas\n\n6. Community organizations\n7. State course of study\n8. County handbook\n9. Professional magazines\n\nNEGRO\nLEO\n\nM.\n\nEDUCATION\nFAVROT,\n\nFIELD\n\nIN\nAGENT,\n\nBATON\n\nThe\n\nmissionaries came\n\ntrying circumstances.\n\nTHE\n\nSOUTH— ABSTRACT\n\nGENERAL\n\nROUGE,\n\nEDUCATION\n\nBOARD,\n\nLA.\n\nto the south to do their work\n\nunder the most\n\nThey came to a region where the teaching of slaves\n\nrs\n\nin many states had been forbidden by law; where the Civil War had en¬\ngendered sectional bitterness ; they came to engage in a cause which seemed\nentirely out of harmony with the traditions of the old south. It is not\nsurprising that the white people on both sides regarded the mission schools\nas forts in the enemy’s country. Only now are we beginning to appreciate\nthe services rendered by the church missionaries of that day. Their\nschools have trained the present leaders of the negro race and continue to\nrender invaluable service in training negro teachers and leaders.\nHow heroic, too, has been the work of scores and hundreds of patient\nand persistent souls among the negro teachers. This group of steady, pa¬\ntient, and persistent workers includes the Jeanes agents. They visit the\nremote rural schools and represent their cause in council. While these\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n473\n\nagents can hardly be called professional supervisors, they are close to the\npeople and can interpret their school needs to the county superintendent.\n\nOf courageous far-seeing school officials, the number grows yearly.\nThere are the men in state departments of education called state agents\nfor negro schools who are devoting their time and abilities in trying to\nadvance it. Behind them are the state superintendents of education. These\nagents are concerned with problems of statewide importance. Among\ncounty superintendents are found an increasing number who have made\nthe improvement of the negro schools a paramount professional purpose.\nSometimes this county superintendent, man or woman, has taken into\nhis confidence the business men of the community and enlisted their co¬\noperation in a forward looking program with remarkable success.\nPhilanthropy has rendered two outstanding services to negro education\nin the south. It has, first, helped to fasten the attention of schools officials\nand negro leaders upon specific needs and objectives, and second, by giving\nsmall amounts of money, it has stimulated the south to invest increasingly\nlarger amounts in negro education. When the Jeanes Fund, for example,\nbegan to supply aid for helping the remote rural schools twenty years ago,\nit was frequently necessary for the Fund to pay the salary of a Jeanes\ncounty agent in order to start the work. Gradually, the proportion of\nmoney invested in this cause from public funds has risen. There are now\n351 Jeanes agents in about half of the counties of the south with a large\nnegro population rendering signal service in helping the most backward\nnegroes to enjoy the benefits of a richer life.\nThe Slater Fund has helped colleges and secondary schools. Its most\nsignificant contribution has been to help develop county training schools\nin counties where none existed and where they were badly needed. These\nwere organized in the beginning to furnish rural schools with better teachers.\nMany training schools have become four-year high schools and states have\nin more recent years done much to stimulate negro high-school development\nthroughout the south. There are now 471 four-year negro high schools\nin fourteen states of the south, of which 256 are accredited. Three-fourths\nof these schools are public high schools. Outside financial aid, including\nthe Smith-Hughes Fund for vocational education, has stimulated such\nschools to receive increasing appropriations from public sources. Eight\nsouthern states now supply special state aid to negro high schools; some¬\ntimes on the same basis as to white high schools, and sometimes out of\nspecial funds provided by the legislature.\nThe\n\nGeneral\n\nEducation\n\nBoard\n\nhas worked\n\nas a silent partner with\n\nstate departments and with the Jeanes and Slater Boards in their pro¬\ngrams for the improvement of negro education. Outside of cooperation\nwith the Jeanes and Slater Funds, its two significant contributions have\nbeen toward the establishment of divisions of negro education in state\ndepartments, and toward the development of adequate state schools for\nnegroes; schools in which\n\nteachers, particularly, are trained.\n\nBy giving\n\n"}
{"page": 478, "printed_page": null, "text": "474\n\nNational\n\nEducation\n\nAssociation\n\nfrom one-fourth to one-half of the cost of a building program states have\nnot only been stimulated to give the remainder, but the added cost of\nmaintenance has invariably been borne by the state. State A. and M.\ncolleges and normal schools for negroes are becoming recognized as dis¬\ntinctly superior institutions.\nThe Julius Rosenwald Fund during the past twelve years has assisted\nin the construction of more than 4500 school buildings. To each one of\nthese 4500 communities there has come a new vision, a new outlook, a\n\nbuildings are admirably constructed, modern,\nand attractive. Here, too, the contribution of philanthropy has been stimu¬\nlating. The proportion of the cost of buildings borne by the Rosenwald\nFund has diminished from fifty percent to less than eighteen percent today.\nConsiderably more than fifty percent of the cost of these buildings is\ncommunity\n\nselfrespect. The\n\nborne by public taxation and year by year this proportion grows.\nTwo movements in negro education have vitally affected all education\nin the south. One of these is the influence of Hampton and Tuskegee.\nPerhaps no two institutions have ever studied their task with greater care\nand mapped\n\ntheir programs\n\nwith greater regard for the needs of the people\nthey were designed to serve. It is not uncommon to hear from white\nschool administrators, after the service of institutions like Hampton and\nTuskegee has been described to them, “I can’t see why such service\nwouldn’t also benefit the white child.” So this influence has helped to\ncreate the demand in the south for vocational agriculture and home eco¬\nnomics, for home and farm demonstration and girls’ and boys’ club work,\nfor health work, and for every movement that tends to tie the school\nor educational agency closer to the people.\nThe other movement is the Rosenwald building movement. Hundreds\nof white schools have used the Rosenwald building plans. The division\nof schoolhouse planning in the state departments of education, and the\nInterstate Building Service recently inaugurated\n\nat Peabody\n\nCollege in\n\nNashville, Tennessee, owe their origin to the emphasis placed by the Rosen¬\nwald Fund upon the careful planning and construction of schoolhouses\nespecially in the rural districts.\nNotwithstanding the hopeful and encouraging signs, there are elements\nin the picture that are not encouraging. With all of the fine service in\ncatering to the real needs of the rural negro rendered by the Jeanes agents\nin 351 counties in the south, there are still 306 counties with heavy negro\npopulations without Jeanes agents or their equivalent. Most of these\ncounties are in darkness as regards negro education. Even though the\nSlater Fund has helped to provide 400 county training schools, or high\nschools, and while public high schools in cities have sprung up in increas¬\ning numbers, there are still 281 counties in the south without any high\nschool, public or private. High-school enrolment in fourteen southern\nstates is less than ten for each 1000 negroes, while in the United States\nthere are thirty-nine high-school pupils for each 1000 persons.\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nNotwithstanding\n\nof\n\nRural\n\nthe fact that more\n\nEducation\n\nthan 4500 Rosenwald\n\n475\n\nschoolhouses\n\nhave been built, and the special effort made by adding a bonus to build\nthe first Rosenwald schoolhouse in a county, there are still 189 counties\nwith a material negro population without a Rosenwald schoolhouse. The\nproblem before school administrators in the south is to stimulate interest\nin negro education in the weakest and most backward\nblack counties.\n\ncounties and in the\n\nReports issued by the state departments of education show that in com¬\nparison with the schools for white children the negro schools, as a whole,\nare far behind. While in fourteen southern states the average number\nof pupils assigned to the white teacher is thirty-one, in the case of the\nnegro school the average number of pupils for each teacher is forty-four.\nThe average length of school term for the white school is 159 days, while\nin the negro schools it is 129 days. The average annual salary of the\nwhite teacher in the fourteen states is $900, while that of the negro\nteacher is only $458. The average expenditure for salaries per white pupil\nenroled in these fourteen states is $28.88, while for each negro pupil enroled it is $10.04.\nA significant condition in the negro public schools is found in the fact\nthat sixty-five percent of the children enroled are in the first three grades,\nwhile in the white schools in the same states only forty-five percent of the\nchildren enroled are in these grades. In the primary departments, inade¬\nquately staffed, there are serious problems of retardation and the cost of\neducation of the negro is considerably increased by the number of repeaters,\nespecially in the lower grades. One state superintendent of education has\ncomputed that in his state the average cost of keeping a child in school for\nthe year is $45, while the average cost for each child promoted is $90. It\nis estimated that the fifteen southern states have an average per capita\nwealth behind each child, six to thirteen years of age, of $9783 with a\nrange from $5777 in the poorest state to $17,408 in the richest, while the\nper capita wealth in the United States for each child six to thirteen years\nof age is $17,618. The problem of financing a dual system of schools\nfor the children of the south is grave at best, and the economic problem\nis intensified by the high cost of educating the repeaters.\nOne of the serious problems is that of school attendance, especially in\n\nthe negro schools. The economic needs of the family, the failure of parents\nto realize -the value of each day’s schooling, and the failure to enforce com¬\npulsory attendance result in a serious waste -of time and effort. There\nare negro schools in the south trying to operate for eight months that\nhave in attendance fewer than thirty percent of the maximum enrolment\nfor the first few weeks of school, and that lose sixty or seventy percent of\nthe pupils several weeks early.\n\nSome of the prevailing attitudes on the part of the dominant race will\nhave to change materially before real progress is made. The feeling of\nhostility to negro education is rapidly disappearing but the feelings of in-\n\n"}
{"page": 480, "printed_page": null, "text": "476\n\nNational\n\nEducation\n\nAssociation\n\ndifference and lack of responsibility are too prevalent.\n\nThe\n\nnegro school\n\nchild cannot continue to subsist on the crumbs from the white man’s table.\nThe negro has a just claim upon this region for a school system adequate\nto give his child the opportunity to develop to the limit of his capacity\ntoward the standards of civilization for which we strive in America.\nWe have been seriously handicapped by the large amount of illliteracy.\nNegro illiteracy in the seventeen states that maintain separate schools for\nnegro children ranges from twelve and four-tenths percent to thirty-eight\nand five-tenths percent of the population ten years of age and over. Many\nof the states are engaged in campaigns to reduce illiteracy. In one\nstate at this time there are in operation night schools for adults in which\nmore than 70,000 people, three-fourths of them negroes, are learning to\nread and write. Before the end of the year it is confidently expected that\n100,000 adults will have taken the course prescribed. While\n\nlearning to\n\nwrite one’s name and to spell out a few simple words and sentences may\nnot have much significance in training for citizenship, it will have tre¬\nmendous value in the selfrespect brought to thousands upon thousands\nof fathers and mothers, and in the heightened demand on their part for\nbetter school facilities for their children.\nThe\n\nattitude of the negro teacher toward\n\nsecuring a fairer share of\n\npublic support for his school has been one of patient waiting.\n\nHe is striv¬\n\ning to advance a little here, a little there, toward the goal of his aspira¬\ntions. Each small favor has been thankfully received and the evidences of\nappreciation which he has displayed have frequently paved the way for the\nnext step. But a new attitude is developing in the group. More and more\nthey are presenting to school authorities the cold, hard facts regarding their\nsituation. This method is effective, especially when presented in the semihumorous vein which characterizes the negro. It was rare wisdom which\nprompted Booker T. Washington to call attention to grave discrepancies\nin the measure\n\nof support given to w’hite and negro schools by asking,\n\n“Isn’t it too great a compliment to the intelligence of the negro child to\nassume that he can receive for an expenditure of $10 a session the oppor¬\ntunity for training that it costs the south $29 to extend to the white\n?”\nchild\nThe world\n\nof today is a different world\n\nfathers lived. Our\n\nmode\n\nfrom the one in which\n\nof life is different. Not\n\nonly have we\n\nour\nseen\n\nchanges in the material world, but w’e are undergoing a transformation in\nour social thinking. We realize more fully the heavy toll that we pay for\nignorance. Our physical wellbeing, our moral progress, and our cultural\nstandards, are all dependent upon our attitude toward the unprivileged\nclasses. There is evidence that we are finding our way out of the dilemma.\nThe future holds for the dominant white race a brighter day when we\nhave all realized our obligation to give the negro a fairer chance, and the\nnegro people of our region, meek and patient still, are biding their time\nand seizing the opportunity as it presents itself. Perhaps no one has better\n\n"}
{"page": 481, "printed_page": null, "text": "Department\n\nof Rural\n\n477\n\nEducation\n\ndescribed the attitude of the negro than the teacher-poet, Leslie Pinkney\nHill, in his poem\n\nentitled “Selfdetermination” :\n\nFour things we will not do, in spite of all\nThat demons plot for our decline and fall;\nWe bring four benedictions which we meek\nUnto the proud are privileged to speak,\nFour gifts by which amidst all stern-browed races\nWe move with kindly hearts and shining faces.\nW e ‘will not hate. Law, custom, creed, and caste,\nAll notwithstanding, here we hold us fast,\nDown through the years, the mighty ships of state\nHave all been broken on the rocks of hate.\nWe ‘will not cease to laugh and multiply.\nWe slough off trouble and refuse to die.\nThe Indian stood unyielding, stark, and grim;\nWe saw him perish and we learned of him\nTo mix a grain of philosophic mirth\nWith all the crass injustices of earth.\nWe ‘will not use the ancient carnal tools.\nThese never won, yet centuries of schools,\nOf priests, and all the work of brush and pen\nHave not availed to win the wisest men\nFrom futile faith in battleship and shell;\nWe see them fall, and mark that folly well.\nWe will not waver in our loyalty.\nNo strange voice reaches us across the sea;\nNo crime at home shall stir us from this soil.\nOurs is the guerdon, ours the blight of toil,\nBut raised above it by a faith sublime\nWe choose to suffer here and bide our time.\nAnd if we hold to this, we dream some day\nOur countrymen will follow in our way.\n\nTHE\nCHARL\n\nCONTRIBUTION OF THE SOUTH\nED UCA TION—ABSTRA CT\nORMOND\n\nWILLIAMS,\n\nFIELD\n\nASSOCIATION,\n\nSECRETARY>\n\nWASHINGTON,\n\nTO RURAL\n\nNATIONAL\n\nEDUCATION\n\nD. C.\n\nIt seems especially appropriate that we should discuss the contribution\nof the south to rural education here in Georgia, the birthplace of the new\nsouth and the home of the south’s pioneer advocate of public education, Dr.\nJ. L. M. Curry. The public schools of the south today and the general\nprogress of this section are vindication of Dr. Curry’s eloquent pleas for\napplication of that principle of a true democratic order which Lee had ex¬\npressed when\n\nhe declared, “The\n\nthorough education of all classes of people\n\nis the most efficacious means for promoting the prosperity of the south.”\nWhile the south of today is in marked contrast to the south of a quarter\ncentury ago, agriculture is still its chief industry. The resultant large\nrural population, combined with an unusually high percentage of children\n\n"}
{"page": 482, "printed_page": null, "text": "478\n\nNational\n\nEducation\n\nAssociation\n\ngives this section of the country a great responsibility toward rural educa¬\ntion. Despite comparatively small wealth per child, the south, I am proud\nto say, is meeting this responsibility more and more fully, and in so doing has\nmade a worthwhile contribution to rural education.\nMost widely known, and doubtless of first importance, is the south’s\ndevelopment of the county unit system. Not only has this plan been applied\nmost widely in the south, but it is in a southern state — Maryland — that it\nhas reached its highest development. There the county, as a single unit\nof educational organization and administration, is analagous to a city school\norganization. The cities are included in the county school administration in\nMaryland and Florida, and the same is true, with two exceptions, in the\nparish system of Louisiana. Some form of the county unit system is now\nemployed in every southern state except Oklahoma and Arkansas, and the\nlatter state provides for a county board of education, elected by the people,\nwhich shall select the county superintendent.\nThe south also ranks high in consolidation, though this plan originated\nin the north. More than 8000, or nearly half of the 16,674 consolidated\nschools reported by the Bureau of Education in 1925 were in the sixteen\nsouthern states. That important factor of consolidation, transportation, is\ngiven its due consideration. In fact, North Carolina held first place among\nthe states of the Union\ntransportation.\n\nin 1927-28\n\nby providing 136,980 children with\n\nThe county unit system is largely responsible for the fact that supervision\nin the rural schools of the south is unusually good, while the fact that mem¬\nbers of the south’s most cultured families enter the teaching ranks, has re¬\nsulted in more cordial and human administrative relationships between\nsuperintendents and teachers than exist in many other places.\nIt is to the south, too, that we owe the development of state school im¬\nprovement associations. Although they originated in Maine, they showed\ngreatest growth in the south. Like the Congress of Parents and Teachers,\nby which they have been replaced in many states, these associations have\ndemonstrated that there can be close cooperation between professional and\nlay groups. So successful have they been in securing progressive school\nlegislation and in raising money for school and community\n\nthat they may be\n\nsaid to be responsible in considerable degree for the south’s progress in\npublic education.\nThis educational progress is indicated to some extent by the fact that\npublic school expenditures in the south increased 1116.4 percent from 1900\nto 1927. In 1926 the south spent $426,200,000 on its public schools, or\nfour times its expenditure of but twelve years earlier and nearly double\nthe amount the entire country spent in 1900 on public education.\nSuch progress as I have touched upon so far did not just happen in the\nsouth. It was, rather, the result of the earnest, aggressive work of a large\ngroup of far-seeing men and women who waged a veritable crusade for the\nideals of public education.\n. ,\n\n"}
{"page": 483, "printed_page": null, "text": "Department\n\nOn\n\nthis program\n\nof Rural\n\n479\n\nEducation\n\nwith me today are two outstanding representatives of\n\nthis group — Dr. James H. Dillard and Dr. Edward Mims. Then there\nis the group of southern men who are directing the work of various founda¬\ntions in the advancement of Negro education. This list, which constitutes\nan honor roll far too lengthy to give in full includes S. L. Smith of Ten¬\nnessee, general agent of the Rosenwald Fund; B. C. Caldwell of Louisiana,\nDr. Dillard’s assistant; and Jackson Davis of Virginia, special representative\nof the General Education Board.\nTheir work might have been much\n\nmore difficult had it not been for two\n\nof the great leaders which the Negro race has furnished — Booker T.\nWashington and his successor at Tuskegee Institute, Robert R. Moton.\nIlliteracy among both whites and negroes has been a blot upon the south,\nbut conditions are improving due to the good work of such people as my\ngood friend, Wil Lou Gray, state adult school supervisor of South Carolina ;\nMartha Berry, whose school for mountain boys and girls in Georgia is\nnationally known ; and Cora Wilson Stewart of moonlight school fame.\nAnnie Webb Blanton of Texas, the south’s first woman state superintendent\nof schools, and Mrs. Theodore Birney of Georgia, founder of the National\nCongress of Parents and Teachers, have also made a notable contribution\nto southern education.\nAccording to its population, the south has probably furnished its just\nquota of educators in two outstanding positions of leadership in the nation.\nThree of the eight United States Commissioners of Education, Dr. John\nEaton, Dr. P. P. Claxton, and Dr. John J. Tigert, have come from Ten¬\nnessee, while Missouri proudly claims Dr. W. T. Harris. Among the\nsixty-eight presidents of the National Education Association, ten have\nbeen southerners, of whom at least two were outstanding in the field of rural\neducation. They were James Y. Joyner of North\n\nCarolina, who\n\naccording\n\nto our secretary, Mr. J. W. Crabtree, coined the phrase, “Equality of edu¬\ncational opportunity,” and the late Dr. D. B. Johnson of South Carolina,\nwho recently rounded out a half century of work in this field.\nOrators, public officials and editors have played their part in the educa¬\ntional advance of the south along with the teachers. Memories of brilliant\ncareers and earnest work for public education are brought to life by mention\nof such names\n\nas Henry\n\nGrady, Walter\n\nHines Page, C. P. J. Mooney,\n\nClarence H. Poe, Governor Aycock of North Carolina, Governor Mon¬\ntague of Virginia, Governor Patterson of Tennessee, or former Senator\nHoke Smith of Georgia.\nMr. Smith has left us a legacy in the Smith-Lever and Smith-Hughes\nActs, providing for agricultural training in schools and colleges. He was\nalso author of the Smith-Towner\n\nBill for a Department\n\nof Education,\n\nwith a Secretary in the President’s Cabinet, when that measure was first\nintroduced in Congress in 1918. With certain changes, such as elimination\nof provision for federal aid, this bill has been reintroduced in every succeed¬\ning Congress, and we now predict that its enactment would make available,\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nNational\n\nEducation\n\nAssociation\n\nthrough establishment of the Department of Education, such increased\nknowledge of education that the number of great leaders, such as I have\njust mentioned, would be multiplied many fold, and Southern schools would\nbe enabled to contribute far more to the progress of the south and of the\nnation.\n\nCONTRIBUTIONS\nEDWIN\n\nMIMS,\n\nOF A CONSERVATIVE PROVINCE\nPROGRESSIVE NATION\n\nPROFESSOR\n\nOF\n\nENGLISH,\n\nNASHVILLE,\n\nVANDERBILT\n\nTO A\n\nUNIVERSITY,\n\nTENN.\n\nAndre Siegfried at the end of his remarkable analysis of American condi¬\ntions in America Comes of Age represents Europe as hesitating to adopt the\nmethods and points of view that have led to this country’s unparalleled\nprosperity. “There is in America,” he says, “a growing tendency to reduce\nall virtues to the primordial ideal of conformity — Can the individual pos¬\nsibly survive in such’ an atmosphere? Will Europe end by adopting these\nmethods? She hesitates.” That is just the way a Southerner, be he ever\nso modern and liberal, feels as he contemplates some of the extreme tenden¬\ncies in industry, education, philosophy, and literature today and attempts to\nfind his place and the place of his section in contemporary America. The\nsouth looks one way to old traditions and standards and modes of living and\nanother way to other sections of the country where modern forces are in the\nascendancy. She hesitates for herself and for the nation. Held back for\nhalf a century and more for reasons that any intelligent and imaginative\nman can readily understand, she feels impelled to catch up with the pro¬\ncession, to keep step with all progressive movements. And yet not only\nstubborn reactionaries but liberals themselves hesitate to climb aboard the\ngreat American bandwagon.\nIn the country at large, certainly among\n\nthe most intellectual and artistic,\n\nthere has been a reaction against Puritanism, and here is the very strong¬\nhold of Puritanism ; a reaction against the pioneer spirit that impoverished\nlife, and yet here among the mountains and hills is a large body of people\nstill in the pioneer stage of culture ; a reaction against the Anglo-Saxon dom¬\ninance of America, and yet every state and city here prides itself on the over¬\nwhelming Anglo-Saxon population and the absence of foreigners ; a reaction\nagainst certain qualities of mind and heart, such as sentiment, romance,\nchivalry, optimism, and yet here these qualities survive. Yes, the south hesi¬\ntates to join the procession of those vcho lead the reaction and especially those\nwho have reacted in every instance to the opposite extreme. May not the\nsouth find the middle of the road, the balance, the moderation, and in so\ndoing reinforce those who in other sections are fighting the same battle?\nMany people have passed from sentimentalism to sophistication, from “rosepink” literature to “dirty-drab,” from Pollyanna optimism to the most de¬\npressing pessimism; from “uplift” to iconoclasm, and from “service” to\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nof Rural\n\n481\n\nEducation\n\nrampant individualism and selfishness, from commonplaceness and medioc¬\nrity to abnormal eccentricity, from suppressed emotions and inhibitions to\nunbridled passion and undisciplined thinking, from success as an idol to fail¬\nure as the chief glory of man and of art, from the reign of dullness to the\ncult of smartness — smartness at any price — and from opposition to science\nto a glorification of it as the supreme authority in philosophy and religion.\nThe south may well serve the nation by avoiding the extremes.\n\nTHE\n\nADJUSTMENT OF EDUCATION TO THE NEEDS\nFARM-DWELLING PEOPLE— ABSTRACT\n\nNORMAN\n\nFROST,\n\nPROFESSOR\nCOLLEGE,\n\nOF\n\nRURAL\n\nEDUCATION,\n\nNASHVILLE,\n\nGEORGE\n\nOF\n\nPEABODY\n\nTENN.\n\nThe United States now has fewer people living on the farm than at any\ntime since 1910; probably since 1900. On January 1, 1929, there were\n27,511,000 persons on farms, according to the estimate of the Bureau of\nAgricultural Economics. This is about four and a half million less than\nthe farm population of 1910, an actual decrease of more than one-eighth.\nDuring this same period farm production has increased. Fewer farmers are\nnow producing more. The efficiency of the farmer is increasing.\nThe farm labor thus released from agriculture constitutes a grave prob¬\nlem. The way in which it shall go, and what will happen to it there, is of\nvital concern to the farm folks. This is particularly true because labor can¬\nnot be disassociated from the person doing the work. From the standpoint\nof the farmer and his wife, the labor that leaves the farm is “our son John\nand our daughter Mary.” This stream of young people leaving the farm\nis no new thing. Galpin says that “a rather fixed percentage of farm\nyouth do, will, and must, so far as we can foresee, go to cities as a normal\nthing.”\nHere, then, is the first adjustment our rural schools must make to the needs\nof farm-dwelling\n\npeople. The\n\nschools must so educate the farm boys and\n\ngirls that they can leave the farms or stay on the farms, according to eco¬\nnomic opportunity at the time they have to go to work. Too long we have\ntalked and attempted to practise the doctrine that country boys and girls\nmust be educated for country life. Education for life is the need, not for\ncountry life. We\n\nknow\n\nthat “a rather fixed percentage of farm youth do,\nwill, and must, so far as we can foresee, go to the cities as a normal thing.”\nIncreased knowledge of agriculture, better distribution of that knowledge,\nand increased use of machinery and power, all of these are likely to increase\nrather than decrease this percentage.\nEntirely apart from the task of educating young people so that they can\nleave the farm if that seems wise, is the task of so educating those that are\nto live on farms that they may be prosperous and happy. Even though half\nthe farm children are likely to leave, it is equally true that half are likely\n\n"}
{"page": 486, "printed_page": null, "text": "482\n\nNational\n\nEducation\n\nAssociation\n\nto remain. The responsibility of the school to those who remain can be no\nless than its responsibility to those who are to leave.\nOne of the evidences of unsatisfactory farm life is the fact that many of\nthe farm families are moving to town. The Bureau of Agricultural Eco¬\nnomics recently made a survey of 20,000 farmers living in every state of\nthe Union who had left farms for the city during the last eight years. Their\nreasons for leaving were the following:\n7500\n5000\n2200\n500\n\nwent on account of small profits and high taxes on the farm\nwent because of old age\nwent to get adequate schooling for their children\nwent because they had saved enough money to get in cities what\nalways wanted but could not get in the country\n\n400 went\n4400 gave\n\nbecause they were giving up the farm\nscattering reasons hard to classify.\n\nthey had\n\nto sons or sons-in-law\n\nFor individuals the school can remedy the difficulty of small profits, at\nleast to a large extent. Vocational agricultural education has shown many\nfarmers how to increase their individual production, and consequently their\nprofits. The number\n\nof young\n\npeople who should leave the farm is corre¬\n\nspondingly increased. If the school teaches one boy to do the work previ¬\nously done by two, this extra boy will have to go somewhere else for work.\nThis second adjustment, therefore, of increasing the vocational efficiency\nof farm youth, is the complement\n\nof the first. As more young people leave\n\nthe farms, the efficiency of those remaining must be increased, and as the\nefficiency of the people on the farms is increased, a greater number of young\npeople must go elsewhere. If these two educational procedures can progress\ntogether, the adjustment to changing agricultural and general vocational\nsituations can be made with much less friction than in the past. Those who\nleave the farm can do so easily and those who stay can do so profitably.\nUnsatisfactory marketing of farm products contributes to unsatisfac¬\ntory economic situations of farmers. An attempt to remedy this phase of\nthe situation is all that can be claimed for the recent farm aid bill. Whatever\nrelief is to be found in reorganization of marketing would\n\nseem to depend\n\nvery largely on the success of rural schools in teaching country people the\nsound bases of marketing. The extravagant and frequently selfish claims\nmade by professional organizers of cooperatives are likely to do as much harm\nas the pessimistic conservatism that sees no use in any change. Apparently\nreal improvement\n\nin this field comes back again to the school. Intelligent\n\nfarmers, fully informed as to the possibilities of cooperative efforts, can pro¬\ntect themselves from exploitation by the mere threat implied in that knowl¬\nedge. A system that will protect ignorant and helpless farmers seems more\nunlikely than an education that will make the farmers wiser in their market¬\ning. This constitutes a third adjustment of education to the needs of farm¬\ndwelling people.\n\n"}
{"page": 487, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n483\n\nEducation\n\nFor the 5000 who left the farm because of old age there seems little that\ncan, or should, be done. As advancing years restrict activity, the con¬\nveniences of town become more imperative.\nThe 2200 who go to town for school advantages constitute a direct chal¬\nlenge to the country school teacher. Certainly it should not be necessary\nfor a man to stop his business, change his place and manner of living, and\ntake up a new vocation when his children reach school age. Either the\nquality of school work, or the breadth of the offering, must be at fault when\nso large a proportion of farmers who move to town give this as their reason.\nThe adjustments called for are obvious, better teaching and a richer cur¬\nriculum.\ni'll\nThe 500 who go to town as soon as they have enough money to get what\nthey have always wanted and could not get on the farm constitute a mal¬\nadjusted group. The maladjustment may be the fault of the school, or of\nother things. Some of these people may have been held on the farm to care\nfor elders or to look after property when they would normally have moved\nto town. Many of them have not been interested in country things. This\nis the fault of the school. Those interests and tastes that can be satisfied in\nthe country should be stressed. A broader curriculum might have made\nthose 500 families happier. That they were already prosperous is shown by\ntheir saving enough money to go to town.\nThe 400 who gave up their farms to sons and sons-in-law have little need\nof special treatment in the schools. More attention to the development of\ninterests and tastes that find their satisfaction on the farm might have held\nthem on smaller places in the country rather than allowing them to move\nto town.\nThere is one further demand that might reasonably be made on the coun¬\ntry school. Education provided those who are to live in this country should\nbe broad enough to aid them in making adjustments to future as well as\npresent needs. This implies, for example, a general course in chemistry as\nwell as one based largely on soil analysis ; a course in physics as well as one\nin farm mechanics.\nThe meeting of this demand falls in line with the adjustments called for\npreviously. The adjustments called for may be summarized as follows:\n1. Education which\nthe country\n\nwill enable\n\nfarm\n\nboys and girls to go to town\n\n2. For those who remain in the country, increased\n3. Understanding of marketing\n4. Better instruction\n5. Broader curriculum\n6. The\n\ndevelopment\n\nof interests and tastes which\n\nvocational\n\nmay\n\nor stay in\n\nefficiency\n\nbe satisfied in the country.\n\nIt may prove helpful to attempt to define the kind of country school that\nmay be expected to make these adjustments:\n1. It must be large enough\n\nto provide one teacher for not more\n\npreferably one for each grade.\n\nthan two grades;\n\ni\n\n"}
{"page": 488, "printed_page": null, "text": "484\n\nNational\n\nEducation\n\n2. It must provide departmentalized\n\nwork\n\nAssociation\n\nbeginning\n\nat about the sixth or seventh\n\ngrade.\n3. It must employ well qualified teachers and principals.\n4. It must provide shopwork, home economics, agricultural work, and laboratories\nfor science beginning at about the sixth or seventh grade.\n5. It must have available about 5000 books.\n6. It must have enough pupils in the high school to justify offering at least five\nor six differentiated courses or curriculums.\n7. It must provide for the health and safety of the pupils in buildings, athletic\nprograms, and instruction.\n8. It must offer sound work in economics.\n9. It must provide practise in social activities through\ncurriculum activities.\n\na strong program\n\nof extra¬\n\nTo provide such schools for country children means a reorganization of\nschool support, possibly involving federal aid. Such schools constitute real\nfarm relief. In this way, and apparently in this way only, can the farm\nproblem be satisfactorily and permanently solved.\n\nADJUSTMENT TO RURAL INDUSTRIAL CHANGE WITH\nSPECIAL REFERENCE TO MOUNTAIN AREAS—\nABSTRACT\nOLIVE\n\nD. CAMPBELL,\n\nDIRECTOR\n\nOF\n\nJOHN\n\nBRASSTOWN,\n\nC. CAMPBELL\n\nFOLK\n\nSCHOOL,\n\nN. C.\n\n0\n\nWhen I have been away in the cities and return to our mountain country,\n.\nIt must\nI am bestruck\ns perv anew with its beauty. I find myself wondering why anyone\nised b\ny we\nlltrai the noise, the confusion, the dirt, the scramble,\nlives anywhere else.\nWhy\nned su\nperviso\nrs. the independence of life among\nwhen one may have the fresh stillness,\nthese blue and green hills?\nWith an odd sense of shock one faces the fact that our young people, at\nleast the majority of the more energetic and ambitious, do not feel the\nsame way. What is the difficulty? Certainly the condition is not peculiar\nto the mountains, or to the south, although topography, climate, diet, and\nspecial diseases play their part. If one could give the answer in one word,\nthe nearest word would\n\nbe poverty — economic, social, cultural.\n\nEconomic poverty — In our immediate section the average annual income\nof the small farmer is between $85 and $90. The land-owning farmer, and\nour people are largely land-owning, has his land, his garden from which\nhe gets most of his living, and his corn ; but $90 does not offer a wide\nmargin for taxes, clothes, books, education, seeds, fertilizers, etc. We pay\nthe doctor for a single trip from the county seat $7.\n\nPoverty in social life — The old occasions for getting together, logrolling,\nhouseraising, quiltings, and the like, have largely passed. We\n\nstill have\n\nsome all-day “singin’s,” “decorations,” and an occasional singing-school.\nSickness and funerals furnish always an opportunity to get together. But\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n485\n\nall in all the church is still the main social institution of our mountain\ncountry. The protracted meeting is our spiritual and social outlet. The\nconsolidated school helps its more or less immediate neighborhood, but\nparents at a distance find it next to impossible to share in most of the\nactivities. One dares to say that under present conditions in our rural\nmountain sections, the consolidated school breaks up more than enriches\nthe social life of the little community.\nPoverty\n\nin cultural resources — The\n\ntopography\n\nand history of the moun¬\n\ntain country explain why, over large areas, our elementary\n\nschools have\n\nbeen very poor. While they are improving greatly, they are still inade¬\nquate. As a result we have a large population which if not actually\nilliterate, is very limited. We must have elementary education for all, if\nwe are to progress, but elementary education cannot solve our problem.\nThe high school is largely for those who are to leave the farm and the\nmore rural districts. Because it is standardized it must set emphasis upon\nacquiring certain definite amounts of information and it does this, usually,\nwithout relating these facts to the life of the student in the country he has\nto live. It does not try to help him to an understanding and control of his\nlife and environment, and to the joy that comes from such understanding\nand control.\nIt is one thing for the country boy with high school or college training\nto go out into the city. When,\n\nhowever, the untrained, uneducated, coun¬\n\ntry boy goes to the city or industrial center, that is to the “public works,”\nas we call any large operations, whether factories in Ohio, mines in Ken¬\ntucky, or mills in North or South Carolina, he is fitted only for heavy or\nunskilled labor. He is used to widely-scattered farms where he does not\nhave to consider the preference of his neighbors and where ignorance of\nmodern hygiene and sanitation do not have such immediately disastrous\neffects as in an industrial settlement. Crowded into close living quarters\nhe becomes, in his indifference to all social regulations, a problem to the\ncity. If he is unmarried or leaves his family back on the farm, he can save,\nif he is so minded, and may bring back, if he returns, enough capital to\ngive him a good start at home. On the other hand, if he takes his family\nwith him, the expense is so great that, unless all the family work, he finds\nhimself in worse financial condition than if he had put in a crop at home\nand too often much poorer in health.\nThe uncertainty of industrial work is another difficulty. The mountain\nworker may be thrown out of work at any time and have to return to\nrented or depleted land. In any case he is restless and unsettled whether\nat home or abroad. I believe a careful study of our very rural areas would\nshow that a surprising number of young, unmarried men go to the public\nworks for a season ; return perhaps to put in a crop but often only to live\non their parents for a few months while they spend lavishly what they\nhave accumulated outside, and I do not need to suggest for what untrained,\nuneducated young people are likely to spend their savings. When money\nor welcome is exhausted or the restless city calls, they drift back again, a\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nNational\n\nEducation\n\nAssociation\n\npart of the floating, unsettled labor which is such a problem to the\neconomist, the social worker, the police, and the state in general.\nI am not, of course, discussing the successful individual or family which\nfinds its place outside, as many do. I am speaking from the angle of the\neffect on our rural sections which inevitably grow more impoverished. I\nam asking you to think of education in these terms.\nCan our mountain country offer a full life to the energetic and ambitious?\nI cannot answer that question, though I have my own convictions at least\nas to large sections. While I am weary of the survey that piles up laborious\nmaterial which is not utilized, we do need a careful, practical, economic\nsurvey of the mountain country to guide us in our thinking and planning.\nAll I can say here is that no rigid or blanket state program will help the\nmountains. The topography is exceedingly varied and so are the resources.\nDoubtless it would be most unwise to encourage the submarginal farming\nof certain areas. We need larger forest reservations, more small decentral¬\nized industries. But equally unreasonable does it seem to me to hope to\nwork out such a serious and fundamental problem with a standardized\nform of education. We must be open in mind, flexible in method, if we\nare to contribute any real help to the development of better rural life in\nthe mountains.\nFor these reasons we are trying out, school and community together, in\na little place called Brasstown, in the extreme southwestern corner of\nNorth Carolina, a new venture in adult education. The John C. Campbell\nFolk School is an independent corporation under the laws of the state\nbut has the cooperation of three of the denominational boards, the Board\nof National Missions of the Presbyterian Church, the American Mission¬\nary Association, and the National Council of the Episcopal Church. It\nhas no connection with the public schools nor does it in any way compete\nwith them.\nThe school has its inspiration in the folk schools of Denmark — unstand¬\nardized adult schools which have done so much to build up the rural life\nof Denmark, social and economic, and to make it the most broadly cultured\nin Europe. The aim of such schools for young adults is not primarily to\npresent information, although such information as is presented is usually\nsound and carefully prepared. It seeks to start thinking and growth, in\nthe belief that if the young man or woman once gets a glimpse of a better\nlife and is truly stirred to realize it, he will determinedly try to secure for\nhimself the information necessary to his life work and development. In\nthe words kof one of their great teachers, it tries to start youth “growing\nso it will never stop.” These schools hold that development of the indi¬\nvidual comes in large part through doing well the everyday work of the\nworld. Cultural subjects are emphasized, the teaching being largely\nthrough lively, personal lectures and discussions in which\n\nthe personality\n\nof the teacher has free play. Singing, gymnastics, and folk-dancing have a\nlarge place. Out of such schools, short-term and entirely voluntary, with¬\nout requirements, examinations, or credits, young people go back to their\n\n"}
{"page": 491, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n487\n\nown communities, enlivened and enlightened, a progressive force in all\nphases of community life. They have learned how, as the poem puts it,\n“To sing behind the plough.”\nThe John C. Campbell Folk School is naturally an adaptation. Pri¬\nmarily it is to help the people, enrich their life economically, socially, cul¬\nturally. Though it is called school, it has three distinct sides, the demon¬\nstration farm, community activities, and the school proper. It is hard to\nmeasure the help to our section of the steady upbuilding of our farm under\nthe able direction of a young Danish farmer: the use of manure and green\nfertilizers, the care and increase of good stock. We are making every effort\nto put the farm into such shape that it will pay and help to support the\nschool.\nThe paying of the farm is closely related to community activities,\nespecially to our four cooperative organizations: The Brasstown Savings\nand Loan, the Farmers’ Association, the Cooperative Hatchery, and Co¬\noperative Creamery.\nI cannot take the time to tell you of these associations in detail. They\nare small but very much alive and growing. Probably no one of the ventures\nhas had or will have a more profound effect on our economic life and help\nmore to produce a social mind than the Mountain\nand owned by its members.\n\nValley Creamery,\n\nbuilt\n\nAnd finally there is the school proper, or short-term school for young\nadults, also in its beginnings and very small. For the first time this coming\nwinter we shall have real boarding accommodations and then can hope to\ngrow. The peculiar features of this school are these: no requirements except\nthat the student shall be seventeen or over and with a serious desire to learn,\nno examinations and no credits, no formal study of books, instruction being\nlargely through simple stimulating talks and discussions ; a very friendly,\ncomradely family life; a great deal of singing and gymnastics. We also\nlay a good deal of emphasis on reading, writing, and arithmetic, and on\npractical and hand work of various kinds ; but these are not peculiar except\nas they are ungraded and to interest and open a new world to the student\nrather than primarily to make expert carpenters, surveyors, cooks, weavers,\nand so on.\nThe\n\nstudy of geography, history, English, arithmetic, and other subjects\n\nis definitely linked with the life of these people in such a way\ncretely enrich their lives in this mountain community.\n\nas to con¬\n\nWe are, it goes without saying, by no means skilled in this new technic.\nWe are frankly watching, studying, and experimenting. However, I am\namazed at the power of this type of education in which the personality of\nthe teachers, the relations of natural comradeship and home, the stimuli of\nnew vistas and ideals, the variety of cultural and practical, create a soil\nmost favorable for the growth of new life.\nIn such an educational venture, however, we cannot ask for immediate\nresults. Only now, in our third year, do our neighbors really see the first\nfruits of our farm policy. When one thinks of the many steps to be taken\n\n"}
{"page": 492, "printed_page": null, "text": "488\n\nNational\n\nEducation\n\nAssociation\n\nbefore the farms around us are even as far along as ours today, before our\nlittle cooperative organizations are entrenched and of full service, one will\nnot expect immediate financial returns tempting to energetic youth. Further¬\nmore, our section is a large one. The influence of the little group of young\npeople who go back to their homes outside our community must of necessity\nbe small and slow.\nIf you will ask me to come again in ten, or better fifteen years, I can\nperhaps, speak with more authority. In the meantime we will be happy\nto send you our literature, have you come and see for yourself what is going\non, and ask such questions as occur to you.\n\nLARGER\nHARRY\n\nCONTACTS\nW.\n\nCHASE,\n\nAND\n\nWORLD\n\nPRESIDENT,\nCHAPEL\n\nWe\n\nOUTLOOK— ABSTRACT\n\nUNIVERSITY\nHILL,\n\nmust recognize the fact that more\n\nN.\n\nOF\n\nNORTH\n\nCAROLINA\n\nC.\n\nand more\n\nall western civilization\n\nis becoming tied together, unified, into a common pattern of thought and\naction that rapidly tends to become standardized and complete. The south\nhas hitherto lain somewhat outside the main sphere of attraction of the\ngreat forces that have been at work. The phrase, “The Solid South,” is\nmuch more than a political concept. It stands for a common body of tradi¬\ntion, ways of looking at things in general, attitudes and reactions, that de¬\nrived in the beginning from a peculiar social and economic order and have\noutlived its passage. The south, to put it briefly, has had a psychology of\nits own.\nThe old southern system of values may be in some respects sounder than\nthat of modern industrial society. I personally believe there is a great deal\nto be said for that point of view. The south ought to make a creative con¬\ntribution to modern life. At its best, it has understood the gracious art of\nliving better than most Americans. It has in its traditions the courage of\nutter loyalty to a cause ; it has the conviction that other things about a human\nbeing are of more importance than his wealth. Such values as these are not\nlightly to be discarded. But, if they are to maintain themselves, if they are\nto be at all impressed on a skeptical, rapidly-moving, and large scale civiliza¬\ntion, it will be only because it turns out that they can be held by a people that\nat the same time is about to hold its own in the relentless competition of\nmodern industrial civilization. We cannot merely say that we will have\nnone of this civilization. It is upon us ; the more we refuse to reckon with\nit, the more certainly will we be submerged by it. We must seek to under¬\nstand and to master it if we are to make our own contribution to it.\nWe are, then, at a time in which we must attend to the implications of\nthe larger contacts and outlooks with which we and our children will be\nconcerned. If we are to do this, if we are to make successfully our transition\nto this new world order, we must concern ourselves about the stimulation of\ncertain attitudes in ourselves and in our pupils. If the south is to maintain\n\n"}
{"page": 493, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n489\n\nitself in this more complex order into which she is inevitably becoming ab¬\nsorbed, there are certain adjustments of outlook and habit that must be made.\nFirst, standards of achievement must be revamped. We must concern\nourselves less about comparisons with each other and more with our rela¬\ntionship in terms of achievement to the nation and the western world. It is a\nmatter of secondary importance how Georgia and North Carolina compare\nwith each other in education or in any other enterprise. The real question is\nhow they both compare with the best national standards. It is dangerous\nand misleading to attempt to judge any area simply in terms of itself. As\nlong as we think about southern education in terms of how it compares with\nyesterday, or of how its various parts compare with each other, so long do\nwe run the risk of a complacent selfsatisfaction about things that, judged\nby more absolute terms, are really not good. We are all too familiar with\nthe boosting type of persons and publications that magnify second-rate\nachievements beyond their real deserts because they are southern. The\nphrase “the best in the south’’ is one that I wish could be eliminated. We\nmust measure our own productions in literature, in business, by the same\nimpartial yardstick with which they are compared by the rest of mankind.\nAs teachers we need to preach and practise discrimination. The south is not\nto be advanced either by blind praise of all that it is and does, nor by the\nequally blind dismissal of its status as that of a backward and desert land.\nIt will be advanced only as men see more and more clearly its real short¬\ncomings, and try to abolish them, not by assertions that they do not exist,\nbut by hard work; and as men see its real achievements and cling to them.\nI plead for a teaching profession in the south which will realize and teach\nthat we must judge ourselves in terms of the best standards of achievement\nthat the modern world can furnish. Second, we must have respect for ideas.\nIt is a commonplace to say that our civilization is based on science. But this\nis true in a special sense. We have learned that problems get solved just as\nwe adopt toward them the particular attitude that is the attitude and spirit\nof science, namely, that of a calm, deliberate search for truth based on\nfacts, not prejudices; on ideas, not on emotional assumptions. In those\nareas of human enterprise in which we have been most successful, as in our\nlarge industrial enterprises, we have gone already very far in the direction\nof adapting throughout such an attitude with laboratory research, elaborate\naccounting systems, efficiency studies, cost data, and so on, all designed to\neliminate the personal equation and to base procedures and decisions on facts,\nrather than individual opinions. The same spirit underlies modern work\nin health and sanitation ; it begins to appear here and there in government ;\nit distinguishes the newer approaches toward educational and social prob¬\nlems. We are living in a civilization in which the realist appears to be win¬\nning from the romanticist in human enterprises. We are learning that with\nits emphasis on ideals and facts the realistic attitude works, while reliance on\ntradition, on emotionalism, on prejudice, bring only obscurity and confusion.\nIf the south is to take its proper place in the modern world, we must\ndevelop the habits of mind that underlie this attitude of respect for ideas.\n\n"}
{"page": 494, "printed_page": null, "text": "490\n\nNational\n\nEducation\n\nAssociation\n\nWe must learn to face our shortcomings, as well as our virtues with re¬\nstraint, patience, and in a spirit of inquiry. We must build, not on a ro¬\nmantic picture of what we wish our states and communities to be like, but\non what they are. We must allow the intelligence to play freely over the\nsurface of our life. One of our great missions as teachers is to train young\npeople, not to accept uncritically the preconceptions with which they are\nsurrounded, but to possess the attitude of mind that fits them to respect,\nand to share in the processes of finding truth. W7e need to consider the\nvirtue of openmindedness, of disinterested inquiry. We need to be more\ncritical of ourselves, and less inclined to assign the critic to unmentionable\ndestinations.\nThird, we must deepen our sense of the value of cooperation. The\nwhole trend in life is toward the establishment of conditions under which\nmen must live and work together in large units. Great cities like New\nYork and London are possible only because men in large masses are learning\nhow to get on with others. Industrial life brings people together. Even\nin the south the drift is toward towns and villages where men must live\nwith their neighbors. More and more on this rapidily shrinking planet, our\nneighbors become not only those in our own country or state or section. As\nbusiness men, as teachers, in a hundred relationships, we have today to learn\nto understand and to respect men of other sections and nations. More and\nmore are we dependent on other people, and on our ability to cooperate with\nthem for success. We have not yet gone as far as we might in this respect.\nThe history7 of farmers’ cooperative efforts in this section, for example, is\nnot so very happy. Only the other day a textile manufacturer told me of\nhis deep conviction that the underlying trouble with that industry was that\npeople had never learned to cooperate within the industry. The difficulty\nof creating and working together in large units in schools, highway con¬\nstruction, and the like, is overcome, where it is overcome, with a good deal\nof resistance.\nNow the essence of tolerance is the ability of people to work together\nwith mutual respect for common ends even though they differ widely in\nbelief and outlook. Tolerance is not necessary7 where all people think\nalike ; but in modern civilization we must cooperate with people who think\nand believe in a great many different ways. More and more will this be\nessential, as the isolation of the south ydelds to the great unifying forces of\nthe time. We, as teachers, must do what we can to make people coopera¬\ntive and tolerant. We must either work with the world or it will work us\nas a section.\nHere, then, are three attitudes that seem to me necessary in southern life\nas the south enters on a day of wider contacts and outlooks. We must set\nhigh valid standards; we must respect ideas; we must develop cooperation\nand its associated virtue of tolerance. Such attitudes as these underlie\nmodern\n\ncivilization in the western world.\n\nI have chosen to stress the neces¬\n\nsity7 of developing attitudes rather than the necessity\" of increasing our in¬\nformation about the world. The necessity for that, indeed, I have assumed.\n\n"}
{"page": 495, "printed_page": null, "text": "Department\n\nof Rural\n\nBut it does little good merely to accumulate\n\nEducation\n\nknowledge\n\n491\nabout such things if\n\nwe ourselves do not come to participate in the habits of mind that are re¬\nsponsible for their existence. We really participate in these larger out¬\nlooks only when we come to possess the attitudes that underlie them.\nDo we feel that the south has something to say in the world ? Then it must\nbe able to maintain itself and understand the modern world before it can\ncontribute to it. Surely such contacts and outlooks are a vital need for the\noncoming generation that must face the complex and intricate realities of\nlife in a section whose future, for good or ill, is enmeshed\nern civilization as a whole.\n\nGROUP\nHELEN\n\nVERSUS\n\nGRADE\n\nHEFFERNAN,\n\nCHIEF\n\nDEPARTMENT\n\nOF\n\nCLASS\n\nDIVISION\n\nEDUCATION,\n\nThe purpose of education is to guide\npotential possibilities and to a successful\nIn my state, this complete understanding\nof these purposes is becoming increasingly\n\nOF\n\nwith that of west¬\n\nORGANIZATION\n\nRURAL\n\nEDUCATION,\n\nSACRAMENTO,\n\nSTATE\n\nCALIF.\n\neach child to a realization of his\nadjustment to his social situation.\nof each child essential to the first\ncomplicated for the urban teacher.\n\nIn many of our cities, teachers are carrying a teaching load of between\nforty and fifty pupils. To make an individual study of the needs of forty\nor fifty children is humanly impossible.\nAlthough, the difficulties of the one-teacher school are appreciated the\naverage number of pupils to a teacher in the one-room schools of California\nlast year was sixteen. The same smaller groups existed in the two, three,\nfour, and five teacher schools. To be sure, these children represent a hetero¬\ngeneous group ranging in age from six to sixteen years, varying in social\nbackground, ability, and in all stages of educational development, whereas\nthe urban teacher is handling a group supposedly homogeneous in character.\nOur faith in the actual homogeneity has been severely shaken by recent\nresearch. We remain unconvinced that a grouping based on an intelligence\ntest or the teacher’s judgment does not overlook other factors equally signifi¬\ncant in child development as health, bodily equipment, social background,\ninterest, attitude and emotional\n\nresponse. The\n\nmodern\n\nteacher is con¬\n\nfronted by a more serious problem with forty-five children each with in¬\ndividual problems but nearer in chronological age and educational achieve¬\nment than a teacher with half the number of children of a wider chrono¬\nlogical and educational range.\nThe great difficulty in securing effective teaching in rural schools is\nlargely due to the fact that we have shackled ourselves with an artificial\nand mechanical type of grade organization which however satisfactory it\nmight be in the urban situation is wholly unsuitable to rural needs. Grade\norganization is a relic of tradition. There is nothing divinely inspired about\nit and rural education will progress more rapidly when it frees its teachers\nfrom the burdens which grade organization imposes and develops new\ntechnics of greater flexibility in terms of its needs.\n\n"}
{"page": 496, "printed_page": null, "text": "492\n\nNational\n\nEducation\n\nAssociation\n\nWith rural teachers better trained in child psychology and imbued with\nthe conception of education as growth, with better trained rural supervisors\nbecoming available in increasing numbers, it is possible to attack the problem\nscientifically rather than to accept the traditional organization.\nDuring the past two years, we have been making an experimental study\nof the problem of group organization in eight rural centers, representing\nrural schools of all sizes. The\n\nexperiment is too incomplete to measure\n\nob¬\n\njectively but the results secured so far justify the continuation and exten¬\nsion of the experiment.\nAs a basis for grouping, it is necessary to make a careful case study of\neach child. The rural school has been woefully lacking in adequate systems\nof child accounting. Data concerning the child’s health, bodily equipment,\nfamily background, school attendance, intelligence, educational achieve¬\nment, personal attitudes, emotional responses and mechanical ability are\nessential to proper school adjustment.\nThese data which are kept on a cumulative\n\nrecord card should be thor¬\n\noughly understood by the teacher. The supervisor’s most effective work is\nhelping the teacher to make a suitable educational plan for each child.\nIn an ordinary rural school which was one of the experimental centers,\nenroling 145 pupils and employing five teachers the survey revealed the\nneed of special adjustment because of:\n1. Low mentality\n2. Unusual mental proficiency\n3. Foreign language handicaps\n4. Health\n5. Physical defects\n6. Special sensory or motor abilities\n7. Meager social background.\n\nFor each individual child these case studies make\n\nit possible for us to\n\ndetermine: (1) his placement for more effective school work, (2) special\ninstructional problems arising from individual needs, and (3) special abilities\ndesirable to develop.\nGrouping on the basis of individual needs results in better attitudes,\nbetter habits, better adjustments and more rapid progress. Of three\nneglected and maladjusted groups for which the group organization cares,\nspecial mention may be made: (1) the immature beginners, (2) the over¬\nage, mentally retarded children, (3) the mentally and socially accelerated\npupils.\nThe fact that thirty percent of our beginners fail in the work of the\nfirst year points to a serious lack of adjustment of the school program to\nthe needs of children who are chronologically of school age but who are\nnot ready to read. We group these children into a preprimary or junior\nprimary group and give them a program designed to develop a background\nof experience, make the social adjustment to the school environment, and\ndevelop vocabulary.\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n493\n\nBetter adjustment in the rural school is especially needed for the over¬\nage, retarded child. With group organization, it is possible to place these\nchildren in rooms and with groups where they are not socially misfits.\nAttention is given to adjusting the curriculum to their needs. In the\ngraded organization one of the tragic monuments to our incompetency in\nproviding a suitable program\ngirl in the lower grades.\n\nis the over-age, physically developed boy or\n\nIn the rural school, with flexible group organization it is possible to vary\nthe standards so that these less fortunately endowed children may not suffer\nretardation and consequently lose the opportunity of experiencing the\nmultiple curriculum offering of the secondary school. When the child is\ndefinitely known to be of less than normal mental ability, the teacher con¬\nsistently adapts his program to his ability in a way to make it possible for\nhim to experience success.\nAt the other extreme\n\nof the normal curve, we have the socially and\nmentally accelerated child for whom grade organization is particularly\ndetrimental. He frequently does mediocre work because it is enough to\nsatisfy grade standards when he is actually capable of work of superior\nquality. Grouping makes it possible to challenge these pupils to their ca¬\npacity and to determine for them an educational plan which will develop\nany special aptitudes they may possess.\nTo economize the time of the teacher and to make possible educational\nprogress at a rate commensurate with each child’s ability, the textbooks are\norganized into small units. These units are accompanied by largely self¬\ndirecting instructions, so that pupils can work with a minimum of super¬\nvision. Some excellent commercial material is available. In addition, we\nhave constructed other materials to meet our needs. The child reacts to the\nmaterial, learns to follow directions and assumes responsibility for accom¬\nplishment. The old wasteful recitation method is replaced by small group\nconferences whenever new principles involved in material need explanation.\nThe greatest service we can render the rural teacher is to make available\nscientifically constructed instructional material which will economize her\ntime of preparation and free her energies for the actual work of guiding\nand instructing children. All of the work in arithmetic, spelling, writing,\nand formal work in language is handled in this way.\nIn reading, pupils are grouped on the basis of reading tests given six times\nduring the year. In one school, the group representing superior ability in\nreading, had pupils formerly classified as grades five to eight. Other groups\nshowed the same or greater range. The reading material is carefully suited\nto the level of ability represented by the group. Grouping is not carried to\nan extreme of social maladjustment.\nThe shopwork, school gardens, and committee work in the care of the\nschool provide opportunities for children to work together in small groups.\nThe social studies are approached through large projects.\nIt is difficult to picture such an organization because it is somewhat\ndifferent for each school depending upon the needs and interests of the\n\n"}
{"page": 498, "printed_page": null, "text": "494\n\nNational\n\nEducation\n\nAssociation\n\ngroups. However, the pupils are keeping record of their progress and all\nactivities are recorded by the teachers or the pupils. In the school previously\nmentioned the average progress during the last school year was nearly a\nyear and a half based on Stanford Achievement Tests given in October\nand May.\nThese accomplishments are insignificant as compared with those intangible\noutcomes in terms of initiative, selfdirection, originality and responsibility\nwhich escape statistical measurement. These schools encourage us to take\nadvantage of the opportunity of the rural school as the place where the\n“new education’’ can flourish most successfully. With all the opportunity\nfor flexible adaptation to individual needs, with freedom to develop initia¬\ntive and originality through activities with no need for formality, who will\nsay that the progressive rural school cannot satisfy the demands of an\neducation which develops individual potentialities and raises the level of\nhuman excellence?\n\nINDIVIDUAL\nMARY\n\nD. PIERCE,\n\nSTATE\n\nINSTRUCTION\n\nTEACHERS\n\nCOLLEGE,\n\nFARMVILLE,\n\nVIRGINIA\n\n“Individual instruction” is here conceived, not as a new philosophy of\neducation which regards the individual as its endpoint, not the instruction\nof one pupil at a time, not a “system” of instruction guaranteed to meet in¬\ndividual needs, but rather as that individualizing quality which is present\nin all instruction, varying in degree from approximately zero in the broad¬\ncasted lecture to a maximum in the education of Helen Keller. The case\nis not one of “individual instruction” versus group instruction but of the\nindividualization of group instruction.\nThe individualization of instruction changes with changing conceptions\nof individual needs. The complexity of our civilization, the demonstrated\nextent and variety of individual differences among children, the undisputed\nvalue of group life for normal growth, and the demand for individuality of\ncharacter result in a veritable host of individual needs, which may be\nroughly classified as follows : ( 1 ) a very large number having to do with\nassimilating civilization,* (2) others concerned\n\nwith that wide\n\nrange of\n\ncreative activities employed in making one’s contribution to the life about\nhim; (3) those related to the establishment of a personal balance; and (4)\nthose having to do with living with other people.\nIn any adequate program of individualization the group must remain.\nIndividuality must emerge in group life. Individual differences must be\nprovided for. Individualization of instruction must mean the meeting of\nindividual needs through group instruction ( 1 ) by adapting to individual\ndifferences and (2) by providing for maximum development of individuality.\nThe\n\nproblem\n\nof adaptation\n\nto differences — The\n\nproblem\n\nresolves itself\n\ninto ( 1 ) a clear and sympathetic view, on the part of those responsible, of\nthe whole adaptation problem; (2) very definite knowledge of each specific\n\n"}
{"page": 499, "printed_page": null, "text": "Department\n\nof Rural\n\n495\n\nEducation\n\nunit of pupil achievement in attitude, knowledge, skill, creative selfexpres¬\nsion, personality adjustment, social living; (3) a thorough acquaintance\nwith the individual pupil in the manifold aspects of his nature; (4) pro¬\nvision of needed stimulation and help; (5) checkup and records of indi¬\nvidual progress.\nMore\n\nspecific aspects of the problem are ( 1 ) securing properly balanced\n\nand detailed statement of all specific units of pupil achievement; (2) find¬\ning a composite of various bases of grouping which will effectively reduce\nthe range of individual differences within the group; (3) providing oppor¬\ntunity for the teacher to become intimately acquainted with each pupil —\nsmaller classes, teacher time for contact, tests and other means of diagnosing,\nindividual records, diagnostic ability of teachers; (4) provision for meeting\nall kinds of needs — wonderful\n\nteacher resourcefulness, teacher time for all\n\npupils, abundant and varied selftraining, selftesting, selfrecording instruc¬\ntion materials, pupil opportunity to progress at own rate, opportunity to\nacquire skills in natural settings, additional enrichment courses, and equip¬\nment in the elementary schools for bright pupils, interplay of pupil minds,\ngroup life.\nThe problem\n\nof developing\n\nindividuality — Important\n\nfactors appear to be\n\n( 1 ) a clear understanding, on the part of those responsible, of what con¬\nstitutes desirable total personality and of the respects in which conformity\nand individuality are respectively desired; (2) definite knowledge of specific\ncharacteristics contributory to individuality in relation to integrating forces\nwhich make for proper balance; (3) recognition in individual pupils of\nlatent possibilities, along lines both desirable and undesirable; (4) arrange¬\nment of a variety of significant situations conducive to artistic creation or\nother expression of individuality which in toto is appropriate to the occa¬\nsion ; (5) avoidance of situations conducive to unbalanced or otherwise un¬\ndesirable selfexpression ; (6) provision for transfer to new situations through\nconscious comprehension of underlying principles.\nMore detailed aspects of this problem are ( 1 ) provision for abundant\npractise in independent thinking; (2) habit formation in thinking things\nthrough to their conclusions and making up one’s mind about them; (3)\nactivities requiring acting upon convictions in situations requiring courage ;\n(4) situations necessitating prompt decision after due consideration; (5)\nactivities demanding prompt and sure execution of decisions; (6) practise\nin initiating and executing worthwhile undertakings; (7) organization of\nthe school in such a way that pupils become its bona fide, respected citizens,\nresponsible individually for their own progress and collectively for the life\nand activities of the school ; (8) protection of children from inferiority com¬\nplexes due to immaturity and habitual lack of respect accorded them by\nadults; (9) evoking from pupils artistic creative expression through the arts.\nAccomplishment — The\n\nbits of individualization\n\nwhich\n\nhave\n\nsucceeded\n\nin getting themselves into practise, infinitesimal though they be, are epochmaking in their effect. Though they have only touched the problem, they\n\n"}
{"page": 500, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\nhave touched its important phases. In the main they have adapted the\nschools to one of the hundreds of individual differences, namely, varying\nrates of learning ready-made subjectmatter. In doing this they have pro¬\nvided for the partial exercise of two important traits of personality;\nnamely, ( 1 ) individual responsibility for progress in acquiring tool sub¬\njects and for budgeting time (Dalton), and (2) independent work in\naccomplishing what is included on assignment sheets. They have done\nthis with groups (at Dalton in natural group life) and have attempted\nto atone for the artificiality (Winnetka) of the situation by providing\ngroup activities on the side.\nIn concentrating upon a tiny part of so enormous and intricate a problem,\nleaving largely out of consideration its other manifold phases, they face in¬\nevitably the danger of a lopsided result. In omitting to provide for all the\nconsequences of their mode of attack (little teacher-time devoted to bright\npupils, postponement till high school of enrichment courses for bright\npupils), they are risking both ill and good effects, the comparative weights\nof which have not been determined.\n\nNext steps — With the problem thus opened up by the pioneers in the field,\nwhat is needed is not so much further accretion of piecemeal attacks but the\ncareful designing of a complete program of individualization with much\nexperimentation to determine relative weightings of the parts — a challenge\nto the mighty and the task of a century!\n\nPOST-GRADUATION RESPONSIBILITIES\nCOLLEGE— ABSTRACT\nE. C. HIGBIE,\n\nPRESIDENT,\n\nEASTERN\nSOUTH\n\nSTATE\n\nTEACHERS\n\nOF\n\nA TEACHERS\n\nCOLLEGE,\n\nMADISON,\n\nDAKOTA\n\nFollowup, as indicated in the title of this paper, is a three-way institutional\nresponsibility : ( 1 ) A responsibility to the school in which the recent graduate\nis teaching; (2) a responsibility to the graduate himself; and (3) most im¬\nportant of all, a responsibility to the institution itself. Only the first of these\ncould be considered a function of a state department of education, and this,\nto the training institution, is an incidental resultant — very valuable, but not\nto be confused with the other two. It is true that this is the ultimate responsi¬\nbility of the institution as a whole, but it is best carried when the institution\nfocusses its thought and energies on its intra-mural work. The supervisor\ndoing followup work best serves the schools and pupils of the state when he\nor she carries back to the training classes the causes and results of outside\nfailures or successes and uses the knowledge gained to improve procedures\nwithin the college walls.\nFollowup service as an organized effort within the teacher-training in¬\nstitutions of the country is relatively new. As an incidental service, used\nlargely for the purpose of checking up on failing graduates and providing\nbasis for final certification, it has been in vogue for years.\n\n"}
{"page": 501, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\nIn order to learn just how great a movement\n\n497\n\nit had become, the speaker\n\nsent a questionnaire to the teacher-training institutions of the country. This\nquestionnaire was sent out to 180 state teachers colleges or normal schools.\nFrom this list 131 responses were received, forty-nine only failing to answer.\nOn the basis of followup service, the institutions classify as follows:\n1. Institutions having what may be termed an organized followup service.. 21\n2. Institutions having only an incidental service of this kind, e. g., sending\nout letters of inquiry regarding the success of recent graduates .\n62\n3. Institutions having no service that may be termed organized or even\nincidental .\n48\n4. Additional institutions not\nunder #3 .\n\nreporting\n\nthat should\n.\n\nprobably\n\nbe\n\nclassed\n49\n\nA second questionnaire was sent to state departments of education —\nCity\nforty-eight in all, from which forty-one replies have been received\nto date.\nTo the question, “Has your state provisions for systematic followup of re¬\ncent graduates in their first positions?” the following data were obtained:\nHigh\nRural\nNumber\nNumber\n\nanswering\nanswering\n\n“Yes”\n“No”\n\n.\n.\n\n.\n.\n\nSchools\n5\n36\n\nElementary\n5\n36\n\nSchools\n5\n36\n\nA third questionnaire was sent to the state universities — thirty-six replies\nwere received. Of the thirty-six, four have a systematic followup which\nincludes visitation ; twenty have an incidental service, and twelve have no\nservice of this kind.\nWhat\n\nseem to our own\n\npeople to be guiding principles for the future of\n\nan institution’s post-graduation responsibilities for its product are:\n«\n\n1. A state teacher-training institution should rather definitely delimit its field\nto an area that it can cover somewhat intensively, becoming acquainted with its\nteacher needs both as to number and types.\n2. Such an institution should conceive of its total service as involving factors of\nselection of students for training, of academic and cultural back-grounds, of actual\nprofessional training, of placement of graduates, and of followup service — each\nfactor being vitally dependent upon and affecting all others.\n3. An institution’s placement activity should be a definitely organized service\nhandled in the light of as full knowledge as possible of both the needs of the\nsituation to be filled and the qualities, abilities, and prospects of the candidates to\nbe suggested for the positions. The number of students trained should not greatly\nexceed the market needs, for every available dollar should be required to con¬\ntribute to quality of training rather than quantity.\n4. Placement procedures and followup activities should work hand in hand, and\nboth in turn should be very closely allied to, if not under, the direct supervision\nof the division of education and training.\n\n5. Followup work should be conceived of as having these phases: (1) Teacher\nsalvage and benefit; (2) Pupil benefit; (3) Training institution benefit. In all\nprobability, the last named is most important, for the improvement of the training\nwithin the institution works ultimately and lastingly to the improvement of public\nschool teaching in general.\n6. In order to make sure of this latter benefit, the followup service should be\n\ndone\n\nso far as possible by those who\n\ndo the actual training of the cadets within\n\n"}
{"page": 502, "printed_page": null, "text": "498\n\nNational\n\nEducation\n\nAssociation\n\nthe institution, namely, room teachers, training supervisors, directors, and special\nmethods teachers. Incidentally, distributing the opportunity for this work over\na large group lessens the expense and class disorganization, and spreads the\nbenefit to be derived more generally over the whole institution.\n\nEXPERIMENTATION IN RURAL SCHOOLS\nVERSITY SUPERVISION\nC. C. MCCRACKEN,\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nSCHOOL\n\nUNDER\n\nADMINISTRATION,\n\nCOLUMBUS,\n\nOHIO\n\nUNI¬\nSTATE\n\nOHIO\n\nThe university of the state should extend its service to all agencies within\nthe state. This applies particularly in the field of education, since the stu¬\ndents coming to the university must be supplied by the schools of elementary\nand secondary grade. If these boys and girls are not suitably prepared, the\nwork within the university must ultimately suffer.\nIt is a matter of common comment that the rural schools throughout\nthe entire United States are in need of reorganization and rehabilitation.\nWith the rapid development of transportation and of means of communica¬\ntion, people living in the rural areas are no longer the uninformed and non¬\nprogressive factor in our population. They may be more conservative, but\nthis in turn may be due to a less strenuous life which allows them more time\nto think matters through in a careful way. Their schools, however, must\nbe comparable with those of the city, for there will be a considerable shifting\nfrom the farm to the urban area.\nExperimentation has been conducted very extensively in our cities in the\npast two or three decades. The National Education Association and other\nagencies have been very active in these studies. This suggested similar\ninvestigations under the direction of professors of the Ohio\nversity.\n\nState Uni¬\n\nSuperintendents and principals in county and village units have been\nvery active in pursuit of advanced degrees in universities. They have felt\nthe need of further preparation if they are to advance from positions which\nhave been purely political in many states and which have possessed no pro¬\nfessional or financial standing in others. Unfortunately many of these men\nhave gotten the idea firmly established in their minds that there is not and\ncannot be, any future in education except in the big cities. They seem to\nhave created for themselves oftentimes a disrespect that has meant pro¬\nfessional stagnation. Ten years ago the rural school men came into our\ngraduate school with hanging heads and shamed faces as they admitted that\nthey were holding positions in non-urban areas. Almost invariably, they\nstated that they wished to prepare themselves for city positions. There\nwere, of course, reasons for this feeling on their part for they were often\nisolated from conveniences and educational and social opportunities for\nthemselves and their families. With the good roads, the autos, the radio,\nand other means of communication and transportation this isolation is\nrapidly disappearing.\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n499\n\nOur first problem at the Ohio State University was to create in the\nminds of our graduate students in rural education respect for themselves\nand their jobs. This has been no small task. It was usually a man-to-man\ntask. Acquaintance with the size of the rural education problem was one\nphase. Comparison of the economic value of salaries so that the nonurban school official was able to see that he was often better fixed financially\nthan the urban superintendent, principal, or teacher was another. The\nsignificance which he might have in educational associations because of\nnumbers was still another. But probably the most powerful incentive\nin raising the level of these officials has been to have these men take their\nown problems for minor research projects and for master’s theses. They\nsoon learned that their problems were the same in principle as those of the\ncity man. Their data were just as valuable and often more valuable than\nthose of the city men, because their fields had not been touched. They\nwere able to go back to their communities with carefully prepared programs\nthat soon gained the attention of patrons and boards. In short, they had\ncreated for themselves a selfrespect that enabled them to meet their\nassociates in a professional way without hanging heads and shamed faces.\nOur rural men have become a vital power in our educational associations\nand the city men know only too well that they can no longer domineer.\nWith the greater selfrespect and training have come better salaries and we\nnow have in Ohio many capable, welltrained non-urban school officials that\nsay with a genuine ring of the voice that they are proud of their connection\nwith rural education.\nWe have not reached the millenium in non-urban education by any\nmeans for there are many things that must be changed. State laws must\nundergo changes and systems of financing must be revamped. But we have\nconfidence that these changes can be brought about if the men in the field\nknow their business and are able to command the respect, not only of them¬\nselves, but of their patrons and colleagues.\nWe have been told many times recently that we are able to accomplish\ncertain things because we have a much better system and a better grade of\nmen with whom to work than is the case in other states. Bear in mind\nthat fifteen years ago we had no county superintendents and no system that\nwould in any sense assure us of success in securing competent men in nonurban schools. In 1914, Ohio enacted a new school code that set up an\nelaborate system with definite qualifications for men in administrative posi¬\ntions. These qualifications were so low that they brought no respect either\nto the men or to the positions to be filled. Politics was rife in the whole\nsituation. Consequently, a great part of the intervening fifteen years have\nbeen spent in reducing powers assigned in 1914 to county superintendents\nand in readjusting the powers of men within the county. Our county super¬\nintendents now have legally very little power. Their decided significance\nin Ohio has come more from professional preparation with a resulting\ndignity than from legal rights.\n\n"}
{"page": 504, "printed_page": null, "text": "500\n\nNational\n\nEducation\n\nAssociation\n\nThose of us in the university who were interested in rural education were\ncareful to enlist the cooperation of capable county and other non-urban\nschool men in a study of their problems. The beginnings were very small\nand not widely advertised. In time our efforts became known and gradually\nmore and more requests have come to us for cooperation until now we are\nforced to limit our field activities. The university does not allow any\nmoney for travel, so that all expense must be borne by the community. This\nexpense is reduced to the minimum since many of these men are students\nwith us and can carry on their projects with few, if any, visits on our part\nto the field.\nThe study of the effect of economic and social factors seems to me to be of\nfundamental importance and we now have such studies completed in eight\ncounties with a number of others nearly finished. In three cases, cities have\ninstituted similar studies to determine their obligation to surrounding nonurban areas. Two of these are completed.\nIn Logan County the question soon arose as to the curriculum needs and\nadjustments that developed due to the changes gradually being made. Mr.\nDrummond suggested that a study of curriculum similar to that being made\nby the N. E. A. in cities be instituted. The plan as finally approved was\nas follows: The county was to establish an assistant county superin¬\ntendency and pay the salary; the University was to nominate the man for\nthis position and assume direction of his work. This was to extend over\na three year period. The city of Bellefontaine which is not a part of the\ncounty school district, asked to be included in the study. This was granted,\nthe city adding an amount to the salary of the assistant superintendent.\nThe experiment continued two and one half years under Mr. F. O.\nRussell, who was called to the University of Kansas, as Associate Professor\nof Rural Education, at the beginning of the present semester. Under his\ndirection, a scheme of curriculum revision through supervision has been put\ninto operation and has attracted attention widely throughout Ohio and\nother states.\nAt the end of the first year of Mr. Russell’s experiment, Mr. Yawberg,\nSuperintendent of Cuyahoga County, lying around Cleveland, asked for a\nsimilar arrangement. We were fortunate in securing Mr. R. L. Carter,\nProfessor of Education, University of the City of Toledo, to undertake\nthis work. He will complete his two year study next June. The results\nof the work of these men will be used to satisfy the dissertation require¬\nments for the degree of Ph. D. at the Ohio State University. I suggest\nthat you visit the office of Mr. Yawberg in the Old Court House, on the\nSquare in Cleveland and learn more in detail of the work of Mr. Carter.\nTwo\n\nthings are essential in conducting experimentation\n\nin rural schools\n\nunder university supervision. First, the professors in the university must\nhave a vital interest and concern in the great problem of rural education\nand, second, the growth\n\nof this plan must\n\ncapitalizing every capable man\n\nin non-urban\n\nbe gradual, growing\neducation in the state.\n\nout of\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nSOME\nWILLIAM\n\nWhen\n\nof Rural\n\n501\n\nEducation\n\nSUGGESTIONS FOR IMPROVING RURAL\nADMINISTRATION AND SUPPORT\nJOHN\n\nCOOPER,\n\nUNITED\n\nSTATES\n\nCOMMISSIONER\n\nOF\n\nSCHOOL\nEDUCATION\n\nI speak of one-teacher rural schools I do not wish to be under¬\n\nstood as filing a brief for them. The “little red schoolhouse” like the old\noaken bucket may make strong appeals to sentiment but we must, in the\nlight of presentday conditions, look upon both of them where they still exist\nas necessary evils. Just as we should try to keep the open well sanitary for\nour health’s sake, so we should modernize\n\nin every way\n\npossible the one-\n\nteacher school ’if it is the only type of school possible or practicable under\nexisting conditions. If we keep ever in mind that it grew up under pioneer¬\ning conditions, when land and the improvements thereon were fair measures\nof wealth and the ability of citizens to pay taxes could be fairly measured\nthereby; when roads were poor or nonexistent; when transportation was\nslow; when rural life in its freedom from crime, epidemics, conflagration,\nand unemployment terrors was to be preferred to urban life ; when trained\nteachers, good textbooks, and scientific methods were nonexistent ; if, in a\nword, we fully realize that the conditions which produced the one-teacher\nschool no longer prevail, we will endeavor to eliminate it wherever possible.\nMy remarks therefore will be concerned\nsuch schools to better advantage.\n\nwith how\n\nFirst, we need a unit of administration much\n\nwe\n\nmay\n\nadminister\n\nlarger than that served by\n\nthe present one-teacher school, since (a) the area of administration should\nbe large enough to support a complete school unit, elementary and secondary.\nIn only most unusual situations should one person be expected to teach both\nelementary and high-school grades, (b) The number of pupils of junior\nand senior high-school age should be adequate to make possible the richer\ncurriculum offerings, the better opportunities for adequate counseling and\nguidance and more varied the extracurriculum program of our larger high\nschools, (c) Enough elementary schools should be in the area to warrant\nemploying at least one trained supervisor.\nTo offer such educational opportunities, without undue hardship on the\ntaxpayer, a district of large area is obviously needed. In some states such\na unit probably exists in the county. If so, preparation of a law is simple\nalthough political influences will doubtless oppose its passage. If, however,\nthe county area is very large or county lines exist primarily for defining\njurisdiction of courts or possess mainly historical significance, new units\nmust be established. This unit, I believe, should be a real community unit,\nand its center should be the place where the adults shop, go to church, and\nattend lodge. To accomplish such reorganization I recommend a compre¬\nhensive survey of an entire state and the establishment of a commission with\npower to carry out the survey recommendations.\nSecond, we need a new plan of school finance. Doctor Swift and others\nhave told us that ability to support governmental\n\nagencies, and especially\n\n"}
{"page": 506, "printed_page": null, "text": "502\n\nNational\n\nEducation\n\nAssociation\n\nschools, is no longer adequately measured by the general property tax. An\nincreasing number of states report other types of tax used in whole or in\npart to support schools such as income tax, inheritance tax, occupational and\nlicense tax, and sales tax. In the latter are included five states with a\ntobacco tax and one with a tax on malt syrup. It is reasonable to assume\nthat wealth in these new forms and found chiefly in cities is dependent more\nor less on the existence of a “back country.” If so, its prosperity and its\nadvantages, especially in educational opportunity, are matters of vital im¬\nportance to the possessors of such wealth. All this appears to call for a\nlarge unit — probably a state unit if just and fair taxes are to be levied. The\nlaw which levies the tax must of course provide the machinery for handling\nand apportioning the funds.\nThird, we need a new system of distributing state funds. It might well\nbe inferred from what has been said above that any system which antedated\nthe end of the World\n\nWar\n\nor even the year 1900 would be unlikely to allot\n\nschool money justly. Several states have given this problem attention and\nare now experimenting with new plans.\nFourth, we need better trained teachers and better equipped staffs in state\ndepartments of education to handle certification problems. It is implied in\nmy remarks on distribution of state school funds that the state department\nis likely to need more help if such funds are handled properly. But in addi¬\ntion to this financial responsibility, the state departments are rendering each\nyear greater service in certificating teachers. In thirty-six states certificat¬\ning authority (excluding, in some states, the independent cities) is vested in\nstate agencies. In four others, state control is practically accomplished,\nthough some certificates are still issued by counties. The examination\nmethod of issuing certificates has been eliminated in all but fifteen states.\nIn view of the fact that the oversupply of teachers seems to be nation¬\nwide, I can see no good reason why any state should allow local units to\nset standards, examine, and certificate teachers. It is not fair to children\nto permit local authorities to certificate a poorly trained person when trained\nteachers are available. It is not fair to the great body of American teachers\nwho are endeavoring to professionalize their calling to have such a door\nopened to those who are for the most part mere job hunters. Nor is it fair\nto those who have invested heavily in their education and professional train¬\ning to be compelled to accept salaries fixed by law of demand and supply\nwhen the supply can be increased arbitrarily by local examining boards.\nAnd in the long run it is not fair to the best of those who enter teaching by\nthe examination route for often they must migrate in order to obtain pro¬\nmotion and salary increase. The local nature and unstandardized char¬\nacter of their certificates tend to prevent migration and consequently to\nlessen their opportunities and remove the chief incentive to selfimprovement.\nWe also note a marked increase in professional standards for certification.\nA minimum prerequisite of high-school graduation and two years’ profes¬\nsional training in addition has been established in five states, a minimum of\n\n"}
{"page": 507, "printed_page": null, "text": "Department\n\nof Rural\n\n503\n\nEducation\n\nhigh-school graduation with one year in addition in another fourteen states,\nand of high-school graduation with professional training either included or\nin addition to high-school graduation in several others. That the movement\nis a constantly growing one is shown by the fact that eight states have re¬\nported raising certification requirements during 1927-28. Certainly no state\ncan be criticised for increasing standards in view of the oversupply of teach¬\ners. I should recommend, therefore, state statutes along such lines as these :\n1. Granting sole authority to fix standards for teaching certificates to the state\ndepartment of education or to some board or professional commission with authority\nto act for the state.\n2. Placing all power\n\nto issue certificates in the hands\n\nof the state department\n\nof\n\neducation or in such teacher-training institutions, public and private, as may be\naccredited by the state department of education.\n3. Empowering the state department of education to grant certificates on its own\nexamination or on examination by such local boards as the state board may estab¬\nlish or approve. This will care for emergencies similar to the World War period\nwhen a great shortage of teachers justified emergency recruiting methods.\n4. Empowering state agencies to classify school districts in such a way that those\nwithout adequate resources to pay a properly trained teacher will not be forced\nto close school. Such classification should care for these situations until a plan for\nadequately financing all school districts whose continuation is approved can be\nworked out.\n\nFifth, we need better supervision of rural schools. It is obvious that un¬\ntil there are much larger districts in the rural areas, improvements in super¬\nvising instruction must fall on the county and state units. It is with satis¬\nfaction, then, that we note upward trends in salaries and qualifications for\ncounty superintendents’ reports for the five-year period (1922-27) indicate\nhigher median salaries for these officials in thirty-four states ; the increase\namounting to about $500 per year. During the same period sixteen states\nhave raised the minimum salaries and thirty states have raised the maximum\nsalaries paid their county superintendents.\n\nIn fact, the number\n\nin the $4000\n\nto $9000 class has increased. The high-water mark in selecting a superin¬\ntendent so far as I know has been fixed by Los Angeles county, California.\nThe county charter provides for selection of the superintendent under civil\nservice regulations by the board of county supervisors who also fix his salary.\nThe salary of the next superintendent has been fixed at $9000.\nfications set were about these:\na. Education; at least a bachelor’s degree from a recognized\nb. Successful experience in administering schools.\n\nThe quali¬\n\ncollege.\n\nc. Professional, holding an administrator’s credential issued by the state depart¬\nment of education and ability to pass an examination set by the county civil service\nexamination. The questions for this examination were written by a special com¬\nmittee consisting of one member of the civil service commission, the state superin¬\ntendent, and three college presidents. The four professional members marked the\npapers, each independent\n\nof the other.\n\nFrom a list of three certified by this commission the board of supervisors\nwill elect the superintendent who will serve for life or until removed for\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\ncause. It can be confidently expected that any county superintendent so\nselected, so well paid, and protected in his tenure will establish a splendid\neducational program and give professional supervision to his rural schools.\nState departments of education also show encouraging progress. In com¬\nmenting on this, Mrs. Katherine M. Cook of the U. S. Bureau writes:\nState supervision\n\nof rural schools began\n\nas an inspectorial function generally\n\npractised in connection with the distribution of state aid. While\ntorial duties continue, they are subordinate in amount and number\n\ncertain inspec¬\nof persons en¬\n\ngaged in supervisory functions, using the term “supervisory” in its modern mean¬\ning as concerned with the improvement of instruction. In numbers state education\nstaff members\n\nassigned to rural school work\n\nhave increased in ten years from forty-\n\nsix officials in twenty-six states to one hundred and seventy-two in thirty-eight\nstates. The number of such officials and the states employing them have steadily\nincreased with the exception of a backset encountered in 1926 when two states were\nobliged to drop state rural school supervisors. In salary, professional training, and\ntype of duties performed rural school supervisors in practically all states employing\nthem have a status equal to that of other members of the state education staff.\n\nWe\n\nhave so much\n\nevidence of the beneficent effect of welltrained leaders\n\nin developing courses of study, improving teaching skill, and otherwise fur¬\nnishing educational opportunity for the country child approaching that of\nthe city child that we can safely recommend\nfollows :\n\nlegislation along three lines as\n\n1. Acts to increase the salary, improve the training, and raise the standards for\nthe county superintendent.\n2. Acts to allow from state money a supervision fund to be used for employing\nprofessionally trained rural supervisors in each county.\n3. Acts to provide a state rural school staff adequate in ability and size to stimu¬\nlate, lead, and assist the county officials; to direct the local school attendance super¬\nvisors; and to safeguard the educational rights of the children of migratory workers.\n\nKnowing that the time at our disposal today was limited and realizing\nthat everything cannot be accomplished even by state legislatures at one\nsession, I have made no effort to outline any comprehensive plan for rural\nschool improvement. My purpose has been rather to suggest several steps\nwhich I believe are in line of advance and which may be undertaken with¬\nout waiting for extended research and to offer two suggestions for research\nstudy — namely, to develop in each state a plan for financing schools and to\ndiscover the best unit for rural school administration.\n\nEDUCATION\nGEORGE\n\nA. SELKE,\n\nAS AN\n\nPRESIDENT\n\nINVESTMENT— ABSTRACT\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nST. CLOUD,\n\nMINN.\n\nUntil comparatively recent times education was generally considered a\nprivilege restricted to the children of the nobility, to those born in the\nfamilies of the wealthy, or to the fortunate few selected from the masses for\nsome special service. It was in northern Europe and particularly in the\nUnited States that people first demanded the opportunities for an education\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof Rural\n\n505\n\nEducation\n\nas a right to be claimed for each child. In answer\n\nto this demand,\n\nwe\n\nestablished our tax-supported public schools. However, the people soon\nfound that more was necessary to guarantee an education to each child. Some\nparents were ignorant of the advantages of an education ; others were in¬\ndifferent to the welfare of their children, while in some countries people\nwould self-exploit the legal rights of their children. It was then that we\nenacted the compulsory attendance laws. This was official notice to the\nparents that they no longer could do to, with, or for their children as they\npleased. Education was first considered a privilege, then a right, and now it\nis recognized as a necessity.\nThis change in viewpoints has brought about great changes in the United\nStates. When our country was first organized, less than ten out of every\none hundred people over the age of ten could read or write intelligently.\nAbout ninety out of every hundred can now read and write intelligently.\nToday one out of every five of our population is in school — approximately\n25,000,000. Of these four and a half are attending our secondary schools.\nEight hundred thousand are enroled in colleges and universities. If our\npopulation had increased as rapidly as our high-school enrolment, the popu¬\nlation today would be not 125,000,000, but a billion and a half. The im¬\nportance of these statistics can be appreciated when we recall that there are\nstill more people in the world as a whole who cannot read or write than there\nare who can. This is still an illiterate world.\nIf an education is a good investment, then the dividends should be ap¬\nparent in the United States. The evidence is easily produced. America\nis the only country to which people from all over the world are anxious to\ncome. Were it not for our immigration laws, they would come in greater\nnumbers than we could assimilate. They come to seek opportunities for\nthemselves but even more for their children. It is interesting to know that\nthe lowest rate of illiteracy of any group in our country is among the\nchildren of the foreign born. The opportunities for education and its\nattendant advantages has made the United States the most desirable country\nin which to live.\nThe dividends from the investment in education are apparent in things\nmaterial as well as social and spiritual. The workmen of America produce\nmore per capita than any others. While\n\nour natural resources are a factor\n\nin our production, it is equally true that the superior training of our work¬\nmen makes it possible for us to take advantage of these resources. We are\nalso the best consumers\n\nin the world as is evidenced by our high standards\n\nof living, when we consider food, shelter, clothing, or the conveniences and\nluxuries of life. Despite the criticisms that we are great wasters, the facts\nshow conclusively that we\n\nare the greatest savers in the world.\n\nhas wealth been accumulated\nStates. Nor\n\nNowhere\n\nas rapidly and as generally as in the United\n\nis our saving a selfish saving. More\n\nthan any other country,\n\nwe contribute from our surplus of material things to the welfare of the\nworld.\n\n"}
{"page": 510, "printed_page": null, "text": "506\n\nNational\n\nEducation\n\nAssociation\n\nOur people are the healthiest in the world. This is particularly true\nwhen we consider our area with its varying climate and its many large cities.\nThrough the application of our knowledge of the health problem, it was\npossible to build the Panama Canal after France failed.\nThe importance of education is also revealed in the stability of our govern¬\nment. Only in countries where the masses are educated could a situation\nsuch as arose during the election of 1916 be met without a disturbance.\nHistory shows that where the people are educated, they can make their\nchanges in government peacefully and in times of crises need not turn to a\ndictator. Education has increased the amount of leisure time. The people\nof America have more free time than do those of other countries. We still\nhave the problem before us of learning how to invest that time profitably\nand wisely but this can only be solved by increased and special emphasis on\neducation.\nThere are some who object to the cost of education. Most certainly\nthe amount expended for education should be within the means of our people.\nHowever, when we consider the cost of education, it is also necessary to con¬\nsider the price of ignorance. Some nations today are paying the price of\nignorance rather than the cost of education. We pay the cost of education\nfrom our material surplus. The price of ignorance, however, is paid in\nterms of human suffering and human lives. America has definitely decided\nthat it is more economical to support education than to tolerate ignorance.\nWe\n\nmay confidently look forward to the continued support of this policy.\n\nTHE\n\nPREPARATION\n\nO. G. SANFORD,\n\nDIRECTOR,\nPUBLIC\n\nThere\n\nOF RURAL\nTEACHER\n\nSCHOOLS,\n\nTEACHERS— ABSTRACT\n\nTRAINING,\n\nJEFFERSON\n\nSTATE\nCITY,\n\nDEPARTMENT\n\nOF\n\nMO.\n\nis no greater problem in the field of education today than that of\n\nthe one-room rural school. We find rural teachers with no college training\ngraduating boys and girls from the eighth grade and these boys and girls\ngoing to our towns and cities to enter the high schools, where they will\nsit beside and recite with the graduates of the eighth grades in those systems\nwhere all of the elementary teachers have had at least sixty hours of college\ntraining. This inequality of preparation will continue until we demand\nrural teachers to be as thoroughly prepared for their work as are the ele¬\nmentary teachers in all other schools.\nA few of our states have taken the initial step in solving this problem\nby discontinuing the one-room rural schools and establishing consolidated\nschools in their stead. The writer recently visited such a school out in the\nopen country in North Carolina where more than three hundred boys and\ngirls were enjoying the privileges of twelve grades of standard school work,\nan accomplishment for which we should all strive, but because of road con¬\nditions, finances, and public sentiment at the present time this practise cannot\nbe made universal.\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n507\n\nEducation\n\nIt is not the intent of this paper to criticize any type of teacher-training\ninstitution, especially our state normal schools and teachers colleges, but\nit is evident these schools have not met the specific needs in their work of\npreparing rural teachers. The Teachers College Record of May, 1928,\ncontained a report of some research work done by R. L. Bunting and Verne\nMcGuffey in the study of specialized effort for the preparation of rural\nteachers in public normal schools and teachers colleges, as made under the\ndirection of the department of rural education of the teachers college.\nThe report covers the work of one hundred forty-nine institutions in fortyfour states and Hawaii on nine points or topics. These topics had to do\nwith the classification of distinct rural groups of students, distinct curriculums for rural teachers, special practise teaching for rural groups, rural\nlife clubs, extension service to rural communities and teachers, rural teacher\nplacement, special equipment\n\nfor rural service department, budget for rural\n\nteacher-training, and the number of instructors devoting time to rural inter¬\nests. Their findings show that those institutions which have organized spe¬\ncial curriculums for rural teachers employed competent directors of their\nrural service, supplied them with needed assistants, gave them special offices\nin which to work, and backed them with special budgets, are rendering\nrelatively six times as much service to rural schools and communities (as\nmeasured by the nine items in the study) as similar institutions which have\nnot adopted the theory of special preparation for rural teaching and the\npolicy of employing specialists in rural education to direct their rural\nprograms. “It seems apparent, therefore, that approximately half of all\nstudents in normal schools and teachers colleges are going into rural schools\nannually and that at least half of this number have had no specific prepara¬\ntion to meet the particular differences which they are to face. The implica¬\ntion here is clear, normal schools and teachers colleges are not adequately\nserving their rural constituencies. ” Of the above named nine items only\nthree pertain to the specific training of rural teachers, which fact increases\nthe service rendered more than six times that of those not offering such\ncourses.\nA recent report from the State Department\n\nof Education\n\nof New\n\nYork\n\nshows that the rural or semi-rural districts use sixty-four percent of all new\nteachers in that state, which is five times as many as the third class schools,\nthe next largest number, needs. The villages used ten percent, cities of\nfirst class seven percent, and cities of second class six percent. It is high\ntime that our rural schools should cease to be the dumping\n\nground for those\n\nwho lack experience, cannot qualify, or who fail to secure positions in graded\nsystems. We\n\nneed a single standard of qualifications for all teachers with\n\nspecial preparation for the positions they are to occupy. The normal schools\nand teachers colleges are the legal and logical institutions for the training of\nrural teachers, but few of them are so equipped at the present time with the\nnecessary facilities that this work can be done upon the same plan as the\npreparation of grade teachers. Those in the department who have charge\n\n"}
{"page": 512, "printed_page": null, "text": "508\n\nNational\n\nEducation\n\nAssociation\n\nof the training of rural teachers should not only have special preparation\nin this field, but they should have an interest and a love for the work. They\nshould have an equal ranking with other members of the faculty and the\nbright promising students who enrol in their courses should not be solicited\nby other members of the teaching corps to change their programs in order *\nthat they might qualify for grade or high-school positions in our larger school\nsystems.\n9\n\nINITIATING PROJECTS IN RURAL SUPERVISION FROM\nSTANDPOINT OF STATE SUPERVISOR OF RURAL\nSCHOOLS— ABSTRACT\nHELEN\n\nHAY\n\nHEYL,\n\nASSISTANT\n\nIN\n\nBUREAU,\n\nNew\n\nYork\n\nRURAL\nALBANY,\n\nEDUCATION,\nN.\n\nRURAL\n\nEDUCATION\n\nY.\n\nis attempting to develop a democracy\n\nin rural supervision in\n\na state too long held down by an inspectional s)rstem. Rurally speaking,\nNew York State is one of the largest, poorest, coldest, and most variously\npopulated states in the Union. Supervisory projects initiated in the field\nmust necessarily vary widely in a state presenting as widely varying topog¬\nraphy, educational levels, and types of people as does the Empire State.\nThe largest supervisory district in the state is 1725 square miles, the smallest\nis 53 (Median district 184). The supervisory load varies as greatly as the\nsize of the territory. In the 1725 square mile territory there are but 37\nschools, 34 of which are one-room buildings, while the total number of schools\nper supervisor varies from 15 to 67 with 48 as the median and half the super¬\nvisors having 43 to 54 buildings. The smallest total building load of 15,\nhowever, represents a teacher-load of 175 teachers and nearly 6000 chil¬\ndren ; while the district containing 67 separate buildings has but 80 teachers\nand 1500 children. There is great variation, therefore, in the size of the\nterritory, distribution of school buildings, type of school, and teacher-load.\nThe typical district superintendent or supervisor is a man (40 out of 208\nare women)\n\nfifty-two years old with credit for two years of education be¬\n\nyond high school (varying from none at all to holders of the Doctor’s de¬\ngree). His age varies from thirty to seventy-eight years. He holds a cer¬\ntificate entitling him to teach for life in any public school in the state which\ncertificate is based upon the old normal school diploma issued for two years\nof professional training. His experience previous to appointment as superin¬\ntendent was thirteen years. He has served twelve years as superintendent\nand has a total credit of twenty-five years teaching and supervisory experi¬\nence. His minimum salary is $3000 plus $600 for expenses and about\nfifty percent of his group will reach the age of retirement during the next\ntwo years. The law governing the activities of this typical superintendent\noutlines his duties as follows: “Such time as shall not necessarily be de¬\nvoted by the district superintendent of schools to the performance of the\nclerical and administrative work\n\nof his office, shall be devoted to the visi¬\n\ntation and inspection of the schools maintained\n\nin his supervisory district.”\n\n"}
{"page": 513, "printed_page": null, "text": "Department\n\nof Rural\n\n509\n\nEducation\n\nUnder conditions such as have been described above any effective program\nof supervision must be based upon sound principles that grow out of local\nneeds, problems, defects, or new procedures which may be legitimately car¬\nried on in any single territory and the program must always provide for\nflexibility. From the standpoint of the state supervisor of rural schools,\ntherefore, those projects should be encouraged which meet such criteria and\nin addition, it is the state’s obligation to initiate and foster such other proj¬\nects in the field as will best promote creative activity on the part of district\nsuperintendents and assist them in realizing for rural girls and boys those\nmajor goals of secondary education and elementary education toward which\npupils must be led in the process of growing into life. For elementary\neducation, both rural and urban, these are conceived to:\n1. Help\n2. Help\n3. Help\n4. Lead\n5. Help\n\nevery child understand and practise desirable social relationships\nhim discover and develop his desirable individual aptitudes\nhim to cultivate the habit of critical thinking\nhim to appreciate and desire worth while activities\nhim to gain command of the common integrating knowledge and skill\n\n6. Help him to develop\n\nThe\nhere.\n\na sound\n\nbody and normal\n\nmental\n\nattitudes 1\n\ncardinal principles of secondary education need no recapitulation\n\nIn line with these principles or guides district superintendents during\nthe past year have undertaken the following major supervisory activities in\ndifferent territories throughout the state. No one superintendent has at¬\ntempted all the activities in the list, but every superintendent has successfully\nundertaken some of them.\n1. Working out local courses of study in which\n2. Setting up new standards for improving\nmethods in education vs. conservative)\n\nsubject fields are better integrated\nschool management (progressive\n\n3. Working out criteria for judging pupil-activity\n4. Studying individual differences among children\n5. The local construction of objective tests based on new\nterritories cooperated in this undertaking)\n\nideals in education\n\n(35\n\n6. Reorganizing one-teacher schools on the basis of such objective tests\n7. Improving daily programs for one-teacher schools (block vs. time schedules)\n8. Reorganizing one-room schools into teaching groups instead of grades\n9. Introducing socialized recitation, individual instruction, and emphasizing\ndirected study\n10. Demonstrating\n\nproblem\n\nteaching\n\n11. Emphasizing child development, development of pupil-personality, and\ngrowth (character education projects with a curriculum built in the field by pupils\nand teachers)\n12. Developing demonstration schools\n\nIn fostering such activities and in further improving the quality of instruc¬\ntional supervision the Rural Education Bureau has :\n1. Approved 250 general and group conferences for teachers, helping\nthese and setting up criteria for judging their worth\n\nto plan\n\n1 This statement of the principles of elementary education is taken from the tentative report\nof the Committee on Elementary Education of the New York Council of Superintendents.\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nNational\n\n2. Conducted\nintendents\n\nEducation\n\nfive regional conferences\n\n3. Fostered\n\na summer\n\nshort course\n\n4. Worked\n\nwith committees\n\nAssociation\n\n(working\n\nconferences)\n\nfor superintendents\n\nfor district super¬\n\nat Cornell\n\nUniversity\n\nto develop a state rural school syllabus and to con¬\n\nduct the experimental edition of materials through the field “try-outs”\n5. Attempts to further improve supervisory technics by meeting groups of super¬\nintendents in the field and helping them solve common supervisory problems\n6. Visited many of the small rural schools with district superintendents, helping\nthem plan supervisory problems for their territory on the basis of needs revealed\n7. Developed an active interest in rural education within the state department of\neducation by working for the unification of programs in the various bureaus and\ndivisions, and throughout the state by working with parent-teacher associations,\nhome and farm bureau groups, granges, and other citizen organizations\n8. Has prepared materials for use in the field and many bulletins and reports.\n9. Has promoted or encouraged the following rural studies: (a) a study to de¬\ntermine the effect of rural environment upon the information of rural children, (b)\na study to determine to what extent rural teachers make use of the environment in\nteaching pupils, (c) a study of educational needs in the town of Crown Point, (d)\na study of the clerical duties of district superintendents, (e) a study of the activities\nof district superintendents.\n\nNow what part can a state worker have in such projects to maintain the\ndemocracy in supervision which was the aim stated at the beginning of this\npaper? Perhaps incidents from the field will illustrate. Following two\ndays spent in visiting schools with a group of superintendents two of them\nasked me to send them written criticisms of their work as superintendents.\nI agreed with the understanding that they would write me in return a\ncriticism of my work. They accepted the challenge and one replied as\nfollows :\nMay I sav first of all that just the kind of personal analysis you have made of\nme in both of your letters seems to me one of the very helpful things you can do\nfor us. (A woman superintendent)\n\nIncidentally I must be honest enough to confess that my analysis was\npartly incorrect as she speedily proved to me. The other said:\nIt helps me as a superintendent to have someone whom I feel knows to criticize\nmy technics and my plans and work . . . but where there is so much that\nneeds doing it is vital to be encouraging\n\nas well as critical. I feel that you do en¬\n\ncourage every good thing which you see teachers trying to do; but you’re a bit\ninclined to try to do too much at once ...\nI want to remind you that there\nare times when the greatest caution and the most discriminating judgment must\nbe exercised by you\nintendent)\n\n.\n\n.\n\n. try to go slow, do a few things well.\n\n(A man\n\nsuper¬\n\nI do not deserve the kind things which these superintendents said, but I\nappreciate their fine professional spirit, and I am deeply grateful for their\nhelpful criticisms. Truly I shall try “to go slow,” to do a few things as well\nas I can and to be as “discriminating\" as I know how! But are not such\nletters as these excellent on which to grow? I wonder if we state workers\ndo not have need of such mutually constructive criticisms from those who\nwork under us? Perhaps this is one service which state departments and\n\n"}
{"page": 515, "printed_page": null, "text": "Department\n\nof Rural\n\n511\n\nEducation\n\nthe field can render each other in developing this partnership in education.\nAnother example of the same thing were letters which came pouring into\nmy office last fall from the superintendents telling me what services they\nexpected from me this winter. These came at a request from our bureau\nin which we explained the limitations imposed by the size of the state and\nasked them to choose the activities on which they wished the assistant to\nconcentrate.\n\nTEACHER\nORVILLE\n\nGROWTH\nG. BRIM,\n\nTHROUGH CREATIVE\nABSTRACT\n\nPROFESSOR,\n\nELEMENTARY\n\nUNIVERSITY,\n\nIt is my\n\nCOLUMBUS,\n\nEDUCATION,\n\nACTIVITYOHIO\n\nSTATE\n\nOHIO\n\npurpose this afternoon to report briefly upon\n\nthe supervisory\n\nwork in two counties in Ohio. I do this because while these two pro¬\ngrams in rural supervision are quite unlike in their details of procedure,\nboth observe to a remarkable degree modern principles of educational leader¬\nship.\nI will not take time to show even briefly that creative thinking is not\nmerely the central objective but the best means of education. Evidence\nfor it abounds. The implications for the school are likewise evident. To\nmake creative thinking both the means\n\nand end of education the school must\n\nbe a laboratory, provide for- an active rather than a passive child, become a\ndoing rather than a sitting school. The curriculum must be composed of\nproblems meaningful to the learner, vital and challenging to him. The\nchild must be a finder rather than a learner of answers. He must be an\ninvestigator, a research student on his level as truly as is the graduate\nstudent. He must have guidance but not dictation for while freedom and\nindividuality are precious they are not gifts.\nThe curriculum must be flexible. Standards must relate to growth in\nfreedom and in power to think creatively to social ends. It must be a happy\nplace. Selfconfidence, courage, and respect for one’s self and for one’s\nintellect are essential to selfexpression or creative thinking.\nSo one might go on adding to the picture. While elementary educational\npractise seems in turmoil this surely is the direction in which we are moving\nand should move. Now such an idea is difficult to put into practise upon the\nelementary level. Obstacles are endless. But the supervisor is a teacher\nof teachers. He must observe in his supervision all the principles of teaching\nas truly as the teacher in dealing with the child. He must provide for the\nteacher the conditions necessary to foster growth through and for creative\nthinking. While we may excuse ourselves from modernizing the rural ele¬\nmentary school because of obstacles, the excuse does not hold equally for\nrural supervision. The program here is in its infancy. We can try anything.\nWe are blazing new trails. We are not cursed by the mechanizing influence\nof a large system. In our efforts to help teachers we have no fixed curricu-\n\n"}
{"page": 516, "printed_page": null, "text": "512\n\nNational\n\nEducation\n\nAssociation\n\nlum, no hallowed assignments, no specific objectives, no standardized and\nfixed goals for teachers to reach. Our public, that obstructs an activity\ncurriculum for children for fear the sacred arithmetic and spelling will\nsuffer, puts no similar limitations upon teacher learning. As I see it you\nare free to lead your teachers as you will. You can build as modern a\nsupervisory program as you are able to grasp. Rural supervisors are limited\nby vision not by conditions.\nI say this because two men in Ohio have created such a program. Two\nyears ago Mr. Carter was asked to assume responsibility for supervision of\nrural schools in Cuyahoga\nstruction of a curriculum\n\nCounty. The efforts were centered upon con¬\nfor the county. The needed committees were\n\ndetermined, leaders selected. Teachers chose places on the various commit¬\ntees and the work was under way. The committees assumed responsibility.\nMr. Carter visited schools, met with them, found their needs, sought to\nsupply them whenever possible or wise. He issued bulletins of suggestions\nand summaries of progress, he secured the cooperation of the Cleveland\nLibrary. Lists of books on many topics were prepared and material made\neasily available. Extension classes were organized in connection with Kent\nNormal School, Cleveland School of Education, Bowling Green Normal.\nThe topics considered grew out of and related to the curriculum program.\nFor this work credit was given. Numerous problems were taken up for\nspecial study by individuals and groups. Many enroled for problems in\nminor research at Ohio State University, and a few are carrying on major\nresearch problems that will not only contribute materially to curriculum\nbut earn for the individual his Master’s degree. The spirit and enthusiasm\nhave grown steadily. Professional study has taken on a new meaning. Many\na teacher wonders why his normal training could not have been thus mean¬\ningful and vital. While Mr. Carter has been everywhere guiding and\naiding, he has deliberately put responsibility upon his teachers. He attended\ntheir meetings. Difficult questions arise in trying to modernize a curricu¬\nlum. The committee would turn to him with a question and he with rare\ndiscretion would hand it back to them with a suggestion or two. Whenever\nhe felt his presence obstructing their independent solution of the question,\nhe would leave at once. Teacher thinking, teacher independence, teacher\nhappiness, teacher growth, better schools, and better children have followed\nas surely and naturally as night the day.\nThe second county to which I wish to refer began its program a year\nearlier. Mr. Russell was asked by Superintendent Glenn Drummond to\n\ncome to Logan county to promote the improvement of instruction by enlist¬\ning the teachers in a study of the curriculum. While Mr. Carter has been\nable because of certain conditions to carry his project of curriculum con¬\nstruction to completion, Mr. Russell has moved more slowly. His has\nreally been a period of curriculum study; his curriculum is not appearing\nupon paper, but the curriculums that have matured in the minds of his\nteachers are a monument to his efforts and success.\n\n"}
{"page": 517, "printed_page": null, "text": "Department\n\nMr.\n\nof Rural\n\nEducation\n\n513\n\nRussell is a firm believer in the principles of democratic leadership\n\nand is an adept at practising them. During the autumn institute he out¬\nlined his program. He had a plan that capitalized individual interests, indi¬\nvidual differences, teacher thinking, and cooperation. A short time after\nschool opened, they held a county-wide meeting to discuss lesson assign¬\nments. The purpose of this was to break the ice. Mr. Russell and Mr.\nDrummond went about the county visiting schools, raising questions, en¬\ncouraging differences of opinion wherever found. Enthusiasm grew rapidly.\nThree people came fifty miles to the University library to spend the day\nreading. The county meeting was organized to foster discussion and espe¬\ncially teacher participation. Needless to say it was a success. In brief this\nis a picture of the entire three years work. From here on Mr. Russell\nvisited schools, doing classroom supervision wherever he was, getting\nacquainted, encouraging, helping but always on the look out for actual or\npotential leads. When he discovered a teacher concerned about some teach¬\ning problem, he immediately became the interested coworker. Together they\ntalked it over, developed its possibilities, outlined a program of study.\nOftentimes Mr. Russell would discover one the teacher himself had scarcely\nsensed. After a period of salesmanship this teacher was left to himself.\nMr. Russell had no sacred scheme into which others had to fit. His pur¬\npose was to stimulate all teachers to study their jobs, to find a vital problem,\nand follow it.\nAs a result the curriculum in the minds of the teachers and the curriculum\nexperienced by children grew daily. Teachers grew in happiness, in selfconfidence, in enthusiasm, in professional spirit, and teaching ability. In both\nof these counties teacher growth was put foremost. Only a happy, selfconfident, thinking, growing teacher could do the work these men had in\nmind. Constructive, creative thinking on the part of each teacher was the\nbasic principle of progress. Freedom was granted, individuality respected,\ndictation avoided. Leadership supplanted control. The supervisor was a\nhumanized helper and friend.\n\nTHE\nA.\n\nPROFESSIONAL\nC.\n\nBURTON,\n\nCOUNTY SUPERINTENDENTABSTRACT\n\nWESTERN\nBOWLING\n\nKENTUCKY\nGREEN,\n\nTEACHERS\n\nCOLLEGE\n\nKY.\n\nThe problem of the professional county superintendent is large and im¬\nportant. Every state, if we count the township superintendent, and those of\nthe old New England town, has such officials. Fifty-five million people on\nthe farms and in the villages owe some allegiance to such officers. Twelve\nmillions and more of country boys and girls look to them for all they can\nhope to have of effective leadership in their elementary and high-school\ncareers. As well might we hope to repeal the law in physics which says\nwater cannot rise above its source as to plan a rural school system, in any\n\n"}
{"page": 518, "printed_page": null, "text": "514\n\nNational\n\nEducation\n\nAssociation\n\ncounty, that is to reach above and beyond the ideals and objectives of the\ncounty school superintendent.\nThe American public school system judged by cost, number engaged, and\nvalue of the finished product is the biggest business in the world. Your\njobs need elevating and dignifying quite as much as any jobs in which men\nand women engage.\nIn the first place, to make the office highly and widely professional the\ncandidates should not have to meet any conditions as to local citizenship,\npolitics, religious creed, or sex. Anything that stands in the way of getting\nthe best man or woman available will be a barrier in many places. Usually\nthe greater the need the greater the barrier. I do not believe the official\nshould be quartered in the county courthouse. The psychology is bad and\nthe escape from the spoilsmen more difficult. He should be elected by a non¬\npartisan lay board whose duties are legislative, advisory, and confirmatory.\nThey should advise and support the superintendent and help him to build\na program, but should not have administrative and supervisory duties.\nTheir chief duty and greatest glory should be to appoint a competent super¬\nintendent and back him up.\nIn the second place the professional superintendent should be trained.\nHe should have enough academic and professional scholarship to challenge\nthe respect of every teacher, officer, and patron. He should have some kind\nof degree if those who work under him must have them. He should be able\nto do some research work and to evaluate the countless pieces of research\nwhich come to his desk, good, bad, and indifferent. He should be able to\nmake a budget and a salary schedule, the best possible within the limits of\nhis income. He should know how to select and place teachers, the biggest\njob of all, and that should be his job. He should know how to provide for\nthe growth of the teachers in service, be able to rate them, and measure the\nresults of their work. He should understand how to select and purchase\nequipment or direct the purchase, including school libraries. Enough money\nis wasted now in many counties buying books that children cannot and\nwill not read to pay for trained superintendents at good salaries.\nThird, he should understand the technical problems of administration\nand supervision. Many counties need more money for schools. Please do\nnot feel that I fail to realize that. But the poorest county in all the lot be¬\ntween the two oceans does not need more money so much as many counties\nneed to learn how to get one hundred cents’ worth of rural education for\nevery dollar they now spend. The waste in poor attendance, bad grade dis¬\ntribution, poorly located schools, surplus schools, little struggling inefficient\nhigh schools, and the archaic district unit in places is almost appalling.\nFourth, if professional, he must study. Years ago the city superin¬\ntendents had a sort of unwritten rule that they should devote one-third of\neach day to office work, one-third to visiting, and one-third to study. The\ncountry man could not, most likely, so equally divide his working day, but\nhe might closely approach that proportion of time for each at the end of a\nweek or month. Surely he should not be expected to devote the major part\n\n"}
{"page": 519, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n515\n\nof each working day to reading and writing letters, answering telephones,\nreceiving callers, and working on stereotyped reports. A fifty-dollar clerk\ncould do most of this work as well, some of it even better.\nFifth, the county superintendent must be paid a living salary. In my\nsection the typical county town has about 5000 people, four schools, forty\nteachers, and pays its superintendent of schools $3600 to $4200 a year.\nThe county around that town has 20,000 people, sixty schools, 150 teachers\nand pays its superintendent $1800 to $2000 a year. Usually he visits\nschools in his own Ford and often buys the gas and oil. Can you wonder\nthat that man, if effective, is looking for a city job?\nI know of no kind of work properly called professional in which the\nworker is always or even often looking for a new job or struggling to retain\nthe old one. There must be some kind of decent tenure. I do not care to\ndiscuss the basis on which permanence should be achieved, but surely with¬\nout some hope for stability one very vital incentive is absent. Nearly all\nsocial and uplift work is slow and permanence of leadership is needed.\nNow if we could be rid of politics in rural education and could learn\nhow to make the dollar do its utmost we should still have inequalities un¬\nthinkable in a land where equality of opportunity is supposed to be the watch¬\nword. Every state must soon or late have stimulating and equalizing funds\nto aid the poorer counties when they have done their best. The federal\ngovernment must help if the poorer states are ever to realize the boasted\nclaim of the Declaration of Independence. But let us suppose the cities\nand wealthier counties were ready to help and that Uncle Sam could see\nhis way to aid the weaker states. Then we should be almost to the place\nwhere dreams come true, provided our county superintendents were all\nready to administer as experts. Otherwise, in many places, waste, waste,\nand that is all.\nCities are rapidly growing willing to help. They know they must look\nto the country not only for food and raw material, but for men and women\nto head their business, their industries, and to be the fathers and mothers\nof their children. Men and women who are three generations removed\nfrom the soil do not rear children. In the fifteen largest cities in America\nwhose superintendents are written up in Who’s\n\nWho,\n\nthirteen were born\n\nand reared in the country and the villages. Jones of Cleveland and O’Shea\nof New York are the' only exceptions. The cities need to give assistance\nquite as much as the country needs help. But we must be ready to receive\naid. How, does some one ask? By professionalizing the county super¬\nintendency, the biggest single step in the program.\nSome one recently said a new wind is blowing across the world and that\nwind is for every worker to love his work and have faith in reaching his\ngoals. He told of a big business man\n\nwho died recently in a small city. One\n\nof his admirers said in a memorial service, “Nature never marked that man\nfor genius or a great man at all, but he loved his business and everybody in\nit. That enabled him to touch and make over the lives of 10,000 men and\n\n"}
{"page": 520, "printed_page": null, "text": "516\n\nNational\n\nEducation\n\nAssociation\n\nwomen.” Every county superintendent can vitally touch ten thousand\nmen and women. From three to six thousand boys and girls he must\ntouch if he is effective. God never gave a group of men and women a\nnobler or a more important task than he has given you. Go home and\ncarry on. The smaller and the poorer your county the more it needs you,\nand the more you can do there if you are willing.\n\nHOW\n\nPROVIDE\n\nA. G. YAWBERG,\n\nCREATIVE\n\nSUPERINTENDENT\n\nTEACHERS— ABSTRACT\nOF\n\nCLEVELAND,\n\nCUYAHOGA\n\nCOUNTY\n\nSCHOOLS,\n\nOHIO\n\nThe terms “creative teaching” and “creative teachers” recently have as¬\nsumed prominence in the educational world. These terms are something\nmore than catch phrases. They indicate a new emphasis upon educative and\nteaching power, rather than upon subjectmatter.\nWe are beginning to come to a realization of the meaning of education\nas an unfolding process rather than a pouring-in process. It is true that for\nyears we have glibly used the term “no impression without expression,”\nbut it has been a lip service. In practise we have continued to teach on a\nbasis of maximum activity for the teacher and minimum activity for the\npupil. It is to be hoped that such practises may soon cease.\nThe time has come when teachers must understand that subjectmatter is\nsecondary; that covering a certain number of pages of subject is no indica¬\ntion of good educational results ; that subjectmatter wrongly used may be,\nand often is, detrimental to constructive educational power. We now re¬\nalize that the first two laws of learning, namely, readiness and effect, are\njust as important, in fact, must be operative before the third, law of exercise,\nhas any real educative value. The question under discussion is, “How shall\nteachers who recognize this be provided ?” This question can be answered\nlargely by our teacher-training institutions. The problem is one largely of\ntraining and attitudes. Five general conditions or types of training should\nprovide the fundamentals\nized briefly as follows:\n1. Teachers\n\nfor the creative teacher. They may be character¬\n\nin training must\n\ncome\n\nto a realization that the curriculum\n\nis some¬\n\nthing more than regular doses of subjectmatter to be administered regularly to stu¬\ndents. They should be given training in constructing types of courses of study\nwhich practically ignore instructions to teachers but which do emphasize pupil\nactivity. Heretofore, there have been very few courses in curriculum construction\noffered to teachers and still fewer that really emphasized good curriculum construc¬\ntion. No teacher can be a creative teacher until he is able at least to recognize\na good curriculum.\n2. Teachers in training should study thoroughly the general objectives to be\nsought in teaching all subjects he expects to teach. These are the general, broad\neducational results he should expect to accomplish. When these objectives are\ndetermined upon, the subject should then be broken up into the teaching units with\nappropriate specific objectives. Until the teacher is able to do this he is not ready\nto teach pupils with this subject as a tool.\n\n"}
{"page": 521, "printed_page": null, "text": "Department\n\nof Rural\n\n517\n\nEducation\n\n3. Probably too much time is not now given to the study of devices and lesson\nplans but too little time is given to a study of why devices and lesson plans are\nvaluable. Much time is wasted in making long lesson plans which are nothing\nmore than a compilation of subjectmatter with little idea of what the educative\nvalue is to be. Every lesson plan should have three characteristics: a definite teach¬\ner’s aim, a probable pupil aim, a clear distinction between\ntextbooks, subjectmatter, and materials that are to be used.\n\npupil activity and\n\nthe\n\n4. Teachers in training should also come to realize that the byproducts of teach¬\ning are often of greatest value. The concomitant and associate learnings are funda¬\nmental because they are really the springs of action. Teachers should understand\nthat these are never absent. They may be detrimental. They will be most helpful\nif the teacher understands how to arouse right attitudes.\n5. Finally, every teacher in a training school should teach prospective teachers in\nexactly the same way he expects the student teacher to work upon assuming the role\nof teacher. So long as normal and training school instructors violate every prin¬\nciple of good teaching we can expect very little improvement in their graduates.\nRapid strides are being made in this direction. We shall have creative teachers\nfor our schools just as rapidly as we have creative teacher-training\n\ninstructors.\n\nUntil the principles stated above are used in all training schools every\nsuperintendent must train his teachers in service along the same lines. It is\na huge task but one that should challenge every public school teacher and\nadministrator.\n\nA CO UN TY WIDE\nNETTIE\n\nE. BROGDON,\n\nPLAN\n\nOF SUPERVISION— ABSTRACT\n\nCOUNTY\n\nSUPERVISOR,\n\nGREENSBORO,\n\nN.\n\nGUILFORD\n\nCOUNTY,\n\nC.\n\nA countywide plan of supervision should be built on guiding principles\nwhich embody the following:\n1. The program must provide for the superintendent as the administrator, and\nthe supervisor as an assistant in charge of instruction.\n2. The program must consider the supervisor as a professional advisor, giving\neach principal the responsibility for the instruction in his school.\n3. The program must find the big controling problems and the contributory\ntors which influence the development of the children within the school.\n\nfac¬\n\n4. The program must provide for the wise use of the supervisor’s time through\neconomical agencies.\n\n5. The program must give the principals and teachers freedom and responsi¬\nbility which will develop initiative and encourage them to find and solve\ntheir own problems.\n6. The program must be big enough in scope to challenge and inspire growth\nof those participating, but at the same time must be kept within a range which\nwill create desirable emotional attitudes and promote mental and physical\nhealth.\n7. The program must be flexible to the extent that provision is made\nindividual needs of each school and teacher.\n\nfor the\n\nmust be in harmony with the administrative policies.\n9. The program must provide for close relationships between the home\nthe school.\n\n8. The\n\nprogram\n\nand\n\n"}
{"page": 522, "printed_page": null, "text": "518\n\nNational\n\nIn order to be more\n\nEducation\n\nAssociation\n\nspecific in the interpretation of the meaning\n\nof a\n\ncountywide plan of supervision, the story of a plan which the writer has\ndeveloped with the thirty consolidated elementary schools in Guilford\ncounty, North Carolina, during the past two and one-half years is told.\nThese schools employ two hundred twenty-seven elementary teachers with\nan average training of three college years. Nineteen of these schools have\nseven or more elementary teachers, fourteen of which maintain a four-year\nstandard high school ; this program however, does not include the highschool wTork in the system.\nDuring the first year of the growth of this program, the status of the\nsituation was analyzed through every available channel, in order to set up a\ncontroling countywide objective. The following are some of the studies\nworked out by each principal in the county for the purpose of knowing the\nstatus and needs of his own school :\nAn age-grade study, percent of promotions in each grade, causes for failures,\nrelation of failures to the intelligent quotients, accomplishments in the fundamental\nschool subjects as revealed by a battery of educational tests, correlation between\npupil attendance and educational achievement, influences affecting attendance, and\nphysical defects of the children as shown by records in the school health files.\n\nThis series of studies throughout the first year disclosed many problems\nof vital concern which were of remedial nature. These were analyzed and\nranked as to importance and influence within the lives of the children.\nThe large percent of failures in each grade which had been occurring from\nyear to year was ranked as first in importance. It was found that these\nfailures had been a big factor in influencing the high percentage of retarda¬\ntion which was another situation warranting attention. To increase pro¬\nmotion would necessitate the solution of contributive problems which were\niound\n\nthrough\n\nthis analysis. Therefore,\n\n“Maximum\n\nPromotion\n\nof the\n\nGrade Enrolment” was selected as the primary objective for the supervisory\nprogram for the second year with a view of working towards this goal until\na normal situation could be attained.\nFrom an investigation of the causes for failures, the following were\nselected as remedial measures and were accepted as secondary objectives:\n1. Improved instruction\n2. Every child physically fit and positive health teaching\n3. Maximum attendance\n4. Cooperation\n\nof parents.\n\nThe objectives having been selected and accepted, a method\n\nof procedure\n\nwas outlined which included a few agencies — countywide in nature —\nthrough which efforts were concentrated in accomplishing the above objec¬\ntives. These agencies were annual education conferences, countywide teach¬\ners’ meetings, group teachers’ meetings, school visitations, office conferences,\nand parent-teacher organizations. The illustrations given below show how\nthese agencies are used in continuing the development of the program dur¬\ning the present year.\n\n"}
{"page": 523, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n519\n\nA four day education conference was held just prior to the opening of\nthe schools. This conference consisted of a series of sectional meetings\nwhich were planned in order that those who are entrusted with the educa¬\ntion of the children in Guilford county might arrive at a common\n\nunder¬\n\nstanding of the plans and policies of the school system. The principals’\nsection was held on the first day, the aim of which was to analyze some of\nthe best practises growing out of the experiences of the principals in per¬\nforming their duties, which are: supervision of instruction, administration,\nteaching, community leadership, and clerical work. The program for this\nsection had its beginning in the second year of the development of the\ncountywide plan of supervision under discussion.\nThe parent-teacher section, which was the second of this series, pointed\nout the relation of this organization to the school. The countywdde objec¬\ntives and the attainments thus far were explained.\nThe first-grade teachers in the county met on the third day and outlined\na study which wTould aid in the interpretation of the school entrant. This\nstudy consisted of information about the family history, the development\nhistory, which includes physical, mental, and social interpretation of the\nchild.\nOn the fourth day a general teachers’ meeting was held, which was the\nlast of the series of meetings during the educational conference. At this\ntime the accomplishments of the preceding year relative to the primary and\nsecondary objectives of the countywide supervisory program were explained.\nThe method of procedure for continuing work toward attaining these goals\nwas discussed. In addition, the professional study groups for teachers of\nthe early elementary grades, the upper elementary grades and principals\nwere organized. At the close of this four-day conference, the teachers\nwere instructed to report to their respective schools on the following Satur¬\nday in order to attend a faculty meeting and get acquainted with their\nschool situation.\nA monthly teachers’ meeting is held on the second Saturday of each\nmonth. Through this agency teachers are kept in touch with the best edu¬\ncational practises. The professional study which was begun during the\nannual education conference is continued. Two courses are given to the\nteachers of the elementary grades which are taught by college instructors.\nThe classrooms are serving as laboratories where theories and principles\nwhich are taught in these courses are being applied. The first course deals\nwith the technic of teaching big units of study and guides the teachers in\nthe development of their own big teaching units within the classroom.\nHealth education is given as the second course and has as its broad aim the\ndevelopment of the child mentally, physically, socially, and emotionally.\nThe supervisor, working with the county superintendent, directs the\nstudy course for the principals. This is the most significant contact which\nhe has in the supervisory program for professional leadership. This course\nduring the past three years has been divided into three rather extensive topics\n\n"}
{"page": 524, "printed_page": null, "text": "520\n\nNational\n\nEducation\n\nAssociation\n\ndealing with the analysis of each individual school situation, the princi¬\npal’s time budget study, and the technic of principal supervision.\nThe supervisor spends approximately four days each week in visiting the\nprincipals and teachers at work for the purpose of analyzing with them their\nschool and classroom situations. The conference in the supervisor’s office is\nan economical agency in that many contacts can be made with many teach¬\ners in a short time. The results of certain types of professional assistance\nare as effective as if given in the classroom. This program provides that\ndefinite office hours be kept by the supervisor.\nThe test of any supervisory program should be in terms of educational\noutcomes and evidences of continuous growth of those participating in the\nprogram. In measuring the results of the Guilford county program of su¬\npervision one cannot state concretely all of the tangible developments since\nthis work is in its beginning and is unfolding gradually. However, over a\nperiod of two years, records show appreciable results in outcomes which can\nbe measured statistically. The promotions have been increased 11.7 per¬\ncent, and at the same time, data gathered from educational tests show an\nimprovement\n\nin the fundamental\n\nschool subjects. While\n\nthis program,\n\nbuilt on teacher growth, with the child as the center, has brought objective\nresults toward the county goal — “Maximum Standard Promotions of the\nGrade Enrolment” — the fundamental and dynamic outcome has been the\n\nesprit de corps which has developed throughout the school system. In the\nclassroom there is evidence of a statement\nvisited the schools recently, “Teachers\n\nmade\n\nby a business man\n\nare teaching children and not books.”\n\nCOUNTYWIDE PLAN OF CONSOLIDATION AND\nZATION OF SCHOOLS— ABSTRACT\nJ. T. JEROME,\n\nSUPERINTENDENT,\nGOLDSBORO,\n\nOne\nprogram\n\nwho\n\nof the most difficult tasks North\n\nWAYNE\nN.\n\nCOUNTY\n\nORGANI¬\n\nSCHOOLS,\n\nC.\n\nCarolina has had to face in her\n\nof education has been that of equalizing school advantages to all\n\nof the children of the state. Our school population is about three-fourths\nrural. The cities, of course, developed a school system by reason of their\nability to finance a school program. But the rural sections have been handi¬\ncapped on account of shorter terms, poorly qualified teachers, ineffective\norganization, and very poor equipment. We believe that much of this in¬\nequality will be eliminated when we have provided for every rural school\nchild a consolidated elementary and high school with a minimum\neight\nmonths school term.\n\nWe\n\nhave been thinking in terms of the consolidated school since\nabout\n1918, and statistics show that we had in 1923 two hundred\nand five con¬\nsolidated schools, having six or more teachers, scattered over\nthe state. We\nalso had about four hundred rural schools that were\noffering high-school\ninstruction.\n\n"}
{"page": 525, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n521\n\nUnder “permissive” legislation, consolidations were being effected by\ncounty boards wherever and whenever a vote of the people in the districts\npaved the way. Schools were organized without regard to other districts\nand had no relation to the county or state as a whole. In many cases, the\ndistrict lines were fixed for the purpose of including some tax paying cor¬\nporation, such as railroads, and too often excluded large areas of semi-barren\nlands, with their sparsely settled school population. They were not distrib¬\nuted in such a way as to insure the best and most economic instruction for\nall the children. No equality of educational opportunity was even possible\nunder this haphazard plan of consolidation. It was more a question of in¬\ncreasing financial aid than of educating all the children.\nEach of the small high-school units was anxious to enlarge its territory,\nso that it could become accredited under state high-school regulations. Lack\nof a well formulated plan for the consolidation and organization of the\nrural schools tended to confuse school officials, caused jealousies between\ndistricts, fights over the location of schools and made even harder the task\nof providing for all the pupils within the county.\nThe necessity for a statewide measure to control the organization of these\nschools, led the General Assembly of 1923 to enact a law which provided\nfor a countywide plan of consolidation. Under the provisions of this act,\neach county board of education must adopt a countywide plan before pro¬\nceeding further with consolidations. Section 73-A of the school law said\nthat no district could be created, divided, or abolished after this, except in\naccordance with a countywide plan of consolidation. It set forth the man¬\nner in which this countywide plan of organization would be adopted and\nexecuted. Briefly the plan is this : First the county board of education must\nmake a study of the present situation for this purpose, preparing a map of\nthe county, with present location of schools, roads, natural boundaries, etc.,\nand then make a new map or diagram showing the proposed location of\nschools, having in mind the educational needs of all the children and terri¬\ntories in the county. This new plan for the consolidation must be presented\nto the school committeemen and trustees for their consideration, advice, and\nsuggestions. After that is done the county board may adopt the plan and\nit is recorded as a part of the permanent school records. It may be amended\nor changed in much the same way. The adoption and any changes which\nare made must be known and understood by all the school officials of all the\nschools. But the county board of education has final authority in making\nthe countywide plan.\nThis countywide plan of school organization has done more to insure to\nthe rural school pupils equality of educational opportunity than any other\npiece of legislation in North Carolina. We have already seen some very\ndefinite results from this act. Since the adoption of the countywide plan in\n1923, the number of consolidations has been increased from two hundred\nand five to seven hundred. Five thousand small inadequate schools have\nbeen eliminated. The number of children enroled in rural high schools has\n\n"}
{"page": 526, "printed_page": null, "text": "522\n\nNational\n\nEducation\n\nAssociation\n\nincreased sixty percent. The number\n\nof high-school graduates has increased\neighty-four percent. The school term has been lengthened from one hun¬\ndred and twenty-six to one hundred and forty-five days, while the average\nattendance on the part of rural pupils has increased about five percent.\nThe Legislature in 1921-23 gave impetus to the building program also by\nissuing state bonds and lending to the counties over $17,500,000 to be used\nfor the purpose of carrying into effect the countywide plan of consolidation.\nI think that the county which I represent may be taken as a typical North\nCarolina county, and the conditions which existed in Wayne county prior\nto the county-wide plan law, and since that time are duplicated in nearly\nall of the one hundred counties in the state. Perhaps a more accurate pic¬\nture of these conditions may be seen from the countywide plan which was\nadopted by the board of education in Wayne county, and put into effect\nduring 1924.\n\nWe\n\nhad sixty-five one, two, three, and four-teacher schools\n\nscattered over an area of six hundred square miles and serving approxi¬\nmately five thousand white school children. We had sixteen one-teacher\nschools, fifteen two-teacher schools and ten three-teacher schools, all of which\nhave been eliminated by consolidation. In 1923 we had ten schools which\nwere attempting to do high-school work, only one of which was accredited\nby the state department. Only one of these high schools had as many as\nforty-five pupils in average daily attendance.\nIn Wayne county the people were convinced that the consolidated school\nwas what they wanted. In fact, the feeling was so strong in the county that\nevery two or three-teacher school was demanding that it be made the center\nof consolidation for its territory. Each of the ten high schools was making\ndesperate efforts to enlarge its territory at the expense of other high schools.\nAfter the adoption of this countywide plan for consolidation of schools in\nWayne county progress in the schools has been very rapid. We have built\ntwelve consolidated school buildings at an average cost of $50,000. The\naverage enrolment is about four hundred. The area of consolidation aver¬\nages about fifty square miles. We are operating eighty school busses and\ntransporting three thousand children. We have seven accredited high schools\nwith an average enrolment of about eighty. The school term has been\nincreased from one hundred and twenty-six days to one hundred and fiftyseven days. The scholarship index of the teachers has been raised from four\nhundred and seventy-seven to six hundred and eighty-one. In all of the ele¬\nmentary schools of the county, grade standards have been raised a little over\ntwelve months in this five-year period. The percentage of over-age pupils\nhas been materially reduced, and the number of seventh grade graduates\nhas more than doubled.\nUnder this countywide plan of consolidation we are offering to every\nchild in Wayne county an opportunity of attending a standard elementary\nand high school, and slowly but surely the educational level of the rural\nschool child is being raised to the equal of their more fortunate brothers and\nsisters in the city schools.\n\n"}
{"page": 527, "printed_page": null, "text": "Department\n\nFEWER\nO. H.\n\nBENNETT,\n\nof Rural\n\n523\n\nEducation\n\nAND LARGER VILLAGE AND RURAL\nSCHO OLS—A BS TRA C T\nSUPERINTENDENT,\n\nHAMILTON\n\nCINCINNATI,\n\nCOUNTY\n\nHIGH\n\nPUBLIC\n\nSCHOOLS\n\nOHIO\n\nThe number of village and rural high schools in any township, county,\nor state should be governed by the following factors :\n1. Enough\neconomy.\n\npupils to justify a high school from\n\nthe standpoint\n\n2. A tax duplicate large enough to furnish funds\noperating expenses at a reasonable tax rate.\n3. Transportation problems.\n\nof pedagogy\n\nand\n\nfor buildings, equipment,\n\nand\n\nIf village and rural high schools are too small there is danger that the\npupils will be handicapped from the standpoint of academic and social\ndevelopment as has definitely been shown by surveys in New York and\nother states. Academic development is improved by having enough pupils\nenroled and enough money to spend for high-school purposes to insure a\ncorps of teachers of sufficient size and preparation. Social development is\nstimulated by contact with others. Opportunity for contact is greater in\nlarger groups. Numbers create inspiration and reduce costs per capita.\nHigh-school education, in some localities, is determined upon the cost\nbasis. Non-high-school districts with large tax duplicates often refuse to\njoin a high-school district because it is cheaper to pay high-school tuition\nthan to pay the higher rate of tax which prevails in the high-school dis¬\ntrict. Democracy in education means taxing wealth wherever it is found\nand using the proceeds therefrom to educate boys and girls wherever they\nare found. Why not follow this principle ?\nLocal school district lines, township lines, county lines, and state lines\noften present insurmountable difficulties to the county school administrator.\nLocal pride and prejudice are factors not to be ignored by those attempt¬\ning to organize high-school districts of the proper size from the standpoint\nof finance and enrolment. The rural school administrator who proceeds\narbitrarily to eliminate local school district, township, and county lines in\nthe process of securing larger high-school districts is sure to incur hatred\nand meet bitter opposition. The wise administrator pursues another\ncourse. * He creates sentiment for larger centers before he acts.\n“Offering the work required for college entrance, however, has exhausted\nthe energies of the small high school,” says Ferris.1 Compulsory education\nlaws passed in a number of states compel large numbers of pupils to enter\nthe high schools. A wide variety of abilities is found in the high schools\ntoday. This demands a curriculum broad enough to care for the needs and\nabilities of all. Small high schools are frequently unable financially to\nemploy a large enough corps of instructors to provide all of the subjects\nwhich must be offered if these individual needs are to be met.\n1 Ferris, E. N.\n\nSecondary\n\nEducation\n\nin Country\n\nand Village, p. 251.\n\nAppleton,\n\n1927.\n\n"}
{"page": 528, "printed_page": null, "text": "524\n\nFrom\n\nNational\n\nEducation\n\nAssociation\n\nthe standpoint of transportation and travel, a township\n\nis no\n\nlarger today than was a local sub-school district a generation ago. Cen¬\ntralization projects consummated a generation ago are found today to be\ntoo small in area and in some instances present the problem of further cen¬\ntralization for high-school purposes at least.\nThe following data leads one to believe that there is still need for fur¬\nther consolidation of high-school districts in Ohio.\nIn 1927-28 there were 1397 high schools in Ohio. Of these, over 1000 were in\nvillage and rural school districts under county supervision. More than 350 of the\nhigh schools in Ohio under county supervision in 1927-28 had an enrolment of\nless than 50. More than 350 had an enrolment of more than 49 and less than\n100. More than three hundred had an enrolment of more than 100. There were\nenroled in the high schools of Ohio under county supervision during the school\nyear under discussion 87,980 students or an average of 83 to each high school\nmaintained. In cities and exempted villages in Ohio, the same year there were\nenroled in high schools 202,568, or an average\n\nof 606 students per school.1\n\nSection 7663 of the Ohio school laws provides that “A board of educa¬\ntion may establish one or more high schools, whenever it deems the estab¬\nlishment of such school or schools proper or necessary for the convenience\nor progress of the pupils attending them, or for the conduct and welfare of\nthe educational interests of the district.”\nIt would seem that some limitation should be placed upon\n\nthis power.\n\n“With the consent of or upon the recommendation of” the state director\nof education and the county superintendent might be inserted with profit\nin this section of law. The establishment of any high school should follow\na scientific survey of the situation, covering the following items :\na. Size, from\n\nthe standpoint\n\nof taxable property\n\nand\n\nsquare\n\nmiles.\n\nb. Present number of high-school students residing in the district.\nc. Topography of the country and condition of the roads.\nd. Future development based upon authentic data.\ne. Accessibility of school from\ndistrict.\n\ndifferent sections of the proposed\n\nhigh-school\n\nThe only control which the state of Ohio has at the present time over\nthe size of village and rural high schools is vested in the state director of\neducation. Under section 7651 of the Ohio school laws, he may inspect,\nclassify, and issue charters to high schools. He would have power under\nthis section to refuse charters to schools that are organized upon too small a\nscale. Proper high-school organization might be brought about through a\nsystem of state aid for all of the high schools of the state. Some states\nhave separate funds for high-school purposes. Cubberley recommends\nthat state aid for high schools be so administered as to encourage con¬\nsolidation.2\n1 Ohio State Department\nOhio.\n2 Cubberly,\n\nElwood\n\nP.\n\nof Education.\n\nEducational\n\nDirectory — 1927-28. p. 36-106. Columbus,\n\nState School Administration,\n\np. 325.\n\nHoughton\n\nMifflin, 1927.\n\n"}
{"page": 529, "printed_page": null, "text": "Department\n\nof Rural\n\n525\n\nEducation\n\nSeveral states have adopted plans for organizing larger units for rural\nand village high schools. A union district act was passed by the legislature\nof California in 1891. In 1919, Illinois enacted a law known as the “Com¬\nmunity High School District Law.” Minnesota has a plan which provides\nfor the organization of associated schools. The rural school survey com¬\nmission of New York state recommended the organization of community\nhigh-school districts.\nOhio has a joint high-school law which authorizes local boards of educa¬\ntion to unite local school districts for high-school purposes. There are two\nweak points in the Ohio law upon this subject as follows:\n1. Any local district belonging to a joint high-school district may withdraw\nfrom the high-school district at any time by resolution of the board of education of\nsaid district.\n2. In voting bonds for erecting and equipping a high-school building the bond\nissue must carry in all of the local school districts of the joint high-school district\nbefore it is operative in any of the districts concerned.\n\nA survey of the present high-school situation in Ohio shows these facts:\nSince 1914 the date on which\n\nvillage and rural high schools in Ohio were\n\nplaced\n\nunder county supervision the number of first-grade high schools increased from\n520 to 812. This report sets forth the fact that public high schools in Ohio in¬\ncreased by 98 in 1927-28 over 1926-27 in spite of the policy of the state depart¬\nment not to encourage the beginning of small schools. It is pointed out, however,\nthat part of this increase was due to the organization of junior high schools.\nThis report also emphasized the fact that the range in number of high schools\nin the counties of Ohio is from 4 to .25. This range includes only the high schools\nunder county supervision.\n\nThere are too many small village and rural high schools in the nation\ntoday. The application of the gasoline tax and other highway taxes is\nrapidly improving road conditions throughout the nation. Larger centers\nfor village and rural high schools will follow this program of highway im¬\nprovement. This change in the high-school conditions cannot be made by\nlegal enactment alone. Leaders in rural education must create sentiment\nfor better school organization.\n\nTHE\nKATE\n\nWOFFORD,\n\nCOUNTY\n\nSURVEY— ABSTRACT\n\nSUPERINTENDENT\nLAURENS,\n\nOF\n\nLAURENS\n\nCOUNTY\n\nSCHOOLS,\n\nS. C.\n\nThe word survey is used to designate anything from a visit of a day to\na single school by a state superintendent of education to a comprehensive\nstudy of a whole state system of schools, involving years of investigation and\nan expenditure of thousands of dollars.\nIn this paper a county survey is defined as a study of a county’s educational\nsystem with recommendation for betterment of the system by a group of\nqualified education experts.\n\n"}
{"page": 530, "printed_page": null, "text": "526\n\nNational\n\nEducation\n\nAssociation\n\nBut why a county survey at all? It is an effort that is expensive. Many\nunpleasant facts are brought to light. The county superintendent, if he\nencourages one, makes himself a target for criticism for wasting money and\ntampering with already established school policies. However many reasons\nthere are for delaying such a study, the average county superintendent does\nnot hesitate to order it made, provided sufficient funds are available. The\nwise superintendent knows that an objective program for his county extend¬\ning ten or twenty years into the future carries weight by the opinion of\noutsiders, experts in their fields.\nThe county superintendent of 1929 faces a vastly different world from\nthe one of fifty years ago. Life was simple then, and so were rural schools.\nFor the past twenty years the rural schools of America have been under¬\ngoing tremendous changes. Consolidation of effort in education has become\nas important and much more significant than consolidations in other fields.\nConsolidation of schools is more significant because it involves so many\nchanges in human relationships. We take the consolidation of schools too\nlightly. It is a solemn responsibility for a county superintendent to en¬\nlarge school district lines and thereby create an entirely new community, a\nthing of his own creation which in time can either make or break the future\nof the boys and girls within it. The county superintendent, especially on a\ncountywide consolidation program, needs advice as expert as he can get.\nThe county survey can give him that advice. It goes further than\nmeeting the needs of the county superintendent. It offers help to the local\ncommitteemen and the teachers on the field in a countywide program to\nrejoice in and work toward. There is nothing quite so helpful as this group,\ninformed on a county program, and working united toward it. With no\nother publicity than that furnished by an enthusiastic, informed group of\nlocal trustees and teachers, any program no matter how ambitious can be\nmade successful.\nThe study may involve many\n\npoints of departure. Usually, however, it is\n\nmade for two purposes : first, to determine educational inequalities, and sec¬\nond, to suggest a feasible plan for meeting these inequalities. The actual\nsolution of the problems involved belongs to the county superintendent of\nschools, and not to the survey group.\nIt will be necessary for me here to draw upon the experiences in our\ncounty survey as I am more familiar with this study than with any other.\nThe investigation took twelve lines of departure in which studies were\nmade:\n1. To locate the home of each child in the county on the school map\n2. Of the school census to show the trend of population for that school and\nthe county as a whole\n3. By schools and by types of schools to show\nholding power\n\nfor\n\nthe type of school with the best\n\n4. By an age-grade table by types of schools to show holding power\n5. A testing program was established for all children in the fifth grade to show\nthe results in different schools and types of schools\n6. Of school buildings\n7. Of community\n\ncenters and relationships in the county\n\n"}
{"page": 531, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n527\n\n8. Of the cost of different types of schools with an estimate of the cost of any\nproposed changes\n9. Of the cost of different types of schools with the finances available, tax receipts,\netc., showing the ability of the county to pay\n10. Of the teachers in schools of various types, their training, and experience\n11. Of high-school curriculums, present and recommended\n12. Of road conditions and prospects for improving them\n\nThe\n\nin the near future\n\nfact that inequalities, in so small a unit as a county, actually exist\n\nis beyond dispute. Recently there was dedicated in my county a beautiful,\nmodern high-school building. Although it is in the open country it has every\nequipment and every convenience. The school was made possible because\neight small districts pooled their slender incomes and resources into one.\nAdjoining the district on the south is a district, nine square miles in size.\nThe people in that district are served by a one-teacher school in a house\nthat is a disgrace to any educational system. The teacher struggles daily\nwith seven grades and forty lessons. The school term is only seven months\nin length. The children are listless, uninterested, and apathetic. It is the\nduty of the county survey to discover such inequalities and recommend\nremedy for them.\n\nthe\n\nSuch inequalities are not indigenous to any one section of America.\n\nAll\n\nof the states are guilty. According to a rural school circular the per pupil\ncurrent expense spent on a basis of average daily attendance is $100.31 for\nthe urban child and $62.72 for the child of the county, a difference of $36.69.\nThe per pupil capital outlay on a basis of average attendance for the city\nchild is $29.51 and for his country neighbor $12.29. Why\n\nthis difference?\n\nAlmost all questions of the equalizing of opportunities for children resolve\ninto a question of finance. When once that has been solved all the other\nproblems will be easier. The\n\ncounty survey not only discovers inequalities\n\nand suggests a remedy, but it also discovers whether\n\nthe county is able to\n\npay for the remedy.\nFinally the county survey ought to be used. The\n\ncounty superintendent\n\nis no better off with the inequalities of his system made plain, if he takes\nno step to remedy these inequalities. A copy of the survey should go into\nthe hands of all those people in the county interested in education — the\nlocal trustee group, the parent-teacher association, the teachers, civic organ¬\nizations, and all other groups who will give the survey the concern and\nstudy it deserves. The\n\nAmerican\n\npublic is fair, it will act reasonably and\n\nwisely, particularly on questions of education, if it is informed.\nIt is the county superintendent’s duty to keep his public properly and\nefficiently informed. The county survey offers him that medium. His\nlargest task, however, lies in his using all the powers\n\nof his office for the\n\nequalization of educational opportunities for the country children who look\nconfidently to him for their leadership. With\n\nthe county survey, the county\n\nsuperintendent may also find help to meet this responsibility.\n\n"}
{"page": 532, "printed_page": null, "text": "528\n\nNational\n\nDEMOCRACY\nGEORGE\n\nMORRIS,\n\nSTATE\n\nEducation\n\nAssociation\n\nIN EDUCATION— ABSTRACT\nDEPARTMENT\n\nA study of surveys made\n\nOF\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nin various states relative to comparative school\n\ncosts and pupil achievements in the one-room schools, and centralized and\nconsolidated schools, shows results much in favor of the latter kind of schools.\nNot a great deal can be said today in favor of the one-room\nis said in favor of the centralized schools:\n\nschools but much\n\n1. Good buildings, proper heating, lighting, ventilation, and sanitation\n2. Good school equipment, such as maps, globes, charts, libraries, and laboratories.\nAlso facilities for physical education\n3. Efficient high schools, competent teachers and broadened curriculum\n4. Better classification of pupils, good attendance and vitalized courses of study\n5. Better janitor service and less cost for fuel and other items of upkeep\n6. Children on the farms\nthose in the city\n\nhave\n\n7. The cost and inconvenience\ntown is saved\n\nan equal opportunity\n\nfor as good\n\nof sending children away\n\neducation\n\nas\n\nto school or moving\n\nto\n\n8. In the centralized school building is found the community\nis the real center of the community\n\nlibrary. The\n\nschool\n\ninterests. The people come here to be enter¬\n\ntained and instructed by their own children. Here is the place for farmers’\ninstitutes, lectures and music courses, debates, oratorical, dramatic, and ath¬\nletic contests.\n9. The\n\nterm\n\nof school is longer and the average\n\npercent of pupil attendance\n\nmuch higher than in the one-room school\n10. The cost per month per pupil is less for the centralized\none-room schools\n11. Better teachers\nschools\n\nare to be had\n\n12. The teachers have more\ncentralized\n\nfor centralized\n\nis\n\nschools than for the\n\nschools than for the one-room\n\ntime to give to classes and to pupils individually in the\n\nschools than in the one-room\n\nschools\n\n/\n\nRETARDATION\nFANNIE\n\nW.\n\nDUNN,\n\nCOLLEGE,\n\nAND\n\nASSOCIATE\nCOLUMBIA\n\nPROMOTION— ABSTRACT\nPROFESSOR\nUNIVERSITY,\n\nOF\nNEW\n\nEDUCATION,\nYORK\n\nTEACHERS\n\nCITY\n\nRetardation is ordinarily expressed in terms of numbers or percentages\nof pupils above the ages accepted as standard for the respective grades. It\nis also frequently described in terms of the percentages of pupils who have\nrepeated one or more grades, one or more times. The standards employed\nfor the grades are most commonly those set up by Ayres, twenty years ago,\nin his study of “Laggards in Our Schools.” Recognizing the fact that\nmany children do not enter first grade at the earliest permissive age, which\nis age six in most states, Ayres set any age up to but not including eight as\nnormal for Grade I, and added one year to this for each succeeding year.\nDickson and Terman have taken the position that children begin school\nat the average age of six and one-half and add one year to this for each\ngrade thereafter, thus making their norms a half year lower than those of\nAyres.\n\n"}
{"page": 533, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n529\n\nAge-grade statistics taken at their face value and alone amount to very\nlittle. Many schools or school systems are able to present highly desirable\npercentages by the simple expedient of promoting children by chronological\nage, without consideration to achievement. Thus the fifth or sixth grade\nmay be made up largely of pupils at age, or even below age for grade, who,\nhowever, when measured with the aid of standard tests, show achievement\none or several years lower than the grade standard which has been based\nupon the average achievement of many thousands of children of that grade\nin many types of schools. Mere placement in eighth grade does not make\nan eighth-grade pupil, and mere pushing children ahead each year only serves\nto blind us to the deficiencies of the education which is being provided\nfor those children.\nMany\n\neducators, however, maintain that just this type of promotion\n\nis\n\nthe desirable one, that non-promotion is futile and even hurtful, and that\nno child should fail. This position is in harmony with the findings of\nKeyes,1 in 1911, that “repeating a grade does not result in any permanent\nimprovement of the scholarship of the arrest. There is usually some im¬\nprovement the next year after repeating . . . but . . . the third year finds the\narrest back to his old level of low scholarship. . . . Of the whole number of ar¬\nrests, 21 percent do better after repeating than before, 39 percent show no\nchange, and 40 percent actually do worse.” “This,” Keyes adds, “is\nclearly evidence that current organization of schools fails to meet the con¬\ndition of the backward children in our schools. To go at a pace to which\nthey are unequal, even with the help and oversight of special teachers, and\nthen to return and spend another year on the same work with children\nyounger and of better capacity, and for whom the subjectmatter has not\nbeen robbed of its interest, is not the solution of the problem.”\nIn my judgment, the key to the whole situation lies in a phrase from\nthe statement just quoted: “to go at a pace to which they are unequal.”\nMore and more as I have studied the returns from school surveys and\nstandard tests have I become\n\nconvinced that this is just what we\n\nare ask¬\n\ning of the majority of our school children, and that this unreasonable de¬\nmand accounts for a very large proportion of our total percentage of re¬\ntardation and non-promotion.\nPresentday data point to a serious need for immediate curriculum re¬\norganization. This need, in my judgment, is of two types. The one, gen¬\nerally recognized, is for definitely adjusted offerings and requirements for\ndistinctly deficient children. The other is not generally recognized, and\nI suspect that I may be considered reactionary in suggesting it. Neverthe¬\nless, as I see it, all the facts point to a necessity, for the average children\nof our schools, of a longer period of elementary education. That is below\na four-year high-school course. I believe that, certainly where children\nenter school at any age lower than exactly six, we need a nine year curricu1 Keyes, C. H. Progress through the Grades\nTeachers College, Columbia University, 1911.\n\nof City Schools.\n\nDoctor’s\n\nDissertation,\n\n"}
{"page": 534, "printed_page": null, "text": "530\n\nNational\n\nEducation\n\nAssociation\n\nlum. The only place I see any chance of adding a year is at the begin¬\nning, for the pressure of public and parental opinion would certainly pre¬\nvent it at the top. But nobody, to judge from the figures, cares very\nmuch about the beginners. In a large number of cases they do have an\nadditional year, but it is unplanned and unadjusting, consisting only of\nputting them at a hill too steep for them, and letting them roll futilely back\nto the bottom to start over again, not fresh and interested, but discour¬\naged and dispirited. Let us set up our curriculum of a slope such that the\naverage child can go up it in high. Let us then provide, as for example,\nin the old Cambridge plan, for rapid promotion at about two intervals,\nthat is into the third or fourth grade and into the sixth or seventh.\nIn the one-teacher school organized on a group basis, this can be done\nby providing for three groups, A, B, and C, of three grades or year’s work\neach for the average child, with possibility for the highly superior child,\nof completing each in two years, or all in six.\nIn conclusion, let me quote from Keyes’ study of promotion made in\n1911. The 5,000 children who were the basis of his study were in a super¬\nvisory district where the elementary course was nine years in length.\n“If,” he says, “we exclude from the reckoning all pupils who do not\nenter first grade until 2/3 of the school year has elapsed, the accelerates\nare much more numerous than the arrests. . . . The facts seem to\nfurnish little or no warrant for the suggestion or assumption of the possible\ninjurious effects of acceleration (on subsequent scholarship).\n\nNot only do\n\naccelerates as a rule maintain their ground, but they maintain high scholar¬\nship. Some gain a second and some a third double promotion.”\nMore than 85 percent of accelerates, he found, entered school at six\nor under, the average entrance age being 5.9 years. More than 67 percent\nof them graduated at fourteen or younger, the average graduation age\nbeing 13.9 years. Late entry does not contribute to acceleration.\nHis two constructive suggestions for curriculum reorganization were :\n1. A plan, such as the Cambridge,\nriculum in 6, 7, 8, or 9 years; and\n\nmaking\n\npossible the completion\n\nof the cur¬\n\n2. A curriculum in each year with a minimum, a mean, and a maximum re¬\nquirement, so as to provide for the differentiated abilities and needs of each child\nin the class.\n\nThese suggestions seem to me\nand as necessary.\n\nas sound today as when\n\nhe made\n\nthem,\n\nTHE AMOUNT AND TYPE OF DIFFERENTIATION DESIR¬\nABLE IN THE PREPARATION OF RURAL TEACHERS\nMABEL\n\nCARNEY,\n\nTEACHERS\nNEW\n\nCOLLEGE; COLUMBIA\nYORK CITY\n\nUNIVERSITY;\n\nI. Preliminary theses — Rural education is but a phase of general educa¬\ntion and rural-teacher preparation but a specialization of teacher prep¬\naration in general. From this it follows that:\n\n"}
{"page": 535, "printed_page": null, "text": "Department\n\nof Rural\n\n531\n\nEducation\n\n(a) Normal schools and teachers colleges supported at public expense are\nunder obligation to prepare teachers for schools enroling the children of\nfarmers as well as for other types of public schools.\n(b) Separate normal schools devoted exclusively to the preparation\nteachers are undesirable and unwarranted.\n\nof rural\n\n(c) All provision for the preparation of rural teachers on the secondary level\nas in high schools and county training classes, should be regarded as a\ntemporary expedient to be replaced ultimately by more adequate\ntion on the collegiate level in the state normal schools.\n\nprepara¬\n\n(d) When rural teachers are prepared in state normal schools and teachers\ncolleges there should be some differentiation in organization, curriculums,\npractise-teaching, and extension activities designed for this purpose, but\nonly enough to give the work sufficient emphasis and to make it meet the\ncommunity life.\n\nII. Differentiated\n\nphases\n\nof professionalized\n\npreparation\n\nfor\n\nrural\n\nteachers — Partial differentiation for the preparation of rural teachers\nis desirable in normal\n\nschools and teachers colleges at the following\n\npoints :\n(a) Courses — Three\n\nspecial rural courses\n\nshould\n\nbe offered, namely:\n\n1. A course in nature study and agriculture based upon the physical\nenvironment of country life. The agriculture presented here should\nstress farm life appreciation, not the vocational aspects.\n2. A course in rural sociology and economics dealing with the social\nand economic effects of the physical environment upon farm-dwelling\npeople. The chief purposes of this course should be to give prospec¬\ntive rural teachers a sympathetic appreciation of country life and a\ndefinite understanding of the broader social functions and relation¬\nships of the school and the teacher in rural society.\n3. A course designated preferably as Rural Education in which the\nvarious adaptations desirable in the whole educative\nducted in rural schools shall receive consideration.\n\nprocess as con¬\n\nThis course may well begin with an introductory survey of the sig¬\nnificance, conditions, and needs of rural education throughout both the\nnation and the individual state concerned. Subsequent to this introduc¬\ntion a study of desirable adaptations in the following special phases\nof the educative process in rural schools should be made:\nCurriculum — General objectives of education: appreciation and use\nof the advantages of the rural educational environment in realizing\nthese objectives, supplying educational deficiencies or lack in the en¬\nvironment, methods of approach, emphasis.\nTechnic and method — As in teaching many classes, small classes,\nholding primary children for long days, using rural resources, etc.\nOrganization and management — Classification and daily program,\nseatwork and study programs, management of playground, etc. This\nphase is usually covered\nment.\n\nin courses\n\nor units on rural school manage¬\n\nCommunity functions and relations of the farm and village school —\nDefinition and statement of the community functions of the rural\nschool, community obligations of the rural teacher and their evaluation\nand priority, cooperative relationships of the school and teacher with\nother social agencies, sources of help for rural teachers, the rural\nschool as a community center and as an agency for adult education.\n\n"}
{"page": 536, "printed_page": null, "text": "532\n\nNational\n\nEducation\n\nAssociation\n\nThe administration and supervision of rural schools — This topic\nshould receive only enough attention to afford students a general\nunderstanding of their state school system and of its special needs for\nrural school betterment. Consolidation, county unit, state aid, and the\nchief points of current school law should receive consideration.\nIn two-year curriculums each of the foregoing courses should cover\none semester; in four-year curriculums a full year.\n\n(h) Topics and projects — In addition to the three special courses outlined\nabove there should be provision for special rural topics and projects\nwithin all regular courses in professionalized subjectmatter. Examples\nof this are readily apparent in geography, arithmetic, and history. Such\ncourses are best taught both to rural teachers and to others by the regular\nteacher of the subject, but these instructors should have some knowledge\nand appreciation of rural school conditions and some skill in showing\nstudent-teachers how to adapt their teaching to the rural environment.\n\n(c) Special rural practise — Practise teaching for prospective rural teachers\nshould be both general and specialized. The general practise referred\nto should include both group teaching and room management and may\nbe conducted most economically in the grade rooms of the campus train¬\ning school or local town. Here principles and habits fundamental to all\ngood teaching may be fixed. But for best success in the rural school\ngeneral practise of this type is not sufficient. In addition to this the\nnormal student contemplating or likely to enter rural service, even tem¬\nporarily, needs specific practise designed to meet actual conditions and\ndone in one-teacher, two-teacher, and consolidated schools.\n(d) Participation in rural student clubs — All institutions preparing rural\nteachers or other country life specialists will do well to encourage the\norganization of “Rural Life Clubs” among their student bodies. Such\nclubs should be open not only to rural students, but to all others interested\nin rural affairs and should be so conducted as to provide definite training\nin rural education leadership for all who participate.\n\nIII. Special staff needed for rural work — At least two specialists in rural\neducation will be needed to conduct the differentiated instruction and\nother activities advocated here for the preparation of rural teachers.\nOne of these, to be known as the Director of Rural Education, should\nteach one or more of the special courses offered, and should assume\ngeneral responsibility for the direction of the rural student group and\nthe development of direction of the rural student group and the de¬\nvelopment of rural education interests throughout the institution and\nits territory. The other, designated as the Supervisor of Rural Prac¬\ntise, should have general supervision of all practise teaching done in\none-teacher and consolidated schools and should also teach some\nunits\n.•\n>) (especially that on curriculum)\ntion.\n\nin the course on “Rural Educa-\n\nIn addition to these two rural specialists, rural critic teachers will\nbe needed in each of the schools or classrooms used for rural practise.\nIn the judgment of most leaders in this held special rural instructors\nare needed for this work even when rural courses and activities are\nnot definitely differentiated.\n\n"}
{"page": 537, "printed_page": null, "text": "Department\n\nof Rural\n\n533\n\nEducation\n\nIV. Departmental organization desirable — A recognized department of\nrural education within the teachers college, distinct but properly co¬\nordinated with other departments or interests, is also endorsed as being\nthe most certain means of providing the differentiation desirable for\nrural teachers and of giving adequate attention to their welfare.\n\nMODIFICATION IN TYPICAL TEACHERS COLLEGE CURRICULUMS FOR MEETING THE NEEDS OF PROSPECTIVE\nRURAL TEACHERS IN THE COURSES OFFERED— AB¬\nSTRACT\nTHOMAS\n\nJ. SMART,\n\nFORMER\n\nTRAINING,\n\nU.\n\nASSOCIATE\nS. BUREAU\n\nSPECIALIST\nOF\n\nIN\n\nRURAL\n\nTEACHER\n\nEDUCATION\n\nThe first step is to seek sources from which desirable and essential tech¬\nnics in organization, management, and teaching procedures for these small\nschools may be drawn.\n1. Vicarious experiences should be provided for pupils in one-teacher\nschools. Professor Reeder of Teachers College has discussed this topic\nbriefly and a few of his statements are reproduced in introducing this point\nof view.\nOne will readily agree that what has significance for a city child may have\nnone for a country child; what has meaning for the child today may have had\nnone for him yesterday. . . .\nThe whole difficulty in this matter of the origin of significance or meaning in the\nlives of the children is the failure to recognize that in a very real sense children\nlead dual lives; the one is circumscribed by their immediate environment and the\nother reaches out into fields of imagination and fancy. The details of the latter\nlife are, of course, traceable to the experiences of the former, but the limits of the\npatterns and colors into which these details are woven are not set by the humdrum\nof everyday experience. . . .\nThe duty of the schools now seems clear. It is not alone to select life situations\nbut to create them through enriching and beautifying the vicarious lives of the\nchildren and giving significance and meaning to various facts and ideas which\nmight enter into their actual everyday existence.\n\nSeveral significant changes in the environment and the outside factors\nthat condition the lives of rural people make vicarious experiences quite\nessential for rural children. One hundred and fifty years ago probably nine\nout of every ten people lived in the country.\non farms.\nBeard writes:\n\nNow\n\nfewer than one-third are\n\nThe cities overshadow the country from the Elbe to the Pacific. They increase\nin numbers, grow in size, and absorb an ever larger proportion of the population\nof each industrial nation. Every invention adds strength to them, every increase\nin production\ntories.\n\ndraws\n\nthe sons and daughters\n\nof farmers\n\nto their homes\n\nand\n\nfac¬\n\nEconomically it is impossible to go back to handicrafts, to restore the selfsuffi¬\ncient community. Whether we like it or not, the machine drives relentlessly for¬\nward crushing the old order to earth.\n\n"}
{"page": 538, "printed_page": null, "text": "534\n\nNational\n\nEducation\n\nAssociation\n\nIf larger numbers of the boys and girls reared on the farms must live\ntheir mature lives and find their life work in the cities, the rural schools\nshould acquaint them with conditions beyond their immediate\n\nenvironment.\n\nIf rural progress must rest upon a minority leadership, the problem of\nsupplying such a leadership becomes an important one. Rural towns have\nbeen relatively nine times as productive of eminent individuals as the open\ncountry. If the rural leaders who must cross swords with those from the\ncities are to be recruited from the farms, something should be done about\nacquainting them with conditions under which the city boys and girls grow\nup.\nRural children use the telephone ; read newspapers ; attend movies ;\nhear music from records ; travel in automobiles ; listen to the radio ; are\nundisturbed by the hum of aircraft ; plan to see and hear the talkies, and\nsome are interested in television. A hundred other appeals are made to\nvicarious interests. Distance does not describe the boundaries of rural\nenvironment. Just as surely as the opportunity has come to city children\nto master the big outside world, is this same opportunity within the grasp\nof country children.\nIt has been suggested that “ability to utilize the experiences of other\npeople” is one measure of intelligence. The school stresses having pupils\nactually see, hear, feel, smell, and taste. Reading is listed as a tool subject.\nAll pupils supposedly acquire this tool, yet they are often treated as if they\ndid not know how to read. Pupils with intelligence can often learn more\nfrom carefully selected books in a few hours, than they can get in many\nhours of personal investigation under a teacher who is struggling with six,\nseven, and even eight grades in the same school. These small schools should\nhave access to adequate libraries. A series of articles prepared by county\nlibrarians in various states is appearing in School Life. Specialist Lathrop\nin the Bureau of Education has made a digest of state library laws; has\ncompleted a study of what the states are doing to improve the library fa¬\ncilities in rural schools, and is making a careful study of county libraries.1\nCarefully prepared exhibits and collections from art galleries, museums,\netc. may offer a way out that personal contacts and excursions have not.\nProvision for vicarious experiences calls for carefully organized teaching\nprocedures which teachers can probably secure most quickly and success¬\nfully while in training.\n2. The application of the project method to schools employing one and\ntwo teachers has promise. The method challenges the interests of pupils\nand demands both initiative and professional training of teachers who apply\nit successfully. The principles are not new. Skillful teachers have prob¬\nably used them for centuries, but they have only recently been grouped\nunder this label. The method may readily be employed with one or more\npupils in a class, grade, or group.\n\n1 Lathrop, Edith. Unpublished\nstate laws has been published.\n\nmanuscript\n\nThe\n\npioneer attempt by Collings to\n\nin the Bureau\n\nof Education.\n\nThe\n\ndigest of the\n\n"}
{"page": 539, "printed_page": null, "text": "Department\n\nadapt the method\n\nof Rural\n\nto schools employing\n\n535\n\nEducation\n\none and two teachers is a step in\n\nthe right direction.1 Professor Dunn applied the same principles, in a\nsomewhat different setting to be sure, in the experimental one-teacher school\nin New Jersey that she supervised.\n3. Individual instruction offers another technic that can be used by these\nteachers. The outstanding contribution for ready use by them probably is\nthe Horn-Ashbaugh method of teaching spelling. A number of texts and\nseveral practise exercises in arithmetic use the method to good advantage.\nW ashburne has developed it in Winnetka.\nThe plan has quite definite limitations as have been pointed out by its\ncritics. Teachers who are unfamiliar with its principles and are unaware\nof its serious dangers and handicaps should not use it. Few professional\neducators would entirely eliminate drill activities from school work. If\npupils are unaware of the importance of learning to spell commonly used\nwords that have meaning and use for them, there appears to be no serious\nreason why they should not master them by drill.\n4. Dr. Rosamond Root pointed out in 1926 that the preparation of\nteachers is a type of strictly vocational training and that careful studies\nshould be made of just what the duties of a teacher are. Such a comprehen¬\nsive study has just come from the press.2 All types of public school teach¬\ners were found performing 1001 different activities.\nProfessor Bode and others insist that finding teachers performing certain\nactivities does not prove that what they are doing is desirable. The studies\nreferred to on the whole probably present the practises of the better teachers.\nProfessor Thorndike in a recent discussion on curriculum research has\nstated :\n\nWhen a mind of broad scope and keen insight also takes pains, to possess all the\nrelevant facts about learners, learning and the things to be learned, it will often\nbe able to solve a problem about the curriculum nearly as well in a hundred hours\nof thought and study as could be done by thousands of hours of research.\n\nThe facts disclosed in these two studies have significance and there is a\nreal danger of accepting what is for what ought to be. Probably a modified\nform of the point of view presented by Professor Thorndike should be pur¬\nsued relative to these two studies. Those concerned with the rural school\ncurriculum, those directing the training of rural teachers, and those giving\ninstructional supervision to these teachers should give these two studies\ntheir cooperative consideration. After a detailed study of them has been\nmade, at least a tentative decision should be agreed upon as to just how\nmuch in the studies will be incorporated in the courses that are offered for\nteachers in schools that employ only one and two teachers.\n\n1 Collings, Ellsworth. An\npany. New York. 1923.\n\nExperiment\n\nwith a Project Curriculum.\n\n2 Charters, W. W. and Waples, Douglas.\nThe University of Chicago Press. 1929.\n\nThe\n\nCommonwealth\n\nThe\n\nMacmillan\n\nTeacher-Training\n\nCom¬\nStudy.\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\nNational\n\nEducation\n\nAssociation\n\nThe problem of organizing such a course as has been proposed extends\nbeyond the institution that offers it out into the schools in which the students\nwill teach. The\n\ncourse needs the assistance of those interested in the im¬\n\nprovement of the elementary school curriculum. It needs the hearty ap¬\nproval of and the sympathetic touch from a supervisory force that will\ndirect the teachers in their schools. It must have the effective support of\ncounty and state administrative officials. If teachers are compelled to use\nobsolete methods when they arrive in their schools, it is wasteful to train\nthem in the use of modern methods. Certainly the training should bear a\nclose relation to the practises which the teachers follow in their schools.\nMany\n\nwhose judgment\n\nshould be sound think it quite unwise that teachers\n\nshould be trained to teach in one-teacher schools just as they are now organ¬\nized. A decision should be arrived at as to whether the students should be\ntrained to teach in one-teacher schools as they are now organized ; as they\nshould be organized ; or given a training quite similar to what is given other\nteachers in the elementary school.\n\nMODIFICATIONS IN PRACTISE TEACHING IN TYPICAL\nTEACHERS COLLEGE CURRICULUMS FOR MEETING\nTHE NEEDS OF PROSPECTIVE RURAL TEACHERS—\nABSTRACT\nETTA\n\nO. CHRISTENSEN,\n\nDIRECTOR\n\nOF\n\nRURAL\n\nCOLLEGE,\n\nWINONA,\n\nEDUCATION,\n\nSTATE\n\nTEACHERS\n\nMINN.\n\nEvery year’s experience in rural- education convinces us that we must have\nmore efficient teachers in our rural schools if the country boys and girls are\nto have “a square deal.” These teachers must not only be good administra¬\ntors, masters of subjectmatter and method, but they must be able to give us\nthis new school which is minus “the unnaturalness and unreasonableness of\nour day; where selfguidance and individual responsibility is practised; and\nwhere the fullest development of the gifts of each child will be the goal.”\nHow much can be done in developing this right kind of person in a year’s\ntime for this hardest of all teaching jobs? Very little, and yet at present\nthis is our problem, for only a small part of those taking rural training\nenter the two-year course. The time, however, is near at hand, when the\nminimum requirement for this preparation will be a two-year curriculum.\nIn Minnesota we need to develop in the patrons of our schools the desire\nfor better teachers. Too many of our teachers in the country are hired\nwith little regard to their rating during their training period or their success\nin former positions.\nWithin the last few years two regulations have been passed by our state\ndepartment that will help to raise our standards.\n1. State aid to the amount\n“superior” school\n\nof $275 is given to each school that can classify as a\n\n2. If a school can qualify as an “accredited” school its pupils may go from\neighth grade into high school without taking the state board examinations.\n\nthy\n\n"}
{"page": 541, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n537\n\nI here are six requirements that must be satisfied if schools are to qualify.\n1 he one regarding the teacher concerns us : The teacher shall be graduated\nfrom the advanced course (two years) of a state teachers college, or possess\ntraining accepted by the state department as equivalent, and shall be chosen\nwith the approval of the county superintendent. It is expected that teachers\nwill have special training in rural education or have rural teaching experi¬\nence.\nOur teacher-training institutions, in order to insure the rural schools\nagainst the weaker people who may apply for admission, require that not\nmore than one-fourth of the final high-school subject averages in the case\nof any student registering in this rural program shall be less than 80 percent ;\nhis English marks in each of his high-school years shall be at least 80 per¬\ncent ; and he shall rank above the lowest quarter of his high-school graduat¬\ning class.\nTwo years of training which will include professionalized subjectmatter\ncourses, cultural courses, courses in observation and practise teaching, plus\nmany opportunities to make social contacts of various kinds, must be our\nminimum requirement.\nThe first year of this two-year curriculum should be spent in pursuing\nprofessionalized and cultural courses. The teaching period, which should\ncome in the second year, should be preceded in the first year — preferably in\nthe spring term, by a course in observation and participation which is done\nunder supervision, carefully worked out as to points to be observed. The\nobservation should be followed by a conference with the person in charge\nof such a course and occasionally the teacher in charge of the class of chil¬\ndren. This observation has several purposes :\n1. It helps the student to see the many problems of the teacher\n2. It helps him to appreciate that teaching is a complicated process made up of\nproblems of many kinds\n3. It will help him to do some of the things that will lead to the development of\neach child\n4. It will help him to feel that teaching is a science and an art.\n\nStudents may participate in this course by assisting the room teacher in\nmaking equipment such as graphs, charts, and seatwork, and by collecting\nsupplementary materials as books and pictures.\nInvaluable to the boy or girl who teaches in the country where there is\nscarcely no supervisory help is the state curriculum. Every course dealing\nwith the elementary school subjects in the curriculum should emphasize its\nuse. If the student is to feel the need of it in his own teaching, he must\nappreciate its value while he is in training. During his practise teaching\nperiod he should refer to it constantly, both as a guide to subjectmatter and\nto method.\nIn this training period much stress should be laid on the use of the library,\nthe collecting of pictures and other complementary materials. A require¬\nment for the completion of this curriculum might well be a collection of\n\n"}
{"page": 542, "printed_page": null, "text": "538\n\nNational\n\nEducation\n\nAssociation\n\npictures and clippings, and a goodly list of books which the student has\nlearned to value and to appreciate because he has used them and found\nthem contributing to his success in his practise teaching. Although our rural\nlibraries are small and contain many books not suitable, there are always\nsome good books. These our student teachers must know and use.\nThe first practise teaching, which should come in the fall term of the\nsecond year, should be done in the training school, or in the grades of the\npublic schools provided these grades are in charge of superior teachers who\nhave supervisory ability. At this time the ideal situation would be to induct\nthe student gradually, making him at first free from the material things as\nventilation, proper lighting, and discipline, so that all his creative impulses\nmay be freed. This is the reverse of the observation experience where he\nwas made aware first of the importance of good physical conditions. We\nwant him now to be free from this responsibility, which he knows that he\nmust eventually take ; so that he may in the very beginning tackle the big\nthing — the development of the best in the child.\nThe last teaching should come in the spring term of the second year and\nshould be done in the rural schools. I believe this intervening period, the\nwinter term, can be of great value. Here the student will be aware of\nmany things that have before passed by unnoticed. Dr. Thorndike says,\n“We learn to skate in the summer.” May not the student be learning much\nabout teaching during this interim period? May not his critical attitude\nnow perhaps remind members of the faculty that their methods are not\nalways up to par?\nAgain in this last teaching we find the student gradually inducted into\nthe work until he is carrying the full teaching program. This program\nshould include all the responsibilities — the regular school work, and the\nextracurriculum activities such as attending, and providing programs for\ncommunity meetings, calling on patrons of the school, meeting board mem¬\nbers, etc., that are assumed by our capable, interested rural teachers.\nThat our prospective rural teachers may catch the vision of the possibili¬\nties in a one-teacher school there should be a model rural school within easy\nwalking distance of the college. Such a place would be invaluable for\nobservation and group work, if not possible for individual practise. The\nfinal teaching experience should be obtained in the one-teacher and semigraded schools.\n\nAnother phase of practise of value is the monthly conference of teachers\nin the affiliated rural schools and students taking the rural curriculum.\nDiscussion based on experience, and taken from printed matter, and par¬\nticipated in by every member of the group, either by giving facts and\nopinions or by asking questions, prove helpful in keeping practical issues\nbefore the group. Such meetings are designed to help these people keep\nabreast of the times, to give familiarity with the best literature regarding\nadministration and methods, and to help teachers to know the newer and\nbest textbooks.\n\n"}
{"page": 543, "printed_page": null, "text": "Department\n\nFUTURE\nROBERT\n\nNEED\nDODGE\n\nof Rural\n\nIN THE PREPARATION\nTEA CHERS—A BS TRA C T\n\nBALDWIN,\n\nPRESIDENT,\n\nSTEVENS\n\nPOINT,\n\n539\n\nEducation\n\nSTATE\n\nOF RURAL\n\nTEACHERS\n\nCOLLEGE,\n\nWIS.\n\nThe topic under discussion is clearly stated. May I, momentarily at least,\nturn it into a question : Will there be future need for preparing rural\nteachers ? Some vision the time when a more intensely industrialized America\nwill have so consolidated educational functions and facilities as to make\navailable to all boys and girls carefully graded and fully accredited ele¬\nmentary and secondary schools. If one-room rural schools should continue\nto disappear at the rate of about 4000 per year, and consolidated schools\nto increase at the current rate of 1000 per year, the time might truly come\nwhen the problem of training rural teachers, if we think of rural teachers\nas those conducting one-room\nobsolete.\n\nschools, will be less acute, if not practically\n\nBut it is altogether improbable that these rates will be maintained.\nproblem\n\nof preparing one-room\n\nteachers will persist, how\n\nThe\n\nlong few will\n\nhazard a guess, but in all likelihood well beyond the close of the' twentieth\ncentury.\nThe factors which constitute the basis for differentiating the training of\nrural teachers are : ( 1 ) The environment out of which rural children come ;\n(2) six or eight grades housed and taught in one room; (3) the character¬\nistics of rural people. Because of these three factors teachers colleges which\npurpose to prepare rural school teachers must give them, I should say, three\nlines of study and activity over and above those deemed essential for teachers\nin graded schools. These are : ( 1 ) More than passing acquaintance with\nthe world best known to country boys and girls through course work in\nand field contacts with agricultural production and marketing and nature’s\nopen book — all this as the foundation of method; (2) rural school manage¬\nment, stressing the use of time and facilities in such a way as to cover, on\nthe average, about six times the territory covered by the grade teacher; (3)\na course in rural social organization and rural social psychology, supple¬\nmented by numerous actual contacts with farm dwellers at home, at church,\nand in social gatherings.\nTo sum up the future in the preparation of teachers of one-room schools,\nwe may say that, while they may grow less, we shall have them with us long\nenough and in sufficient numbers to justify our giving them far more atten¬\ntion than they have yet received. We should strive to have the courses\nrequired for their preparation at least as long and as carefully organized\nas those for any other teacher. There alone is a job to tax the patience of a\nJob and the ingenuity and statesmanship of a Horace Mann.\nMost of what has been said thus far has assumed that rural teachers and\nteachers of one-room country schools are synonymous and coterminous. Let\nus now discuss briefly a few aspects of rural teacher preparation as its\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nNational\n\nEducation\n\nAssociation\n\nfuture appears to be determined by steady progress in consolidating rural\neducational functions and facilities:\n1. The\n\nteacher in the grades of the consolidated\n\nschool will still need to know\n\nthe\n\nrural environment, the experiences to which rural children have been exposed, the\nactivities of production and marketing, and the characteristics of rural folks.\n2. Another problem which the teachers colleges must face more earnestly is to\nprovide adequate preparation for teachers for the secondary department of the\nconsolidated school. The same sort of preparation beyond that given the high-school\nteacher preparing for city work is required as the one-room rural teacher needs\nbeyond that given the city elementary teacher.\n3. The consolidated school also requires a superintendent or principal who\nunderstands rural conditions and rural folks, and who is likely to have to teach\na high-school class or two, superintend transportation and physical plant, give con¬\nstructive supervision to both grade and high-school teachers, and furnish educa¬\ntional leadership, or at least counsel to the schoolboard.\n4. Another future need in the preparation of rural school teachers is that of\ntraining rural school supervisors. Here again is an opportunity for the teachers\ncolleges to provide the means for developing constructive and progressive rural\nleadership. The need for more adequate supervision of teachers who have so\nheavy a responsibility as that carried by one-room rural teachers is being more\nand more recognized. As long as the one-room school remains, this need will\nexist. Thus far it is being pitifully met, even with respect to funds and numbers\nprovided. If teachers colleges are looking to the future, here is a practically\nuncultivated and potentially fruitful field in the preparation of rural teachers.\n5. The last need I shall mention is for a vital professional training for the county\nsuperintendency. Perhaps you have already begun to question the emphasis placed\non positions of less importance numerically in consideration of the future in the\npreparation of rural school teachers. Effective rural educational leadership can\ndemonstrate the value of lengthening and strengthening the training of rural\nteachers, of consolidating school facilities and functions where feasible, and of de¬\nveloping a system of adequate rural supervision, to mention just a few things\nregarding which the rural public needs to be convinced. Hence I submit this\nthesis for your consideration at least: That the teachers colleges cannot do, in\nany other way, so signal a service for rural education as to open to those young\npeople whose first love is the rural field, the possibility of professional advance¬\nment in rural education, instead of, as at present, the practical inevitability of\nmoving on into the cities if they desire either some slight lessening of the respon¬\nsibility or the assumption of administrative or supervisory functions.\n\nSECRETARY'S\nCleveland\n\nMINUTES\nMeeting\n\nThe annual business meeting of the Department of Rural Education was held\nin Cleveland, February 25. The meeting was called to order by President William\nMcKinley Robinson who offered for consideration of the department the following\nrecommendations of the Executive Committee of the Department:\nThe Executive Committee suggests that the Department of Rural Education re¬\nquest the National Education Association to add a member to its staff properly to\ninterpret problems and ideals in the field of rural education and to get such inter¬\npretations and problems before the public in an effective manner.\n\n"}
{"page": 545, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n541\n\nThe Executive Committee reaffirms its action taken at the Minneapolis meeting,\nJuly, 1928, requesting the United States Commissioner of Education to find means,\nif possible, to carry on nationwide studies in rural education and renews its\nrequest.\nThe Committee suggests also that this department go on record as in favor of\nurging upon Congress in all legitimate ways at our command the desirability of\nadequate appropriations for the above purpose; and respectfully requests that\nthe legislative committee of the National Education Association incorporate this\nrequest in its legislative program.\nThe president also offered the suggestion that the Committee on Publications\nand the Committee on Constructive Studies be combined and work as one com¬\nmittee. The change was approved on motion of Mr. Jacobson of Minnesota, which\ncarried unanimously. Certain questions concerning the duties to be assigned to the\ncommittee and coordination of the two types of work were raised. It was moved\nby Mr. Selke that questions of coordination be referred to the Executive Committee\nand reported on at Atlanta. Carried.\nDr. Butterworth, Chairman of Committee on Publications, then asked the depart¬\nment for an expression of its suggestions concerning the kind of publications to be\nissued.\n\nThe\n\ngroup\n\napparently\n\nfavored\n\na plan proposed\n\nto distribute to members\n\nof the Rural Department reprints of the proceedings of the Department of Superin¬\ntendence which pertain to rural education.\nThe Report of the Committee on Resolutions was then read by the Chairman,\nM. S. Pittman. Miss Carney suggested that the clause concerning teacher certifica¬\ntion requirements be made stronger. The chairman accepted the suggestion. The\nreport was adopted as read and amended.\nAn appreciation of James L. Sibley, an outstanding leader in rural and negro\neducation, was submitted by the Special Committee appointed by the Committee\non Affiliation of the National Education Association with the National Association\nof Teachers\nJuly 3, 1929.\n\nin Colored\n\nSchools and adopted\n\nby the Department\n\nof Rural Education,\n\n"}
{"page": 546, "printed_page": null, "text": ".\n\n"}
{"page": 547, "printed_page": null, "text": "The\n\nDepartment\n\nof School Health\nEducation\n\nand Physical\n\n"}
{"page": 548, "printed_page": null, "text": "The department of school health and physi¬\ncal\n\neducation\n\nwas\n\nknown\n\nas the Department\n\nof Child Study until July 13, 1911. See Pro¬\nceedings , 1911:870. The Department of Child\nStudy was created at the Asbury Park meeting,\n1894:40. In July, 1924, the department was\nmerged with the Department of Physical and Health\nEducation under the name of the Department of\nSchool Health and Physical Education. See Pro¬\nceedings , 1924:96.\nThe officers of the Department for the year 192930 are: President , James E. Rogers, Director, Na¬\ntional Physical Education Service, 315 Fourth Ave.,\nNew York City; Vice-president , Jay B. Nash, Profes¬\nsor of Physical Education, School of Education, New\nYork University, New York City; Secretary-Treas¬\nurer^ Mary E. Murphy, Director, Elizabeth McCor¬\nmick Memorial Fund, 848 N. Dearborn St., Chicago,\nIll.; Executive Committee , N. P. Neilson, State\nSupervisor of Physical Education, Sacramento,\nCalif. (Term expires 1930) ; William E. Burdick,\nState Director of Physical Education, 7 E. Mulberry\nSt., Baltimore, Md. (Term expires 1931) ; Ethel\nPerrin, American Child Health Association, 370\nSeventh Ave., New York City, (Term expires 1932) ;\nF. W. Maroney, Director, Department of Health\nEducation, Atlantic City, N. J. (Term expires 1933) .\nThe Department meets once each year, in June.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes 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\n1908:999-1047\n\n1909: 745-789 1916:681-699\n1910: 921-949 1917:521-535\n1911: 905-939 1918:339-359\n1912:1141-1153 1919:315-323\n1913: 667-695 1920:311-323\n1914: 683-721 1921:517-523\n1915:971-995 1922:1085-1099\n\n[544]\n\n1923:\n1924:\n1925:\n1926:\n1927:\n1928:\n\n744-842\n637-651\n577-598\n600-624\n561-581\n545-567\n\n"}
{"page": 549, "printed_page": null, "text": "EDUCATION\nJAMES\n\nE.\n\nROGERS,\n\nPHYSICAL\n\nPRESIDENT,\n\nEDUCATION\n\nDIRECTOR,\n\nFOR\nOF\n\nNATIONAL\n\nTHE\n\nLEISURE— ABSTRACT\n\nDEPARTMENT\nNATIONAL\n\nEDUCATION\n\nOF\n\nSCHOOL\n\nEDUCATION\n\nSERVICE,\n\nNEW\n\nHEALTH\n\nAND\n\nASSOCIATION;\nYORK\n\nCITY.\n\nA Greek philosopher once wrote a note to the teacher requesting that\n\nthe children be given a vacation so that they could learn something.\nHe was not joking but was in earnest. He was indeed a wise old\nphilosopher, for he understood the needs of growing youth.\nRecently a superintendent of schools stated that he wmuld rather have a\n\nplayground without a school than a school without a playground. Here\nwas truly a sensible educator, who must have read carefully the writings\nof those educational leaders who have made modern educational practise.\nFroebel, Pestalozzi, J. Stanley Hall, Herbert Spencer, E. L. Thorndike,\nWilliam Kilpatrick, and John Dewey have all stressed the value of physical\nactivity, play, and recreation in education. Educators throughout the\ncountry are taking a keen interest in the education for “the wise and whole¬\nsome use of leisure.” In the seven cardinal principles of education as\nadopted by the National Education Association after many years delibera¬\ntion, one is “training for the wise use of leisure.”\nWhat a person does in his off-duty time often determines the character\nof work he does in his on-duty time. Big business has recognized this\nsalient fact and so has entered into the playground and recreation business.\nMost industries now maintain playgrounds and recreation centers within\nthe plant and outside in the industrial community.\nAt a number of state and national meetings of various kinds, the writer\nheard speaker after speaker talk of the need for the training for the wise\nuse of leisure. President Lewis, of Lafayette College, at a state teachers\nmeeting stated this as his main theme to the whole state teaching body. A\npresident of a state university, at his inauguaration, declared that the prob¬\nlem before this country was not education for production, but education for\nleisure. In brief, educators and statesmen have come to realize that with\nthe new day and the new age, a new curriculum is necessary and that the\ntraining in play habits and the conservation of free time is essential to the\nintegrity and salvation of our national life. We do not do wrong during\nour working or sleeping hours. It is during our free time that idleness finds\nmischief for empty hands and minds. Mischief is perverted play and\nquickly drifts to delinquency.\nLast month at a meeting of educators the writer stated that the four\nmain signs of health and physical education were: To train for health and\nphysical fitness ; to train neuro-muscular skills ; to promote sportsmanship\nand character ; and to prepare for the wise use of leisure by the develop¬\nment of wholesome play habits and interests. The chairman, one of our\nleading school superintendents, in response said that in his estimation the\nlast objective mentioned was the biggest task that physical educators had.\nThey have a fundamental job that is of supreme educational importance,\n[545]\n\n"}
{"page": 550, "printed_page": null, "text": "546\n\nNational\n\nEducation\n\nAssociation\n\nand if well done, it will gain due recognition as a significant part of the\nschool curriculum. With our crowded cities, industrialism, specialization,\nstandardization, and congested living, provision and leadership for play\nand recreation will more and more become one of the primary tasks of the\nschool system. The tendency in this direction is well marked today.\nThat “play is education” has long been accepted. Joseph Lee, in that\nmasterly book, Play in Education, has clearly demonstrated this statement.\nA better title might have been “Education Through Play,” because the\nbook definitely shows the educational lessons and values to obtain through\nproper play facilities, program, and direction. The kindergarten teacher is\nperhaps one of the best recreation and physical education instructors we\nhave. She knows child psychology, age aims, and adapts her program\naccordingly. What is her curriculum? Ring games, singing circle games,\nrhythmics, folk dances, sand play, doll play, block play, simple dramatics,\nand story telling.\nAn individual largely makes or breaks himself in his recreation. A\nnation rises or falls according to how the leisure of its people is used. The\nconservation of leisure is one of the first responsibilities of government and\nthe first concern to the statesman. We have had conservation movements\nfor natural and animal resources. Our national government, through the\nagricultural department, spends more for the welfare of the pig life than\nit does through the Children’s Bureau of the Labor Department for the\nchild life of America. It is about time we had a movement for the con¬\nservation of human resources. In such a movement the need of provision\nfor play, recreation, and outdoor leisure time activities is apparent. Rapidly\nthis situation will become a matter of national necessity.\nHence, one of the first objectives of education is to train for leisure. A\nchild plays to gain life, while an adult recreates to regain life. Play\ncreates the child. Through recreation man is re-created. So schools are\ndoing much for the upbuilding of the boy and girl of today, who will be\nthe man or woman of tomorrow, by providing them with the physique, the\nhealth, the neuro-muscular skills, the aptitude, and what is more, with the\ndesire for wholesome play and clean recreation. There are 26,000,000\nschool children between the ages of five and eighteen. Throughout these\ntwelve years of growing youth and adolescence, the educator has an excep¬\ntional chance to not only teach the skills and the knowledge of games and\nsports, but better still, to create the interest and desire for outdoor living\nactivity.\nTo educate for leisure is truly one of the Seven Cardinal Principles of\nEducation.\n\n"}
{"page": 551, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nEDUCATION OF THE\nTHROUGH HEALTH\nWILLIS\n\nA. SUTTON,\n\nand\n\nPhysical\n\nEducation\n\n547\n\nCHILD AND COMMUNITY\nEDUCATION— ABSTRACT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nATLANTA,\n\nGA.\n\nThe immediate object of health education is, of course, strengthening\nand bettering the individual human body of the individual child. The\nfar off, divine event toward which the whole creation moves should be the\nstrengthening and developing of a perfected body for the races, through\nwhich the race may keep and serve and glorify human life. When human¬\nity honors the human body, glorifies its form, trains its every muscle,\ndevelops its every resource, it becomes a great intellectual, cultural, esthetic,\nand strictly moral people. When a race despises the human body, be¬\nlieves that it is weak, frail and incapable of anything that is good, when\nthe chief desire is to mortify the human body, then the race or individual\nlanguishes in medieval darkness and superstition, is lulled into inaction, the\nmind becomes stagnant, the spirit without vision, and life itself a drudgery.\nTo those who think at all, health is the most important subject in the\nentire curriculum. Taken from the standpoint of economics, nothing can\ntouch it in importance.\n\nDr. Bublin, Chief Statistician for the Metro¬\n\npolitan Life Insurance Company, Dr. Leo Franco, of the same great cor¬\nporation, Dr. Thadius D. Hyatt, and a number of others whose names are\nsynonyms of authority, tell us in no uncertain terms that sickness cost\nAmerica in 1926 from seven and a half billion to ten billions of dollars.\nThese enormous sums represent the failure of education in the past.\nEducation in health constitutes the greatest social problem facing the\npeople of the United States or of any nation. Recently in a certain city\nin the United States 277 divorce cases were disposed of at one term of\ncourt. By thoughtful, thorough, and careful looking into these cases it\nwas found that 143 of them were caused by illness on the part of one or\nthe other contracting parties. Various excuses -were assigned in the records\nof the court, but the sickness of the wife, the nervous irritability and patho¬\nlogical condition of the husband was really the cause of the divorce. The\nsocial status of the community is being constantly disturbed by sickness\nand death.\nThe educational development of the entire country is more retarded by\nsickness than by possibly all other factors combined. A recent study has\nbeen made to show the effect of a child’s health on class standing. These\nfigures show that from fifteen to twenty percent of all non-promotions or\nretardations in studies are caused by lack of proper health conditions. This\nis a terrible educational waste. Nowhere in all the history of the world is\nthere greater opportunity for saving money, for prolonging life, for produc¬\ning clear thinking and educational advantages as there is in the health pro¬\ngram. There may be some money wasted in the educational processes of\nthis country, there may be much graft in municipal, state, and national\ngovernment on account of bad politics, but the school and nation lose more\non account of bad health than from all of these causes combined. As\n\n"}
{"page": 552, "printed_page": null, "text": "548\n\nNational\n\nEducation\n\nAssociation\n\nwicked as may sound the news of oil scandals and other forms of graft in\nnational and city government, no amount of loss is so great as that entailed\nupon the human race by the lack of efficiency in our human parent. The\nnational life suffers today on account of the nation’s ill health. Much of\nthe poverty, eighty to ninety percent of the loss of positions, and prac¬\ntically all that is known as “ill luck’’ comes from the lack of proper care\nof the health. Many a man has missed success by the length or distance of\none headache. The difference between success and failure is sometimes sim¬\nply the difference between a healthy and an unhealthy body. Human man¬\npower and woman-power must serve by good health.\nPossibly we have said more than sufficient to emphasize the importance\nof health education. How shall a health program be conducted ? There\nare three phases of every health program that are really worthwhile.\nFirst, there is the stage of investigation and periodical inspection and\nexamination. It is impossible to remedy any situation unless we know\nwhat are the defects which need remedial care. The annual or semi¬\nannual inspection of every child is an absolute necessity of every health\nprogram. If the state has a right to compel a child to go to school, the\nstate must know the condition of that child in order that the officers may\nbe able to determine whether or not he is capable of carrying out the\nobligation. This cannot be known without a thorough medical and dental\ninspection. Every child in America should have a thorough physical ex¬\namination by a competent physician and thorough dental examination by a\ncompetent dentist every year. This examination and the results which\nfollow prove the most essential thing in the child’s entire health education.\nHe gets in the habit of seeing to it that each year a physician and a dentist\nlook him over, tell him how to correct his defects, and give him the proper\nkind of advice. If it can be thoroughly instilled into the child once a year\nthat this must be a rule of his life, the impression is made so deep and so\nlasting that when he leaves the public school he will continue to go to a\ncompetent dentist and a competent physician for a thorough examination.\nEvery teacher of physical education, of health science, every home eco¬\nnomics teacher, every teacher of chemistry and physics, in fact, every\nteacher of a grade in the entire nation, should make a definite and effective\nappeal to the school authorities and to the parents of the children whom he\nteaches to see that every child has an annual inspection.\nThe second stage is the remedial. After the defects are found, after cer¬\ntain tendencies are noticed, the most important thing is to see that this\ndefect or tendency is corrected. The followup of the medical or dental ex¬\namination is the important phase of the work. Who shall make this fol¬\nlowup? There are not enough nurses, there are not sufficient hygienists.\nI he first and most important individual in making this followup is the\nteacher himself. The teacher should be given a record of the child’s de¬\nfects. From day to day, in a quiet, constructive way, avoiding all tendencies\ntoward creating a morbid state, the teacher should constantly bring to the\nattention of the child and to the mother the need of correcting the physical\n\n"}
{"page": 553, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n549\n\ndefect. The need of buoyancy and strength and constructive health should\nbe constantly emphasized on the mind of the child. In speaking of having\na defect corrected, the emphasis should always be on health, not on the\ndefect. After the child has secured the dentist’s or physician’s certificate,\ncertifying that the defect has been remedied, the child’s name should be\nbrought before the entire class as one who has looked after the most im¬\nportant phase of his life. A beautiful chart, bearing the names of those\nwho have secured their dental certificates or medical certificates should be\nmade\n\nand placed upon the board.\n\nThe third phase of the health program is that of prevention. The child\nand the teacher should work together to prevent sickness. The ideal of\nhealth constantly held in the child’s mind, the right attitude toward\nhealth, will continually bring the idea of growth and development into\nthe consciousness of the child. The health program to really be effective\nthroughout life, commences, of course, with the prenatal influences play¬\ning upon the life of the child, seeing that the child is well born and well\nbrought into the world, and that his preschool age has been one in which\nhe has been constantly brought under the care of a physician through a\nchild guidance clinic or through the baby clinic held in various schools.\nThen when he is brought into the classroom there will be but few\ndefects that need correcting, and the great emphasis should be placed on\nkeeping him in sound healthy condition. Here, again, the emphasis should\nbe on health and not on sickness.\nThere\n\nare four great factors in the prevention of disease. The\n\nfirst of\n\nthese has to do with the subject of diet. Here, not only the physical edu¬\ncation teacher, but the teacher of home economics, the cafeteria department,\nare brought into play. The child must be constantly reminded that certain\nthings bring bone and muscle and strength and power into his individual\nlife. He must be encouraged to enjoy eating these things because he\nknows that the result will be greater efficiency in his entire being.\nAfter diet comes the great problem of how to care for the body. Care\nfor it through exercise. The department of physical education should teach\nhow to care for it through posture, proper ventilation, fresh air and all of\nthose contacts which we have with nature and with each other.\nIn the third. phase, more emphasis should be placed on sleep and rest.\nThis nation of ours needs a crusade of sleep. The jazz music, the dance,\nthe parties, the radio, the phonograph, the late hours, the bright lights —\nall the forces we call modern civilization — have turned night into day, and\nhave kept the child and the adult away from sleep too many hours of the\nday. The nervous diseases of our country, the sanitariums for the insane\nfull to overflowing, the highly emotional and over developed sensitive na¬\ntures of thousands of our people show that one of the greatest needs of\nmodern civilization is to go to sleep. It needs rest, and childhood not\nonly needs rest at night, but rest at mid-day.\nAlong with these three great factors, special emphasis should be placed\non proper elimination. Proper elimination of the body through the bath,\n\n"}
{"page": 554, "printed_page": null, "text": "550\n\nNational\n\nEducation\n\nAssociation\n\nproper elimination through the kidneys and bladder, and proper elimina¬\ntion through the bowels.\nEvery child should be taught not that he is a life, but that he is the life,\nand that life runs through him, and that he is but the vessel holding that\nwonderful treasure that shall pass on from him into others, through all the\nfuture years, and that if he keeps the bloodstream pure and if he keeps the\nstrength of body and mind clean, alert, and active, he is a part of a great\nadventure that shall some day culminate in a mankind and a womankind\napproaching nearer and nearer to perfection. He should be taught that\nlaughter, joy, and happiness is a great part of his life, and that those who\nfollow him shall laugh a little louder, shall be a little bit happier, and shall\nbe very much stronger in service, if he will live honorably, nobly, and well\nthese years of his particular life. It is relatively easy to inculcate this idea\nof health in the mind of a child. Children are imaginative; they are\nhighly romantic ; they love to enter upon a great adventure ; they can be\neasily told that they have started on a great adventure that it will take\nmillions and millions of years to complete, and that each one must do his\npart in his day. This attitude toward health and toward life will create\nthe atmosphere in which children may grow in strength of body, in com¬\nprehension of what life means, and in the knowledge that all of yesterday\ncontributed to his today and that his today must make mankind tomorrow.\n\nTHE\n\nESTHETIC\n\nKATHERINE\nTURING\n\nThe\n\nDOZIER,\n\nVALUE OF PHYSICAL\nABSTRACT\n\nSUPERINTENDENT\n\nCOMPANY,\n\nNEW\n\nHOLLAND,\n\nOF\n\nSCHOOLS,\n\nGA., AND\n\nEDUCATIONPACOLET\n\nPACOLET\n\nMANUFAC¬\n\nMILLS,\n\nS. C.\n\naim of our physical education teachers is training for each and\n\nevery boy and girl in school. This is done by having a regular schedule\nfor physical training classes for every grade carefully planned and daily\nfollowed.\nThe purpose of our department is set fofth in our motto, “A sound mind\nin a sound body,” and as you observe our class-work you will see that headwork as well as muscle coordination is very evident.\nThe plan of our physical training is far-reaching and embraces far more\nthan gymnasium and field. It is correlated with every other department\nof our school ; teachers, school nurses, dentists, physicians, all have a part\nin our scheme.\nFor instance, the care of children in our village begins before their\nbirth with proper instruction of mothers by our community nurse and\nvillage physician. From birth until school age, the children are regularly\nexamined and kept under observation by the community nurse. A pre¬\nschool round-up is made in the spring preceding the fall session and each\nboy and girl has a physical examination. Following this examination neces¬\nsary corrections are made at tonsil and dental clinics; toxin-anti-toxin, and\n\n"}
{"page": 555, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nvaccination are duly administered, and the child made\nentrance.\nAfter the child enters school, he is weighed\n\nEducation\n\n551\n\nready for school\n\nand measured\n\nat regular\n\nintervals and any loss or failure to show proper development is imme¬\ndiately noted and corrective measures taken. The nurse takes charge of\nany malnourished group and organizes them into classes for instruction.\nThe domestic science teacher helps the nurse in her teaching by instructing\nthe child or some member of the child’s family in the proper preparation of\nsuitable food to correct diet and secure nutrition. The physical director\ngives attention to the proper exercise for the development of a better\nphysique, the grade teacher follows up the nurse, the domestic science\nteacher and the physical director with classroom instruction and, most im¬\nportant, with home visits to talk with the parents about the child’s welfare.\nYou have now the aim, training for each and every child; the purpose,\n“a sound mind in a sound body”; and the plan, correlation of all agents\nand agencies in contributing to the health and to the physical education of\nthe child.\nLet us discuss now the types of training used in the varied aspects of\nphysical education. At a recent meeting of physical training supervisors I\nheard the complaint made that “Some schools train only in formal gymnas¬\ntics, others all go to clogging, others to folk dances, a few to esthetic\ndancing, while some pay attention to sports alone, and none of them appeal\nto all the pupils.”\nA properly graded course taking into account the age, ability, and taste\nof the child can be formulated to provide suitable training for everybody.\nBeginning in the primary grade with singing games and rhythmic play,\ninterpreting catchy music by running, skipping, marching,\n\nand hopping,\n\nintroducing from time to time rhythmic counting in four-four and threefour time, the child is prepared for simple folk dancing. In the third\ngrade he can add a little formal drill and experience the thrill that comes\nfrom harmony of movement and action in group work. Here too, begins\nthe elementary lesson in dance technic and grace of movement in muscular\ncontrol has conscious attention. The first lessons in form so essential to\nsport as well as to gymnastic perfection are given here.\nIn the intermediate grades dance technic receives more attention and\nfollowing coordination of arms, legs, and feet in muscular control are\ntaught the waltz steps and rhythms, the minuet, the polka, the\nschottische, and the various dance steps used in many lands. Folk danc¬\ning is emphasized in these grades with the added charm of proper costumes\nmade by the girls in regular class project. Formal work is continued to\nkeep precision of movement and harmony in group control. Clogging is\nintroduced and the comic effects possible appeal to both boys and girls\nmaking\n\nthis work\n\nmost popular, with its added attractions of “Snap and\n\nPep.”\nIn the junior high school more finished work\ntechnic finds expression in simple esthetic dancing.\n\nis done and the dance\n\n"}
{"page": 556, "printed_page": null, "text": "552\n\nTo\n\nNational\n\nEducation\n\nAssociation\n\ntie all these various interests together and unify the course for all\n\ngrades each and every boy and girl has a part to play in the annual pageant.\nThis pageant is planned with the following purposes. To give every in¬\ndividual an opportunity to show his father, mother, and friends the results\nof his training and the achievement of himself and his fellows, both alone\nand in team work. To present in pantomime, drill, and dance something\nthat is really worthwhile\ntraining.\n\nfor amusement,\n\nentertainment, education, and\n\nTo prove that head, soul, and body are a trinity, no one of which is\ncomplete without the other two ; to show that love of the beautiful and\nappreciation of the esthetic can be developed in rhythm and dance and\nmusic; to add to the grace and beauty of the temple of the soul; to\nstrengthen the mentality while developing the physique — all this and more\ncan be acomplished in physical education by using good common sense and\norganizing a balanced ration. Good form and excellence in sports follow\nnaturally the proper training and development of the mind and body in\nintelligent coordination. And good teamwork\nmonious group work in the grades.\n\nHEALTH\nETHEL\n\nis a natural result of har¬\n\nTRENDS— ABSTRACT\n\nPERRIN,\n\nSTAFF\n\nASSOCIATE,\n\nDIVISION\n\nOF\n\nAMERICAN\n\nCHILD\n\nHEALTH\n\nASSOCIATION,\n\nHEALTH\n\nEDUCATION,\n\nNEW\n\nCITY\n\nYORK\n\nHealth is one of the objectives in secondary education according to the\nCardinal Principles of Secondary Education of the National Education.\nAssociation. Consideration for the health of the pupils then, should be a\npolicy consciously but inconspicuously followed by every member\n\nof a sec¬\n\nondary school staff. If, for instance, through the physician’s examination,\na child is found to have headaches caused by faulty vision, and some time\nmay elapse before the glasses are on, every teacher who has that child in\nhis class should feel a responsibility in the use of the eyes of that child. A\nhealth counselor or coordinator is needed who acts as chairman of a school\nhealth committee.\n\nThe\n\ncommittee\n\nworks\n\nfor an integrated school health\n\nprogram built on the present knowledge of the development and needs of\npupils at the secondary school level.\nOne test of right attitude toward health is the response of secondary\nschool pupils to some preventive measure such as vaccination. If pupils\nvoluntarily and cheerfully cooperate with health authorities they have\ndeveloped a right health consciousness. The ultimate goal should be the\nformation of right habits and right attitudes toward the physical, mental,\nsocial, and moral aspects of health.\nHealth should not be a “subject” for pupils to “take,” but rather an\nunderlying policy, so constant that it is taken for granted as a natural part\nof education.\n\n"}
{"page": 557, "printed_page": null, "text": "Department\n\nof School\n\nPROBLEMS\nELM\n\nA ROOD,\n\nIN\n\nand\n\nPhysical\n\nSCHOOL HEALTH\nABSTRACT\n\nASSOCIATE\n\nPEABODY\n\nHealth\n\nPROFESSOR,\n\nCOLLEGE,\n\n553\n\nEDUCATION-\n\nNURSING\n\nNASHVILLE,\n\nEducation\n\nEDUCATION,\n\nTENN.\n\nOf the many problems which confront workers in school health pro¬\ngrams, a major problem is to find a way to coordinate all the forces which\ncontribute to the health of children around a common objective, expressed\nin terms of “abounding health” for every child. It may be well to state\na few underlying principles, which are quite universally accepted :\n1. The\n\nhealth of children is one of the objectives of all education.\n\n2. The responsibility for the realization of this objective is shared by every per¬\nson in the school, home, and community who has direct or indirect contact with\nchildren.\n3. Since major attention, in this type of program, is focussed upon the develop¬\nment of healthy children in each classroom, it becomes necessary for every person,\nfrom the superintendent down, to contribute not only to the protection of children\nfrom every influence which might hinder this development, but also to participate in\nassisting and encouraging the children to develop to their fullest.\n\nWe hear frequently the statement of teachers in our training centers\nthat they have never seen a child health program functioning. Hence,\nthere is pointed out the need of developing the health program in our\ndemonstration schools. There is need also for making the health principles\ntaught on the college campus function more fully in the environment and\npractises of students in the dormitories, cafeterias, and classrooms. Im¬\nprovement in these respects would undoubtedly clear much of the haziness\nthat apparently exists in the minds of young teachers.\nIn assisting these teachers to visualize the aims and possibilities in the\nhealth program, active support of the school administrator becomes the\ncrux of this situation. His recognition that doing is most valuable educa¬\ntional procedure will immediately place his approval upon such activities\nas excursions, and investigations, rather than upon formal teaching from\na textbook, to the crowding out of educative experiences, and teachers will\nthus feel that these activities need not be limited to after-school hours or\nSaturdays. His recognition of health as a responsibility of the school, and\none which is intimately associated with the daily activities of the classroom,\nsecures for the children the benefit of the teacher’s influence. He also may\nclarify the position of specialists who come to make certain contributions.\nThere is also indicated a great need for more definite aims on the part of\nspecial health workers, who are apt otherwise to think in terms of their\nspecialty and not in terms of changes to be produced in live children.\nMore and more communities are realizing the need for untangling a\nconfusing situation and are struggling to find the basis for unity — some\nobjective big enough to make people forget themselves and their special¬\nties, and some vision with enough practical elements to induce them to enter\nwith enthusiasm into a community\ndren.\n\nwide effort for the building of fine chil¬\n\n"}
{"page": 558, "printed_page": null, "text": "554\n\nNational\n\nThe\n\ndevelopment\n\nEducation\n\nAssociation\n\nof health standards for children has thus become\n\none\n\nof the outstanding problems in child health. Whether we approve or dis¬\napprove, the movement is growing and spreading. Every successful at¬\ntempt means new converts; every failure means reorganization and a new\ntrial. As evidence of the working out of this problem, we now find, in\ntangible form, the Virginia Five-Point Child, the West Virginia Standard,\nthe Tennessee State Health Badge, the Peabody Health Standard, the\nKentucky Blue Ribbon Child, the Missouri Six-Point Child, the Kansas\nHealth Standard, and many local standards in Indiana, Ohio, Michigan,\nOklahoma, Florida, and Alabama.\nA\n\nstudy of these naturally discloses great variation, as all have been\n\ndeveloped to meet local needs and according to the facilities in each in¬\ndividual community. As an indication of an effort to reach a wise and\nworkable standard, we find questions being asked on such points as — Shall\nwe rate children on effort, or shall we build an ideal? Shall we accept\nchildren in the standard who have such defects as cannot be corrected, if all\nother requirements are met? Shall we expect parents to participate actively\nin habit training? Shall we base our standard of physical excellence on the\nfindings of the physician’s examinations or shall we use to the greatest\nextent the observation of the teacher or the nurse? Shall we rate children\non health knowledge? Shall immunity treatments be included, and if so,\nhow many? Shall we require a rating of good mental and social health\nand how shall these be determined? Shall children’s attitude and behavior\nbe measured and, if so, how shall we do it?\nLooking at this conflicting situation frankly and accepting as inevitable\nthese differences of opinion in the beginning of a pioneef effort, we must\nrecognize at the same time that these all represent earnest, conscientious\nattempts by people in the field to focus interest and effort upon one thing,\nthe development of fine children. While accepting the difficulties of the\ntrial and error method in education, we recognize experimentation as the\nonly real scientific method of finding a solution to a problem.\nHowever, a survey of this new territory might even now begin to recog¬\nnize certain guide posts appearing above the horizon pointing the way for\nthose with a genuine enthusiasm for the development of standards for chil¬\ndren. The standard should be allowed to grow in response to the needs\nof the particular field and as many people as possible should participate in\nits growth. Its requirements should be stated simply and concretely\nenough for the public to understand. It should consider so carefully the\navailable facilities that it will be possible of attainment by a reasonable\nnumber of children. It should provide the necessary satisfaction that\nshould always follow child achievement. It should constantly be in process\nof growth and should eventually state definitely what points each child\nshould realize in bodily condition, in habits, in attitudes, and in under¬\nstanding of experiences.\nThe statement of a standard seems to give parents a definite aim toward\n\nwhich to work.\n\nFor the teachers and the school administrator, the stan-\n\n"}
{"page": 559, "printed_page": null, "text": "Department\n\nof School\n\ndard motivates the work\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\nof the entire year, since all worthwhile\n\n555\n\nhealth\n\nactivities contribute to it in some way. For special health workers, it brings\na definite objective on which they may all concentrate. Enthusiasm for\nthe standard has often made an individual worker submerge personal aims\nfor a bigger objective. To the community at large, it measures results in\nterms that people can understand. It justifies expenditures of public\nmoney for child health work, since fine healthy rosy-cheeked children have\nan irresistible appeal. Finally, it gives the child the satisfaction of achieve¬\nment, so necessary to help him go further. It overcomes much unpleasant\nanticipation of corrective work because of the clear picture of the end to be\nrealized. It develops pride in looking well, in feeling fine, in weighing\nmore, in being strong, and this should hold great possibilities as a protective\ninfluence in the child’s life.\n\nHEALTH\nMARY\n\nAND\n\nCHANNING\n\nPHYSICAL EDUCATION\nSOU TH—A BS TRA C T\nCOLEMAN,\n\nCAROLINA\n\nPROFESSOR\n\nCOLLEGE\n\nFOR\n\nIn discussing physical education\n\nPHYSICAL\n\nWOMEN,\n\nNEEDS\n\nIN\n\nTHE\n\nEDUCATION,\n\nTHE\n\nNORTH\n\nGREENSBORO,\n\nN. C.\n\nneeds in the south, may\n\nI begin by\n\nindicating the salient features of the situation. We are still a rural popula¬\ntion ; more than three-fourths of the southern school children go to the\nrural schools. We are a thoroughly homogeneous racial stock, with a racial\nbackground rich in folk art and social activities. We are naturally a con¬\nservative people, especially in the rural sections ; and as a result, we are\nfinding difficulties in adjusting ourselves to the social and economic changes\nof the age.\nSince we are a rural people, and since the physical education must to a\nlarge extent be done through the regular teacher, it is clear that the crux\nof the whole situation lies in the training we give the grade teacher. With\nthe exception of a few city systems, the future of physical education in the\nsouth lies with the grade teacher, under the town or county leadership of a\nprofessional director who has had adequate technical training. This is too\nobvious to require further discussion, and yet there are few states that have\nattempted to meet the situation squarely. Perhaps nine-tenths of our young\nteachers, coming from the best normal schools and teacher-training institu¬\ntions in the south will tell you, if you ask them what courses they have\nhad in physical education, “Oh, just gym and basket-ball,” nothing that\nbears the least relation to the health and physical education problems of the\nelementary or secondary schools. We are surprised that superintendents\nand principals will accept so little, when they might have so much by\ndemanding that specific training in health education and recreation be given\nto prospective teachers.\nNext in importance to the question of training given to grade teachers,\ncomes the correlation of our existing organizations in physical education\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nand in recreation. We are only too familiar with the “can’t afford it”\ncomeback to our suggestions for a program in physical education. Ala¬\nbama has answered that by planning a statewide program of health and\nphysical education because the state is poor — not in spite of, but because\nmoney is scarce in other words. Alabama cannot afford to waste money\non instruction for minds and bodies that are unfit. Economy is a word\nthat sounds good to the public ; so we are interested in the promising results\nfrom the combination of the recreation and physical education programs in\nmany\n\nof our cities.\n\nWe need a more critical evaluation of the training presented by the can¬\ndidate for a position in physical education. We will get results from our\nprograms in health and physical education only when principals and super¬\nintendents realize that this is a technical profession, and one that cannot\nbe acquired in a summer term. In these days the physician, the nurse, the\napothecary, and the dentist each makes his own contribution to public health.\nIt is possible that in the future “physical education” will be the term used\nfor the teacher who has had a minimum of four years training in his special\nfield, while the teacher of lesser training will be the “play teacher” or the\nathletic coach, working under the physical director as the nurse does under\nthe physician.\nThe encouraging factor regarding; physical education in the south is our\nincreasing insistence on keeping an eye on the ball. In discussing problems\nof athletic contests, superintendents are talking not of what harm may be\ndone by interschool contests, but of what constructive results are produced\nby this or by other types of organization. There are, I believe, only two\nsouthern states that sponsor state basketball tournaments for high-school\ngirls ; the others have dropped them, not because of their possible evils, but\nbecause of the increased benefits they believe to be found in contests within\nsmaller areas. We believe that this emphasis on positive rather than negative\nfactors is decidedly a step in the right direction.\nAnother healthy symptom is the increasingly frank criticism of certain\nancient and almost honorable fallacies current in physical education. We\nare recognizing that it takes more than crowds of interested spectators, or\neven new stadiums and playing fields, to indicate progress in physical educa¬\ntion. We are echoing Dr. Dunlap’s skepticism as to whether “teamwork” in\nintercollegiate athletics is any more productive of cooperation and loyalty\nthan the teamwork of section hands under the railroad foreman ; and we\nare evaluating the mutual understanding and fellowship supposed to be\nproduced by intercollegiate sports. As our faith wanes in these regards,\nwe turn more hopefully toward the experiments in student coaching and\nin undergraduate leadership being made in some of our southern schools.\nIn summarizing\n\nthe needs of physical education in the south, I would\n\nurge that we concern ourselves more\n\nwith where we want\n\nwith what\n\nI believe we\n\nroad we\n\nare to take.\n\nto go, and less\n\nneed to appreciate our\n\n;peculiar resources, and to recognize our peculiar limitations, with especial\n\n"}
{"page": 561, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n557\n\nreference to working out our problems through better training given to\nthe grade teacher, and higher standards demanded of the professional leader.\n\nTHE PLACE OF SAFETY EDUCATION IN THE PRO¬\nGRAM OF PHYSICAL EDUCATION IN THE SCHOOLS—\nABSTRACT\nHERBERT\n\nJ. STACK,\n\nRESEARCH\n\nSAFETY\n\nEDUCATION\n\nFELLOW.\nAT\n\nGEORGE\n\nCOLUMBIA\n\nThe\n\nmost\n\nIN\n\nSAFETY\n\nEDUCATION,\n\nPEABODY\n\nCOLLEGE\n\nTEACHER\n\nOF\n\nAND\n\nUNIVERSITY\n\nrecent report of the United\n\nStates Census\n\nBureau\n\nshowed\n\nthat 93,078 persons lost their lives through accidents in 1927. Although\nthe figure is not available for 1928, it will probably exceed 96,000. Of\nthe total for 1927, approximately 19,000, or twenty percent, were under\nfifteen years of age and 5985 more were between the ages of fifteen and\ntwenty.\nNot only do we have this large loss of life that is caused by accidents\nbut there is a very large number of non-fatal accidents. From accident\nreports of schools and insurance companies, it is found that a ratio of 200\nto 1 exists between\n\nreported non-fatal accidents. On\n\nthis basis it may be\nassumed that considerably more than 10,000,000 non-fatal accidents take\nplace yearly, approximately twenty percent of which are accidents to children\nunder fifteen years of age.\nThe increasing toll of accidents should cause serious alarm to all of us.\nWhile the death rate from contagious diseases has fallen from 220.5 per\n100,000 population in 1919 to 140.3 per 100,000 in 1927, the death rate\nfrom accidents has increased during the same period from 71.9 to 78.4\nper 100,000. Fatalities from accidents have increased approximately twenty\npercent since 1911. Motor vehicle facilities increased 1050 percent from\n1911 to 1927. At the present time accidents rank first as a cause of death\nduring the school age, being nearly three times as numerous as those caused\nby tuberculosis which ranks second. While great strides have been made in\npreventive methods and education in the elimination of the diseases of child¬\nhood, the most important work now needs to be done in attacking the prob¬\nlem of accident prevention.\nBy the very nature of the subjectmatter, safety education is closely tied\nup with health and physical education. In the first place, studies of school\naccidents which were made in St. Louis and Los Angeles tend to show that\nnearly half of the accidents reported on or about junior or senior high\nschools take place in gymnasiums, playgrounds, or athletic fields. If these\nactivities which are a part of the general physical education program, result\nIn fifty percent of the school accidents, then the first place for physical\ndirectors to focus their attention will be in the elimination of such school\naccidents.\n\n"}
{"page": 562, "printed_page": null, "text": "558\n\nNational\n\nEducation\n\nAssociation\n\nThe organization of curriculum in safety education for elementary and\nsecondary schools — In general such a course should include content in the\nfollowing fields:\n1. The\n\nprevention\n\n2. The prevention\n3. Fire prevention\n4. The prevention\npedestrian accidents\n5. First aid\n\nof home\n\naccidents\nof motor vehicle accidents\n\nrailroad accidents, and\n\nof public accidents such as drowning,\n\n6. The safety activities of national and state agencies such as the coast guard,\nthe weather bureau, and the state motor vehicle department\n7. The safety activities of the police and fire departments\n8. The safety activities of private organizations that are working to prevent\naccidents\n9. Safety in health\n\nSECRETARY'S\nAtlanta\n\nMINUTES\nMeeting\n\nThe Department had two splendid meetings in the main auditorium\nvention hall. The two sessions of the program were as follows:\n\nFirst Session, Monday,\n\nof the con¬\n\nJuly 1\n\nAddress\nJames E. Rogers, President of the Department\nHealth Education in Education\nWillis A. Sutton, Superintendent\nThe\n\nEsthetic\n\nValue\n\nof Schools, Atlanta, Ga.\n\nof Physical\n\nEducation\n\nKatharine Dozier, Superintendent of Schools, Pacolet\nHolland, Ga., and Pacolet Mills, S. C.\nDemonstration\nBy the School Children\nGa.\n\nProblems\nElma\n\nin School\nRood,\n\nof the Pacolet Manufacturing\n\nSecond\n\nSession, Wednesday,\n\nHealth\n\nEducation\n\nAssociate\n\nProfessor,\n\nDepartment\n\nManufacturing\n\nCo., New\n\nCompany,\n\nHolland,\n\nNew\n\nJuly 3\n\nof Nursing\n\nEducation,\n\nGeorge\n\nPeabody College for Teachers, Nashville, Tenn.\nHealth and Physical Education Needs in the Southland\nMary Channing Coleman, North Carolina College for Women, Greensboro, N. C.\nA Program of Safety Education in the Elementary and Secondary Schools\nHerbert J. Stack, Fellow in Safety Education,\nversity, New York City\n\nTeachers\n\nCollege, Columbia\n\nMaryland's Play and Physical Education Program\nWilliam Burdick, State Supervisor of Physical Education,\n\nBaltimore,\n\nUni¬\n\nMd.\n\nAt the demonstration on Monday, July 1, 3000 people were present, and on\nWednesday, July 3, 600.\nThe regular business meeting was held on Wednesday, July 3. It was called\nto order by President J. E. Rogers. The main business of the meeting was the\nelection of officers. Names of officers may be found on page 544.\n\n"}
{"page": 563, "printed_page": null, "text": "The Department\n\nof Science Instruction\n\n"}
{"page": 564, "printed_page": null, "text": "The department of science instruction is an\n\noutgrowth of a State Department of Natural\nScience Teachers which was organized at a\nmeeting of the Colorado State Teachers' Association\nin 1894. See Proceedings , 1894:951. It was first\nknown as the Department of Natural Science In¬\nstruction.\nThe officers of the Department for the year 192930 are: President , E. Lawrence Palmer, Professor of\nNatural Science, Cornell University, Ithaca, N. Y. ;\nSecretary , Ralph K. Watkins, Associate Professor of\nEducation, University of Missouri, Columbia, Mo.\nThis Department meets once each year, in July.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1895: 951-959\n1896: 937-968\n1897: 916-959\n1898: 959-985\n1899:1097-1118\n1900: 592-609\n1901: 771-803\n\n1902:759-790\n1903:847-897\n1904:843-897\n1905:781-827\n1906:719\n1907:951-959\n1908:965-999\n\n1909: 789-829\n1910: 949-969\n1911: 939-993\n1912:1153-1195\n1913: 695-717\n1914: 721-773\n1915:995-1029\n\n[5601\n\n1916:699-751 1923: 843-861\n1917:535-557 1924: 753-775\n1918:295 1925: 598-609\n1919:289 1926: 624-636\n1920:305-309 1927: 583-597\n1921: 663-667 1928: 569-589\n1922:1239-1267\n\n"}
{"page": 565, "printed_page": null, "text": "THE\nFRANCIS\nOF\n\nTHE\n\nCURRICULUM\n\nD. CURTIS,\n\nASSOCIATE\n\nTEACHING\n\nMICHIGAN,\n\nANN\n\nIN HIGH-SCHOOL\nABSTRACT\n\nOF\n\nPROFESSOR\n\nBIOLOGY\n\nARBOR,\n\nAND\n\nOF\n\nSCIENCE-\n\nSECONDARY\n\nGENERAL\n\nEDUCATION\n\nSCIENCE,\n\nUNIVERSITY\n\nAND\nOF\n\nMICH.\n\nScience has been and continues to be one of the most popular subjects\n\nin the high school. This is no accident. Subjects compete with one\nanother and survive or are eliminated as they are able to be adjusted to\n\nmeet the everchanging demands in our school. In this scientific age, there¬\nfore, it is no wonder that science holds a firm and unique place in the popular\nregard.\nThe past fifty years have witnessed in the teaching of science, as in all\nother high-school subjects, an increasing attempt to provide a more demo¬\ncratic training. This is in part due to the rapid spread of high-school\neducation as evidenced by the fact that, dating from about 1890, on an\naverage of one new high school has been established in this country for\nevery day over a period of more than thirty years.\nThe emphasis upon the college preparatory aim which was dominant\nbefore 1900 gave place early in this century to the practical aim in science\nteaching. This in turn is coming to be relegated to a position of secondary\nimportance to the emphasis upon training bo}rs and girls in habits and\nmethods of scientific reasoning and thinking.\nThe past twenty years, moreover, have witnessed remarkable advances\nin the improvement of methods and materials for science teaching. These\nadvances have been due to several causes but chiefly to the influence of edu¬\ncational research in helping to determine subjectmatter and teaching\nmethods better suited to the individual pupil.\nThe science curriculum of today is far simpler than that of thirty years\nago. In those days physiology, physiography, hygiene, botany, zoology, and\nastronomy were very commonly found in the high schools. But today their\nplaces have been taken largely by general science and general biology.\nThese new courses are rapidly growing in popularity because they give the\nboys and girls an all-round, practical training impossible before their in¬\ntroduction. Future indications point unmistakably to the introduction of\na broader and more extensive training in science in the elementary grades.\n\nBOOKS\nHANOR\n\nA. WEBB,\n\nGEORGE\n\nTHAT\n\nDEPARTMENT\n\nPEABODY\n\nCOLLEGE\n\nMEET\n\nINSTINCTS\n\nOF\n\nCHEMISTRY\n\nAND\n\nGENERAL\n\nFOR\n\nTEACHERS,\n\nNASHVILLE,\n\nSCIENCE,\nTENN.\n\nThe instincts that most concern teachers are those of young folks. The\ninstincts of young people that advertise themselves most notably are those\nof adolescence. Among the most valued tools with w’hich teachers handle\nadolescent instincts are books. Fortunately, there are many of these\nvolumes particularly suited to “crowd out evil with good” at this particular\n[561]\n\n"}
{"page": 566, "printed_page": null, "text": "562\n\nNational\n\nEducation\n\nAssociation\n\nage. Science books on the high-school level are probably without a peer\nfor this purpose.\nIt is my\n\nprivilege to show\n\nthat each year a very large supply of books\n\nare placed upon the market that will stimulate certain of the most pro¬\nnounced instincts of youth in helpful interest and development. Let the year,\nfor example, be the most recent one — 1928, and early 1929, in which\ntitles listed below have been published.\n\nall\n\n1. Books for the “gang instinct ” — Boy Scout troups are “gangs” under\nnoble oath and law, and the Boy Scout Handbook is their “bible.” Never\nwas a book with so much of nature lore and practical science crowded be¬\ntween covers. Supplementing the 1928 edition is The Scout and His Law\nby Chalmers\n\n(Macmillan) — an inspiring amplification.\n\nScout troups are “outdoor gangs,” so Tracks and Trails by Rossell (Mac¬\nmillan) furnished footprints for them to follow. The Young Collector\nby McMillen\n\n(Appleton)\n\nwill keep hands, eyes, and minds busy. Walk,\n\nLook, and Listen by Fullet (Day) posts signs along the naturalist’s high¬\nway for young “highwaymen,” and Outdoor Adventures by Shirling\n(World) opens eyes wider, and gives many games to play. A Handbook\n\nof Stunts by Rodgers (Macmillan) puts muscles to work anytime, any¬\nwhere, while there are places where Build A Winning Model Yacht by\nMoore (Stokes) and Canoeing, Sailing and Motor Boating (Revised ) by\nMiller (Appleton) will “start something” worthwhile.\nKeep the “gang” busy, particularly outdoors, and watch them grow!\n2. The love of adventure — Every adolescent craves adventure. Fortu¬\nnately, vicarious adventure often serves, if it be virile, and turns out all\n\nright. A peculiar psychology — which we will not stop to explain — gives\nzest to tales of adventure far away, where strangeness is a feature. Hence\nthe year’s two greatest adventure\n\nbooks — Safari, A Saga of the African\n\nBlue by Martin Johnson (Putnam), and Beneath Tropic Seas by Beebe\n(Putnam) give thrills of intimacy with African plains and Haitian bays\nwhere few youngsters go. Some fortunate ones do, as Three Boy Scouts\n\nin Africa by Robert, David, and Douglass (Putnam) and its opposite, Three\nBoys in Alaska by Tomlinson (Appleton) attest. Seascouts “man” the\nship in an actual voyage, The Cruise of the “Northern Light ” by Mrs.\nBordon (Macmillan) ; high-school youth visits Europe as Young America\n\nTravels Abroad by Breenbie and Davis (Stokes) or spends time Seeing\nSouth America by Guitteau and Winter (Row, Peterson). They may\nproject themselves back to other days of travel, as on The Clipper Ship by\nDaniel (Dodd, Meade).\nAdventure also thrills in the rollicking tales, Jamaica “ Ginger 'J by Mar¬\ntin (Lothrop) and Panther Magic by Baker (Dodd, Meade).\n3. Books for the instinct of hero-worship — Where shall we start with\nthe heroes of youth? Today? Then Lindbergh the Lone Eagle by Fife\n(Burt) is uptodate except for the “lone” reference. Shall fiction replace\nfact, for variety merely, since truth is yet stranger than fiction? Then\n\nRenfrew Rides the Sky by Erskine (Appleton) serves. Shall history turn\n\n"}
{"page": 567, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n563\n\nback a few years for heroes? Try Boys’ Life of the Wright Brothers by\nCharnley (Harpers) as a merited tribute to unostentatious heroism. The\nair, however, has no monoply of heroes; read Famous Seamen of America\nby Powers and Webster (Crowell) and be convinced. To prove that pa¬\ntience may be as heroic as daring let The Boy Who Found Out by Wade\n(Appleton) testify; he was Jean Henri\nand long most unappreciated, scientist.\nAmerican\nIndian\n\nsoil has long known\n\nHeroes\n\nby McSpadden\n\ncall this science too, as so much\nEven closer was The Tamer\n\nFabre, the world’s most patient,\n\nheroes’ footprints, even in moccasins, as\n(Crowell)\n\nimpartially tells us.\n\nWe\n\ncan\n\nof primitive life was close to nature indeed.\n\nof Herds, who lived 8000 years ago, by Fran¬\n\ncis Rolt-Wheeler (Appleton) and who is more seriously — possibly more\naccurately — described in Prehistoric Man by Henderson (Dutton, 1927),\nyet loses little of the heroic to the active imagination of a youth. To clinch\nmatters, however, one peruses Man\n\nthe Miracle\n\nMaker\n\nby Hendrik\n\nVan\n\nLoon (Liveright) and looks at the typical “van loony” pictures.\nMay animals be heroes? Surely Flash, the Lead Dog by Marsh\n\n(Penn),\n\nSteeldust, the Story of a Horse\n\nLeader\n\nof the Deer\n\nby Lippincott\n\nby Birney\n\n(Penn)\n\n(Penn),\n\nand Long\n\nare proof enough,\n\nHorn,\n\nyet there are many\n\nothers that ran through the presses in 1928.\n4. Books concerning heroic professions — Youth decides his prospective\nvocation many times. Had you stopped to observe that an occupation which\nyouth deems heroic is always his selection? No matter how prosaic the\njob of a locomotive engineer, a city fireman, a motorman may seem to the\nadult occupant, youth anticipates it with a thrill.\n\nAre there really heroic professions? From the tone of certain books,\nwe would believe there are. Read The Story of Engineering in A?nerica\nby Fraser (Crowell) or What Engineers Do by Binger (Norton) and\nresist if you can a yearning to become one of them. Perhaps the serious\nbook The Engineer, His Work, and His Education by Sackett (Ginn) will\ntemper your zeal with knowledge.\nAre machinists heroes? Possibly even adults would more highly re¬\nspect their craft if they read Marvels of Modern Mechanics by Wilkins\n(Dutton) or The Boys’ Book of Remarkable Machinery by Hawkes\n(Dodd, Meade) and realized true ingenuity, patience, and skill of hand\nand brain forged into metal. Engines by Andrade (Harcourt) leaves little\nmore to be told; Inventions and Patents by Wright\n\n(McGraw-Hill,\n\n1927)\n\ngives every needed bit of information to allow you to embark upon a me¬\nchanical career of your own. If you are to run it by a motor, however,\ntake a simple Book of Electricity by Parker (Houghton) or a comprehen¬\nsive one on the economics of electric power, Aladdin U. S. A. by Green¬\nwood (Harper) for practical information.\nFlying, of course, is a heroic life. The youngster should begin safely,\nwith smaller “ships”; Building and Flying Model Aircraft by Garber\n(Ronald) and Model Airplanes, How to Build and Fly Them by Allen\n(Stokes) start them\n\naright. They\n\nwill reach the level of Elements\n\nof\n\n"}
{"page": 568, "printed_page": null, "text": "564\n\nNational\n\nAviation\n\nby Clark (Ronald)\n\nand Taylor\n\nAssociation\n\nand The Airplane and Its Engine\n\n(McGraw-Hill)\n\nthe Air by Williams\n\nmans)\n\nEducation\n\n(Nelson)\n\nby Chatfield\n\nin due time.\n\nMeanwhile\n\nlet Conquering\n\nand Aviation\n\nStories by Thomson\n\n(Long¬\n\nkeep up the interest. Even the little boys and girls may begin the\n\nacquisition of “airmindedness” with Pioneers of the Air by Gravatt\n(Mentzer) as their simple reader.\nIs radio heroic? Perhaps it has settled down to a more serious business,\nmerely transmitting the heroics of the world. This year’s books are sub¬\nstantial: The Outline of Radio by Hogan (Little), Practical Radio by\nMoyer and Wostrel (McGraw-Hill), The Radio Manual by Sterling,\neach desperately trying to keep up with runaway radio. There is a new\nthrill, however, in The Electric IV or d — The Rise of Radio by Schubert\n(Macmillan) in which the worldwide politics of radio transmission be¬\ntween nations is given as a new kind of history.\nThere are other heroic occupations, of course.\n\nGuards\n\nby Crump\n\n(Dodd)\n\nThe Boys' Book of Coast\n\ntells of but one of them.\n\n5. Non-heroics in book form — Shall we exalt heroics, however, as a\nstimulant of youthful instincts? Truly, there should be some time spent\nwith books that stay at home. With many young folks the practical\ntheme, About\nBook\n\nYour\n\nDog\n\nof Dogs by Barbour\n\nby Lemmon\n(Dodd)\n\nlike bodies, cannot always wander.\nWorld\n\nby Ullrich\n\n(Longmans)\n\n(Stokes) and its mate, The\n\nwill bring them\n\nback to earth.\n\nBoys’\n\nMinds,\n\nIt is to be hoped that even Our Farm\n\nor Practical\n\nPoultry\n\nFarming\n\nby Hurd\n\n(Macmillan) may mark the passing of storm and stress in the desires of\nthe youthful instincts, and prove real friends and close advisers. Possibly\nEstimating\n\nBuilding\n\nCosts by Arthur\n\n(Scientific Book\n\nCorporation)\n\nequally practical direction into which ideas may be directed.\nBeginning\n\nvolumes\n\nto Garden\n\nmay\n\nby Woodell\n\nbe most\n\n(Macmillan)\n\nappropriate.\n\nFigures by Collins (Appleton)\n\nFor pleasure,\n\nand a host of companion\n\nFor evenings indoors try Fun\n\nas a mental\n\nis an\n\ncomedy\n\nwith\n\nfor variety’s sake.\n\nLast, but not least, it might be hoped that youth would learn to value\nbooks on health. Studies have shown that of all fields that might be called\nscientific, the young people of high-school level place physiology as of least in¬\nterest to them. Health books of last year are by no means dull. There\nis the snappy volume The Daily Health Builder by Crampton (Putnam)\nthat is so rollicking in style you want to do the exercises just to keep up the\njoke!\n\nMore\n\nserious, but equally to the point, are Your Nerves and Their\n\nControl by Kennedy\n\nand Stephenson\n\n(Appleton),\n\nand Laughter\n\nand Health\n\nby Walsh (Appleton). The time will come to all when youthful founda¬\ntions, instinctive or acquired, will have builded a body, a business, and a\ncharacter, and with thrills passing rapidly into reminiscences, the book\nKeeping\n\nYoung\n\nAfter Forty by Whitmore\n\nbe the most valued of all!\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nWHAT\n\nSHOULD\n\nSCIENCE\nRALPH\n\nWhat\n\nIN\n\nK. WATKINS,\n\nA\n\nof\n\nScience\n\nTEACHERS\n\nKNOW\n\nMODERN\n\n565\n\nInstruction\n\nIN ORDER\nTO TEACH\nDEMOCRACY f— ABSTRACT\n\nASSOCIATE\n\nPROFESSOR OF\nMISSOURI, COLUMBIA,\n\nshould science teachers know\n\nEDUCATION,\nMO.\n\nUNIVERSITY\n\nOF\n\nin order to teach science in a modern\n\nworld? lArst , these teachers must know science as taught in the best col¬\nleges and universities, more science than most high-school teachers now know\nas expressed in college hours. In a world which is growing daily more\ndependent upon the most recent findings of science, teachers must be better\ntrained in subjectmatter than ever before.\nSecond , teachers must be versed in recent literature in the field of science.\n\nScience changes overnight. Science teachers must keep abreast of the rapid\nmovements in their own fields. The markets and libraries are filled with\nvolumes\n\non science for lay readers.\n\nThe\n\nscience teacher must have such\n\nmaterial at his tongue’s end to satisfy the voracious reading appetites of\ngrowing youth.\nThird , science teachers, in addition\n\nto the science of the textbook, the\n\nlaboratory, and the savant’s lecture, must know the science of the world in\nwhich their pupils live. High-school science teachers have been disgraced\nin this generation by a multitude of twelve, fourteen, and fifteen-year old\nboys who have built radio receiving sets and even transmitters by the hun¬\ndreds and have come to school to have simple questions about radio an¬\nswered, if at all, in terms of crystal detector, sliding tuning coil, sets as\nantiquated as the dodo. Teachers must get out of the realm of pickled\nspecimens and embalmed information into a world of growing trees, flower¬\ning plants, and singing birds, to keep up with the youth of a generation\nthat has turned to the outdoors and the immediate.\nBut what\n\nare the poor maligned science teachers to do about it, go to\n\nsummer school until they are gray, stooped, crabbed, anemic, and tooth¬\nless? Yes and no. Science teachers need to continue college work until\nthey can assure themselves of adequate fundamental training in the subjectmatter which they use. Too often the matter of graduate credit is a stum¬\nbling block to continued college training. Teachers sometimes need specific\ntraining in courses which do not provide credit for Master’s degrees. They\nneed to be willing to secure needed training, although it may make the\nattainment of an advanced degree somewhat slower.\nOn the other hand, the colleges and universities could help. Require¬\nments for specialization should be modified in recognition of the need of\nthe high-school teacher for breadth of training rather than for research\nproficiency. Some courses should be organized for teachers rather than\nfor specialists who are seeking research degrees in special fields. Many\ncollege courses need to be reorganized from within in such fashion that\nthey will not only teach theory and law but also help prospective teachers\nto make contacts with the applications and uses of science in the world.\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nNational\n\nEducation\n\nAssociation\n\nContinue to go to school indefinitely? No. Today is the day of the\nrenaissance of the selfeducated man. No college or university can ever\ncomplete and guarantee the completion of the education of a growing in¬\ndividual. Science teachers must read. Teachers need to become as pro¬\nfessionally minded as physicians, dentists, barbers, and union laborers. They\nmust come to a continuous reading program of the material with which\nthey work. If high-school teachers would read the material of the con¬\ntinually revised reading list recommended in course syllabi, library lists,\nand bibliographies of science books for their own high-school pupils, a paper\nof this sort would in a school generation become unnecessary.\nTeachers can undertake their own training in observation, identification,\nconstruction, and experimentation. It does not pay in these days of mass\nproduction to construct a radio receiving set at home. This statement is\ntrue for everyone but science teachers and growing boys. If I had to teach\nelectricity to junior or senior high-school boys I would\nbefore schools open this fall. If I couldn’t name\nof my vicinity at sight I would\n\nof Botany\n\nand embark\n\nupon\n\nmake\n\ntwenty\n\na radio set\n\nor thirty trees\n\nbuy a popular tree guide, a Gray’s Manual\n\nan interesting hobby and worthwhile\n\nprogram\n\nof selftraining. If the preliminary science training of teachers means any¬\nthing at all it means training in how to find out. All teachers preach\nthis maxim to students in high-school science classes. Let them turn this\nin toward their own training and we shall have adequately trained teachers\nfor the newer generation in this democracy of ours.\nTHE\n\nPLACE\nDAVID\n\nNature\n\nOF\n\nA. WARD,\n\nTHE\n\nGARDEN\n\nSUPERINTENDENT\n\nIN\n\nNATURE\n\nOF\n\nSCHOOLS,\n\nEDUCATION\nCHESTER,\n\nPA.\n\neducation is one of the broadest fields of educational endeavor.\n\nIn its general sense, nature education includes the natural sciences as well\nas the elementary forms of instruction, commonly known as nature study.\nIn our common conception of nature education, we eliminate such spe¬\ncialized branches of knowledge as botany, zoology, agriculture, physics,\nchemistry, geology, and astronomy, and restrict our attention to the more\nsuperficial examination of nature in its broad sense. Of course, any study\nof nature involves some of the body of knowledge belonging to one or more\nof these sciences. A well-arranged course of nature education, therefore,\nmay serve as an introduction to the natural sciences. It is not, however,\nthe scientific knowledge to be gained that gives to nature education its\nvalue. Nature, as music or art, to be of value, must be appreciated. It\nis of no consequence to know the names of trees, flowers, birds, insects,\nrocks, and soils, unless that knowledge contributes in some way to the fuller\nrealization of life by the individual. The mechanical memorization and\nrecitation of the common facts of nature are uninteresting and burdensome\nunless learned in contact with nature itself.\nIn order that nature lore be taught effectively, from the standpoint of\nappreciation, it is necessary that facilities be provided for bringing pupils\n\n"}
{"page": 571, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n567\n\nregularly into contact with nature. Among the facilities in the scheme\nof nature education, the garden holds first place. It is a laboratory for\nexperimentation and observation, and a study of one of the most common\nphases of nature education, namely, plant life.\nThere are many advantages of the garden as an aid to the study of nature\nthat can not be had if the instructor must depend alone upon uncultivated\nplant life for instruction material. In the first place, the feeling of owner¬\nship, which goes with the garden, creates and intensifies the interest in the\nstudy of plants. The school or the class as a group may own a garden, or\nthe individual child may own a section of the school garden. In any case,\nthere is a pride of ownership that adds interest, which the study of the plant\nin its native environment does not inspire. Ownership is one of the most\ncompelling forces in sustaining interest. Just as the customer studies the\nmarket with reference to the stock in which he owns shares, the child will\nstudy the garden or the part of it which he can claim as his own. From\nthe standpoint of interest alone, the garden is a worthwhile\nnature study equipment.\n\npart of the\n\nA second advantage of the garden in nature study is its convenience for\nillustration and class instruction. The garden, if planted near the school\nor in miniature form in the schoolroom, is always at hand for use without\nthe formality of a field trip.\nA third advantage the garden holds is the opportunity it affords for\ncontinuous observation of the growing process. The child can visit his\ngarden every day and observe the development of his plants. The teacher\ncan explain plant growth. The child will receive a clearer idea of the\ngrowing process and besides will have the inspiration and joy of observing\none of nature’s mysteries. Through the agency of the garden, conveniently\nlocated, the growing process can be better taught, and the plant relationship\nto the child will be more keenly appreciated.\n\nBeautification of environment is another important function of the gar¬\nden. The fundamentals of landscaping may very well be taught through\nthe medium of the garden. There are unusual possibilities for the train¬\ning of children in the appropriate arrangement of flowers and shrubbery.\nThe school grounds may be used and the children instructed in the care of\ngardens.\n\nIf a portion of the school ground is set apart for flowers and\n\nshrubbery, and placed in the care of the pupils, under supervision, it be¬\ncomes not only a means for studying landscaping, but a source of pride in\nthe beauty of the school that teaches respect for property and appreciation\nof beauty.\nThere\n\nis a practical aspect to the school garden also. Actual work\n\nin\n\nthe garden produces a familiarity with a phase of nature that mere observa¬\ntion will not afford. As an exploratory course, the garden offers the oppor¬\ntunity for the child with talent for agriculture, forestry, or some other of\nthe nature fields, to discover his bent.\n\nThere\n\nof an industrial value in the school garden.\n\nare, therefore, possibilities\n\nWhile\n\nit may not lead directly\n\n"}
{"page": 572, "printed_page": null, "text": "National\n\n568\n\nEducation\n\nAssociation\n\nto an occupation in the field of nature, it will provide for the discovery of\ninterests which later may lead to life occupations.\nFor recreation, the garden provides a form of activity which is both\nhealthful and promotive of nature interest. The recreational value of a\nperiod of work in the garden is probably as great as that of a field trip for\nthe study of wild nature, and, besides, the child has the inspiration of use¬\nful work.\nThrift education is regarded as one of the important phases of educa¬\ntional activity. There are many lessons in thrift in the school garden —\nthe conservation of space in planning the garden, conservation of cost in\npreparing and planting the garden, and in harvesting the products, budget¬\ning and utilizing time are examples of thrift lessons that may be had\nthrough the medium of the garden. The teacher, who is alert, will find\nmany opportunities for instilling into the children lessons of thrift and\nconservation that will aid in the formation of character and life habits.\nThe exaltation of feeling that comes from achievement is another funda¬\nmental element in the development of the child. This the garden affords.\nThere is no more wholesome result of work than the consciousness of hav¬\ning achieved something worthwhile. The child, when he views the grow¬\ning garden and when he harvests the products of his labor, is elevated to\na higher plane of selfconsciousness in beholding the accomplishment for\nwhich he is responsible. In this there is a distinct educational value and a\ncontribution to his love and appreciation of nature.\nThere\n\nis a strong moral\n\nor spiritual value in the growing\n\nof plants.\n\nFirsthand contact with nature tends to broaden the child’s life, to give zest\nand interest and develop a wholesome moral attitude. The garden fur¬\nnishes a convenient means for giving the child this contact. The element\nof ownership gives to it a strong appeal to the child. The emotional life,\non which character so largely depends, has a most wholesome development\nthrough the influence of the garden. There are, without doubt, unlimited\nopportunities for instilling into the children of America, through the school\ngarden, a love of nature that will be a strong factor in the development\nof higher standards of character. There is no more vital force in our\nlives for the development of character than frequent contacts with nature.\nIt is the function of the school garden to provide this contact. It is, there¬\nfore, as a laboratory, of prime importance in the general field of nature\neducation.\nSPECIAL\n\nTHOMAS\n\nIN TEACHING\nEXPERIENCE\nABSTRACT\n\nI. DOWLING,\n\nNATURE\n\nDIRECTOR\n\nOF\n\nDISTRICT,\n\nGREENVILLE,\n\nNATURE-\n\nEDUCATION,\n\nPARKER\n\nS. C.\n\nIn Parker School District we do not distinguish between\nand elementary\n\nSCHOOL\n\nscience. Such a differentiation, we\n\nnature study\n\nfind, only tends to\n\nhinder instruction, and there is no particular reason for such a differentia-\n\n"}
{"page": 573, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n569\n\ntion, as these two fields naturally merge one into the other. Nature study\nis more than biological science.\nAn outline of some of our experiences in teaching nature will be helpful\nhere :\nSchool District maintains a three weeks summer camp in the Blue\nRidge Mountains of North Carolina for its teachers.\n2. Within four miles of the schools the district maintains a cabin on a mountain\nfor excursions, overnight hikes, etc.\n3. There is an organized group of teachers who spend a greater part of their\nspare time helping to solve the problems in this field.\n4. The first winter camp for nature teachers was carried on this past Christmas\nwith great success.\n5. Nature trails near schools have been established.\n1. Parker\n\n6. A handbook for teachers of nature\nby our teachers of this subject.\n\nstudy or natural science has been prepared\n\n7. A very satisfactory library of reference books and materials has been estab¬\nlished, and this information is available for use of teachers and pupils.\nA materials bureau, a division of our library, is maintained for securing and\norganizing all available materials.\n8. There is a continuity of nature science principles from the first grade through\nthe eleventh, with a closely woven correlation of other subjects.\n\nThe summer camp, “Reasonover,” in the Blue Ridge Mountains of North\nCarolina, conducted by the Parker School District for teachers, is unique\nand one of the most outstanding features of the district for training its\nteachers, especially in natural science. Our superintendent was quick to\nrealize the importance of such a training place and period for his teachers.\nThis camp is particularly adapted for the study of natural science. It con¬\ntains a lake which occupies approximately sixteen acres, and affords an\nopportunity for the study of aquatic and amphibian life. The mountain\nsides are covered with typical mountain plants and trees, with its share of\nanimals from the kingdom. Rivers and streams are nearby, as well as\ninteresting geological formations. And the heavenly bodies may be viewed\nwithout obstruction. A small laboratory is established which enables work\nwhere apparatus is required to proceed unhindered. Nature excursions\nand hikes are frequent and extremely profitable.\nEach year a very capable instructor in this field has been employed\n\nto\n\ncooperate with the school staff in carrying on a real natural science train¬\ning course for our teachers. We were indeed very fortunate to have Miss\nMarjorie Ross during our first camp; and since then Dr. Gerald S. Craig,\nof Teachers College, Columbia University, has directed this work. Our\ncamp likewise has had the services of the late Dr. A. C. Moore, of the\nUniversity of South Carolina, and Dr. S. A. Ives, of Furman University,\nwho have contributed much to our cause.\nFurman University, of Greenville, S. C., maintains a nature study camp\nwithin four miles of our camp, which is available to our teachers.\nWith thorough instruction in theory, methods, materials, and practical\napplication of all of these, we feel that a forward step has been taken toward\nplacing our nature work upon a thorough and organized basis.\n\n"}
{"page": 574, "printed_page": null, "text": "570\n\nNational\n\nEducation\n\nAssociation\n\nThe spirit with which all of our teachers have cooperated with the special\ngroup in helping to solve various problems that constantly confront us, has\nbeen another great help towards the goal to which we are working.\nThis special group of teachers, eighteen in number, and especially trained\nin natural science, spent their Christmas holidays in our winter camp study¬\ning winter science. A result of this camp was oUr teachers handbook in\nnatural science to help meet the need of the other teachers of this subject.\nWe consider this handbook as the first milestone of our work.\nThis syllabus or handbook is intended for teachers. It contains fifty\ntopics, or larger objectives, of natural science, as The Sun, Green Leaves\nare the World’s Food Factories, Dependence of Animals upon Plants,\nGravity, The Work of the Wind upon the Surface of the Earth, Magnet¬\nism and Electricity, Protective Coloration, Rocks, Heat, Migration of\nBirds and other Animals, etc., dealing with the fundamental principles of\nnatural science.\nThese larger objectives are a permanent part of our curriculum in both\nthe elementary and the high school, and are not to be considered as certain\nprinciples lifted apart from the rest of the curriculum.\nIn developing this material we\n\nkept in mind\n\nthe importance\n\nof these\n\nobjectives and their essential meanings which were to be developed by the\nteacher.\nIn order to give you some idea of how this was done we selected a num¬\nber of major principles of natural science which have to do with the\nenvironment and the interpretation of the phenomena which commonly\nchallenge children. In reference to our unit on the sun, the following\nspecific objectives were advanced:\n1. The\n2. The\n\nsun is the center of our solar system\nsun is the source of all energy\n\nCare was taken to express the objectives and essential meanings in as simple\nlanguage and terminology as possible, this being the part which the child\nwas to retain.\nThe specific objectives were a part of some larger principles which we\nhave already referred to, for example:\n1. Space is vast\n\n2. Man’s conception of truth changes\n3. Much knowledge remains to be discovered\n4. Earth’s position and\n\nrelation to other astronomical\n\nbodies\n\nThe essential meanings to be developed were then listed and from these\nthe teacher could select those which applied to her particular unit of work.\nThose listed under our unit on the sun are:\nE The sun is the center of our solar system\n2. Our sun is in reality a star\n3. Our sun is composed of burning gases of the same\nthe earth\n\nelements\n\nas found\n\non\n\n"}
{"page": 575, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n571\n\n4. Our sun is approximately 1,300,000 times as large as our earth\n5. Our sun is approximately 93,000,000 miles from the earth\n6. There are other suns larger than our sun\n7. The sun is the source of all energy\n8. The sun gives off heat and light\n9. Only a small portion of the heat and light of the sun reaches the earth, but\nit is sufficient to sustain life\n10. Our earth rotates around the sun causing day and night\n11. Our earth revolves around the sun causing change of seasons\n12. Sun spots are disturbances on the sun which cause the intensity of the heat\nand light to increase and decrease at intervals\n13. An eclipse of the sun occurs when the moon passes between the earth and\nthe sun\n14. Sunlight keeps our world healthy\n15. The light of the sun gives leaves their color\n16. There would be no changes in weather, rain or sun on the earth if it were\nnot for the sun\n\nFollowing the essential meanings comes the content material for this unit\nin as simple language as possible, and finally a bibliography listing all mate¬\nrials available, as books, pictures, pamphlets, lantern slides, etc.\nThere is no attempt made to teach all of the major or specific objectives,\nand their essential meanings, in any one year or period of years. Once an\nobjective or essential meaning is learned, more can be added from year to\nyear with increasing complexity.\nA word should be said here concerning the correlation of natural science\nprinciples with other subjects. Miss Mary Cornelia Barton, one of our\nelementary teachers, was very interested in putting on a unit of work on\nByrd’s Expedition to the South Polar Regions. Some of the questions\nasked by her pupils were:\n1. Why is the south pole cold?\n2. What will Byrd take with him?\n3. How is he going?\n4. Who\n5. How\n6. How\n\nfirst found the land around the south pole?\nwill Byrd care for the health of his men?\nwill he communicate with people at home?\n\nAnd some of the natural science which came out of this unit was :\n1. The compass. How\n2. Seasonal change.\n3. What causes snow?\n\nconstructed\n\nand\n\noperated?\n\n4. Effect of heat and cold on food.\n5. How weather records are kept.\n6. Need of warmth and sunshine for plants.\n7. Adaptations of animals to cold and how man\n\nadapts himself to such conditions.\n\nAt the same time this unit lent itself to a study of English, mathematics,\nindustrial arts, social science, geography, civics, and health.\nNot all of our units are such that as much science could be included as\nin the Byrd unit. But thus far we have only found a few that are not so\nadapted. There are times when we have units that are practically all\nnatural science units. Thus natural science has found a permanent place\n\n"}
{"page": 576, "printed_page": null, "text": "572\n\nNational\n\nEducation\n\nAssociation\n\nv\n\nin our curriculum, through correlation with other major subjects, thereby\nnot really supplying an additional Subject to our already crowded elementary\ncurriculum.\nThe correlation of natural science with other subjects in the high school\nhas been fairly successful. There is more or less an overlapping of subjectmatter in mathematics, social science, health, English, and industrial arts,\nwith natural science principles. By the use of a large correlation board\nand different colored cards for each subject, we have visualized this corre¬\nlation, and wherever possible the teachers of subjects which lend themselves\nto correlation are taught at the same time.\nIn conclusion we find that :\n1. Natural science finds its place in our curriculum through correlation of other\nsubjects and without an additional subject.\n2. Our summer camp for all teachers affords the best and the most unique method\nof training our teachers in this particular field.\n3. The organization of the natural science curriculum in the Parker School Dis¬\ntrict around the major objectives or principles of this subject establishes a\ncontinuity or core which runs through the entire curriculum and affords a\nmethod\n\nof presenting\n\nNATURE\nEMILIE\n\nYUNKER,\n\nnatural\n\nscience on a well-organized\n\nEDUCATION\nDIRECTOR\n\nOF\n\nbasis.\n\nIN KENTUCKY— ABSTRACT\nNATURE\n\nSCHOOLS,\n\nSTUDY\n\nLOUISVILLE,\n\nAND\n\nGARDENING,\n\nPUBLIC\n\nKY.\n\nThere is no state in the Union which affords so many opportunities for\nserious work in nature study as Kentucky. Here we find a wealth of\ndeciduous trees, a great variety of wild flowers, the loveliest of song birds,\nthe mountain streams, Cumberland Falls, and Mammoth\nto enjoy.\n\nCave — all ours\n\nOur aim — Firsthand experiences, thus making life more worth living,\ncreating beauty wherever possible, developing character, health and better\ncitizenship. More and more the practical, as well as the esthetic, side\nis being employed.\nNothing has led to so close a relationship between the school and the\nneighborhood as the planting of trees. The children made a survey of their\nrespective neighborhoods, planted seeds and seedlings, and have taken part\nin the dedication of memorial trees. Living Christmas trees were planted.\nThe children attract the song birds by making bird baths and cafeterias,\nand providing food and drink.\nPlants bearing fruit for the birds are being grown; bittersweet for the\ncedar waxwings, dogwood for the bluebirds, and purple beauty fruit for\nthe mockingbirds.\n\nRabbits at school led to a series of valuable studies in a primary grade.\nBuilding an enclosure, feeding and care of the pets, their health, and kind\ntreatment were all the basis of much thoughtful work.\nThe aquarium project was very interesting. A visit to the pet shop,\nfish hatchery and pond, stocking the aquarium with fish, and the need for\n\n>\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nof\n\nscavengers furnished wideawake\n\nScience\n\n573\n\nInstruction\n\nstudies for weeks.\n\nThe more the children\n\nobserved, the more they sought. Every good book on the subject was\neagerly read. Great interest was manifested in our nature exhibit. It\ncontained habitat groups of Kentucky birds and butterflies. The tree\nposters featured technical information, miniature articles of wood of the\ntrees, fruits, nuts, blueprints of leaves, and quotations from the poets. Art\nliterature, science, industry, chemistry, and manufacture were represented.\nAs for nature study in the south, there is a great future. It is going for¬\nward rapidly. We have a better field for bird life, for insect life, and\nfor plant life, and it reaches more nearly around the school year than in\nthe north. “More teachers trained for the work and more stress on nature\nstudy” is our slogan.\n\nHOW\nW.\n\nTHE\n\nB. BAKER,\n\nUNIVERSITY MAY HELP IN TRAINING\nNATURE TEACHER— ABSTRACT\nPROFESSOR\n\nOF\n\nBIOLOGY,\n\nEMORY\n\nUNIVERSITY,\n\nATLANTA,\n\nTHE\nGA.\n\nThe requirements of the successful nature teacher — The most important\nelement in carrying out any educational program is the teacher. He is the\nkey to the educational situation. His responsibility is especially great and\nhis importance is to be particularly emphasized when new ideas and projects\nare inaugurated. The success or failure of the nature program rests largely\nwith him.\nA few characteristics of the successful nature teacher should be consid¬\nered before we can discuss intelligently the part the university can play\nin his training. (1) In the first place the teacher should have a pleasing\nand attractive personality, a keen imagination, great personal enthusiasm,\nand not be so bound by methods that his teaching lacks freshness and vigor.\n(2) He must have a sincere and well grounded appreciation of nature,\ntogether with a wholesome personal outlook on life and the natural world\nwith all its objects and phenomena. (3) He must be trained to observe\naccurately, correlate carefully, and draw conclusions correctly. (4) He\nmust be thoroughly familiar with the facts as related to natural objects and\nphenomena. He must likewise know the generalities and principles which\noperate throughout nature, as illustrated by individual objects of interest\nand significance in the great out-of-doors. (5) Finally he must be able\nto teach and inspire his pupils from an abundant reserve of information and\nenthusiasm. No current can flow except from higher to lower levels. No\nteacher can inspire his pupils unless he himself is well grounded in the facts\nof his subject, has a deep and abiding faith in its value, and has an abound¬\ning enthusiasm for presenting it.\n\nHow\n\nthe university may help in training the nature teacher — (1) The\n\nuniversity should in the first place give a thorough grounding\n\nin the use\n\nof the scientific method of thinking. Experience has shown that observa¬\ntion of given phenomena, correlation of observed data, and experimentation\nin order to check the conclusions deduced, is the safest and most accurate\n\n"}
{"page": 578, "printed_page": null, "text": "574\nmethod\n\nNational\n\nEducation\n\nAssociation\n\nof discovering truth. Exhaustive\n\nknowledge\n\nof science is not a\n\nprerequisite of a nature teacher but it is most essential that he be able to use\nthe methods of science. These methods\n\nare not limited to the truly scien¬\n\ntific fields. They are equally as good in other phases of intellectual en¬\ndeavor. Hence the pupil who has been properly trained in nature study\nunder a teacher who uses the method of observation, correlation, and experi¬\nmentation is better able to cope with any of the problems of life which he\nis called upon to face. (2) The university should impart thorough knowl¬\nedge of nature and natural phenomena to the prospective teacher. Emphasis\nhas been placed in the past on the statement that the teaching of nature\nstudy means primarily the stimulation of a love for nature in the mind of\nthe pupil. Likewise it has been said that the most important mark of the\nsuccessful nature teacher is a great love for nature. Have love, teach love,\nand let the knowledge take care of itself. Because of this attitude much\nof nature fake has crept into our teaching. An example of this sort of\nthing is to be seen in the widespread teaching of a use for every structure\nfound on plants and animals. An attempt is made to explain every spine,\nevery hair on leaf and stem, the presence of poisons in the plant as definitely\ndeveloped protective mechanisms. The various accidental relationship be¬\ntween structure of flowers and insect visitation are interpreted as perfect\nadaptations of means to ends. The broader meaning of adaptations as\nseen in living organisms is usually lost. Here indeed the truth would be\nstranger than fiction.\n\nNature study without a solid foundation and background of truth and\nfact is superficial and hazardous. I do not mean to imply that the teacher\nmust be a master of every field of natural science, but that he should have\na reserve of information from which can flow a vigorous and spontaneous\ncurrent of interesting things, which will stimulate the pupil’s interest, com¬\nmand his respect, and arouse within him a love and an enthusiasm for the\ngreat outdoors which will be far reaching and continuous. In order to\nacquire this background of information the prospective teacher should be\nrequired to take at least introductory basic courses in each of the natural\nsciences and then advanced courses in the particular science in which he\nbecomes most interested. Emphasis on methods\nso important as many would have us think.\n\nof teaching is not nearly\n\n(3) The university should lead the way in the investigation of the prob¬\nlems regarding natural phenomena which give to nature study a firm scien¬\ntific background. There are those who draw a sharp line of\ndistinction\nbetween science and nature study. They attempt to make\nscience cold,\nimpersonal, and uninspiring. On the other hand, they would\nhave us\nbelieve that nature study alone is inspirational ; that it is\na matter of heart\nrather than head reactions ; that one is a matter of cold\nintellectual interest,\nthe other a matter of warm and comforting love and\nadoration.\nAs a matter of fact, nature study and science are not\nmutually exclusive,\nbut rather useful and important adjuncts. True scien\nce is not mere classi-\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n575\n\nfied knowledge as usually defined. It is rather the search for and study\nof the truths of the universe around us. Scientific study has had a great\ninfluence on the life and mind of man. It has freed him from superstition ;\nit has increased his material comforts ; it has given him greater leisure to\nthink ; it has increased his selfreliance and his selfrespect.\nTo the rational mind, truths are only satisfying when solidly grounded\non observed facts. A teacher can have little enthusiasm for teaching nature\nunless he feels the genuine satisfaction of facts acquired from a solid founda¬\ntion. Such a foundation can only be provided by patient and persistent\nresearch. The university should have for one of its most important func¬\ntions the carrying on of research.\n(4) The university may help in training the nature teacher by inter¬\npreting the facts of nature for him so that he in turn may be able to inspire\nthe proper attitude toward natural laws and toward life in the minds of\nhis pupils. The acquisition of facts is the mere beginning of an education.\nIf there has been a reaction in the elementary schools against the “dry as\ndust” science teaching in the university, it is largely due to the fact that\nthe university courses have become masses of facts to be memorized by the\nstudent. It is an interesting fact to know how many bacteria may be lodged\non the point of a pin, but it is far more important to know what it means\nto pick a pimple on the face with that pin ; to know the number of miles\nfrom the earth to the sun, but it is far more significant and inspiring to\nknow the importance of the life-giving rays which come from the sun to the\nearth ; to know how much carbon dioxide is given off per minute by the\nhuman body, but far more significant to know the marvelous economy of\nnature by which the carbon dioxide is transformed into life-giving food by\nthe action of green plants in the presence of sunlight.\n(5) In training the nature teacher, emphasis should be placed on the\nmaterials found in the local environment. The courses should familiarize\nthe student with these materials by field trips, laboratory observations, and\ncorrelated discussions. To be most effective, nature study should be made\nto include those things that are most common in the experience of the child.\nAn examination of the texts and reading references in use in many of the\nelementary schools, shows materials listed and discussed as types which are\nfound in localities remote from the one in which the pupil is working. This\nis especially true of biology. In the desire to make the biology of the col¬\nlege and university different from that of the lower schools, resort is too\nfrequently made to pickled specimens. It is not strange that some have\nrecently defined biology as the science of life with the life left out. It is\nnot unusual to find a course in which no living specimen, plant, or animal,\nis presented to the student. Needless to say, such a course fails to arouse\nmuch interest, instill much respect, or inspire much love in him for nature\nand natural objects. He comes to think of the course in terms of the odor\nof formalin and of preserved fish and frogs.\nIn contrast, however, are those courses given by teachers inspired by the\nmarvels of living phenomena, thoroughly conversant with living things as\n\n"}
{"page": 580, "printed_page": null, "text": "576\n\nNational\n\nEducation\n\nAssociation\n\nthey occur in the natural habitat, and imbued\n\nwith love for nature and\n\nnature’s God. From the first lecture and laboratory period, in the field,\nin the classroom, in the laboratory, laws of life as found in living plants\nand animals, are presented to the student. The moss, the fern, the tree,\nthe flower, the insects, the frogs, the birds, are considered, one after another\nin all their relationship to each other and to their environment. The\nforests as well as the trees are seen. Students go from such a course not\nonly with a knowledge of living creatures but better still,, a knowledge and\nappreciation of life. The university should insist upon such a course as\ntraining for the nature teacher.\n(6) The university should maintain in connection with its various de¬\npartments a museum of materials of local as well as of general interest.\nNo more important adjunct to nature training can be found than a well\norganized museum. Not only can the teacher become acquainted with a\nmuch wider range of materials in the museum but he can likewise depend\nupon it for the identification of new materials which he and his students\nfind in their nature work. This phase of activity of course presupposes\nthe accumulation of files of taxonomic reference works, as well as some\ntraining in their use by the student. In connection with the museum as\ncomplete a herbarium as possible should be provided and as many trees,\nshrubs, and plants as practicable should be kept growing in an arboretum\nor botanical garden. Here firsthand knowledge can be had from the grow¬\ning specimens.\n(7) A great deal of emphasis should be given to conservation programs\nas related to the wild life of a given region. Man in his zeal for conquest\nand wealth, has made many mistakes in the past. He has killed off the\nbirds and his crops have been devastated by insects; he has cut away his\nforests and his soil has been robbed of its vital nutritive element ; he has\npolluted his streams and has caused great damage to his fisheries. Nature\nenthusiasts have sounded a warning as to the results of such practises, but\nnot until recently has the public at large shown much interest or concern\nin the matter. Much yet needs to be done if we are to pass on to posterity\na country dotted with beauty spots unspoiled by the lumberman’s axe, the\nstockman’s cattle, or exploited by other private interests.\nThe university should cooperate to the fullest extent in the national park\nmovement, in the preservation and reforestation projects, in the conservation\nof the wild animals and plants, in the campaigns against the pollution of\nlakes and rivers. In no better way can we cooperate than in the training\nof the nature teacher, for after all, the real success of the conservation pro¬\ngrams depends largely upon education, and the building of a sentiment in\nthat direction.\n\n(8) Finally, as a part of the help the university may give in training the\nnature teacher, it should provide a contact man between the elementary\nschools in which nature study is taught and its departments in which nature\nteachers are trained. It is difficult to outline definitely the duties incident\nto such a position. The individual who fills the place should act in the\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nof Science\n\n577\n\nInstruction\n\ncapacity of adviser rather than supervisor. He should be first of all a\nscientist of broad training and proven teaching ability. He should be\nsympathetic with the problems of the teacher in the elementary and high\nschools and should have a keen appreciation of the relationship of the\nsciences to the ordinary affairs of life. He should be experienced in the\ntechnic of research and know the fields in which the most interesting and\nenticing problems are to be found. In addition he should be thoroughly\nfamiliar with the materials found in the area influenced by his university.\nHis work should be both in the field and on the campus. In the field\nhe should assist in every way possible in carrying out specific nature study\nprograms. It is recognized that nature study should not become stereotyped\neither in content or method of presentation. The adviser should therefore\nassist each individual teacher with local problems, such as the selection of\nmost appropriate local materials, formation of specific projects, organization\nof the work in the different grades, and the possible correlation of nature\nstudy with the other subjects of the curriculum.\nOn the campus, the contact man should be charged with the organiza¬\ntion of college programs which have nature teaching as their chief objec¬\ntive. The science departments should be brought into close cooperation in\nsuch programs. He should maintain close connection with the teachers of\nnature study through correspondence and extension courses. He should\nhave general charge of the exhibits in the museum which relate specifically\nto his work. This would involve the collecting of materials from the type\nlocalities, the bringing together of exhibits from various schools for loan\nto the university museum, the encouragement of both teachers and pupils\nin the maintenance\nliving specimens.\n\nof aquaria, school gardens, and the like for study of\n\nSECRETARY’S\nAtlanta\n\nMINUTES\nMeeting\n\nFirst Session, Monday,\n\nJuly 1\n\nThe meeting was held at 2 o’clock in the Second Baptist Church with President\nFrancis D. Curtis presiding. Papers were given by the President and Doctors\nWebb and Watkins in accordance with the program.\nProfessor Glenn was unable to be present and therefore distributed reprints of\nhis paper.\n\nIn the business meeting which followed the program Dr. E. Lawrence Palmer,\nProfessor of Natural Science at Cornell University, was elected President, and\nDr. Ralph K. Watkins, Associate Professor of Education at the University of Mis¬\nsouri, was elected Secretary for the coming year. Three members were elected\nto the National Council of Education in accordance with the request from that\norganization. These members were: Dr. Francis D. Curtis, University of\nMichigan, his term to expire 1931; Dr. Hanor A. Webb, George Peaoody College\nfor Teachers, his term to expire 1933, and Dr. Elliott Downing, University of\nChicago, his term to expire 1935.\n\nIn the absence\nas Secretary.\n\nof the Secretary, Dr. E. Lawrence\n\nPalmer,\n\nGrace\n\nSmith\n\nacted\n\n"}
{"page": 582, "printed_page": null, "text": "\"\n\n>hn {-/. \"fb 1\n\n,i\n\n• i\n\n■ 1•\n\n'\n\n. ■\n\n■\n\nx\n\n.\n■\n\n.\n\n•r\n\n•:\n\n"}
{"page": 583, "printed_page": null, "text": "The Department\n\nof Secondary\n\nSchool Principals\n\n"}
{"page": 584, "printed_page": null, "text": "The department of secondary school princi-\n\npals was organized in Topeka, Kansas, in 1886,\nunder the name of the Department of Second¬\nary Instruction. See Proceedings , 1887 :396. Antici¬\npating the proposed merger of the National Associa¬\ntion of Secondary Principals with the National Edu¬\ncation Association, the name of the Department has\nchanged to the Department of Secondary School\nPrincipals.\nThe officers for the year 1929-30 are: President ,\nMilo H. Stuart, Principal, Arsenal Technical High\nSchool, Indianapolis, Ind. ; First Vice-president, M.\nChanning Wagner, Principal, Wilmington High\nSchool, Wilmington, Del.; Second Vicepresident , W.\nF. Warren, Principal, High School, Durham, N. C. ;\nSecretary-Treasurer , H. V. Church, Superintendent\nof Morton Secondary Schools, Cicero, Ill. ; Executive\nCommittee , Arthur M. Seybold, Principal, Thomas\nJefferson Junior High School, Cleveland, Ohio,\nChairman of Junior High School Section; John W.\nHarbeson, Principal, Pasadena Junior College, Pasa¬\ndena, Calif., Chairman of Junior College Section.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of 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\n1895:579-635\n\n1896:557-619\n1897:644-699\n1898:664-700\n1899 :601 -818\n1900:428-453\n1901 :565-604\n1902:455-492\n1903:429-486\n1904 :473-536\n\n1905 :423-479\n1906 :633-637\n1907:521-710\n1908:577-667\n1909 :479-522\n1910:443-533\n1911:555-657\n1912:663-765\n\nL 580]\n\n1921 :\n\n1913:469-499\n1914:445-488\n1915:723-753\n\n667-678\n1922:1267-1293\n1923: 861-880\n\n1916:517-574\n1917:253-284\n1918:177-189\n1919: 195-204\n1920: 209-230\n\n1924: 775-802\n1925:\n450-477\n1926: 636-652\n1927: 599-677\n1928:\n591-650\n\n"}
{"page": 585, "printed_page": null, "text": "ADVISORY\nFRANK\n\nCONTROL\n\nD. BOYNTON,\n\nOF SCHOOLS— ABSTRACT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nITHACA,\n\nN. Y.\n\nTeachers more than financiers or captains of industry realize that, un¬\n\nless we develop through presentday education and training a genera¬\ntion able to cope with the problems of the future, the United States\n\nwill turn into a Russia with a Lenin or into an Italy with a Mussolini.”\nSuch is the recently expressed opinion of Mr. Roger Babson, eminent statis¬\ntician, speaking before the Massachusetts Schoolmasters Club of the rapidly\nchanging conditions in presentday society and industry.\nWhether or not one shares his apprehension as to the possible fate of the\nUnited States, one can agree heartily with his recognition of the superior\nperspicacity of the teacher over that of the industrialist or the financier in\nthe field of education. In matters pertaining to the study and training of\nyouth, teachers are at last coming to be recognized as experts whose recom¬\nmendations in the educational field are to be followed as are the physician’s\nin medicine, or the lawyer’s in legal matters, or the engineer’s in matters of\nconstruction.\nIn other words, education is winning recognition as a definitely estab¬\nlished profession whose practitioners, having mastered a certain field of\ntechnical knowledge and a definite technic, are entitled to recognition as\nprofessionals, and in many cases as experts, and have a right to demand that\nthey be freed from the burden of lay interference heretofore imposed to an\nextent that no other profession would tolerate.\nIt is inevitable and entirely desirable that with the increasing development\nand organization of the teaching profession, this body of trained workers\nshall exercise a growing influence and direction of legislation in the educa¬\ntional field. From them youth has nothing to fear. They are the guardians\nof the rights of childhood. In every state of this union the teachers have\nbeen found on the side of the children in all matters pertaining to their\nhealth and welfare. They believe that every child should be born and live\nunder conditions of health and be free from injurious labor, and that he\nshould have full opportunity through education to develop whatever of\ntalent he may be endowed\n\nwith.\n\nThey\n\nhave steadily opposed those indus¬\n\ntrialists who “by resolution and supporting appropriations” boast of fighting\ncompulsory education and child labor laws in every state of the union and\nloudly assert the right of a fourteen year old child in the sixth grade to de¬\ntermine whether he needs further education. Teachers are the implacable\nfoes of those who, interested not in human welfare and an everyday applica¬\ntion of the Golden Rule to all men but in a dependable source of cheap\nlabor, stand ready to short circuit their fellows and to coin the birthright\nof childhood into coupons, sending their own children meantime to private\nschools and loudly decrying the expense of public education.\nAnd the teachers have not made their fight for the rights of childhood\nfrom merely selfish motives. A little time ago I saw a letter written by a\nrepresentative of one of these “interests” anxious about the education of\n1 581 ]\n\n"}
{"page": 586, "printed_page": null, "text": "582\n\nv\n\nNational\n\nEducation\n\nAssociation\n\nyouth and its possible effect upon the supply of cheap labor. The writer\nadmitted frankly that the interest of his industry in education was selfish,\nadding, “just as superintendents are interested in education because of their\nselfishness.” I really wonder if he believed the cases parallel, or if it were\nnot an exhibition of spleen ? Certainly exerting one’s influence either indi¬\nvidually or through organization for the wider extension of educational\nopportunity offers small hope of increasing one’s individual salary as teacher\nor superintendent. On the other hand, exerting one’s influence as an in¬\ndustrialist to curtail educational opportunity as a means of assuring an ade¬\nquate supply of cheap labor has for its primary and sole purpose the in¬\ncreasing of one’s personal profits. No, the cases are not parallel. When\nthe men engaged in industry and in the other professions will accept the\nsame compensation that teachers receive, when at the end of their careers\nthey will turn over their keys and the results of their life work to strangers\nwith no vested interests to pass on to those they love and leave behind save\nwhat they have been able to save from the pittance received as wages, then\nand not till then can they afford to invite comparison between their motives\nand the motives of the teaching profession.\nSince I have been superintendent of schools in Ithaca I have known a\nman, starting with me at my salary level, to rise in manufacturing to a\nfinancial position where, sitting on the same board of directors, I have seen\nhim write and give away a check for a sum greater than my city ever paid\nme for a year’s work ; I have seen a notions merchant, beginning in a small\nway in the same city and at the same time when I began my career as a\nhigh-school principal, steadily expand his business until today he is rated by\nBradstreet as being worth a half million dollars ; I have seen a pupil of mine\nenter upon business in a small news stand and retire in early middle life, a\nwealth man, driving a Cadillac while I must toil on notwithstanding the\naccumulation of years on the Ford level. This experience can be duplicated\nin every city in every state of the union. I would not be misunderstood. I\nfeel no personal envy of these men nor of the thousands they represent. I\nam not grieved that not one of the fifteen hundred new millionaires reported\nin 1927 was a teacher. But unless society can be led or driven into offering\nrewards for the training of its children more nearly comparable to those it\nis willing to pay to the makers of its automobiles, it must expect to see a\nlarge proportion of its finest potential teaching ability expending itself in\nbusiness and industrial enterprise. Isn’t it a fair question, even if disturbing\nto the established order, to ask : Are these material things more important\nthan the training of youth in which is wrapped\nAt present it would\n\nseem\n\nthat the way\n\nup the general welfare?\nout is through organization,\n\nthrough the selection of leaders of ability and courage, and through the\nadoption of all legitimate methods which other interests and blocs have used\nsuccessfully. Thus\n\nmay\n\nwe\n\nhope to hasten the day when\n\nbankers and\n\nmanufacturers cease to draft the laws for the control of public education.\nWe have been piously told that ours is a noble profession. Let us make it\n\n"}
{"page": 587, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n583\n\nPrincipals\n\nan effective one for the protection of our own interests and the interests of\nthe youth entrusted to our care. Let us remember that when we entered\nupon the profession of teaching we did not lay aside a single duty, respon¬\nsibility, or privilege which other citizens enjoy. We are still Americans\nwith all the rights and privileges thereunto appertaining.\n\nLet us not be de¬\n\nterred from using them effectively by any cry of “Wolf,\ncamp of the interests.\n\nwolf” from the\n\nEXAMPLES\nCHARLES\n\nH. JUDD,\n\nOF SCIENTIFIC PROCEDURE\nVISION-ABSTRACT\nDIRECTOR\n\nOF\n\nTHE\n\nSCHOOL\n\nOF\n\nOF CHICAGO,\n\nCHICAGO,\n\nILL.\n\nIN SUPER¬\n\nEDUCATION,\n\nUNIVERSITY\n\nHigh-school principals have begun to supervise their own activities. There\nis no clearer evidence than this that the day of mere arbitrary direction of\nschool procedures is past. There was a time when high-school principals\nwere satisfied to stay in their offices or to visit classes as seemed to them\nindividually most expedient. Today there is a new force at work. The\nprincipal of a school has become aware of the fact that he is isolated and\nthat possibly he is not infallible in his judgments. He writes to principals\nin other cities and asks them how much time they spend visiting classes, and\nhow many conferences they have with teachers. He tabulates the answers\nand compares himself with other members of the profession. A series of\ntabulations on these general topics which has recently come into my hands\nvaries in an interesting way from the usual questionnaire procedure of con¬\nsulting one’s colleagues. A principal in one of the Michigan towns has\ninduced his fellow-principals to ask representative teachers in their schools\nhow often the principal visited their classes for purposes of supervision, how\nmuch time the principal spent on the average in making these supervisory\nvisits, how useful the principal’s comments were, and so on. It is probable\nthat Michigan is at least no less active in supervision than other parts of\nthe country, but the results of the inquiry just described will certainly cause\nsome careful thinking on the part of high-school principals who read the\nreport. One impressive detail may be reported here. In answer to the\nquestion : “Will you answer frankly — did the supervision which you re¬\nceived last year make you a better teacher?’’ Fifty-three teachers said\n“Yes,” and fifty-one said “No.”\nAny principal who pretends to be scientific and confines his attention to\nteachers and pupils is still in the primary stages of mastery of the science of\neducation. The science of education ought to make the administrator\ncritical of his own methods. The supervisor who can guide his own con¬\nduct by standards derived from careful, impersonal, impartial examination\nof results is the truly scientific supervisor.\nPerhaps I can make the point more cogently by using a negative illustra¬\ntion. There are some principals who unload on teachers responsibility for\nresults of class instruction. There\n\nis a high-school principal who, to my\n\n"}
{"page": 588, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\nknowledge\n\ntells his teachers that a failure of more than five percent of the\npupils in any given class is a reflection on the ability of the teacher. I am\n\ndisposed to think there is some validity in a general way in this principal’s\npronouncement, but certainly an individual teacher has a right to point out\nthat the pupils in his class came to him, not of his choice, but as the result\nof a series of promotions for which the school system as a whole is re¬\nsponsible. The individual teacher has a right to point out the fact that the\ntextbook which he uses is chosen by the department of which he is a member\nrather than by himself, or even worse, that the textbook is chosen by some¬\nbody so remote from his class and school that the chances are at least even\nthat the book is not suited to his class. The individual teacher can properly\ncall attention to the fact that the policy of the school with regard to the\nnumber of courses which a pupil is allowed to elect, with regard to the\namount of home study expected, with regard to extracurriculum activities\nare all factors of the first importance in contributing to the success or un¬\nsuccess of his teaching. In short, no individual teacher is responsible for\nthe success of the pupils in his class. The school is a cooperative enterprise\nand the principal is more powerful in determining the outcome of the\nLatin class or the class in algebra than he has been accustomed to recognize.\nIf supervision is to be truly scientific, it must recognize the justice of dis¬\ntributing responsibility.\nA recent study made in one of the high schools near Chicago shows that\nthe boys in one of the groups which is chiefly engaged in shopwork are far\nless likely to be found in the social clubs than are the boys in other groups.\nThe explanation given of this fact is that the shop boys do not regard their\nclothes as suited to social occasions. It is perfectly evident that the shop\nboys ought to be in some of the social clubs. They, more than any of the\nother boys, need the training provided by these clubs. The mere recording\nof the comparative numbers of participants in social clubs brings out a defect\nin the scheme\n\nof supervising extracurriculum\n\nactivities. Who\n\nis respon¬\n\nsible for the defect? Certainly the head'of the school will have to recognize\nthat here is a factor of school life which has indirect relations to all of the\nactivities of the special group. The principal if he is keen will see the\nbearing of this fact on the democratic attitude of the whole pupil population.\nWe may pause at this point in the discussion to make two comments re¬\ngarding scientific method. The first remark relates to socalled educational\nmeasurements. The struggle of the last two decades to demonstrate the\npossibility of measuring educational products has left so vivid an impression\non the minds of school people that there are some who believe themselves\nto have satisfied the demands\n\nof science when\n\nthey have compiled a table.\n\nThere are not a few persons who think of quantitative statements of any\nkind as the final goal of the science of education. It will be evident, I think,\nto anyone who is not overwhelmed by figures that exact measurements are\nin reality useful only when\n\nthey make possible fruitful comparisons.\n\nFor\n\nexample, it throws very little light on a pupil’s achievements to say that he\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nsolved five problems in algebra in ten minutes.\n\nWe\n\n585\n\nPrincipals\n\nhave an estimate of the\n\nreal character of the pupil’s performance only when we know that the\naverage of the class to which this pupil belongs is three problems solved in\nten minutes. Exact measurement is the means of securing a basis of com¬\nparison. Scientific evaluation must go further than merely to measure.\nThe second comment which I wish to interject is that educational science\nwill never accomplish its purpose so long as it merely studies present prac¬\ntises. Here again many people have fallen into a misconception which is\nperhaps natural but seriously limiting. There are a great many practises\nexhibited in the schools of America. Among these many practises there are\nsome which are extreme and some which are average. If a comparison is\ninstituted, the extreme practises will be brought vividly to attention. For\nexample, if the Michigan principals who were mentioned a few minutes\nago visit their teachers, as they are reported to do, on the average 2.1 times\nin a year, that principal who is extremely industrious and visits his teachers\nfive times each year will readily be recognized as a supervisor having un¬\nusual habits. It would be overhasty, however, to conclude without further\nanalysis of the situation that the principal who visits teachers five times a\nyear is better or worse than his fellows. If the five-time visitations are of a\nkind which irritate teachers, perhaps the large number represents a com¬\npounding of inefficiency. On the other hand, if the 2.1 visitations which\nrepresent average practise is relied on as a guide, it may be that the five-time\nprincipal may be unduly discouraged in well-doing.\nAverage practise has come to be recognized as having a kind of superior\nsanction because it is assumed that in the long run experience will gradually\nreveal the most expedient forms of behavior. The fact is that very often\naverage practise represents not a highly evolved wisdom but rather a highly\ncalloused complacency. Practise must be critically examined. It must be\nstudied with regard to its consequences and very often the largest possible\nservice which scientific analysis can render is to overturn and wholly revise\naverage practise.\n\nTHE\n\nPRINCIPAL’S PROGRAM FOR TRAINING\nHABITS OP STUDY— ABSTRACT\n\nJ. B. EDMONSON,\n\nDEAN,\n\nSCHOOL\nANN\n\nOF\n\nEDUCATION,\n\nARBOR,\n\nUNIVERSITY\n\nPUPILS\nOF\n\nIN\n\nMICHIGAN,\n\nMICH.\n\nIn the last decade, principals, supervisors, and teachers have taken an\nincreasing interest in the pupil, in contrast to the former absorption in the\nsubjectmatter of instruction. This is a change of great significance. It is\ncertain that when all teachers devote their major attention to the pupil and\nmake a genuine effort to adjust materials and methods of instruction to the\nabilities and needs of the individual pupil, our school system will have un¬\ndergone a very complete revolution. With the increasing emphasis on the\npupil, teachers are coming to accept the idea that their chief function is to\nstimulate and guide the pupil’s learning rather than as formerly to impart\n\n"}
{"page": 590, "printed_page": null, "text": "586\n\nNational\n\ninformation.\n\nEducation\n\nTeachers are also much\n\nAssociation\n\nmore concerned than formerly about\n\neffective ways of aiding the pupil in forming right habits of learning in\norder that he may meet with the maximum of success in his work. There\nhas come\n\na recognition by teachers that the secondary-school work\n\nis far\n\nfrom satisfactory unless pupils are trained “how to attack their work\nthrough study” and how to study “in the level of selfdependence.”1 With\nthis development has come the demand from teachers for help and guidance\nfrom supervisors and principals in the matter of training pupils in habits\nof study.\nP'or several years the instructors in one of the required courses in educa¬\ntion in the University of Michigan have directed the students to interview\nfreshmen. These interviews have been for the purpose of adjustment to\nthe university work. Year after year these university students have re¬\nported that freshmen complain particularly of the lack of specific training\nin matters of study. “We do not know how to study” is the common com¬\nplaint of students entering our higher institutions. This is a severe indict¬\nment of the training in our secondary schools. In many cases the charge is\nnot well founded, but too often it is true that schools have not given definite\nand specific training in the application of valid principles of study to differ¬\nent fields of learning.\nIt appears to be easy to secure agreement among high-school principals\nthat the neglect to train pupils in habits of study is entirely unwarranted,\nbut it seems to be difficult to secure agreement as to the effective plans to\nfollow in correcting the weakness. Numerous administrative schemes for\ninsuring the training of pupils in habits of study have been proposed and\nat least a dozen of these have, according to Monroe,'2 been given a trial.\nMonroe 3 declares, however, that we have not gone far in the solution of\nthe problem. He says, “Examination of the descriptions of the plans of\nsupervised study reveals that practically nothing is said about instructional\nprocedures that the teacher should use in directing the learning of students.\nThe voluminous literature on supervised study deals mainly with adminis¬\ntrative provisions designed to facilitate the stimulation and direction of\nlearning. The\n\nwriters appear to have assumed\n\nthat, if a period was pro¬\n\nvided, teachers would be able to supervise study.”\nIn our inspection of high schools in the state of Michigan, we find that\nmany schools are interested in the problem of improving the study habits\nof pupils. In spite of this interest, it is seldom that we find a school com¬\nmitted to any definite policy or practise in the matter of training its pupils\nin effective habits of work. Through our inspection we are, therefore,\nurging that every high school in Michigan adopt some definite plan. We\nhope eventually to require that every school on the accredited list of the\nuniversity shall have some definite plan for training pupils in study habits.\n1 Morrison,\n\nHenry\n\nClinton.\n\nPractise\n\n2 Monroe,\n\nDirecting\n\np. 418.\n\nLearning\n\nin\n\n8 Ibid,\n\n413.\n\nChicago\nN. Y.\n\nPress.\n\n1927.\np.\n\n1926.\n\np. 161.\n\nthe\n\nof\nHigh\n\nTeaching\nSchool.\n\nin\n\nthe\n\nSecondary\n\nDoubleday,\n\nDoran\n\nSchools.\nand\n\nCo.,\n\nUniversity\nGarden\n\nof\n\nCity,\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n587\n\nIn order to help schools set up a plan, we have prepared the following\nplan of a program for training pupils in habits of study.\nStep 1. At the beginning of the year the principal or superintendent should\ngive a talk to the pupils on the importance of acquiring efficient habits of\nstudy.\nThis step is given first place because any plan will fail unless a desire is\naroused on the part of pupils to acquire effective habits of work. The reason\nfor this advice is well stated by Kornhauser1 who declares, “There is one\nfundamental and indispensable requirement for effective study, more basic\nthan any rules or technic. Without it, real study is impossible though\neverything else be favorable; with it, results can be achieved even in\nignorance of all the fine points of how to study. This key requirement is\na driving motive , an intense desire to learn and to achieve, and interest in\nthings intellectual, a ‘will to do’ in your college work. If you would learn\nto study, first develop a feeling that you want to master your studies and\nthat you will master them. All else is subordinate to that.” It is clearly\na part of the duty of the principal to arouse pupils to an awareness of the\nvalue of right habits of study.\nStep 2. On or before the time of the assembly talk to pupils, the principal\nor superintendent should discuss with the teachers the problem of training\npupils in efficient habits of study.\nThe principal who assumes that his teachers do not need training in order\nto do effective work in training pupils in habits of study is making a very\nserious mistake. It is unfortunately true that few of our teachers have had\nany special training for this important kind of work. The typical teacher is\nwell trained in testing the preparation of pupils, but poorly prepared to\ndiagnose and care adequately for individual pupil weaknesses. If any plan\nfor improving the technic of study is to succeed, the principal must give\nspecial attention to the training in service of his teachers. It is therefore\nimperative that Step 2 be a part of a principal's program.\nStep 3. A list of specific study helps should be prepared by a committee\nof teachers and adapted by the teaching staff, or use may be made of the\nstudy helps 2 issued by the Michigan\nherewith :\n\nEducation Association which are printed\n\n1. Be certain that you prepare the correct assignment in scope, content, and form.\nConsider\n\nsuch questions as: What\n\nreadings, problems,\n\nexperiments,\n\nor topics were\n\nassigned? Was part or all of the preparation to be written? What dangers, diffi¬\nculties, or important points were emphasized by the teacher in making the assign¬\nment? Which of these study helps did the teacher urge students to follow?\n2. Have a study program. Budget your time so as to have a definite time and\na definite place to prepare each lesson.\n(The teacher will explain how to make a study program card.)\n1 Kornhauser,\n\n1924.\n\nArthur\n\nWilliam.\n\nHot a\n\nto\n\nStudy.\n\nUniversity\n\nof\n\nChicago\n\nPress,\n\nChicago.\n\nIll.\n\np. 4.\n\n2 These\n\nstudy\n\nhelps\n\nmay\n\nbe\n\ncation Association, Lansing,\nsupply.\n\nsecured\n\nMich.\n\n\\\n\nat\n\ncost\n\n(75\n\nPermission\n\ncents\n\nper\n\nhundred)\n\nis granted to any\n\nfrom\n\nthe\n\nMichigan\n\nEdu¬\n\nschool to reprint its own\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\n3. Have\n\nNational\n\nproper\n\nEducation\n\nstudy conditions\n\nand\n\nAssociation\n\nneeded\n\nmaterials — a quiet room\n\nnot too\n\nwarm, plenty of light at your left, a straight chair, a table, the necessary dic¬\ntionaries, rulers, pencils, and other materials.\n4. Make careful preparation of advanced assignment as soon as possible after\na class, but allow time in your study program for review of essential points before\ngoing to class.\n5. Do your studying with vigor and determination. Work while you work.\nWhen actually tired, change your work, take exercise, or go to sleep. One must\nbe rested in order to study effectively.\n6. Learn to do two kinds of reading. Read rapidly when seeking to find major\npoints or to make a survey of a lesson. Read cautiously and critically such material\nas problems, directions, explanations, and any material that must be interpreted\nor mastered. Never read rapidly when you should read cautiously. Acquire the\nhabit of analyzing confusing statements. To test the efficiency of your reading and\nto guard against “skimming” or “day dreaming,” pause at the end of paragraphs\nor natural units and seek to recall the gist of what you have read.\n7. Avoid acquiring the habit of half mastery. In committing material to memory\nlearn it as a whole. Do not learn piece-meal. Keep going over the material until\nyou have it letter perfect. In learning rules, forms, poems, dates, vocabularies,\netc., it is helpful to repeat them aloud especially if you are expected to give them\norally in class. (The teachers will explain the mistake of memorizing material that\nshould be analyzed and understood.)\n8. Hunt for key words, phrases, or sentences and master the full meaning of\nthese. Write them on a slip of paper for later review.\n9. Work independently. Ask for help only after you have exhausted your own\nresources. Cultivate selfreliance, determination, and independence in work. Pride\nyourself on your ability to get your lesson done.\n10. Frame questions to test your preparation of a lesson and use these questions\nto measure your preparation before going to class.\n11. Attempt to answer to yourself every question that is asked in class and thus\nreview, test, and drill yourself on essential facts. (Teachers will seek to conduct\ntheir classes so as to stimulate you to do this.)\n12. Strive to excel. Do not be contented to “ get by.” Convince yourself of the\ngenuine value of doing your best work in each of your studies. Be honest in all\nwork. Be able to answer such a question as: Why is the subject worth studying?\n(Your teachers will seek to emphasize the invaluable character of the information\nor training in each study.)\n\nThe foregoing Study Helps are based on the contributions of authorities\nand writers in the field of the psychology of learning. The rules do not,\ntherefore, represent any original contributions of the authors. Some recent\nwriters have very vigorously attacked the contents of certain of the sets of\nstudy helps for high-school pupils, and have pointed out that the giving of\nrules to pupils will accomplish little. You will find that Monroe\n\n1 declares\n\nthat study helps are certainly a “far cry” from the elaborate plans for the\nimmediate direction of study called for in other schemes. I fully agree\nwith the criticisms of certain of the sets of study helps. It is a mistake to\nassume that pupils will be able to take a set of rules and apply them effi¬\nciently without much assistance from the teacher. In the set of study helps\nthat has been prepared for Michigan schools, special care has been taken\n\n1 Monroe,\nWalter Scott. Directing Learning in the High School. Doubleday, Doran and Co..\nCity, N. Y. 1927. p. 413.\n\nCarden\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n589\n\nPrincipals\n\nto emphasize the responsibility of the teacher in the training of pupils. This\nis well illustrated in the first one of the study helps, where questions are in¬\ncluded to define the responsibility of the teacher in the making of an\nassignment. Again the responsibility of the teacher is emphasized in the\nsecond item relating to a study program where the statement is included,\n“The teacher will explain how to make a study program card.” In other\nparagraphs you will find similar reference to the responsibility of the teacher.\nIf your teachers prepare a set of study helps or guides to be placed in the\nhands of the pupils of your school, may I urge that you insist that the type\nof service that a teacher should render to a pupil be made an essential part\nof the statement.\nStep 4. Printed copies of the study helps should be distributed to the\npupils through\n\ntheir classrooni teachers and\n\nthe pupils directed to paste a\n\ncopy in each of their textbooks .\n\nStep 4 is a very necessary step in order to insure the united efforts of all\nteachers. I urge this step because of the tendency of some teachers to\nneglect to contribute their part to the training of pupils in habits of study.\nUnless Step 4 is emphasized by the principal, a few of the teachers in a\nschool will become the “trainers” of pupils in effective habits of work while\nthe others will continue to be the “testers” of preparation. If pupils are\nto be effectively trained, all of the teachers in a given school must be both\n“trainers” and “testers.”\nStep 5. The teachers should be directed to take at least ten minutes of\neach recitation at frequent\n\nintervals to teach the pupils how\n\ndifferent study suggestions\n\nto their subjects.\n\nto apply the\n\nI wish to warn principals that the distribution of study helps to pupils\nwill accomplish very little unless the teachers observe Step 5. Pupils need\nspecific instruction in how to apply rules of study just as much as athletes\nneed specific instruction in good form in running, jumping, or swimming.\nWhipple 1 has stated the reason for Step 5 when he says, “To bring these\nrules to the attention of high-school or college students and have them\nunderstand them is, accordingly, not difficult. But to have them apply the\nrules to the actual process of studying a given subject is quite another thing.\nFurthermore, to apply a rule correctly to the actual studying of a subject\nunder the direction and guidance of the teacher is one thing, and to use\nthe same rule daily, without being directed to do so, is quite another thing.”\nAs principals you know that it is easy to acquaint pupils with the rules\nfor effective studying but it is a real and difficult task to cause pupils to\ncultivate habits of effective studying. It should be every teacher’s business\nto see to it that the rules are applied in the work going on under his direc¬\ntions. A principal should give special attention to the practises of his\nteachers in showing pupils how to apply certain rules of study.\nStep 6. Teachers should use the study helps as a guide in seeking the\ncauses for the failure of individual\n1 Whipple,\n\nCompany,\n\nGuy\n\nMontrose.\n\nBloomington,\n\nIll.\n\nHozv\n\nto\n\n1916.\n\nStudy\n\np. 9.\n\npupils.\n\nEff actively\n\n(rev.\n\ned.).\n\nPublic\n\nSchool\n\nPublishing\n\n"}
{"page": 594, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nAssociation\n\nI do not know of any more effective method to arouse in teachers a desire\nto discover the real difficulties of pupils than to insist upon Step 6. It is\nalso an excellent way for a teacher to measure the effectiveness of his own\ninstruction in habits of study. I wish to urge that principals refuse to be\nsatisfied with the traditional explanations of pupil failures and insist that\nteachers use diagnostic aids in discovering real causes. Many teachers are\nhandicapped by insufficient training in the use of diagnostic instruments.\nSuch deficiencies in preparation can be readily overcome through the study\nof a number of excellent books on pupil measurement and guidance. A\nprincipal should take advantage of the presence in his school of failing pupils\nto stimulate his teachers to become more expert in discovering and removing\nthe learning difficulties of pupils.\nStep 7. Teachers should be encouraged to devise supplementary sets of\nsuggestions to be used by pupils in the study of particular subjects — e. g.,\nalgebra } Latin. (For suggestions consult references 4 and 6.)\n\nIt is needless to argue the necessity of Step 7. While it is true that cer¬\ntain rules of study are equally applicable to all subjects, the fact, neverthe¬\nless remains that pupils need different directions for work in Latin than\nthey need for work in some field of English or mathematics.\nStep 8. A copy of the study helps should be mailed to the parents of each\npupil with a letter urging cooperation in carrying out rules 2, 3, 5 , and 9 of\nthe Michigan list.\n\nI do not mean to convey the idea, by proposing Step 8, that parents should\nbe held responsible for training pupils in effective habits of study. It must\nbe apparent, however, that certain of the items in the study helps cannot be\nobserved without active cooperation of the school and the home. The\nnecessity for encouraging parents to create more favorable conditions at\nhome for study is very effectively set forth in a poem by Edgar A. Guest,\nentitled, “Temptations of Youth.” A reading of this poem will convince\none that Guest knows the difficulties that pupils encounter in home study.\nHe says in part —\nI may tell him that I studied through the winter evenings long,\nThat I proved my tough examples till I knew that none was wrong;\nBut when I was reading C*sar by the lamplight’s mellow glow,\nThe room was always quiet, for we had no radio.\nNow the nights are filled with music, and the air is full of song,\nThere’s a prize fight in the parlor; you can hear the ringside gong,\nYou can hear the crowds applauding as the battle is begun,\nAnd I wonder that a youngster ever gets his homework done.\n\nThe majority of high-school pupils must do a certain amount of studying\nat home or risk low marks. In view of this it seems to me that principals\nshould seek to instruct parents concerning home conditions that are most\nfavorable.\nStep 9. A copy of the study helps should be printed in the local news¬\npaper with the same\n\nexplanation\n\nof the importance\n\nof the problem.\n\nIn view of the fact that many parents believe that the high school is\nneglecting to train pupils in effective habits of work, I would strongly\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n591\n\nrecommend that some attention be given to acquainting the public with\nefforts made to improve the quality of training in habits of study. Unless\nthis is done, the public will continue to voice criticisms. As a part of his\npublic relations program a principal should give the public some informa¬\ntion concerning his program for training pupils in habits of study. I think\nthere is a further reason for printing the study helps in the local paper,\nwhich is to be found in the desire that many people possess, outside of school,\nto improve their own habits of study.\nStep 10. Teachers should be urged to take an experimental attitude to¬\nward\n\nthe undertaking , and should at frequent intervals be required to make\n\nan inventory\n\nof results.\n\nThis last step is proposed because it is extremely important to encourage\nteachers to take an experimental point of view towards the problem of\ntraining pupils in habits of study. It is highly desirable to cause them to\nfeel that the problem is not one that lends itself to an easy solution. It is,\ntherefore, a problem on which all classroom teachers may make some\nvaluable contribution. It is, in my opinion, a mistake to introduce any\nplan for training pupils in habits of study in such a way as to suggest to\nteachers that the proposed plan is a “cure all,” and that if it fails the\nteachers are to blame. If Step 10 is followed, teachers will from time to\ntime be called upon to pool their opinions and their findings relative to the\nchanges that have been taking place in the study habits of the pupils. Such\nan invoice of results is quite certain to reveal some elements of strength and\nother elements of weakness in the program that has been set up in the\nschool.\nThe question may be raised by some, do we need a program for a given\nschool or may we safely leave this problem to the individual teachers? It is\nmy own observation that a specific program is needed. Many of the\nteachers are not prepared to work out procedures of their own for the\ntraining of pupils in habits of study. Other teachers will say as one of the\nteachers of my own state said to me this past year, “I am so busy trying to\ncover the outline of my course that I do not have time to train pupils in\nhabits of study.” In turn there are many habits of study that can only be\ndeveloped and strengthened through united emphasis on the part of all the\nteachers. I have also found in my inspection of high schools that where the\nproblem was left to the teachers, only a small minority of the teachers were\ngiving any attention to the problem.\nIn view of the helpful material now available in books and bulletins, there\nis little excuse for a school failing to work out a plan for training pupils in\nhabits of study. The plan outlined in the foregoing paragraphs may be\nfollowed with modifications, or a school may develop an entirely different\nprocedure. It is presented in order to get a program before you. What\nappears to be most needed, however, is a more positive conviction on the\npart of principals that it is part of their responsibility to insure that teachers\ntrain their pupils in effective habits of work.\nstant and vigorous efforts of the principals.\n\nTo\n\ndo this requires the con¬\n\n"}
{"page": 596, "printed_page": null, "text": "592\n\nNational\n\nSELECTION\n\nAS\n\nA FUNCTION\nED\n\nW.\n\nCARSON\n\nRYAN,\n\nEducation\n\nUCA\n\nOF\n\nAssociation\n\nAMERICAN\n\nSECONDARY\n\nTION— ABSTRACT\n\nJR., PROFESSOR\n\nOF\n\nEDUCATION,\n\nSWARTHMORE,\n\nSWARTHMORE\n\nCOLLEGE,\n\nPA.\n\nI regard the ideal of high-school education or the equivalent for every boy\nand girl as not only feasible but essential. We who are concerned with\nAmerican education must not allow ourselves to be diverted from this goal\nof universal secondary schooling by the wails of those who complain on\nprinciple, in terms of “sanctified squander,” about expenditures for public\neducation.\nW e are clearly committed to a policy of universal secondary education in\nthis country, much more clearly in practise than many of our own group\nseem to realize, so rapid has been the development.\n\nI remember\n\nDr. Clax-\n\nton saying in 1913: “Think of it! We have a million boys and girls in\nhigh school!” It was an unheard of thing. If some one had said to Dr.\nClaxton and the rest of us in the Bureau of Education at that time that this\nenrolment was to double in a few short years and then more than double\nagain, I doubt whether the most sanguine among us would have believed it ;\nyet that is precisely what has happened.\nThe\n\nquestion of selection. — Is there, then, a real place for selection as a\n\nfunction of the secondary school? I believe there is. To have faith in\neducation for all is not to have faith in the same kind of education for all.\nOur\n\nreal task is to use selection, but to see to it that this is not selection for\n\nelimination, but selection for further and better opportunity for each in¬\ndividual youngster. Somehow we must find a way of solving the very old\nquestion of mass education on an individual basis. Admitting the very\ngreat importance of going to school together through youth, of working,\nplaying, and living together, in schoolroom and on the playground, we must\nsave these gains and yet help our people to realize that to have different in¬\nterests, to be able to do different things, mentally, socially, emotionally,\nartistically, is not inconsistent with democracy, but is, on the contrary, a\nnecessary part of real equality of opportunity and real cooperative effort for\ndemocracy.\nIf we are to have, in accordance with some of the principles underlying\nthe articulation program presented at this Cleveland meeting, a genuine\nprovision of secondary education for all between the ages of twelve and\neighteen or twenty years of age, what are we going to do about it, and\nwhere does the selection come in ? What are we going to do with these\nprecious six or eight years through which Ross Finney says teachers are\ngoing to make the future as truly as soldiers and diplomats have made the\npast? Briefly, I believe the steps we are going to take will include at least\nthese :\n1. Reorganization of the curriculum — Any one who takes a long-time\nview of education is obliged to conclude that a real reorganization of con-\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n593\n\ntent has only just begun. Somebody will have to do a blasting job on the\nsecondary school curriculum similar to the one Rugg began two years ago,\nmainly for elementary education in the Yearbook of the National Society\nfor the Study\n\nof Education\n\nand\n\nhas recently continued\n\nin “The\n\nChild-\n\nCentered School,” which I believe is destined to be one of the significantly\ncontroversial books of our time. It is going to be a more difficult thing to do\nit for the secondary period, for there are more entrenched absurdities and\nmost of us do not see any fundamental reason for change.\nWhat we really eventually ought to do, but what nobody is yet ready to\ndo, is to face the whole problem of content for the secondary school anew,\nwithout preconceived notions in favor of what we find there. We need to\nsit down and say to ourselves: What is this modern life of ours anyway?\nWhat are its beauties, its opportunities, its needs? What is this culture\nthat we are to pass on, to use the words of Briggs in the 1929 yearbook? 1\nWhat are these heritages and these creative things that we are to put into\nthe secondary school, and how\n\nshall we\n\nsee that everybody — regardless of\n\nwhether he’s in the upper quartile, regardless of whether he can survive a\nlinguistic scholastic aptitude test — gets at least some glimpse of these richer\nthings that are the only real excuse for modern civilization? If we did\nthis conscientiously I think almost nothing of the traditional secondaryschool content would remain. That it would have been the answer at one\nperiod probably nobody could deny — for it was a noble effort, and a success¬\nful effort, to open the accumulated cultures of at least two ancient civiliza¬\ntions to a newer age. Today almost none of it could stand any such test.\nThink of the insistence of language as an instrument of selection — which\nby the way, appears to be on the increase as a means of admission for college,\nat least, instead of on the wane, as we had thought. There is a tragic story\nhere on the Greek and Latin side which I will refrain from telling, only\nreminding you that insistence on the mere verbal survivals of two once\ngreat civilizations, with no real effort to make the vital intellectual and\nemotional relation to our own, has cost us one of the most precious aids to\nan understanding of modern life. Now language as language has practi¬\ncally no intellectual value; the content is the main thing. Professor Henmon, reviewing the results of the Modern Language Inquiry, points out that\nthere is little correlation between teachers’ marks and actual achievement\nas measured by tests in the foreign language, because the teachers tend to\nput all the emphasis upon the grammar in their marking, and he character¬\nizes this as one of the real defects revealed in the investigation. I use the\nsituation in modern-language teaching merely as an example of the need\nfor dynamiting followed by constructive rebuilding that will be necessary\nin the whole content situation, whether for determining and putting into\noperation a common basic material or arranging offerings of a specialized\nsort for groups and individuals beyond the common materials. Even in an\nactivity like English we tend to take too much for granted. Though we\n\n1 Briggs, John W.\n“Issues in Secondary Education.” Seventh Yearbook, Department of\nNational Education Association, Washington, D. C. 1929. p. 182-207.\n\nSuperintendence,\n\n"}
{"page": 598, "printed_page": null, "text": "594\n\nNational\n\nEducation\n\nAssociation\n\nhave taken some real steps towards freedom here, on the whole we still think\nof English as meticulous correctness rather than as creative expression and\nappreciation, thereby placing ourselves under the suspicion — which you will\nfind quite audibly expressed at Adult Education Association meetings if not\nelsewhere — of sending out high-school graduates who do not read books\nany more because they have been so completely conditioned against reading\nas a result of assigned task-reading in school.\nIf the theory that I have tried to express has any validity it means\nthat only those “constants” will eventually deserve a place in secondary\neducation that can stand the test of modern usefulness in terms of cultural\nunderstandings\n\nor industrial and social needs.\n\nThat\n\neven these constants,\n\ngiven as part of a mass educational provision, can be usefully adapted to\ndifferent abilities, interests, and needs, I believe can be demonstrated. In\nany case, these constants, this common material, whatever we decide it shall\nbe and however we decide it shall be given, must be supplemented by the\nwidest possible offerings at public expense. However much synthesis may\nbe found to be necessary, in the last analysis, proper economies of a practical\nnature being kept in mind, I see no reason why society, through public ex¬\npenditure, should not provide any possible training that can be proved to\nhave social value or the kind of value for the individual that ultimately\ncontributes to the welfare of all. Furthermore, the possibilities of a varied\noffering, especially in small schools, are often not realized.\nmuch to make the change, we have not tried very hard to do it.\n\nNot\n\ncaring\n\n2. Individualizing secondary education — One of the real clues to secur¬\ning attention to individual differences in a mass education program is indi¬\nvidual learning . We\n\nare still so under\n\nthe spell of rigid grades, rigid sub-\n\njectmatter stratification, and formal class-teaching that we have so far de¬\nclined to make on any really great scale the experiments in individualizing\nthe secondary school that need to be tried. One may quarrel with certain of\nthe accompanying philosophy of Winnetka and Dalton procedures as one\nfinds them in different localities, but enough has been done to show that\nthere are real possibilities here ; that the individual method for certain things\nat least is not only desirable, but feasible and efficient — efficient and economi¬\ncal indeed, in the truest sense of the terms. At least one secondary school\nthat I know of — a large secondary school in what some people would regard\nas a less favored environment — has demonstrated that the most gifted chil¬\ndren can be accommodated under mass conditions, getting magnificent gains\nas individuals without in any way jeopardizing the democratic quality of\nthe school or its essential standing as a cooperative enterprise. Such a plan,\nif worked out carefully, apparently avoids the social and emotional losses\nthat so far have seemed to be inevitable accompaniments of the socalled\nhomogeneous grouping method — there being, of course, no such thing as real\nhomogeneous grouping in any sense, not even in the narrow academic ac¬\ntivities usually covered by this practise.\nMuch of the despair over our supposed inability to provide differentiation\nin the thousands of smaller high schools in the United States is due to our\n\n"}
{"page": 599, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n595\n\nblindness to the possibilities of individualizing under superior leadership.\nE. E. Windes made a suggestion when he was in the Bureau of Education\ntwo or three years ago that has never had the attention it deserves. Ap¬\nparently the plan, as he advanced it, sounded so radical that none of the\nseveral thousand school people who heard him gave it another thought. He\nproposed, as some of you may know, that instead of weak staffs of four and\nfive underpaid, under-educated and overburdened teachers for these schools\nof from twenty to eighty pupils, one university man or woman of unusually\ngood training and a salary several times what would ordinarily be paid in\nsuch a community, be put in charge, with a very fine teacher-iibrarian as\nthe other member of the staff. The job of this staff of two would be direct,\nin a way none of the typical high-school teachers could have done it, the\nenterprise of learning in that school. If this seems unduly fanciful to you,\nlet me remind you that many of the most famous and successful academies\nof the early nineteenth century were organized on precisely this basis, ex¬\ncept that present resources for directed learning are so superior to what they\nwere a century ago that there is no comparison. Mr. Windes’ proposal in¬\ncluded professional supervision of a good type on a county or regional ar¬\nrangement. It will be noticed that the plan would not be more costly than\nat present, on the wThole, it would provide expert direction instead of hap¬\nhazard teaching; it would capitalize the individual initiative of pupils, not\nonly in intellectual learnings of the book type, but in athletics and other\nsimilar activities, where at present nearly everything is the wholly uneducational method of coaching from the side lines ; it would make possible a\nsynthesis, an interrelation of learnings quite impossible under any present\nplan of isolated departments and courses; it would emphasize achievement\nrather than “time-spent” — one of the curses of the present scheme of things,\nas Morrison has so well shown ; it would allow considerable differentiation,\nin rates of learning, in kinds of material learned, in treatment for further\nlearning opportunities or vocational opportunities — in other words, educa¬\ntional and vocational counseling.\nIf we are to carry all our youth through a secondary-school period, in city\nand country alike, we shall have to carry on experimentation with the types\nof individualized learning here described. There will always, for certain\npurposes, be advantages in grouping small units into somewhat larger ones,\ndoubtless, but we have not begun to explore the possibilities of skillfully\ndirected individual learning in the literally thousands of small country high\nschools that will always exist, as well as in the large city high schools where\ndifferentiation, because of sheer numbers\nticable.\n\nhas superficially seemed more prac¬\n\n3. The quality of the educational process — In the plan just suggested,\nattributed to Mr. Windes, the quality of the direction of the educational\nenterprise was the key to any possible success. We have certainly had to\ngive our energies so much in the past to taking care of the numbers that we\nhave had to pay less heed to the quality of the job we were doing. I do not\nmean that we should feel discouraged about it ; quite the contrary. There\n\n"}
{"page": 600, "printed_page": null, "text": "596\n\nNational\n\nEducation\n\nAssociation\n\nare some very encouraging signs. Since I have put on record my personal\nconviction about the teaching of French and have called upon the Modern\nLanguage Inquiry to support my statement, I must be honest with you and\nstate that the same investigation apparently shows that in actual achieve¬\nment in foreign language the pupils in American secondary schools surpassed\n(on the same standard tests) corresponding pupils in both Canadian and\nEnglish secondary schools. The North Central Association has for some\ntime had from ninety to nearly a hundred percent of its teaching staffs at\nleast four-year college and university graduates, and has been able to insist\nupon some professional preparation besides. The Southern Association,\nwith only a seventy-five percent requirement, recently announced a more\nthan ninety percent achievement on the basis indicated — that is, college and\nuniversity graduation.\nBut here after all is our real weakness. Those of us who are engaged\nall the time in placing teachers know only too well about the alleged over¬\nsupply in certain regions, which turns out to be, as one might expect, an\noversupply of poorly qualified candidates for teaching and a tragic under¬\nsupply of the kind of teachers that are needed to put genuine quality into\nAmerican secondary education. Any real program in secondary education\nwaits upon this.\n\nSELECTION\n\nAS A FUNCTION\n\nOF AMERICAN\n\nSECONDARY\n\nEDUCATION 1\nGEORGE\n\nS. COUNTS,\n\nTEACHERS\nNEW\n\nCOLLEGE,\nYORK\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCITY\n\nDiscussion of Selection as a Function of American Secondary Education\nwould seem to rest upon an assumption which I would like to challenge.\nThat assumption is that the determination of the degree to which the public\nhigh school in the United States is to be selective rests largely with us, that\nis, with the teaching profession. This I do not believe. What we may\nsay or decide here regarding the proportion of the population to be admitted\nto the public high school will not in the long run greatly affect the situation.\nIf we were living in a society with a highly organized central government\ndominated by some selfconscious minority, we might expect a different re¬\nsult. But in America with our decentralization of government and the\nabsence of any such selfconscious minority the masses of the people will\nsooner or later get what they want. In order to make this point clear let\nus turn our attention to an examination of the recent expansion of secondary\neducation.\nWe are all familiar with the fact that since 1890 the number of boys and\ngirls attending our secondary schools has grown at an ever more rapid rate.\nThirty-eight years ago there were probably not more than 300,000 pupils\nin these institutions, while today the total is certainly as much as four and\none-half millions and perhaps not far from five millions. Almost within\n1 Much\n\nof the material\n\nin this paper is drawn\n\nfrom\n\nthe author’s\n\nInglis Lecture\n\nof 1929.\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool Principals\n\n597\n\nthe span of a single generation attendance at a secondary school has ceased\nto be a rare privilege and instead has become an opportunity or almost a\nright enjoyed by half of the nation’s adolescent members. Indeed in many\ncommunities practically all children of appropriate age are in high school.\nThis truly extraordinary phenomenon, without precedent, I think, in the\nhistory of education, should be ranked among the great social movements of\nour dynamic age. This crowding of boys and girls into the public high\nschool suggests some great natural phenomenon, such as the advance of an\navalanche down the mountain side, the increase of an animal species after\nthe discovery of a new food supply, or the migration of a people following\nthe conquest of some natural barrier. Great events, though often precipi¬\ntated by relatively feeble happenings, can be adequately explained only in\nterms of equally great causes. In brief we may say therefore that the\ngrowth of the high school is the product of a new social order — the resultant\nof a whole series of forces and conditions which we call industrial civiliza¬\n\ntion. And by industrial civilization we do not refer merely to the appear¬\nance of great cities and huge economic combinations but rather to the com¬\ning of highly integrated society which holds within its close embrace the\nmetropolitan center and rural hamlet, industrial enterprise and vegetable\ngarden, shop and field and factory. But let us turn to a more specific\nanswer to our query.\nTo my mind there are seven factors which working in intimate union\nhave been largely responsible for bringing the secondary school into the\nfourth great creative period of its history since the fall of the ancient em¬\npires. The rapid democratization of secondary education in our time may\nbe traced to the presence of certain social ideals in the United States, the\nprior extension of the opportunities of elementary education, the appearance\nof a highly integrated society, the growing complexity of civilization, the\nincrease in wealth and income, the decrease in the death rate, and the de¬\ncline of the birth rate. A brief examination of each of these factors will\nreveal its bearing on the question at hand.\nThe first of these seven factors is a heritage from the agrarian civilization.\nIn response to a rare combination of life conditions our ancestors developed\ncertain ideals regarding the nature of man and the place of the individual in\nsociety. Under the influence of the frontier and the simple farming com¬\nmunity of pioneer origins, they threw off the artificial social distinctions\nwhich had characterized the oldeV civilizations and evolved a theory of\ndemocracy suited to their mode of life. According to this theory the indi¬\nvidual should be judged in terms of inherent worth and be permitted to\nachieve that station in society to which he is entitled by reason of his own\ntalents, efforts, and character. While some may prefer to call this view of\nlife individualism rather than democracy, the point which I wish to make\nis that it would seem to underlie our educational system and to have fur¬\nnished the inspiration for the creation of the public high school as an upward\nextension of elementary education. We should observe, however, that the\nagrarian civilization which produced a system of schools open to all classes\n\n"}
{"page": 602, "printed_page": null, "text": "598\n\nNational\n\nEducation\n\nAssociation\n\nfrom bottom to top made but little use of the upper levels of that system.\nBefore the coming of industrial society the high school was theoretically\nopen to all, but few took advantage of the opportunity offered. We may\nsay therefore that the older and in many ways more democratic society fash¬\nioned the educational channels through which in a later age powerful\npopular currents were destined to flow.\nThe extension of the opportunities of elementary education also consti¬\ntutes one of the achievements of the agrarian civilization. Although our\nstates have enlarged the scope and improved the administration of their com¬\npulsory education laws during the past generation, the really creative period\nin the development of the elementary school centered largely in the second\nand third quarters of the nineteenth century. And this achievement was of\ncourse a necessary foundation for the subsequent growth of secondary educa¬\ntion. Since the high school is based upon the elementary school, the expan¬\nsion of the former could not go forward until the development of the latter\nwas well advanced. The extraordinary increase in attendance at colleges\nand universities during the past ten years is no doubt in part the natural\nfruit of the earlier growth of the high-school population.\nIt was the appearance of the new civilization, however, that furnished to\nthe masses of the people the motive and the opportunity to attend the sec¬\nondary school. And one of the most characteristic features of industrial\nsociety is that of integration. From coast to coast and from the Great\nLakes to the Gulf of Mexico, to confine our attention entirely to the domes¬\ntic situation, our society is bound together by a billion strands which multi¬\nply and grow stronger with every passing year. On the one hand, regions,\ngroups, and individuals specialize increasingly and become more and more\ndependent upon each other and upon the whole ; and, on the other, the\nevolution of the means of transportation and communication provides the\ninstruments of this specialization and interdependence. If we take the\nspread of these inventions as an index of the increasing integration of so¬\nciety, we shall find that it has proceeded pari passu with the expansion of\nthe high school.\nThe bearing of these changes on the question of the extension of educa¬\ntional opportunity is obvious:\n1. The development of means of rapid transportation in a relatively thinly popu¬\nlated country made attendance at high schools practically possible where formerly\nit had been only theoretically possible. In other words, during the past generation\nsecondary education has been made geographically accessible; and various studies\nhave shown the vital significance of distance in determining school attendance.\n2. The integration of society makes necessary a widening of the intellectual and\nsocial horizon of the individual. Particularly does it require the bearing of heavier\nburdens in the realm of politics and social life. The citizen is brought into a larger\nsociety, a society which in considerable part he can know only indirectly and from\na distance. This means that he must come to depend less and less on immediate\nand unorganized personal experience and more and more upon various formal\nagencies of education and report, such as the school and the press.\n3. The integration of society opens up to the individual occupational oppor¬\ntunities of the most diverse kind. Because of increased mobility he is no longer\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n599\n\nPrincipals\n\nconfined in his choices to the life of the narrow and limited geographical and social\ncircle into which he was born. He therefore feels the need of being equipped to\nrange far from home and\ncourse of his own life.\n\nfamily, to meet\n\nstrange\n\nsituations, and\n\n4. A highly integrated society is of necessity correspondingly\nleads us to our next point.\n\nto control the\n\ncomplex.\n\nBut this\n\nIndustrialism has given birth to a society of enormous complexity. As\nfunction has been differentiated from function and as the base of society\nhas widened, social structure has been reared upon social structure until\nindustrial civilization has come to take on the likeness of one of its own\nchildren — the modern skyscraper whose bones of steel and flesh of stone\nreach towards the heavens in every metropolitan center. A very good\nmeasure of this complexity may be found in our occupational life. Whereas\nbefore the days of industrialism our occupations could be counted by hun¬\ndreds, now they can only be numbered by thousands. In securing occupa¬\ntional data in 1920 the Census Bureau found it necessary to compile an\nindex containing “20,000 or more occupational designations.” But as a\nmeasure of societal complexity the character of the occupations and their\ninterrelationships are probably more significant than mere numbers. In\norder to coordinate the work of different groups and to operate our compli¬\ncated system of exchange and distribution an ever increasing proportion of\nthe population has been removed from direct participation in the production\nof goods. Thus, according to one investigator, while in 1850 there were\napproximately four producers for every distributor, in 1920 these two\ngroups were equal in number. i\\lthough such estimates no doubt contain\na large probable error, they nevertheless speak most emphatically of the\nappearance of a new type of economic order. They show that upon the old\nfoundation of farmers and artisans there has been erected a huge super¬\nstructure of clerks, accountants, salesmen, managers, brokers, longshoremen,\nand locomotive engineers.\nBack\n\nof this complex\n\nsocial mechanism,\n\nas back of the skyscraper,\n\nstands the supporting spiritual structure of science and technolog}7. The\nknowledge and experience necessary for managing the old agrarian order\ncould be gained for the most part through the ordinary processes of living;\nthe knowledge and experience necessary for managing industrial society must\nbe gained increasingly through the more systematic methods of formally\norganized educational agencies. While in the rural community of 1850,\nbook learning was often despised and generally regarded as of little practical\nvalue for the ordinary citizen, in the present social order it is coming to be\nlooked upon as essential to individual success in almost every field of practical\nendeavor. As this new view began to penetrate the consciousness of the\nmasses in a society organized about the principle that the individual should\nseek his own social level, there could be but one result. Parents engaged in\na mad scramble to place their children in the line of succession leading to the\nmore favored and profitable occupations. Men and women whose fore¬\nfathers for generations had been pioneers and farmers sacrificed their own\n\n"}
{"page": 604, "printed_page": null, "text": "600\n\nNational\n\nEducation\n\nAssociation\n\ncomforts in order that their sons and daughters might gather the material\nfruits of industrialism. Although they sang the praises of the dignity of\nmanual labor, they knew well the aches and pains and meager pecuniary re¬\nwards of hard physical toil and hoped that their children might be admitted\nto the easier, more comfortable and more remunerative social berths. Con¬\nsequently as soon as society provided the motive in the form of new occu¬\npational opportunities at the more favored levels, the scene was laid for an\nexpansion of the secondary and higher schools which could be limited only\nby the bounds set by the advance of industrialism.\nIf, however, society had not provided enlarged material resources for the\nsupport of an extended educational program, the extraordinary growth of\nthe high school population could not have taken place. But industrialism\nin the United States represents a mastery over the forces of nature and the\nprocesses of production that places it in a unique position in the economic\nhistory of the race. The increase of the wealth and income of the American\npeople since the opening of the present century constitutes one of the miracles\nof civilization. During the five year period from 1921 to 1926 our income\nincreased almost fifty percent. We seem even today to be in the midst of a\nnew economic revolution which may prove as significant as the invention\nof power-driven machinery in the eighteenth century.\nThat this growing mastery over nature has affected the extension of edu¬\ncational opportunity cannot be doubted. In fact, I am convinced that the\nexpansion of the high school during the past generation is largely the fruit\nof victory in the economic field. We must never forget that the attendance\nat our secondary schools of one-half of the children between the ages of\nfourteen and eighteen years places an enormous financial burden upon society.\nThere are of course the obvious direct expenditures involved in the purchase\nof school sites, the erection of buildings, the payment of teachers’ salaries,\nand the meeting of current expenses; but the major social burden is the\ngift of leisure to young persons of both sexes who have reached the age\nof possible selfsupport. There are many peoples in the world today for\nwhom such an extension of privilege would mean literal bankruptcy. In¬\ndeed there is probably no society other than our own that could afford this\nextraordinary luxury. But in our case the growth of the secondary school\nhas gone forward without putting the least apparent strain on the economic\nsystem, and the universal extension of the opportunities of secondary educa¬\ntion to all children of appropriate age would probably consume only a frac¬\ntion of the economic gains of a single year.\nWe come now to the consideration of a series of changes in our civiliza¬\ntion which, while somewhat less obvious than the growth of our systems of\ncommunication and transportation and the increase in wealth and income,\nare certainly no less significant. I refer to changes in vital phenomena. For\na century and more, and particularly during the past half-century, both our\nbirth and death rates have steadily declined. A hundred years ago the limita¬\ntions of the birth-rate were left to natural law, the lust of man and the will\nof God. As a consequence large families were the rule and probably the\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n601\n\naverage number of children per mother was not far from six. Today this\nnumber has been reduced by half.\nWith the spread of material comfort, the advance of medical knowledge,\nand the application of the principles of personal and social hygiene the death\nrate has likewise been greatly reduced. What the average expectation of\nlife was in our country at the time of the founding of the nation no one can\nsay with certainty, but it was probably somewhere between thirty-five and\nforty years. In the meantime, and more especially in the last generation or\ntwo, this has been increased to approximately fifty-eight years. In sum¬\nmarizing our more recent gains in this field a student of the question has\nsaid that “over one-third of the total burden of disease and early death\nwhich weighed upon the human race fifty years ago has been lifted from its\nshoulders.”\nThe decline of the birth rate and the extension of the life span working\ntogether have produced changes in the ratio of children to adults that are\ngenuinely revolutionary in character. And it is only when we examine this\nratio and its social, economic, and educational implications that we realize\nhow the cultural advance of the great masses of the people must hang upon\nthe voluntary control of birth and death. In 1920 there were in the United\nStates close to 63,500,000 white persons above sixteen years of age. Now,\nif the ratio within the white population between persons above sixteen to\nthose below sixteen had been the same in 1920 that it was in 1790, in other\nwords, if the same general conditions with regard to birth and death rates\nhad prevailed in the later as in the earlier period, these 63,500,000 persons\nabove sixteen would have been supporting 61,000,000 children below that\nage. As a matter of fact in 1920 there were only 31,500,000 white children\nunder sixteen in the United States. This means that where the earlier society\nhad two children to care for and educate ours has but one. Indeed the ratio\nnow is probably greater than two to one because our figures are already\neight years old and these vital changes have been going forward more\nrapidly in recent than in former years.\nBefore commenting on the bearing of these figures on the expansion of\nsecondary education let us consider one other relationship. If we may re¬\ngard persons above twenty years of age as adults and persons below sixteen\nas children, the ratio between these two groups would seem to possess un¬\nusual significance. In 1790 for every 1000 children, according to our defini¬\ntions, there were but 780 adults. Down almost to the middle of the nine¬\nteenth century there was comparatively little change in these figures, but\nsince that time the proportion of the population above twenty years of age\nhas grown at an extraordinary rate. By 1900 there were 1580 adults for\nevery 1000 children, by 1920 approximately 1880, and today the figure can¬\nnot be far from 2000. These statistics should be pondered again and again,\nand then they should be pondered some more. While there is perhaps some\ntruth in the statement that whereas children were an asset in 1850 they are\na liability now, we must not overlook the fact that they were an asset in the\nearlier period in part because they were put to task4; which robbed childhood\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nof much of its freshness and spontaneity. Although today we often make ill\nuse of the leisure which we are able to extend to our children, we at least\nhave fashioned a society in which our good intentions are limited only by\nour collective intelligence. We have emancipated ourselves from those harsh\nmaterial circumstances which cut short the period of childhood and doomed\nthe masses of the people to a life of physical privation bounded by a narrow\nintellectual outlook and sustained by the hope of rest beyond the grave.\nEven though the rise of industrialism and the control over production\nmight conceivably have been possible in the absence of these far-reaching\nchanges in death and birth rates, the great expansion of secondary education\ncould scarcely have gone forward without them. It is an old economic prin¬\nciple that value is largely a function of scarcity. Even in the case of children\nwe may assume, as a general rule, that as the number increases the solicitude\nof the parent for each tends to decrease. Perhaps this is less a purely psycho¬\nlogical matter than it is a response to the inadequacy of parental income and\nthe pressure of population upon the means of subsistence. But whatever may\nbe the metaphysics of the question, the fact remains that with the increase\nin the proportion of adults in the population the economic burden can be\nlifted from the shoulders of children. This is precisely what has been hap¬\npening in our country during the past generation ; and there is no reason for\nbelieving that we have reached the end. We may even witness, despite the\nprotests of college presidents and university faculties, the much further ex¬\ntension of educational opportunities beyond the high-school period. Today\nthe total enrolment in all of our institutions of higher education exceeds the\nregistration in our secondary schools in 1910. The\n\nenergies generated by\n\nsteam and electricity, transmuted into social movement and human aspira¬\ntion, are causing old cultural landmarks to crumble and time-honored cus¬\ntoms to take the road to oblivion.\nIf my analysis of the social forces playing upon the public high school is\nfundamentally sound, as I think it is, society sets definite limits to the task\nwhich we as specialists in secondary education may perform. In the large it\nwould seem that the broad outlines of the secondary school are fixed by the\nsocial order. Within these boundaries we are free to work, but if we essay\nto pass beyond them our efforts are certain to be sterile. In other words any\ndefensible or sound theory of secondary education must be in essential har¬\nmony with the great social trends wdiich characterize the age. So it is in this\nmatter of selection. We might all wish to bring back the highly selective\nsecondary school of history, but industrial society has decreed otherwise.\nThat society has brought into the public high school children from prac¬\ntically all social classes and all levels of ability ; it has rendered obsolete\nmuch of the theory and many of the practises of the secondary school of\nthe past ; it has raised a whole series of new problems and plunged the sec¬\nondary school into one of the most critical periods of its history ; it has shat¬\ntered the traditional molds of secondary education and opened the way to\nbold experimentation along new lines ; it has broken the ties which bound\nthe secondary school to the privileged classes and to the aristocratic ideal in\n\n"}
{"page": 607, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n603\n\nPrincipals\n\nsocial life ; it has given us a new conception of secondary education — the\nconception that it is the function of the public high school to meet the edu¬\ncational needs of adolescence as it is the function of the elementary school\nto meet the needs of childhood. Our task is to create a totally new\nary school within the limits set by the new civilization.\n\nFUNCTIONS\nW. W. CHARTERS,\n\nOF THE\nOHIO\n\nSTATE\n\nJUNIOR\n\nCOLLEGE\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nsecond¬\n\nOHIO\n\nThe functions of the junior college have emerged from specific local con¬\nditions and with the passing of the years these functions have evolved in re¬\nsponse to educational demands.\nThe first well-known junior college and the one which gave concrete body\nto the junior-college idea was established at the University of Chicago by\nPresident Harper at the beginning of the twentieth century. The function\nof that junior college was, in theory, a terminal one. It was intended for\nstudents who wished no further schooling. In practise, however, it was\nchiefly preparatory for a professional curriculum.\nThus emerged the preparatory function of the junior college and later\nthis germinal idea has been elaborated in a variety of ways. The junior\ncollege has come to be looked upon by the professional schools as an institu¬\ntion to offer courses which prepare for the more intensive professional work\nof the schools. Hence have arisen premedical, predental, prelegal, and pre¬\nengineering courses. The professional schools reaching down into the jun¬\nior-college area prescribe preparatory and fundamental courses which, in the\njudgment of the professional schools, will facilitate professional training but\nwhich, for lack of time, cannot be offered in the professional schools.\nThe junior college from this point of view provides a preparatory curric¬\nulum for those who intend to pursue their education to graduation with a\nuniversity degree. But it provides preparation in another form. It gives\nthe student the opportunity to study his aptitudes as he gains greater ma¬\nturity. Over half the graduating class of 1925 in an important university\nchanged their choices of vocation at least once during their undergraduate\ncareers. This alteration of choice necessarily dislocates a students program\nand hampers his efficiency greatly. Hence a period of “shopping” among\nprofessions is highly desirable. This is provided by the Harper type of\njunior college and is one of the reasons for the delay of professional training\nuntil after two years of junior-college work has been taken.\nUnfortunately, however, this period of orientation has not been utilized\nto the best advantage by the universities. The orientation is still largely a\nhit or miss procedure carried on by the student himself with meager assist¬\nance from the university. However, we find that advice is being increas¬\ningly given to students. Several institutions are offering courses in the\njunior-college division in which the opportunities and limitations of the pro¬\nfessions are discussed and compared with the native qualifications of the\nstudents. Aptitude tests are being slowly developed and applied as rapidly\n\n"}
{"page": 608, "printed_page": null, "text": "604\n\nNational\n\nEducation\n\nAssociation\n\nas they are developed to the students as a routine procedure of the junior\ncollege. Vocational-guidance officers are installed in other institutions\nwhose major responsibility is assistance to students in selecting a profession\nfor which they are best fitted and particularly to divert them\nfessions for which they have little native aptitude.\n\nfrom pro¬\n\nIn these two respects — curriculum preparation and vocational choice —\nthe junior college has an important preparatory function.\nThe second function of the junior college emerged historically in connec¬\ntion with the private independent junior college. The first conspicuous ex¬\namples of the type originated in the state of Missouri in the second decade of\nthe present century. Prior to 1910 there existed in Missouri and elsewhere,\na very large number of women’s colleges which were colleges only in name.\nIn substance they were high schools of quality none too good which gave\nsome advanced courses and conferred a baccalaureate degree which was\nrecognized neither by the students nor the faculty of the colleges conferring\nthe degree ; nor by graduate schools or universities as standard in quality.\nInterestingly enough these colleges competed with the state universities of\nthe middle west for students by employing agents to canvass the young\nwomen students in the high schools. They also competed with the local\nhigh schools for students. It is recognized, as a matter of course, that dur¬\ning fifty years these colleges had performed a service of value when public\nhigh schools were scarce and state universities were small and poorly sup¬\nported institutions. But when the high schools had increased to the point\nwhere every community was provided with a good high school, the women’s\ncolleges began to be pinched in their enrollment. When, in addition, the\nstate universities had secured funds sufficient to maintain excellent faculties\nand curriculums\n\nand when\n\nthe parents of young\n\nwomen\n\ndiscovered that\n\ncredit from women’s colleges would not be transferred without loss, the\nwomen’s colleges began to be pressed from above. In this situation, it was\nnecessary that the colleges change their policies or close.\nAt this point President Hill of the University of Missouri formulated a\npolicy for the colleges to the effect that they should discard their pretentious\ndegrees and do two years’ college work well. In such fashion the accredit¬\ning of junior colleges by the University of Missouri arose. The function of\nthis private junior-college movement\n\nwas distinctly that of improving\n\nthe\n\nscholarship of private women’s colleges of the type just described. That\nthis service was performed is evidenced by the fact that a score of these col¬\nleges, nearly all of which would have become extinct, are operating as re¬\nspectable institutions of learning which no longer compete with the local\nhigh schools and which supplement the training given in state universities.\nThe state institution is thus relieved of the training of a number of young\nfreshmen and sophomores and can devote its attention more fully to the pri¬\nmary university function of training for the profession and for research.\nA third type of junior college illustrates a third function of the institution.\nThe public junior colleges of California are the earliest examples of the\neffort to spread collegiate education widely among the communities of a\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n605\n\nstate. It is a matter of common\n\nknowledge that a large majority of the stu¬\ndents in a great university live within a radius of sixty miles around the in¬\nstitution. This fact means that whenever a college is located in a commun¬\nity, a very great number of students who would not have attended if the\nschool had not been located nearby, now secure a college education. The\nreason for this increase in enrolment in college by the establishment of new\ncolleges is simple. The apparent cost of education is reduced to limits within\n\nthe family budget. A family might not be able to provide the funds neces¬\nsary to feed and house the child away from home and yet be able to absorb\nthese items in the home budget if the child lives at home. This difference in\ncost might be the crucial factor in providing a college education for the chil¬\ndren in the family. Then, too, parents are anxious about the moral welfare\nof their immature children who in a distant institution may be perilously\nplaced upon their own responsibility. For such parents the presence of a\ncollege in close proximity to the home again becomes a crucial factor in the\ndecision to support children for a longer period while they prepare them¬\nselves more fully for life in college.\nWhile the public junior college lowers the cost of education to the family,\nit similarly provides college education for two years at a lower cost to the\ncommunity. Not all taxpayers realize the fact that education in the junior\ncollege costs the taxpayers a lower amount per capita than does the senior\ncollege and the professional school. They do not understand the financial\nimportance of full sections. By that I mean this. In the junior college only\nelementary courses are taught — courses such as freshman English, beginning\nFrench, and the like. The courses are few in number in relation to the num¬\nber of students. Consequently, all the classes and sections are full of stu¬\ndents. In the senior colleges there are many advanced elective courses and\nnecessarily only a few students enrol in each. Thus in the junior college the\nfaculty is small and the student body large. While in the senior college the\nfaculty is large and the number of students relatively small. Consequently,\nfor the taxpayer, the junior college provides the cheapest form of higher\neducation.\nFrom the point of view of society, this demonstration of higher education\nis the fundamental function of the junior college. It provides an enlarged\nopportunity for a higher education for an increased number of individuals\nand thereby approaches the ideals of equal opportunity for the people.\nThe study of a fourth type of junior college reveals another significant\nfunction of the junior college. This is the municipal junior college. Its\nfunctions are numerous and parallel the functions of other types already\nmentioned. It has a preparatory function like the Harper type. In increas¬\ning numbers its graduates enrol in professional schools and it is hoped by\nuniversities that in time the local junior college will be the accepted channel\nthrough which all students will flow into the professional schools. Johns\nHopkins is at present insisting that all the students in its professional schools\nshall be trained in other institutions. Many pressing problems of many\nstate universities would be solved if all freshmen and sophomores were\n\n"}
{"page": 610, "printed_page": null, "text": "606\n\nNational\n\nEducation\n\nAssociation\n\ntrained at home in junior colleges. The municipal junior college functions\nalso, as do the public junior colleges in California, in democratizing college\neducation.\nIt has, however, another function and it possesses certain significant\nopportunities which these other types do not possess. It becomes a terminus\nof secondary education. In the other three types we feel that the junior\ncollege is part of the university. Harper’s was preparatory to the univer¬\nsity. The private junior college is a two-year unit isolated from the high\nschool belowT and from the university above. Students who go through the\nprivate junior colleges are educated in three systems — the public high school,\nthe public junior college, and the university. The same is true of the reg¬\nional junior colleges of California. They are isolated from the high school,\nThe municipal junior college in contradistinction, is, or may be, an integral\npart of a system that controls education from the kindergarten up through\nthe junior college. So in the municipal junior college we have the outstand¬\ning example which illustrates the claims of educators that the junior college\nis a secondary school.\nBecause the junior college is the apex of an educational system, it lends\nitself to the function of providing what is known as terminal education. It\ncan, to an unequaled degree, prepare students for those vocations or for\nthose positions within vocations which are better filled by people with an ad¬\nvanced education but not requiring a complete professional education. Situ¬\nated as it is in an urban center with many opportunities for superior persons\nin business and in the skilled vocations, it is sensitive to the needs of the city\nand responds by providing terminal vocational courses.\nThe number of such terminal opportunities is great. In business, for\ninstance, there is an increasing demand for executives who have a somewhat\nbetter training than the average of the employees. For these positions col¬\nlege graduates are popular. But it is not at all certain that four years in\ncollege is a better preparation for service in business than two years in\ncollege and two years in business. That is to say, there are substantial rea¬\nsons for believing that a graduate of a rigidly professional business curric¬\nulum in a junior college will be as well fitted for business at the age of\nthirty, let us say, as is a graduate of a four-year college. The junior-college\ngraduate is compelled to take minor positions and in working is sent up\nthrough to major positions whereby he learns the business. The four-year\ncollege graduate skips much of the drudgery or is delayed for two years,\nand in escaping the drudgery he loses an important element in his executive\nbackground.\nOther types of terminal training come easily to mind. The occupation of\nnursing is one in which a woman is not justified, in terms of economic returns,\nin taking a four-year college course nor has the state a right to demand it\nuntil the returns are more equitable. Minor specialists are needed in indus¬\ntry. In chemical laboratories situated within industries, are found many\nattractive positions of a semiexpert character which are too simple for college\ngraduates and too technical for untrained workers. For such positions, the\n\n"}
{"page": 611, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n607\n\njunior college is admirably situated to give training by providing courses.\nExecutive training for men in service which offers, perhaps at night, courses\nin leadership, education, psychology, and administration, is a field peculiarly\nappropriate for terminal training.\nRochester Mechanics Institute is an example of an institution which has\ndeliberately set as its objective the training of executives in industry. The\nplan is briefly this. They train their students to take certain intermediate\npositions in an industry and give them the fundamentals of executive train¬\ning against the time when maturity and skill will entitle them to become\nforemen and minor executives.\nIndustry needs many of these men who, without training, would never\nhave become executives and who would be satisfied with minor executive\npositions. In a well-run army there is need for corporals, sergeants, and\nlieutenants. Not many generals can be used. So in industry there is need\nfor men trained for minor executive positions which for them will be ter¬\nminal. This attitude towards the graduates of junior colleges may lack\nsentiment ; but it is right.\nIn brief, the municipal junior college is the best example that we have\nof the terminal function of the junior college in accordance with which\nstudents are trained to fill those positions in life where training beyond the\nhigh school, but below the professional level, will benefit the individual\nand the community.\nWe turn now from the functions illustrated in types of schools to other\nfunctions which have no distinctive habitat.\nThe junior college is the terminal for cultural education in school. We\nagree, of course, that cultural education should continue throughout life\nbut if students go no further than the junior college their cultural educa¬\ntion in school obviously terminates. If, however, they enter a professional\nschool, it is possible that they may continue to carry nonprofessional courses\nbut the probability is slight. It is well for the junior college to recognize\nthat in the professional school there is ordinarily no time for extraprofes¬\nsional courses and, therefore, students have opportunity to carry cultural\ncourses only in the years before graduating from the junior college.\nIn a very real sense, therefore, the secondary school which includes the\njunior college is the guardian of culture. It is the people’s college where\nthe student acquires the culture of his civilization. Somewhere in this\nperiod he must learn how to vote intelligently, to appreciate the beautiful,\nto acquire good health habits, to understand people, and perform his duties\nas a man among men. This is the peculiar responsibility of the junior\ncollege which is the inspector of the product and sees that the quality is\nright. The preparatory function of the junior college will be cared for\nsince both students and professional schools make\n\nurgent demands\n\nfor pre¬\n\nparatory courses. The cultural function, however, has no organized ad¬\nvocates. The administration and the faculty of junior colleges must be\nthe guardians.\n\n"}
{"page": 612, "printed_page": null, "text": "608\n\nNational\n\nEducation\n\nAssociation\n\nThe junior college is favorably situated to perform another function.\n\nIt\n\ncan become a curriculum-research laboratory. Let me illustrate this func¬\ntion by contrast. In the university, the curriculums of freshman and\nsophomore years are dominated by the faculty of the departments, as they\nshould be. But unfortunately in universities the faculty of departments\nare primarily interested in advanced undergraduate and graduate courses.\nTheir deep interest lies in the students who major in the department. Con¬\nsequently, the faculty tend to view their freshmen-introductory courses in\na department as one of a series, an introductory unit which is taught from\nthe departmental point of view. Therefore, to change a course so as to\nmake it function in the life of a layman is exceedingly difficult.\nThe junior college is more fortunately situated. Its faculty are ac¬\nquainted only with freshmen and sophomores. They do not have their\neyes fixed upon advanced courses. It is, therefore, likely to be more sen¬\nsitive to the needs of student laymen. Particularly in the terminal courses,\npractical life is just beyond and, therefore, has a more powerful influence.\nGranted, then, that a faculty is selected with a functional point of view\nand a scientific attitude toward the problems of education, the possibility\nfor changing the constituent content of courses is ideal. There is no pres¬\nsure from above to overcome and the only limitations upon improvement\nare those that come from the lack of interest in the faculty itself.\nIn brief, I am hoping, and seeing my hopes realized here and there, that\nthe junior college will become\nstruction.\n\nthe center of research in curriculum\n\ncon¬\n\nSimilarly, the field of teaching the junior college can perform a dis¬\ntinct function. It can provide examples of superior junior-college teach¬\ning. In the great universities the freshmen and sophomores for the most\npart are taught by graduate students whose primary interest is in research\nand a graduate degree. Teaching is ordinarily of secondary importance to\nthem. There mind set is not favorable. In the junior college is found a\ndifferent situation. The teachers are not primarily interested in research.\nTheir future lies in teaching. Usually, too, they are more mature and\nmore experienced teachers.\nThis is in general a correct contrast. If, then, these junior colleges have\na scientific attitude toward education they can do much toward the im¬\nprovement of teaching- They have arrived professionally so far as pro¬\nmotion is concerned. They are experienced teachers. The conditions are\nripe in such a situation for significant work in the field of research and in¬\nstruction. Faculties of junior colleges are being watched with interest and\nwith hope.\n\nWe have thus six significant functions which the junior college performs.\nIt prepares for the professions, it brings college education within the reach\nof a wide range of people, it provides terminal training for vocations, it is\nthe guardian of culture, and it should be the intimate home of educational\nresearch in the fields of curriculum and classic instruction.\n\n"}
{"page": 613, "printed_page": null, "text": "Department\n\nTHE\n\nof Secondary\n\nSchool\n\nPrincipals\n\n609\n\nNECESSITY OF THE SECONDARY SCHOOL CURRIC¬\nULUM GIVING ADDED EMPHASIS TO THE\nPACIFIC WORLD— ABSTRACT\nWALTER\n\nD. COCKING,\n\nGEORGE\n\nPEABODY\n\nNASHVILLE,\n\nCOLLEGE\n\nFOR\n\nTEACHERS,\n\nTENN.\n\nWe have known little and still know little concerning the’ vast waters\nand domains in and about the Pacific. There are reasons why this con¬\ndition is so. Up until the present time little has been written in this coun¬\ntry concerning the Pacific world. Practically nothing has been taught in\nthe schools concerning this section. What little has been taught has had\nto do largely with purely geographical relationships. Our histories, our\nreaders, our sociologies, and our books on economics have been strangely\nsilent regarding the lands, peoples, and possibilities lying to the westward.\nAn examination of courses of study reveals an astounding lack of atten¬\ntion to anything concerning these lands and these peoples. Only last year\nwe examined a score or more of the leading courses of study in school sys¬\ntems where curriculum provision programs have been conducted recently.\nNot only were history and geography courses examined, but all others as\nwell.\nWhat\n\ndid we find?\n\nLittle, if any, attention was directed toward\n\nthese\n\nsections. Such attention as was given was of the most meager sort. No¬\nwhere did we find a complete, well-developed list of objectives, activities,\nand procedures dealing with these lands. It had been our thought before\nsuch an examination was made that especially the states on the west coast\nwould be giving a large place in their courses of study and in the work of\nthe school to an' endeavor to teach to the youth an understanding of these\nlands and these peoples, their immediate neighbors.\nIf we are to judge, however, as to what is taught in the school by the\nmaterials outlined in the courses of study, such is not the case. So scanty,\nin fact, are the materials dealing with this subject that one is driven to\nthe conclusion that those responsible for the curriculum in these systems\nmust indeed judge this section of the world worthy of little or no attention.\nOur examination of courses of study disclosed that it was a city in the\neast, Baltimore, Maryland, which stood almost alone in its seeming recogni¬\ntion of the importance of this problem. Even here, however, not nearly\nas much attention was directed to these western lands as was given to those\nof the Atlantic.\nA letter directed to the various publication houses producing books for\nschool use, disclosed practically the same condition. They were almost\nunanimous in their reply that they had no printed materials dealing di¬\nrectly with the Pacific and its countries which were suitable for school use.\nIt is only through the expenditure of tremendous labor, searching hither and\nyon, that one is able to gather together a bibliography of materials in\nEnglish which deals primarily with the Pacific world, and many of the\narticles that can be finally listed are translations from other languages.\n\n"}
{"page": 614, "printed_page": null, "text": "610\n\nNational\n\nEducation\n\nAssociation\n\nThe question then arises, why this situation ? Are the schools correct in\ndirecting so little attention to this tremendous section of the world? Is it\nto be wondered at that so little has been written about these lands, these\npeoples, and these cultures?\nTalk with the people you meet, the man on the street, the educator in\nhis study, the lawyer in his office, the doctor in his clinic, the business man\nat his place of business, and you must realize that in reality little seems to\nbe actually known by adults and youth alike regarding this section of the\nworld. Is this section of the world then unimportant and of little con¬\ncern to the people of this country ? Is it true that we have no relationships\nwith these peoples and these lands? Are we satisfied as a nation to con¬\ntinue to develop our relationships solely with the peoples across the Atlantic\nand to leave in isolation those beyond the Pacific? Even if we would, we\ncannot. Forces stronger than our own are compelling our relationships\nwith these people of the Pacific world to become as intimate as those with\nthe east.\nWhat\n\nare these lands and who\n\nare these people?\n\npossibilities to be found in this Pacific world ?\n\nWhat\n\nEven\n\nare some of the\n\na hurried examina¬\n\ntion develops the fact that here we have areas of the world’s surface far\nlarger than those of the Atlantic; that here we have peoples far more\nnumerous, far more diverse in character, manners, and customs than those\nin European lands; that here we have economic resources not only more\ndiverse and numerous, but probably of more importance as well.\nThe vastness of this last great area may best be appreciated when we\nstate “that it exceeds in compass and extent the whole of the four conti¬\nnents taken together and occupies more than a third part of the earth’s\narea.’’ Thus it is that our contacts in recent years with this Pacific world\nhave made it of supreme significance to our own selfish development. The\nacquirement of lands in the Pacific, the opening of the Panama Canal, and\nthe development of trade that it caused, the recent development in trans¬\nportation intensified by rapid development of great airways and airplanes,\nthe increasing facilities of communication headed by radio, the necessity of\nfinding other sources of natural products, the annihilation of time and dis¬\ntance as given to the United States and other nations as well an enhanced\ninterest in the life and affairs of this Pacific world. Our selfish interests\ndemand that we must be ready to mutually share with the peoples of these\ncountries and islands, the civilizations, laws, customs, wealth, and political\ninterests in human welfare ; and to desire to further the growth of interna¬\ntional progress. That such a condition is already coming about is mani¬\nfested by such organizations as the Institute of Pacific Affairs, an organiza¬\ntion composed of educators and statesmen from all the lands bordering\nupon the Pacific. Their interest is in bringing about closer associations\namong the peoples of the lands in the Pacific. The object of such an asso¬\nciation seems primarily to be the promotion of scientific problems of com¬\nmon interest. In one of these recent conferences, the purpose of the meet¬\ning was stated as follows:\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n611\n\n1. To bring about wider and more rapid exchange of educational thought and\npractise through\na. Establishing centers for exchange and distribution of adequate translations\nof laws, decrees, texts, publications\nb. Exchanging teachers, lecturers, students, research workers\nc. Formulating principles and standards of evaluation\n2. To establish national standards of child welfare through\na. Proper care of mothers\nb. Fixing minimum years of instruction\nc. Instruction in health habits and provisions for recreation\n3. To\n4. To\n\nstudy and promote vocational education — its place and its plan\nstudy problems of colonization\n\n5. To\n\ndevelop plans for recreation — parks, etc.\n\nIt may be readily seen that the results of such conferences should be of\nuntold importance to the United States and to the world. Much closer\nrelationships have inevitably been established since the beginning of these\nconferences. Wide varieties of subjects are discussed frankly and freely.\nThe\n\ndelegates must be “scientific experts or those who\n\nmay be trusted to\n\nact in a scientific spirit,” and everything is absolutely “non-political.”\nWhy should the United States and particularly the public schools of\nthe country seriously give attention to the affairs of the Pacific world? Dr.\nSisson, who has for many years made a study of these lands and peoples,\nprobably gives the most adequate answer when he says :\nWe must seek ever to raise our youth from the narrowness of selfish aims and\nthe poverty of materialism, to the richness of human relations and the nobility of\nidealism; to foster his sense of the beauty of his own land and his own people,\nand at the same time of the common humanity which transcends language and\ncustoms and complexion, knowing always that the aims of the nation and the\ngreat impulses of world order can be realized only if and when the prevailing\nmajority of the people have\ngence and heart.\n\nthemselves\n\nattained the necessary\n\nqualities of intelli¬\n\nAmong the objectives set forth by commission on secondary education a\nfew years ago as cardinal principles of the secondary school were these two :\nthe development of worthy citizenship and the determination of vocational\nchoice. In achieving the above objectives through the medium of the\nschool, it is always difficult to know just what the schools should do and\njust what should be taught in order to aid boys and girls to the realization\nof these ends. It would seem clear that these aims cannot be achieved\nwithout giving proper recognition and attention to a world environment.\nNo longer can we, if we would, minimize the importance of the Pacific\nworld. The secondary school of the present and of the future through all\nof its agencies must recognize its obligation to teach the youth of the\nlands, of the cultures, of the peoples, of the economic possibilities of these\nlands which stretch westward from our shores. It is my purpose to ask\nthat as you continue to study the revision of your curriculum, you give a\ngreater attention and a larger place to the affairs of the Pacific world.\n\n"}
{"page": 616, "printed_page": null, "text": "612\n\nSOME\n\nNational\n\nFACTS\n\nM. R. TRABUE,\n\nAND\n\nFANCIES\n\nDIRECTOR\nNORTH\n\nEducation\n\nAssociation\n\nIN SECONDARY\n\nOF EDUCATIONAL\n\nCAROLINA,\n\nCHAPEL\n\nRESEARCH,\nHILL,\n\nEDUCATION\nUNIVERSITY\n\nOF\n\nN. C.\n\nIn the first place the American public has developed some extraordinary\nfancies about its public high schools. One of the most common of these is\nthe fancy that all children would obtain great profit by attending a high\nschool. If one has in mind high schools as they now exist in most Amer¬\nican communities, he must admit after examining the facts that such a fancy\nis entirely false. Fewer than half of the children in this country ever\nreach the first year of the high school, and fewer than one fifth of them\ngraduate. The teachers in these schools assert that only a small proportion\nof those who graduate have really obtained great benefit from their study.\nEven though we admit that the teachers who make such judgments are\nprejudiced, we yet must confess that many of the pupils who attempt to\ntake our regular high-school courses of study would actually gain more by\nputting an equal amount of time and energy into some other activity. The\nfact is we do not even know in any objective way how valuable a highschool course actually is to the average boy or girl who is successful in tak¬\ning it. This is one of the problems in secondary education that still awaits\nscientific study.\nAnother fancy held by the general public, but of doubtful trustworthi¬\nness, is that the secondary schools have some great aim, purpose, or\nphilosophy by which they shape their activities and programs. The truth\nof the matter is that the secondary schools are trying to serve so many\ndifferent purposes, all at the same time, and without having clearly deter¬\nmined in advance their relative values, that it may honestly be said that\nsecondary schools have no consistent philosophy. One subject is taught\nfor one purpose, another for another purpose, and there is no great dom¬\ninating purpose that will include all of them.\nThe public seems also to fancy that secondary education is of greater\nvalue than elementary education. This is no doubt due in part to the\nancient idea that children are of value in proportion to their age — the\nyoung being of small importance, except as they give promise of ultimately\nbecoming adults. Whatever the source of the fancy may be, boards of\neducation throughout this country are spending two or three times as\nmuch per pupil for secondary school instruction as they spend for elemen¬\ntary school instruction.\nIs it really necessary for the public to continue to be misled in these\nfancies? Is it not possible for this organization of secondary school prin¬\ncipals to convert these fancies into demonstrable facts? Why should you\nnot make the public American high school so broad in the opportunities it\noffers to adolescent youth that every boy and girl would gain greater satis¬\nfaction from life and contribute more to social progress after spending a\nfew years in your schools than after spending an equal time in any other\nway? Why should you not define secondary education in terms of the\n\n"}
{"page": 617, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n613\n\nages of your pupils and adopt a great comprehensive purpose that would\nstimulate, direct, and integrate your efforts ? Is there any good reason why\nyou should not declare boldly some such purpose as that of studying the\ncapacities of all children between twelve and eighteen years of age and\ndeveloping in each of them those habits which would make them most per¬\nmanently satisfactory to themselves and most useful in the improvement\nof society? I can see nothing that would prevent this organization, if it\ncares to face the issues squarely and energetically, from so reorganizing the\npurposes and procedures in secondary education that everyone would be\nwilling to admit, on the basis of scientific evidence, that the value of a\nunit of secondary instruction was greater than the value of a similar unit\nat any other level.\nAnother group of fancies to which I wish to call attention is held or at\nleast suggested by the activities of those who have determined the curriculums for our high schools. Many of these curriculum makers are appar¬\nently entertaining even yet the fancy that the most important task of the\npublic high school is to prepare students to meet college entrance require¬\nments. So much has been said about this that I shall not elaborate upon it\nhere. It is a fact, however, that you high-school principals have the power,\nif you only have the courage to cooperate in its use, to determine not only\nwhat shall be taught in your high schools but also what the college entrance\nrequirements shall be. The colleges are at your mercy in this matter, if\nyou will only agree upon a definite purpose and philosophy of secondary\neducation and plan your curriculums accordingly. If you really are agreed\nthat growth in the personality of the student is more important than meet¬\ning the ancient requirements of the colleges, you need no longer plead the\ndomination of college entrance\nstructing your curriculums.\n\nrequirements\n\nas an excuse for not recon¬\n\nThose who have dominated in determining high-school curriculums have\napparently fancied that education or culture is not concerned with mate¬\nrial things but only with “the higher things in life.” Respectable maga¬\nzines still encourage this fancy by publishing clever articles having such\ntitles as “To Be or To Do.” Brilliant speakers still support the purely\nacademic type of curriculum by such catchy statements as that “one should\nlearn to live rather than to make a living.” The implications of this doctrine\nare exceedingly interesting, but its results in modern life are often tragic.\nMy own state of North Carolina, for example, maintains a high-school cur¬\nriculum which is academically as pure and undefiled by vocational purposes\nas can be found in any state in this country. North Carolina life, on the\nother hand, is rapidly becoming industrialized. The factories employ the\ngraduates of our high schools, if at all, in subordinate positions; but these\nsame factories go to the technical high schools of the New England states\nto obtain experts and foremen to put in charge of our children. Our native\ngraduates have presumably learned “to live,” but their bosses from outside\nlearned “to make a living.” Only a fraction of one percent of our North\nCarolina population was born and educated in those distant uncultured cen-\n\n"}
{"page": 618, "printed_page": null, "text": "614\n\nNational\n\nEducation\n\nAssociation\n\nters where a student sometimes\n\nlearns to make a living while yet in high\nschool, and yet the economic, political, and social life of North Carolina is\nrapidly passing into the control of that fraction of one percent.\nHigh-school curriculum makers seem to fancy that to be educated in\nmodern America means to know the same types of facts and to have the\nsame types of skills as educated persons had in the Middle Ages. Certain\nsubjects were absolutely necessary in those medieval centuries as keys or tools\nfor connecting students with the best thoughts and practises of the world\nabout them, but many of our high schools preserve and teach this same subjectmatter, even though an entirely different set of tools is necessary now\nfor understanding equally well the thoughts and conditions of modern\nAmerican life. We need an education that will do for our children what\nthe classics did for intelligent students in those days, but the conditions of\nintelligent living have so changed that the tools actually needed now are\nvery different from those needed in solving the intellectual problems of that\nday.\nWe\n\nmay as well face the fact that the life of man is becoming increasingly\n\ncomplex at an accelerating rate. Our social and economic problems are be¬\ncoming more and more difficult to solve or to foresee. We do not know\nwhat problems our students will be required to meet, but we must prepare\nthem to solve their problems intelligently. Speaking in the language of one\nof our most tenderly preserved high-school subjects, their problems will all\nbe “originals.” The standardized formulas and solutions used in the past\nwill not serve future problems, although successful experience in facing new\nproblems, in seeking and evaluating evidence, and in testing conclusions\nwould certainly serve each student throughout his entire life.\nWe hope our children will work out far better solutions to the old prob¬\nlems than we have been able to obtain, and we must therefore see to it that\nthey do not memorize and follow blindly our more or less standardized\nanswers, which we sometimes call “facts.” But we must also see to it that\nthey develop adequate power and skill in the use of appropriate technics of\nclear thinking, in order that their solutions may fit their needs.\n\nHigh-school teachers usually have a choice assortment of fancies among\ntheir more useful items of mental furniture. One of the most interesting\nof these fancies is the one which leads them to believe that they are really\nachieving the “seven cardinal principles of secondary education’0 by means\nof their teaching of their subjects. Many of them are actually making ex¬\ncellent progress in the right directions, but more of them are teaching their\nsubjects in exactly the same ways they were taught before the Commission\non the Reorganization of Secondary Education ever came into existence.\nHigh-school teachers show an unusual genius for professing to believe in the\nobjectives set up by the Commission and then making assignments and con¬\nducting their classes in such a manner as to obtain results that are not at all\nin harmony with their professed objectives.\nThe fact of the matter is, these teachers have learned the cardinal objec¬\ntives of secondary education in exactly the same sense that their pupils learn\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof Secondary\n\ntheir lessons — by verbal memorization.\n\nSchool\n\nPrincipals\n\n615\n\nIf this organization of secondary\n\nschool principals could only bring the high-school teachers of this country\nto give up the fancy that memorizing constitutes learning, secondary edu¬\ncation would be well on its way. But so long as these teachers are, putting\ntheir emphasis on what the books say, and what professors in the colleges\nthink, rather than on what their pupils feel, and think, and do, the objectives\nof secondary education are not going to be reached in any significantly large\nnumber\n\nof cases. All over this country you can find high-school teachers of\n\nEnglish who are making their pupils hate Shakespeare, Milton, and Words¬\nworth. I blame these high-school teachers of English, also, for killing the\ninterest in creative writing, which many young people might readily be led\nto develop. Boys and girls, and the great possibilities in them, weigh en¬\ntirely too little in the practise of these teachers who have allowed subjectmatter to become their objective.\nAnother absurd fancy of the ordinary high-school teacher is that the\nscholarship grades he assigns have definite meanings. To him at the time\nthey are assigned, they may have some significance, but to another teacher at\nthat same time, or to himself at another time, their significance is remark¬\nably small. The sooner teachers can be brought to see the importance to the\nschool of objective records of achievement and straightforward reports to\nparents, written in the English language rather than in the meaningless\nsymbolism of the usual report card, the more hope may we entertain for\nclear thinking and scientific evidence about instructional problems.\nThere are in secondary education many other interesting and injurious\nfancies that one might mention, if time permitted, but there is one which\nconcerns this group especially, and I cannot close without calling your at¬\ntention to it. Administrative officers who employ high-school teachers seem\nfrequently to be possessed by a fancy that attendance at a college or a uni¬\nversity in itself qualifies one to teach high-school pupils. One still hears\noccasionally, and sees put into practise constantly, the vicious statement that\n“one who knows his subject can teach it.” If the word “subject” in this\nstatement were understood to mean “adolescent youth,” there would be less\ndanger in it, but as the statement is commonly used it refers to subjectmatter. In my judgment this fancy that knowing mathematics qualifies one to\nteach mathematics in high school, or that majoring in English at college\nqualifies one to teach English in a high school, is one of the most disastrous\nfancies in the entire field of secondary education.\nCollege and graduate study of a subject under specialists commonly\n\nlead\n\none to a reverence for the subject for its own sake. The high-school teacher,\nwho is to develop the personalities of his pupils and to fit them for meeting\nlife problems which cannot now be foreseen, must think of subjectmatter as\nmerely one means for attaining his cardinal objectives. The two points of\nview are opposed to each other and cannot be reconciled. The modern\nteacher, who is to use subjectmatter as a field in which to exercise and de¬\nvelop the initiative, strength, and skill of the student, cannot be worried by\nwhat the student does to the subject; while the antiquated teacher, who\n\n"}
{"page": 620, "printed_page": null, "text": "616\n\nNational\n\nEducation\n\nAssociation\n\nlearned in college to fear the lash of his professor’s tongue, is practically\nincapable of worrying about what the subject is doing to the student. The\nusual college or graduate course in subjectmatter tends to build up in the\nprospective teacher attitudes and habits of thought which thoroughly dis¬\nqualify him for training high-school students to meet the problems of\nmodern life.\nThe\n\nfault lies not in knowledge\n\nof subjectmatter, but in the attitudes\n\nbuilt up by the professors of subjectmatter and by their methods of instruc¬\ntion. A modern teacher needs to know more subjectmatter than the tradi¬\ntional teacher, for he needs to be able to select the materials that will be of\nmost value to each particular pupil. But this larger knowledge of the sub¬\nject needs to be acquired in ways that will make it available for his use as\nan effective tool in the development of individuality, resourcefulness, and\noriginality in his pupils. The subjectmatter specialist in the ordinary college\nor graduate school has an entirely different view of his subject and trains his\nstudents to take his view of it. But as long as you employ his product with¬\nout protest, your pupils will continue to be forced to accept his doctrines\nand judgments or to be flunked out of school. The issue is clearly drawn:\nShall we prepare pupils to meet the responsibilities of an increasingly com¬\nplex modern life, or shall we continue our vain attempt to make them con¬\nform to a pattern which was once labeled “culture?”\n\nTHE\nHENRY\n\nZERO\n\nHOUR\n\nP. MILLER,\n\nOF THE\n\nPRINCIPAL\n\nHEAD\n\nOF ATLANTIC\nCITY, N. J.\n\nOF DEPARTMENT\n\nCITY\n\nHIGH\n\nSCHOOL,\n\nATLANTIC\n\nEconomic and professional influences are now actively operating in the\nfield of education to create for every school executive a serious situation.\nIn increasing numbers, out of proportion to the increases in our popula¬\ntion, children are crowding our schools. Not only does the increasing com¬\nplexity of our rapidly changing civilization make necessary their presence\nthere, but laws are enacted and enforced to get them there and keep them\nthere for longer periods. The service of the school is being expanded to\nmeet the needs of all sorts of special groups. Adult education is being\nprovided for in many places and even parental and preschool education are\nreceiving special consideration. Our most captious and carping critics,\neven when they rail at our “fads and frills” ask, and by legislative enact¬\nment command us, to enlarge our program of studies and to take over\nfunctions that other institutions have neglected or have failed in their\neffort to perform. These factors of larger attendance and broadened service\nwith a depreciated dollar cause a real, as well as an apparent, mounting of\nthe cost of education. This added to the other increasing demands upon\npublic funds produces higher assessed valuation of property and a rising tax\nrate that in turn brings from tax payers a demand for rigid economy.\nAt the same time, the amazing developments in educational theory and\npractise demand\n\nthat our organization, procedures, and products be in har-\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n617\n\nmony with a clearly defined philosophy of education, with the results of\nscientific research, and the purposes that justify the expenditure of public\nfunds in support of schools.\nThese insistent and persistent demands\n\nthat the school expand in range,\nquality, and effectiveness its service to all the people and do it with a maxi¬\nmum of economy in time and money, create for the school executive a\ncritical situation. What I wish to emphasize is that this situation brings\nto the heads of departments, as well as superintendents and principals, an\nintellectual challenge that should be welcomed, and a professional oppor¬\ntunity that must be seized by them if they are to justify their existence as\nessential agents in a truly functional organization of a system of schools.\nAs a result of this economic and professional pressure, the school execu¬\ntive is compelled to make new appraisals. He must determine the effi¬\nciency of the activities in his system and the value of the results of these\nactivities in relation to the efficiency and value of the classroom instruc¬\ntion. This must be followed by a revaluation of his organization in terms\nof function. He must see that there is specialization of function with clearly\ndefined responsibility and authority, and that provision is made for efficiency\nand for expert advice in his deliberations, planning, and adjustments, such\nas is provided by a line and staff type of organization. This reappraisal\nforces him to scrutinize every agent in his system, including the head of de¬\npartment, and the economic and professional pressure compels him to\neliminate all those not absolutely essential to a truly functional organization.\nIn such an organization the principal emerges as a member\n\nof the super¬\n\nintendent’s staff and the administrative head of a school. As such he is\nresponsible for all the activities of his school. He must organize, deputize,\nand supervise. He must provide for the efficient operation of his school\nand for assistance and expert advice in his deliberations, planning, and ad¬\njustments. In his heads of departments he should find the membership of\nhis executive-administrative-instruction council. I need not dwell upon the\nservice they may give in this relation. The service rendered by the head of\na department of social studies in helping to make the school, through student\nparticipation, a place of training for future citizens, is only typical of what\ncan be done.\nThe most important function of the principal, however, is the improve¬\nment of instruction in his school. It is true that he can, in a large school,\ndelegate this to an assistant principal but since the professional leadership\nof his teachers and the effectiveness and value of the instruction in the\nschool is his responsibility, I believe it far better for him to delegate the\nadministration and supervision of the noninstructional activities to the assist¬\nant principal and\ninstruction .\n\nretain as the principal's chief task the direction of\n\nThe magnitude of this task is more fully realized if we compare the con¬\nditions reported in numerous educational surveys with those suggested by\nour newer definitions of teaching, of the aims and purposes of public educa¬\ntion, as well as the considerations suggested by newer guiding concepts.\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nNational\n\nEducation\n\nAssociation\n\nSurveyors report that the high-school teachers of a large number of schools\nare in personality and qualities of leadership distinctly superior ; that they\nshow a high degree of scholarship and a background of high ideals of scholar¬\nship ; that their classroom management is of high order. Unfortunately, at\nthe same time, they report that the objectives of these teachers are for the\nmost part information and skill; that they lose sight of qualities of char¬\nacter, abilities, ideals, skills in clear thinking, of attitudes, appreciations,\ntastes, and ambitions ; and that the technics they use are not, on the whole,\noutstandingly modern.\nIt is such groups of teachers that must, by someone, be persuaded to ac¬\ncept Mr. Rugg’s suggestion that for our guiding concepts we must give\nconsideration to selfcultivation, freedom, activity, and creative selfexpres¬\nsion and not confine ourselves to those of discipline, skill, organized knowl¬\nedge, order, and social efficiency.\nBear in mind that most of the teachers in service have been trained under\nthe older ideals and are habituated in the older technics. Even\n\nmany\n\nof\n\nthose recently trained in good teacher-training institutions are found en¬\ngaged in poor practise, because they did not receive the proper kind of\nsupervision in the new situation and because the training institution did not\nfollow them through a probationary period. The change from the old order\nto the new therefore can be brought about permanently only by a superior\ngrade of supervision. This is not supervision that is inspectional, autocratic,\nor dictatorial. It is not the administrative type that merely maintains\nstandards.\nA study of any analysis of the activities of a supervisor will reveal that\nthe head of department, of all agents in the school system, is in the best\nstrategic position to make a significant contribution to the solution of this\ngreat and urgent problem of supervision in the high school. His special\nknowledge of the subjectmatter of his department, much greater than any\nprincipal can have of all the subjects of his program of studies, earns the\nconfidence of his group and makes them receptive to his leadership. This\nknowledge goes far in preparing him to select and organize the subjectmatter for instruction. His knowledge of the ideals, purposes, and policies\nof the school of which he learned and which he probably helped to formu¬\nlate, as a member of the principal’s council, enables him to help lay the\nfoundation of supervision as a cooperative enterprise in a common knowl¬\nedge and common point of view. As a teacher of a few classes he is in a\nposition to experiment and to demonstrate artistic teaching. From this he\nis able easily to pass to the direction of systematic observation by his group.\nSince as a class teacher he must daily meet the problems of the teacher, his\nopinion as to what can or cannot be done in a given situation carries great\nweight with others. The transition to the direction of instruction is easy.\nAs a teacher he must know the best methods of measuring pupils’ progress\nand should have some yaluable ideas about checking teachers’ progress.\nThe superintendent and the principal must be in sympathy with this\n\nattempt. They, too, must\n\ngive professional leadership, create a situation\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n619\n\nPrincipals\n\nconducive to growth, give constructive criticism, freedom\n\nand time to do\n\ncreative service and, above all, adequate recognition, to the heads of de¬\npartments. On the other hand the head of department must get the\nvision and prepare himself, even while in service, to realize the dream. If\nthis is done the head of department can raise his position to one of high\nprofessional level and render a unique service. If he fails to do this, he\nwill disappear from the high-school field.\nThe heads of departments are in the front line trenches.\n\nMany\n\neyes are\n\nfocused upon them. All of us are concerned about their training and equip¬\nment, their realization of their opportunity and responsibility, their spirit\nand eagerness. The zero hour is set, perhaps without their knowledge,\nwhen they must go over the top with their leaders and by thus helping to\nattain the great objectives that advance the cause of education, justify their\nexistence as indispensable parts of a modern school system.\n\nTHE\n\nIMPROVEMENT OF PRACTISE IN THE\nSCHOOLS— ABSTRACT\n\nA. C. ELDREDGE,\n\nASSISTANT\n\nSUPERINTENDENT\n\nJUNIOR\n\nOF SCHOOLS,\n\nHIGH\n\nCLEVELAND,\n\nOHIO\n\nBefore the junior high-school movement will be able to attain the level\nin the educational scheme to which the cause is rightfully entitled, those\ncharged with the administration and supervision will of necessity be com¬\npelled to do more creative thinking and free themselves from the slavery of\ncustom and from the tendency to accept without challenge the pronounce¬\nments of selfpromoting propagandists who now seem to infest the field.\nWe will be compelled, therefore, to do more thinking and doing but less\ntalking about what should be done, and to place emphasis upon constructive\nplanning based upon pupil need rather than upon the type of advertising\nit may produce.\nAfter the prime requisites of intelligence and independence in thinking\nhave been fulfilled, I am suggesting the following things which will tend\nto improve generally the efficiency of junior high schools:\n1. A\n\nreal educational\n\nphilosophy\n\n2. Efficient organization both administrative and supervisor}*\n3. A better plan for preparation of prospective teachers\n4. The selection of teachers, for which\nsponsibility\n\nthe superintendent\n\nmust\n\n5. Provision for the continued and sustained growth of teachers\n6. The elimination of those who after a reasonable probationary\nshow promise of future efficiency\n\nassume\n\nre¬\n\nperiod, fail to\n\n1. Junior high-school executives and teachers must have a real genuine\neducational philosophy as applied to education in general, as well as to the\njunior high school in particular. It goes without saying that one’s educa¬\ntional philosophy is all important. “Call it what you will/' says Mr.\nWhitney, “a social vision, a cosmic view or a philosophy, it is the thing\nthat lifts the job above the petty round of duties, and plants it at the\n\n"}
{"page": 624, "printed_page": null, "text": "620\n\nNational\n\nEducation\n\nAssociation\n\nvery heart and core of life itself.” This is the determiner of standards, the\nharbinger of destiny, the maker of worlds in the great educational scheme\nand it applies with double significance during the period of early\nadolescence.\nTis the set of the soul\nThat decides the goal\nAnd not the stress and\n\nstrife.\n\nSo the future junior high-school teacher must have a philosophy. For\nthis philosophy, he must look to the best of our teachers colleges. The\nlargest service they can render is to give prospective teachers a real philoso¬\nphy of education wffiich in the final analysis is a philosophy of life. The\nquestion is not “Is this important?”\n\nbut rather “Is there anything else that\n\nis really important?”\n2. Efficient organization plays the same vital part in the success of an\neducational plan as it does in business. General organization to be efficient\nmust be as free from complications as possible, with a clearly recognized\nand accepted line of responsibility, where lines of authority are not crossed,\nwhere the machinery is not so complicated as to get into its own way and\nthwart the very purpose for which it was installed.\nAdministration and supervision are two separate and distinct functions.\nBoth require a high degree of leadership, but the distinctive nature of the\nservice each renders, calls for a different type of mind and training. Ad¬\nministration has to do with the machinery of organization and should pro¬\nvide for a clear cut line of responsibility in management. It attempts to\nbuild a properly balanced and as smooth a working organization as possible\nso that people may work both efficiently and happily. Nothing is more\nfundamental than that teachers be contented, optimistic, and happy.\nSupervision is concerned wdth the technic of teaching, with the selection\nand presentation of subjectmatter, and with adapting matter and methods\nto the capacity of the varied groups and individuals within the groups.\nThese varying capacities must be recognized if effective work is to be done.\nSupervision then is a function which keeps the teacher in the classroom\nalert, vital, and efficient in his work. It savors more of a personal service\nwhich, to be effective, must be kept and applied within the school itself. It\nis not a headquarters’ function but a field or building function. It must be\nkept apart from general administration in large city units where the general\noffice is quite apart from the field.\nGeneral supervision from the central office, coupled with administration\nhas never succeeded anywhere in the United States. Its utility has been de¬\ntermined through the testimony of those who apply it and not by the word\nof those upon whom it is imposed. If you are in doubt, ask the teacher in\nthe classroom of any large city in the country whether he believes in general\nsupervision or whether he believes in supervision applied by one within the\nschool itself who daily is available for help and who must learn to so direct\nthe work as to have the confidence and respect of those with whom he is\nconstantly associated.\n\n"}
{"page": 625, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n621\n\nI have asked many teachers and I believe I have their honest answers.\nTeachers generally are for supervision, they want it and appreciate the\nconstructive sort. They want it applied by one within the unit in which\nthey work, and who must work in sympathy with, and have the confidence\nof the teacher with whom he works. The mechanical organization of a\njunior high school, in itself, may carry with it a very definite plan for the\nimprovement and continued growth of teachers.\nIn a talk before the junior high-school principals of Cleveland, Mr.\nLake stressed the importance of a definite assignment of duties or responsi¬\nbilities to each teacher outside of his regular classroom work. Nothing is\nmore fundamental than that some means be provided to keep the teacher\nfrom constantly but unconsciously sinking into the narrow groove which\ndevotion to a single subject makes inevitable. The principal, who, by\neither a change of departments or special yearly assignments, outside of the\nteacher’s regular subject, insures his teacher against early infection from\neducational inertia, is doing a service to the teacher and a larger service to\nthe pupils who are destined without choice to be sent into his classroom.\nThe constant burden upon the mind of the thoughtful administrator is the\nquestion of training in service. How can he preserve in the beginning\nteacher the optimism of youth, and interest in life, and the perpetuation of\nhis ideals? How can the administrator best help the other to build up a\nsound philosophy of life, and so avoid becoming the shop-talking, singletrack being, whom strangers and even children upon the streets a decade\nago instinctively characterized as a teacher.\nUntil there is provision for free exchange of ideas among those who wish\nto improve practise in the junior high schools and until we are anxious for\nthis means of help, we shall not be able fully to meet our hopes. The\nNational Education Association has already set up a department for meeting\nthis need in all grades of schools by attempting to make the association a\nclearinghouse for the best plans now in use throughout the United States.\nThese facilities will be enlarged from year to year and eventually a very\nmuch needed, valuable, and reliable source of information will be available.\nToo much encouragement cannot be given to this department of the\nNational Education Association, neither can its effectiveness as a means\nof growth be over estimated.\n3. There may be a difference of opinion concerning the function of the\ncollege in the preparation of the prospective teacher for this work. I be¬\nlieve those who employ yearly a large number of college graduates without\nexperience, will agree that there must be a changed conception of what con¬\nstitutes training, and how it shall be applied, by colleges and the schools\nthey attempt to serve, before increased effectiveness can be expected from\nthe prior training of prospective teachers.\nThere should be a better understanding of what each can best contribute\nand a closer tie-up of administrators and teachers in service with agencies\nfor improvement, including teachers colleges and institutions for advanced\n\n"}
{"page": 626, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\nstudy. If this can be brought about, I believe these institutions should\nemphasize :\n(a) A living comprehensive philosophy of education as suggested above which\nis without question the greatest contribution our foremost teachers colleges are\nmaking and can at present make to the cause of public education.\n(b) In addition to this philosophy, instead of offering so much\n\ntheory and method\n\nand principles and bookish technic, the teachers colleges should aim to give a com¬\nprehensive knowledge of subjectmatter, together with training in the development\nof discriminating judgment as to relative values. That is, to help students to de¬\nvelop the power to judge what is important and what is not.\n\nAgain the colleges, because of their charter rights, independence in\nposition, in means of support, and in management, stand in a most strategic\nposition relative to their ability to increase the efficiency of teaching through\ncareful selection of those who are admitted to training.\nTeachers colleges are giving the schools very little assistance in attempt¬\ning to keep out of teaching those who should never be admitted.\nAt a time when there is a great oversupply of teachers, there is pre¬\nsented to the college an opportunity for professional service superior to\nalmost any service they are capable of performing, namely, that of careful\nselection of those who enter the college of education, and elimination of\nthose who after a reasonable probationary period seem to lack the qualities\nnecessary for good teaching.\n\nA pupil in any grade of school work has as inherent a right to sit under\nthe leadership of one whom he can respect, for what he is physically, so¬\ncially, and morally, as for what he knows about the subject. He has the\nright to have, as his teacher, one of whom he can be proud, who becomes a\nmodel in physical fitness, in presence, in appearance, in poise, in whole¬\nsomeness, in broadmindedness, in optimism, in energy, in adaptability, as\nin intelligence, discrimination , judgment,\n\nin the knowledge\n\nof subject and in\n\nthe ability to present it to any group regardless of their backgrounds or in¬\ntelligence quotients.\n4. After the college has done all in its power to eliminate the unfit, the\nduty of selection for the immediate position is a service for which the super¬\nintendent must assume responsibility. Ability to select teachers does not\ncome alone with education nor with practise. It is a highly intuitive process\nin which those who uniformly select wisely find it difficult to explain the\nmental processes by which eliminations are made and selections are deter¬\nmined. Probably more selections are made upon the general impression\nwhich one makes in an interview than upon his rank in the college class\nor the commendations which he may present. The general physical pres¬\nence, poise, art of approach, wholesomeness of manner, neatness, quality of\nvoice, sincerity, intelligence of response, energy, consideration for others\nand ability to meet an emergency, are as a rule, the type of quality upon\nwhich selection is made more often than upon the academic standing one\nhas attained.\n5. The selection of a teacher is important, but it is more important that\nafter he is chosen he displays evidence of continued and sustained growth.\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n623\n\nThere should be provided in every junior high school a definite plan for\ncareful and adequate training in service. The teacher must meet the actual\nproblems of control and instruction in the classroom. I am assuming that\nthe setting for effective stimulation and correction may best be handled in\nthe place where the need for it arises. Hence, if we hope to get the best\nout of the material selected for classroom instruction, we will be compelled\nto provide a well-organized continuous system for improvement\nroom instruction within the school itself.\n\nof class¬\n\nCurriculum making in the field is a tardy recognition of the fact that\nafter all the one who knows most about the child and his needs is not the\ncollege nor university professor, nor the superintendent, but the often times\nequally intelligent and more practical teacher, who is in touch with child\nlife, and who must meet, not the theoretical, but the practical problems\nwhich his composite group presents.\nThis intelligent teacher is discovering for us that variety is just as much\nthe law of life as conformity, that we must provide for individual differences\non the one hand, while we follow certain rather definite standards on the\nother. We are gradually changing our emphasis on standards as we know\nmore about classroom practise.\nWe\n\nare destined to make more discoveries relative to curriculum\n\nadapta¬\n\ntion as wTe continue to center the intelligent and intensive study of the ques¬\ntion in the children. The teacher must take the philosophy which the col¬\nlege is so able to give him and use it as a means of adapting the subjectmatter to children with whom he has to deal.\nAs a means of teacher training, curriculum building furnishes one of the\nmost fruitful fields because it is possible so to construct the curriculum in\nany subject that every child, every teacher, every principal, every super¬\nvisor, and the superintendent cooperates in building up the curriculum.\nI have the testimony of many of the teachers engaged in this work that\nthey experienced more stimulation and satisfaction from the work than from\nany credit course they had pursued. As a means of stimulation and improve¬\nment to teaching, the use of a continuous internal survey offers one of the\nmost profitable fields. It must be so set up and so impartial that it reveals\nthe truth and determines the value or the futility of practise. Some of the\neducational surveys in this country have been quite severely criticised, at\nleast locally, because of the belief that previously formed\n\nconclusions were\n\nbeing verified rather than that faults were being discovered that they might\nbe corrected.\nA continuous check-up by those who know the local field with a sincere\ndesire to discover the truth, whether it be adverse or commendatory, that the\nfindings may be utilized in correcting and perfecting practise is the type that\nis of greatest service to the community.\nand increased efficiency is insured.\n\nBy such a plan, morale is preserved\n\n6. No school system can long maintain a high degree of efficiency which,\nafter it has made a conscientious and sustained effort to improve the teachers\n\n"}
{"page": 628, "printed_page": null, "text": "624\n\nNational\n\nEducation\n\nAssociation\n\nin the quality of instruction and in general efficiency, does not eliminate the\nunfit and those who do not show ability to improve, as well as to show\ngrowth in knowledge of the work they have to do, the most important of\nwhich is to create the right attitude toward life.\nThe dismissal of unsatisfactory teachers is the most disagreeable and at\ntimes proves the most hazardous duty which confronts a superintendent.\nThere is a comparatively small number of eliminations each year in most\nschool systems.\nThe Board of Education would perform a service to the community if it\nwere to establish a policy of requiring one year of substitute or probationary\nservice before any inexperienced teacher could be regularly employed. This\nplan would provide against the hazard one takes in employing a teacher\nwithout actual experience or dropping him after a failure during regular\nemployment.\nAt any rate the highest efficiency cannot be possible where\n\nthere is not\n\nfree choice to employ or not to employ regardless of where the teacher’s\nhome may be or where his education has been attained. In the application\nblank of one of our fine western cities the question is asked whether the\napplicant has sought political or social influence in attempting to secure this\nposition. To do one’s best work he must know that only merit can either\nsecure or perpetuate service.\nNothing is more fundamental or vital than the attitude of the worker\ntoward the work in which he is engaged. The teacher to be at his best must\nbe in an environment which is conducive to professional spirit and growth.\nHe\n\nmust meet his daily duties with a relish and with the confidence that\n\ncomes from natural, wholesome relations with those with whom he asso¬\nciates. There are no personal qualities that teachers admire more in an\nadministrator or a supervisor than approachableness, integrity, frankness,\ndecision, and justice tempered with a sense of humor.\nTEACHER\n\nTRAINING\n\nAS\n\nRELATED\n\nTO\n\nCLASSROOM\n\nPROCEDURE\nGLADSTONE\n\nH. YEUELL,\n\nHEAD\n\nUNIVERSITY\n\nOF\n\nOF\n\nDEPARTMENT\n\nALABAMA,\n\nOF\n\nSECONDARY\n\nUNIVERSITY,\n\nEDUCATION,\n\nALA.\n\nBefore going to the University of Alabama with the purpose in mind\nof training teachers for that state I had the fortune to have spent some five\nyears at a state normal school. I say fortune, for in a sense that is the\nburden of this paper.\nHowever, let me go back a few years. Shortly after the war many new\nmovements in education began to find rather general acceptance. In fact,\nall of the current educational literature and most of the teachers’ meetings\nwere interested in the socalled newer education. Among the movements\nwhich got, and are still getting, wide publicity are the socialized recitation,\nsupervised study, and the project' and problem method.\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n625\n\nThere can be little doubt but that the educational world is thoroughly\nconvinced as to the efficacy of these methods as types of activity. Professional\nbooks are full of their technics. The young high-school teacher in train¬\ning has been bombarded on every hand with the superiority of classroom\nprocedure which employs these methods. This is well and good, so far !\nThe crux of the matter is this, as I see it: In spite of all the talk and ex¬\npended energy most high-school teachers teach just as they always did. The\nnewly trained high-school teacher insists that the textbook be memorized and\nthat questions be answered just as of yore. It is the old problem of psychol¬\nogy, theory, and practise.\nThe statement is frequently made that the best teaching is found in the\nelementary school, the next best in the secondary school, and the poorest\nin the university or college, and this generalization has much truth in it.\nThe question is, why ? I am willing to admit that there may be many factors,\nbut possibly the most important is that of controled observation and prac¬\ntise work. Up to the present in most instances the high-school teacher has\nbeen trained mainly by theory, whereas the elementary teacher has been\npretty thoroughly exposed to the training school and all that goes with it.\nI am willing to admit that socialization of classroom procedure did not\nmean much to me in a concrete way until I saw one teacher use it.\nI submit therefore the following statement: We shall not be able to\nchange classroom procedure until our trainers observe and participate in\nthe reorganized type of work. This means that the university and college\nmust take seriously the problems of the training school. I am going to give\nyou the results of a brief study made last fall. This study was confined\nto state universities and I believe that this is the situation in general.\nWhat is the number of hours of practise teaching} observation , and par¬\nticipation? An attempt was made to get in detail the number of hours which\n\nthe cadet used for observation, for socalled participation, and for actual\npractise teaching. However, the nomenclature was so varied that the only\npossible solution was to group together the gross number of hours devoted\nto this type of work. The speaker is convinced that there is practically no\nuniformity, that there is comparatively speaking very little real practise\nteaching, and that in the main the facilities for this type of work are woe¬\nfully inadequate at most state universities. Many of the men replying to\nthe questionnaire admitted that their attempts along these lines were purely\nmakeshifts and of doubtful validity. Even at the universities where there is\na university high school it appears that there is not usually space for all\nof the cadets, and recourse must be had to the surrounding country with\nvarying degrees of efficiency. Two universities admitted that they were\nstarting this type of work the present session, one expected to start in the\nnear future. Of the thirty-four attempting some phase of practise teach¬\ning the number of hours varied from six to one-hundred-eighty with the\nmedian at sixty.\nJVhere is the work\n\ndid all of their work\n\ncarried on?\n\nOf forty-two universities replying, twelve\n\non the campus,\n\ntwenty-five oft the campus,\n\nand five\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nNational\n\nEducation\n\nAssociation\n\ndid part of the practise work on the campus and part in cooperation with\ncity or county schools at varying distances from the university. When it\nit realized that practise work must usually be fitted into an already crowded\nprogram for most cadets the finding here is obvious.\nWhere\n\nis the control of practise schools vested?\n\nIt is quite possible for\n\na director of practise teaching to control conditions in a practise school\neven though he does it purely by his own ability and personality. It is,\nhowever, highly probable that unless there is some legal right on the part\nof his institution to dominate the situation that the cadet will suffer. Ten\nof the state universities in the present study absolutely control their prac¬\ntise schools directly, twenty-two do so through a city board of education,\none through a county board, eight control the schools on their campus and\ncooperate with city or county boards for their off-campus work, while one\nas yet does no practise teaching.\nThe plans used for control through city and county boards are in gen¬\neral as varied as the number of institutions carrying on this type of work.\nIn most cases this control is too slight for efficiency, though two universities\nstate that their agreements are satisfactory. Efficiency would seem to de¬\nmand that the director of practise teaching might at any time and at any\nplace so control the situation that his cadets might observe, or participate,\nor practise in such manner\n\nas would\n\nlead to their highest development\n\nas\n\nteachers, providing the interests of the children in the school are properly\ntaken into account. This would mean that the principal and teachers of the\npractise school would recognize in the director a type of authority which\nusually necessitates more than a simple cooperation of institutions.\nWho\n\ndirects practise work ? Eight out of forty state universities have\n\nwhat they call a director or supervisor of practise teaching, six use one of\nthe professors of secondary education, while thirteen turn the work over to\na professor of education. In the last case these appear to be secondary men\nthough the university does not use the special title of secondary. Eight\nuniversities use the principal of the high school for directing practise work.\nFour use the term professor of secondary education and school administra¬\ntion, specialists in academic subjects, supervisors of instruction, and Ohio\nState replies “no special title.” In one university which does practise work\nonly along vocational lines, the state directors are also responsible for prac¬\ntise work. Perhaps there is no reason why uniformity should be sought\nhere, but the writer feels that the department of secondary education should\nbe in some way directly responsible for the practise work in that department.\nTo\n\nwhom\n\nis the director of practise work\n\nin answer to this question that the men\n\nresponsible ? It was\n\nobvious\n\nreplying frequently were not sure as\n\nto responsibility. One of the major problems of school administration, par¬\nticularly of university administration, is the fixing of definite responsibility\nfor different types of work. The replies, therefore, are probably not very\naccurate.\nTwenty-five universities stated that the director of practise work was\nresponsible to the dean or head of the college, school, or department of\n\n"}
{"page": 631, "printed_page": null, "text": "Department\n\neducation. In two\n\nof Secondary\n\ncases he was\n\nSchool\n\nPrincipals\n\n627\n\nresponsible to the professor of secondary\n\neducation. In five universities the dean and professor of secondary edu¬\ncation are the same person and the responsibility is vested there. The di¬\nrector is responsible to the presidents of two universities. In three univer¬\nsities he is responsible to the head of the department of principles of educa¬\ntion, to the professor of school law and administration, or to the department\nof education faculty respectively.\nNo doubt the size of the institution should in part determine this placing\nof responsibility. As in the questions just previous the writer is of the\nopinion, however, that there should be considerable, if not complete, re¬\nsponsibility vested in the departments of secondary education.\nWho\n\nnominates\n\nthe critic teacher ? Naturally\n\nall state universities do not\n\nuse the term “critic teacher.” However, in this report the term is used in\nits wide connotation to include all those who do work of the type which\nthe critic or demonstrator is supposed to do. The speaker feels that unless\nthe university authorities have a very definite part in this selection that\npractise work is apt to be largely beyond the control of the director of this\nphase of university activity.\nOf the thirty-four universities replying to this question eight state that\nthe city superintendent nominates critic teachers. In ten cases the dean of\nthe school of education exercises that prerogative. Three universities report\nthat this function is delegated to the director of practise work, four to the\nprincipal of the training school, two to the university, and two to the city\nschoolboard. The two latter cases undoubtedly mean the college of educa¬\ntion and the city superintendent of schools respectively. In two universities\nthe dean of the college of education and the director of practise work nomi¬\nnate cooperatively. In three cases the director of practise work and the\nprincipal of the training school, the chairman of the department of the art\nof teaching and the professor of secondary education, the superintendent of\nschools and the high-school principal nominate\nWho\n\nhires critic teachers?\n\ncritic teachers.\n\nFifteen state universities hire the critic teacher\n\nentirely, eleven hire them in part. Eight institutions report that they do\nnot hire the critic teacher at all. Two hire critic teachers used on the campus\nand in part those beyond the campus limits, one hires those used on the\ncampus but not those used off the campus. In one case some of the critic\nteachers are hired by the university and some by the city board of education.\nOne institution replies that the university hires the critic teacher but that the\ncity pays the salary. This probably means that the university authorities\nnominate. As in the case of nomination above it appears that university\ncontrol and efficiency would be much enhanced if the critic teachers were\nat most hired in part by the institution using their services.\nWhat\nwhat\n\npercent\n\nof the critic teacher s salary is paid by the university , or\n\nplan is used by the institutions in paying critic teachers?\n\nWhere\n\na\n\npercentage basis is used for paying critic teachers the range is from five\npercent of the salary to fifty percent. The median is thirty-three percent,\nand the average twenty-eight percent. Other plans used are to supplement\n\n"}
{"page": 632, "printed_page": null, "text": "National\n\n628\n\nEducation\n\nAssociation\n\nthe critic teacher’s salary by $100 per year, $25 per cadet teacher, $20-$25\nper cadet, depending on the number of cadets, and the probating of the\nsalary in terms of the amount of time given to university activities.\nIf the above statement of the situation in respect to practise work is\ncorrect, I believe that the main problem in secondary education today is\nnot necessarily research, though it is badly needed ; it is not more theory,\nthough perhaps we cannot have too much ; but it is the transition into prac¬\ntise of that research and theory, which can only be brought about by\ntrained teachers who will actually do the things taught and advocated.\nThe high-school principal should raise his voice in no uncertain terms and\nthus help the secondary education departments of colleges and universities\nto persuade the proper authorities to give us the materials whereby we\nmay train teachers who will revolutionize classroom procedure.\nCHARACTER\nCHARLES\n\nA.\n\nBROWN,\n\nEDUCATION\n\nASSOCIATE\n\nSUPERINTENDENT,\n\nSCHOOLS,\n\nBIRMINGHAM,\n\nBIRMINGHAM\n\nPUBLIC\n\nALA.\n\nDevelopment of character is not a new objective in education. From\nearliest to latest of educational records, we find set up, variously stated,\naims which indicate the importance of moral training of the young. The\nwidespread interest in character education at the present time reflects uni¬\nversal agreement that ethical character is one of the most desirable results\nto be obtained. While there is practical agreement in aim and some in the\nmaterials of instruction, there is sharp division of opinion as to method of\napproach. Shall it be direct or indirect?\nIt is not the purpose of this paper to enter into the relative merits of\nthe direct or indirect method of character education, but rather to give a\nbrief statement of a plan that has been followed in the Birmingham schools\nfor the past six years — ‘‘not for the purpose of further emphasis on study¬\ning or teaching morals, but for opportunity thus offered in constantly creat¬\ning situations that call for practise. Not so much to deal directly with the\ncardinal virtues, but rather with the application of these virtues and with\nconditions conducive to their practise.”\nA character education slogan for each of the past six years has been\nadopted, usually by popular vote of the teachers, around which the cur¬\nriculum and work of the year should center. Publicity has been eagerly\nand generously given by the press through parent-teacher organizations,\nand through the children, until the whole city has become interested in\nthese slogans. Everybody has played the game with the children.\nThe first slogan, “Development of Character Through Health,” selected\nsix years ago and continuously emphasized since, as have been the succeed¬\ning slogans, is one of the major objectives of education. The emphasis was\nplaced on knowledge of the principles of healthful living, the development\nof health habits, the appreciation of the value of health, and a wholesome\nattitude toward personal and community health problems. The quality and\n\n"}
{"page": 633, "printed_page": null, "text": "Department\n\nof Secondary\n\nkind of food served in school lunchrooms\n\nSchool\n\nwere\n\nPrincipals\n\n629\n\ncarefully looked after; the\n\nmembers of the parent-teacher associations studied the subject at their\nmonthly meetings; children were not only weighed and measured, but by\nproper diet the percentage of underweight children was greatly reduced, and\nto all such children who came up to normal during the year the board of\nhealth presented certificates of health at public exercises. In our platoon\norganization physical exercise was already well organized in the schools\nunder the direction at play period of a teacher trained for physical educa¬\ntion work. In lieu of the regular monthly teachers meeting several Satur¬\nday mornings were spent in hikes by the teachers. Better attendance on the\npart of pupils and teachers during the year and a more optimistic attitude\non the part of all were evident from the records and spirit of the work.\nThe next year’s slogan, “The Development of Character Through\nSportsmanship,” suggested by the Department of Physical Education, and\nadopted by the Board of Education and by the teachers, was enthusiastically\nsupported by the children in all the schools. The president of the board of\neducation offered a handsome loving cup to the high school manifesting\nthe best spirit of sportsmanship during that and each succeeding session.\nA committee of three citizens acts as judges each year, visits the schools,\nobserves the conduct, attitude, and spirit of pupils in classrooms, lunch¬\nrooms, assembly, corridors, and on the playgrounds ; attends interschool\nathletic contests and observes the conduct of the teams and of the student\nspectators. Much interest and rivalry have developed over the contest for\nthe cup. Another of our fine citizens offered $100 each term of that year\nand since to each of the high schools to be awarded to the group making\nthe best record ; in school work as evidenced by regular and prompt at¬\ntendance, scholarship, deportment; in student activity, on school paper, in\nclub work, in athletics; and in working out the most original and success¬\nful project in the school. A committee of teachers appointed by the prin¬\ncipal, and of students appointed by the president of the student council\nand approved by the principal, acts as judges.\nThe sportsmanship slogan has given opportunity for direct and inci¬\ndental study of ethical principles involved. Considerations of its meaning\nand manifold applications were taken by the student council to each ses¬\nsion or homeroom, where general discussion was encouraged. This dis¬\ncussion and thinking was crystallized by having pupils write out the points\nwhich in their opinion should be incorporated in a sportsmanship code.\nThe resulting code, entirely the work of students in high schools, has been\nwidely published and highly commended.\nsportsman are thus set out in this code:\nA Good\n\nThe\n\ncharacteristics of a good\n\nSportsman\n\nIs Courteous\nOn the field he does not jeer at errors; he does not cheer at opponents’ penalty;\nhe treats them as guests, not as enemies.\nIn life he is respectful to elders and superiors in authority; he treats the other\nfellow as he would be treated.\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nAssociation\n\nIs Modest\nOn the field, he works for the good of the team rather than for individual honor;\nhe will even sacrifice his own prestige for his team; he is gracious as a winner.\nIn school he does not become conceited over his success, neither does he feel\nhimself superior to his classmates.\n\nIn life he does not “blow”\nwhat he has done.\n\nabout what\n\nhe is going to do; he does not boast about\n\nIs Generous\nOn\n\nthe field he applauds a good play of his opponents;\nlow the benefit of the doubt.\n\nIn school he does not “knock”\nother’s merit.\n\nhe gives the other fel¬\n\nother schools or individuals;\n\nhe appreciates\n\nan¬\n\nIn life he does not ridicule the man wTho is “down,” but encourages him. He\nis not afraid to think for himself and to voice his opinions straight-forwardly\nand clearly.\n\nIs Game\nOn the field he plays hard to win; he fights though he may already be defeated;\nhe accepts adverse decisions; he is a good loser.\nIn school he does his work, he keeps on working in the face of almost certain\nfailure. He has “the vim to think straight, the pluck to act straight.”\nIn life he does his part, however hard it may be ; he accepts reverses\nsmile and tries again.\n\nwith\n\na\n\nIs Obedient\nOn the field he observes the rules of the game.\nIn school he observes all the regulations.\nIn life he respects the civic laws and the demands\n\nIs Fair\n\nof the community.\n\n!\n\nOn the field he competes in a clean, hard-fought but friendly way; he helps\nan injured opponent; he has no alibis.\nIn school he does not waste his time nor that of the faculty; he does not copy\nhis classmate’s work; he does not receive aid from any source on examinations.\nIn life he tries to see both sides of a question; he uses no underhanded methods;\nhe is not influenced by money; he is not partial in administering justice.\n\nWe feel that some good has resulted. The presidents of state colleges\nwhose students have their annual games in Birmingham have said that the\nemphasis on true sportsmanship in the public schools has spread to their\nstudent bodies. An editorial writer who attended all the baseball games\nbetween the Birmingham team, winner of the Southern League pennant and\nthe Houston\nment :\n\nteam, winner of the Texas\n\nLeague made\n\nThe Houston fans are not nearly such good\nThey are not generous with their applause when\n\nthe following com¬\n\nsportsmen as Birmingham fans.\nan opponent makes an unusually\n\nbrilliant play. They “boo” visiting players a lot more than they do in Birming¬\nham. In the Magic City when a pitcher strikes out a good hitter with men on the\nbags, the fans applaud the pitcher for his feat; In Houston they rather lean to\nfeeding the old raspberry to the batter who has fallen down. One wonders if the\nfine sportsmanship campaign conducted for several years in our public school\nsystem hasn’t helped our Birmingham fans to appreciate the importance of sports¬\nmanship and courtesy to visiting players more than is normally the case. One\ndoesn’t unsually visit a professional baseball park to find a high degree of sports¬\nmanship in the crowd, but in Birmingham the type of sportsmanship displayed is\nunusual. The Houston fans are by no means the worst in the world, but neither\nare they in a class with Birmingham.\n\n"}
{"page": 635, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n631\n\nThe next slogan “The Development of Character through Work” gave\nopportunity for student participation in work at school, in the home, in\nindustry. In one high school the girls in the home economics building asked\nthat all janitor service in that building be left to them. In another high\nschool the boys in the shop classes removed the tops of about 500 old or\nabused desks, one room at a time, took them to the shop, and resurfaced,\nstained, and varnished them. In the elementary schools cards were sent\nto the homes on which parents were requested to grade children on home\nduties and to send reports back to the teacher. Work may or may not have\nany influence in development of character. The proper attitude is import¬\nant and one of the good ways to create proper attitude toward work is to\nwork ; the schools thus provide systematically for it and encourage the\npupils to engage in it.\n“Character Development Through Love of the Beautiful” brought many\nattractive pictures, statues, bas-reliefs into our schools ; art leagues were\norganized, and art exhibits held. School buildings became cleaner, school\nlawns and grounds more attractive ; the school environment of the children\nwas made more wholesome and stimulating.\nThe next slogan “The Development of Character through Thrift” gave\nan opportunity to conserve school supplies, to better care for free text¬\nbooks in the elementary schools, personal and public property in all schools.\nOne measure of the results of the slogan was seen in school savings ac¬\ncounts that year and the gradual increase in such accounts since. Ninetyfive percent of the pupils from the third grade through high schools have\nparticipated in banking; for the two years, the pupils have deposited over\n$300,000 and had a balance of $169,447\ning week.\n\non May\n\n18, 1929, the last bank¬\n\nThe slogan for the past year was “The Development of Character\nthrough Courtesy.” It is a difficult one to measure. The Department of\nTests and Measurements did set up a measure of courtesy in certain situa¬\ntions and did test the knowledge of all the pupils in certain acts of courtesy.\nThe board of education visited every school in the city and besides rating\ngeneral conditions, especially observed the courtesy or the lack of courtesy\non the part of the children and used brief record forms for scoring.\nFive committees\n\nfrom the P. T. A. volunteered for the same type of service.\n\nAll these reports, turned over to the Department of Tests and Measure¬\nments, indicate some progress in courtesy. To those of us who visit the\nschools from day to day this improvement is marked. Reports from the\nstreet car conductors indicate much improvement in consideration for\nothers shown by school children who ride the cars.\nThe slogan for next session announced\n\nsome time before the close of the\n\npast session is “The Development of Character Through the Study and\nLove of Nature.” The chairman of the committee and most of the members\nwho have direction of this slogan are in summer schools, working out plans\nfor the session. The\n\nboard of education appointed a fine woman\n\nof the\n\n"}
{"page": 636, "printed_page": null, "text": "632\n\nNational\n\nEducation\n\nAssociation\n\ncity whose special knowledge and interest in this field are widely recognized\nin our city. Keen interest is manifest in many ways.\nWhat the results will be we do not know, but this systematic effort to\nhave the children do something that will have a tendency to develop and\nstrengthen their character has met\n\nwith the cordial approval of school\n\npatrons and friends.”\nThe following is a formulation of principles recognized in our plan :\n1. People\n\nare more\n\nessentially doers than knowers\n\nor thinkers.\n\n2. Character is known as a matter of action: the habitual performance of cer¬\ntain kinds of deeds rather than others. To learn to know these deeds the pupil\nmust begin to do them.\n3. The influence of personal leadership and example is a very potent factor in\nthe development of attitudes and mind sets leading to right actions.\n4. The environment surrounding the child at school is also a powerful factor\nin the development of these attitudes.\n5. Any program of character education that places a strain on the honesty of\npupils by having them report their progress for credit promotes a lack of honesty\nand truthfulness.\n\n1 hese principles suggest : ( 1 ) The highest type of leadership in prin¬\ncipals and teachers; (2) a school environment that is clean, wholesome\nand stimulating; (3) the socialization of the school program in studies\nand through extracurriculum activities; (4) singling out one field of work\nor character trait at a time for more intensive emphasis, working out\nplans of activity for this field and making the whole school program a\nlaboratory and practise ground for its development; having always in mind\nthe warning against the adoption of artificial progress-rating schemes of\ncharacter education. Someone has said “School life should be organized\naround the idea that all are expected to make a free offering of their best\nto the progress of the class and the school and through these of the larger\ncommunity.,,\n\n"}
{"page": 637, "printed_page": null, "text": "The Department\n\nof Social Studies\n\n"}
{"page": 638, "printed_page": null, "text": "The department of social studies was for¬\n\nmerly the National Council for the Social\nStudies and was created as a Department of the\nNational Education Association by the Board of Di¬\nrectors at the Indianapolis meeting of the Associa¬\ntion in 1925.\nThe officers of the Department of Social Studies\nfor the year 1929-30 are: President , A. C. Krey,\nProfessor of History, University of Minnesota, Min¬\nneapolis, Minn.; First Vicepresident , Edgar Daw¬\nson, Professor of Political Science and History,\nHunter College, New York City; Second Vicepresident, R. M. Tryon, Professor of Teaching of History,\nUniversity of Chicago, Chicago, Ill.; SecretaryTreasurer, Bessie L. Pierce, Associate Professor of\nHistory, University of Chicago, Chicago, Ill. ; Board\nof Directors , A. E. McKinley, Professor of History,\nUniversity of Pennsylvania, Philadelphia, Pa. ; J. M.\nGambrill, Professor of History, Teachers College,\nColumbia University, New York City. Facts relat¬\ning to the establishment of this Department and the\nrecord of meetings are found in earlier Proceedings\nas follows :\n1926:652-663\n\n1927:679-695\n\n1928:651-654\n\n[ 634 ]\n\n"}
{"page": 639, "printed_page": null, "text": "NEW\n\nINTEREST\nHISPANIC\n\nA.\n\nCURTIS\n\nIN\n\nTHE\n\nTEACHING\n\nAMERICAN\n\nWILGUS,\n\nAND\n\nSTUDY\n\nOF\n\nHISTORY— ABSTRACT\n\nPROFESSOR\n\nOF\n\nHISTORY,\n\nCAROLINA,\n\nCOLUMBIA,\n\nUNIVERSITY\n\nOF\n\nSOUTH\n\nS. C.\n\nThe rise of this new interest is due to a number of reasons. The World\nWar\n\nturned the American\n\nmind to international affairs and centered\n\nparticular attention upon our increasing political, social, intellectual,\nand commercial relations with our neighbors in this hemisphere. The treaty\nof Versailles called attention in a new way to the Monroe Doctrine and\nsuggested new interpretations and limitations. The recrudescence of PanAmericanism since the War has concentrated new attention upon Hispanic\nAmerica. And finally President Hoover’s recent friendly visit to Hispanic\nAmerica emphasized our growing interest in the territories south of the\nRio Grande.\nIt was about thirty-four years ago that pioneer work was done in the\nteaching of Spanish American and Portuguese American history in the\nschools of higher learning in the United States.1 In 1895 Professor Bernard\nMoses of the University of California offered a course in “Spanish American\nHistory and Institutions.” Ten years later (1904-05) the University of\nTexas began a course on Spanish colonization and in the same academic\nyear Columbia\n\nUniversity\n\nannounced\n\na course\n\ndealing with\n\nSpanish\n\nAmerica. In 1909 the University of Illinois commenced a course in gen¬\neral Hispanic American History. Harvard offered its first course in 1915.\nWithin the next two years such schools as Brown University, University\nof Colorado, University of Indiana, Notre Dame, University of North\nCarolina, Northwestern University, University of Pennsylvania, Goucher,\nand others began to offer courses touching upon Hispanic American history.\nBy 1918 interest in the field had increased to such an extent that the\nHispanic\n\nAmerican\n\nHistorical\n\nReview\n\nwas\n\nfounded\n\nto meet\n\nteachers and students of the subject. In its first number\n\nthe needs of\n\nthe editor, Dr.\n\nJames A. Robertson, reported that twelve Ph. D. theses were in prepara¬\ntion in this country in the field of Hispanic American History, that three\nmore such theses were in press, and that one other was about to go to press.\nThe teaching of Hispanic American history like that of some other sub¬\njects must grow downward from the college and university into the lower\nranks of the educational system. This will not be a rapid growth in all\nprobability, but it should be a steady and a certain growth. All of us will\nlive to see the readjustment of the curriculum to meet this demand for\nHispanic American instruction, for if interest in the subject continues to\nincrease in the next ten years as it has in the past ten years, it is destined\nto find a permanent place in all of our educational institutions. Such a\nconsummation is devoutly to be wished.\n\n1 Hispanic\n\nAmerican\n\nHistorical Review,\n\n7:352-3.\n\n[ 635 ]\n\nAugust,\n\n1927.\n\n"}
{"page": 640, "printed_page": null, "text": "National\n\n636\n\nEducation\n\nAssociation\n\nTHE PROFESSIONAL PREPARATION OF JUNIOR AND\nSENIOR HIGH-SCHOOL TEACHERS OF HISTORY AND\nTHE OTHER SOCIAL STUDIES IN ALABAMA— ABSTRACT\nB. L. PARKINSON,\n\nDIRECTOR\nOF\n\nOF\n\nTEACHER\n\nEDUCATION,\n\nTRAINING,\n\nMONTGOMERY,\n\nSTATE\n\nDEPARTMENT\n\nALA.\n\nAlabama’s plan of teacher certification declares a senior high-school\nteacher professionally prepared when he has the following minimum\ntraining: baccalaureate degree from a standard four-year college or uni¬\nversity with an academic major of twenty-four semester hours; an academic\nminor of eighteen semester hours; and eighteen hours in education, three\nof which must be in directed observation and practise-teaching. It de¬\nclares a junior high-school teacher professionally prepared when he has\ngraduated from one of the two-year state normal schools having pursued\nthe curriculum designed to prepare junior high-school teachers.\nWhere do Alabama high-school teachers receive their professional prep¬\naration? What higher institutions prepare them for their work in the\nhigh schools of the state? The total responsibility of giving Alabama’s\npresent high-school teaching staff the preparation that it now has was\nshared by four groups of institutions as follows:\nEight degree-granting four-year higher institutions of learning located\nin Alabama .\n\n47 percent\n\nAll degree-granting four-year institutions located outside of Alabama..\nAlabama normal schools .\n\n24 percent\n25 percent\n\nOut-of-state\n\n+ percent\n\nnormal\n\nTotal\n\nschools .\n\nresponsibility .\n\n100 percent\n\nOf the total training provided by four-year colleges and universities\nlocated in Alabama, state supported institutions gave fifty-seven percent of\nthe preparation as compared with forty-three percent given by denomina¬\ntional colleges.\nInservice growth of Alabama high-school teachers is provided for through\nsummer schools, extension classes, and reading circles. In the sesssion of\n1928-29 more than three-fourths of the high-school teaching staff of the\nstate were enroled in one or the other of these three groups to promote pro¬\nfessional growth of teachers while in service.\n\nMODERN\nNANCY\n\nTENDENCIES IN RELATION\nSTUDIES— ABSTRACT\nMILES\n\nBATMAN,\n\nEASTERN\n\nHEAD\n\nJUNIOR\n\nOF\n\nHIGH\n\nDEPARTMENT\nSCHOOL,\n\nTO\nOF\n\nTHE\nSOCIAL\n\nLOUISVILLE,\n\nSOCIAL\nSTUDIES,\n\nKY.\n\nThe tendencies of the modern world are towards ( 1 ) the merger idea\nor system; (2) socialization of the masses; (3) heeding of the adolescent\nchild; (4) practicability of training; (5) science.\n\n"}
{"page": 641, "printed_page": null, "text": "The\n\nWhat\n\nDepartment\n\nrelation do these world\n\nof Social\n\nStudies\n\n637\n\ntendencies have to the social studies?\n\nFirst, I shall illustrate the merger idea prevailing in the world of today.\nSocial studies is a combination of history, civics, geography, and economics.\nOne cannot be taught without trespassing on the premises of the other.\nSo the merger idea has been adopted in the educational world in order to\nprevent an overlapping of the subject material with the consequent loss of\ninterest on the part of the student as well as economizing his time and\neffort.\nA second tendency in the world of today is toward social efficiency.\nEmphasis is being placed upon preparation for social service, to help in the\ngeneral welfare, to be aware of civic and moral responsibility, to desire and\nto be able to cooperate with one’s fellowmen.\nHow does this socializing of the world relate itself to the social studies?\nVery clearly, through the study of government and history. The study\nof these aids the student to understand the meaning of social service. The\nbasis of education for citizenship is to broaden the group spirit. The study\nof history makes intelligent voters. History inspires ideals of social service\nand unselfishness.\nA third tendency of the new world order is the attention given to the\nadolescent child. Formerly, a lawbreaker of youthful age and experience\nwas placed in the same jail or penitentiary with a lawbreaker older in age\nand experience, and the young sinner emerged from confinement with an\nold head on young shoulders. Now the juvenile court takes care of the\nyouth. Formerly, a child of tender years did the same amount of work,\nworking the same number of hours as did an adult. Society as a whole\nsuffered. Now^ the child labor laws in many states look after the welfare\nof the junior citizen. It did not occur to people that a healthy, happy\nchild is a good business proposition ; that sickly, undernourished and im¬\nmoral children become citizens who must be reckoned with in the future\nof the community. Now many cities provide parks, playgrounds, libraries,\nmuseums, and art galleries and furnish free band concerts and public dance\nhalls.\nA fourth tendency of the modern world is the practicability of training.\nBefore the war, children were taught to be seen and not heard ; they were\nnot taught to reason out a situation. The school world and the business\nworld\n\nseemed\n\nas far apart as the north and south poles. Even\n\na hard-\n\nheaded business man of pre-wTar days assumed that an employee just out\nof school must go through a period, long or short, of adjustment to the\nnew environs; a sort of apprenticeship, a relic of the guild system of the\nmiddle ages. Due to Commander Byrd’s flying trips we know that the\nnorth and south poles are not so very different ; neither is the business world\nso very different from the school world. An individual should emerge\nfrom the school environment\nmunity.\n\nand fit comfortably\n\ninto the business com¬\n\nThe last and most interesting tendency of the modern world is the scien¬\ntific aspect. This is the age of exploration and research in religion, medi-\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\ncine, food supply, prehistoric life, work, and psycholog}*. History, to be\nworth anything at all, must be scientific. We must accept much of what\nis commonly called history as fiction, pleasant, perhaps, but not true. His¬\ntory is as much a science as chemistry or mathematics. The historian must\ncombine or add just as conscientiously as either chemist or mathematician\nif he truly desires to obtain man’s real story on this earth.\n\nSOCIAL\nC. C. BALL,\n\nSTUDIES IX THE SAX AXTOXIO\nHIGH SCHOOLS— ABSTRACT\nDIRECTOR\n\nOF\n\nJUNIOR\n\nEDUCATION,\n\nSAN\n\nJUNIOR\n\nANTONIO,\n\nTEXAS\n\nTeachers of history, geography, and civics in past years have been too\nmuch inclined to think in terms of their subjects, and too little about the\neffect their teaching is going to have on the lives of boys and girls. The\nessential thing in teaching social studies is not the imparting of knowledge,\nvaluable as that may be, but the developing of desirable attitudes toward,\nand understanding of, the institutions and conditions of modern life. It\nlittle behooves a citizen to be familiar with the facts and events of history,\nif he fails to comprehend the significance of his own times.\nCourses of study in the social studies have been based, in the past, chiefly\non subiectmatter found in textbooks, and textbook writers have formed\nthe habit of including in their texts factual material usually considered of\nsufficient importance to teach to the young, without special regard to\nwhether or not the facts presented and discussed bore any particular relation\nto conditions and institutions with which the average citizen comes in con¬\ntact, and which he should understand. In other words, history textbooks\nare written from the point of view of the historian, rather than from the\npoint of view of the average citizen.\nThe situation must be reversed. The child — the citizen — must be the\nflrst and main consideration, and subiectmatter to be taught him must be\nselected because it will serve a definite purpose in producing predetermined\neffects in his life.\nGeneral and specific objectives, attainable by children, must be set up,\nthen subjectmatter chosen which will develop in the child those desirable\nattitudes and comprehensions which we have determined upon. Searching\nfor material to produce a given result may take us into any or all of the\nfields of social studies — history, geography, government,\n\neconomics, soci¬\n\nolog}* — it matters not just so we reach our objective.\nSpecial methods of teaching are necessary to make such a plan successful.\nAn adequate library, suited to the varying needs of children ; a teaching\nprocedure based on a sympathetic understanding of child needs ; a procedure\nmaking use of some kind of directed study technic, which will change the\nchild from a lesson learner to a seeker after knowledge, and the teacher\nfrom a taskmaster to a sympathetic guide and leader.\n\n"}
{"page": 643, "printed_page": null, "text": "The\n\nTHE\nGLADYS\n\nDepartment\n\nof Social\n\nX EH7 SPA PER AS A FORCE IX THE\nWORLD— ABSTRACT\nBOYIXGTON,\n\nINSTRUCTOR\n\nCOLLEGE\n\nFOR\n\nWOMEN,\n\nIN\n\n639\n\nStudies\n\nEDUCATION,\nGREENSBORO,\n\nCHAXG1XG\nNORTH\n\nCAROLINA\n\nN. C.\n\nDuring the past ten years we have been watching the evolution of world\nunderstanding and are coming to realize that modern international life is\nbased on relations worked out between peoples, not between sovereigns or\nstates. As a result public opinion will come to replace secret diplomacy\nand the press is the instrument through which this will be made possible.\nWe saw democracy reach a milestone when, as a result of the pressure of\npublic opinion, the British and American governments signed the Kellogg\nPact. Today we are watching the spread of the term, “outlawry of war\nand the press is the greatest force in forwarding or retarding this ideal.\nA knowledge of the influence of the press in the past is necessary if we\nare to develop a reading public that will be more interested in constructive\narticles than in sensational dispatches predicting war or stressing political\ndifferences.\nThe research workers are continually separating the wheat from the\nchaff and showing us the part propaganda plays in influencing public\nopinion. We ask ourselves what can be done to keep the newspaper readers\nand the newspaper makers of tomorrow from repeating the mistakes of\nyesterday and today.\nThe activities of the press itself are a most hopeful sign. The exchange\nof professors of journalism and the visits of American and British editors,\nfostered by the Carnegie Foundation, should do much to establish the rela¬\ntions which will make possible the ideals of the new world.\nThe bulletin of Public Opinion , published by the State Department of\nEducation of Maryland, contains excellent material for an understanding\nof the press. But we need to go much farther and make this study of the\n“Fourth Estate' an integral part of every year’s work. It is only through\nactual experience in reading several newspapers that students will become\ncritical readers and acquire “that tolerant understanding of presentday\nactivities and problems such as will dispose them to leaven the public opinion\nof .America in the coming years.\"\nNumerous activities need to be provided so that students will learn the\nproblems of the press through experience. Sufficient use should be made\nof various papers to enable students to set up a criterion by which they will\nbe able to judge the papers they wish to read.\nWhat are some of the tests that can be applied ? What are some of the\nactivities that can be provided ?\nOne of the most obvious tests is that of the appearance of the paper, for\nthe external dress, like that of an individual, often indicates the personality\nof the paper. A comparison of the several papers based on the standards\ngiven by Lucy Salmon in “The Newspaper\nfurnish material for a tentative opinion.\n\nand the Historian\n\nshould\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNational\n\nEducation\n\nAssociation\n\nCertain habits of examining articles need to be established such as look¬\ning for the source of information, seeing where the dispatch was filed, look¬\ning for the name of the correspondent, and the name of the press service.\nThese are only a few of the types of activities that can be used in the\nstudy of the press, a study that is of paramount importance if we are to\nhave a public that will let the newspaper makers who speak as though what\nthey said of foreign peoples could not be heard beyond our own boundaries,\nfeel an honest resentment.\nA referendum is going on every day in the American press. We may\nhope by creating an intelligent reading public to influence that press so\nthat it may really serve as a true guide to its millions of readers, and become\na force in the changing world.\n\nTRAINING FOR CITIZENSHIP THROUGH EARLY\nEUROPEAN HISTORY— ABSTRACT\nFLORENCE\n\nBERND,\n\nINSTRUCTOR\nBOYS,\n\nIN\n\nHISTORY,\n\nMACON,\n\nLANIER\n\nHIGH\n\nSCHOOL\n\nFOR\n\nGA.\n\nThe ancients recognized the influence that comes from accurate ac¬\nquaintance with accepted institutions. Lycurgus refused to have his laws\nwritten except on memory. Every school boy at Rome had to learn the\nLaws of the Twelve Tables. To be sure, the task in Sparta was not\narduous, for “men of few words require but few laws,” and in Rome bronze\ntablets in the Forum minimized efforts in mastering the work of the decem¬\nvirs. Even in little medieval Lindau this method still prevails for every¬\none entering the tiny townhall is confronted with the Ten Commandments.\nIn line with such precedents there is consistent and persistent teaching\nof the principles of our government as set forth in the Constitution, not as\nhas been sometimes done in the past when man’s inhumanity “made count¬\nless thousands mourn” by memorizing it “line upon line and precept upon\nprecept,” but by so integrating it with whatever may be in hand as to make\nit an honored and respected intimate.\nThis may come with the very beginning of the oriental world. The\ninitial step into its civilized life brings contact with some sort of orderly\norganization. Immediately this suggests the question, What is government ?\nWhy is it necessary? What is the best type? The search for a standard\nleads to the opening lines of the Declaration of Independence and the\npreamble of the Constitution. The decision comes that every human\nbeing — and with some\n\nreservations every living creature — is entitled to\n\n“life, liberty and the pursuit of happiness,” and that to insure these it is\nnecessary to provide for union, justice, tranquillity, common defense, and\ngeneral welfare for the purpose of developing each to his utmost. Here it\nis likewise pointed out that along with rights go corresponding duties. With\nthis as a measuring rod the various governments are tested as they arise.\nFor instance, take early Babylonia. Under Hammurabi there was security,\nfor the invader was driven out, a legal code promoted justice, dikes and\n\n"}
{"page": 645, "printed_page": null, "text": "The\n\nDepartment\n\nof Social\n\nStudies\n641\n\ncanals provided for general welfare, but there was no liberty, for one man's\nwill was paramount over all and the law made distinction between rich\nand poor.\nThere are endless instances for presentation of other points. The two\nkings at Sparta lead to a discussion of checks and balances in our con¬\nstitution ; the protective power of the tribune recalls the right of appeal, its\nuse and abuse ; the provisions of the Magna Carta relate themselves to the\nquestion of taxation and the right of fair and speedy trial. Solon’s freeing\nof debtor slaves suggests the amendments that followed our civil war, while\nAthenian division into property classes corresponds in a measure to the plan\nof our income tax. Mohammed's injunction against strong drink invites\ninquiry into the problem of the eighteenth amendment ; the duty of the\ncensors and the Doomsday book are in line with the reapportionment bill\nand the vital and varied importance of the census.\nThe whole process of the history course is concerned with the develop¬\nment of character. Whether it is the loyalty of the Hindu Savitri redeem¬\ning Satyavan from seemingly relentless death, or that of the Spartans\nrefusing to survive Thermopylae, whether it is the courage that sustained\nthe burgers of Calais or that of the old blind king of Bohemia at Crecy —\nthese and countless others drive home the lesson of high-hearted life.\nStudents are also required to learn certain significant passages, as for\ninstance the ringing words of Homer,\n\n“Hateful\n\nto me as are the gates of\nhell is he who hiding one thing in his heart utters another,'' Pindar’s “Arm\nthy tongue with truth,” Alcaeus’ “What constitutes a state? \", Terence's\n“I am a man and nothing human is alien to me,” Marcus Aurelius’ “As\nemperor I am a Roman but as a man my country is the world.” These,\ntoo, furnish a basis for profitable discussion.\nIt is not likely that all desirable subjects can be considered in any one\nterm. Care must be taken to avoid crowding or confusion or a tendency\nto obscure the fact that the subject in hand is early European history. Nor\ncan the same amount or procedure apply to even* group for “The poor we\nhave with us always.” Furthermore, association must follow normally\neither from some statement in the text or in the parallel. Any forced\nissue would destroy the significance which comes from making it clear that\nhuman nature has been the same in all ages, that the problems of today\ndiffer from those of the past in degree and complexity rather than in funda¬\nmentals, and that shouldering one's part of the world’s work\nnot so much a matter of duty as of desire.\n\nSECRETARY'S\n\nshould seem\n\nMINUTES\n\nFirst Session, July 1, 2 P. M.\nThe\n\nfirst session of the meeting\n\nof the Department\n\nof Social Studies was\n\nMonday, July 1, at 2 p. m. in the Trinity Methodist Church Auditorium.\nsor W. O. Payne of the University of Georgia presided. The program\nfollows:\n\nheld\n\nProfes¬\nwas as\n\n"}
{"page": 646, "printed_page": null, "text": "642\n\nNew\n\nNational\n\nInterest In The\n\nTeaching\n\nA. Curtis Wilgus,\nlumbia, S. C.\nThe\n\nProfessional\n\nEducation\n\nAnd\n\nProfessor\n\nPreparation\n\nAssociation\n\nStudy Of Hispanic\n\nAmerican\n\nof History, University\n\nOf Junior And\n\nHistory\n\nof South\n\nSenior High\n\nCarolina, Co¬\n\nSchool Teachers\n\nHistory And The Other Social Studies In Alabama\nB. L. Parkinson, Director of Teacher Training, State Department\ncation, Montgomery, Ala.\nModern Tendencies In Relation To The Social Studies\nNancy Miles Batman, Head of the Department\nJunior High School, Louisville, Ky.\n\nOf\n\nof Edu¬\n\nof Social Studies, Eastern\n\nSecond Session\nThis session was held Tuesday,\nAuditorium. Mr. J. B. Barron,\ndresses were delivered:\n\nJuly 2, at 2 p. m. in the Trinity Methodist\nAtlanta, Georgia,\n\npresided.\n\nThe\n\nChurch\n\nfollowing\n\nad¬\n\nSocial Studies In The Junior High Schools Of San Antonio, Texas\nC. C. Ball, Director of Junior Education, Public Schools, San Antonio, Texas\nThe\n\nNewspaper As A Force In The Changing World\nGladys Boyington, Instructor in Education, North\nWomen, Greensboro, N. C.\n\nCarolina\n\nTraining For Citizenship Through Early European History\nFlorence Bernd, Head of the History Department, Lanier\nBoys, Macon,\n\nHigh\n\nCollege\n\nfor\n\nSchool for\n\nGa.\n\nAt the Business Session the officers for the present year were continued. An¬\nnouncements were made as to the activities and publications of the Department of\nSocial Studies.\n\n"}
{"page": 647, "printed_page": null, "text": "The Department\n\nof Superintendence\n\n"}
{"page": 648, "printed_page": null, "text": "The department of superintendence — At the\n\nmeeting of the National Teachers’ Association\nin Harrisburg, Pa., 1865, the state and city\nsuperintendents present decided to form an organ¬\nization, 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 Na¬\ntional Association of School Superintendents. Nine\nstates and twenty cities were represented.\nIn 1870, the National Association of School Super¬\nintendents merged into the National Education As¬\nsociation as a Department. Following a change in\nthe Bylaws of the Association, adopted in 1921, the\nDepartment was reorganized under a new constitu¬\ntion, with a full-time secretary. It publishes a re¬\nport of its annual meeting and a yearbook which are\nsent only to members.\nThe officers of the Department for the year 192930 are: President , Frank Cody, Superintendent of\nSchools, Detroit, Mich. ; First Vicepresident , Frank\nD. Boynton, Superintendent of Schools, Ithaca,\nN. Y. ; Second Vicepresident , Norman R. Crozier,\nSuperintendent of Schools, Dallas, Texas : Executive\nSecretary , S. D. Shankland, 1201 16th St., N. W.,\nWashington, D. C. ; Executive Committee , E. E.\nLewis, Professor of School Administration, Ohio\nState University, Columbus, Ohio (Term expires\n1930) ; Frank M. Underwood, District Superintend¬\nent of Schools, St. Louis, Mo. (Term expires 1931) ;\nPaul C. Stetson, Superintendent of Schools, Dayton,\nOhio (Term expires 1932) ; David E. Weglein, Su¬\nperintendent of Schools, Baltimore, Md. (Term ex¬\npires 1933). Facts relating to the establishment of\nthis 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\n1898:303-489\n\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\n1908:129-329\n1909:159-232\n[ 644]\n\n1910:143-307\n1911:161-331\n1912:329-499\n1913: 99-355\n1914:133-293\n1915:253-527\n1916:895-1099\n1917:661-853\n1918:473-685\n1919:483-675\n\n1920: 407-537\n1921: 679-851\n1922:1295-1465\n1923: 881-1025\n1924: 803-963\n1925: 633-863\n1926: 663-838\n1927: 697-871\n1928: 655-830\n\n"}
{"page": 649, "printed_page": null, "text": "ADDRESS\nCLARA\n\nTAGG\n\nBREWER,\n\nOF WELCOME\n\nMEMBER,\n\nCLEVELAND\n\nBOARD\n\nOF\n\nEDUCATION\n\nThe city of Cleveland welcomes the Department of Superintendence of\n\nthe National Education Association. That you should choose this city\nthree times in ten years as a meeting place is a compliment that adds to\nour worthy civic pride. We are convinced that our lives in Cleveland are\ncast in pleasant places, and we believe you will find this city a delightful\nplace to visit.\nI need not remind you that Cleveland is commercially, financially, and\nindustrially important. We, also, have an intellectual and cultural life in\nwhich we take much satisfaction. As you go about the city this week, I\n\nbelieve you will be conscious both of our industrial importance and our cul¬\ntural traditions. This is a city that loves art, music, and learning, and there\nare manifestations of our affection in our museums, our Cleveland orchestra,\nour great public library which reaches out to quicken the life of every\nneighborhood, and our schools and colleges.\nMany conventions come to Cleveland. This very hall was built, in part,\nfor their accommodation. We are especially pleased when this kind of con¬\nvention comes to Cleveland because we believe that you are going to inspire\nand energize us. Frankly, we expect to profit from the spiritual and in¬\ntellectual stimulation of these meetings.\nIn the field of education, all is not perfect with us. We have heard here\nin Cleveland the echoes of rumblings of discontent in the country at large,\nand we have some peculiar rumblings of our own.\nSince that January day when I took office, eleven years ago, as a member\nof the Cleveland Board of Education, I have seen the art of education, with\nthe rise of psychological tests and measurements, take on some of the dis¬\ntinguishing characteristics of a science. We are using homogeneous\ngrouping and special schools for those children who deviate from the normal.\nToday in the United States one dollar out of every ten in our national in¬\ncome goes for some public purpose — national, state, or local. That all of\nour people should accept the new burden with enthusiasm is more than we\nshould expect. The forces released by discovery and invention have woven\na complex pattern of existence with breath-taking swiftness. It is not much\nmore than half a century since the state, for the first time, committed itself\nto the education of the entire population at public expense. The conse¬\nquences of that momentous decision are continuing to unfold in a manner\nwhich our parents could not foresee, and perhaps the generation that is pass¬\ning will not accept all of those consequences with complacency.\nWe may find a grain of consolation in surveying the rest of the world.\nWe are spending only half as much for public purposes, in proportion to\nincome, as Great Britain, or France, or Italy, or any other first-class nation.\nAs the growth of population and wealth makes our once simple rural civiliza¬\ntion more and more complex, we must cope with social and industrial prob¬\nlems which older nations already have encountered, and we must pay the\nfull price.\nMy own belief is that this nation is rich enough to afford anything it\n[645 3\n\n"}
{"page": 650, "printed_page": null, "text": "646\n\nNational\n\ngenuinely wants.\n\nAnd\n\nEducation\n\nAssociation\n\nI believe it wants education.\n\nIn Cleveland, at\n\nleast, under a non-political school administration, the people have had con¬\nfidence in their schools and have loyally supported them. If we merit that\nconfidence, it is because we have tried to give the community the best educa¬\ntion we knew how to give with the money available.\nYou will be told many times this week that you are the saviors of the\nnation, that the destiny of American civilization is in your hands, that your\ncause is a holy one. These assurances will be flattering to your ears, but I\nbeg you not to be misled by them. If I may presume so far, I urge you to\nput away personal ambition. Does your city actually need a bigger and\nmore expensive high school than your rival city, or do you advocate it to\nflatter local pride ? As much as you would like to go in for all the modern\nrefinements, with special schools and special classes, can your community\nafford them ? I believe that what is sound in education, eventually will win\nthe support of the people, but you must take the people with you. If you\ngo too fast, you jeopardize the cause of true education, not only in your\nown community, but in the country as a whole.\nN ou will need a historic perspective of education. You will need a real¬\nistic sense of the relative importance of the public school in community life.\nTo you who are very properly enthusiasts, education will seem to be the\nmost important thing in the world. I do not say that it is not. But you\nmust not blind your eyes to the pressing problems of other individuals and\ngroups. You must understand the psychology of the man with a mortgage\non his home, and the plight of a hard-pressed industry fighting for existence.\nYour community has a right to expect that you will be able to interpret your\ntax rates and your tax duplicates in broad social terms ; that you will know\nhow to see that a dollar’s worth of value is obtained for every dollar spent\nfor purposes of education.\nThe future of education in this country is tied to no teaching method,\nhowever useful it may be, to no type of organization, and to no psychological\ndiscovery. Methods and devices come and go. Administration and man¬\nagement are eternal. On that side must you succeed by managing wisely\nwith the resources available, keeping within the limits of what your com¬\nmunities expect of you, while working patiently and persistently to induce\nthem to set their aims higher.\nI hope you 'will not think that these remarks have tempered the warmth\nof our welcome. The welcome is genuine and sincere. You are welcome in\nour city and in our schools. We have attempted no elaborate exposition of\neducation in Cleveland for your edification. Our schools are their own\nexposition. You will find them in session this week as usual, and you are\ninvited by every principal and teacher to go where you will, see what you\nwish to see, ask any questions you care to ask. You will see the best we\nhave — and the worst. We have nothing to conceal and no apologies to offer.\nWe, in Cleveland, will remember this week for a long time to come as a\nhappy and inspiring interlude in our lives. We hope when your last meet¬\ning has been adjourned and you have returned to your homes, that you will\nhold us so firm in your affections that you will wish to come here again.\n\n"}
{"page": 651, "printed_page": null, "text": "Department\n\nEDUCATION:\nFRANK\n\nD.\n\nBOYNTON,\n\n647\n\nof Superintendence\n\nWHAT\nPRESIDENT\n\nPROGRAM\nOF\n\nTHE\n\n?\n\nWHAT\n\nDEPARTMENT\n\nTENDENCE\nOF THE NATIONAL EDUCATION ASSOCIATION,\nINTENDENT OF SCHOOLS, ITHACA, NEW YORK\n\nPRICE?\nOF\n\nSUPERIN¬\n\nAND\n\nSUPER¬\n\nIT would be impossible for anyone with a spark of imagination to stand\n\nunmoved before this assemblage. We are gathered here from the four\ncorners of this great republic, adventurers in the continuously creative\nenterprise of developing and perfecting the American public school. Four\ndays are to be devoted to the consideration of this fundamental proposition.\nIf as a result we return to our classrooms and offices with a clearer vision\nof the meaning\n\nof our tasks, a firmer grip upon the practical methods\n\nby\n\nwhich the end sought is to be attained, a renewed courage, and determina¬\ntion to achieve, then this meeting will have served its purpose.\nBut before we enter upon the quest for the best practical means for secur¬\ning these ends, let us look for a little at the thesis which we have chosen as\nthe central theme for this convention, “How can the public schools better\nserve democracy , increasingly produce a higher type of citizen ?” In this\none terse sentence we are calling public attention to the ultimate goal of\nAmerican education, stating a major objective of the church, and expressing\nthe hope of good citizens everywhere.\nRecognition\n\nof the value of the work\n\nof our public schools by great\n\nleaders is not lacking. President-elect Herbert Hoover says: “The progress\nof the race is upon the marching feet of healthy, instructed children,” and\nthat “if we w^ere to suppress our educational system for a single generation\nthe equipment would decay, the most of our people would die of starvation,\nand intellectually and spiritually we would slip back four thousand years in\nhuman progress.” About a year ago, Roger Babson, set down to the credit\nof the American public school system the following credit-results.\nMr. Babson says:\nDuring the past twenty years the public schools have practically eliminated\nilliteracy and materially raised the general level of intelligence.\nThey have supervised the health and safety of the nation’s children to a much\ngreater extent than ever before and to their great good.\nThey have absorbed the great flood of immigration which inundated the country,\nand kept it American.\nThrough courses in vocational education, they have prepared young people for\nspecific trades and have increased the earning power of those thus educated.\nOur great advance in material prosperity can be ascribed in part to the higher\neducational levels and thinking to which the work of the public schools has raised\nthe masses.\n\nQuotations of like import could be multiplied indefinitely. But the im¬\nportant thing to know is not that the service of the school is valuable, but\nhow valuable it is. What measure of value can be applied to an institution\nthat has practically banished illiteracy; looked after the physical wellbeing\n\n"}
{"page": 652, "printed_page": null, "text": "648\n\nNational\n\nEducation\n\nAssociation\n\nof twenty-five million children; raised the level of living and thinking; in¬\ncreased the earning and purchasing power of the worker, thereby creating\nand building up a home market which consumes ninety percent of the prod¬\nuct of farm and factory ; and despite the flood of immigration kept the nation\nAmerican? He is a brave man, or a fool, who ventures to place a money\nvalue upon such a service.\nNo considerable fraction of the public would deny the desirability of\npublic education or the right of every child to some amount and some kind\nof education. The question is not “Shall we have public education at public\nexpense?” That question is settled permanently. The question is rather\n“How much education and what kind shall we have and how much shall\nwe pay for it?”\n\n“Are we trying to buy too much\n\nand too many\n\nkinds for\n\ntoo many people, and are we paying too much for what we are getting?”\nThese are the questions the critics of the schools are asking. For it has be¬\ncome the fashion of late for certain speakers and writers on taxation and\npublic expenditures to point an admonishing finger at the steadily rising\ncost of public education, questioning the value of much that has gone to\nenrich the curriculum, and leading the taxpayer to regard himself as the\nvictim of ruthless exploitation at the hands of the professional educator.\nBut who is it that bewails the high cost of public education, declaring\nthat we are trying to teach too many people too many things ; whose heart is\nit that so yearns with sympathy for the over-burdened taxpayer and who\nsees in the reduction of school costs the easiest road to his relief ? Is it the\nworking man living in a small rented home striving to support a large\nfamily on a small income and struggling against the approaching day when\nhis older children must give up school and join the ranks of the wage earn¬\ners ? Is it the less numerous middle-class worker, owning his modest home,\nwhose children can look forward with a fair degree of assurance to attend¬\ning the high school for a season ? No, not these. They know that in edu¬\ncation lies the hope of realizing for their children what circumstances have\ndenied themselves; that through the American public school runs the\nstraightest road to success and a more\nwealth.\n\nequal distribution of the world’s\n\nWho is it, then, that wishes to curtail the school budget and reduce the\nopportunities offered accordingly? It is that small but powerful and active\nclass, made up in part of those who believe apparently that education, above\nthe line of illiteracy, is the exclusive right of a few select souls and who\nclaim it for their own by a sort of divine right bestowed by heredity and\nwealth, forgetting that they themselves and their prestige are the product\nof that democracy which they now desire to strangle ; a class made up in\npart of these, and in part, also, of those gold-greedy go-getters who have\nalways been willing to rob childhood of its birthright and to coin it into\ncoupons, in order that, with unconscious irony, they may build monuments\nto themselves upon college campuses. These are our “conscientious ob¬\njectors” to the school budget. But these enemies of universal education\nhave been met before in the fight for free elementary, and again for free\n\n"}
{"page": 653, "printed_page": null, "text": "Department\n\n649\n\nof Superintendence\n\nsecondary schools and state universities, and were defeated.\nthey are riding to a fall.\n\nOnce\n\nmore\n\nFor see what has happened. The American public school is not something\nfixed, static, unchanging ; it is a growth, reflecting the growth, the prosperity,\nthe changing social, domestic, and economic arrangements of the national\nlife. More accurately and completely than any other institution, it mirrors\nthe national ideals, prosperity, and aspirations. The traveler in Europe on\nentering a town first sees the great cathedral ; in America he sees the schoolhouse. It is ubiquitous and dominant. It gathers into itself an ever larger\nshare of the life of our youth. Now it is reaching out for the adult also,\noffering him a share of its wealth, and providing profitably for his increas¬\ning hours of leisure.\nAt the time of the adoption of the Constitution the average length of\nattendance upon school for the individual was sixty days; in 1920 it was\n1200 days, the highest average length of school life for a whole population\never attained by any nation. In 1775 the elementary curriculum consisted\nof the three R’s with spelling and the Bible added. Fifty years later gram¬\nmar, geography, and bookkeeping had been added. Another twenty-five\nyears and we had added history and begun the use of object lessons. By\n1875 the “ frills’’ of the previous fifty years had passed to the stage of\n* ‘essentials,” grammar, geography, and history holding secure places in the\nprogram while new ‘‘frills” appeared in the form of civics, music, drawing,\nand health education. By 1925, one hundred fifty years after the beginning,\nthe curriculum included not five but twenty-three subjects.\nAs it stands today, the program reflects and always has, not so much\n\nthe\n\nabstract theories of educators as to what constitutes correct educational pro¬\ncedure, as it does the popular conception of what constitutes a satisfactory\nschool. When the public school idea was first thought out, the home was\nthe primary and authoritative institution and the most interesting. In large\nmeasure it was independent of all other institutions. The art of living out\nof paper bags and tin cans had not yet emerged. If the grocery boy over¬\nslept the family could still have breakfast. The railroad, the telephone, the\nfactory, the department store, and the bakery had not then made of the\nhome a shell. The school when it came was merely a supplementary institu¬\ntion created by the home for the performance of certain of its own functions\nwhich it chose to delegate but for which it recognized its responsibility.\nAround the fireside the family gathered evenings; friends were entertained\nin the home and welcome. We had not learned then to rent halls for\nentertaining and to drive out to dinner in luxurious automobiles. The\nhome designed the family clothes and made them; it did the canning and\npreserving ; there was always something creative to be done there ; and\nbecause of these things it was the most interesting and best beloved place in\nthe world — a place about which poets sang.\nAs our social and industrial organization has grown more complex the\nformer activities of the home have been delegated one after another to other\nagencies and\n\nthe responsibilities which\n\nthe* home\n\nonce bore have been\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNational\n\ndefinitely placed upon\n\nEducation\n\nAssociation\n\nthe shoulders of other institutions, principally the\n\nfactory, the church, and the school. The result has been the gradual trans¬\nformation of the school from a place of mere training in the essentials of\nacademic learning for the children of such parents as were rich enough to\ndispense with their labor, to great service stations, tax-supported and\nbuttressed by child labor and compulsory attendance laws in every state in\nthe nation, dedicated to the service of all the children of all the people. A\nservice program, therefore, has been built up which accurately reflects the\nchanges in our domestic, social, and economic life. There is not a subject\nin the program but has found its place there as a result of either mandatory\nor permissive legislation or of pressure upon school officers by organized,\nactive, persistent, local groups. Our present program, therefore, is the\npeople’s own, worked out and adopted in response to their demands. As it\nhas been made, so it will be continuously remade — changing, developing,\nexpanding to meet the needs of a changing social order.\nThis does not mean, however, that the schools will respond to the de¬\nmands of every group that conceives the idea of furthering its own selfish\ninterests or disseminating its pet propaganda by implanting its particular\ndogmas in the youthful mind. Our critics say that we are not teaching the\nchildren to read and write and spell correctly, but fail to show how this is\nto be done better by adding to our present program the items that they\npropose — instruction in aeronautics, in conservation of natural resources, in\nfire and accident prevention, in thrift and economy, in automobile driving\nand the theory of the gas engine, in music appreciation through radio broad¬\ncasting, in moral and religious education, in garment and dressmaking, in\ncherry and egg harvesting, in the advantages of private ownership and the\nfailure of public ownership of public utilities (the glitter of whose gold\nhas tripped some of the weaker brothers of the craft and tempted school\nboard members), in the extended use of rubber in industry, in the best\nway to solve the liquor problem.\nThe schools should remain closed to all illegitimate demands seeking to\nfurther private or group interests ; but it is obvious that if the public school\nis to serve the national life to the extent of its potentialities, it has a pro¬\ngram of expansion ahead, an expansion to be achieved without loss to edu¬\ncational efficiency. But here is a danger to be guarded against, a danger\nfrequently more apparent than real.\nThe\n\neducational efficiency of American\n\nschools, for example, has been\n\ncriticised as being below that of Europe. Let the friends of American edu¬\ncation remember that there is no European system that is not a class system\nbased upon privilege. So severe is the cutting in the European schools, at\nthe fifth, eighth, and twelfth grade levels as to indicate clearly the European\nbelief that to the few belongs the right to be educated. Prussia has fewer\nthan nine percent of those of secondary school age in attendance upon these\nschools; England has fewer than fourteen percent; while in the United\nStates over fifty-two percent of those of high-school age are in attendance\nupon secondary education. Thus we reverse the figures of Europe as we\nreverse its objectives; and our upper quarter, man\n\nfor man, equals any Eu-\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\nof Superintendence\n\n651\n\nropean class in age, mental power, and attainment. Europe’s educational\nsystem has been unable during the centuries to get wooden shoes off the feet\nof the common people or thatch from the roofs of their homes or to reduce\nits standing armies which make it an armed camp in times of peace. When\nevery European child stands equal to every other European child before the\nschoolmaster’s desk, Europe will have taken the longest step toward inter¬\nnational peace and goodwill in its history, a step longer than has ever been\nsuggested by her statesmen. The difference in the level of living in Europe\nand America is accurately measured by the systems of education in each.\nExpansion without the loss of educational efficiency has been achieved\nand this policy must continue in order to meet the changes in our expanding\nnational life. Never in the history of the world has any people been the\nbeneficiary of a material prosperity so great and so widely diffused. More\nand more the burden of assisting in family support is being lifted from young\nshoulders. The old theory of the vicious circle with its underprivileged\nclasses is being replaced by the newer philosophy of the never ending spiral\nof expanding opportunities to the end that poverty, the last stand of vice and\ncrime, like illiteracy, shall have its hold broken everywhere. Evermore the\ndemand for universal free secondary and higher education grows insistent.\n“Maintained equality of opportunity” is a phrase made familiar to the ears\nof the people by the President-elect during the late campaigning. This\nphrase means, he tells us, “that there should be no child in America who has\nnot been born and who does not live under sound conditions of health ; who\ndoes not have full opportunity for education from the kindergarten to the\nuniversity; who is not free from injurious labor; who does not have stimula¬\ntion to ambition to the fullest of his or her capacities.” Continuing this\nthought, Mr. Hoover says, “If we are to maintain America as the land of\nopportunity where every boy and girl may have the chance to climb to that\nposition to which his ability and character entitle him, we shall need to be\nincreasingly on our guard. If I could drive the full meaning and importance\nof maintained equality of opportunity into the very consciousness of the\nAmerican people, I would feel I had made some contribution to American\nlife. It is the most precious of our possessions that the windows\n\nof every\n\nhome shall look out upon unlimited hope.” But, my brethren, do not be\ndeceived. Greed of gain will contest every inch of the way to the realiza¬\ntion of this goal.\nThe same industrial and economic changes that are gathering the children\nout of the shops and factories and pouring them into the schools are creating\nfor their parents a growing margin of leisure whose proper use constitutes a\nmajor social problem. Already the more ambitious and intelligent elements\nof the population from whose shoulders the machine has lifted a portion of\nage-old burden of drudgery, are turning to the public school with the de¬\nmand that for them also, through provision for adult education and recrea¬\ntion, the way be opened to the more abundant life. Here is a new problem,\ncalling for a new educational procedure and technic, a problem that must\nbe met and solved if the added leisure is to be the blessing hoped for. Already\n\n"}
{"page": 656, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nAssociation\n\nthe socially destructive forces are finding here an enlarged field for their\noperation. Already the schoolmen are fighting a public opinion set up for\nthe moron. Birth control artists have furnished the information which\nmakes sex indulgence for youth as safe as kissing; discredited judges are\nspewing the sewage of their courts through salacious magazines until our\nnewsstands groan under the weight of putrefaction which they contain ; our\ntheaters aim at a sex appeal so crass at times as to disgust the guilty; the\npress, civilization’s greatest agent, is becoming the chief source of the\ncriminal’s information, where he finds himself daily featured upon the\nfront page ; our churches are clinging to man-made creeds hundreds of years\nold while their doors are closing rather than devoting themselves to interpret¬\ning the times to a befuddled and bewildered multitude. I am taking no de¬\nlight in writing this paragraph nor am I shirking my share of the responsi¬\nbility for the conditions mentioned. What I am trying to do is to draw a\npicture of the conditions which schoolmen are called upon to combat; to\nindicate, if only roughly, the character of the defense upon which we must\nrely, namely, a greatly enlarged school program which shall call to its aid\nin ever larger measure the cultural resources which civilization has slowly\nbuilt up for its defense and perpetuation — physical and health programs,\nscience, technology, art, music, literature which records the march of the\nsoul, the drama — and shall place them all freely at the service of the people ;\nto cultivate a changed attitude toward the church and what is expected of\nthe press; and to plead for the seeing eye and the understanding heart\nwherever the question of expenditure for school purposes is under discussion.\nFor, rest assured, the cost of maintaining the public school will be\nand should be a steadily mounting sum. Our population, rapidly increasing,\nand the demand for an expanding program as herein set forth are discourag¬\ning indices to those looking for a reduction. Can the cost be borne ? How\nare we spending our annual income estimated by federal authority to exceed\nninety billions? According to federal authority we are spending out of each\nearned dollar twenty-four and one half cents for necessities, twenty-two\ncents for luxuries, eleven cents for investment ; eight and one half cents for\ncrime ; four and one half cents for government, local, state, and national ;\nwaste, fourteen cents; miscellaneous, thirteen and one half cents; one and\none half cents on education ; and three fourths of a cent on religion and\nphilanthrophy. In 1927 we added fifteen hundred millionaires to our al¬\nready handsome total, so we were told by the Treasury Department. With¬\nout taking any of the joy out of life is it not possible to double the amount\nexpended for education and religion twice by a reduction of the waste and\nstill be a long way from an economic breakdown from these two causes ?\nLike a dinner, a school program costs in proportion to the service.\nRecently in a city where the cost of schools was under criticism by the Tax\nDodgers League the sum of $175,000 was voted for a snake house without\narousing protest. We complain about and sometimes eliminate the cost of\nathletics from the school program and at the same time maintain municipal\ngolf courses and tennis courts and swimming pools. Each state is under\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nof Superintendence\n\n653\n\nconstitutional mandate to maintain a system of free public schools ; but there\nis nothing in the constitution of any state requiring it to maintain a system\nof pleasure roads through its mountains, or a state fair, or fish hatcheries, or\npleasure parks and camping sites for the sportsman tourist and the gentle¬\nman of leisure. I am offering no objection to these activities of the state.\nI approve them since they help the people to live larger and better lives, the\nobjectives of our existence. But what I am objecting to is any curtailment\nin the expenditures for education, the most important the community, state,\nand nation makes, excepting where it can be shown by the friends of Amer¬\nican education to be a wise economy which can be effected without abridg¬\ning educational opportunity for anyone.\nUpon the principle of the equal right of every individual to “life, liberty,\nand the pursuit of happiness” this government was founded. This concep¬\ntion of the right of the individual to equality of opportunity, which does\nnot mean the same opportunity necessarily, is unique and fundamental to\nour whole scheme of national life. To preserve this principle inviolate and\nto train each individual for such efficiency — civic, economic, moral, politi¬\ncal — as his capacity makes possible, is the primary function of education in\nthis great democracy which we call America.\nWe live in proportion to our ability to respond to our environment.\nEducation multiplies the points of contact with environment ; trains man to\ninterpret, to modify, and, in a measure, to control environment ; and leads\nhim upward from savagery toward his Maker. Through education we have\ndiscarded the strongback method of advancing civilization — the method\nwhich reared the pyramids and built the ancient temples. Through educa¬\ntion we have lifted the burden from the sweating backs of men. Through\neducation we have raised the standard of living; enlarged the circle of those\nwho can eat white bread till it circumnavigates the globe ; and have made\nthe bathtub, once a luxury in the homes of the rich, a health necessity in the\nhomes of the poor. Through education we erect our skyscrapers, span\nrivers, bore through mountains, annihilate distance, reduce the ravages of\ndisease, and distribute more equally the blessings of prosperity. Through\neducation we are bringing nearer a realization of the brotherhood of man\nand are welding the nations of earth into one great family. Through edu¬\ncation our lamp of reason is lighted and set in the candlestick to give light\nto all the house. No longer is it hidden under the bushel of superstition\nand fear.\nEach year the march of the nation’s war heroes toward the setting sun\nincreases apace. I wonder sometimes if on their westward march they\npause for a moment\n\nto catch a glimpse of the New\n\nGrand\n\nArmy\n\nof the\n\nRepublic, an army whose line, marching in “fours” past a given point, would\nbe paralleled by the children of the front ranks before the rear “fours”\ncould pass the reviewing stand ; an army marching against the citadels of\nignorance and superstition and race hatred, upholding the traditions and\ndefending the ideals of the republic they love; an army gathering every\nschool day from hill and dale, from city and village, from the farm, the\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nNational\n\nEducation\n\nAssociation\n\nworkshop, the mine, from industry and commerce, with the blood of the\nOccident and Orient coursing through its veins, speaking one language,\nloving one flag, destined in each of the forty-eight states of this great Amer¬\nican league of nations to become citizens not subjects, masters not servants;\nan army trained to useful and intelligent citizenship and dedicated to the\ntask of making a better today than yesterday, and a tomorrow better than\neither ; an army whose proud accomplishments\n\nin the past and whose prom¬\n\nise for the future lends glory to the wisdom and leadership of the nation’s\nfounders; an army whose high destiny lays upon every American citizen a\nsacred obligation to support to the limit of his power this stronghold of our\ndemocracy, this bulwark of our free institutions, the pride of the republic —\nthe American public school.\n\nOUR\n\nCHIEF\n\nJOSEPH\n\nMARR\n\nCONCERNS WITH THE FUTURE\nBUILDING PROGRAM\nGWINN,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSAN\n\nSCHOOL\n\nFRANCISCO\n\nWhen President Boynton assigned me this duty and subject he did not\nadvise how far in the future our concerns for the school building program\nshould extend. The future is a long period and unknown.\nAs we, in the light and under the educational needs and demands of\nthis good year, 1929, survey the school buildings of so recent a date as 1910,\nwe see how inadequate and illsuited these buildings are for use in the opera¬\ntion of a program of education adapted to the requirements of today. When\nwe take cognizance of all the rapid and tremendous changes affecting educa¬\ntion that are overwhelming us now with promises of still greater epoch\nmaking discoveries both in the physical world and in the mental world,\nand which discoveries will make the future even more unlike the present\nthan today is unlike yesterday; when we read what the wisdom of today\nhas to say about the stupidity of those who planned the school houses of one\nor two decades ago, we might conclude that our chief concern with respect\nto the school building programs of the future is that by that time we may be\nquietly resting in some sound-proof urn so that our ashes be not disturbed\nby what the makers of school building programs in 1950 will have to say\nabout the criminal ignorance of school superintendents and school archi¬\ntects in 1929. If the dead past should bury its dead perhaps we should per¬\nmit the unborn future to make its own school building programs undisturbed\nby ancient and antiquated ideas and practises.\nDuring\n\nthe past several years there have been numerous\n\nschool building\n\nsurveys and a large output of literature on the subject of school buildings.\nA survey of these surveys and a review of the literature impress one with\nthe similarity as well as with the flagrancy of the errors and defects of the\npast school planning and with the need for facts and scientific methods as\nguides for future planning. The surveys reveal in practically all if not\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\n655\n\nof Superintendence\n\nevery instance that school buildings have not been built according to a\nprogram. Like Topsy, they just grew. The need of the hour, the push or\npull of the politician, the plans of the past, the performance in neighboring\nschool districts or other forces of opportunism, together with a large ab¬\nsence of proper conception of the meaning and purposes of education and\nfuture needs, have determined school buildings of the past. The surveys\nreveal that buildings within what is called a school system have been located,\nplanned, and built with little regard for relations to other buildings, the\npurposes of education, future trends of population, and ability of the people\nto pay. As typical I quote from a survey of one of the great cities omitting\nnames: “No building program has been developed in X which prog¬\nnosticates the need of X.” I conclude, therefore, that our first con¬\ncern for future school building programs is that there be a program. School\nbuildings should be provided, planned, and erected according to a definitely\nformulated guiding policy, drawn in accordance with the best educational\ntheory and practice, and calculated to meet the requirements of a progres¬\nsive educational program suited to the present and yet capable of adjust¬\nment to future educational and population needs.\nUnder that conception of education which made the teacher an imparter\nof knowledge\n\nand the pupil a receiver of instruction a log might serve\n\nas a schoolhouse. Under the present-day conception of education quite a\ndifferent schoolhouse is required. It is no longer a log where a single pupil\nsits, receives, and recites, but a building with grounds and equipment where\nchildren and teachers may live and move and have their being. It is a far\ncry from the log of Mark Hopkins to a modern school building, and yet\nuniversal education today is much more cheaply provided than it could\nbe provided under the old log plan with one teacher for one pupil.\nDemocracy’s demand for universal education has been met through devel¬\noping a school plant where both quality and quantity in education are\npossible. Education\n\ncosts more\n\ntoday than it used to cost because we have\n\nmore of it, much more of it. Economy in future school building programs\nis to be served through providing buildings, grounds, and equipment\nadapted to the needs of a modern program of education. A factory that\nturns out goods for which there is no market is an expensive factory. Better\nit were torn down and replaced by a factory of uptodate type.\nIn the organization of a building program\n\nit is fundamental\n\nthat the\n\nform of organization, the program of education, and the objectives to be\nachieved by and for the children and adults attending the schools, and the\nmethods and materials to be employed in attaining these objects, be the\ndetermining factors. The educational ideal with its expression in a form\nof organization, and a method of operation is the lode star for makers of\nschool programs.\nOne of the principal objective expressions of the educational ideal is\nfound in the curriculum. It is imperative that the curriculum must be the\n\nprecursor of future building programs.\n\nSince the curriculum\n\nmust respond\n\n"}
{"page": 660, "printed_page": null, "text": "656\n\nNational\n\nEducation\n\nAssociation\n\nto changes that will ever come, it is evident that ways and means for intelli¬\ngent and continuous curriculum construction and reconstruction must be\nprovided.\nThe form of organization — how the pupils are to be grouped for ad¬\nministration, instruction, and learning — must also be decided before a build¬\ning program can be made. What years are to be accommodated in the\nvarious classes of buildings? This is one of the most pressing problems of\nthe present. Shall the tenth year be added to the junior high school and\nthe lower two years of the college added to the upper two years of the\npresent high school, is typical of the problem of organization now confront¬\ning us. Economic and educational requirements will doubtless continue the\ngroup form of instruction, but demands for adjustments for individual\nneeds will modify plans for grouping. Schemes for individualizing instruc¬\ntion in group organization will continue to modify building plans and sizes.\nAt present, in order to provide many levels for grouping, larger schools are\nneeded.\nThe\n\nlist of the forces and facts that will influence future school build¬\n\ning programs is long. Economy is to be served through a proper recogni¬\ntion and balancing of these forces and facts.\nEconomic pressure may force curtailment of the movement to expand\nthe school downward to include part of what is now the preschool period,\nupward to include the junior college, and outward to include adult and\nextension education of various forms. It may force larger numbers to be\ntaught by one teacher thereby necessitating classrooms, laboratories, and\nshops of larger dimensions than are now approved ; it may force the platoon\nand shift devices of operation to make two or three pupils receive educa¬\ntion in the space where now one is educated and thereby reduce the number\nof school buildings required ; it may force the continued use of antiquated\nand temporary buildings and in other ways\nextent of education in the future.\n\ngreatly modify the form and\n\nFrom a direction almost opposite to the economic force there are power¬\nful social and psychological forces which would provide an expansion of\neducation downward,\nassume\n\nnew\n\nupward, and outward.\n\nThey would\n\nmake the school\n\nand additional responsibilities once borne by the home, the\n\nchurch, the vocation, and by other agencies which aFe of recent development\ndue to changes in the social and economic orders. The necessity under\neducational, social, and economic pressure to provide for feeding school\nchildren at the school has greatly modified school building plans. The\ncafeteria and the kitchen occupy much space and clamor for more. The\ncrowding of people into cities forces an expansion of playgrounds, gym¬\nnasiums, and recreation rooms, and the end is not yet.\nFrom the fields of educational research, experimentation, and philosophy\nth ere are many forces acting from all sorts of directions. Some of these\nneutralize others; some support and some oppose the economic and social\nforces. Altogether they result in a variety of practices and theories which\n\n"}
{"page": 661, "printed_page": null, "text": "Department\n\nof Superintendence\n\ngive little sure foundation for future buildings. Some\n\n657\nresearches find that\n\nlarge classes give better educational results than §mall classes, while some\nexperimenters tell us there must be individual instruction. If the first of\nthese is right, then classrooms must be larger and fewer. If the latter\nis to be followed then classrooms would disappear. Some find that unified\ncourse of study 'with one instructor is better for little children while others\nadhere to a segmented curriculum with departmentalized instruction\nunder a number of teachers. If one of these views is followed the instruc¬\ntion rooms would be quite alike ; if the other be followed the instruction\nrooms would be widely differentiated.\nDiscoveries and inventions and their application to the structure and\nfunctions of society have modified, and will continue increasingly to\nmodify education and the means employed in its development. The electric\ntrain, the autobus and good roads, the airplane, the telephone, the radio,\nand other means of rapid transportation and communication have greatly\nexpanded the dimensions of neighborhoods, local communities, and school\ndistricts. It is to be deplored that conservatism in education and the lack\nof social and economic television on the part of many have not permitted\nthe one-room rural school to be replaced to any considerable extent by a\nmany-room school building in a much larger school district with a school\nfour or five times as distant in miles yet much closer in time, safety, and\ncomfort than the one-room school only one or two miles away. Practically\nall other elements of economic and social living have been remade under the\ninfluence of rapid, safe, and comfortable transportation and communica¬\ntion. The farmer takes his eggs to market thirty miles away; the doctor\ncalls on his patient forty miles away more quickly than he did six miles\naway in the day of the gig and mud road. I cannot believe that the\nanachorism of the small school district can much\ning programs must be governed accordingly.\n\nlonger exist. Future build¬\n\nRecently the nursery school, the kindergarten, and the university of the\nair are coming to us over shorter or longer wave length and on the screen.\nSome we now call radio and visual education fanatics would have us almost\nbelieve that education by means of the radio may in the near future enable\nus to beat all the school houses into loud speakers and silver screens, and\ncompress a million school teachers into a half dozen broadcasters. Each\nday school building plans and specifications are changed in order to adapt\nthe building better to education under the influence of the radio, the moving\npicture, and other inventions.\n\nHealth with emphasis on physical development and wellbeing is a com¬\nparatively recent objective in education. The dependence of mental and\nmoral growth upon the physical, and upon environment, has received in¬\ncreased recognition in recent years. These two have greatly influenced\nplans and recent programs for buildings. The school buildings of a few\nyears back gave little heed to health, environment, or the relations of the\nmental and moral to the physical. Because of the changed conceptions of\neducation these older buildings are found quite defective on modern\n\nstand-\n\n"}
{"page": 662, "printed_page": null, "text": "658\n\nNational\n\nEducation\n\nAssociation\n\nards. Means of rapid transportation in cities and development of industries\nand business areas have .caused shifts in population resulting in leaving\nsome school buildings empty and overcrowding others.\nA survey of the surveys of school buildings warns against the following\nmistakes common in the past:\nShifts and trends of population\n\nnot taken into account;\n\nsites too small; schools\n\nnot properly spaced or related to one another; many rooms unhygienic and illsuited to purpose for which they are used due to lack of light, ventilation, size,\nlocation, and structure; combustible materials used and improper planning with\nextreme fire and other hazards; inadequate storage accommodation; building\nplaced in improper environment of noise, dirt, and traffic; accommodations lacking\nnow required in a modern program of education; location, size of site, and form\nof building making additions impossible; gloomy and depressing, unadorned and\nwith drab coloring, narrow halls, and squalid surroundings.\n\nThe extent to which the present school plant is utilized should be as¬\ncertained. The mistake of erecting new buildings or adding to old ones\nwhen the existing plan is entirely adequate is often made. Akin to this\nerror is that of making buildings with classrooms too large for ordinary\nuse or with more rooms than can be utilized.\nA master’s thesis by Gardner W. Spring, written at the University of\nCalifornia, shows that in 38 California high schools the median percentage\nof time that classrooms are occupied is 69.96. The range of percentage\nof time used runs down as low as 39.45 percent. In terms of percent of\nstudent stations used the median is 43.56 percent and the lower range\n30.71 percent. In terms of percent of standard sittings used, that is, the\nnumber actually using a room compared with the number that could use it\nif the standard number of seats for that size of room were in use, the median\nis 33.43 percent and the lower range 14.18 percent. For the sake of econ¬\nomy a building should be as nearly 100 percent utilized as possible. The\nfigures quoted show a low degree of utilization of classrooms. This means\nthat money was spent for rooms that are only partially used. A fewer\nnumber would have sufficed.\nIt is evident that there are many\n\nforces and conditions which\n\nmust be\n\ntaken into consideration in shaping school building and educational pro¬\ngrams. Time has not permitted my mentioning more than a few of them.\nThe almost impossible is demanded of the schools. Dean William F. Rus¬\nsell of Teachers College, Columbia University, in his recently issued annual\nreport has expressed the situation clearly and forcefully. The Dean said,\n“One of the most perplexing of the problems arises from the simultaneous\nimpact upon the schools of three popular demands — that pupils be accom¬\nmodated in greater numbers, that training of a better quality be offered, and\nthat there be greater economy in all public expenditures.”\nEducation is met with the same demands as is commercial production —\nquantity production and quality improvement with cost reduction. These\ndemands will have to be met by the makers of future school building pro¬\ngrams. The schools will respond to these demands and in doing so will\n\n"}
{"page": 663, "printed_page": null, "text": "Department\n\n659\n\nof Superintendence\n\ndoubtless make changes in the grouping of students and the methods of\nteaching. There are numerous problems of organization, administration,\nand method of teaching pressing for solution, or at least for more adequate\nexpression in education. Shall the scheme of organization be 6-3-3 ; 6-3-3-2 ;\n4-4-4-4 ; 6-4-4 or 5-3-4? Shall there be less of book learning and more\nof activity? Shall there be individual instruction or larger classes? Shall\nthe demands of economy defeat those of democracy for an equal chance for\nall? Shall we pay-as-we-go or borrow the money? It is evident that the\nfuture school building program is complex and difficult — a problem in the\ncomposition and resolution of many forces.\nNothing short of a thorough-going, complete building survey can provide\nboards of education a satisfactory solution of the difficult problems. The\nsurvey must show the past, present, and probable future distribution of\nthe school population, the appropriate locations and sizes of school sites and\nbuildings. That a proper and adequate survey be made\nbuilding programs is certainly a chief concern.\n\nin preparation for\n\nA large concern for future school building programs is that a proper\nmethod of financing the building program be provided. School buildings\ncost money and the taxpaying public is entitled to as light a burden as is\nconsistent with supplying educational needs.\nThere are three ways of paying for school buildings. The most common\nway is through bonds authorized by vote of the people and running for\ntwenty to forty years. The second way, pay-as-you-go, is to raise the tax\nrate high enough some year to provide the funds for the erection of a\nbuilding. A third way, sometimes called the depreciation plan, is through\nan additional tax each year for several years in advance of the year in\nwhich the building is to be erected ; the yearly payments to be placed on\ninterest which, with the accumulated payments and interest at the end of\nthe given period, produce an amount\n\nsufficient to pay for the building.\n\nThe actual tax cost, I refer to tax money only, of the same school build¬\ning under these three different methods is very different. Assume twenty\nyear serial bonds at 5 percent and a twenty year accumulative period at\n5 percent, the total tax cost of a $300,000 school building by the bonding\nplan is $481,454.60, by the pay-as-you-go plan $300,000 and by the\ndepreciation plan $181,454.60.\nThe difference in the actual tax cost to the public is the cost of the\nbuilding, $300,000, between the plan of paying in advance and of paying\nafterwards. On the face of it, it is apparent that anticipating future needs\nby ten or twenty years, and accumulating year by year to the end of the\nperiod is by far the cheapest way to provide schoolhouses. It is equally\napparent that the most extravagant method of paying for school buildings\nis by bonding.\nThe depreciation plan requires foresight of a type rarely found and a\nwillingness to sacrifice the present for the future equally rarely found.\nThere is also the danger that the accumulating funds will not be wisely\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nNational\n\nand honestly handled.\n\nEducation\n\nAssociation\n\nRapidly growing\n\ncommunities\n\nhave enough\n\nto do\n\nto care for their present needs. For these and other reasons the deprecia¬\ntion plan of financing school buildings, while less than half as expensive as\nbonding in actual taxes, is seldom used. It is desirable as the rates of\ngrowth of our districts approach the normal for the country that the neces¬\nsary legislation should be enacted and the practise established of saving\nyear by year in advance for capital school outlays.\nBetween the pay-as-you-go and bonding plan it is evident that the first\nis better adapted to school districts of such size that each year there is\nneed for a new school building. The assessed value of such a district must\nbe great enough to provide sufficient funds from a tax within the legal\nlimits to erect a building or buildings as required by growth or replace¬\nment. The pay-as-you-go plan, in order to avoid wide fluctuations in the\ntax rate, must be followed up year after year. To do this requires a board\nof education of business ability and continuity of purpose, and with absolute\ncontrol over its school building budget.\nIt is usually very much easier to gain the consent of the people for a\nbond issue than for an immediate greatly increased tax rate. Consequently\nbonding is frequently the only means possible for providing funds for\nschool buildings. Districts with rapidly increasing school enrolment and\ndistricts with a small property assessment must resort to bonds because of\ntheir inability to secure a sufficient amount of money through current tax\nrates.\nIn the interest of economy\n\ndistricts should issue bonds only when\n\nit is\n\nimpossible to provide the necessary school buildings through the deprecia¬\ntion or the pay-as-you-go methods.\nThe poet Burns says, “The best laid schemes o’ mice and men gang aft\na-gley.” So it is with school building programs. Boards of education and\nschool superintendents with their experts may develop a perfect building\nprogram which will fail in whole or part when the people of the district\nthrough lack of understanding are opposed to it. It is essential that the\npeople be informed and brought to the support of the building program.\nThe program will run counter to local and selfish interests of many of the\ntaxpayers, and counter to the political interests of many a politician. In\nmost any city there will be need for much expenditure of time and energy\nin educating the people of certain sections to the fact that educationally the\ncity should be considered as one whole unit, and not an aggregate of com¬\npeting neighborhoods. A sound educational program, a well considered\nbuilding program, an abundance of well organized facts with courage\nand perseverance, will win the way but with great difficulty.\nOne of our chief concerns with the future school building programs is\nto educate the people to the need and meaning of a modern program of\neducation and the execution of a building program to make this type of\neducation effective, and to save them\npast.\n\nfrom repeating the mistakes of the\n\n"}
{"page": 665, "printed_page": null, "text": "#\n\nDepartment\n\nof Superintendence\n\n661\nEconomy in future school building programs is not served through the\ncontinued use of old buildings illsuited to the purposes of education. It\nis economy in industry to build modern factories to replace the obsolete\nold ones. It is more important that the modern school have a modern\nbuilding and equipment. We are concerned that the educational ideal ex¬\npressed in the curriculum, method, and form of organization of education\nhave a full chance for expression in a proper school building. Economy in\nfuture school buildings is chiefly to be secured through wise and long\nvisioned planning. The population, together with educational, social, and\neconomic conditions past, present, and future must be surveyed. All that\ngoes to make a thorough, scientific, and continuous school building survey\nis prerequisite to wise spending which is our greatest economy.\n\nHOW\n\nIS EDUCATION TO BE FINANCED\nINCREASING COST?\n\nGEORGE\n\nD.\n\nSTRAYER,\n\nPROFESSOR\n\nOF\n\nCOLLEGE,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nGovernmental\n\nSCHOOL\n\nIN VIEW\n\nOF THE\n\nADMINISTRATION,\n\nTEACHERS\n\nNEW\n\nYORK\n\nCITY\n\nexpenditures have been increasing rapidly during the past\n\ntwenty years. The' government — local, state, and national — is providing\nservices today that were unknown or offered much less extensively a genera¬\ntion ago. In no case is this increased expenditure more apparent than in the\nfield of public education. In 1910, the total expenditures for public educa¬\ntion in the United States were approximately $500,000,000. In 1926, the\nlast date for which we have the data concerning expenditures, we spent for\nthe same purpose approximately $2,250,000,000. Of course, a part of this\nincrease is apparent rather than real. In order to get a correct comparison,\nwe must take account of the change in the purchasing power of the dollar\nbut, with this correction made, we still have an increase of approximately\n230 percent. A further correction must be provided on account of the in¬\ncrease in population. With this correction made, the cost of education per\npupil shows an increase of 180 percent. It is evident, therefore, that there\nhas been a change and a real increase in the amount spent for public educa¬\ntion during the period under consideration.\nA considerable part of the increase in expenditure for public education is\nexplained by the larger percentage of the population now in attendance in\nour schools. This increase has occurred throughout the school system. Our\ncompulsory attendance laws have added hundreds of thousands of children\nto the school rolls in the elementary grades, but even more\nincrease in attendance in American\n\nstriking is the\n\nhigh schools. In 1900, these schools\n\nenrolled 519,000 boys and girls. In 1926, there were 3,750,000 high school\npupils in the United States. But even the increased percentage of our popu¬\nlation in attendance will not account for the increased expenditure. Educa¬\ntion is costing more because we have increased the length of the school term,\nbecause we are providing better buildings, equipment, and books, because we\nare differentiating our curricula in such manner as to provide for pupils\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nNational\n\nEducation\n\nAssociation\n\nvarying in ability and in vocational outlook and, most of all, because we are\nemploying better qualified teachers, supervisors, and administrators. And\nthe end is not yet, for we shall have a larger percentage of our population\nenroled in our schools, and we must certainly seek for further improvement\nin the adaptation of our schools to the needs of those who attend them.\nThere are those who believe we are spending too much for education.\nThese critics sometimes propose that we are wasting our resources in at¬\ntempting to provide secondary and higher education for those who do not\ngreatly profit from this experience. They might just as properly focus their\nattention upon the provision made in the lower schools. We still need to\nprovide more adequate service for the physically and mentally handicapped,\nfor the boys and girls of superior ability, and for all of our children educa¬\ntional opportunities suited to their needs as citizens in our modern industrial\nsociety. The more certainly our school program is adjusted to the needs of\nindividual boys and girls, the more certainly it will cost more money. Our\nprogram for boys and girls beyond the elementary school must be expanded\nto the point where education is provided for all of our population until\neighteen years of age. The program of adult education has just begun, and\nwill in its full development involve still larger expenditures. In the light\nof this developing program, it is appropriate that we ask how the schools are\nto be financed. Our first answer must be found in the economic ability of\nthe people of the United States.\nThere has been a continued and rapid increase in the income of our people.\nNever before in our history, nor in the history of any other people in the\nworld, has there been as large a surplus available for capital investment and\nfor use in luxurious expenditures. The people of the United States com¬\nmonly save as much as 15 percent of their income. Public education is\ncosting approximately 2.68 percent of the income of the people. Surely,\nwe may propose that we can afford to spend this small percentage of our\ntotal income for education, and we may even suggest that a larger expendi¬\nture would be productive of even larger returns in individual and national\nincome. The question is not whether we can afford to provide sufficient\nfunds to support our schools, but rather what kind of education shall we\nprovide and what methods shall we employ in advancing the undertaking.\nEducation produces a certain valuable product. If we desire that product\nmore than we want those things in which we are now investing our income,\nit is possible to devote moneys now used for other purposes to the support of\npublic education. The problem is one of permitting the community to\nrecord its choice with respect to expenditures, and of seeing to it that an\nadequate return is secured for the money invested. In many communities\nof today, the people are not permitted to express directly their choice in\nregard to the use of tax money collected. The argument has often been\nadvanced that governmental expenditures must be weighed one against the\nother and a central board must determine the expenditures for each of the\nseveral functions of government. This form of control often operates to\n\n"}
{"page": 667, "printed_page": null, "text": "Department\n\n663\n\nof Superintendence\n\nthe disadvantage of public education. We have developed a professional\nservice which is not interested in playing politics, and which does not return\nto the political organization any reward in service for the money expended.\nIndeed, it may be proposed, without fear of contradiction, that in the public\nschool service today we have the best example of governmental service to be\nfound in the United States. The people believe in their schools. They\nwould, in many instances, willingly increase their support, but at the time of\nthe election of the body which is to control expenditures other issues are kept\nto the front and the question of the support of public education is never\nreally considered.\nWe are more fortunate in those communities in which the board of educa¬\ntion enjoys fiscal independence. In this case, the board may levy taxes in\nsupport of public education and may increase the amount of revenues to be\nso derived so long as the people support them in this undertaking. If the\npeople believe that the school service justifies the burden which they are\nasked to carry, they will return to the board of education those who are re¬\nsponsible for the developing program. If they lack confidence in their repre¬\nsentatives on the board of education or in the efficiency of the administration\nof the schools, they will place in charge of the school system those who will\nprovide for retrenchment. Since our whole social life is based upon the\nwork done in our schools, that provision which enables the people to record\ntheir judgment with regard to the program developed and the cost involved\nis essentially sound.\n\nWe\n\nmay look forward\n\nto the day when\n\nthe separate\n\nfinancing of schools will be found even more commonly than it is today.\nBut the local support of education is not sufficient. In every state in the\nUnion today, communities vary greatly in their ability to provide school\nfacilities. It is not uncommon to find one community ten or even twenty\ntimes as able to support public education as is another community within\nthe same state. We have long accepted the ideal of the equalization of edu¬\ncational opportunity. We propose in our Constitution and in the laws of\nthe several states that uniform opportunities for education shall be provided\nfor all of the children of the state. Perhaps it would be fairer to propose\nthat we seek to provide for every child within the borders of a given state a\nsuitable minimum program of education at a uniform effort throughout the\nstate in terms of the burden of taxation. In order to accomplish this desired\nresult, certain conditions must be made.\nIt is of very great importance that the acceptable minimum program of\neducation be as clearly defined as is possible. For the purpose of offering\nstate support, the definition must be translated into a measure of the cost of\nproviding this minimum acceptable program. Obviously the state cannot\nafford to equalize up to the standard of the most expensive school system\nlocated within its borders. It is fairer to propose that the cost of education\nin those communities which approximate in wealth the average of wealth\nfor the state be taken as the measure\n\nof the cost of the program\n\nthat the\n\nstate seeks to equalize. For one state in which this type of investigation has\n\n"}
{"page": 668, "printed_page": null, "text": "664\n\nNational\n\nEducation\n\nbeen carried on, this cost amounted\n\nAssociation\n\nto $70 per pupil. In other words, the\n\ncost per pupil in those communities whose wealth is approximately the aver¬\nage of wealth for the whole state averaged $70.\nIn order to equalize the burden of taxation the state must measure the\nability of each community to meet the cost of its school system. The\nwealthiest community within the state under an ideal scheme should receive\nno aid. Carrying through our illustration of the equalization of the cost at\n$70 per pupil, that tax which would produce $70 per pupil in the wealthiest\ndistrict would, when applied to all other districts in the state, leave a deficit\nand this deficit is the amount that the state should contribute to each of the\nother localities.\nThe carrying out of any such scheme requires first of all that there be an\nequalization of assessments among the various school areas within the state.\nIf all assessments are at 100 percent of the true value, then no problem\nwould arise in this connection. Since the relationship of assessed values to\ntrue values often varies greatly, it is of the utmost importance in the de¬\nvelopment of a state program of support that accurate knowledge be had\nwith respect to this relationship. The state may choose, if it will, to allow\nthe local assessment to remain as it is, but for the purposes of calculating\nstate support all assessed values must be reduced to a common basis. After\nthis has been done, it is possible to calculate the revenue that would accrue\nto each administrative area if a minimum tax were levied throughout the\nstate, and to propose the amount of the deficiency that would\nmade up by the state in order to equalize the tax burden.\n\nhave to be\n\nBut unfortunately the case is not quite so simple as this. We may not\ntake the number of pupils enroled without correction. Where children are\nassembled in a small rural school having from five to twenty pupils, the\nactual cost per pupil of providing the minimum program will be greater than\nin an urban community\n\nin which there are commonly from twenty-five to\nthirty-five pupils in each classroom. In the state of New York, it was dis¬\ncovered that for every rural school having less than twenty-seven pupils it\nwas necessary to calculate the cost as equal to that involved in providing for\ntwenty-seven pupils in village and urban school systems. It is also true that\na different weighting of the number of pupils to be educated must be given\nto those in secondary schools. In most communities this will require that the\nallowance made for high-school pupils be double that for elementary school\npupils. Additional corrections will have to be worked out, one of which\n(the cost of transportation for rural schools) has already received attention.\nThe state’s obligation to furnish an equalized opportunity and to provide\nfor an equalization of the burden of support rests upon the well established\nprinciple that education is a function of the state. There is no possible\njustification for the neglect of children who live in the rural or other less\nfavored neighborhoods. After each school unit has made an equal effort to\nsupport the program\n\nwhich the state seeks to equalize, it is a simple matter\n\nof justice that the state, from all of its resources, make good the promise of\n\n"}
{"page": 669, "printed_page": null, "text": "Department\n\n665\n\nof Superintendence\n\nthe equalization of opportunity and that it equalize the burden of support.\nIt seems possible that this program which is now being advanced rapidly\nwill be carried into effect throughout the nation within the period of the\nnext fifteen to twenty years.\nIn like manner, the nation has an obligation for the support of public\nschools. The citizens of the state are also citizens of our common country.\nNothing is more significant in modern society than the mobility of our\npopulation. The failure of any state to provide education is a handicap to\nthe whole people.\n\nThe states vary greatly in their ability to support public education. In the\nten states spending the least for public education, the average expenditure\nper pupil in average daily attendance is $38.38. In the ten states spending\nthe most per pupil the expenditure for elementary and secondary schools\nis $118.74 per pupil. The states spending the least per pupil devote 1.88\npercent of their income to education. The states spending the most per\npupil devote 2.75 percent of their income to education. If the states spend¬\ning the least were to increase their expenditures so as to devote as large\na percentage of their income to education as do the states spending the\nlarger amounts, they would average $56.24 per pupil. This is less than onehalf of the amount spent by the states which spend the most per pupil.\nIn other words, the states which today spend the least amount per pupil\nwould have to spend approximately six percent of their income for public\neducation were they to provide as much per pupil as is done in the states\nspending most.\nAlong with more adequate support must come better fiscal administra¬\ntion. Good fiscal administration as well as good educational administra¬\ntion is dependent upon having a unit large enough to make possible the\nemployment of a competent executive, supported by an adequate staff. It\nis only as the local unit of administration is large enough to require the\nfull time of a superintendent of schools and of a staff devoted to the super¬\nvision of instruction, the classification of pupils, the development of courses\nof study and curricula, the maintenance and operation of buildings, and the\nfiscal administration of schools, that we\nefficiency. Indeed, it may\n\nmay hope for any high degree of\n\nwell be contended\n\nthat more\n\nmoney\n\nspent for\n\nthe administration and supervision of schools is essential to the economical\nadministration of public education.\nThe development of an adequate fiscal administration of schools requires\na strong state department of education competent\nof state support such as has been proposed above.\n\nto administer a scheme\nIt is necessary, as well,\n\nthat this state office supervise and inspect, at least through reports that\nare made, the local fiscal administration.\n\nWaste\n\nand inefficiency due to\npoor accounting and budgetary procedure, lack of care in the safeguarding\nof school funds, the failure to plan buildings to best advantage, unsound\nmethods in the writing of insurance, and unwise and inefficient borrowing\nare to be found today in most of our states. The situation calls for reform\n\n"}
{"page": 670, "printed_page": null, "text": "666\n\nNational\n\nEducation\n\nAssociation\n\nfirst of all by strengthening the state office and, secondarily, by providing\nsufficient funds for the employment of competent executives for local school\nsystems.\nAny satisfactory solution of the problem of the financing of public educa¬\ntion will involve, in many of our states, a reform in our system of taxation.\nAs has already been indicated, assessments must be equalized throughout\nthe state. This will require a state tax commission removed from political\ncontrol. There will be needed, as well, local full-time assessors who can be\nremoved for inefficiency in carrying out the work of their office. The\ndevelopment of an equitable system of taxation will doubtless include the\nacceptance of the state income tax, of a tax on business profits whether\nderived from incorporated or unincorporated\n\nbusiness, the continuance\n\ncertain fees and licenses, as well as the inheritance tax. The\n\nof\n\nacceptance of\n\nthe severance tax and of a gasoline tax for state purposes seems also to be\nindicated. But it is not my purpose to discuss the methods of securing sup¬\nport. It is rather my purpose to call attention to the fact that it will be\nnecessary to secure larger revenues from taxes imposed throughout the\nstate if the equalization program that should be developed by the state is\nto be sufficiently supported.\nIn conclusion, it may be proposed that education will cost more in the\nyears which lie ahead than has been spent for this purpose in the past. The\nAmerican people will certainly continue to strive to realize that ideal which\nwas so ably expressed by Herbert Hoover :\nAt no time have we had more able leaders in economic life than today. At no\ntime have we been more certain that the fibre and intelligence of our people fur¬\nnishes a vast reservoir of such leadership adequate to the future. But able ad¬\nministrators, skilled workers, professional and moral leaders cannot be made by\nbirth or money. They cannot be selected by divine right or through bureaucracy.\nNor can their ranks be filled from a limited class. Our leadership can be found\nand it will be sympathetic to our ideals if we maintain the decency and dignity of\nfamily life through a stable economic system; if we maintain free and universal\neducation and thus provide them the open stair to leadership; if we maintain for\nevery individual an equality of opportunity to attain that position in the community\nto which his character and his ability entitle him. Then our supply of leadership\nwill stream forward of its own impulse. It is in this insistence upon an equal chance\nand a free road to rise in leadership that our great American experiment has\ndeparted from those of history. It is our sure guarantee\npossibilities is the hope of every mother\n\nof the future.\n\nIn its vast\n\nfor her boys and her girls.\n\nAny careful analysis of our resources will indicate that we can afford to\nspend more for education if we desire the results of education more than\nwe desire the products of other industries. The realization of our ideal\nof the equalization of opportunity rests upon the development\nadequate program\n\nof state and national support.\n\nschool system in such a manner\n\nas to provide more\n\nWe\n\nof a more\n\nmust\n\ndevelop our\n\nand more\n\nadequately\n\nfor the needs of our whole population. We may rest assured, as was pro¬\nposed by the late President Eliot almost thirty years ago, that :\n\n"}
{"page": 671, "printed_page": null, "text": "Department\n\n667\n\nof Superintendence\n\nEvery educational improvement has been costly, everyone has justified itself in\nthe eyes of the taxpayers. . . . Not one would now be recalled, and the total\nencourages the expectation that large new expenditures would commend themselves\nto the people at the start and in the end would prove to be both profitable in the\neconomic sense and civilizing in the humane sense.\n\nTHE\n\nWORK\n\nOF THE\n\nHERBERT\n\nS. WEET,\n\nChairman , COMMISSION\n\nUNITS\n\nOF\n\nAMERICAN\n\nARTICULATION\nEDUCATION\n\nSCHOOLS,\n\nON\nAND\n\nROCHESTER,\n\nTHE\n\nCOMMISSION\nARTICULATION\n\nSUPERINTENDENT\nN.\n\nOF\n\nTHE\n\nOF\n\nY.\n\nThe purposes of this paper are to sketch the major fields in which this\nCommission deems its work to lie ; to review briefly what has been attempted\nup to the present time; and, finally, to indicate what the Commission pro¬\nposes and hopes to accomplish during the next two years, at the close of\nwhich the second yearbook to be prepared by this Commission will be\npresented.\nAs this Commission views its task there are three important fields with\nwhich it must concern itself. The first has to do with the larger units of\nschool organization such as the elementary school, the junior high school,\nthe senior high school, the college and university, the teacher-training insti¬\ntutions, and finally the unit for adult education. That we have not as\nyet solved all the problems of coordinating these larger administrative\nunits is a proposition that will be accepted without serious debate. The\nsecond field of work involves the smaller units of school organization such\nas the grades, or whatever other subdivisions may lie within any one of\nthese larger administrative units. This field takes us at once into the whole\nsubject of promotions. And, finally, in the third field the Commission\nhopes to press back to those conditions which surround the pupil in his\njourney from one point of transition to the next and which so largely\ndetermine the nature of the problem at the transition point itself. The\nvery working conditions as regards the curriculum, or the size and varying\nabilities in any given class, for example, may be such as to defeat all other\nattempts at proper coordination.\nmented upon in turn.\n\nEach of these three fields will be com¬\n\nThe presentation of the work in this first field that deals with the larger\nadministrative units may well begin with a contrast. First of all we shall\ntry to see conditions at the beginning of our educational journey in this\ncountry as they are set forth by Henry C. Morrison in his work on \"The\nPractice of Teaching in the Secondary School/'\nIn referring to elementary, secondary, and higher educational institu¬\ntions, Morrison declares that these three schools with which we are familiar\nhave developed not by differentiation from a common institutional origin\nfor the better service of a common purpose, but from three distinct schools,\neach of them founded to serve a rather definite purpose and each of them\n\nin the beginning substantially unrelated to the others. 1 he eight-grade\nelementary school as we know it is the indigenous common school modi¬\nfied by the efforts of administrators in the second quarter of the nineteenth\n\n"}
{"page": 672, "printed_page": null, "text": "668\n\nNational\n\nEducation\n\nAssociation\n\ncentury to adapt the Prussian theory of common school organization and\ninstitutional purpose to American needs. The high school, on the other\nhand, comes down to us in direct descent from the academies which flour¬\nished in the northeastern states throughout the first three quarters of the\nnineteenth century. The oldest of our existing institutions is the college,\nwhich early became essentially a preprofessional school. Each of these\noriginal schools had its own purpose and its own separate existence. The\nold common school was not ordinarily set to prepare for the academy, or\nlater the free high school, nor was it the main business of the early high\nschool or academy to prepare for college.\nThe above is the first picture in our contrast. It is essential that we\nkeep it clearly before us in any attempt to appreciate or properly appraise\nthe significance of this problem of articulation. In so far as we can bring\nto our minds these three institutions, each isolated from the others by time\nand locality and purpose, then to that extent we shall better understand\nthe difficulties that have had to be faced and the progress that has already\nbeen made.\nBut there is another picture that is at least of equal importance.\nvery city of Cleveland\n\nIn this\n\nin which we are meeting, each individual child has\n\ntoday the opportunity to begin his career of formal education in the kinder¬\ngarten and to continue that career in public or tax supported institutions\non through the elementary school, the high school, the college, and even\nthe professional school. This is true in not a few of our larger city centers.\nIn many of our states where the entire journey cannot be made in tax sup¬\nported institutions within the local community, it can be made within the\nboundaries of the state through the state colleges and universities. And\nfrequently in those states where these latter institutions are not found it\nis entirely practicable through state supported scholarships for the indi¬\nvidual to make the entire journey without tuition charges. Add to these\nbenefits from tax supported institutions the opportunities afforded by pri¬\nvately endowed colleges and universities and the picture is one in striking\ncontrast to the first picture presented. We have an American system of\neducation at least in the sense of a widespread opportunity for a child to\ngo from the beginning to the end of our formal educational institutions\nand thus go out into life equipped with the best that American education\nhas to offer.\n\nThis, then, is the second picture in our contrast. Even the most casual\nreflection upon the changed conditions shown by these two pictures, reveals\na degree of progress that is both illuminating and encouraging. This\nappreciation of the progress made, however, will not blind us to the many\nimportant problems that still need attention.\nSome years ago that distinguished educational leader who is next to\n\naddress us at this morning’s session focussed the attention of school admin¬\nistrators upon this subject of articulation or coordination in such an effective\nand convincing manner that its influence has persisted during all these\nyears. In referring to the conditions at the beginning of our educational\n\n"}
{"page": 673, "printed_page": null, "text": "Department\n\nof Superintendence\n\n669\n\njourney in this country he set forth substantially a picture like the one of\nMorrison’s that has just been presented. And then John Dewey made this\nvery significant statement: “All organization is nothing but getting things\ninto connection with one another, so that they work easily, flexibly, and\nfully. Therefore, in speaking of this question of waste in education, I\ndesire to call your attention to the isolation of the various parts of the school\nsystem, to the lack of unity in the aims of education, to the lack of coherence\nin its studies and methods.”\nIt is now thirty years since those words were written. Interestingly\nenough it is only about forty years ago, according to Morrison, that this\neffort to make the elementary school, the high school, and the college pull\ntogether for a common educational purpose, began. He points out that\ndown until nearly the end of the nineteenth century the number of pupils\nwho passed on from the common school to the high school, and from the\nhigh school to the college, was so small as to be almost negligible. But\n“the surpassing educational awakening which began to be evident about\n1900 changed all this. Ordinary folks in ever increasing numbers began\nto send their children to college. The\n\neasy going w’ays which\n\nhave an¬\n\nswered for a century would no longer serve.” And Morrison closes with\nthis significant statement : “Thus the history of educational administration\nsince 1890 has been to a large extent a history of endless effort to make the\nelementary school, the high school, and the college pull together for a com¬\nmon educational purpose.”\nThis, accordingly, is an occasion for sincere congratulation. John Dewey,\nthe man who more than any other awakened the educational world thirty\nyears ago to the waste that was resulting from lack of coordination, is here\nthis morning to discuss the same subject. He has lived and worked through\nthirty of the forty years that this effort at coordination to which Morrison\nrefers has been under way. We appreciate his coming, and we shall listen\nwith profound interest to his message.\nTo present as strikingly as possible the contrast with which we began,\nthe most favored centers were selected for the second picture. But it would\nbe a mistake for us to suppose that these favorable examples are representa¬\ntive of conditions in the country at large. Quite to the contrary. While\nin some places these larger administrative units have been brought into\njuxtaposition in such a way as to make for conditions favorable to con¬\ntinuity in educational progress, yet on the whole there are widely different\npractises in the makeup of these units and widely differing theories as\nto what the most desirable units are from the standpoint of this problem\nunder consideration. I suggest that if any person doubts the accuracy of\n' such statements he attempt to define in terms of current practise just what\nconstitutes any one of these administrative units of school organization.\nIs the elementary school unit, for example, distinguished from the other\nunits by the number of grades involved ? Obviously not, for the number\nvaries anywhere from five in some parts of the country to nine in other\nparts. Is it to be defined by the number of days of schooling provided by\n\n"}
{"page": 674, "printed_page": null, "text": "670\n\nNational\n\nEducation\n\nAssociation\n\nthe elementary school ? Clearly not, for five grades or years of elementary\nschooling in some states will provide only about half the amount that the\nsame number of grades or years will provide in other states. By the same\ntoken the elementary school unit cannot be defined in terms of common cur¬\nriculum practise, or teacher training, or any other one of these elements\nthat are so closely linked with the elementary school. Equally pertinent\nquestions may be asked with reference to the fields of secondary and higher\neducation. The Commission has accepted the definition of the elementary\nschool unit adopted by the Commission on the Curriculum. This unit,\naccordingly, consists of the kindergarten and the first six grades. Its defi¬\nnition, however, is based rather upon present trends than upon present\npractise. In other words, there seem to be good grounds for believing that\nthe development of the future will be, and ought to be, in the direction\nof the elementary school of six grades.\nAnd\n\nthere is no less uncertainty when\n\nbeyond this elementary school. What\n\nwe\n\nenter the field above and\n\nis the period of secondary education\n\nand what are the administrative units that are best adapted to an accom¬\nplishment of the things that secondary education should accomplish ? Shall\nthis secondary period, for example, accomplish all the work from grades\nseven to fourteen, inclusive, thereby regarding the first two years of the\narts college as coming essentially within the field of secondary education?\nCertainly this appears to be the direction in which we are moving.\n\nAnd\n\nthis is to be accepted as the period of secondary education, then how\n\nif\n\nshall\n\nit be divided? Shall there be a separate junior high-school unit consist¬\ning of grades seven, eight, and nine, with a separate senior high-school unit\nconsisting of grades ten, eleven, and twelve, and then the junior college\nfor the two remaining years or grades? If these are not to be regarded as\nseparate administrative units, then what combination of these units shall be\nmade? If we declare that the six-year high school, including grades seven\nto twelve, is more favorable from the standpoint of coordinating the dif¬\nferent elements or providing favorable conditions for coordinating the dif¬\nferent elements, are there losses in other directions that will more than\noffset the values from the articulation side ?\nThese questions are broadly suggestive of the problems to be faced in\nthe future work of coordinating these larger administrative units. Of\nthe limitations that are inevitable because of local community conditions,\nwe are all conscious. The most important of these have been discussed\nin the opening chapter of this Seventh Yearbook. There are, however,\ngood grounds for believing that there is much that can and should be accom¬\nplished in the way of coordinating these units after even the most liberal\nallowance has been made for such limitations.\nBut while these points of transition from the elementary school to the\nhigh school, and from the high school to the college are matters of real\nconcern, they are not the only, nor are they the most important points of\n\n"}
{"page": 675, "printed_page": null, "text": "Department\n\nof Superintendence\n\n671\n\ntransition involved in continuity of school progress. What shall be said,\nfor example, about the transition from grade to grade, within any one of\nthese administrative units?\nThis at once raises the whole question of promotion from within the\nunit itself. It is a subject to which the Commission believes it necessary\nto give much attention in its studies of the next two years. It is entirely\nconceivable and in fact it is very probable that in many instances condi¬\ntions may be quite as unfavorable for continuity of progress because of\nabruptness in the transition between any two of these smaller units of\nadministration as they are at this changing point between any two of the\nlarger administrative units of which we have been speaking. Just wdio,\nin the last analysis, determines whether a child shall or shall not be pro¬\nmoted ? Upon what basis does the teacher, principal, or superintendent,\ndetermine that the pupil or class in any one grade is ready to proceed to\nthe work of the next grade? Exactly what promotion records are kept?\nAre records simply in the form of non-promoted, or is there a record show¬\ning exactly the subject in which the pupil failed of promotion and a state¬\nment of the causes in each case? What use is made of such promotion\nrecords as are kept? These are simply suggestive of the many very impor¬\ntant questions that merit careful and continuous study. It is unnecessary\nhere to do more than suggest the important ramifications of the whole\nsubject of the promotion of pupils. It is the second field with which the\nCommission will concern itself, and it hopes through the studies of the next\ntwo years to contribute something out of the varying experiences of the\ncountry with this matter that will be of real help.\nBut there is a third field of work that takes us directly into the funda¬\nmental issues involved in the whole subject. That field has to do with\nthe curriculum and with the conditions that are essential to the fullest\nrealization of what the curriculum is designed to accomplish. Certain\ntype questions at once arise in this connection. Just what is American\neducation to do for this individual who begins the journey in the kinder¬\ngarten and continues it on through the professional school, or withdraws\nat some one of the stages in the journey? Of course the answer to this\nquestion determines the aims or objectives of education all along the way.\nIf anyone supposes for an instant that this question of objectives has been\nanswered, let him simply attempt to formulate for common acceptance the\npurpose or purposes of American education as a whole, and the peculiar\ncontribution that each of the administrative units involved in the process\nis supposed to make. In the Yearbook just submitted the attempt has been\nmade by the Committee on Elementary Education to formulate such ob¬\njectives for the elementary school unit. In like manner the Committee\non Secondary Education has submitted what it conceives to be the ten\nspecial functions or purposes of secondary education. In both cases what¬\never is submitted is wholly tentative in nature and the chief purpose has\nbeen to offer something definite that may continue to provoke discussion\nand clarify our thinking, to the end that during the next two years there\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNational\n\nEducation\n\nAssociation\n\nmay be developed with respect to these objectives a formulation that will\nmeet with common acceptance and serve as a helpful guide. Out of all\nthese efforts at coordination that have been made during the years there\nhave gradually emerged more clearly defined notions as to what education\nin this country should accomplish and what the elementary school, and\neach of the other units, should contribute to this common purpose. Have\nwe as yet gone sufficiently far to interpret the meaning of it all? This is\na question which the Commission hopes to throw some light upon. And\nthen related to this are conditions that determine how effectively the cur¬\nriculum and all other means of realizing these educational goals are to be\nused. The attendance of a pupil is one such condition. Failure to secure\nregular attendance is by common consent a very potent factor in prevent¬\ning continuity of educational progress. Is it too much to say that all pros¬\npects of making the required transition from unit to unit have been for¬\nfeited by many a child through ill health conditions that could with proper\ncare and foresight have been remedied at the very beginning of the child’s\nschool career? Equally significant questions arise with reference to the\ntraining and attendance of teachers. Here, again, are we working as favor¬\nably as possible within the unavoidable limitations that exist? Is it pos¬\nsible to get further light upon the problem of the temporary supply or\nsubstitute teacher that will enable us in the necessary absence of the regu¬\nlar teacher to reduce the loss on the part of the pupil to the minimum?\nAnd what is to be said concerning this very important and much discussed\nsubject of homogeneous grouping? The whole history of the graded\nschool from \"the days of Horace Mann down until the present time has been\nessentially an attempt so to group pupils as to enable them to go forward\nwith a degree of progress commensurate with their industry and ability.\nNo one, of course, supposes that the Commission will in the next two years\nbe able to answer these and similar questions to the satisfaction of all con¬\ncerned, but if it can select some of the fundamental ones and in a patient\nand judicial manner throw light upon them that will serve somewhat to\nguide in the days that lie ahead, its fondest ambitions will have been\nrealized.\nHaving briefly sketched the major fields within which the work of this\nCommission will lie and suggested certain illustrative problems in each field,\nit seems important to refer briefly to the controling principle in accordance\nwith which the Commission must carry on its work. The application of\nthis principle is a highly controversial question, and because of this, what I\nbelieve to be the attitude of the Commission in the use of it should be\nfrankly set forth. It is the principle of standardization. We are fre¬\nquently told that standardization is dangerous to education. It happens\nhere as it so frequently happens elsewhere with generalizations of this kind,\nthat a bill of particulars is required if fruitless discussion is to be avoided.\nThere is a kind and degree of standardization that is dangerous to educa¬\ntion. Back in 1923 the late President Eliot of Harvard pointed out a\ntendency to carry over into school procedure the standardization practises\n\n"}
{"page": 677, "printed_page": null, "text": "Department\n\nof Superintendence\n\n673\n\nof industry, and entered his characteristic protest against the practise.\nWith the dangers here there would be common agreement. If reports\nare true, there is no industry in our country today in which the units\ninvolved are more closely and efficiently articulated than is the case with\nthe Ford Motor Company. There is no uncertainty whatsoever as to\nwhat the finished product is to be. Every specification has been drawn\nwith a nicety that baffles understanding. And if this be true of the finished\nproduct it is equally true of every step or unit of the process from the begin¬\nning to the end of the journey. Controls are so operated that flexibility\nis neither required nor allowed.\nof industrial standardization.\n\nIn short, it is a well-nigh perfect example\n\nWe would all join in protest against any attempt to bring either this\nkind or degree of standardization into education. Children are not things\nof wood or metal or textiles. Social controls, varying abilities of children,\nand in fact practically every factor that grows out of the differences be¬\ntween human beings on the one side, and inanimate materials on the other,\nstrikes out all attempts to draw analogies between industry and education\nin these matters. We would all, furthermore, join in equally emphatic\nprotests against the attempts of standardizing agencies, either within or\nwithout the field of education, to force any kind or degree of standardiza¬\ntion that would prevent the legitimate and essential exercise of that flexi¬\nbility without which the educational process cannot be effectively carried on.\nBut having said all this, we shall nevertheless not blind ourselves to the\nfact that in all this work we cannot escape standardization if we would,\nnor would we escape it if we could. Nobody knows better than does the\nschool administrator the Scylla and Charybdis between which we must\nsteer in attempting to get all that standardization has to offer and at the\nsame time prevent its possible deadening effects upon the processes them¬\nselves. A large part of his thought and time must be given to the task of\nestablishing standards and then of so administering the affairs within his\njurisdiction as to have such standards help and not hurt. With the admin¬\nistration of whatever standards may be established as a result of the work\nof this Commission, the Commission itself can have no concern. That\nnaturally must be and should be the responsibility of each community\nunit of administration. But this in no sense relieves the Commission\n\nor\nof\n\nthe responsibility and the opportunity of seeking out and setting up such\nstandards as in their best judgment will guide toward improved educa¬\ntional procedure.\nThe first part of the work of this Commission is to sift out from the\nthree fields here briefly sketched what\n\nbe considered the most im¬\nportant and far-reaching problems concerning which there is reason to sup¬\npose help can be given. In other words, up until the present time the chief\nattention of the Commission has been given to the nature and extent of\narticulation problems. The Yearbook here presented is essentially an\ninquiry. The manner in which this inquiry has been carried on is clearly\n\npresented in this Yearbook.\n\nThe\n\nmay\n\nwhole purpose of the meeting this morn-\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNational\n\nEducation\n\nAssociation\n\ning is directed toward this same end of giving perspective with reference\nto problems. This afternoon some eight or nine roundtable discussions\nwill be conducted each upon some phase of this work. In a very real\nsense, therefore, Part I of the work of this Commission will be completed\nat the close of this day’s session when the last of these round-table con¬\nferences adjourns.\nAnd then the Commission will begin at once a study of such problems\nas are selected. This study will extend over a two-year period and if\npresent plans carry, the results of the studies thus made will be set forth\nin the yearbook of the Department two years from now. A knowledge\nof present practises throughout this country is bound to be invaluable in\nthis study. I cannot do less than express in behalf of the Commission\ngratitude for the cheerful and intelligent responses that have been given\nto the Commission thus far, and I wish to make it as clear as possible here\nthat nothing will be so genuinely welcomed by the Commission as volun¬\ntary requests on the part of school systems of whatever size or kind to\nparticipate in this study. In like manner our schools of special education\nand the many laboratory schools that are in a position, as the public\nschools are not, to conduct experimental studies on important phases of\nthis work, have given and will continue to give invaluable aid to the\nCommission. Insofar as this Commission can ascertain present trends,\ninterpret their validity, and point out such modifications as future improve¬\nment in school welfare requires, it will have accomplished its purpose.\nIn this manner only will it contribute to the theme of this entire conven¬\ntion by pointing the way by which the schools can better serve democracy\nthrough increasingly producing a higher type of citizen.\n\nGENERAL\n\nJOHN\n\nDEWEY,\n\nPRINCIPLES OF EDUCATIONAL\nARTICULATION\n\nPROFESSOR\n\nOF\nNEW\n\nPHILOSOPHY,\nYORK\n\nCOLUMBIA\n\nUNIVERSITY\n\nCITY\n\nThere are two ways of approaching the problem of elimination of waste\nin the educative processes of the schools. One is the administrative. This\ntakes the existing system as a going concern, and inquires into the breaks\nand overlappings that make\n\nfor maladjustment\n\nand inefficient expenditure\n\nof time and energy on the part of both pupil and teacher — useless and\ntherefore harmful mental motions, harmful and not merely useless because\nthey set up bad habits. The other may be called personal, psychological,\nor moral. By these adjectives is meant that the method starts from the\nside of personal growth of individual needs and capacities, and asks what\nschool organization is best calculated to secure continuity and efficiency of\ndevelopment. It sets out from the side of pupils and asks how the suc¬\ncessive stages of the school system should be arranged so that there shall\nbe a minimum\n\nof blocks, arrests, sudden switches and gaps, futile repeti-\n\n"}
{"page": 679, "printed_page": null, "text": "Department\n\nof Superintendence\n\n675\n\ntions and duplications, as the children and youth pass from one stage to\nanother, from kindergarten to elementary, from this to high school, and\nfrom the latter to college.\nThis statement of two modes of approach does not imply that there is a\nnecessary opposition between the two. They should be complementary.\nWhat is common to both is that each looks at the educational system as a\nwhole and views each part with respect to what it does in making education\nreally a whole, and not merely a juxtaposition of mechanically separated\nparts. Each avenue of approach is equally concerned to eliminate isola¬\ntions and render the function of each part effective with respect to the\nothers. There is no more necessary opposition between the two than there\nis when engineers in tunneling a mountain bore from opposite ends. Before\nthey start work, the tunnel must be considered as a single thing and the\nwork done from either end must be thought out and undertaken with ref¬\nerence to examination of the entire project. But a preliminary intellectual\nsurvey of the whole is necessary to make the two modes of approach meet\nat a center.\nWhen the consideration of the problem is undertaken from either side\nwithout regard to the considerations which necessarily exist at the other\nside, there are dangers and evils that cannot be avoided. Thus an approach\nfrom the exclusively personal side will overlook certain administrative\nnecessities that seem to be inherent in the situation. An important consid¬\neration here is pointed out in the general introductory report of the Com¬\nmission. The area of the region drawn upon and the different numbers\nof children and youth who go to school in the elementary and higher grades\nmust be considered. Younger children as a rule must be in buildings nearer\ntheir own homes, and because of their greater number there must be a cer¬\ntain amount of physical segregation from older pupils. Moreover, for the\nolder pupils there must be a greater variety of courses, differentiation of\nteachers, and amount of equipment. These facts demand a large number\nof pupils in the high school and this, in turn, demands that they be drawn\nfrom a wide area. Hence consideration from the personal development\nside must take into account administrative necessities.\nConsideration of the latter must, however, be checked at every point by\ntaking into account the conditions that make for effective mental and moral\ngrowth of individuals as individuals. Undue attention to the adminis¬\ntrative side tends toward “rationalization” of the divisions that happen at\na given time to be institutionalized. Reasons are found which justify their\ncontinued existence as more or less independent units. Then the problem\nof articulation becomes an external one, that of smoothing transitions from\none to another and getting rid of the more obvious sources of friction.\nThis is a gain as far as it goes, but it does not go far enough to touch the\nbasic matter of securing adequate and complete personal growth. In\nconsequence of this external approach, there will be a tendency to assume\nthat mental and moral growth is marked by “epochs” which correspond, at\nleast roughly, to the isolated units of the school system.\n\n"}
{"page": 680, "printed_page": null, "text": "676\n\nNational\n\nEducation\n\nAssociation\n\nThe fact that interests and capacities change with age is undeniable ; that\nthe boy and girl of sixteen differ markedly from those of twelve and those of\nthe latter age from those of eight and the latter, in turn, from those of five\nand six is too evident to escape notice. But the underlying problem is whether\nthe changes occur gradually and almost insensibly or by sharply marked off\nleaps which correspond to the conventional institutional school divisions.\nThis is a question which must be investigated and the answer found by\nindependent study of the facts of development in individuals. The need\nof this independent inquiry as a check and test is the more acute because\nthe divisions that exist among school units react upon personal develop¬\nment. It is in consequence easy to assume that changes in personal growth\nare inherent, when in fact they may be the relatively artificial products\nof the existing school divisions and insofar abnormal and undesirable.\nFor this reason the study of the best methods of articulation should be\nchecked by a comparative study of those schools in which division into units\nis minimized; that is, “unified schools” in which children of different ages,\nfrom primary- to high school, are found together and wherein there is no\nadministrative break between junior and senior years in the high schools.\nOnly by such a comparative study can the elements, if any, that are arti¬\nficial and conventional in the schools where units are emphasized be de¬\ntected. This statement does not contradict what was said earlier about\nthe problems of area of distribution and the need of increased variety of\ncourses and equipment in higher grades. For, in the first place, cities vary\ngreatly in population and there may be median range of size to which the\nunified school is well adapted. In the second place, the results of compara¬\ntive inquiry would throw light upon the methods of organization to be\nadopted in the schools of towns of such a large size that the unified system\ncannot be literally adopted. For there is a question of limits, and edu¬\ncators can work in either of two directions, toward opposite poles, either\nto that of independent units, or to the maximum possible of relative unifi¬\ncation of the assembling of pupils, without carrying either principle to its\nlogical extreme. This consideration seems to me to be fundamental in the\nwhole problem of articulation. Mere convenience of administration should\nnot be permitted to override it.\nIt is recognized that adequate treatment\n\nof the fundamental\n\nproblem\n\nhere — the mutually complementary character of the administrative and the\nmoral psychological development of individuals — must wait upon command\nof greater knowledge of the actual process of normal growth than anybody\nnow possesses. Nevertheless, reference to the latter is important for it in¬\ndicates, in the first place, the necessity of continued study of personal\ngrowth as an inherent factor in the problem of articulation from the admin¬\nistrative side. And, in the second place, it serves a warning. It cautions\nus against a too ready assumption that the present institutional division\ninto separate units has necessary inherent value on account of correspond¬\ning “epochs” of personal development. It warns us against attaching too\ngreat value, decisive value, to matters of administrative habit and inertia.\n\n"}
{"page": 681, "printed_page": null, "text": "Department\n\nof Superintendence\n\n677\n\nA complete examination of the question of articulation can be attained\nonly when the experiences of classroom teachers in immediate contact with\npupils are procured and utilized, as well as the experiences of administra¬\ntors. This statement does not signify that principals and superintendents\nin their reports do not take advantage of the experiences gained in actual\nclassroom work. It is, however, a reminder that specialized experience\nalways creates a one-sided emphasis, in habits of thought as well as of out¬\nward action, and always needs to be checked. There is much evidence in\nthe various reports of the extent to which conference and exchange of\nreports and information already obtain as necessary methods of avoiding\nunduly sharp breaks in subjectmatter, methods, and harmful repetitions.\nWhat I am pleading for is a more direct obtaining of data on the whole\nsubject of continuity of personal development from classroom teachers, and\na direct inclusion of such reports in the gathering and interpretation of\nmaterial along with those of superintendents and supervisors and principals.\nThe findings of experimental and progressive schools must also be included,\nnot as models, but as providing data regarding processes of personal devel¬\nopment under different conditions.\nConceding that we have not adequate knowledge of the course of men¬\ntal development in individuals, I propose now to consider the bearing of\nwhat is available in this respect upon the general problem of articulation.\nI begin with a statement which is so general that it can hardly arouse\ndissent. The ideal is that the achievements at any one period of growth\nsupply the tools, the agencies and instrumentalities, of further growth.\nThe statement is not one that refers simply to the transition from one\nunit to another. It is of constant application. That is, whatever the pupils\ngain at any period, whether in skill or knowledge, should be promptly\nfunded into something actively employed\n\nin gaining new\n\nskill and knowl¬\n\nedge.1 A new level of intellectual achievement should mark off each suc¬\ncessive month and week of school life, and not be thought of as occurring\nonly in the transition from one unit to another. The bearing of this prin¬\nciple upon the specific problems of articulation which the various reports of\nthe Commission\nhas been stated.\n\nbring out may be postponed until another basic principle\n\nThe idea of ripening, maturing, is evidently fundamental in the question\nof individual growth. Now what needs to be especially borne in mind\nwith reference to maturing is that it is plural, that is, various powers and\ninterests which coexist at the'same time mature at very different rates. Ma¬\nturing is a continuous process ; the mature fruit may appear, as with fruits\non a tree, only at some later stage, even if we assume, which it is probably\nwrong to do, that there is ever any such completely matured fruit in the\ncase of a human being as in a plant. But the normal maturing as a process\n1 This principle is recognized in the almost unanimous\n\ndenial that there is a period of “imi¬\n\ntation,” or receptivity, and one of application, or active initiation and use, on the part of those\nreporting in the second chapter of the general report. There is very general agreement that the\nacquiring and the application of what is used as tools must go hand in hand from the start\nand be continued all the way through, the difference being at most one of emphasis.\n\n"}
{"page": 682, "printed_page": null, "text": "678\n\nNational\n\nEducation\n\nAssociation\n\ngoes on all the time ; if it does not, there is something the matter with con¬\nditions. Arrest of growth, incapacity to cope with subjectmatter, and ina¬\nbility to respond to methods employed at a later period are all signs of some¬\nthing wrong. They need to be studied as symptoms and diagnosed with a\nview to constructive remedies.\nSince maturing is a continuous process and also a plural one it is not a\nuniform four-abreast thing. One has only to observe a baby to note how\none ability ripens before another, the ability to fixate objects with the eye,\nto grasp, to sit up, to creep, to walk, to talk ; and how each operation as it\nmatures is utilized as a factor in bringing about some maturing of another\nability* and adaptation. No parent ever makes the mistake of overlooking\nthis plural nature of maturing. When we come to schooling, however, I\nwonder if there is not too much of a tendency to assume an equal, uniform,\n;our-abreast maturing,\n\nand if that does not underlie the conception of\n\n’epochs\" of growth which correspond to various units of the school system.\nIf the assumption is not made in a positive form, it is made in a negative\nway, that is, by overlooking the specific needs and capacities that are ripen¬\ning, or that may ripen, during each year and month of school life. It is\nthis neglect which is responsible for the idea that each stage is merely prep¬\naration for some later stage, particularly that the aim of the early years of\nthe elementary school is chiefly the purpose of gaining social tools to be\nindependently employed and enjoyed later on.\nI am always surprised and disturbed when I find persons who insist that\nthe high school must not be dominated by the idea of college preparation\nready to assume as a matter of course that the first two or three primary\nyears must have as their main purpose the securing of “social tools” for\nlater use, instead of being devoted to gaining those experiences which are\nappropriate to the powers that are ripening at the time. I must express\nmy profound dissent from the position taken in the general introduction\nthat sets up a dualism between the actual experience of children in the\nearly years and the requirements imposed and dictated by the needs of later\nschool years.\nAt this point, the two principles laid down cease to be innocuous gener¬\nalities. The way to get possession and command of a tool for later use is by\nhaving the experiences proper to the immediate time, experiences which\nawaken new needs and opportunities and which, just because they are\nachievements, form the natural agencies or tools for later activities. Any\ntheory which\n\nsets out by denying that this is possible misstates the prob¬\n\nlem of articulation, and its “solution” is bound to be defective. Unless\npowers as they ripen are put to immediate use in acquiring new knowledge\nand skill, tools are not shaped for later use. The problem, from the side\nof earlier years, is that of discovering those particular needs, interests, and\ncapacities which are ripening then and there, not attempting a premature\nintroduction and forcing of others ; and then of finding that use and appli¬\ncation of them which passes insensibly into the ripening of other more com¬\nplex tendencies. From the side of later years, it is the same problem, but\n\n"}
{"page": 683, "printed_page": null, "text": "Department\n\nof Superintendence\n\nwith the added factor of adjusting subjectmatter and methods\n\n679\n\nso that the\n\npowers already relatively ripened shall be used in developing the new pow¬\ners that are showing themselves. Only in this way can the maximum of\ncontinuous growth be secured and an internal, rather than mechanical, artic¬\nulation be secured.\nThe point and force of the two principles laid down is found in their\nconcrete application. I propose, accordingly, to consider some phase of\nisolation and waste, of non-articulation, in their light.\nIn the first place, they suggest that reasonable integration within the\nschool cannot be secured by limiting the problem to what goes on in the\nschool. The fundamental problem of articulation takes us outside the\nschool to articulation of its activities with the out-of-school experience of\nthe pupils. It is for this reason, of course, that the curriculum is so funda¬\nmental ; to articulate successive phases of subjectmatter with one another,\nthere must be an articulation of the curriculum with the broadening range\nof experiences had at home, in the neighborhood and community. This\nprinciple applies at the beginning and all the way through. I remember\nhearing an intelligent parent complain that kindergarten teachers seemed to\nassume that children came to them blanks and treated them as if every¬\nthing had to begin afresh, thereby boring children with things they could\nalready do and were familiar with, and failing to utilize the capital they\nhad already acquired.\nThis complaint was made over thirty years ago ; doubtless cause for it\nno longer exists. But it is typical of what is meant by the present point.\nExcept for highly specialized matters, the ripening of powers does not go\non exclusively nor mainly in school. This fact gives great significance to\nmatters contained in the various reports which at first sight are remote from\nthe question of school articulation ; matters of health, nutrition, regularity\nof attendance, home life, reading and occupations out of school, economic\nstatus of parents and children, as well as the general changing demands of\na rapidly changing civilization. But it extends to the whole matter of\nutilizing in school the experiences gained out of school.\nMore specific points are involved in the application of the two principles.\nOne of these is the principle of alternate concentration and remission of\nwork in special lines. While great improvements\n\nhave taken place, there is\n\nstill an undue tendency to a uniform four-abreast treatment of the subjects\nthat make up the school program. Certain studies tend to appear in every\nmonth and in every year of a school program. There is need for flexible\nexperimentation\n\nin periods of intensive concentration upon such things as\n\nreading and number work in the elementary grades, followed by periods\nof relaxation in which achievements gained are capitalized in concentration\nupon other studies. The same principle applies to history, geography, na¬\nture study, and science. Each might be made for a time the relative center\nwith subordination of other factors. The effect would be to disclose better\n\n"}
{"page": 684, "printed_page": null, "text": "680\n\nNational\n\nthan does the uniform method\n\nEducation\n\nAssociation\n\nspecial aptitudes and weaknesses and would,\n\nI think, greatly minimize the breaks that now\nto a new year and new unit.\n\ncome\n\nwith change of pupils\n\nOther difficulties in the present situation arise, I believe, from the isola¬\ntion that comes from the confining of teachers to single years. The pupils\nare the only ones who come into direct contact with the whole process.\nArtificial breaks, sudden introduction of new demands and new methods of\ndiscipline, teaching of new kinds of subjects, duplications and need of re¬\nview of subjects already supposedly mastered, are the result. They are in\nlarge measure due, I think, to the isolation of the teacher resulting from too\nexclusive confinement to a single year. Articulation is secured only as at\neach stage of the school system, pupils' activities are directed in reference to\na continuing wholeness of growth. One year is too short a span in which\nto survey the process of growth. Much has been done, as appears from the\nreports in exchange of records and data, and in joint committee to form the\ncurriculums. Unified supervision helps. But these things do not cover the\nwhole situation. There are administrative difficulties attending transfers\nof teachers from one grade to another, or in having a teacher give instruc¬\ntion during the same year in more than one grade. But I do not believe\nthat, without a greater use of these methods, teachers can get that real ap¬\npreciation of continuity of school movement which will enable them to\nsecure articulation from within.\nOne aspect of this matter involves the question of having younger chil¬\ndren in contact with more than one teacher. I recognize the objections that\nare so clearly pointed out in the section of Chapter II of the Report dealing\nwith departmentalization in the elementary grades. But these objections\nhave to be offset not only against the point already made regarding the need\nof intimate acquaintance on the part of the teacher with children at differ¬\nent stages of development, but against the evils of the conditioning of a child\nto the habits and methods of a single person, and against the fact, frequently\nnoted, of the friction that arises when the pupils enter a unit in which de¬\npartmental teaching does exist. It does not follow because departmental\nteaching can easily be overdone in the early grades that children may\nnot profitably get used to more than one teacher even in the first grade.\nIt is a concrete question of proportioning. We need also to bear in mind\nthat the one-room, one-teacher plan tends to perpetuate the regimes of\neither formalism or undirected spontaneity in the early years. No one teacher\ncan know enough to answer all the questions children ask that need to be\nfollowed up if that growth is to be secured which gives a firm basis for\nfuture work — although one teacher is enough to allow children to do what\nthey please or to teach the traditional formal subjects. Nor does it follow\nthat in high schools teaching should be rigidly departmentalized. We need\na little more “give'’ at both ends. Still less does it follow that department¬\nalized teaching in high schools should be confined to a teacher having many\nsections of algebra or geometry or physiography in only one year of the\n\n"}
{"page": 685, "printed_page": null, "text": "Department\n\nschool. Genuine\n\nof Superintendence\n\n681\n\ncorrelation or integration and genuine continuity of articu¬\n\nlation may depend upon a teacher having more than one topic and in teach¬\ning a subject through more than one year. As Ella Flagg Young used to\nremind teachers many years ago, what often passes for departmentalization\nis in reality only a subdivision of labor such as obtains in a factory where\neach worker is confined to making a part of a shoe, which part is then passed\non to the next worker.\nA point frequently mentioned in the reports is connected with the last\ntwo. Attention is called to the difficulties arising from the fact that teachers\nin training often specialize on some one phase or unit, to the neglect of\nknowledge of the system as a whole. It would seem to follow that all\nteachers in training should have at least one thorough course to familiarize\nthem with the system in its entirety, with special reference to the place, in\nthe whole, of that part of the system for which they are especially prepar¬\ning. If this were a regular procedure, it is possible that the reluctance of\nteachers to change from one grade or one unit to another might give way\nto desire for a broader experience. In connection with the training of\nteachers there are so many problems relevant to the issue of articulation that\nit is possible to select only one.\nGraduate schools of universities are in a large measure training schools\nfor teachers in colleges and in an increasing degree in high schools. Through\ninstruction given to those in colleges who go out to teach in high schools\nthere is, in any case, a reaction into high-school teaching. These condi¬\ntions account in large measure for the gaps and maladjustments frequently\nreferred to in articulation of senior high schools with the junior, and in gen¬\neral of high schools with upper elementary grades. I allude to the distinc¬\ntion often drawn between greater attention to development of pupils on one\nside and to subjectmatter as such on the other. No survey of the causes of\nbad articulation is complete that does not take into account the influence,\ndirect and indirect, of the training of future teachers in graduate schools of\nuniversities. It is a phase of the old question of the isolation of normal\nschools from colleges with the greater emphasis of one upon method and of\nthe other upon subjectmatter. Although the problem is not as acute as it\nused to be, since there has been reapproachment from both sides, it is still an\nimportant factor.\nTime permits only of these few selected illustrations. I conclude by re¬\ncurring to the original statement of the problem: that of coordinating the\nadministrative approach with the psychological-moral approach through per¬\nsonal development. It makes a great difference how we take up the problem\nof articulation. If we accept too readily any existing distribution of units\nas even relatively fixed, I am skeptical of any solutions being found which\ndo more than eliminate some of the more striking cases of external friction.\nIt is a natural trait of the human mind to “rationalize” what exists — that is,\nto find adventitious reasons that justify what is found. We should, it\nseems to me, viewT the problem of articulation as one of differentiation.\n\n"}
{"page": 686, "printed_page": null, "text": "682\n\nNational\n\nEducation\n\nAssociation\n\nThe metaphor of organic growth is helpful if not pressed too literally.\nThe problem of coordinated physiological growth is not one of coordinating\nbones, muscles, lungs, and stomach together ; not until mal-coordinations\nhave been established does the latter problem arise. There is a gradual\ndifferentiation of different organs and functions, each cooperating with the\nothers. The problem of educational guidance may be conceived as that of\nbringing about differentiation in a consecutive way. The meaning of this\ngeneral statement may be briefly illustrated. For this purpose I select once\nmore a portion of the Introduction of the Commission which in its implica¬\ntions appears to diverge from the principle. I refer to the contrast which is\nset forth between the earlier and later years in reference to docility of a\npassive type in the former and personal independence and individualistic\ninitiation in the latter, and the conclusions about legitimate separation of\nunits drawn from the alleged contrast. The statement seems to overlook\nseveral facts, such as that well known\n\nto parents, the fact called “contrary\n\nsuggestion” in very early years; the fact that development in the school\nyears comes through activities, and also the adoption of the method of social¬\nized activities in the kindergarten.\nReceptivity and assertive activity are constant functions.\n\nWhat\n\ndiffers\n\nwith different stages of growth is range of exercise and field of exercise. Be¬\ncause a child of six or seven cannot assume the same active responsibilities\nthat he can when he is eight or nine does not mean that some field for\nits exercise is not available at the earlier age nor that it is not an indispen¬\nsable factor in normal development. To generalize wholesale from the\nregions in which the capacity does not exist, and infer from them that the\nwillingness of children to accept what is put over on them “dictates” certain\nsubjectmatters at that period, is to fail to prepare pupils for greater inde¬\npendence in other fields later, and thus puts a premium upon excessive “in¬\ndividualism” later. The problem is one of constant differentiation of powers\nof independent action through prior utilization of those which already\nexist. A normal differentiation will create in pupils a willingness to recog¬\nnize later their need of guidance and receptivity in respect to that in which\nthey are not developed to the point of independence, and thus reduce an\nabrupt and undesirable “individualism.”\nThe example is taken from a limited field, but it applies throughout.\nAt each stage the pupil, whether in elementary grades, junior high school,\nor college, has a certain region of experience in which he is relatively at\nhome and has certain tendencies which are relatively mature. Attention\nto these things as the agencies to be connected with in securing new powers\nof independent and responsible action in wider fields of experience gives the\nkey to a continuous process of differentiation which will place the problem\nof articulation in its proper light.\nI cannot conclude this exposition, at once too fragmentary\n\nand too gen¬\n\neral, without acknowledging my great indebtedness to the studies embod¬\nied in the Report of the Commission. More important, however, than any\n\n"}
{"page": 687, "printed_page": null, "text": "Department\n\n683\n\nof Superintendence\n\npersonal indebtedness is the evidence afforded that the educators of the\ncountry are alive to their responsibility. In our American system of dif¬\nfused control, in the absence of any central directive body, our sole guar¬\nantee of constant improvement is the method of cooperative voluntary in¬\nquiry and mutual conference. The report of the Commission is a notable\ncontribution to the accomplishment of this task in a problem of fundamental\nimportance in the advancement of education. We all owe them thanks\nfor the alertness and thoroughness with which the task has been performed.\n\nTHE\n\nEDWARD\n\nPROBLEMS\nCOLLEGES\nC. ELLIOTT,\n\nOF ARTICULATION AS SEEN BY THE\nAND PROFESSIONAL SCHOOLS\n\nPRESIDENT\n\nOF\n\nPURDUE\n\nUNIVERSITY,\n\nLAFAYETTE,\n\nIND.\n\n“A man is old on the day he begins doddering of the past instead of plan¬\nning for the future.” Such is a whimsical observation of the chief of that\nlong known Hoosier tribe of humorist-philosophers. George Ade did not\nwrite De Senectute. Yet the old Roman who did must have laughed in¬\nwardly when he wrote “You must become an old man in good time if you\nwish to be an old man long.”\nUnder these precepts, I would choose to be an old man for a moment, and\nto dodder of the past. Merely for a moment though. Our profession may\nnot relinquish its claim to youth without risking its power. The articula¬\ntion, with which we are here concerned, must be articulate to those who\nonly know\n\nand speak the new language of this revolutionary new\n\nage.\n\nTwenty-nine years ago, almost to this day and hour, I attended my first\nmeeting of this Department of Superintendence. Then I first experienced\nthe thrill of sitting at the feet of the giants of that profession into which a\nblind fate had hurtled me a year or two before, hurtled, perhaps like many\nof you, without any special preparation or proven fitness.\nWhat a galaxy of seers had places in this Department’s last meeting of\nthe nineteenth century. Harris, the great Philosopher-Commissioner of Edu¬\ncation ; Harper, the creator of that then new ferment in education — the\nUniversity of Chicago; Page, the founder of The World's Work (who of\nus listening to his address upon “Right Use of Speech in a Democracy”\nrealized that it was prophetic of his own responsibilities years afterwards as\nour Ambassador to Great Britain during the World War days) ; Andrews,\nthe fighting-for-freedom superintendent of schools of Chicago ; Parker, the\never militant crusader of the rights of the child ; Draper, the wise educa¬\ntional statesman of the University of Illinois; and Alderman, the captivat¬\ning orator from North Carolina whom this generation remembers as the\nleader of the University of Virginia.\nThere it was I first heard Nicholas Murray Butler, professor of educa¬\ntion in Columbia, with masterful personality and brilliant scholarship, de¬\nscribe and interpret the status of our education at the close of the century.\nFor many years afterwards I carried in a much\ntive climax:\n\nthumbed\n\nnotebook his effec¬\n\n"}
{"page": 688, "printed_page": null, "text": "684\n\nNational\n\nEducation\n\nAssociation\n\nThe glory of founding educational systems cannot be ours; but the effort for im¬\nprovement by building wise practise from sound theory is within the reach of all\nof us.\n\nImmediately following, in the same old notebook I find I recorded the\nutterances of the dominant and revered Eliot, of Harvard, given during his\ndiscussion of Butler’s address :\nI do not know a more sacred occupation\nschools in the United States.\n\nthan the function of a superintendent\n\nof\n\nDuring that meeting I had a never-to-be forgotten day in John Dewey’s\npioneering laboratory school of the University of Chicago. That night I\nread my first professional book on education — Dewey’s School and Society,\nthe most significant book on education yet produced in America — as vital\nand prophetic today as when published thirty years ago. His declaration\ntherein was that :\nThe great problem of education on the administrative side is to secure the unity\nof the whole, in place of a sequence of more or less unrelated and overlapping\nparts, and thus to reduce the waste arising from\ntions that are not properly bridged.\n\nfriction, reduplication, and transi¬\n\nThis thesis which he has so admirably upheld this morning anticipated the\nrevolutionary task now being formulated by the present Commission on the\nArticulation of the Units of American Education.\nI am vain enough to doubt whether anyone in that small gathering of\nsuperintendents in 1900 had exerted upon him greater influence than I.\nThen, Mr. President, I thought myself to be, indeed, I claimed to be, a\nsuperintendent of schools. Through the years I have remained, always in\nspirit, if not by official title, a superintendent of schools. Even the years of\nthe quarter of a century as a university teacher and executive have not\nsufficed to suppress or transform me. Throughout I have remained a su¬\nperintendent of schools, primarily concerned with what seems to me to be\nthe highest duty of this high office ; to serve youth by searching out the gifted,\nthe trained, and the inspiring teachers ; to provide that teacher with the\ngreatest freedom and the best facilities for practicing his high profession to\nstimulate him and, above all, to protect him from the enemies of all great\nartistry7 — poverty of material things, his own\nseeking of others.\n\nsophistication, and the self-\n\nAll the foregoing may sound like irrelevant autobiography. In fact,\nthough, it is the tap root of my first and perhaps main argument.\nThe essence of effective articulation of our educational system is a state\nof mind of the whole of our educational leadership ; a leadership that con¬\nceives education as the discovery and development of a maximum content¬\nment and usefulness of human beings — contentment and usefulness not\nalone desired by the individual, but at the same time desirable for society.\nI understand the articulation job to be the cautious selection, discarding,\nrepairing, and strengthening of the old joints of the parts of the educational\n\n"}
{"page": 689, "printed_page": null, "text": "Department\n\nsystem. And\n\nmore\n\nof Superintendence\n\n685\n\nthan this, the building of new joints so that every part\n\nof the educational mechanism may be brought into a proper productive con¬\ntact with every other part of that mechanism. And the material for these\njoints, let us never forget, is human material.\nThe first condition for the solution of the problem of a better and more\neffective functioning of our entire scheme of public education, including\nthereby state as well as non-state schools, is that executives, administrators,\npresidents, superintendents of schools, principals of schools, by whatever\nname known, shall not consider that they, and the particular institutions\nthey represent — whether schools of grades one to four, or schools of grades\nsixteen to twenty — are agencies ordained and operated independently from\nthe other parts of the educational system. The essential condition for com¬\nplete, economical, efficient human unification of our educational system is a\nclear and determined consciousness on the part of the whole of the educa¬\ntional profession of the unity of purpose, as well as the unity of organiza¬\ntion, of the American educational system ; and also the reciprocal responsi¬\nbility of each unit for the health and aspirations of the other units. The\nspirit of genuine articulation means, if you please, more comprehension and\nless condescension. The key question is not, college or kindergarten, but\ncollege and kindergarten. No school is superior to another save in the su¬\nperiority of the results of its appointed work.\nArticulation will continue to be a problem as long as we lack a leadership\nthat visions an educational system, not as a single artificial ladder to be\nclimbed selfishly alone by individuals, but rather as a broad high road along\nwhich all of any generation may travel under the guidance of the best of\nall generations.\nThis Department of Superintendence must accept the responsibility of\nemphasizing and enlarging the constructive participation in its work of the\nleaders of all phases of our education ; especially those representing the col¬\nlege, the university, the professional, and the technical school.\nEvery socalled pupil or student may be regarded as a potential indictment\nof the school and its teachers. A sound ethical code will impel the craft of\neducation to try itself, fairly and rigorously, in the court of its own\nscience and its own competency.\nIn view of the comprehensive\n\nreport now\n\ncon¬\n\npresented by your Commission\n\non the Articulation of the Units of American Education, it is a risky per¬\nsonal undertaking to attempt to place within my narrow time space on the\nprogram, either a bird’s-eye or a worm’s-eye view of that portion of the\nproblem of articulation bearing upon schools I am supposed to represent\nhere. Let us say then from now\nbrief series of flitting glimpses.\n\non that mine will be a gnat’s-eye view — a\n\nThe establishment of a genuine working unity of the educational system,\ndesigned to secure a maximum conservation of human aspirations and abil¬\nities — after all that is what conservation means — is not alone a problem of\nthe attitude of the professional mind. There is also an underlying problem\n\n"}
{"page": 690, "printed_page": null, "text": "b8b\n\nNational\n\nEducation\n\nAssociation\n\nof political philosophy. There are defying tasks of practical administra¬\ntion. The substance and methods of instruction in any one grade of school\nmay not be lightly disregarded by any other grade of school. And after our\nproblem has been subjected to the usual analytical processes, which should\nbring its elements into clear solution, it is fairly certain that we shall find\nremaining undissolved a refractory residue. This residue will more likely\nbe composed\nstances.\n\nof emotional moral-conduct\n\nstuff than of any intellectual sub¬\n\nDuring the preparation for my half hour of this program\n\nI found among\n\nmy notes some odd bits from the minds of others that seemed to have a cer¬\ntain amount of illuminating irrelevancy to my theme. Illuminating or not,\nirrelevant or otherwise, they are, in my mind, proof of the multitude of\nproblems concealed within that which appears as a single problem on our\nprogram.\nAll of us, who\n\nstrive to cling to a philosophy of idealism in this day of\n\nidols, have a feeling of indebtedness to William C. Bagley for his coura¬\ngeous opposition to that new doctrine of autocracy called determinism,\nwhich, since the War,\ntion :\n\nhas sought to invade the democratic realm of educa¬\n\nTo endow the masses with genius is biologically impossible ; but to endow the\nmasses with the fruits of genius is both educationally possible and socially most\nprofitable.\n\nWhat did you articulators think when you read that provoking, presumptous, and prophetic analysis of the future chances for ability and su¬\nperiority in America which Walter B. Pitkin has lately made in his pessi¬\nmistic volume, “The\n\nTwilight of the American\n\nMind”?\n\nHow can you escape the conclusion that, if we merely educate and train the su¬\nperior children of today up to their capacity, the world will suffer from an appall¬\ning oversupply of best minds?\nAnd what must we begin doing now to provide for such a colossal horde of\nthwarted, discontented, and probably rebellious vagrants whose minds will be\nkeen enough to upset the world ?\n\nW as your articulating faith aroused, or did your spirit falter when you\nread the recent remark of one of the present day industrial leaders?\nEducation\n\nto be worth\n\nWill the mechanism\n\nthe cost must be harnessed\n\nto the industrial machine.\n\nfor the articulation of the various units of American\n\neducation provide a practical answer to the fundamental\ncontained in this authoritative statement ?\nOf the twenty\n\nthousand\n\nnurses\n\nwho\n\nwill receive diplomas\n\nfrom\n\nsocial question\nhospital training\n\nschools, ten thousand are not eligible for jobs as sales girls in an enterprising de¬\npartment store because they do not have the educational requirements.\n\nDid the technical institutions of the country engage in any new thinking\nand planning when the officials of the National Industrial Conference\nBoard, after an analysis of the relation of engineering education and Amer¬\nican industry, published more than five years ago this statement?\n\n"}
{"page": 691, "printed_page": null, "text": "Department\n\nof Superintendence\n\nIn other words, American industry may need four hundred\nfor positions of responsibility in 1930 than it did in 1920.\nthe replacements\n\nnecessary\n\nthe ten year\n\nduring\n\nW as that great surgeon. Dr. William\n\n687\n\nthousand more persons\nThis is in addition to\n\nperiod.\n\nMayo,\n\neducationally constructive\n\nor not when he recently announced himself in favor of a twelve months’\nschool year for high schools, colleges, and medical schools ? Who is to be\nthe gainer if, as he says:\nThe\n\ncost of medical\n\neducation,\n\nthe number\n\nof years\n\nbefore\n\nsupporting and the age at which students are graduating,\nseven years, is driving bright men into other professions.\n\na man\n\naverage\n\ncan\n\nbe self-\n\nabout\n\ntwenty-\n\nThat more complete coordination and functioning of our entire educa¬\ntional organization, which we are here calling articulation, is fundamentally\na human and individual enterprise rather than a mechanical mass produc¬\ntion of opportunity. David Starr Jordan has described a form of determin¬\nism that is entitled to wider application in all of our educational institutions:\nI have learned that it pays to look up a man’s good points. My\nthe first student I admitted to Stanford bears me out in this. When\n\nexperience with\nhe came up for\n\ngraduation, as a mining engineer, he was still deficient in certain minor technical¬\nities of English composition, though he had presented several excellent papers on\ngeology.\n\nHowever,\n\ncitizen, we\n\ngraduated\n\nboy’s name\n\nwas\n\nas he seemed\nhim\n\nHerbert\n\nanyway,\n\nto have\nand\n\nall the other\n\nlet him\n\nrequirements\n\ntake his chances\n\nof a useful\n\nin the world.\n\nThe\n\nC. Hoover.\n\nI repeat, some of the most fruitful articulation will come from an infor¬\nmal, determined, personal willingness to gamble your insight into an indi¬\nvidual nature with the hind sight of the years to come.\nIt may be doubted if any one of the social formulas of democracy has had\nthe practical significance of the formula of the “equality of educational\nopportunity.’’ One looks in vain through our histories and our philosophies\nof education for the origin of these oft-repeated words. I have wondered\nwhen,\n\nwhere, under\n\nwhat\n\ncircumstances, and by whom\n\nthe pronounce¬\n\nment of the “equality of educational opportunity” was first made. Certain\nit is that there was but little appreciation of the results of this formula\nwhen once lodged in the conscious faith of such a people as ours. In this\ngeneration, as you well know, it has become almost a spiritual principle.\nAt the same time, it has produced a multitude of complicated difficulties\nfor the school and for society.\nIn the beginning our democracy looked upon the socalled common school\nas its minimum safeguard. In the end our democracy must include in its\nconception of the common school those stages of education and training\nfound in the college, the professional school, and the universitv.\nA completely unified and a humanly interlocked school system is the\nonly reliable educational guarantee for a united people for our United\nStates. It has taken nearly a century of concerted effort to secure what\nlooks to be elementary education at least in theory. The high school has\nbeen absorbed as a vital part of the common school idea of the nation.\n\n"}
{"page": 692, "printed_page": null, "text": "688\n\nOur\n\nNational\n\nEducation\n\ngeneration has witnessed\n\nAssociation\n\nthe raising of our democratic\n\nideal of\n\neducation by the enlargement of college and professional school oppor¬\ntunities for an ever increasing number of our youth. The inevitable con¬\nclusion of the present trend is that, in the not distant future, the higher\ntraining afforded by our colleges, universities, and technical schools will\ncome to be regarded as the expected preparation of all of those fittted for\nthe responsibilities of complete American citizenship. In other words, the\nhigher educational system of today is to be, indeed must be, amalgamated\ncompletely into the common school system of tomorrow.\nAlready society is asking, with an insistent if not sweet reasonableness,\nwhy not the college trained baker, blacksmith, and candlestick maker;\nwhy not the professionally trained policeman as well as the professionally\ntrained lawyer as a partial solution of our crime wave? Why not, from\nthe standpoint of public health, the scientifically educated dairyman, as\nwell as the scientifically equipped physician ?\nThe forces of modern life, especially economic forces, constantly operate,\nand we forget this frequently, to separate humanity into classes. Under\nthese conditions the formula of “equality of educational opportunity” is\nnot sufficient to solve the problem of American democracy unless there is\napplied at the same time the human formula of “opportunity for economic\nequality.” To accomplish this means that the selection of, and training of,\nyouth by our educational institutions must be founded upon a new and a\nright assessment of qualities and abilities other than the merely intellectual.\nAs human life becomes more and more entangled in the meshes of mod¬\nern civilization it becomes more and more important that we make our\nyouth unafraid of life. From my own book of experience I read that\nvastly more men fail in college and university because of a lack of moral\ndrive rather than by reason of a low I. Q.\nMy contention is that articulation is but a most difficult phase of the\napplication of our dominant democratic doctrine of the equality of educa¬\ntional opportunity. A completely articulated school system would be a\nworthless goal for a generation inarticulate as to the things that magnify\nthe inequalities of men.\nI have one pronounced disagreement with the educational conditions\nwithin which I have worked these many years. Herein is to be found a\nreal obstacle to a closer and more productive interaction between the sev¬\neral types of schools which compose our American system.\nThe teaching and the learning processes from the beginning of\nthe elementary school to the end of the professional school are overbur¬\ndened with factual knowledge. This overburden is felt by those who are\ngifted as well as by those who must be lifted. More and more in recent\nyears we have fallen under the spell of a new priesthood — the highly bred\nand refined specialist, the maker of school and college textbooks, the expo¬\nnents of a new scholasticism. The achievement of a discipline based upon\nthoroughness\n\nand\n\nmastery\n\nof essentials has all but disappeared\n\nfrom\n\nthe\n\nconsciousness of teachers, pupils, and students. Effective articulation would\n\n"}
{"page": 693, "printed_page": null, "text": "Department\n\nof Superintendence\n\n689\n\nseem to require a drastic simplification and reduction of the mere quantity\nof information by the means of which we seek education. Today in the\nperformance of its traditional function as an agency for the selection and\nclassification of youth on the basis of that which we call ability, the school\nis creating outside of its walls great scrap heaps of discarded human\n\nmate¬\n\nrial. One wonders 'whether articulation would not be achieved more easily\nby increasing the scrap heap of discarded facts. Perchance the human\nscrap heap might automatically be thereby diminished.\nI am not one of those who accept the stereotyped fallacy regarding the\npoor quality of teaching in our higher institutions as compared with the\nteaching in the lowTer schools. At the same time, I believe that much could\nbe gained for the harmonious effectiveness of our educational system if more\nof our college and university teachers would spend some time each year in\nstudying the teachings of our best elementary schools and high schools;\nand what perhaps is of equal importance, if more of our superintendents,\nhigh school teachers, and principals would study the teaching methods found\nin the institutions to which their educational products go.\nBlessed be he who has found his own work is a platitude from which it\nis impossible to exclude the truth of life.\nWhatever\n\nmay be the ultimate compound\n\nof concerns of our educational\n\nenterprise, we cannot, civilization trends being what they are, divorce learn¬\ning and labor — separate the training of the man and his job, especially in\nthis day when it has become altogether too easy to separate the job from the\nman. Has not the youth today — utilizing education to become physician\nor poultry man, bacteriologist or butcher, teacher or toolmaker, mineralo¬\ngist or machinist, engineer or engraver, lawyer or linotypist — the right to\na scientific forecast of his opportunities to correlate training and career.\nEducation as a whole should possess conclusions covering the whole of the\ndiverse range of human work, similar to those secured by the Commission\non Medical Education of the American Medical Association, to the need\nfor physicians in the country; not only at the present, but for the years\nahead for the generation of physicians now in training. We need such a\nnational survey and such a national projection of the practical goals of\neducation. Otherwise, how may we confidently expect to set up a prop¬\nerly articulated scheme of education for those for whom the immediate, if\nnot the ultimate values, of education will be measured in terms of work\ndemanding\nof life.\n\ntraining and skill, and work yielding the enduring satisfactions\n\nIn a recent synthetic biography of Moses, a dramatic picture of the closing\nscenes of the prophet’s life has been painted by the French author. Moses\nprays to be permitted to enter the Promised Land. But the Lord utters a\nstern refusal :\nThou\n\nhas doubted\n\nMe:\n\nI forgive\n\nthee.\n\nThou\n\nhas doubted\n\nthyself: I forgive\n\nthee.\n\nBut thou hast doubted * * * mankind, wherefore\nThou shalt not enter into this Land of my Promise.\n\n"}
{"page": 694, "printed_page": null, "text": "690\n\nNational\n\nEducation\n\nAssociation\n\nOur high road to the Land of Promise may not be blocked by feudal toll\ngates erected and maintained by any medieval barons of education.\n\nAmer¬\n\nica may not doubt mankind, traveling as today’s youth, if youth is to reach,\nthrough education, the Land of America’s promise.\n\nTHE\n\nNECESSITY OF COORDINATING EDUCATIONAL\nACTIVITIES WITH PUBLIC AFFAIRS\n\nCAMERON\n\nBECK,\n\nPERSONNEL\n\nDIRECTOR,\nNEW\n\nYORK\n\nNEW\n\nYORK\n\nSTOCK\n\nEXCHANGE,\n\nCITY\n\nOur mutual friend, Frank D. Boynton, wired me three weeks ago,\nasking if I would speak before this convention on the subject of bringing\nthe schools and business closer together.\nOliver C. Billings, Chairman of the Committee of Arrangements of\nthe New York Stock Exchange, happened to be in my office when the\ntelegram was delivered. I passed it over to him and his comment was,\n“This is an order.” I agreed with him, to which he replied, “If you can do\nit, wire Mr. Boynton and tell him wTe will be glad to have you go with our\ncompliments.”\nAs a representative of a great American business organization whose\nmanagement has a deep and abiding appreciation of the contribution the\npublic school system of this country has made toward the civic, cultural,\neducational, and business life of the nation, I extend to you the greetings\nof the Board of Governors of the New York Stock Exchange; and as one\nwho has had the rare privilege of intimate contacts with you in forty\nstates, I offer my personal greetings.\nThis vast gathering has not happened by chance. The cause you repre¬\nsent has reached its heighth and breadth and depth because of the devo¬\ntion and sacrifice the public school teachers of the United States have\nmade\n\nacross the years. Many\n\nof you have passed aside opportunities for\n\ngreater material rewards — for the joy of labor in the vocation that has\nbecome your life work. For when all is said and done — what vocation\nexceeds in importance the one of providing the American boy and girl a\nchance ?\nMy message is that of a business executive and is nothing more than a\nfew observations and suggestions on this vital subject which is a part of\nthe discussion of this morning hour. As I came in a superintendent said\nthat he hoped I would pass out a few tips on the market.\nWall Street — strange that it still seems to be a mysterious place, to\ncitizens generally. It is the recognized headquarters of the great financial\nand industrial concerns that mean so much to the financial and industrial\nlife of the nation. There will be found the leaders from the main streets\nof the nation.\n\nMen\n\nwho\n\nby reason of their character and ability have\n\nbeen hand-picked from every state to be the directive heads of our great\nconcerns. It was but a little while ago, while sitting in the office of\nSeward Prosser, Chairman of the Board of the Bankers Trust Company,\n\n"}
{"page": 695, "printed_page": null, "text": "Department\n\nof Superintendence\n\n691\n\nthat he told me the following incident. He had recently been in a meeting\nof fifty of New York’s great bankers. He knew every man by his first\nname and the amazing thing to him was that there were but two New\nYork men in the group.\nThese leaders are a product of the public schools of the nation. You\ncan be proud of them. They passed through your hands; your leadership\ninspired them; your patience with some of them excelled even that of Job.\nYour example created in them aspirations for worthy living. Your service\nwas not in vain. Wall Street is accustomed to deal with large figures — with\ngreat organizations — but today Wall Street gives way to Cleveland, for\nthe public school system of the nation represents a personnel with 23,000,000 children under 700,000 teachers, 263,000 buildings, and an invested\ncapital of $4,000,000,000. Therefore, for every two persons earning\nmoney, one is in school.\nAmerica stands preeminent as the greatest industrial nation of the\nworld. Her place in the financial world is recognized. The automatic\nmachine, technology of production, efficient methods and standardization\nhave been mighty factors in attaining this place. Standardization may have\nits place in industry.\nI question its place in the educational life of the nation’s children, at least,\nuntil the time comes when some wise leader will show us the way to stand¬\nardize the individual.\nThe stock exchange offers many vocations. On our payroll, together\nwith affiliated companies, we have a personnel of over 2100, representing\n62 vocations. In this group we have the largest number of ’teen-age boys\nin the employ of any financial organization in the country.\nNow a man does not see interviewed in his own office 16,000 people a\nyear or be the responsible head for everything that has to do with employ¬\nment, the education of the wrorker on his job, wrages, promotions, separa¬\ntions, group insurance, and pensions without recognizing that this high¬\nspeed age in wffiich we find ourselves has caused many folks to face problems\nand make decisions for wffiich many seem illprepared. Eight years ago\nwe made a survey of our junior employees. These lads serve as pages on\nthe floor of the exchange. Their wTork brings them into intimate, per¬\nsonal contact with 1100 members, 800 of whom are representatives of other\nplaces. Their job is a high-speed mental one. It calls for imagination\nand the discipline of instant obedience. Yet we found in this group of\nemployees but one high-school graduate. It was right there that business\nand the schools found a common ground for cooperation.\nWe w^ent out and got acquainted with you. We like you, and wTe hope\nyou like us.\nIt is worth the trip to Cleveland to stand on this platform and bear\nwitness to the fact that you have helped us to build a staff of young folks —\nthe like of wffiich I do not believe can be excelled by any business organiza¬\ntion in the United States today. It was but the other morning that Richard\nWhitney, Vicepresident of the Exchange, at the close of an address to our\n\n"}
{"page": 696, "printed_page": null, "text": "692\n\nNational\n\nEducation\n\nAssociation\n\nInstitute of 600 said to me, “My audience this morning consisted of the\nfinest and most intelligent group of onward-looking young men it has\never been my privilege to address.” (This from a Harvard man).\nFacts, I take it are what you want. Here they are. Eight years ago we\nhad but one youth with the equivalent of a high-school education. Today,\nour educational institute, under the able leadership of Mr. Shultz, (a former\nhigh-school principal and teacher at Teachers College) has 407 students,\n1113 enrolments, and 100 on a waiting list, functioning 6 mornings a\nweek, 5 afternoons a week, before and after work. All attendance is volun¬\ntary and there is a waiting list of 100 for whom classroom space is not as yet\navailable. We have over 900 junior employees. They have come to us\nfrom thirty-one states and the District of Columbia, five Foreign Countries,\nEngland, Ireland, Canada, Germany, Switzerland. All states east of the\nMississippi are represented except four. West of the Mississippi, Iowa,\nArkansas, Oklahoma, Colorado are represented. Wyoming is represented\nby the son of a rancher; Texas by the son of a cow-puncher; South\nDakota by a rare chap from the Groton High School; and California — of\ncourse that state would be represented. One hundred seventy-six commut¬\ning zone high schools are represented and 103 high schools from over the\ncountry.\nThis year 70 percent of our evening school enrolment represents enrol¬\nments in schools of college or university standing. Eight college graduates\nrepresenting Stanford, Harvard, Princeton, Springfield College, and New\nYork University are in the uniform of pages. Six college graduates have\nacquired college education and are still on the payroll. Six college graduates\nwill complete college courses this year.\nWe have loaned the lads on our payroll $6000 for the cause of educa¬\ntion in the past three years and have never lost a cent. Out of our experience\nwe are ready to say that the public schools of this country are doing their\npart to turn out young men with character and trained minds. This is\nthe vital requisite. Sometimes I wish that I might be an oculist — what a\njoy it would be to change the spectacles of a lot of pessimists in their out¬\nlook on the youth of this generation.\nI see in this closer cooperation of business and the schools another service.\nOur personnel staff has given hundreds of vocational interviews to highschool graduates sent to us by high-school principals. Because of our con¬\ntacts with various business concerns we have rendered practical assistance\nin helping graduates to find the type of work they have wanted to do.\nWhat\nWhat\n\ndo we want\n\ndo I know\n\nwith a boy whose heart is in the electrical business?\n\nabout the closeup of the actual job requirements of an\n\nelectrician’s vocation?\nIt is easy, however, to place a lad alongside of an expert in that line.\nNot once in twelve years have I asked a big man\n\non Wall\n\nStreet to give\n\na boy a vocational interview and had my request denied. Would it in¬\nterest you to know that we have an order from our board of governors\n\n"}
{"page": 697, "printed_page": null, "text": "Department\n\nof Superintendence\n\nthat if at any time we discover a young\n\nman\n\nwho\n\n693\n\nseems to be wrongfully\n\nplaced vocationally — that we have an obligation to the Exchange — no — an\nobligation to the lad to help place him in the vocation or work he wants to do.\nWhat do we want with commercial artists on our payroll ? I sent for\nKenneth a while ago. He was a high -school graduate and a fine lad with\na good record as an employee. When he came into my private office I said\nto him, “Kenneth, you don’t like your work here, do you?” “Well,” he said,\n“the hours are fine and the wages all right.” “Tell me — you are not get¬\nting anything out of it though except your wages? What would you like\nto be ?” Quick as a flash it came. “I would like to be a commercial artist.'\nWe already knew that, with his four year high-school record on file to¬\ngether with his night school attendance four nights a week studying com¬\nmercial art in front of us. What an easy thing it was to get him an inter-\n\nview with a commercial art firm. He left us on a Saturday noon and went\n\nto work up town Monday morning with no payroll deduction. He has\nfound his place. The economic losses produced by the misfits of industry\nwould almost pay the school budget of America annually. Much has\nbeen accomplished in giving vocational counsel and I believe in it thoroughly\nbut I would offer this suggestion : we can test, we can suggest, we can\nguide. But forbid that we ever reach the place where we believe we are\nthe ones to insist that individuals are only fitted to follow the vocations we\npick out for them. In the world I represent, it just does not work out that\nway. The joy of labor in the thing we are now doing, plus an expanding\nmind, have been the steppingstones to a bigger tomorrow for most of the\nfolks I know who have come up through the crowd.\nWhy is it that the majority of young people seeking employment ask\nus first of all — How much is there in it? What are the hours? For the\nmost part they have spent ten or twelve of the most plastic years of their\nlives in your hands. Is it not possible to teach children that work should\nbe something more than a job and that wages can be something more\nthan money?\nLast year in answer to your calls I travelled over 43,000 miles and spoke\non the subject under discussion to your students and citizens in over 20\nstates — an indication that you welcome help from the business world.\nOn my desk today there are over 800 unfilled invitations. But is this\ntype of service to be the work of one man and one business organization ?\nCan the business men of America refuse to answer a concentrated appeal\nfrom the National Education Association for more voluntary help of this\nkind ? I think not. On the other hand I have discovered very few\nteachers who are willing to make visits to business organizations and\nsecure first-hand knowledge of the job requirements their students must\nface when they go to work. At a recent convention of 150 commercial\nteachers I discovered that not one of them in the twelve preceding months\nhad made one call on the business men of their communities.\nI am not an educator. I merely venture to make this suggestion — that\nprospective teachers electing to teach commercial subjects be required as\n\n"}
{"page": 698, "printed_page": null, "text": "National\n\n694\n\nEducation\n\nAssociation\n\na part of their teacher-training program to spend at least three months\nin the business world before receiving permission to teach. I have an\nidea it might help to secure a better product and that you would find\nbusiness men ready to cooperate with you in providing partime\ntions in this venture. We are doing this at the Exchange.\n\nposi¬\n\nIn forty-five cities of California and in many other states business men\nhave responded to invitations from school authorities to attend special\nassemblies and occupy seats on the platform. Such attendance has been\nhelpful to the students, faculty, and business men. Just as I was ready\nto be introduced\n\nto a high-school assembly — a prominent\n\nbusiness man\n\nof the local community turned to me and said, “I have been criticising\nthis high-school principal all over town. I never realized until this\nminute that he has 1700 kids to take care of. Why, I cannot take care\nof my own boy.\" And it was in a western state that I thought a super¬\nintendent of schools was going to give me a “French salutation.” He said\nto me, “Thank God for your message. Do you see that woman over\nthere on the platform ? She has been a thorn in the flesh of the board of\neducation for a year but today she had to listen.”\nIn my own state adjacent to New York I am told that 59 percent\nof the children do not finish their secondary education. I often wonder,\nis something fundamentally wrong with the present secondary educational\nprogram that produces such a turnover?\nLet a turnover like that happen in a modern business establishment and\nthe powers that be would snap into action over night. When will children\nbe taught the things they are fitted to do? In one of our smaller cities\nI spoke to 600 wide-awake young people in a private business college\nand I asked myself this question : what were the circumstances that forced\nthese young\n\npeople out of a million dollar high school to pay from their\n\nprivate funds for a course of training they knew they wanted? Six hun¬\ndred future citizens whose only memory of the public school was that it\nwas inadequate to meet their needs. They simply refused to be stand¬\nardized. Some day, perhaps, you will be allowed to teach children and\nnot subjects.\nAs I stand here inspired and awed by this great audience, I am thinking\nof your teachers and your children and I am asking myself this ques¬\ntion: Do your teachers and your children think of you as their superin¬\ntendent or as their friend? Do they seek your counsel or do they hold\naloof? After all the way they feel toward you establishes your credit in\nyour community. I am thinking of some of you who have warmed my\nsoul. Some of you may be here today. I think of Mr. Snyder of Holly¬\nwood High School. Two seniors of that school turning to me between the\ndoor of the school and his office and saying with one accord, “Gee! how\nwe love Dr. Snyder.” I am thinking of the high-school principal up there\nin Wisconsin who said to me in the quiet of his office after an assembly\nlast year, “I don’t know that I have made much of a success of this job —\nbut there is one thing I have tried to do. Each year in the ten\n\n"}
{"page": 699, "printed_page": null, "text": "Department\n\nof Superintendence\n\nI have been here, I have sent a hand-written\n\n695\n\nletter to each of the graduates\n\nwho have passed through my hands. There are a thousand of them now.”\nI turned to him and asked him if he would allow me to see his “Treasure\nChest.” He said it was over in the corner. Never to the end of time\nwill I forget the thrill as I reached in at random and pulled out a letter.\nIt read like this — “Lawrence College, Appleton, Wis. Dear Prof: —\nDo you know I do not remember a single thing you taught me during my\nfour years at Manitowoc\n\nHigh — but what an influence your life has been\n\non mine.”\nAre you a superintendent and teacher with an understanding heart?\nIt was not so long ago that I was told that the teachers of a certain\nschool would rather contribute twenty-five dollars to their retirement\nfund than have an interview with their own principal. Within the year\na young coach full of enthusiasm and good wmrks told me in a conference\nthat lasted after the midnight hour that he was ready to quit — and all be¬\ncause in the eighteen months he had been in the school system his superin¬\ntendent had not even noticed him. And this came to me recently. “I have\nhad the most uncomfortable feeling during the last two years of having\nlost that great asset — an understanding heart. Teaching here seems to be\na mad rush from lecture to lecture, meetings at least three afternoons a week,\nprofessional improvement courses — at least two during the school term,\nindividual progress of from forty to fifty children to keep track of, and\nintelligence tests until we forget in our hustle and bustle that our children\nare human beings at all. Our supervisors come in with their poker faces to\ndo one thing — find fault.”\nI bring this to you from my heart and not written notes, that an under¬\nstanding heart, a word of sympathy seems to be a lost art. Men and\nwomen, boys and girls in industry and in school, rise to the heights not\nby criticism but by way of encouragement. The biggest men in the busi¬\nness world, who have the finest organizations, are men with understand¬\ning hearts. The biggest men and women that I know in the public school\nsystem have understanding hearts. If we can go back from this great\nconvention to our respective fields of labor with this asset, then great\ndays are ahead. There will be a better understanding not only of the\nproblems of the business man, the teacher, and the child, but of the nation.\nHow can the start be made? As an outsider looking in I pass on for your\nconsideration the following suggestions:\nFirst, the creation of a vocational advisory committee in each community.\nThis committee may consist of representative men and women from various\noccupations and professions who would serve voluntarily in giving in¬\ndividual interviews and occasional talks to students. What greater op¬\nportunity presents itself to the local superintendent of schools than to train\nfor this service such an advisory committee\n\nof counselors? Such a group\nof carefully chosen men and women, given an intimate contact with the\nschool program and an appreciation of school problems, should be of vital\n\n"}
{"page": 700, "printed_page": null, "text": "National\n\n696\n\nEducation\n\nAssociation\n\nhelp in the launching of new projects that demand public approval for\nadoption. It would assist in securing special gifts for the cause of educa¬\ntion, such as pipe organs and libraries.\nSecond, raising the standards of commercial and industrial education to\nthe standard of academic training may call for\n1. A more adequate salary scale that would attract men and women with business\nand industrial experience plus ability to teach.\n2. Reducing the size of classes to provide more individual instruction.\n3. Modern\npartments.\n\nup-to-date\n\nequipment\n\nin the commercial\n\nand\n\nmanual\n\ntraining de¬\n\n4. Faith and courage to challenge a community to great ventures. No one knows\nthis better than the business man. Keep forever in mind that your product is\nAmerica’s\n\ngreatest asset — her boys and girls.\n\nThird, the Department of Superintendence of the National Education\nAssociation should seriously consider the advisability of arranging\na meeting with leaders from the schools and from business, industry,\nand the professions. Invitations might be sent to such organizations as\nthe United States Chamber of Commerce, American Bankers Association,\nAmerican Investment Bankers, Iron and Steel Institute, and American\nBar Association. The object of such a conference would be:\n1. To devise plans whereby there might be created a council of business execu¬\ntives to cooperate with the public school system of the nation.\n2. The members of the council to be ready to serve on call from the Head¬\nquarters of the National Education Association to give inspirational talks to\nstudents and to give them authentic information regarding the vocations they\nrepresent.\n3. The council to participate in commercial and vocational teachers confer¬\nences, sharing with them their experience and training.\n4. To assist in preparing and making available material which will help young\npeople in making an intelligent choice of life work.\n\nIf any action at any time is taken by the National Education Associa¬\ntion upon these suggestions I am sure the management of the New York\nStock Exchange would wish me to assure you of their hearty cooperation.\n\nFUNCTIONAL\nM.\n\nR.\n\nKEYWORTH,\n\nORGANIZATION\n\nSUPERINTENDENT\n\nOF\n\nAND\n\nRESEARCH\n\nSCHOOLS,\n\nHAMTRAMCK,\n\nMICH.\n\nThe approach to educational organization must be based upon the\nphilosophy underlying such public activity and must be conceived of as a\nmeans to an end in the attainment of the objectives set up in the accepted\nphilosophy. In a democratic organization there must be centralization of\nplanning and control, and decentralization of execution.\nIn every activity, individual or group, private or public, there are defi¬\nnitely three functions. These are planning, executing, and appraising.\nAlthough each is of coordinate rank and value, yet by their very nature\n\n"}
{"page": 701, "printed_page": null, "text": "Department\n\nof Superintendence\n\n697\n\nthey represent different types of activity. To secure the most efficient\noperation of a purpose, careful provision must be made for their proper\nfunctioning. Since necessity developed through strong competition tends\nto accelerate progress, it may be conceded that the recognition of func¬\ntional organization in commercial activity has proceeded faster and more\nefficiently than in public activity. In so far as the general underlying\nprinciples of planning, executing, and appraising apply to the private as\nwell as public activity it is possible to use private organization as an illus¬\ntration without approving of the detailed practises or methods used by a\nspecific economic organization.\nThe development of most city school systems, particularly those whose\ngrowth has been fairly normal and continuous, has been a process of piece¬\nmeal evolution. Changing educational demands and needs have necessarily\nbeen treated as matters of expediency. Schools have either lacked or have\nnot utilized the means for determining their needs by objective evidence.\nThey have either lacked or not utilized the means for measuring their\nproducts. Inevitably the development of the schools has been modified by\nsuch factors as group requests, individual opinion, political influence, and\nentrenched personnel. A subject has been added or a position created in a\nmanner best suited temporarily to avoid opposition and to satisfy as far as\npossible insistent needs and demands. Sooner or later such a school system\nbecomes disorganized and inefficient. Community dissatisfaction, outside\nsurveys, reorganization, and displacement of personnel follow.\nIndustrial\n\ndevelopment — The\n\nstress of competition\n\nand\n\nthe inexorable\n\ndemands of stockholders for profits have forced the successful industries to\nbecome efficient. Those that have not done so have either become bankrupt\nand disappeared, or have been absorbed by a successful competitor, or have\nbeen reorganized and re-financed.\n\nCertain industries have made\n\ncolossal\n\nmistakes. The high mortality rate among industries is evidence of this.1\nSuch industries can disappear without disrupting society. Schools can not.\nSchool systems must correct their errors and proceed.\nOut of the stress of industrial conflict, the surviving industries have cer¬\ntain characteristics that are so general as to be significant. These are :\n(a) Specialization of work\n\ninto departments\n\non a functional basis.\n\n(b) The combination of the line and staff types of organization. The line type\nfor efficiency and the staff type for planning, deliberation, and adjustment.\n(c) The keeping of minute and accurate records in all departments.\n(d) Experimentation\n\nDiagrams\ntries.\nFunctional\n\nand research for improvement\n\nand growth.\n\n1 and 2, illustrating these characteristics, are of specific indus¬\norganization — Functional\n\norganization\n\nis as applicable to\n\nschool systems as to industry. Every school system in fact does have func(Continued\n\non page 701)\n\n1 Report No. 62, Business Death Rates, A. W. Shaw & Co., 1925.\n\n"}
{"page": 702, "printed_page": null, "text": "698\n\nNational\n\nEducation\n\nAssociation\n\noa\n\nU\n\n° c\nrt .£\nCO O\n\nrt p\n\nU3\n\np>> 44>\n44\n\n1/13\n\nCl\n\n*\nc\nc\n\nw«\n\n*\n\n*U\n\n2\nc\n0\nZ\n3\n1\n\nI*\n\nocao «-mrtoa\nbe Sj\n\n**3\ni3\n\n- 1\n\n•— u\n\nW\n\non3jj4>\n\n=\n\n44\n\nE c\n•H\n\nC/3\n\ns\n\n<c\n\nsT **\n\nO. ...\n\n^\n\nv\n\n<\n\n2\nJBo\n\nH- I\nQ\n\nto\n\no\n\n<43\nc O<u\n\n_ - I\ni/j\nC I\n\nI\n\no v\n\n<7,\n\nSi\n«\n\na\n\nw\nS\nu\n5\n\n3\n\nC/3\n\n§.sh\n\na\n\nrt .ti\n\n•o\n\no\n\n44\n\nI\n^\n\nOJ\n\nn g\nu\n\n03\nw\n4)\n\nO c\nC\n\n4/\n\n<\n\nV!T Ui4/\n\nZ\n\nc\nII\n\nu\nO\n>\n\n<\n\n*5\n\nJ3 33tfi\n\n«/\nfc £§\na. a\n\nH 3\n\n"}
{"page": 703, "printed_page": null, "text": "Department\n\nof Superintendence\n\n699\n\nw\n\na\n<\n\n<OJ\n\n"}
{"page": 704, "printed_page": null, "text": "700\n\nNational\n\nEducation\n\nExplanation\n\nAssociation\n\nof Diagram\n\nII.\n\nIllustration of procedure of solution of a specific problem in Industry B:\nExperimental department discovers a new product that seems to have\npossibilities. New product brought before staff meeting. Possibilities of\nproduction are considered by production manager. Sales possibilities con¬\nsidered by sales manager. Cost of production considered by purchasing\nand production managers. After complete investigation with objective\ndata, assume the new product is approved by general manager’s staff. The\nfinal assembled report with recommendations is presented by general\nmanager to president and board of directors. If approved by board of\ndirectors, then it is sent back to general manager for execution. Other staff\nmeetings are necessary to consider problems and plans for production,\nsales, etc. When plans are finally worked out, executive orders are issued\nto be carried out by various managers affected.\nRecords and research procedures :\nResearch and experimentation are constantly carried on by the experi¬\nmental department in order to improve the product, to improve materials\ngoing into the product, to lessen the cost of the product, to find better ways\nof making the product, and to find new products.\nThe personnel manager uses records and research to solve problems\nassociated with labor turnover, accidents, labor troubles, types of workers\nemployed, hours of labor, selection of workers, training of workers, etc.\nThe sales manager uses records and research to discover sales possi¬\nbilities and extensions, to discover the nature and variety of complaints,\nto find out the favorable reactions, and to learn the most effective avenues\nfor advertising.\nThe production manager uses records and research to find means, to\nreduce costs, to improve efficiency, and to prevent waste.\nProblems arising in one department which cannot be solved there are\ntransmitted to the staff and allocated by the general manager to the proper\ndepartment for solution.\nIndustry B is a combination\nEfficiency is secured by:\n\nof the line and staff type.\n\n(1) Unity through centralization of control (general manager)\n(2) Definition of function\n(3) Specialization of work\n(4) Delegation of responsibility in straight lines with no intersecting\nlines\n(5) Coordination\nImprovement\n\nthrough staff.\n\nof efficiency is secured by:\n\n( 1 ) Experimentation and variation\n(2) Objective measurement of the effects of these\n(3) Modification of both policies and means\nmeasured results.\n\nupon\n\nthe basis of the\n\n"}
{"page": 705, "printed_page": null, "text": "Department\n\nof Superintendence\n\n(Continued\n\n701\n\nfrom page 697)\n\ntional organization. It is more a question of degree, of specialization, of\ndifferentiation, and of definition.\nFunctional organization as applied to a school system means a differ¬\nentiation and division of the work to be performed into sections, each sec¬\ntion consisting of work which pertains to a specific type which is specialized\nand which requires specific technics. A distinction needs to be made be¬\ntween a functional division and a compartment. In a compartment all\ntypes of work are performed. Each compartment is practically a complete\nsystem in itself. In a compartmental system the whole system is a con¬\nfederation of several systems or compartments. In a functionally organized\nsystem the whole system comprises a group of differentiated and specialized\ndivisions or units. Each functional division administratively is distinct\nfrom any other division. The head of one division does not issue orders to\npersonnel in any other division. But each division is an entity, all divisions\nare a part of one system, and of course their work is related and must be\ncoordinated. The staff is the coordinating agency of the system. The staff\nconsists of the superintendent and each divisional head.\nA functional organization conceivably may be either democratic or\nautocratic. A democratic functional organization must be based on a\ndemocratic philosophy of society and must preserve the principles of rep¬\nresentative or republican government. Although democratic it must be\nunified and centralized in order to secure efficiency and coordination, and\nat the same time it must encourage and utilize initiative and creative effort.\nBoard\n\nof education — functions — Functionally,\n\na board\n\nof education\n\nis a\n\nlegislative and an appraisal body. Its only power is by resolution at a legal\nsession. It is composed of lay members who are representatives of the\npublic and who are not presumed to be educational specialists. To restrict\nunduly the qualifications of board members would be a perversion of the\nprinciples of a democratic government. Board members serve generally\nwithout remuneration. Obviously, the duty of the board is to see that\nschools are established, operated, and maintained in compliance with law\nand with local needs. The board decides what is to be done and, upon\napproval of what is done, authorizes payment out of public funds. The\nbasic conception of lay members serving without compensation implies that\nthe board members authorize what is to be done but that they do not do it\nthemselves. Functionally, a board member would be obviously out of\nplace in actually laying bricks in a new school building, in firing a boiler,\nhiring a teacher, or in teaching a class. The board adopts the policies,\nselects an executive, approves plans for putting adopted policies into effect,\nappraises the results of both adopted policies and plans, and then authorizes\npayment.\nThe\n\nexecutive function — Since the board decides what\n\nis to be done, but\n\ndoes not do it, then the doing must be delegated. Doing that which the\nboard decides is to be done is called the executive function. The executive\n\n"}
{"page": 706, "printed_page": null, "text": "702\n\nNational\n\nEducation\n\nAssociation\n\nfunction is putting into effect the adopted policies of the board of education.\nThe executive officer of the board is the superintendent of schools who\ncorresponds to the general manager in an industrial organization.\nAn analysis of the executive function shows that there are ten major\nactivities as follows: (1) administration, (2) child accounting, (3) per¬\nsonnel management, (4) service of supplies, (5) the school plant, (6)\npublic relations and informational service, (7) records, (8) research, (9)\ncreative instruction, (10) finance.\nWith a single teacher in a one-room school all of these activities would\nbe lodged, theoretically, in this one individual. As the school increases in\nsize and more than one person is employed these activities are differen¬\ntiated and delegated. In a large city school system all these activities are\ndelegated and re-delegated until several thousand persons are engaged in\nthem. It is in the delegation of these activities that the principles of func¬\ntional organization of the line and staff type become involved. These prin¬\nciples are:\n(1) Clean cut division of activities and\nactivity.\n(2) Straight line delegation from\ncross lines between divisions.\n\nspecific definition of functions of each\n\nthe superintendent\n\nto each\n\ndivision and\n\nno\n\n(3) The head of each division to be the chief line officer of that division and\nalso a staff officer on the staff of the superintendent.\n(4) Each division to maintain an adequate system of records.\n(5) Each division carrying on research in its respective activity.\n\nObviously in smaller systems two or more\none division.\nDiagram\n\nnumber\n\nactivities would be included in\n\n3 shows the basic functional organization of a specific\n\nschool system, that of Hamtramck, Michigan.1\nDiagram number 4 shows the functional executive organization of the\nsame school system.2\nThis type of organization provides for efficiency, improvement\nciency, and initiative.\n\nof effi¬\n\nEfficiency is provided for through the adoption and use of: (a) care¬\nfully defined policies; (b) routine formalized procedures, standardized in\nterms of policy and proved knowledge, and (c) centralization of control in\nthe administrative agents to make decision and coordination of effort pos¬\nsible.\n\nImprovement of efficiency is provided through provision for: (a) sys¬\ntematic variation from standard policies and means; (b) measurement of\nthe effect of such variation, and (c) modification of both policies and means\nupon the basis of measured results.\n\nInitiative or freedom of the individual is provided by: (a) giving to all\nthe right to present evidence of inefficiency of both policies and procedures ;\n(b) providing opportunities and channels for presentation of more efficient\nprocedures; (c) recognizing the right to entertain new faith and ideals\n1 From the Public School Code, Hamtramck.\n2 Reprints from Addresses.\n\nMichigan.\n\n"}
{"page": 707, "printed_page": null, "text": "Department\n\nof Superintendence\n\nDIAGRAM\n\nPEOPLE\n\n703\n\nIII\n\nOF HAMTRAMCK\n\nTo provide and create, in accordance\nwith state law, an organization to\nplan, organize, operate, and appraise\nthe public education of the children\nof Hamtramck; and to appraise the work\nof the school board at regular elect¬\nions according to law\n\nBOARD\n\nOF EDUCATION\n(7 members\n\n)\n\nTo adopt policies and enlarge public education in\naccordance with state law; to select a professional\nexecutive and to delegate to him the operation of\nthe plan; to appraise the working of the plan and\nto make changes upon the basis of objective evidence\nto keep the people informed\n_\n\ni\n\nExecut i ve\n(Supt.\n\nof\n\nSchools)\n\nTo act as executive which involves the facilitation of the instruct¬\nional process through: putting the educational plan into practice;\nkeeping the board of education and the people informed of conditions\nin the schools; furnishing creative leadership both to the board of\neducation and to the profession\n\n_\n\n_\n\n_\n\nPrincipals\n\nTo supervise and administrate individual\nschools; to delegate to teachers class¬\nroom instruction; to appraise the work\nof the teachers; to keep superintendent\ninformed; community relationships\n\n~\n\nr\n\nI\nTeachers\n\nOperating\nEmpI oyees\n\nTo instruct children and to appraise\ntheir instruction; to grow profess¬\nionally; community relationships\n\ni_\n\nThe supreme\nschools is the\n\nTo facilitate\ninstruction\n1 through care of plant\n\nfunction of the public\neducation of the children\n\nThe functional organization of public education in Hamtramck\n\nI\n\n"}
{"page": 708, "printed_page": null, "text": "704\n\nNational\n\nEducation\n\nAssociation\n\nz\n\nc\n\noVi\n\no\n\np\n\n<\nO\n\n<\n5\n\nL\nX\nL\n\n"}
{"page": 709, "printed_page": null, "text": "Department\n\n705\n\nof Superintendence\n\ncontrary to the standard policies and means, and (d) providing the oppor¬\ntunity to put such new beliefs to experimental trial in an attempt to prove\nthem better than the old.\nCreative\n\ninstruction-administrative\n\nsupervision — So far there has been\n\npresented in a very brief manner an outline of functional organization and\nadministration of the line and staff type. Specific technics and detailed\nprocedures are of necessity left out. This presentation is concerned with\nthe problems of research in functional organization. However, before dis¬\ncussing research, one item should be considered. This is the distinct dif¬\nferentiation between creative instruction and administrative supervision.\nThis affects the status of the supervisor and the principal in the conven¬\ntional school system and also relates to the subject of research. The activ¬\nity of creative instruction corresponds to the experimental branch of an\nindustry. Its problem is to improve instruction by experimentation on\nsubjectmatter, methods, technics, supplies, and equipment. The conven¬\ntional supervisor becomes an educational specialist who is to do creative work.\nNo longer is this individual an administrator and no longer is he responsible\nfor classroom achievement. Administrative supervision becomes the work\nof the principal as it should be.\nPlacing the instructional program into effect corresponds to the pro¬\nduction branch of an industry. It is a part of the administration activity\nof the function of the superintendency. The product is the habit, attitude,\nand ideal or power which the child develops that enables him to live success¬\nfully in a democracy. The principal of the school is similar to the branch\nsuperintendent in an industry. The principal takes the program, the plans,\nthe specifications, and the blueprints and puts them into effect. In carrying\nout the program the principal meets obstacles and discovers difficulties for\nwhich he has neither the time nor qualifications to overcome. These are\nreported up the line to the superintendent who, in turn, at a staff meeting,\nallocates these through proper channels to those whose work it is to discover\ncorrective means.\nRecords\n\nand research — The\n\nwhole\n\nsubject of keeping accurate\n\nrecords of\n\nthe various activities, of discovering high spots and low spots, of encounter¬\ning problems and obstacles, and of finding corrective measures constitutes\nthe field of records and research.\nResearch is a means\n\nof discovering truth. On the basis of the findings of\n\nresearch, changes can be made\ndent, General\n\nMotors\n\nand justified. Charles F. Kettering, Presi¬\n\nResearch\n\nCorporation, says that “Research\n\nis the\n\norganized function of knowing how to make changes.’’ Research is the\nsource, the guide, the justification of change. Research is the natural\nenemy of blind traditionalism and of uncompromising custom.\nKettering says that research is a mental attitude. This is the attitude\nthat seeks objective evidence in place of opinion, that regards nothing as\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNational\n\nEducation\n\nAssociation\n\nRAM\n\nV DIAG\n\n"}
{"page": 711, "printed_page": null, "text": "Department\n\nof Superintendence\n\n707\n\nc3\n\n• H\n\nC/5\n\n»\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nNational\n\nEducation\n\nAssociation\n\nfixed and final, that believes that truth must be constantly searched for.\nThis is what Kettering means when he says that one great purpose of\nresearch is to make everybody reasonably dissatisfied. This mental attitude\nshould characterize the superintendent, the educational specialist, the prin¬\ncipal, and the teacher. Hence, research is not apart from and independent\nof a given activity. It is a vital part of that activity. Although records\nand research are listed, by analysis, as two of the nine activities of the exe¬\ncutive function, they are vital and indispensable parts of the seven other\nactivities. This is obvious because the results of research are valueless\nunless used. Kettering says that in industry it takes about four years to sell\nan idea. In education the process is probably less rapid for education is\nlargely traditional. How important it is that research should be a part of\nthe mental equipment of each agent and a component of each activity!\nResearch\n\nin industry — Referring\n\nonce more\n\nto industry, in an industrial\n\norganization the sales department keeps its own records and carries on re¬\nsearch in order to discover possibilities of sales extension. Its records reveal\ncriticisms and objections raised against the product. The information re¬\nlating to the product is transmitted by the sales manager to the staff and\nthe experimental department may be charged with the task of finding cor¬\nrections. The experimental department is given a problem revealed by\nresearch and proceeds to solve that problem by experimentation and re¬\nsearch. Likewise research in the production department reveals informa¬\ntion to be treated by the personnel department or the experimental depart¬\nment. In industry there is no research agent, separate and alone, who is\ncontinuously carrying on research in all other departments to discover\nsomething, and who does all the research work. Where this has been tried,\nthe result has been to set every other department against research.\npendent and extraneous research devitalizes instead of vitalizing.\n\nInde¬\n\nCharles F. Kettering says of industrial research, “It is either to reduce\ncost, increase utility, have a greater sales appeal, extend business, or to\nobtain needed data.\nwhat is wrong\nResearch\n\nThe\n\nproper mental\n\natitude is ‘How\n\ncan I find out\n\nwith the thing I am doing, or how can I improve it?’ ”\n\nin education — Let us take a given school system\n\nand proceed\n\nto take stock of this system. We ought to do this because we are spending\npublic money for it. We should know three things about it. ( 1 ) What is\nbeing done; (2) why it is being done; and (3) how well it is being done.\nWe can find the answers to all these by one means — research. It can not\nbe too strongly emphasized that the answers can not be found in terms of\ntraditionalism, custom, or subjective analysis. We must use facts and we\nmust utilize the tools that will reveal the facts. We can do nothing in\nresearch without facts. So we must secure the facts about what is being\ndone. Research considers all policies, plans, procedures, technics, judg¬\nments, and appraisals in terms of objective evidence.\nBut what is being done may be wrong. In industry the sales depart¬\nment soon learns whether or not the product is right. But in schools the\nvalidity of the product is not so easily discovered. Again research must be\n\n"}
{"page": 713, "printed_page": null, "text": "Department\n\n709\n\nof Superintendence\n\nemployed to determine this and it must explore the fields of psychology,\nsociety, and industry to get the facts. Are the schools putting into practise\nthat which scientific contributions indicate ought to be put into practise?\nAnd then it must be determined how well things are being done. But\nmeasurements require standards. These standards must be determined by\nresearch. Then these standards must be used in research to determine\nachievement.\nResearch provides a continuous self-survey. The school organization\nwithin itself can check its own progress, can discover its mistakes, can direct\nits own changes and adjustments, and can have the evidence to justify what\nit is doing.\nResearch\n\nin functional\n\norganizations — Functional\n\norganization\n\nimplies\n\ndivisions. These divisions are interrelated. The need of one division may\nbe supplied by some other division. A defect in the procedure of one\ndivision may be revealed by some other division. The staff meeting is the\nplace where the research findings of the various divisions are presented,\nanalyzed, interpreted, and allocated for adjustment.\nIn a functional school organization, scientific research shall be con¬\nsidered as the agency through which: (1) objective information with\nrespect to existing conditions may be secured; (2) the relative value of\nexisting means may be determined; (3) policy and procedure may be de¬\nveloped; and (4) appraisal may be made.\nBut research depends on records. “Records include all activity essen¬\ntial for the development of adequate and complete accounts for appraisal\nand archival purposes of every happening in the school system. In general\nthese are derived or secondary records and include the fields of instruction,\nchild accounting, finance, personnel, the school plant, and public rela¬\n1\ntion.”\nHow records and research became\nDiagram VII.\n\na part of each activity is shown\n\nin\n\nLet us follow through a cycle of planning, executing, and appraising.\nLet it be assumed that objective data secured through the various divi¬\nsions of the school system have been organized, analyzed, and interpreted,\nand that the results justify a specific policy to be adopted by the board of\neducation. Let such policy be adopted. The development of plans and\nmeans for making the policy effective is a part of the executive function.\nLet the policy be one affecting instruction. The department of creative\ninstruction assumes the responsibility of formulating the plan. The steps\nare as follows:\n1. Research data analyzed.\n2. A tentative plan formulated.\n3. Experimental work -with teachers (creative) carried on.\n4. Accurate records kept and results tabulated.\n5. Such modifications\nperiments carried on.\n1 The\n\nPublic\n\nSchool\n\nCode,\n\nmade\n\nas results indicate the necessity for and\n\nHamtramck,\n\nMichigan.\n\nnew\n\nex¬\n\n"}
{"page": 714, "printed_page": null, "text": "710\n\nNational\n\nEducation\n\nAssociation\n\n6. Finally a plan is worked out.\n7. Plan presented to staff for criticism and suggestions by all divisions affected,\nparticularly financed, administrative, and personnel.\n8. Constructive criticism adjusted by objective data.\n9. Plan finally worked out and approved by staff.\n\nThe superintendent then presents the formulated plan to the board in the\nfollowing form :\n1. A statement of the plan;\n2. Its relation to policy;\n3. Evidence upon which its selection and organization are based, and,\n4. A technic for determining the effectiveness of the operation of the plan.\n\nDiagram VIII shows steps in planning.\nUpon approval by the board, the plan on executive order is put into\neffect. This includes the training of principals and teachers in purposes,\nmethods, and technics.\nThis is shown in Diagram IX.\nAfter the plan has been in operation for a reasonable time, an appraisal\nis made, based upon objective evidence.\nThis procedure is shown in Diagram X.\nSuperintendent's\n\nreport — The\n\nsuperintendent\n\nthen transmits\n\nboard in the following form :\n1. A statement of the objectives.\n2. A statement of the technics employed.\n3. A statement of the participating agents.\n4. An objective statement of the results secured.\n5. Recommendations\nand agencies.\n6. A statement\nfuture practise.\nUpon\n\na report to\n\nin respect to necessary changes in technics, agents,\n\nof the projected means\n\nof attaining the objectives in\n\nthe basis of the evidence presented, the board of education may:\n\n(a) Continue the policy and means in operation; (b) may accept recom¬\nmended changes in the means of achieving the policy; or (c) may change\nboth policy and means.\nDiagram\npraising.\nRecords\n\nXI\n\nshows the complete cycle of planning, executing, and ap¬\n\nand research have been presented as vital and indispensable\n\nparts of each functional division. The coordination of the use of the re¬\nsults of records and research has been presented as a staff function. In a\nlarge system there would be a necessity for special divisions of records and\nof research which would serve the system as a whole. The records would\nbe secondary records and research would be concerned with the problems\nthat affect the system as a whole.\nA pertinent question may be raised that the keeping of so many records\nrequires too much time and so is wasted effort. Only records should be\nkept that serve useful purposes. The forms should be easily filled out.\n\n"}
{"page": 715, "printed_page": null, "text": "Department\n\nof Superintendence\n\n711\n\nVII DIAGRAM\n2\n\nz\n\n4\nk\n\nC\n\nX\n\n/.\ntv*\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nEducation\n\nAssociation\n\nDIAGRAM\nVIII\n\nNational\n\n>>\n>•4\n\ntt\n\nc\nw\n\n<\n\n>\n\n■*->\n\nc\n\n"}
{"page": 717, "printed_page": null, "text": "11-\n\nIX DIAGRAM\n\nExecuting\n\nDepartment\n\nof Superintendence\n\n713\n\n"}
{"page": 718, "printed_page": null, "text": "714\n\n•C\nM\n\nEducation\n\nAssociation\n\nDIAGRAM\nX\n\n60\n\nNational\n\nu\nCu\n\n<C-\n\nN\n\n«/»\n\nC\no\n\n<\n\n"}
{"page": 719, "printed_page": null, "text": "Department\n\nof Superintendence\n\n715\n\nXI DIAGRAM\n\n"}
{"page": 720, "printed_page": null, "text": "National\n\n716\n\nEducation\n\nAssociation\n\nThe forms should be so designed that they may be cumulative without\nduplication. A few minutes per day on the part of each agent in keeping\nrecords will suffice.\nAnswering\n\nobjections — The\n\ncapability of each agent to do research work\n\nmay be questioned. Each agent does not need to be a research specialist\nbut does need to know the amount of progress he is making, to recognize\nproblems that arise, to offer suggestions, and to try out these suggestions\nfor improvement. This is the crux of the principle of democracy in school\nadministration. Democracy provides for initiative and creative effort.\nProblems which an agent discovers but cannot solve can be turned over to\ndivision specialists whose business it is to find solutions to problems.\nThere is an oft repeated objection to the application of the methods of\nindustry to education. “Human beings can not be treated as machines and\na school can not be made into a Ford factory.” The objectors should under¬\nstand purposes and recognize achievement. Keeping records, conducting\nresearch, applying statistics, and using curves are not for the purpose of\ntreating human beings as machines but to discover how human beings should\nbe treated because they are human. Research and experimentation are the\nvery means by which remarkable progress has been made in the humaniza¬\ntion of education during the past twenty years. Research and experimenta¬\ntion supplant custom and opinion. Research is forward looking. Research\ndisplaces guesses with facts. Research says: “Let’s have more facts and\nless discussion.”\nTHE\n\nW.\n\nW.\n\nFUNCTION\n\nTHEISENj\n\nAND\nVALUE\nOF A PUBLIC\nRESEARCH\nBUREAU\n\nASSISTANT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSCHOOL\n\nMILWAUKEE\n\nThe function of a public school research bureau is primarily to collect\nand organize whatever data may be necessary or available for the intelli¬\ngent solution of the problems of the school system. Just as in industry, it\nis the business of the research department to make careful and accurate\nanalyses of the facts, in order that the executive staff may plan more wisely\nfor the success of the institution. Its task is to furnish the information on\nthe basis of which administrative policies and teaching practises may be\nevaluated, their strength or weakness discovered, and measures for their\nimprovement found. Whatever else it may be, the research bureau is pri¬\nmarily a fact finding, fact digesting institution. Its job is to determine the\nmerits of our educational practises, not upon the basis of opinion, but upon\nthe basis of objective evidence insofar as that evidence is to be had. Busi¬\nness concerns whose success has been noteworthy have long since passed the\nstage where new and important ventures are broached on a guesswork\nbasis. The probable volume of business which may be expected from a given\nexpenditure is determined in advance, with a remarkable degree of accuracy.\nUnfortunately in school administration, we are too often obliged to act first\nand determine our facts afterward.\n\n"}
{"page": 721, "printed_page": null, "text": "Department\n\nof Superintendence\n\n717\n\nA proper respect for facts would go a long way toward eliminating that\nwholly unwarranted feeling of complacency which so often exists when\nschool administrators are unaware of the true situation, or its dangers. If\nthere is any charge of which school boards and school executives in the past\nhave been guilty, it is that they have assumed that all was serene and lovely\nwith the schools, when, as a matter of fact, there was little real evidence\nto justify any such feeling. In many cases grave and serious errors of judg¬\nment have been committed. As proof of our errors we are confronted on\nthe one hand with overcrowded school buildings, inadequate playgrounds,\nlarge classes, outworn curricula, and underpaid teachers. On the other\nhand we find inadequate funds and a public reluctant to approve increases\nin the school budget.\nTo meet the situation produced by poor guesswork and shortsightedness\nit has been necessary to make unusual increases in our expenditures upon\nrelatively short notice. In many cases this has produced a severe strain\non public confidence, and only strenuous campaigning and high pressure\nsales methods have made it possible to save the day. Had there been a more\nwholesome respect for the facts and a more sincere effort made to determine\nwhat was actually needed, long enough in advance, such crises might have\nbeen avoided. Increases in budgets might have been made far more gradu¬\nally and with a far better understanding of the needs and purposes of such\nincreases on the part of the tax-paying public. A research bureau, function¬\ning as it should, will discover the needs in terms of new buildings, additional\nsalary appropriations, or other expenditures long in advance, and in so\ndoing will enable the administrative staff to formulate and secure the ac¬\nceptance of plans for meeting the situation. Few cities are really too poor\nto support good schools and few are unwilling to do so, if the way is prop¬\nerly prepared. The problem for the research leaders is to assist in determin¬\ning what is needed, educationally and financially, and to present the support¬\ning facts required for an intelligent appreciation and understanding of the\nsituation.\nIt is the business of the research agency, regardless of whether it is or¬\nganized as a separate entity or not, to aid the superintendent in determining\nthe scope and nature of the job to be done. For example, such facts as the\nprobable enrolment that may be expected in the various divisions of the\nschool system in years to come, the curriculum best suited to meet the needs\nof each of the various groups of children, the personnel and equipment\nneeded, together with the revenues that will need to be raised and their\npossible sources, represent data which every superintendent must have.\nEvery superintendent should inquire, and every teacher should inquire,\nwhether\n\nhis educational output in terms of pupil achievement\n\nand progress\n\nrepresents a fair return on the money invested. The superintendent should\ninquire whether methods of teaching employed are such as to warrant him\nin expecting satisfactory results. He should seek to ascertain whether the ,\neducational program is adequate for the needs of the community. He should\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nNational\n\nEducation\n\nAssociation\n\nfind out whether his system is as efficiently and as economically organized\nas that of the better systems of schools. In his search for the answer to\nthese questions the department\nsistance.\n\nof research will render him valuable as¬\n\nBy keeping the superintendent and his staff accurately informed\n\nso that\n\ngrievous errors of judgment may be avoided, and by pointing out the true\nachievements of the schools in ways that are easily understood the research\nbureau can do much to forestall criticism, for criticism will then be met\noffensively rather than defensively. The work which ought to be per¬\nformed by a research staff is practically unlimited, for there is no phase of\npublic school administration or teaching which can not profit by a judicious\nuse of its services. When superintendents, who have had experience with\nresearch departments, research directors, and college professors familiar with\nthe field of public school research, were asked to state what they deemed\nthe functions of a city school research office to be, they listed almost every\nconceivable problem likely to be encountered in running a system of public\nschools.\nTypes\n\nof service bureau\n\nshould\n\nrender — In the time alloted to me\n\nI\n\ncan barely touch upon some of the various types of service which in the\njudgment of these competent critics a research bureau should be prepared\nto render. There is, first, the whole field of instruction, which in most\nschool systems is very greatly in need of research service. There is a dire\nneed for the evaluation of materials of instruction. Those responsible for\nthe development of the course of study desire to ascertain whether the cur¬\nriculum offerings are in keeping with present day social demands, what the\nbest practices at the various divisions and levels of the school system are,\nwhat the objectives should be, and how generally they are being accepted\nand followed by the teaching staff. As evidence of the demand for research\nin this field we have such illustrations as the work done in Denver, St.\nLouis, and other cities, and the various yearbooks dealing with the cur¬\nriculum. It is true that many of the published curriculum studies are\nscarcely worthy of being called research products, but, nevertheless, they\nbear witness of the fact that here is a fruitful field for research.\nIf textbooks are to be selected not upon the basis of impression, prejudice,\nor political considerations, but strictly upon merit, their contents must be\nsubjected to critical and searching analyses. When those financially or\notherwise interested in a textbook adoption learn that superintendents and\ntheir associates are actuated solely upon considerations of merit, we shall\nprobably witness fewer attempts to thwart their recommendations.\nThe research department must be prepared to render service in measur¬\ning the abilities and achievements of pupils; in organizing and directing\ntesting programs, and interpreting their results ; in the development of new\ninstruments of measurement; in the diagnosis of teaching difficulties; in\nthe analysis of difficult pupil cases ; in the study of problems of educational\nguidance; and in the evaluation of methods of teaching. Probably one of\n\n"}
{"page": 723, "printed_page": null, "text": "Department\n\nof Superintendence\n\n719\n\nthe most significant functions of the research department is to stimulate\nteachers and others to undertake research investigations of their own, and\nto advise and direct them in the solution of problems which grow out of\nsuch studies.\n\nOn\n\nthe administrative side studies of population, child accounting, and\nteaching personnel must be made. In matters of finance the superintendent\nmust endeavor to discover whether the school district’s money is being well\nspent, whether it is receiving a fair return on its investment, and, if not,\nhow such conditions may be brought about. He should know whether the\nschool budget is well proportioned and balanced ; whether the division of\nfunds between business and educational activities is a reasonable one ;\nwhether the amount\n\nspent for overhead is too much\n\nthe district is spending so much\n\nor too little ; or whether\n\non certain activities that others must go\n\nshort-handed. He should know whether the unit cost in each of the various\ndivisions of the system is defensible ; what parts of the system are wasteful\nand what ones represent good use of money; which subjects are expensive\nand where the expensive classes are ; what changes in organization or policy\nought to be made in order to reduce exorbitant costs. Are we paying too\nmuch for our school buildings ? Does our school building construction and\nuse represent good economy in terms of space utilization or service as well as\ncost ? How\nten years?\n\nmuch\n\nought we to spend for new buildings in the next five or\n\nIf we are planning a building program it may be important to know the\nfacts with reference to changes in birth rate. When the annual birth rate\nin a city of 500,000 in 1928 is found to have dropped from 274 for every\n10,000 of total population, as it was before the war in 1913, or from 236,\nas it was in 1920, to 204, it is evident that the need for school facilities is\nchanging, to say nothing of important social considerations. Translated into\nterms of building needs it means that, other things being equal, a city of\nthat size can reduce its annual school building program by 40 classrooms\nover what was necessary in 1920.\nWe\n\nneed also to know\n\nwhether\n\nour method\n\nof financing the building\n\nprogram is sound. What are the relative merits of a “pay-as-you-go”\npolicy as compared with a bonding policy? The superintendent should be\nable to show whether the school district is receiving its fair share of the\ntax money raised by the community. Is the community really able to pay\nfor the educational program it is asked to provide ? The critics who demand\nan explanation of why our costs have mounted so rapidly must be given the\ncorrect answer. A recent study in a large western city shows, when the\nfigures are analyzed and proper allowances made (1) for actual growth.\n(2) for the enlarged program of activities which the public is demanding,\nand (3) for the decreased purchasing power of the dollar, that it is only\nbecause of the many economies which have been brought about in organiza¬\ntion and management, that the schools are able to operate on so little\nmoney. The answer to all of these questions as well as the presentations\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nNational\n\nEducation\n\nAssociation\n\nof the results of such studies in an effective manner, very properly corner\nwithin the range of activities which a research department should undertake.\nI realize perfectly well that hundreds of cities have no research bureaus\nand that many\n\nof you are from such cities. I am\n\nnot so much\n\nconcerned\n\nthat every city have a research bureau as I am that somewhere in the system\nthere shall be persons who find the answers to such questions as I have\nraised. In small communities the superintendent will need to do much of\nthe work\n\nhimself.\n\nIn larger communities there should be persons in the\nsystem who have been trained in research methods, who can help to lift\nthat burden from his shoulders. I doubt if we shall ever arrive at a satis¬\nfactory state of affairs until every executive officer, every supervisor, and\nevery teacher has had some training in methods of research.\nDivision\n\nof functions between\n\nbureaus — Not\n\nall of the research can or\n\nshould be performed by city schools themselves. We need at present to\nagree upon a proper division of the field between local bureaus of research\non the one hand and university and state, or national, bureaus on the other.\nFew local school systems are equipped or could afford to do all that should\nbe done. If a local school system were to attempt to perform all of its own\nresearch, much\n\nunnecessary duplication would\n\nresult. Studies based largely\n\nupon comparative statistics should, in the opinion of a number of competent\njudges, be left largely to state or national bureaus. In the interests of\neconomy and service there should be centralized production of all com¬\nparative research, leaving to the local bureau the filling in of its own data.\nThe\n\nsplendid service which the Research Division of the National Educa¬\n\ntion Association has rendered, under the able leadership of John K. Nor¬\nton, is an illustration of what cooperative endeavor can accomplish. While\nthis bureau has been supported by funds of the department, received from\nmembership dues and the twenty-five dollar subscriptions, the school boards\nof the country could well afford to assume the major responsibility for the\nsupport of an institution like this. Even though this bureau has done\nsplendid work, much more could undoubtedly be accomplished were it more\nliberally supported. That the executive officers of the Department of\nSuperintendence recognize this is shown by the fact that they are right now\nendeavoring to create an endowment fund of $1,000,000 for research pur¬\nposes. Every one of the 500 or more cities of 10,000 population or over\ncould vcell afford to spend $100 annually for the services which an enlarged\ndepartment would render. The larger cities could afford to contribute\nmuch more than this.\nMay I pause at this point to say that one of the most severe handicaps,\nunder which the Research Division of the National Education Association\nand all other bureaus which must make comparative cost studies are labor¬\ning, is the lack of a thoroughly uniform system of records. In spite of all\nthat has been done thus far, records and accounting practises are still far\nfrom uniform. A shrewd observer can find damaging flaws in almost any\n\n"}
{"page": 725, "printed_page": null, "text": "Department\n\nof Superintendence\n\n721\nstudy of cost comparisons that can be made between cities at the present\ntime.\nI have said that not all of the research required by cities can be per¬\nformed by their own bureaus, nor will it be sufficient if they receive help\nfrom national and state bureaus. There is need of assistance from the\ncolleges and universities. Ultimately, most of the research necessary for\nthe scientific evaluation of materials and methods of instruction, and for the\ndevelopment of new technics in administration and teaching, should be\ndelegated to the universities and colleges. We have not yet reached that\nstage, but many of our universities are already rendering splendid service\nin this direction. Not the least important is the work they are doing to\ntrain prospective teachers, and administrators in the methods of research.\nA number of universities are rendering a very helpful service in collecting\nand publishing summaries of the more significant research contributions, as\nthe University of Chicago is in reading and arithmetic, for example, and as\nthe University of Michigan has just done for research carried on within its\nown state. However, if the university research bureaus and departments\nof education, are to meet the needs of the public schools, they must be\nliberally supported by ourselves and by the general public. On their part\nthey must endeavor to make research contributions which are so practical\nthat no school can afford to disregard them. To this end we must also be\nwilling to extend to them the use of some of our laboratory facilities in the\nform of actual classrooms where experimental studies can be made under\npractical schoolroom conditions.\nHow research bureaus may be improved — Not all of the problems of\nimprovement will be solved by delegating work to national, state, and\nuniversity bureaus. In the opinion of many persons, local bureaus of re¬\nsearch could be improved by better internal organization. The lack of a\nsufficiently large staff is the most common complaint of research directors.\nSuperintendents who replied to the questionnaire were rather brutally\nfrank in suggesting that the best way to improve bureaus of research\nis to employ better people in them. I almost regretted that the research\ndirectors were not given a chance to express their opinion as to how super¬\nintendencies might be improved. The replies might have made interesting\nreading.\nIf a research department is to function properly, the responsibility for\nits direction should rest upon an individual whose rank is on a par with\nthat of an assistant superintendent. Unless the person in charge is suf¬\nficiently high in rank, the position will lack the prestige necessary to create\na proper respect for its authority. Without such status there will be per¬\nsons in every system who will question the right of a research director to\nprobe into their particular domains. The director must have sufficient\nrank to enable him to meet any other employee of the school system at\nleast on an equal footing.\n\n"}
{"page": 726, "printed_page": null, "text": "722\n\nNational\n\nEducation\n\nAssociation\n\nA frequent source of complaint on the part of directors is the fact that\nthey must perform too many\n\nadministrative duties of a routine character.\n\nSo long as this condition exists the highest type of service cannot be ren¬\ndered. As one individual has suggested, the bureau must not be allowed to\nbecome a “catch-basin,” but its director and his staff must have time for\ncreative thinking.\nThe relative emphasis which should be placed upon administrative and\ninstructional research is a matter of dispute. In years gone by many\nbureaus were largely bureaus for the administration of tests, and some\nappear still to be such. If much of the work in measuring the results of\nteaching could be left to supervisors directly responsible for instruction, as\nit can be if they are properly trained, research bureaus wTould have more\ntime for the solution of the more pressing problems of the superintendent, as\nwell as some time to think about original research problems. The replies\nreceived from superintendents indicate, that approximately one-half of them\nfeel that at least fifty percent of the energy of a bureau should be devoted\nto administrative research. It is interesting to note that more than twothirds of the research workers say that they are actually devoting only\ntwenty-five percent of their time, or even less than that, to administra¬\ntive research. This seems to indicate a significant difference of opinion as\nto the proper distribution of effort. A proper respect for the needs of the\nchief executive would appear to dictate that directors of research should\nheed the practical demands of superintendents who are, after all, charged\nwith the responsibility for the successful administration of the schools.\nSuperintendents are far more interested in research that will assist them in\nsolving their major administrative difficulties than they are in the minutia\nof measurement.\nA very important factor in determining the value of a bureau’s service is\nthe success with which that bureau is able to form effective personal rela¬\ntionships with those with whom it comes in contact. It must be successful\nin forming cordial relations not only with every member of the local staff\nbut with board members and business men of the community as well. The\nresearch bureau must “sell” its services. As one person has expressed it\n“educational statesmanship as well as research technic is needed.”\nOne other aspect which must receive more attention than it has in the\npast is the use that is made of facts, after they are found.\n\nToo\n\nfrequently\n\nthe results of important researches receive inadequate publicity. One of\nthe most immediate needs is to determine just how we can make the results\nstrike fire in the minds of those whom\n\nwe wish to have alter their prac¬\n\ntises or their attitudes. Too many well-meaning citizens still form their\nopinions of the adequacy or success of the local educational program on\nincidental or even trival considerations. Do the children like to go to\nschool?\n\nDo\n\nthey like the teachers?\n\nDo\n\nthe parents approve\n\nof the\n\nteachers’ out-of-school conduct? Do the teachers enforce discipline in the\nschoolroom? The schools often are praised or condemned on the basis of\n\n"}
{"page": 727, "printed_page": null, "text": "Department\n\nof\n\n723\n\nSuperintendence\n\nthe answers to such questions. Most\n\nof you could cite instances where the\n\nslightest provocation caused an upheaval that threatened to wreck the ad¬\nministration and sometimes succeeded. So long as public support of our\neducational program rests upon such insecure foundations, there is little\nhope for permanent educational advance. The public must be taught to\nappraise the schools in terms of such objective measures as our research\nagencies have produced. More thought must be given to methods of pre¬\nsenting and disseminating the fruits of research. As one specialist in edu¬\ncational publicity has expressed it, what we really need is more helpful,\nmore forceful, and more attractive presentations of research. This is par¬\nticularly true where further progress is a matter of the support of the teach¬\ning staff or of the general public which must raise the necessary funds.\nFinally, the value of a research department will depend upon the scope of\nthe service it renders, the importance of the problems it solves, the timeli¬\nness of its solutions, the accuracy of its conclusions, and the conviction\nwhich those conclusions are made to carry.\nTHE\n\nJ. CAYCE\n\nRESEARCH\n\nFUNCTION\nOF STATE\nDEPARTMENTS\n\nEDUCATION\n\nMORRISON, ASSISTANT COMMISSIONER FOR ELEMENTARY\nTION, STATE DEPARTMENT OF EDUCATION, ALBANY, N. Y.\n\nEDUCA¬\n\nEducation functions in an ever changing social structure. New prob¬\nlems arise. New forces play upon the educational program. Old prob¬\nlems appear in new settings. To cope with these changing conditions a\nfar seeing leadership continuously prosecutes the search for new truth,\nconstantly expresses in its daily activities the vital movements reshaping\neducation. Nowhere does this principle apply more directly than to the\nleadership of state education departments. It is embodied in their formula¬\ntion of policy, in their service to local communities, in their dissemination\nof knowledge, in their coordination of the diverse agencies contributing to\nthe educational welfare of the state, in their insurance against the unfore¬\nseen eventualities of the future.\nPolicy building — Recently\n\na leader of industrial research said, “We\n\nare\n\nmaking progress slowly in the school of experience.”1 A leadership that\nlooks backward only in formulating its policies contributes little to the\nfuture. Policy growing only out of observation and experience has many\nlimitations. Research broadens the powers of observation, checks the opin¬\nions resulting from experience, fortifies conclusions with objective evidence,\nsupplies the raw materials from which a program looking to the future\nmay be safely formulated. Certain illustrations of the contribution of\nresearch to policy building I would\nzation with which I am associated.\n\ndraw from the experience of the organi¬\n\n1 F. B. Jewett. “Fifty Years of Science and Engineering.” American Bar Association Journal,\nVol. 14, p. 460-464. Aug.-Sept. 1928.\n\n"}
{"page": 728, "printed_page": null, "text": "724\n\nThe\n\nNational\n\nEducation\n\nlegislature increases the powers\n\nAssociation\n\nof the state education department\n\nover the management and control of all state supported teacher-training in¬\nstitutions. How should the department develop the new program neces¬\nsitated by this change — through a trial and error method, or through search¬\ning deep into the foundations of the educational structure for new materials\nto guide the development of its policies ? Someone suggests a study of teacher\nsupply and demand. An analysis of the problems involved in this study\ndemonstrates that there are no less than thirty-three distinct problems upon\nwhich the department must formulate policies within a ten-year period.\nAmong these problems are: (a) What is a desirable expansion of the sev¬\neral present teacher-training plants? (b) How many new normal schools\nwill be needed? (c) Where should such schools be placed? (d) How\nsoon should the state go to a three year standard for the training of all\nelementary school teachers? (e) What is the need for training the several\ntypes of special teachers and where should such training be offered? (f)\nWhat need is there for establishing standards for training and certifica¬\ntion of different groups of supervisory officers? These are but six of the\nthirty odd problems involved in the investigation.\nThis investigation of teacher-training needs involved securing a record\nof sixty-two items of information from each of more than 70,000 teachers\nand supervisory officers ; pursuing inquiries into at least a dozen subordinate\nfields; coordinating the leadership of six divisions of the department;\n\nand\n\ndirecting the activity of from two to twenty clerical workers over a period\nof nearly two years. Obviously, no investigation of such proportions could\nhave been carried through by a unit whose energies were already comman¬\ndeered by administrative and supervisory responsibilities.\nA state increases its annual appropriations for education over a ten-year\nperiod from $9,000,000 to over $90,000,000 ; and establishes as the basic\nprinciple for apportionment of funds to public schools the guarantee of a\nminimum essential program to every child in the state regardless of the local\nwealth back of the child. What are the effects of this change of policy? Is\nthere any agency of government other than the state education department\nthat the legislature can hold responsible for the wise expenditure of these\nfunds? Will a legislature continue to pour such vast funds into the\ntreasuries of the public schools unless there is an adequate accounting as to\nthe services rendered therefrom? The least trained man in the public serv¬\nice can sense the obligation resting upon the state education department\nto continuously prosecute a search for information as to the effects of this\nfinancial policy of the state.\nAfter years of experience a state education\n\ndepartment\n\nestablishes a\n\npolicy requiring the inclusion of an auditorium or gymnasium-auditorium\nin elementary school buildings. An investigating committee challenges the\nrightness of the policy and submits evidence to support its contention. The\npolicy needs to be reevaluated. Hundreds of buildings have been erected\nunder the control of this policy. To what extent are their auditorium\n\n"}
{"page": 729, "printed_page": null, "text": "Department\n\nof Superintendence\n\n725\n\nrooms being used? If the committee’s charges are justified what shall be\nthe department’s policy — to cancel the regulation under fire? or to revise\nit? or to guarantee the wise use of such rooms?\nThe foregoing illustrate the need for research as a basis for formulating,\nevaluating, and revising educational policies. To any given issue, research\nbrings a wealth of data beyond the observation or cumulative experience\nof any man or group of men. No state education department can hope to\nhave its far reaching policies universally accepted unless they are well\nfortified with the wealth of objective evidence that only thorough research\ncan give.\nSolving\n\nlocal problems — There\n\nis an\n\nevergrowing\n\ncommunities to look to their state education department\nof research methods in the solution of local problems.\n\ntendency\n\nfor local\n\nfor the utilization\n\nThe time is already upon us when no city or other school district can\nafford to undertake any extensive school building program without having\nmade an exhaustive study of its needs in terms of the prospective growth of\nthe district for at least a quarter of a century ahead. There are innumer¬\nable problems of organization arising from time to time which can be solved\nbest only in terms of a careful analysis of the raw materials out of which\nthe problems have arisen. There is also the vast realm of instructional\nservice involving methods and subjectmatter within which local problems\nabound.\nIn many cases local authority finds it advantageous to invite a noninterested, strictly judicial body to search for the facts, to interpret them,\nand to recommend a program of action. In other cases the local authority\nis able to conduct the research under the direction of a capable adviser or\nleader. There are still other cases where only expert advice as to ways and\nmeans will be needed. In all of these possible relationships between the\nlocal subdivision and the research service of the state, the chief need is for\na judicial attitude that can assemble all the facts, analyze them, and in the\nlight of this analysis render a decision that will stand the test of the courts\nor the higher test of public opinion.\nIf a state department be properly manned to render these services, no\nlocal subdivision will be too large or too small to need or to profit there¬\nfrom.\nTo\n\ndisseminate\n\nknowledge\n\nas to research — Since the beginning\n\nof the\n\nAmerican educational systems, one of the chief functions of government has\nbeen to disseminate knowledge. The growth of the application of the\nscientific movement\nknowledge\n\nwhich\n\nto education is giving us an ever increasing body of\n\nis already far beyond the reach of the rank and file of\n\nthe profession. There is hardly a teacher, an administrative or supervisory\nofficer in the public schools of the state who can keep abreast in his reading\nand study of all general and technical writings peculiar to his own\nspecial field. Therefore, it becomes a function of prime importance for the\nresearch division of a state education department\n\nto be a source of informa-\n\n"}
{"page": 730, "printed_page": null, "text": "7 26\n\nNational\n\nEducation\n\nAssociation\n\ntion, a reference department to which the several members of the depart¬\nment staff and the educational workers throughout the state may turn for\ninformation as to methods, procedures, and the results of research.\nTo\n\nsupervise research — Practically every state has, within\n\nits borders,\n\ncity school systems that have established bureaus of educational research.\nOther local school systems employ individual supervisory officers who give\ntheir major efforts to research. The time is already upon us when no\nprogressive city or county school system can afford to be without such re¬\nsearch service for the study of its own needs. These local investigators\nneed the stimulation, the advice, the supervision of the most thoroughly\nand broadly trained research workers that the state can employ.\nEven the research bureaus of publicly supported and privately endowed\neducational institutions should find help and support from the research\ndivision of the state education department. This help should include both\nthe finding of raw materials for their investigations and assistance in secur¬\ning an outlet for the results of their research.\nAltogether, the supervisory leadership of research includes: bringing the\nproblem and the investigator together ; breaking a problem into its com¬\nponent parts and assigning them to different individuals or bureaus,\nthereby expediting solution ; conserving energy through eliminating duplica¬\ntion of effort; helping to analyze and define the problem under considera¬\ntion; advising as to technics, methods, and procedures to be used.\nIn brief, a state education department can render no greater service than\nto supply expert leadership for the research activities of the public schools\nW'ithin its jurisdiction.\nTo\n\nsearch for new\n\ntruth — Should\n\na state education\n\ndepartment\n\nunder¬\n\ntake pure research ? Perhaps the greater responsibility for conducting pure\nresearch should rest with the university laboratory; for the practical needs\nconfronting state educational departments will always be greater than their\nresources wdll admit of actual investigation. As in industry, so in educa¬\ntion, the lay mind must ultimately determine the amount to be expended.\nBut when a great industrial research laboratory can lead its visitors with\npride to an exhibit room where there are on display the greatest variety of\nproducts of its research for which there is no market value, surely state\neducational systems can afford to pursue a search for new truth which\nmay have no immediately practical application. Only through such effort\nmay a state be ready to cope successfully with the new problems thrown to\nthe surface from time to time by the under currents of an ever changing\ncivilization.\nI understand\n\nsomething of the difficulty of defining pure research, but\n\nmy colleague, Warren W. Coxe, has experimented with a policy that\nshould ultimately achieve all we contemplate by pure research. His plan is\nto encourage each member of his research staff to give a part of his time\nto the prosecution of studies entirely of his own choosing. Through such\na policy, the initiative, the originality of each worker\n\nis most fully de-\n\n"}
{"page": 731, "printed_page": null, "text": "Department\n\nof\n\n727\n\nSuperintendence\n\nveloped. While there may be some lost motion, the ultimate results are\na growth in research ability and a product that ofttimes proves of more\npractical value than anyone could possibly foresee when the study was\nundertaken.\nThe\n\nrecency\n\nof organized\n\nresearch — That\n\nfew of our states are equipped\n\nto render in large measure the services herein outlined is not surprising\nsince organized research is a relatively recent development. As late as 1900\nthe General Electric Company invited a young professor from the Massa¬\nchusetts Institute of Technology to establish a research laboratory whose\nleading scientists are now known around the world. The famous Bell\nTelephone Laboratories Inc. employing 2000 scientists with as many more\nassistants had its inception in the employment of another Massachusetts\nInstitute of Technology instructor in 1904. These two are typical of the\ngrowth of industrial research.\nThe first bureau of educational research established in any city school\nsystem was at Baltimore, Maryland, in 1912. Wisconsin, in 1916, was the\nfirst state to establish a position in its education department\nmarily to furthering research.\n\ndevoted pri¬\n\nIn 1915, the Russell Sage Foundation was the only one of the great\nfoundations that had recognized any merit in educational research. And\nnot until well after the close of the World War did our leading colleges of\neducation see fit to relieve some of their outstanding men from teaching\nduties in order that they might devote their full time to the organized\nsearch for truth.\nThe recency of the movement makes it advisable to consider the func¬\ntion of state education departments in terms of the organization, the ex¬\npenditure, and the personnel devoted to research.\nOrganization — If a state department\n\nwould\n\nrender\n\nan\n\nadequate\n\nre¬\n\nsearch service it is imperative that it develop a unit of its organization\nentirely free from all administrative and supervisory responsibility other\nthan the promotion, direction, and supervision of research. This unit\nshould be equivalent in rank with the other main subdivisions of the depart¬\nment and one of its chief functions should be to stimulate and coordinate\nthe research activities of the entire department.\n\nIts greatest service will be\n\nrendered through utilizing all the talent of all the specialized workers of\nthe department. If it really functions it is the yeast that leavens the whole\nloaf.\nInvestment\n\nin research — No\n\nstate education\n\ndepartment\n\nhas yet succeeded\n\nin demonstrating the financial value of educational research. In 1916, the\nCarnegie Corporation devoted to educational research two tenths of one\npercent of its gross contributions as compared\n\nwith more\n\nthan 14 percent\n\nof its gross contributions so expended in 1922.\n\nA recent study of industrial\n\nresearch presents the interesting conclusion from the leaders of the field\nthat industry should invest one percent of its gross sales in research. If our\nstate education departments might invest one percent of the total state edu-\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nNational\n\nEducation\n\nAssociation\n\ncational appropriation for research, it would\neducational service as yet scarcely dreamed\nministration of education.\nPersonnel — The\n\nenable them\n\nto render an\n\nof in the realm of state ad¬\n\npersonal life histories of the men\n\nwho\n\nhave contributed\n\nto the organized research movement in American education offer ample\nevidence that they have proved their right to stand in the front ranks of\nthose who lead in administration, supervision, and teaching.\nNo state department can afford to man its research division with men or\nwomen who lack adequate professional preparation, who are unacquainted\nwith the public schools, or who are seriously handicapped by personal\nlimitation. Rather, if state education departments would render the re¬\nsearch services herein outlined, they would do well to fill their research\npositions with men and women well versed in the whole range of public\neducation, broad in philosophical outlook, capable as teachers, supervisors, or\nadministrators, and skilled in the various technics and procedures of re¬\nsearch.\nHow can state education departments through research better serve\ndemocracy, increasingly produce a higher type of citizens? My answer\nwould be, to carry both the ideals and the results of research to every\nsupervising officer and classroom teacher in the state, so that they may con¬\ntribute generously toward producing future generations who will fully\nrealize the meaning of Santayana’s beautiful sentence, “The desire for truth\nis a very distinguished passion.”\n\nUNIVERSITY\n\nRESEARCH\nSCHOOL\n\nM. R. TRABUE,\n\nPROFESSOR\n\nAND\n\nITS\n\nVALUE\n\nTO\n\nPUBLIC\n\nADMINISTRATION\n\nOF EDUCATION,\nCHAPEL\n\nHILL,\n\nUNIVERSITY\n\nOF NORTH\n\nCAROLINA\n\nN. C.\n\nThe thesis which I here present may be stated as follows: “Our\nuniversities, through the direction and conduct of research in certain\nfundamental problems of child development, can render to the public\nschools of America a tremendously important service, of a type which\ncannot be as effectively rendered by any other agency. I think I can\nsubscribe whole-heartedly to all you have heard this evening about re¬\nsearch work in local school systems and in state departments of education,\nbut the need for university research is, in my judgment, strengthened\nrather than weakened by the existence of official public school research\ndepartments. The need is, I think, for more intelligent articulation and\ncooperation and for less competition in this field as in many others.\nHow may one measure the values of university research to public school\nadministration ? What things have real value to public school administra¬\ntion? To answer these questions it is first necessary to answer another:\nWhat are the purposes and objectives of school administration? It is\n\n"}
{"page": 733, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n729\n\nobvious that those things which aid administrative officers in achieving\ntheir professional objectives may be said to possess value to administra¬\ntion. Our question then becomes: Why do we have school administra¬\ntion ?\nAs I understand\n\nthe matter, schools are provided with administrative\n\nofficers in order that there may be frequent improvements in the char¬\nacter, and occasional extensions in the benefits of instruction. Administra¬\ntion is not an end in itself — it is merely one of the important aids to in¬\nstruction. Every administrative provision should be judged in terms of\nits contribution to the learning that takes place in pupils. Buildings, play¬\ngrounds, furniture, heating plants, financial records, personnel records,\nand all the varied activities of the school administrator must find their\nfinal justification in their contributions to the instruction of pupils. The\none great purpose of every professional superintendent or principal is to\nfacilitate good instruction. It follows that anything which aids the ad¬\nministrator in his attempts to facilitate instruction has value to administra¬\ntion. That educational research, therefore, wffiich enables the superintend¬\nent to reduce the cost, to extend the benefits, or to improve the quality\nof instruction, may honestly be said to have real value to public school\nadministration.\nWe may now raise the question: When does university research facili¬\ntate the instruction offered in public schools? Under what circumstances\ndoes university research contribute to the learning of public school pupils\nand therefore have value to public school administration ? I shall mention\nonly a few of the most important conditions which, in my experience,\nhave tended to make university research valuable to the public schools.\nIn the first place, university research is of value to public school ad¬\nministration whenever it results in a better evaluation and a clearer under¬\nstanding of the programs, practises, methods, materials, or technics em¬\nployed in our public schools. The man who first shows us that we\nare not using the best materials available for our work is truly a bene¬\nfactor. His work is of real professional value and should be welcomed\nheartily, even though for financial or other reasons we\nimmediately the better materials he points out for us.\n\ncannot\n\nadopt\n\nIn the second place, university research is of value to public school\nadministration \"when it originates or develops more effective materials,\nmethods, programs, or technics than the schools have previously possessed.\nAn improved list of words to be learned, a more reliable writing scale,\nor a better form for recording the reading abilities of pupils has value\nto administration in the degree to which\nsible.\nFurthermore,\n\nresearch is of value when\n\nit makes\n\nbetter instruction pos¬\n\nit makes\n\npossible a reduction\n\nin the cost of a unit of instruction or of school service, for such a reduc¬\ntion in unit-costs makes it possible either to improve the service or to\nextend it to larger numbers of people.\nA\n\n"}
{"page": 734, "printed_page": null, "text": "730\n\nNational\n\nEducation\n\nAssociation\n\nUniversity research is also of value to school administration\n\nwhen\n\nit\n\ndevelops in the prospective teacher, or in her university instructor, an in¬\nquiring and open-minded attitude toward the problems commonly met\nin public school teaching. University instructors too often feel that they\n“know the last word” about teaching their favorite science or language.\nCollege students who sit in their classes frequently acquire the same atti¬\ntudes, much to the sorrow and despair of the superintendent or principal,\nwho later attempts to show them that it is children wffio are to be de¬\nveloped and taught rather than a body of sacred subjectmatter. Any\nvital contact, which a university instructor can be brought to make with\nthe practical problems of pupil learning in the public schools, is certain to\naid ultimately the administrators of our public schools.\nIt would, of course, be foolish to claim that all university research meets\nthese conditions. Much of the research carried on in the graduate schools\nof our universities makes little, if any, contribution to the work of our\npublic schools. From the annual report of a graduate school with which\nI happen to be familiar, I have selected at random a few titles of research\nwork recently completed :\nThe\n\nPotentiometric\n\nTitration\n\nof Fluorine\n\nOvid’s Correspondence with His Wife\nThe Jealous Husband in the Plays of Chapman,\nspeare from 1597 to 1611\n\nJonson, Heywood,\n\nand\n\nShake¬\n\nPresent Trends in Chinese Family Life\nThe Somatic Chromosomes of the Opossum\n\nWhether such studies are “contributions to human knowledge” I cannot\nsay, but I am quite certain that they have relatively little value to school\nadministration.\n\nThere are, of course, those who believe that any kind of research activity\nmakes one a better teacher. Certain college officials and standardizing\nagencies estimate the quality of the teaching in an institution by the num¬\nber of advanced degrees held by members of the faculty; and success in\nresearch is usually the key which opens the door to graduate degrees. My\nown observation and interpretation of the available data lead me to believe\nthat much of the so-called research in our universities actually tends to\ndisqualify the investigator for teaching in the public schools or for training\nteachers for these schools.\nThe\n\npublic school teacher needs to view the demands\n\nof modern\n\nlife\n\nin a broad, comprehensive light, and to recognize clearly the peculiar part\nwhich each different subject or discipline can contribute to the unfolding\nof a pupil’s personality. But graduate research w’ork, as it is usually con¬\nducted in our universities, leads the investigator to see less and less of\nthe great human values of a subject, and more and more of its logical\norganization and of its less significant details. The public school teacher\nneeds to know those parts of the subjectmatter which have demonstrated\ntheir value in children’s development\n\nrather than those details about which\n\n"}
{"page": 735, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n731\nthe masters of the subject know little or nothing. One who has been trained\nin scholarly, academic research of the type most highly valued in the grad¬\nuate schools of our universities will scarcely fail to join the popular chorus\nof complaint about the inadequate preparation students have had for high\nschool or for college work, and in his heart he will probably care infinitely\nmore for his own scholarly reputation than he will for the growing\nsonalities of those who sit in his classes.\n\nper¬\n\nThat university research which emphasizes or contributes to our knowl¬\nedge of the physical, mental, and spiritual development of children has\nreal value to the public schools, while that research which ignores or blots\nfrom view the character of the learning process is a distinct liability to\nprofessional school administration.\nCertain types of research can be conducted by a university bureau with\ngreater efficiency than by local or state department bureaus. In the first\nplace, a university is not limited geographically. It can reach out beyond\nthe limits of any town or state to secure data and cooperation in its investi¬\ngations. A local research bureau or a bureau in the state department of\neducation can demand and obtain reports from a certain geographic area,\nbut outside of that area its requests tend to meet with relatively little\nresponse. A university research bureau, on the other hand, cannot demand\ninformation and help, but its appeals for significant facts tend to be re¬\nceived favorably by public school men, whether they work in the same or\nin some other state than that in which the university is located.\nWhether it is justified or not, school officers seem to have a certain\ndegree of confidence in the scientific disinterestedness of university research\nworkers. This makes it quite natural for the university bureau to become\na general clearinghouse for educational information and research. Ex¬\ncept for specific facts regarding such concrete matters as legal require¬\nments, financial costs, building plans, and official organization, people tend\nto write to the university research bureau rather than to the local or state\nbureau for specific educational information.\nThe character of the university itself is another strong factor in giving\nit a unique power to aid the public schools through research. Almost any\ninstitution bearing the title of “university” is likely to have on its staff\na large number of specialists in a greater number of different subjects\nthan the local or state education department can possibly provide. If the\nbureau of educational research has given sympathetic attention to the cur¬\nricula, instructional, and personnel problems of the university itself, it\nwill usually have built up a friendly spirit which will enable it to call\nupon the departmental specialists for advice and help whenever neces¬\nsary. This wide range of subjectmatter specialists available to the uni¬\nversity research department, and the inclusion in its research program of\nproblems in higher education as well as those in secondary and elementary\neducation, give the university bureau a wider range of investigations\nfrom which to select than any local or state bureau is likely to possess.\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nAssociation\n\nThere is another unique advantage possessed by the university. Am¬\nbitious young people desiring graduate degrees come to the university and\nengage there in the most painstaking research, without the expectation of\nany other remuneration than the professional experience, training, degrees,\nand recognition, which are traditionally connected with such work. Uni¬\nversity research by .graduate students very often suggests new problems\nand technics, and in some instances it has made extremely valuable con¬\ntributions to our knowledge of education. By the very nature of their\norganization, however, state and local education departments find it im¬\npossible to obtain such gratuitous service, but must pay cash or its equivalent\nfor all the research work done for them.\nThe local school system, and to some extent the state school system,\nis limited in its conduct of research by its administrative relationships. A\nresearch worker, directly responsible to a busy superintendent of schools,\ntends to feel constantly the pressure of administrative routine. There are\nso many facts to be collected in preparing the annual budget, in keeping\nthe organization working smoothly, in seeing that supplies and equipment\nare properly distributed, and in all the other activities of administration,\nthat the research worker in the superintendent’s office is in constant danger\nof becoming a mere administrative or statistical clerk. In selecting prob¬\nlems for research, the university man may take a careful and far-sighted\nview of the situation and choose problems which are fundamental although\nnot immediately pressing ; but the public school research man must be loyal\nto his chief, must help with the problems that require immediate attention,\nand must frequently convert his bureau into an agency for the routine\ntabulation of statistics.\nThe administrative relationships of the public school research bureau\nmay sometimes affect seriously the recommendations made after the facts\nhave been gathered and weighed. If it is known that the superintendent is\nprejudiced against a certain type of school reorganization, for example,\nit matters little how definitely the facts and figures indicate that such a\nreorganization should be made. A research man, who has a family to\nsupport, cannot afford to give offense by recommending things which are\nnot acceptable to his “boss.” As a matter of fact, it is doubtful whether a\npublic school research wTorker would ever consider as possibilities some of\nthe administrative changes which an unhampered university worker would\nrecommend without hesitation. It is remarkable how sensitive the mind,\neven that of a “scientific investigator,” may become\n\nto “practical considera¬\n\ntions.”\nAnother advantage possessed by the impractical university research\nworker is that he does not feel the urgent necessity of gathering his data\nimmediately and publishing his report next month. In a public school\nposition there is a constant demand for visible evidences of results, while\nmany of the most fundamental and far-reaching problems in education\nare going to require years and perhaps decades of patient experimentation\nfor their solution. The university man is much more interested in the\nreliability of his conclusions when finally stated than in the mere fact that\n\n"}
{"page": 737, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n733\n\nhe has published an answer. He is much more concerned with the degree\nto which his solution may be applied in many different communities than\nin the perfection with which it meets the practical conditions in some one\ncity or state. In short, the public school research bureau\n\nis constantly\n\ntempted to choose its problems, its procedures, its data, and its recommenda¬\ntions in terms of immediate conditions and administrative expediency, while\nthe university bureau is more nearly free to think in terms of ultimate\npurposes, the validity and reliability of the data used, the soundness of the\nlogic, and the general application and value of the conclusions.\nSome excellent research workers differ with me on this matter of ex¬\npediency in reports. Being in a university, I hold that educational research\nshould attack the generalized and fundamental problems rather than those\nwhich will yield the quickest results. I believe that school administration\nis helped more certainly by being told the truth — the whole scientific truth,\nso far as it can be discovered — than by being supplied with statistics that\nsupport preconceived policies and beliefs. If I were administering a school,\nI should want the reports of my research bureau to be thoroughly accurate,\ncomplete, scientific, and fearless. If there were any “statistical lies\" to be\ngiven to the public, I should want to prepare them myself rather than to\nreceive them ready-made from my research bureau.\nOn the other hand, if I were the research worker in your city school\nsystem, and if I knew that you and your board would resent an honest\nreport showing that you were an inefficient superintendent, I suppose I\nshould look earnestly for something harmless to say in the report — unless\nI had a better job awaiting me in another city. I should be the last person\nin the world to accuse any of my fellow-research workers of making prej¬\nudiced reports, but I am thoroughly convinced that there are many prob¬\nlems which university research bureaus can attack with much greater free¬\ndom and hope of scientific success than can city or state department bureaus\nof research.\nAlthough university research bureaus have a number of advantages\nover public school research bureaus, both agencies must obtain their data\nfrom the same sources, if the results are to be of value to schools and to\ntheir administrators.\n\nThe\n\namount\n\nand value of the growth that is taking\n\nplace in individual pupils must in both cases be recognized as the most im¬\nportant fact to be determined. It is easy to show that the cost per child\nfor buildings, equipment, instruction, and other services is lower in the\nSouth than in the North, but it is not so easy to show that pupils in the\nSouth are obtaining development\n\nthat is equal in amount\n\nand in value to\n\nthat being obtained by pupils in the North. As I see the future of educa¬\ntion, it is to this problem of measuring the ultimate values in education\nthat our research must address a large part of its effort during the coming\nyears.\n\nEarly research studies in education were concerned chiefly with sta¬\ntistical comparisons of groups or masses of pupils. Educational surveyors\n\n"}
{"page": 738, "printed_page": null, "text": "734\n\nNational\n\nEducation\n\nAssociation\n\ncompared one average with another — one school system’s median score with\nthat of another system. Administrative officers, finding their results com¬\npared writh those obtained elsewffiere, learned the statistical methods and\napplied them within their school systems to the comparison of the results\nfrom one school building with those from another, and to the comparison\nof this year’s scores wTith those obtained last year. Principals and super¬\nvisors, in turn, finding that their results were being compared with those\nobtained by other principals and supervisors, studied statistics and began\nto compare the results obtained by different teachers and by different\nmethods of instruction.\nIn recent years, the teachers are beginning to take notice and to study\nstatistics, but somehow the statistical methods do not answTer a teacher’s\nquestions about Johnny and Mary. Johnny refuses to be an average, or\neven a sum. He insists that he is a human being, an integrated individual.\nYou\n\ncan find his spelling score, his speed in reading, his index of compre¬\n\nhension, his powder in addition, the quality of his handwrriting, and so on for\nall the standard tests available, but when you have added them all together\nor averaged them, they do not equal Johnny. Unless you consider him as\na human unit, with all his inheritance ; all his experiences in school, at\nhome, and on the street; all his interests, attitudes, capacities, a^d ideals :\nand all his environment and his opportunities in life, it is impossible to\nsay exactly w7hat ought to be done with or for him. And even after wTe have\ncollected all the available facts about all the various phases of his personality\nand history, there is no known formula that will tell us wffiat should be\ndone.\nHere, I believe, is the outstanding problem that educational research must\nmeet. We are as yet by no means agreed upon the specific combinations\nof characteristics which the graduates of our public schools should possess,\nand even if we could agree upon the particular human types or patterns we\nwish our schools to produce, little is known scientifically about how to pro¬\nduce these types from the diverse kinds of raw materials found in our\nschools. We can never honestly claim to have developed a science of educa¬\ntion until we are able to say, for at least one kind of child, what type of\nperson he should become, and what experiences he can be given that will\nproduce that type of personality. Educational research must work out\nthe exact specifications of the products to be produced by the schools, and\nthen it must find the most effective sequences of experiences for producing\nsuch patterns from the available materials.\nThus far, we have done little more than make a beginning in the\nanalysis and measurement of what a given child can do. It is becoming\nclear, however, that scores on achievement tests represent only one side\nof a child’s personality. We must know in detail his physical condition,\nhis emotional characteristics, his social reactions under various types of\nsituations, his attitudes, his ideals, his extra-school environment,\n\nand his\n\nhereditary tendencies. It is also becoming clear that wTe must not only\nhave all these facts about each child recorded accurately, but that we must\n\n"}
{"page": 739, "printed_page": null, "text": "Department\n\nof\n\n735\n\nSuperintendence\n\nrecord what happened in the child’s experience from day to day, and what\nchanges occur in the child’s personality after each experience. Not only\nmust our records cover every phase of the child’s life, but they must be\naccumulative records, for the child’s behavior today is the result not only\nof his inheritance and what happened yesterday, but of what happened last\nyear and the year before as well.\nThe science of education, when it finally comes into being, will be based\nupon careful classifications and analyses of tens of thousands of complete,\naccumulative case records of individual pupils. Teachers in the classroom\nmust aid in the collection of such case histories, even though the kinds of\nfacts to be recorded may be indicated and the record making supervised by\nresearch workers. Visiting teachers have already begun the making of such\ncomplete case records, but there are too few visiting teachers, and their\nattention is too largely taken up by children who present unusual or special\nproblems. We need now to have thousands of regular classroom teachers\ntrained in the making of case histories for normal or average pupils. The\ncase-history point of view and technic of the visiting teachers must be mas¬\ntered by regular classroom teachers, if the research worker is ever to have\navailable the raw material from which a real science of education may be\ndeveloped.\nMr. Theisen has suggested here that the university research bureau\nshould take the lead in evaluating and developing instructional technics.\nHe may be correct, but I wish to point out that local and state research\nagencies and administrative officers must cooperate heartily if ever the\ntask I have outlined is to be carried to a successful outcome. The com¬\nplete case histories of a sufficient number of individual pupils will never be\nobtained for research workers to classify and study, unless the rest of you\nhelp to make it possible for teachers to keep such records. Cooperation\namong all the various agencies for the conduct of educational research, and\nintelligent articulation of the institutions that instruct youth, with the com¬\nplete, integrated, developing personality pattern of an individual pupil\nas the central fact to be studied, is, as I see it, the outstanding challenge\nthat confronts today those who look forward to a day when educational\nprocedures may be based solidly on scientific data and principles.\n\nWHAT\n\nERNEST\n\nA SUPERINTENDENT HAS A RIGHT TO EXPECT\nOF AN INSTITUTION TRAINING TEACHERS\nFOR THE ELEMENTARY SCHOOLS\nC. HARTWELL,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nBUFFALO,\n\nN.\n\nY.\n\nIn most of our states the law obliges children to attend school for about\neight years. This is on the theory that, with a life expectancy of sixty years,\nthe state may compel these young people to spend at least eight of them in\npreparation for their social, civic, and vocational responsibilities. Of course,\nit is really not eight years, for the school year in this country will not\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nNational\n\nEducation\n\nAssociation\n\naverage over 180 actual school days, and from this number must be sub¬\ntracted Labor Day, Columbus Day, Election Day, Thanksgiving and the\nFriday following, Washington’s Birthday, Lincoln’s Birthday, Memorial\nDay, and a number of other days set apart by official authority whenever\noccasion seems to warrant it. Actually, each one of these eight years is\nless than half a year, consisting of anywhere from thirty to forty weeks of\nfive days each.\nMoreover, a school day, like a school week and a school year, is con¬\nsiderably shorter than any other kind of day or week or year. It probably\naverages about five and one-half hours. During that time most of the in¬\nstruction received by children is provided in individual classrooms with\nenrolments that average at least thirty-five pupils per classroom teacher. A\npupil sitting in a class of thirty-five pupils with a recitation period of thirtyfive minutes is rightfully entitled to one minute per recitation as his in¬\ndividual portion of the teacher’s time and effort.\nSummarized, the effect of our compulsory education law may be stated\nsomewhat as follows:\nWe, the state, desiring to be assured that the lives of our citizens shall\nbe worthily lived and that each unit of our society shall be trained for\nuseful service, impregnated with lofty social and civic ideals, and equipped\nwith desirable capacities, tastes and attitudes of mind, do hereby solemnly\nenact that every child in the commonwealth shall receive one minute of a\nteacher’s time per recitation five days a week, if nothing interferes, for\nthirty-eight weeks per year for each of eight separate years.\nThis is a sufficiently ambitious program. Whatever degree of success\nattends the effort of the state depends chiefly on the quality of the teachers\nemployed and the skill and the efficiency which they develop in the use of\nthis infinitely precious minute per child per recitation. It would seem to be\nobvious that teacher training, therefore, is of paramount interest to the\nstate. We have done some splendid things in America for public education.\nNo nation, past or present, has approached ours in devotion to the principle\nof equal educational opportunity. No nation has built such magnificent\nschool buildings. We have done w’ell in America in the matter of com¬\npulsory school attendance, but not so well in assuring ourselves that, once\nthe child arrives in school, he shall receive the competent instruction pre¬\nsupposed by the theory back of the state program of education.\nIn many of our states our teacher-training institutions annually fight a\nlife-and-death battle for bare existence. Instead of being recognized as the\n\nmost important institutions of the commonwealth, they rank far down in\nthe list of state responsibilities. The State of New York spends four times\nas much per student to train horse doctors as it does to train teachers. The\nwhole question of properly equipping and training a teacher efficiently to\nemploy the scanty time which children are required to spend in school has\nnever had in America anything like the consideration which the importance\nof the task most emphatically justifies. In many\n\nof our states, political con-\n\n"}
{"page": 741, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n737\n\nsiderations have demanded more normal schools than the state ought to sup¬\nport, with the result that none of them are supported adequately. Politics,\nindifference, and low salaries have more than once combined to supply\nteacher-training institutions with a pathetically inferior administrative and\nteaching staff. Bureaucracy in the management of these institutions all too\nfrequently has played its part in killing initiative and destroying ambition\non the part of the principals and faculties. Superintendents of schools,\nusers of the product of our teacher-training institutions, have too often been\ncontented with grumbling criticism and far less diligent than they should\nhave beeen in providing the constructive help which the situation requires.\nIn the few minutes allowed me this morning, I should like to present a\nprogram for teacher training based upon the fixed factor in the problem.\nWe know, for instance, the very limited amount of time in which we are\nexpected to accomplish certain definite and fundamental things. We\nknow that there is no hope for success in achieving these objectives unless\nthe teacher is equipped with an adequate knowledge of the subjects she is\ngoing to teach. We know that the personality and character of a teacher\nare tremendously important factors in her success, that initiative, resource¬\nfulness, and enthusiasm are indispensable to the best teaching, and that\nwithout vision the people perish. We know, further, that without skil¬\nful questioning, wise lesson assignments, effective drill devices, proper class¬\nroom organization, and sound teaching technic, a large part of the pupil’s\nunforgiving recitation minute is bound to be frittered away. Let us, there¬\nfore, advocate as the first item of our program the selection for normalschool administrators and faculty only those whose record in the classroom\nor in the teacher-building field rates high as judged by these standards. A\nnormal school cannot give to its students an equipment and training un¬\npossessed by its own faculty. We shall have to modify our present idola¬\ntrous attitude toward advanced degrees and insist upon the selection of\nmen and women for our teacher-training institutions primarily because of\ntheir demonstrated ability either to teach or to train teachers. This policy\nwill require much\n\nlarger salaries, for it is far easier to find a man\n\nwritten a doctor’s thesis than it is to find a man\ncomplishment in teacher training.\n\nw’ho has\n\nwith a high record of ac¬\n\nAs a second item I propose the adoption of more\n\neffective measures\n\nto\n\nprevent the certification for teaching of those people whose personality,\ncharacter, and scholarship will always make them liabilities in a schoolroom.\nEvery year, students enter our normal schools who should never be per¬\nmitted to enter, and every year many students are graduated who should\nnever be permitted to teach.\n\nAs a third item, I propose that the time which\n\nstudents spend in the\n\nnormal school shall be used in such a way that the graduates of these insti¬\ntutions may be guaranteed to possess adequate knowledge of the subjects\nwhich they are required to teach. This is a situation which certainly does\nnot exist today.\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nAssociation\n\nA questionnaire sent to a large number of teachers who graduated from\nthree-year courses during the last five years developed the fact that half of\nthose replying admitted they did not know enough arithmetic, enough\ngeography, or enough history to teach these subjects as they would like\nto teach them. There are state-supported teachers colleges supposed to\ntrain elementary teachers which no longer concern themselves with such\nchildish matters.\nI am in entire agreement with our friends in the teacher-training insti¬\ntutions who recognize the importance of giving their students a general\nbackground of culture, but we need a better understanding of what is\nmeant by cultural background. It certainly should include a knowledge\nof literature sufficient to teach with appreciation and inspiration the selec¬\ntions found in the grade readers. It should include the ability to do the\nproblems found in the grade arithmetics and a greater familiarity with\ngeography, history, and current events than seems at present to be provided,\nif the testimony of the teachers themselves is to be accepted. Is a cultural\nbackground possible unless it includes those desirable mental attitudes\nwhich are the characteristics of a real culture?\nLet us have a program which puts first things first, and proceed on the\nassumption that in providing a young man or woman who expects to teach\ngrade children with a genuine enthusiasm for literature, history, geogra¬\nphy, and the other subjects in the elementary field, including music and art,\n\nwe have laid a sound foundation for culture in that teacher. This enthu¬\nsiasm can be kindled by instructors who have it themselves, if they are\ngiven the incentive and the time and the opportunity to do it. Out of the\nenthusiasm thus generated ought to come adequate knowledge of the sub¬\njects to be taught and a desire to acquire still further knowledge in related\nfields. Along with this will be acquired a greater facility with oral and\nwritten English, the habit of using reference books, current magazines,\nand the dictionary. It is entirely probable that the student will come out\nof normal school with very many desirable teaching habits and mental atti¬\ntudes unconsciously acquired from the kind of master teachers with whom\nwe propose to provide him. Here is a pretty fair start toward the thing\nso vaguely described as cultural background. Add to this the necessary\ninstruction in how to adapt his teaching to the individual differences repre¬\nsented in a typical classroom, the fundamental principles of wise assign¬\nments and skilful questioning, a rational and uptodate course in school\nmanagement, the ability to use and interpret at least one kind of standard\ntest, and the acquisition of a variety of important but minor skills easily\ndeveloped, and there is a strong probability of a good teacher. Given a\nsound character, an attractive personality, a genuine love of youth, and a\nsufficient amount of the right kind of practice teaching, and we are likely\nto have a superior teacher. Attention, therefore, to these fundamental pre¬\nrequisites of superior teaching cannot well be overemphasized.\nProbably there is no formula to be written for the successful adminis-\n\n"}
{"page": 743, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n739\n\ntration of a teacher-training institution. Each one of them has its own\nproblems, but I am quite certain, as a fourth item on this proposed pro¬\ngram, that immense improvement would be effected if all of them would\nkeep more intimately in touch with the problems to be faced by the students\nwhom they graduate. Neither our normal-school faculties, nor graduate\nschools of education, nor superintendents of schools constitute in their re¬\nspective groups a sole repository of wisdom in this matter of teacher train¬\ning. Normal schools cannot claim to be pathfinders in the wilderness or\ntorchbearers on the educational march if they are ignorant of what is going\non in the schools in the territory which they serve. Wise leadership in\ncurriculum making, improved classroom procedure, school organization,\ntests and measurements, and extension work cannot be undertaken under\nany such handicap.\nIf students in normal schools are required to pursue subjects, make elab¬\norate notebooks, and spend hours in writing the same kind of lesson plans\nrequired of their mothers when in attendance at the same institutions,\nonly to find when they go out into actual service that these things have no\nactual relationship to the work they are required to do, something is radi¬\ncally wrong with the procedure of the normal schools. If ten percent of\nthe comment I have heard during the past twenty years, not only from\nsuperintendents but from teachers, has any foundation in fact, there is\nconsiderable evidence that all of these things have happened, and none of\nthem would have been allowed to continue if those supposed to be respon¬\nsible and otherwise competent had known what was going on.\nThere are certain tendencies everywhere evident in the United States\ntoday in the matter of teacher training in which our Department of Super¬\nintendence should take a more active interest. One is the desire on the part\nof most of our normal schools to be given the title of “teachers college.”\nThis policy deserves our hearty support if the institutions so designated will\ncontinue to recognize the adequate training of elementary teachers as their\nchief function. This is the purpose for which all normal schools were\ncreated by the state and is the basis upon\n\nwhich\n\nthey chiefly should be\n\njudged.\nThere is a tendency to lengthen the required preparation of teachers.\nNew York State now requires three years of preparation beyond the high\nschool, and there is considerable conversation about extending it to four\nyears. The problems of the elementary school are not going to be solved\nmerely by extending the time of training. It is far more a problem of how\nto make better use of the time already required.\n\nEverywhere over the land there is a disposition to measure a teacher’s\nworth not by her classroom performance, her personality, her love of chil¬\ndren, or her actual record of accomplishment, but by how many college\ncredits and advanced degrees she has been able to accumulate. It is so\nmuch easier to get a degree than it is to -be a good teacher. It is so much\neasier to base salaries on some definite thing like a diploma or a statement of\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNational\n\nci edits from\n\na university\n\nthan\n\nEducation\n\nAssociation\n\nit is to measure\n\nwhat\n\nthe teacher\n\nhas actually\n\nbeen able to do for her pupils.\nThere are many cities in the United States in which teachers finding\nthemselves inadequately prepared skilfully to do the work before them in\nthe elementary field, are spending their time and money in taking courses\nutterly unrelated to their present work and doing it solely because as a pro¬\nfession we are permitting the worship of college credits to be substituted for\na recognition of successful teaching. In certain cities a tradition seems in a\nfair way to become established that if a teacher desires an increase in salary,\nshe must acquire certain college credits or work out a thesis for an ad¬\nvanced degree. Maybe what the teacher needs is a course in how to teach\nsilent reading. Maybe what she would like to take is a course in one of a\ndozen fundamental things not adequately cared for in her original training\nin the normal\n\nschool ; but unfortunately for her these courses do not pos¬\n\nsess that sacred thing known as “college credit” and so this teacher spends\nher leisure and her money on a course in Elizabethan Drama, or the appre¬\nciation of Keats, or Egyptology, or Sanskrit, or anything that the college\nfaculties in her immediate neighborhood feel like offering.\nIt ought to be possible for a teacher to earn her college credits and to do\nher advanced work with courses that definitely improve her service to the\nchildren in her charge. As matters stand today, however, a graduate de¬\ngree in education is not of itself conclusive evidence that its possessor is a\nsuperior teacher.\nWe shall get improved teaching in the elementary schools only as we\nagree on a defensible program of teacher training. As superintendents, we\nhave an inescapable obligation to do our part in formulating such a pro¬\ngram and to give all possible assistance to our normal schools and teachers\ncolleges in their efforts to provide the improved\ntion seems so urgently to require.\n\nWHAT\n\ntraining which the situa¬\n\nA SUPERINTENDENT HAS A RIGHT TO EXPECT\nOF AN INSTITUTION TRAINING TEACHERS\nFOR SECONDARY SCHOOLS\n\nCHARLES\n\nS. MEEK,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nTOLEDO,\n\nOHIO\n\nWhat is the nature of the task for which they shall be trained? That\ndetermines the aims and the skills with which they should be equipped.\nThe adjustment of all children to a rigid traditional curriculum, which\nPresident Lowell at Boston last year so emphatically endorsed, was a rule\nof thumb method of separating the sheep from the goats in the schools,\nwhereby to pass was the reward for being bright and to fail was the penalty\nfor being dull.\n\nThe teachers in a large high school some years ago studied the causes of\nfailure. As a factor in the investigation the testimony of those who had\nfailed was collected. The pupils were asked to write what they thought\n\n"}
{"page": 745, "printed_page": null, "text": "Department\n\nwere\n\nthe causes of their own\n\nchild-like statements.\n\nMany\n\nof\n\nSuperintendence\n\n741\n\nfailure. I read all of those simple, naive,\n\nof them were, “I am not so bright as the other\n\npupils,” or “I try hard but I cannot learn,” or “I guess I am just dumb.”\nThe schools had trained those children into a hopeless acceptance of their\nown incompetence. For them the battle of life was lost before it had really\nbegun.\nThe laws of rtature and the will of God have endowed the human race\nwith a very broad range of abilities of which\n\neach individual possesses a\n\nnarrow and a different span. The old single scholastic standard measur¬\ning the abilities of all children, which President Lowell so heartily ap¬\nproved, was a vain attempt to revise the laws of nature and to redirect\nthe will of God. It made of the schools selective rather than educative in¬\nstitutions, and established in them a series of sieves through which only\nhigher and higher grades of intelligence might pass. Those pupils, who\n\nby\n\na process of such selection finally reached the high school were so for¬\ntunately endowed they were able to survive the stupidity of any procedure\nwhich might there have been exercised upon them.\nIn one school system now enroling fifty thousand pupils, twenty years\nago, in 1908, the ninth grade contained fourteen percent of the average\nnumber of pupils in each of the first four grades of the elementary school.\nTwenty\n\nyears later, in 1928, there were\n\nenroled in the ninth grade\n\neighty-eight percent of the average number in each of the first four grades.\nThis in a general way is typical of the change everywhere. Twenty years\nof more equitable distribution of wealth, a greater demand for more exten¬\nsive training, more effective enforcement of school attendance laws, more\nhumane\n\nand intelligent instruction in the elementary schools, have changed\n\ncompletely the job of high school teachers. Where\n\ntwenty years ago they\n\ninstructed only the highest fourteen percent of the nation’s intelligence\nthey must now deal sympathetically and intelligently with all but the low¬\nest twelve percent of general ability. The changed situation makes the\nteacher’s task much\nsional service.\n\nmore\n\nexacting and requires a far higher type of profes¬\n\nThe changes in educational objectives and procedures, though consider¬\nable, have not kept pace with the changed needs of the enlarged enrolment.\nThe incrustation of tradition still tends to preserve the sanctity of the old\nexclusive scholarship. Some teachers continue to apply aims and methods\nfitted only for the instruction of the community’s elect.\nInspection agents from college affiliation associations cruise about over¬\nhead as birds of prey ready to dart down upon all liberalizing tendencies as\nunforgivable laxity of standards. These protectors of the long established\ncult divide administrators into the ranks of the sheep and the files of the\ngoats according as they assent to or dissent from the old fetish. How\n\nthey\n\ndo love the assenting sheep and how they do hate the smell of a dissenting\ngoat.\n\n"}
{"page": 746, "printed_page": null, "text": "742\n\nNational\n\nEducation\n\nAssociation\n\nEighty-eight percent of all the children of this generation who crowd\ninto the first year of the high school must there immediately encounter what\nfor many\n\nof them is an unsurmountable\n\ndifficulty — one year of high school\n\nalgebra. That eager mass of happy children possesses many illusive possi¬\nbilities which the deadly formalism of the algebraic equation destroys. The\naccrediting institutions mother algebra. High-school teachers are em¬\nployed to mother children. We in the field must find the resources for\neducating this enormously increased number of pupils. We must provide\nfor all of their varying needs and at the same time build up some' defense\nagainst the charge of being sanctified squanderers. But we should not at\nthe same time be compelled to combat these accrediting institutions, the\nsanctified defenders of the old status quo in high school education.\n\nThe Public School Messenger, Board of Education, St. Louis, Mo.,\n1924, reports, “The amount of added typewriting skill produced by the\ndouble period of instruction is small, about two words per minute, and the\nsingle period of instruction seems to secure a level of proficiency adequate\nfor commercial needs.” Similar investigations have all confirmed the St.\nLouis findings, but accrediting institutions continue to insist upon double\nperiods of instruction if full credit is to be allotted.\nDowning, in School Review , Nov. 1925, reports, “The lecture demon¬\nstration method of imparting essential information in science is better than\nthe individual laboratory method and is more economical of time and\nexpense. This is true for both bright and dull pupils and for all types of\nexperiments.” Similar investigations have all verified Downing’s conclu¬\nsions but the accrediting institutions continue to insist upon the double\nperiod of individual laboratory work. Training institutions must first edu¬\ncate these accrediting institutions into an intelligent appreciation of the\nvalue and significance of recent educational investigations and research.\nThus far they have been impervious to enlightenment. But training insti¬\ntutions tell us that instruction may be adapted to any level of intelligence.\nWe superintendents hope that the training institutions may develop in\nhigh-school teachers not zeal for nurturing a sacred curriculum but rather\nabilities and skills for adapting instruction to the variable aptitudes and\nneeds of all types of pupils. Most of our high-school teachers are trained in\nuniversities having a college of liberal arts and a school of education both\nupon the same campus and both under the same control.\nThe college of liberal arts primarily should be a place of the mind, a\ntime for thinking, an opportunity for knowing. Here our teachers should\nlearn to think clearly, accurately, objectively, and creatively. Here they\nshould be made sensitive to the joys of appreciation and understanding.\nBut the creation of culture as thus defined should never constitute the full\nachievement of the liberal arts college. It should also awaken the impulse\nof inquiry, of experiment, of investigation, of reflection, in order that\nhuman desires may be evaluated, and human lives understood as well as\nthey may be understood by those engaged in living them.\n\n"}
{"page": 747, "printed_page": null, "text": "Department\n\nof\n\n743\n\nSuperintendence\n\nThese objectives, which the liberal arts college announced\n\nas their own,\n\nwe desire for our high-school teachers. We teachers more than others\nshould live the life of the mind, love knowledge, and follow after it. We\nare eager that our teachers should have all this which the liberal arts college\nsays cultured people may not be without. But in the process of realizing his\nown aims, we expect the college professor to afford our teachers an inspir¬\ning example of excellent instruction. I recently attended a dinner given in\nhonor of a federal judge who at the age of seventy was retiring from the\nbench. This judge that evening announced that the teaching of Mark\nHopkins in Williams College had been the most significant professional\ninfluence in his entire life. Dr. Harry Garfield, son of President Garfield,\npresided at that dinner. President Garfield, as you all know, once said,\n“Mark Hopkins on one end of a log and I on the other constitute a liberal\narts college.’ ’ If excellent college instruction means so much for a judge\nor for a president, how much more potent it must be in the life of one whose\nvocation is that of teaching.\nI submitted this question to three hundred high school teachers, “What\nhas your college done in preparing you to teach?” Of the 250 replies I\nreceived, in only eleven of them was there expressed grateful appreciation\nof inspiring college teaching. Of course, had the questionnaire directly\nsought evaluation of college instruction, more character witnesses would\nhave testified in behalf of their instructors. But may it not also be assumed\nthat if those two hundred and fifty teachers had been generally impressed\nby the excellence of the instruction they received in college, more testimony\nfor the defense indirectly might have gotten into the record? No one\nasked President Garfield or that federal judge to testify for Mark Hopkins.\nA distinguished college professor with whom I discussed this question\nfrankly admitted that a college teacher can not afford to devote to instruc¬\ntion the time and thought necessary to make of his teaching a truly artistic\njob. His professional ranking, his chance for promotion, and increased\npay depend, not upon his skill as a teacher, but rather upon the value of his\nresearch and contributions to knowledge in his own specialty. That the\nmicrobe of research had in one case developed into the dreaded streptococcus\nis evidenced by this remark of a professor, “College teaching would be a\ndelightful job if there were no damned students about.”\nI would not be understood as minimizing the importance of research.\nBut one need not be a profound student of history to know\n\nthat truth has\n\nalways been revealed to those endowed with an aptitude for discovery. In\nthis wholesale subsidizing of a lot of blind explorers to search for the\nworld’s enlightenment, probably a few Mark\nteachers have been lost to education.\n\nHopkins\n\nand many\n\nexcellent\n\nThe job of a liberal arts professor, as of all teachers, should be that of\ninstruction. His rank and his pay should be determined\n\nby the skill with\n\nwhich he does that job. Instruction should be his cause and emphasis on\nresearch should be increased or diminished in the degree to which it helps\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nNational\n\nor hurts the cause.\n\nEducation\n\nAssociation\n\nIf in the liberal arts college artistic teaching were\n\nthus dignified and made of prime importance, even those instructors not\nblessed with an aptitude for research would quickly discover that there is\nan art of teaching. None of them would then believe what one of them has\nsaid, “We\n\neducate lawyers and doctors, but we\n\ntrain teachers and mon¬\n\nI am not interested in reforming or even in criticizing college teaching.\nkeys.”\nI would only have college professors believe that there is a profession of\neducation as well as a profession of law or of medicine, and that the pos¬\nsession of a liberal arts degree is no more complete evidence of equipment\nto teach in a high school than it is to practice medicine or law. If the\nliberal arts professor might get this professional evaluation of his own voca¬\ntion, he would send his students to the school of education with the same\nseriousness of purpose with which he now\ncine or law.\n\nsends them to the schools of medi¬\n\nProfessional equipment is seriously sought by high-school teachers after\nservice in the field has taught them its importance. Many young students\npreparing to teach enrol in courses in education merely to comply with the\nred tape requirements for securing a certificate and begrudge the time\ndivorced from the study of mathematics or science, English or history.\nWhat may we expect of the school of education for high-school teachers ?\nA practicing physician once developed a sure cure for fits and attempted to\nrelieve the suffering of all of his patients by first throwing them into fits.\nPhysicians with similar technics disappeared with the advent and develop¬\nment of the professional school of medicine. We may reasonably hope that\ndevotees to the sacred curriculum to which they attempt to adapt all types\nof children may not long survive the enlightenment we hope professional\nschools of education may afford our high-school teachers. One of the satis¬\nfying values of the old exclusive scholarship for those who had mastered\nit was the greater number of those who had attempted to procure it and had\nfailed to acquire it. There is an immense amount of gratification in at¬\ntaining a position for which many are called and but few are chosen. It is\nan unusual achievement to rise to higher things on stepping stones of the\ndead selves of others. But the capable physician does not administer to all\nof his patients what for many of them he knows is poison merely to try out\ntheir relative power of resistance. It is not his business to demonstrate the\nsuperior physical vigor of a minority of his patrons by proving they have\nassimilated what has destroyed the majority of them.\nThe degree of success which some pupils have attained in a given testing\nproject should not be measured by the number of those who have failed\nin the same test. It is very important for every pupil to have a chance to\nsucceed at something. It is far better for him to have the satisfaction of\nachievement\n\nin some enterprise though that be trivial than for him to fail\n\nin Latin or algebra, merely to demonstrate\npass.\n\nthe superiority of those who\n\n"}
{"page": 749, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n745\n\nWe expect the school of education to do for high-school teachers what\nthe school of medicine has done for physicians — teach them all that is in¬\nvolved in individual diagnosis and individual treatment. The professional\nschool has provided the physician with the wisdom and the technics to dis¬\ncover the different sorts of ailments because of which their patrons suffer\nand the different sorts of treatments which may afford them relief. We\nexpect the school of education to provide the high-school teacher with the\nequipment for evaluating and directing the abilities of his pupils with such\nprecision and such accuracy that he shall have for all of them at least a\nvalid expectancy of success and that he shall not foredoom a single one of\nthem to failure. We have been surfeited with the teacher of the English,\nthe teacher of the Latin, the teacher of the Algebra, and the teacher of\nthe history. We hail the appearance of the educator of children, eager to\ndiscover and equipped to find the sort of training each child requires, quick\nto detect and avert what he may not survive. To prepare teachers for this\njob, training institutions must practice what\ncurriculum.\n\nthey preach — revision of the\n\nThe traditional history of education — the tracing of educational influ¬\nences in all the ramifications of their devious meanderings through the\ncenturies down to the present time is just as academic, no more germane\nto the teacher’s job, and not so interesting as many courses in liberal arts.\nIt may be offered to the few but should not be prescribed for the many.\nThe old model of classroom management is the ideal behavior of a host of\nimaginary children in a lot of hypothetical situations.\nTo be able to direct the education of a high-school student, the teacher\nshould have valid scientific sanction for what he predicts that student may\ndo in any one of many activities into which he may be guided. The shades\nof Herbart or of Froebel cast no light on that problem. A physician is not\naided in prescribing the proper treatment for a case of diphtheria today by\nknowing how a monk treated a case of smallpox a thousand years ago. To\nreread Little Lord Fauntleroy, the ideal child in a multitude of fanciful\nsettings, affords no reliable data for directing a real child in the learning\nprocess.\nThe teacher whose job is to direct the education of high-school students\ninto one, two, or three out of many educational activities available must\nknow what similar and different children have done in each and every one\nof those activities ; must know the sort of work one child may do and another\nmay not; how the training of a particular ability for one child is important\nand for another immaterial. All this requires knowledge of the measurement\nmovement of the last decade, and judgment in its interpretation and appli¬\ncation. Familiarity with recent investigations and reports on curriculum\nrevision is just as imperative. Skill in diagnosing the individual difficul¬\nties of children and wisdom in applying the approved remedial measures\nare also requisite accomplishments. To establish in the school the complete\ncommunity life and to provide that all shall participate in its many interests\n\n"}
{"page": 750, "printed_page": null, "text": "746\n\nNational\n\nEducation\n\nAssociation\n\nrequires a knowledge of all recent studies and experiments in extracurricu¬\nlum activities. These are but a few of the many fields of investigation, of\nresearch, and of experimentation, a working knowledge of which a pro¬\ngressive high-school teacher may not be without. This type of training\nwe expect the professional schools to stress, to make concrete, dynamic,\nand demonstrable.\nIV HAT\n\nTHE RURAL SCHOOL HAS A RIGHT TO EXPECT\nOF AN INSTITUTION\nTRAINING TEACHERS\nFOR RURAL SCHOOLS\n\nJULIAN\n\nE. BUTTER\n\nWORTH,\n\nPROFESSOR\n\nUNIVERSITY,\n\nITHACA,\n\nOF\n\nEDUCATION,\n\nCORNELL\n\nN. Y.\n\nOur conception of a “ rural school\" — Let us first understand each other\nas to the meaning of terms. As here used a “rural school” is not a oneroom school only. It is not even an elementary school only. It is not\nmerely a school in the open-country, even of the consolidated type ; the\nrural school may be located in the small village. Nor is it one that trains\nfor the farming occupations only. Since many of the boys will go into\nfarming and many of the girls will be homemakers in rural communities,\nthe progressive rural school will, naturally, offer special curricula in agri¬\nculture and homemaking. But it will offer other curricula for those look¬\ning toward law, medicine, business, or engineering wherever there may be\nneed for such services.\nThe rural school of which I shall speak is one that serves those who live\nin areas having a relatively low density of population. Let us say that,\nroughly, it is a school found in a community of less than 2500 population.\nI have not time here today to defend in detail this conception, which is\nprobably broader than that held by many. Some such conception seems nec¬\nessary if we are to correlate the various rural agencies in providing a com¬\nplete common school education of adequate quality ‘for those living in the\nnon-urban centers.\nAccording to this conception a rural school is unique only in that it deals\nwith those who live in a special environment. It attempts to train not for\nthat environment but through that environment for whatever opportunity\nlife may hold out for them. Rural education is thus seen to be related\nto all education ; all belong to the same family but each has its own per¬\nsonality. We in rural education want no different philosophy, no different\naim from that held by the progressive ones among you from the largest\ncities.\nRural education is one of the most important of our special-environment\ntypes of education. This is partly because of its historical significance in\na country that has so recently developed from a pioneer status. It is of\nparticular importance largely because, as here defined, it includes fiftythree percent of all pupils enroled and fiftyeight percent of all teachers\nemployed in the public schools of the United States.\n\n"}
{"page": 751, "printed_page": null, "text": "Department\n\nof\n\n747\n\nSuperintendence\n\nWhy differences between rural and non-rural education are to be ex¬\npected — In order that we may have a common background for a construc¬\ntive attack on this problem may I present very briefly a few elementary\nconcepts ?\n1. We know\nin others.\n2. The\n\nthat environments\n\nenvironment\n\nin which\n\ndiffer : slightly in some cases; markedly\na person lives provides, fails to provide,\n\nor provides in an inadequate degree experiences that influence his develop¬\nment. The child in the country has an intimacy of contact with nature\nthat not only gives valuable knowledge if he will observe closely, but may,\nespecially under wise guidance, develop habits, ideas, and attitudes that are\nprofoundly significant throughout life. But intelligent people do not sub¬\nmit entirely to environmental influences. They recognize limitations in\nthose influences and seek to rise above them. So for the rural child (as for\nany child) we see certain lacks in social contacts, in health practises, in\nbreadth of reading during leisure hours and the like, and we seek to pro¬\nvide experiences that will overcome the deficiencies observed.\n3. To supply these needs a curriculum is first of all planned, and is then\ntaught, supervised, and administered.\n4. There is not one rural environment, but many. They shade from the\nremotest mountain ranch through the fertile farms of the prairie states,\nthe hamlet, and the village to that larger aggregation that falls just short\nof what we call a city. Consequently there should be not one rural cur¬\nriculum only but as many as there are environments that create significant\neducational needs.\n5. Training for the planning, teaching, supervision, and administration of\nthe curriculum is, of course, the problem of the teacher-training institution.\nSo we come to the question: What has the rural school a right to de¬\nmand of the institution that trains teachers for its service?\nSojTie legitimate\n\ndemands\n\nupon\n\nthe teacher-training\n\ninstitution — The\n\nrural school has a right to expect such training as will enable the teacher to\nmeet adequately the specific professional problems found in the rural terri¬\ntory.\n1. Like many another speaker in Cleveland this week I must say that\nas yet we do not have all the data desired. We do not know with scientific\nexactness the problems created by this special environment that affect the\nwork of the teacher. We are in the process of finding out.\nIn a recent study McGuffey 1 compared 550 teachers in one-room schools\nof 24 states with 200 grade-teachers in the cities of 5 states. One hundred\ntwelve activity items were used as a check list. I quote : “At least 80 of\nthe 112 items in the check list are performed by half or more of the teach¬\ners in the one-teacher school and by few or none of the grade teachers.”\nFor example: 61 percent of teachers in one-room schools must order\nschool supplies as compared with 5 percent in city schools. Five percent of\n1 McGuffey,\n\nVerne:\n\n“Differences\n\nthe One-Room\n\nRural\n\nSchool.”\n\nin the Activities of Grade\n\nDoctor’s\n\ndissertation,\n\nTeachers\n\nTeachers\n\nand\n\nCollege,\n\nColumbia\n\nof Teachers\n\nin\n\nUniversity.\n\n"}
{"page": 752, "printed_page": null, "text": "748\n\nNational\n\nthe one-room\n\nEducation\n\nAssociation\n\nteachers receive and audit school supplies compared\n\nwith 1\n\npercent in city schools. Sixty-one percent of the first group must make\nfinal decision in cases of classification and promotion compared with 12\npercent in the second group. Forty-eight percent in the small school must\nprovide publicity for the school as compared with 1 percent in the large\nschool. Sixty-two percent of the one-room teachers must plan and execute\nwork with little or no supervision as compared with 6 percent in the city\nschools.\n\nIn adjusting the program\n\nto accommodate\n\nseveral grades the\n\npercentages are 80 and 3; in serving as school librarian, 60 and 4; in keep¬\ning all school records, 71 and 6; in conducting entertainments for the\ncommunity, 60 and 2. And so we might go on through a long list of ac¬\ntivities in which the teacher in the one-room school has problems that the\nteacher in the city school has to meet with relative infrequency.\nTwo\n\nother conclusions by McGuffey\n\nare of interest. I quote again :\n\n“There are very few differences between the activities of teachers in the\none-teacher schools of various states.” If other investigations confirm this\nfinding, then it is evident that facts similar to those here given may be\nused with considerable reliability in training for the one-teacher situation\nwherever found. There are still 160,000 of these one-teacher schools in\nthis country. I quote once more: “In the opinion of the county superin¬\ntendents, the most important factor in the success of teachers for one-room\nschools is special training for that type of position.” If other studies agree\nwith this, then it is obvious that the teacher-training institution must find\na way to give training on these problems. They should not be left to the\ncostly method of learning through undirected experience. Other data on\nthis subject are available but I do not have time to report them. Espe¬\ncially useful is the recent Commonwealth Teacher-Training Study.\nBut, according to our definition, the rural school meets the educational\nneeds in a variety of situations from the one-room school of the open coun¬\ntry to the secondary school of the village that serves both farm and village\nyouth. In these situations professional problems will differ both in kind\nand in degree. So also the work of the village principal and the county\nsuperintendent differ from that of the principal and the superintendent of\nthe city. The former has problems of combining schools, transporting\npupils, supervising teachers, enforcing attendance and the like that differ\nso in degree from similar problems in the city that they demand special\nconsideration. Take the problem of transportation as an illustration. Both\ncity and country have such problems, but howT different they are ! The one\nhas a public carrier system already established with its own trained staff\nof managers; it has the wealth to carry out any reasonable project; and the\npeople involved are probably not so tied dowm to habits of thinking that\nretard progress. In the other situation new means of transportation usually\nhave to be provided, often under road and weather conditions that are dis¬\nheartening; the transportation system has to be administered by the school\nofficers; increased funds have to be found where income is already too near\n\n"}
{"page": 753, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n749\n\nthe margin of existence; and the people have to be persuaded that the pro¬\nposals are essential to their welfare. The rural school has a right to ex¬\npect that the wide-awake teacher training institution will so far as possible\nprepare persons to meet problems such as these as well as those found\nin the city. Let me say again that we recognize that there are very com¬\nmon elements between rural and non-rural education. But whether the\ndifferences are few or many we hold that any that are significant should\nreceive attention.\n2. One of the most important requirements of the rural school is that\nthe teacher understand the rural environment and know how to utilize and\nsupplement it in getting the maximum of pupil development. While the\ncurriculum, basically, will be similar to the curriculum of any progressive\nschool, certain modifications are to be desired. The demand for voca¬\ntional training in agriculture is perhaps the most striking of the needs of\nthe rural areas not ordinarily existing in the urban centers. Nature study\nis a subject, not perhaps more needed than in the city, but certainly offer¬\ning greater opportunity to children in the country and village districts.\nIt may, therefore, receive reasonable emphasis. The relative isolation in\nthe country creates needs for contacts and for an understanding of the ac¬\ntivities and ideals of other groups. Naturally the alert teacher, in making\nher work more effective, will use problems in arithmetic, projects in geog¬\nraphy, themes in English, and the like that are based upon environmental\nexperiences.\nYou\n\nmay\n\nconcede the specialized training needed in agriculture, home¬\n\nmaking, nature study, and the like. “But,” you say, “the others seem to\nbe largely matters of common sense.” Yet, if an investigation recently\nmade of one hundred rural teachers of New York is at all representative,\nwe cannot trust these matters entirely to the individual’s native insight and\ninitiative.\n\nIn this study Shales 1 used what he calls a “weighted environment score”\nto measure the degree to which teachers make use of the environment in\ntheir instruction. The scores varied from 0 to 35. Thirty-five teachers of\nthe one hundred teachers had a score of 0 ; 1 a score of 35. The median\nwas 3.1. The investigator set up an empirical standard of 20 on his scale\nas representing reasonably effective use of environmental\npercent\nfive\nare these\n: fell below this standard.\n\nAmong\n\nfactors. Ninety-\n\nthe investigator’s conclusions\n\n1. The group as a whole made relatively little use of the out-of-school environ¬\nment and experience of the children in the teaching covered by these observa¬\ntions. Thirty-five percent did nothing of this sort.\n2. Such contacts as were made were largely fragmentary and incidental, rather\nthan well planned and fully developed.\n3. Only one third of the teachers were\nconsidered\n\nfollowing\n\nany of the procedures\n\nessential to the effective use of pupils’ out-of-school\n\n1 Shales, John M. : “A Study of the Use of Out-of-School Environment\nCertain Small Rural Schools.” Doctor’s thesis, Cornell University, 1928.\n\nusually\n\nexperiences.\nby the Teachers\n\nof\n\n"}
{"page": 754, "printed_page": null, "text": "750\n\nNational\n\n4. The project method\ncally no application.\n\nEducation\n\nAssociation\n\nof dealing with real life problems\n\nwas\n\nreceiving practi-\n\n5. Since the use of the out-of-school environment appears to be a special ability\nit must, like all other skills, be acquired through understanding and interested\npractise.\n\n3. The rural school worker, whether teacher, principal, or superintend¬\nent, needs to understand rural people and their economic and social prob¬\nlems. There are questions regarding the nature and the number of social\norganizations needed ; of health, including the services of doctors, dentists,\nand hospitals ; of the rural church ; of libraries, lyceums, chautauquas, and\nother means of supplying information and recreation ; of economic returns ;\nof cooperative action for meeting social and economic problems. These\ncannot be ignored if the school officer is to relate the school to the prob¬\nlems of living. Furthermore, knowledge of these matters will give him\ninsight that will greatly strengthen him in his leadership activities.\nThese problems involve both knowledge and attitude. The knowledge\nmay be given readily through courses in rural sociology and economics and\nrelated practical work. The development of the right attitude toward\nrural life problems is not so easy. There is involved an understanding of\nconditions as they are, an appreciation of those things in rural life that are\nwholesome, and an encouragement of change when change is to be desired.\nWe have had too many going into educational service in our rural areas\nwho have felt, as I heard it recently described, “Well, I guess I’ll have to\ngo out to the ‘sticks’ for a few years, but I hope it won’t be for long.” A\nteacher who is unwilling to make reasonable sacrifices in elegance of living\nconditions by boarding in her school district but must instead drive back\nand forth each day cannot render the service the rural school needs and\nwill some day demand. The principal or superintendent who works only\nwith an eye to what will enable him to get into the coveted city will, I\nhope, not always be with us. No sensible person will object to his looking\nfor professional advancement whether in country or city, but while in the\ncountry he should be willing to render the services needed.\nModifications\n\nin course\n\nofferings to meet\n\nthese needs — There\n\nappears\n\nto be rather common agreement that under present conditions the follow¬\ning differentiation will be sufficient for the training of the teacher:\n1. A general course in rural education serving as an introduction to the whole\nfield. It will attempt to clear up misconceptions, set forth objectives, and solve\nprofessional problems peculiar to rural school service. Curriculum adaptation\nshould be one of the more important problems.\n2. Practise teaching in various types of rural schools.\n3. A course in rural sociology and economics with some field experience with\ncommunity problems.\n4. A course in nature study and agriculture to give such knowledge of these\nfields as will enable the teacher to appreciate and use these environmental factors.\nThese differentiations demand not over one fifth of a two-year normal school cur¬\nriculum. Besides these special offerings the instructors of general courses in music,\narithmetic, geography, and the like should keep in mind the special problems of\nthe rural worker and give suggestions from time to time.\n\n"}
{"page": 755, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n751\nFor principals and superintendents there are other needs, but time for¬\nbids consideration of them here.\nTraining\n\nfor rural service should be correlated with training for general\n\nschool service — The\n\nforegoing\n\nsuggestions\n\nof differentiated offerings will\n\nI hope make this point clear, namely, that there should not be separate insti¬\ntutions for the training of those who are to go into rural service. This is\nthe prevailing sentiment among those particularly concerned with rural\nschools. We want to break down barriers between country and city, not\nbuild them up ; and the special rural normal school would, so far as we can\npredict, tend to have that effect. It follows, then, that every normal school\nhaving rural areas within its sphere of influence should do something along\nthis line. A teacher-training institution supported by the state owes its\nservices to the rural areas as much as to the cities. It should not plead a\nlack of responsibility for training rural workers because it cannot supply\nthe demands of the cities. We have no moral right, except when condi¬\ntions are temporarily beyond our control, to say that the training of rural\nteachers should be left to lesser training agencies such as the high school\ntraining class. Fortunately there is evidence, in several states at least, that\nthe training class has now\n\nserved its purpose, and that more\n\nadequate pro¬\n\nvision will be made through the normal school and the teachers’ colleges.\nRegarding the organization of the rural training service opinions differ,\nbut my own belief is that for the present there should be special courses\nor even a separate department of rural education for those preparing for\nrural service. However, it is not the name “rural” that matters; what is\nsignificant is that the school worker be trained to meet the needs that he is\nlikely to face. Perhaps, when we have made it second nature to give train¬\ning in terms of the problems that confront each group, we can ignore the\nterm “rural.” Personally I believe that time is considerably in the future.\nWe still seem to need a symbol to remind us of the nature of our task and\nto hold us to it ; to keep us from veering toward those attractive problems\nof the urban community that now seem to secure the larger share of our\nthinking. But, let me repeat, whatever organization of the special service\nfor rural school training is made, it should be built upon and correlated with\nthe offerings in general education.\nProgress in providing this special service has been encouraging. A study\nmade by Bunting and McGuffey 1 in the Spring of 1927 showed that of 149\nteacher-training institutions from which data were received 126, or 85 per¬\ncent, were engaging in one or more of nine types of activities stressing the\nneeds of rural schools. These data showed a considerable increase in a four\nyear period. Some teacher training officials have not established differen¬\ntiated activities for rural workers because they do not believe that the differ¬\nences are significant. Others are only awaiting the time when the demand\nwill be sufficient to justify the effort. Even the colleges and universities\nare beginning to sense the obligations and the opportunities of this field,\n1 Bunting,\nlege Record,\n\nR. L., and McGuffey,\nVol. XXIX, 716-727.\n\nVerne:\n\n“Preparation\n\nof Rural\n\nTeachers,”\n\nTeachers\n\nCol¬\n\n"}
{"page": 756, "printed_page": null, "text": "National\n\n752\n\nEducation\n\nAssociation\n\nbecause as long ago as 1923, 77 of these institutions were\n\noffering 124\n\ncourses in rural education. But with all good intentions the teacher train¬\ning institution can do only part of the job.\nIf I may venture a prophesy I would say that the time is coming when\nthe salaries of rural teachers will be comparable to the salaries of teachers\nin the smaller cities. The salaries of village principals will be comparable\nto the salaries of building principals in the cities and of county superin¬\ntendents comparable to those of the superintendents in at least our medium¬\nsized cities. New Jersey, by paying each of its county superintendents\n$5000, has taken a real step forward, and it is worth noting that in other\nstates $5000 or even better is becoming more than a curiosity. If neces¬\nsary a bonus should be paid that will hold a fair share of our better work¬\ners in the rural areas. Such salaries can, of course, be justified only when\nthese rural officers have the general and special training that will enable\nthem to do as effective service in the country as that rendered our urban\ncommunities by school workers there.\nFour\n\nsignificant reforms — As\n\nI see it, four reforms\n\nare imperatively\n\nneeded if rural children are to have opportunities comparable to those of\nthe city: (1) An elimination of popular election of rural educational leaders\nnow existing in some twenty-five states. This method has given us some\nleaders of conspicuous ability, but it is not sufficiently certain. (2) State\nresources must be utilized to a far greater degree for the education of all\nthe children of the state. This means, for one thing, taxation reform so\nthat the farmer pays more nearly in accordance with his ability to pay. It\nmeans state equalization funds on a scale that will really meet the situation.\nNew\n\nYork\n\nadvances\n\nis one state that has in the past few years made\n\nin this direction.\n\nNow,\n\na one-room\n\nimportant\n\nschool in that state may\n\nreceive as much as $925 state aid. A bill has been presented to this year’s\nlegislature and will probably pass that will give the one-teacher district the\ndifference between $1500 and a four-mill local tax on an equalized valua¬\ntion. A village district in New York at present receives an equalization\nquota that will enable it to maintain elementary and secondary schools of\nreasonable standard at a six-mill local tax. There is more\n\neconomic justice\n\nin the city’s contributing to education in the rural areas than may appear\non first thought. Some of the wealth of the city is there because of the\npurchasing power of the rural districts. A farm machinery corporation, a\nmail order house, or an automobile factory receives a large share of its\npatronage from the country but its wealth is credited to the city in which\nit is located. (3) We must cultivate the attitude that a teacher is not\nnecessarily inferior merely because she works\n\nin the rural territory. A\n\nrural club for prospective teachers is one means\n\nof doing this, but of prob¬\n\nably greater influence is the belief on the part of everybody that rural serv¬\nice may be as dignified and worth while as service in any other environ¬\nment. (4) There must be special training for rural school needs.\n\n"}
{"page": 757, "printed_page": null, "text": "Department\n\nof\n\n753\n\nSuperintendence\n\nI have intentionally painted the picture in the large. I have hoped to\ntouch your imagination with the opportunity for service that the rural field\npresents. If you are interested in the details of the picture I would refer\nyou to our growing body of literature. If you have not recently looked into\nthis literature you will be surprised at how much has been going on both in\npractise and in research. A recent bibliography covering the researches in\ncertain aspects of rural education for a five-year period lists 233 titles.1\nYou may be surprised also at the quality of much of this material.\nTo all of you who hold a democratic conception of education may I say:\nThe most acute problem of education in America today affecting large\ngroups is to be found in our rural areas. The solution of this problem calls\nfor an understanding of the educational needs existing there. It calls for\nspecial training to meet those needs. It calls for the interest and active\ncooperation of people in our urban centers. It requires the financial support\nof the entire state.\nInertia surrounds that problem.\n\nOvercoming\n\nit demands\n\nthe efforts of\n\nus all. I can see no greater opportunity for service on the part of this De¬\npartment of Superintendence than to support the Department of Rural\nEducation\n\nin making\n\na sympathetic yet aggressive attack upon this rural\n\nproblem. Something must be done if our conception of equality of educa¬\ntional opportunity is to become more than a complacent theory.\nWHAT\n\nA TEACHER\n\nSHOULD\n\nENGAGING\nFRANK\n\nPIERREPONT\nOF\n\nNEW\n\nGRAVES,\n\nYORK\n\nAND\n\nEXPECT\nHIS\n\nPRESIDENT\nSTATE\n\nFROM\n\nTHE\n\nSCHOOL\n\nSERVICES\nOF\n\nTHE\n\nUNIVERSITY\n\nCOMMISSIONER\n\nOF\n\nOF\n\nTHE\n\nSTATE\n\nEDUCATION\n\n“No man is so unhappy as one who has had his dreams come true/’ de¬\nclared Robert Louis Stevenson. If one may judge by the vast number of\nunsolved problems and the sad state of teacher training depicted by some\nof the preceding speakers this morning, we are none of us in imminent\ndanger of being plunged into the depths of woe from such a cause. More¬\nover, the list of complaints uttered might have been indefinitely extended,\nhad these Jeremiahs chosen to consult the detailed analysis made in the last\nchapter of the teacher-training section of the Seventh Yearbook just issued\nby this Department. It is rather appalling to find that there is so much\nthat is wrong in teacher training and so many things about which we know\nso little. But Stevenson again tells us that “to travel hopefully is better\nthan to arrive,” and we may well rejoice that there are still so many im¬\nperfections in the training of teachers to challenge our best efforts and keep\nus from falling into smug complacency. To quote van Dyke: “It is re¬\nsistance that puts us on our mettle ; it is the conquest of reluctant stuff that\neducates the worker.”\nHence by way of a post mortem, which I have been requested to perform\nupon the operations of the previous doctors before proceeding to my own\nbit of diagnosis, let us examine some of the outstanding problems in the\nBibliography\n1 “A No.\n1927,\n4.\n\nof Certain\n\nAspects\n\nof Rural\n\nEducation,”\n\nBureau\n\nof Education,\n\nBulletin\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nNational\n\nEducation\n\nAssociation\n\npreparation of teachers — elementary and secondary, rural and urban. In\nthis investigation let us first tackle our difficulties at the source. Selection\nof the raw material out of which teachers are to be made has never been\naltogether countenanced or given sufficient attention. We have in the past\ntended to act as if educational institutions supported by public moneys must\nof necessity be open to all who desire to enrol. The principle of selection\nin terms of fitness for the teaching profession has either not dawned upon\nus or not been widely approved. Possibly the main reason for this is that\nwe have as yet established no thoroughly tested prognosis of fitness. We\nagree in general that scholastic achievement, mental ability, physical fitness,\ncharacter, personality, interest, and aptitude are all important factors in\nmaking a selection of students, but we widely dissent as to the relative\nvalues of these qualifications, and no one can tell with certainty whether\neach factor plays an equally important part in teaching service of the differ¬\nent types. Happily, many leaders in teacher training are at length making\npioneer studies in this field, but such efforts should not be limited to the\nspecialists. The\n\npublic school people should help, especially as they are\n\nmore affected than the teacher-training institutions, and they should en¬\ndeavor to do this not through mere recrimination and guesswork, but fairminded and constructive cooperation in scientific investigations.\nAfter the students have been selected, the next question we have to con¬\nsider is the choice of a faculty to train them. This morning we have wit¬\nnessed the usual assertions as to the relative importance of university de¬\ngrees and public school experience. If teacher trainers unduly stress the\none and school administrators the other, that is simply because the profes¬\nsors are themselves likely to be short in experience and the superintendents\nin degrees and education, and it is difficult to understand the value of that\nwhich you do not yourself possess. It is, of course, easy to find a doctor of\nphilosophy who knows no more about public education than he uncon¬\nsciously absorbed as a pupil in the elementary and high schools, but it is\nalso not difficult to discover public school people who have little knowl¬\nedge beyond the subjectmatter they are inflicting upon others by means of\napprenticeship instruction. Heaven deliver us from both the pure theorist\nand the pure empiric! We should insist upon an even balance between the\ntwo types of qualifications. We need valuable experience and sound scholar¬\nship alike in those who are to become our teachers of teachers.\nClosely related to this problem of the qualifications necessary for teacher\ntraining is one which all the speakers have touched upon in discussing the\ncurriculum.\n\nIt has reasonably been urged that graduates of teacher-train¬\n\ning institutions should possess a mastery of the subjectmatter they are re¬\nquired to teach in the public schools, but by what token is it to be assumed\nthat because a man has attained the doctorate in philosophy he will be so\nstupid as not to realize this? On\n\nthe other hand, control of the materials\n\nto be taught should never lead the teacher trainer into a mere\n\nreview of\n\nsubjectmatter and similar barrenness or procedure, such as has often oc-\n\n"}
{"page": 759, "printed_page": null, "text": "Department\n\ncurred when\n\nof\n\n755\n\nSuperintendence\n\nthe training instructor was without college education.\n\nThe\n\nteacher’s knowledge must be far wider than mere attainments in the field\nof knowledge to be taught his pupils. Teacher training falls far short of\nits obligations if it stops with the required content and necessary teaching\nskill. The crying need in our training work today is for the development\nof judgment and the determination of why this or that should be taught\nand this or that method be used. Nothing short of a miracle will enable the\ninstructor to develop this power in the embryonic teacher wdien he has not\nhimself been trained beyond the subjectmatter of the course and has not ac¬\nquired habits of honest inquiry through university training, even if taking\nthis training should involve him in the pernicious act of receiving an ad¬\nvanced degree.\nThus far wTe have dealt with the pre-service education of the teacher in\nthe training institution, but the in-service education that he should receive\nafter graduation is of fully as much importance. The teacher-training in¬\nstitutions have hitherto concerned themselves almost entirely with the pre¬\nservice education, and the public systems with that in service, but I have\nbeen gratified to note the firm belief expressed in the addresses this morning\nthat the public schools and teacher-training institutions both have direct\nobligations for pre-service and in-service education alike, and that there\nmust be an increasing amount of coordination in defining these obligations\nand meeting them honestly and effectively. As the school boy declared in\nan examination:\n\n“Parallel lines are the same distance apart all the way\n\nand do not meet unless you bend them.” The obligations of the public\nschool and of the training school certainly are parallel from the point of\nview of ends sought, and it appears at times as if some bending on either\nside might be wholesome and welcome.\nThis brings me naturally to the contribution I am personally expected to\nmake to this discussion — What should a teacher expect in help, guid¬\nance, and professional stimulus from the school engaging his services?\nIn other words, what sort of opportunity should be granted him in service?\nIn the first place, it should be recognized that his preparation in the teacher¬\ntraining school was merely the beginning of his education as a teacher.\nThe ordinary course of preparation cannot give sufficient time for a com¬\nplete acquaintance with all the problems of any given type of school serv¬\nice. Even if the arrangement and length of the course provide for fairly\nadequate training in the theory and methods of the field, there still remains\nthe necessity for acquiring skill in understanding children and using mate¬\nrials and methods effectively in terms of individual needs. Skill is devel¬\noped by even the most gifted teacher only after long and intelligent appli¬\ncation of theory, and the school S5^stem has no right to expect maximum\nperformance from the new graduate of a teacher-training institution. This\nmeans that the school authorities should always assume the obligation of\nproviding special instruction for the novitiate. The kind and amount of\nassistance of this sort through supervisors, principals, or master\n\nteachers,\n\n"}
{"page": 760, "printed_page": null, "text": "756\n\nNational Education Association\n\nwill vary from one school to another, but in different forms these oppor¬\ntunities are now being afforded by many wise superintendents throughout\nthe first year or two of the teacher’s work. I regret to say that many\ncities answer this need of their teachers by demanding two years of experi¬\nence outside before permitting the graduate to teach in their systems, but\nsuch cities have shirked their plain duty in the matter. Moreover, this is\nclearly a case of the old principle that, if you want\nwould better do it yourself.\n\na thing well done, you\n\nA second point to be noted in connection with in-service training is that\nthe new teacher, unless a local resident, is relatively unfamiliar with the\ncharacter of the community. All American communities would seem to be\nmore or less peculiar ; most of them more. The smaller the place the more\nlikely it is to be set in its ways ; but each local group, large or small, repre¬\nsents some distinctive customs and habits to which the new teacher must\nadjust himself, if he is to succeed with his work there. The metropolis of\nNew York has a score of idiosyncrasies — social, economic, political, racial,\nand religious — which the State Commissioner of Education fails to appreci¬\nate fully after eight long years of adjusting. The new teacher will always\nfind it difficult for six months or more to keep off the spiritual corns of the\ncommunity.\n\nThe earlier he can be acquainted with the sociological, indus¬\n\ntrial, commercial, and theological mind-sets of the group, the greater will\nbe his advantage in making his work effective. It should be the business of\nthe school officials to recognize this and help the newcomers in the teach¬\ning force to understand and adapt themselves to the peculiarities of the\nlocality before there is bitter disappointment, if not actual shipwreck.\nThirdly, the teacher should be constantly impressed in service with the\nfact that the idealism with which he has been indoctrinated in the teacher¬\ntraining institution is, after all, the real objective of the public school in\nwhich he is working, even when\nit in devious ways.\n\nthe superintendent seems to be arriving at\n\nA direct effort must be made to keep him from becom¬\n\ning cynical and distrustful, when\n\nthings occur that he does not under¬\n\nstand. The beginning teacher will often be unable to appreciate the ulti¬\nmate aims of the superintendent and school system because of diverting epi¬\nsodes. No practical schoolman would for a moment deny that members of\nthe community\n\nor even members\n\nof the local boards of education are guilty\n\nat times of assuming an attitude not in accord with the best professional\nstandards, and it is those occasional lapses that often force the school lead¬\ners into a false position. But this is very far from justifying the conclu¬\nsion that no superintendent can succeed unless he is a truckler and an un¬\nmitigated liar, as the new teacher, who does not fully understand the situa¬\ntion, is likely to hold. The teacher should be taught better. If such\nskepticism as to the ideals of the school is allowed to flourish, it may be¬\ncome an extraordinarily dangerous factor in upsetting the esprit de corps\nof the entire system.\n\nThe\n\nadministrator should make\n\nit part of the in-\n\n"}
{"page": 761, "printed_page": null, "text": "Department\n\nof\n\n757\n\nSuperintendence\n\nservice training of teachers to guard against this cynicism in his teachers by\nexplaining his policies and methods to them in season and out.\nBut a point of more importance to training in service than any I have\nyet mentioned is that the teacher should be given working conditions that\nwill stimulate him to continued and uninterrupted growth. There are\nmany things connected with our systems of certification and our educational\nstandards for teachers that tend to breed complacency and a feeling of con¬\ntentment and so seriously retard professional development. We all know\nmany instances of people who hold permanent teachers’ certificates who\nfeel that there is little more to be accomplished. It has been said many\ntimes that the most important duty of the school superintendent is the\nselection of teachers. I think it could be said with equal justification that\nranking close to the selection of teachers is the duty of providing a constant\nstimulus for professional improvement. Altogether too often we find that\nstimulus coming in the way\n\nof a salary increment\n\nor a financial bonus.\n\nConsequently we find summer sessions enroling many teachers who are pri¬\nmarily concerned in securing a given number of credits, the record of which\nthey may present the following September to the superintendent of schools.\nInsofar as this incentive is in operation it is deplorable. The kind of stimu¬\nlation which in the long run will constitute a strong and enduring struc¬\nture, is the encouragement in terms of professional idealism which com¬\npels the teacher to struggle everlastingly for that equipment which will\nenable him to do effectively the important work before him. This will\ncome best through a clear understanding on his part of what that work is,\nits obligations, its opportunities, and its privileges.\nIn this brief review of the case, one can scarcely do more than deal in\ngeneral statements. If the points made are substantiated by the everyday\nexperiences of schoolmen, then it is safe to conclude that the thesis earlier\nstated is entirely sound, namely, that public school people and teacher¬\ntraining people are, after all, carrying in a large measure the same obliga¬\ntions. We must recognize that the public school has a right to expect cer¬\ntain results from the institutions engaged in teacher training. It is equally\ntrue that the teacher-training schools have a right to expect intelligent and\ntherefore sympathetic understanding of their problems ; and it is true that\ngraduates of our teacher-training institutions have a right to expect help,\nboth from the institutions which have given them the initial preparation,\nand from the school system which they serve.\n\nSOME\nWILLIAM\n\nHINTS\n\nFROM SCIENTIFIC INVESTIGATIONS\nCHARACTER TRAINING\n\nF. RUSSELL,\n\nDEAN,\n\nTEACHERS\n\nCOLLEGE,\n\nNEW\n\nCITY\n\nYORK\n\nCOLUMBIA\n\nAS TO\n\nUNIVERSITY\n\nThis paper is ninety-nine and forty-four hundredths of one percent pure\ntheory, and only a part of the remaining small portion depends upon scien¬\ntific investigation. This is not due to lack of study. It is due to the con-\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNational\n\nEducation\n\nAssociation\n\nviction that men of science should report their own investigations ; that\nfamous researchers themselves should detail the progress that has been made ;\nand it is my firm belief that it would be presumption for me from this\nplatform to announce conclusions as established by science. My purpose in\nthis address is rather to survey the problem of character education as it\nappears to one who is not a scientist at all, and to comment upon the im¬\nplications and hints that come from researchers and scientific investigators\nwho have attacked the problem.\nTo most of us the education of character is the outstanding purpose of\neducation. In general, we agree with the squire who meditated on his last\nwords to young Tom Brown as follows:\nI won’t tell him to read his Bible, and love and serve God ; if he doesn’t do\nthat for his mother’s sake and teaching, he won’t for mine. Shall I go into the sort\nof temptations he’ll meet with? No, I can’t do that. Never do for an old fellow to\ngo into such things with a boy. He won’t understand me. Do him more harm than\ngood, ten to one. Shall I tell him to mind his work, and say he’s sent away to\nschool to make him a good scholar? Well, but he wasn’t sent to school for that —\nat any rate, not mainly. I don’t care a straw for Greek particles, or the digamma ;\nno more does his mother. What is he sent to school for? Well, partly, because he\nwanted so to go. If he’ll only turn out a brave, helpful, truth-telling Englishman,\nand a gentlemen, and a Christian, that’s all I want.\n\nCharacter education is not merely a matter of importance, it is the out¬\nstanding end of our education. To the degree that we achieve it, we suc¬\nceed ; to the degree that it eludes our grasp, in that measure we fail. Once\nwe learn how to accomplish it, our major problems are solved.\nWhat is character? The man of character meeting a new situation de¬\ntermines the right attitude to take and follows this with corresponding con¬\nduct. It is not a matter of conduct alone. A man may act rightly as a\nresult of habit, accident, or force of circumstance. This would not, of neces¬\nsity, indicate character. Nor is it a matter of the determination of right\nattitude alone. A man may have the highest ideals and principles, only to\nact very differently. Nor is it a necessary indication for a man to deter¬\nmine the right attitude and respond correctly if the situation be old and\nfamiliar. It may merely be a matter of habit. Only when he has developed\nwithin himself something that is sensitive to right and wrong and has accus¬\ntomed himself to act accordingly, can he be relied upon to respond to new\nand trying circumstances as a trustworthy man should. This is character.\nResponsibilities are heaped upon such a man. People seek his advice. His\nfellowmen feel safe. He is neither a moral philosopher remote from life,\nnor an opportunist bending to the varying will of popular opinion. In the\ndeep rocks of right ideals and conduct, his character anchors him fast\nagainst the tide of easy acquiescence to customary tradition.\nThis quality in a man, termed character, is difficult to define, perplexing\nto analyze, and extraordinarily difficult to accomplish. This perplexity and\ndifficulty has led to much confused thinking, and has yielded frequently such\na statement\n\nas “y°u cannot\n\ntrain character.”\n\nEven\n\nWoodrow\n\nWilson,\n\n"}
{"page": 763, "printed_page": null, "text": "Department\n\nwhen\n\nof\n\nSuperintendence\n\nhe was president of Princeton University, made\n\n759\nthe statement\n\nthat\n\ncharacter training is impossible on the ground that it is an educational by¬\nproduct. It is the contention of this paper, however, that scientific investi¬\ngation reveals that character has specific and definite elements ; that under\nproper conditions, these can be trained ; and that with more precise methods\nand clearer knowledge, much can be hoped for and accomplished as a con¬\nscious and definite educational process, that now comes only occasionally\nmore or less as a result of accident.\nThe likelihood of unvarying right conduct in the face of difficult and try¬\ning conditions, the keynote of character, implies or rests upon (1 ) a knowl¬\nedge of right and wrong, (2) a habit or capability of right conduct, and (3)\nsome sort of a drive that brings the knowledge of right and wrong to the\nfront so that conduct is ordered to accord.\ntional objectives.\n\nThese are each possible educa¬\n\nThe first element of character, a knowledge of right and wrong, presents\na teaching problem that is relatively simple ; despite the obvious differences\nin importance and size of the field, it constitutes an educational problem\nsimilar to the teaching of the laws of health, formal English grammar, or\nthe rules of play and games. Psychologists tell us how this is done. In pro¬\nportion as the item to be learned is correctly understood at first, has a satis¬\nfying result, and is either vivid or frequently repeated, it becomes a part of\nthe knowledge of the pupil. This is the effect of the system of moral educa¬\ntion in France, the result of the daily period in the Japanese schools, the old\nChinese system, in part, the rules of the early Hebrews, and the formal\nBible study and Sunday School work of the old-fashioned sort. The pupils\nlearn what to do and what not to do. Thou shalt and thou shalt not. They\nbecome able to quote rules of conduct and discuss such subjects as honesty,\npurity, filial piety, and temperance. It should be noted that too often the\nresult is merely a knowledge of moral conduct, not moral conduct itself. Nor\nshould this be unexpected. It has been shown that those who know the\nrules of grammar best do not always speak correctly. Physicians are some¬\ntimes unhygienic in their manner of life. No correspondence school offers a\ncourse in swimming. So a course in ethics, moral instruction, or even Bible\nstudy of a formal sort, cannot be expected to yield results beyond that of\nideas about morality. Moral conduct would be an accidental, not a neces¬\nsary, result. To this conclusion, scientific studies have apparently pointed\nin agreement.\nMoral\n\nconduct, also, is relatively easy to teach, being an educational task\n\nno more difficult in principle than teaching golf, automobile driving, or con¬\nduct at a dinner table. Here the emphasis is not so much upon what a per¬\nson knows as on how he acts. Many a person who has studied the etiquette\nbook is uncomfortable\n\nin polite society. We\n\nlearn to do by doing; the\n\nemphasis is not on knowledge but on performance ; the result, not the ability\nto tell something, or to pass an examination, but to be able to act in a certain\nway.\n\nFurthermore,\n\nas a rule, the performance\n\nexcels in proportion as it is\n\n"}
{"page": 764, "printed_page": null, "text": "760\n\nNational\n\nEducation\n\nAssociation\n\na matter of habit. The golf player who considers his elbows, wrists, feet,\nand eyes at each drive, often finds himself in the sand trap. The automobile\ndriver who thinks of clutch, brake, steering wheel, throttle, spark, horn,\nlights, and traffic policeman, at each crisis, loses his license. An effective\ndeterrent to polite conversation at dinner is the worry about which fork to\nuse. Is it a finger bowl or a teacup? Is it to look at or to eat? In primi¬\ntive societies moral education consisted of the imposition of certain forms of\nconduct upon the boy or girl. All educational means, imitation, emula¬\ntion, coercion were used to the end that each member of the tribe should act\nlike every other. Results of early education were tested by the severe trials\nof the initiation ceremonies, the emphasis being upon conduct and not at all\nupon the ideas behind that conduct. “Theirs not to reason why; theirs not\nto make reply; theirs but to do or die.”\nIn modern education there is a wealth of well-established experience con¬\ncerning conduct training. It is a matter of habit formation, now so care¬\nfully analyzed and so clearly understood by our investigators and research\nworkers. It depends first upon trial and error, the prompt recognition of\nthe right response when it comes, the rewarding of right action and the\npenalizing of wrong, and strict effort once a right response is fixed, forever\nto prevent a relapse. Right conduct, whether in small matters like golf,\nmotoring, or manners, or in important matters like morals, can be taught\ndirectly, not as a byproduct ; and there are methods of teaching that are\nright and ways that are wrong.\n\nIt is here that association with men and women of character has its great¬\nest value. Pupils imitate not only their teachers but older pupils as well,\nthus laying emphasis upon what is known as the tone or spirit of a school.\nRight conduct is habituated -and the tendency to relapse diminished if right\nexamples exclusively surround the learner.\nBut neither knowledge of right and wrong, nor proper habits of action,\nnor both together, are certain to produce the moral trustworthiness that we\ncall character. In some way or other, we must go beyond mere knowledge\non the one hand or formal conduct on the other. To knowledge must be\n\nadded an ability to perceive the principle applicable in a new, hitherto un¬\nexperienced, situation. To this knowledge must be added the “drive,” as\nthe psychologists term it, that brings corresponding conduct in its wake.\nThe moral actions of the primitive tribe extend only to their traditional\nenvironment. The change of situation brought about by the coming of\nforeign ideas frequently causes the downfall of the tribe. In modern society\nwe find similar results of changed conditions. Staid citizens with high\nstandards in their home surroundings become mightily changed when they\nenter the army, doffing not only their civilian garb, but the manners,\ncustoms, and social controls of home. Traveling men are often different\nwhen they are away from home. If it is to be successful, character educa¬\ntion must extend the attitude of moral inquiry from the original situations\nin school to new situations over which the teacher has no control.\n\n"}
{"page": 765, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n761\n\nOut of this necessity of preparing one to act rightly in new situations\narises the great difficulty in the formation of character. In a formal way,\nwe may teach the knowledge. In a prescribed fashion we may teach and\nhabituate a part of the conduct. But the generalization of the first and the\nrelation of the latter to it requires so large an educational situation and so\nclose an approximation to life that it is too big to be confined within the\nwalls of the school. This educational process must take place under condi¬\ntions that are as nearly like life outside the school as it is possible to make\nthem.\nThe character education inquiry, which has been working at Teachers\nCollege, during the last five years, in its investigations of deceit, selfcontrol,\nand persistence, has been looking into the problems of character. Unlike so\nmany former studies, it has not confined itself to either of the first two ele¬\nments or to both, but has boldly looked into the unexplored areas of the\nthird. I recommend careful study of these reports, the first of which,\n“Studies in Deceit,” has already appeared, and the second and third of\nwhich are now in press. The conclusions, as one finds in scientific mono¬\ngraphs, are cautious and guarded. I shall not give them here — Professors\nHartshorne and May will give them themselves — I propose rather to give\nyou my own guesses as to the implications that these studies make. Bear\nin mind, I speak not for the Character Education Inquiry, not for Professor\nHartshorne or Professor May. For all I know, each may entirely disagree.\nI am trying to answer a hypothetical question like this: What, in your\njudgment, is the best advice as to character education resulting from\nscientific investigations?\nFirst, I think scientific investigations point to the need of much more\ncontinuous and protracted education than is common in our public schools\nwith their five-hour day, five-day week, thirty-six- week year. I should go\nso far as to say that they almost imply a boarding school, where the pupil’s\nlife is ordered for all twentyfour hours of the day. Tom Brown went to\nthis sort of school. So did the Brushwood Boy. I have no doubt that\nfurther scientific investigations will yield clearer understanding of the con¬\ntributions of Eton, Rugby, Harrow, and some of our outstanding prepara¬\ntory schools. To those of us who believe in the public schools, I think\nthat character education will admit of accomplishment only when we make\nmore\n\nserious effort to compensate\n\nfor our lack of twentyfour-hour\n\ncon¬\n\ntrol. This means not only the longer school day and greater use of extra¬\ncurriculum activities, but it means bringing into harmony all the educa¬\ntional agencies of the community that influence the child — the press, the\ntheater, and the motion picture, the neighborhood, the vocation, children’s\norganizations, the church, and particularly the home and the school. In the\nboarding school these are all under the control of one authority, and hence\nwork together. In our public school situation, we must all work together,\nand this is no easy task.\n\nMy second guess, from these scientific investigations, points to the need\nof a consistent and effective attack on character from a very early age.\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\nNational\n\nEducation\n\nAssociation\n\nThorndike once said, “You can teach an old dog new tricks, but you can’t\nmake him forget his old ones.” There are several hints in these studies that\nbad character elements once acquired tend to persist and that teaching\nwhat to do is simple compared to teaching something not to do that is\nalready accustomed to be done. This points to the unity of the college\nwith the secondary school, the secondary school with the elementary, the\nelementary with the preschool, and all of these with the home. Parental\neducation will assume vastly greater importance, it is my guess, when these\ncharacter investigations become well known.\nMy third guess is that these researches in character education will yield\nthe most powerful arguments against individual instruction that we yet\nhave found ; or, to put it oppositely, there are many hints here and there\nas to the importance of the group, the pack, the gang, the set. The practice\nand code of the group apparently is of utmost importance, and I spell out\nof this, as A1 Smith said, not only the importance of setting the ideals of\nthe group, but the implication that usually only in the group and through\nthe group can these good results be secured. There has been a notion that\ngroups are undemocratic, that lines and stratifications are bad, that all\nshould be alike. My guess is that we act, think, and enjoy life in groups,\nand that education should adjust itself to this peculiarity which social\npsychology should explain to us.\nMy\n\nfourth guess is that research in character education points to the\nneed of a happy pupil, if much progress is to be made. I do not mean\nhilarity, gayety, or sensuousness ; I mean an unworried life, a respect for\nthe teacher, a sympathy with the ideals of the school, an enthusiasm or\npatriotism for the group to which he belongs. This applies not only to the\nschool but to other groups, especially the home. A bad tone or a disloyal\nattitude seems to stifle progress.\nI hope that you will make no mistakes about these guesses of mine. They\nare not the conclusions of scientific investigation. They are, rather, the\nguesses of a layman who has read part of the reports and who in turn com¬\nmunicates his surmises to you. Possibly the proper title should be, “The\nEffect of Scientific Investigations of Character Education upon William F.\nRussell.”\nI have tried to show that character education is of utmost importance,\nthat it is perplexing and difficult, and that it is possible. Two\n\nelements,\n\nknowledge and conduct, respond to training, according to well under¬\nstood psychological laws. The third element, however, is far more difficult,\nrequiring an educational situation much like life itself. This means that\ninteresting days are ahead, because either the teacher must control the\nchild all the time, or other social agencies and the school must consciously\njoin in a unified educational enterprise. It means that education must\nstart much earlier, with special emphasis upon the home. It means that\neducation must be carried on in groups, groups that are happy, groups that\ninspire confidence.\n\n"}
{"page": 767, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n763\n\nIt is only in late years that vitamins were discovered and their impor¬\ntance in our diet understood. It is only of relatively recent date that we\nlearned that boiling water would kill the cholera and typhoid germs. Yet\nfor ages Chinese mothers have fed their children bean curd and bean\nsprouts with a scientifically correct dietary content, and they have always\nboiled their water for tea. Recent investigations of character education\nmake me think that the schoolmasters of Eton and Rugby in picking chil¬\ndren from good homes and giving them schooling inside the building and\neducation outside in the playfields knew what they were about. Here in\nthe United States it has taken us a century to grant this opportunity for\n\nschooling to all our pupils. I wonder how long it will take us to extend\nthis opportunity for education . The American people will never rest con¬\ntent until this is accomplished. We all of us must enlist to fight the good\nfight.\n\nSOME\n\nHANDICAPS\n\nWILLIAM\n\nC. BAGLEY,\n\nOF CHARACTER EDUCATION\nUNITED STATES\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nTEACHERS\n\nIN THE\nCOLLEGE\n\nCITY\n\nPublic education in our country can lay just claim to a goodly number\nof outstanding achievements. Its wide expansion both outward and up¬\nward during the past generation has been unprecedented in history and is\nunparalleled among contemporary peoples. It has set a new and remark¬\nable record both in proportion of the total population enroled in school\nand in proportion of those enroled who are retained and advanced to the\nhigher levels.\nNor are the results of this vast expansion entirely of the intangible sort.\nThey are definitely and measurably reflected in higher levels of health,\nculture, and economic efficiency among the masses of the people. Those\nwho are responsible for the administration of public education are clearly\njustified in claiming a fair share of the credit for these advances. Through\ntheir specific health programs and through raising the general level of\nliteracy and informed intelligence, the schools have certainly contributed\nto the striking decrease in the death rate. The rising curves of enrolment\nin the high schools and colleges have been consistently and definitely fol¬\nlowed by rising curves in the circulation and consumption of solid litera¬\nture, both book and periodical, as the reports of publishers and of the public\nlibraries abundantly show. If the consumption of good art and good\nmusic could be similarly measured, it would doubtless reveal similar evi¬\ndences of an advance to higher levels of culture for which the schools and\ncolleges have been in large part responsible. Following the expansion of\neducation, too, there has been an equally notable and an even more notice¬\nable expansion of material prosperity. One may be permitted at least to\nsuggest that our contemporary unprecedented prosperity has been in¬\nfluenced by some factors other than, or at least in addition to, the protec-\n\n"}
{"page": 768, "printed_page": null, "text": "764\n\nNational\n\nEducation\n\nAssociation\n\ntive tariff and the careful nursing of big business, and that the higher\nlevels of trained intelligence made possible by the preceding expansion of\npublic education have had something, if not indeed a very great deal, to\ndo with it. Now that the national elections are over and the dominant\npolitical party again safely ensconced in power, one may\nclaim without risking a charge of high treason.\nWhen\n\nwe\n\nperhaps make this\n\ncome, however, to the type of educational effort represented\n\nin the general topic of this morning’s program, the picture in many ways\nis not nearly so pleasant to contemplate. We need not dwell on the much\ndiscussed problems often referred to by the phrase, the “revolt of youth.”\nIn all probability the oncoming generation as a whole is not more com¬\nmitted to a moral revolt than were its predecessors back through the ages.\nIndeed, it seems to me as a whole rather more wholesome and clear-eyed\nthan the generation that it will soon replace. But one can admit this\ngeneral truth without being blind to certain specific conditions which are\ndisquieting, to say the least, and which a responsible educational system\nmust surely regard as part and parcel of its problems.\nThe situation involves something akin to a paradox. Among a civilized\nand enlightened people, and a people certainly not characterized by exces¬\nsive immorality, an excessive amount of lawlessness just as certainly pre¬\nvails. By far the most significant problem confronting the American\npeople today lies in the apparent impotence of our institutions of law and\njustice to curb the wide prevalence of serious crime. There can be no\ndoubt that our crime ratios are much higher than in any other comparable\nnation, and there is evidence that the ratios of serious crime have been\nincreasing over a period that has witnessed a marked and in some cases a\nstriking decrease in serious crime in every nation with which we would\nwish to be compared. In other words, the situation that wTe are facing\nseems quite peculiar to our own country. Nor can it be explained on the\ntheory that other nations have sent their criminal classes to our shores.\nInsofar as the homicide-rates can be considered as an index of the preva¬\nlence of serious crime, the American states that have the largest proportions\nof foreign-born population are actually among the states that have the\nlowest crime ratios. We ourselves have sent substantial contingents of\nemigrants to one country — namely Canada — and on the whole a fairly\ngood sampling of our own population. The Canadian prison records\nreveal the fact that the Canadian residents who were born in the United\nStates show two and one-half times the proportion of criminality as do the\nnative Canadians and double the proportion of criminality represented by\ngroups emigrating to Canada from Great Britain.\nThe\n\ncrime situation is not, of course, an isolated phenomenon.\n\nIt is\n\nrather the result of definite causes, and it is obviously symptomatic\n\nof\n\ncertain more fundamental and deep-lying forces in our national life. Six¬\nteen years ago, at the Philadelphia meeting, I called the attention of this\ndepartment\n\nto the mounting\n\ncrime-ratios as indicated by the rapidly in-\n\n"}
{"page": 769, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n765\n\ncreasing homicide-rates in our cities. This was before the War and long\nbefore the advent of national prohibition which is often regarded as the\nprimary cause of the present situation. As a matter of fact, the difficul¬\nties that have been encountered in enforcing prohibition are themselves the\nproduct of tendencies that were in evidence long before 1920.\nI shall attempt to set forth these tendencies as I conceive of them, some¬\nwhat in the inverse order of the difficulties that they oppose to the solu¬\ntion of the problem, although it may be said at the outset that there is no\none of them that will not challenge the keenest educational statesmanship\nthat our profession can command.\n1. A most important handicap to all phases of educational efficiency in\nour country is the very great and constantly increasing mobility of our\npopulation. What this means in terms of retardation in the school progress\nof individual pupils has been shown by a number of investigations. We\nare interested just at present, however, in the effect of mobility upon the\nadult population. There are obvious inhibitions and repressions that go\nwith a settled abode. The powerful social pressures that operate to con¬\ntrol individual conduct in stable population-groups do not have a chance\nto operate with anything approaching the same force in mobile groups.\nWith a highly mobile and an increasingly mobile population, the task of\neducation is one of compensating in some way for the controls which\npopulation-stability wmuld otherwise provide almost automatically.\n2. A second factor of large moment can be traced to the diverse stand¬\nards of conduct represented by our conglomerate population. Here immi¬\ngration has, of course, played an all-important role; but even among our\nnative-born population there is a wide diversity of standards, due to racial,\nsectional, occupational, cultural, and religious differences. What some\nlarge groups reject as wrong, other large groups accept as right. Not in¬\nfrequently the laws of different states point in quite opposite directions.\nIn some states, for example, the provision of separate schools for whites\nand negroes is prohibited by law; in other states, it is illegal not to make\nsuch provisions. In one state the reading of the Bible in the public schools\nis prescribed by law; in another state, it is proscribed. One state permits\nno divorces; another state does a thriving business by making the process\nof divorce simple and easy. Certain states prohibit betting on the races ;\nother states recognize and license the practise. Obviously the task of ingraining a respect for law under these conditions is a fairly heavy order\nfor education to carry out. It is made no easier by grotesque differences\nin the administration of the law. A widow in one community is sen¬\ntenced to life-imprisonment for bootlegging; in another community a\nnotorious wholesale bootlegger who has brutally slain his wife goes scotfree, his atrocious crime condoned by the sympathetic tears of a jury.\nAgain it will be granted that building up a respect for law in our school\nchildren will be no child’s play.\n3. A third factor is even more fundamental.\nfined by the historian, James Truslow\n\nAdams,\n\nIt has been recently de¬\n\nas something akin to a tradi-\n\n"}
{"page": 770, "printed_page": null, "text": "766\n\nNational\n\nEducation\n\nAssociation\n\ntion of lawlessness. Our nation was founded on the basis of open and\nheroic resistance to clearly unjust laws imposed by the mother country.\nMr. Adams has shown how this spirit persisted when our people came to\nmake their own laws. Even so saintly a soul as Emerson said that too\nclose an observance of the law was not the mark of a good citizen. He\ndoubtless had in mind the fugitive-slave law in which he did not believe.\nLincoln was savagely criticized because he held that this same law, which\nhe disliked as much as Emerson, should nevertheless be obeyed. Indi¬\nvidual choice of the law’s which we shall obey or disobey as we like, then,\nis no new thing. Kipling, thirty-five years ago, found it as an ingrained\ningredient of the American\nThat\nThat\n\nSpirit — a subtle force\n\nbids him flout the law he makes;\nbids him make the law he flouts,\n\n’Til dazed by many doubts he wakes\nThe drumming guns — that have no doubts.\n\nWe pay due respect to the sturdy individualism that openly rebels against\noppression ; but this does not alter the fact that Lincoln was right. A\ndemocratic civilization must rest on an ingrained respect for law. To\neffect this end is one of the primary problems of education. And if Mr.\nAdams is right, we have before us a task of the first magnitude, for, if he\nis right, it means nothing less than a transformation\nlying mores of our people.\n\nof some\n\nof the deep-\n\n4. A fourth and most important factor is unquestionably the very pros¬\nperity that education itself has helped to bring about. Material prosperity\nis not necessarily a debilitating influence, but no one will deny that it may\nbe. If education would raise the economic level of the people, then it must\ntake steps to counteract the perils that increased wealth involves. Perhaps\nthe chief peril is the sanction that it gives to ease and comfort and the\npaths of least resistance. Its clear tendency is to increase the spirit of in¬\ndividualism, to multiply the opportunities for the gratification of individual\ndesires, and to minimize the significance of sacrifice and renunciation. The\nincrease of leisure means an increased moral hazard.\nDuring the past generation the forces that have operated to expand the\nreach and holding power of education have operated also to weaken the\neducational fiber, and consequently to prevent education from exerting its\nfull potential influence against the debilitating tendencies that almost cer¬\ntainly go with increased material prosperity. It is obvious that the vast\nupward expansion of American education would have been impossible if\nthe rigorous standards governing secondary and higher schools in other\ncountries had not been very greatly modified here. We have been face to\nface with two alternatives : ( 1 ) we could limit our high schools and col¬\nleges to the few best fitted by nature and nurture to meet rigorous stand¬\nards or (2) we could open the high schools and colleges to the masses at a\ncertain sacrifice of rigor. Consistently with our ideals of democracy we\nhave chosen the latter course, and for one I rejoice that we have.\n\n"}
{"page": 771, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n767\n\nBut we now face the very serious problem of correcting the tendency\nto looseness and softness that our policy so easily involves. Here, I believe,\nis the crucial problem of the next decade in American education. We must\njustify our democracy by demonstrating that, even with the handicaps of\nour mobile masses and the diverse standards of conduct represented by our\nconglomerate population and our tradition of lawlessness, and with an edu¬\ncational system that keeps its doors open to all throughout all of its levels,\nwe can make this educational system an effective source of mental and\nmoral discipline for all ; that, even under these handicaps and with this con¬\ndition, we can make public education the steadying and stabilizing force\nthat it must be if our dreams of a triumphant democracy are to come true.\nAnd our first task, I am sure, is clearly to recognize that the relaxation\nof standards, while justified in our efforts to realize our democratic ideals,\nis not in itself a virtue. Quite naturally we have been glad to rationalize\nour policy, but this tendency has too often been an attempt to justify loose\nstandards per se, rather than to recognize clearly and frankly the situation\nand its needs. As a result, educational theory has gone far beyond the\nneeds of the situation ; it has sanctioned looseness when, without in the\nleast curtailing educational expansion, it might easily have sanctioned rigor.\nIn short, the net effect of these rationalized justifications of relaxed\nstandards has been to open the paths of least resistance. The influence can\neven be traced in the changes that have taken place in our educational vo¬\ncabulary. Practically every term suggestive of strength and vigor and\nrigor has been replaced by a weaker term. Certain words are never men¬\ntioned in our discussions except as objects of opprobrium — such words, for\nexample, as drill, review, and system.\nA most striking example of these softening processes has been the com¬\nplete and total discrediting of the concept of mental discipline. The impli¬\ncations of the experiments on the transfer of training have been carried far\nbeyond the point justified by the experiments\n\nthemselves and have been\n\nmade the basis of a sweeping attack upon all school subjects that are in¬\nherently difficult in the sense of being exact and exacting.\nThe educational practitioner and the educational administrator, in my\njudgment, have not been primarily responsible for these weakening tend¬\nencies. The spirit of the times has worked increasingly in this direction,\nand educational theory, in a very emphatic fashion, has compounded this\ninfluence.\nThe\n\nextent to which these softening influences have gone is most clearly\n\nseen in the increasing vogue of what I shall call the freedom-theory of edu¬\ncation. In its popular form, which I am sure is very far from what the\nsincere advocates of the socalled Progressive Movement would indorse, this\ntheory defines individual freedom not only as an end of education, but also\nas the primary and most effective means to this end. Learning activities\nmust not be imposed ; they must always take their cue from the immediate de¬\nsires and purposes of the individual. The continuance of the learning process\nmust be justified at each step by the learner’s own recognition of its value.\nImposed tasks and prescribed programs of study not only violate the inher-\n\n"}
{"page": 772, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nAssociation\n\nent right of the learner to make free choices, but are themselves either futile\nor negative as educational means.\nIt would be unnecessary to refer to these extreme expressions of a theory\nwhich, sanely interpreted, has much to commend it, were it not for the fact\nthat they have acquired a popular vogue of very wide dimensions, which\nmakes them especially dangerous at the present time. Even in their extreme\nform, they might have a salutary influence upon an education regime that\nwas ultra-wooden, ultra-formal, and ultra-rigorous, or in a nation long\noppressed by the iron hand of autocratic rulers. At the present juncture in\nAmerican civilization, however, they constitute about the last word in\nperilous adventure. They compound the forces that are already operating\nto weaken the educational fiber at the very time when a stiffening of that\nfiber is distinctly in order.\nI have already called attention to the social situation reflected by our\nheavy and apparently increasing ratios of serious crime. May I call atten¬\ntion to another symptom of the Zeitgeist with which education should be\neven more seriously concerned? I refer to the rapidly increasing ratio of\ndivorces to marriages. This phenomenon is particularly significant because\nit is hailed by many of our intellectual leaders as a sign of an increasing\nspirit of liberalism and tolerance among our people.\nLet us look at the facts. Taking the country as a whole, the divorce\nrate has doubled within the past generation, starting from an abnormally\nhigh initial point. It is still mounting. Today practically one marriage in\nevery six may be expected to end in a divorce. In some of the states the ex¬\npectancy is one in five ; in at least one state, it is as high as one in three. How\nthis compares with other not unprogressive countries is suggested when we\nfind that our national divorce-rate is nearly fifteen times that of Canada.\nNow I have no prejudice, religious or otherwise, against divorce as such;\nI hold no brief for the immutability of the marriage contract ; but I do\nknow that broken homes are cruel wrongs to children, and every pertinent\ninvestigation shows that from such homes an entirely disproportionate num¬\nber of delinquents, criminals, prostitutes, and other social misfits are re¬\ncruited. I do not look upon our scandalous divorce-rates as a gratifying\nsymptom of a growing spirit of liberalism among our people ; I see it rather\nas further evidence of a growing individualism, of an increasing tendency to\nplace personal comfort, personal pleasure, and personal happiness above the\nwelfare of others, and in this case above the welfare of children. It is an\ninteresting commentary\n\nthat the identical theory which glorifies freedom as\n\nthe inalienable right of children in their education can also serve to rational¬\nize a social standard which will inevitably deny to children in ever-increasing\nnumbers the right to a normal home. I ask you which of these two “rights”\nthe children of the coming generations will thank us the more for respecting\nand preserving.\nAs I see it, public education today is between two powerful pressures. On\none side, it is pressed by the soft sentimentalism of the extreme freedomtheory ; on the other side, it is pressed by the hard materialism which stigma¬\ntizes the budgets for public education as “sanctified squander.”\n\nIn a very\n\n"}
{"page": 773, "printed_page": null, "text": "Department\n\nof\n\n769\n\nSuperintendence\n\nreal sense, public education is not only between Scylla and Charybdis, not\nonly between the devil and the deep sea, it is between the upper and the\nnether millstones.\nPublic attention will solve these problems. It will resist these pressures.\nBut it will take hard thinking and some heroic action to do it. In the\nmeantime, it is facing a task the magnitude of which we are only dimly\nsensing. This vast expansion of education, which has so greatly complicated\nour problem, is something more than a mere concomitant of our material\nprosperity. It is in part a cause of it ; in part, it is an answer to very definite\nneeds which other contributing causes have brought about.\nIt is, in fact, a clear-cut expression of the needs of our industrialized\ncivilization. With increasing acceleration, the routine work, the work that\ncan be done without judgment, is being done by automatic machinery.\nFewer and fewer are the opportunities to earn a living in the routine trades;\ngreater and greater are the needs on the stepped-up levels that require in¬\ntelligent adaptation. There are nearly two million fewer routine workers\nin agriculture and industry today than in 1920. There are many more\nworkers on the levels represented by the professional and semi-professional\ncallings. The crowding of high schools and colleges is no accident. It is the\nproduct of some of the most fundamental forces in social evolution. Even\nif it is a vogue, it is none the less a definite demand for a type of instruc¬\ntion, inspiration, and discipline that will mean for the great masses a real\nintellectual advance. Even though they may be somewhat inarticulate, they\nare asking for bread — and we cannot, we must not, give them a stone.\nAnd happily the pessimism that beclouded our thinking for so many years\nas to possibilities of giving them real bread is now disappearing. The in¬\nvestigations reported last year at Boston demonstrated that intelligence can\nbe, in some measure, influenced by nurture. Since that time, the newer re¬\nports are even more encouraging. I have every faith that if we put our\nshoulders to the wheel we can solve the problem. From between these\nopposing pressures of soft sentimentalism and hard materialism, we can\nclimb to a new plane — the plane of a virile, practical, and dynamic ideal¬\nism. I told you sixteen years ago that we could not build our democratic\nstructure on the shifting sands of soft pedagogy. That statement still holds.\nThere must be iron in the blood of education and lime in the bone.\nFor the motto of an educational theory meet for the needs of democracy\nin an industrialized civilization, I propose the phrase — “Through\n\nto freedom !’\nCHARACTER\nJOHN\n\ndiscipline\n\nEDUCATION FROM THE STANDPOINT\nTHE PHILOSOPHY OF EDUCATION\n\nJ. TIGERT,\n\nPRESIDENT,\n\nUNIVERSITY\n\nOF\n\nFLORIDA,\n\nGAINESVILLE,\n\nOF\nFLA.\n\nThe need of the United States for character education is paramount.\nThe schools can make no larger contribution to democracy than character.\nThese statements are almost selfevident and axiomatic. The appalling in¬\ncrease in divorces, murders, crimes, felonies, and vice of all kinds has\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNational\n\nEducation\n\nAssociation\n\nstunned thoughtful people everywhere. Reliable statistics have demonstrated\nthat the age level of crime has been rapidly sinking for years. The fact that\nan increasing proportion of crimes and misdemeanors are committed by boys\nand girls of school age is a challenge to every teacher in the land. By virtue\nof the disappearance of the old American home with its evenings of fireside\ndogma and parental control, and the inability of the church to adequately\nproduce a new interpretation of spiritual life adapted to modern needs, and\nbecause of the acknowledged place which the school is coming to occupy in\nour social order, there has come to those engaged in education an opportunity\nfor unparalleled service.\nThe multiplication of machinery and the advances of science dazzle us\nfrom day to day. The catalog of scientific achievements of yesterday is almost\nunending. No imagination can conceive what tomorrow will bring forth.\nIt is, nevertheless, evident that man’s capacity to apply the principles of\nscience has outrun his ability to develop character and the human relation¬\nships which must inevitably control the adjustments of machinery if civiliza¬\ntion is to advance rather than to decline. Whatever miracles may be\nwrought by science in the annihilation of time, space, and distance, it will\nnever be able to produce a Messiah. The issue is clearly before us, the lines\nare drawn, the opportunity is ours, and the responsibility cannot be evaded.\nIn his little book on the “Fundamentals of Prosperity,” Roger Babson\ndraws a pathetic picture of the man of wealth depositing his stocks, bonds,\nsecurities, and other worldly goods in a great steel vault protected by vari¬\nous electrical and mechanical devices but apparently oblivious of the fact\nthat the poorly paid, humpbacked clerk could thwart all this paraphernalia\nof protection with a duplicate key to the renter’s box. In the last analysis\nhis risk depends upon the character of the man who controls the machinery.\nIn fact, he well points out that the stocks, bonds, securities, deeds, and mort¬\ngages are all valueless minus the element of human integrity — the integrity\nof lawyers, clerks, and stenographers who draw up the papers, the integrity\nof the courts and judges who enforce our claims, the integrity of the com¬\nmunity, which, in the last analysis, determines whether or not the orders of\nthe courts and officials will be executed and respected.\nThe complicated devices provided by railroads whereby safety is- assured\nthe traveler come to naught when the human element fails. A blurred eye,\na vicious will, a drunken hand at the throttle, an unreliable man at the\nswitch, and the most elaborate system goes amuck.\n\nWe\n\nboast of the fact\n\nthat the whole population of the United States can ride simultaneously in\nautomobiles.\nnow\n\nThe\n\nmounting\n\ntotal of citizens slain on the highways\n\nreached nearly 25,000 annually, most of whom\n\nhas\n\nare boys and girls of\n\nschool age. This slaughter of innocents will never be stopped by machinery.\nEducation and the character of the man at the wheel are the fundamental\nfactors in this problem.\n\n"}
{"page": 775, "printed_page": null, "text": "Department\n\nof Superintendence\n\n771\n\nI have neither the time nor the disposition to enter into the long drawn\nout controversy on the effects of heredity versus environment, or of those\nwho put their faith in nature as against those who believe in nurture.\nAs is usually the case in such arguments there is truth in each of these\ncontentions. There are truths to be applied from the thinking of all of\nthese schools of thought in our attack upon the problem of character educa¬\ntion. As to whether nature or nurture plays the major role in the develop¬\nment of character depends, in my opinion, upon the individual cases. The\nindividual strong in his heredity will overcome to a large extent the normal\nenvironment. Some environments are so intensive as to make the most posi¬\ntive individuals creatures of circumstance. Some day, I believe that more\nattention will be given to the biological factors which enter into the making\nof desirable citizens. The law of heredity and the principle that like\nbegets like are relatively irrefutable. Countless scientific experiments pro¬\nclaim this truth. History and biography echo it. Dr. Winship has told\nwith marvelous skill the story of the Jukes and the Edwards families.\nWithout entering into the controversy concerning the transmission of\nacquired characters, a casual observer of events notes that there is a tendency\nfor qualities and dispositions which are inherent to pass on from genera¬\ntion to generation.\nNapoleon Bonaparte, perhaps the strongest personality in modern times\nin terms of will and intellect, could hardly have been trained out of his pas¬\nsion for war, nor could the great Bach have been the progenitor of distin¬\nguished soldiers and generals. At a family reunion of the Bachs there were\npresent 120 great musicians. The Dictionary of Music names 57 outstand¬\ning musicians in this family. In his great lecture on Sour Grapes, Edward\nAmherst Ott says:\nThe baby Mozart toddled to the piano and began to play when he was four years\nold. At six, he was composing his own music. At twelve, the crowned heads of\nEurope were listening to his concerts. At twenty-three, they crowned him peerless\nand master in his art. At thirty-five, the harpstrings broke, and the soul of this\ngentle master joined the Choir Invisible. The lily fingers, running over the ivory\nkeys of the piano, struck from it all the melodies celestial, the harmonies divine.\nThe stern hands of Napoleon were lifted above the keyboard of Europe, and\nstruck from it all the wild, grand music of murderous war; but both men played\nby the same power of inherent genius, each man from the inside outward, each\nupon his own keyboard.\n\nWe can trace the pedigree of certain horses in Kentucky through a long\nline of ancestry to the plains of Arabia. Through all these ages men have\nselected animals for propagation which would tend to have certain char¬\nacteristics, particularly of speed. The same can be said, in a less degree\nperhaps, of certain varieties of stock such as hogs and dogs. Some day\neducators and scientific men will interest themselves as much in the applica¬\ntion of the principles of heredity to the propagation ot character in\nman as they have in the brutes. I do not believe that I am too optimistic\nin prophesying this.\n\n"}
{"page": 776, "printed_page": null, "text": "772\n\nNational\n\nEducation\n\nAssociation\n\nThe philosophy of character education would involve a statement of\nobjectives. I do not believe that it is necessary for me to take much time\nin such a statement. The scientific establishment of these objectives and\nthe setting up of an educational technic to accomplish them awaits the\nprogress of psychology and scientific investigation. However, we can\nproceed on a practical or empirical basis. Various committees have formu¬\nlated objectives of character education. From the time of Moses we have\nhad commandments, codes, and catalogs of virtue which are ample for prac¬\ntical needs. The Sermon on the Mount with its Beatitudes, the moraliz¬\ning of Socrates wandering penniless through the streets of Athens, the cardi¬\nnal virtues set up by innumerable philosophers, not to speak of the programs\nof a myriad of modern organizations including the Pathfinders, Knighthood\nof Youth, the Boy Scouts with what\n\nPresident Coolidge has aptly charac¬\n\nterized as a “duo-decalog,” and various junior republics and organizations,\nhave furnished us the principles which will serve our purposes. Anyone\ndesiring to study these latter can find a complete bibliography in the report\nof the Committee on Character Education of the National Education Asso¬\nciation, of which Milton Bennion was Chairman, and which was published\nas Bulletin No. 7, 1926, by the United States Bureau of Education. This\nbulletin has a most exhaustive canvass of the whole situation relative to\ncharacter education. If we could devise methods and a technic which\nwould accomplish objectives we should not have much difficulty in setting\nup a program which would transform the character of our citizenship in\nthe coming generations. A philosophy of aims seems to me to be one of\nthe least of our difficulties. Old-fashioned moralists were satisfied with\nconscience as a guide. Personally, I believe that all the objectives could\nbe reduced to one principle, either of conscience or the Golden Rule, and\nbring about an immeasurable result if we only knew how to do it.\nA school teacher who affected more vitally the character of boys than\nany other man that I have ever known and who made the greatest impres¬\nsion upon me of all the instructors with whom I came in contact, had only\none commandment, which was “Don’t do anything on the sly.” It was the\nonly “Don’t” in his gospel of “Do.” Times without number I have heard\nhim say:\nBoys, don’t do things on the sly. A brave man never does things on the sly.\nWhenever you get the consent of your mind to do in the darkness a thing that you\nwouldn’t do in the broad daylight, you’re a coward, and you’ll stay a coward\nyou cultivate a spirit of openness. I despise a coward. Everybody does.\n\nuntil\n\nI wouldn’t, I wouldn’t, I wouldn’t — for all the world — I wouldn’t do anything on\nthe sly. Let your actions always be such that if the keen sunlight of publicity were\nturned in, it wouldn’t make you ashamed.\nBoys, don’t do anything on the sly.\n\nThese are the words of W.\n\nR. Webb,\n\nfamiliarly known\n\nthroughout the\n\nSouth as “Old Sawney,” a Confederate soldier, a life-long school man, hon¬\nored at the end by a short term in the United States Senate.\n\n"}
{"page": 777, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n773\n\nThe most fundamental factor in our problem of producing better citizens\nis a matter of method. Perhaps all of us know more good than we can\npractice or are able to teach to others. In the effort to apply methods in\nthis field the greatest difference of opinion exists with reference to the rela¬\ntive efficacy of direct and indirect methods. Here again I do not desire to\nenter the arena of controversy. Here again I believe that there is virtue in\nthe contention of both groups. There is no doubt in my mind that to some\nextent virtue is knowledge and that character can be taught. I am still\nmore convinced that character can be developed and formed indirectly.\nThe direct method of teaching cannot always be successful. Boys and girls\nmay learn ethics in the same way that they learn mathematics. Many of us\nhave been perfect in examinations in algebra, trigonometry, and calculus with¬\nout having found occasion to make practical application of any of the truths,\nand so it may be with learning virtue and studying character. A professor\nin France, where character instruction has been tried on a national scale,\nand with more thoroughness than anywhere else, said once, “The best pupil\nin my class is the biggest knave.” Rousseau gave us one of the finest\nphilosophies of character education of any man of modern time. While\nwriting a philosophy of character education, his own child was neglected\nand finally became an inmate in a public institution. Rousseau himself,\nthough exposing much of the vileness of his life in his confessions, did not\ntell the whole story.\nAt the present moment many schools are setting up curricula and pro¬\ngrams for character instruction. Some of these are establishing separate de¬\npartments headed up by directors of character education. I see no objec¬\ntion to this. In fact, the whole movement seems to promise well, provided\nit is not assumed that directors and members of a department of character\neducation can supersede teachers, the regular curriculum, and the various\nextra-curriculum\ntraining.\n\nactivities, and\n\nassume\n\nsole responsibility for character\n\nAll of the subjects in the curriculum can be used for the betterment of\ncharacter. It is true that some subjects, particularly the social sciences,\nlend themselves more readily to this, perhaps, than others. In the extra¬\ncurriculum activities, especially in athletics and games, we find the most\nconvenient and effective agency to accomplish our ends. At no place in\nour whole educational scheme of things do I believe we can employ with\nmore\n\ntelling effect our philosophy of education through doing.\n\nWe\n\nhave\n\nhad an historical example in the failure to improve health in our citizen¬\nship through attempts simply to teach physiology and hygiene. Our new\nmethods of health education with special attention to the formation of\nhealth habits in children in the primary grades who are as yet unable to\nunderstand the principle of health and hygiene indicate clearly that we can\naccomplish equally significant results in the field of character education.\nThe manifold schemes of pupil government, young republics, and leagues\nof citizenship, comparable to similar organizations in the field of health\neducation will undoubtedly bring about identical results. In fact, all of\n\n"}
{"page": 778, "printed_page": null, "text": "774\n\nNational\n\nEducation\n\nAssociation\n\nthese plans are worthy of study and most of them will be found valuable.\nAs a normal process, character is largely a matter of growth and in a large\nmeasure unconscious growth. This does not apply, of course, to all in¬\ndividuals and in all circumstances. I need not linger on this point. In my\nstudy of the subject I am convinced that an effective use of all of the\nagencies of the school, both curriculum and extra-curriculum, as projects\nfor the training of character is an important fact upon which we should\nplace major emphasis.\nDoing and acting might be mentioned as just as significant in the conduct\nof teachers as in the educational method. It is my observation that no teacher\nwho is careless of her own health ever becomes very effective in producing\nhealth habits in young children. By the same token it can never be hoped or\nexpected that teachers who do not daily practice the best that is in them\nwill accomplish much\n\nin training character.\n\nThere\n\nis the oft quoted ex¬\n\nample of Emerson, who told one of his teachers, “Your actions speak so\nloud that I cannot hear what you say.”\nI wish to go on record in expressing the conviction that in the develop¬\nment of character, religion should supplement ethics. We all recognize\nthe impossibility of teaching religion in the public schools. The system\nemployed in Gary, Indiana, Toledo, Ohio, and other places, whereby pupils\nare excused for religious instruction in the churches of their choice, is the\nbest device which we now have. I know that this plan has been attacked\nin the courts but in all the cases which I have reviewed, the courts have\nupheld the practice. This particular function belongs to the church but the\nschool should supplement the efforts of the church as far as possible. Often¬\ntimes, schemes and plans of moral instruction fail to accomplish results.\nThe power of religious emotion will accomplish results that teaching cannot\nhope to attain. Ethical societies cannot supplant the church. Knowledge\nand intelligence are helpful but knowledge will not make a good citizen\nwhen the heart is malicious. Education sometimes elevates the common\nthief to the station of a high-powered burglar. Poison, knives, and fire arms\nhave their place in the advancement of civilization, but only when in the\nhands of scientific men or well intentioned citizens. Placed at the disposal\nof the ignorant or the malicious they become weapons for social destruction.\nThose scientists who discovered the process of dissecting the human\nbody with sharp instruments have done much to alleviate pain, propagate\nlife, and advance civilization. The man who discovered that these instru¬\nments should be sterilized made the most important discovery of all. If I\nwere to be operated upon I should far prefer that the instruments should be\ndull and the surgeon somewhat ignorant of the best practises of his pro¬\nfession, than that the instruments should be sharp and infected with germs,\nor the surgeon wise and unscrupulous, for in both circumstances I believe\nthat my opportunity of survival would be much better.\nNo one has expressed more clearly the place of religion in the program\nof character development\npher Amiel :\n\nand its relation to ethics than the French philoso¬\n\n"}
{"page": 779, "printed_page": null, "text": "Department\n\nof\n\n775\n\nSuperintendence\n\nChristianity brings and preaches salvation by the conversion of the will, human¬\nism by the emancipation of the mind. One attacks the heart, the other the brain.\nBoth wish to enable man to reach his ideal. But the ideal differs, if not by its con¬\ntent, at least by the disposition of its content, by the predominance and sovereignty\ngiven to this for that inner power. For one, the mind is an organ of the soul ; for\nthe other, the soul is an inferior state of the mind ; the one wishes to enlighten by\nmaking better; the other to make\ntween Socrates and Jesus.\n\nADDRESS\nUEL\n\nW.\nAND\n\nbetter by enlightening.\n\nIt is the difference be¬\n\nON BEING INTRODUCED TO THE\nMENT OF SUPERINTENDENCE .\n\nLAMKIN,\n\nPRESIDENT\n\nPRESIDENT\n\nOF\n\nTHE\n\nOF\n\nTHE\n\nNATIONAL\n\nNORTHWEST\n\nCOLLEGE,\n\nEDUCATION\n\nMISSOURI\n\nMARYVILLE,\n\nDEPART¬\n\nSTATE\n\nASSOCIATION\n\nTEACHERS\n\nMO.\n\nI feel honored at being presented to you this afternoon in company with\nthe others who are on the program. One of them represents those who\nfought to maintain the ideals of America on the battlefields of the World\nWar. There is another who is executing the ideals of America and who is\nthe Governor of a great state. There is still another who is instilling into\nthe future citizens of America the ideals which will make America great\ntomorrow.\nI am sure I shall be pardoned if I speak to you not only as members of\nthis Department but as brother members of the great National Education\nAssociation. When we think about the recent appointment of a United\nStates Commissioner of Education we think of the comment which Will\nRogers made when there appeared the first published letter of Mr. Hoover\nsaying that he would stand as a candidate for the presidency of the United\nStates.\nYou will remember that letter -was published and Rogers said, “Now we\nwill see whether qualifications are an asset or a liability in a candidate for\nPresident.”\nI am sure those of us who\n\nare engaged in education, and those of us in\n\nCleveland who are interested in education are glad to note that qualifica¬\ntions are considered an asset in the appointment of a new Commissioner of\nEducation.\nI have but one thing more to say. I am sure you have appreciated and\nenjoyed this great program that you have had here. I am sure it will mean\nmuch to education in America. I hope you will not forget that this sum¬\nmer the National Education Association will meet in Atlanta. They tell\nus it is not hot there in the summer time, that it is no hotter there than it\nis cold in some other parts of the United States in the winter time.\nSeriously, they tell us that the altitude of Atlanta, situated as it is in that\nlarge area east of the Mississippi, is such that it will make a summer\nsession pleasant I hope one of the early tasks of the new president of this\nDepartment will be the preparation of a program for this Department that\nwill cause a large number of you to go to Atlanta for the program.\n%\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nNational\n\nThere will be a number\nSuperintendent\n\nEducation\n\nAssociation\n\nof you who will go for the Coca Cola.\n\nCody will not insist on your going to the town\n\nI hope\n\nwhich\n\nhe\n\nsays has become a great importing city — the city of Detroit — before next\nyear, or before you get the habit of using Coca Cola in Atlanta. There is\nto be a great barbecue, and you will there have an opportunity to see and to\nknow something more of the South today.\nThe South needs this Department of Superintendence. You need to\nknow it as the New South, as a part of this great America.\nAs President of the National\n\nEducation\n\nAssociation, working\n\nto get a\n\nprogram that will in a measure compare with the program which Superin¬\ntendent Boynton has arranged for you, I join with the Superintendent of\nSchools of Atlanta, the State Superintendent of Schools, the school people\nand the citizens, not only of Georgia but of the great Southeast to urge that\nyou and your teachers take a week off beginning June 28, Friday night, up\nto and including our closing with a great patriotic rally on the morning of\nthe Fourth of July. We want you to spend that time in a convention of\nthe National Education Association this year.\nWhile conventions are not the most important part of a professional\norganization yet they play their part. I hope they will be successful, as\nwill our work for the betterment of teaching in the schools, which after\nall is the primary object of our professional organization.\nI wish you Godspeed and good luck in all of your work in future years.\n\nADDRESS\nWILLIAM\n\nON\n\nJOHN\n\nBEING INTRODUCED TO THE\nMENT OF SUPERINTENDENCE\n\nDEPART¬\n\nCOOPER,\n\nEDUCATION\n\nUNITED\n\nSTATES\n\nCOMMISSIONER\n\nOF\n\nIt is most gracious of Doctor Boynton to invite me to the platform of\nthis great convention and to present me thus formally to my colleagues in\neducation. He displayed toward me a rare quality of mercy, and perhaps\ntoward you also, in suggesting that only a brief address would be expected\non this occasion. I know that you do not expect a commissioner who\nhas been in office for less than three weeks and who has had no oppor¬\ntunity to master routine and administrative detail to suggest even an outline\nof policies for the Bureau of Education. You rightly expect that policies\nwill be developed as needs arise, and I am confident that in the develop¬\nment of such policies I shall enjoy the advice and the counsel of many of\nyou who are sitting in this audience today. It is not without significance\nto me, however, that this first formal introduction to my colleagues is to\nthe Department of Superintendence of the National Education Association\nand that it occurs in the state of Ohio. For you will consider it in order,\nI am sure, if I recall to your minds some contributions of Ohio and of\nthis Association to the establishment of the United States Bureau of Edu¬\ncation. To do this in the short time allotted me I must pass directly to\nevents immediately\n\nfollowing the close of the Civil War\n\nand comment\n\n"}
{"page": 781, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n777\n\non those acts which actually accomplished the establishment of the Bureau\nof Education. This I do without in any way disparaging either the splendid\nvision of Henry Barnard or the heroic efforts of Barnard and his colleagues\nfor more than 20 years before that time.\nFirst, then, may I speak briefly of the contributions of Ohio as repre¬\nsented by three of her distinguished sons. The superintendent of schools\nof this very city in which we are now meeting, Andrew Jackson Rickoff,\nmade an outstanding address before the National Education Association\nmeeting at Harrisburg, Pa., in 1865 when he spoke on the topic “A Na¬\ntional Bureau of Education.” 1 In fighting for the endorsement of such\na Bureau on the floor of the convention Superintendent Rickoff moved an\namendment to Hart’s motion of approval. This amendment provided for\na committee which should follow up the endorsement and make the asso¬\nciation’s approval known and felt in the halls of Congress.2 It is worthy\nof note also that in Superintendent Rickoff’s address are to be found out¬\nlined practically all the functions that the Bureau of Education has actually\nexercised since its establishment.\nNext, may I remind you that the chairman of the committee which repre¬\nsented your organization, then called the National Association of School\nSuperintendents, in its efforts to have a Bureau of Education established\nwas the Honorable E. E. White, Commissioner of Common Schools of the\nstate of Ohio.\n\nI would\n\nthat there were time to read you merely the intro¬\n\nduction to Commissioner White's report since it constitutes an eloquent\nplea for universal education as a necessary prerequisite to universal liberty.\nSo splendid is the argument\n\nthat I wi§h to illustrate it by reading from it\n\ntwo brief paragraphs.3\nWhen the exercise of sovereignty by the people is both universal and for the\nwelfare of all , a democracy is the perfection of human government; but to the\nextent that such right is withheld from the people or is wrongfully exercised by\nthem, just to that extent are democratic institutions imperfect and a failure. Hence\nthe capability of the people to exercise sovereignty for the general welfare is a\nfundamental and vital condition of republican institutions. When such capability\ndoes not exist, the universal exercise of sovereignty is a condition of national weak¬\nness, if not of peril. I am thus led to inquire what this capability\" includes, and\nwhat are the essential conditions of its existence.\nIt clearly requires the necessary\" intelligence to determine what will best sub¬\nserve the interests of all ; and the degree of this intelligence must not only be suffi¬\ncient for selfgovernment on the part of individuals and individual communities,\nbut the people, as a whole, must be able to weigh and decide upon questions which\ninvolve national interests. Hence, the higher the civilization embodied, the wider\nthe extent of territory embraced, and the more various the pursuits and physical\nconditions of the people, the higher the degree of intelligence required for the\nright exercise of sovereignty\".\n1 National Teachers Association: Journal of Proceedings and Lectures of the Annual\nMeeting held at Harrisburg: 1865: p. 2*99-310.\n2 Ibid. p. 223-224.\n3 E. E. White: “National Bureau of Education,” a paper read before the National Associa¬\ntion of School Superintendents at Washington, D. C., February 7, 1866. Proceedings of the\nNational Education Association, 1901. p. 420.\n\n"}
{"page": 782, "printed_page": null, "text": "778\n\nNational\n\nEducation\n\nBut there is a third Ohio citizen whose\n\nAssociation\n\ninterest was equally great and\n\nwhose efforts actually accomplished the results desired. He was a distin¬\nguished educator, soldier, and statesman, celebrated in our school histories\nas a martyred president, James A. Garfield, who introduced the bill “to\nestablish a National Bureau of Education.” He became chairman of the\nselect committee of seven to which the bill was referred. He made an\nable and brilliant speech in its behalf on June 8, 1866,1 and after an ad¬\nverse vote on the measure secured a reconsideration of it and finally a favor¬\nable vote. During his speech on this bill Garfield paid splendid tribute\nnot only to the educators of Ohio but to the public spirit of her taxpayers.\nHe said in part:\nMr. Speaker, if I were called upon today to point to that in my own state of\nwhich I am most proud, I would not point to any of the flaming lines of her military\nrecord, to the heroic men and the brilliant officers she gave to the late contest; I\nwould not point to any of her leading men of the past or the present; but I would\npoint to her common schools; I would point to the honorable fact that in the\ngreat struggle of five years through which we have just passed she has expended\n$12,000,000 for the support of her public schools. I do not include in that amount\nthe sums expended upon our higher institutions of learning. I would point to the\nfact that 52 percent of the taxation of Ohio for the last five years, aside from\nthe war tax and the tax for the payment of her public debt, has been for the\nsupport of her schools. I would point to the schools of Cincinnati, Cleveland,\nToledo, and other cities of the state, if I desired a stranger to see the glory of\nOhio. I would point to the thirteen thousand schoolhouses and the seven hundred\nthousand pupils in the schools of Ohio. I would point to the $3,000,000 she has\npaid for schools during the last year alone. This, in my judgment, is the proper\ngauge\n\nby which\n\nto measure\n\nthe progress\n\nand glory of states.2\n\nNot only Ohio but also this great association assembled here today may\ntake pride in the accomplishments of the Bureau of Education and a deep\ninterest in its future success, since, according to the official records of the\nH ouse of Representatives, yours is the immediate responsibility for the\nestablishment of this Bureau. From a report of the House Committee on\nLabor and Education to which was referred the report of the Commissioner\nof Education\n\nfor 1867-68, 3 I read the following extract:\n\nThe Department of Education was established in pursuance of an act which\npassed this House on the 19th of June, 1866, by a vote of 80 yeas to 44 nays, and the\nSenate without a division, February 26, 1867, and approved by the President March\n2, 1867. . . .\nThe bill for the foregoing\n\nact was\n\nreported by a select committee\n\nof this House,\n\nappointed on a memorial of the National Association of State and City Superin¬\ntendents of Public Schools, which met in Washington in February, 1866, and was\nunanimously of the opinion that the establishment of a national office ‘would greatly\npromote the interests of education by rendering needed assistance in the establish-\n\n1 James A. Garfield: “Education — A National Interest.” Speech of James A. Garfield of\nOhio, in the House of Representatives, June 8, 1866, on a bill “To establish a National Bureau\nof Education,” etc. Proceedings of the National Education Association, 1901. p. 425-433.\n2 Ibid. p. 428.\n1869.\n\n3 U.\n\nS. Congress.\n\nHouse\n\nof Representatives:\n\nCommittee\n\non Labor\n\nand\n\nEducation\n\nReport.\n\n"}
{"page": 783, "printed_page": null, "text": "Department\n\nment\n\nof school systems\n\nfor improving\n\nwhere\n\nof\n\n779\n\nSuperintendence\n\nthey do not now\n\nexist, and prove\n\na potent means\n\nand vitalizing existing systems.’\n\nThe Bureau of Education is operated today under that very act the text\nof which is omitted above, slightly amended by later appropriation acts.\nThat act as we are specifically told in the record grew directly out of “a\nmemorial of the National Association of State and City Superintendents\nof Public Schools.”\nIf I may recall hurriedly the events of those few months they are these:\nThe Washington meeting of the superintendents assembled February 7,\n1866; Commissioner White’s paper mentioned above was read on the same\nday. Three members of this body, E. E. White of Ohio, Newton Bateman\nof Illinois, and J. S. Adams of Vermont, were appointed a committee to\nmemorialize Congress on the subject. The memorial was promptly pre¬\npared dated February 10 and was presented in the House of Representa¬\ntives by Congressman Garfield on February 18.\nAnd now that you, the school administrators of America who are carrying\non the work so well begun by the National Association of Superintendents\nof Public Schools, have formally received the eighth Commissioner of Edu¬\ncation here in this State of Ohio, what more should the Commissioner say?\nPerhaps it will suffice for him to state that he has the same faith in uni¬\nversal education as a prerequisite to universal liberty as did Superintendent\nRickoff, that he is as anxious for the Bureau of Education to render service\nto the schools of America as was Commissioner E. E. White, that he has\nthe same pride in the public school systems of the American States as James\nA. Garfield had in the public schools of Ohio. In fact your Commis¬\nsioner is the product of the public school system, elementary, secondary,\nand collegiate, of one of the States of this Union. For 22 years he has\nserved public schools as teacher, supervisor, and as administrator. For\nnearly a decade he has been sitting among you as a fellow city superin¬\ntendent or as a fellow state superintendent. He now awaits your advice,\nyour counsel, and your instructions, for it is written: “Whosoever\nchief among you, let him be your servant.”1\n\nADDRESS\nFRANK\n\nCODY,\n\nON BEING INTRODUCED TO THE\nMENT OF SUPERINTENDENCE\nNEWLY\n\nELECTED\n\nSUPERINTENDENCE\n\nAND\n\nPRESIDENT\n\nOF\n\nTHE\n\nSUPERINTENDENT\n\nDETROIT,\n\nOF\n\nwill be\n\nDEPART¬\n\nDEPARTMENT\n\nOF\n\nSCHOOLS\n\nMICH.\n\nI wish to congratulate Commissioner\n\nCooper of California on the fact\n\nthat during his speech he didn’t even mention California.\nI wish to bring you greetings from the city of Detroit, the city of flivvers\nand schools, the city of the quick and the dead. We are a national city, and\npossibly the largest importing city on the American continent.\n1 Matt. XX :27.\n\n"}
{"page": 784, "printed_page": null, "text": "780\n\nNational\n\nEducation\n\nAssociation\n\nIn honoring me I feel that you have also honored the 7000 splendid as¬\nsistants that I have in the public school system of the city of Detroit. I\nhave greatly admired the administration of Frank Boynton. No man has\ndared say a word against American education and its ideals for it has been\nwritten, “Let sleeping dogs lie.” They have been much awake during\nFrank Boynton’s administration. The slogan of the incoming administra¬\ntion will be, “Let lying dogs sleep.”\nAgain, I wish to thank you for this high honor. I know I shall have\nthat splendid loyalty and cooperation that you have always given to my\npredecessors.\nI wish to assure you that I will give you my best.\n\nOHIO’S\nJOHN\n\nL. CLIFTON,\n\nEDUCATIONAL\n\nSTATE\n\nSUPERINTENDENT\n\nPROGRAM\nOF\n\nSCHOOLS,\n\nCOLUMBUS,\n\nOHIO.\n\nYesterday morning the Governor of our state called me and asked that\nI appear before you in his stead today. The Governor of the state of\nOhio appoints the Director of Education so I came.\nHe asked me to read to you a letter that he has written to the members\nof the National Education Association, Department of Superintendence, in\nconvention assembled :\nI was\n\nrecently honored\n\nby an invitation to appear\n\nbefore your\n\nconvention\n\non\n\nthis date. At the time of my acceptance I felt assured that I could keep the ap¬\npointment. However, important matters of state make it imperative that I remain\nin Columbus at this time.\nTherefore, I am authorizing and directing the State Superintendent of Schools,\nMr. Clifton, to address you representing the administration in its program of\neducation.\nI am definitely interested in your deliberations and know that a great good will\ncome from such meetings. I have personally a keen interest in the educational\nadvancement of Ohio and of the nation, as I know that quality of its citizenship\ndepends in large part upon a progressive program of public education.\nI congratulate you as a Department of the National Education Association on\nyour accomplishments of the last several years and know you will go forward to\neven higher attainments. I am most cordially\nMyers\n\nY. Cooper,\n\nGovernor\n\nof Ohio.\n\nI have been thinking for the past few days of what Ohio has tried to do\nwithin the last year because personally I am more interested in the educa¬\ntional problems of this state than I am in any other educational problems.\nI have tried to pick out two\ntempted.\n\nof the most important\n\nthings we have at¬\n\nI was very happy to note that one of the big problems before this Associaciation at this time was the equalization of educational opportunity. Out\nof Cleveland, within the last year, has come a discussion about the cost of\neducation. We have lived so close to it in our state that we have paid\nvery little attention to it.\n\n"}
{"page": 785, "printed_page": null, "text": "Department\n\nof Superintendence\n\n781\n\nThe challenge to me in the cost of education has been great. I could\nsay to some that the cost of education in the state of Ohio in the public\nschools has gone beyond the $100,000,000 a year mark. I know that if I\nwould say that we would have many people distressed. We are not then\ntalking in figures or in amounts, about the cost of education. But, as far\nas equalizing that cost — there is the question of who can pay the most\neasily, and that has been a great problem with us.\nI believe that within the past two months we have won a victory for\neducation in our state that will possibly make\ntional ideals and standards.\n\nnew\n\nhistory in our educa¬\n\nJust a few days ago our present legislature, recognizing the need of\nequalization of educational opportunity, voted $300,000 for the purpose of\nrehabilitation of school buildings in those places where school buildings are\nmost needed and where the inhabitants are less able to pay. We expect,\nand we have assurance, that that fund will go to $1,000,000 this year and\n$1,000,000 for 1930. That is simply to carry educational opportunity\nback into the most remote parts of our state and give those boys and girls\nthe physical surroundings they so badly need.\nI do not believe that Ohio has done a more worthy thing for education\nat any time in the past than that. That $1,000,000 we expect to spend on\nrehabilitation this year does not come from direct taxation. It comes from\nindirect taxation and is given to the schools of our state without any\nstrings or requirements attached to it. Also, from indirect taxation we re¬\nceive, this year, $3,000,000 to equalize the educational opportunity as far\nas maintenance is concerned.\nI am glad to note that state legislatures are recognizing the battle that\npublic education has to fight. I am sure that all superintendents here know\nthat the public schools have stood foremost in battling the opponents of\npublic education, as far as direct taxation is concerned. We have given up\nthe idea of a direct taxation as far as road building is concerned, as far as\npractically any other advancement in our program of citizenship is con¬\ncerned, but the battle is still carried on by the public school people as far as\ndirect taxation is concerned.\nI feel that when\n\nthe legislature and the executive authority of our state\n\nrealize the necessity of coming to our aid in promoting public education, we\nwill have won a great battle.\n\nI have been thinking of the National Education Association and its in¬\nfluence, as far as education is concerned. I believe that the National Edu¬\ncation Association can be charged with the tremendous cost of public edu¬\ncation today. If you read the history of the National Education Associa¬\ntion you will find that back some thirty years ago the big problem before\nthe educators, sponsored by the National Education Association, was the\nproblem of the adolescent youth. Year after year the National Education\nAssociation was giving its programs over to the study of the adolescent\nyouth until we, who were young at that time, thoroughly believed it. I\n\n"}
{"page": 786, "printed_page": null, "text": "782\ndo not know\n\nNational\n\nwhether\n\nEducation\n\nthose methods\n\nAssociation\n\nare right or not, but I do know\n\nthat\n\nwe practise them.\nWhat we know we do. We had it trained into us too definitely that the\nadolescent youth was suffering on account of the fact that opportunity was\nnot given to that boy or girl between the ages of eleven and fifteen, that\nshould be given to him. So when we took the reins of the schools we were\ndesperately desirous of doing something for the adolescent youth.\nAs quickly as possible, in mushroom growth, came the junior highschool movement over the United States. Every state in the Union has a\njunior high-school movement, a. new program of education with tremen¬\ndous costs. I believe that it is worth the cost. I believe that this junior\nhigh-school movement is worth all it is costing the state of Ohio. I am not\nashamed of the fact that we are spending a tremendous amount of money\nfor the advantage of those boys and girls between eleven and fifteen.\nThe second most interesting thing that we have done in our state this\nyear is that of radio education. I am sure that some of you know, if\nyou live within a radius of about 500 miles of Ohio, that each afternoon at\none-thirty we go on the air for a program of education to the boys and the\ngirls of our state and the central and eastern states of the United States.\nWe broadcast an educational program for the schools from WLW\nat Cin¬\ncinnati, Ohio. It reaches about twenty-four states, and many places in\nCanada have been reached also.\nAt the present time we have about 200,000 boys and girls as an audience.\nThey have the facilities at hand to hear those programs. WLW\nis broad¬\ncasting for them twenty-one different types of programs each week, and\nthese programs last for an hour.\nYou will wonder how we are doing this. I think I should tell you\nwithin three or four minutes about radio education in our “School of the\nAir.” Some of you will say that possibly your program for the day is too\nfull. If it is then stay off the air. One superintendent wrote me and said,\n“We would like to have a radio, won’t you buy one for us?”\nI answered back and said, “You do not need a radio.”\nHe wrote the next week and said they had gotten one. I did not want\nhim on the air. I did not care to have him listening in until he was ready.\nWhen he found out that it didn’t matter to us he got ready. I think that\nis education. Sometimes when you feel that somebody wants you to do the\nthing you do not care to do, or which you think you do not care to do, you\ndo not do it. Therefore, we do not care to have anybody with us on the\nschool of the air until they are ready for it.\nI think I should take the time to tell you how we secure our talent. We\nhave practically all the talent we can take care of, men and women who\nare accustomed to large fees for putting on a program. We have asked\nmany of them and they have been willing to give us that service for the serv¬\nice that they can render the boys and the girls in our state and other states.\nWe are educating all of our talent along that line. If you are anticipating\na call to go on our school of the air I want you to know that you are going\n\n"}
{"page": 787, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n783\n\nto be paid something better than money; you are going to be paid in the\nappreciation of the boys and girls in the classroom. If you are willing to\ncome and give us your talents with that kind of pay we are glad to have\nyou. We have the Governor of the state of Ohio and the Governor of the\nstate of Kentucky, and other men of that quality. We have the poets of\nthe present day who pass through our state from California to the East.\nWe have all of those people who pass through our state going one way or\nthe other, and they are willing to stop oft and give us that service because\nthey are desirous of doing something for the next generation as far as citi¬\nzenship is concerned. Therefore, in Ohio, we are trying to do the best we\ncan for the boys and girls back in the classrooms.\nWe realize too well that the superintendent who is not going to bring\nsomething away from the convention of the Department of Superintend¬\nence here this week, something of enthusiasm which is here in this meeting,\nsome opportunity as far as education is concerned, has failed to justify his\nabsence from his city.\nIf you haven’t brought something to the meeting here, possibly it will be\nhard for you to take something back with you. Since I have known the\nleaders in the National Education Association I have come to appreciate\nthat they, too, like the classroom teacher, get their greatest joy out of the\nservice that they can render to the boys and the girls towards a better citi¬\nzenship.\nAgain, bringing the best wishes of the Governor\n\nof the state of Ohio and\n\ntrying in my weak way to represent him here, I bring you the best good¬\nwill of our state and am happy to be in charge of the schools of Ohio when\nthe Department of Superintendence saw fit to come to Cleveland.\n\nTHE\nPAUL\n\nRELATION\n\nV. MCNUTT,\n\nOF EDUCATION\n\nDEAN\n\nNATIONAL\n\nOF\n\nTHE\n\nLAW\n\nCOMMANDER\n\nOF\n\nSCHOOL,\nTHE\n\nBLOOMINGTON,\n\nTO\n\nCITIZENSHIP\n\nINDIANA UNIVERSITY,\nLEGION\nAMERICAN\n\nAND\n\nIND.\n\nI bring to you the hearty greetings of the American Legion and the\nAmerican Legion Auxiliary. The American Legion today is composed of\n800,000 men and women who are trying to carry the character and ideals\nof their wartime service into their peacetime service as citizens. I am here\ntoday to publicly reaffirm the belief of that organization in public educa¬\ntion, and to express our faith that the educators of this country are building\nfor the future and for the preservation of American ideals.\nI am going to talk to you briefly this afternoon. I had an experience not\nso many weeks ago in a schoolhouse in the northern part of Indiana. They\nhad imported a speaker there. He got along pretty well for the first thirty\nminutes and they could have stood him for an hour. At the end of an\nhour and a half he looked around for the clock but he didn’t see any and\nso he took a fresh start. There was a voice in the rear of the room that\nsaid, “Brother\n\nwe haven’t any clock in here but there is a calendar over\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNational\n\nEducation\n\nAssociation\n\nthere on the wall.” I notice that the designers of this building have taken\nthe double precaution of putting two clocks within view of the speaker.\nWhat is the relationship of public education to citizenship? The in¬\ntegrity of the nation depends upon public education, and public education\nmust have the support of all of our citizens.\nThe first thing which we must consider today is that the paramount duty\nof an enlightened government is to give adequate support to public educa¬\ntion. We have heard complaints on every hand that we have been spending\ntoo much money upon public schools. That is not true. We must bring\ninto this profession the best that America has to offer because the task which\nis placed in our hands is a task of the highest order and of the greatest\nimportance.\nWe are living in an age to which it is a privilege to belong, in which it\nis an adventure to live, especially in Chicago. The door of opportunity\nis opening wider than it has ever opened before and it is necessary for us to\nstart to repay the ages for the accumulated store of knowledge from which\nwe have drawn so liberally.\nIt is our business, first of all, to teach the young of the land how to\nthink; that is education. It is our business next to teach the young of the\nland to discipline themselves mentally as well as physically. And it is the\nbusiness of all educators to teach the young of the land not only to know\nbut to understand and to be willing to accept the responsibilities of citizen¬\nship. If public education does not do that then it does not justify the sup¬\nport of the state, and then it has failed in one of its most important func¬\ntions.\nAnother thing which we must consider today is that educational op¬\nportunity must be opened to all. There must be equality of opportunity\nfor the young of the land. Whether they come from a hovel in the city\nor from a hut in the backwnods of the hills, they must be given the right to\ntravel the path of success just as far as their capacities permit. It is only\nthus that we prove democracy. If public education means anything at all\nit means democracy at its best.\nThere are those among us who have said that we must give educational\nopportunity only to those who have demonstrated the capacity to absorb\nthat which is offered. That is not the spirit of America. We must offer\neducational opportunity to all alike. Those who reject it will fall by the\nwayside soon enough but we will find many among the number who can\ncome up from the byroads, the hills, and the wilderness, and who will\nassume places of leadership in the future.\nThere is another thing which confronts all of us today, and that is the\neducation of the adult foreign-born. We are interested in the operation of\nthis great melting pot of ours, we are interested in seeing to it that the\nmelting pot does not overflow. We are interested in seeing to it that we\nassimilate those who have come to this land to find a haven and a refuge.\nWe are responsible for making them into responsive and responsible Ameri¬\ncan citizens.\n\n"}
{"page": 789, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n785\n\nThere are certain groups of the foreign-born who have become American\ncitizens by naturalization and who openly declare their allegiance to two\nsovereigns, to the United States of America and to the sovereign of the\nland from whence they came. There are groups in this country who pay\nmore attention to the words of the Premier of Italy than they do to the\nwords of the President of the United States.\nIt may be that throughout our educational institutions we can bring\nthese people to a realization of their responsibilities to this nation. But\nwe must say to them that if they expect to stay here, earn a livelihood here,\nrear a family here, under the protection of our institutions, then their al¬\nlegiance to the United States must be exclusive.\nThere are certain other groups fostered by certain continental societies\nwhich claim to hold secretly the allegiance of those persons who have be¬\ncome American citizens by naturalization. In this insidious fashion these\ncontinental societies have sought to build up these groups, openly declaring\ntheir allegiance to the United States, secretly owing their allegiance to some\nalien power.\nNo man can serve two masters; no citizen can serve two sovereigns; no\nnation can suffer a divided allegiance, but it is possible to win them. It\nis possible, by education, to bring to them a realization of the responsibility\nwhich rests upon them by reason of the opportunities which have been given\nthem by this nation. If they are unwilling to accept that responsibility,\nif they persist in giving their allegiance to some other sovereign then I think\nwe must say to them that the gate through which they came is open, and that\ntheir way is out. Unless they are willing to accept these responsibilities\nwe have no place for them here.\nThe thing which happened from 1917 to 1919 must never happen again.\nOver 2,000,000 men, or over eight percent of the military manpower of\nthis country, sought exemption from national military sendee by reason of\ntheir allegiance to some alien power.\nAs to the next matter which is before us, the basic thing, the relation of\neducation to citizenship, there are only four duties of citizenship, four rec¬\nognized, legal duties of citizenship. As I said a moment ago, one of the\npurposes of public education is to teach the young of the land to recognize\nthose duties. They fall under four heads: taxation, voting, police and wel¬\nfare measures, political and military loyalty.\n\nThere are only two things in the world which are both certain and un¬\npopular: death and taxes. Taxes are the enforced proportional contribu¬\ntion levied by the government on persons and property for the support of\nall necessary functions of government. The average citizen says, ^ es, I\npay my taxes. Of course he does because he has to. But, in most of our\ncommunities, either through waste or extravagance, or for other reasons,\nwe find high tax rates. The higher the rate the more we hide, and the\nmore we hide the higher the rate. It is a vicious circle and sooner or later\nit reaches a breaking point. When it does the result is disastrous for all\nof us.\n\n"}
{"page": 790, "printed_page": null, "text": "786\n\nNational\n\nEducation\n\nAssociation\n\nAside from teaching the young of the land that there is this responsibility,\nthey must be led to recognize that the criterion of conduct is this: that\nevery citizen owes his government the same high standard of honesty he\nowes his fellowman when he deals with him on the street. It is a simple\nrecognition of a duty that the citizen has toward his government.\nThe nation came into being with the cry, “No taxation without repre¬\nsentation.” Yet, within the decade less than fifty percent of our people have\nbeen exercising the right of suffrage. They have been throwing away this\npriceless patrimony so dearly won by the blood of our forefathers. Em¬\nphasis must be laid upon the second duty of citizenship, namely, the intel¬\nligent exercise of the right of suffrage. It isn’t alone a privilege, it is a duty\nwhich rests upon every citizen and it is the business of the public school\nto arouse, in all of the students, a desire to participate intelligently in this\nmost important function of government.\nfrom the notion which\n\nIf wTe fail in this, we get away\n\nwe have had, that we\n\nare a “government of the\npeople, by the people, for the people” and we lend ourselves to those\nwho wTould destroy the present form of government.\nThe third duty of citizenship has a rather ominous name, police and wel¬\nfare measures. I do not mean by that the uniformed officer of the law\nwho stands down here on the street and wears a badge, carries a gun and\nother things, but I mean something far more fundamental than that. I\nmean justice, which is the cornerstone on which all civilized society rests.\nAll of us have been lectured of late on disrepect for law and disrespect\nfor the Constitution. The average citizen who is not a criminal has no\ndisrespect for law, and I am using that term in its fundamental sense,\nwhich is justice. He loves it. It is his life. He may have some disrespect\nfor the way in which laws have been made, for the way in which they have\nbeen taught, for the way in which they have been administered, but he\nrecognizes that the fundamental thing is that which keeps him from step¬\nping into the chasm of chaos. He does respect the Constitution when it\nactually proves to be the guarantee of life and of liberty and of property.\nBut wffiat is responsible for the situation which we find in many parts of\nthe country today? I was in Alabama just a few days ago. I saw a\nplacard on the wall of an office that seemed\n\nto me\n\nto express the thing\n\nvery definitely and clearly. This placard was entitled, “The Three Pass¬\nings. The Passing of the Buffalo; The Passing of the Indian; and The\nPassing of the Buck.” That is precisely wffiat we have done. We have\nhanded this most important business over to organized minorities; we have\nseen this organization, and this organization, and this organization — farm,\nlabor, business — many\npet legislative measure\n\norganizations which have no business except some\nto put over, and by dint of log rolling, or trading,\nor the machinery best known to practical politicians they have succeeded\nin getting them all on the statute books.\nThe Federal Code has 1700 double-column pages. When I left my\nnative state of Indiana thirty days ago our code had 14,000 sections. The\n\n"}
{"page": 791, "printed_page": null, "text": "Department\n\nof Superintendence\n\n78 7\n\nGeneral Assembly has been in session ever since and heaven knows\nmany there are there now.\n\nhow\n\nHalf of what is there is utterly useless and befogged. If we are to suc¬\nceed in this great experiment of ours in a government of the people, then\nall of our people must take an intelligent interest and give careful con¬\nsideration to all proposed legislation not only with a view to what is ex¬\npected to be accomplished thereby but likewise with a view to the means\nof achieving the end.\nSince this is the open season for general assemblies I should like to men¬\ntion the thing which goes hand in hand with that, the welfare measures.\nNo lobby is there for the unfortunates. Yet, the answer to the question,\nAm I my brother’s keeper? is, Yes. It is that whether we like it or not,\nand civilized society is responsible for the adequate care and protection of\nthe unfortunate products of modern civilization.\nThe fourth, and last, duty of citizenship is one which deserves the atten¬\ntion of all American citizens today — political and military loyalty.\nThe nation is only 153 years old. That isn’t old as you count the age of\nnations. Representative government is still an experiment but the thing\nwhich has marked our people since the very beginning has been a deter¬\nmined faith in representative government. If we are to keep the faith then\nwe must so train the youth of the land. Are we keeping it? Are we suc¬\nceeding in the greatest experiment of the ages?\nThere are those among us who are whispering behind their hands — and\nI do not mean campaign whispers either — that we are failing in the great\nexperiment, that we are following the history of ancient Rome, that we\nare on our way to a triumvirate, and finally through that to one man. It\nhasn’t been so many months ago that in the city of Washington, D. C.,\nof all places, the head of one of the great organizations of this country\nstood up and said that what the nation needed was a dictator. Nonsense!\nHad\n\nhe forgotten that the nation entered the World\n\nWar\n\namong\n\nother\n\nthings to destroy an autocracy, and that as a result of that war three au¬\ntocracies were destroyed, the Romanoffs in Russia, the Hapsburgs in Aus¬\ntria, and the Hohenzollerns in Germany? Had he forgotten that on\nnearby soils there had grown up three dictators, one in Spain, one in Tur¬\nkey, and one, who has been called the Lydia Pinkham and Henry Ford\nof the Old World, in Italy?\nA\n\ndictatorship is just as foreign to representative government\n\nas an\n\nautocracy ever thought of being. This is the simple doctrine of Amer¬\nicanism which we must preach to the young of the land, that nothing is\nwrong with American institutions. The fault is with our people who\nmust labor tirelessly to protect them and keep this a land where all are\nkings but no man wears a crown.\nI want to speak something of the loyalty which goes hand in hand\nwith political loyalty, a loyalty which I may remind you is demanded\nby the law of the land. I speak now of military loyalty. I know that\nthere are some who disagree with me, and yet, it is necessary for us\n\n"}
{"page": 792, "printed_page": null, "text": "788\n\nNational\n\nEducation\n\nAssociation\n\nto recognize certain legal obligations, certain constitutional obligations\nwhich are upon us.\n\nThere are some who are going among the youth of the land today\nseeking to exact an oath never to serve the nation under arms in the\nevent of a national emergency,\n\nwho\n\nare seeking to destroy the army\n\nand\n\nthe navy of the United States piecemeal, and they say that they are carry¬\ning the banner of peace, and they say that they are marching in the\nvanguard of the pageant which moves toward the millennium.\nI wish that were true. I wish that it were possible for us, or for any\nother group, to assure the world that there would never be any more\narmed conflict. There is no organization in the world, religious or other¬\nwise, which is any more deeply interested in the cause of permanent peace\nthan is the organization wdiich I have the honor to represent today.\nIts members have seen war and a little of it goes a long way. They\nwant no more of it if it can be honorably avoided. That organization\nstarted out with that thing in mind when it put in the preamble to its\nconstitution, “To\n\nmake\n\nthe right the master\n\nof might and to promote\n\npeace and goodwill on earth.”\nIt has tried to do it by giving some earnest thought to it, just as\nyou have, through the operation of its Commission on World Peace and\nForeign Relations, through its participation in FIDAC, an organization\nof 9,000,000 men who served in the Allied Armies during the World\nWar, to which every member of the American Legion belongs by reason\nof his membership, and which works night and day for a better under¬\nstanding between the nations there represented. You cannot tell me\nthat those men wTho served shoulder to shoulder in a common cause, faced\na common danger, are going to allow their nations to go to war over any\ntrivial matter.\nBut, in formulating\n\nits program\n\nof peace, the American\n\nLegion has\n\nrecognized certain definite principles. I submit them to you, my fellowteachers who have given thought to this matter, for consideration. I tell\nyou that they are the result of experiences of the past.\nThe scientists among us recognize that we learn of the future from\nthe demonstrated facts of the past. The principles to which I refer are\nthese :\nFirst: That\ncurity ;\n\na permanent\n\npeace must\n\nbe peace with\n\nhonor\n\nand\n\nse¬\n\nSecond: That a permanent peace must be based on justice to all peoples;\nThird : That a better method than war must be found for settling\ninternational disputes ;\nFourth: Until such method is found and accepted by all of the na¬\ntions, this nation must provide an adequate national defense, and that de¬\nfense — mind you — must be based on equal service from all and special\nprofit to none.\nThat\n\nhas been talked of many\n\ntimes and it is a matter\n\nseveral people have had differing opinions.\n\nupon\n\nwhich\n\nBut the fact of the matter\n\n"}
{"page": 793, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n789\nis that the burden of war does not belong alone on the back of the man\nwho carries a gun. It belongs on labor, on capital as well.\nThere is an Act pending in the Congress of the United States today\nknown as the Universal Draft Act. There are certain constitutional and\nother objections to that Act.\n\nTherefore,\n\nwhat\n\nthe American\n\nLegion\n\nis\n\nasking for today in this regard, since it is not arbitrary in the matter,\nis that the Wainwright Resolution be adopted. That resolution empow¬\ners the President of the United States to appoint a Commission, con¬\nsisting of certain members of the Cabinet, of the United States Senate, of\nthe House of Representatives, and of certain representatives of labor, of in¬\ndustry, and of the professions, to sit down and consider all of the elements\ninvolved in this matter, and finally to formulate an act which will be\nacceptable to all. The principle is sound. It is simply a question of the\nmachinery which is involved.\nYou have wondered, no doubt, why we have been interested in these\nthings. The problem which has been submitted to you time and again is\nwhat we must do in these days to achieve the end we all are working for,\nnamely, the peace of the world. We are looking in that direction. The\nquestion is, How does the road run? Are we to take a practical road\nor are we to take a chance on some other road?\nThe American Legion has tried to give to the country what it considers\na practical road.\nYou wondered, when we came back, just what our notion would be.\nIn the fall of 1919 in the city of Minneapolis at the annual convention\nthe thought which was fresh in our minds was embodied in certain reso¬\nlutions setting out what the American Legion thought was necessary for\nthe immediate future. The very next year the Congress of the United\nStates passed what was known as the National Defense Act of 1920 which\nfollowed paragraph for paragraph the resolution of that 1919 convention.\nThat Act provided for a small, well-trained regular army, for a Na¬\ntional Guard capable of assuming firstline duties, for organized reserves,\nfor the Citizens’ Military Training Camps, and for the R. O. T. C., which\nyou are acquainted with. If the policy meant anything at all the Legion\nthought it must be made something more than a mere “scrap of paper”\nand it asked that the regular army be built up to the size which would\nenable it to perform the functions assigned to it.\nThe second thing was that the National Guard be built up to the\npoint where it actually could perform the firstline duties. Also, the Act\nasked that one-fourth of the organized reserves be trained every year and\nthat there be 40,000 in the C. M. T. C. and that the R. O. T. C. be en¬\nlarged and strengthened. Why?\nBecause the burden, in the event of\na national emergency will fall upon the citizen. If it is to fall upon\nthe citizen he ought to know something about the important business\nwhich he is called upon to perform. You may not call it vocational educa¬\ntion but it is just that thing.\nHeretofore we have sent the best in the land and they have paid a\nprice which\n\nall of the sentiment\n\nin the world\n\nand all of the money\n\nin\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNational\n\nEducation\n\nAssociation\n\nthe world does not equal. Therefore, we ask that we train the youth\nof the land in this recognized duty of citizenship until we are certain,\nand the world is certain, that there will never be any more conflict. Why?\nBecause in all of the wars in which the nation has participated since the\nRevolution, over one-half of our battle casualties have been due to our\nfailure to know about the business which we had at hand.\nIt is a wonderful thing for the nations of the world to build great\nmonuments to the Unknown Soldier after the war is over. It fills you\nwith a profound emotion to stand before those monuments — the monu¬\nments that we have in Arlington ; the simple, dignified tomb that the\nFrench have under the Arc de Triomphe and the one which is carved\nout of the cliff at Nice; the Victor Emanuel Tomb in Rome and the one\nin Strassburg and in Brussels and the one in the British Empire\n\nin West¬\n\nminster Abbey. But it isn’t anything like the emotion that grips you\nwhen you stand before row upon row of white crosses which bear this\ninscription, “Here rests in eternal glory an American soldier known but\nto God,” and realize that half of those men are there because of the policy\nwhich this nation had pursued in the past.\nIs there a way? We have looked for the millennium for years, we\nhave taken every reasonable step which has been offered, we have ratified\na treaty in which we have renounced war as an instrument of national\npolicy, but what does it mean? Is it, or can it be anything more than\na friendly gesture? Can w^e afford to pin our faith now in a “piece\nof paper?” As long as there is hate, and lust, and greed, and murder,\nand envy in the hearts of individuals those same emotions will be reflected\nin the acts of nations, and as long as they are so reflected can we afford\nto pin our faith in agreements which might be broken? Can we afford\nto take the chance of losing our national institutions by reason of such\na thing? It would seem not.\nYet, the thing is worthwhile. These multilateral treaties are worth¬\nwhile. We hope they are successful. We hope that they will accomplish\nthe high purpose which has been set for them, and you do too.\nBut, if we are going to make those gestures we ought to have some\nstrength in the arm that makes them. Let me use a homely illustration\nthere. If a puny weakling were to stand up here in front of this gather¬\ning and say, “I renounce fighting as an instrument of settling my diffi¬\nculties with you gentlemen,” you wrould laugh behind your hands and\ntell him he had better renounce fighting; it wouldn’t do him any good\nto fight anyway. But, if a two-fisted gentleman were to stand up and\nsay, “I renounce fighting as an instrument of settling my difficulties with\nyou gentlemen,” you would applaud him for his moral courage.\nFor the United States of America to stand weak and defenseless and\nrenounce\n\nwar\n\nas an instrument of national policy means little or nothing;\n\nfor the United States of America to stand strong and able to defend it¬\nself and renounce war as an instrument of national policy means that it\nassumes a place of leadership in the world.\n\n"}
{"page": 795, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n791\n\nThat is precisely what has happened. You will remember that you\nwere told the world would misunderstand the passage of the Cruiser Bill.\nIt did not misunderstand it. Within ten days after that bill was signed\na move for another disarmament conference came from Great Britain.\nIt was necessary to be practical there. It is necessary to be practical now.\nWe can be a practical people and at the same time maintain the spiritual\nand the material leadership of the world while we work, while we pray\nfor the day when Mars will fade into the darkness of the night and in\nits stead will shine a star to guide all men, of all nations, the Star of\nBethlehem.\nWe face, all of us, great opportunities as do these youngsters whose\nlives are placed into our hands. May we be given the strength and the\nwisdom to guide them, may we be given the right and the power to guide\nthem to useful citizenship. It is only thus that we can assure these free\ninstitutions of ours for the future. The world needs them, the world\nneeds the leadership of a free people, but a people cannot long remain\nfree if the people refuse to accept their responsibilities and lay their gifts\nin the lap of luxury.\nAlong with a recognition of our responsibility must come a recogni¬\ntion of the fact, because it is a fact, that most of us are the sons of Martha\nand are confronted with temptation. After all, the greatest joy which\ncomes is in the performance of a worthwhile task. After all, that is\nwhat keeps you, that is what keeps me, in this business of ours, a most\nimportance business.\nWe have dedicated our lives to the youth of the land. No purpose is\nhigher than that!\n\nSECRETARY'S\nCleveland,\n\nMINUTES\n\nOhio, February\n\n24-28, 1929\n\nOFFICERS\nFrank\n\nD. Boynton,\n\nPresident,\n\nSuperintendent\n\nof Schools .\n\nIthaca, New\n\nYork\n\nJoseph M. Gwinn, LFirst Vicepresident, Superintendent of Schools .\nSan Francisco, Calif.\nFrank G. Pickell, Second Vicepresident, Superintendent of Schools. . .Montclair, New Jersey\nSherwood D. Shankland, Executive Secretary .\n1201 16th Street N. W., Washington, D. C.\nEXECUTIVE\nNorman\nE.\n\nR. Crozier,\n\nE.\n\nLewis,\n\n1930)\nFrank\nPaul\n\nM.\n\nSuperintendent\n\nProfessor\n\nof\n\nSchool\n\nCOMMITTEE\n\nof Schools\n\n(term\n\nexpires\n\n1929) .\n\nDallas, Texas\n\nOhio\n\nState\n\n(term\n\nAdministration,\n\nUniversity\n\n.\nUnderwood,\n\nC. Stetson,\n\nDistrict Superintendent\n\nSuperintendent\n\nof Schools\n\nof Schools\n(term\n\nFebruary\n\nexpires\n\n(term\n\nexpires\n\nexpires\n\nColumbus,\n\nOhio\n\n1931).. St. Louis\n\nMo.\n\n1932) .\n\nDayton,\n\nOhio\n\n24\n\nThe fifty-ninth annual meeting of the Department of Superintendence\nopened Sunday afternoon, February 24, 1929, with a vesper service in the\nMusic Hall of the Cleveland Public Auditorium. All other general ses¬\nsions of the Department were held in the Arena of the Public Auditorium.\n\n"}
{"page": 796, "printed_page": null, "text": "792\n\nNational\n\nEducation\n\nFebruary\n\nAssociation\n\n25\n\nAfter the convention had been called to order Monday morning, Presi¬\ndent Boynton announced that the boys of the Cleveland public schools had\npresented to him a gavel to be used during the meeting. It was made from\nthe wood of Admiral Perry’s flagship, the “Niagara.” He stated that the\nconvention thesis was “How Can the Public Schools Better Serve Democ¬\nracy; Increasingly Produce a Higher Type of Citizen?”\nAt the close of the session the report of the Committee on Lay Relations\nwas presented by the chairman, Superintendent M. G. Clark of Sioux City,\nIowa. The report was referred to the Executive Committee.\n\nFebruary\nHonorary\n\nlife membership\n\nwas\n\n26\n\nconferred on Mrs.\n\nSusan\n\nM.\n\nDorsey,\n\nrecently resigned superintendent of schools of Los Angeles, in acknowl¬\nedgment of the splendid work which she has done.\nHonorary life membership was also conferred on William McAndrew,\nformer president of the Department of Superintendence, and for many\nyears a leader in its deliberations.\nNominations for officers were made as follows: For president, Frank\nCody, superintendent of schools, Detroit, Michigan;\n\nFor second vice-presi¬\n\ndent, Norman R. Crozier, superintendent of schools, Dallas, Texas; Law’rence W. Mayberry, superintendent of schools, Wichita, Kansas; Frank\nG. Pickell, superintendent of school, Montclair, New Jersey; and D. E.\nWiedman, superintendent of schools, Bellingham, Washington ; For mem¬\nber of the Executive Committee for four years, L. J. Hanifan, superintend¬\nent of schools, Paducah, Kentucky; and David E. Weglein, superintendent\nof schools, Baltimore, Maryland.\n\nFebruary\n\n27\n\nPresident Boynton announced that the following telegram had been re¬\nceived from the Honorable Payson Smith, in response to a message sent to\nhim by the Executive Committee :\nI am grateful to you and the Executive Committee for the cheering message\nreceived today. Am reading reports of your great meeting from which I am absent\nonly in body. All good wishes.\n\nThe following telegram from Mrs. Susan M.\nconvention :\n\nDorsey was\n\nread to the\n\nI accept with deep appreciation the honorary life membership so graciously\nbestowed by the Executive Committee in the Department of Superintendence. In\nturn may I wish for you all, continued success and satisfaction in the great work\nof education.\n\nOn\n\nmotion, a vote of appreciation was extended to Russell V. Morgan,\n\nDirector of Music, and his associates for the fine musical program pre¬\nsented by the pupils of the Cleveland public schools.\nOn motion, Floyd A. Rowe, the Director of Physical Education, and\nhis assistants were given a vote of appreciation for the wonderful\n\ndemonstra-\n\n"}
{"page": 797, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\ntion of physical and health education on Monday\npublic schools.\n\nFebruary\nAt the close of the morning\n\nprogram\n\n793\n\nnight by the Cleveland\n\n28\nSuperintendent\n\nRandall J. Condon\n\nof Cincinnati presented the report of the Committee on Financing Educa¬\ntional Research, which was approved and the committee continued.\nSuperintendent John A. DeCamp of Utica, New York, presented the\nreport of the Board of Tellers wThich was as follows:\nCleveland,\nTo\n\nFrank D. Boynton, President\nEducation Association\n\nof the Department\n\nOhio, February\n\n27, 1929\n\nof Superintendence,\n\nNational\n\nWe hereby certify that the election of officers of the Department of Superintend¬\nence was held this day in accordance with the provisions of the constitution and\nbylaws, and that the following persons were elected:\nPresident: Frank Cody, Superintendent of Schools, Detroit, Michigan.\nSecond Vice president: Norman R. Crozier, Superintendent of Schools, Dallas,\nTexas\nMember of Executive Committee for a term of four years: David\nsuperintendent of schools, Baltimore, Maryland\nRespectfully submitted,\n\nJohn A. DeCamp,\n\nSuperintendent\n\nE. Weglein,\n\nChairman\n\nA. S. Jessup\n\nE. E. Oberholtzer\n\nJ. G. Moore\nC. C. Bishop\n\nWillard\n\nE. Givens\n\nthe report of the Auditing Committee,\nCommittee.\n\nof Oakland,\n\nCalifornia, presented\n\nwhich was referred to the Executive\n\nSuperintendent L. C. Ward of Fort Wayne, Indiana, presented the re¬\nport of the Committee on Resolutions, and on motion the report was\nadopted.\nRandall J. Condon of Cincinnati, Ohio, proposed the following amend¬\nments to the constitution. They will come up for action at the business\nmeeting of the Department in 1930:\n\n1. Article III , Section 1.\n“life.”\n\nInsert after the word\n\n“associate\" the word\n\n2. Article III , Section 5. Change Section “5” to Section \"6”, and in¬\nsert a new Section 5 to read as follows :\nAll members\n\nof the National\n\nare eligible to active\nmembership in the Department of Superintendence, shall become life members of\nthe department upon the payment of a membership fee of $100 which may be made\nin ten equal annual payments, or upon securing a contribution of $250 to the\nEducational Research Fund, which may be paid in five equal annual instalments.\nAll such contributions and life membership fees shall become a part of the\nPermanent Research Fund. Life members shall be exempt from the payment of all\nother membership fees, and shall have all the rights and privileges of active\nmembers.\n\nThe convention\nary 28.\n\nEducation\n\nAssociation\n\nwho\n\nadjourned at four o’clock Thursday\n\nafternoon, Febru¬\n\n"}
{"page": 798, "printed_page": null, "text": "National\n\n794\n\nEducation\n\nAssociation\n\nRESOLUTIONS OF THE DEPARTMENT\nS UP ERIN TEND EN CE\nAdopted\n\nFebruary\n\ncommittee\nWilliam\n\nMcAndrew,\n\nL. C. Ward,\n\nActing\n\nChairman,\n\nChairman,\n\nEditor\n\non\n\n28, 1929\n\nresolutions\n\nEducational\n\nSuperintendent\n\nOF\n\nReview .\n\nNew\n\nof Schools .\n\nFort\n\nYork\n\nCity\n\nWayne,\n\nInd.\n\nHarvey O. Hutchinson, Superintendent of Schools .\nNorman\nR. Crozier, Superintendent of Schools .\nLeonard Young, Superintendent of Schools .\n\nElmira,\nDallas,\nDuluth,\n\nO. B.\nL. W.\n\nStrong, Superintendent of Schools .\nMayberry, Superintendent of Schools .\n\nSavannah, Ga.\nWichita, Kans.\n\nIrving\nLeslie\n\nW. Small,\nA. Butler,\n\nSuperintendent\nSuperintendent\n\nof Schools .\nof Schools .\n\nGrand\n\nG. O. Swing, Superintendent of Schools .\nJ. Harry Winstrom, Superintendent of Schools .\n\nN. Y.\nTexas\nMinn.\n\nBangor, Maine\nRapids, Mich.\n\nCovington, Ky.\nSpringfield, Ill.\n\n1. The Main Purpose of the Public Schoo-ls\nAgain\n\nwe\n\nremind\n\nourselves that our state systems of education were\n\nestablished in accord with the proposals of Washington, Franklin, Jeffer¬\nson, and a long line of farseeing statesmen for the purpose of preserving\nand improving our political institutions. Again we recall that our wages\nare paid and our equipment provided by a tax on all the people whether\nor not they be parents. Thus reminded, we pledge ourselves anew to the\ndirect teaching of the duties of citizenship in all the school grades. Not cul¬\nture, not scholarship, nor selfsupport, nor compliance with the entrance\nrequirements of more advanced schools shall turn us from the duty of\nteaching our youth the needs of our civic life and from inspiring our citizens\nwith a determination to improve it.\n2. Federal Department\n\nerf Education\n\nAgain we commend to the Congress of the United States the estab¬\nlishment of a Department of Education not inferior in importance and\ndignity to the Department of Agriculture, or Commerce, or Labor, or War,\nor the Navy, and give to this Department the standing and honor ap¬\npropriate thereto. To consider that the levying of import duties, the opera¬\ntion of banking systems and of the postal service are more national and less\nlocal in scope than is education, is to deny to education the recognition\nwhich is its due. By national legislation we now seek to protect the republic\nagainst a flood of illprepared immigrants. It is no less a national matter\nto protect the nation as a whole against the ignorant fanaticism of improp¬\nerly trained citizens growing up within our borders. The fundamental\npurposes of this nation, equal rights to life, liberty, and happiness, equal\nduties to promote justice, domestic tranquillity, common defense, and the\ngeneral welfare are thwarted as long as the human product of a less for¬\ntunate state is free to carry his dangerous ignorance to any other state.\nWe urge that a Department of Education be established as a means to\nsecure a more perfect Union.\n\n"}
{"page": 799, "printed_page": null, "text": "of\n\nSuperintendence\n\n795\n\nWe renew our pledges to secure better support for rural schools through\nthe advocacy of larger units of financial support, to the end that the country\n\n.\n\n6\n\nDepartment\n\nchild and his parents may\n3.\ntunity which\n\nfully enjoy that equality of educational oppor¬\nis our\nnational boast.\nA\nFair Cha\nnce\n\nfor the R\nural\n\n.\n\nDistricts\n\nConvinced by the amazing increase in enrolments of the colleges and\nuniversities that our people are awake to the need of school training beyond\nthe age of childhood, we commend the addition of junior colleges as an\n\n.\n\nintegral part of the public school system, and we advocate the establish¬\nment and generousE support of one or more state universities in every com¬\nxte\nmonwealth of the Union.\nns\nion\n\nof\n\nPub\n\nlic\n\nSch\n\nool\n\ns\n\nIf the nation’s purpose is to be realized, and if the teaching profession\nis to profit through the improved technics developed by a notable increase of\nscientific educational research, a higher degree of professional skill than\nis now common will be required. We pledge ourselves to continued alert¬\nness in professional study; to more effective provision for the training of\nteachers in service ; to demanding better preparation before the appointment\nof teachers, and to more drastic dismissals of those who\nquate attention to improving their usefulness.\n\nnes\n\nWe\n\nr\nWa\n\nFit\n\nsf\n\nor\n\nrepeat our Edbelief\nthat war is an outworn\nu\nca\n\nfail to give ade¬\n\nbarbarism which should be\n\nti\n\non\nrejected by civilized nations.\nEducation is life. It is inherently obligated\nal\nSer and reason in the settlement of disputes. It\nto secure the use of intelligence\nvic\ne\nproposes agreements in advance of difficulties so that settlements may be\nmade without the destruction of life and property. We join with our\nfellow teachers overseas in devotion to the duty of training mankind to\nadjust disagreements without the shedding of blood.\n\nor\nLladb\nChi\n\nWe continue our endorsement of intelligent legislation aiming at the\nliberation of children from the stunting effects of severe labor. The main\nand great purpose of public education cannot be realized unless all chil¬\ndren are kept out of industry so long as their attendance upon school is\nmore profitable to the nation than is their presence in factory, mine, or\nstore. We insist that adequate provision be made by the schools to assure,\nthrough varied curriculums, equal opportunity to all children.\n\n"}
{"page": 800, "printed_page": null, "text": "796\n\nNational\n\nEducation\n\nAssociation\n\n8\n.\n\nOrganizations\n\n.\n\n2\n\nAlthough every week of the school year is an education week, we believe\nthat to concentrate theAmattention of the people upon the work and needs\nerica\nn Ed period observed throughout the nation\nof the schools during a common\nucati\non W\nhas proved a valuable project. We recommend\neek a continuance of this ob¬\nservance as a period of demonstration of the purposes and work of the\nschools.\n\nWe are convinced that the work of Scout and similiar organizations\nis strongly contributing to the training for character sought by the schools.\nWe do, therefore, in our several communities continue to advocate provi¬\nsion for meeting places, aids to the instruction of adult leaders, and other\nhelps which may be given by the school.\n\nWe compliment and commend the parent-teacher associations for\ntheir increasing attention to the problems of public education. We shall\nencourage reasonable participation in their activities by public school work¬\n\n.\ners and shall assure them of our cooperation in their efforts for the good\n9.\nof Bchildhood.\noy and Girl\nScouts , Camp\nFire Girls , Gi\nrl Reserves\nand Similar\n\nBy sad experience we know that too much dispersion of effort impairs\nthe value\nof school service. Success in school work depends largely upon\nPa\nr\nplans madeent well in advance of action. We pledge ourselves once more\n-T\neacommunities to abstain from using, or misusing, the schools\nto persuade our\nch\nfor the collection erof\nOr money from children ; for the celebration of the\nga\nnumerous special wc*eksnizand\nat special days, and other similar interruptions\nio school boards and superintendents at least a\nother than those approved by\nns\nyear in advance. We recommend that solicitors for replies to question¬\nnaires be referred to the Research Department of the National Education\nAssociation,\nan obligation to which superintendents may\nOt\nh\ner bound by the passage of this resolution.\nselves\n\nconsider them¬\n\nSu\n\npp\n\nle\n\nme\n\nar\n\nEco\n\nnt\n\nics\n\nnom\n\nSye every community an honest study of its school budget.\nWe urge upon\nrv\nce\nWe remind those iwhom\nwe serve that the average emolument of physicians,\nlawyers, architects, of all those persons in charge of interests no more\nprecious than those in our care, is higher than formerly and is not being\nreduced. We condemn the attacks made upon school costs by uninformed\npersons, the intentions of whom are good ; by informed persons whose\n\n"}
{"page": 801, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n797\n\nintentions are bad, and by paid objectors who are concerned with their own\n\n4\n\nfine salaries more than with the good of the state. We believe that expen¬\nditure for public education is recognized by the best minds of the day as\nthe most generally profitable investment the nation can make. We hold\n.\n\nAVe commend\n\nthe Congress for its increasingly generous appropriations\nfor the Bureau of Education pending the establishment of a Federal De¬\npartment of Education.\n\n3\n\n.\n\n7\n\nthat failure to pay good wages for educational service is failing in securing\nthe best results.\n\n.\n\nWe reiterate our belief that\nthe public schools shall offer no lodgment\nPr\nop\nfor literature of the propaganda\nag type, nor any encouragement to speakers\nSup\np\nan through contacts with school children.\nort to spread\nwho have propaganda\nof t\nd\nhe our a schools against the insidious wiles of all\nWe pledge ourselves to protect\nFed\neral\n\nBur through misuse of school pub¬\nseek to serve private ends\neau\n\nagencies which\nlicity.\n\nWe endorse present legislation restricting the flood of unassimilable im¬\nmigration, whose only effect is to lower American standards of living,\nAmerican wage rates, and American ideals. We pledge our support to\nany legislation having for its object the maintenance of a thoroughly re¬\nstricted immigration, and a close enforcement of such restrictions.\nRe\n\nst\n\nri\n\nct\n\neId\nAA7e affirm our\nmm belief that an equitable and actuarially sound teacher\nretirement system igis essential to the best interests of the nation and we\nr\ntherefore recommend atia thorough study of such retirement program by all\non\npersons interested in education.\n\ndesire to express to the good people of Cleveland, to its municipal\nApp\n\nWe\n\niat\n\nrec\n\nadministration, and especially to Superintendent R. G. Jones and his co¬\nworkers in the schools of this city our appreciation of their endeavors to\nTe make of this convention a successful event and to convey to all of them our\nac\nheartiest\nthanks for their assistance.\nhe\nion\n\nrs\nRe\n\nti\n\nre\n\nme\n\nOu\n\nnFt\nun our satisfaction with the w'ork of our officers, committees, and\nWe record\nds\npermanent staff, who have conducted the business of the department with\n\nOw\nr\n\nfidelity, intelligence, and efficiency. Especially do we\n\nurge and commend\n\ne\n\npl\nPeo\nn\n\n"}
{"page": 802, "printed_page": null, "text": "National\n\n798\n\nEducation\n\nAssociation\n\nthe continuance of studies having for their object the elimination of waste\nin school procedure, the introduction of more successful methods of teach¬\ning and the realization of the important aims embodied in these resolutions.\n19. Conclusion\n\nContinuing in the public employ with intent to serve our country to\nthe best of our ability, convinced that no line of national activity is of more\nimportance, we pledge ourselves to the support of these resolutions and to\na fearless, energetic conduct and defense of the public school system to the\nend that it may approach to the peerless consummation visioned by its\nfounders.\n\nREPORT\nM. G. CLARK,\n\nOF\n\nCOMMITTEE\n\nCHAIRMAN,\n\nON\n\nSUPERINTENDENT\n\nLAY\n\nOF\n\nRELATIONS\n\nSCHOOLS,\n\nSIOUX\n\nCITY,\n\nIOWA\n\nThe report of your Committee on Lay Relations is the baby report of the\nstanding committees of the Department. It is a committee which was\ncreated at the last meeting of the Department, looking toward certain\ndefinite problems that needed to be solved.\nThe story is told of a young physician just out of his interneship, who\nwas called upon to treat a boil. He had never had experience in treating\nboils. He had had quite a lot of experience in treating burns; consequently,\nhe burned the boil, in order that he might treat it scientifically.\nYour Committee on Lay Relations is attempting to solve the problems\nthat have been placed before them in such a way that they will neither burn\nthe boil nor boil the burn. They have had no glorious history of the past\nto maintain. They have had no precedents toward which they could look.\nConsequently, they have approached their work with an open mind feeling\nthat the most necessary thing, perhaps, that they could do this year was to\nstudy the situation and make a report which would look toward more\nscientific reports in the future.\nThe instructions which were given to this Committee a year ago at this\nconvention were that:\nFirst: They\n\nwere\n\nto examine\n\ninto the purposes and merits of various\n\nlay groups, seeking recognition of the Department, and to report such\nof these organizations as they approved to the Executive Committee for\ntheir consideration.\nSecond : They\n\nwere\n\nto establish a working\n\ncooperation between the Department\nzations.\nBefore this Committee\n\nbasis of understanding\n\nand\n\nand approved and accepted lay organi¬\n\nmet the chairman\n\nof the Committee\n\nreceived a\n\nletter from the President of the Association in which there was a paragraph\nwhich read as follows:\n\n"}
{"page": 803, "printed_page": null, "text": "Department\n\nof\n\n799\n\nSuperintendence\n\nIt is the responsibility of the Committee on Lay Relations to take under con¬\nsideration, and make definite recommendations, to the Executive Committee of the\nDepartment, of which the President is ex-officio chairman. Without a definite\nrecommendation from the Committee on Lay Relations the Executive Committee\nwill simply refer the same back again to the Committee on Lay Relations for\nfurther consideration.\n\nIt is understood, therefore, by the Department\n\nthat the work\n\nof the\n\nCommittee on Lay Relations is to be reported to the Executive Commit¬\ntee as the recommendations of the Lay Relations Committee but that\nthe legality of their report is not established until it is acted upon by the\nExecutive Committee and passed on through their channels.\nSome of the work that has come up to the committee has embraced\nconsideration of the following organizations that have asked for certain\nrecognitions, or certain recommendations concerning their work :\nThe Junior Red Cross\nRadio Broadcasting\n\nAeronautics\nVisual Education\n\nShort-Wave\n\nCalendar\n\nBroadcasting\n\nSimplification\n\nAll of these requests have been very carefully studied by the committee,\nand I might say most of them have been sympathetically studied by the\ncommittee, but because of the ignorance of the committee, or the lack of\ninformation up to the present time, the committee has felt that it was not\njustified in making definite recommendations concerning the requests of\nany of these organizations. As a result, they have said to the Executive\nCommittee:\n\n“We\n\nrecommend\n\nthat these matters\n\nshall be reserved for\n\nfurther study, further investigation, and further report.”\nOther problems that were brought to this committee were problems\nwith which you are all conversant and which most of you spend quite\na bit of time talking about in the lobbies. There were problems on the\nconduct of this meeting. The committee spent much time upon these\nproblems. They have made certain definite recommendations to the Execu¬\ntive Committee and through the Executive Committee, when it makes its\nreport, you will find in the printed proceedings of the Department the results\nof the recommendations of this committee along those lines.\nThere were also requests brought before the Committee on Lay Relations\nfor affiliation of the following organizations:\nNational\n\nCouncil\n\nof Supervisors\n\nof Nature\n\nStudy\n\nNational Association for the Study of the Platoon\nOrganization\nA Department of Classroom Teachers\nNational\n\nAcademy\n\nof Visual\n\nand\n\nGardening\n\nor Work-Study\n\nPlan of School\n\nInstruction\n\nAll these matters have been carefully studied, reports have been made to\nthe Executive Committee and their action will be taken upon the report\nof the Committee on Lay Relations.\nFinally, I may say that it has seemed to be the consensus of opinion of\nthe committee during its two full days of conference that much care needs\n\n"}
{"page": 804, "printed_page": null, "text": "800\n\nNational\n\nEducation\n\nAssociation\n\nto be exercised that the purposes of the Department itself be not defeated\nby the extraneous and multitudinous interests and activities with which the\nDepartment meeting is becoming surrounded.\nThe committee has made definite recommendations, therefore, so that\n\nthe Department shall seek to avoid further complications of organiza¬\ntion, that it very carefully study its present affiliated groups and seek\npossible simplifications and eliminations to the end that the Department\nitself may be assured of its own place in the annual convention week.\nREPORT\nW.\n\nE. GIVENS,\n\nYour\n\nOF\n\nCHAIRMAN,\n\nAUDITING\n\nCOMMITTEE\n\nSUPERINTENDENT\n\nAuditing Committee\n\nOF\n\nSCHOOLS,\n\nfor the Department\n\nOAKLAND,\n\nCAL.\n\nof Superintendence,\n\nfor\n\nthe year 1928, respectfully reports as follows: All the usual books, vouch¬\ners, bank deposits, records and statements kept by Mr. S. D. Shankland were\nchecked.\nTotal receipts for 1928, $53,283.23. This includes $9374.68 from 1927.\nDisbursements for 1928, $40,050.84.\nBalance on hand as of January 15, 1929, $13,232.37.\nYour committee learned that all the business of the National Education\nAssociation is audited each year in June by a New York City firm of wellknown auditors and because of the fact that the accounts of the Department\nof Superintendence are covered by that audit the Committee respectfully\nrecommends that in the future the Department accept that audit and do\naway with the Auditing Committee\nREPORT\n\nOF\n\nand its report as now\n\nCOMMITTEE\n\nON\n\nRESEARCH\nRANDALL\n\nJ. CONDON,\n\nCHAIRMAN,\n\nMILLION\n\ngiven.\nDOLLAR\n\nFUND\nSUPERINTENDENT\n\nCINCINNATI,\n\nOF\n\nSCHOOLS,\n\nOHIO\n\nWe, the committee appointed to consider a plan and propose a method\nfor creating a fund that should yield an annual income sufficient to enable\nthe department to carry forward its great studies in education upon a\nnation-wide basis for the benefit of the schools of the nation, make this\nrecommendation : That the plans proposed, if approved by the depart¬\nment, be given to the Executive Committee and they be authorized to\nwork out the necessary details to carry it into effect.\nI thought that the work of this committee was done when we had\nturned it over to the Executive Committee, but their comeback was that\nthey insisted the committee should remain to carry out, and to carry into\neffect, whatever plans might be devised.\nWhen a letter was sent out to all members of the department, by Mr.\nShankland, under date of January 12, we had in it this sentence: “We\nhope to be able to report at the Cleveland meeting that the $1,000,000\nfund is in sight.”\n\n"}
{"page": 805, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n801\n\nI am ready today to make that report. The $1,000,000 fund is in sight\nbut not to such a large extent that it needs to obscure our vision to the\nfact that there is a great deal more to be done.\nThose of you who received that letter didn’t suppose that the committee\nwas so simple as to expect that 3648 members would sign pledge cards to\nthe extent of $250, to be paid in $50 annual installments and that all wewould have to do would be to say that the committee now had only\n$75,000 to raise and the job would be over.\nI take great satisfaction in reporting that today there is on hand in this\nfund $10,000 as the result of that appeal. The pledges are still coming\nin. Since this meeting assembled the Kappa Phi Kappa, educational fra¬\nternity, has pledged $250. I have received the report only yesterday that\nthe Yonkers Parent-Teacher Federation has agreed to underwrite\namount of the fund that should come from Yonkers.\n\nthe\n\nJust before I came to this meeting this morning a confidential and ad¬\nvance report was placed in my hand. I am at liberty to refer to it but I\ncannot give out the information in any sense for publication. It refers to\na plan by which the great engineering societies of this country are to raise\nan endowment of $7,000,000, $5,000,000 of which is to be used for research\nand $2,000,000 for their libraries. They set forth as one of their objectives\nthis, “for the furtherance of research in science and in engineering, or for\nthe advancement in any other manner of the profession of engineering, and\nthe good of mankind.”\nIf it is necessary for the engineering societies of this country to raise\n$5,000,000 to advance the welfare of mankind through engineering, it cer¬\ntainly is even more incumbent on this department, representing the millions\nof children and the millions of teachers, to raise the modest sum of $1,000,000 that shall produce an income enabling us to make those studies which\nshall make for the welfare of mankind.\nWe have embarked on this undertaking and we propose to see it through.\nThere is to be no letup in our plans or our efforts until the fund has been\naccomplished. It may take one year, or it may take ten, but in the end\nthere shall be $1,000,000 to the credit of this department that shall pro¬\nduce an income to enable us for all time to come to carry forward those\ngreat studies in administration of education that shall redound\nfare of the schools of this country.\n\nto the wel¬\n\nThis great engineering society sent a representative to me\n\nthis morning\n\nwho said, “We are glad to have you know of our plans, and we will be\nglad to assist you in any way we can by advice or otherwise, to bring this\nto pass. We believe it is of the greatest importance that the educational\nforces of this country should have at their disposal a fund for the study of\nthe problems of education as we are proposing to study the problems of\nengineering.”\nWe closed our report last year by saying, after paying our tribute to the\nclassroom teachers and to the principals and their association, for carrying\non their studies: “We\n\njoin with them in this great movement,\n\nin this study\n\n"}
{"page": 806, "printed_page": null, "text": "802\n\nNational\n\nEducation\n\nAssociation\n\nof our common and special problems, a study that shall make a pioneer pro¬\nfession of education and that shall make of every teacher, principal and\nsuperintendent, a workman that needeth not to be ashamed.”\nThis is a task that we have undertaken and we shall stay by it until it is\nrealized. The Executive Committee and the committee appointed by the\n• Executive Committee for this task are now considering plans and have been\nconsidering them. Parent-teachers associations, friends of education, super¬\nintendents themselves, and other school people are to be the sources of\nsmall subscriptions. We assume that it would not be a great task to go out\nto some of the great foundations or the great sources of wealth and secure\nthe funds. We do not believe it should be done in that way. We want to\nbe entirely independent of even any implied obligation to any source or\ninfluence outside of our own profession for the production of the funds that\nshall enable us to do this democratic piece of educational work.\nA proposal has been made\n\nand so that it may become effective, if it shall\n\nseem wise, I give notice this morning\n\nof an- amendment\n\nto the constitution\n\nto create an additional class of members called “life members” and with the\nthought that the payment of $100 for life membership in this department\nno other annual contributions shall be made. This may be paid in five or\neven in ten instalments. A payment by any superintendent of $100 over a\nseries of annual payments constitutes life membership, and that sum should\ngo into this endowment fund, or research foundation, and any superintend¬\nent who, through his local parent-teacher association, or other association\nof friends, is enabled to contribute $250, even though it may not be given\nby himself, shall also be constituted a life member of this association.\nThese are the forms of the amendment that I propose today so that they\nmay be considered for one year and so that they may be taken up at the\nbusiness meeting next year for consideration. I will put the amendments\ninto the written form provided by the constitution so that they may come\nup legally for consideration at that time.\nOne man said to me yesterday, “I believe heart and soul in what you are\ndoing. I haven’t a great amount of funds at my disposal but I do believe\nthat I could get one commencement address a year at $50 and I would\nmake that contribution to this research fund.”\nIf any of you men know of high schools or colleges that need commence¬\nment addresses, go out and give those addresses and charge $100, keep $50\nfor yourselves and put $50 into the pot to carry on the study of research\nin education.\nAny form by which we can make the contribution through the years to\nbuild up this great fund is all right. When this task is completed you and\nI will know that in the years ahead there will be a fund, a sure fund, avail¬\nable to enable the Department of Superintendence to study its own job, to\nstudy the problems of public school administration and annually make those\ncontributions that shall redound to the welfare of the public schools of\nAmerica.\n\n"}
{"page": 807, "printed_page": null, "text": "The\n\nDepartment\n\nof Supervisors\nof Instruction\n\nand Directors\n\n"}
{"page": 808, "printed_page": null, "text": "The department of supervisors and directors\nof\n\ninstruction\n\nwas\n\ncreated\n\nby\n\nthe\n\nBoard\n\nof\n\nDirectors at its meeting in Minneapolis, July 4,\n1928. The Board of Directors took the following\naction as shown by its minutes : President Adair in¬\nformed the Board of Directors that requests had\nbeen made for a Department of Supervisors and Di¬\nrectors of Instruction ; that the necessity for such a\ndepartment had been substantiated by much data\nand that the department had complied with all the\nnecessary rules for its creation. Mr. Rogers moved\nthat a Department of Supervisors and Directors of\nInstruction be created. The motion was seconded\nand carried. It was then declared that the new de¬\npartment had been duly created. The officers for\nthe year 1929-30 are: President , Frank M. Under¬\nwood, District Superintendent of Schools, St. Louis,\nMo. ; First Vicepresident, Elizabeth Hall, Assistant\nSuperintendent of Schools, Minneapolis, Minn. ; Sec¬\nond Vicepresident, Jessie McLean, Teacher, Central\nState Teachers College, Mt. Pleasant, Mich. ; Secre¬\ntary-Treasurer, James F. Hosic, Professor of Edu¬\ncation, Teachers College, Columbia University, New\nYork City; Executive Committee, the officers named\nabove, and William H. Burton, Associate Professor\nof Education, University of Chicago, Chicago,\nIll.; Worth McClure, Assistant Superintendent of\nSchools, Seattle, Wash.; Mabel E. Simpson, Director\nof Elementary Grades and Kindergartens, Roch¬\nester, N. Y. Facts relating to the establishment of\nthis Department and the record of its meeting may\nbe found in the 1928 volume of Proceedings, p 831832.\n\n[ 804]\n\n"}
{"page": 809, "printed_page": null, "text": "AIMS\n\nAND PURPOSES OF THE DEPARTMENT OF SUPER¬\nVISORS AND DIRECTORS OF INSTRUCTION\n\nMARY\n\nA.\n\nS. MUGANj\n\nASSISTANT\nFALL\n\nSUPERINTENDENT\n\nRIVER,\n\nOF\n\nSCHOOLS,\n\nMASS.\n\nEight years ago, during the ses ion of the Department of Superintend¬\n\nence at Atlantic City, Dr. James F. Hosic, the inspired founder of\nthis organization, called a meeting of educators who had an especial\ninterest in supervision. At this first meeting Dr. Hosic emphasized the fact\nthat there was a dearth of literature on the subject of supervision. If one\nconsulted catalogs of educational publications, many books and articles on\nadministration would be found ; but with the exception of Dr. William\nBurton’s pioneer volume and a few other noteworthy treatises, there was\nvery little published material on this important phase of educational activi¬\nties. We are aware, of course, that in the last six years, several important\nstudies in the field of supervision have been published.\nMoreover, it was pointed out, there was no national organization, no\nassociation of comprehensive scope which had for its purpose the study of\nthe problems of supervision and of supervisors.\nThus out of a recognized need, this organization known, at first, as\n“The National Conference of Educational Method” had its inception and\nlater development. From the beginning the voice of the organization was\nthe magazine called The Journal of Educational Method which had\non its cover, directly under the title, the phrase, “Devoted to the Improve¬\nment of Teaching and Supervision.” This Journal has kept up a high\nstandard and has contained each month articles by successful and progres¬\nsive educators — articles that are among the most vitally valuable and help¬\nful contributions that are available.\nThere has been ample proof that the organization filled an important\nplace in the educational world :\n\nprogress\n\nin the various\n\nive\n\nthe board\n\nfields of school work.\n\nof directors\n\n.\n\non outstan\nwhich were well attended because there were always live addresse\nding\ns\nas well as\nMany of these address\nand supervi\nof supervi\nproblem\nes,\nsion\nsors.\ns\nMethod , are in constant\nin The Journal of Educati\nother articles publish\ned\nonal\nand in other centers for the professi\nuse in the classes of schools of educati\non\nonal\nof teachers\nimprove\n.\nment\npaid subscri\n\nptions\n\nciation, which\n\nto its magazin\n\ne.\n\naction gives it, of course, increas\n\ned\n\nprestig\n\ne\n\nand\n\nscope.\n\nThe name was changed from “The National Conference of Educational\nMethod” to “The Department of Supervisors and Directors of Instruc[ 805 ]\n\n"}
{"page": 810, "printed_page": null, "text": "806\n\nNational\n\nEducation\n\nAssociation\n\ntion.” The title of the magazine was changed from The Journal of Edu¬\n\ncational Method to Educational Metho-d.\n\nAs this association progressed, certain aims and purposes developed of\nwhich the following have been the most noteworthy:\n1. Efforts should be made to include in its membership as many educators as\npossible who are actively engaged in supervisory activities or who are students\nof supervision.\n2. The meetings planned to be held at the summer and winter meeting of the\nNational Education Association should be addressed by speakers of recognized\nability and success who would have real and memorable contributions to give to\nthe members of this organization.\n3. The magazine, the voice of this organization, should be one of the mediums\nthrough which inspiration and practical help, in accord with the genuinely progres¬\nsive educational ideas on teaching and supervision might be disseminated.\n4. Committees should be appointed who would devote themselves to research on\nsignificant phases of supervision and on the activities of supervisors, — the results\nof these researches to be published in yearbooks. Two important yearbooks have\nalready been published.\n5. Supervisors of special subjects, such as music, drawing, penmanship, and the\nlike, should be encouraged to join the organization with the expectation of getting\nworthwhile assistance and the opportunity for exchange of ideas. One session of\nthe semi-annual\nsubjects.\n\nmeetings\n\nshould\n\ninclude\n\naddresses\n\nby\n\nsupervisors\n\nof\n\nspecial\n\n6. In general, this department aims to devote all its energies to finding solu¬\ntions for the problems of supervision, so that supervisors may be increasingly\ninfluential and expert in bringing about the improvement of teaching procedures.\nNaturally the final goal is the reaping of better schools for the children, whose\ngrowth and development are the joy, as well as the responsibility of this farreaching work of supervision.\n\nPROBLEMS OF SUPERVISORS FROM THE POINT OF VIEW\nOF THE DIRECTOR OF RESEARCH— ABSTRACT\nHAROLD\n\nH.\n\nBIXLER,\n\nDIRECTOR,\n\nTESTING\n\nAND\n\nGUIDANCE,\n\nATLANTA,\n\nGA.\n\nIf one looks at the outstanding problems of supervisors from any point\nof view, he is apt to discover that adequate preparation for the job is para¬\nmount. Let us consider some of the phases of specialized preparation that\nthe supervisor should have. Reorganization of the curriculum is such a\npressing problem that every supervisor must give many hours of study to it.\nThe supervisor will wish to promote the concept of an activity program.\nThe curriculum will be centered more on the child than on subjectmatter.\nWhat else, then, shall be included in his preparation? From the point\nof view of the director of research, measurement is the next big problem that\nthe supervisor faces. Perhaps he may have expert assistance in the form\nof a research department or psychological clinic. Nevertheless, the super¬\nvisor must also have thorough preparation in the field of measurement, if\nhe is to use tests to the fullest extent.\nWhat, then, is the place of measurement in a progressive supervisory\nprogram? Let us first say that we are using the term, measurement , in a\nbroad sense. Such a measurement program may include the following:\n\n"}
{"page": 811, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n807\n\n1. Standard tests are widely used. If these results are to be of greatest value,\nthe scores must be in terms of a comparable unit. We believe that the grade score\nis the best unit. The grade or G score expresses the ability or achievement of\na pupil in terms of the ability or achievement of the average pupil of a given grade\nthroughout the nation. Grade scores are readily interpreted, both for purposes of\nclassification and diagnosis. A grade score of 2.6 means that the achievement of\nthe pupil is equivalent to that of the average second-grade pupil after six months\nof instruction. The grade score, therefore, is more meaningful to the average\nteacher than crude scores or age scores.\n2. The\n\nsecond phase of a well-rounded\n\nmeasurement\n\nprogram\n\nis practise mate¬\n\nrial or instructional tests. As Rugg and Shumaker point out in “The Child Cen¬\ntered School,” many of the progressive schools neglect this phase of measurement.\nIt seems certain that typical children cannot acquire skills, such as arithmetic,\nincidentally. When the need for number skill becomes evident, practise exercises\nshould be introduced. Admitting the need and place of practise material, an im¬\nportant consideration is the keeping of records. Individual record cards in the\nform of graphs are a valuable stimulus. Class graphs on the bulletin board are\nuseful incentives. The one moot question has to do with the kind of scores. Here\nagain, for comparative value, we strongly recommend G scores. The McCallCrabbs Standard Test Lessons in Reading are typical of this kind of practise\nmaterial, from which G scores are obtainable.\n3. This phase of an integrated measurement program is the informal or un¬\nstandardized test. This is the ordinary examination which the teacher prepares.\nAs teachers become acquainted with the technic of building and refining objective\ntests, this phase of measurement will assume a larger place in our thinking. It\nseems only reasonable that the supervisor and the director of research should\nassume joint responsibility for the construction of such informal tests as are needed\nfor the supervisory program.\nBut in addition to the use of informal tests for supervisory purposes, there is a\ndefinite place for the use of objective tests for teaching purposes. The multiplechoice, completion, and matching types of questions are excellent for the stimula¬\ntion of thinking and discussion. One word of caution is in order. The teacher\nuntrained in test technic is apt to build questions that test fact knowledge only.\nWe therefore must face the problem of educating teachers in the technic of con¬\nstructing new-type examinations.\n4. In an integrated measurement program we list ratings. Modern schools are\ngiving more attention to the development of personality, health habits, and social\nattitudes. We note a tendency to rate pupils on these traits and to report these\nratings on the report cards. By the same technic oulined above, ratings may be\ntransmuted into grade scores, if desired.\n\nPROBLEMS\nDANYLU\n\nBELSER,\nSTATE\n\nIN SUPERVISION— ABSTRACT\n\nDIRECTOR,\n\nDEPARTMENT\n\nSCHOOL\nOF\n\nAND\n\nEDUCATION,\n\nCOMMUNITY\nMONTGOMERY,\n\nORGANIZATION,\nALA.\n\nThis discussion of problems of supervision is from the point of view of\nan official cooperator or consultant interested in the promotion of a pro¬\ngram of education which includes parents and other citizens as well as\nchildren and teachers. No program is sound which does not include all\nof these. Throughout this country lay people are asking, “Why super¬\nvision? What is its purpose? What are its results?”\nThis constitutes the first and the age-old problem in any publicly sup¬\nported enterprise : The problem of interpreting the values of an institution\n\n"}
{"page": 812, "printed_page": null, "text": "808\n\nNational\n\nEducation\n\nAssociation\n\nor a practise to the people who pay for it. If you believe that any program\nof education should concern itself with its effect upon all of the people whom\nit is designed to serve, you will not question the people’s duty and right to\nbe informed.\nThe concept of education as the continuous development of the whole\nchild has strengthened in practise the relationship between home, school, and\ncommunity which for too long a time was a grudgingly accepted theory.\nWe may say that supervision is concerned with supplying leadership in\nthe development of a program of instruction which shall be able to measure\nits results, interpret its values, and continuously improve its technics. It\nexists in a service relationship to teaching, and its plan of work must con¬\nsider the most effective coordination and direction of forces for the im¬\nprovement of teaching.\nHow often we have agreed that it is necessary to begin with children\nand teachers where they are; that any purposeful program of supervision\nmust arise out of the situation ; that knowledge of the resources and diffi¬\nculties are basic to successful planning and yet how often have we narrowed\nour thinking to the four walls of the schoolroom without seeing them in\nrelation to the whole group of forces at work.\nThe supervisor and the teacher must together analyze the situation, dis¬\ncover the interests and activities which furnish promising leads in child\ndevelopment, consider them in relation to educational principles and values,\nand aid in realizing a finer cooperation of all forces. But how can they\nacquire this fund of information when they are already overburdened with\nmany and varied demands? Since this is a problem vital to the provision\nof good teaching, it is a problem in supervision.\nJust now the most feasible solution is the use of the visiting teacher\nmovement, the parent-teacher, or school and community organization plan,\nthe preschool movement, and the teacher-participation plan for curriculum\ndevelopment. These four forces offer contacts and cumulative records\nwhich if properly used will supply the needed information to the teacher\nand will provide an opportunity to interpret school progress and needs to\nthe people. The visiting-teacher is a social adjuster. She helps to bring\nhome and community into the school and to take the school more effectively\nto the home and the community. The parent-teacher movement brings to¬\ngether the human forces most vitally influencing child growth. The pre¬\nschool service focuses attention upon child-development in the most for¬\nmative period of his life and sends to the school records which make possible\ncontinuous growth toward integrated personality.\nThe teacher-participation phase for curriculum development demands\nresearch and experimentation which discover better ways of doing old\nthings and reveal new values for the program of education.\n\n"}
{"page": 813, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n809\n\nPROBLEMS OF SUPERVISORS\nSUPERVISOR OF RURAL\n\nAS SEEN BY THE COUNTY\nSCHOOLS— ABSTRACT\n\nHATTIE\n\nOF\n\nS. PARROTT,\n\nSTATE\n\nSUPERVISOR\n\nRURAL\n\nSCHOOLS,\n\nRALEIGH,\n\nN. C.\n\nThe real problems of the county supervisor are involved in the attain¬\nment of success or failure of the program on lines of work discussed below:\n1. In order to effectively plan to improve the work of a countywide system of\nschools, the supervisor must have clearly in mind three important things. First,\nshe must have definite detailed information as to the present status of the school\nsystem. Second, she must have in mind clear-cut and definite ideas as to the\nobjectives these schools should ultimately attain. Third, she should know the\nmeans by which she can gradually lead the schools in the attainment of these\nobjectives.\n2. The next problem which claims the attention of the county supervisor is that\nof building up and keeping in the county an efficient teaching staff. The major\nobjectives in building up and keeping a good corps of teachers in the system\nare: first, building up and setting standards; second, the proper selection and\nreplacement of teachers; and third, retaining the efficient teachers. In building\nup and setting standards, it is necessary to raise the standards of efficiency through\nraising the standard of teacher training. In the matter of selection and replace¬\nment the poor teachers should be replaced as rapidly as seems best for the good\nof the cause with teachers who are better trained. It is not believed to be a good\npolicy to demand experienced teachers only in any county system. The inexpe¬\nrienced well-trained teacher will give good service under proper guidance from\nthe supervisor.\n3. Quoting\n\nfrom\n\na report made\n\nby Miss Nettie E. Brogdon,\n\nCounty\n\nSchool Super¬\n\nvisor in Guilford County, N. C., “If the county supervisor is successful in keeping\nteachers up to their best she must keep herself up to maximum efficiency, physi¬\ncally, mentally, emotionally, socially, and professionally. Other important factors\nentering into the solution of the problem are (a) arranging the sort of supervisory\nprogram which gives the principals and teachers freedom and responsibility to\ndevelop initiative and encourages them to find and solve their own problems; (b)\na flexible program to the extent that provision is made for the individual needs\nof each school and teacher; (c) the organization of the program embodying\nagencies\n\nthrough\n\nwhich\n\nthe supervisor’s\n\nwork\n\nwill stimulate\n\nthe professional\n\ngrowth of teachers.”\n4. There is no supervisory activity that does not have its source, its incentive\nin the problem of promoting pupil growth. A study of the problem in a restricted\nsense necessitates considering it in two parts:\n(a) What should\n(b) Measurement\n\nbe done to promote\nof achievement.\n\npupil growth\n\n5. If the program of supervision is to be far-reaching there should be coopera¬\ntion between the supervisor and the following forces: The state department of\neducation, the superintendent of schools, the principals, the teachers, and the com¬\nmunity forces.\n6. In coordinating all separate schools into one unified county school system\nthe child must be kept as the center of interest — the preeminent integrating factor,\nand in so doing the individuality of each teacher and school must be considered.\nIn order that the whole school system may be a unit, all those who have to do with\nthe schools must be working toward the same objectives, mutually agreed upon.\n7. The problem of keeping on file adequate records of work done and results\naccomplished is regarded as one of the most important of all problems if provision\n\n"}
{"page": 814, "printed_page": null, "text": "810\n\nNational\n\nEducation\n\nAssociation\n\nfor steady and continuous progress is to be made. The materials in the files should\nbe those which will be of use to supervisors and superintendents in directing the\neducational program in the county. The materials will naturally fall into specific\ngroups. The main heads suggested are: (a) special county supervisory mate¬\nrials, (b) materials from sources outside of county. The best forms for records\nare those which are most quickly used and most easily interpreted.\n8. As an integral part of the year’s program the supervisor is working con¬\nsistently on the problem of keeping the people properly and adequately informed\nof work undertaken and results accomplished. The solution of this problem may\nentail work along three lines: (a) what people wrish to know, (b) what\nneed to know, and (c) means of getting information to the public.\n\npeople\n\nThese eight distinctive lines along which our county supervisors are work¬\ning are each and all essential elements in an adequate supervisory program\nfor county schools. In a state, largely rural, and with a progressive, de¬\nveloping program of school consolidation, building up the large type rural\nschool in large rural centers, the supervisory activities must be planned\nin close relationship to the administrative program for school improvement.\nThe preparation of the supervisor, her attitude toward rural life and\nrural education the scope of her vision in regard to meeting the needs of the\ncountywide situation, her ability, not only to recognize the relatively more\nimportant problems, but her power and ability to organize the detailed ac¬\ntivities of her work around these main problems, determine, more or less,\nher success in the field of county supervision.\n\nTHE\nLUELLA\n\nPROBLEMS\nCHAPMAN,\n\nOF\n\nTHE SUPERVISOR\nING-ABSTRACT\n\nDIRECTOR\n\nOF\n\nLEGE,\n\nPENMANSHIP,\n\nBUFFALO,\n\nOF\nSTATE\n\nHANDWRIT¬\nTEACHERS\n\nCOL¬\n\nN. Y.\n\nLet us consider the duties of the writing supervisor in the average public\nschool system. In an address before the National Association of Penman¬\nship Teachers and Supervisors convening at Chicago in 1928, Dr. Frank¬\nlin Bobbitt, of Chicago University, said:\nThe special supervisor will provide illumination to whoever in the system\nneeds it. It matters not whether it is superintendent or teachers, principal or\nschool board\n\nmembers\n\nwho\n\nare\n\nsuffering from\n\na darkened\n\nmind.\n\nThe\n\nsuper¬\n\nvisor’s job is equally to turn the light into all darkened places whether high or\nlow, as we usually phrase it, and thus provide vision all along the line which will\nget the things rightly done.\nThe special supervisor is not to give orders to anybody. He is to see that large\ndoses of his science are distributed in understandable form to everybody and then\nto have this science give the orders. He stands back and watches the science do\nits duty. When it does not, he sees that the doses are increased, and then still\nfurther increased until in the end it comes to function in the desired ways.\n\nTo proceed according to Dr. Bobbitt’s plan of supervision, the writing\nsupervisor must carefully and thoughtfully prepare a program for himself\nproviding for the following activities:\n\n"}
{"page": 815, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n811\n\n1. Stimulation\n\nof the interest and cooperation on the part of children, teachers,\nsupervisors, principals, administrators, and any others connected in any way with\nthe handwriting.\n2. Preparation\nof his school.\n\nof a course\n\nof study to meet\n\n3. Establishment\nschool.\n\nof standards\n\n4. Improvement\n\nin classroom\n\n5. General improvement\nexperimentation, etc.\n\nthe writing needs\n\nof achievement\n\nfor the grades\n\nof the children\n\nor groups\n\nof his\n\ninstruction.\n\nfor all through\n\ninvestigation,\n\nresearch,\n\nobservation,\n\nThe writing supervisor must make ample provision for teachers’ meet¬\nings and conferences. Great care and best thought must be exercised in\ntheir organization and administration to secure the cooperation and helpful\nattitude of the teachers. There must be a definite time and place set aside\nby the writing supervisor for office work.\n\nDuring\n\nthese hours his duties\n\nare many and varied — meeting with committees working upon such prob¬\nlems as course of study, writing scale, selection of material, etc.\nA new text on The Psychology of the Elementary School Subjects by\nReed, has a lengthy chapter on Handwriting. In the list of twenty refer¬\nences there are the names of many well known persons, but not one of\nthem is a writing teacher or supervisor of writing. While the chapter is\nvery good, it could carry more truth had the contributions of some writing\nsupervisors been included. Why weren’t they? Is it because the writing\nsupervisors have not given time and study to the scientific tabulation of the\nfindings of their investigation and experimentation? Or, is it because the\nwriters ignore those in the field of handwriting? Surely, there should be\ncooperation between the research workers and the writing supervisors if\nthe results are to be far-reaching and effective.\nDuring the coming year the National Association of Penmanship Teach¬\ners and Supervisors plans to more extensively investigate the problems of\nthe handwriting field. A committee has recently been appointed to study\nthe principles of curriculum construction now in use in the public schools.\nIt appears that many schools are building their courses around the subjectmatter, such as drills, rather than around the child and his need for a\nwriting process — a process consisting of a relaxed easy position ; and a\nmovement of speed and rhythm to apply to accurately visualized letter\nforms. The different committees of the Association have already accom¬\nplished considerable in the way of investigation. All available handwriting\nbibliography has been listed and published. A survey of the normal schools\nshows that the majority of them give some kind of a course in muscular\nmovement writing. Since so many supervisors say that the matter of com¬\npetent teachers is their greatest problem, it will be well to investigate these\ncourses in regard to objectives, standards, content, and time; as well as the\npreparation, experience, and purpose of the instructors. From the infor¬\nmation secured a report should be accurately prepared in which results are\nshown, comparisons made, conclusions drawn, and recommendations given\nfor improvement.\n\nThe\n\nwriting supervisors have the responsibility of pre-\n\n"}
{"page": 816, "printed_page": null, "text": "812\n\nNational\n\nEducation\n\nsenting this report in a manner\n\nAssociation\n\nthat will attract, interest, and instruct those\n\nin charge of the teacher-training institutions as well as the superintendents\nof public schools.\n\nTHE\nW.\n\nPROBLEMS\n\nP. TWADDELL,\n\nOF THE\n\nSUPERVISOR\n\nOF\n\nMUSIC\n\nSUPERVISOR— ABSTRACT\n\nMUSIC,\n\nPUBLIC\n\nSCHOOLS,\n\nDURHAM,\n\nN.\n\nC.\n\nTaking for granted an efficient teaching force and adequate equipment,\nI wish that your attention may be centered for a few minutes upon :\n(1) The\n\nproblems\n\nof time allotment in the elementary\n\nyears;\n\n(2) The\n\nproblem\n\nof individual differences in pupils of the grammar grades and the junior highschool years who follow required music courses; (3) The problem of schedules\nfor elective courses in junior and senior high-school years.\n\nLet us take the Public School Music\n\nsituation in Durham\n\nfor instance:\n\nThe North Carolina law requires a minimum of seventy-five minutes per\nweek. Music is called a half-time subject. In our schools it shares with\nart the half hour daily alloted to a fulltime subject. As our schools are\noperated upon a modified platoon basis, this means that at a certain time\nduring the day the class goes to either the music or art room. This results\nin five music periods — of thirty minutes duration each — every two weeks.\nDurham is an industrial center ; many of the children from the less privi¬\nleged sections have had very limited musical experiences at home. Up to\nvery recent years it was a common experience with the teachers in at least\ntwo of our elementary schools to find among the first year children several\nwho had never even heard a phonographic reproduction of music. At best\nthe musical experience of our children is extremely limited. It is the\ntendency of the administration to recognize the condition of impoverished\nexperience in English and other subjects, but rarely is music seriously con¬\nsidered when the need for a more generous time allotment is suggested.\nWhat would we expect of a child if during the first years of school but\none-half hour every day was alloted to reading, writing, spelling, literature,\nand other language experiences?\nSecond, may I ask you to consider the matter of individual differences\nand the lack of musically homogeneous grouping, especially in the fifth,\nsixth, and seventh grades where socalled fifth, sixth, and seventh grade\nmusic is required to be taught. Dr. Kwalwasser pertinently states:\nOur present method of administering music on a grade basis is an absurdity,\nand the grade designation an illusion. . . . To teach a socalled eighth grade\n\nsocalled eighth-grade music is to ignore individual differences, waste time, dis¬\ncourage the inferior, retard the superior, and to contribute generally to more and\nmore maladjustment.\n\nWe must strive to find a way to make provision for the vast range of\nindividual differences, especially in the upper grades and junior high school\nwhere a more or less definite course of material to be covered is required.\n\n"}
{"page": 817, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n813\n\nThe problem of homogeneous groups largely disappears in the elective\ncourses of the junior and senior high school. But another arises: The\nadjustment of schedule that the talented and interested pupil may have\nthe opportunity to grow in musical experience and skill. Where, especially\nin the small and medium sized high school, the required courses take so\nlarge a part of the student’s time and where, even though he may have open\nperiods for the desired music courses, the schedule brings the elected course\ninto conflict with the required course, it is practically impossible for him\nto take advantage of the course so much desired.\nWe can never estimate what the world has lost in undiscovered talent be¬\ncause of just this; nor can we know how much of future satisfaction and\njoy and fullness of living this condition is now costing thousands in our\nhigh schools.\n\nNEXT STEPS IN SUPERVISION — FROM THE STANDPOINT\nOF THE ELEMENTARY SUPERVISOR— ABSTRACT\nJULIA\n\nLETHELD\n\nHAHN,\n\nDIRECTOR\n\nGRADES,\n\nThe steps in a modern\n\nSAN\n\nOF\n\nKINDERGARTEN\n\nFRANCISCO,\n\nsupervisory program\n\nAND\n\nPRIMARY\n\nCALIF.\n\nare :\n\n1. Presentation of the point of view of modern education.\n2. Demonstrations of changed procedures followed by discussion.\n3. Provision for furniture, equipment, and supplies to meet changed\n4. Stimulating\ntailed or petty.\n5. Appreciation\nchildren.\n\nleadership — objective professional\nof initiative and\n\nindividual\n\ncriticism, broad\n\nthinking\n\nin teachers\n\nSupervision can go no faster than the teachers can understand\nciate, but supervision must:\n\nand\n\nneeds.\nnot de¬\n\nas well\n\nas\n\nand appre¬\n\n1. Set up right procedures for teachers to see.\n2. Make them conscious of problems they may help to solve.\n\nThe steps ahead in elementary supervision are:\n1. Continuity of progress throughout the elementary school based upon the same\nprinciples with procedures varied to meet the needs of ability levels.\n2. Constant classroom studies growing out of the needs of a modern program.\n3. Unity of supervision which provides unity in the educational development\nof little children.\n\nWe must be willing to admit that modern education is different in some\nways and do something about it. We must realize that a different kind of\nevaluation has to be made of the results of a program of work which has\nas its ideals initiative, independent thinking, and cooperation ; and, most\nimportant of all, teachers must be inspired to help solve the problems of\nmodern education and to grow even as much as the children.\n\n"}
{"page": 818, "printed_page": null, "text": "814\n\nNational\n\nEducation\n\nAssociation\n\nNEXT STEPS IN SUPERVISION— FROM THE STANDPOINT\nOF THE ELEMENTARY SCHOOL PRINCIPAL— ABSTRACT\nARTHUR\n\nS. GIST,\n\nPRINCIPAL,\nSAN\n\nTRAINING\n\nSCHOOL,\n\nFRANCISCO,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nCALIF.\n\nFrom the standpoint of the elementary school principal, there seem to\nbe several important tendencies in supervision. The most important are\nas follows:\nof the aims, technics, and\n\n1. Clear-cut\nvision.\n\nconceptions\n\n2. Adequate\nvisory duties.\n3. Thorough\n\nallocation of functions\n\namong\n\nultimate\n\nthe various\n\nresults of super¬\n\nofficials having\n\nsuper¬\n\ntraining for supervision, both the preservice type and the inservice\n\ntype.\n4. Intelligent and sympathetic\nin such undertakings.\n\nrecognition of the major human\n\nproblems\n\ninvolved\n\n5. The coordination of all plans, purposes, and functions in one administrative\ndepartment, that each official may render the highest type of service possible in\nhis field.\n\nI shall treat only the last-mentioned phase of this question, that of coordina¬\ntion. To secure some idea of the attitude of the principals of the country to¬\nward their functions in supervision, and in administration, and their relation¬\nships toward the supervisors in such duties, a questionnaire study was sent\nto 142 principals in various parts of the country.\nThis study seems to indicate several tendencies in the organization and\nadministration of supervision.\n1. The\n\ntendency\n\nto lessen if not eliminate\n\nall the administrative\n\nspecial supervisor in the schools, and for the principal to assume\nsibilities in his own school.\n\nduties of the\n\nthe major\n\nrespon¬\n\n2. A tendency to increase the responsibility of the principal in supervision.\n3. A tendency to regard the supervisor as a consulting expert to assist the\nteacher and the principal in the solution of the problems.\n4. A tendency to study local problems in advance of the visit of the super¬\nvisor that she might function to the best advantage.\n5. A very decided tendency to lessen the questioning of authority, shirking of\nresponsibilities, and of indications of petty jealousies.\n6. A tendency to recognize common aims and purposes in securing higher\nstandards of attainment.\n\nNEXT STEPS IN SUPERVISION— FROM THE STANDPOINT\nOF THE SUPERVISOR OF RURAL SCHOOLS— ABSTRACT\nI. JEWELL\n\nSIMPSON,\n\nASSISTANT\n\nELEMENTARY\n\nSTATE\n\nSUPERINTENDENT\n\nEDUCATION,\n\nBALTIMORE,\n\nIN CHARGE\n\nOF\n\nMD.\n\nSupervision has already made several important advances from the\npoint of view expressed by the much quoted superintendent of 1917 who\ndeclared that “the business of a supervisor is to cast a genial influence over\nhis schools but otherwise not to interfere with the work.” From that\n\n"}
{"page": 819, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n815\n\npoint the ideal of supervision has advanced through the stages of mere\ninspection, petty dictation, a more or less casual rating of teachers, to that\nof progressive leadership. What are the steps which will make this leader¬\nship effective? I have six suggestions which, in my opinion, will make the\nprofessional leadership of the supervisor more potent:\n1. We need to work toward a type of supervision that is more truly scientific in\nthought and in practise.\n2. We need to work toward a. type of supervision that is more truly cooperative\nin thought and in practise.\n3. We need to continue our efforts to measure objectively the outcomes of\nsupervision and to determine what constitutes real evidence as to the value of\nsupervision.\n4. In order to acquire a better understanding of the relationships of the child,\nthe curriculum, and society, those supervisors who are termed “general super¬\nvisors” need a more thorough knowledge and appreciation of the rich content\nof the social studies.\n5. A coherent organization with strict definition of function and careful alloca¬\ntion of duty is necessary if supervision is to operate without undue waste.\n6. There is need for further recognition of the fact that the basic principles and\nprocedures of supervision are the same whether in the rural school or the urban\nschool ; in kindergarten, grade school, high school, or college.\n\nA BALANCED\nJAMES\n\nF. HOSIC,\n\nPROFESSOR\n\nPROGRAM\n\nIN SUPERVISION\n\nOF\n\nTEACHERS\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nCOLLEGE,\n\nCOLUMBIA\n\nCITY\n\nThe creation by the directors of the National Education Association of\na department for supervisors and directors of instruction is an important\nevent. It rounds out the plan of the parent organization for a series of\nmajor divisions, representing the chief functions provided for in our scheme\nof public education. Something, moreover, of what the departments\nfor principals have done for those officers this new department may do for\nthe members of the superintendent’s staff who are concerned primarily\nwith the development of a successful program of educative activities rather\nthan with business management.\nAs a matter of fact, the group that forms the department of super¬\nvisors was organized in Atlantic City in February, 1921. Bearing first\nthe name, “National Conference on Educational Method,” this group\nadopted a new name and a new constitution in Cambridge at the annual\nmeeting about a year ago, and it required little adjustment to make organic\nunion with the National Education Association possible. This group has\nbehind it, therefore, eight years of achievement; it has maintained from\nthe first a magazine of national circulation ; it has published two year¬\nbooks; and it has an active membership of about a thousand, with members\nin every state, belonging to state, county, and city educational offices.\nThe department of supervisors, therefore, begins full-fledged. It already\nexerts wide influence and is in a position to attain to much more. With\nthe opportunity comes obviously a commensurate responsibility. What\n\n"}
{"page": 820, "printed_page": null, "text": "816\n\nNational\n\nEducation\n\nAssociation\n\nsort of program shall this organization map out for itself? First of\nall, the department should recognize that it has a definite field and remain\nwithin it. Several other groups are at present wandering about, over¬\nlapping the territory legitimately belonging to others, because of an initial\nfailure to limit their aims. Our group need fall into no such difficulty.\nWe are interested in the problems of supervisors — all the problems of\nsupervisors — and our meetings and studies should have to do with these\nproblems.\nIn the second place, in order to cultivate our field properly, this depart¬\nment should plan and carry out a balanced program and should urge on\nour members the importance of balance and eclecticism in their own work.\nThere is even* reason for doing so at this time. Devotees of new depar¬\ntures in education were never so numerous as now. Each has a different,\nall-inclusive solution; all are partly right. The Department of Super¬\nvisors and Directors of Instruction will perform its highest service in\nproviding opportunity for a sympathetic hearing and for frank criticism\nof new proposals of interest to supervisors. It will do well to avoid allying\nitself with any single aspect of reform as well as coming to represent the\nviews of any single reformer.\nAmong the factors that we shall need to keep in balance, four may be\nsingled out for special mention: (1) the theory of functions, (2) organi¬\nzation, (3) technic, and (4) preparation for the work. We will consider\neach of these factors in turn.\n1. So much has been said of late about democracy in management and\nparticipation of everybody in all that goes on that a certain confusion of\nideas has resulted. Being considerate and tactful and acting as a leader\nof a democratic group are not synonymous. Supervisors should always\nrespect the personalities of the teachers and principals with whom they\ndeal ; but they should not give the impression that decisions as to what is\nto be done in the schools rest wholly with the rank and file. The com¬\nmunity establishes schools and selects boards of education to maintain\nthem. Boards choose superintendents and superintendents choose super¬\nvisors, principals, and teachers, subject to the approval of said boards. Those\nwho accept appointment thereby become the servants of the public and in\nthe last analysis are under obligation to give the public what it wants.\nWithin\n\nlimits the groups with which\n\nsupervisors have to deal may decide\n\nfor themselves what they will do and how\n\nthey will do it. Beyond\n\nthose\n\nlimits they must simply obey instructions. No good can come from pre¬\ntending otherwise.\nThis means that the supervisor is both a director and a leader. In part\nhis task is really a sort of salesmanship ; he must try to make people want\nto do what he knows they ought to do. In part he is a sort of chairman\nof a deliberative body and an expert consultant and adviser. In every¬\nthing he should exemplify the modern conception of cooperation. Direction\nand leadership — these are two aspects of the function of supervision that\nmust be kept in balance.\n\n"}
{"page": 821, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n817\n\nA second aspect is that of proper relative emphasis on individual and\ngroup\n\naims.\n\nSupervision, like teaching, in this country was in the first\n\nstages purely individual. With the growth of interest in social psycholog}’\nand its applications to education, however, has come the conception of\ngroup development, of building up not merely individuals as individuals\nhut also groups as groups. This has brought about in turn a decided\nchange in technic, to which we shall presently refer.\nEven more important is the matter of methods of teaching versus the\nprogram of pupil activities in the school. Up to a comparatively recent\nperiod supervision was conceived of as having to do almost entirely with\nthe former. The Herbartian Formula, our standard pedagogical pro¬\ncedure, was devised as a means of teaching subjects like history and geog¬\nraphy, with a “logical” content, fitted to develop “concepts” or “general\nnotions,” the “goals of instruction.” The Herbartian thought of teaching\nas conducting a “recitation,” and all recitations were supposed to conform\nto one general pattern. Hence “method” could be taught as something\n“general,” a technic to be brought to bear whenever the teacher found\nhimself face to face with a class.\nAll this is changed.\n\nThe\n\nschool program\n\noften includes few formal\n\nrecitations. Habits, skills, and attitudes are now considered important —\noften the most important — goals of instruction. Individual differences\nof both pupils and teachers must always be provided for. Above all,\nmethod — the activities of teacher and children — is thought of as an integral\npart of the total experience. Pupils learn by doing, hence activities are\nthe curriculum.\nFrom\n\nthis point of view, to attempt to separate method\n\nand curriculum\n\nand assign responsibility for one to a certain person and responsibility for\nthe other to a second person appears unwarranted. Supervision is con¬\ncerned with both curriculum and method, and a given supervisor should\ngenerally be concerned with both.\nThere is the additional consideration in the case of supervisors that the\nweek by week and day by day “followup” type of helping teachers which\nalone has much effect upon their technic is primarily the task of the prin¬\ncipal or some one else who is a member of the staff of the school itself. It\ncannot be accomplished by persons who make merely occasional visits. In\nthe matter of specific aspects of teaching procedure, the supervisor must\ninevitably concentrate upon problems of particular difficulty or pressing\ncharacter. He will be actually on call to serve as needed rather than\nengaged in traveling systematically from school to school on tours of in¬\nspection. He will, however, be called upon to take the lead in mapping\nout some one or more of the school courses and in interpreting it or them.\nSeparate bureaus of curriculum as now set up in a few places are illogical.\nCurriculum and method belong together — as well as choice of materials,\nsetting up standards, and applying measures of progress. These are all\nreally parts of one process and should be harmonious.\n\n"}
{"page": 822, "printed_page": null, "text": "National\n\n818\n\nEducation\n\nAssociation\n\n2. Organization also appears to have three phases. First, we notice\nthat division into staff and line is becoming the accepted mode. Staff\nofficers, general and special supervisors, will work with and through the\nprincipals in this set-up. The principals will undertake responsibility for\nthe work of their schools; supervisors will be experts on subjectmatter and\nmethod, ready to cooperate as need arises. They will represent also the\nsuperintendent in directing and coordinating activities insofar as he dele¬\ngates these functions to them.\nObviously principals must have far more preparation for their tasks\nthan they now\n\nhave; they must\n\nenter upon\n\nthe work\n\nearlier, and they\n\nmust come to it by a different process of selection. New certification re¬\nquirements are being formulated in several states with these ends in view.\nSupervisors, too, will have to face new demands. Meeting principals\neither singly or in groups is different from demonstrating to young girls\nnot long out of normal school a better way to teach long division.\nThere is, besides, the vexed question of the “special subjects.” Once\nthese included only a few newer fields, such as the arts, and music, with\nthe addition of handwriting — new in the sense that commercial systems\nwere introduced, requiring persons specially trained to keep them going.\nNow, however, every subject is a special subject somewhere. In a few\ncities all subjects have special supervisors assigned to them.\nBut they need not set up separate and independent kingdoms\n\nas so many\n\nof them do now. The spectacle of two or more subject supervisors drop¬\nping in at the same school unannounced, going systematically through the\nbuilding from room to room, checking up on the work in particular fields,\ngiving advice and directions, teaching a bit, mayhap, and then going away\nagain as cavalierly as they came, is not reassuring. The independence and\ninitiative of these individuals must somehow be harmonized with unity of\neffort and a proper integration of the school program as a whole. Atten¬\ntion to one subject or phase of the program, moreover, is just as important\nas another. The term “special subject” no longer has any real signifi¬\ncance. Reading, for example, is a very special subject indeed when it\ncomes to the need of supervision. Proper guidance and training in the\nnormal school and the Cooperative Group Plan of organization in the\npublic school will together give the final blow to the much abused term\n‘ special subject.” “Special supervisor” will then take on a new\nmeaning.\n\nand better\n\n3. Much might be said about maintaining the balance in the use of\ntechnic as the supervisor employs it. Reference has already been made\nto the individual method, formerly the only method, and the newer group\nmethods.\n\nThe\n\nchanging character of pupil activity in the schools is ren¬\n\ndering many of the “plans” of observation of teaching obsolete. Provision\nfor organization in a large unit of work may have been emphasized yester¬\nday or will be tomorrow. Today drill is in order. One must know the\nwhole movement, not merely a “lesson.” This fact casts doubt upon\neven the new scientific devices for counting and recording. Some of the\n\n"}
{"page": 823, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n819\n\nexponents of ^scientific procedures in education” should occasionally visit\nmodern progressive public schools.\nSupervision may be described as the work of discovering what teachers\nneed and of organizing ways and means to supply the needs that are\nfound. Some needs will appear general, some individual. Some needs can\nbest be met by dealing directly with individuals, others by dealing with\ngroups. Skilful supervision consists in making the best possible application\nof means to ends.\nThe more mechanical means are just now much talked about. A few\nenthusiasts would do nothing but test and measure. Having tested the\nchildren in arithmetic today, they prescribe treatment until the next visit\nand then either change the medicine or double the dose. This is of a part\nwith “diagnosis,” “remedy,” and the other concepts of the hospital that\nhave crept into our educational speech. Such ideas seem to have little in\ncommon with the improvement of teaching; they appear to foreshadow the\nday when teachers as such can be dispensed with altogether and clerks\ntake their place.\nTeaching and supervision are both social in their nature. Nothing can\never compensate for loss of the sympathetic personal contact of coworkers.\nScientific procedures have their place in supervision, but the mechanical\nmust not crowd out the human element.\n4. The supervisor must have preparation for his work, too, that involves\nmuch more than the purely professional. Without saying too much for\nthe conventional academic courses of the traditional colleges, one may\ncall attention to the tendency in schools of education to occupy the entire\ntime of the student in the consideration of educational matters as such.\nUnfortunately the student fails to catch the spirit of the modern program\nof schooling unless he has himself had the varied and rich experiences that\nit implies. How few school officers, for example, have a broad background\nin the arts. Many of them, indeed, have no broad background in any¬\nthing cultural, only command of certain educational technics. Supervisors\nshould first of all be persons.\nThey should be able also to keep the balance between theory and prac¬\ntise. Here again the training school is liable to fall short. The library\nis near, but schools, alas, are far away — therefore the tendency to take\nit out in talking about what one would or should do in such and such a\nsituation if it ever arise. With increased demands for degrees and col¬\nlegiate standing, this sort of thing is likely to grow worse instead of better.\nYet practise there must be. Perhaps a system of apprenticeship for super¬\nvisors will be worked out.\nProper preparation for supervision, moreover,\nwell as facts.\n\nJames\n\nJ. Hill built the Great\n\nmerely because he was a man\n\nwhom\n\nmust\n\nresult in faith as\n\nNorthern\n\nRailroad,\n\nnot\n\nnot the smallest detail of railroading\n\never escaped — and assuredly he was that — but because he had vision. To\ndo great things in a human world, one must indeed have boundless capacity\nfor painstaking labor. He must care for the facts, for details, but he\nmust at the same time have the imagination to picture a new whole.\n\n"}
{"page": 824, "printed_page": null, "text": "820\n\nNational\n\nEducation\n\nAssociation\n\nDESCRIPTIONS OF INSTRUCTIONAL PRACTISES IN THE\nEARLIER SURVEYS OF SCHOOLS AND PRESENTATION\nOF THE SECOND YEARBOOK1— ABSTRACT\nLEO\n\nJ. BRUECKNER,\n\nPROFESSOR\n\nMINNESOTA,\n\nOF\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nUNIVERSITY\n\nOF\n\nMINN.\n\nFrom the beginning of the survey movement attempts have been made\nin most surveys to give some sort of picture of the actual teaching observed\nin the classroom.\nIt is very difficult to give an adequate picture of the teaching in school.\nAn activity rather than a static situation must be described, a process rather\nthan a product — a process that is constantly changing, difficult to control,\nand subject to the influence of many variables. The most important of\nthese are the native equipment of the child, his environment, and the\nteacher, whose task it is to create as effective a total learning situation\nfor each child in the class as possible. The evaluation of the work in any\nclassroom under present conditions is largely determined by the personal\nprejudices of the observer. There is little agreement among educators as\nto what constitute the most effective methods of instruction. This is evi¬\ndenced by the great variations in the rating of a lesson by a group of\nsupervisors. The differences in the judgments are due in large part to\nthe lack of definite standards which have the same meaning to all observers\nof the work of the teacher in a particular lesson.\nThe survey movement has struggled with this problem from the begin¬\nning by attempting to give some evaluation of the teaching .in the class¬\nrooms. In the e'arly surveys the statements\npractically meaningless.\n\nconcerning the teaching are\n\nThe main purpose of the Second Yearbook is to make available for\nsupervisors in a compact form descriptions of various technics that have\nbeen devised by means of which the supervisor can analyze the educational\nsituation from various angles in a much more definite way than is possible\nby the use of conventional methods as a first step in the planning of a\nsupervisory program.\nOne of the chief merits of these objective procedures is that they supply\nthe supervisor with tools by means of which he can secure factual data\nconcerning activities in the classroom to supplement the valuable informa¬\ntion secured by means' of standardized tests of achievement in academic\nsubjects. The technics also assist the teacher to analyze his work and to\ncompare his procedures with those of others. Present standards for\nevaluating the quality of the instruction are almost wholly subjective,\nand there is little agreement among supervisors as to the merit of teaching\nobserved.\n\nExperiments\n\nhave shown\n\nthe possibility of securing greater\n\nreliability and validity of teacher rating by ( 1 ) defining what good teach¬\ning is as established by the discovered principles of education; (2) stating\n1 Scientific Method in Supervision. Second Yearbook of the National Conference of Super¬\nvisors and Directors of Instruction. Bureau of Publications, Teachers College, Columbia\nUniversity, 1929.\n\n"}
{"page": 825, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n821\n\nthe elements of good teaching in terms of definite, observable, objective\nteacher and pupil activities that are understood by all who must evaluate\nthe teaching in the classroom. The procedures discussed in this book assist\nin the diagnosis of the difficulties of the teacher, aid in the locating of\nexcellence in the teaching, and facilitate the formulation of the training\nprogram that must be carried on by the supervisor after existing conditions\nhave been made clear.\nAn important reason for the development of these objective studies of\nclassroom practises is the necessity of making more complete and definite\ndescriptions of procedures which are being evaluated experimentally so\nthat variables which have invalidated many of our educational experiments\nmay be better controled than is usually the case. Finally, these technics\nsupply the supervisor with the means by which he can appraise the results\nof his own activities. He can make fairly accurate comparisons between\nconditions as they exist before and after a supervisory program.\nIt is believed that the use of these devices will greatly increase the effi¬\nciency of the work of the supervisor, since it will be placed on a much more\ndefinite basis than before. The more accurate and complete the available\ninformation concerning the status of teaching in a school or in a city is,\nthe more adequately can the supervisory program be adapted to the needs\nof the teachers and pupils. Certainly the work of the supervisor will be\nmore satisfying, since it will be based on tangible, definite information,\nand will not be a “thrust in the dark,” as has too often been the case.\n\nTEACHERS' DIFFICULTIES AS A BASIS\nS UPER VI SI O N—ABS TRACT\nDOUGLAS\n\nWAPLES,\n\nLIBRARY\n\nPROFESSOR\n\nSCHOOL,\n\nOF\n\nUNIVERSITY\n\nEDUCATIONAL\nOF\n\nCHICAGO,\n\nFOR\n\nMETHOD,\nCHICAGO,\n\nGRADUATE\nILL.\n\nThe questions are, first, how to anticipate the teachers’ difficulties, and,\nsecond, how to help teachers solve them.\nThere is abundant evidence to show that these questions are important\nto all engaged in the practise of supervision. We know for one thing\nthat casual supervision, like incidental teaching, is less efficient in the teach¬\ning of skills than instruction organized systematically in advance.\nWe know also from a wide variety of time studies that opportunities\nfor training teachers on the job are severely limited. Hence it is necessary\nto evaluate the needs so that the most important can be treated first.\nWe also know with some definiteness that teachers do not benefit by\nthe study of abstract principles until they attain a certain degree of ma¬\nturity and professional intelligence.\nIf concreteness and vividness are essential qualities of the situations\nupon which supervision should bear, the case is strong in favor of organ¬\nizing supervision largely on the basis of teachers’ recognized difficulties.\nIt must be assumed, however, that such difficulties can be identified and\n\n"}
{"page": 826, "printed_page": null, "text": "822\n\nthat when\n\nNational\n\nEducation\n\nAssociation\n\nidentified the teacher can be shown\n\nhow\n\nto overcome\n\nThis brings us back to the two original questions: how\n\nthem.\n\nto anticipate and\n\nhow to solve the teachers’ difficulties.\nIn the judgments of five professional groups — intermediate teachers,\ncity elementary school principals, general supervisors for elementary\ngrades in city schools, supervisors of student teaching in elementary\ngrades, and college instructors in elementary education — the following\ntwenty classroom operations are most difficult for intermediate grade\nteachers to learn:\n1. Planning, selection, and organization of subject-matter\n2. Planning methods of providing sufficient opportunity for pupils’ activities\n3. Planning facilities for individual study\n4. Planning methods of evaluating pupils’ needs, abilities, and achievements\n5. Planning methods of developing teachers’ personal traits\n6. Defining specific objectives in harmony with general objectives\n7. Evaluating objectives\n8. Adapting materials to time limit\n9. Selecting types of instruction adapted to needs of class\n10. Suggesting methods\n11. Economizing time\n12. Avoiding\n\n'of overcoming\n\nunnecessary\n\ndifficulties\n\nparticipation by teacher\n\nin classwork\n\n13. Diagnosing pupils’ difficulties and needs\n14. Teaching pupils to make practical use of time\n15. Teaching pupils to plan methods of work\n16. Teaching pupils to obtain a proper perspective of the course\n17. Teaching pupils to locate specific problems\n18. Teaching pupils to analyze problems\n19. Teaching pupils to organize material in proper form\n20. Teaching pupils to discuss implications of material studied\n\n-^3\n\nTurning somewhat abruptly to the second question, there are in general\nthree means of providing such help, namely, telling the teacher what the\nsolution is, directing the teacher to books wherein solutions are described\nin more or less specific terms, and suggesting a procedure whereby the\nteacher may work out a solution. Because the first two of these methods\nare entirely familiar, I shall mention only the third.\nIt is not to be supposed that any magical virtue attaches to the method\nwhereby teachers work out their own solutions to problems when the\nsupervisor knows the answer from the start. In the case of highly\nspecific and somewhat trivial difficulties, to let the teacher work out the\nanswer by investigation would be a colossal waste of time. Furthermore,\nthis method would naturally be ruled out in any sort of emergency. The\ncondition that justifies the service study procedure is largely a pervasive\ndifficulty like “adapting subjectmatter to the needs of the class.’’ In such\na problem, the teacher’s experience in studying out a solution by means of\na direct investigation is almost certain to clear up other related difficulties.\nThe direction of such service studies is necessarily a restricted type of\nsupervisory assistance. Yet it seems to me to offer the best escape from\nthe mechanical direction of which teachers so justly complain. It is also\n\n"}
{"page": 827, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n823\n\na final answer to the criticism that teachers are not affected by the re¬\nsearch point of view except as the findings of research appear in textbooks.\nAny competent observer of teaching knows perfectly well that many of\nour most significant classroom problems will never be solved until they\nare studied by teachers themselves by service study technics. The labora¬\ntory is no place for the study of these problems, and few professional\nresearch workers are interested in the type of problem that causes most\ngrief to the teacher. The technics that apply to the problems are\nobtainable from research publications and are being adapted to teachers'\nuse. It would therefore seem that supervision would profit greatly by\nmaking the classroom teacher a more\n\nTHE\nPAUL\n\nTECHNIC\nT. RANKIN,\n\nOF\n\nTHE LARGE SCALE\nABSTRACT\n\nSUPERVISING\n\nDETROIT\n\ncareful student of his job.\n\nPUBLIC\n\nDIRECTOR\nSCHOOLS,\n\nOF\n\nEXPERIMENT-\n\nRESEARCH\n\nDETROIT,\n\nAND\n\nADJUSTMENT,\n\nMICH.\n\nThe reason for the rarity of conclusive evidence, in those cases where\nexperimental studies have been made, are several. First, the experimental\nfactors are often too vaguely defined. It is not always clear just what\nis the difference between the two technics being compared. The absence\nof a description of the procedure to which the “control” group is sub¬\njected is particularly common. Second, the other conditions are inade¬\nquately controled. Sufficient care is not taken to insure that differences in\nthe final product are due only to differences in the experimental factors.\nThird, the bases for judgment, the criteria for appraising the effects of\nthe experimental factors, are usually incomplete. Probably the objection\nmost frequently raised to educational experiments is, “But you did not\nstudy changes in attitudes and ideals ; you observed only the changes in\nknowledges and skills.” Fourth, the measurement itself is imperfect; the\ntests are not sufficiently valid or reliable. Finally, significant experiments\nare all too rarely repeated. So much emphasis has been placed on\n“original” contributions in educational research that men hesitate to repeat\nthe wrork of others in order to verify earlier conclusions.\nHow^ can the situation be improved? One way, I am confident, is by\nmore frequent use of large-scale experiments. Other things being equal,\nit is selfevident that 5000 first-graders are more likely to be typical of\nfirst-graders generally than are fifty. Also, the large-scale study stimulates\na more careful definition of the experimental factors. In such an experi¬\nment the complete plans cannot be kept in one person’s mind, but must\nbe written out in great detail for the guidance of the many people who\nshare in the experiment.\nMost important of all, the large-scale investigation really is a number\nof studies made at one time, and yields reliable conclusions for various\ngroupings of subjects, such as bright, average, and dull pupils, as v*ell as\nfor the entire group.\n\n"}
{"page": 828, "printed_page": null, "text": "824\n\nNational\n\nEducation\n\nAssociation\n\nThe steps in a carefully conducted control experiment may be cited as\nfollows: First, select and define the problem. Second, plan the solution.\nThis should include the steps of choosing the criteria and selecting the\nexperimental groups. Third, execute the plan. Under this head it is\nneedful to secure records of initial and final status, to define exactly the\nexperimental factors whose effects are to be compared, and to control or\nallow for the effects of other significant factors. Fourth, generalize.\nOrganize and interpret the results; check by repetition of the experiment;\nat the end arrive at a general statement\nfully.\n\nwhich\n\nexpresses the facts truth¬\n\nTEACHER PARTICIPATION IN CURRICULUM\nCONS TR UCTION—ABS TRA C T\nPRUDENCE\n\nCUTRIGHT,\n\nDIRECTOR\n\nOF\n\nMINNEAPOLIS,\n\nINSTRUCTIONAL\n\nRESEARCH,\n\nMINN.\n\nIt seems to be the practise, in some cities where curriculum revision\nis in progress, to withdraw from the teaching group some ten or twelve\nprogressive teachers of the subject under revision and to have this small\ngroup of teachers work in cooperation with curriculum and subjectmatter\nexperts in developing a course of study. The training of the remainder of\n\nthe teachers , who will some day be called upon to use the course of study ,\nseems to receive but little definite attention at least until the course is\nready for publication.\nThe acitivities of the small committee may leave the major teaching\ngroup untouched and relatively uninformed. When the course appears,\nthe majority of the teaching group will be lacking in the intelligent and\nsympathetic understanding which should attend the adoption of any\ncourse. Because of this misunderstanding or the lack of understanding,\nthe course may fail in its major purpose however well it may appear\nto the outside reader. There are disadvantages for the curriculum expert\nin that he is relatively unaware, at least until the course is adopted, of the\ndifficulties which the average teacher will encounter in the use of the\ncourse.\nThe work of curriculum revision is strategically situated to bridge,\nat least in part, the chasm which has long existed between theory and\npractise. In order to lessen the gap, it must proceed on a more compre¬\nhensive basis than is frequently the practise. The curriculum expert and\nhis chosen assistants cannot develop courses of study in a handful of selected\nclassrooms and then in turn expect the supervisory group to superimpose\nthis product on a group of teachers who have at no time been taken into\nthe confidence of the small curriculum group.\nComprehensive curriculum revision demands that supervision with its\nteacher-training activities get into the advance guard rather than the rear\nguard of curriculum revision programs.\n\n"}
{"page": 829, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nSECRETARY'S\n\nDirectors\n\nof Instruction\n\n825\n\nMINUTES\n\nThe winter program was carried out at Cleveland as planned. There were two\nmorning sessions and a luncheon meeting.\nAt the Wednesday meeting the Second Yearbook of the society was presented\nand discussed by members of the committee in charge.\nThe luncheon meeting on Wednesday was open to members only and devoted\nto discussion of the future of the Department. Secretary Crabtree of the National\nEducation Association appeared and expressed the satisfaction of the parent\norganization in welcoming the new department, which he said completes the plan\nof major departments. Brief remarks were made by Miss Mugan, the president,\nMr. Hosic, the secretary, and other members.\nBusiness Meeting — At the close of the program on Tuesday the annual business\nmeeting of the society was held. Five members of the board of directors were\nelected for a term of three years to fill the vacancies caused by the expiration\nof the terms of office of directors Barr, Burton, Gray, McClure, and Mabel Simp¬\nson. Miss Simpson and Messrs. Burton and McClure wrere reelected. In place\nof Doctor Gray was chosen Mildred English, assistant superintendent in charge\nof elementary education in Raleigh, North Carolina; and in place of Doctor Barr,\nMiss Julia Hahn, director of kindergarten-primary education in San Francisco.\nA formal vote was taken on the question of membership as a department of\nthe National Education Association, and the action of the executive board of the\nN. E. A. in establishing the Conference of Supervisors as a department of the\nN. E. A. was confirmed without a dissenting vote. This action included approval\nof the constitution of the department\nuary, 1929.\n\nas printed in Educational\n\nMethod\n\nfor Jan¬\n\nBoard of Directors — The annual meeting of the board of directors wras held\nat the Statler Hotel on Sunday, February 24.\nThe Committee on Yearbooks reported through its chairman, Doctor Brueckner,\nthat in accordance\n\nwdth the instructions of the executive\n\ncommittee\n\nhe had\n\norgan¬\n\nized a group to prepare a yearbook on technics for making surveys of instructional '\npractises. The topic, “Functions of the Elementary School,” which had previously\nbeen urged, was dropped in view of the fact that a forthcoming yearbook of the\nDepartment of Superintendence\nmittee voted not to recommend\n\nwas said to deal wdth that subject. The com¬\na series of yearbooks but rather that topics be\n\nselected from year to year. The plans of other organizations should be ascer¬\ntained in advance so as to prevent duplications. Suggestions for new yearbooks\nmight be obtained by public announcement of the fact that such suggestions would\nbe welcome.\nThe report of the committee was accepted and the committee discharged.\nThe report of the treasurer for the twelve months from March 1, 1928, through\nFebruary 28, 1929, was presented and approved.\n\n"}
{"page": 830, "printed_page": null, "text": "■\n\nK\n\n.\n\n"}
{"page": 831, "printed_page": null, "text": "The\n\nDepartment\n\nof Teachers\n\nColleges\n\n"}
{"page": 832, "printed_page": null, "text": "The department of teachers colleges takes\n\nthe place of the Department of Normal Schools,\nwhich was formed at the Cleveland meeting,\nAugust 19, 1870, by a reorganization of the Amer¬\nican Normal School Association, which had been\norganized in 1858. See Proceedings , 1870:176;\n1906:524. In 1924 it was voted to appoint a com¬\nmittee to discuss the possibility of combining with\nthe American Association of Teachers Colleges.\nSee Proceedings , 1924:614. In 1925 the combina¬\ntion was effected. It was arranged that the Na¬\ntional Education Association take over the publica¬\ntions of the American Association of Teachers Col¬\nleges, including its yearbook, in 1926.\nThe officers of this Department for the year 192829 are: President , H. W. Rockwell, Buffalo, New\nYork; First Vicepresident , E. L. Hardy, San Diego,\nCalif.; Second Vicepresident , V. L. Roy, Natchi¬\ntoches, La. ; Third Vicepresident , R. I. Elliott, Chadron, Nebr. ; Secretary-Treasurer , Charles W. Hunt,\nCleveland, 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\n1907:739-759\n\n[ 828 ]\n\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\n1918:209-235\n1919:221-259\n\n1920: 237-263\n1921: 515\n1922:1063-1085\n1923: 737-744\n1924: 613-637\n1925: 863\n1926: 838-947\n1927: 873-950\n1928: 833-948\n\n"}
{"page": 833, "printed_page": null, "text": "STANDARDS\nADOPTED\nTEXAS,\n\nAT\n\nFOR\n\nACCREDITING\n\nWASHINGTON,\n\nFEBRUARY\nAND\n\nD. C., FEBRUARY\n\n26, 1927;\n\nAT\n\nAT\n\nCLEVELAND,\n\nBOSTON,\nOHIO,\n\nTEACHERS\n26, 1926.\nMASS.,\n\nFEBRUARY\n\nI. Definition of a Teachers\n\nCOLLEGES\n\nREVISED\n\nFEBRUARY\n23,\n\nAT\n\nDALLAS,\n\n25, 1928;\n\n1929.\n\nCollege\n\nA. Teachers College (Four-Year Institution Granting Degrees). A\nteachers college, within the meaning of these standards, is a state,\nmunicipal, or incorporated private institution, or an independent\n\nunit\n\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.\nB. Normal School or Junior Teachers College. A similar institution de¬\nvoted exclusively to the preparation of teachers, which requires for ad¬\nmission the completion of a standard four-year secondary school curric¬\nulum, or equivalent training approved by this Association ; which has a\ncurriculum less than four years in length and does not have legal author¬\nity to grant a standard bachelor’s degree ; or which has a curriculum\nfour years in length but has not granted and does not grant a bachelor’s\ndegree, shall be designated as a normal school or a junior teachers\ncollege.\nNormal schools and junior teachers colleges shall conform to the same\nstandards as teachers colleges except as hereinafter specifically indicated.\nC. No teachers college shall maintain a secondary school, or a department\nin which strictly secondary-school academic work is offered, as a part of\nits college organization, except for training school purposes.\n\nII. Requirements\n\nfor Admission\n\nA. The quantitative requirements of admission to a teachers college ac¬\ncredited by this Association shall be at least 15 units of secondary\nschool work, or the equivalent. These units must represent work\n\ndone\n\nin a secondary school approved by the state department of public in¬\nstruction of the state in which the college is located, and must conform\nto the definitions of the various units as recommended by the state de¬\npartment of public instruction, or must be evidenced by the result of\nexaminations.\nExperienced teachers over 21 years of age may be admitted to a teachers\ncollege for such work as they are qualified to take, but before receiving\na diploma or a degree, they shall meet the full entrance requirement.\n[ 829 ]\n\n"}
{"page": 834, "printed_page": null, "text": "National\n\n830\n\nEducation\n\nAssociation\n\nIf the state department of public instruction maintains no accredited\nlist of secondary schools or publishes no definitions of secondary school\nunits, those of a regularly recognized accrediting agency shall be used.\nB. Equivalence for entrance 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\ndefined.\n\nas hereinafter\n\nC. Experience in teaching shall in no case be accepted for entrance, or\ncredit toward graduation, except supervised teaching in the training\nschool.\n\nIII. Standards\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.\nB. The\n\nrequirement for graduation for a normal school or junior teachers\n\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 equiva¬\nlent.\n•\n\nC. Not more than one-fourth (*4) of any curriculum leading to a degree\nor a certificate or a diploma in a teachers college or normal school shall\nbe taken in extension classes or by correspondence. (Not more than\none-half {]/i) of this shall be done by correspondence.) These classes\nshall be conducted by regularly appointed teachers who meet all the\nqualifications of standard V, Preparation of the Faculty. No courses\nshall be offered for credit either in extension or by correspondence which\nare not also offered as part of the regular residence work. These\ncourses should likewise meet the standards of sequence, prerequisites,\netc., set forth in Standard VIII, Organization of the Curriculum.\nNote. — It is understood that this shall not be retroactively applied to any student who\n(or is now registered for) credits in excess of the one-fourth presented in this standard.\n\nhas\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 fulltime study, or two half years or its equivalent in\nsummer sessions.\n\nIV. Size of Faculty\nA. There\n\nshall be a reasonable ratio of students to faculty in the college\ndepartment, which shall be subjected to investigation to determine the\n\nproper ratio.\n\n"}
{"page": 835, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n831\n\nB. In the training school there shall be at least one training-school teacher\nfor every7 18 college students, each of whom does 90 clock hours of\nstudent teaching. If more than 90 hours of student teaching is required\nthe number of student teachers should be decreased so as not to increase\nthe supervisory load.\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.\nD. In the case of affiliated urban or rural schools for student-teaching pur¬\nposes, when the degree of affiliation and control is restricted to such an\nextent that a teaching force of more limited training than is contem¬\nplated by these standards must be used, and which is not capable of\neffective supervision of student teaching, or which by the terms of the\naffiliation is not expected to do supervision of student teaching, there\nshall be one fulltime supervisor of student teaching for every 50 student\nteachers, each of w7hom does 90 hours of student teaching. Such super¬\nvisors must possess the scholastic qualifications required of members of\nthe faculty7 of the college department. If more than 90 hours of student\nteaching is given the number of student teachers should be decreased,\nso as not to increase the supervisory load.\n\nV. Preparation\n\nof 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 after the date on which these standards take effect, the mini¬\nmum scholastic requirement for all new training-school teachers shall be\nthe same as for teachers in the college department.\nTeachers who\n\nhave been members\n\nof the faculty of the training school\n\nfor not less than five yrears, and whose training is not equivalent to this\nrequirement, may be considered to have equivalent training for six years\nafter the date on which these standards take effect, provided that the\npresident of the college submits a statement of their training and experi¬\nence and files with the Committee on Accrediting and Classification a\ndeclaration that such members of the faculty are rendering service in\ntheir own teaching and in the supervision of student teaching which is\nof a superior quality as judged by the standards of the best public school\nsystems in the state in which the teachers college is located.\nDuring this period of six years this declaration must be made\n\nannually\n\nand shall be based upon actual inspection of the teacher’s work.\n\nB. The minimum\n\nscholastic requirement for members\n\ngive instruction in the college department\n\nof the faculty who\n\nshall be graduation from a\n\ncollege of recognized standing and additional training which shall in¬\nclude at least one y'ear of study in their respective fields of teaching in a\n\n"}
{"page": 836, "printed_page": null, "text": "832\n\nNational\n\nEducation\n\nAssociation\n\nrecognized graduate school, or equivalent, and presumably possession of\nthe master’s degree. Members of the faculty who have served in their\nrespective positions for not less than five years, and who do not meet\nthis requirement, may be regarded as having done so for six years after\nthe date on which these standards take effect, provided that the presi¬\ndent of the college submits a statement of their training and experience\nand files a declaration that such members of the faculty are giving\nsatisfactory instruction of college grade.\nDuring this period of six years this declaration must be made annually\nuntil each such member of the faculty has secured the required training,\nand shall be based upon actual inspection of the w^ork of such members\nof the faculty.\nC. Up to and including the school year 1932-33 a teachers college or normal\nschool may be considered to have met the requirements of this Standard\nif not over ten percent (10%) of the regularly appointed members of\nthe faculty (college and training school) shall fail to meet the standards\nset forth in V, A and B.\nto five (5% ) .\n\nAfter 1932-33 this percent shall be reduced\n\nD. It is desirable that members of the faculty of the teachers college should\npossess training of a distinctly professional quality, which represents at\nleast three years of study beyond the bachelor’s degree, in a recognized\ngraduate school, or corresponding professional or technological training.\nThe effort of a teachers college to maintain a faculty of higher scholarly\nequipment than is required by the minimum standard, shall be held to\nconstitute a strong presumption that superior work is being done. The\nproportion of members of the faculty which should be on the different\nlevels of training above the first degree shall be subjected to immediate\ninvestigation.\n\nVI. Teaching\nThe\n\nLoad\n\nof Faculty\n\nfollowing teaching loads shall be the maximum\n\nfor a teachers\n\ncollege faculty: 16 clock hours per week, or the equivalent. Equiva¬\nlence shall be based upon the ratio of one class period to one and onehalf class periods in shop and laboratory work, one to one and onequarter in physical education, and one to three-quarters in English com¬\nposition.\n\nVII. Training\n\nSchool and Student\n\nTeaching\n\nA. Each teachers college shall maintain a training school under its own con¬\ntrol as a part of its organization, as a laboratory school, for purposes of\nobservation, demonstration, and supervised teaching on the part of stu¬\ndents. The use of an urban or rural school system, under sufficient\ncontrol and supervision of the college to permit carrying out the educa¬\ntional policy of the college to a sufficient degree for the conduct of effec¬\ntive student teaching, will satisfy this requirement.\n\n"}
{"page": 837, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n833\n\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. The minimum amount of student teaching required of every graduate\nof a teachers college shall be 90 hours of supervised teaching.\nD. 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 super¬\nvision of the teaching college.\nE. It is recommended that at least two-fifths of the teaching in the train¬\ning school should be done by regular teachers of the training school or\nby other members of the faculty.\n\nVIII.\n\nOrganization\n\nof the Curriculum\n\nA. The curriculum of the teachers college must recognize definite require¬\nments as regards sequence of courses. Senior college courses must not\nbe open to freshmen who have not taken the prerequisites for these\ncourses. Programs consisting mainly of freshmen and sophomore\ncourses carrying full credit shall not be available for students in the\njunior and senior years. Coherent and progressive lines of study, lead¬\ning to specific achievement within definite fields, must be a character¬\nistic of the college curriculum.\nEvery teachers college must, therefore, adopt an organization of its curriculums which will provide in its junior and senior years courses which\nrequire prerequisite courses in the freshman and sophomore years or\ncourses which are open only to juniors or seniors. The number of such\ncourses taken by a student in the junior and senior years must total at\nleast one-third of the requirements for the completion of a four-year\ncollege curriculum. It is recommended that teachers colleges adopt a\nsystem of numbering courses or of catalog description which\ndicate the year in which the course should be taken.\n\nwill in¬\n\nB. In a normal school or junior teachers college with a three-year curric¬\nulum, two-thirds of the work of students in the last year shall consist of\nadvanced courses to which freshmen are not admitted.\n\nIX. Living Conditions\n\nof Students\n\nA. Each teachers college shall make definite provisions to insure for its\nstudents living conditions which provide proper safeguards for health,\nmorals, and mental efficiency and shall promote a responsible type of\ncitizenship and leadership on the part of individuals.\nB. When\n\ndormitories are maintained\n\nshall be kept in wholesome,\nsponsible supervision.\n\nthese shall be of safe construction,\n\nsanitary condition, and shall be under re¬\n\n"}
{"page": 838, "printed_page": null, "text": "834\n\nNational\n\nEducation\n\nAssociation\n\nA. Each teachers college shall have a live, well-distributed, and profession¬\nally administered library bearing specifically upon the subjects taught.\n\nX.\n\nAt least 15,000 volumes, exclusive of public documents,\nmended as a minimum.\n\nLibrary, La\nboratory,\n\nare recom¬\n\na\n\nop Equishould\nB. Each teachers college with less than nd\n500Shstudents\npment have a definite\nannual appropriation for the purchase of new reference books and cur¬\nrent periodicals, amounting to at least $2500. Teachers colleges with\n500 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 least\nfour dollars per student. The foregoing is to be regarded as a recom¬\nmendation rather than a requirement.\nC. Each teachers college shall be provided with laboratory equipment\ncient for instructional purposes for each course offered.\n\nsuffi¬\n\nD. Each teachers college must be provided with suitable shops and shop\nequipment\ngymnasiums\n\nfor instructional purposes for each course offered, including\nfor physical education ; commercial\n\nequipment\n\nfor courses\n\nin commerce ; suitable kitchens, dining-rooms, and laboratories for house¬\nhold arts, and adequate farm buildings and demonstration farms for\nwork in agriculture.\n\nThe location and construction of buildings, the lighting, heating, and\nventilation of the rooms, the nature of the lavatories, corridors, closets,\nwater supply, school furniture, apparatus, and method of cleaning, shall\nbe such as to insure hygienic conditions for students and teachers.\n\nA. 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.\nB. A notably small proportion of students of college grade registered in the\nthird and fourth years, continued over a period of several years, shall\nconstitute ground for dropping a teachers college from the accredited\nlist. Fifteen percent of the enrolment\nthe junior and senior years.\n\nof a teachers college should be in\n\nC. A normal school or junior teachers college with a two-year curriculum\nmust have an enrolment of at least 150 students of college grade, onethird of whom must be in the second year.\n\n"}
{"page": 839, "printed_page": null, "text": "Department\n\nXIII.\n\nof Teachers\n\nFinancial\n\nColleges\n\n835\n\nSupport\n\nA. Each state or municipal teachers college must have an annual appropria¬\ntion 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 mate¬\nrial for the effective operation of the physical plant. A marked inferior¬\nity or insufficiency in material resources shall be accepted as a strong\npresumption of unsatisfactory educational conditions.\nB. If the teachers college is a private incorporated institution, it must have\na minimum annual income of $50,000 for its teachers college program,\none-half of which shall be from sources other than payments by stu¬\ndents; and an additional annual income of $10,000 for each 100 students\nabove 200, one-half of which shall be from sources other than payments\nby students. If such teachers college is not tax-supported, it shall\npossess a productive endowment of $500,000, and an additional endow¬\nment of $50,000 for each additional 100 students above 200.\n\nXIV.\nA. Teachers\n\nClassification of Colleges\n\nColleges.\n\n( 1 ) Any teachers college which completely meets these requirements\nshall be designated as a Class A College, provided that until September\n1929 it may fail to meet three of these standards; until September 1930\nit may fail to meet two of them; and until September 1931 it may fail\nto meet one of them, and nevertheless be given the rating of a Class A\nCollege ; provided however that it shall always meet the definitions set\nup for a teachers college in I of these standards.\n(2) Any teachers college which fails to conform to not more than two\nof these standards shall be designated as a Class B College, provided\nthat until September 1929 it may fail to meet five of these standards;\nuntil September 1930 it may fail to meet four of them; and until Sep¬\ntember 1931 it may fail to meet three of them, and nevertheless be given\nthe rating of a Class B College.\n(3) Any teachers college which fails to conform to more than two of\nthese standards shall be designated as a Class C dollege, provided that\nuntil September 1929 it shall not be classed as a Class C college unless\nit fails to meet more than five of these standards, until 1930 more than\nfour, and until 1931 more than three.\n\nB. Normal\n\nSchools and Junior Teachers Colleges.\nThe same standards shall apply to normal schools or junior teachers\ncolleges as listed in Section A, thereby providing for Class A normal\nschools, Class B normal schools, and Class C normal schools.\n\n"}
{"page": 840, "printed_page": null, "text": "836\n\nNational\n\nXV.\n\nAccrediting\n\nEducation\n\nAssociation\n\nand Classification of 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, is\nhereby created, one member of which shall be elected annually by the\nAssociation for a term of five years. (In 1926 five members shall be\nelected for terms of one, two, three, four, and five years respectively.)\nB. The\n\ncharacter of the curriculum, the efficiency of the instruction, the\n\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.\nC. The\n\nsecretary of the Association, or the executive secretary, whenever\n\nauthorized and appointed by the Association, shall be the secretary and\nthe executive officer of the Committee on Accrediting and Classification.\nD. Each teachers college accredited under these standards shall file an¬\nnually with the Committee on Accrediting and Classification a report\non a blank provided for that purpose by the Committee.\nE. These standards shall go into effect on September\n\n1, 1927.\n\nNot later\n\nthan the date of the annual meeting of the Association in 1928, the\nCommittee\n\non Accrediting and Classification shall prepare an accredited\n\nand classified list of teachers colleges on the basis of information\ntained in the reports submitted to the committee by the colleges.\n\ncon¬\n\nF. The Committee on Accrediting and Classification may inspect or cause\nto be inspected any teachers college when it deems such inspection\nnecessary.\n\nG. The\n\nCommittee\n\non Standards and Surveys shall have power to appoint\nany commissions for investigation of any problems concerning standards\nwhich it deems necessary and desirable.\n\nAMERICAN\n\nASSOCIATION OF\nACCREDITED\nClass A Teachers\n\nArizona\nFlagstaff\nTempe\nArkansas\nConway\nCalifornia\nSan Diego\nSanta Barbara\nColorado\nGreeley\nGunnison\n\nGeorgia\nAthens\nMalledgeville\n\nIllinois\n\nCarbondale\nCharleston\nDeKalb\nMacomb\nNormal\nIndiana\n' Muncie\n\nTerre Haute\n\nTEACHERS\nLIST\n\nCOLLEGES\n\nColleges\nIowa\nCedar Falls\nKansas\nHays\nEmporia\nPittsburg\nKentucky\nMurray\nBowling\n\nGreen\n\nRichmond\nLouisiana\nNatchitoches\n\n"}
{"page": 841, "printed_page": null, "text": "Department\n\nof Teachers\n\nTennessee\n\nNew\nYork\nAlbany\n\nMichigan\nDetroit\nKalamazoo\n\nJohnson City\nMemphis\nNashville\n\nBuffalo\n\nMarquette\nMt. Pleasant\n\nNorth Carolina\nGreenville\n\nYpsilanti\n\nNorth\n\nMinnesota\n\nTexas\nCanyon\n\nDakota\n\nCommerce\nDenton\n\nMayville\nMinot\nValley City\n\nBemidji\nDuluth\nMankato\nMoorhead\nSt. Cloud\nWinona\n\nHuntsville\nNacogdoches\nSan Marcos\n\nOhio\nAthens\n\nUtah\nSalt Lake\n\nBowling Green\nCleveland\nOxford\n\nMississippi\nCleveland\nHattiesburg\n\nAlva\nDurant\n\nCape Girardeau\nKansas City\nKirksville\n\nCity\n\nVirginia\nEast Radford\nFarmville\nFredericksburg\nHarrisonburg\n\nOklahoma\nAda\n\nMissouri\n\n837\n\nColleges\n\nEdmond\nWest Virginia\nFairmont\n\nTahlequah\nWeatherford\n\nMaryville\nSt. Louis\n\nHuntington\nPennsylvania\nBloomsburg\n\nSpringfield\nWarrensburg\n\nWisconsin\nEau Claire\nLa Crosse\nMenominee\n\nEast Stroudsburg\nIndiana\nMansfield\n\nNebraska\nChadron\nKearney\nPeru\nWayne\n\nShippensburg\n\nMilwaukee\n\nSlippery Rock\nWest Chester\n\nOshkosh\nPlatteville\nRiver Falls\n\nSouth Dakota\nAberdeen\nMadison\n\nNew Hampshire\nKeene\nPlymouth\n\nStevens\n\nPoint\n\nSuperior\nWhitewater\n\nSpearfish\n\nClass B Teachers\n\nColleges\n\nOhio\nKent\n\nJunior Colleges Class A\nMaine\n\nAlabama\nFlorence\n\nOhio\n\nGorham\nNorth Carolina\n\nLivingston\nTroy\n\nDayton\n\nCullowhee\nNorth\n\nGeorgia\nStatesboro\n\nDakota\n\nWest\n\nDickinson\nEllendale\n\nShepherdstown\n\nJunior Colleges Class B\nSouth\n\nDakota\n\nSpringfield\n\nVirginia\n\nTexas\nAlpine\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nTHE\n\nNational\n\nEducation\n\nAssociation\n\nCOLLEGE FACULTY IN 1950— ITS TYPE , PREPARA¬\nTION , BACKGROUND , RELATIONS , AND DUTIES\n\nSHELDON\n\nE. DAVIS,\n\nMONTANA\n\nPRESIDENT,\nDILLON,\n\nSTATE\n\nNORMAL\n\nCOLLEGE,\n\nMONTANA\n\nThe maker of this program chose his future — 1950 — most shrewdly.\nHe has given us time to make some changes, but ethereal dreams are placed\nat a discount. I might idealize wildly for the year 1990; at that time I\nshall be absent and in no sense responsible to the Association, but in 1950\nwe hope to be active or lingering near. It is our present faculty in part\nwhich we are talking about. There is that promising, energetic young\nfellow whom we hope to keep, and there is the other one who will find a\nplace better than we would offer him if we could. Both active and\npassive selection we shall keep on using. That fine young man we are\ngoing to give the most favorable leaves of absence as often as possible until\nhe achieves the degree which marks his ambition and our standard. He\nwill be worth a lot to us in 1950 and before and after.\nIn 1950 this now\n\nyoung\n\nman\n\nwill be a Ph. D. among\n\na faculty very\n\nlargely possessing the doctor’s degree. Our institutions have been wise\nenough not to choose indifferent holders of the doctorate when far more\nuseful unlettered faculty members could be had, but the option will not\nlong be between\n\nover-educated\n\nmediocrity and\n\nunder-educated\n\nsuperior\n\ntalent. The final choice in filling every important position will be be¬\ntween two thoroughly trained candidates, nor will the standardizing in¬\nfluence of higher academic training deprive us of the initiative or originality\nwhich we justly prize so highly.\nAt present, the doctor’s degree standard means the Ph. D. I am some¬\nwhat in sympathy with President Higbie’s suggestion that the Ph. D. degree\nneeds protection, as distinctly the badge of research. To accomplish this\nprotection he proposes creation of another degree, more likely to represent\nusefulness in the teaching capacity. Incidentally, he thinks that this measure\nmight protect us from some of the Ph. D.’s which at present we might afford\nfinancially if we could risk them educationally.\nIf such a degree becomes the vogue, it should certainly be held upon\nas high a plane as the Ph. D. Otherwise, I think that it will command no\nrespect from doctors by research and not much honor among its holders.\nThe pioneering now being done at Leland Stanford indicates that high\nstandards will be maintained in awarding\n\nthe degree of “Doctor\n\nof Educa¬\n\ntion.”\nIn predicting practically universal Ph. D. standards there is indicated\nnothing revolutionary, nor any break with the historical continuity of\ntendencies already clearly in evidence. With five millions in our secondary\nschools and a million in higher institutions, the academic level is pushing up\nfaster than we can visualize it, and every college position will soon be\nsought by a waiting line or even a small army of applicants. The causes\nwhich have long operated in European countries to produce an oversupply\n\n"}
{"page": 843, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n839\n\nof the highly trained are with us, and our problem is selection of the best\nout of many well qualified candidates. If a plan may be devised to train\nsuper-teachers and if labeling them by other than the Ph. D. research tag\nbecomes fashionable, it will be because the new standard loses nothing when\ncompared with the Ph. D. Even during the past several years, financially\npoor as we in Montana are, I could have filled every important teaching\nposition with a possessor of the doctor’s degree, but I did not, for reasons\nquite familiar to all of you.\nWith rising academic standards, a smaller percent of our faculties will\nearn advanced degrees late in life. Universities usually award their\nscholarships to those below a given age because it is held that beyond some\nchronological dead-line students are somewhat immune to acquisition of new\nviewpoints. Assuming that all present are below that dead-line or that we\nare exceptions, we have all seen the occasional faculty member who has\nwaited too long to do his final graduate work. He is so far from vital\neducational currents that he is an isolated figure in the graduate school\nand he will be no whit more useful when his sabbatical year is over. A\nfifty-five year old teacher — one of the best — came\n\nto me\n\nwith this query,\n\n“Would you rather I wTould spend the summer in graduate work or in un¬\nsupervised travel abroad?” She went abroad. Such alternatives present\nthemselves to many who ought to travel but whom degree standard pressure\ndrives into yet another summer or year of graduate study. With the degree\nsafely achieved earlier in life, extended educative travel will be possible for\na much greater percent of our faculties than is now the case. It will no\nlonger be travel or study but both.\nSo far as teaching experience is concerned, our 1950 ideal will hardly\nbe different from that of present practise. We shall not be employing to\ntrain teachers those who have not themselves demonstrated ability by several\nyears of highly successful experience. In no graduate school of education has\nany training or technic developed which can compensate for the lack of\nmature professional experience.\nWith the stronger faculty of 1950 will come more liberal compensation\nand of course permanent tenure. Annual election of all college teachers will\nby that date appear in its true historical perspective — originally a necessity\nperhaps, then a mere form, and last a vanished or vanishing tradition. Those\nof us whose faculties are on permanent tenure hope that few will have to wait\nuntil the mid-century to achieve the same status.\nHow will the proportion of men and women look in the faculty of 1950?\nAfter studying a shelf-full of your catalogs, I hazard no guess. Outside of\ntraining schools, there are now very sharp variations among institutions, but\nstriking a grand total would show about equal numbers. I can see no\nreason for supposing that we shall note much change in the sex balance.\nShall we be employing on our staffs more or not so many of our own\ngraduates? Present practise differs from almost no home products on\nsome faculties to nearly half on others. Ten percent is too many if they are\nnot the right ones, and twenty-five percent is not enough if it has dis-\n\n"}
{"page": 844, "printed_page": null, "text": "840\n\nNational\n\nEducation\n\nAssociation\n\ncriminated against the best at home in order to secure the less competent\nfrom elsewhere. The higher standard of training will to some extent answer\nthis question.\nWill the faculty of tomorrow be more highbrow or more plebeian,\nmore academic or more professional, more practical or more theoretical?\nIt will be all of these. Perhaps we shall by that time have less of the fear\nof being correct and entirely decent which just now\n\nso often leads the high¬\n\nbrow to his “mucker pose,” and of course plebeians do not honestly scorn\npatrician or genuine highbrow qualities. Highbrow really means straight¬\nthinking and intelligent. Even precise, correct modes of expression need\nneither make us ashamed of our manners nor keep us aloof from those we\nserve.\nMore adequate background in training and time to get inflated values out\nof some education courses now taking more curriculum space than they merit\nwill bring more intelligent professional interest. Academic solidity need\nnot suffer if the hostility between academic and professional departments\nends. Professional solidity will be increased when it has become evident to\nall that we who belong in departments of education are not teaching much\nwhich is already perfectly obvious, or is mere personal opinion or is not\ntrue. Education courses have no monopoly of such errors, but our pro¬\nfessional departments will surely travel far in the direction of merited con¬\nfidence before 1950.\nIn 1950 w~e shall have fewer faculty members\n\nwho\n\neither fear or dislike\n\nchildren. The nice classroom logic which hates to be disturbed by life’s\nrealities is still occasionally with us. Once I even knew a kindergarten\ntheorist who despised children. Educational theories always work unless\nthere are children about for them to be tried upon.\nThe detached theorist is useful in proportion to the value of his analysis\nof what has been or needs to be done. The traffic engineer is more effective\nworking out a system for us than he is if mixed up in a street jam, but the\nmere fact that one stays out of a street jam does not prove him a traffic\nengineer. He may be a hermit or a timid recluse. Yet I have heard a\nvicious logic which runs approximately, “That faculty member is so im¬\npractical that he could not possibly make things go in a real school. He\nmust therefore be an expounder of very great principles. He is deep, very\ndeep.” Truly great theorizing doubtless excuses impracticability, but mere\ninaptness to do or to get along with associates is not proof of useful theorizing\nability. We shall suffer no loss of real theory and principle by an increase\nin the proportion of our staffs who can deal successfully with that most\nillogically contrived creature, the modern child.\nI once asked the head of a teacher-training school in Europe, “How do\nyou get so many men with the doctorate who, with all their specialized\ntraining, are skilful in firsthand work\n\nwith children?”\n\nHis answer\n\nwas\n\n“There are plenty of pretty fair candidates for each position. Those who\ncannot work with children do not seek nor would they receive appointment.”\n\n"}
{"page": 845, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n841\n\nFortunately teachers colleges employ largely those who get acquainted\nwith children in the public service. If we can send all of these back into\nsuch schools more or less regularly, theory will not depart unreasonably\nfrom practise. A term now and then spent in active public school service\nwould greatly help some of our staffs. Even a week of public school visiting\neach year is amazingly productive of results. If these faculty visitors are\nnot capable of helping the public schools by their visits and at the same time\nhelping themselves to interpret future jobs to students in training, I\nwonder whether they will be good enough to belong in the teachers college\nfaculty of 1950.\nWhen some of us in 1950 limp across the campus and lugubriously shake\nour heads with the pessimism of old age, we shall nevertheless have enough\nmathematical sense to be fairminded observers of the procession. We shall\nsee the superior training, adequate professional and travel experience, per¬\nsonality achieving much which we have struggled for, and accomplishing\nsome results which we have not yet imagined and might not be ready to ap¬\nprove even if we had thought of them.\n\nTHE\n\nTRAINING SCHOOL FACULTY\nPREPARATION, BACKGROUND,\nAND DUTIES\n\nO. R. LATHAM,\n\nPRESIDENT,\n\nIOWA\n\nSTATE\nIOWA\n\nTEACHERS\n\nIN 1950— ITS\nRELATIONS,\nCOLLEGE,\n\nCEDAR\n\nTYPE,\n\nFALLS,\n\nFrom a minor adjunct of the normal school of yesterday, the training\nschool of tomorrow will undoubtedly become the hub about which the\nactivity of the teachers college will most certainly revolve. Already ad¬\nministrators have come to a realization that the best observable measure\nof the efficiency of any teachers college is the character of its training school.\nFully conscious of the truth of these assertions, the administrators of the\nteachers colleges of 1950 will have made such strides in the improvement of\nthese schools that they will have become a Mecca for superintendents, super¬\nvisors, and teachers from all of the territory ministered to by the teacher¬\ntraining institution. A day spent within its walls will be a profitable one\nfor any individual engaged in educational work no matter from whence he\ncomes.\n\nAs I try to visualize the training school of 1950, it looms in two units —\none on the campus of the teachers college itself, the other a few miles distant,\nbut, with our ever-increasing facilities for rapid transportation, within five\nminutes accessible to any member of the faculty, administrative staff, or\nstudent body. This more distant unit houses a training school no less efficient,\nno less modern and wellequipped, no less excellently staffed than the one\nwhich appears on the campus. Only in these respects does it differ, that it\ndraws its patronage from the surrounding farms and that it is especially\nequipped to meet the peculiar problems of a rural community, just as the\nother unit is equipped to meet the problems and to train the teachers of our\ncity schools.\n\n"}
{"page": 846, "printed_page": null, "text": "National\n\n842\n\nThe\n\nEducation\n\nAssociation\n\ntentative selection of the staff for these units will be made\n\nseveral\n\nyears in advance of their employment. Rigid standards for admission to\nthe teachers college will have insured the matriculation of a very superior\ngroup of young men and women. .For them will be employed instructors\nof the foremost rank in academic knowledge, in ability to instruct, and in\nproclivity for molding character, for by that time full cognizance will be\ntaken of the fact that the student tends ever to ape his own instructors. From\nthese superior students there will be chosen, in part by observation, in part\nby a battery of tests of personality, special aptitude, moral character, health,\nand intellect, the most promising who, already in their junior year of college,\nwill begin the intensive training for the positions of master teachers which\nthey are ultimately to fill.\nGraduation\n\nfrom\n\nthe college will be followed by two\n\nor three years\n\nof graduate work, not in a liberal arts college or university hostile to\nthe aims and ideals of the teachers college but in the graduate departments\nof two or three teachers colleges. This training, interspersed with close\nobservation of, and much participation in, the various phases of teaching will\nthen be followed by two years of actual experience in teaching. Such pre¬\nparation enables him to assume the responsibilities of a critic teacher in his\nchosen field, whenever the opportunity arises.\nIn this position, what are the duties which confront him? His teaching\nschedule is reduced to such an extent that the present training school staff\nwould look at him with envy could they but see. His is not a life of ease,\nhowever, for each period of teaching is one which serves as an inspiration\nto many observers and each day finds him spending many hours with\nstudent teachers, giving help, suggestions, and encouragement. E^tracurriculum activities will be reduced to a minimum, most of them cared\nfor by specialists in the various fields of activity. When he does engage in\nthese it will be with the freedom of one in perfect physical and mental\nhealth, unhampered by thoughts of multitudinous unfinished and incumbent\nburdens. Methods of drill will be so superior to those at present in vogue,\npresentation of content materials so much more effective that much of the\nteacher’s time will be devoted to inculcating by ever subtler yet more\neffective methods, the all-essential ideals and attitudes of the desirable mem¬\nber of society. Among the items which will receive more attention are the\nhygienic conditions, the health of the pupils, and his own physical condition.\nTo this end he will give merited attention to the hygienic arrangement of\nthe daily program.\nThe professional status of the training school faculty will, of course, be\nin no way inferior to that of the other members of the teachers college staff.\nThe same type of rating as instructors, assistant and associate professors,\nand professors, will apply to them as to the college faculty. No longer will\nthe opportunity for advancement in this type of service be limited so that real\nadvance is made only by leaving the field for another, but the teacher will feel\nthat here lies his opportunity for a life of valuable, appreciated, and rewarded\nservice. Neither will it be considered as professional advancement for such a\n\n"}
{"page": 847, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n843\n\nteacher to take a place on the faculty of a university or liberal arts college.\nNeedless to say, his salary will be such as will put him on a parity with the\nmembers of other professions with like training and personal qualifications.\nSabbatical leaves for study or travel will have become usual, especially for\nthese teachers.\nAs further encouragement\n\nto professional advancement,\n\nthese teachers\n\nwill be engaged in research — not in researches of a minor or individual\ncharacter, the results of which would be applicable to only a given situation,\nbut as members of a large group of colleges banded together to ascertain the\ntruth about some of the more intricate problems of method and curriculum.\nConstant cooperation with the members of the college faculty will serve to\nkeep him in touch with new developments in technics while their demon¬\nstrations in his schoolroom of their theories and devices will serve to keep\nthe two groups constantly striving for a common goal. This coordination\nwith the college courses will be one of the most wholesome influences in\nfurthering the common cause for which all will strive. I regard this as\none of the principal means of bringing about a mutual understanding between\nthe two groups which we are now accustomed to calling the “academicallyminded” and the “professionally-minded” and which the present day ad¬\nministrator fears to bring into the same room for discussion of courses and\ncurriculums lest ere they emerge some blood be shed. By that time I trust\nthat there will be little question as to the merit of instruction in methods,\neach subjectmatter course having had worked\n\nout in its field an adequate\n\ntype of methods.\n\nAnd\n\nnow, lest my dream\n\nfor the training school faculty of 1950 may\n\nappear too Utopian and lest some of my hearers regard me as a prospective suc¬\ncessor to the role of Medusa — one who would make a few modifications in\nour present condition and then have those improvements ossify — perhaps I\nhad best indicate some of the matters in which improvement will still be\nsought. First, I do not have such rank optimism as to suppose that even at\nthis future date all parents will be willing to send their children to a\ntraining school, there to be “practised upon” by incapable and inexpert\nneophytes. Studies may reveal, as studies have done, that this instruction is\nin no wise inferior and in many ways superior to that received in the public\nschool system, yet for many parents the Made publication of such findings will\nin no way alter their preconceived notions.\nThat teachers will even then have come to the realization that it is just\nas true that we are bundles of sentiment as it is true that we are bundles\nof habit, is another thing which I am not sufficiently optimistic to predict.\nSome cognizance will be taken of the fact, however, that the personal ap¬\npearance of a teacher, his personality and his presentation may make a child\na crusader in the realm of science or an arch-enemy of particular or general\nerudition.\nThe\n\nfollowing quotation indicates that the authors of the recent volume\n\nwhich reports the Commonwealth Teacher-Training Study, are mindful of\nthe part which personality plays in the activities of the school.\n\n"}
{"page": 848, "printed_page": null, "text": "National\n\n844\n\nPersonal\n\nEducation\n\nAssociation\n\ntraits must be systematically provided\n\nfor in building any professional\ncurriculum. Every teacher is expected, for instance, to learn the names of his\npupils, but the learning will differ according to the traits possessed by the teacher.\nIf one of his qualities is accuracy, he will learn the names so that he can pro¬\nnounce them without error. But if he does not possess this trait, he will only half\nlearn them. The instructor performing the activity “evaluating pupils’ work”\nwill modify to a marked degree his methods of evaluation according to the qualities\nwhich he possesses. With a given task before him he will think and act in cer¬\ntain ways if he is disposed to be highly critical ; he will perform the task somewhat\ndifferently if he is highly enthusiastic, and still somewhat differently if he is\ndecisive. The performance will be affected by his good judgment, and an openminded person will perform the task differently from one who is prejudiced. If\nhe is prompt the process will be carried on at a different time and in a different way\nfrom\n\nthat of the dilatory teacher.\n\nIn a very pronounced\n\nand essential degree the\n\nqualities possessed by a teacher influence the performance of his instructional ac¬\ntivities. To control such performances by giving direct attention to the traits in¬\nvolved, one must either select teachers who possess the desired traits to begin with\nor develop\nservice.\n\nthe traits in the training school and\n\nduring\n\nthe first few\n\nyears\n\nof\n\nThat problems of the curriculum will then cease to bother training school\nor teachers college faculties is likewise too much to expect. Much headway\nwill have been made in analyzing the various skills and knowledges which\nare useful in the everyday tasks and much will have been accomplished in\nmodifying instruction to meet these needs. In the matter of the essential\ntypes of instruction to prepare one to lead the “good life,” however, much\nwill remain to be learned and done. New problems, inherent in the then\nexisting society, problems of which we are now dimly conscious or quite\nunaware, will continually arise to confront the teacher of all successive ages.\nFinally let us remember that our ideals are not static, for what today looks\nto us as the acme of perfection and as the very best that any one could desire,\nwill, on the morrow when it is attained, appear simply as a stepping stone\nto greater progress.\n\nPREDICTED CHANGES IN FACULTY STANDARDS BY 1950\nAS SHOWN BY THE EXPERIENCES OF THE\nCOMMITTEE ON ACCREDITING AND\nCLASSIFICATION\nCHARLES\n\nMCKENNY,\n\nPRESIDENT,\n\nMICHIGAN\n\nYPSILANTI,\n\nSTATE\n\nNORMAL\n\nCOLLEGE,\n\nMICHIGAN\n\nWhen I received the invitation to forecast to this Association the changes\nin teachers college faculties by 1950 my inclination was to decline the task\npolitely but firmly. A fairly long life has convinced me that among the\nmany gifts that my fairy godmother failed to give me was the one of\ndivination. All my life I have found it difficult to tell what would happen\ntwelve months hence, and I have not the slightest confidence in myself when\nit comes to making a prediction twenty years in advance. On reflection,\nhowever, I concluded that the very remoteness of the period concerning\n\n"}
{"page": 849, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n845\n\nwhich I was to make a prophecy was the redeeming fact. To quote a cele¬\nbrated sentence, “Few will note nor long remember what is said here,”\nand if perchance a student of 1950 delving for material for his doctor’s\ndegree should unearth the proceedings of this meeting and find conditions\nat that time not as herein predicted and should be disposed to hold the\nprophet up to scorn, I should not be present to experience humiliation.\nConsequently I go joyously to my task.\nIt seems safe to predict that 1950 will record a decided change upward\nin the academic qualifications of presidents who will be administering the\nteachers colleges. The older men now at the head of these institutions, who\nbegan their work at a time when a college degree was an achievement and\na master’s degree a scholastic distinction will have retired to that luxurious\nand affluent ease which awaits the educator in this world or will have re¬\nceived their golden crowns\n\nand harps in more delectable regions, and a race\n\nof more scientifically trained men will be guiding the destiny of teachers col¬\nleges. In all probability they will be no better qualified for their day than\nwere their predecessors for their particular era. When some of these\nancients and honorables entered the profession a five-foot shelf could con¬\ntain all the significant books on education and most of the bound volumes of\nperiodicals and proceedings that had to do with that subject. Today a\nfive-foot shelf would not contain the annual output of educational books\nalone, to say nothing of bound periodicals. The president of 1950 with his\nPh. D. very likely will know less of the entire field of education, despite\nhis added training, than did his predecessor of a generation before, for the\nscope of education, already vastly extended, is becoming yearly more com¬\nprehensive as well as diversified, and the day of the Aristotelian educator\nwho summed up in himself the wisdom of the entire field is already gone.\nThe movement for academic training will of course register itself in the\nteaching staff of the colleges of 1950. When the normal schools were first\nestablished and for fifty years afterward, their function was almost entirely\nthe preparation of teachers for the elementary schools, and moreover, the ele¬\nmentary field of that day was limited in content. Naturally, therefore, in\nthe selection of a faculty the first choice fell upon the men and women who\nhad had special training and long experience in this particular department\nof public school work. Human qualities, an intimate knowledge of public\nschool conditions, skill in presenting and in teaching the common school sub¬\njects, were by far more necessary qualities than academic scholarship. In\naddition the normal schools had no prestige and were not an attractive\nfield of service to the ambitious scholar. Times have changed. The normal\nschools have become colleges, ‘abbreviated curriculums have lengthened to\nfour years and degrees are conferred. In short, teachers colleges have be¬\ncome respectable institutions and men and women of scholarship are not only\nincreasingly available but are glad to join their faculties.\nBy 1950 the relentless scythe of time will have harvested the ripened grain\non the faculties of teachers colleges and that too large percent of teachers\nwho are with us today with limited academic training and who have\n\n"}
{"page": 850, "printed_page": null, "text": "846\n\nNational\n\nEducation\n\nAssociation\n\narrived at that time of life which does not warrant the spending of time and\nmoney to gain advanced degrees will have retired and their places will be\ntaken by a new generation more adequately prepared.\nThe upward trend in scholastic preparation of teachers college faculties is\nwell set forth by President Hendricks 1 in a paper read before this associa¬\ntion last year. His report on forty-eight institutions shows that the per¬\ncent of members of the faculty having no degrees had in ten years been\nreduced from thirty-three to ten ; the number having the A. B. degree had\nnot changed in ten years, but the number holding the master's degree had\nincreased from twenty-two percent to forty-three percent ; and the num¬\nber holding the doctor’s degree from four percent to seven percent. Albany\nState College for Teachers, and the Chicago Teachers College led the aca¬\ndemic procession in 1926-27: 33.3 percent of the teachers at Albany and\n66.6 percent at Chicago held the doctor’s degree. It should be noted how¬\never that as far back as 1890 Albany gave up the training of elementary\nteachers and has since that date given exclusive attention to the secondary\nfield.\nThe movement for greater scholarship on teachers college faculties was\nspeeded up during the past year owing to the standards adopted by this\norganization and the work of accrediting which w’as undertaken. Un¬\nfortunately, the data for 1928-29 came to hand too late to be analyzed and\nclassified for this paper. It is interesting to note, however, as an indication\nof what is taking place, that two institutions which reported five doctor’s\ndegrees on their faculties a year ago for the present year reported seventeen.\nIt seems likely that by 1950 the general policy of institutions will be to give\nno man a permanent position on the faculty unless he has a doctor’s degree\nor is near enough to the goal so that he may be expected to reach it within a\nfew years. This policy has not been possible in the past and is scarcely\npossible today if in addition to the scholarship supposedly represented by the\nPh. D. degree there are demanded force of character, experience, and teach¬\ning skill, not to mention those more subtle and pervasive, but so desirable\nqualities called personality and culture.\nI have said that by 1950 the men taken upon the faculties of teachers\ncolleges will have achieved the doctor’s degree or will be in sight of that\ngoal. What of the women ? Now it is universally conceded that the rashest\nof all rash undertakings is to predict what women will do tomorrow and\nit borders on imbecility to attempt to forecast what they will be doing twenty\nyears from now, but I am compelled to recognize them in this discussion\nsince they constitute the majority of our teaching staffs. What I shall ven¬\nture to say is based on experience and on the biological factor. Judging from\nthe past there seems to be little likelihood that during the next twenty years\nwomen will in large numbers be pursuing graduate study so far as the\ndoctorate. Not that women are intellectually incapable of that attainment.\n1 Hendricks, E. L. “Twenty years of progress in the qualifications and the salaries of\nteachers of normal schools and teachers colleges.” Proceedings 66:920-931; 1928. National Edu¬\ncation Association, Washington, D. C.\n\n"}
{"page": 851, "printed_page": null, "text": "Department\n\nof Teachers\n\n847\n\nColleges\n\nAll suspicions of their mental capabilities were dissipated long ago. But the\nfact is their fundamental interests lie in another direction. At the outset\na woman does not look upon a profession or business as a permanent vocation.\nAs devoted as she is to her duties, whatever they may be, the eye of her\nimagination is scanning the sky line looking for the sail of that ship which\nshall bring her a husband and a home. This is as it should be. And by the\ntime she is ready to admit that the ship is likely not to come she has become\nsettled in some fairly satisfactory position. More than that, education in\nits choicest positions is largely a man’s world. The executive positions are\nusually held by men, as are most teaching positions in colleges and uni¬\nversities with the exception of teachers colleges, and women do not see the\nadvancement in position and salary which would warrant the expenditure\nin time and money which a doctor’s degree demands.\nIn a study of a group of teacher-training institutions made about five\nyears ago McMullen found that 26.6 percent of the women and eleven\npercent of the men held no degree ; forty-six percent of the women\n\nand 32.9\n\npercent of the men held the bachelor’s degree; 26.6 percent of the women\nand 43.9 percent of the men held the master’s degree; and 7.6 percent of\nthe women and 12.3 percent of the men held the doctor’s degree. If the\ndoctor’s degree should become a prerequisite for a position on a teachers\ncollege faculty or even the norm, one of two results will follow: either\nwomen who are now in the majority on teachers college faculties will become\nthe minority, or more women will seek and achieve the doctor’s degree.\nToday there is discernible a relative increase in the number of men on\nteachers college faculties. Two years of academic and professional\ngraduate study seem likely to be the norm set up by 1950 for women on\nteachers college faculties. Should this norm be established, there would re¬\nmain the question as to whether the first year should be spent in securing\nthe traditional M. A. and the second year be given to shopping around among\nthe universities taking the courses that seem to be helpful, or whether it\nshould be given to earning another M. A. in a different university than the\none in which the first master’s degree was taken. The shopping-around\nplan would not show up in catalogs and probably would not yield as good\nfinancial returns as the other plan. It may be that more universities will\nfollow the lead of Harvard’s School of Education and require two years\nof graduate study for the M. A. Certain it seems to be that the colleges\nof 1950 will expect more than one year of graduate study on the part of\nthe women members of the faculty.\nIt has been .the custom in rating teachers college faculties academically to\ncompare them with liberal arts colleges. This comparison has never been\nquite fair to the teachers colleges. In the first place, in the liberal arts list\nof colleges have been included the universities and larger endowed institu¬\ntions. The comparison would have been much more just if these types had\nbeen excluded and the teachers colleges had been compared with the smaller\nliberal arts colleges. The\n\nuniversities and larger endowed\n\ncolleges are\n\ngraduate institutions and stress productive scholarship, and naturally this\n\n"}
{"page": 852, "printed_page": null, "text": "848\n\nNational\n\nEducation\n\nAssociation\n\ntype of institution would demand a higher grade of scholarship than would\nthose institutions which do not do graduate work nor as a rule expect very\ngreat productivity on the part of their faculties. Teachers colleges are\nessentially teaching institutions. The comparison is unfair in another re¬\nspect. The curriculum of study in teachers colleges includes much of art,\nmusic, manual arts, industrial arts, and physical education. In these par¬\nticular fields it has been difficult and is today difficult to get teachers with\nextended academic preparation.\n\nOur\n\nteachers of music and art and draw¬\n\ning have to a great extent been educated in non-degree-granting institutions\nand by private instructors, due to the fact that until recently the number of\ncolleges and universities offering work in these fields has been limited in\nnumber, and especially has this been true in the graduate field. The time\nand money spent by teachers of these special branches on their training are\nfrequently in excess of the amounts necessary to win a bachelor’s and in\nsome instances a master’s degree, but cold statistics do not take account of\nthis fact. It is worthy of note that the North Central Association in grad¬\ning faculties of high schools considers only teachers of accepted academic\nsubjects and does not undertake to rate the teachers of music, drawing,\nphysical education, and industrial arts, and I am disposed to think that the\naccrediting policy of this association should be also broad and liberal toward\nteachers in these departments.\nThere are tendencies today in our graduate schools which warrant the\nopinion that by 1950 there will be available for teachers colleges men and\nwomen better prepared in the professional aspect of their subjects. In the\npast it has been difficult to find academic scholarship and professional insight\nand background in the same individual. Good tidings have been coming\nto us of late that more graduate schools are undertaking in a serious and\nwholehearted fashion the education of teachers as well as research scholars.\nThe nature of the learning process and the consequent nature of the teach¬\ning process, the relations and the organization of subjectmatter, and the ele¬\nments of class procedure have found recognition in high places. Never\nbefore in American education has poor teaching been so generally and\neloquently damned and good teaching so exalted. And this too in liberal\narts circles. The situation is full of cheer for the year 1950.\nSo far this paper has discussed the academic and professional qualities of\nthe faculties of 1950. It would be lopsided if it did not touch upon the\neven more important qualities which are essential in a desirable member of\na teachers college faculty, such as human interest, moral earnestness, in¬\nspiring personalities, refined social bearing, and leadership. It is to be ex¬\npected, and I venture to predict that these qualities will not be lost sight of\nin building up teachers college faculties. Teaching is a human business,\nwhether in the elementary grades of the public schools or in the college\nclassroom. A teacher who cannot touch the emotions, who cannot awaken\nthe ambitions and aspirations, who cannot quicken the love of humanity and\nstir the zeal to serve, is not a teacher though his academic degrees would\nreach across a page. And sometimes there is just a little anxiety on the\n\n"}
{"page": 853, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n849\n\npart of the writer lest in our eagerness to build up our faculties academically\nwe shall lose sight of these qualities or at least sacrifice them somewhat for\nscholarship. I should consider that president most fortunate, or to put it\ndifferently, miraculously lucky, who could bring seven Ph. D.’s to his faculty\nin one year and harvest no regrets. My own experience would not make\nme hopeful of such an experiment. In my judgment that president is wise\nwho makes the basic qualities that I have referred to the acid test by which\nteachers are selected rather than to make the academic standard the domi¬\nnant consideration.\n\nTo sum\n\nup, the outlook for teachers colleges is full of\n\nhope. Their progress during the last decade is one of the notable achieve¬\nments in American education and there is reason for predicting that the\nrate of progress will not be retarded between this date and 1950.\n\nWHITHER\n\nM.\n\nE.\n\nTHE\n\nTEACHERS COLLEGES\nWORLD ?\n\nHAGGERTY,\n\nDEAN,\n\nCOLLEGE\n\nMINNESOTA,\n\nOF\n\nIN THE\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nACADEMIC\n\nUNIVERSITY\n\nOF\n\nMINN.\n\nIn beginning this discussion the speaker wishes to disclaim any qualifica¬\ntions to utter exact prophesies in terms of the specific topic which he has\nbeen invited to consider, namely, “The Academic Phase of the Curriculum\nin 1950: Its Length, Content, Nature, and Relation and Proportional\nPart to the Whole Curriculum.” All that we may do is to suggest in\nvery general terms certain needed developments in the training of teachers\nfor American schools. By terms of the subject we are limited to the\nacademic training which definitely excludes all thought of the professional\naspects of a teacher’s education. The method indicated is to set forth\nas clearly as possible some facts about present conditions that may be\nuseful in trjring to forecast the future.\nIt is proposed to offer at the close of this paper certain principles as\nguides to investigation to which consideration must be given in any solu¬\ntion of the problem of the academic curriculum of the teachers colleges.\nIt will not be possible within the scope of the present discussion to do\nmore than state these in a dogmatic style. Each of them, however, sets\na problem for study rather than enunciates a principle for action, and\nthey should be so understood.\nAs a preliminary to the affirmation of these principles let me call atten¬\ntion to three matters, which, though some may look upon them as having\nonly a remote bearing upon the issue, have, in the judgment of the writer, a\ncrucial relation to it. Reference is to certain changing conditions in the\neconomic outlook for teachers, the rapidly altering content of the world’s\nknowledge, and the present academic quality of teachers college faculties.\nOf none of these can our consideration be more than suggestive.\n\n"}
{"page": 854, "printed_page": null, "text": "850\n\nNational\n\nChanging\n\nEducation\n\nConditions\n\nAssociation\n\nof Teacher\n\nEmployment\n\nLet us, first of all, pass in quick review some aspects of the teaching job\nsince nothing is more determinative of the possibilities of training than the\nlikelihood of prompt employment in a position economically and otherwise\ndesirable. The first matter to consider is that the elementary school en¬\nrolment in American schools has been stabilized. Frank M. Phillips, Chief\nof the Division of Statistics of the United States Bureau of Education,\npoints out in the Statistical Survey of Education for 1925-26 that “the\nincreases in enrolment in the elementary school have not kept pace with\nthe increase in the general population” over the last thirty-five years. He\nsays, “It is quite evident that the number of six-year-old children is not\nincreasing very rapidly from year to year. The 1930 census may show\nlittle, if any, increase in the number of children ready to enter school\nover the number shown in the 1920 census. If these same conditions exist\nfor a number of years, school enrolment will reach a stationary period, espe¬\ncially in the lower grades. High-school enrolments have been on the\nupgrade since 1890, and at a highly accelerated rate from 1910 to 1922.”\nMr. Phillips notes that “the indication is that the rate of growth from\nnow on will constantly decrease, provided social and economic factors re¬\nmain relatively as at present.”\nHe says further that, “rates of promotion, and the length of time pupils\nremain in school, will determine whether or not upper grades will continue\nto grow in size. Factors which influence pupils to enter into and remain\nin high-school work will continue to determine whether or not high-school\nenrolments will continue on the upgrade. The breaking point in the rate\nof increase in high-school enrolments\n\nmay have been passed, but there are\n\nindications that material increases may continue for a number of years.”\nWe may complete these facts with the figures of enrolment in teacher¬\ntraining schools also reported by Phillips. Here, also, there has been a\ngreat increase in recent years — vastly greater than in the enrolment in\nelementary schools. The figures are 67.6 percent as against sixty-two\npercent. For the period 1920 to 1924 it appears that the enrolment in\nteachers colleges has increased approximately at the rate of the high-school\nenrolment, and that the enrolment in arts colleges, which also train\nsecondary school teachers, has gone up 240 percent.\nThe import of all these facts is that competition for teaching positions\nwill rapidly intensify and, in fact, has already begun. If we could assume\nthat the present body of elementary teachers is satisfactorily trained, it\nwould then appear that we shall need new elementary teachers only for\nreplacement, and it would seem perfectly clear that we are graduating\nstudents from teachers colleges in larger numbers than can be absorbed\nin the lower schools. This situation is fraught with grave perils to the\nteaching profession, and to the colleges which train teachers. It will\nrequire great wisdom\n\nand generous cooperation to prevent a decided lower¬\n\ning of teachers’ salaries, with a consequent\nof teaching and all that is related to it.\n\ndegradation\n\nof the business\n\n"}
{"page": 855, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n851\n\nTo be sure, some outlet for the surplus of teachers may be found in\nthe secondary schools. We should not blind ourselves to the fact, however,\nthat this solution is but a temporary one. It is in the nature of things that\nthe situation now prevailing in the elementary field is only a few years\ndistant in the high-school field. Let the teachers colleges shift their\ninterest to the training of high-school teachers and they, along with the\ncolleges and universities, w’ill quickly create the same\nconfronts them in regard to elementary teachers.\nPerils of competition — One\n\noutcome\n\nsituation that now\n\nthat will inevitably ensue from\n\nthis\n\nsituation is an increased competition among the teachers colleges themselves\nand between them and the colleges and universities, competition for funds,\ncompetition for students, and competition for the teachers’ market. Plenti¬\nful evidence is at hand to show that this competition is already well ad¬\nvanced. Only great wisdom and generous vision can prevent it from be¬\ncoming a bitter struggle that will engulf some of our most cherished ideals,\nif not our institutions themselves. Some useful results will be forthcoming\nbecause institutions will be under the wholesome necessity of improving the\nquality of their work. A grave danger impends, however, that the struggle\nfor survival among colleges will become greater than it has been — so in¬\ntense, in fact, that some of them will be seriously crippled as institutions\nof higher learning — and that the whole program\nbe warped and its highest purposes defeated.\n\nThe\n\nNew\n\nWorld\n\nof teacher training will\n\nof Knowledge\n\nLet us now turn to the second matter for our preliminary consideration.\nThe prevailing situation may, if rightly handled, have in it the possibilities\nof expanding and enriching our teacher-training curriculum — and\nthey need such expansion and enrichment in order to meet demands\n\nthat\nthat\n\nare immediate and in the near future none of us entertains the slightest\ndoubt. Let me parade before you certain facts that must be admitted into\nany genuine effort to render the training of teachers adequate.\nOutcome\n\nof scientific study — The\n\npast hundred\n\nyears have been unique\n\nin all the history of mankind in their contribution to knowledge and in\nincreased possibilities of comfortable, happy living. The dynamics back\nof this achievement have been discoveries in the field of the natural sciences.\nSo rapid and so profound have been the changes wrought in twentieth\ncentury civilization through the subtle influences of scientific discovery,\nwe are all but lost in our attempts at intellectual and practical adjustment.\nTwo mighty allies of science have been the passion for scholarship extend¬\ning in myriad directions to enlarge to fabulous proportions the realm of\nhuman knowledge, and the American genius for mechanical and electrical\ninvention shooting forward in herculean strides the industrial and com¬\nmercial life of our people. Nothing but the most extreme terms suffice\nto picture the range and depth of the influences arising from the resistless\nenergy with which the forces liberated by these movements, which are at\nbottom intellectual movements, have penetrated to the minutest recesses of\n\n"}
{"page": 856, "printed_page": null, "text": "852\n\nNational\n\nEducation\n\nAssociation\n\nour ideational life and altered the details of our living. It is but a faint\npicture of what has happened to say that it is like the creviced frost that\ncleaves the compact granite of the hillside into crumbling sand. In part,\nthis figure is descriptive because the fabric of our ideational life has in\nrecent years been repeatedly unsettled. But, also, we have experienced\nsomething akin to the terrific onslaught of the constructive engineer upon\nnature’s geography in his building of canals and skyscrapers and airships,\nsince our world of thinking has not merely suffered disintegration; it has\nalso been wrought into new forms to create a genuinely new intellectual\nworld in which\nprehending it.\nThe\n\nnew\n\nwe\n\nmove\n\nabout, even though we\n\nphysics — How\n\nmodern\n\nis this new\n\nmay\n\nfall short of com¬\n\nintellectual world\n\nis sug¬\n\ngested by the names of men whose work has made the science of modern\nphysics. Are not these the ones: Galileo, Newton, Carnot, Faraday,\nClerk Maxwell, Hertz, Lodge, Thomson, Roentgen, Curie, Gibbs, Row¬\nland, Michaelson, Einstein, Pupin, and the scores of practical physicists\nwho have turned theories into useful tools? Two of these lived before\nthe nineteenth century. All but four have lived in the last quarter of that\ncentury, and most of them belong to the first quarter of the twentieth.\nThe progress of science is the story of theories arising out of experience,\nsubmitted to careful observation and experimentation, and restated in\nmore comprehensive and accurate form. The perceptual picture of science\nis, however, revealed to most of us in tangible changes in the conditions\nof our living. A glance at such changes reveals at once the marvelous\nimpact of physical science upon civilization, and the promptness with which\nsociety has responded to modern discovery. It was but little more than\nthirty years ago that Roentgen\n\ndiscovered the X-rays, yet what\n\nconse¬\n\nquences have flowed from that capture of one of nature’s secrets, and of\nothers which followed in rapid succession. “It is a remarkable fact,”\nwrites Professor William F. G. Swann, “that practically all of those\nachievements in the physics of the past twenty years which might be classed\nas utilitarian, have arisen directly from, or in relation to investigations\npursued with no utilitarian motive directly in view. X-rays revealed\nthemselves first in the light of their importance in surgery. The study of\ntheir properties shed a new light upon the structure of the atom and this\nlight was reflected back with enhanced intensity to clarify the properties of\nthe X-rays themselves.” On the practical side we have, on the one hand,\nthe improvement of surgery, the treatment of cancer and the like, and on\nthe other the modern radio tube, a variety of appliances used in radio\ntransmission, greatly improved X-ray tubes, and the brilliant electric bulbs\nused in artificial lighting.\nThe\n\nrecency\n\nof new\n\nknowledge — Quite\n\nas remarkable\n\nas the greatly\n\nenlarged and enriched world in which we live is the striking recency of the\ndevelopment of the new elements in it. If we liken the five thousand years\nof recorded history to a single day, then the last hundred years is equal\nto the last thirty minutes\n\nof time — a vivid reminder\n\nof how\n\nlately the\n\n"}
{"page": 857, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n853\n\nworld’s knowledge of science and of other matters which we owe to the\nmethods of science has been achieved. Fifty years means fifteen minutes,\nand all that has passed of the present century would be but the final\nseven and one-half minutes of our historic day. The evidence that these\nlatest minutes have transformed the basic conditions of human living is\ncompelling.\nModern\n\nmedical\n\nscience — When\n\nwe\n\nthus look upon\n\nthe ancient science\n\nof physics reclothed and revitalized by the last ten minutes of our historic\nday, what shall we say of medicine? It was in 1860, when throughout the\nworld the dread of human putrefaction stalked every wound or surgical\noperation, the French Academy of Science honored Louis Pasteur for his\ndemonstration that fermentations are of bacterial origin ; it was in the\nseventies that Robert Koch proved that a particular disease may be due\nto a particular microbe and that a particularly small microscopic bacillus\nwreaks the deadly havoc of tuberculosis among mankind ; later still came\nthe doctrine of immunity and the practise of vaccinations; it was in 1891\nthat Metchnikoff finally proved that the phagocytes in our blood are our\nreal defense against certain bacterial diseases. Later, in the nineties, the\ncause of malaria was discovered to lie in the bite of the mosquito, and the\nfirst year of the twentieth century saw the terror of yellow fever wiped\nforever from the earth in the dramatic experiments of Walter Reed.\nBefore our own eyes the miracle comes to pass — not one lonely searcher\nwithout equipment inventing his own way forward into the mysteries of\nlife and death, but a regimented army of trained scientists, with fully\nequipped laboratories in universities and research institutes, in medical\nschools and hospitals driving relentlessly forward with a thousand devices\nagainst the diseases that infest the human frame, pushing back, back, by\nmonths and years the dreaded day of death, within a quarter century adding\nto the average life about ten years, and to our hundred twenty million\npeople more than a billion years of time.\nThe\n\njniracle of new\n\npower — The\n\ntemptation\n\nis great to follow into other\n\nfields of knowledge the evidences of growth. The point is clear from the\nillustrations already given, and we should turn to another body of facts\nwhich are in large part a consequence of our growing knowledge. In¬\ncreasingly man is gaining control over his material environment and is\nbecoming emancipated from grinding toil. An illuminating exposition of\nthis matter has recently been given by Walter Dill Scott in his address\nas President of the American Council on Education.1 In vivid compari¬\nsons President Scott set forth the accumulating power available for the\nuse of the human\n\nfamily in the United States. As a criterion of compari¬\n\nson he used the engineer’s unit of horsepower and its equivalent of twentyfive slaves. With this “common unit of measurement” he traced the\ngrowth\n\nof power\n\nfrom about 4000\n\nB. C. to the present time.\n\n“At the\n\n1 Walter Dill Scott. “The Rapid Development of Mechanical Power and Its Influence\nEducation in America.” The Educational Record, Vol. IX, No. 3, July, 1928, p. 136.\n\non\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nAssociation\n\npeak of prosperity in Babylon, Egypt, Greece, and Rome the average\nfreeman possessed power possibly the equivalent of two slaves available\nfor his use.” The meagerness of this surplus power will be apparent in the\nfacts of later growth. In the census of 1869 the records reveal that from\nthis equivalent of two-slave power in the pre-Christian Era, the accumula¬\ntion had amounted to about twelve-slave power for ‘‘every man, woman,\nand child in the United States.” There was “a total of 20,000,000 horse¬\npower distributed among the 40,000,000 of the population.”\nWhat is the corresponding figure for 1928? The average power avail¬\nable to each of us now is the equivalent of 175 slaves, and more than\nthree-fourths of this power resides in forms unknown prior to very recent\ntimes. Ninety-seven and one half percent of it is mechanical. It is also\ntrue that “this rapid accumulation of power is a phenomenon peculiarly\nAmerican,” and that the rate of increase is rapidly accelerating.\nWe cannot here follow the implications of these facts concerning the\nincrease of power into all the issues resulting from them. Nothing, not\neven the cataclysm of the World War, has so shaken our civilization to\nits very heart as has the expanding and enriched economic life of our\npeople resulting from this miracle of new power in the world. It has\ncreated widely distributed wealth ; it has shortened the hours of necessary\nlabor, and enormously increased the return from it ; it has created leisure\non a fabulous scale ; it has reduced poverty ; facilitated travel ; elevated\nstandards of living; and set us a thousand educational problems of which\nour parents had not the faintest dream.\nBut already the new day has given us finer things than these : beautiful\npictures in our homes, books in great libraries, schools for all our children,\ngenuine music in the concert hall, in the home, and upon the air — even\nas I write these words in my study in Minneapolis I hear the Overture\nto Rienzi played for America’s high-school and college students with the\nmatchless artistry of Walter Damrosch and his orchestra in New York\nCity. More than all, these new riches have unshackled our need for human\nintercourse and cooperation in the great enterprises of the human spirit.\nNever before could men and women arise from toil with such radiant hope,\nlifting eager hands to cooperate in the improvement of governmental and\nsocial machinery, still refreshed to cultivate in leisure hours the highest\narts of peaceful living — science, philosophy, music, painting, literature,\nconversation, travel, and politics.\nThe\n\nnew\n\nliterature — Much\n\nreason exists to believe that the first quarter\n\nof our century has achieved a new\n\nrichness also in literary interpretation.\n\nIn poetry we have Edwin Arlington Robinson, Robert Frost, Carl Sand¬\nburg, and Vachel Lindsay; in literary prose Theodore Dreiser, Sherwood\nAnderson, Sinclair Lewis, and Willa Cather; in drama Eugene O’Neil;\nand in criticism Van Wyck Brooks, Henry Adams, Henry L. Mencken,\nand Stuart Sherman. These, with scores of other men and women, have\ncreated for us a new literary world, have given us refreshing glimpses\nof our own lives, new understandings of the world in which we ourselves\n\n"}
{"page": 859, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n855\n\nhave grown up, and have gone far to emancipate us from literary standards\nthat, if they were ever pertinent to American life, have been long outgrown.\nThe\n\nchallenge\n\nof the new\n\nworld — Lack\n\nof time forbids us to follow\n\nthis exciting tale of the creation of new knowledge\n\ninto other fields. We\n\nhave new history, new\" politics, new art, and even new religion. Possibly\nenough illustration has been given to make clear the fact that living men\nand women, and increasingly young people, are at grips with an intellectual\nW\"orld that is laden wfith newT ideas, complicated beyond former imagina¬\ntions, pregnant with possibilities of growth, and fraught wfith issues alluring\nand perilous.\n\nThe New\n\nWorld\n\nand the Teachers\n\nColleges\n\nIf w7e have succeeded in suggesting the mass and richness of a rapidly\naltering ideational w7orld, it will now be pertinent to inquire how- far this\nnew world of knowfiedge has alreadv penetrated the teachers colleges.\nThis might be determined by a study of teachers college curriculums, by\nan examination of college libraries, or, perchance, by an evaluation of the\nproductivity of the academic members of teachers college faculties in\nscholarly matters. Such methods have not been possible to the speaker.\nIt may be safely assumed, how-ever, that knowfiedge is not effectively in the\ncurriculum to any greater degree than it resides in the faculties of the\ncolleges, and upon this matter w-e have some data. The effective agencies\nof knowfiedge are the* individuals w-ho possess it, and the frontiers of\nknowledge are best represented by the activities of national organizations\ndevoted to the specialized fields. It is pertinent to ask, therefore, to w-hat\ndegree the teachers college faculties are in touch with national bodies of\nlearned men. I have sought to secure information on this matter in two\nw-ays.\nAs a first source of information I asked all the teachers college presi¬\ndents in the states of Califoria, Illinois, Minnesota, and Pennsylvania\nto provide data concerning their own faculties. This they have done in\ngenerous fashion. To make the report easy and uniform a list of national\nassociations covering the academic fields represented in teachers colleges\nw-as provided in tabular form.\npoints :\n1. The\n\nnumber\n\nof teachers now\n\nInformation\n\non the staff of the institution in the field or fields\n\nrepresented by the several associations.\n2. The number who are at this time members\n3. The\n\nnumber\n\nwho\n\nw-as asked on the followfing\n\nof such associations.\n\nhave been present at the meetings of the several associations\n\nwithin the ten-year period 1919-28.\n4. The number who have participated in the program\n\nof the meetings\n\nof such\n\nassociations within the ten-year period 1919-28.\n\nWe shall confine the discussion of results to the following national\nsocieties :\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nAssociation\n\nBotanical Society of America\nAmerican Chemical Society\nModern Language Association\nAmerican Historical Association\n\nAmerican\nAmerican\n\nPhysical Society\nPolitical Science Association\n\nAmerican\nAmerican\n\nSociological Society\nSociety of Zoologists\n\nAmerican\n\nAmerican\n\nSociety of Naturalists\n\nPhilological Association\n\nConsidering these ten societies only, the eighteen colleges reporting in¬\ndicate a total of 220 instructors in the indicated fields. Sixty-three of\nthese are in the sciences, eighty-nine are in the languages, and sixty-eight\nin history and the social studies. Of the sixty-three science teachers,\ntwenty-nine belong to their respective organizations ; twenty-four of them\nhave attended at least one meeting of their organization within a ten-year\nperiod ; and five, or almost eight percent, have appeared on the programs\nwithin this period. This is an average of seven-tenths of one percent for\neach year of the decade. These figures are slightly higher than are those\nfor the history group, and much higher than those for English and the\nother languages. Among the eighty-nine in the latter group only eight have\nattended such a meeting within a ten-year period, and only one, an in¬\nstructor in Latin, has participated upon a program.\nWe are at a loss to give an accurate interpretation to these data because\nwe do not have comparable information for other collegiate institutions.\n\nIs it not clear, however, that the teachers college faculties are but slightly\ntouched by whatever influences emanate from the national societies of aca¬\ndemic men ?\nThat we might come to closer grips with this issue we have attempted\nto secure the membership lists of learned societies in the academic fields\nrepresented in the teachers colleges. In this we have been only partially\nsuccessful since some of these lists have not been accessible within the\ntime which we have devoted to this study. Such data as we have are given in\nthe accompanying table (page 857) which shows numbers and percents for\nthe entire membership of the organizations studied insofar as this can be\ndetermined from the published lists. The summary of figures at the bottom\nof the table indicate that of the 10,528 members of the eight organizations\nlisted, 1.64 percent of them\n\nreside in teachers colleges, 21.87 percent in\nthe smaller arts colleges, 25.99 percent in state and municipal universities,\n12.85 percent in large endowed institutions, and of the remaining 37.65\npercent, 8.74 percent are to be found in public schools, research institutions,\nindustrial and commercial establishments. The location of 28.08 percent\nis indeterminable from the lists.\n\nCertainly I have no desire to overinterpret the significance of the facts\nderived in this study. Admittedly we do not have sufficient data at hand\nto render inferences either accurate or final. Yet one thing seems perfectly\nclear. As conditions now prevail a profound change must transpire before\nthe teachers colleges will have any intimate or effective relations to the\nfrontiers of knowledge, or be able to represent it to their students.\n\n"}
{"page": 861, "printed_page": null, "text": "857\nColleges\nof Teachers\nDepartment\n\nMEMBERSHIP HOLD\n\nFACULTIES\n\nTEACHERS\n\nSOCIETIES1 ACADEMIC\nCOLLEGE\n\nTO\n\nNATIONAL\nWHICH\n\nIN\n\nDEGREE\n\nRELATIVE\n\nSHOWING\n\nDATA\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nNational\n\nTeachers\n\nand the new\n\nEducation\n\nworld — It would\n\nAssociation\n\nbe of some\n\ninterest to determine\n\nalso how far the colleges which train teachers have succeeded in firing their\nstudents with permanent intellectual alertness. It occurred to us to find\nout, if possible, the degree to which teachers maintain such alertness over\nthe range of modern culture. With this in view, and with the aid of a num¬\nber of teachers and librarians, a list of recent books was compiled — books\nthat have been published almost wholly within the decade 1919-28. One\nhundred titles were selected and grouped as follows:\nArt and Music\nBiography\nDrama\nFiction\n\nOther essays\nPoetry\nReligion and Philosophy\nScience\n\nHistory and Related Subjects\n\nTravel\n\nColumns\nprovided :\n\nwere provided for checking and the following directions were\n\nIn Column I after each title place a check mark to indicate that you have read\nthe book. In case of Drama mark if you have' seen or read the play. In case\nof more than one volume check if you have read at least one volume.\nII. If, in your judgment,\nbook in the same\nhave not read.\n\neducated\n\npeople should\n\nfield, place a check in Column\n\nIII. If, in your judgment,\n\nthis book\n\nread this book, or a similar\nII. Omit\n\nthe titles which you\n\nis a distinctive contribution\n\nto its field,\n\nplace a check in Column III. If you do not feel qualified to make\nment, place a zero in Column III. Otherwise leave a blank.\n\nthis judg¬\n\nThe list of titles as thus arranged has thus far been submitted to more\nthan 500 individuals in five cities, and returns have been received from 202\nelementary and high-school teachers and principals of schools. The returns\nare from three large cities, each widely reputed for an excellent system of\nschools. The returns have been tabulated by teaching position now held.\nThe groups are administrators, teachers in grades nine to twelve, teachers\nin grades seven and eight, and teachers in grades one to six. In the returns\nthus far received there are 20,200 chances that one book would have been\nread by one person. Four thousand five hundred fifty of these chances, or\ntwenty-two percent, have been accepted by the teachers reporting.\nWe shall only report here the details for the books in science, since, as we\nhave indicated earlier, the dynamics of modern social change springs from\nthis source. There are ten titles in this group, and 2020 chances that one of\nthem would be read by our respondents. Eleven and five-tenths percent of\nthese chances were reported as accepted. For the elementary teachers the\nfigure is nine percent, and for the administrative group fifteen percent.\nThese figures would have been much lower except for one book, Why We\nBehave\n\nthe 202.\n\nLike Human\n\nBeings, which\n\nhad been read by 105 persons\n\nOnly twenty persons in all reported having read Microbe\n\ntwenty-eight Creative Chemistry , and fourteen Men\n\namong\n\nHunters,\n\nof the Old Stone Age .\n\n"}
{"page": 863, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n859\n\nYet these three books are not merely good science; they are good literature,\nin part dramatically written.\nIf we could accept these figures as indicative of the alertness of teachers\nto the new world of science, a generalization which our meagerness of data\nadmittedly forbids as actual, but which they certainly suggest as probable,\nwe might well feel hopeless of adequately representing this new world in the\ncurriculum of the schools, except by a tour de force from the outside. I do\nnot generalize — I only suggest that the program\ncannot blink such facts as are here set forth.\n\nPrinciples for Guidance\n\nof the teachers colleges\n\nin Prognosis\n\nIn proceeding to a statement of principles may I forestall misunderstand¬\ning by saying that I intend them to cover all our institutions, the teachers\ncolleges, the colleges of liberal arts, and the larger universities. As the edu¬\ncation of teachers has developed in America we are all concerned with a com¬\nmon problem, and whatever may be looked upon as fundamental in one type\nof institution must find its place in all the others. With this reservation\nmay I offer with little argument to support them a group of propositions\nthat must have attention in any adequate examination of the future of the\nacademic curriculum of the teachers colleges.\n1. The first of such principles is that a teacher may claim by personal right the\nprivilege of being an educated person. Increasingly as American life improves,\nthe teacher’s life is to be spent among educated people. The best of these have\nthemselves been trained in four-year colleges, and some have had added years in\nprofessional schools. American society is further in the midst of an enormously\nincreased adult education, with libraries, museums, lectures, and courses of instruc¬\ntion for grown up people on every hand. It is only the merest justice that the\nteacher shall be so trained as to be at home in the ever-advancing culture of our\ntime, alert to the widely growing world of knowledge, and the fit companion of\ncultivated\" men and women.\n2. More than this, society has the right to expect a teacher to be, if not the best,\nat least a dependable) representative of modern culture in the community in which\nhe lives and works. He is society’s agent for transmitting this culture in the form\nof organized knowledge to children and youth. It is his business to direct and\nquicken the interests of young people, and to make them sensitive to the world of\nideas, not the dead' forms of knowledge to be found in books, but the living world\nof ideas and action throbbing all about them, growing and changing in a thousand\nways, and issuing in works of science, history, poetry, pictures, music, and thrilling\ntales. It is the business of our colleges to equip for this very exacting mission.\n3. Teacher-training institutions must become habitable by academic scholars. Let\nme hasten to say that by this I do not mean merely persons holding the degree of\nMaster of Arts. Nor would I accept the doctorate as a guarantee of the thing I\nmean. All our institutions are inhabited, afflicted I almost said, by the holders of\nsuch laudatory titles who are intellectually dead, and, as graduate work has de¬\nveloped in America, it has become possible for many persons to achieve the socalled\nhigher degrees without ever acquiring genuine intellectual alertness — in some cases\nwithout ever feeling the thrill of intellectual discovery. I would not deny that such\npersons have a function to perform in colleges, and that a highly useful one. I am\narguing here for a different type of individual for the colleges which educate teach-\n\n"}
{"page": 864, "printed_page": null, "text": "860\n\nNational\n\nEducation\n\nAssociation\n\ners, for the, man who, quite regardless of the possession of collegiate degrees, still\nlives on the frontiers of the intellectual world, the man who is not merely a teacher\nof history, but who is a historian, who does not merely teach science, but who makes\nscience. All of us know such men. Their habitat is not confined to any particular\ntype of institution. I have known some in the smaller colleges and some in teachers\ncolleges. Their name is not legion, but they are priceless in any institution. Their\nvalue exceeds that of libraries, laboratories, and all our specialized technics of\ninstruction; their possession far outweighs the very difficult task of their discovery,\nas well as the frequent discomfort involved in keeping them happy and in the\nservice of the institution.\n\n4. The prospective teacher is entitled to an introduction to the world of knowl¬\nedge as' such, quite apart from any specific uses to which this knowledge may be\nput in teaching. Every important academic field has its own body of ideas, its own\nlogic of organization, its own springs of human interest, and, if a living field, its\nown processes of growth and expansion. As a tangible achievement of the human\nmind over a long period of time — many centuries in some cases — it is a great\nchallenge to the growing intellects of youth, and particularly, to the aspirations of\nprospective teachers. A young man or a young woman who is to become a teacher\nof youth should have such contact with, the chief fields of knowledge as will make\nhim at home in the world of ideas and sensitive to the changing frontiers of human\ninformation and ideals.\n5. The kind of familiarity with the world of knowledge which the student teacher\nneeds cannot be acquired from elementary courses as these are usually given in\ncolleges. Particularly can they not do this if, from the beginning of college study,\nthe shadow of little children hovers over everything they learn. The student in\nthe background of whose mind is forever the question, “How can I use this informa¬\ntion in teaching children?” is in no fit attitude to master a body of knowledge that\nis the ripened product of the best minds of all the world over centuries of time. It\nfollows that, in some fields, the pursuit of knowledge must be pushed out to its\nfrontiers, the student must see it in the process of its making, feel something of the\nglow of intellectual discovery and creation, and be put in the way of a continued\nintellectual alertness throughout life.\n6. The kind of academic training to which a prospective teacher is entitled is\nhardly possible within a two-year period above the secondary school if the needed\ntraining in professional subjects is also to be included in this time. The necessary\ntime for the combined training may be three years, or four years, or five, or even\nmore years. It certainly exceeds two years.\n7. The necessity for adapting knowledge to the capacities and needs of children\nmust not transgress the prior right of the teacher-student to acquire knowledge as\nhis own possession. There is a place for the business of making school curriculums\nand for learning the technic of instruction, but it is a silly notion that one can\n“professionalize” knowledge which he does not possess.\n8. The kind of academic training here advocated\n\nmeans\n\ngreatly\n\nimproved\n\nlibraries for our colleges. One of the insistent problems of our changing college\nlife is the increased demands everywhere made upon libraries, demands for content\nand demands for service. Nowhere does the problem appear to stand in the way\nof adequate solution. The most promising aspect of the matter is that colleges have\nbeen made aware of the urgency of new provisions.\n9. Attention\n\nmust be further given to the teaching load of college faculties. But\n\nfew of our institutions have as yet had either the wisdom or the courage to face\nthis question on its merits. They follow the safe and easy method of a uniform\nschedule of teaching hours, giving little or no recognition to the fact that the teach¬\ner’s load is the totality of what\n\nhe does and not merely the hours he spends in a\n\n"}
{"page": 865, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n861\n\nclassroom. The academic life of an institution demands a more discriminating\nadministrative policy.\n10. Finally, need we say that the colleges which provide the teachers of our schools\nneed greatly enhanced budgets, not the meager increases grudgingly given from\ntime to time by state legislatures, but the substantial support that will enable us to\nbuild educational institutions worthy of the America which owns us and which we\nserve? It is the sheerest folly to blink this issue, and to assume that colleges can\nperform miracles — the miracle, for instance, of providing a four-year\nbudget inadequate for a high grade two-year curriculum.\n\ncollege on a\n\nMay I conclude this discussion with a suggestion for cooperation that\ntranscends in its importance any of the particular matters which we have\nthus far advanced. I do not believe that the time is ripe for any great\namount of extra-institutional administrative control, which would, at best,\nbe largely arbitrary. We do need institutional self-restraint and a willing¬\nness to face the whole situation as a matter that transcends both institu¬\ntional and state interests. An adequate supply of well educated teachers\nsufficient to meet, but not greatly exceed, the requirements of the entire\ncountry, is a problem of national significance. The business of creating this\nsupply in the most effective manner is enshrouded with many ignorances that\ncan be relieved only by thorough and pervasive investigations of many mat¬\nters about which there now prevail only the most hazy notions. My sug¬\ngestion is that we all get together — teachers colleges, liberal arts colleges,\nuniversities, state departments of education, superintendents of schools, the\nNational Education Association, and the Federal Bureau of Education —\nupon a comprehensive study of the whole problem involved in supplying our\nschools with good teachers. Such an inquiry is of so great importance that\nthe Federal Bureau of Education should undertake to sponsor it and the\nFederal Government should provide it with adequate financial support. If\nthis can be brought about, we may well suspend our judgment upon con¬\ntroversial details and may anticipate a day when we can consider funda¬\nmental issues in the light of adequate knowledge concerning them.\n\nTHE\n\nROBERT\n\nPROFESSIONAL\n\nCLARK,\n\nSTATE\n\nPHASE\n\nOF\n\nTHE\n\nCURRICULUM\n\nIN\n\nSUPERVISOR\n\nOF\nW.\n\nAccording\n\nTEACHERS\n\nCOLLEGE\n\n1950\n\nTEACHER\n\nTRAINING,\n\nCHARLESTON,\n\nVA.\n\nto my assignment for this program, I am to make predictions\n\npertaining to the professional courses in the curriculums of teachers colleges\nin 1950. Without taking the trouble to make inquiry I have assumed\nthat it was the intention of our chairman and program committee that\nwe present the most modern tendencies in curriculum development and\nthat on the basis of these tendencies and our present knowledge we predict,\nas best we can, the character of the professional curriculum\ncollege for the next fifteen or twenty years.\n\nof the teachers\n\n"}
{"page": 866, "printed_page": null, "text": "862\n\nNational\n\nEducation\n\nAssociation\n\nSince the science of teaching is chiefly concerned with the human mind,\nand since the human mind has reacted to its environment very much in\nthe same way at least since the beginning of history, our task is not entirely\none of prophecy or conjecture. It is the opinion of the writer that we\nmight reasonably predict the nature and content of the professional phase\nof the curriculum twenty years hence if we knew exactly what it should\nbe today.\nNo phase of the curriculum program of collegiate institutions has ever\nbeen subjected to more criticism than has that group of courses usually\nlisted as education or sometimes as professional. In the past quarter of\na century the defenders of these courses have endured a barrage of epithets\nsuch as “easy,” “hash,” “duplication,” “theoretical” and “about something\nof which neither instructor nor student knows the fundamentals.”\nThe shortcomings and insufficiency of the professional curriculum of\nformer years are well established. They are admitted by its strongest sup¬\nporters and fully appreciated by most of the school people responsible for\nthe instruction and organization of these courses in teachers colleges.\nPermit me to say, however — and I am speaking, too, as one who is not a\nmember of any college faculty— that it is my conviction that all of the\nindictments that have been made of the professional part of the teacher¬\ntraining curriculum, may also with substantial evidence be made of aca¬\ndemic fields or could have been made when these fields were in a corre¬\nsponding age of maturity and degree of development.\nThe professor in the liberal arts college and too frequently the professor\nof the socalled content courses in the teachers college, do not seem to know\nthat schools of education have made great progress in recent years. Their\njokes about the normal schools are out-of-date. Their oft-repeated ex¬\namples have not been revised since the Armistice was signed. In the past\nten years no group of institutions designed for the higher education of men\nand women has been more progressive and aggressive, more alert and more\nresponsive to the demands of scientific research than have been the teachers\ncolleges of this country. In this splendid development the curriculum has\nreceived its due share of consideration and as a result we have today in\nmost teachers colleges and departments of education a curriculum program\nthat is far superior to that of a decade ago. I am proud to say that the\nmen and women representing these institutions in my own state of West\nVirginia, have, I believe, made some contribution to this forward movement.\nBefore we proceed further with the subject assigned me permit me to\ndefine my position. In treating this subject we are not concerned with the\nacademic phase of the curriculum. Even though we may agree with Dr.\nBagley and others that subjectmatter courses in teachers colleges should\nbe professionalized, liberalized, or at least vitalized in a way that has not\nalways been done in the traditional liberal arts college, still there is a\nphase of the curriculum represented by certain courses in education that\nis distinct and that represents the specific professional training of prospec¬\ntive teachers. These courses have to do with the objectives of organized\n\n"}
{"page": 867, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n863\n\neducational procedures, the application of human psychology in teaching,\nand the acquisition of a certain degree of teaching skill. The demand for\nsuch training on the part of the teacher is not affected by his culture and\ngeneral scholarship as is sometimes assumed. The aim of these professional\ncourses is the same and their place is as indispensable whether we complete\nteachers’ formal training at two years beyond graduation from high school\nor after one or two years in a graduate school. In this discussion of the\nprofessional phase of the curriculum, we are assuming that the student\nhas acquired or will acquire before he is certified for teaching, adequate\ngeneral education, or at least as much as practical conditions will permit.\nAlso in reference to professional courses, we shall consider only under¬\ngraduate school work and work that is in preparation for classroom teaching\nand not for administrative positions.\nBefore we presume to make predictions on this subject let us get a point\nof departure by a brief review of some current opinions on the professional\nphase of the teachers college curriculum. In 1926, by the authorization\nof the State Board of Education in West Virginia, and under the direction\nof the State Division of Teacher Training, the teachers colleges in this\nstate undertook an intensive study of the curriculums for teacher-training\ninstitutions. By the organization of a central committee and a number of\nsubcommittees this study was carried on through a period of two years.\nThe result of that study was embodied in a report approved by the State\nBoard of Education and published by the State Department of Education\nof West Virginia as Teacher Training Bulletin No. 7. It is not my\npurpose here either to present or defend the West Virginia program.\nHowever, in order that we may be specific I desire to refer occasionally\nto the conclusions of that study.\nIn further preparation for a discussion of this subject at this time, I\nsent out a questionnaire to a select group of educators in several states,\nincluding superintendents, principals, and\n\nmembers\n\nof college faculties.\n\nSixty-five questionnaires were sent out and fifty-two, or eighty percent,\nwere returned in time for use in preparation for this paper. In the follow¬\ning discussion I shall have occasion to refer also to the report of this study.\nAmount\n\nof professional\n\nwork\n\nstudy the following requirements\namount of professional work.\nIn the two-year curriculum\n\nrecommended — In\n\nthe West\n\nand limitations were\n\nmade\n\nVirginia\n\nas to the\n\nfor elementary teachers the minimum\n\nand\n\nthe maximum are twenty semester hours. In the four-year curriculum for\nhigh-school teachers the minimum is twenty and the maximum is twentyfour. The four-year curriculum for elementary teachers requires thirty\nsemester hours.\nIn the questionnaire study the amount of professional work recom¬\nmended varied from twelve to thirty semester hours. The median for the\ntwo-year curriculum was sixteen semester hours and\ncurriculum, twenty-two semester hours.\n\nfor the four-year\n\n"}
{"page": 868, "printed_page": null, "text": "National\n\n864\n\nEducation\n\nIt is true that the amount\n\nAssociation\n\nof professional work\n\nrequired will vary to\n\nsome extent according to the character of the instruction in academic sub¬\njects. It will be maintained, I suspect, that we should not attempt to\nmake a distinction between professional and academic work in a teachers\ncollege. However, the content and activities of certain courses in educa¬\ntion are rather clearly defined, regardless of how it is designated. The\namount of such work that should be required at this time as preservice,\nundergraduate work for teachers, is, I believe, approximately 20 semester\nhours.\nThe proportion of professional work that may be required in the cur¬\nriculum in the next fifteen or twenty years will depend upon certain\nimportant factors. By that time we certainly shall have greatly increased\nthe amount of general academic training required of all teachers. I think\nwe may safely predict that no teacher training will be undertaken until at\nleast the completion of a two-year junior college course and an increasing\namount of professional training will be graduate work. A reorganization\nof the curriculum on the basis of an extension of the period of preparation\nfor teachers may demand an increase in the amount and length of courses\nin education. I doubt, however, that this will be true, except when pre¬\nservice training extends beyond four years of time. Twenty hours in\neducation properly organized and as effectively presented as is becoming\na teachers college doubtless will for a long time be considered adequate.\nIn the meantime additional professional work will be given as inservice\ntraining. What is more likely to affect the amount of professional work\nin the teacher-training curriculum, I believe, is the possibility of greatly\nimproved standards of teaching academic subjects in collegiate institutions.\nThis may result in reducing somewhat\ncation courses.\nThe\n\nprofessional\n\ncore\n\nthe total amount\n\ncurriculum — Educators\n\nseem\n\nof work\n\nin edu¬\n\nto be pretty well\n\nagreed upon a certain core of the professional curriculum. The name\nand approximate value of such courses in credit hours may be indicated\nas follows:\n1. Educational\n2. Materials\n\nPsychology\n\nand Methods\n\n.\n\n4 to\n\n6 semester\n\nhours.\n\n5 to\n\n8 semester\n\nhours.\n\n6 to 10 semester\n\nhours.\n\nin Special Subjects and\n\ndifferentiated for specific grade groups\n\n.\n\n3. Observation, Directed Teaching, School Man¬\nagement and Organization .\n\nNearly all other socalled professional courses are in question as to having\nan essential and specific value in the preservice training of teachers. We\nshall discuss briefly some of these courses.\nGeneral\n\ndemand\n\nprinciples and general methods — There\n\nis a rather persistent\n\nfor an integrating course in general principles of teaching. In the\n\nWest Virginia study such a course is included in the four-year curriculum,\nbut not in the two-year curriculum. In the questionnaire study twentvseven persons express themselves in favor of a course in general principles\n\n"}
{"page": 869, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n865\n\nof education and sixteen vote “no.” In the four-year curriculum it does\nseem highly desirable to give a course in education that attempts to inte¬\ngrate, review, and summarize the content of other courses in education.\nSuch a course, if offered, should be given near the end of the period of\npreservice training.\nAn\n\norientation\n\nor introductory\n\ncourse in education — Another\n\neducation\n\ncourse in which there is no general agreement is Introduction to Educa¬\ntion. In the West Virginia program this is made one of two elective\ncourses. Some institutions in the state give it and some do not. In the\nquestionnaire study this question was asked : “What professional courses\nor related activity should the prospective teacher first take or perform as\na part of his preservice preparation?” In reply, fifteen persons say Edu¬\ncational Psychology, and fourteen favor Introduction to Education. A\nfew would favor such courses as General Psychology7, Philosophy of Edu¬\ncation, or Practise Teaching for orientation courses.\nThere is no question as to the value of a good orientation course if\ncarefully organized and wisely taught. It may be so presented that it\nwould not only have a value for prospective teachers but also be made\nprofitable for all citizens and especially for prospective parents, whom we\nshould expect perhaps to know something of the general history and ob¬\njectives of the great public school system of this nation. Before 1950,\nwe may expect to see such an orientation course made an important and\nvital part of the professional curriculum. Such a course will doubtless\nbe given a vocational slant, and be incorporated with a more extensive\nprogram in vocational guidance. It should for one thing result in a better\nselection of teachers. Such a program, however, demands an extended\nperiod of preservice training. So long as any group of teachers is limited\nto two years of work in preparation for actual teaching, 1 doubt very\nseriously whether there is a place in the curriculum for a course that is\nso general and that has so little immediate practical value.\nTests and measurements — The\n\ndemand\n\nfor some\n\ntraining in the methods\n\nof the examination of pupils to determine mental development and educa¬\ntional progress and achievement is hardly questioned. In the questionnaire\nstudy referred to above this question was asked: \"Should Tests and\nMeasurements be given as an undergraduate professional course? Of\nthe forty-three replies to this question, thirty-seven said \"yes,” and six\nreplied “no.” In the West Virginia study Tests and Measurements is\nmade an elective subject. In most of the schools at the present time it\nis offered as a separate course for two semester hours of credit. It is be¬\nlieved, however, that the content of this course could be given as well\nand perhaps more effectively in connection with related material in other\ncourses such as Psychology, Materials and Methods, and Directed Teach¬\ning. Certainly with the proper integration of the professional program\nof any school this plan would be desirable.\nTo predict the place and value of a course in Tests and Measurements\nin 1950 is difficult. Perhaps more than any other course in education will\n\n"}
{"page": 870, "printed_page": null, "text": "866\n-\n\nNational\n\nEducation\n\nAssociation\n\ni-\n\nit depend upon the product of experimental education and research. I\nshall expect to see its value increase. On the other hand, it may be that\nas a separate course it will have disappeared, having proved to be merely\none of our transient educational hobbies.\nHistory\n\nand philosophy\n\nof education\n\nand\n\neducational\n\nsociology — Other\n\ncourses in question that are frequently listed as professional are History\nof Education, Sociology, and Philosophy of Education. In the West\nVirginia study History of Education is not given undergraduate credit as\na course in education. Philosophy of Education and Educational Sociology\nare made elective in the four-year curriculum. In the questionnaire study\na small majority favor giving History of Education and Educational\nSociology. However, there was an almost equal division of opinion among\nthis group as to the demand for any of these three courses in undergraduate\ncurriculums.\nMuch of the content of these courses undoubtedly has a place in the\nprofessional preparation of teachers. The teachers college instructor should\nhave intensive training in all these subjects. He will have almost constant\nuse for such material. We do not, however, always distinguish between\nthe education that should be expected of a teachers college instructor and\nthe most desirable preservice training of a classroom teacher. That the\nteachers college instructor has had, with material profit, separate and\nspecial courses in History and Philosophy of Education and Educational\nSociology is no reason why an inexperienced teacher should be expected\nto pursue the same courses with equal profit. In fact, he will not. Such\ncourses should be reserved for the graduate school. I do not see any\ntrend in education that in the next twenty years would give them a\nplace in the undergraduate curriculum of the teachers college for the\nordinary classroom teacher.\nThe\n\ntraining school — If we develop a more\n\neffective program\n\nfor train¬\n\ning teachers in the next ten or twenty years, I am convinced that it will be\ndone by a more extensive use of the training school. In general practise the\nvalue and standards of the training school are not uniform. Some teachers\ncolleges have demonstrated the great possibilities of making the training\nschool the laboratory for all education courses. Others have conducted\nit in a way that has given the student a fair degree of teaching skill. In\na great many institutions the training school is a mere appendage that\nserves no higher purpose than an opportunity for apprenticeship teaching.\nBut few teachers colleges have yet, I believe, realized the full all-round\npossibilities of the training school including all feasible plans for student\ncontact with typical teaching situations.\nIn the questionnaire study referred to above the following question was\nasked : ‘‘In the field of the professional training of teachers what\n\nmay\n\nwe\n\nexpect to appear for special emphasis in the next ten or fifteen years?'’\nIt is interesting to note how many of the replies refer to some phase of\nthe training school. Permit me to quote a few of these replies by men\nwho\n\nare looking ahead in the field of teacher training: “Integration of\n\n"}
{"page": 871, "printed_page": null, "text": "Department\n\nof Teachers\n\n867\n\nColleges\n\npractise teaching with other activities” ; “Better facilities for directed\nteaching”; “More demonstration of good teaching followed by clinical\ndiscussion” ; “Attainment of a minimum teaching skill as prerequisite to\ncertification”; “Reform of practise teaching”; “More actual practise teach¬\ning with responsibility for the class under expert supervision.”\nThese predictions represent the trend of thought on this subject by alert\neducators in a half dozen states. I am in agreement with the general idea\nas presented in these expressions. I anticipate with much interest the\ndevelopment\n\nof this phase of teacher training within the next few years.\n\nInservice training of teachers — Another\n\ndevelopment\n\npossibility for the future in the\n\nof the teachers college and which might affect the preservice\n\ncurriculum is the extension of inservice training and a “followup” program\nwith the students after graduation. In the questionnaire study referred\nto above ninety percent of those replying expressed the opinion that we\nshould have more inservice training for teachers. In this connection, the\nfollowing question was asked : “Assuming that it had the resources should\nthe teacher-training institution undertake a definite ‘followup’ program\nof work with its students after they begin teaching?” Of the fifty-two\nreplies to this question only five were in the negative. The affirmative\nreplies were frequently made emphatic by such expressions as “by all\nmeans,” “yes, decidedly.” So far as this group of educators is concerned\nthere is a predominant demand for experimentation in this field. There\nwere, however, some stout negatives on this question by thoughtful school\nmen, some stating forcefully that this is the business of the public school\nsuperintendent.\nIn conclusion let me again express my faith and confidence in the men\nand women engaged in that flourishing field of higher education rep¬\nresented by the teachers colleges of this nation. Their task is truly a\ndifficult one but the possibilities of achievements are great. There is much\nevidence to indicate that they will not only keep abreast with any forward\nmovement in curriculum reorganization which we may experience before\n1950, but that in any forward\noccupy a really salient position.\n\nmovement\n\nthis group\n\nof educators will\n\nPREDICTED\nCHANGES\nIN THE CURRICULUMS\nOF TEACH¬\nERS COLLEGES\nBY 1950 AS SHOWN\nBY THE EXPERIENCES\nOF\n\nTHE\n\nE. S. EVENDEN,\n\nCOMMITTEE\nPROFESSOR\n\nOF\n\nON\n\nSTANDARDS\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\nYORK\n\nAND\n\nSURVEYS\n\nCOLLEGE,\n\nCOLUMBIA\n\nCITY\n\nReading the topic for this paper on the first tentative program aroused\nimmediate interest and expectations. These feelings changed to despair\nwhen the chairman of this Committee, Dr. Clyde M. Hill, requested me\nto represent the Committee on Standards and Surveys at this time. It\nis difficult to pretend to predict what the mode will be in 1950. There\nare at least two\n\never-present difficulties in posing as a prophet in such\n\n"}
{"page": 872, "printed_page": null, "text": "868\n\nNational\n\nEducation\n\nAssociation\n\nmatters. The first is that one is not sure whether any given thing is going\nto happen at all and the second is whether, if it does happen, it will arrive\nat a given date. If some of the predictions for 1950 do happen, they may\nbe educational discards by 1940, while others may not arrive until 1960, or\n1980. But in spite of the difficulties in the wTay, an attempt will be made\nto mix convictions, best guesses, hopes, and pet hobbies with a limited\namount of actual knowledge of this field and thereby make some 1950\npronouncements.\nThe burden placed upon this paper is to predict, in the light of the\nexperiences of the Committee on Standards and Surveys, what the cur¬\nriculum will be in 1950. This committee has been in existence under one\nname or another almost since this group was organized. The writer’s\nconnection with it, however, has been only during the past five years and\neven though they happen to have been the years during which our present\nset of standards has been in the making, he hesitates to speak for the\ncommittee’s earlier experience when some of the most important pioneering\nsteps were taken.\nUpon starting to think over the material for this paper it seemed that\nto restrict it to curriculums placed a decided limitation upon it, since most\nof the studies made by this committee have been concerned with the more\ntangible elements, such as buildings, credits for entrance, number of years\nin the courses, preparation of the faculty and other such items and very\nlittle has been done with curriculums as such. A little further thought\nrevealed the fact that all of these items directly or indirectly affect the\ncurriculum in a very vital way. The result of this comforting discovery\nwas to leave us free to discuss almost any topic related to the development\nof the teachers colleges since virtually all of them have been before our\ncommittee in one form or another. The attempt will be made, however,\nto confine the discussion as nearly as possible to the general topic assigned.\nStandards in such a field as ours usually represent the best judgments\nof the standardizing body at any time as determined by the results of suc¬\ncessful practise and experimental studies. Surveys are then made in the\nlight of these standards with the resulting evaluations and prescriptions\nor recommendations.\nThe best chance which we have had to check our progress in the ac¬\ncomplishment of certain standards has been in Missouri. The extensive\nsurvey of the teacher-training agencies in that state made by Dr. William\nS. Learned and Dr. William C. Bagley in 1917 and the followup study\nmade of the same schools by Dr. C. M. Hill1 ten years later show us how\nquickly changes can be made in our field if we want to make them. Dr.\nHill found that nearly all of the recommendations made in the 1917 study\nhad been met or exceeded by 1927. The exceptions were the recommenda¬\ntions with respect to the curriculums of the teachers colleges. These had\n1 Hill, Clyde M. A Decade of Progress in Teacher Training. Contributions to Education,\nNo. 233. Bureau of Publications, Teachers College, Columbia University. New York City.\n1927. 219 pages.\n\n"}
{"page": 873, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n869\n\nnot been met, because of differences of opinion concerning their validity\nor because first attention was given to other recommendations, or for va¬\nrious other reasons. Other surveys have shown that the curriculums of\nteachers colleges have been little changed in content or spirit in recent\nyears. Further evidence of this is given by last year’s action of the North\nCentral Association of Colleges and Secondary Schools in abandoning its\nseparate classifications for teachers colleges and by the fact that a con¬\nsiderable number of the teachers colleges have qualified for admission under\nthe same standards as are applied to liberal arts colleges. It may be\npossible that the schools which are admitted on this basis are doing all\nthat standard colleges are expected to do and then giving in addition to\nthat the professional elements which teachers should secure in their pre¬\nservice training. If this is the case no objection can be made to standard¬\nization by the North Central Association but it would seem necessary to\nassume\n\nthat the students in the teachers colleges will work\n\nharder or stay\n\nlonger than the students in liberal arts colleges in order to get the “addi¬\ntional” material. If, on the other hand, the “additional” material is ob¬\ntained by increasing the number of hours carried by the students with its\nresulting decrease in mastery and its lowering of scholarship standards or\nif the “additional” material is taken in place of college electives and\nthereby becomes substitutional instead of additional, the effect of this change\nwill be detrimental in that it will confuse purposes and retard the pro¬\nfessional growth of the teachers colleges. It may have a very important\nindirect effect for professional upgrading of the teachers colleges if (as\nwas hoped by some of the sponsors of the change) it stimulates this asso¬\nciation to make its own standards more definite and more rigid so that\nin time standardization of a teachers college by the American Association\nof Teachers Colleges will be so highly prized that acceptance by other\nagencies will not be sought. It is, therefore, with the firm conviction that\nthe curriculums of the normal schools and teachers colleges are the weakest\nelements in the professional preparation of teachers in 1929 that the follow¬\ning predictions for 1950 are made.\n1. Curriculums above high school — academic and professional — for the\nteachers colleges will be longer, making the preparation for teaching more\ncomparable with the preparation for other learned professions. This\nincrease in the length of the period of training will be made possible by\nsuch changes as: better public school salaries with teaching merit and\npreparation the controlling factors in the payment of teachers; fewer\ntransient teachers because of longer tenure; greater leniency toward em¬\nploying and retaining married women as teachers ; and increased social\nand economic respectability of teaching.\nIt is probable that by 1950 all teaching positions will require of new\nteachers at least four years of preservice preparation. When the progress\nin this respect which has been made since the World War is considered,\nand also the fact that several states are now over-supplied with teachers at\nthe present standard, it is not improbable that this standard will be reached\n\n"}
{"page": 874, "printed_page": null, "text": "870\n\nNational\n\nbefore 1950 by enough\nentire country. There\n\nEducation\n\nAssociation\n\nstates to make it the accepted standard for the\nwill also be many more teachers in the public\n\nschools who have master’s and doctor’s degrees. Some of our larger cities\nare already paying to teachers with these degrees salaries that are equal\nto and better than would be paid them in many colleges.\nA salary schedule for the teachers colleges of one of our states was\nformulated recently and the salaries paid to the better trained teachers in\nhigh schools of the same state was one of the determining factors in setting\nthe salary limits for the teachers colleges. Furthermore, with the rapid\nincrease of graduate work in our colleges and universities the number of\ngraduates with advanced degrees who desire to teach has already increased\nto a point where the colleges can no longer absorb them as teachers. The\npresence of teachers with graduate degrees in the public school will certainly\ntend to increase the amount of training desired for all teachers. Many\nof the teachers colleges in 1950 will be offering work for the master’s\ndegree with emphasis upon additional professional training instead of\nresearch.\n2. As the curriculums of the teachers colleges become longer they will\nalso become more definitely and distinguishably professional in content and\nmethod of presentation. There will be, in 1950, as much difference be¬\ntween the curriculum offerings of a teachers college and a liberal arts\ncollege as' there now is between the curriculum of a school of mines or a\ntheological seminary and those of a liberal arts college.\nThe professional nature of the work in the teachers colleges will be\nmanifested in several ways and as a result will be much more evident than\nat present.\nIn the first place there will be a more definite assumption by all of the\nstates of their responsibility for the professional preparation of their teach¬\ners. The resulting state programs will be planned to meet the specific\nneeds of each state. The present wasteful competition which exists be¬\ntween the state-supported institutions within states and between the in¬\nstitutions of neighboring states will be eliminated. Each state will prepare\nenough teachers to meet its own carefully determined needs. Such pro¬\ngrams will probably mean that some of the present schools will be either\nabandoned or continued as part of the state-supported system of junior and\nsenior colleges. Such programs will undoubtedly mean the concentration\nof special courses in selected schools instead of the uniform curriculums\nfor all the teachers colleges of a state. It may even mean a combination\nof concentration and interstate reciprocity which would make it possible\nfor teachers of a limited group, e. g., special teachers of music, to be\ntrained in only one school in a group\n\nof states — each state, of course,\n\npaying its pro-rated part of the cost.\nThere will be a more general acceptance of the principle of differen¬\ntiated courses for each type of teaching position such as primary teachers\nor teachers of intermediate grades and systems of certification will restrict\nteachers to the positions for which\n\nthey are specially prepared.\n\nSuch re-\n\n"}
{"page": 875, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n871\n\nstricted certification is essential if differentiation of curriculums is to be\neffective. The practise of differentiated training within a profession is\nalready accepted as desirable by the professions of engineering, law, and\nmedicine. A civil engineer is not expected to be prepared to accept a\nposition as a mining engineer, nor is the X-ray diagnostician necessarily\nqualified as a surgeon. Putting this principle into practise in our field\nwill mean that the teacher who prepares for work in a kindergarten and\nfinds no vacancies in that work will not be permitted to accept a position\nto teach English and Latin in a high school. He will not be permitted\nto take even a “stop-gap” position in a rural school as at present.\nAnother wTay in which the curriculums will be more professional will\nbe in their increased emphasis upon the subjectmatter content of the\ncourses offered. To be sure, the instructors in these schools will have in\nmind constantly the professional needs of the students but they will also\nbe held responsible for presenting as much accurate and uptodate material\nin the subject being taught as would be given the superior college student\nin other colleges. This material will be different, however, even though\nit does not differ in amount, or quality. It will differ primarily in the\nfacts selected. From the wide range of available material for any such\ncourse those facts will be selected which, in the judgment of the instructor,\nwill be of greatest use to the students when they become teachers. The\nprofessional treatment of the subjectmatter in these courses will place upon\nthe instructor the responsibility of knowing the grade in which the material\ncan be profitably used (either directly or for supplementation) ; the\nteaching and learning difficulties involved and the laws of psychology which\napply; the most successful methods of presentation; the most effective\nsequence of topics; the relationship of the material to the work in other\nsubjects; and other such educational interpretations as may occur in con¬\nnection with each course. This professional treatment will be more a\npermeating attitude of instructor and students than a time-consuming\nformally organized body of “professional content” consisting largely of\nteaching devices and methods.\nThe prediction just given will be strengthened by another change in\nthe curriculums of teachers colleges which is in a way its corollary, namely,\nthe reduction in the amount of w^ork in separate courses in education and\npsychology for all teachers except specialists in these fields. If the ap¬\nplications of the basic principles of education and law7s of psychology are\nto be made by the instructors of each subject instead of by those in the\neducation and psychology departments it wrould justify a reduction in the\namount of a student’s time given to separate courses in these fields. There\nis also at present a tendency in the better public school systems to employ\nspecialists — psychologists, psychiatrists, vocational counselors, visiting teach¬\ners, and others. As these special services become better recognized and\nbetter adapted to public school needs smaller educational units will combine\nin securing their services. In this way these special services will be avail¬\nable to practically all teachers and will relieve the classroom teachers of\n\n"}
{"page": 876, "printed_page": null, "text": "872\n\nNational\n\nEducation\n\nAssociation\n\nresponsibility for the specialized information in these subjects which some\neducators would now include in the professional equipment of all teachers.\n3. The rapid development of the junior college in the decade just past\nhas already brought the problem of the teachers college curriculum before\nthis Association. Other professions, which have been able to raise their\nstandards of preservice preparation to a higher level than has teaching,\nare adjusting their programs to the junior college and making the com¬\npletion of the first two years of college the starting point for pre-profes¬\nsional or professional work. If teachers’ salaries by 1950 warrant an\nappreciable lengthening of the preservice training period it seems probable\nthat teachers colleges will become\n\nsenior colleges offering two-year\n\nand\n\nthree-year courses leading to bachelor’s and master’s degrees, with the\nthree-year course the more common of the two. In the event that this\nbecomes general practise teachers colleges will probably set up certain\nentrance credit restrictions covering the work in the junior college, much\nas we now have “college preparatory courses” in the secondary schools. If,\non the other hand, the level of preservice training cannot be raised to the\nfourth and fifth year of college w^ork, it is the opinion of the w’riter that\nit would be better for the teachers colleges to give all four years of the\ncollegiate work. This would enable them to treat the subjectmatter of the\njunior college years as well as that of the senior college in the professional\nmanner just described. It would also make possible certain sequences of\ncourses which are now thought to be highly desirable and which require\na period of from three to four years to complete.\n4. The movement for a greater recognition of the individual in college\nwork has been so safely launched and is being supported by such convincing\nevidence that it is a safe prediction that the curriculums of teachers colleges\nin 1950 will be adjusted to meet this need. As any profession becomes\nincreasingly able to absorb the work of larger numbers of specialists it\nalso becomes peculiarly interested in recruiting those specialists from persons\nwTith the requisite abilities and interests. Manifestly the recognition and\nutilization of the individual tastes and aptitudes of teachers college students\nis desirable from the standpoint of the individual as well as that of the\nteaching profession.\nWhen the opportunities are given for concentrated study by individuals,\nespecially in the senior college years there will be several concomitant\nchanges: (a) the library facilities of these schools will have to be in¬\ncreased to a point now considered desirable for graduate work in universi¬\nties; (b) more conference and seminar rooms will be needed in which\nstudents and faculty may work cooperatively or at least simultaneously on\nthe topics under consideration; (c) there will be a more rigorous selection\nof students both for admission to the teachers colleges and for permission\nto do the individual concentrated study in special fields; and (d) the\nperiodically given comprehensive examination will be more widely used as\na measure of accomplishment than the present method of accumulating\ncredits for small independent units of subjectmatter.\n\n"}
{"page": 877, "printed_page": null, "text": "Department\n\nof Teachers\n\n873\n\nColleges\n\n5. The place of the laboratory school in teachers colleges will probably\nbe as significant in 1950 as it is at this time although, judging from sug¬\ngestions which the committee on Standards and Surveys has received, it\nwill show a different emphasis. The laboratory school of 1950 will be\nused more largely for demonstration purposes, for setting higher standards\nof what constitutes good teaching, and will be used less as a practise school.\nInduction into teaching will probably be done under regular classroom\nconditions directed by specially trained supervisor-teachers in cooperating\nschools adjacent to the teachers colleges. The “campus schools” will also\nbe used for occasional experiments in educational procedure, since these\ncan be used also for occasional demonstrations without serious injury to the\nexperiment. There will certainly be a much closer relationship between\nthe laboratory school and the wTork of the college classes. The relative\neffectiveness of varying proportions of practise teaching and observation\nshould be submitted to extensive experimentation over a period of eight\nor ten years under controlled conditions before the recommended\n\nadapta¬\n\ntions of curriculums can be made ■with any assurance. The writer recom¬\nmended such studies before the American Council on Education in Wash¬\nington in 1926 but does not know of any school which has yet cared to\nsubmit this question to experimentation. Regardless of the outcome of\nthese needed studies on the work of the laboratory schools it is a conserva¬\ntive prediction and in line with present findings of our committee, that the\nteachers in the laboratory school will soon (before 1950) be on an equal\nfooting with the other teachers in the teachers colleges in amount of\nprofessional training, salary, teaching load, “academic prestige,” and all\nthe other tangible and intangible perquisites which are associated with the\nwork of the college teacher. When this happens there is a probability that\nthe laboratory schools will attract many of the best trained and most\ncapable men and women of the teachers college faculties. It will then be\nrelatively easy to have the work of demonstration schools and practise\nschools assume their important place in the professional work of the entire\nteachers college. Neither the work of the laboratory schools nor the staffs\nof such schools are now\ncollege instructor.\n\ntaken seriously enough\n\nby the typical teachers\n\n6. At the meeting last year in Boston the Association referred back to\nthe Committee on Standards and Surveys their recommendation that at\nleast two-thirds of the work of the senior college years (junior and senior)\nshould be of senior college grade. This action was undoubtedly motivated\nby the realization that at the present time there exists a very difficult\nproblem in providing for the graduates of two-year courses who return\nfor advanced work and may need some of the work offered in the junior\ncollege years to regular four-year students.\n\nThis transitional period will\n\nlast as long as the double standard of training for elementary and second¬\nary teachers exists.\nThe criticisms have often been made that students can earn degrees from\nmany American\n\ncolleges by taking four years of freshman\n\nand sophomore\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nNational\n\nEducation\n\nAssociation\n\nwork and in some instances even four years of freshman work. The\nsame thing has been true of some of our newly organized teachers colleges\nwhere normal schools became teachers colleges by increasing the number\nof normal school courses sufficiently to extend over a four-year period.\nAs soon as this condition was called to the attention of colleges a number\nof the most progressive of them took immediate steps to correct the situa¬\ntion. Graduating with four years of freshman work is a situation not\nquite comparable to considering a pupil who spends eight years in the\nfirst grade as having completed the elementary school. In the latter case\nthe same work is repeated year after year whereas in the former the work\nis presumably in different subjects even though it is of no greater difficulty\nand offers no increased intellectual challenge. Certainly by 1950 there\nwill be more evidence to prove the obvious advantages of having each\nyear’s work in school, and college should be no exception, represent a\ndefinite advance in the amount of information and intellectual maturity\nrequired for its mastery. When these advantages are proved the curriculum\nwill be changed so that each additional year will represent an accomplishment\nwhich\n\ncannot be described accurately as “having spent another year in\n\ncollege.”\n7. Previous mention has been made of several curriculum changes which\nmay be considered general in the sense that they apply more or less equally\nto all curriculums offered in professional schools for the preparation of\nteachers. This last prediction will be an exception in that it pertains to\none curriculum instead of all and to what will happen to that curriculum\nbefore 1950. The exception is the curriculum for the preparation of rural\nschool teachers. It is unnecessary at this time to present any statistical\ndata to convince you that the rural schools and the training of rural\nschool teachers are two of our most pressing problems today — so pressing\nthat it is unthinkable that they should wait until 1950 or even 1940 for\nsolution.\nRural communities\n\nhave been satisfied, and satisfied is used deliberately,\n\nto take the teaching services of untrained incompetents, educational “left¬\novers” unable to secure the more remunerative positions in the city and\nthe semi-interested, city-bred, city-trained transients sentenced to get one\nor two years “experience” before they can be appointed to positions in\nthe city schools. These conditions have held down the standards for the\npreparation of many teachers to a secondary level and this fact alone has\naffected many other standards for the preparation of teachers in this coun¬\ntry. The extent to which the rural problem will be a curriculum problem\nwill depend upon the extent to which rural teachers will need differentiated\ntraining after other remedies have been applied, such as the use of larger\nunits of support, special equalization funds, higher salaries, better roads,\nmore consolidated schools, higher standards of teacher preparation, more\nspecial teachers for groups of rural schools, and the other more tangible\nadvantages which now secure for the cities a longer tenure of the better\nteachers. If after these reforms have been introduced there still remains\n\n"}
{"page": 879, "printed_page": null, "text": "Department\n\nof Teachers\n\n875\n\nColleges\n\nany appreciable amount of the rural teacher’s work which should be differ¬\nentiated, separate curriculums should be established for rural teachers and\nthe graduates of these curriculums should then be restricted by certifica¬\ntion to teaching in rural schools. Before any number of the more capable\nstudents can be expected to enter a course with such restrictions many of\nthe improvements just mentioned will have to be made. Normal schools\nand teachers colleges cannot continue to ignore this large and vital prob¬\nlem. Neither can they solve it by internal curriculum changes. They\nmust assume a certain leadership in securing the other needed changes\nand then study the special needs which the rural teachers have and the\nmost effective way of supplying those needs without continuing to lower\nstandards for a group which needs higher standards than those of the\ncities instead of lower.\nIn conclusion let me\n\nremind you, if it is not now\n\napparent, that my\n\npredictive imagination has been effectively restricted by your committee’s\nknowledge of the practical problems which press you for immediate solu¬\ntion and by our desire to keep our feet upon the ground of practical ac¬\ncomplishments. The Committee on Standards and Surve37s is expected\nto be a service committee for this organization — helping to secure needed\ninformation upon pressing problems. Any predictions which grow out\nof its work would naturally tend to be practical and attainable rather\nthan idealistically desirable and only remotely probable. With this ex¬\nplanation for the lack of the sensational in these predictions when the\nassigned title would encourage “bigger and better” flights of fancy, we\nrecommend that you give your serious consideration to :\n1. The\n\nincreased\n\nlength of preservice preparation\n\n2. The professional treatment of the curriculum content\n3. The recognition of the junior college and its attendant problems\n4. The greater provision for individual abilities in college\n5. The maximum results from laboratory schools\n6. The more accurate grading of instructional material\n7. The\n\nThese\n\nsolution of the teacher-training\n\nneeds for rural communities.\n\nhave been projected against a 1950 background\n\nhere in 1929.\n\nThere\n\nbut they are all\n\nis no excuse for any one to settle back in his pro¬\n\nfessional easy chair and decide to wait twenty-one years in order to see\nwdiether or not what has been predicted will happen. It will happen or\nnot largely as a result of what\n\nTEACHERS\nCHARLES\n\nH.\n\nis done about it now.\n\nCOLLEGES AS CENTERS\nEDUCATION\n\nJUDD,\n\nDIRECTOR,\nCHICAGO,\n\nSCHOOL\nCHICAGO,\n\nOF\n\nOF PROGRESSIVE\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nILLINOIS\n\nSome months ago I had an opportunity to visit the normal school at Westfield, Massachusetts. I found that the head of that institution, Charles\nRussell, has devised a plan for keeping in contact with the graduates of the\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nAssociation\n\nschool which impressed me as one of the most ingenious administrative inven¬\ntions that I had ever found in a normal school. Each spring the Westfield\nNormal School spends a week in conference with its graduates, especially\nthe graduates of the preceding June. These graduates have had the experi¬\nence of their first year of teaching. They have encountered problems with\nwhich they have not been able to deal to their complete satisfaction. For\nsome time before the spring conference these unsolved problems are reported\nto the head of the normal school. The problems are recorded, multigraphed,\nand distributed to the faculty. The spring conference is thus provided with\nreal problems.\nThe Westfield Normal faculty can answer some of the questions. Other\nquestions can perhaps be better answered by someone invited in for the\nspecial occasion. A staff is secured for the conference including a number of\nimportations from other institutions.\nThe graduates must be released from their regular duties and brought to\nWestfield in order that they may enjoy the advantages of the conference.\nIn order to secure attendance, Mr. Russell has arranged a plan which serves\na double purpose. He sends out the members of his senior class to substitute\nfor the graduates. The seniors go out for a week. On the first days of the\nweek they are introduced to the schools wduch the graduates are serving by\nthe graduates themselves. After this introduction, the graduates leave their\nschools and go to Westfield. At Westfield, they occupy the rooms of the\nseniors and attend the conference where the problems which they submitted\nearlier are discussed. In the schools throughout the territory where the\ngraduates serve, the seniors occupy the boarding quarters left vacant by the\ngraduates and secure the best kind of experience by conducting schools\nindependently for a week.\nThe Westfield program for its spring conference is not of the date\nassigned to my discussion by the president of this association. I was in¬\nstructed to look into the future some quarter of a century and prophesy\nwhat would be going on in teacher-training institutions at that time. The\nonly kind of prophesying that I feel competent to undertake is that which\nlooks at what is going on now and finding good and bad tendencies optimisti¬\ncally projects into the future all that is good. The Westfield conference will,\nI venture to prophesy, be in full operation in 1950. I also feel confident\nthat it will not at that date be peculiar to the institution in which it origi¬\nnated.\nLet me turn to another concrete case. The teachers college at Kala¬\nmazoo, Michigan, organized a month ago a conference of superintendents\nand other school officers for the purpose of discussing problems of school\norganization and administration with special reference to the needs of south¬\nwestern Michigan. Such conferences are known in other parts of the coun¬\ntry. They have frequently been held in state universities and in a few in¬\nstances in teacher-training institutions. They are the results of a growing\nrealization of the fact that the duty of teacher-training institutions is not\nfully discharged when they treat of classroom problems. The United States\n\n"}
{"page": 881, "printed_page": null, "text": "Department\n\nof Teachers\n\n877\n\nColleges\n\nhas until very recently been satisfied to let the supervisors of schools prepare\nthemselves by the expensive method of trial and error. A principal was until\nvery recently a senior teacher ; a superintendent was a purchasing agent and\noften a superannuated teacher. The early normal schools never attempted\nto train supervisors of any grade. Slowly but surely the tendency begins to\nshow itself for teachers colleges to broaden the scope of their undertakings.\nTeachers colleges no longer limit their efforts to training immature young\npeople to enter the profession of teaching. Teachers colleges do a great deal\nfor teachers in service. They are beginning to draw in people who have had\nsome contact with schools and are offering these experienced people the\ntraining necessary to make them principals and supervisors. Such confer¬\nences as that held at Kalamazoo are signs of a wholesome extension of the\ninterests of teachers colleges.\nThe third point which I wish to make can be stated in concrete terms by\ndescribing an experience which I had in our educational library during the\npreparation of this paper. I went to the catalog of the library of the School\nof Education and took at random one of the draw*ers containing references to\nauthors whose names begin with letters in the middle of the alphabet.\nI looked through this series of names until I had canvassed 50. The refer¬\nences were to books and pamphlets on general and special educational topics.\nThere were some books on special methods, some on school administration,\nsome\n\non psychology, and some\n\non special subjects which are taught in the\n\nelementary schools and high schools. The authors were from various in¬\nstitutions, universities, colleges, and a few from public schools. The im¬\npressive fact to which I call special attention was that the name of one and\nof only one member\nWhen\n\nof a teachers college faculty appeared in the list.\n\nI make inquiry as to the productivity of members\n\nof the faculties of\n\nteacher-training institutions I often hear the statement\n\nthat there is no\n\nleisure for production in these institutions. I hear the complaint that teach¬\ning programs are very heavy requiring sometimes twenty or more classes a\nweek. I am sure that teacher-training institutions have been guilty of im¬\nposing excessively heavy teaching programs on their staffs. I do not believe\nthat it is possible for a teacher of teachers to keep himself acquainted with\neducational literature and teach as many hours as are often prescribed even\nin the better teachers colleges. I have no hesitation in predicting that the\nteaching program of teachers colleges will be reduced by 1950 to twelve or\nless hours a week.\nWhile I am duly impressed by the explanation that members of faculties\nare required to carry excessive programs, I am frank to say that I do not\nfeel convinced that this is the chief reason for the slight contribution which\nteacher-training institutions make to educational literature. There are two\nother reasons which, according to my observation, weigh more than does the\nexcessive teaching requirement.\n\nI find that in the past there has been a wide¬\n\nspread disposition in teacher-training institutions to comment disparagingly\non scientific productivity. There has been little or no hospitality for re¬\nsearch. In many instances there has been cynical scoffing at research and all\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNational\n\nEducation\n\nAssociation\n\nthat is connected with it. The second fact closely related to the disrespect\nfor scientific production is that the training of the faculties of teachers\ncolleges has been of a relatively low grade and very little standardized.\nIn general, there has been a disposition to demand of teachers in these\ninstitutions that they have had much practical contact with schools. Not\ninfrequently devotion to experience has gone so far that superintendents who\nhave grown weary of battling boards of education have had little difficulty\nin inducing their friends in normal schools to find a place for their declining\nyears. The appointment of schoolmen of long and varied experience may be\ndefended on the ground that they have seen many teachers and know the\nproblems that confront teachers. There is quite as much evidence to prove\nthat many a schoolman who has had long experience has failed utterly to\nmake the kind of analysis of teaching which will make him a safe guide for\nthose who are entering on the profession.\nAs I observe the trend of the times, I am sure that I see a change coming\nin the attitude of members of faculties of teachers colleges. There is a new\nattitude toward the scientific study of teaching problems. This new attitude\nis sure to become more and more common. By 1950 I venture to prophesy\nthere will be no intelligent member of the teaching profession who will be\ndisposed to discredit scientific work and scientific production.\nI feel confident that there is great gain in a frank discussion of this whole\nmatter of research. I recognize that what I have to say will be discounted\nsomewhat in view of my professional relation to this phase of educational\nwork. I recognize too that it is entirely possible to find examples of socalled\nresearch which are formal and of very little service in guiding or improving\nschool procedures. I have known doctors of philosophy who were poor\nteachers and intellectual snobs. It has always seemed to me that when one\ndiscusses one of the poorest doctors of philosophy one ought to be just\nenough to compare him with the poorest retired superintendent to be found\nin the ranks of instructors in teachers colleges. It is the best doctors of\nphilosophy who ought to be thought of when one is discussing educational\nresearch and its true value.\nWhen\n\nwe think of the transformations which the last two decades have\n\neffected in teaching, there can certainly be nothing but respect for educa¬\ntional science. We measure the results of school vcork today with a pre¬\ncision far beyond anything that was hoped for twTo decades ago when the\nmeasurement movement was in its infancy. The distinction between silent\nreading and oral reading, which is one of the most impressive outcomes of\nlaboratory investigation, is a contribution of such importance that it alone\nwould justify a decade of scientific work. The abandonment of the spelling\nlists prepared by lexicographers and the preparation of a scientific list such\nas Ayres gave to the schools is a conspicuous achievement of research.\nI find no hesitation in the most conservative institutions in the acceptance\nof these outcomes of research and in the acceptance of many other innova¬\ntions which might be listed with those which I have cited. Is it not fair to\n\n"}
{"page": 883, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n879\n\nT\n\ndemand that teacher-training institutions join sympathetically in the labor\nof developing educational science? If there is formal and useless hair¬\nsplitting in some of our research laboratories, the remedy is to be found not\nin boycotting research but in a more general and more discriminating cultiva¬\ntion of research. I hold that the teachers colleges of this country have it as a\nmajor duty to study educational problems critically and scientifically and to\nmake available for the whole teaching profession the best results of such\nstudy.\nTeachers colleges have suffered perhaps more than any other group of\nAmerican educational institutions from isolation. When they were first\norganized there was no thought of relating them closely to the other higher\ninstitutions. The early normal schools were intimately connected only with\nthe lowTer schools. The colleges of the country were uninterested in these\nlower schools. The normal schools of the first years were institutions of\nsecondary grade. As these schools evolved and became increasingly influen¬\ntial, they suffered from a lack of contact with the higher forms of scholar¬\nship. Furthermore, they had no competition in their own fields. Normal\nschools as public institutions have had a type of support and an assigned\nterritory which differ from those which all other higher institutions have\nhad. Most colleges have been forced to make contacts with one another and\nto improve because they were in competition for support and for students.\nEven the state universities have had rivals. Nothing is more wholesome for\na state university than the competition of a neighboring strong private uni¬\nversity. The history of teachers colleges as distinguished from that of other\nhigher institutions is a history of a public monopoly.\nThere is another fact about teacher-training institutions which has power¬\nfully influenced their development. They have fallen into the habit of\nusing as the textbooks for their courses the books which are employed in the\nschools for children. The typical course in arithmetic in teacher-training\ninstitutions reviews in detail a book which was prepared for the elementary\nschool. The justification offered for this practise is that the normal school\nstudents have forgotten the arithmetic which they studied years before and\nare in need of a review and that, furthermore, the methods of teaching can\nbe most vividly and effectively taught by using the material with which the\nyoung teacher will have to deal as soon as he leaves the training institution.\nFar be it from me to deny that teachers-in-training are in need of review.\nOf course, they have lost much that they once possessed of skill in arithmetic\nand in the other elementary subjects. It is of the nature of the human mind\nto lose skills when these are not exercised. There is a way of reviving lost\nskills, however, which is more productive than mere repetition of rudimen¬\ntary performances. A group of teachers-in-training will make more progress\ntoward a complete understanding and mastery of multiplication by the study\nof the fundamental contrast between addition and multiplication than by\nmere drill in reciting tables. More insight can be cultivated in mature\nminds into the nature of number comparisons by the use of the graph than\nby mere solving of a few problems in addition and subtraction.\n\nIn short,\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nNational\n\nEducation\n\nAssociation\n\nthe best review of arithmetic is through the use of number\nof mathematical reasoning.\nWhat\n\nin higher forms\n\nis true of arithmetic is eminently true of the other subjects taken\n\nup in teacher-training institutions. One who has made a start in reading\ngains further training in the fundamental art by reading much. One who\nhas learned a little geography can extend knowledge in this field most ad¬\nvantageously by looking up supplementary information. In nature-study one\nmust extend one’s information if one is to keep abreast of the times and if one\nis even remotely to meet the questions which children are sure to raise.\nAfter this long digression which has attempted to amplify the statement\nwhich I made some time ago when I said that normal schools have not done\ntheir share in the production of scholarly materials, I come back to the\nthesis that progressive teacher-training institutions must exert themselves in\nthe future as they have not in the past in the creation of intellectual mate¬\nrials. I think of the teachers colleges of the future as great centers of pro¬\nduction of new teaching materials. From the faculties of these institutions\nshould come books and bulletins on local geography and local history.\nFrom these institutions should come surveys of the successes and failures of\nsurrounding schools. From these institutions should come suggestions in\nregard to new units of the curriculum which surrounding schools need in\norder that they may do their full duty to the new generation.\nLet me illustrate what I mean. The teacher-training institutions of this\ncountry are very backward in the preparation which they give their students\nin social science. Many of the graduates of American teachers colleges are\nimmature girls who have had no contact with the great industrial machinery\nof modern life. They are ignorant of government in all except its most\nformal aspects. They may know that there is a president in Washington\nand that he has a cabinet. It is safe to venture the statement that not onetenth of one percent of them know anything about the Bureau of Standards\nor about the markets information service of the Department of Agriculture.\nSo long as this condition persists, the elementary schools of this country\nare going to continue to omit civics of the most vital type from the curric¬\nulum. The teachers colleges cannot hide behind the defense that they do\nnot teach social science because that subject is not demanded by the schools.\nThe teachers colleges have a responsibility which cannot be long evaded\nnamely, the responsibility of guiding the schools and of introducing new\nmaterials into the school curriculum.\n\nThe present school curriculum\n\nis in¬\n\nadequate because the teacher-training institutions have been places of mere\nreview, places where conservatism has reigned supreme, places where experi¬\nence with existing practises has been esteemed more highly than initiative and\nproductivity.\nIf my criticisms of teachers colleges are valid, it is easy to prophesy with\nregard to the future. The future will see a vast enlargement of the pro¬\nductive activities of these institutions. I look forward with confidence to the\ntime when\n\na great deal of energy will be devoted in teachers colleges to the\n\n"}
{"page": 885, "printed_page": null, "text": "Department\n\ncreation of new\n\nof Teachers\n\nColleges\n\n881\n\nreading materials for use in the lower schools. I think the\n\npublic, including state legislatures, should be convinced by able leaders\namong the presidents of teachers colleges that money spent in production is\nmoney spent to the very great advantage of the public schools. I look forward\nto the time when publications on educational subjects will emanate from\nteacher-training institutions, not in the ratio of one to fifty, but in some\nsuch ratio as one to one.\nThere is very little use of prophesying or of launching criticisms against\ncurrent practises if one cannot suggest a program which will help to realize\none’s prophesies. The best kind of hopefulness for the future is that which\nsets men at work in the present. I have a suggestion to offer to this associa¬\ntion. The suggestion grows out of the recent experience of the North Cen¬\ntral Association of Colleges and Secondary Schools. That association at its\nmeeting last March voted to inaugurate a campaign for a national study on a\ncomprehensive scale of secondary education and its relation to higher educa¬\ntion. Within less than a year the North Central Association has persuaded\nthe Congress of the United States to make a liberal appropriation for such a\nnational study. The Bureau of Education is provided with a fund of\n$225,000 with which to pursue this inquiry during the next three years.\nI can think of nothing which is more likely to shake the teachers colleges\nof this country out of their isolation and conservatism than a broadly con¬\nceived inquiry into their past successes and their past shortcomings and their\nrelations to the other educational institutions and activities of the nation. If\nthe teachers colleges can be compared with one another and can be measured\nwith respect to the efficiency of their training of students and with respect to\nthe leadership which they exercise in the regions in which they are located,\nthere will follow an awakening which will be of great importance to the\nfuture of American education.\nA national inquiry of the kind here suggested can be initiated by this asso¬\nciation. Congress can, I believe, be made to see the wisdom of supporting\nsuch an inquiry on a liberal scale. The scope of the inquiry should be defined\nin the broadest possible terms. The nation’s supply of teachers should be\nstudied from every possible point of view. The trends which it has been the\npurpose of this paper to sketch should be examined and the lines of most\nadvantageous future development should be pointed out, so that state legis¬\nlatures and individual institutions may be governed by the broad principles\nwhich such a national view will yield. If such an inquiry can be inaugurated,\nthen prophesying will be safer than it is now because prophesying will be\nbased on cooperative and substantial judgments\nual observation and conviction.\n\nrather than on mere individ¬\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nAssociation\n\nTHE COOPERATION OF A TEACHERS COLLEGE WITH ITS\nGRADUATES AND ITS RESPONSIBILITY FOR THEIR\nSUCCESS IN 1950\nL.\n\nO.\n\nMCAFEE,\n\nLOUISIANA\n\nDIRECTOR\nSTATE\n\nOF\n\nRESEARCH\n\nAND\n\nEXTENSION\n\nNORMAL\n\nCOLLEGE,\n\nNATCHITOCHES,\n\nSUPERVISION,\n\nLOUISIANA\n\nThis study was undertaken because of the writer’s direct interest in the\nproblem. Having been asked by the president to take up the task of estab¬\nlishing helpful relations with the graduates of Louisiana State Normal Col¬\nlege, having read all that seemed to be available on what other teachers\ncolleges were doing in this connection, and having followed up such reading\nby direct correspondence with those who had been reported to be doing some¬\nthing significant in cooperation with and in assistance to their graduates, he\nwas referred to the president of this body as one who might put him in touch\nwith the more recent developments. A letter addressed to President Morgan\nbrought the suggestion that this problem fitted admirably into the general\ntopic of the convention. It was then that the idea occurred to the writer\nthat a survey of the expectations of leaders of teacher training might be more\nprofitable at this stage of development\n\nthan another survey of what\n\nhad\n\nactually been undertaken. Dr. Whitney had published his report 1 on how\nthe teachers colleges were contributing to the growth of teachers in service\nonly two years ago. President Higbie, I believe, will give a report on\nrecent developments in this direction at the meeting of the Department of\nRural Education next week.\nHaving determined to make the study a survey of expectations in line\nwith the central topic of this meeting, the writer prepared a questionnaire\nembodying the different phases of cooperation of teachers colleges with their\ngraduates. This questionnaire was sent to President Morgan for approval,\nand then to the presidents of all the teachers colleges and normal schools\nlisted in the Educational Directory prepared by the United States Bureau of\nEducation. Approximately two-thirds of the questionnaires were filled out\nand returned. In the majority of cases they were filled out by the presi¬\ndents ; in other cases by other members of the faculties designated by the\npresidents. In several cases a group of answers were given by different\nmembers of the same teachers college. In two cases they were filled out by\npresidents emeritus, and in both of these cases the direct answers were sup¬\nplemented by comments that gave evidence of the ripeness of judgment of\nthose who made them. In a very large number of cases such valuable com¬\nments were given. The analysis of these comments will be about as valuable\na part of this report as the summary of the direct answers to the questions\nfound in Table I.\nWhile\n\na majority of the answers were either a direct yes or no or other\n\nstatement that left no doubt as to the writer’s expectations, many others were\nqualified in various ways. Many hoped that such a followup program would\n1 Whitney,\n\nFrederick Lamson.\n\nThe Growth\n\nof Teachers In Service.\n\nThe Century\n\nCo., New\n\n"}
{"page": 887, "printed_page": null, "text": "Department\n\nof Teachers\n\n883\n\nColleges\n\ntake place, but did not feel so confident that it would during the next twenty\nyears. Many believed that certain phases of the program would be de¬\nveloped under certain conditions— in places well supplied with funds, in\nplaces without strong local supervisory organization, in places where the\nnecessary cooperation could be secured with the local supervisory organiza¬\ntion— these three were the most frequently mentioned qualifications.\nAs a supplement to the survey of expectations, the presidents were asked\nto indicate which phases of the followup program were already in operation\nin their colleges, and which were being planned for the immediate future.\nThis part of the questionnaire brought to light some interesting develop¬\nments. Again, the statements that given things were being done were\nqualified in various ways. Others indicated by number the items in their\npresent and contemplated program, and it seems probable that the qualifica¬\ntions given by some were applicable to other cases as well.\nThe main conclusion to be drawn\n\nfrom this study is that the leaders in\n\nteacher training in the United States do expect the development of a pro¬\ngram of cooperation with graduates and the acceptance of responsibility for\nand to those whom it certifies by graduation. The affirmative answers are\nfrom two to twenty times the negative answers to the several questions.\nEven if it were assumed that all who did not reply at all would have replied\nin the negative, the total negative answers would still have been fewer than\nthe total affirmative answers.\nThe phase of followup work on which there is the most nearly perfect\naccord is the keeping of records of the success of graduates. Only five of\nthe 135 who replied to this question did not believe that it would be done.\nThe twenty-seven qualified answers emphasized the problems of having an\nadequate measure of success to record, of getting public school supervisors to\nmake the reports, and of determining the number of years in which such\nTABLE\n\nI.— SUMMARY\n\nOF REPLIES\n\nTO QUESTIONNAIRE\nAnswers\n\nQuestions\n1. Will the teachers college of the future keep record\nof the success of its graduates? .\n2. Will it cooperate with its graduates in educational\nresearch? .\n3. Will the summer session connect more definitely\nwith the teachers' problems of the past year? .\n4. Will the curriculum be modified from the findings\nof supervision in the field? .\n5. Will the teachers college employ exclusive super¬\nvisors for the field?, .\n6. Will it provide a year or two of field supervision?. .\n7. Will it accept responsibility to the young teachers\nfor placement and assistance? .\n8. Will it establish a bureau of correspondence for\nits graduates in the field? .\n9. Will training-school supervisors visit those they\nhave supervised in preparation? .\n10. Will there be a systematic plan for the return of\ngraduates at stated intervals for further training?. .\n11. Will the teachers college accept responsibility for\nits graduates after they begin to teach? .\n12. Will it issue a final certificate of qualification based\non success found in extension supervision? .\n\nYes\n\nNo\n\nNow\nDoing\n\nPlanning\nNow\n\nQualified\n103\n\n87\n86\n86\n\n76\n\n5\n\n27\n\n56\n\n7\n\n13\n10\n\n31\n35\n\n8\n\n235\n\n25\n\n3\n\n11\n\n38\n\n23\n25\n\n9\n\n20\n18\n\n4Q\n31\n\n49\n\n20\n\n14\n28\n\n49\n\n32\n\n6\n\n41\n\n31\n23\n\n5\n\n70\n61\n21\n57\n57\n57\n54\n\n34\n\n27\n25\n\n5\n\nS3\n\n8\n\n5 ‘\n\n15\n\n16\n\n38\n\n26\n\n4\n\n47\n48\n\n12\n\n5\n\n"}
{"page": 888, "printed_page": null, "text": "884\n\nNational Education Association\n\nreports would be requested. Fifty-six testified that they were already doing\nthis in some form.\nThe type of cooperation in which there is the second highest degree of ac¬\ncord is that in cooperative research. We have just heard Dr. Judd’s address\non the teachers colleges’ part in educational research. While almost all\nbelieve that this will develop as a phase of followup work, only eight re¬\nported that they were already doing it. The difficulty most often pointed\nout was that teachers colleges were not adequately prepared either to do or\nto coordinate significant projects in research. Chapman discovered ten bu¬\nreaus of research in teachers colleges; a bulletin of the National Education\nAssociation lists eight additional bureaus. It seems probable that the num¬\nber of these will increase so rapidly that this difficulty will be overcome in a\nscore of years. Of course, not all bureaus of research in teachers colleges\nare enlisting their alumni as cooperators.\nThere is about the same degree of expectation that the summer sessions\nwill have a more direct relation to the problems met by teachers during the\nyear. When Avent analyzed the reasons teachers attended summer school,\nhe did not find a case reported in which the attendance was to find solutions\nfor the problems the teachers had not been able to solve satisfactorily. Fiftysix replies to our questionnaire indicated that the summer sessions were now\nconnecting with the teacher’s problems of the past year. In most of these\ncases, however, it was clear that the practise referred to selections of\nproblems for discussion by individual instructors of courses. There is but\nlittle evidence that the summer\n\nschool curriculum as a whole is being planned\n\nfor each teacher according to the needs revealed in the past year’s experience.\nAbout the same number believe that the course of training for future\nteachers will be largely affected by the observation of those already sent\nout. A great many comments on several of the questions indicated that\nthis, rather than direct help to those visited, would be the major function\nof visitation in the field.\nAlmost as many believe that people will be employed as representatives\nof the training schools, whose exclusive duty will be to visit and help\nteachers in the field. A much smaller number believe that the supervisors\nwho trained the young teachers will do this visiting.\nA smaller number seem to believe that a year or two of supervision from\nthe college will be provided than believe that exclusive supervisors will be\nappointed for the purpose. This seeming contradiction is explainable in\nthat some believe that the training schools will employ people to visit their\ngraduates, without accepting responsibility for any definite length of super¬\nvision.\nMore seem to believe that the teachers college will accept responsibility to\nits graduates than believe it will accept responsibility for them. Probably\neven now we feel more obligation to the young people whom we have trained\nthan to the schools that engage their services.\nNot quite so many believe that the training colleges will help their\ngraduates solve their problems through a bureau of correspondence.\n\n"}
{"page": 889, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n885\n\nThe writer does not believe many understood the question regarding the\nsystematic return of graduates for further training in the way he intended\nit. He had in mind coming back for a short period for specific correction\nof mistakes made in the beginning of experience, or specific help in the solu¬\ntion of problems. The concrete example in mind was the conference at\nWestfield, Massachusetts, an account of which has been published twice, and\nwhich Dr. Judd described in his paper.\nThe matter on wdiich there is least agreement is on the issuance of certifi¬\ncates by the training institutions after their work has been approved by\nsupervisors representing the colleges. There is first the question whether\ncertificates shall be issued by training schools or state departments. The\npart of the state department in certifying teachers just after the completion\nof their courses has already become a mere formal one in many states. If the\ncertificate is to be issued after field experience, the state department will\nprobably continue to be a significant agent in certification. No doubt re¬\nports from public school supervisors will have at least as much weight in\ndetermining these certificates as those from the visitors from the training\ncolleges, whether actually issued by the colleges or the state departments.\nThe comments gave information of several plans of followup service not\nrepresented in the questionnaire. Two mentioned having conferences with\nsuperintendents and school board members on the relation between preservice\nand inservice training. At least two places are offering extension courses\nthat are based on actual classroom visitation and supervision by the in¬\nstructor. Several places place cadet teachers in surrounding school systems.\nOne mention was made of demonstration lessons on Saturdays for the benefit\nof teachers in nearby schools. Some issue bulletins on the problems of\nteachers from time to time. One teachers college has its graduates return to\ntell undergraduates about their teaching experiences.\nTo\n\nthe writer one of the most valuable parts of the study came in the\n\npointing out of the difficulties involved in attempting anything like the\nproposed program. Those who do not approve of the program may help\nus most of all in carrying out the program ; for they help us to analyze in\nadvance the problems that must be solved. Table II comprises a list\nof the difficulties most often mentioned and the items in the program to\nwhich they are most often applied. Many of these were given as reasons\nwhy such a program would be impossible of realization ; of course they are\nthat only to the extent that the problems are insoluble.\nThe difficulty most often met is that of securing local and state coopera¬\ntion. Closely related to this, and mentioned twenty times, is the problem of\navoiding the waste of duplicate supervision. Twenty others pointed out a\nstill more serious phase of relationship with other supervisors, that of actual\nconflict with them.\n\nCertainly all relations between\n\nthe college and its\n\nteaching graduates must be adjusted to the employing and supervisory au¬\nthorities ; otherwise the colleges would become troublesome mothers-in-law.\nThere is much testimony, however, that such cooperation can be secured, and\n\n"}
{"page": 890, "printed_page": null, "text": "886\n\nNational\n\nEducation\n\nAssociation\n\nthat the visitation by college representatives can be made a welcome\nto other supervisors.\n\nassistance\n\nNext to the problems of cooperation and harmony with other agencies\ncame the problem of funds. That is always a question of relative values.\nThere can be little question that the appropriations for teacher training\nwill continue to increase in all of our states ; whether we want to use some\nof this to extend our relations to the field where our product works, depends\non how much we want other things and how much we want this.\nIn conclusion, the writer believes that all of these problems are soluble\nand that the teachers college will cooperate more and more with its graduates.\nNo one can prophesy how far this development will progress by 1950, nor\nexactly which line of cooperation will be developed. As we try out the\nseveral lines now contemplated, and tried in a number of places, we shall\nfind that our experiences with them will suggest others.\nTABLE II.— DIFFICULTIES SEEN BY THOSE WHO ANSWERED THE QUES¬\nTIONNAIRE ON “THE COOPERATION OF A TEACHERS COLLEGE\nWITH ITS GRADUATES AND ITS RESPONSIBILITY FOR THEIR SUC¬\nCESS IN 1950”.\nFrequency\nDifficulty\n1. To secure local and\ntion.\n\nof mention\n\nAssuming\n\nstate coopera¬\n50\n40\n\n2. To secure the funds .\n\n20\n20\n4. To avoid conflict with other agencies .\n5. General statement of impossibility\nor impracticability.\n\n18\n\noffer work worthy of further\nattendance of graduates.\n\n7. To\n\nbring about necessary changes\nin state laws and regulations.\n\n8. To\n\navoid slackening\ntraining.\n\n10. To avoid interference\nteachers themselves.\n\nwith\n\nVisitation\nvisors.\nKeeping\n\nby\n\nin the field.\n\ntraining\n\nschool\n\nsuper¬\n\nrecord of success.\nplan for return of graduates.\n\n12\n\n9\n\nCertification after field visitation.\n\nResponsibility to graduates.\nVisitation by training school\nvisors.\n\nsuper¬\n\nActive supervision in the field.\nVisitation by training school\nvisors.\n\nsuper¬\n\nVisitation\nvisors.\nSystematic\n\nby\n\ntraining\n\nschool\n\nsuper¬\n\nplan for return of graduates.\n\nin\n\n9\n\nselect students for training for\nwhom it is possible to assume re¬\nsponsibility.\n\n7\n\nAssuming responsibilities for and\ngraduates.\n\n7\n\nActive supervision\n\n11. Lack of facilities for research\nteachers colleges.\n12. To\n\nin the field.\n\nActive supervision in the field.\nCertification after field visitation.\n\nSystematic\n\n11\n\nthe\n\n13, Faculty\n\ntoo small .\n\nAll other .\nTotal .\n\nto\n\n15\n\nof preservice\n\ndistribution of graduates .\n\nfor and\n\ngraduates.\nActive supervision in the field.\nCertification after field visitation.\n\nActive supervision\n\n16\n\n9. Wide\n\nresponsibility\n\nActive supervision\n\n3. To avoid duplication of effort .\n\n6. To\n\nTypes of cooperation in connection with\nwhich it was most often mentioned\n\n37\n271\n\nCooperation with graduates\ntional research.\n\nin educa¬\n\nin the field.\n\nto\n\n"}
{"page": 891, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n887\n\nATHLETICS AND FORENSICS ; THEIR TYPE , SCOPE, PUR¬\nPOSE, VALUE, AND ADMINISTRATION IN 1950\nR.\n\nB. COUSINS,\n\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nKINGSVILLE,\n\nTEXAS\n\nIn arranging this program of visions and dreams you gave me two sub¬\njects quite antipodal in popular favor, about which you invite me to dream —\nforensics, the most neglected, and athletics, the most colorful, in college\ncurriculums! We are taught that dreams are instantaneous, the longest last¬\ning for a moment only. I am sure you had this fact in mind when you wrote\nme, even the second time, “to watch the step” and stay within the time\nallowed. I shall not spoil the program by disobedience to the president’s\nwill.\n\nForensics\nForensics once constituted a popular department and occupied a prominent\nplace in catalogs and college activities. When the different forms were in\nflower, debating societies and contests in oratory were of first importance\nin colleges for men. Literary and debating halls preceded fraternity houses,\nand they were well built and neatly kept structures.\nThe\n\nanniversary of the founding of each literary society was celebrated\n\nyearly. To be “society anniversarian” was the highest honor that students\ncould confer on a fellow student, while the honor of representing the literary\nsociety on the champion debates among the societies was the vaulting am¬\nbition of the brightest men on the campus. In those days football was an\ninfant sport, a lowly college game.\nBut times have changed since then. Forensics, debates, logic, and formal\ndisputation dealt largely with the forms of correct thinking. The syllogism\nwith its forms and laws was of great interest to intellectual students, but\nthe masses were not in college then. In this terrific age in which we live,\nmen have no time for the forms of things. But college, mart, and market\ndeal only with living things. Youth is in charge. Act first and think\nlater! The philosophy of the age is that instincts and emotions are right.\nAct on these and let correct forms and conventions wait on a new verification.\nThe question by students, “What good will this course do me?” is asked\nwith increasing frequency. The question is typical of the age in which we\nare living. Every subject or course found in the curriculum must appear to\nproduce an immediate assignable value, now!\nHas\n\nthe power\n\nof the orator and debater passed away in republics?\n\nI\n\nthink not, but the uses have changed in America. Now the orator is em¬\nployed in expounding conclusions arrived at by party leaders behind heavy\nwalls and closed doors, and debaters present to a listless public the platitudes\nfurnished by party leaders. But when\n\nall colleges taught forensics in the\n\nyears long gone, orators and debaters spoke as individuals to a loosely organ¬\nized democracy, giving first impressions and information, and forming the\npublic mind in the open forum.\n\n"}
{"page": 892, "printed_page": null, "text": "National\n\n888\n\nEducation\n\nAssociation\n\nIt is true now, I think, that oratory is at a low ebb in public esteem, and\npublic debate has a poor place in settling public questions. America does\nnot seem to be “politically minded”\n\nany more.\n\nThe\n\ncollege has responded\n\nto a changed condition of the public mind, by substituting “readings” and\n“one act plays” for the more heroic study of forensics.\nNo\n\nthrills — Our\n\nage demands\n\nentertainment\n\nwith\n\nthrills that fill the\n\nstadium, chapel, and theater, while a lecture, sermon, oration, or debate\non a serious theme would not draw a sizable crowd, but, as Henry Watterson\nonce said, would disperse a mob, like cold water from a hydrant.\nThree difficulties in collegiate debating have been suggested i1\n1. Indifferent, uninteresting, or badly selected subjects\n2. An audience without interest, sympathy, or intelligence concerning\n3. Nothing for the audience\nat this time\n\nthe subject\n\nto do but to sit and think — an impossible requirement\n\n4. Difficulties in financing as a result.\n\nMy dream is that forensics do not belong alone to the dead years of Greece\nand Rome and early America, or any other early civilization in its kilts\nand young imagination, but they will return when the fires of flaming\nyouth shall have burned out and a spendthrift age shall have spent its\npatrimony and shall have come “to itself.” When sober seriousness broods\nquietly over a once restless world, forensics and their highly respectable\ncorrelatives will be reestablished in the curriculum of every institution of\nsound learning.\nSpeech arts will doubtless still flourish, but the year 1950 will be more\nrational and less emotional than 1929 — and a more serious age will require\nprofounder thought. The power to lead men by public persuasion is too\ngreat in republics like ours to become permanently neglected by free men.\n\nAthletics\nTo come from a neglected subject to the most colorful one in the catalog\nor on the campus is quite a long stride. College athletics is not one big\nproblem but it is Pandora’s Box of troublesome ones. Upon this occasion\nwe must content ourselves with a glance at football and its problems. Other\ncollege sports and athletics are easily handled and managed when they can\nbe adequately financed. There is a great abundance of materials in books,\nathletic and cosmopolitan journals, the daily papers, and reports without\nnumber that should satisfy the demands of the most patient student of the\nsubject. One can prove almost any proposition that he might care to sub¬\nmit, for or against football, by the most reputable authority.\nFootball is claimed to be the greatest American college game, and possibly\nthe greatest college sport in the world. The money, time, and toil spent\n\nto produce match games, and results obtained, show it to be really “big\nbusiness.” It covers a continent, extensively and intensively, as no other\nsport has ever covered it. Men travel thousands of miles, by air, sea, and\n1 Withington,\n\nRobert.\n\n“On\n\nCollege Debating.”\n\nSchool\n\nand Society.\n\nJune, 1920.\n\n"}
{"page": 893, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n889\n\nland, in planes, Pullman trains and rattling flivvers, to reach the time and\nplace of the Big Game , just as if the fate of the nation depended on their\npresence. A hundred thousand men, women, and children weep, shout, em¬\nbrace each other, toss away hats, canes, umbrellas — everything — in thrilling\necstasy, while the question of win or lose is in the balance! Tremendous\ncrowds of college and non-college people follow this marvelous entertain¬\nment. It is not strange that money should play a large part in so great a\nmatter — and money\n\nis the root of many\n\ndifficulties in administering the\n\nsport. Education, college advertising, and entertainment make the three¬\nfold cord that is not easily broken. Out of this combination have come com¬\nmercial problems of great difficulty.\nA few weeks ago Knott, the cartoonist for the Dallas News (Texas),\ngraphically pictured the relation of football to other college sports. He\ndrew a picture of a husky young man, clad in football togs, with arms ex¬\ntended straight from his body. Other college sports were represented by\nsmaller figures, properly clad. Some of these stood up on his arms, or swung\nbeneath them, while others formed ladders about his heavy head and stiff\nneck. He was standing astride the picture of a bag of gold, marked 25 mil¬\nlion dollars — the cost per year of sports in the United States.\nThe group of men about this table doubtless can agree with the proponents\nand enthusiastic supporters of football that as a part of our educational pro¬\ngram of physical development it has a ranking place, also that it has educa¬\ntional values peculiarly its own — a long list of them. We could agree that\nenthusiastic supporters are at times extravagant in their claims for its values\nas a college influence for good.\nThere is a debate, warm and strong, by those who believe that football\ntakes too much time from lectures, library, and laboratory for the good it\ngives in return, while athletic committees and coaches contend that spirit is\nlacking when professors exact too high academic standing for football men.\nOn this point is the greatest need of constructive thinking and acting to¬\ngether.\nThe strands that make the cable are education, advertising, entertainment,\nand money. If the most efficient advertising is the best, possibly advertising\nthrough the winning football team is very high class. It certainly keeps\nthe college name before the public in box car letters during the football\nseason, with telling results, but colleges and universities are supposed to\nrepresent the best in ethics as well as in athletics. Certain questions seem\npertinent to this form of advertising. First, does it honestly advertise the\nwork of the college upon which its usefulness rests? What may be legiti¬\nmately inferred about the work of the college from its winning team? What\nis intended to be advertised ? Is it fair to use or exploit a small group of\nyoung men for college advantage of this kind for four months each year\nfor four years? These and similar questions are about ready for serious\nstudy by those who administer college affairs.\nThat a big game of football draws a crowd of spectators, or fans, that\nnothing else does, with the possible exception of the prize fight for the\n\n"}
{"page": 894, "printed_page": null, "text": "890\n\nNational\n\nEducation\n\nAssociation\n\nchampionship of the world, proves its supremacy as a college sport. Games\nbetween teams that drew crowds of ten, twelve, and twenty thousand\nten years ago now draw crowds of fifty, seventy- five and 100 thousand\npersons, while the enormous crowd of 120 thousand is not above the maxi¬\nmum attendance. The game in progress pleases, entertains, grips, delights,\nthrills, enf renzies, and maddens the mass of seething humanity. Great !\nIn one of the greatest games of the year, twenty-seven Pullman cars from\nsixteen railroad systems were parked in the yards, while automobiles and\nFords enough to cover a country block jammed\nMoney — this is the point where\n\ntraffic between cities!\n\nthe greatest difficulties begin.\n\nIt is the\n\n“big thicket” of confusion and debate. The perplexing influence of money\nneither begins nor ends at “the gate,” but the question of legitimate “help”\nto freshmen begins when colleges send out scouts to the high schools to find\npromising athletes and provide a way for them to attend a certain college.\nHow to attract and contract desirable football men is still a living question,\n“Football Players Wanted”\n\nspeaks honestly a prevalent demand, not fre¬\n\nquently stated so bluntly. “If you are interested in playing football or\nknow of a good football player who is interested in playing, we would like\nto hear from you by return mail.” 1\nTo the Coach: “Get yourself a winning\n\nfootball team.\n\nmoney out of alumni without a winning team.”\nCoach: “How much cooperation do I get?\n\n.\n\n.\n\n. “To\n\nWe\n\ncan’t get\n\nstart, I want\n\nevery available scholarship put at my disposal.” 2\nThe season’s income runs from embarrassing deficits in small colleges with\nmagnificent distances and ambitions, to great surpluses for the greater\nuniversities. A western university shows earnings of $193,000. One hun¬\ndred thousand pays expenses, fifty thousand to the stadium, balance to\ncoach and press agents — and why\nwealth ?\nHear\n\nnot to the players who\n\nproduced\n\nthe coach’s lament : “Seven regulars in the infirmary.\n\nMy\n\nthis\nGod!\n\nI’ll have to play some of the students.”\nAnd the advice of the dying alumnus: “There’s money in football, pard,”\nhe gasped. “There’s gold in them stadia.” 3\nIt should not be surprising that these tremendous forces combined— thrill¬\ning entertainment, efficient college advertising, and money-making — should\novershadow educational objectives, and should confuse and embarrass college\nadministrators. It is remarkable that these masterful and selfsufficient ob¬\njectives still dwell together in uxorial peace in the same house ! It is sur¬\nprising that the entertainment, the master objective, advertising, and “big\nbusiness” have not combined to go into business for themselves, on a purely\nprofessional basis, like unto baseball.\n1 See Athletic Journal,\n\nNov.\n\n-See North\n3 See North\n\nReview. “Games for the Gate’s\nReview, Feb. 1929, p. 172.\n\nAmerican\nAmerican\n\n19 27, p. 16.\nSake/’\n\nFeb. 1929, p. 167.\n\n"}
{"page": 895, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n891\n\nThe conservative supporters assert that the evil practises that injure foot¬\nball as a college sport are : subsidizing players, commercializing and pro¬\nfessionalizing in games in “The Three-Headed Monster,” according to the\nlanguage of General Palmer E. Pierce, Conference President.\nDr. D. A. Penick, of the University of Texas, says: “Football . . .\nis detrimental to college work . . . and tends to make college require¬\n\nments on athletics less and less effective.”\n“Under present conditions a winning team has a high commercial value\nto the college. If college football is becoming more professional it is becom¬\ning so with the consent of the authorities and not by the wish of the players\nthemselves.”\nA journal of athletics points out that “the great majority of the college\nathletic departments do not favor subsidizing athletes. In the meantime\nthere are still a few institutions where athletes are directly or indirectly\npaid\n“The practise of outlawing colleges in the United States becomes less\nand less each year, and it is safe to predict that in a few years no selfrespecting institution of higher learning in this country will be guilty of\nallowing hired men\n\nto represent it on football field, basketball court, run¬\n\nning track, or the baseball diamond.”\nThe Dream : 1950 — 1. The\n\n1\n\nprogram\n\nof health education\n\nwill be worked\n\nout, and athletics and sports will be classified and offered with clearly marked\nobjectves. Football will be purged of the charge of commercialism and will\nalways draw and thrill because of its innate greatness as a game suited for\nstrong men.\n2. Football will be debunked of many of its myths, and of its present\nassumed, asserted, and accepted values. It will be studied dispassionately\nand assigned its proper place among other worthy college activities. It will\nbe given a prominent place on campus and college programs. Each sport\nwill be assigned a fair share of credits, properly evaluated. Apparent lack\nof interest in the football games will be no greater college reproach than\nwill be the same neglectful attitude toward any other college sports or in¬\ntellectual contests, as contests in forensics , or in arts.\nSubsidizing a favorite sport will be regulated fairly and honestly by a cen¬\ntral authority. It will be just as disreputable to hire men to help win foot¬\nball games as to hire lawyers or other expert speakers to help in inter¬\ncollegiate debates.\nBy 1950 colleges and universities will be classified in reference to their\nuses of athletics, especially in reference to the program of football and its\ngames.\n1. Some schools will have a schedule or a curriculum of health activities.\n\nGames and sports will be used in view of conserving the health of the\nstudents and teaching health to others. Athletics will be the laboratory.\n2. In other institutions athletics and sports will be taught for their own\nsake. Courses with minimum academic requirements, leading to degrees\n1 The Athletic Journal, Nov. 1927, p. 18.\n\n"}
{"page": 896, "printed_page": null, "text": "892\n\nNational\n\nEducation\n\nAssociation\n\nindicating four years in athletics, preparing men\n\nfor professional sports\n\ncourses. Uses of money that are decried and forbidden will then be sub¬\nject to the laws of commerce.\n3. Football, baseball, basket ball, and other athletic sports will be\nsyndicated and organized to furnish seasonal games to furnish a perennial\nround of thrills!\nThe type of athletics will conform to a health program. The scope will\ncover all forms of athletics that minister to the promotion of health for\nevery student and group of students in the college. The purpose will be to\npromote personal vigor of body, mind, and heart , with all the social con¬\nnotations that follow such a program. The value will be educational rather\nthan advertising the college, entertaining and thrilling non-participants!\nThey will be administered as all other college courses and activities are\nadministered, by well established boards of directors, through regular col¬\nlege channels, even including the president, not embarrassed or advised by\nwell-meaning and interested friends. They will be financed by the regular\nsources of revenue as the college may have the funds, or as they see proper\nto budget their allowance.\nMr. President, let me call your attention to the fact that a man is not\nresponsible for what he says in a dream. This is the open season for\nnovitiates who dare express opinions against football or its worshipers. You\nmay remember also that forensics are somewhat decadent and there can be\nno rejoinder!\n\nSTANDARDS IN 1950 FOR SELECTION AND GRADUATION\nOF STUDENTS IN THE TEACHERS COLLEGES AND\nFOR THE SUCCESS AND PROFESSIONAL\nGROWTH\nOF THE GRADUATES\nWHO ARE TO CONTINUE\nTEACHING\nJOHN\n\nL. DUNKLE,\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nFROSTBURG,\n\nMARYLAND\n\nStandards for admission to the teachers colleges in 1950 must depend in\npart upon the supply and demand. At present, not more than 60 percent,\npossibly less, of the beginning teachers for the elementary and secondary\nschools are adequately trained. Adequately trained connotes a two-year\npreparation for the elementary certified teacher and a four-year prepara¬\ntion for the certification of the secondary teacher. These are minimums, and the leaders in teacher training know that, at best, a satisfactory\nprofessional equipment cannot be built in two years. Already a number of\nour city training schools are giving three, some four, and one, at least, five\nyears of training beyond the secondary level for elementary teaching. Some\nof the states are requiring four years. The standards being evolved for\nprofessional preparation for teacher certification by the institutions of this\nassociation presage a four-year professional preparation for all teachers.\nI take it that the real job of the teachers colleges is to train all the teachers\n\n"}
{"page": 897, "printed_page": null, "text": "Department\n\nfor all the public schools. The\n\nof Teachers\n\ncounty normal\n\n893\n\nColleges\n\nschools will have gone by\n\n1950. Teacher-training work as a part of a high-school course will have\ngone. The offering of teacher-training courses in many private institutions\nwill be much more directly under the directing educational leadership of\nthe state than at present or will have been discontinued within the next\ntwo decades.\nThe state supported and state directed, and equally so the municipal\nsupported and controled teachers college, will have come into its own in\nopportunity and must be held responsible for staffing the schools of the\ncommonwealth\n\nof which it is a part. To quote State Commissioner\n\nMc¬\n\nConnell of Minnesota, “The training of teachers for the public schools is\nclearly a function of the state. Teacher-training institutions are maintained\nfor a specific purpose, that of training teachers for the public schools. It\nis poor economy for the state and not fair to the teachers to train more\nthan are needed or to train along such general lines so as not to qualify for\nthe actual work to be done.” On the other hand, a sufficient number\nteachers must be trained to staff all the schools.\n\nof\n\nThe deplorable state of professional equipment at present and of the\nstandards accepted at present makes it necessary to consider the present\nprofessional status. A few educational leaders believe that standards can\nbe set up and achieved without reference to the present situation. Possibly\nthey are correct. Dean Arps at Dallas two years ago at our meeting\nswept away all obstacles. Yet, the problems seem just as gigantic today\nas ever. Let us view the vastness of the job. There are more than 800,000\npublic school teachers in the nation. From seven to ten percent of this\nnumber\n\nbegin new each year. To train annually 60,000 to 70,000 teachers\n\nis a stupendous job. The recent study in Ohio revealed an annual short¬\nage of forty percent and many of those supplied were inadequately trained —\nthe product of county normals. The situation in Ohio is typical of that\nin many of the states of the nation.\nAnother closely allied problem that must be considered before we\ncan talk standards of admission to the teachers colleges is that revealed\nin the Ohio study of Dr. Buckingham, i. e., that the drawing power of\nthe teachers college decreases rapidly as the .distance from the college\nincreases. Most of the teachers colleges in the larger states may correctly\nbe viewed as local institutions.\nKeeping in mind the low standard of professional equipment of many\nof those in service, the inadequate training of the majority of the present\nannual supply of teachers, the isolation of the teachers college to a large\nnumber of the potential teacher material, any real solution must equate\nstandards of admission against supply and demand.\nGranting a reasonable mortality among those admitted to the teachers\ncolleges in order that 60,000 to 70,000 new teachers may be trained ade¬\nquately, the recruiting for teacher training is a task of the first order.\nAnnually, our four-year secondary schools graduate about 500,000. Thus\nit wdll be seen that at least one in every eight must be trained for teaching,\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNational\n\nEducation\n\nAssociation\n\nso long as teaching continues to be such an ephemeral job, and nearly one\nin every six must seek admission to the teachers college when the training\nmortality is accounted for. Then, who should teach? The answer to this\nquestion, if we could answer it philosophically, quantitatively, and qualita¬\ntively, would clear up our standards of admission to the teachers colleges\nand graduation therefrom.\nWe must recognize that the problem of staffing the public schools ade¬\nquately and effectively looks brighter than ever before. The elementary\nteacher is no longer pitied. His job has taken on new\n\ndignity. The\n\nin¬\n\ncrease of teachers’ salaries, the growing importance of teacher-training\ninstitutions, the prestige of the National Education Association, the in¬\ncreased tenure of teachers, the longer periods of preparation of the teacher,\nlessening the likelihood of teaching being used as a stepping-stone job, and\npossibly still more important, the decrease of employment agriculturally\nand industrially gives a surplus in our larger centers of those from whom\nreacher prospects may be selected.\nDr. Suhrie has pictured the teacher thus: “A leader of children, a fore¬\nman who can create worthy ideals, right attitudes, and permanent life in¬\nterests, who can help children to find worthwhile work to do, who knows\nhow to promote cooperation and to develop the team spirit, and who as\nan expert workman\n\nhimself is able to direct the efforts of others to success¬\n\nful achievement.” Further, he is expected to so atune himself to the com¬\nmunity that it is richer for his presence and work among its people. Some\nsuch array of skills, knowledge, attitudes, and ideals are the measuring\nsticks applied by teachers colleges and administrators in rating and em¬\nploying teachers.\nLittle or no pretense is made or claimed for real measures of the quantity\nor degrees of quality of the many elements involved in the teacher’s equip¬\nment. Score cards for teacher rating help, yet how frequently judgments\nmust be made that frequently neglect significant factors or determinants.\nStandards\n\nof admission to our teachers colleges then must first of all\n\nconsider the supply and demand as well as the personal, professional, and\nsocial equipment of the successful teacher. Very recently, one of our\nteachers colleges sent its standards of admission to the secondary schools\nfrom which it draws. These standards are the result of four years of\nstudy of entrance\n\nstudents and a four-phase measure\n\nis made — a good\n\nhigh-school record, good moral character, good health, and ability to do\ncollege work. These new standards grew up out of this situation. About\n600 new students entered yearly since 1926, twenty-five percent of whom\ndropped out the first year. Possibly another ten percent (my estimate)\nfailed or quit the second year; and if they elect the four years of work,\nanother five percent will fail to finish, then there will be a three to five\npercent maladjustment\n\nin the first year of teaching. To summarize,\n\npercent of those admitted\ntraining.\n\nforty\n\nwere in reality not good material for teacher\n\n"}
{"page": 899, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n895\n\nSome of the liberal arts colleges of the east are taking the secondary\nschool record and basing admission totally upon it. The secondary schools\nof Maryland will not recommend to college students sixty percent of whose\nwork in the last two years was not of a “B” quality or better.\nNed H. Dearborn proposes six points for the selecting of teacher train¬\ning prospects — mental capacity, scholastic achievement, personal conduct,\nprofessional attitudes, school habits, physical fitness; and by way of inter¬\npretation adds, “That a high degree of cooperation and understanding\nbetween the people engaged in teacher training and the superintendents,\nprincipals, and teachers of public schools such as has never prevailed except\nin rare instances is needed.” Massachusetts, Connecticut, and Rhode\nIsland have attacked the problems of selection on a state-wide basis and\nmore thoroughly than selection on mere scholastic records.\nSome measure of the social equipment and attitudes will be necessary\nin addition to the data available from the secondary school. Many of the\nmaladjustments of beginning teachers are due to a meager social equipment\nthat the home and society alone can give the embryonic teacher. I am\naware that most teachers colleges are carrying advisory officials and boast¬\ning of social programs for leavening the crude and limited cultural horizon\nof their students. Rome was not built in a day, nor can the bashful, back¬\nward, non-social, diffident book-worm student in two or three short years\nbe made a community leader and a desirable stimulating director of child\ngrowth.\nThe\n\neconomic\n\nbackground\n\nof the teacher prospect is another element\n\nthat may not necessarily play a part in selecting desirable teacher aptitudes.\nYet it does bring into adulthood some who have read so sparingly as to\nhave little feeling for the vast vicarious experiences of many of their pupils\nwho have had large library contacts. Extensive reading comparable to\nthat of the well-read child is an essential component of the expectancy of\nthe young man or woman desiring training and certificating to the teaching\nprofession.\nTo summarize :\n1. The\n\nadmission\n\nrequirements\n\nthat will be operative\n\nby 1950 to the teachers\n\ncollege will consider the secondary school record to the extent of splendid achieve¬\nment, scholastically, in personal social habits, character, and health. Vocational\nchoice will have been directed by both the secondary school and the teachers college\nas a cooperative job.\n2. The length of the period of training and the standards of the teachers colleges\nwill tend to attract the best, as has happened in our best medical colleges.\n\nnot dictate units of work but require understand¬\nings and applications measurable by tests for minimal amounts of skills and knowl¬\nedges necessary as- a foundation for teacher training.\n3. Entrance\n\nrequirements\n\nmust\n\n4. The secondary school and the teachers college will jointly rate the applicants’\npersonal characteristics on a scale somewhat like part one of the forty-one point\nrating scale given by Tieg in his “Technics of Teacher Selection.” Qualities of\n“C,” “B,” or better will be required in these several characteristics of appearancespeech, personality, disposition, force, character, mentality, tact.\n\n"}
{"page": 900, "printed_page": null, "text": "896\n\nNational\n\nEducation\n\nAssociation\n\n5. Character will be more accurately rated than irreproachable, conforms, or un¬\nstable. The honesty, the loyalty, and the cooperativeness of the trainees must be\nknown.\n\nTo know quite quantitatively and somewhat qualitatively the students\nbefore making the selection from among those who knock at the doors of\nour teachers college will be a vast undertaking, but it is believed it will\nselect teachers who will develop into more real scholarship, more real\nleadership, and more inspiring personalities.\nThe teachers colleges until recently pursued the policies of the colleges\nof liberal arts and graduated their students when the required number of\ncredits had been earned or when the curriculum had been completed. At\npresent, only occasionally here and there are slight departures being made\nfrom this policy. The placement bureaus in the teachers colleges and the\nadministrators follow a different policy in evaluating these graduates.\nTheir attack seems worthy of very serious consideration. Many rating\nscales have been evolved for evaluating the teacher and his teaching. It\nis true that most of these have had several purposes — improvement of the\nteacher through selfrating, supervisory rating, as well as the selection of\nteachers and the recommendation of teachers for positions. More than\na score of such rating cards have been tried, and many school systems use\nsome such method to determine merit in teaching. If teachers are to be so\nevaluated in service, teachers colleges will do well to measure and build\ntheir products along like lines.\nThe standards for graduation from the teachers colleges must be largely\ndetermined by skill in teaching. The job of the teacher is to teach, using\nteaching in its very widest implication. Apparently, there is no agreement\ntoday as to all the factors necessary in the equipment of a teacher. Boyce\nlists the following five large factors and under these forty-five subtopics:\nPersonal equipment ; social and professional equipment ; school manage¬\nment; technic of teaching; results. More recently, H. O. Rugg gave five\nlarge factors, somewhat differently named ; and under these there are\nsixty-two subtopics: skill in teaching; team work qualities; qualities of\ngrowth and keeping uptodate; personal and social qualities. Most, if not\nall, of the recent books on teaching could easily be organized under either\nof the above group of factors.\nGranting that the standard equipment of a teacher exists in certain\nqualities of these large factors, we have no measuring sticks to determine\npresence or absence of these functions except personal judgments. The\npersonal judgments of experts are almost always in agreement on merits\nor failure in teaching in cases such as these : unable to control her class ;\nmakes little or no preparation ; finds discouragement everywhere. Out¬\nstanding merit would be equally recognized. Unfortunately, the border\nline cases bring no such agreement.\nOn the other hand, there are possibly some other influential factors\nlittle affected by training, as Dr. Whitney in his study “The Prediction\nof Teaching Success” finds that “in the group of three factors which at\n\n"}
{"page": 901, "printed_page": null, "text": "Department\n\nof Teachers\n\n897\n\nColleges\n\nmatriculation determine the probable score in teaching success, physique is\nnearly twice as important as secondary record, and intelligence has prac¬\ntically no weight at all.”\nAs a basis for determining the standard equipment of the graduates of\nthe teachers colleges, rating cards such as those of H. O. Rugg and E. W.\nTieg’s Graphic Rating Method point the way. These have been chosen\nas typical.1 The graphic method has five large divisions: personal charac¬\nteristics, teaching ability, professional ideals and attitudes, routine, con¬\nditioning factors. These\n\nrating sheets w'ere not prepared for evaluating\n\nquantity and quality of merit in teacher training. A number of years’\nuse of the Rugg sheet in a modified form has shown that it is a very\ndefinitive attack.\nTo use either of these analysis sheets effectively as a basis for graduation\nof students from our teachers colleges will be extremely difficult. Any\nstandards that are used must be applied by the entire staff. The suggested\nstandards focus the attention more largely upon the directed teaching. The\namount of directed teaching varies from ten to twenty-five percent of the\nteacher-training curriculum. To make graduation depend upon less than\none-fifth of the student’s work in the teachers college seems absurd ; again,\nwhen the fulltime staff of the college is considered, possibly not more than\nhalf of the staff will be able to contribute definitely to the rating of the\nstudent on these standards. Many of the staff are subjectmatter specialists\nand are not expected to share in the eventuating of their subjectmatter in\nthe teaching of children. It would seem in present practise and organiza¬\ntion that the directors of training and the critic staff will be held responsible\nfor applying standards such as are proposed. Teacher training lends itself\nto the job analysis attack. No phase of the curriculum of the teachers\ncollege curriculum can be justified that does not fructuate in a changed\nbehavior on the part of the teacher in the actual job of teaching or as\ndirectly contributing to the actual job of teaching. All the recent discus¬\nsions on professionalized subjectmatter are efforts to realize this end. Little\nhas been accomplished so far. Little will be accomplished until the organ¬\nization of the colleges makes it possible and necessary for those who teach\nprofessionalized subjectmatter to know that their courses do equip teachers\nto teach children in their subjectmatter fields. The modus operandi of\nsuch an organization is simple in the small teachers college. In the larger\ncolleges, it becomes increasingly difficult. It is vitally necessary; and since\nit is, it can be done.\n\nTo recapitulate, the teacher rating blanks of Rugg and Tieg’s Scale\nwere not drafted for standards for graduation from our teachers colleges.\nOn the other hand, they were drafted for selfimprovement through self¬\nrating of the teacher in service and for use by administrators. Some of\nthe subdivisions wTill need to be eliminated, possibly additions should\nbe made.\n\nSome\n\nof the items may be measured\n\nmore\n\naccurately than judg-\n\n1 For others and the use of an improvement card by student teachers,\nLowth. Educational Administration and Supervision, February, 1929.\n\nsee Trow\n\nand\n\nMe-\n\n"}
{"page": 902, "printed_page": null, "text": "898\n\nNational\n\nEducation\n\nAssociation\n\nment will determine. Possibly, the quantity and quality of fifty percent\nof the judgments included in these scale blanks can be measured more or\nless scientifically. Much research will be needed to achieve these ends.\nEach subjectmatter field will be enlisted in determining the student\nteacher’s success in the several subjects of the elementary\ncurriculum for which the student is training.\n\nor secondary\n\nWhen students are selected as carefully as proposed by the admission\nstandards and are graduated only when satisfactory achievements have\nbeen sufficiently demonstrated to show that the personal and the social\nqualities are possessed, that teaching insight has been gained and that\nteaching knowledge and teaching skill have been acquired in reasonable\ndegrees of proficiency — all measurable by group judgments and tests to be\nstandardized on a job analysis basis, the teachers colleges will have met\ntheir opportunity and their obligation — that is, supplying the professional\nleadership to the ninety-seven percent of our population who never enter\ncollege.\nIt is axiomatic to say that the teachers college should be interested in the\nsuccess and professional growth of its graduates. By such followup, both\nthe college and the teacher will be helped. From the east and the west\ncome glowing reports of intervisitation and close followup work amounting\nto supervision. Such is not the job of the teachers colleges. The admin¬\nistrator of town, city, or county cannot shift the responsibility of educa¬\ntional leadership. No institution can assume it or part of it for widely\ndifferent units. Supervision is not different from administration insofar\nas it is a technical and local job. The teachers colleges can and should\ncontinue to advise, to encourage, and to inspire.\n\nSTUDENT AND ALUMNI PARTICIPATION IN THE\nGANIZATION AND ADMINISTRATION OF\nTEACHERS COLLEGES IN 1950\nEUGENE\n\nFAIR,\n\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nOR¬\n\nKIRKSVILLE,\n\nMISSOURI\n\nTwo decades is a long way to see into the future. Our president, how¬\never, permits all of us to do a number of things. We may try to envisage\nwhat the present participation and organization elements will develop into.\nDue to fundamental changes which may take place in our colleges and our\nsocial environments, one might picture participation in organization and\nadministration as almost entirely divorced from the present.\nIt seems preferable to take the elements as they are and try to predict\nwffiat they will develop into by 1950. There should be something in it\nall of the idea of seeing the end from the beginning and the beginning\nfrom the end. 'There should be a belief that the present student bodies\nin our teachers colleges and those who come after them for some time to\ncome will desire an increasing amount of participation in the organization\nand administration of our colleges.\n\n"}
{"page": 903, "printed_page": null, "text": "Department\n\nThere\n\nare a number\n\nof Teachers\n\nColleges\n\n899\n\nof reasons to think this will be true. In the first\n\nplace, creative students of today, as in the past, are curious to know the\nwhy and the wherefore of our organization and administration. They\nwish to take nothing as obvious which they deem important. Each is a\npart of an institution, the organization and administration of which should\nhelp to make him free. Creative students are bound to seek an under¬\nstanding of their environment. How better can they get this than to\nbe participants?\nMost of such students desire increasing power and influence among\ntheir fellows. They hope to be teachers and leaders of men. It is but\nnatural that as they emerge as leaders among the students they should be\nthe representatives of all the students in their relations to the administra¬\ntion of the college. During the next two decades these students will be\ncoming from high schools where student participation in government will\nbe more and more practised and the college which fails to heed this develop¬\nment in the high schools may retard its own advancement.\nThough desirous of power and perferment, these students have, as a\nwhole, generous impulses and would make their college the one to stand\nout as a selfgoverning body. Their faith, enthusiasm, belief in a real\ndemocracy in and out of college halls and their dreams of a better day for\nall will be recognized iu 1950 as a much greater asset than at the present\ntime. Less and less as the decades slip by will our college students be\nawed by those in authority, just because it is authority. The man who\ncomes crashing through, disregarding the rights of others, will receive their\nopen condemnation, for they will believe in openness. They will make life\nmiserable, and they should, for their teachers who try to lead and direct\nthem through any other means than merit.\nThe students of 1950 will, it is hoped, wish to participate in all matters\nhaving to do with the welfare of our colleges. That means a student\ncouncil on the campus which represents all the students, a group which\nhas final determination in many matters now handled in other ways, such\nas fixing the amount of the student activity fees and determining finally\nthe expenditure of the same. It means responsible student control of the\nschool paper, and the leading part to the council in carrying on the student\nsocial affairs on the campus. It means student courts backed by the ad¬\nministration and with power to act, and student membership on all the\nstanding committees of the college.\nIt means, from the standpoint of the administration and faculty, a faith\nin student participation in government and a belief that one of the finest\nresults of such participation is selfgovernment.\nIt means that the students should be encouraged to contribute their\nideas, give opinions and judgments, seek information and be strictly re¬\nspected and upheld in the responsible decisions they render through their\norgans of government. It means, too, that the administration should never\nexploit the student organization or be exploited by it. Just as now any\nadministration may expect to be accused of making use of the student\n\n"}
{"page": 904, "printed_page": null, "text": "900\n\nNational\n\nEducation\n\nAssociation\n\norganization as a buffer, especially should such organization thwart a “pet\nscheme” of some individual or group.\nThe value and extent of student participation in the organization and\nadministration of our colleges twenty years hence will depend largely upon\nthe attitude and actions of the faculty and administration. Students are\nquick to discern faith, sympathy, understanding, cooperation, patience, or\nthe lack of these characteristics. They really want guidance and direction,\nbut they resent arbitrary dictation and ipse dixit methods.\nOnce the administration and faculty members show they have the charac¬\nteristics mentioned above, there will be few if any disputes as to where\nstudent authority begins and ends and the extent to which student par¬\nticipation may go will become almost unlimited. Such is a desired goal\nby 1950.\nTaking our colleges as a whole, the amount of participation of our\nalumni in organization and administration is negligible in comparison with\nthat of the student participation. Twenty years from now we should\nhave much better means of giving the alumni information about our col¬\nleges. There will be better roads, greater use will be made of flying ma¬\nchines, the radio will play a more important part. Information coming\nfrom the college every few days will do much to keep an abiding interest\nin and enthusiasm for the alma mater. With uptodate information the\nalumni can do much more than they are now to give correct information\nabout the college and at the same time encourage certain young people to\nenter the teaching profession. These alumni will also be wellprepared in\nmany instances to give good advice to our students who are just beginning\ntheir teaching work. They will be in a position to note with considerable\naccuracy just how the college is serving its constituency. What they note\nshould be transmitted to the administration and used to take stock of new\nbearings in the future.\nThe different kinds of participation just mentioned will become all the\nmore effective as representatives from the college make personal contacts\nwith the alumni in the field. These contacts should be friendly, leisurely,\nand in the attitude that the alumni can be of great help in the organization\nand administration of the college.\nBy 1950 this will without\n\nmuch\n\nquestion apply especially to the par¬\n\nticipation in what we are now calling the “followup” work. Each college\nshould have by that time a number of helping teachers who are studying\nits own products and being studied by them. While this help from the\ncollege should be specific on the part of the representative, it should be so\ncarried on that the alumni will be making a constant stream of suggestions\nabout the organization and administration of the college. It is rather\nsafe to assume that most of these suggestions will pertain to the way the\ncollege work done on the campus is functioning in the work of the graduate.\nAnd what is more important than this very thing in the administration\nof the college? Properly done, this kind of cooperation will see by 1950\nmany a faculty member in the college so drawn out of his selfcomplacency\n\n"}
{"page": 905, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n901\n\nand egotism that his courses will not only be reorganized, but will be\ntaught with a power and a joy not known before. Such cooperation will\nalso keep many an alumnus out of the same ruts just mentioned and at\nthe same time make the graduate feel that he is a very essential part in the\noperation of the college, that he is still served by the college, although a\ngraduate.\nIf, through such means as have been mentioned above, the college is\nkeeping in close contact with its graduates in 1950, alumni membership\non the Board of Control should be welcomed. Such a member could speak\nfrom the standpoint of the official family and at the same time bring valu¬\nable suggestions from the field. There would be an unselfish desire for\nthe college to “carry on” as would hardly be possible with a non-graduate.\nHaving known the college intimately as a former student, having no doubt\nthought and dreamed about making it better, there would be great satis¬\nfaction in joining officially the active administration in working out pressing\nproblems.\nShould it be the will and the determination of the administration to\nhave a greater degree of participation by students and alumni in 1950 than\nat the present, it will not necessarily come about unless there is on the\npart of the administration close acquaintanceship, rare and sympathetic\nunderstanding, fine fellowship and friendliness, adroit and honest leader¬\nship, and carefully laid plans, for more participation by the students and\nalumni does not mean a lessening of participation on the part of the\nadministration.\n\nREPORT\n\nE. S. EVENDEN,\n\nOF THE\n\nCOMMITTEE\nSURVEYS\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nON\n\nSTANDARDS\n\nTEACHERS\n\nYORK\n\nCOLLEGE,\n\nAND\n\nCOLUMBIA\n\nCITY1\n\nIt is gratifying to the Committee on Standards and Surveys that it can\nbegin its report by saying that more problems have been referred to it\nduring the past year than in any one year since the adoption of the present\nset of standards. This we consider a most promising condition, since it\nshows clearly that the presidents and faculties of our normal schools and\nteachers colleges realize that they are dealing with rapidly growing institu¬\ntions with constantly changing problems. Once this is realized it is obvious\nthat any set of guiding standards for such institutions must also change\nand change rapidly during this formative period of rapid development. It\nis the hope of the members of this committee that it will be possible to\nsubmit one or more proposals to the Association each year which will\ncorrect some inaccurate standard, supplement some inadequate standard,\nor raise some outgrown\n\nstandard.\n\nIt is also hoped that these recommenda-\n\n1 Because of the unavoidable absence of Dr. Clyde M. Hill, Professor of Education at Yale\nUniversity and this year’s Chairman of the Committee on Standards and Surveys, the writer, at\nhis request, has prepared and presented the report of this Committee.\n\n"}
{"page": 906, "printed_page": null, "text": "902\n\nNational\n\nEducation\n\nAssociation\n\ntions will be made only after careful and extensive studies or investigations.\nIt is considered preferable to allow present unsatisfactory standards\n\nto\n\nremain until the data needed to revise them are obtained, than to recom¬\nmend changes upon unsupported opinions, especially when so many and such\ndivergent opinions exist. This belief, and the fact (previously lamented)\nthat this committee must depend entirely upon volunteered labor for all\nof its studies are the reasons why some statements in the standards, which\nwere\n\npurposely left indefinite when\n\nyet unchanged.\n\nOne\n\nthe standards were\n\nadopted, are as\n\nof the most important of these is the question of the\n\ndesired professional preparation of the faculties of normal schools and\nteachers colleges. It will be recalled that a comprehensive study of this\nquestion was started immediately by Dr. Shelton Phelps but was not\ncompleted because of the limited number of teachers who could furnish\nthe complete transcripts of grades which were desired. Last year it was\nvoted to ask Dr. Phelps to submit a report on the returns he had re¬\nceived even though the number was limited. Mr. Harris Cook of Canyon,\nTexas, has been working\nand a report would\n\non these data with Dr. Phelps during the year\n\nprobably have been made\n\nat this meeting had it not\n\nbeen for Dr. Phelps’ absence in Europe at the present time. It is prac¬\ntically certain that we can have this report next year and that the Com¬\nmittee on Standards and Surveys wdll be able to submit a proposed change\nin this standard as a result of the investigation.\nTentative results from Dr. Rosenlof’s study1 of library facilities in nor¬\nmal schools and teachers colleges were presented at the Boston meeting\nlast year. This study has been completed and some definite recommenda¬\ntions for standards for teachers college libraries have been developed from\nit. These are included at the conclusion of Dr. Rosenlof’s report to the\nAssociation and are recommended for adoption. (They were considered\nand laid upon the table for one year).\n\nAt last year’s meeting a study of methods of promoting inservice growth\nof teachers college faculty members was authorized. Dr. Adolph Linscheid\nof Ada, Oklahoma, made such a study 2 and has been asked to report the\nmost significant results to this meeting. As a result of his findings the\nfollowing resolution is proposed with the approval of the Committee on\nStandards and Surveys:\nSince the experience of the teachers colleges tends strongly to prove that the sab¬\nbatical leave of absence is one of the best means for promoting the inservice im¬\nprovement of the faculty, it is hereby resolved that the American Association of\nTeachers Colleges recommends the principle of the sabbatical leave and urges that\nall institutions belonging to this Association secure this privilege for the members of\ntheir faculties.\n\n. 1 Rqsenlof, G. W.\nLibrary Facilities of Teacher-Training Institutions.\ntions, Teachers College, Columbia University, New York, 1929.\n\nBureau\n\nof Publica¬\n\n2 Linscheid, A. The In-Service Improvement of State Teachers College\nPublications, Teachers College, Columbia University, New York, 1928.\n\nFaculty,\n\nBureau\n\nof\n\n"}
{"page": 907, "printed_page": null, "text": "Department\n\nof Teachers\n\n903\n\nColleges\n\nThe third study which has been made during the past year with the\napproval of and under the direction of this committee was concerned with\nthe very important question of the effect of practise teaching upon the\nchildren in the practise school. This study was made by W. H. Moody,\nprincipal of Dwight\n\nSchool — one\n\nof the three practise schools of the\n\nNew Haven Normal School — who is submitting his principal findings to\nthe Association. This is a valuable type of study and should be made in\na number of schools and under a variety of conditions in order to throw\nmore light upon the training-school standards.\nThe next proposal submitted for consideration grows out of a very com¬\nprehensive study of “Curriculum Patterns for Teachers Colleges and\nNormal Schools, ” made by President H. A. Sprague, State Teachers Col¬\nlege, Montclair, N. J. This was undertaken at the suggestion of this\ncommittee in order that this Association might have more evidence upon\nthe recommendation concerning the amount of senior college work which\nwas made last year and which was tabled for one year. President Sprague\nwill present some of his findings upon the two problems of “core curriculums for teachers colleges” and “the amount of senior college work done\nby students in the third and fourth years.”1 In the light of this investiga¬\ntion and after consultation with officers of the Association, a rewording\nof the second paragraph of Standard VIII, Section A, is suggested. This\nwill appear in the revised standards for the year and will greatly facilitate\nthe work of the Committee\nterpretation of this standard.\nThe\n\non Accrediting and Classification in its in¬\n\nsixth recommendation\n\nhas to do with\n\nthe organization of the\n\nstandards. The Committee on Accrediting and Classification has discov¬\nered in its use of the standards that there are instances of partial duplication\nand misplacement\n\nof items and some\n\nslight inconsistencies. At President\n\nMorgan’s suggestion the Committee has considered a rearrangement of\nsome of the standards which will make their arrangement more logical\nand easier to use in accrediting and classifying normal schools and teachers\ncolleges. The changes suggested are as follows:\n\nStandard I\n\nProposed\n\nReorganization\n\nSection A: same\n\nin Standards\n\n2\n\nSection B : same\nSection C: Insert here Standard\n\nStandard II\n\nXIV,\n\nSection B\n\nSection A: same except 25 years in second paragraph to\nbe changed\nerror.\n\nto 21 years to correct printer’s\n\nSection B : same\nSection C: same\n1 Sprague. If, A. “Curriculum Requirements for the Training of Secondary School Teachers\nill State Teachers’ Colleges and Colleges of Education in State and Private Universities.”\nEighth Yearbook, American Association of Teachers Colleges. 1929, p. 92-108.\n2 Primarily for purposes of simplification and easier use by accrediting committee.\n\n"}
{"page": 908, "printed_page": null, "text": "904\n\nNational\n\nStandard III\n\nSection A: same\n\nEducation\n\nAssociation\n\nSection B : same\nSection C: same\nSection D : same\n\nStandard IV\n\nSection A: same\nSection B: to read: “In the training school there shall be\nat least one training-school teacher for every\n18 college students each of whom does 90\nclock hours of student teaching. If more\nthan 90 hours of student teaching is required\nthe number of student teachers should be de¬\ncreased so as not to increase the supervisory\nSection C: Insert here Standard VII, Section C\nSection D : Insert\nload.” here Standard VII, Section G.\n\nAdd\n\nto Section VII-G the sentence, “If more than\n90 hours of student teaching is given the\nnumber of student teachers should be de¬\ncreased, so as not to increase the supervisory\n\nStandard V\n\nSection A: same\nSection B : same\nload.”\nSection C: same\nSection D : same\n\nStandard VI\nStandard VII\n\nsame\n\nSection A: same\nSection B : same\nSection C: Insert here Standard VII, Section D\nSection D : Insert here Standard VII, Section E\nSection E: Insert here Standard VII, Section H\n\nStandard VIII\n\nSection A: first paragraph to remain the same. For sec¬\nond\n\nparagraph\n\nsubstitute the\n\nfollowing:\n\n“Every teachers college must, therefore, adopt\nan organization of its curricula which will\nprovide in its junior and senior years, courses\nwhich require prerequisite courses in the\nfreshman and sophomore years or courses\nwhich are open only to juniors or seniors.\nThe number of such courses taken by a stu¬\ndent in the junior and senior years must\ntotal at least one-third of the requirements\nfor the completion of a four-year college\ncurriculum. It is recommended that teachers\n\n"}
{"page": 909, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n905\n\ncolleges adopt a system of numbering courses\nor of catalog description which will indicate\nthe year in which the course should be taken\nand the prerequisites.”\nSection B : same, except J4 changed to ^3\n\nStandard IX\nStandard X\n\nSection A: same\nSection B : same\n\nSection A & B : This standard to be changed to fit the\nstandards recommended by Rosenlof if\nadopted by the Association, otherwise to re¬\nmain the same.\nSection C: same\nSection D : same\n\nStandard XI\n\nsame\n\nStandard XII\n\nSection A: same\nSection B : same\nSection C: same, except change 60 students to 150 stu¬\ndents\n\nStandard XIII\n\nSection A: same\nSection B : same\n\nStandard XIV\n\nSection A: teachers colleges\n(1) Insert here Standard XV, Section A,\nomitting parenthetical expression at end\nof paragraph.\n(2) Insert here Standard XV, Section B\n(3) “Any teachers college which fails to con¬\nform to more than two of these stand¬\nards shall be designated as a Class C\ncollege provided that until September,\n1929 it shall not be classed as a Class C\ncollege unless it fails to meet more than\nfive of these standards, until 1930 more\nthan four and until 1931 more than\nSection B : normal schools and junior teachers colleges.\nThe same\nthree.”standards shall apply to normal\nschools or junior teachers colleges as listed\nin Section A, thereby providing for Class A\nnormal schools, Class B normal schools, and\nClass C normal schools.\n\nStandard XV\n\nSection\nSection\nSection\nSection\n\nA: Insert\nB : Insert\nC: Insert\nD: Insert\n\nhere\nhere\nhere\nhere\n\nStandard XVI, Section A\nStandard XIV, Section A\nStandard XVI, Section B\nStandard XVI, Section C\n\n"}
{"page": 910, "printed_page": null, "text": "906\n\nNational\n\nEducation\n\nAssociation\n\nSection E: Insert here Standard XVI, Section D\nSection F : Insert here Standard XVI, Section E\nSection G: Insert here Standard XVI, Section F\nIt is the recommendation of the Committee that the general plan of\nthe revision be approved and that all changes which involve only changes\nin position and numbering be approved. (Passed)\nThe changes, aside from rearrangement, involved in these proposals are\nin the following items and should be considered and acted upon separately :\nStandard II, Section A: 25 years in the second paragraph changed to 21\nyears to correct printer’s error. (Passed)\nThe\n\nchange has been suggested that “experienced teacher” be changed to\n“any student.” This was received too late to be presented this year.\n(No action taken)\n\nStandard\n\nIII, Section C: The\n\namendments\n\nwere\n\nmade\n\nto change “one\n\nfourth (/4)” in first line to “one third (J^)” and also to strike out\nthe parenthetical part in the second and third lines. The Committee\non Standards and Surveys not having any additional information from\nthat upon which this item was based last year sees no reason for recom¬\nmending any change in these items. (Amendments not carried)\nStandard IV, Section B: the additional clause is added: “If more than\n90 hours of student teaching is required the number of student teachers\nshould be decreased so as not to increase the supervisory load.” This\nis included to care for schools which require more than the minimum\nnumber of 90 hours. The same provision is added to Standard VII,\nSection G, of the old standards which is recommended to become\nStandard IV, Section D. (Passed)\nStandard V, Section C: the amendment to allow special teachers to qualify\nwithout holding degrees which was suggested for this item was not\nrecommended by the Committee since it was believed that the present\nprovisions would care for all such teachers who had been in the insti¬\ntutions five or more years and that the ten percent provision would\ncare for all necessary new appointments until 1933. (No action taken)\nThe\n\nfollowing proposal was\n\nsubmitted\n\nby President Conn\n\nof Wayne,\n\nNebraska, as an addition to Standard VI on Teaching Load. “It is pro¬\nvided, however, that in event a teacher’s classes are especially small and the\ntotal student hours making up his load are less than half the recognized\nstandard, his load may be increased beyond sixteen clock hours per week.”\nThe Committee recommends that no action be taken on this amendment\nat this meeting for the three following reasons : ( 1 ) there is no definition\nof the “recognized standard” load; (2) there is no limit placed upon the\nnumber of clock hours “beyond sixteen” to which the teacher’s load may\nbe increased; and (3) the question has arisen concerning the interpretation\nof the term “clock hour” in Standard\n\nVI.\n\nIt is reported that some in-\n\n"}
{"page": 911, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n907\n\nstitutions divide sixteen times sixty minutes by forty-five and on the basis\nof the result assign instructors twenty such recitation periods while other\ninstitutions have interpreted it as sixteen class periods. It is recommended\nthat a restatement of this standard be submitted for consideration at next\nyear’s meeting.\nStandard\n\n(Passed)\n\nVIII, Section A: second paragraph\n\nto be changed as suggested\n\nabove in the light of President Sprague’s investigation. (Passed)\nStandard VIII, Section B: to have\nchanged to % in order to make it\nconsistent with the ratio in Section A of the same standard. (Passed)\nStandard XII, Section C: sixty students to be changed to 150 students to\nmake this school more consistent in size with the lower division of\nminimum sized teachers colleges recommended\nof the same standard. (Passed)\n\nin Sections A\n\nand B\n\nStandard XIV, General Requirements. Because the two provisions in this\nstandard are to be placed under other standards it is recommended\nthat this classification be abandoned and that Standard XV become\nStandard XIV and also Standard XVI become Standard XV.\n(Passed)\nStandard XV, Section A: Recommended to become Section A, part (1) of\nStandard XIV omitting the parenthetical expression at the end of the\nparagraph which was set aside last year by the Accrediting Committee\nwhose action was approved by the Association. (Passed)\nSection B of revised Standard XIV is added to make clearer the interpreta¬\ntions given in Boston of the classification of normal schools and junior\nteachers colleges providing for the same classes in these schools as are\nprovided for in Section A for teachers colleges. (Passed)\nThrough the efforts of Dr. N. H. Dearborn the Committee on Standards\nof the American Association of College Physicians has been interested in\nthe standardizing work of the American Association of Teachers Colleges.\nMembers of the Physicians Committee have expressed a willingness to\ncooperate with this Association upon the development of standards for the\nhealth services in normal schools and teachers colleges. The following\nrecommendation\n\nis therefore submitted\n\nfor your\n\nconsideration:\n\nIt is\n\nrecommended that the Committee on Standards and Surveys of this Asso¬\nciation be authorized to confer with and cooperate with the Committee\non Standards\n\nof the Association of College Physicians in developing, for\n\nconsideration at next year’s meeting, one or more\nservice in normal schools and teachers colleges.\n\nstandards for health\n\nThe\n\nnext and last recommendation has to do with the work of a volun¬\ntary group of school admissions officers and others interested in admissions,\nwhich has been working for the past three years on problems that have\nto do with the admission of graduates of normal schools and teachers\ncolleges to graduate\n\nschools of education.\n\nThis\n\ngroup — composed\n\nof\n\n"}
{"page": 912, "printed_page": null, "text": "National\n\n908\n\nEducation\n\nAssociation\n\nPresident A. R. Brubacher, New York State College for Teachers, Albany;\nDr. Ned H. Dearborn, Director of Division of Teacher Training, State\nDepartment of Education, Albany, Secretary of the Conference ; Dr. A. L.\nJones, Director of Admissions, Columbia University; Dr. Clarence Linton,\nSecretary of Teachers College, Columbia University, New York, Chair¬\nman of the Conference; Dean J. H. Minnick, Dean of School of Educa¬\ntion, University of Pennsylvania; Dr. A. L. Suhrie, Professor of Teachers\nCollege and Normal School Education, New York University; Dean\nA. H. Wilde, School of Education, Boston University; and the writer —\nhas worked out a tentative list of suggestions for handling the problem of\nadmissions. The results of these meetings are being sent to all presidents\nof normal schools and teachers colleges with a request that they return\nthem with suggestions and criticisms. The work of this voluntary group\nis intended solely for the purpose of bettering the admissions practises of\ngraduate schools of education. It is clearly stated in the preliminary\nreport that there is no thought of creating new standards or a new stand¬\nardizing agency. However, your Committee on Standards and Surveys\nthought that some of the elements considered in this report might with\nprofit be considered and discussed by this Association with a view to in¬\ncorporating them into our standards. It is therefore recommended that\nthey be discussed at our meeting next year. Since not all of the items are\npertinent to our standards, we would suggest that a notation be prepared\nby this committee or a special committee indicating which items are most\ndirectly connected with our present standards. (Passed)\nIn conclusion it should again be stated that your Committee on Stand¬\nards and Surveys considers itself the service committee of this organization\nand its members welcome suggestions from the Association or from repre¬\nsentatives of member institutions with regard to problems which concern\nany of the present standards or items to which our attention should be\ndirected and for which additional data are needed. We cannot always\nfurnish these needed facts within the year but the questions are on file\nand will be studied whenever possible.\n\nLIBRARY\nGEORGE\n\nW.\n\nFACILITIES FOR TEACHER-TRAINING\nINSTITUTIONS 1\n\nROSENLOF,\n\nTRAINING,\n\n1. The problem\n\nDIRECTOR\n\nUNIVERSITY\n\nOF\nOF\n\nSECONDARY\nNEBRASKA,\n\nEDUCATION\nLINCOLN,\n\nAND\n\nTEACHER\n\nNEBRASKA\n\nstated:\n\n1. Discover the present status of teachers colleges and normal school\nlibraries as to the number and classification of books and periodicals\nand their administration.\n\n2. The extent to which the needs of the libraries are recognized in the\ncollege budgets.\n1 Rosenlof, George W. Library Facilities for Teacher-Training Institutions.\nlications Teachers College, Columbia University, New York City.\n\nBureau\n\nof Pub¬\n\n"}
{"page": 913, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n909\n\n3. Propose standards governing the development of libraries, and\n4. Suggest means whereby these standards might be attained.\nNo event in the past twenty- five years in the development of the nation’s\nteacher-training program has been and is so significant as the evolution of\nthe four-year degree-granting teachers college. No event, in my judgment,\nis so fraught with possibilities for the future. It is timely. It is inevitable.\nIt is absolutely tantamount to the welfare of the nation’s public school\nsystem. If our schools are to meet the challenge of tomorrow of fitting\nour rising generation to assume the tasks of the future and make for the\nsatisfactory solution of its many problems, it will be necessary that the\nteacher, who is eighty-five percent if not ninety-nine percent of the school,\nbe adequately trained physically, mentally, and spiritually to care for youth\nnow enroled in the public schools.\nThe\n\ntime is at hand when\n\nour teachers colleges and normal schools must\n\nstep out and assert themselves as institutions of higher learning enjoying\nall of the privileges and emoluments that come with “academic respect¬\nability.” The state is entitled to have for its teachers colleges this recogni¬\ntion of merit. It is obligated to provide for this recognition. And, ob¬\nviously, those charged with responsibility of properly administering and\ncontroling the teachers colleges must set up the standards that will insure\nthe desired results.\nComplete justification for “academic respectability” can only be recog¬\nnized when these schools set up standards that in all particulars conform\nto those now in force governing the status of colleges and universities.\nOne of the standards now in force respecting the proper accrediting of\nteacher-training institutions is Standard\n\nX, which reads as follows:\n\n“Each teachers college shall have a live, well-distributed, and professionally ad¬\nministered library bearing specifically upon the subjects taught. At least fifteen\nthousand volumes, exclusive of public documents, are recommended as a minimum.\n“Each teachers college with less than five hundred students should have a definite\nannual appropriation for the purchase of new reference books and current literature\namounting to at least $2500. Colleges with five hundred to one thousand students\nshould have a definite annual appropriation amounting to at least $5 per student\nregistered. Colleges with larger enrolments should have an amount equal to at\nleast $4 per student. The foregoing is to be regarded as a recommendation rather\nthan a requirement.”\n\nIt is assumed\n\nthat this standard was\n\nthe best that could be hoped for\n\nuntil such time as the problem had been made\n\nthe subject of an exhaustive\n\nstudy.1\nIn the spring of 1927 I presented to Dr. Evenden, your chairman of the\nCommittee on Standards and Surveys, a number of problems for study,\namong them being the problem of the “Library Facilities of Teachers Col¬\nleges.” In April, following the meeting of the American Association of\n1 See Revised Standard X, page 834.\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNational\n\nEducation\n\nAssociation\n\nTeachers Colleges at Dallas, I was given such encouragement from your\nChairman that I took up this problem and am this morning presenting to\nyou in the material you have in your hands some of the results of my in¬\nvestigation. I want to take this occasion to express my sincere gratitude\nand appreciation to all those librarians and chief executives who so kindly\ncooperated with me in gathering together the data that I now have, much\nof which was used in the particular phase of the problem with which I am\ndealing this morning.1\nII. Conclusion:\n\nA. Books and Periodicals\n1. The present library facilities of the teachers colleges do not measure up to the\npresent standards as recommended by the American Association of Teachers\nColleges.\n2. Each teachers college should adopt a definite policy governing duplication, such\na policy to be determined only after a careful survey has been made of the\nlocal situation and the local needs.\n3. Student enrolments\n\nshould not necessarily determine\n\nthe number\n\nof volumes\n\nto\n\nbe found in a library. Teacher-training institutions offering the same curriculums and preparing students for more or less the same type of positions should\nprovide approximately the same library facilities, regardless of student enrol¬\nments. Student enrolments should be a factor in determining duplication only.\n+. The importance of periodical literature in the teachers college and normal\nschool libraries has been altogether too seriously neglected in most of the\ninstitutions. The number of magazines now found as reported by the librarians\nis neither adequate to nor representative of the needs of the faculty and student\nbody.\n5. There is a need for a more careful evaluation of periodicals for use in teacher¬\ntraining institutions with a view to preparing a list of not less than 150\nperiodicals to be recommended\n\nfor the libraries of teacher-training\n\ninstitutions.\n\nB. Library Staff\n1. Persons\n\nseeking appointment\n\nas librarians, associate or assistant librarians,\n\nshould have a four-year college course of a general academic and cultural\nnature plus one year and preferably two years of technical training. They\nshould have special training in professional education and perhaps some experi¬\nence as teachers in the public schools. For the library fulltime positions,\nclerical and routine in their nature, persons to be employed should have had a\nfour-year high school course plus technical training.\n2. No library will efficiently function which\n\nemploys\n\nless than two fulltime persons\n\nin addition to the training school librarian. For schools of more than 500 stu¬\ndents there should be employed additional professionally trained workers, at\nleast one additional person being employed for each increment of 300 students.\nFulltime assistants beyond the second and third might well be in the majority\nof cases of the sub-professional\n\nor clerical type.\n\n3. It is desirable to appoint partime assistants as clerical and routine helpers.\nThese should be appointed for not less than eight hours of service per week\n1 Note.-— Instead of giving the complete report as presented at the meeting of the Association,\nthere is included herein an outline of the problem and the general conclusions and recom¬\nmended standards. Attention is called to the fact that the complete study is available and a\ncopy should be secured from the Bureau of Publications, Teachers College, Columbia Uni¬\nversity, in order to fully understand and appreciate the conclusions and recommendations made.\n\n"}
{"page": 915, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n911\n\nand should be persons who\n\nare registered in the upper classes of the institution\n\nand those who have completed the socalled teacher-librarian course.\n4. All appointments to the staff should be made upon the recommendations of the\nlibrarian who should be responsible for the organization, administration, and\nsupervision of staff members. Such administration would recognize two essen¬\ntial types of library service, that is, professional and clerical. The positions to\nbe specifically provided for in any well-staffed library should include a head\nlibrarian, a skilled cataloguer, and a reference librarian. Additional persons\nfor clerical and routine activities should be provided. There should be em¬\nployed a training-school librarian in all schools where there is a separate,\ndistinct training school library.\n5. The professional librarian should be recognized as a bona fide member of the\nfaculty and accorded all the privileges obtaining thereto. He should be exofficio chairman of the library committee.\n6. The librarian should not be held responsible for the teaching of courses in the\ncollege other than those pertaining to library science and technic.\n\nC. The Library Budget\n1. Neither the administrative heads of the library nor the administrative execu¬\ntives of teachers colleges have given to the library budget the thought and con¬\nsideration that it should receive. The claims of the library for better support\nmust be recognized and made\nprepared library budget.\n\nin the formulation\n\nof a sound\n\nand scientifically\n\n2. There is no general uniformity among schools as to the ratio that the library\nbudget bears to the college budget as a whole.\n3. There is no general uniform agreement as to items now included in the budget¬\nary statement. Neither is there any agreement as to the relative importance\nof these several items.\n4. The facts as to per student expenditures show that schools have fallen far short\nof measuring up to accepted minimums as suggested by the various accrediting\nagencies throughout the United States.\n5. While\n\nit may\n\nbe contended\n\nthat the library of any institution is an auxiliary\nagency, it would seem that it has been receiving too little consideration as\nsuch. It is our belief that the library should receive the same consideration in\n\nthe budget as other primary items, such as administration,\ntion of buildings, and maintenance.\n\ninstruction, opera¬\n\n6. The budget of the library should be more than a financial statement. It should\nreflect the fundamental philosophy underlying its purposes, function, or even\nexistence.\n7. Any budgetary statement for the library must contain requests for legitimate\namounts and should represent actual needs of the institution in the light of the\nadministrator’s conception of its place and function.\n8. Budget figures based upon student expenditures for the library are unsound\nand fall short of attaining the desired ends.\n9. It is highly advisable that each teachers college and normal school give special\nattention to the needs of its library in the immediate future, making such\nanalyses of conditions as are warranted and taking such steps as are necessary\nfor bringing library facilities to a higher level of efficiency.\n\nD. Proposal of Standards for the Library\n1. The teachers college shall provide a library of live, well distributed and pro¬\nfessionally administered books and periodicals bearing specifically upon the\nsubjects taught. Not less than 15,000 volumes exclusive of public documents is\n\n"}
{"page": 916, "printed_page": null, "text": "National\n\n912\n\nrecommended\n\nEducation\n\nas the minimum.\n\nThe\n\nAssociation\n\nfollowing\n\nis sug¬\n\ndistribution of books\n\ngested :\n\nPercent\n7.5\n\nSubject\nClass\n000-099.9 General, Library Economy Bound Periodicals .\n100-199.9 Philosophy and Psychology .\n200-299.9 Religion and Bible Stories .\n300-399.9 Sociology and Education .\n+00-499.9 Language and Philology .\n500-599.9 Sciences .\n600-699.9 Useful Arts .\n700-799.9 Fine Arts .\nS00-S99.9 Literature .\n900-999.9\n\nHistory and Geography\n\n5.0\n2.5\n20.0\n2.5\n7.5\n7.5\n5.0\n20.0\n\n.\n\n20.0\n\nIt is recommended that there be received and placed in the library at regular\nand stated intervals not less than 150 periodicals of different titles of generally\nrecognized worth, satisfying the academic, professional, and cultural needs of\nthe student body and faculty. It is further recommended that duplication in\nexcess of 15 percent of the total number\n\nof volumes\n\nof the library be discour¬\n\naged.\n2. Each teachers college shall provide for a separate and distinct training-school\nlibrary, separately housed as a unit in the training school to serve the needs of\nelementary\n\nor secondary\n\nstudents as well as student-teachers\n\nin training.\n\nIt is\n\nrecommended that, while it shall be administered by a training-school librarian,\nit shall be likewise under the authority and direction of the head librarian. It\nshall be catalogued\nschool catalog.\n3. Each\n\nteachers\n\nboth in the central catalog and\n\ncollege shall employ\n\nin a separate\n\nsuch library personnel\n\ntraining-\n\nas will insure a\n\nproper and adequate degree of library service. Not less than two fulltime per¬\nsons in addition to the training-school librarian are recommended as a mini¬\nmum. These shall be persons of the same degree of academic and professional\ntraining as that of fulltime professors in the college, having, in addition tech¬\nnical training equivalent to that required for the Bachelor of Library Science\ndegree. They shall be accorded the same privileges as any other member of\nthe instructional faculty. Partime assistants shall be employed as occasion de¬\nmands to care for the necessary clerical and routine duties in the library.\n4. Each\n\nteachers college of less than 1000 students shall apportion to the library\n\nnot less than seven percent of the entire college budget exclusive of capital out¬\nlay. Each teachers college of more than 1000 students and less than 1500\nstudents shall apportion to the library not less than six percent of its total\ncollege budget exclusive of capital outlay. Each teachers college of more than\n1500 students shall apportion to the library not less than five percent of its total\ncollege budget exclusive of capital outlay.\n5. The library budget shall be apportioned in such a manner as to recognize the\nvarious types of service to be rendered by the institution and the administrative\npersonnel. The following is recommended as being a desirable distribution\nand shall be suggestive only:\nItem\n\nPercent\n\n1. Salaries and wages .\n2. Library supplies .\n3. Travel .\n\n55\n2\n1\n\n4. Printing and publications .\n5. Binding and repairs .\n\n2\n5\n\n"}
{"page": 917, "printed_page": null, "text": "Department\n\nof Teachers\n\nItem\n\n913\n\nColleges\n\nPercent\n\n6. Books .\n7. Periodicals .\n\n25\n5\n\n8. New equipment .\n9. All other .\n\n3\n2\n\nIn concluding this discussion and presentation of what in my judgment\nare significant and extremely important data concerning the library facilities\nof teacher-training institutions, may I be pardoned if I say that in my judg¬\nment the library of the teachers college, wherever it is located, has, like\nTopsy, “just growed up.” The facilities of these institutions at the present\ntime or at the time the investigation was being carried forward reveal a con¬\ndition that is little short of being tragic. The library has in far too many\ncases been an accident. I would not say that this is any more true of the\nnon-degree-granting than of the degree-granting institutions. While there\nwere some schools that stood out singularly in that they had made ample\nprovision for their library facilities, the large majority of the schools fell con¬\nsiderably below the standards, which, in my judgment, are already too low.\nAt no time did I in my investigation nor do I at the present time feel that\nit is necessary to raise any question as to the importance of the library, its\nplace and function or its relation to the task of training teachers. I have\nassumed that it was without the province of my study to challenge the place\nof the library in its relation to the newer theories and conceptions of educa¬\ntional philosophy or of the educative process. The newer methods of teach¬\ning and learning, the passing of the textbook as the only source of informa¬\ntion, and the coming of the new approaches to learning through the\navenues of many supplementary reference materials have been accepted as\n\nprima facie evidence of a new day and a new responsibility in the field of\nlibrary service. Thayer\n\nwas truly right when\n\nhe entitled his recent book\n\n“The Passing of the Recitation.” For the recitation in the old sense is\ncoming to be looked upon as passe and in its place there is coming a new\nprocedure which demands that teacher-training institutions set up library\nfacilities that are fully commensurate to the needs of the new day in educa¬\ntional practice.\nI am fully convinced that the standards of the past which have been built\nupon the basis of so many books per student are decidedly wrong. In my\njudgment, barring the duplication of titles, it is just as necessary that a school\nof five hundred students, offering the same courses of study and the same\ntypes of work, is entitled to as many books in its library as the school of\n1000 students or 1500 students. There is no justification, in my opinion,\nfor basing the size of the library upon student enrolments, and there is no\njustification for a standard which makes student enrolments its starting point\nin setting up a reasonable minimum as to the number of books to be found\nin the library. It is for this reason that I have proposed a new policy which,\nin my judgment, will come nearer to securing the desired results than any\nother.\nIn this discussion and presentation of data I have left out of considera¬\ntion altogether the library facilities of the training school, the textbook\n\n"}
{"page": 918, "printed_page": null, "text": "914\n\nNational\n\nEducation\n\nAssociation\n\nexhibit library facilities and the question of departmentalization of library\nfacilities. These are matters that I have discussed at some length in my\nstudy. Without\n\npresuming\n\ntoo much, I would\n\nsuggest that you secure a\n\ncopy of the complete study in order that you may further acquaint yourself\nwith my findings respecting these three matters.\nFinally, let me say that it is my judgment\n\nthat each administrative head\n\nof our teacher-training institutions should immediately take steps to further\nevaluate the facilities of his own institution to ascertain what are the im¬\nmediate demands respecting the bringing of his library up to a desirable level\nof efficiency. Neither will my own data nor the data of any other person\nbe of any value whatever unless teachers colleges through their adminis¬\ntrative officers proceed at once to measure their own institutions as to their\nlibraries and to place before their controling boards new\nmands for greater financial support.\n\nand increased de¬\n\nThere can be no doubt that the conditions as revealed are in very many\ncases the result of a lack of scientific knowledge of what constitutes or should\nconstitute adequate library facilities.\nAn administrator, once in possession of the true facts and conscious of\nthe true needs and being mentally and spiritually awake to the functions of\nthe library, will put forth every effort to build the library into an institution\nthat will express in its service its highest ideals for and concepts of the\nlibrary.\n\nTHE\n\nBEST TYPE OF GOVERNING BODY FOR A TEACHERS\nCOLLEGE IN 1950: OFFICIAL , FACULTY AND\nSTUDENT ' OR ALUMNI\nRALPH\n\nThe\n\nNOYER,\n\nBALL\n\nfirst fundamental\n\nTEACHERS\n\nassumption\n\nCOLLEGE,\n\nMUNCIE,\n\nINDIANA\n\nis that the best type of governing\n\nboard must be the most adequate, considering the purposes that the in¬\nstitution is designed to serve. The governing body — that is to say, the\nmachinery of administration — of an orphanage, prison, university, or teachers\ncollege should all not be cast in the same mold, because their purposes are\nnot similar’. The machinery of control should be adapted to the purpose\nof the institution and should be adjusted and constantly adjustable by the\nfundamental philosophy responsible for the institution’s ideals.\nThe second fundamental assumption is that the machinery of adminis¬\ntration tends to lag behind current educational and institutional practises.\nJust as, for the same reason, W. W. Charters long ago pointed out the\ntwenty-year lag in practise in the rear of the best educational theories, so\nour present machinery of control is usually the result of legislation from\ntwenty-five to fifty years ago. In some states the machinery of control of\nnormal schools was thought out and incorporated into statute law while\nthe electric telegraph was still new, railroads were undeveloped, card files\nand the vast equipment of modern offices unknown, while student populations\n\n"}
{"page": 919, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n915\n\nand centers of learning were small, faculties unspecialized, recruitment of\nstaff members from the ranks of the clergy and other professions was the\nregular and expected practise. The best type of governing body for the\nnormal schools from 1870 to 1900 cannot be called the best for today or for\n1950 any more than the processes of social control, adequate for communities\nin\n1860, are pro'ving satisfactory for the second quarter of the present cen¬\ntury.\nThis lag has been pointed out through much brilliant writing and speak¬\ning by Dean Roscoe Pound. The same condition applies to the control\nof teacher-training institutions.\nA third fundamental\n\nassumption is that the type of governing body most\n\nadequate to a teachers college takes into account the ideals of the pro¬\nfession as growing out of the current educational philosophy. The most\nadequate governing body will be the one most expressive in practise of the\nideals and basic philosophies then current.\nAs restrictive control based upon passivity of the learner is no longer\npractised in schools, so boards of control of the future will tend to put\npremiums\n\non initiative and resourcefulness in their estimates of faculty mem¬\n\nbers, administrative staff, and student bodies. Nineteen hundred fifty, there¬\nfore, will certainly see the fruition of many of our present dreams of a\nprogressive education.\n\nTo that end administrative machinery will be set up.\n\nThere is sufficient reason to believe that with the increasing centralization\nof organization of our public life, teachers college governing bodies will be\ncomposed of but few members. The complexities of private life, which seem\nto be on the increase, will make it harder and harder to assemble at one\ntime and place a large number of persons of experience and judgment for\nconsultation. Today such boards vary in size from three to twenty-eight\npersons. Tradition calls for uncompensated service on boards. Besides, the\nlarger the board, the greater the likelihood of the play of political and per¬\nsonal forces, the more difficulty experienced in arriving at decisions, and the\ngreater the difficulty in bringing issues to head. Also, on a large governing\nbody there is always a feeling on the part of the members that their absence\nfrom a meeting is not likely to be significant since their places will be taken\nby other members. On a small board no one feels that his absence from a\nmeeting can be overlooked. The smaller the body, therefore, the greater the\nfeeling of responsibility in the individual members. Today these governing\nbodies tend to a composition of laymen in numbers of five, seven, and nine.\nPublic-spirited bankers, lawyers, manufacturers, and businessmen seem to be\nin the majority on these boards. For professional leadership it is customary\nto make the state superintendent of public instruction or an equivalent official\nan ex officio member of the board. The financial, business, and legal aspects\nof control, therefore, are given first-rate consideration. When the busi¬\nness affairs of the board have been taken care of there has been little left\nof vital concern to the regular board members. There has been little chance\nto check on the way the institution has performed its allotted function.\n\n"}
{"page": 920, "printed_page": null, "text": "916\n\nNational\n\nEducation\n\nAssociation\n\nIn at least one state, an examination of the minutes of the board of con¬\ntrol of teachers colleges for a period of ten years did not reveal the serious\nconsideration of a single major educational issue. Careful attention was\ngiven by the board on one occasion to the precise details of the arrangement\nbetween the board and the janitor of one of the colleges, who was to pasture\nhis cow upon the campus. Upon one occasion this same board passed resolu¬\ntions objecting to faculty members of the colleges going on leaves of absence\nto pursue graduate study at graduate institutions where the faculty of those\ninstitutions used tobacco.\nIt is predicted that in the controlling body of teachers colleges in 1950\nthis “urge to do” will be given a proper outlet. High-grade professional\nleadership will be provided by having at all times at least one professional\nmember on the board possessed of full voting power.\nThe best type of governing body in the long run will not be the one mak¬\ning for the greatest show of immediate efficiency ; it will look forward even\na generation or two, shaping its policies prudently and with wise statesman¬\nship. At the same time it will enlist public interest and support, will be\nresponsive to popular welfare but too steady and rigid to be affected by\nsudden popular clamors. It is the problem of getting and keeping efficient\nand socially-minded leaders in positions of authority and responsibility.\nThose types of control which keep the people conscious of and concerned with\ntheir institutions but which at the same time remove their institutions\nsufficiently far from the danger of a people misled by demagogues or by\nfanatical minorities will give the institutions the greatest opportunity to\ngrow and serve their purposes. Great state teachers colleges will therefore\nbe founded in popular confidence, somewhat accessible to the popular will,\nbut so far removed from the danger of political interference that their\npurposes can be served with ease and directness.\nThe present swing toward centralization of control now so noticeable in\nindustrial organizations will affect our institutional life in the next twenty\nyears and more especially will it affect education. Management of a sys¬\ntem of education will, of a necessity, be affected by the prevailing patterns of\nmanagement of other successful institutions. Whether we like it or not,\nthe demands made on education in 1950 will compel us to adopt an organiza¬\ntion which can satisfy the complex demands of the time.\nIt is obvious that it will take twenty to thirty years for an institution to\nreadjust itself. Men of middle age who have worked up to a position of\ncontrol in an institution, who have learned the old folk ways, must reach\ntheir retirement within twenty or twenty-five years. There must be time for\nthe cautious trying out of new ideas. Capital tied up in equipment that\nmust be scrapped when a new method comes into vogue, must be protected.\nThe full effect of the present tendency toward centralization will be seen,\ntherefore, within the next twenty to thirty years.\nA somewhat centralized system of educational control will best meet\nthe needs of teachers colleges in 1950. A commissioner of education, whose\nterm of service is indeterminate, whose accomplishments are outstanding in\n\n"}
{"page": 921, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n917\n\nthe profession, will be selected by a state board of education appointed by\nthe governor. This board will entrust to the commissioner of education\nmuch of the detail of the problem of teacher training. To approve plans\nand policies, and to supervise the business concerns of the colleges will be the\nboard s chief function. The commissioner of education will be the executive\nsecretary of the board. His post will be one demanding the best intelligence\nanywhere available. Also, he will have a position of natural leadership in\nshaping popular thought in educational matters.\n\nThe governing body of the teachers colleges in 1950, then, will be responsi¬\nble to the electorate not by election, but only indirectly through appoint¬\nment. Approval by some branch of the legislature, for example, the senate,\nmay be required. Members will be appointed for a period long enough\nto enable them to become acquainted with the educational and professional\nproblems facing the institutions. Their terms will be from four to six years\nand so arranged that in each biennium one member’s term will expire.\nModern means of communication will render unnecessary the device of a\nlocal board member — at least one state has already found that evils arising\nfrom such an arrangement are greater than the advantages of it and has pro¬\nvided against local board members by statute.\nIt is significant that in the more advanced state organizations where the\nmore recent changes have been made in respect to the boards of control of\nteachers colleges, there has been some such arrangement concentrating\nresponsibility in appointed officials with the supporting board.\nThis, then, seems the logical development\n\nin the next two decades.\n\nIf\n\nit can be free from the curse of bureaucracy, be made socially-minded,\npotentially wise and statesmanlike it will be the best for teachers colleges in\n1950. If it can be flexible and admit of flexibility, be adaptable and admit\nof adaptability, be human and admit of personality, it will be the best for\nteachers colleges in 1950.\nTo the governing bodies of these colleges must be entrusted the responsi¬\nbility of the wise use of much larger amounts of money than heretofore.\nProfessional training will not continue to be the relatively simple classroom\nand recitation pouring-in, fact-finding, examination process of the last half\ncentury. It bids fair to rival medicine in its reliance on scientific attitudes\nand training. It will require seasoned judgment and professional acumen in\nthe handling of the business phases of the enterprise. More and more comes\nalso the realization that the remaking\n\nof society, the averting of social\n\ncollapse and catastrophe is possible only through the vision of school ad¬\nministrators. In a very real sense the possibility of wise, forward movement\ndepends upon the type of leadership and personality recruited for service on\na teachers college board. Teachers colleges are responsible for the vast\nmajority of grade teachers; grade teachers have more\n\ninfluence on the\n\ncharacter of future citizens than all other teachers. The\n\ncitizenry of to¬\n\nmorrow is now being made at the mother’s knee and in the first grades of our\nschools.\n\n"}
{"page": 922, "printed_page": null, "text": "918\n\nNational\n\nEducation\n\nAssociation\n\nThe best form of governing body for teachers colleges, therefore, so far\nas its official body is concerned, will be efficient in its use of energy, it will\nbe somewhat remotely responsible to the electorate for results, it will be\nsimple and direct in its action, it will permit free play of personality, and\nit will admit of professional leadership.\nWhat\n\npart will the faculty play in the management\n\nand control of\n\nteacher-training institutions in 1950?\nI venture the prediction that the faculty will be a more and more im¬\nportant and useful factor in such control. The one-man college, like the oneman bank or the one-man government, is already an anachronism. The\ndanger of our recent system of college control is that it has tempted a man\nto play for his own hand and to select for academic work men lacking in\ncharacter, individuality, and genius. The result has been that faculties have\nceased to be free, deliberative bodies. The president has not always be¬\nlieved in his own leadership. Often he has been a mere boss. I do not be¬\nlieve that the president of a teachers college in 1950 will be a weakling in\nany sense of the word. I believe that he will be a man to whom can be\nentrusted a wide range of authority over his college. I think he will be big\nenough to accept responsibilities for results in his school. I believe that he\nwill possess enough dynamic to initiate and carry through new policies. His\nespecial strength will be seen in his ability to select his staff members and to\norganize their fields of responsibility and to see that they perform their\nallotted functions. The president of 1950 will be wise enough to realize\nthat only the faculty member who participates actively in building educa¬\ntional policies and in the solution of educational problems is worth keeping\non the force. He will excuse no faculty member, therefore, no matter how\nhumble his rank, from some committee service. These committees will not be\nlarge — they will be small (at least in subcommittee organization), compact,\nwith definite tasks to perform. They will keep minutes with meticulous\ncare, and make annual and possibly semi-annual reports of their contributions\nto the solutions of educational problems of the institution. The work of\nfaculty committees will, for the most part, be the formulation of policies,\nwhich in turn will, upon occasion, be ratified or rejected by the faculty.\nThese policies then will form the basis of action for the administrative\nofficers. Surely in 1950 we shall have progressed far enough so that faculty\nmembers on committee service will not fritter away their energies which\nshould better be devoted to the work of teaching and investigation. This\nis to say that there is a vast difference between committee administration and\ncommittee investigation leading to institution policy formation. The one\nis wasteful and inefficient; the other seems justified on every ground.\nOnce a policy is established, administrative officers and clerks can be en¬\ntrusted to put the policies into force. The point of view here is that the most\nimportant work done in a teachers college is teaching. To this end every\nadministrative officer and clerk is subordinated. Administration is not con¬\nceived, therefore, as an end in itself, but rather as a means to an end. It is\n\n"}
{"page": 923, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n919\n\nthe one part of the organization that exists solely for the purpose of making\nthe other parts function most effectively.\nFundamental to all of these forecasts is the belief that the faculty mem¬\nber selected for service in the teachers college in 1950 will be a thoroughly\ntrained technician. The doctorate, or its equivalent, if a measurable\nequivalent can be invented within the next twenty years, will be the sine\n\nqua non. The faculty member will be professionally independent. His\njudgments will be listened to with respect and he will be held strictly\nresponsible for his professional opinions. There is no reason to believe\nthat the type of faculty member to be found on the campuses of teachers\ncolleges in 1950 will present less contrast to the faculty member of 1929\nthan the general practitioner in medicine in 1880 presents when compared\nwith the high-grade specialist of today. To such faculty members as these,\ncombined in proper committees held strictly responsible for their con¬\ntributions to the welfare of the college in the form of progressive policies and\nof studies of the problems of the institution, larger and larger responsibilities\ncan be entrusted. The best type of governing body for a teachers college\ntwenty years hence certainly should take into account prospective changes in\nthe type of faculty member. More than one president of a teachers college\nhas already learned to his sorrow that energy cannot be bottled up — that\nthe attempt to confine intellectual dynamic in a faculty is a sure formula for\nexplosion. Teachers college presidents cannot afford to use the device of\nthe ship captain, who, in the old days, kept his sailors busy while becalmed in\nmid-ocean by assigning them to the task of polishing the anchor. An ex¬\namination of the committee arrangement of teachers colleges as set forth in\nteachers college catalogs today would seem to indicate that there is a great\ndeal of polishing of anchors going on. Faculty members who are willing to\nfritter away their academic lives on flower committees, Christmas greeting\ncommittees, care of the tea room committees, are not the kind who will\ngalvanize a student’s enthusiasm into incandescence in the classroom. I feel\nconfident that within another twenty years their places will be taken by a\nmore vigorous type and that the machinery for the direction of their energies\nwill sorely tax the ingenuity of presidents and deans.\nWill there be student cooperative control in teachers colleges in 1950?\nThe answer is affirmative. In the first place, candidates for teaching will\nbe more highly selected and therefore more competent of selfdirection. In the\nsecond place, they will be more definitely set in their purposes, having come\nup through a long and more difficult selective process. In the third place,\nthey may reasonably be expected to be more intellectually mature and there¬\nfore more capable of selfdirection. In the fourth place, they will have less\ntime to lose on extraneous matters, for the training will be more rigorous,\nmore rich in content, and more highly professionalized than it is today.\nStudents under such an environment can reasonably be entrusted with more\nand more selfdirection. In the fifth place, there will be a still greater de¬\nmand that teachers be trained and experienced in civic and political life of\nsome sort, inasmuch\n\nas they are to guide children in civic and political ex-\n\n"}
{"page": 924, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nAssociation\n\nperiences in the public schools. A teachers college graduate of 1950 dare\nnot be a political deficient. No one can read the proceedings of the 1926\nspring conference conducted by the normal school and teachers college sec¬\ntion of the New York Society for the Experimental Study of Education with¬\nout feeling that here in the student is a reservoir of power almost as yet\nuntapped. It is admitted that there have been many serious mistakes in the\ndirection of the use of this power. These mistakes have found their sources\nin just two spots. First, in a misconception by faculty members and ad¬\nministration of the proper field for student activity, and second in the fact\nthat the system of government was superimposed on the student body before\nthe students were eager and ready for it. These are administrative problems\nand while not simple are by no means beyond solution. The wise adminis¬\ntrator will entrust to the control of student representatives those concerns\nthat are primarily of student interests as separate and distinct from those\nconcerns of faculty and institution interests. The field of students responsi¬\nbility will be carefully delimited — it will take the form of some written state¬\nment, document, or constitution. Students will not be required to take their\nvaluable time in trivial disciplinary adjustments, nor will they be asked\nto take the responsibility for disciplinary crises involving the futures of their\nfellow students. The management and control of many of the socalled\nextracurriculum activities may safely be entrusted more and more to the\nstudent’s judgment. The teachers college of 1950 will see a far larger pro¬\nportion of the extracurriculum affairs of the college in the hands and more\nand more immediately under the control of the student body than we see\ntoday. There is effective point to the quip by a popular columnist today\nwhen he says that athletics is the only thing about a college that is done\nright because the students do it themselves.\nWhat part will the alumni play in the control of teachers colleges in 1950?\nAlumni control of colleges has not proved fortunate, despite the high\nhopes with which it was first proposed. At one time the presence of one or\nmore members of alumni on boards of control seemed an excellent method of\ncapitalizing the filial devotion of foster sons to Alma Mater. Dr. Pritchett,\nof the Carnegie Foundation for the Advancement of Learning, has\ncrystalized what seems to be sound judgment in this matter when he says:\n“So far as the general influence of alumni upon their institutions has been\nmade manifest, it may fairly be said that alumni influence has been exerted\nrather in the exploitation side of their universities than in the development\nof their steady and serious work. . . . The tendency to place institu¬\ntions of learning more and more in the hands of their graduates is one that\nought to be examined with great care. It is a distinct obligation upon the\ngraduates themselves to make clear to the public that they hold their trustee¬\nships, not because they are alumni but because they are preeminently fit to\nserve on a governing board.” Alumni on boards of control are an asset only\nin so far as they prove useful and potent in advancing the college’s interests\nin the direction of its greatest service. Alumni interests in a spectacular\nathletic program may, therefore, be a liability. An alumnus politically\n\n"}
{"page": 925, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nColleges\n\n921\n\npowerful, but professionally wise, who can combine political acumen with\neducational statesmanship is an unquestioned asset.\nMy forecast is, therefore, that the alumni will be represented on boards\nperhaps, but not by virtue of the fact alone that they are alumni, but be¬\ncause the training and ideals acquired in the college most fit them to assist\nin guiding its destinies intelligently. To train up a body of such alumni\nmay well be accounted a byproduct of a wise college administration.\nIn 1950 we shall have come to general agreement, it is believed, that a\nteachers college has a distinctive genius of its own, that it is the best known\ndevice for the training of teachers, that it presupposes a foundation of liberal\neducation, that there is a science and art of teaching which can be learned,\npractised, and perfected, under guidance of masters of the craft. Teacher\ntraining will then be important enough to justify the state’s exclusive claim\nto its direction, especially on the undergraduate level.\nBy 1950, then, we shall have selected and secured and trained faculty\nmembers competent to staff teachers colleges, where the foregoing philosophy\nis dominant, students mature and purposeful will be admitted on the basis\nof objective evidence of their capacity for teacher training on an expert level.\nTheir lacks and deficiences of previous training and personality will be\nclearly discerned and straightway met.\nBy 1950 the head of the teachers college will be an acknowledged specialist\nin his particular field of administration, one who conceives his function to be\nto make the machinery of the college run smoothly and economically toward\nthe production of technicians trained for professional service. To him the\nboard will delegate large responsibilities. He will delegate certain duties\nand responsibilities to members of his staff without, however, escaping his\nown ultimate responsibility. He will be the only avenue of communication\nbetween the faculty and the board. When either body loses confidence in\nhis honesty and fairness as a medium of communication, the time will have\narrived to make a major readjustment.\nIn 1950 there will be a clear-cut distinction between administration as a\nservice and as an office. Continuous and systematic instruction will not be\nconfused with the management of the business and physical aspects of the\nplant.\nAs occasion seems to warrant, a body of faculty members, preferably de¬\npartmental heads, whose services and judgment have been outstanding, will\nbe formed into an executive council. The purpose of this council will be\nto assist the president and his staff in getting all aspects of complex situations\nand problems arising in the college. Its function will be advisory — not\nexecutive.\nBehind the president and responsible for him will be a small board of\ncontrol with at least one member of the profession represented on it. The\nexecutive secretary of this board will be the permanent head of the state\nschool system. This board will be directly responsible to the State or to the\ninterests maintaining the college. It will be conservative, and of all control¬\nling elements the least affected by educational movements. At the same time\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNational\n\nEducation\n\nAssociation\n\nit will be sufficiently responsive to the development of educational thought to\nenable the college to keep its head in the clouds and its feet on solid ground.\nSubordinate to the president will be the faculty as a deliberative body. Com¬\nmittees of the faculty will serve to build up a body of policy, rather than to\nact as administrative office boys. Subordinate to the faculty will be the\nstudent organizations. To them will be delegated (with full responsi¬\nbility) that which is chiefly of student concern.\nOutside the walls, but nevertheless of considerable potentiality, will be\nthe alumni organization. Its relation will be strictly advisory. The judg¬\nment of alumni will be severely scrutinized by professional administrators.\nBut it will be listened to with patience and respect. As an element of con¬\ntrol in the college of 1950, the alumni organization will be the least signifi¬\ncant of all.\n\nTHE RELATION WHICH THE ADMINISTRATION OF THE\nTEACHERS COLLEGES SHALL HATE TO THE AD¬\nMINISTRATION OF OTHER UNITS OF PUBLIC\nEDUCATION AND TO THE WHOLE AD¬\nMIN 1ST RA TION OF PUBLIC ED U CA¬\nTION IN 1950\nALBERT\n\nBARRETT\n\nMEREDITH,\n\nCOMMISSIONER\nCONNECTICUT\n\nOF\n\nEDUCATION,\n\nHARTFORD,\n\nIn a recent report President Butler of Columbia University made a sharp\ndistinction between those educational activities which belong respectively\nin the field of government and those institutions which operate in the realm\nof Liberty.\nAmong the organizations of the former type are our tax-supported schools\nof whatever variety, grade, or level, while included in the latter are the\nprivately owned institutions, endowed universities, colleges, technical schools,\neleemosynary and literary corporations, and of course the group includes cer¬\ntain colleges or university departments of education.\nOver\n\nthe first of these groups, representing the governmental\n\naspects of\n\neducation, the state, through its representative body, the legislature, by what¬\never name it is locally known, very properly exercises a controlling influence\nthrough officers whose method of selection, duties, and powers it determines.\nFor their complete functioning there is being increasingly effected coordina¬\ntion, articulation, and centralized control. Thus, waste of money and energy\nis being gradually diminished, to say nothing of the positive results accruing\nfrom an integrated program of educational and social advance.\nThat government recognizes that institutions in the realm of liberty have\na place of value and service in our social and economic system may be seen\nby the fact that in most states, colleges, universities, churches, and philan¬\nthropic institutions of all sorts enjoy partial, if not complete, exemption from\ntaxation, and are protected in the exercise of those rights and privileges which\n\n"}
{"page": 927, "printed_page": null, "text": "Department\n\nhave been accorded to them.\n\nof Teachers\n\n923\n\nColleges\n\nSuch control as exists is indirect and remote.\n\nFurthermore, this protection extends to the safeguarding of the means used\nin the realization of the objects of the trust which these organizations assume,\nand in the proper application of their funds. So long as the institution does\nits work lawfully, government is not warranted in interfering. The Dart¬\nmouth College case of 113 years ago is a specific illustration of this\ngeneralization.\nThe exclusion from this brief discussion of privately endowed colleges\nor university departments of education, or of non-tax-supported institutions,\nwhether a part of a larger unit or as independent corporations, is not to be\nunderstood as minimizing their importance or as failing to appreciate what\nthey are doing and have done, in the preparation of teachers and school ad¬\nministrators. Nor am I overlooking their contributions through research\nand demonstration in matters touching technics, fundamental educational\nsciences, and through administrative organization. It is to these sources of\nlight and pioneering endeavor that those of us representing governmental\nrelations must continue to look for some of the new developments in educa¬\ntional science and for more refined applications in the arts of administration\nand of teaching. We realize that those operating in the realm of liberty\nhave not the same limitations and inhibitions as control our public and taxsupported educational workers.\nBy 1950, however, the gap between the two groups that have been thus\nlogically distinguished will have been narrowed and more facilities for a\nmutual interchange of educational commodities will exist. Moreover,\ntwenty years hence closer cooperation and decreased overlapping in work\nand function will be realized by mutual agreement rather than by govern¬\nmental decree. I regret that time is not now available for a complete ap¬\npraisal of values in this field or for even a brief discussion of existing and\ndesired relations with the public school system.\nThe topic assigned me is limited to units of public education and par¬\nticularly to teachers colleges or normal schools in their relation to the whole\nadministration of Dublic education.\nI propose, therefore, to present my prophecy for 1950 in theses or con¬\nclusions with but little supporting argumentation. Such arguments as are\nstated or implied are in the nature of deductions from recognized principles,\nrather than conclusions built up inductively from a study of statistical trends\nor widely distributed practise. Statistical or historical deductions may in¬\ndicate the direction in which we are going, but not necessarily the goals we\nought to reach.\nThe specific predictions offered will be grouped\ntopics as :\n\nabout such major\n\n5. Curriculums\n\n1. Control\n3. Certification\n\n6. Experimental\n7. Placement\n\n4. Practise teaching\n\n8. Growth\n\n2. Teacher\n\ndemand\n\nactivity\n\nin service\n\n"}
{"page": 928, "printed_page": null, "text": "924\n\nNational\n\nEducation\n\nAssociation\n\nEach of these interests will be represented in 1950 in either administrative\ndivisions or bureaus of a state department of education.\n\n1\nThe administration of the professional preparation of teachers will be\ncentered in the state department of education in 1950 because\n1. Education\n\nis today recognized\n\nas a function of the state, by which\n\nis meant\n\nthe\n\npeople acting collectively through their representatives.\n2. In various forms, in the individual states of the nation, the general administra¬\ntion and professional leadership of education is to a greater or less degree coming\nto be vested in state departments of education.\n3. The business of educational administration and leadership is to make it pos¬\nsible for teachers to more easily make the most of their capabilities.\n4. If teachers and administrators are to do this, their professional preparation\nmust be such that it will enable them to more easily follow in a constructive and\ncreative way the professional leadership of education, provided through the state.\n5. Hence it follows that the professional preparation\ntors for the public schools is an obligation of the state.\n\nof teachers and administra¬\n\no\n\nAs to the administration of other types of higher education and professional\npreparation by the state, these may or may not be combined with that of\npublic education including teacher preparation.\n1. Whether or not they are will depend upon the ultimate responsibility for these\nother types of higher education. This obligation will be determined by\na. The role of the private colleges and universities, and\nb. The emphasis placed on centralization of governmental services in the future.\n2. In any event teacher preparation\nschool system of the state.\n\nmust\n\nremain\n\nan integral part of the public\n\n3\nNormal schools and teachers colleges of each state, therefore, will be under\nthe control of a single authority with the principals or presidents, as the\ncase may be, reporting immediately to a director of teacher preparation and\nhe to the commissioner of education, or superintendent of public instruction,\nif he is alone responsible, or the commission in turn will report to a state\nboard of education.\nIn this same\n\nadministrative\n\ndivision will be included the bureau\n\nof\n\nteacher certification, the bureau of academic credentials, the bureau of\nteacher placement, as well as any summer schools, extension courses and\ninstitutes that may be conducted under the same authority.\n4\n\nSince the state is under legal obligation to provide for the preparation of\nall the teachers needed in its schools, either by tax-supported schools or other¬\nwise, there will be needed a factual knowledge of the number of new teachers\nneeded each year in the different kinds of school positions ; i. e., kindergarten,\n\n"}
{"page": 929, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n925\nkindergarten-primary, elementary, intermediate (junior high), senior high,\nteachers of special subjects, principals, superintendents, and supervisors.\nThis means a knowledge of the actual turnover covering a period of\nyears for the state as a whole, and as far as possible for each administrative\nunit. Included in the turnover data there will be the number of changes\ntaking place within the state, through the interchange of teachers, as well\nas the number of teachers coming from without the state. In addition com¬\nplete information concerning the academic and professional preparation of\nall teachers in service will be essential.\n5\nWith\n\na knowledge\n\nof the demand\n\nfor teachers and other school officials,\n\nprovision will be made in tax-supported schools, under some quota plan, or in\nschools approved by the state, for the preparation of all the teachers, prin¬\ncipals, and superintendents needed. It will be ever kept in mind that teacher\npreparation institutions of a given state have no other immediate responsi¬\nbility than to meet adequately the demands of that state. Such institutions\nwill be regarded as professional schools, at whatever level they exist, and not\nas institutions for general or liberal education.\n\n6\nThe number admitted each year to normal schools or teachers colleges\nwill bear a known relation to the demands of the state at the period of\ngraduation, two, three, or four years later.\nAccurate information concerning the length of service of teachers of\ndifferent levels of school responsibility will be regarded as an indispensable\nelement in a complete understanding of the prospective demand for teachers.\nAs the potential supply of teachers increases without a corresponding de¬\nmand, the standards of admission will be raised and selection within the\nschool become more refined. In some states that may mean the increase\nfrom a two-year course to one of three and ultimately of four years.\nThe fact will be generally accepted in 1950 that attendance at a state\nteacher-preparation institution is a privilege, and that the state has a right\nand an obligation to select those whom it will train for later service in the\nschools of the state. Selection and preparation will be regarded as two\nphases of the function of normal schools and of teachers colleges.\n7\nThe\n\ncertification plan of a state twenty\n\nyears hence will be regarded\n\nsolely as a means of validating, for the purpose of legalizing employment,\nonly in the fields covered by the certificate, the academic and professional\nwork of a teacher. That “the standard of certification is the best possible\nindication of the conscious concern of a state administration for the vital\nelements of its business,” will not be questioned. It will follow, therefore,\nthat through the issuance of teachers’ certificates, the state, while not guaran-\n\n"}
{"page": 930, "printed_page": null, "text": "926\n\nNational\n\nEducation\n\nAssociation\n\nteeing the professional success of the certificate holder, does assure the public\nand the profession that the presumption of success is with such a teacher.\n\n8\nSince the preparation of teachers, as the preparation for the practise of\nany art, requires specific training in the technics of that art, there will be\nprovided adequate practise or training-school facilities for the development\nof skill in teaching and managing classes, preferably in schools which are\nintegral parts of town or city systems. It is under these conditions that the\nprospective teacher most nearly faces situations similar to those he will find\nwhile in service.\n9\nCampus schools, the alternative, will exist and be of two types : (1 ) those\nenroling selected pupils in small classes to be used for observation only, and\n(2) schools, while a part of a town system and located on the campus, to be\nused only for purposes of demonstration in the normal school or teachers\ncollege, but not to give active practise and classroom experience to teachers\nin training. The practise schools in all instances will be under the sole\ncontrol of the normal school or teachers college head. Only thus can the\nproper integration between the theoretical and practical phases of teacher\npreparation be effected.\nThe curriculums of the teacher-preparation institutions will be thoroughly\nprofessionalized, that is, the subjectmatter and activities will be taught with\na view to the use to which they are to be put in the schools, and not with a\nview to the general education of the teacher.\nFurthermore, the curriculums for the elementary schools will be differ¬\nentiated so as to provide for kindergarten and primary positions as well as\nfor the upper elementary grades. Equally obvious will be the necessity for\nspecific preparation for the junior high school and senior high school subjects\nand activities.\n\n10\nIn the curriculums of the teachers college and normal school the subjectmatter of the professionalized subjectmatter courses will be essentially that\nwhich appears in the suggested or prescribed courses of study for the elemen¬\ntary or secondary schools of the state. These latter courses, as for example\narithmetic, will be prepared jointly by representatives from the field, over\nwhich the centralized authority will have general control, and from the\nnormal school or teachers college, and under the general supervision of the\ndirector of the division of teacher preparation. It is only thus that the pro¬\nfessionalized subjectmatter courses of the normal school may be organized\nand administered to avoid gaps between the preservice and the inservice\nwork.\n\n11\nThe state in 1950 will be regarded as having an obligation to provide\nexperimental classes or schools of elementary and secondary grade wherein\n\n"}
{"page": 931, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n927\n\nthere will be developed new adaptations of material to differing pupil needs,\nnew methods of teaching, as well as providing for the discovery of pertinent\nfacts in relation to the processes of learning and of teaching.\nFurthermore,\n\nsuch classes or special schools will afford an opportunity for\ntrying out methods that may have been developed in the other schools of the\nstate.\nThrough the publication of results of experimental work, through visita¬\ntion, and by other means of publicity, the experimental schools will become\neffective agencies for raising the general level of teaching throughout the\nstate.\n\n12\nThe state will accept the obligation to at least provide information as to\navailable candidates for educational positions, both for beginners and for\nteachers of experience. Hence the bureau of teacher placement will be a\npart of the division of teacher preparation. Such a bureau will function both\nas a bureau of information, as well as in actively engaging in placing teachers.\n13\nFor the effective functioning of the preservice preparation in teachers\ncolleges and normal schools and inservice growth of teachers, the courses of\nstudy in the practise schools will exemplify for the state the practicability of\nthe courses in the various subjects. In other words, teachers and superin¬\ntendents wTill find that the state courses of study have been given thorough\ntrial in the practise schools before being required in the field. Visits to these\nschools for observation and for conference will be the accepted practise.\n14\nThat the undertakings of all teacher preparation institutions may work\neffectively in a common cause, the education department will provide for\nperiodic conferences to be attended by the faculties of all normal schools and\nteachers colleges. Teachers in practise schools will, of course, be included.\nOne of the purposes of these conferences will be to discuss the reports of\ncommittees who have been at work on various phases of the problem. It\nwill be through such conferences that the professional morale of a state will\nbe created and maintained.\n15\nSince the work of the teacher preparation institutions is essentially to pre¬\npare teachers to begin to teach, the state will make further provision for their\ncontinued growth by\n1. Summer\nand\n\nschools and extension classes which\n\nshall in effect be graduate\n\nschools,\n\n2. By developing through the superintendents and principals such technics of\nsupervision that, with the beginning teachers at least, the fact of employment may\ncarry with it continued professional growth.\n\n"}
{"page": 932, "printed_page": null, "text": "928\n\nNational\n\nEducation\n\nAssociation\n\n1950 will see state departments\n\nof education more professionally staffed,\nmore generously financed and more popularly understood. Their leadership\nwill be both legal and professional. They will have an administrative or¬\nganization commensurate in size and in differentiation with their obligations\nof administration, instruction, supervision, research, and publicity. The\ntimes indicate that we are now on our way.\n\nHOW SHALL A SCIENTIFIC AND ADEQUATE BUDGET FOR\nA TEACHERS COLLEGE BE DETERMINED AND SECURED\nIN 1950 ?\nRAINEY\n\nT. WELLS,\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nMURRAY,\n\nKENTUCKY\n\nAfter hearing the very comprehensive discussions and prophetic accom¬\nplishments of teachers colleges respecting faculty standards, the length, con¬\ntent and scope of the curriculum, and their direct responsibility for the suc¬\ncess of their graduates, it is perfectly apparent that to secure an adequate\nbudget for a teachers college in 1950 based upon the conclusions reached in\nthe foregoing discussions you will have to extend the revenue activities sug¬\ngested in this paper beyond its original conception.\nThis subject logically divides itself into two main questions for deter¬\nmination: (1) How shall the budget be determined, and (2) how shall the\nbudget be secured ? It is presumed that if it is adequate the administration\nwill admit that it is scientific, and vice versa. Therefore, no time will be\nconsumed in differentiating a scientific budget; but will be utilized in\nundertaking to determine an adequate budget.\nIn determining an adequate budget certain things must\n\nreceive our first\n\nconsideration as representing the essentials, the cost of which must be ascer¬\ntained.\nIn the construction, maintenance, and operation of an educational institu¬\ntion ample funds should be available to provide well equipped administrative\noffices so as to aid the executive officials in having a thorough, comprehensive,\nand accurate knowledge of the needs of the institution. To the extent that\nsuch provisions are made will there be a conservation of the time, energy,\nand ability of such officials in an economical administration of the assets and\nincome of the institution so as to accomplish the greatest results. Every\nacademic activity of an institution is dependent upon the business acumen\nand practical modern methods made possible in the administrative offices.\nThe prime object in view is the training of students to think, the develop¬\nment of their intellectualities and native abilities, and prepare them for the\ngreatest service. To reach these desired aims a sufficient number of comfort¬\nable, convenient, and scientifically equipped classrooms must be provided\nto meet the needs of the student body. In determining the classrooms neces¬\nsary there should be taken into consideration not only the present enrolment ;\nbut the future growth and the courses to be offered for thorough instruction\nin the differentiated curriculums necessary for the training of teachers to\n\n"}
{"page": 933, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n929\n\nmeet the requirements of the then educational system to be served. In con¬\nsidering the physical equipment for beneficial instruction the classrooms are\nonly made useful when provided with the most practical equipment available\nfor actual demonstration, the visualization of the subject under considera¬\ntion, and a complete mental assimilation of the knowledge obtained. In de¬\ntermining the funds necessary for the securing and installing of laboratory\nequipment we must not only take into consideration the lecture rooms and\nlaboratories for instruction in the sciences; but must extend this consideration\nto every department and every classroom in the college and to that equip¬\nment which is and will be so necessary for practical use in the subject being\ntaught.\nWe are just beginning to realize the needs of a teachers college library,\nand this realization must be extended twenty years in the future. I might\nsay that instead of beginning to realize the needs, we are just beginning to\nanticipate some hope of securing the library needs of teachers colleges. It is\nmy idea that our present teachers college libraries will barely meet the needs\nof an accredited city high school in 1950. What then must we assume will\nbe an adequate college library that will contain the needed reference works,\njournals, magazines, and all books necessary for reference and supplemen¬\ntary study in the prescribed and elective courses offered? No other equip¬\nment of the teachers college is more valuable than its library of carefully\nselected books, covering every field of study embraced in its curriculum.\nIn making provisions for capital investments and maintenance, we must\nrealize that its usefulness all depends upon the securing and retention of a\nscholarly, sympathetic, happy, growing, and earnest faculty. We\n\ncan no\n\nlonger expect to secure and retain the services of specially trained educa¬\ntional experts with that necessary respect for the profession as instructors in\nteachers colleges, without adequate compensation which must meet the com¬\npetition of the industrial world inviting trained men and women into the\nvarious fields of commercial activity. The student body is no longer satisfied\nto enter the classroom of an untrained instructor, and the public is demand¬\ning the highest class of service from the teaching staff of the colleges of this\ncountry. There is something else in addition to scholarship required for\nsuccess in teaching. There are other qualities and talents essential for a\ngood teacher. There is a distinct difference between scholarship and teach¬\ning ability. The possession of knowledge does not guarantee teaching ability,\nalthough the possession of the latter necessarily implies a large degree of the\nformer. Every avocation is securing the individual having the native ability\nas well as the special training for the specific duty devolving upon the posi¬\ntion. This discriminating choice in the selection of a teachers college faculty\nmust be exercised and funds must be provided for the securing of those\nteachers with teaching ability. We were particularly impressed with the\npublic statement made by President Frank before a legislative committee\n\na\n\nfew days since, when presenting his budget to that body for a great univer¬\nsity.\n\n"}
{"page": 934, "printed_page": null, "text": "930\n\nNational\n\nEducation\n\nAssociation\n\nIn determining the budget, adequate to meet all of the needs of an educa¬\ntional institution, the construction, maintenance, and operation as briefly\noutlined before must be given the most careful consideration.\nWe now approach a much more difficult task in undertaking to devise\nmethods of securing an adequate budget. It is comparatively easy to deter¬\nmine the needs and the necessary equipment of an educational institution for\nits successful maintenance and operation, but quite difficult to definitely\nundertake in a practical way to secure the adequate funds to meet these\nrequirements.\nPrivate colleges, dependent upon student financial support and individual\ngifts for endowments, may look with envy upon state supported institutions,\nunder the mistaken belief that no special thought and effort are necessary to\nsecure ample means for the needful capital investments and maintenance\nfund. It will be observed from the last statement that consideration is given\nto state maintained institutions when considered for the purpose of this dis¬\ncussion — the securing of adequate funds for teachers colleges. The fact that\nstate teachers colleges must rely upon the commonwealth for adequate funds\nfor capital investments and maintenance makes it inevitable that the public,\nin a representative government, must realize their needs and that a public\nservice is being rendered. State teachers colleges must have the confidence\nof the citizens of the state, and they have the advantage in obtaining this con¬\nfidence by supplying the teachers in the public school system. By reason of\nthe fact that teachers colleges are of a comparatively recent realization, it is\nnecessary that a state educational institution fund be provided in addition to\nthe support which heretofore and in the future must be given to state uni¬\nversities. Teachers colleges must assume the responsibility of selling their\nservices to the public. Having the legal right to rely upon the public treas¬\nury for maintenance funds practically eliminates teachers colleges from\nsoliciting private support. This necessitates the continuing of our considera¬\ntion to the securing of an adequate support from the public treasury.\nAll public revenue is derived by some method of taxation. State sup¬\nported institutions must either derive revenue from a direct tax, levied for\nthat specific purpose, or by appropriations from the general fund or both. In\nthe past, teachers colleges have depended in the main upon the uncertainties\nof periodical appropriations. This theory is wrong, in my judgment, from\nevery viewpoint. It necessitates making of the president and other adminis¬\ntrative officers common lobbyists, regularly appearing before legislative bodies\nfor the past and immediate needs of an educational institution. On account\nof the uncertainty in the amount of the appropriation that may be made, it\nnecessarily impedes the progress of an institution and the careful planning\nand economic administration of its affairs. No business can be successfully\nand economically maintained when its sole support is dependent upon such\nperiodical uncertainties. The state budgeting officers and the legislative\nbodies are always confronted with a treasury that cannot meet the public\ndemands and it is a common scramble as to the proper and equitable dis¬\ntribution to be made to meet the public needs. The method is wrong in its\n\n"}
{"page": 935, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n931\n\nconception. The revenue has been raised by a common levy without any\nspecific purpose in view.\nIt is a constitutional requirement that all tax levies must be specific and\nthe revenue derived therefrom may not be used for any other purpose than\nthat for which the levy is made. This is a wise provision and rests upon\nthe very foundation of a representative government. Taxpayers are entitled\nto know the purpose for which the revenues derived from tax levies are to\nbe expended. The unrest and dissatisfaction among taxpayers emanates\nprincipally from the uncertainty in the distribution of public funds and the\nexpenditure thereof for purposes not within the knowledge of the taxpayers.\nIt is unscientific, wrong in principle, unpopular in administration, and un¬\ndemocratic to undertake to make large state levies for general purposes and\nrely upon political influence, legislative chance, and an uncertain hazard in\nsecuring the needful support of a state educational institution in the distribu¬\ntion of a legislative budget. No businesslike planning in the development\nand operation of an educational institution can be made so long as the method\nof periodical legislative appropriations is depended upon. To successfully\nplan, maintain, and administer a teachers college, its income must be certain,\ncontinuing, and free from political influences and economic depressions.\nReliance upon legislative appropriations for capital investments, and espe¬\ncially for maintenance, must be abandoned and a definite revenue program\nbased upon a millage tax substituted in lieu thereof.\nIn reaching this conclusion, we have not yet solved all of our problems.\nIn many states this method has been adopted and is now in effect. Diffi¬\nculties are being experienced, but most of these may be solved by making a\ncomplete separation of the levies for the purpose of raising public revenues.\nExperience has taught us that when the total state revenue is distributed\nupon a percentage basis, frequent difficulties are experienced by reason of\nthe close affiliation and dependent connection with the needs of every other\nstate institution and obligation. When placed upon this basis and increased\nrevenues are desired, it becomes necessary to increase the general levy and\nthereby augment the funds for every other state activity as well as for the\neducational needs. If the general budget should be decreased for any reason,\nthe educational budget would necessarily receive its proportionate decrease.\nIn enacting revenue legislation for educational purposes, there should be a\ncomplete separation of the levies and not a distribution of the general reve¬\nnue upon a percentage basis. A certain tax levy should be provided and the\nrevenue derived therefrom should be kept sacred and apart from all other\npublic revenues. If this method should be followed, then the levies for\nother purposes may be increased or decreased without in any way disturbing\nthe levy for educational purposes. This same principle should be followed\nin the segregation of the educational funds. When specific state levies are\nmade and the funds derived therefrom are expended for the purposes for\nwhich they are levied, public confidence will be restored in state finances.\nThe question now confronts us as to whether or not state levies for the\nraising of revenue for state teachers colleges should be based upon\n\nevery\n\n"}
{"page": 936, "printed_page": null, "text": "932\n\nNational\n\nEducation\n\nAssociation\n\nsource of state revenue. To avoid material uncertainty in the amount to be\nderived, to be relieved from a certain element of public clamor and political\nactivities and frequent changes in the levies, it is advisable to make the state\nlevy upon the basic properties subject to state taxation. Occupational and\nnuisance taxes of every character should be avoided. Fluctuations in the\nvalues of basic properties are not frequent nor material. When levies for the\nsupport of state teachers colleges are based upon these properties, a certain,\ncontinuous revenue may be reasonably anticipated.\nThis method of securing adequate revenue for state teachers colleges may\nbe uniformly adopted in the states of the Union. So far as I am advised, the\nbasic properties are uniformly subject to state taxation. This will cause\nevery patriotic citizen to contribute proportionately to his wealth to the sup¬\nport of public education. The privilege of assisting in the education of the\nyouth upon an equitable basis will be afforded every citizen of the state.\nThe preparation of teachers for service in the public school system is a duty\ndevolving upon the commonwealth. This duty is shared by every citizen of\nthe commonwealth. It makes an opportunity for every contributor to be\ndefinitely informed as to the purpose of his contribution. When the services\nrendered by teachers colleges are satisfactory and meet the demand of the\ncommonwealth, you have a definite question to submit for the approbation\nof those supporting the institution. It can be reasonably presumed that the\nvalues of the basic properties will continue to increase and without question\nwill not decrease. The difficulties experienced by state officials administer¬\ning the revenue laws in reference to equalization in the assessment of prop¬\nerties will not materially affect the revenues to the detriment of the sup¬\nported institutions. As the property values become more firmly fixed and\nmore nearly equalized in assessment, will the amount of revenue become\nmore certain. In enacting revenue legislation to meet the theory herein sug¬\ngested, special attention should be given to legislative provisions to make\ncertain the assessment of properties subject to taxation. Every precaution\nshould be used to insure making subject to taxation those properties intended\nto be included in the levy.\nWith a clear understanding and a definite program supported by the\n\nteachers colleges of this Association, we may expect our ideal in the financing\nand support of these institutions before we reach the half century mark.\nNote. — The following remarks\nprepared paper.\n\nThe\n\nwere\n\nmade\n\nby President\n\ngreat difficulty in the collection upon\n\nWells\n\nin addition to the\n\nan equitable basis for state\n\nrevenue for any purpose is an equalization in the assessments of the prop¬\nerties of the state. Every citizen in the state will be willing to contribute\nhis proportionate part for state revenues and especially for state educational\npurposes if he is convinced that every other citizen is contributing upon a\nproportional basis to his wealth. Difficulties arise by people believing that\nthey are unfairly assessed and paying an unjust proportion of the taxes for\nthe purposes for which they are levied. This equalization in the assessment\n\n"}
{"page": 937, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n933\n\nof the properties can be secured by imposing full plenary powers in the state\nadministrative body having charge of revenue matters — the powers to equal¬\nize the assessment of properties. That power should extend to the extent of\ngiving the state body the power to make individual assessments, to raise or\nlower individual assessments. The difficulties being experienced in the dif¬\nferent commonwealths by local assessments and local equalizations is that\ncertain interests control local influences and when that power is vested in\nthe state governing authorities — state administrative authorities — then you\nremove them from the influence of local conditions which sometimes extend\neven to the courts of a commonwealth.\nThat question has been litigated on, a new law passed upon that subject,\nand has been approved by the Supreme Court of the United States in an\nopinion handed down Wednesday of this week.\n,\nThe state equalizing authority should have the last word, not an advisory\nword, not a suggestion, but have the last final and sole authority in the\nequalization of the assessment on the property from individuals to districts,\nto counties, and to the commonwealth as a whole. Special care should be\ntaken to insert into the revenue laws in providing for a tax to see that all\nproperties subject to the levy or intended to be subject to the levy will meet\ntheir obligations.\nThis experience happened once, that a lady who owned seven and one-half\nmillion dollars worth of intangible personal property was caught by accident\nand forced to place that property upon the assessment roll. Before the\nassessing day for the coming year arrived she gave the state officials notice\nthat she had moved her residence to a certain community in Florida. She\nhad overlooked the fact, I might say, that if you assess the same amount of\nproperty in Florida you will pay three times as much as you will pay in the\naverage states of the Union, that is, before you die, and she was not dead.\nThe authorities in Florida were notified of her coming and were asked to\ngive her a glad hand of welcome. She gave notice to the authorities in\nFlorida that she was coming. She physically never went there. She did\nsend a schedule of her property and upon advice it was assessed, and when\nshe paid her tax bill in Florida the authorities of her home state got notice\nbefore the next year that she was coming back to her first love.\nCooperation between state officials should be indulged in to the fullest\nextent.\nOne of the properties that, in my judgment, should be included in the edu¬\ncational fund, which may meet with some different opinions here, is this\nmatter. The most convincing and unanswerable argument to an inheritance\ntax is that you take the corpus of an estate and place it in the general fund\nof a commonwealth and distribute it in the general expenditure of a state.\nThat can be answered and when you do it is an unanswerable argument that\nthey have against doing it. Take all of the state inheritance tax and place\nit in the educational fund for building purposes, and then you will build out\nof the inheritance taxes educational institutions that will meet all of the\nobjections against an inheritance tax levied by the various states.\n\n"}
{"page": 938, "printed_page": null, "text": "934\n\nNational\n\nEducation\n\nAssociation\n\nIf you will follow these suggestions without elaborating further, you will\nhave sufficient funds to support state educational institutions as well as state\nteachers colleges and you will relieve us from the nuisance of constantly\nappearing before legislative committees and administrative officials now, and\nin 1950 we will be able to plan the economic\ntional institutions as business institutions.\nAMERICAN\n\nASSOCIATION\nMembership\n\nLocation\nAlabama\nFlorence .\nState\nJacksonville .\nState\nLivingston .\nState\nTroy .\nState\nArizona\n\nOF\n\nmanagement\n\nTEACHERS\n\nCOLLEGES\n\nList, 1928-1929\nPresident\n\nInstitution\nNormal\nNormal\nNormal\nNormal\n\nSchool .\nSchool .\nSchool .\nSchool .\n\nFlagstaff .\nState Teachers College .\nTempe .\nTempe State Teachers College .\nArkansas\nConway .\nArkansas State Teachers College .\nCalifornia\nAreata .\nHumboldt State Teachers College .\n.\nFresno .\nState Teachers College .\nSan Diego .\nState Teachers College .\nSan Francisco ....State Teachers College .\nSan Jose .\nSan Jose State Teachers College .\nSanta Barbara ....State Teachers College .\nColorado\nAlamosa .\nAdams State Normal School .\nGreeley .\nColorado State Teachers College .\nGunnison .\nWestern State College of Colorado....\nConnecticut\nDanbury .\nState Normal School .\nNew Haven .\nState Normal School .\n(.\nWillimantic .\nState Normal School .\nGeorgia\nAthens .\nMilledgeville .\nStatesboro .\nValdosta .\nHawaii\n\nof state educa¬\n\n.\n.\n.\n\nH. J. Willingham\nC. W. Daugette\nG. W. Brock\n\n.\n\nE. M.\n\nShackelford\n\n.\n\nGrady\n\n.\n\nA.\n\n.\n\nB. W.\n\nGammage\n\nJ. Matthews\nTorreyson\n\n.\nRalph W. Swetman\n.\nFrank W. Thomas\n.\nEdward L. Hardy\n.\nA. C. Roberts\n.\nT. W. MacQuarrie\n.\nC. L. Phelps\n.\n.\n.\n\nIra Richardson\nG. W. Frasier\nRichard Aspinall\n\n. ...L. D. Higgins, Principal\n...Lester K. Ade, Principal\nGeorge H. Shafer, Principal\n\nGeorgia State Teachers College .\nGeorgia State College for Women .\nGeorgia Normal School .\nGeorgia State Womens College .\n\n.\n\nJere M. Pound\n\n.\n.\n.\n\nJ. L. Beeson\nG. H. Wells\nR. H. Powell\n\nTerritorial\n\n.\n\nB. O. Wist\n\nHonolulu .\nIdaho\nLewiston .\nIllinois\nCarbondale\nCharleston .\nChicago . . .\nDeKalb ....\nMacomb . . .\nNormal . . .\n\nSouthern Illinois State Normal University .\n.Eastern Illinois State Teachers College .\nCollege of Education, University of Chicago .\n.Northern Illinois State Teachers College .\n.Western Illinois State Teachers College .\nIllinois State Normal University .\n\nH.\n\nIndiana\nIndianapolis\nMuncie . . .\nTerre Haute\n\nTeachers College of Indianapolis .\nBall State Teachers College .\n.Indiana State Normal School .\n\nAlice C. Sies\nL. A. Pittenger\nL. N. Hines\n\nLewiston\n\nNormal\n\nand\n\nState Normal\n\nTraining\n\nSchool\n\nSchool .\n\nJ. E. Turner\nW. Shryock\nL. C. Lord\nW. S. Gray\nJ. C. Brown\nW. P. Morgan\nDavid Felmley\n\nIowa\nCedar\nKansas\n\nFalls\n\n.\n\nEmporia .\nHays .\nPittsburg .\nKentucky\n\nIowa\n\nState Teachers\n\nKansas\nKansas\nKansas\n\nCollege .\n\nState Teachers College .\nState Teachers College .\nState Teachers College .\n\nO. R. Latham\nThomas\nW.\n\nW. Butcher\nW. A. Lewis\nA. Brandenburg\n\nBowling Green ....Teachers College and Western Ky. State Normal School.... H. H. Cherry\nLouisville .\nLouisville Normal School .\nElizabeth Breckenridge, Principal\nMorehead .\nMorehead State Normal School and Teachers College. .Frank C. Button\nMurray .\nMurray State Normal School and Teachers College .\nRainey T. Wells\nRichmond .\nEastern Kentucky State Teachers College and Normal School\nH. L. Donovan, Dean\n\n"}
{"page": 939, "printed_page": null, "text": "Department\n\nof Teachers\n\n935\n\nColleges\n\nLouisana\n\nLafayette .\nNatchitoches .\nMaine\nFarmington .\nGorham\n.\n\nCollege of Education, Southwestern Louisiana Institute J. M.\nLouisiana State Normal College .\nState Normal\nState Normal\n\nSchool .\nSchool .\n\nMaryland\nFrostburg . .\nTowson . . .\n\nMaryland\nMaryland\n\nMassachusetts\nBoston .\nBridgewater\nSalem .\n\nTeachers College of the City of Boston .\nState Normal School .\nState Normal School .\n\nMichigan\nDetroit\nKalamazoo\nMarquette .\nMt. Pleasant\nYpsilanti . .\nMinnesota\nBemidji . . .\nDuluth ....\nMankato . .\nMoorhead . .\nSt. Cloud . .\nWinona\nMississippi\nCleveland . .\nHattiesburg\n\nState Normal\nState Normal\n\nW. G. Mallett, Principal\nWalter E. Russell, Principal\n\nSchool .\nSchool .\n\nLida\n\nLee\n\nJ. L. Dunkle\nTall, Principal\n\nWallace C. Boyden,\nArthur Boyden,\nJ. A. Pitman,\n\nTeachers College .\nWestern State Teachers College .\nNorthern State Teachers College .\nCentral State Teachers College .\nMichigan State Normal College .\nState\nState\nState\nState\nState\nState\n\nSmith, Dean\nV. L. Roy\n\nPrincipal\nPrincipal\nPrincipal\n\nWarren\n\nE. Bow, Dean\nD. B. Waldo\nJ. M. Munson\nE. C. Warriner\nCharles McKenny\n\nTeachers College .\nTeachers College .\nTeachers College .\nTeachers College .\nTeachers College .\nTeachers College .\n\nM. W. Deputy\nE. W. Bohannon\nC. H. Cooper\nR. B. MacLean\nGeo. A. Selke\nG. E. Maxwell\n\nMississippi Delta State Teachers College .\nState Teachers College .\n\nW.\n\nM.\n\nKethley\nJoe Cook\n\nMissouri\nCape Girardeau . . Southeast Missouri State Teachers College .\nJoseph A. Serena\nKansas City .\nTeachers College of Kansas City .\nG. W. Diemer\nKirksville .\nNorthern Missouri State Teachers College .\nEugene Fair\nMaryville .\nNorthwest Missouri State Teachers College .\nUel W. Lamkin\nSt. Louis .\nHarris Teachers College .\nJ. L. Purdom, Principal\nSpringfield .\nSouthwest State Teachers College .\nRoy Ellis\nWarrensburg .\nCentral Missouri State Teachers College .\nE. L. Hendricks\nNebraska\nChadron\nNebraska State Normal College .\nRobert I. Elliott\nKearney\nNebraska State Normal School and Teachers College .\nGeorge Martin\nPeru\nState Normal School and Teachers College .\nW. R. Pate\nWayne\nState Teachers College .\nU. S. Conn\nNew Hampshire\nKeene .\nPlymouth .\nNew Jersey\nTrenton .\nUpper Montclair\nNew Mexico\n\nState Normal School .\nState Normal School .\n\nWallace E. Mason\n. . .Ernest L. Silver\n\nNew Jersey State Normal School .\n..State Teachers College .\n.\n.\n\nFrank Carroon\nA. O. Bowden\n\nEast Las Vegas\nSilver City .\nNew York\n\n..New\nNew\n\nAlbany .\nBrockport .\nBuffalo .\nNew Paltz .\nNew York City\nOswego .\nNorth Carolina\nBoone .\nCullowhee .\nGreenville .\nNorth Dakota\n\nState Normal School .\nState Normal School .\nState Teachers College .\nState Teachers College .\n..Teachers College, Columbia University\nState Normal School .\n\n.\nA. R. Brubacher\nA. C. Thompson, Principal\n.\nHarry W. Rockwell\n.\nL. van der Berg\n. . . .Wm, F. Russell, Dean\n....J. G. Riggs, Principal\n\nAppalachian State Normal School....\nWestern Carolina Teachers College....\nEast Carolina State Teachers College.\n\n.\nB. B. Daugherty\n.\nH. T. Hunter\n.\nRobert H. Wright\n\nDickinson .\nEllendale .\nMayville .\nMinot .\n\\ alley City .\nOhio\n\nState\nState\nState\nState\nState\n\nMexico Normal University .\nMexico State Teachers College. ..\n\nDon C. Bliss\nH. A. Sprague\n\nNof'mal School .\nNormal and Industrial School..\nTeachers College .\nTeachers College .\nTeachers College .\n\nSamuel\n\nT. May\n\n...R. M. Black\n. . . C. C. Swain\nGeo. McFarland\n. . . . C. E. Allen\n\nAda .\nCollege of Education, Ohio Northern University .... Frank L. Loy, Dean\nAkron .\nTeachers College. LTniversity of Akron .\nW. T. Bankes, Dean\nAthens .\n.\nCollege of Education, Ohio University .\nThomas C. McCracken, Dean\nBowling Green ....State Normal College .\nH. B. Williams\n\n"}
{"page": 940, "printed_page": null, "text": "936\nCincinnati .\nCleveland .\nDayton .\nKent .\nOberlin .\nOxford .\n\nNational\n\nEducation\n\nAssociation\n\nCollege of Education, University of Cincinnati. . L. A. Pechstein, Dean\nSchool of Education, Western Reserve University Charles W. Hunt, Dean\nGrace A. Greene, Normal School .\nMaude J. Slaght, Principal\nKent State Normal College .\nJ. O. Engleman\nOberlin Kindergarten-Primary Training School .\nClara May, Principal\nTeachers College, Miami University .\nH. C. Minnich, Dean\n\nOklahoma\nAda .\nEast Central State Teachers College .\nA. Linscheid\nAlva .\nNorthwestern State Teachers College .\nJ. P. Battenberg\nDurant .\nSoutheastern State Teachers College .\nEugene S. Brings\nEdmond .\nCentral State Teachers College .\nJohn G. Mitchell\nTahlequah .\nNortheastern State Teachers College .\nM. P. Hammond\nWeatherford .\nSouthwestern State Teachers College .\nE. E. Brown\nOregon\nMonmouth .\nOregon Normal School .\nJ. S. Landers\nPennsylvania\n.\nFrancis B. Haas, Principal\nBloomsburg .\nState Teachers College .\nClarion .\nClarion State Normal School .\n....G. C. L. Riemer, Principal\nEast Stroudsburg. .State Teachers College .\n.\nT. T. Allen, Principal\nIndiana .\nState Teachers College .\n.\nC. R. Foster, Principal\nKutztown .\nState Teachers College .\n....A. C. Rothermel, Principal\nMansfield .\nState Teachers Lollege .\n.\nW. R. Straughn, Principal\nShippensburg .\nState Teachers College .\n.\nEzra Lehman, Principal\nSlippery Rock ....State Teachers College .\n.\nJ. L. Eisenberg, Principal\nWest Chester ....State Teachers College .\nNorman W. Cameron, Principal\nRhode Island\nProvidence .\nRhode Island College of Education .\n.\nJ. L. Alger\nSouth Carolina\nRock Hill .\nWinthrop College .\n.\nJames P. Kinard\nSouth Dakota\nAberdeen .\nNorthern Normal and Industrial School .\nDavid Allen Anderson\nMadison .\nEastern State Normal School .\n.\nE. C. Higbie\nSpearfish .\nSpearfish Normal School .\n.\nE. C. Woodburn\nSpringfield .\nSouthern State Normal School .\n.\nC. G. Lawrence\nTennessee\nJohnson City .\nMemphis .\nNashville .\nTexas\n\nEast Tennessee State Teachers College....\nWest Tennessee State Teachers College. . . .\nGeorge Peabody College for Teachers....\n\nAlpine .\nCanyon .\nCommerce .\nDenton .\nHuntsville .\nKingsville .\nNacogdoches .\nSan Marcos .\nUtah\n\nSul Ross State Teachers College .\nWest Texas State Teachers College .\nEast Texas State Teachers College .\nNorth Texas State Teachers College .\nSam Houston State Teachers College .\nSouth State Teachers College .\nStephen F. Austin State Teachers College.\nSouthwest lexas State Teachers College...\n\nSalt Lake City . . . School of Education, University of Utah\nVirginia\nEast Radford ....State Teachers College .\nFarmville .\nState Teachers College .\nFredericksburg .... State Teachers College .\nHarrisonburg .\nState Teachers College .\nWashington\nBellingham .\nWashington State Normal School .\nCheney .\nWashington State Normal School .\nEllensburg .\nWashington State Normal School .\nWest Virginia\nAthens .\nState Normal School .\nFairmont .\nFairmont State Normal School .\nHuntington .\nMarshall College .\nShepherdstown .... Shepherd College State Normal School. . . .\nWest Liberty .\nWest Liberty State Normal School .\nWisconsin\n\nEau Claire .\nLa Crosse .\nMenominee .\nMilwaukee .\nOshkosh .\nPlatteville .\nRiver Falls .\nStevens Point .\nSuperior .\nWhitewater .\n\nState Teachers College .\nState Teachers College .\nThe Stout Institute .\nState Teachers College .\nState Teachers College .\nState Teachers College .\nState Teachers College .\nCentral State Teachers College .\nSuperior State Teachers College .\nState Teachers College .\n\n.\n\nC. C. Sherrod\n\n.\n.\n\nJ.\nW. Brister\nBruce\nPayne\n\n.\n\nH. W.\n\nMorelock\n\n.\n.\n.\n.\n.\n\nJ. A. Hill\nS. W. Whitley\nR. L. Marquis\nH. F. Estill\nR. B. Cousins\n\n.\n.\n\nA. W. Birdwell\nC. E. Evans\n\nMilton\n.\n.\n.\n.\n\nBennion,\n\nDean\n\nJ. P. McConnell\nJ. L. Jarman\nM. L. Combs\nSamuel Duke\n\n.\nC. H. Fisher\n. . . . R. T. Hargreaves\n.\nGeorge H. Black\n.\n.\n.\n\nG. W.\n\nDiehl\n\nRosier\nM.Joseph\nP. Shawkey\n\n.\nW.\n.\n\nH. S. Wrhite\nJ. S. Bonar\n\n.\nH. A. Schofield\n.\nG. M. Snodgrass\n.\nB. E. Nelson\n.\nFrank E. Baker\n. .\nH. A. Brown\n.\nA. M. Royce\n.\nJ. H. Ames\n.\nR. D. Baldwin\n.\nA. D. S. Gillett\n.\nF. S. Hyer\n\n"}
{"page": 941, "printed_page": null, "text": "The\n\nDepartment\n\nof Visual Instruction\n\n"}
{"page": 942, "printed_page": null, "text": "The department of visual instruction was\n\norganized at the Oakland-San Francisco meet¬\ning in July, 1923. See Proceedings , 1923:85-A.\nThe officers of this Department for the year 192930 are: President , John A. Hollinger, Director of\nNature Study and Visualization, Public Schools,\nPittsburgh, Pa.; Vice-president, F. Dean McClusky,\nAssistant Director, Scarborough School, Scar¬\nborough, N. Y. ; Secretary-Treasurer , W. W. Whittinghill, Director of Visual Instruction, Public\nSchools, Detroit, Mich. ; Executive Committee , B. A.\nAughinbaugh, State Director of Visual Instruction,\nColumbus, Ohio; Dudley Grant Hays, Director of\nVisual Instruction, Public Schools, Chicago, Ill.;\nMrs. Anna V. Dorris, Director of Visual Instruction,\nState Teachers College, San Francisco, Calif.\nThis Department meets once each year, in July.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows:\n1923 :85-A\n1924 :963-985\n\n1925 :864-871 1927 :951-970\n1926 :947-963 1928 :949-970\n\n[ 938 J\n\n"}
{"page": 943, "printed_page": null, "text": "VISUAL\nB. A.\n\nCOMMUNICATION— ABSTRACT\n\nAUGHINBAUGH,\nOHIO,\n\nSTATE\n\nDEPARTMENT\n\nSUPERVISOR\nOF\n\nOF\n\nEDUCATION,\n\nVISUAL\n\nINSTRUCTION\n\nCOLUMBUS,\n\nOF\n\nOHIO\n\nWE are beginning to realize that the motion picture is not merely a\nform of entertainment or a novel method of projecting pictures.\nNeither may we limit it by terming it a visual aid. It is more than an\n\naid — it is a visual form of communication as opposed to aural communica¬\ntion. Aural communication embraces both the spoken word and the printed\npage. It is convenient and for ages has been the only form of communication\nwhich could express the present tense. For these reasons it came into wide\nusage and the early pictorial forms were abandoned except as aids to the\naural forms. But the motion picture has imbued pictures with the power\nto express present tense. No longer need pictures only say was for they can\nnow say is just as do the aural forms.\nThe aural forms are pictorially weak, so much so that many figures of\nspeech had to be devised to help them along in their lameness. The motion\npicture needs no figures of speech, although it can command such usage\nwhere desired. They can express in full authenticity what aural forms can\nonly suggest, with such suggestions depending solely upon the experiences\nof the recipient of the message. The motion picture is the form of com¬\nmunication which man set out in the beginning to make, but which had to\nbe sidetracked throughout the ages until mechanical inventions made its use\npossible. This form of communication has had such a sudden development\nbecause it has scratched certain cosmic itches in man’s make-up. It is the\nanswer to the longings of perhaps billions of years. It has not attained the\nready convenience of the printed or written page with which it directly\ncompares, but it is doing this more every day. But this lack of convenience\nis offset even at present by its ability to say more in a shorter time and in\nless space than the printed or written page. It can express anything which\nthe aural forms can express. It can give vicarious impressions in all the\nsenses and it has the magic power to turn many abstractions into concrete\nform. It is a qualitative gain to communication since it brings with it certain\ninherent devices totally unknown before its existence. These are the close-up,\nthe flash-back, the stop-and-substitute and interval photography. The first is\nthe greatest commander of attention ever devised ; the second is the best\nof memory joggers; the third knows no impossibility; and the fourth makes\neven the flowers grow before our eyes. Now that the spoken word has been\ngiven to it, it becomes the most powerful form of communication that man\ncan possibly devise.\n\n[ 939 ]\n\n"}
{"page": 944, "printed_page": null, "text": "940\n\nNational\n\nEducation\n\nAssociation\n\nTHE\n\nUSE OF STEREOGRAPHS AND STEREOPTICON\nIN CLASSROOM TEACHING— ABSTRACT\n\nJOHN\n\nA.\n\nHOLLINGER,\n\nDIRECTOR,\n\nVISUALIZATION,\n\nPUBLIC\n\nDEPARTMENT\nSCHOOLS,\n\nOF\n\nNATURE\n\nPITTSBURGH,\n\nSLIDES\nSTUDY\n\nAND\n\nPA.\n\nThere is evidence of increasing interest in the use of visual aids in the\nclassroom. Good teachers have discovered that visual aids ( 1 ) challenge\nattention and stimulate interest in learning; (2) economize time and energy\nin learning; (3) aid in forming correct concepts; (4) cultivate observation\nand extend the vision; (5) aid in forming sympathetic contacts with the\nenvironment; (6) stimulate imagination, yet help to control it; (7) stim¬\nulate constructive and creative thinking; (8) aid in developing appreciation\nof ethical, aesthetic, and technical values; (9) aid in developing appreciation\nof what progress has cost the human race.\nPhotography is a major invention and a wonderfully effective means of\ncommunicating ideas. This discussion is limited to stereographs and lantern\nslides in the classroom. Most of the stereographs and lantern slides avail¬\nable for school use are photographs of actual objects or scenes.\nOnly first class photography should be accepted. This is so essential\nthat for our school system we have prepared a score sheet by which we\nscore the pictures that are selected for use in the schools. (A copy of this\nscore may be secured by writing to the Director of Visual Instruction,\nPittsburgh, Pa.)\n\nThe best pictures, while very, very helpful in the teach¬\n\ning process, have their limitations. On pictures men’s voices are not heard,\ntheir emotions are not displayed, much must be left to the imagination.\nIn the camera we have one of the greatest instruments for the education\nof all the people ever devised. All the rich mines, the fields of golden grain,\nthe famous cities and historic shrines ; inventive and manufacturing processes ;\nmanners, customs, and occupations of all the people of the earth ; and leading\npersonalities and events of our time may be brought to the humblest class¬\nroom. Nelson L. Greene emphasizes the use of the stereograph in an article\nwhich appeared in The Educational Screen:\n“Did you ever see a stereograph? There is no other picture like it in all\nthe world. It is made with a twm-eyed camera, and it can show me any\ncorner of the world exactly as my twTo eyes w’ould see it if I were there.\nAnd so, though I cannot go to all the corners of the world, you can bring\nall of them to me with stereographs.\n“Perhaps to you the stereograph is just another picture. But you have\nlooked at the world so long with two eyes that you have learned to put the\n“third dimension” — that is what they call the life and air and space in a\nstereograph — into the ordinary one-eyed picture. When the stereoscope is\nover my eyes, it is like a window through which I am looking out on the real\nworld. It is a magical thing that whisks me out of the classroom to any\nspot on earth that you wish me to see — and I like to stay there until I have\nseen every detail and the scene is really mine. I will never dismiss the\nstereograph with a glance. I could not.”\n\n"}
{"page": 945, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\n941\n\nThe stereograph is primarily an individual aid — one of the most valuable\nvisual aids when used in individual study or preparation. With a few\nstereographs and stereoscopes on a table in the classroom pupils may pass\nquietly to the table and look at the stereographs at such times as the teacher\nmay indicate. During the study period definite stereographs may be\nassigned to individual pupils for study and, later, report. A correspond¬\ning lantern slide may be used in making the report. Lantern slides are\ndecidedly advantageous in organized group procedure. The picture is pro¬\njected on the screen where it challenges the attention and stimulates the inter¬\nest of every member of the group. It aids in concentrating thought on the\ncenter of interest. The main idea stands out and the subordinate ideas fall\ninto their respective places. Discussion and questions by the pupils are\nstimulated. Ideas are cleared up and information is fixed.\nThere are many distinct uses for lantern slides. We are familiar with\ntheir use in conducting reviews when pupils do nearly all the talking; in\nprevious subjectmatter where teachers do most of the talking and pupils\nask occasional questions ; in developmental work where there is an exchange\nof ideas between teacher and pupils and between pupils and pupils.\nThese are not fads. Progressive schools and teachers on the superior\nlevel have shown the value of these materials in the educative process. Cer¬\ntain guiding principles are recognized :\n1. Illustrative materials\n\nshown\n\nto pupils should be of good quality.\n2. Visual aids for a specific purpose should be grouped around one central\ntheme. Too much illustrative material may cloud rather than clarify.\n3. Visual aids should furnish otherwise inaccessible materials of instruction.\n\nOrganization of materials and their incorporation into teaching units should be\nleft to the discretion of the teacher.\n4. Teachers should be familiar with visual aids before presenting them.\n5. Pupils should be held responsible for material presented. Children need\nguidance and directed practise in observation.\n6. Learners should have proper preparation, by experiences or immediate mental\nset, before visual aids are used.\n7. Visual aids, when used for teaching purposes, must fit in with the course of\nstudy.\n8. Too frequent use of visual aids tends to weaken their influence upon a class.\nPupils must have time for further development of the ideas conveyed by these\naids.\n9. No one class of visual aids can be used to the exclusion of others. This\nprinciple applies to observational trips, demonstrations, experiments, pictures,\nobjects, and other types of visual aids.\n10. Motion pictures are desirable when understanding requires motion.\n11. Visual aids are valuable in the development of language. The richer the\nwords are in meaning for the individual, the more proficient is that individual in\nthe use of words.\n12. Caution should be observed to encourage initiative and an intellectually\nactive attitude and not allow the use of motion pictures or other visual material\nto overdevelop the attitude of passive receptivity.\n\n"}
{"page": 946, "printed_page": null, "text": "942\n\nNational\n\nVISUAL\n\nCHARLES\n\nINSTRUCTION\n\nROACH,\n\nDIRECTOR,\nSCHOOLS,\n\nEducation\n\nAssociation\n\nSERVICE IN\nABSTRACT\nVISUAL\nLOS\n\nA\n\nEDUCATION,\n\nANGELES,\n\nCITY\n\nLOS\n\nSYSTEM —\n\nANGELES\n\nPUBLIC\n\nCALIF.\n\nBefore the term, visual instruction, had become a part of the vocabulary\nof Los Angeles teachers, the activity was conducted through the elementary\nschool library. Visual aids, including pictures, homemade charts, stereo¬\ngraphs, and lantern slides, have been used quite generally since 1913. In\n1920 a motion picture service was added.\nIn 1913 the visual education department, as it was then called, was\nseparated from the elementary school library. Within three years, the\nlargest proportion of the schools had purchased and paid for their own\nmotion picture projectors, without any help from the board of educa¬\ntion. How many paper drives, candy sales and ten-cent picture shows\nwere held to raise the money, no one will ever know.\nIt was neither possible, desirable, nor expedient to make visual educa¬\ntion a subjectmatter department, but rather its functions should be\nlikened to those of a service bureau, a place where\n\nteachers, principals,\nsupervisors, and superintendents would feel free to come for special\nhelp in things visual, the same as they had always gone to a library for\nsupplementary reading material. Lantern slides, motion picture films, still\nfilms, photographs, charts, exhibits, stereographs, posters, and pictures of\nmiscellaneous description were offered instead of books.\nJust a word here to acquaint you with our plan of organization. The\n\ndirector of the division is subordinate to one of the eleven assistant super¬\nintendents. There are three assistant directors, and two teacher assist¬\nants, all of whom are professionally trained, certificated, and hold teachers’\ncredentials. The general administrative duties are fairly distributed among\nthem. The non-professional group consists of the usual clerical staff and\nsix persons in specialized work, such as photography, art, and research.\nThe division is divided into several sections, each one of which is in\ncharge of a head responsible to the director or to an assistant director.\nThe photographic section prepares photographs and slides. In addition\nto a specially trained teacher assistant, there are three photographers who\nwork in the field or in the laboratory, a catalog clerk who prepares\nexplanatory data to accompany and identify each illustration, and a file\nclerk who keeps the negatives, file prints, and card index in shape. The\nhead of this section is designated as the official photographer for the board\nof education.\nThe\n\nassembly section accepts the responsibility for all the details of\n\nbinding slides, mounting pictures; labeling, boxing, and packing material\nprior to circulation. Repairs, renovation, and replacement of missing,\nbroken, or damaged pieces are done by the assembly section.\n\n"}
{"page": 947, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\n943\n\nThe art section tints pictures and slides. The artist designs special\nposters or charts where commercial sources cannot supply materials\nneeded.\nThe editorial and research section checks all printed and mimeographed\ndata which accompanies illustrative materials.\nThe circulation section is the point where the division meets the\nteachers most intimately and most frequently. Everything other than\nmotion pictures are stored, distributed, and returned in or through the\ncirculation section. The volume of business has increased to such a large\nextent that individual clerks are now\nan individual grade.\n\nassigned to handle all materials for\n\nThe motion picture section is kept separate and distinct from the cir¬\nculation section because of particular problems involved. The motion\npicture library consists of over 2200 reels of thirty-five m. m. stock. The\nfilms were purchased from public funds, or were lent to the division, or\nhave been given without reserve.\nIf we were to make any recommendations to other directors of visual\neducation divisions as the result of our own experiences, we would say:\n1. Provide\n\na means\n\nwhereby\n\nteachers\n\nmay\n\nbe given\n\nan\n\nopportunity\n\nto learn\n\nmethods of visual presentation before making any great expenditure for pro¬\njectors or equipment.\n2. If at all possible, establish a photographic section with the best equipment\nfor making slides and photographic enlargements.\n3. Analyze the motion picture problem very minutely. If it bears scrutiny, then\npurchase rather than rent film.\n4. Provide a delivery service on a definite schedule to all schools in the city.\n5. Tie all work positively and definitely to the course of study rather than permit\na hit and miss or rambling pedagogy.\n\n"}
{"page": 948, "printed_page": null, "text": "*\n\n'\n\n.\n\n■\n\n*\n\n"}
{"page": 949, "printed_page": null, "text": "The Department of Vocational Education\n\n"}
{"page": 950, "printed_page": null, "text": "The department of vocational education was\n\norganized as the industrial section at Minneap¬\nolis, Minn., 1875. See Proceedings , 1875:100.\nThe name was changed in 1890 to the Department\nof Industrial and Manual Training. See Proceed¬\nings, 1890:758. In 1899 the name was changed to\nthe Department of Manual Training. See Proceed¬\nings, 1899:556. In 1914 the name was changed to\nthe Department of Vocational Training and Practi¬\ncal Arts. See Proceedings, 1914:565. This Depart¬\nment cooperates with the National Vocational Guid¬\nance Association and with the National Society for\nVocational Education.\nThe officers of this Department for the year 192930 are : President, Paul W. Chapman, State Director\nof Vocational Education, Athens, Ga. ; Vicepresi¬\ndent, Mrs. Anna L. Burdick, Special Agent for Girls\nand Women, Trade and Industrial Education Serv¬\nice, Federal Board for Vocational Education, Wash¬\nington, D. C. ; Secretary, Ray Fife, State Supervisor\nof Vocational Agriculture, Columbus, Ohio. Facts\nrelating to the establishment of this Department and\nthe record of meetings are to be found in earlier vol¬\numes of Pi'oceedings as follows :\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\n[ 946 ]\n\n1923:1025-1043\n1924:987-1015\n1925:872-913\n\n1926:963-996\n1927:971-1006\n1928:971-1003\n\n"}
{"page": 951, "printed_page": null, "text": "NEW\n\nPROBLEMS\n\nADELAIDE\n\nS. BAYLOR,\n\nFEDERAL\n\nBOARD\n\nFOR\n\nIN HOMEMAKING\nABSTRACT\nCHIEF,\n\nHOME\n\nVOCATIONAL\n\nEDUCATION-\n\nECONOMICS\n\nEDUCATION\n\nSERVICE,\n\nEDUCATION,\n\nWASHINGTON,\n\nD. C.\n\nVocations are dynamic — not static. They change with the social order.\n\nThe vocation of homemaking is no exception. Homes and family life\nare changing with the new social, economic, and industrial movements.\n\nConsumption is a more pronounced need in the home today than skill in pro¬\nduction. The homemaker has not ceased to produce, however, for the\nnumber\ning.\nThe\n\nof those entering industrial fields for wage\n\nis constantly increas¬\n\nhome no longer furnishes the chores and jobs that at one time kept\n\nyouth employed and, in the opinion of the public, gave such valuable train¬\ning in habits of industry, and today the leisure time hangs heavy or the idle\nhands find mischief to do.\nThe members of the family seek their individual and separate places in\nthe world of affairs and no longer do father and son, mother and daughter,\nwork side by side in a common occupation or with a common interest. The\ngirls of the household are in school or in paid service of some kind in their\nearly teens before the responsibilities of the household have become familiar\noccupations.\nThe women of the household are voters and office holders, and are found\nin the professions, in agricultural pursuits, and in commercial\n\npursuits\n\nwhere they share with the men of the household the responsibility of earn¬\ning incomes for family support.\nSuch changing conditions in the home bring to those responsible for a\nhomemaking training program many new and unsolved problems. How\nshall we train, under present school conditions, for wise selection and\npurchase ? How shall we develop ability to evaluate home needs and wTage\nearning needs so that schedules of work may so be arranged that neither the\nhomemaking nor the wage-earning occupation will suffer when the home¬\nmaker is engaged in both? How shall we train for homemaking so that\nchildren may be given a larger share in the responsibilities of the new order\nof homes in the small apartment? How can we federate the members of\nthe family in a common interest and undertaking that will preserve good\nhuman relationships in the home without the old time unity?\nThese are a few of the many problems confronting school administrators\nand instructors who are attempting to develop a functioning program in\nhome economics under the new regime. Will they have the courage to\nmeet the situation squarely and allow the school routine to be somewhat\ninterrupted, plant and equipment modified, and new plans of work intro¬\nduced? Will they frankly become a part of the movement with their own\nhomes and own situations to the end that improved instruction may come ?\n\n[ 947 ]\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\nIt is only through such means that the training for homemaking in the coun¬\ntry today can serve the home and society to an extent comparable with the\namount of money and effort expended on the program.\n\nNEW\nBEN\n\nFEATURES IN TRADE AND INDUSTRIAL\nEDUCATION PROGRAMS— ABSTRACT\n\nE. HARRIS,\n\nPROFESSOR\n\nOF INDUSTRIAL\n\nALABAMA,\n\nEDUCATION,\n\nTUSCALOOSA,\n\nUNIVERSITY\n\nOF\n\nALA.\n\nThe confusion in the minds of the school administrators between voca¬\ntional education for the trades and industries, and manual training or indus¬\ntrial arts is now largely dissipated. The junior high-school movement,\nwhich is to a great extent due to the desire, on the part of school officials,\nto serve the large majority of school children who wish to find out what\nthey can do, is resulting in a better functioning industrial arts program, for\ndefinite prevocational objectives resulting in vocational trades and industrial\ncourses are being placed in the senior high school for definite trade pre¬\nparatory purposes.\nThe junior high school and the vocational guidance movement have done\nmuch to focus attention upon the tremendous social service which can be\nrendered by trade and industrial education programs. This should spur us\non to render all the aid we can to promote successful junior high school\nand vocational guidance programs. All of this indicates a willingness on\nthe part of school authorities to whom we must look for support to accept\nthe vocational work as a vital part of any school program.\nPerhaps the newest and most significant feature with regard to industrial\neducation is Thorndike’s study of the educative value of different kinds of\nsubjectmatter which has gone a long way toward satisfying the school ad¬\nministrators that vocational education has as much value as traditional sub¬\njects; and also, his studies of the learning abilities of adults show that, con¬\ntrary to common opinion people can continue to learn successfully through\nthe entire allotted “three score years and ten” and possibly beyond.\nWhen our friends talk of the lower levels of intelligence, make\nanalyze their statement.\n\nSee if that is what\n\nthey really mean.\n\nWe\n\nthem\nget\n\nworn out hearing about the boys and girls who are called “dumb” simply\nbecause they will not follow blindly the courses we offer them. Sometimes\nI think that I was the one who was dumb ; I apparently did not have sense\nenough to realize that the boy was a real genius if I would only meet him\non his ground. It is our job, as I see it, to meet these boys and girls on\ntheir grounds. Some of them are making miserable failures of preparing\nto play the game of life on the ground selected for them. Before we say\nthat they do not have the ability to grasp things, would it not be more fair\nto play their game on their grounds, or at least play their game on our\ngrounds. We may find some Edisons, Fords, or Lindberghs in the crowd,\nand then watch the scramble to lay claim to being among their first teachers.\n\n"}
{"page": 953, "printed_page": null, "text": "Department\n\nThe\n\nof Vocational\n\ntheme of the National Education\n\n949\n\nEducation\n\nAssociation for this year is “Edu¬\n\ncation for a New World.” I am going back to the Old World for my\nclosing remarks. All of you remember the parable of the talents — to one he\ngave five, to another two, and to another one talent, and the master of the\nhouse went on a long journey. Upon his return the one with the five\ntalents returned the five with five other talents, the second returned the\ntwo with two other talents. Now notice that the master’s commenda¬\ntion did not take account of the number of talents. His commendation was\nthe same in each case : “Thou hast been faithful over a few things, I will\nmake thee ruler over many.” Also notice that there was no condemnation\nover the care that the third man took of the one talent, he had been scrupu¬\nlous in his care of it, but he was severely condemned for not developing his\none talent. My friends, I am afraid that some of us may become that\n“Wicked and slothful servant” if we do not do all in our power to develop\neven the one talent boys and girls with whose education we are intrusted.\n\nNEW\nJOHN\n\nASPECTS\nT. WHEELER,\n\nCOLLEGE\n\nOF FARMER\nPROFESSOR\n\nOF AGRICULTURE,\n\nTRAINING— ABSTRACT\n\nOF RURAL\n\nEDUCATION,\n\nGEORGIA\n\nSTATE\n\nUNIVERSITY\n\nOF GEORGIA,\n\nATHENS,\n\nGA.\n\nYou will recall that more than twenty years ago, Mr. Rufus W. Stimson, at the Smith School of Agriculture at Northampton, Massachusetts,\ndeveloped and put forth the “home project plan” of agricultural teaching,\nwhich was the outstanding contribution of the generation to agricultural\ninstruction. This plan was simple, workable, easily explained and appeal¬\ning; and therefore it was readily accepted. It had four factors in its\nstructural makeup, the instructor, the home farm, the boy, and the state\nsupervisor. When the vocational program under the Smith-Hughes Act\nwas being formulated (1917-18), the Federal Board for Vocational Edu¬\ncation definitely fostered, developed, and extended this plan of vocational\neducation. It has stood the test of time and has never been challenged as\nto its factors, its form, or its efficiency, and I am not now challenging it.\nI am, however, going to present a new pattern from the facts as I see them\ndeveloping all about us; a pattern that is being developed to meet the in¬\nadequacies of the old.\nIn the new pattern I see all four of Stimson’s factors, but they have a\nnew arrangement and additional elements standing out prominently. In\naddition to the school boy, the instructor, and the supervisor, two new\n\nele¬\n\nments are added, the farmer, and the “unidentified farm youth” who is not\nreached by the present plan, because he is not in school.\nAs the center of this new pattern of vocational education in agriculture\nwe have, then, the farmer, the boy, and the production unit that the farmer\nand the boy or boys operate. This is a normal home farm situation as old\nas the industry in which it is found. It does not exclude the boy who is\nnot in attendance at the traditional high school, nor does it eliminate him\nif he is continuing his “in school” education.\n\n"}
{"page": 954, "printed_page": null, "text": "950\n\nThe\n\nNational\n\nEducation\n\nAssociation\n\nfather is a learner together with the boy or boys; he initiates and\n\ninaugurates improvements in the production unit. He helps create a situa¬\ntion where boys can learn improved methods of farming. In the new pat¬\ntern the boy is not used as a means of improving farming and farming\nconditions, but the farm is used as a means\nin dealing with farming problems.\nNow\n\nof improving the boy’s abilities\n\nwith the farming unit at the center of this pattern and the farmer\n\nand the boy as co-learners and doers, we have the beginnings of what\n\nI\n\nthink might be appropriately termed “apprenticeship farmer training.” The\nvocational teacher comes next in this pattern makeup, and through appro¬\npriate instructional classes and devices, builds the training program which\nmay be made up of as many\nthe community he serves.\nThe\n\nunits as there are farming units represented in\n\nvocational teacher is not alone in dealing with the boy and his\n\ninstructional problems.\n\nThe\n\nfather, as a learner, and as an experienced\n\noperator, becomes also an understanding helper and the master-farmer in\ntraining his sons in the farming business. His is the co-responsibility of\ncreating and maintaining suitable learning situations for himself and his\napprentices. The vocational teacher organizes the learners of his com¬\nmunity into appropriate groups for economical instruction.\nThe project is still found in the new pattern not as an end, but as a\nmethod of teaching certain aspects of the situation involved. The project\nis a part of and not apart from the economic unit as a whole; it may be\nthe development of a specialized enterprise ; it may be the boy’s very own,\nbut it is still a part of the normal economic home management plan. This\nevolutionary development will doubtless overcome some of the inherent\nweakness of the home project plan apart from the total economic home\nfarm situation.\n\nTHE\nANNA\n\nThe\n\nFUTURE\nLALOR\n\nOF FARTIME\n\nBURDICK,\n\nFEDERAL\n\nEDUCATION— ABSTRACT\n\nBOARD\n\nFOR\n\nVOCATIONAL\n\nEDUCATION,\n\nWASHINGTON,\n\nD. C.\n\npartime school is instituted at the crossroads where\n\nthe paths to\n\nlearning and earning divide and where the youth shifts from the compara¬\ntively simple life of school activities to the complex and baffling adjustments\nattendant upon entrance to that all-absorbing experience of work. To as¬\nsist the youth in making this transition is the object of the partime school.\nOne of the greatest contributions of modern psychology has been the\nestablishment of the principle of individual differences. As man differs so\nmust his place in the world of work differ, in the demands it makes on his\nmental ability, his physical endurance, or the opportunity it offers for his\ntraining and skill, or the appeal it holds for his interest and ambitions, in\norder that his adjustment may be effective and satisfying.\nThe out-of-school group between the ages of fourteen and eighteen is\nestimated at about five million young persons. A rough survey of girls be-\n\n"}
{"page": 955, "printed_page": null, "text": "Department\n\nof Vocational\n\n951\n\nEducation\n\ntween fourteen and fifteen in the out-of-school group indicates that over\neighty percent of the girls are employed and practically all of the boys. So\nfar as employment records are available at the present time, the group of\ngainfully employed youth between fourteen and sixteen is divided into ap¬\nproximately two-thirds boys and one-third girls. About one-third of the\nenrolment in public and private high schools is in practical courses and the\ngirls predominate in these courses to the degree to which they outnumber\nthe boys.\nW e find that children of laborers have about one-twentieth the chance of\nattending a high school that the children of professional men have, and that\nthere is a pronounced tendency among girls of labor parentage to choose a\ncurriculum which stands as a terminal point in education. Thus we see\nthat the junior high-school movement and the partime school are aimed at\nthe equalization of educational opportunity which has only just begun.\nThe\n\npartime school providing a program\n\nof instruction for the young\n\nworkers cannot be established without cooperation of the parent, the em¬\nployer, the young worker, the school, and all of the other social agencies\norganized to serve the youth during the formative years.\nThere is no better ally in this enterprise than a public-spirited employer\nwho may serve as a peacemaker in his community. Every effort should be\nmade to enlist his interest and support and to utilize every assistance he\noffers. It frequently means interviews and conferences relative to determin¬\ning policies and programs ; it means reorganizations of departments in which\nyoung people are employed and readjustment of their work to their school\nprogram. In other words, the educational program should be related to\nthe work in the store, office, shop, factory, and home. The imminent prob¬\nlem vital to this program is one of recruiting teachers with a decided voca¬\ntional point of view and training for a new type of service.\nSome of the gains which are reported and argue for the future continu¬\nance and success of partime education are as follows :\n1. It helps boys and girls carry over, interpret, and apply in their employment\nwhat they have learned in the regular day school.\n2. It helps young workers to adjust themselves to industrial and business life.\n3. It establishes the fact that education does not end when work begins, and that\nadulthood is not attained on receipt of a pay envelop.\n4. It develops habits of selfdirected and selfcontroled effort; cooperation,\ndustry, thrift, loyalty to group, obligation to task, and justice.\n\nin¬\n\n5. It interprets the fundamental principles of economic and industrial organiza¬\ntion thus saving him alike from unreasoning radicalism and unreasoning conserva¬\ntism.\n6. It increases the technical efficiency of young workers.\n7. It involves vocational guidance, selection, training, placement,\nas essential elements of a program of partime education.\n\nand followup,\n\nOrganized effort to secure a better adjustment between the jobs there are\nto be done and what an individual man or woman wants to do and can do\nis a contribution to education, to industry, and to the sum\nhappiness.\n\ntotal of human\n\n"}
{"page": 956, "printed_page": null, "text": "952\n\nNational\n\nEducation\n\nAssociation\n\nTHE PLACE OF THE FUTURE FARMERS OF AMERICA IN\nTRAINING FARMERS OF TOMORROW— ABSTRACT\nD. M.\n\nCLEMENTS,\n\nSTATE\n\nSUPERVISOR\n\nOF\n\nVOCATIONAL\n\nAGRICULTURE\n\nFOR\n\nTENNESSEE\n\nFor more than ten years men everywhere in this nation have been seek¬\ning a tie that would bind into permanent solidarity the vocational agricul¬\nture boys of the, nation. They have it in the Future Farmers of America.\nThis organization has welded the loyalty of the American farm youth and\nthe result has been the almost immediate amalgamation of the vocational\nagriculture boys of all the states of the Union. What is expected of the\nfarmer of tomorrow?\n1. He must know the laws of health and obey them\n2. He should be a man of good morals and sterling character\n3. He should be a man who can plan his work and work his plan\n4. He should have the necessary technical information to be a success\n5. His ideas and plans must be practical\n6. He must be skilful in the operations of the jobs that are demanded of him\n7. He must possess the qualities of a leader\n8. He must be trained to be able to appreciate those finer things in life such as\nmusic, literature, and art\n9. He must be a man who takes pride in everything of his own and the things\nwhere his community is concerned\n10. He should possess a spirit of cooperation\n11. He must be thrifty in its true sense\n12. He must be a good business man.\n\nThe\n\nFuture Farmers\n\nof America\n\nknow\n\nwhat is expected of them and in\n\nperfecting their organization at its first official meeting in Kansas\n\nCity,\n\nMissouri, in 1928, they set forth the following objectives and purposes as\nguideposts to lead them into the realization of what is expected of them:\n1. To promote vocational\nUnited States\n2. To\n3. To\n\neducation\n\nin agriculture in the public schools of the\n\ncreate more interest in the intelligent choice of farming\ncreate and nurture a love of country life\n\n4. To encourage recreational and\ntional agriculture\n5. To promote thrift\n6. To strengthen the confidence of\n7. To encourage cooperative effort\n8. To promote scholarship among\n9. To develop rural leadership.\n\neducational\n\noccupations\n\nactivities for students\n\nin voca¬\n\nthe farm boy in himself and his work\namong students of vocational agriculture\nstudents of vocational agriculture\n\nThe world has set up its expectations of the farmers of tomorrow. The\nFuture Farmers of America as an organization has set up its code of life on\nwhich it expects each member\npectations.\n\nto build his life to be able to meet the ex¬\n\n"}
{"page": 957, "printed_page": null, "text": "A STATE\nT. E. BROWNE,\n\nDepartment\n\nof Vocational\n\nPROGRAM\n\nIN VOCATIONAL\nABSTRACT\n\nSTATE\n\nDIRECTOR\n\nOF VOCATIONAL\n\nEducation\n\n953\n\nEDUCATION-\n\nEDUCATION,\n\nRALEIGH,\n\nN. C.\n\nThe philosophy of vocational education is based upon the fundamental\nfact that it is the duty of the state to provide educational facilities for all\nits people regardless of age, color, or creed; and that these educational\nprovisions should be made to meet the varying needs of the entire group.\nMoreover we now know that any person learns a thing with the greatest\nreadiness and facility at the time there is a felt need.\nBased upon this philosophy and these tenets of education I hold that the\nprogram for vocational education comes more nearly rounding out our edu¬\ncational offerings than anything yet inaugurated.\nLast year I took twenty rural high schools in North Carolina without\nany vocational work, and twenty with vocational courses and checked the\nattendance and graduation records over a period of ten years. I selected\nschools of as near the same size and identical environmental conditions as\npossible. I found\n\nthat the enrolment\n\nand the attendance\n\nvocational courses had increased by a much\n\nin those with\n\nlarger percentage\n\nthan the\n\nothers and that the percentage graduating had increased tremendously. The\ngetting power and the holding power of the schools had been increased\nenormously by the introduction of vocational courses. From the standpoint\nof sound educational philosophy as well as from the standpoint of educa¬\ntional efficiency we have proved the case of vocational education.\nPresident Hoover has said in substance that vocational education must\njustify itself on the basis of the increased earning power of those it serves.\nI believe it is the duty of the state to provide in its public school system\nvocational training for every man, woman, and child who is ambitious to\nimprove his earning power. Increased earning power is the means, and in\nmost cases of the working classes, almost the only means of attaining that\nlarger, fuller life, higher social status, and that enriched spiritual existence\nto which our people are entitled.\nOur southland is fast becoming an industrial section. We have so many\nnatural advantages that this is inevitable. This change may be utilized to\na tremendous advantage if we seize the opportunity. The bringing of these\nlarge industries into the south will absorb this surplus farm labor provided\nwe train these people through vocational classes in trades and industries to\nman\n\nthese positions. Modern\n\nindustry requires -skilled labor. Our\n\nsouth¬\n\nern stock, largely Anglo-Saxon, has the native ability, they only require\nvocational training. Any state which fails to recognize this obligation may\nfind itself with industry bringing into the south the labor to supply this\nneed, crowding out the southern labor for which we so much need em¬\nployment, and bringing about labor conditions which may not be so peaceful.\nMay I take just a few minutes to speak of that phase of a state program\nwhich is so near to my heart, that of homemaking. Every girl, no matter\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNational\n\nEducation\n\nAssociation\n\nwhat her station in life, should be given a course in home economics. If all\nwere going to college, perhaps it would be best for it to be deferred, but so\nsmall a percent go that we cannot wait.\nIf vocational training in order to produce a skilled worker is desirable\nfor the physically sound, it is even more necessary for the physically handi¬\ncapped. The purpose of this department is to find, train, and satisfactorily\nplace in remunerative employment the state’s handicapped civilians, who\nare of employable age. George West came to us with both legs off, a wife,\nand four little children, a pauper. We bought him legs, a Sunday School\nclass took care of his family. Then we trained him in shoe repairing, and\ntoday he is operating the only electric shoe shop in Farmville, N. C., earn¬\ning a good living for self and family, a happy independent member of\nsociety.\nA state program in vocational education should be so organized that\ntraining facilities for all it!fe citizens desiring to increase their earning\nability may be given the opportunity. Care must be taken that no one de¬\npartment, even with the human appeal of civilian rehabilitation, be pro¬\nmoted to the detriment of another.\n\nTHE\n\nH.\n\nSUPERVISION IN AGRICULTURAL EDUCATION\nCOMPARED TO THE SUPERVISION IN GENERAL\nED UCA TI ON— ABSTRACT\nC. FETTEROLF,\nDEPARTMENT\n\nDIRECTOR\nOF\n\nOF\n\nPUBLIC\n\nAGRICULTURAL\nINSTRUCTION,\n\nEDUCATION\n\nOF\n\nHARRISBURG,\n\nPA.\n\nAS\n\nTHE\n\nUntil a decade and a half ago our rural high schools offered to the farm\nboys and girls of this country only an academic\n\nor college preparatory\n\ncourse. Many of the subjects taught to the farm boys and girls were un¬\ninteresting and contributed little in preparation for the occupation the\nmajority of the class would follow.\nThe subjectmatter in vocational agriculture is new. The teacher who\nconfines his instruction to the question and answer plan is soon doomed to\nfailure. The supervisor must get tangible results. His instruction by\nmany in the community is looked upon as an experiment. Instruction in\nvocational agricultural education requires the close cooperation of parents.\nWhere the parents are progressive and believe in the modern methods of\nfarming, the finest kind of relationships are established between the school\nand the home.\n#\nOn the other hand, general education is standardized. The subjectmatter in general education has accumulated for many years. It has been\nimproved upon from time to time and vitalized by different methods of\napproach and presentation. The content of instruction in history and\ngeography would be practically the same in New York as in San Francisco,\nwith the exception of the local history and local geography. The same is\ntrue of other academic subjects.\n\n"}
{"page": 959, "printed_page": null, "text": "Department\n\nof Vocational\n\n955\n\nEducation\n\nBecause of the large amount of state and federal aid involved and the\ncoordination of the instruction in the classroom with the work on the home\nfarm, vocational agricultural education needs closer supervision than other\ntypes of education.\n\nINFLUENCE OF AGRICULTURAL EDUCATION\nSTANDARDS AND METHODS OF GENERAL\nEDUCA TION— ABSTRACT\nW.\n\nH.\n\nLANCELOT,\n\nHEAD,\n\nIOWA\n\nDEPARTMENT\n\nSTATE\n\nCOLLEGE,\n\nVOCATIONAL\nAMES,\n\nUPON\n\nEDUCATION\n\nIOWA\n\nI suspect the implication of my subject may not be quite clear. I mean\nby it that agricultural education, particularly of the vocational type, seems\nto me actually to be exerting a considerable influence upon general educa¬\ntion, and further that this influence will in my belief wax still greater in\nthe future.\nThose who have taught vocational agriculture have from the beginning\nfaced the hard necessity of making their teachings function visibly and\nimmediately in the lives of their boys — and presently in the lives of their\nrespective communities.\nIt is true of agriculture teachers as of few others that they traffic not in\ninformation but in thought. To them the learning process is not a process\nof memorization but of thinking. Their normal product is not a mass of\nstored information\n\nbut an active, thinking mind\n\nequipped with the facts\n\nthat it needs and able to find others when wanted. In this respect, agri¬\ncultural education occupies a position nearly unique in the educational field.\nTeachers of vocational agriculture see to it that their students are con¬\nstantly brought face to face with worthwhile, true-to-life problems coming\neither out of their own projects or out of the life and work of actual farm¬\ners. It follows that the boys are constantly kept getting the facts, putting\nthem in logical order, and deducing the reasonable conclusions therefrom.\nIf we examine the problems which are used we find that they are of\nthree kinds or classes. There are some which lead, and are meant to lead\nto the discovery of principles or general truths previously unknown to the\nstudents and therefore new to them. There are others which require\nchoices or decisions between two or more alternatives. And finally there is\nstill another group which requires the making of plans for the attainment\nof a desired purpose or end. All represent socalled purposeful thinking;\nyet it is apparent that the purposes or ends are entirely different in the\nthree cases.\nThese\n\nare the precise things that vocational agriculture is doing.\n\nOut\n\nof agricultural education has come the project method ; in agricultural edu¬\ncation the procedure is from the concrete to the abstract; it places proper\nemphasis upon the external as distinguished from the internal relation¬\nships of the subject ; it refuses to employ methods of the elementary grades\nin teaching high-school boys ; it seriously endeavors to make\n\nthe learning\n\n"}
{"page": 960, "printed_page": null, "text": "956\n\nNational\n\nEducation\n\nAssociation\n\nprocess a thinking process; it seems to have revealed a threefold aspect of\nhuman thinking that cannot fail to render future training for this process\nfar more effective and fruitful than it has been in the past ; and it has ap¬\nparently shown us what should be the nature of such training if it is to\nfunction as it should in the lives of the men and women of the future.\nWhat\n\nshall be the sum\n\nof these influences upon\n\ngeneral education in\n\nAmerica I am not prepared to say. To me it seems destined to be very\ngreat. At any rate, one thing is clear. The influence in any given school\nsystem of a department devoted to the principles, standards, and methods\nwhich have here been discussed can hardly fail to be of constant and lasting\nbenefit to the system as a whole.\n\nAN AGGRESSIVE\nH.\n\nG. KENESTRICK,\nOHIO\n\nPROGRAM IN ITINERANT\nTRAINING— A BS TRA C T\n\nASSISTANT\nSTATE\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nTEACHER\n\nAGRICULTURAL\n\nCOLUMBUS,\n\nEDUCATION\n\nOHIO\n\nThe program of itinerant teacher training in vocational agriculture in\nOhio was originally planned to include service to beginning teachers and to\nteachers of more experience who, for various reasons, seemed to need special\nhelp. Since the services of only one fulltime itinerant teacher trainer have\nbeen available, it has been impossible during the past few years to give help\nto many teachers other than those who are in the first year of their work.\nIt has been the policy of the supervisory staff to depend almost entirely\nupon the itinerant teacher trainer for work with the beginning teachers\nduring their first year although wherever possible one supervisory visit to\nthe beginning teacher is made late in the year. In connection with the\nplacing of this responsibility for assisting the first year teacher, has come\nthe companion policy of permitting the itinerant teacher trainer great free¬\ndom in working out his own visitation schedules to meet the most urgent\nneeds of the members of the group with whom he is working. Under this\nsystem it has been possible to plan a visitation schedule several weeks in\nadvance and to adhere to it quite regularly with the exception of occasional\nemergency calls.\nPrior to each visit the itinerant teacher trainer secures from the super¬\nvisory staff any information that may have bearing on the needs of the\nteacher and the situation in which he is working. The records and reports\nfiled in the state supervisor’s office are, of course, available and these to¬\ngether with personal conferences, give a great deal of information concern¬\ning the situation which will be met in the field.\nVery soon after the beginning teacher is located in his new position he\nreceives a letter explaining the interest of the supervisory and teacher train¬\ning staffs in helping him, and his attention is called specifically to the serv¬\nice available through the itinerant teacher trainer. As soon as possible\nafter the teacher begins work, and practically always before the opening of\n\n"}
{"page": 961, "printed_page": null, "text": "Department\n\nof Vocational\n\nschool, he is visited. At this time the new\n\nEducation\n\n957\n\nteacher usually feels quite\n\nkeenly the need for specific advice on the job of teaching vocational agri¬\nculture as it applies to the particular situation in which he is working.\nThe ability of the itinerant teacher training service to furnish these sug¬\ngestions helps to develop the feeling that there is a strong interest in the\nnew teacher’s success and a desire to help him in every way possible. This\nearly visit makes possible the avoidance of many mistakes on the part of\nthe beginner and enables timely suggestions to be made on the best direc¬\ntion of energy in the development of a program which is ordinarily so large\nthat a careful selection of the activities to be emphasized must be made.\nIt is customary to notify the teacher in advance of visits to be made.\nIt is felt that more good can be done by observing the work of a teacher\nat its best and trying to help in its improvement than by taking him by\nsurprise. Above all the teacher feels that he is not being inspected but is\nbeing visited for the purpose of actual assistance.\nIt is highly important that each visit in the itinerant teacher training\nservice have a specific purpose. By careful attention to the correspondence\nand to reports filed it is possible to time these visits in many cases accord¬\ning to special interests or special needs of the teacher.\nIt is somewhat more difficult for the itinerant teacher training service to\nbe of actual help to the teacher in the organization and presentation of the\nparttime and evening class courses for the older boys and for adults. Since\nthe meetings of these two groups are more infrequent than those of the\nhigh school groups it is rather difficult to time visits so that actual class\nteaching can be observed. On the other hand it is frequently possible to\noffer helpful suggestions on the organization of courses and the set-up of\ndesirable supervised farm practise to be undertaken by students enroled\nin the short course work.\nTo balance the program of help to the beginning teacher just as his\nwhole program must be balanced, it is necessary for the itinerant teacher\ntrainer to discuss with him the community service phase of his activities.\nWith each beginning teacher is discussed his proposed program of work in\nterms of the goals set up by the group as a whole. This lends definiteness\nto the discussion which might otherwise be rather unorganized.\nFollowing each visit the itinerant teacher trainer files with the state\nsupervisor a written report of the conditions found and the work done\nwith the teacher. This makes possible a careful coordination of the activ¬\nities of all agencies which are interested in helping the beginning teacher\nto get a successful start. It is, of course, a practise in itinerant teacher¬\ntraining work to confer with the local superintendent of schools concern¬\ning the points in which the teacher needs help.\nIn addition to the personal visits some service is given by the itinerant\nteacher trainer by personal correspondence where teachers desire it.\nBack of the whole plan is the idea that the beginning teacher should\nlook upon the itinerant teacher trainer chiefly as a helping teacher who is\ninterested in bridging the gap between the teacher’s training in college and\n\n"}
{"page": 962, "printed_page": null, "text": "958\n\nNational\n\nEducation\n\nAssociation\n\nthe actual responsibility of a job which is so varied in its demands\n\nthat it\n\ntaxes his ability to the utmost. Through this service it is possible to de¬\nvelop the idea in the minds of teachers that even after they become part\nof the public school system, under its direction and supervision, the institu¬\ntion which trained them still has an interest in their success and is anxious\nto assist in the continued growth which must take place in teachers as well\nas students.\n\nTHE\n\nCASS TECHNICAL\n\nBENJAMIN\n\nF. COMFORT,\n\nHIGH SCHOOL\nABSTRACT\n\nPRINCIPAL,\n\nCASS\n\nDETROIT,\n\nMICH.\n\nOF DETROIT-\n\nTECHNICAL\n\nHIGH\n\nSCHOOL\n\nThe Cass Technical High School was started in January, 1907, by re¬\nmodeling the third floor of the old Cass Primary School Building, erected\nin 1860 and named after General Lewis Cass, Michigan’s foremost citizen\nand statesman. Year by year new and attractive courses were added —\ncommercial, mechanic arts, and science — so that in 1910 we had 1000 stu¬\ndents and a new building, which cost, without the land, $275,000. The\nland had been donated by General Cass in 1860 for educational purposes.\nWe, then, for the first time, called it “The Cass Technical High School.”\nContemporaneously with this inception of technical education came De¬\ntroit’s wonderful growth in the automotive industry. The technical high\nschool had an ambitious program set before it, namely, to train our boys\nand girls in the day and the adults at night to fit into the jobs which a\nthrobbing industry demanded. We correlated the demands of industry\nand commerce with work taught in the school. For five years, 1912 to\n1917, we employed three men, graduates in engineering and experienced in\nteaching, who interviewed the presidents, managers, superintendents, fore¬\nmen, and men on the machines to learn what they wished to be taught, in\norder to advance men on the job. These teachers made elaborate notes,\ngathered around a table and outlined to the school authorities the necessary\nclassroom work. These experts taught in the afternoon and evening in\norder to develop what the workers demanded. The experience of the\nteachers of the men at night was adapted and applied to the boys and girls\nin the day courses.\nAlong with the advent of mechanical and commercial training in Detroit\npublic schools, we established partime courses in the Cass Technical High\nSchool in 1913 when the state law advanced the compulsory school age to\nsixteen and seventeen years and by 1918 we had classes attending eight\nhours per week. The work undertaken was in great demand among young\nand old; and in 1917 we had 2200 day students and 500 in the evening.\nThe building was planned for 1200 and we showed conclusively that an\nadequate new building was imperative.\nFrom 1915 to 1919 we launched six campaigns for funds to carry out\nour building program which resulted in the completion in 1922 of our\n\n"}
{"page": 963, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n959\npresent new layout costing for land, building, and equipment approximately\n$5,000,000.\nIn 1918 the High School of Commerce became independent, and in 1920\nthe Boys and Girls Continuation was launched on its own basis and now\nhas two independent buildings. Each of these former divisions of the Cass\nTechnical High School has its own principal and its own corps of teachers.\nThese facts have been recited to show that the Cass Technical High\nSchool, besides maintaining its own solidarity, has nurtured and developed\ntwo other institutions, which\ninterests.\n\nTHE\nLOGAN\n\nAPPRENTICE\nM.\n\nserve Detroit’s industries and\n\nSCHOOL OF THE\nABSTRACT\n\nANDERSON,\n\nSUPERVISOR\n\nOF\n\nOF\n\nLAKESIDE\n\nPRESS,\n\nTHE\n\nFor administrative\n\nLAKESIDE\n\nTRAINING,\n\nPRESS-\n\nAPPRENTICE\n\nCHICAGO,\n\nreasons, the training program\n\nbusiness\n\nSCHOOL\n\nILL.\n\nis divided into two\n\nparts: a pre-apprentice school where typesetting, elementary presswork,\nand the related subjects are taught, and the apprentice school proper, the\nlatter a decentralized program of training on the job under the joint super¬\nvision of line executives and training department staff. During the pre¬\napprentice period the boy is assigned to light factory and office work for\none-half of his time and attends the pre-apprentice school the other half.\nHere he learns the fundamentals of printing, develops the skill necessary\nto successful productive work, and gets basic training in printer’s English,\nprinter’s arithmetic, and design. The pre-apprentice course takes from six\nto twelve months to complete, depending upon the age and ability of the\nboy, at the end of which time he has a good foundation in printing skill\nand printing knowledge.\nIt has been found inadvisable to shorten the period of apprenticeship on\naccount of high-school work, except in the pre-apprentice school where the\nwork is on an individual basis. The high-school graduate however earns\n$400 a year more during his apprenticeship than the eighth-grade graduate.\nThe apprenticeship proper begins when the boy is transferred from the\npre-apprentice school to fulltime factory work under the supervision of\nforeman and shop instructors. Every precaution is taken to give the ap¬\nprentice complete training within the department to which he is assigned.\nThe apprentice period is five years in all departments.\nApprenticeships are offered in fourteen trades, including twenty-one\nsubtrades. Basic for all trades is the pre-apprentice course in typesetting\nand related work. It is thought that no boy can have a very broad under¬\nstanding of printing without the foundation of typesetting. Moreover, the\nwork in composition affords an opportunity to discover in a comparatively\nshort time the boy’s attitude and aptitude for the work.\npetent or inept are eliminated in the pre-apprentice period.\n\nThose\n\nincom¬\n\n"}
{"page": 964, "printed_page": null, "text": "960\n\nNational\n\nEducation\n\nAssociation\n\nThe department is staffed by three professional educators, a librarian, two\nfulltime trade teachers, and fifteen shop instructors and foremen devoting\nall or partime to apprentice instruction. All shop teachers are selected be¬\ncause of special ability in their trade and because of their ability to teach\nit. Most of our present shop instructors are themselves graduates of the\nschool. The three professional supervisors are graduates of departments\nof education at Chicago and Wisconsin. All have had special training and\nexperience in research and in industrial education.\nThe greatest single factor in successful trade training is selection. Hence,\nwe exercise great care in this function. Above all, we want intelligence.\nWe cooperate with every agency of the public schools in getting into con¬\ntact with the able, stable pupil. The vocational advisors of the Chicago\nschools usually recommend a lad to us. He then files an application blank\nwhich gives complete information as to family history. A transcript of his\ngrades is sent us from his high school. We give the applicant the Otis\nselfadministering test of mental ability and the Stillings color vision test.\nWe hire no boy whose IQ is less than 95, or who misses more than six\nnumbers in the color vision test. In 1926, before tests were used as part\nof hiring routine, we hired three boys for our pre-apprentice school to each\none that was placed in permanent factory apprenticeship. Last year we\nhired only one and one-half boys for each one placed in permanent appren¬\nticeship. As we get more confidence and experience in testing we shall\nprobably better even that mark. Not all this improvement\ning but we feel that a good share of it is.\n\nis due to test¬\n\nThe first class of boys, fourteen years of age, who began in 1908, gradu¬\nated in 1915. Since then a total of 200 young men have completed the\ncourse and have attained journeyman rank. Of these eighty percent are\nstill employed with us. Thirty-five have been promoted to executive posi¬\ntions either in the production departments or the offices. These rank from\nassistant to the. general manager and head of the estimating department,\nthrough the various positions of salesmen, planners, foremen, and shop in¬\nstructors. Inasmuch as no graduate has reached his thirty-fifth birthday,\nthe value of his training to the boy and to the company is apparent.\n\nTHE WILLIAM\nINSTITUTE\nR. T. CRAIGO,\n\nHOOD DUNWOODY\nINDUSTRIAL\nOF MINNEAPOLIS— ABSTRACT\n\nASSISTANT\n\nINDUSTRIAL\n\nDIRECTOR,\nINSTITUTE,\n\nTHE\n\nWILLIAM\n\nHOOD\n\nMINNEAPOLIS,\n\nMINN.\n\nDUNWOODY\n\nDunwoodv Institute is a privately endowed industrial and trade school\nwhich was founded in 1914 by the man whose name it bears. In invested\nfunds, buildings, and equipment, it has an endowment of about $7,000,000.'\nGenerally speaking, the aim of Dunwoodv Institute is to help persons\nover sixteen years of age to earn and to learn. Two distinct groups are\nserved. On the one hand, the youth or man dropping out of grade school,\n\n"}
{"page": 965, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n961\n\nhigh school, or college is given the occupational knowledge\n\nand skill which\n\nare necessary in order that he may enter some wage-earning job to advan¬\ntage. On the other hand, experienced workers are given additional skill\nand knowledge in the occupations they are already following, so that they\nmay meet the demands of their present jobs and fit themselves for pro¬\nmotion and better wage. The first of these two groups is served by the\nall-day or preparatory school, while the needs of the second are met\nthrough partime, cooperative, dull season, and evening extension classes.\nIn the teaching of habit psychology the school firmly believes. Further¬\nmore, it also believes that it is the business of the Institute to give learners\nhabits of thinking and doing which they can use in their respective lines of\nemployment. As a result, the whole policy, procedure, and methods of\nthe institution are based on the idea that students learn best to do by do¬\ning; they learn best to think by thinking of real shop problems; the best\ntime for them to learn anything is when they need it, and the best way to\nunderstand and retain knowledge is by using it.\nAmong other policies and devices which have been set up for carrying\nout this learning by doing scheme, the following are used : In every way\npossible, lecture method of instruction is avoided. In its place there have\nbeen substituted the class discussion, the conference, the demonstration, the\nproject, and the job methods of training in habits of thinking and doing.\nSince one habit must be built on top of another, the experiences through\nwhich the learner goes are arranged in sequential order to secure the best\neducative results.\nAll effective vocational education requires a combination of theory and\npractise, of doing and thinking about the doing, of real experience plus its\ninterpretation. In the day school this real experience is secured through\nshops operated on a commercial basis. In the evening school the learner\nbrings this experience with him as an extension student who has been em¬\nployed in the kind of work for which he seeks extension training.\nNo attempt is made to teach general or abstract knowledge as such but\nonly applied knowledge in connection with its use to get something done.\nThe test of a student’s ability and progress is his ability to use the skill\nand knowledge he has been taught.\n\nTHE\nORA\n\nGIRLS' TRADES AND TECHNICAL HIGH\nOF MILWAUKEE— ABSTRACT\nA. BLANCHARD,\nPRINCIPAL,\nHIGH SCHOOL,\n\nTHE GIRLS’’ TRADES\nMILWAUKEE,\nWIS.\n\nAND\n\nSCHOOL\nTECHNICAL\n\nThe Girls’ Trades and Technical High School of Milwaukee is an all¬\ncity school organized in 1909 in response to a demand on the part of parents\nand employers for special training in productive occupations and industries\nto take the place of the old apprenticeship system.\nThe present organization is a junior and senior high school with the\ntwo-year trades course and two-year commercial\n\ncourse for girls who\n\nhave\n\n"}
{"page": 966, "printed_page": null, "text": "9b2\n\nNational\n\ncompleted\n\nthe eighth grade.\n\nEducation\n\nAssociation\n\nEvery girl who\n\ncomes\n\nto this school must\n\ntake English for four semesters and a minimum of twenty-four weeks, two\nperiods a day, of homekeeping. She must also take a minimum of twentyfour weeks, two periods a day, of needlework in some form. She must\nhave a minimum of twenty-four weeks of drawing, and twenty-four weeks\nof physical training in alternation with music for appreciation.\nThe junior high-school organization follows the standard subjects re¬\nquired in the seventh and eighth grades of the grammar schools or other\njunior high schools. In addition a girl may have three periods of sewing\nor millinery and one period of gymnasium and music ; or she may have two\nperiods of homekeeping and two periods of sewing. Not having room, we\nhave not taken the average seventh grade girl, but have given the oppor¬\ntunity to the girl who does not fit into the regular standard grade because\nof retardation due to various reasons. We can do something for that girl\nwhich the grade school cannot do. With these girls we have to spend con¬\nsiderable time in adapting programs to meet individual differences. An\nincreasing number go on into the ninth grade to work for their junior high\nschool diploma. Two thirds of last semester's class are remaining in\nschool this semester. This shows the value of adapting the work to the\nneeds and interests of the individual.\nThe\n\ntwo-year trades course is trade sewing or millinery four periods a\n\nday ; one period a day of English ; twenty-four weeks each of textiles, busi¬\nness arithmetic, penmanship, spelling, applied art, and design ; twenty-four\nweeks of homekeeping, devoted to home management, food preparation\nand serving, and home nursing. A diploma is given for the completion of\nthis course.\nThe difference between the technical high school and two-year trades\ncourses is two periods a day of needlework for four years and the required\namount of academic subjects, rather than the four periods a day of needle¬\nwork and the minimum amount of academic work for two years.\nWe cannot see why a girl who completes four years of high-school work\nwith a major industrial program, and academic subjects covering the prob¬\nlems of the community of which she is a member, is not entitled to a diploma\nearning as much prestige as a diploma in a course in medieval, English,\nand modern history. Will not a girl finishing such a course be as well\nfitted to solve her problems as the girl completing the history course?\nThe four-year vocational music course is planned to give pupils who\nhave had musical training previous to entering the school the opportunity\nto continue that training. Instruction is given in orchestra, band, vocal,\nand glee club work ; in harmony, history, and appreciation. The four-year\ncommercial arts course includes lettering for showcards, posters, illumina¬\ntion, design used in different crafts, stenciling, block printing, batik, jesso,\npottery, bookbinding, poster making, costume design, and interior decora¬\ntion. The four-year science course is definitely planned for girls who wish\nto become technicians and laboratory workers. 7 his course or subjects in\nit may be elected by girls in any other course.\n\n"}
{"page": 967, "printed_page": null, "text": "Department\n\nIn June, 1926, so many\n\nof Vocational\n\n963\n\nEducation\n\nparents inquired whether\n\ntheir daughters could\n\nhave the opportunity to meet college entrance requirements at the Girls’\nTrades and Technical High School that we added electives in mathe¬\nmatics, history, and foreign languages.\nIn the seventeen years in which we have been placing girls in positions,\ntrying to fit the personality of the girl desiring to work to the require¬\nments of the employer desiring an employee, no employer ever has asked\nfor a girl’s scholarship. Employers have invariably said, “I want someone\nwho is reliable.” In trying to meet the seven cardinal aims of education\nwe have tried to develop the four demands of the business world — -reliabil¬\nity, initiative, resourcefulness, and accuracy.\n\nTHE\n\nMILWAUKEE\n\nROBERT\n\nL. COOLEY,\n\nVOCATIONAL\nDIRECTOR,\n\nSCHOOL— ABSTRACT\n\nMILWAUKEE\n\nMILWAUKEE,\n\nVOCATIONAL\n\nSCHOOL\n\nWIS.\n\nThe Milwaukee Vocational School is an outgrowth of the compulsory\npartime school law of Wisconsin. In all of our cities there are a certain\nnumber of people in the elementary schools and in the high schools and in\nthe colleges on fulltime school atttendance. The three groups mentioned\nrange in age from 6 to 14 years for the grammar group, 14 to 18 for the\nhigh school group, and 18 to 22 or 23 for the college group. Therefore, if\none were to subtract from the total population under 24 years of age (bar¬\nring the infants wTho have not yet entered school) the number who are\nactually in school attendance in these respective groups we would find a\ngreat out-of-school population employed or seeking employment over the\nage of 14 and under 24.\nIn view of that situation Wisconsin passed what was known as an act\nestablishing the continuation school. The continuation school might be\ndivided into two parts. The group under 18 years of age who are on a\nprogram of compulsory partime school attendance ; those under sixteen who\nare on a program of half school and half work; and those over sixteen and\nunder eighteen on a program of at least one day school attendance each\nweek. The second group consists of those over eighteen who are in volun¬\ntary school attendance, largely at night, but also admitted to voluntary .\nday attendance.\nOur law plans for school attendance for this entire group without age\nlimit for voluntary attendance except that they must be over fourteen ; but\nthere is a further provision in the law which makes the partime school\nattendance under eighteen compulsory, but in no wise restricting the\namount of voluntary attendance.\nThe compulsory feature of the law is calculated to obtain for these young\nfolks the privilege of school attendance. Without this law they would be\nunder the compulsion to go to work fulltime.\n\nThe whole thing was called “Continuation” school. This name con¬\ntinued until 1917 when by act of the legislature the name was changed to\n\n"}
{"page": 968, "printed_page": null, "text": "964\n\nNational\n\nEducation\n\nAssociation\n\n“Vocational” school. There is nothing in the law which limits these\nschools in their administration to the purely vocational. The greatest\nliberty is admitted to administrators and it was obviously the intention of\nthe framers of the law that the young people of the groups which we have\nmentioned should have their situation studied and analyzed and the school\nauthorities should be free to do what the result of this study indicated as\n'\nnecessary.\nIn order to assure the financial support necessary to carry out this work\nand to gain for it that segregation which would assure the careful analysis\nand study of its objectives and necessary methods, there was established for\nthis institution a separate administration. The board under which it oper¬\nates consists of two employees of less than foreman rank, two bona fide\nemployers of labor, and the superintendent of schools.\nIt is provided that this board shall have the freedom to act so far as the\nfinancial support is concerned within the limits of 1)4 mills upon\nassessed valuation of the entire city.\n\nthe\n\nWe are committed to the ideal of the promotion of cooperative arrange¬\nments with industry for both the boys and the girls. In the case of the\ngirls we emphasize the homemaking courses, although we do, to the extent\nto which there is a demand for it, meet the problem of training girls for\nspecific duties in industry. Likewise attention is given to the homemak¬\ning training for boys, although the bulk of their work consists of their\ntraining for the problem of earning a living.\n\nHOW CAN HOME\nUNITED STATES\nADELAIDE\nFEDERAL\n\nECONOMICS EDUCATION IN THE\nSERVE DEMOCRACY ?— ABSTRACT\n\nS. BAYLOR,\n\nCHIEF,\n\nBOARD\n\nVOCATIONAL\n\nFOR\n\nHOME\n\nECONOMICS\nEDUCATION,\n\nEDUCATION\n\nSERVICE\n\nWASHINGTON,\n\nD. C.\n\n“The State is being made daily and hourly by the activities of its citi¬\nzens.” This statement is profoundly true in a democracy where every\nindividual counts. It therefore behooves democracy to provide for the de¬\nvelopment of high types of citizens. To this end it has organized and is\nsupporting public schools, with training for citizenship as a major objec¬\ntive. An outstanding agency, however, whose influence is unsurpassed in\nfashioning the behavior patterns of the citizens, has been given entirely too\nlittle consideration by the State. In the United States this agency is the\nAmerican home, in which attitudes, points of view, standards of living,\nhabits of conduct, cooperation, and ideals formed in early childhood persist\nthroughout life. President Hoover has declared that “The greatness of\nany nation, its freedom from poverty and crime, its aspirations and ideals,\nare the direct quotient of the care of its children.” This care rests with the\nAmerican home, which not only protects, guides, and trains the children,\nbut keeps the adult fit to serve his nation as a producer, consumer,\nround citizen.\n\nand all¬\n\n"}
{"page": 969, "printed_page": null, "text": "Department\n\nof Vocational\n\n965\n\nEducation\n\nThe objective of home economics education is to train children and adults\nfor better participation in home life. Its function is to educate people how\nto properly feed, clothe, and shelter themselves, how to spend incomes effec¬\ntively, how to establish good standards of family life, how to care for and\ntrain children in the home, and how to live in wholesome family relation¬\nships. A democracy needs citizens with health and mental vigor, who are\nselfsupporting and socially adjusted. No group of subjects in the schools\ncan make a more effective contribution to the development of just that\ntype of democratic citizenship than home economics.\nTo best serve democracy, the content of home economics education should\nbe based on an analysis of responsibilities, the discharge of which are essen¬\ntial to effective family life in a home which is conceived of as a dynamic and\nnot a static institution ; the selection of content determined by the actual\nrather than theoretical needs of individuals and groups to be instructed ;\nthe methods adapted to the background of training and experience in the\ngroup ; and an evaluation of the instruction determined by its effect upon\nthe individual and upon home and family life. Have those instructed ac¬\nquired better food and clothing habits? Are their homes healthier and\nhappier? Do they realize more fully the relation of individual and home\nstandards to those of the democracy? If so, home economics is rendering a\ntimely and greatly needed service to the cause of democracy.\n\nA VIEW\nW.\n\nOF THE PROGRAM OF VOCATIONAL\nIN AGRICULTURE— ABSTRACT\nF. STEWART,\nOHIO\n\nPROFESSOR\n\nSTATE\n\nOF\n\nUNIVERSITY,\n\nAGRICULTURAL\nCOLUMBUS,\n\nEDUCATION\nEDUCATION\n\nOHIO\n\nBefore we observe the work of a teacher of agriculture in a department\nin any given high school, it is worth a moment’s time to learn where this\nteacher has been trained and how the department in the high school has\nbeen created. The responsibility of training teachers of agriculture has\nbeen quite universally assigned to the college of agriculture of the respec¬\ntive states. Here students interested in the field of agriculture are enroled. In practically all institutions a field of specialization is chosen by\neach student at least early in the junior year. At this time those desiring\nto teach upon graduation establish their major in the department of agri¬\ncultural education. Their training includes professional courses, technical\ncourses, and two or more years of farm experience as a basis for the prac¬\ntical point of view in agriculture. The teacher now on the job has de¬\nveloped in his training a view of his job which centers around four major\nactivities.\nThe first activity, teaching high school classes, centers around certain\nunderlying principles which have been found to be effective. The content\nof any particular unit or course is determined first of all by the agricultural\npractises of the community and by the potential practises or needs which\nare ascertained by farm surveys or at least representative samplings. Within\n\n"}
{"page": 970, "printed_page": null, "text": "966\n\nNational\n\nEducation\n\nAssociation\n\nany particular enterprise which is found to be of importance, job analysis\nis applied extensively and within each job functioning subjectmatter is con¬\nsidered from the standpoint of managerial problems or decisions which the\nfarmer must make preparatory to doing the job and the manipulative or\noperative steps, involving skill in varying degrees.\nThe second phase of the teacher’s job is teaching through supervised\npractise. We recognize the justification of this procedure in terms of the\ntrite saying, “We learn to do by doing.” Here again the factor of interest\ndominates the selection of the enterprise which each boy carries on under\nthe supervision of the teacher and with the cooperation of the parents.\nAfter the enterprise, more commonly referred to as the home project, has\nbeen selected its success in any educational way seems to involve three fac¬\ntors, the managerial relationship of the boy to the project, his financial\nparticipation, and his participation in the necessary labor.\nIt is within the possibilities of a program of supervised farm practise that\neach boy shall find himself agriculturally during the period of his highschool career and establish himself in those farm enterprises in which his\ninterests prompt him to specialize.\nA consideration of the third responsibility, teaching the partime and eve¬\nning groups, involves a view of the now common program of continuing\neducation in its application to farm folks. The groups are roughly classified\nas the sixteen to twenty-five year group and the adult group beyond twentyfive years of age. Instruction for these farm folks is usually given in the\nhigh-school agricultural rooms, extends through a series of meetings vary¬\ning from ten to twenty-five sessions and centering around discussions of\nproblems of immediate concern to the group.\nIn community work, the last of the prescribed duties of the teacher of\nvocational agriculture, it should be noted that emphasis is placed not upon\nthe mere performance of the task but upon the educational opportunity\nwhich it offers. In other words the teacher is asked to promote these serv¬\nices not from the standpoint of being a community chore boy, but rather\na teacher in the community who should make every culling demonstration\nan occasion where several people learn how to cull poultry ; every parasite\ntreatment, an occasion wherein one or more farmers learn how to treat\ntheir livestock for parasites. Likewise in the group work of planning in¬\nstitutes and activities or arranging for corn and grain shows and commu¬\nnity tours, the educational features are to be stressed and leadership pro¬\nmoted at every opportunity.\n\nSOME\nJAMES\n\nSELECTED MANUAL ARTS PROGRAMS— THE\nJOHNSTOWN PROGRAM— ABSTRACT\n\nKILLIUS,\n\nDIRECTOR\n\nOF\n\nVOCATIONAL\n\nEDUCATION,\n\nJOHNSTOWN,\n\nPA.\n\nA good manual arts program rests upon more significant educational ob¬\njectives than the limited trade tryouts and experiencing necessary for further\ntraining in specific occupations. Although the skilled trades suggest certain\n\n"}
{"page": 971, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n967\n\norganized units or classes within the school the purpose of manual arts is\nto afford an opportunity to live through the handicraft experiences of civili¬\nzation, down to and including the modern machine and electrical age. Man¬\nual arts is therefore an appreciation, a cultural, and a utilization training\ncourse based upon a natural pedagogy that fits into the progressive educa¬\ntion theories of today. In fact, manual arts teachers can take great satis¬\nfaction in presentday tendencies to emphasize creative learning, pupil ac¬\ntivities, and individual technics. Such has been the methodology of the shop\nsince manual training began.\nThe most noticeable change in manual arts in this decade has been the\nwidening scope and the natural development by individual projects. In the\nrather artificial situation of a brick school in the heart of a crowded city,\nthe pupils go through the learning processes that once came about naturally\nby participation in the crafts and arts experiences of a less rapidly changing\ncivilization.\nSuch is the philosophy back of the Johnstown program. We have several\nshops in each of our three junior high schools. These typify the electric,\nmetal, automotive, printing and building construction trades. Our pupils\nrotate on an arbitrary basis from shop to shop for two years. Then they\nare permitted a tentative choice for one year. Manual arts are not com¬\npulsory after the ninth year. Our manual arts are closely tied up with\nguidance. We realize certain limitations. We are unable to touch many\narts and crafts that have made civilization possible. But, after all, who\nknows what is most worthwhile in education ? We at least put out pupils\nin situations where they do things, and we believe the outcome is learning.\nThe only danger is that the teacher imposes esoteric opinion, an error\ncommon to the teaching craft. The boys in our shops must unfold, de¬\nvelop, learn of themselves and the situations in which they find themselves.\nIf they can but learn to discover problems as well as solve them; if they,\nthemselves, learn to sense relationships, then indeed has the teaching-learn¬\ning situation been commendable.\nIt is not a criticism to suggest that education is an inexact science. If\nsociety could ever become stable ; if the economic foundation, the scientific\noutlook, the mechanical achievement, the cultural development of civiliza¬\ntion could stop, the educator would then catch up with his task and evolve\na program with a degree of permanence.\nWe\n\nhave attempted to put into the school life of today the opportunities\n\nthat in other days lay right at hand.\n\nXo doubt our boys are more fortunate\n\nthan those undirected boys of a former time and generation, if the proper\nsympathy and understanding can be applied.\nIf the teachers in our shops can work with the boys, as the boys used to\nwork\n\nwith each other; then instead of the continual telling, explaining,\n\nordering, can come a cooperative discovery of the problem, analysis of its\nneeds, and attempt at solution wherein the boys do the creative thinking.\nAs Dr. John Dewey\n\nsays, “The\n\nmethod\n\nof the teacher becomes a matter of\n\n"}
{"page": 972, "printed_page": null, "text": "968\n\nNational\n\nEducation\n\nAssociation\n\nfinding the conditions which call out selfeducative activity, or learning, and\nof cooperating with the activities of the pupils so that they will have learn¬\ning as their consequence.”\n\nTHE MANUAL ARTS PROGRAM IN THE JOLIET TOWN¬\nSHIP HIGH SCHOOL AND JUNIOR COLLEGE— ABSTRACT\nDREW\n\nW.\n\nCASTLE,\n\nVOCATIONAL\n\nDIRECTOR,\n\nJOLIET,\n\nILL.\n\nI wish to explain that the Joliet Township High School and Junior Col¬\nlege is entirely separate from the grade schools of the community. Under\nthe laws of Illinois, a high school may be organized with a separate board\nof education. The township high-school board has separate taxing powers\nfrom the one that administers the grade schools. The Township High\nSchool and Junior College serves the whole township of Joliet as contrasted\nwith the grade school district which is confined to a small portion of the\ntownship.\nAll of the vocational wrnrk is administered according to the provisions of\nthe Smith-Hughes Act. Three hours per day is spent in the specialized\nshop instruction, and three hours per day is spent in related English, mathe¬\nmatics, science, or drawing. Subsidy is received for all of this instruction\nexcept English.\nTwo courses, running parallel in each shop are offered. One provides\nfor four years of training and the other provides for two years of training.\nThe enrolments in the various shops are divided approximately half and half\nbetween these two groups.\nNobody has made a comprehensive survey to determine all of the char¬\nacteristics and qualities of the boys selecting shop courses as contrasted with\nthe boys who have selected the more academic and professional preparatory\ncourses. The only information we have available relates to native intelli¬\ngence. As might be expected, the level of intelligence of the shop group as\na whole is lower than that of the other groups. However, it is comforting\nto know that the intelligence of the group pursuing the four-year curriculum\nis slightly above the average of the school. That of the two year group,\nhowever, is not very high. This fact is creating many problems for which\nwe are hunting a solution.\nThe system of instruction used in the vocational shops is that usually en¬\ncountered in any school teaching trades. Practically all of the shops have\ninstruction sheets, information sheets, job sheets, assignment sheets, etc.\nPerhaps one thing characterizes our instruction as different from many, and\nthat is the absence of exercises. Very little exercise work can be found in\nany of our shops. Practically all of our instruction is centered around\nactual jobs. In the wood shops, for example, in a school year, I do not\nbelieve a half dozen boys will make projects for themselves or will take\nhome an exercise. This is possible, of course, because vocational training\nshould need little motivation.\n\nIn other words, it is a case of “take the\n\n"}
{"page": 973, "printed_page": null, "text": "Department\n\nof Vocational\n\n969\n\nEducation\n\nresponsibility or leave it.” We are exercising a policy in which is contained\nthis principle. If, in learning the trade, a boy is not interested enough to\nwork on a job or project which belongs to someone else, then he is not in¬\nterested enough or motivated enough in that trade to be permitted to stay\nin the class. Our problem in Joliet is not concerned with securing boys to\ntake trade training. If anything, it is in the selection of fewer and better\nboys.\n\nTHE\n\nMANUAL\n\nARTS\n\nPROGRAM\n\nGEORGE\n\nGREGORY,\n\nSUPERVISOR\n\nOF\n\nIN DULUTH— ABSTRACT\n\nINDUSTRIAL\n\nEDUCATION,\n\nDULUTH,\n\nMINN.\n\nDuring the year 1922-23 the problem of working out courses of study\nfor the junior and senior high schools was undertaken with the idea of de¬\ntermining standards. At this time the manual arts courses of study that\nare now in use were worked out. The work was done by committees of\nteachers of various subjects working out what they agreed upon as the best\ncourse of study. They were standardized as to form under the direction of\nthe assistant superintendent and supervisor and were finally printed. Since\nthat time a senior high school and a junior high school have been built on the\nbasis of the standards worked out. To be more specific, the new Denfeld\nsenior high school was built with a special wing to take care of shopwork.\nThe first floor of this wing provided for machine shop, foundry, and auto¬\nmobile shop. The second floor provided a pattern shop, an electricity shop,\na mechanical room and a lecture room which is used by all shop teachers.\nThe East junior high school has seven shops, all on the first floor. They\nare as follows : A woodworking shop which consists of two rooms, one for\nbench work and one for machines ; a woodturning room ; a sheet metal shop ;\nan electricity shop ; a printing shop ; a force shop ; and a mechanical draw¬\ning room. Two of the older junior high schools were remodeled to con¬\nform with the same standards except due to lack of room, provision was\nmade for only twenty students in each class.\nA separate booklet is printed for each course. They are all in the same\ngeneral form. First, is the preface which is a general statement as to what\nthe course covers and by whom it was written. Next, is the statement of\naims and objectives of industrial education, both ultimate and immediate.\nThere is a page devoted to the immediate objectives of the course. The\noutline is divided into five columns: projects, tools and materials, processes,\nshop knowledge, and correlation. The projects may be varied, the ideal\nbeing to choose such projects as will bring into use the tools, materials, and\nprocesses listed. The projects mentioned are suggestive only.\nThe methods of teaching these courses are varied and depend on the sub¬\nject taught. In some cases textbooks are used, in some courses use is made\nof instruction sheets, and in others devices are left entirely with the teacher.\nWe have tried using detailed instruction sheets in connection with our work\nin the ninth grade mechanical drawing, but we have given up the idea as\n\n"}
{"page": 974, "printed_page": null, "text": "970\n\nNational\n\nEducation\n\nAssociation\n\nnot being as good as the plan we now use. Our present plan is to present\nthe work by preparing large drawings in perspective or isometric of the\nsubject to be drawn with such dimensions as are necessary. These are re¬\nproduced in orthographic projection after the teacher has made his presen¬\ntation. This does away with the copying and promotes visualization on\nthe part of the students. This course is introductory and deals with draw¬\nings for simple machine parts.\nThe chief objective of our manual\n\narts work is general education. In the\n\njunior high school the emphasis is placed on guidance to the extent of hav¬\ning the students find out in their early years whether they are mechanically\ninclined or not. In the high-school work, considerable attention is paid to\ntrade practises. The courses given are all of the trade type, and are taught\nby tradesmen. These courses are taught with the ideal of covering the\nprinciples involved in the various kinds of work and conforming to trade\npractise, except that we do not stress quantity production or production\nprocesses.\nThree aims are kept in mind for senior high-school work — general edu¬\ncation, preparation for trade entrance, preparation for college. I would say\nthat these objectives are fairly well realized. The only records available\nthat would give an indication of this were kept for one of our senior high\nschools. The record as it stands shows where graduated students are two\nyears after graduation. One-third are still in college ; one-third are engaged\nin mechanical lines in which they benefit from their school shopwork ; onethird are at work in which no direct benefit would be derived from shopwork.\n\nMANUAL\nHARRY\n\nE.\n\nWOOD,\n\nARTS\nDIRECTOR\n\nIN INDIANAPOLIS— ABSTRACT\nOF\n\nTRAINING,\n\nVOCATIONAL\nINDIANAPOLIS,\n\nEDUCATION\n\nAND\n\nMANUAL\n\nIND.\n\nIt is a common error for people to speak of “vocational work” when in\nreality they mean manual arts. Vocational work is that which definitely\nfits one for profitable employment, in other words, it is trade training, while\nmanual arts work is given for general education purposes. Manual arts\nwork is no more vocational training than the study of arithmetic is neces¬\nsarily bookkeeping or accounting. Any subject given in such a way as to\nacquaint the student with that subject is considered general education;\nwhereas if the specific aim of the teaching is toward trade training, it is\nvocational, providing, of course, a sufficient amount is spent on the subject.\nIn Indianapolis we begin the manual arts work in the seventh grade.\nIn this and in the eighth grade the boys go to shop twice a week for a period\nof ninety minutes. This shop work consists of woodworking and mechani¬\ncal drawing and in some centers other crafts. While the boys are thus\nengaged, the girls in these grades spend one period in cooking and another\nin sewing.\n\n"}
{"page": 975, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n971\n\nIn all forty-three manual arts teachers are employed for the boys’ work\nin the seventh and eighth grades and their teaching reaches 6820 pupils.\nTheir teaching is distributed over 50 woodworking shops, 20 print shops,\n6 shoe repairing shops, and 2 pressing and repairing shops. In addition to\nthe various kinds of work indicated by the shop name, some of the wood¬\nworking shops are equipped for teaching sheet metal, concrete work, and\nelectrical wiring.\nEach of the six high schools in Indianapolis is different from the other\nwith the possible exception of two. In the Emmerich Manual Training\nHigh School a shop course is offered in which pupils take the work once\neach day for a one and a half hour period. Shops are fully equipped to ac¬\ncommodate from twenty to twenty-four boys at a time in each kind of shop.\nOnce a pupil elects the manual arts course he must take all of it in sequence.\nThe Washington High School has a general wood shop with twenty-four\nworking benches; a general metal shop where work is carried on in sheet\nmetal and forging; a print shop where they print many of the blanks, re¬\nports, tickets, etc. ; and a drafting room in which general mechanical draw¬\ning and architectural drafting are taught. If a pupil wants a more inten¬\nsive shop course, he is transferred either to Manual Training High School\nor.to Technical High School.\nClasses are organized on an eight period a day basis at the Washington\nHigh School. This means that four double period classes can be accommo¬\ndated. The teacher load is three double periods. In order to keep an en¬\ntire class busy with each pupil doing something different, teachers are fast\ndeveloping individual lesson sheets to assist them in their work. These in¬\ndividual sheets are used to supplement the demonstration given by the\nteacher. If after the demonstration is over the pupil forgets the sequence\nof operations, he can aid his memory by the use of the lesson sheets.\nIn Indianapolis we require all seventh grade pupils to make one project\nby the factory method. Instead of each pupil making a project complete\nfrom uncut material through to the assembling and finishing, each pupil\ndoes a part of a number of projects. In this way some boys are cutting out\nthe stock, a few boys are dressing all the edges, others, all the faces, boring\nthe holes, sandpapering, assembling, or finishing. In the end a standard¬\nized project is the result and each boy has one, but it has been produced\nby an organization which is typical of that found in industry today. The\nchief aim of all of the work in the grade schools is to develop the boy rather\nthan to stress a project.\n\nTHE\n\nMANUAL\n\nARTS\n\nPROGRAM\nABSTRACT\n\nWILLIAM\n\nE. ROBERTS,\n\nSUPERVISOR\n\nOF\n\nMANUAL\n\nIN CLEVELANDARTS,\n\nCLEVELAND,\n\nOHIO\n\nEducationally, manual arts renders an important service to school work\nby providing an added means of expression so essential to most pupils, by\nproviding innumerable experiences, problems, and illustrative material in\n\n"}
{"page": 976, "printed_page": null, "text": "972\n\nNational\n\nEducation\n\nAssociation\n\nconnection with other school subjects, as well as a large amount of infor¬\nmation about industry that has a distinct educational and social value.\nAssuming as the two major objectives of our work, general education and\nvocational guidance, rather than vocational preparation, we may devise a\nnew basis for selection of our subjectmatter. The usual procedure has been\nthat of selecting typical trades or trade units, analyzing these into funda¬\nmental processes, and devising methods of presenting to classes. This\nmethod is a tradition inherited from the early days of manual training,\nstrengthened by the wave of vocational education which later submerged\nthe manual training work, and which is still a prevailing influence. W hile\nit is probably the best procedure in the selection of subjectmatter for special\nand trade instruction, it fails to meet the requirements of manual arts.\nA broader conception of manual arts work is presented in what might\nbe termed the grouping of related activities within certain of the larger\nunits of industry. A study of industrial occupations reveals the fact that a\nvery large number of these are included in or closely related to activities\nthat have to do in some form with wood, metal, and the materials of the\ntypographic arts. It would seem logical, therefore, that activities adapted\nto manual arts, with a major objective of general education, should find\ntheir best expression through related work in the three fundamental occu¬\npational fields of woodworking, metalworking, and printing. These sub¬\njects should be broadened to include the general field suggested by their\ntitles, as well as related work which local conditions may demand. For ex¬\nample, woodwork may touch upon many of the phases of handwork in¬\ncluded in that field. Printing may deal with a variety of related trades,\nand metal work may include elements of sheet metal work, art metal, bench\nmetal, machine work, forging and foundry work. Simple electricity may be\nrelated to either woodwork or metal work. Within these fields, including\ndrawing, will be found latitude for the broadest possible interpretation or\nexpression of the manual arts. This basis of organization is further justi¬\nfied on grounds of economy of equipment, room, and size of classes.\nMethods must be broad and inclusive, dealing not only with problems of\nindividual craftsmanship but also with the methods of industry in quantity\nproduction, insofar as they may be simulated under school conditions. Pro¬\n\ncedure must recognize the importance of all those devices that multiply\ncontacts between teacher and pupil, such as demonstrations by the teacher\nand pupil, brief talks, conferences, and discussions upon the work and re¬\nlated subjects, assignments of problems for investigating and report, indi¬\nvidual help and advice, the use of references, drawings, specifications, in¬\nstruction sheets, the collection and uses of illustrative material, and the\nutilization of special interest of the pupil, all of which lead to personal\nrelationships. Perhaps the most important factor of all in this conception\nof the organization of manual arts is the teacher.\n\n"}
{"page": 977, "printed_page": null, "text": "Inter-American\n\nConference\n\non Education\n\n"}
{"page": 978, "printed_page": null, "text": "EN nations definitely agreed to participate in\n\nthe first Inter- American Conference on Educa¬\ntion, called at the invitation of President Uel\nW. Lamkin of the National Education Association,\nto be held in Atlanta, Ga., the first three days in\nJuly, 1929. Four other nations were expected to\nsend official word of their acceptance.\nThe nations which agreed, through their min¬\nisters of education, to send delegates to the confer¬\nence, were Mexico, Cuba, Dominican Republic,\nVenezuela, Panama, Guatemala, Peru, Chile, Ecua¬\ndor, and the United States.\nAt the concluding session of the three day confer¬\nence, plans for the preliminary organization of the\nInter-American Federation of Education Associa¬\ntions were discussed. The program of the Confer¬\nence centered around two major themes: Character\nEducation, and Elementary Vocational Education,\nincluding preparation for farm, home, office, fac¬\ntory, store, and home industry.\nThe conference was called to order on the morn¬\ning of Monday, July 1, by Uel W. Lamkin. The dis¬\ncussion topic at the opening session was Character\nEducation and the discussion leaders were Ramiro\nGuerra y Sanchez, general superintendent of schools\nof Havana; Jose D. Crespo, inspector general of edu¬\ncation of Panama; and P. P. Claxton, superintend¬\nent of schools at Tulsa, Oklahoma, and former\nUnited States Commissioner of Education.\nLeaders of the Tuesday morning discussion on Vo¬\ncational Education were Manuel Barranco, director\nof the Higher Normal School of Mexico; Francisco\nVizcarrondo, assistant commissioner of education of\nPorto Rico; and William F. Russell, dean of Teach¬\ners College, Columbia University, New York City,\nand chairman of the committee on international re¬\nlations of the National Education Association.\nAt the closing session on Wednesday morning Dr.\nGlen Levin Swiggett, organizing secretary of the\nconference, of Washington, D. C., presented the ten¬\ntative plans for forming the Inter- American Federa¬\ntion of Education Associations.\n[ 974 ]\n\n"}
{"page": 979, "printed_page": null, "text": "The World Federation of Education Associations\n\n"}
{"page": 980, "printed_page": null, "text": "The world federation of education associa¬\ntions\n\nwas\n\nthe outgrowth\n\nof a World\n\nConference\n\non Education which was called by the Commit¬\ntee on Foreign Relations of the National Education\nAssociation to meet at San Francisco, in July, 1923,\nin connection with the National Education Associa¬\ntion Convention there. The first biennial meeting\nof the World Federation of Education Associations\nwas held in Edinburgh, Scotland, in July, 1925. The\nSecond Biennial Conference was held in Toronto,\nCanada, in August, 1927. The third conference was\nheld in Geneva, Switzerland, August, 1929. The of¬\nficers of the World Federation of Education Associa¬\ntions for the years 1927-29 were: President , A. 0.\nThomas, Augusta, Maine; Vicepresidents , Harry\nCharlesworth, Vancouver, B. C. ; P. W. Kuo, Shang¬\nhai, China; Fred Mander, Hamilton House, London,\nW. C. 1, England; Secretamy , Charles Williams, Co¬\nlumbia, Missouri ; Treasurer , E. A. Hardy, Toronto,\nCanada; Financial Agent , Walter R. Siders, 73\nGrove St., Montclair, N. J. ; Board of Directors , twoyear term, Frank W. Goldstone, Hamilton House,\nLondon, W. C. 1, England; P. Ling, Peking, China;\nD. D. MacDonald, Toronto, Canada; P. Seshadri,\nBenares, India; Walter R. Siders, 73 Grove St.,\nMontclair, N. J. ; Mary Tweedie, Edinburgh, Scot¬\nland; Selma Borchardt, Washington, D. C. ; Rao\nB. P. A. Inamdar, Aundh, India; G. R. Parker, Cat• ford, London, S. E. 6, England; Board of Directors ,\nfour-year term, Harry Charlesworth, Vancouver,\nB. C. ; Thomas Henderson, Edinburgh, Scotland; P.\nW. Kuo, Shanghai, China; Fred Mander, Hamilton\nHouse, London, W. C. 1, England; Thomas J. O’Con¬\nnell, Dublin, Ireland; M. Sawayanagi, Tokio, Japan;\nAnnie C. Woodward, Somerville, 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\n[ 976 ]\n\n1925:913-927\n1926:996-1003\n\n1927:1007-1016\n1928:1005-1012\n\n"}
{"page": 981, "printed_page": null, "text": "THE\nW.\n\nGENEVA\nTION\nCARSON\n\nCONFERENCE OF THE WORLD\nOF EDUCATION ASSOCIATIONS\n\nRYAN,\n\nJR., SWARTHMORE\n\nCOLLEGE,\n\nFEDERA¬\n1\n\nSWARTHMORE,\n\nPA.\n\nIF the suc es of an international gathering is to be judged by the represen¬\n\ntative character of its attendance and the sincerity and effectiveness of its\n\nlabors rather than by the test of mere numbers, as would seem reason¬\nable, then the Third Biennial Conference of the World Federation of Edu¬\ncation Associations at Geneva from July 25 to August 3 was probably the\nmost important meeting of this organization that has yet been held. Any\ncomparison with the organization meeting at San Francisco in 1923 with\nthe meeting at Edinburgh in 1925 or with that at Toronto two years ago\n\nwould be manifestly unfair — there are too many details to be weighed, too\nmany distinct purposes to be considered, too many different steps to be evalu¬\nated and understood.\nIt is only right to point out, however, that the representative quality of\nthe meetings has been progressively improving. There were some doubtless\nwho were disappointed that the attendance at Geneva was not greater than it\nwas; there were those who expected four or five thousand instead of the\nprobably less than two thousand who were present. On the other hand, this\nmeeting was much less dominated by English-speaking persons than have\nbeen those that have gone before, and to that extent it came nearer to fulfill¬\ning requirements for an international educational meeting. The American\ndelegation was apparently the largest single group, but every European\nnation seems to have been represented, and some of the European delega¬\ntions were notably strong in both numbers and quality. China, Japan and\nIndia were conspicuous for the quality of the people who spoke for them.\nNearly all the countries of the world were represented in some fashion ;\nafter ten nations had had their say on one of the meeting nights, there were\nstill forty-five whose representatives were available for President Thomas’s\ncall the next evening, and this distribution of the national representatives\nwas much more marked in the various sections and committees than hereto¬\nfore.\nLanguage difficulties naturally multiplied in a meeting more nearly repre¬\nsentative than those that have preceded. The three official languages were\nEnglish, French and German, with Esperanto used experimentally (and\nwith obvious success) in one of the sections. Usually all three languages\nwere used, sometimes only two, and naturally this tended to slow up the\nproceedings. In the sections on home and school, for example, which were\nexceptionally well attended and where the discussion was vigorous and\nprofitable, it proved difficult to get through all that had been planned. The\nsituation in many of the sections showed clearly that whereas in the begin¬\nning of the organization representation had necessarily been more or less\nhaphazard, at Geneva many of those who sat patiently or participated ac¬\ntively had been sent for a very definite purpose and were expected to take\n1 Reprinted from School and Society, Sept. 7, 1929.\n\n[ 977 I\n\n"}
{"page": 982, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nAssociation\n\nhack to their association or their government specific help. To what extent\nthe conditions stimulated interest in a common auxiliary language, such as\nEsperanto, one can not tell, but that some of the nations outside of Europe\nmay eventually have something to say about the language question in such\ninternational meetings was indicated in the amusing but pointed remarks of\nPresident Liew, of Shanghai University, before the illiteracy section. Of\ncourse the Swiss were invaluable in the language matter; they were every¬\nwhere, not only translating and interpreting, but giving the kind of real\nassistance made possible by their strategic position and actual achievements\nin such agencies as the International Bureau of Education. The section\nmeetings, as indeed the whole program, were also materially strengthened\nby the accessibility of staff members of the Secretariat of the League of Na¬\ntions, particularly the International Labor Office.\nIn behalf of the American delegation at Geneva it should be said that a\ncertain amount of continuity in office is having its effect ; there is now a con¬\nsiderable group of delegates from the United States who have attended these\nmeetings for a number of years, who know many of the representatives from\nother nations and for whom each new conference therefore means substan¬\ntial gains over those that preceded. Lack of ability to handle a foreign lan¬\nguage still remains a handicap — a handicap, however, that some of the\nAmerican chairmen are overcoming. Moreover, the patience and considera¬\ntion of the delegation from the United States in this matter were much more\nin evidence at Geneva than they have been at other meetings ; the average\nrespect for the other man’s language at Geneva would certainly rank higher\nthan that of even the best American tourists in Europe. In a few cases\nAmerican representatives doing committee and section work have been so\nthorough and careful that a permanent body of material of the greatest\npossible use seems to be in process.\nThere were certain realities at Geneva, too. It was frankly recognized\nthat the present organization might not be the final answer to the problem\nof organizing the world’s educational forces in behalf of better understand¬\ning. Representatives of the International Teachers’ Federation, with Eu¬\nropean rather than American roots, were on hand. Apparently agreement\nhas been reached whereby in the next two years the European organization\nand the world federation will each seek to develop in the field that seems\nmost appropriate for it, coming together at the end of the biennium to see if\nthe two sets of forces may not be successfully combined in this task of work¬\ning together in education. Willingness on the part of the American group\nto cooperate in any reasonable plan for world-wide organization was re¬\npeatedly expressed by former President Uel W. Lamkin, of the National\nEducation Association, Dr. A. O. Thomas, president of the federation since\nits inception, and others.\n\nThe\n\nMain\n\nAddresses\n\nNo previous conference has had as brilliant a series of educational ad¬\ndresses as that which Dr. Pierre Bovet and others arranged for the 5 oclock\n\n"}
{"page": 983, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\n979\n\nAssociations\n\nsessions each day. Any series that begins with Professor Gilbert Murray\nand closes with Dr. Paul Monroe is noteworthy, and when it is added that\nthe three between were the director of the International Labor Office, a dis¬\ntinguished Italian scholar and one of the best known European women in\nwork for women and children, it is clear that the delegates at Geneva\nmore than ordinarily fortunate.\n\nwere\n\nProfessor Murray’s address was an analysis of what education is and how\nit can be used in developing a better international spirit. Dismissing some of\nthe commoner aims of education, he held the real purpose to be to get “truer\nbeliefs” and “better or higher desires”; “to see and comprehend that which\nis above one’s self.” Most modern systems of education, he held, were\nvitiated by one fundamental flaw:\nIn wishing to remove\n\nthe element of compulsion\n\nor authority which\n\nwas\n\nexcessive\n\nin some older systems, they have come perilously near accepting the individual’s\nmomentary desire as the standard by which all values are to be judged. This is\nChaos, both moral and intellectual. It is the worst of all systems — worse even than\nthe antiquated system of learning some sacred books by heart — the Bible, the Koran,\nor the works of Confucius — because in these systems the pupil did at least learn to\nsubordinate himself to something higher.\n\nHe cautioned against the kind of teaching of the League of Nations ma¬\nterial that sought to indoctrinate; he warned against mere learning of\nforeign language, mere travel, as a means of international understanding,\nand suggested rather the desirability of common\ntions, common learning.\n\nmemories, common\n\nassocia¬\n\nIn art, in literature, in philosophy, as well as in politics, I think the chief need of\nour times is the recreation of a Cosmos, both inward and outward, as opposed to\nChaos. And I strongly suspect that the surest way both to a good education and to\ninternational citizenship is to have one’s studies grouped\nest, one’s efforts devoted to some central purpose.\n\nThat peace in the modern\n\naround\n\nsome\n\ncentral inter¬\n\nworld is dependent directly upon development\n\nof democracy, but that democracy itself can not exist “apart from the highest\npossible level of education for all individuals” was the contention of M.\nAlbert Thomas, director of the International Labor Office. Every day, M.\nThomas said, those who labored for the cause of peace came to realize “how\nthe need for education becomes greater in proportion as social life calls upon\neach of us for a more personal contribution to the common task,” and he\npointed out that when Part XIII of the Treaty of Versailles asserted that\n“labor must not be considered merely as a commodity or an article of com¬\nmerce,” it was not merely laying down a principle of morals or economics;\nit was voicing the fact that “our modern social organization can not continue\nto exist without the intelligent and conscious cooperation of all its members.”\nAnswering the question: Does the organization of labor in modern indus¬\ntrial society make possible this necessary education ? he said :\nToo rarely, there can be no doubt, and only in so far as it respects the leisure of\nthe workers. No education is possible where the workers are crushed beneath a\nburden of labor which leaves them no hope for deliverance. No individual culture\nis possible for the worker under the industrial system, except in his hours of leisure.\nThe necessity for such leisure may perhaps seem less urgent under the system of\n\n"}
{"page": 984, "printed_page": null, "text": "980\n\nNational\n\nEducation\n\nAssociation\n\ncrafts and guilds, where the worker was able to make use of his intelligence, and\nwhere he acquired authority and dignity by the exercise of his trade. But in an\nindustrialized society it can not be dispensed with. It constitutes, together with\nsuitable conditions of work, the basis of that elementary freedom which is indis¬\npensable for all striving for culture. In virtue of leisure it should be possible once\nmore to place before the modern\nthe office, on the land.\n\nman\n\nthe old ideal of humanism — in the factory, in\n\nIn his address on ‘‘Dante as Schoolmaster,’’ Professor Palo Arcari, a bril¬\nliant literary historian of Italian birth, who has the distinction of being the\nfirst Italian to be the head of a Swiss university, showed how closely Dante\nwas identified with the scholarly life of his age and what vivid reproductions\nof its ideal searching after truth he gave in the “Divine Comedy.”\nThe relation of vocational to general education was the theme of Frau\nGertrude Baumer's address on Tuesday. From the vantage-point of her\nwork with welfare associations in Germany and activity in behalf of women\nand children in the League of Nations, Frau Baumer emphasized the con¬\nstant conflict between economic welfare and human welfare in a modern,\nindustrially organized society. While\n\nrecognizing the claims of specific vo¬\n\ncational training, she felt that it was important not to confine the worker’s\neducation too closely to his economic needs, but rather to follow England’s\nexample and “humanize vocational training.” As means for bringing about\nthis “spiritualization\" or “humanization,\"\n\nshe suggested:\n\n1. Transform the ordinary public school into an “activity school,” where\ngreatest possible scope is given to creative abilities.\n\nthe\n\n2. Create a type of vocational guidance which will not only meet the require¬\nments of political economy, but also those of educational inspiration, taking into\naccount at least as much the welfare of children as the law of supply and demand.\nIt is especially important not to consider the temporary needs of the market more\nthan the personality of the youth who seeks your counsel.\n3. Organize apprenticeship and the protection of young workers, even when they\nare not regular apprentices.\n4. In the continuation school, in the vocational courses which necessarily tie up\nwith the occupation, be careful to broaden the education to include the civic approach.\n5. Give youth the possibility of expanding according to his nature outside of his\ndaily task, especially giving him leisure and the peace necessary to find in one of\nthe youth organizations a compensation for the monotony and narrowness of his\nwork.\n6. Develop\n\nthe vocational\n\nschool in the direction of general culture, preserving,\n\nhowever, its vocational basis. This implies: (a) a very careful general and voca¬\ntional preparation of the teaching staff, who must be on the same level of training\nas the staff of the secondary schools; (b) putting the vocational school and the gen¬\neral school on an equal footing and integrating the vocational schools into the whole\neducational program; (c) the coordination of vocational and general schools under\nthe same common direction in such a way as to insure unity in educational guidance.\n\nA somewdiat similar problem was described by Count Hayashi in his\naccount of the reorganization of the middle schools of Japan as proposed last\nfall by the government. Pointing out that the Japanese system comprises\nperiods of six, five and three years — primary and middle, six years; second¬\nary school, three years ; higher school, three years, followed by three or four\nyears of university — Count\n\nHayashi discussed the new\n\nplan in its applica-\n\n"}
{"page": 985, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\nAssociations\n\n981\ntion to secondary schools. The most important part of the new plan, he\nsaid, has to do with .the division of the children into two groups in the same\nschool. “Japan is the only country in the world where a system of this kind\nexists,” said Count Hayashi. The second point in the scheme is the use of\nthe “activity” principle: “We hope that the secondary schools of Japan will\ndevelop in the same way as the new schools of England or the Landerziehungsheime of Germany.” In the third place, the aim of education is to be\nnot “intellectualism” or “emotionalism,” but “personality” on the part of\nthese future citizens of the state, and moral instruction is to be insisted upon.\nCount Hayashi concluded :\nThe\nwhich\n\ntheory of education is not simple. Consequently, we must treat it as a whole\nsuggests unity in variety. We can not start from a single principle. It is\n\nmore than “reason”; it is what we try to express in modern\npsychology,” “Understanding psychology,” and the like.\n\npsychology\n\nas “Gestalt\n\nIn the final address of this afternoon series Dr. Paul Monroe, of the In¬\nternational Institute, Teachers College, Columbia University, compared\neducational developments in the East and West. He said:\nEducators of the West are directing their attention to technical problems, to ques¬\ntions that have to do with the details of instruction, to transitory problems arising\nin the course of instruction, while the Far East and the Near East are experiment¬\ning with the application of significant principles through changes in the social and\neducational field.\n\nReviewing the recent developments in China, the Philippines, Japan,\nTurkey and Russia, he called attention to the swdftness of change that\nseemed to be taking place in countries and in situations where we have been\nin the habit of prophesying only slow and painful alteration — Turkey, for\nexample, making fundamental changes almost overnight, “makes one wonder\nwhether such a regime in six or eight years may not be bringing about more\nchanges than a conventional educational system could accomplish in a cen¬\ntury.” Similarly with Russia, on an even grander scale, making every con¬\nceivable institution contribute to education, bringing into the purview of\neducational betterment not merely hundreds, as in the West, but the whole\nmass of the population, and utilizing activities in the school for purposes of\nsocial helpfulness and understanding. Whatever one might think about the\neconomic and social experiment in Russia, Dr. Monroe concluded, what\nwas being done there educationally was one of the most significant things\nnow going on in the world.\n\nThe\n\nSection\n\nMeetings\n\nOpinions of the value of the numerous sections, committee meetings and\ngroups at the Geneva gathering will vary widely according to the point of\nview of each particular observer and the groups he happened to attend.\nSome, as has been earlier intimated, were exceedingly effective ; a few were\nvery poor indeed. In the type of meeting organized under the present plan\nnearly everything depends upon the section chairman or secretary. Meeting\n\n"}
{"page": 986, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nAssociation\n\nchairmen like Mrs. Reeve, of the home and school section, Dr. Turner, for\nhealth education, and one or two others who have beep working for many\nmonths on their sections and have come to know the main currents and the\npersonalities in the different countries, had no trouble whatever; but where\nthe committee chairman had been appointed late or had made little advance\npreparation, as in too many\nsatisfying.\n\ncases, the results were\n\nnecessarily very un¬\n\nThe official list of sections as printed in the final program\n(1) Parent, teacher, home\n\nwas as follows :\n\nand school; (2) health education; (3) educa¬\n\ntional crafts; (4) teachers’ associations and the international aspects of school\nadministration; (5) international cooperation and good-will; (6) prepara¬\ntion of teachers for international good-will; (7) how’ the spirit of interna¬\ntional cooperation and good-will may be introduced into the school; (8)\nbehavior — the problem child; (9) rural life and rural education; (10) the\npreschool child; (11) social adjustment through education; (12) educa¬\ntion, the press and publicity; (13) the international aspect of library service;\n(14) from school to labor; (15) elementary education ; (16) secondary edu¬\ncation ; (17) colleges and universities; (18) adult education; (19) illiter¬\nacy; (20) the international aspect of geography; (21) handicapped and\ngifted children. In addition there were, of course, meetings of the various\nHerman Jordan committees, of which there are five: (1) Education for\npeace; (2) teaching of history and patriotism; (3) international athletic\nsports and international relations of youth; (4) military education and pre¬\nparedness; (5) general machinery for international cooperation.\nNo detailed account of the sessions of these sections and committees can be\ngiven in a running account of this length, but it is possible to give some indi¬\ncation of what points were considered. The parent-teacher section, for ex¬\nample, began by considering the condition of the normal child at three stages\nof his development. Speakers like Dr. Paul de Vuyst, of Belgium ; Miss\nPennethorne, of England, and Mr. Newell W. Edson, of America, dis¬\ncussed personality development at the different age levels ; Edna White, of\nthe Merrill Palmer School, Detroit, discussed the parent-teacher relation¬\nship in the nursery school and kindergarten ; Dr. Paul Dengler showed how’\nintimately he brings his parents into the work and atmosphere of his school,\nand in a joint session with the health education section the parent-teacher\ngroup, led by Lady Leslie Mackenzie, considered specific cooperation of\nhome and school for the purposes of education in health. In other sessions\nthe health group attempted to answer certain questions concerning the pres¬\nent health education situation, organizing on the basis of topics to be in¬\nvestigated for future study.\nIn section 6, .Dean H. L. Smith, of Indiana University, set forth the\n\nseries of theses he has found to embody the thought of “American teachers\nand other leading personalities on a program of education for wrorld friend¬\nship and understanding”:\n1. An important task before the world today is the creation of a new state of\nmind, a state of mind which will permit an understanding and appreciation of the\n\n"}
{"page": 987, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\nAssociations\n\n983\n\ncharacter, attainments and traditions of other people, and which will transcend\nnational boundaries without seeking to destroy them.\n2. Loyalty to both the nation and to mankind is a concept similar to that of\nloyalty to both city and nation, and while it may be somewhat more difficult to\ngrasp and hold, it is equally desirable and not unattainable.\n3. It is, therefore, possible to develop in the individual world understanding and\ngood-will without loss of any quality really essential to a desirable national citizen¬\nship.\n4. Such world understanding and good-will on the part of individuals is an ob¬\njective worthy the best efforts of all institutions of modern society that are by\ntheir nature fitted to share in the undertaking.\n5. This world-mindedness is largely intellectual, and must be based on knowl¬\nedge and energized by emotion and sentiment.\n6. To be effective in the promotion of peace among nations, this knowledge and\nsentiment must be translated into new modes of conduct on the part of all individuals\ncomposing these nations, including those who are to determine international policies\nand relationships.\n7. It follows that treaties, agreements and organizations for the promotion of\npeace can best succeed only when formulated or established on a basis of thorough\nand sympathetic understanding among the peoples represented.\n8. Internationalism, properly interpreted, implies an extended conception of citi¬\nzenship rather than a super-government with its consequent minimizing of national\nimportance.\n9. It follows that there should be no real conflict between sane love of country\nand internationalism as defined in the preceding thesis.\n10. Racial and national prejudices probably have their origin in part deep down\nin the early life of the individual, and can therefore to some extent be avoided or\nmitigated by a program of guidance which begins early and continues throughout\nthe formative period of the individual.\n11. An understanding of the religions of the peoples of the earth should in some\nmeasure overcome the obstacles of sectarianism, intolerance and bigotry.\n12. Education, as provided by the schools and supplemented by all such cooperating\nagencies as the church, press, government, home, etc., may be a slow process by\nwhich to produce socially desirable changes in civilization, but it is probably the\nmost sure and permanent one.\n13. It is possible for the schools of the nations, working with such other agencies\nas the church, the press, the home and governmental institutions, to go far toward\nproducing a friendly world if they will do so.\n14. If children are to receive such instruction as will make them a part of a\ngeneration possessed of an international conscience and an international morality,\nthey must be guided by teachers as ably trained in the command of these concepts as\nthe best efforts of our teacher-training institutions can produce.\n15. If we accept the above theses, we assign to teacher-training institutions the\ntask of developing courses and methods of instruction which will enable prospective\nteachers to meet properly the demands made of them in the training of children in\ninternational understanding.\n16. On the basis of world understanding developed through the schools, we can\nultimately create a machinery which in time of crisis should go far in mobilizing the\nworld’s opinion for peace.\n\nIn section 11, the chairman, Miss Selma\n\nBorchardt, placed before the\n\ngroup a series of social, political and economic movements\n\nin which the school\n\nis concerned — relation of human beings to one another, educational standards\nand the question of conformity, industry and its mechanization of human\nactions and reactions, the rights of national and racial minorities, the feminist\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nAssociation\n\nmovement,\n\nplace and function of the teacher and teacher organization. The\npress group (section 12), under the presidency of Don Antonio Michavila y\nVila, of Spain, was asked to give consideration to the following principles:\nThat education is a social task which a nation must regard as a necessity of\nthe spirit as fundamental as are the ordinary means of existence ; that the\nschool must be independent of all political or sectarian whims ; that a mini¬\nmum international standard of schooling should be adopted ; that correspond¬\ningly a world-wide federation of teachers should be established ; that the\npress should give its weight to an active campaign in behalf of the school.\nGiving considerable active discussion to the question of prolongation of\nschooling in the different countries, section 14, under the chairmanship of\nMr. von Xostitz, of Germany, finally evolved the following memorandum,\nwhich eventually found its way into the report of the resolutions committee\nof the delegate assembly:\n1. That\n\ncompulsory\n\neducation\n\nshould\n\nunder\n\nno circumstances\n\ncover less than a\n\nperiod of eight years or end before the completion of the child’s fourteenth year,\nand should be followed by some kind of continued education.\n2. That the school-leaving age should be raised to fifteen years as soon as possible\nin all countries which have not already adopted such a measure.\n3. That in countries which have a higher standard than that laid down, that\nstandard should on no account be lowered.\n4. That the question of the reorganization\nperiods) should be carefully considered.\n\nof the school (primary\n\nand secondary\n\nThe section further urged the board of directors of the world federation\nto consider the desirability of setting up a standing committee to investigate\nthe question of the school-leaving age before the next biennial congress.\n\nThe\n\nExposition\n\nand Other\n\nFeatures\n\nBeginning on the day the conference opened, but continuing for several\nweeks after its close, was the educational exposition. The official name for\nthis unusual display was the “Education-Era Exposition.” The exposition\nwas conceived with the idea that the delegates should see modern educational\nmethods and materials in so far as these can be shown, and especially in\norder that those attending the conference might understand the activities of\nthe many organizations throughout the world that are organized inter¬\nnationally and whose purpose is to promote world-understanding and good¬\nwill. “We are all but parts of a stupendous whole,” was the quotation from\nPope that one read across the Andrae exhibit, dealing with the evolution of\nhuman society and the interdependence of the nations, and this was the\nsentiment characteristic of many of the booths. Among the exhibitors were\nthe Junior Red Cross, with its more than eleven million children in fortyone countries; the Women’s International League of Peace and Freedom;\nthe Lnion Mondiale de la Femme pour la Concorde Internationale; the\n“Save the Children League”; the League of Nations; the Institute of In¬\ntellectual Cooperation; the Carnegie Foundation for International Peace;\nthe World Peace Foundation; the International Labor Office; the Young\nMen’s\n\nChristian Association; the Bureau\n\nInternational d’Education;\n\nthe\n\n"}
{"page": 989, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\nAssociations\n\n985\n\nInstitut des Sciences d’Education (Institut J.-J. Rousseau). A collection\nfrom the Palais Mondial at Brussels was shown as typical of what might be\ndeveloped toward an \"Atlas of Civilization.’’ Besides school exhibits from\nGeneva, Tessin and Zurich, there were national education exhibits from\nmany of the countries of the world, that of Germany being especially well\nprepared and effective.\nThere were, of course, demonstrations, films, receptions, luncheons, ex¬\ncursions and various social features. One of the demonstrations which drew\na large and interested crowd was that of the work of Jacques Dalcroze. Mr.\nDalcroze himself explained his work in rhythmics at this demonstration.\n\n“I\n\nbelieve that philosophers and artists are right,’’ he said, “in saying that the\npower of instinctive reaction and expression is an inward desire, if not a\nnecessity of perfect development\n\nfor every sentient being, whether he is con¬\n\nscious of it or not.”\n\nRESOLUTIONS\nObjects\n\nOF THE\n\nW. F. E. A.\n\nof the Federation\n\nThe W. F. E. A. reaffirms its allegiance to the ideals and program of\nservice developed at the World Conference at San Francisco in 1923, and\nat subsequent biennial conferences.\nIt recognizes that the teachers of the world have it in their hands to pro¬\nmote the cause of international understanding and world peace by bringing\ntheir influence to bear upon the children and youth entrusted to their\ncharge in the direction of ideals of mutual good will and service in the\ncommon interest.\nFurther, it holds that every child ought to receive an education which\nnot merely aims at the training of the intellectual faculties and the effective\nuse of the instruments of learning and culture, but also seeks to develop\nphysical health, vocational efficiency, the spirit of good citizenship, and all\nthat goes to the building up of the character.\nTeachers’\n\nAssociations\n\nand\n\nTenure\n\n1. The W. F. E. A. recommends that the formation and strengthening\nof associations of teachers, both local and national, should be encouraged to\nthe end that they may ultimately control entry to the profession, and set\nup standards of professional attainment, aptitude, and character which will\nbe recognized by appointing bodies.\n2. (a) That the Report of the Teacher Tenure Committee, presented by\nthe British Columbia Teachers’ Federation, be received, and that the Federa¬\ntion be thanked for its valuable work.\n(b) That a committee be appointed consisting of one official representa¬\ntive of each teacher association represented at Geneva, to prepare a further\nreport upon teacher tenure throughout the world, and in addition, to investi¬\ngate the nature and circumstances of the various teachers’ associations, and\nto present a report on both subjects to the next conference.\n\n"}
{"page": 990, "printed_page": null, "text": "986\n\nNational\n\nEducation\n\nSchool\n\nThe W.\n\nF. E. A. recommends\n\nAssociation\n\nLibraries\n\nthe appointment\n\nof a small committee\n\non\n\n“Education for School Library Work\" to confer with the appropriate com¬\nmittees of the International Federation of Library Associations and to re• port at the next Congress.\nCinema\n\nThat\n\nthe W.\n\nFilms\n\nF. E. A. offer to the Motion\n\nPicture industry its fullest\n\nco-operation in the attempt to prevent the display of such cinema films as\nwould jeopardize the promotion of international friendship.\nEducational\n\nThe W.\n\nF. E. A. recommends\n\nOpportunity\n\nthe recognition of the absolute equality of\n\nopportunity^ of all children in the schools, irrespective of race, creed, colour,\nor social position, that their individual endowments may have the fullest\npossible opportunity for development.\nCalendar\n\nThat\n\nthe W.\n\nReform\n\nF. E. A. believes that our present calendar has become\n\na\n\ndefective instrument for modern requirements, and recommends the call¬\ning, at an early date, of an International Conference, at which religious,\ncommercial, scientific, and educational authorities are represented to pro¬\nvide for the improvement of the calendar.\nLibrary\n\n( 1 ) That the W.\n\nService\n\nF. E. A. approves the preparation and publication of\n\nan International Year-Book of Education on the plan outlined by the Inter¬\nnational Bureau of Education. ( This resolution was referred to the Board\nof Directors.)\n\n(2) That the W. F. E. A. approves of a further study of the problem\nof the classification of Pedagogical Science with a view to the preparation\nof a revised form of the Decimal Classification on this subject.\nInternational\n\nUnderstanding\n\n1. The W. F. E. A. recommends that educational authorities throughout\nthe world provide means for bringing Eastern and Western cultures\ninto closer contact with a view to the removal of ultra-nationalistic bias.\nThe means might include e. g.,\n(a) The foundation of additional chairs on Eastern culture in Western\nUniversities, and vice versa ;\n(b) More extensive exchange of professors between Eastern and Western\nUniversities;\n(c) The exchange\nEast and the West;\n\nof educational visits and publications between\n\nthe\n\n(d) The holding of cultural conferences at regular intervals between the\nEast and West, etc.\n\n"}
{"page": 991, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\nAssociations\n\n98 7\n\n• •\n\n_\n\nthroughout the world for inculcating in the youth in schools the spirit of\nworld understanding and friendship should be continued and pursued\nmethodically with a view to completing and keeping uptodate the different\nstudies and investigations which have been instituted on the subject.\nHealth\n\nSection\n\n2. The W. F. E.\nA. recommends\nThe W. F. E. A. recommends\n:—\n\nthat the study of the efforts\nmade\n\n( 1 ) That in view of the fact that health is one of the aims of education,\nand that school programs which sacrifice the health of the pupil for the\nacquisition of knowledge cannot be justified, it is desirable that\n(a) frequent brief rest or relaxation periods during school hours should\nbe provided for in arranging class schedules in schools ;\n(b) the study should be further developed of the continuity and cessation\nof growth in school children as an indication of health status, more par¬\nticularly in the direction of instituting other tests than those of weighing\nand measuring;\n(c) a greater continuity should be maintained\n\nin the health records of\n\nchildren between the pre-school and school periods.\ntion in the schools of every country; and that in particular, this should be\nmade universal for girls of adolescent age in respect to home hygiene and\ninfant and child care.\n(b) That school medical and nursing service has so clearly proved its\nvalue that such service should be provided for schools throughout the world.\n(c) That there is need for further training of teachers in active service\nin methods of health education, especially in rural and village communities,\nand that more extensive use of travelling instructors for this purpose is\nworthy of further consideration and development.\n3. That publishers .be encouraged, where this is not done, to print our\ntextbooks for children in large types in the interest of the eyesight of the\npupils, and that the size of the type be considered by educational authorities\nin accepting or rejecting the books.\n\n4. That each University and teacher training institution provide an ade¬\nquate health service.\nCompulsory\n\nEducation\n\n1. The W. F. E. A. recommends that early steps be taken to make educa¬\ntion free and compulsory in schools of those countries which have no system\nof compulsory education at present. Officers to have authority to change.\n2. That compulsory education should cover a period of not less than eight\nyears, and should be followed by some kind of continued education.\n\n3. That the school-leaving age should be raised to fifteen as soon as\n2 possible in all countries which have not already adopted such a measure.\n)\n(a4.\n) That pinh countries which have a higher standard than that laid down,\nysiology.\ngiene shbe\nthat standard should onandno hyaccount\noullowered.\nd form pa\nrt of the\ninstruc¬\n\n"}
{"page": 992, "printed_page": null, "text": "988\n\nNational\n\n5. That\n\nEducation\n\nAssociation\n\nthe question of the reorganization of the school (primary and\n\nsecondary periods) should be carefully considered.\nInternational\n\nEducational\n\nExchange\n\nThe W. F. E. A. recommends that the fullest possible support be given\nto all schemes for the interchange of scholars, students, and teachers in\nschools and Universities throughout the world, in which there exists proper\nsafeguards for effective working.\nInternational\n\nLanguage\n\nThe W. F. E. A. recognizing the need for a common linguistic medium\nto facilitate the direct exchange of ideas among the different peoples of the\nworld, records its interest in the work of the I. A. L. A. (International\nAuxiliary Languages Association of the U. S. A., Inc.), and especially in its\nresearch activities in the educational\n\nvalues of an auxiliary language.\n\nIlliteracy\n\nThe\n\nW.\n\nF. E. A. asserts that inability to read or write is a barrier to\n\nnational and international goodwill among nations, and urges all govern¬\nments to take immediate steps to eradicate illiteracy.\nInternational\n\nPhonetic\n\nAlphabet\n\nThe W. F. E. A. is of opinion that it is desirable to use the alphabet of\nthe International Phonetic Association where possible or necessary as an\nauxiliary in the elementary schools of the world.\n\n"}
{"page": 993, "printed_page": null, "text": "Associational Records and Information\n\n"}
{"page": 994, "printed_page": null, "text": ".\n\n"}
{"page": 995, "printed_page": null, "text": "Associational Records and Information\n1857—1870\nThe\n\nNational\n\nTeachers\n\nAssociation\n\nOrganized\n\nAugust 26, 1857, at Philadelphia, Pennsylvania.\n\nPurpose —\n\nTo\n\nelevate\n\nthe character\n\nand\n\nadvance\n\nthe interests\n\nof the Profes¬\n\nsion of teaching and to promote the cause of popular education in the\nL nited States.\nThe name\n\nof the Association was changed at Cleveland, Ohio, on August\n\n15, 1870, to the “National\n\nEducational\n\nAssociation.\n\n1870—1907\nNational\n\nEducational\n\nAssociation\n\nIncorporated under the laws of the District of Columbia,\n\nFebruary 24,\n\n1886, under the name, “National Education Association,'' which was\nchanged to “National Educational Association,” by certificate filed\nNovember 6, 1886.\n\nNational\n\nEducation\n\n1907-\n\nAssociation\n\nof\n\nthe\n\nUnited\n\nStates\n\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the “National Educational Association/' The charter was\naccepted and bylaws were adopted at the Fiftieth Anniversary Conven¬\ntion 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\nBe it enacted by the Senate and House\nAmerica in Congress assembled:\nSection\n\n1. That\n\nthe following-named\n\ntors and trustees of the National\n\nEDUCATION\n\nSTATES\n\nof Representatives\npersons,\n\nEducational\n\nASSOCIATION\n\nwho\n\nare\n\nAssociation,\n\nof the United\nnow\n\nStates of\n\nofficers and\n\ndirec¬\n\na corporation\n\norganized\n\nin the year eighteen hundred and eighty-six, under the Act of General\ntion of the Revised Statutes of the District of Columbia, viz:\n\nIncorpora¬\n\n^Nathan C. Schaeffer, *Eliphalet Oram Lyte, *John W. Lansinger, of Pennsylvania; Isaac W. Hill, of Alabama; Arthur\nJ. Matthews, of Arizona; John H. Hinemon, *George B. Cook,\n\nt\nList of\nxncorporators\n\nof Arkansas; ^Joseph O'Connor, *Josiah L. Pickard, Arthur H. Chamberlain, of\nCalifornia; *Aaron Gove, ^Ezekiel H. Cook. Lewis C. Greenlee, of Colorado;\n^Charles H. Keyes, of Connecticut; *George W. Twitmyer, of Delaware; *J. Or¬\nmond Wilson, *William T. Harris, ^Alexander T. Stuart, of the District of Colum¬\nbia; Clem Hampton, of Florida; *William M. Slaton, of Georgia; *Frances Mann,\nof Idaho; J. Stanley Brown, *Albert G. Lane, ^Charles I. Parker, *John W. Cook,\n*Joshua Pike, Albert R. Taylor, ^Joseph A. Mercer, of Illinois; ^Nebraska Cropsey,\nThomas A. Mott, of Indiana; John D. Benedict, of Indian Territory ; John F. Riggs,\nAshley V. Storm, of Iowa; John W. Spindler, Jasper X. 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\n* Deceased.\n\n[ 991 ]\n\n"}
{"page": 996, "printed_page": null, "text": "992\n\nNational\n\nEducation\n\nAssociation\n\nMaryland; ^Charles W. Eliot, *Mary H. Hunt, Henry T. Bailey, of Massachusetts,\nHugh A. Graham, Charles G. White, William H. Elson, of Michigan; ^William F.\nPhelps, *Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, oi\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;\nEugene\n\nF. Turner,\n\nof Tennessee;\n\nLloyd E. Wolf, of Texas;\n\nDavid\n\nH. Christensen,\n\nof Utah; *Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph L. Jarman, of\nVirginia; Edward T. Mathes, of Washington; *T. Marcellus Marshall, Lucy Robin¬\nson, 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\nof the District of Columbia\n\nby the name\n\nand declared\n\nof the “National\n\nto be a body corporate\nEducation\n\nAssociation\n\nof the United States,” and by that name shall be known and have perpetual succes¬\nsion with the powers, limitations, and restrictions herein contained.\nSec. 2. That\n\nthe purpose\n\nand\n\nobject of the said corporation\n\nshall be to elevate\n\nthe character and advance the interests of the profession of teaching and to pro¬\nmote the cause of education in the United States. This corporation shall include\nthe National\n\nPurpose and\nDepartments\n\nCouncil\n\nof Education\n\nand\n\nthe following\n\ndepart-\n\nrnents, and such others as may hereafter be created by organization or consolidation, to-wit: The Departments, first, of\n\nSuperintendence; second, of Normal Schools; third, of Elemen¬\ntary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education;\nninth, of Secondary Education; 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;\nand the numbers and\n\nseventeenth, of Indian Education; the powers and duties\nnames of these departments and of the National Council\n\nof Education may be changed\nprovided in its bylaws.\nSec. 3. That\n\nor abolished\n\nthe said corporation\n\nat the pleasure of the corporation,\n\nshall further\n\nhave\n\npower\n\nto have\n\nand\n\nas\n\nto use\n\na common seal, and to alter and change the same at its pleasure; to sue or to be\nsued in any court of the United States, or other court of competent jurisdiction,\nto make bylaws not inconsistent with the provisions of this\n\nPowers of\nCorporation\n\nact or 0f the Constitution of the United States; to take or receive, whether by gift, grant, devise, bequest, or purchase, any\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 admin¬\nister any trust of real or personal estate for any educational purpose within the\nobjects of the corporation.\n* Deceased.\n\n"}
{"page": 997, "printed_page": null, "text": "Associational\n\nSec. 4. That\n\nwhich\n\nall real property\n\nRecords\n\nand\n\nof the corporation\n\nshall be used by the corporation\n\nInformation\n\nwithin\n\nfor the educational\n\n993\n\nthe District of Columbia\n\nor other purposes\n\nof the\n\ncorporation as aforesaid other than the purposes of producing income, and all per¬\nsonal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce Property 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 corpora¬\ntion; 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.\n\n5. That\n\nthe\n\nmembership\n\nof\n\nthe\n\nsaid\n\ncorporation\n\nshall\n\nconsist of three classes of members — viz, active, associate, and\nMembers\ncorresponding — whose qualifications, terms of membership,\nrights, and obligations shall be prescribed by the bylaws of the corporation.\nSec.\n\n6. That\n\nthe\n\nofficers\n\nof the\n\nsaid\n\ncorporation\n\nshall\n\nbe\n\na\n\nPresident, twelve Vice-Presidents, a Secretary, a Treasurer,\na Board of Directors, an Executive Committee, and a Board\nof Trustees.\n\n___\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,\nand of all life directors of the National Educational Association.\nBoard of\nThe United States Commissioner of Education, and all former\npresidents of the said Association now living, and all future\n\nDirectors\n\nPresidents of the Association hereby incorporated, at the close of their respec¬\ntive terms of office, shall be members of the Board of Directors for life. The\nBoard of Directors shall have power to fill all vacancies in their own body; shall\nhave in charge the general interests of the corporation, excepting those herein\nintrusted to the Board of Trustees; and shall possess such other powers as shall be\nconferred upon them by the bylaws of the corporation.\nThe\n\nExecutive\n\nCommittee\n\nshall consist of five members,\n\nas follows: the President\n\nof the Association, the First Vice-President, the Treasurer, the Chairman of the\nBoard of Trustees, and a member of the Association, to be\nchosen annually by the Board of Directors, to serve one year.\nExecutive\nThe said committee shall have authority to represent, and to\nCommittee\nact for the Board of Directors in the intervals between the\nmeetings of that body, to the extent of carrying out the legislation adopted by the\nBoard of Directors under general directions as may be given by said board.\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\nshall be a member ex officio during his term of office. At the first meeting of\nthe Board of Directors, held during the annual meeting of the\nAssociation, at which they were elected, they shall elect one\nBoard of\ntrustee for the term of four years. All vacancies occurring in\nTrustees\nsaid Board of Trustees, whether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term; and the absence\nof a trustee from two successive annual meetings of the board shall forfeit his\nmembership.\n\n"}
{"page": 998, "printed_page": null, "text": "994\n\nNational\n\nSec. 7. That\n\nthe invested\n\nEducation\n\nfund\n\nnow\n\nknown\n\nAssociation\n\nas the “Permanent\n\nFund\n\nof the\n\nNational Educational Association,” when transferred to the corporation hereby\ncreated, shall be held by such corporation as a Permanent Fund and shall be in\ncharge of the Board of Trustees, who shall provide for the\nPermanent\nsafekeeping and investment of such fund, and of all other\nFund\nfunds which the corporation may receive by donation, bequest,\nor devise. No part of the principal of such Permanent Fund\nor its accretions shall be expended, except by a two thirds vote of the active\nmembers of the Association present at any annual meeting, upon the recommenda¬\ntion 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 expendi¬\nture has been mailed to all active members of the Association. The income of the\nPermanent Fund shall be used only to meet the cost of maintaining the organi¬\nzation of the Association and of publishing its annual volume of Proceedings,\nunless the terms of the donation, bequest, or devise shall otherwise specify, or the\nBoard of Directors shall otherwise order. It shall also be the duty of the Board\nof Trustees to issue orders on the Treasurer for the payment\n\nDuties of\nTrustees\n\ncf all bills approved by the Board of Directors, or by the\nPresident and Secretary of the Association acting under the\n\nauthority of the Board of Directors. When practicable, the\nBoard of Trustees shall invest, as part of the Permanent Fund, all surplus funds\nexceeding $500 that shall remain in the hands of the Treasurer after paying the\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.\n\nElection\n~\n\nof\n\nThe Board\nciation,\nwho\n\nthe Secretary of the Assos shall elect\nof the Executive Committee,\n\nof Trustee\nshall\nbe Secretary\n\ny\nand shall fix the compensation and the term of his office for a\nperiod not to exceed four years.\nSec. 8. That the principal office of the said corporation shall be in the city of\nWashington,\n\nLocation of\nOffice\nbe determined\n\nD. C. ; provided, That\n\nthe meeting\n\nof the corpora-\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\nby the Board of Directors, or otherwise in accordance with the\n\nbylaws.\nSec. 9. That the charter, constitution, and bylaws of the National Educational\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\n\nAcceptance of\nThis Charter\n\nthat the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective\nduties as such\n\nuntil the expiration\n\nof terms\n\nfor which\n\nthey\n\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt bylaws, to elect officers to succeed those whose terms have expired or\nare about to expire, and generally to organize the “National Education Associa¬\ntion 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\n\nAssociation, or any other person having\n\ncharge of any of the securities,\n\n"}
{"page": 999, "printed_page": null, "text": "Information\n\n995\n\nfunds, books or property thereof, real or personal, shall on demand\n\ndeliver the same\n\nAssociational\n\nRecords\n\nand\n\nto the proper officers, directors, or trustees of the corporation hereby created. Pro¬\nvided, That a verified certificate executed by the presiding officer and secretary of\nsuch annual meeting, showing the acceptance of the charter granted by this act by\nthe National Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia; and, provided further,\nThat in the event of the failure of the Association to accept the charter granted by\nthis act at said annual meeting then the charter of the National Educational Asso¬\nciation and its incorporate existence shall be and are hereby extended until the\nthirty-first day of July, nineteen hundred and eight, and at any time before said\ndate its charter may be extended in the manner and form provided by the general\ncorporation 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 due or\nto become due, or any claim or demand, in any manner, or for\nRights of\nany cause existing against the said existing corporation, be\nCreditors\nreleased 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 debts or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or been discontinued\nby reason of this act.\n\nSec. 11. The Congress may from time to time alter, repeal, Amendments\nor modify this act of incorporation, but no contract or individual\n/pQ Charter\nright made or acquired shall thereby be divested or impaired.\nSec. 12. That said corporation may provide, by amendment to its bylaws, that\nthe powers of the active members exercised at the annual meet¬\ning in the election of officers and the transaction of business\nshall be vested in and exercised by a representative assembly\ncomposed of delegates apportioned, elected, and governed in\naccordance with the provisions of the bylaws adopted by said\ncorporation.\nSections 1-11 were\n\npassed by Congress\n\nand approved\n\nCreation\n\nof\n\nRepresentative\nAssembly\n\nby the President, June 30,\n1906. They were accepted and adopted as the constitution of the National Educa¬\ntion 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.\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 1000, "printed_page": null, "text": "996\n\nNational\n\nEducation\n\nAssociation\n\nBYLAWS AS AMENDED AT THE ANNUAL BUSINESS MEET¬\nING OF THE REPRESENTATIVE ASSEMBLY , MINNE¬\nAPOLIS , MINNESOTA, JULY 6, 1928 1\nARTICLE\n\nI— MEMBERSHIP\n\nWherever the word “State” appears in the proposed amendments to these by¬\nlaws it will be understood that State, Territory, or District of the United States\nis meant.\nSection\n\nMembership\nDefined\n\n1. The\n\nmembership\n\nof the National\n\nEducation\n\nAsso-\n\nciation of the United States shall consist of three classes Active,\nAssociate, and Corresponding, whose qualifications, rights, and\nobligations shall be as hereinafter prescribed.\n\nSec. 2. Active\n\nmembers\n\nof the Association shall be those actively engaged\nthe profession of teaching or other educational work.\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\n\nJournal free and on application, to secure all publications of the As¬\nsociation at a price fixed by the Executive Committee, which\n\nObligations\nand\nPrivileges\nincluding reports\nwhen issued.\n\nLife Members\nand\nLife Directors\n\nSec. 5. Associate\n\nAssociate\nMembers\n\nshall be the approximate cost. By the payment of annual dues\nof $5 an active member shall receive in addition to The Journal, without application or other condition, the volume of Pro¬\nceedings and all other regular publications of the Association,\nof Committees and all special bulletins and announcements\n\nSec. 4. All life members\n\nand\n\nlife directors shall have\n\nthe rights and privileges of active members without the pay¬\nment of annual dues, and shall receive free without applica¬\ntion or condition the publications of the Association.\nmembers of the Association shall be persons who are not ac¬\ntively engaged in the profession of teaching or other educa-\n\ntional work, but who are otherwise interested in the promotion\nof education. The annual dues of an associate member shall\nbe the same\n\nas the dues of an active member\n\nand he shall have\n\nthe same rights and privileges, except the right to vote, to serve\nin the Representative Assembly, and to hold office.\n\nSec. 6. Eminent\n\nCorresponding\nMembers\n\nMembership\nYear\n\neducators\n\nas a delegate\n\nnot residing in America\n\nmay\n\nbp\n\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\n#\n\nall\n\nSec. 7. The\n\nshall pay\n\nmembership\n\nno dues\n\nyear\n\nand\n\nmay\n\nshall be from\n\nreceive free\n\nSeptember\n\nto August 31. All membership dues paid during the membership year shall be credited to that year unless otherwise\nrequested.\n\n1\n\n"}
{"page": 1001, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n997\nSec.\n\n8. The\n\nannual\n\ndues\n\nof members\n\nshall\n\nbe\n\nsent\n\nto the\n\nSecretary on or before November 1. An active member fail¬\ning to pay his dues as herein provided shall forfeit the privi¬\nleges of membership and after being in arrears one half year\nbe dropped from the list of members.\nSec. 9. The\n\nSecretary\n\nof the Association\n\nshall furnish\n\nPaymentDues\nof\n\neach\n\nMembership\nCard\n\nmember of the Association a Membership Card, declaring him\nto be a member of the National Education Association for the\nyear for which\n\nhis dues are paid, and\n\nthe rights and privileges granted\n\nas such entitled to all\n\nby the charter\n\nand\n\nbylaws\n\nof the Association.\n\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 depart¬\nment thereof, shall be limited to active members whose dues\n\nAs¬\n\n* *° Vote\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.\n\nARTICLE II— ELECTION\nOF OFFICERS, REPRESENTATIVE\nASSEMBLY, AND AFFILIATED\nASSOCIATIONS\nSection\n\n1. The\n\nat the annual\n\nelection of officers and\n\nbusiness\n\nmeeting\n\ntransaction\n\nshall be by a Representative\n\nAssembly composed of delegates apportioned,\nerned as hereinafter provided.\nSec.\n\n2. At\n\nthe\n\nfirst Business\n\nof business\n\nmeeting\n\nElection\n\nelected, and gov-\n\nof the\n\nRepresentative\n\nof\n\nOfficers\n\nAssembly\n\non\n\nthe\n\nsecond day of the annual meeting of the Association nominations for the follow¬\ning offices shall be made: President, Vicepresident, and Treasurer. Candidates\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 shall nominate one person for member\nof the Board of Directors and the name of such person shall be reported to the\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 candi¬\ndates 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 Ptesident,\nTreasurer, member of Board of Directors from each state, territory, or district,\nrespectively, and the eleven candidates for the office of Vicepresident receiving\nthe highest number of votes shall be declared elected. The President of the\nAssociation shall appoint tellers and complete all arrangements for carrying out\nthe election. The results of the election herein provided shall be announced at\nthe final business session of the Representative Assmbly. The officers thus chosen\nshall continue in office until the close of the annual meeting subsequent to their\nelection, and until their successors are chosen, except as herein provided. The\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.\nSec. 3. The State Teachers Association or Educational Association\n\nof a state,\n\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each affiliated State\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled Affiliated State\nAssociations\nin the Representative Assembly as hereinAsso¬\nState\nAffiliated\nan\nof\nafter provided. The annual dues\nciation shall be $10 for each delegate to which said state shall be entitled, with a\n\nto representation\n\n"}
{"page": 1002, "printed_page": null, "text": "998\n\nNational\n\nmaximum\n\nof $100.\n\nEducation\n\nSaid Association\n\nAssociation\n\nshall receive without\n\napplication, or other\n\ncondition, all regular, publications of the National Education Association, includ¬\ning the volume of Proceedings, reports of committees, and all special bulletins and\nannouncements when issued.\nSec.\n\n4. A\n\nlocal\n\neducational\n\nterritory, or district, may\n\nassociation\n\naffiliate with\n\nor\n\nteachers\n\norganization\n\nthe National\n\nEducation\n\nwithin\n\na\n\nstate,\n\nAssociation\n\nand\n\nshall be designated\n\nan Affiliated Local Association. Each Affiliated Local Asso¬\nciation shall be a local unit in the organization of the National\n\nAffiliated Local\nAssociations\n\nEducation Association and as such shall be entitled to representation in the Representative Assembly as hereinafter pro¬\n\nshall be $5, which\n\nvided.\n\nThe\n\nannual\n\ndues\n\nof an\n\nshall entitle said Association\n\nAffiliated Local\n\nto receive without\n\nAssociation\n\napplication, or\n\nother condition, all regular publications of the National Education Association, in¬\ncluding the volume of Proceedings, reports of committees, and all bulletins and\nannouncements when issued.\nSec.\n\n5. Each\n\nAffiliated\n\nAssociation,\n\nboth\n\nstate\n\nand\n\nlocal,\n\nshall\n\nbe\n\nfurnished\n\na certificate of membership and shall be entitled to the active assistance and sup¬\nport 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 mutual cooperation between the National Education Association and the\nState and Local Affiliated Associations as will promote the welfare of all and\nadvance the interests of the teaching profession.\nSec.\n\nand\n\n6. Each\n\none\n\nmembers,\n\nAffiliated\n\nState\n\nAssociation\n\nalternate to the Representative\n\nshall\n\nbe\n\nAssembly\n\nentitled\n\nto\n\nfor each\n\nelect one\n\none\n\ndelegate\n\nhundred\n\nof its\n\nor major\n\nfraction thereof, who are active members of the National Edu¬\ncation Association, up to five hundred such active members, anc\n\nState Delegates\n\nthereafter one delegate and one alternate for each five hundred\n\nof its members, or major fraction thereof, who are active mem¬\nbers of the National Education Association. Such delegates shall be designated\nState Delegates.\nSec.\n\n7. Each\n\nAffiliated\n\ngate\n\nLocal\nDelegates\n\nLocal\n\nand\n\nAssociation\n\none\n\nalternate\n\nshall\n\nbe\n\n8. Only\n\nto\n\nelect\n\nto the Representative\n\none\n\ndele¬\n\nAssembly\n\nfor\n\neach one hundred of its members, or major fraction thereof,\nwho are active members of the National Education Association.\nSuch delegates shall be designated\n\nSec.\n\nentitled\n\nactive\n\nmembers\n\nof\n\nthe\n\nNational\n\nLocal Delegates.\n\nEducation\n\nAssociation\n\nshall\n\nbe\n\neligible to be delegates to the Representative Assembly, and to vote in the elec¬\ntion of delegates in a State or Local Affiliated Association. An active member\nshall be permitted to vote for the election of delegates in but\n\nSelection of\nDelegates\n\none affiliated Local Association. For determining the apportionment of delegates, an active member may be counted in two\n\nAffiliated Associations, and no more;\nbe the State Association.\nSec.\n\n9. The\n\nofficers\n\nof\n\nthe\n\nNational\n\ncharter and the State Superintendent\nEx\n\nOfficio\n\nDelegates\nthereof.\n\nEducation\n\nand that one of these shall\n\nAssociation\n\nor Commisisoner\n\nas\n\nof Education\n\nnamed\n\nin\n\nthe\n\nof each state,\n\nterritory, and district, shall be ex officio delegates to the Representative Assembly. The President of the Association shall\n\npreside at the annual meeting of the Representative Assembly,\nand the Secretary of the Association shall keep the records\nIn case of a tie the President shall cast the deciding vote.\n\n"}
{"page": 1003, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n999\n\nSec. 10. Delegates shall file their credentials with the Secretary of the Asso¬\nciation on blanks furnished by him for that purpose not later than ten days be¬\nfore the beginning of the annual meeting. The Secretary shall turn over such\ncredentials to the Credential Committee, when appointed, with\nDelegates ;\nsuch information thereon as may be obtained from the records\nVoting ;\nCredentials\nof the Association. The Representative Assembly shall be the\nfinal judge of the qualifications of delegates. The delegates\nFreedom of\nshall have equal rights and each shall have one vote. Meet¬\nFloor\nings of the Representative Assembly shall be open to the active\nmembers of the Association who shall be privileged to address\nthe Assembly on subjects pertaining to the Association. The Representative As¬\nsembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association. It shall recommend an equitable plan for pay¬\ning the expenses of delegates to the annual business meeting of the Association.\nSec. 11. The officers shall be permitted to hold meetings other than for busi¬\nness purposes and expenses therefor shall be provided.\nARTICLE\n\nSection 1. The\n\nIII— DUTIES\n\nOF\n\nOFFICERS\n\nPresident shall preside at all meetings of the Association and\n\nshall perform the duties prescribed by the Act of Incorporation and these Bvlaws,\nand in addition such duties as usually devolve upon the Chief Executive of such\nan Association. In the absence of the President, the ranking\nVicepresident, who is present, shall preside and in the absence Duties of the\nof the President and all Vicepresidents a Chairman pro tempore\nPresident\nshall be elected under the direction of the Secretary of the\nAssociation. The President shall prepare the program for the general sessions\nof the annual meeting of the Association and shall have power to confer with\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\nmeeting. The President shall be a member ex officio of the Board of Trustees and\nChairman of the Board of Directors, and the Executive Committee. He shall\nsign all bills approved for payment by the Board of Directors and all bills ap¬\nproved or authorized by the Executive Committee acting for and under the in¬\nstruction of the Board of Directors. On the expiration of his term of office as\nPresident, he shall become first Vicepresident for the ensuing year.\n\nSec. 2. The\n\nSecretary shall keep a full and accurate record of the proceedings\n\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 As¬\nsociation as provided in the Act of Incorporation and these\nBylaws and, in all matters not definitely prescribed therein, Duties of the\nshall be under the direction of the Board of Directors or of the\nSecretary\nExecutive Committee acting for the Board of Directors, and,\n\nin the absence of instructions from the Board of Directors or the Executive Com¬\nmittee, shall be under the direction of the President. He shall receive or collect\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\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 meet¬\nings of the Association, of the Board of Directors, and of the Executive Commit¬\ntee. He shall keep a list of members and shall revise said list annually. He\nshall be Secretary of the Board of Directors. He 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\n\n"}
{"page": 1004, "printed_page": null, "text": "1000\n\nNational\n\nEducation\n\nAssociation\n\nas may be required by the Board of Trustees. He shall submit his annual report\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. The 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\ntors.\n\nCommittee\n\nacting under\n\nthe general instruction of the Board\n\nof Direc¬\n\nSec. 3. The Treasurer shall perform the duties prescribed by the Act of In¬\ncorporation 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\n\nDuties of the\nTreasurer\n\nthe Board of Trustees, shall notify the President of the Association and the Chairman of the Board of Trustees whenever\n\nan exact account\n\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 ac¬\ncounts shall be transmitted by this Committee to the Board of Directors at its\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 informa¬\ntion. The Treasurer shall give such bond for the faithful performance of his\nduties as may be required by the Board of Trustees. At the expiration of his\nterm of office, he shall transfer to his successor all moneys, books, and other\nproperty in his possession belonging to the Association.\nSec. 4. The\n\nBoard\n\nof Directors\n\nshall have\n\nsuch powers\n\nand perform\n\nsuch duties\n\nas are prescribed by the Act of Incorporation and by these Bylaws, shall elect\ncorresponding members as prescribed in Section 6 of Article I of these Bylaws;\nshall elect members of the National Council of Education as\n\nDuties\n\nof the\n\nprovided\n\nBoard\n\nof\n\nfill all vacancies\n\nDirectors\n\nin Section 3 of Article IV of these Bylaws;\nin its own\n\nbody and in the Board\n\nshall\n\nof Trustees.\n\nThe Board of Directors shall approve all bills incurred by itself\n\nor by the Executive Committee, or the President or the Secretary\nacting under the authority of the Board of Directors; shall appropriate from the\ncurrent funds of the year the amounts of money ordered by the Representative\nAssembly at the annual business meeting of the same for the work of all special\ncommittees of research and investigation authorized and provided for at the\nannual business meeting, and for all other needs of the Association; shall make\na full report of the financial condition of the Association including the reports of\nthe Secretary, the Treasurer and the Board of Trustees to the Representative\nAssembly at its annual business meeting, and shall do all in its power to make the\nAssociation a useful and honorable institution.\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\nthe Board of Directors at its next meeting. The 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\nthe Representative Assembly, and may meet in connection with the annual meet¬\ning 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\nelective members of the Board of Directors.\nSec. 5. The Executive Committee may recommend to the Representative As¬\nsembly at the annual business meeting the appointment of special committees for\n\n"}
{"page": 1005, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1001\n\nInformation\n\ninvestigation or research, the subjects for which may have been suggested\nNational Council or by the active members of the National\n\nby the\n\nEducation Association or by any of its Departments; it shall\nDuties of\nrecommend the amount of money to be appropriated for such\nExecutive\ninvestigations. When such special committees are provided\nCommittee\nfor and duly authorized by the Representative Assembly and\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. The Executive Committee shall receive and con¬\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\nor in these Bylaws.\nSec. 6. The\n\nBoard\n\nof Trustees\n\nshall have\n\nsuch powers\n\nand\n\nperform\n\nsuch\n\nduties\n\nas are prescribed by the Act of Incorporation, shall require of the Secretary and\nTreasurer bonds in such amounts as may be determined by said Board for the\nfaithful performance of their duties; shall make a full report\nof the finances of the Association to the Executive Committee Further Duties\nnot later than ten days prior to the annual meeting of the\nof Trustees\nAssociation, which report shall be transmitted by the Executive\nCommittee to the Board of Directors at the first regular meeting of the Board\nheld in connection with the annual meeting of the Association. It shall annually\nchoose its own chairman and secretary.\nARTICLE\nSection\n\nIV— THE\n\n1. The* National\n\ntions of public and\nfrom\n\nNATIONAL\nCouncil\n\nprofessional\n\nCOUNCIL\n\nof Education\n\ninterest; propose\n\nOF\n\nEDUCATION\n\nshall discuss\n\neducational\n\nto the Executive\n\ntime to time, suitable subjects for investigation\n\nand\n\nques¬\n\nCommittee,\n\nre¬\n\nFunction of\nsearch; have a report made at its annual meeting on “Educational Progress During the Past Year”; and in other ways\nNational\nuse its best efforts to further the objects of the Association and\nCouncil\nto promote the cause of education in general.\nSec. 2. The\n\nNational\n\nCouncil\n\nof Education\n\nshall consist of one\n\nhundred\n\ntwenty\n\nregular members, selected from the active membership of the National Education\nAssociation. Any active member of the Association is eligible to membership\nin the Council and each member shall be elected for six years\nand until his successor is elected. In addition to the 120 memMembership\nbers thus selected from the active membership the National\nin Council\nCouncil may in its bylaws provide for the admission to mem¬\nbership of representatives from the several departments of the Association\nbasis of equal representation from each department.\nSec.\n\n3. The\n\nannual\n\nelection\n\nof members\n\nof the\n\nCouncil\n\nshall be\n\nheld\n\non the\nat the\n\ntime of the annual meeting of the Association. The Board of Directors of the\nAssociation shall annually elect ten members and the Council ten members,\nand\n\neach body shall fill all vacancies in its quota of members.\nNo state, territory, nor district in the United States shall have\nat one time more than seven regular members in the\nCouncil.\nSec. 4. The\n\ning the week\n\nannual\n\nmeeting\n\nof the annual\n\nof the Council\n\nmeeting\n\nshall be held dur¬\n\nof the Association.\n\nElection of\nCommittee\nMembers\nTime\nof\nMeeting\n\n"}
{"page": 1006, "printed_page": null, "text": "1002\n\nNational\n\nEducation\n\nAssociation\n\nSec. 5. The absence of a regular member from two successive annual meetings\nof the Council shall be considered equivalent to his resignation of membership,\nPersons whose\nregular membership in the Council has expired shall be denomi¬\nnated honorary members of the Council during the time of\nLoss of\ntheir active membership in the Association with the privilege\n\nMembership\n\nof attending the regular sessions of the Council and partici¬\npating in its discussions. A member who discontinues or forfeits his activ e membership in the Association forfeits his membership in the\nCouncil.\nSec.\n\n6. The\n\nofficers\n\nshall\n\nconsist\n\nof a President,\n\na Secretary, and such standing committees\n\nas may\n\nbe prescribed by its bylaws,\n\nNational\n\nBvlaws\n\nand\n\nPowers\n\nof\n\nCouncil\n\na Vicepresident,\n\nall\n\nof whom shall be regular members of the Council. The Secretary of the Council shall, in addition to performing the duties\npertaining to his office, furnish the Secretary of the Association\na copy of the proceedings of the Council for publication.\n\nCouncil\nOfficers\nSec. 7. The\n\nof the\n\nCouncil\n\nof Education\n\nis hereby\n\nauthorized\n\nto adopt by-\n\nnot inconsistent with the act of incor-\n\nlaws for its government\n\nporation or the bylaws of the Association; provided, That such\n\nto, and approved by, the Board of directors\nbe submittedbefore\nbylaws\nof\nthe Association\nthey 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.\nCouncil\n\nARTICLE\nSection\n\n1. The\n\nfollowing\n\nV— DEPARTMENTS\n\ndepartments\n\nare\n\nnow\n\n(1927)\n\nin existence,\n\nto wit:\n\nThe\n\ndepartments, first, of Adult Education; second, of American Association of Teach¬\ners Colleges; third, of Business Education; fourth, of Classroom Teachers; fifth,\nof Deans of Women; sixth, of Elementary School Principals; seventh, of Kinder¬\ngarten-Primary Education; eighth, of Lip Reading; ninth, of Rural Education;\ntenth, of School Health and Physical Education; eleventh, of Science Instruction;\ntwelfth, of Secondary School Principals; thirteenth, of Social Studies; fourteenth,\nof Superintendence; fifteenth, of Supervisors and Directors of Instruction; sixteenth,\nof Visual Instruction; seventeenth, of Vocational Education. There is also the Na¬\ntional Council of Education.\nSec. 2. Each department shall have the right to fix the qualifications of its\nmembers for the purpose of electing officers and transacting the other business\nof the department; provided, Active members of the Associa¬\ntion, and no others, shall be eligible to such department mem¬\nMembers of\nbership, and provided also that all active members of the\n\nDepartments\n\nSec.\n\n3. Each\n\nAssociation shall be permitted to attend the professional\ngrams and discussions of any department.\ndepartment\n\nshall\n\nof the meeting\n\nDepartment\nMeetings\n\nhold\n\nannual\n\nmeeting\n\nof the Association\n\nat\n\nthe\n\ntime\n\nand\n\nexcept as otherwise\n\nplace\n\nprovided\n\nin these bylaws or as directed by the Board of Directors, or\nbv the Executive Committee acting under the general instruc¬\ntions of the Board\n\nSf.c. 4. The\n\nan\n\npro¬\n\nobject of the meetings\n\nof Directors.\nof the departments\n\nshall be the discussion\n\nof questions pertaining to their respective fields of educational work. The pro¬\ngrams of these meetings shall be prepared by the respective\npresidents in conference with, and under the general direction\nof,\nthe President of the Association. Each department shall be\nObject of\nlimited to two sessions, with formal programs, unless otherwise\nDepartment\nMeetings\nordered by the President of the Association, except that a third\nsession of business or informal round-table conference\nheld at the discretion of the department officers.\n\nmay\n\nbe\n\n"}
{"page": 1007, "printed_page": null, "text": "Associational\n\nSec.\n\n5. The\n\nofficers\n\nof\n\neach\n\nRecords\n\nand\n\nInformation\n\nDepartment\n\nshall\n\nconsist\n\nof\n\na\n\n1003\n\nPresident,\n\na\n\nVice-\n\npresident, 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\n\nduties consistent with the purposes of the Department and the Act of Incorpora¬\ntion and Bylaws of the Association. In case there is a vacancy in the office of\nPresident of any Department, it shall be filled by appointment made by the Execu¬\ntive Committee of the Department. Any other Departmental vacancy shall be\nfilled by appointment made by the President of the Department.\nSec.\n\n6. The\n\nSecretary\n\nof each\n\nDepartment\n\nshall, in addition\n\nto performing\n\nthe\n\nduties usually pertaining to his office, furnish the Secretary of the Association a\ncopy of the proceedings of the meetings of the Department for\npublication. No Department shall establish an office outside of\nDepartment\nthe general headquarters of the Association\nsent of the Board of Directors.\nSec.\n\n7. All\n\ndepartments\n\nshall\n\nhave\n\nequal\n\nwithout\nrights\n\nthe conand\n\nHeadquarters\n\nprivileges,\n\nception stated in Section 3 of this article. They shall be named\nthis article in the order of their establishment and shall be\n\nwith\n\nthe\n\nex¬\n\nin Section 1 of\n\ndropped from the list when discontinued. Each department\nRights of\nmay be governed by its own regulations in so far as they are\nDepartments\nnot inconsistent with the act of incorporation or these bylaws.\nSec.\n\n8. Upon\n\nthe\n\nrecommendation\n\nof the\n\nBoard\n\nof Directors\n\na new\n\ndepartment\n\nmay be established by vote of two thirds of the delegates to the Representative\nAssembly present at any annual meeting; provided, that a written application for\nsaid Department with title and purpose of the same shall have\nbeen made at the regular meeting of the Assembly next preHow\nceding the one at which action is taken by at least 250 memEstablished\nbers engaged or interested in the field in the interest of which\nthe department is proposed to be established; provided, that no group shall be\nadmitted to Departmental status until it shall have held constructive meetings\nfor at least three successive years.\nA Department already established may be discontinued upon a two-thirds vote\nof the Representative Assembly at any business meeting provided that announce¬\nment of the purpose to discontinue has been made at the preceding annual busi¬\nness meeting. The Board of Directors may recommend to the Representative As¬\nsembly the discontinuance of any Department. Upon the recommendation of the\nBoard of Directors a department which has failed to hold a regular meeting for\ntwo successive years may be discontinued by a vote of two thirds of the delegates\nto the Representative Assembly present at any annual meeting.\nSec.\n\n9. Any\n\nbusiness\n\ndepartment,\n\nmeeting,\n\nmay\n\nby\n\na\n\ntwo\n\nthirds\n\nlevy a membership\n\nvote\n\nof\n\nthose\n\nvoting\n\nfee to supplement\n\nat\n\nany\n\nregular\n\nits allowance\n\nfrom\n\nthe Association. Such membership fees shall be paid to the Secretary of the de¬\npartment who shall transmit them monthly to the Secretary of\nthe Association. Such funds shall be added to the department’s\nallowance from the Association and shall be used for the work\nof said department only, and shall be disbursed upon the rec¬\nommendation of the executive officers of the department in the\nsame manner as other funds of the Association are disbursed.\nARTICLE\nSection\n\n1. Not\n\nlater than\n\ndent shall appoint an\n\nDepartment\nMembers\n\nVI— COMMITTEES\n\nfive months\n\nauditing\n\nFees for\n\nbefore\n\ncommittee,\n\nthe end\n\nof the fiscal year,\n\nthe Presi¬\n\nconsisting of three active members\n\nof\n\n"}
{"page": 1008, "printed_page": null, "text": "1004\n\nNational\n\nEducation\n\nAssociation\n\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\n\naccountant or accountants, together with the communication of\nthe President transmitting the same as provided in Section 5 of\n\nAuditing\nCommittee\n\nthis Article; and the Committee\nBoard\n\nshall report its findings to the\n\nof 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 Meet\nby States\n\nmembers of the Association for each of the following committees, to serve for the ensuing year: Credentials, Resolutions, and\n\nNecrology. The Committee on Credentials shall receive the\nofficial list of delegates from the Secretary and report thereon to the Representa¬\ntive Assembly.\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. This committee shall receive and\nconsider all resolutions proposed\n\nResolutions\n\nby active members,\n\nor referred\n\nto it by the President; some time during the second day of the\nannual\n\nmeeting\n\nof the Association\n\nthe committee\n\nshall hold a\n\nmeeting, at a place and time to be announced in the printed program, for the pur¬\npose of receiving proposed resolutions and hearing those who may wish to advo¬\ncate them.\nSec.\n\nNecrology\n\n4. The\n\nCommittee\n\non\n\nNecrology\n\npublished Proceedings brief memorial\nhave\n\nmay\n\nprepare\n\nfor\n\ntributes to members\n\nthe\n\nwho\n\ndied during the year.\n\nSec. 5. Within thirty (30) days prior to the time of the annual meeting of the\nAssociation, the President shall appoint a competent person, firm or corporation,\nlicensed to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of\n\nExamination\nOf Accounts\n\nthe Secretary, the Treasurer, and the Board of Trustees and\ncompare the same, shall also examine the securities of the\n\npermanent fund held by the Board of Trustees. The report\nof said accountant or accountants shall be filed with the President not 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\n\nthink proper.\nARTICLE\nSection\n\nMeetings to be\nHeld\n\nAnnually\nSec.\n\n2. The\n\nVII— MEETING\n\n1. Stated\n\nmeeting\n\nof\n\nthe\n\nAssociation,\n\nof\n\nthe\n\nCoun-\n\ncil of Education, and of all other Departments, except as Otherwise provided, shall be held at such time and place as shall be\n\ndetermined by the Board of Directors or by the Executive Com¬\n\nmittee acting under\n\nannual\n\nbusiness\n\nmeeting\n\nthe instructions of the Board\n\nof the Representative\n\nAssembly\n\nof Directors.\nshall\n\nbegin\n\nat 9 oclock a. m., on the second day of the annual meeting of the Association.\nA regular meeting of the Board of Directors shall be held in connection with the\nannual meeting of the Association. The time and place of\n\nMeetings of\nAssembly\nDirectors,\nTrustees\n\nand\n\nsuch meeting shall be designated in the program. The Secre¬\ntary shall notify the members of the Board of Directors of the\ntime and place of meeting, not less than thirty (30) days before\nthe meeting.\nThe\n\nbe held as soon\n\nfirst regular meeting of the new\n\nas practicable and\n\nwithin\n\ntwenty-four\n\nBoard\n\nof Directors shall\n\nhours\n\nafter the close of\n\n"}
{"page": 1009, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1005\n\nInformation\n\nthe last session of the annual meeting. The place and time of this meeting shall\nbe announced in the printed program.\nThe Board of Trustees shall hold its annual meeting at some convenient time\nand immediately following the meeting of the new Board of Directors. Special\nmeetings of the Trustees may be called by the Chairman and shall be called\non request of a majority of the Board of Trustees. Due notice of all meetings\nof the Board of Trustees shall be given to every member of the Board by the\nSecretary thereof.\nARTICLE\nSection\n\n1. The\n\nproceedings\n\nVIII— PROCEEDINGS\n\nof the\n\nAssociation,\n\nof the\n\nCouncil,\n\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\n\nof the\n\nDepart¬\n\nPublication\n\nCommittee provided that such publication has been approved\nand the money therefor appropriated by the Board of Directors.\n\nof\n\nProceedings\n\nSec. 2. No paper, lecture or address shall be read before the Association or any\nof the Departments in the absence of the author, without the approval of the\nPresident of the Association, or of the President of the Depart¬\nment interested; nor shall any such paper, lecture or address be\npublished in the Proceedings\ntive Committee.\n\nwithout the approval\n\nARTICLE\nSection\n\n1. Elected\n\nstitute a quorum\n\ndirectors\n\nof the Board\n\nfrom\n\nstates\n\nshall\n\nSection\n\n1. These\n\nbylaws\n\nmay\n\nAuthor\n\ncon¬\n\nA majority of all\n\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\nARTICLE\n\nof\n\nIX\n\ntwenty-five\n\nof Directors.\n\nof the Execu¬\n\nAbsence\n\nQuorum\n\nX— AMENDMENTS\n\nbe altered\n\nor amended\n\nat the annual\n\nmeeting\n\nof the\n\nRepresentative Assembly by unanimous vote, or by a two thirds vote of the Rep¬\nresentative 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 announceofficial\nthe\nin\nmade\nbeen\nhave\nshall\naction\nd\nment of the propose\npublication of the Association.\n\n"}
{"page": 1010, "printed_page": null, "text": "1006\n\nNational\n\nNATIONAL\n\nEducation\n\nEDUCATIONAL\nNOW\n\nNATIONAL\n\nAssociation\n\nKNOWN\n\nEDUCATION\nUNITED\n\nAS\n\nASSOCIATION\nTHE\n\nASSOCIATION\nSTATES\n\nOF\n\nTHE\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,\nDo\n\nhereby certify that the National\n\nEducation\n\nAssociation\n\nof the United\n\nStates\n\nhas duly accepted said charter granted by said act of Congress, and adopted by¬\nlaws, and is the lawful successor to the National Educational Association.\nIn witness whereof, we have hereunto signed our names this 20th day of August,\n1907.\nNathan\n\nC.\n\nIrwin\n\nShepard,\n\nSchaeffer,\n\nPresiding\n\nOfficer.\n\nSecretary.\n\nVERIFICATION\nRESOLUTIONS\n\n1. Resolved, That\n\nADOPTED\n\nBY\n\nthe National\n\nTHE\n\nACTIVE\n\nEducational\n\nMEMBERS,\n\nJULY\n\nAssociation\n\n10, 1907\n\nhereby accepts the char¬\n\nter granted by 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 certifi¬\ncate showing the acceptance by the Association of the charter granted by said act.\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\nmediately.\n3. Resolved, That\nthe title “National\n“1857-1907.”\n\nthe same\n\nthe Association\nEducation\n\nare hereby\n\nadopted\n\nadopt as its corporate\n\nAssociation\n\nof the United\n\nto take effect im¬\n\nseal a circle containing\nStates,” and\n\nthe dates\n\n4. Resolved, That the Association do now proceed to elect officers, and\nganize under the charter granted by the act of Congress.\nFiled in the office of the Recorder\nber 4, 1907.\n\nof Deeds\n\nof the District of Columbia,\n\nto or¬\nSeptem¬\n\n"}
{"page": 1011, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1007\n\nInformation\n\n1\n8\n\nCALENDAR\n\nOF\n\nMEETINGS\n\n6\n\n1\n\n5\nNATIONAL\n\n8\n8\n8\n\nTEACHERS\n\nASSOCIATION,\n\n1857-1870\n\n—\n\n6\n\nS. S. Greene, President.\nW. E. Shelton, Secretary.\nZ. Richards, Treasurer.\n\nJames L. Enos, Chairman.\n6\n6W. 6\nE. Sheldon, Secretary.\n\n8\n\n7\n\nZ. Richards, —\nPresident.\n8\nJ.\nW. Buckley, Secretary.\n9\nA. J. Rickofe, Treasurer.\n\nHAR\n\nRIS\nJ. BP.\nPresident.\nURGWickersham,\nS. H.\nWhite,\nSecretary.\n,\nPA. Treasurer.\nS. P. Bates,\n1S67- — No session.\n\n8\n8\n\n—\nA. J. Rickoff,\nPresident.\n—\nJ. W. Buckley, Secretary.\n0\nC. S. Pennell, Treasurer.\n\nIN\n\nDI\n\nIN\n\nDavid\n\nN.\n\nCamp,\n\nZ. Richards,\n\nL. Van Bokkelen, President.\nW. E. Crosby, Secretary.\nVI A. L. Barber, Treasurer.\nLL\n\nNA\n\nSH\n\nE,\n\nTR\n\nEN\n\nSecretary.\n\nT\n\nEN B. Hagar,\nDaniel\nN\n\nPresident.\n\n.\nA. P. Marble,\nSecretary.\nN, W. E. Crosby, Treasurer.\nN.\nJ.\n\nTO\n\nTreasurer.\n\nPresident.\n\nTohn\n\nThomas\n\nSecretary.\n\nHancock,\n\nTreasurer.\n\nB. G. Northrup, President.\nS. H. White, Secretary.\nTohn\n\nHancock,\n\nTreasurer.\n\nHancock,\n\nSA\n\nTO\n\nGA\n\n.\nL,L\nGIO\nCA\n\nAlbert\n\n. .. T,.\nN,N NN\nIF T\nONO\nLE LM,IA,LON\nLT\nU OC R\nVI .PA STCO\nSH ST CI\nNA\nAN\nFR\n\nN\n\nJ. Ormond Wilson, President.\nW. D. Henkle. Secretary.\nE. T. Tappan, Treasurer.\nJames H. Smart, President.\nW. D. Henkle, Secretary.\n\nTreasurer.\n\nPresident.\n\nP. Marble,\n\nPresident.\n\nJ. H. Canfield, Secretarj\\\nE. C. Hewett, Treasurer.\n\nNG\n\nS,\nN.\n\nGove,\n\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\nRI\n\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nCH\nIC\n\nG. J. Orr, President.\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\nW. E. Sheldon, President.\nL. H. Canfield, Secretary.\nS,\nN. E. C. Hewett, Treasurer.\nY.\nAaron\n\nPresident.\n\nE. T. Tappan,\n\nSP\n\nI\nCH\nGA\nSP\n\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nSA\n\n—\n\nPresident.\n\nHancock,\n\nPresident.\n\nNG\n\nTO\n\nJohn\n\nSoldan,\n\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n18S6— TOPEKA. KANS.\nN. A. Calkins, President.\nW. E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n\nRI\n\nW. F. Phelps, President.\nSA\nW. D. HenklE, Secretary.\nA. P. Marble, Treasurer. RA\nA. Newall,\n\nF. Louis\n\nRA\n\nTreasurer.\n\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\n\nM.\n\nPresident.\n\n.\nIS\nNW,\n\nTohn\n\nBicknell,\n\nSO\n\nS. H. White, President.\nA. P. Marble, Secretary.\n\nW.\n\nH. S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n\nDI\n\nY.\n\nE. E. White,\n\nS. II. White,\n—\n\nMA\n\n—\n\nG,\nN.\n\n—\n—\n—\n—\n\n3\n1\n0\n\n8\n\n—\n—\n\nSH\n\n4\n7\n\nWA\n\nANJ. M. Gregory, President.\nAP Van Bokkelen, Treasurer.\nL.\nOL\nI\nJames SCruickshank,\nTreasurer.\n,\nIND\n.\n\nGT\nCL\nO\n3N,\nEV\nD.\nAL\nC. NATIONAL\nEDUCATIONAL EASSOCIATION,\n1871-1907\nLA\nO,\nND\nN.\n,O\nY.\nHI\nO\n5\n—\nJ. L. Pickard, President.\nE. T. Tappan, President.\nW. E. Crosby, Secretary.\nW. E. Sheldon, Secretary.\nL.\nJohn Hancock, Treasurer.\nN. A. Calkins, Treasurer.\n\n9\n\n9\n9\n\nJ. W. Buckley, President.\nZ. Richards, Secretary.\n85\n—\nO. C. Wight,\nTreasurer.\n7\nPH\n8\n—\nADE\n1861, IL\n1862\n—LNo\nsession.\nPHIA,\n—\nPA. (\nOrganize\nCI\nd)\nJohn D. Philbrick, President.\nNC\nIN\nJames Cruickshank, Secretary.\nNA\nTI\n,\nOH C. Wight, Treasurer.\n*0.\nIO\nW. H. Wells, President.\n8\n\nY.\n\nJ. H. Canfield, President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\nJ. M. Greenwood, Treasurer.\n(International Congress\nEducation.)\n\nof\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\nJ. M.\n\nGreenwood,\n\nTreasurer.\n\nLO.,\nAIGL\n\nGS\n\nTO\n\nRA\n\nSA\n\n"}
{"page": 1012, "printed_page": null, "text": "1\n—\n9\n1008\nNational\n1\n0\n1\n1\n1\n9\n—\n9\n9\n1S94—\nASBURY\nPARK, N. J.\n0\nAlbert G. Lane, President.\n0\nIrwin\n\nShepard,\n\nEducation\n\nAssociation\n\nJames\n\n2\n0 3\nJ. M. Greenwood, Treasurer.\n—\n—\n4Murray\nNicholas\nButler, Pres.\nIrwin\n\nShepard,\n\nSecretary.\n\nMcHenry,\n\n.\n\n2\n\nE,\n\nS.\n\n0\n—\n\nCH\n\nAN\n\nGE\n\n19\n\n06\n\nEdwin\n\nNATIONAL\n\nG.\n\nCooley,\n\nON\n\nJames.\n\nW.\n\nCrabtree,\n\nNathan\n\nC. Schaeffer, President.\nShepard, Secretary.\n\nWilkinson,\n\nTreasurer.\n\nTreasurer.\n\nand\n\nOC\nEA\nL\nN\nEDUCATION OSASSOCIATION\nOF THE\nA\nUNITED\nNG 1908 —\nSTATES,\nEL\nES\n,\nCA\nLIC. C. Bradfor\nMary\nd,\nPresident.\nF.\n\nPresident.\nSecretary.\n\nCrabtree,\n\nJ. W.\n\nA. J. Matthews,\nGeorge\n\nIrwin Shepard, Secretary.\nArthur\nH. Chamberlain, Treas.\n\nD.\n\nTreasurer.\n\nStrayer,\n\nPresident.\n\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\n\nP\n\nI\n\nT\n\nT\n\nS\n\nC.\n\n—\n\nB\n\nU\n\nJames Y. Joyner, President.\nIrwin Shepard, Secretary.\nArthur\nH. Chamberlain, Treas. M\n\nJosephine\n\nR\n\nW\n\nA\n\nElla Flagg Young, President.\nIrwin Shepard, Secretary.\nDurand\nW. Springer, Treasurer.\n\nK\n\nE\n\nE\nW,I\nS\n\nA\n\n,\n\nCongress\n\nUT\n\nAH\n\n.\n\nJoseph Swain, President.\nDurand\nW. Springer, Secretary.\nGrace M. Shepherd,, Treasurer.\n\n(International\nEducation.)\n\nJ. W.\n\nCI\n\nTY\n\nCharl\nOrmond\nWilliams, Pres.\nJ. W. Crabtree, Secretary.\nCornelia S. Adair, Treasurer.\n\nWilliam\n\nL\n\nA\nW.\nOS\nA,IS\nNMS,\nOE\nN\nST\nI\nBOMO\nS\n\nO\n\nI\n,H\nDO\nN .\n\n—\n\n.\n\nPresident. KE\n\n.\n\nof\n\nB.\n\nW\n\nS\n\nA\n\nDavid Starr Jordan, President,\nO Secretary.\nDurand\nW. Springer,\nA\nK\nGrace M. Shepherd, Treasurer.\nL\n\nOwen,\n\nCrabtree,\n\nPresident.\n\nSecretary.\n\nCornelia\n\nS. Adair,\n\nOlive\n\nM.\n\nJones,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nTreasurer.\n\nSecretary.\n\nCornelia\n\nS. Adair,\n\nTreasurer.\n\nJesse\n\nH.\n\nNewlon.\n\nPresident.\n\nJ\n\nCrabtree,\n\nW.\n\nCornelia\n\nC.\n,\n.\n.\n.,\nN\nH,\n.A\nS\nOD\nNDS\nAA,I\nII\nPH\nT\nWE\nG\nOL\nTLP\nN\nEL\nAT\nAP\nI\nH\nSE\nAD\nAN\nIL\n\nA\n\nPres.\n\nFred M. Hunter, President.\nJ. W. Crabtree, Secretary.\nCornelia S. Adair, Treasurer.\n\nU\n\nCarroll G. Pearse, President.\nIrwin Shepard, Secretary.\nSA\nKatherine\nD. Blake, Treasurer.\nL\nEdward\nT. Fairchild,\nDurand\nW. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n\nPreston,\n\nJ. W. Crabtree, Secretary.\nHP\n,A A. J. Matthews, Treasurer.\n.\n\nL\n\nT\n\nCorliss\n\nG\n\nI\n\nE\nD\n\n—\n\n—\n—\n—\n\n,S\n.\n\nTreasurer.\n\nJ.\n\nWilliam\nH. Maxwell, President.\nS,\nIrwinMO Shepard, Secretary.\n\nIrwin\nN\nAS o\nBUses\nJ. N.\nRY\nsi\non P\n. AR\nK\n\nIrwin Shepard, Secretary.\nLE\nS,\n—\nArthur\nH. Chamberlain, Treas.\nCA\nLI\nF.\nLorenzo\nD. Harvey, President.\n\nAR\n\nLE\n3 ST\n\n8\n\n—\n\nLO\n\nS\n\nWI\n\nLO\n\nN.\n\n.\n\n—\n\n—\n\n1\n7\n\nKE\n\nRhodes,\n\nGROVE,\nUI\n\nLW\n\n4\n5\n6\n\n2\n\n2\n2\n\n2\n\nST\n\nIrwin Shepard, Secretary.\n—\nCarroll G. Pearse, Treasurer.\n\nAU\n\nTreasurer.\n\nNCharles\nEAP\nW. Eliot, President.\nO\nIrwin LI\nShepard,\nSecretary.\nS,\nMIN\nW. M. Davidson,\nN\n. Treasurer.\nBO\nST\nON\n,\nJohn\nW. Cook, President.\nMA Shepard, Secretary.\nIrwin\nSS\n.\n\nNewton\nC. Dougherty, President.\nIrwin C. Shepard, Secretary.\n\nMI\n\nPresident.\nSecretary.\n\nMIN\n\nI. C. McNei,l, Treasurer.\n0\nDE\n0 NV\n1\nER Charles R. Skinner, President.\n6\n,\nCO\n5\nIrwin\nShepard, Secretary.\nLO\n—\n1\nI. C. .McNeill, Treasurer.\n7\n—\nBU8\nE. Oram Lyte, President.\nFF\nIrwin Separd, Secretary.\nAL\nO,\nI. C. —\nMcNeill, Treasurer.\nN.\n9 Y\n.\nOscar T. Corson, President.\n—\n\n2\n\nGreen,\n\nWilliam\nM. Beardshear, President.\nIrwin Shepard, Secretary.\nCharles H. Keyes, Treasurer.\n\nI. C. McNeil, Treasurer.\n—\n\n9\n9\n5\n9\n9\n—\n\nM.\n\nDETIrwin Shepard,\nROIC. Greenlee,\nL.\nT,\nMICH\n.\n\nSecretary.\n\nSecretary.\n\nS. Adair,\n\nTreasurer.\n\nMary\n\nMcSkimmon,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nFrancis\n\nG.\n\nSecretary.\n\nSmith,\n\nTreasurer.\n\nDI\nIN\n\nN\n\nD\n\nDavid B. Johnson, President. S\nDurand\nYV. Springer, Secretary.\nAF\nN\nGrace M. Shepherd, Treasurer. RA\n\nPH\n\nC\n\nI\n\n1929— ATLANTA,\nUel\n\nHenry\n\nN\n\nRobert J. AlEY, President.\nDurand\nW. Springer, Secretary.\nThomas\nE. FinEGan, Treasurer.\nW.\n\nBlair,\n\nJ. YV. Crabtree,\nLester\n\nCornelia\n\nS\n\nC\n\nO\n\n.\n\nS. Adair,\n\nCrabtree,\n\nHenry\n\nLester\n\nLamkin,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nSecretary.\n\nHenry\n\nLester\n\nSmith,\n\nSmith,\n\nJ. W.\n\nGA.\n\nTreasurer.\n\nPresident.\n\nSecretary.\nTreasurer.\n\nPresident.\n\nSecretary.\nSmith,\n\nTreasurer.\n\nMI\nNN\n,.\nNSN\nLII\nM\nPO\n\nEA\n\n"}
{"page": 1013, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1009\n\nNATIONAL\nUel\n\nW.\n\nEDUCATION\nFOR\n\nASSOCIATION\n1928-29\n\nLamkin\n\n..\n\nPresident,\n\nState\n\nTeachers\n\nCollege .\n\nJ. W.\n\nCrabtree\n\n.\n\nSecretary,\n\n1201\n\nSixteenth\n\nStreet\n\nHenry\n\nLester\n\nTreasurer,\n\nDean,\n\nSchool\n\nSmith\n\n.\n\nExecutive\n\nN.\n\nOFFICERS\nMaryville,\n\nW .\n\nof Education,\n\nWashington,\n\nIndiana\n\nMo.\n\nD. C.\n\nUniversity,\n\nBloomington,\n\nInd.\n\nCommittee\n\nUel W. Lamkin\n.\nCornelia S. Adair .\n\nPresident .\n\\ icepresident, Teacher, Bainbridge\n\nMaryville,\nHigh School\n\nMo.\n\nRichmond,\n\nVa.\n\nWalter R. Siders .\nHenry\nLester Smith\n.\nFrank E. Reynolds .\n\nChairman, Board of Trustees .\nState House Augusta,\nTreasurer .\nBloomington,\nMember\nby Election, Secretary, Ohio State Teachers As¬\n\nMe.\nInd.\n\n2121\n\nPark\n\nAvenue\n\nsociation, 428\n\n.\n\nChamber\n\nJunior\n\nof Commerce .\n\nColumbus,\n\nOhio\n\nBoard of Trustees\nWalter R. Siders .\nUel W. Lamkin\n.\nJ. M. Gwinn\n.\nKate V. Wofford\n.\nToseph H. Saunders .\n\nChairman .\nAugusta, Me.\nPresident .\nMaryville, Mo.\nSuperintendent of Schools .\nSan Francisco, Calif.\nSuperintendent of Laurens County Schools .\nLaurens, S. C.\nSuperintendent of Schools .\nNewport News, Va.\n\nVicepresidents\nGeorge A. Allen, Jr., State Superintendent of Public Instruction .\nIra T. Chapman, Superintendent of Schools .\nJames P. Coates, Secretary, South Carolina Teachers Association, 314\n\nTopeka,\nElizabeth,\nState Office\n\nBldg .\nJ. J. Early, Superintendent of Schools .\n\nColumbia, S. C.\nSheridan, Wyo.\n\nCharles R. Foster, President, State Teachers College .\nAnna Gr.Eme Fraser, Viceprincipal, Oakland High School .\nFlorence M. Hale, State Agent for Rural Education .\nElizabeth R. McCormick,\nPrincipal, Timothy O. Howe\nSchool .\n\nIndiana, Pa.\nOakland, Calif.\nAugusta, Me.\nSuperior, Wis.\n\nG. H. Madden, Superintendent of Schools .\nC. B. Turner, Supervisor of Schools .\nCaroline\n\nS. Woodruff,\n\nPrincipal,\n\nState\n\nNormal\n\nTraining\n\nSchool\n\nKans.\nN. J.\n\nWinslow, Ariz.\nBaton Rouge, La.\n.\n\nCastleton,\n\nVt.\n\nBoard of Directors\nDirectors exofficio\nThe\n\npresident,\n\nsecretary\n\nfirst vicenresident,\n\nare directors\n\ntreasurer,\n\nchairman\n\nof the Board\n\nof Trustees,\n\nexofficio.\n\nLife\n\nand\n\nthe\n\n, '\n\nJ\n\nDirectors\n\nCornelia S. Adair .\nRichmond, Va.\nRobert J. Aley, President, Butler University .\nIndianapolis. Ind.\nFrancis G. Blair, State Superintendent of Public Instruction .\nSpringfield, Ill.\nBoard of Education .\nNashville, Tenn.\nMary C. C. Bradford, 1735 Bellaire Street .\nDenver. Colo.\nElmer Ellsworth Brown, Chancellor, New York University .\nNew York City\nNicholas Murray Butler, President, Columbia University .\nNew York City\nP. P. Claxton, Superintendent of Schools .\nTulsa, Okla.\nH. A. Graham, East Broadway .\nMt. Pleasant, Mich.\nFrederick M. Hunter, Chancellor, University of Denver .\nDenver, Colo.\nOlive M. Jones, Principal, Public School No. 120 .\nNew York City\nDavid Starr Jordan, Chancellor Emeritus, Stanford University .\nStanford, Calif.\nJames Y. Joyner, Assistant Manager, Prudential Insurance Co. of America, 1304 E.\nJones St .\nRaleigh, N. C.\nMary McSkimmon, Principal, Pierce School .\nBrookline, Mass.\nJesse H. Newlon, Director, Lincoln School, Teachers College, Columbia University,\nNew York City\nCarroll G. Pearse, Representative of F. E. Compton Co., 4315 Lisbon Ave. . .Milwaukee, Wis\nJosephine C. Preston, State Superintendent of Public Instruction .\nOlympia, Wash.\nState Teachers Association of Illinois, Robert C. Moore, Secretary .\nCarlinville, Ill.\nGeorge D. Strayer, Professor of Education and Director, Institute of Educational Re¬\nsearch, Teachers College, Columbia University .\nNew York City\nA. R. Taylor, 225 N. Fairview St .\nDecatur, Ill.\nTeachers Institute .\nPhiladelphia, Pa.\n\n"}
{"page": 1014, "printed_page": null, "text": "1010\n\nNational\n\nEducation\n\nAssociation\n\nJohn J. Tigert, President, University of Florida .\nGainesville, Fla.\nCharles G. White, President, Isbell Missionary College .\nMartin, Tenn.\nCharl O. Williams, Director, Field and Legislative Division, National Education As¬\nsociation .\n.....Washington, D. C.\n\nState\nAlabama .\nAlaska .. .\nArizona . .\nArkansas .\n\nWilliam K. Keller, Superintendent of Schools .\nJuneau\nHerman E. Hendrix, Superintendent of Schools .\nMesa\nJ. P. Womack, State Superintendent of Public\nInstruction .\nLittle Rock\n\nCalifornia\nColorado .\n\nW.\n\nConnecticut .\nDelaware .\nDistrict of Columbia\n\nJ\n\n.\nFlorida\n\nGeorgia\nHawaii\nIdaho .\nIllinois\n\nA\n.\nIndiana\nIowa . .\nKansas .\nKentucky\nLouisiana .\nMaine .\nMaryland .\nMassachusetts\nMichigan . . .\nMinnesota\nMississippi\nMissouri .\nMontana .,\nNebraska .\nNevada .\nNew Hampshire\nNew Jersey . . . .\nNew Mexico . . .\nNew York . . .\nNorth Carolina\nNorth Dakota .\nOhio .\nOklahoma ....\nOregon . . . . .\nPennsylvania\nPorto\n\nRico\n\nRhode\nSouth\nSouth\n\nIsland . .\nCarolina\nDakota\n\nTennessee\nT exas . . . .\nUtah\n\n...\n\nVermont\nVirginia\nVirgin Islands\nWashington ..\nWest Virginia\nWisconsin . . .\n\nWyoming\n\nDirectors\n\n.\n\n. . .\n\nB. Mooney, Secretary, Colorado Education Association,\n530 Commonwealth Bldg .\nDenver\nGordon C. Swiet, Superintendent of Schools .\nWatertown\nDavid A. Ward, Superintendent of Schools.... .\nWilmington\nHarry English, Secretary, Board of Examiners, Franklin\nSchool Bldg .\nWashington\nW. S. Cawthon, State Superintendent of Public\n.\nTallahassee\nD. WInstruction\nilliams,\nPr\nM. L. Duggan,\nState\nof\nSchools,\nincipaSuperintendent\nl, Avond\nale Scho\nState Capitol .\nAtlanta\nol .\nminghaT.\nF. E. Howard, Principal, Public Schools. .Hamakuapoko,BirMaui,\nm H.\nCharles F. Dienst, Superintendent of Schools .\nBoise\nA. L. Whittenberg, Secretary, State Examining\nBoard for Teachers’ Certificates .\nSpringfield\nCharles F. Miller, Superintendent of Schools .\nIndianapolis\nMary A. Lord, Teacher, Woodrow Wilson Junior High\nR. CliSchool .\nSioux City\neton,\nSuperiSuperintendent\nM. E. Pearson,\nof Schools .\nKansas City\nntenden\nt\nf Schoo\nR. E. Williams, Secretary, oKentucky\n,\nls, Education\n.\nAssociation, 1122 Starks Bldg .\n..Louisville\nMonrovi\nC. B. Turner. Supervisor of Schools .\nBaton a Rouge\nWilliam B. Jack, Superintendent of Schools .\nPortland\nWilliam Burdick, State Supervisor of\nPhysical Education .\nBaltimore\nAnnie C. Woodward, Teacher, High School .\nSomerville\nWebster H. Pearce, State Superintendent of\nPublic Instruction .\nLansing\nEefie MacGregor, Principal, John Burroughs School .. Minneapolis\nH. V. Cooper, Superintendent of Schools .\nKosciusko\nI'homas J. Walker, Editor, School and Community .\nColumbia\nK. J. Cunningham, Secretary, Montana Edu¬\ncation Association, Room 9, Kohrs Block .\nHelena\nM. C. LEFLER, Superintendent of Schools .\nLincoln\nJennie A. Curieux .\nTonopah\nPerley L. Horne, Principal, Pinkerton Academy .\nDerry\nGallup\nNewark\nAlexander J. Glennie, Principal, Miller Street School .\nMrs. H .F. Brock, Superintendent of McKinley County Schools\nWilliam H. Holmes, Superintendent of Schools .\nMount Vernon\nT. W. Andrews, Superintendent of Schools, Box 5 17.... High Point\nMinnie J. Nielson, 901 5th Avenue .\nValley City\nA. C. Eldredge, Assistant Superintendent of Schools .\nCleveland\nJohn G. Mitchell, President, Central State\nTeachers College .\n..Edmond\nNettie Mae Rankin, Teacher, High School of Commerce. .Portland\nJ. Herbert Kelley, Secretary, Pennsylvania State\nEducation Association, 400 N. 3d St .\nHarrisburg\nFrancisco Vizcarrondo, Assistant Commissioner\nof Education .\n. .\n•_ .\nSan Juan\nAgnes M. Bacon, State Supervisor of Americanization. .. .Providence\nGeorge W. Wannamaker, Superintendent of Schools ... St. Matthews\nN. E. Steele, Secretary, South Dakota Education Associa¬\nSioux Falls\ntion, Room 3, Perry Bldg .\nNashville\nP. L. Harned, State Commissioner of Education .\nL. W. Rogers, First Assistant Superintendent of\nPublic Instruction .\nAustin\nB. A. Fowler, Superintendent of Schools, Weber\nCounty, 2324 Adams Ave .\nOgden\nClarence H. Dempsey, State Commissioner of\nEducation .\nMontpelier\nC. J. Heatwole, Secretary, Virginia Education\nAssociation, 202-203 Goddin Hall, .\nRichmond\nArthur E. Lindborg, Director of Education .\nSt. Thomas\nArthur L. Marsh, Secretary, Washington Edu¬\ncation Association, 707 Lowman\nBldg .\nSeattle\nTosEph Rosier, President, State Normal School .\nFairmont\nE. G. Doudna, Secretary, Board of Regents of\nNormal Schools, 2017 E. Monroe St .\nMadison\nLaramie\nj A. A. Slade. Superintendent of Schools .\n\n"}
{"page": 1015, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nHEADQUARTERS\n\nSTAFF\n\n1201 Sixteenth Street Northwest,\nJ. W.\n\n1011\n\nInformation\n\nWashington,\n\nD. C.\n\nCrabtree, Secretary\n\nDirectors of Divisions\nHelen\n\nT. Hixson,\n\nand\n\nDirector\n\nAssistant\n\nof Accounts\n\nJohn\n\nTreasurer.\n\nK.\n\nHarold\n\nNorton,\n\nA.\n\nResearch.\n\nAllan,\n\nBusiness.\n\nJoy Elmer Morgan, Publications.\nChare O. Williams, Field and Legislative.\nAgnes Winn, Classroom Service.\nT. D. Martin, Records and Membership.\nS. D. Shankland\n\nAdministrative\n\nService,\n\nand\n\nNATIONAL\nPresident\n\nSecretary\n\nof the Department\n\nCOUNCIL\n\nOF\n\nof Superintendence\n\nEDUCATION\n\n.\n\nHenry Lester Smith, Dean, School of Education, Indi¬\nana University .\nBloomington, Ind.\nVicepresident .\nMrs. Susan M. Dorsey, 1506 Arapahoe Street. .. .Los Angeles, Calif.\nSecretary .\nAdelaide S. Baylor, Chief, Home Economics Education\nService, Federal Board for Vocational Education....\nWashington, D. C.\nExecutive .Committee ... .A .J. Matthews, President, Tempe Normal School (Term\nexpires 1929) .\nTempe, Ariz.\nAnna Laura Force, Principal, Lake Junior High School,\nDenver, Colo. (Term expires 1930)\nM. G. Clark, Superintendent of Schools (Term expires\n1931) .\nSioux City, Iowa\n\nOFFICERS\n\nOF\n\nDepartment\nPresident\n\n.\n\nVicepresident\nSecretary\n\nPresident\n\nof Adult\n\nEducation\n\nA.\n\nW. Castle, Director of Extension Education, State De¬\npartment of Public Instruction .\nHarrisburg, Pa.\nMrs. Ethel Richardson Allen, Assistant State Superin¬\ntendent of Public Instruction, 1130 Sun Finance\nBuilding .\n.\nLos Angeles, Calif.\nC. S. Marsh, Dean of the Evening Session, University\nof Buffalo .\nBuffalo, N. Y.\n\n.\n\n.\n\nAmerican\n\nDEPARTMENTS\n\nAssociation\n\n.\n\nof Teachers\n\nColleges, Department\n\nof N. E. A.\n\nP. Morgan, President, Western Illinois State Teachers\nCollege .\nMacomb, Ill.\nFirst Vicepresident .\nR. L. Marquis, President, North Texas State Teachers\nCollege .\nDenton, Texas\nSecond Vicepresident ... .E. C. Higbie, President, Eastern State Normal School\nMadison, S. D.\nThird Vicepresident .\nRichard Hargreaves, President, State Normal School\nCheney, Washington\nSecretary-Treasurer\n\nW.\n\n.\n\nCharles\n\nW.\n\nHunt,\n\nDepartment\nPresident\n\n.\n\nVicepresident\nSecretary\n\n.\n\n.\n\nCleveland\n\nof Business\n\nSchool\n\nof Education\nCleveland,\n\nOhio\n\nEducation\n\nPaul A. Carlson, Head of Accounting Department, State\nTeachers College .\nWhitewater, Wis.\nFrances M. Butts, Director of Placement, Business\nHigh School .\nWashington, D. C.\n....A. B. Opfer, Head of Commercial Department, West\nHigh School .\nMinneapolis, Minn.\n\nDepartment\nPresident\n.\nVicepresident .\nSecretary .\nExecutive Committee.\n\nDean,\n\nof Classroom\n\nTeachers\n\nMrs. Edith B. Joynes, 410 W. 14th St .\nNorfolk, Va.\nR. Ross Smith, 5719 So. Francisco Ave .\nChicago, Ill.\nCharles E. Scott, Grant High School .\nPortland, Ore.\n... Middle Section, Eula F. Hunter, 1324 E. Morphy St.\n(Term expires 1929) .\nFort Worth, Texas\nWestern Section, Miriam D. Eisner, 3098 California St.\n(Term expires 1930) .\nSan Francisco, Calif.\nEastern Section, Sara FI. Fahey, 191 Lincoln Place\n(Term expires 1931).... .\nBrooklyn, N. Y.\n\n"}
{"page": 1016, "printed_page": null, "text": "1012\n\nNational\n\nEducation\n\nDepartment\nPresident\nFirst\n\n.\n\nDorothy\n\nVicepresident\n\nAssociation\n\nof Deans\n\nStimson,\n\nDean\n\nof Women\n\nof Women,\n\nGoucher\n\nCollege\nBaltimore,\n\nMd.\n\n.\n\nHelen M. Smith, Dean of Women, Western Reserve\nUniversity .\nCleveland, Ohio\nSecond Vicepresidcnt. ... Florence Purington, Dean of Women, Mt. Holyoke Col¬\nlege .\nSouth Hadley, Mass.\nSecretary .\nMary W. Sawyer, Dean of Girls, High School. ... Brookline, Mass.\nTreasurer .\nEstella G. Hefley, Dean of Women, Texas State College\nfor Women .\nDenton, Texas\nHeadquarters Secretary . . Gvvladys W. Jones, 1634 I St. N. W .\nWashington, D. C.\n\nDepartment\n\nof Elementary\n\nSchool Principals\n\nPresident .\nEva G. Pinkston, Principal, Sam Plouston School .... Dallas, Texas\nFirst Vicepresident .\nHelen B. Shove, Principal, Longfellow School .. Minneapolis, Minn.\nSecond Vicepresident.... Iohn Spargo, Principal, Ashland School .\nEast Orange, N. J.\nThird Vicepresident .\nF. H. Duffy, Principal, Harding School .\nSteubenville, Ohio\nFourth Vicepresident ... .CassiE F. Roys, Principal, Walnut Hill School .\nOmaha, Nebr.\nFifth Vicepresident .\nV. J. Hamilton, Principal, University Elementary School\nBerkeley, Calif.\nSecretary .\nHerbert C. Hansen, 315 Plymouth Court .\nChicago, 111.\nExecutive Committee . . . . Mrs. Jessie M. Fink, Principal, Buchanan School (Term\nexpires 1929) .\nGrand Rapids, Mich.\nM. E. Peterson, Principal, Twentieth Street School (Term\nexpires 1930) .\nEos Angeles, Calif.\nElizabeth McCormick, Principal, Howe\nSchool (Term\nexpires 1931) .\nSuperior, Wis.\nJohn Merrill, Principal, Lingemann School, 567 Mont¬\nclair Ave. (Term expires 1932) .\nDetroit, Mich.\n\nPresident\n\nDepartment\n\nof Kindergarten-Primary\n\nEducation\n\n.\n\nDabney\n\nNursery-Kindergarten-\n\n. . ,\n\nMary\n\nPrimary\nVicepresident\n\n.\n\nWinifred\n\nBain,\n\nTeachers\nSecretary\n\n. .\n\n.\n\nFlorence\n\nDavis,\n\nEducation,\n\nPresident .\nVicepresident .\nSecretary-Treasurer .\n\nDavenport,\n\nof Education\nWashington,\n\nColumbia\nDeane\n\nGrade\n\nC.\n\nDepartment,\n\nUniversity .\n\nNew\n\nSchool .\n\nSt.\n\nYork\nPaul,\n\nCity\nMinn.\n\nof Lip Reading\n\nof Music\n\nEducation\n\n(Officers for 1927-28; no election held at Minneapolis)\nThaddeus P. Giddings, Supervisor of Music, Public Schools\nMinneapolis, Minn.\n.\nEstelle Carpenter, Supervisor of Music, Public Schools\nSan Francisco, Calif.\n\n.\n\nEsther\n\nSathf.r,\n\nSupervisor\n\nof Music,\n\nPublic\n\nSchools\nEverett,\n\nDepartment\nPresident\n\nD.\n\n.\n\nVicepresident\nSecretary\n\nin\n\nS. Bureau\n\nCaroline F. Kimball, 39 Jackson St .\nEast Lynn, Mass.\nCoralie N. Kenfield, 617 Shreve Building. ... San Francisco, Calif.\nAlice I. Putnam, 3610 Milam St .\nHouston, Texas\n\nDepartment\nPresident\n\nU.\n\nKindergarten-First\n\nCollege,\n\nDepartment\n\nSpecialist\n\nWash.\n\nof Rural Education\n\n.\n\nWilliam McKinley Robinson, Western State Teachers\nCollege .\nKalamazoo, Mich.\nVicepresidcnt .\nAda York, County Superintendent of Schools .\nSan Diego, Calif.\nSecretary .\nMrs. Katherine M. Cook, Specialist in Rural Education,\nU. S. Bureau of Education .\nWashington, D. C.\nExecutive Committee ... .A. F. Harman, County Superintendent of Schools (Term\nexpires 1929) .\nMontgomery, Ala.\nFannie\n\nW.\n\n(Term\nAgnes\n\nDunn,\n\nexpires\n\nSamuelson,\n\ntion (Term\n\nJ. C. Muerman,\n\nC.\n\nTeachers\n\nCollege,\n\nColumbia\n\nUniversity\n\n1930) .\nState\n\nexpires\n\nSuperintendent\n\n1931) .\n\nSoutheastern\n\nState\n\nNew\nof\n\nTeachers\n\nexpires 1932) .\nH. Barnes, County Superintendent\nexpires 1933) .\n\nof\n\nPublic\n\nYork\n\nInstruc¬\n\nDes\n\nMoines,\n\nCity\nIowa\n\nCollege\n\n(Term\n\nSchools\n\nDurant, Okla.\n(Term\nDuluth, Minn.\n\n"}
{"page": 1017, "printed_page": null, "text": "Associational\n\nDepartment\nPresident\n\nRecords\n\nof School\n\nand\n\nHealth\n\n1013\n\nInformation\n\nand Physical Education\n\n.\n\nJames E. Rogers, Director, National Physical Education\nService, 315 Fourth Ave .\nNew York City\nVicepresident .\nJay B. Nash, Professor of Physical Education, New York\nUniversity .\nNew York City\nSecretary-Treasurer .\nMrs. Winifred A. Hart, Director, Health Education and\nSchool Nursing, Board of Education .\nBridgeport, Conn.\nExecutive Commit tee . . . . Elma Rood, George Peabody College for Teachers (Term\nexpires 1929) .\nNashville, Tenn.\nN. P. Neilson, State Supervisor of Physical Education\n(Term expires 1930) .\nSacramento, Calif.\nWilliam\n\nBurdick,\n\nState\n\n7 E. Mulberry\nEthel\n\nPerrin,\n\nSeventh\n\nPresident\n\n.\n\nSecretary\n\n.\n\nFirst\n\n.\n\nVicepresident\n\n(Term\n\nof\n\nexpires\n\nChild\n\nexpires\n\nPhysical\n\nEducation,\n\n1931) .\n\nHealth\n\nBaltimore,\n\nAssociation,\n\n1932) .\n\nNew\n\nMd.\n\n370\n\nYork\n\nCity\n\nof Science Instruction\n\nFrancis D. Curtis, Associate Professor of Secondary Edu¬\ncation, University of Michigan .\nAnn Arbor, Mich.\nE. Lawrence Palmer, Professor of Natural Science, Cornell\nUniversity .\nIthaca, N. Y.\n\nDepartment\nPresident\n\nAmerican\n\nAve.\n\nDepartment\n\nDirector\n\nSt. (Term\n\nof Secondary\n\nJ. Stevens\n\nKadesch,\n\nSchool\n\nPrincipals\n\nHeadmaster,\n\nSenior\n\nHigh\n\nSchool\n\nMedford, Mass\n\n.\n\nTruman G. Reed, Principal, Central Intermediate High\nSchool .\nWichita, Kan\nSecond Vicepresident. .. . William Ferdinand Ewing, Assistant Superintendent of\nSchools .\nOakland, Calif.\nSecretary-Treasurer ... ...H. V. Church, 3129 Wenonah Ave .\nBerwyn, Ill.\n(Or Superintendent of Morton Secondary Schools, Cicero, Ill.)\nExecutive Committee ... .Galen Jones, Principal, High School .\nPort Arthur, Texas\nE. H. Kemper McComb, Principal, Emmerich\ning High School .\n\nDepartment\nPresident\n\n.\n\nA. C. Krey,\n\nManual Train¬\nIndianapolis,\n\nInd.\n\nof Social Studies\n\nof Minnesota\nMinneapolis, Minn.\nFirst Vicepresident .\nEdgar Dawson, Professor of Political Science, Hunter\nCollege .\nNew York City\nSecond Vicepresident ... .R. N. Tryon, Professor of History, School of Education,\nUniversity of Chicago .\nChicago, Ill.\nSecretary-Treasurer .\nBessie L. PiERCE, Associate Professor of History, Univer¬\nsity of Iowa .\nIowa City, Iowa\nBoard of Directors .\nEdna Stone, Director, Teacher Training in History, Univer¬\nsity High School .\nOakland, Calif.\nDeWitt\n\nProfessor\n\nS. Morgan,\n\nDepartment\n\nof History,\n\nArsenal\n\nUniversity\n\nTechnical\n\nHigh\n\nSchool\n\nIndianapolis,\n\nInd.\n\nof Superintendence\n\nPresident .\nFrank D. Boynton, Superintendent of Schools .\nIthaca, N. Y.\nFirst Vicepresident .\nJoseph M. Gwinn, Superintendent of Schools.. San Francisco, Calif.\nSecond Vicepresident ... .Frank G. Pickell, Superintendent of Schools .\nMontclair, N. J.\nExecutive Secretary .\nS. D. Shankland, 1201 16th St. N. W .\nWashington, D. C.\nExecutive Committee ... .Norman R. Crozier, Superintendent of Schools (Term ex¬\npires 1929) .\nDallas, Texas\nE. E. Lewis, Professor of School Administration, Ohio\nState University (Term expires 1930) .\nColumbus, Ohio\nFrank\n\nM.\n\n(Term\nPaul\n\nC.\n\npires\n\nUnderwood,\n\nexpires\nStetson,\n\nDistrict\n\nSuperintendent\n\n1931) .\nSuperintendent\n\n1932) .\n\nof\n\nof\n\nSchools\n\nSt. Louis,\nSchools\n\n(Term\n\nMo.\n\nex¬\n\nDayton,\n\nOhio\n\n"}
{"page": 1018, "printed_page": null, "text": "1014\n\nNational\n\nDepartment\nPresident\nFirst\n\nof Supervisors\n\n.\n\nMary\n\nVicepresident\n\nEducation\n\nA.\n\nand\n\nS'. Mugan,\n\nAssociation\n\nDirectors\n\nAssistant\n\nof Instruction\n\nSuperintendent\n\nof Schools\nFall\nRiver,\n\nMass.\n\nA. S. Barr, Associate Professor of Education, University of\nWisconsin .\nMadison, Wis.\nVicepresident ... . I. Jewell Simpson, Associate State Superintendent of Schools\nBaltimore, Md.\n\nSecond\n\n.\n\nSecretary-Treasurer\n\n.....James F. Hosic, Professor of Education, Teachers College,\nColumbia University .\nNew York City\nCommittee ... . W. H. Burton, Associate Professor of Education, University\nof Chicago .\nChicago, Ill.\n\nExecutive\n\nJ. Cayce\n\nMorrison,\n\nEducation,\nMabel\n\nE.\n\nPublic\n\nSimpson,\n\n.\n\nVicepresident\n\n.\n.\n\nCommittee. _\n\nW.\n\n.\n\nSecretary\n\nof\n\nElementary\n\nAlbany,\n\nof Visual\n\nN.\n\nY.\n\nN.\n\nY.\n\nEducation,\n\nRochester,\n\nInstruction\n\nA.\n\nHollinger,\n\nDirector,\n\nDepartment\n\nof\n\nVisualization, Public Schools .\nW. Whittinghill, Supervisor of Visual\nPublic Schools .\n\nDepartment\n\ni'icepresident\n\nElementary\n\nAnna V. Dorris, Director of Visual Instruction, State\nTeachers College .\nSan Francisco, Calif.\nW. M. Gregory, Director of Educational Museum, Cleve¬\nland School of Education .\nCleveland, Ohio\nElda L. Merton, Assistant Superintendent of Schools\nWaukesha, Wis.\nC. G. Rathmann, Assistant Superintendent of Schools\nSt. Louis, Mo.\n\nJohn\n\nPresident\n\nDirector\n\nfor\n\nof Education .\n\nMrs.\n\nSecretary -Treasurer\nExecutive\n\nCommissioner\n\nDepartment\n\nSchools .\n\nDepartment\nPresident\n\nAssistant\n\nState\n\nof Vocational\n\nNature\n\nand\n\nPittsburgh, Pa.\nInstruction,\nDetroit, Mich.\n\nEducation\n\nHomer J. Smith, Associate Professor of Industrial Educa¬\ntion, University of Minnesota .\nMinneapolis,\n\n.\n\nMinn.\n\nPaul Chapman, State Director of Vocational Education,\nState House .\nAtlanta, Ga.\nEnid Lunn, State Supervisor of Home Economics. State\nHouse .\nColumbus, Ohio\n\n.\n\nnational\n\neducation\n\nassociation\n\nofficers\n\n1929-30\nE. Ruth Pyrtle .\nJ. W. Crabtree .\n\nPresident,\nSecretary,\n\nPrincipal, Bancroft School .\n1201 Sixteenth Street N. W .\n\nHenry\n\nTreasurer,\n\nDean,\n\nLester\n\nSmith\n\n.\n\nSchool\n\nExecutive\nE. Ruth\nUel\n\nW.\n\nWalter\n\nPyrtle\nLamkin\n\n.\n.\n\nR. Siders\n\n.\n\nPresident,\nVice\n\nIndiana\n\nUniversity,\n\nBloomington,\n\nIndiana\n\nLincoln,\n\nNebraska\n\nCommittee\n\nPrincipal,\n\nPresident,\n\nof Education,\n\nLincoln, Nebraska\nWashington, D. C.\n\nBancroft\n\nPresident,\n\nSchool .\n\nState\n\nChairman,\n\nBoard\n\nof Trustees,\n\nDean,\n\nSchool\n\nTeachers\n\n1201\n\nCollege\n\nSixteenth\n\nMaryville,\n\nStreet\n\nN.\n\nMissouri\n\n\\V.,\n\nWashington,\nHenry\n\nLester\n\nSmith\n\n.\n\nTreasurer,\n\nFrank\n\nE.\n\nReynolds\n\n.\n\nMember\n\nof Education,\n\nIndiana\n\nBloomington,\n428\n\nby Election,\n\nChamber\n\nSecretary,\n\nof Commerce\n\nOhio\n\nEducation\n\nD. C.\n\nUniversity\n\nIndiana\n\nAssociation\n\n.\n\nColumbus,\n\nOhio\n\nBoard of Trustees\nWalter\n\nK.\n\nSiders\n\n.\n\nChairman,\n\n1201\n\nSixteenth\n\nStreet\n\nN.\n\nW .\n\nWashington,\n\nD.\n\nC.\n\nE. Ruth Pyrtle .\nJ. M. Gwinn .\n\nPresident, Principal, Bancroft School .\nLincoln, Nebraska\nMember by Election, Superintendent of Schools,\nSan Francisco, California\n\nKate Wofford\n.\nJoseph H. Saunders\n\nCounty Superintendent of Schools .\nSuperintendent of Schools .\n\n.\n\nLaurens,\nNewport\n\nSouth\nNews,\n\nCarolina\nVirginia\n\n"}
{"page": 1019, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1015\n\nVicepresidents\nW.\n\nF. Bond,\n\nJohn E.\nFlorence\n\nW.\n\nState\n\nSuperintendent\n\nBryan, Superintendent\nM. Hale, State Agent\n\nH. Holmes,\n\nSuperintendent\n\n....Jackson, Mississippi\n.... Bessemer, Alabama\n.\nAugusta, Maine\nMt. Vernon, New York\n.\nGalveston, Texas\nEos Angeles, California\n. . . . Superior, Wisconsin\n...Memphis, Tennessee\n. . Spokane, Washington\n. .\nAtlanta, Georgia\n.\nPortland, Oregon\n\nof Education .\nof Schools .\nfor Rural Education .\n\nof Schools .\n\n. .\n\nWilliam\nAlonzo James, Principal, 2327 Avenue M .\nEugenia West Jones, 318 South Benton Way\n.\nElizabeth McCormick,\nPrincipal, Timothy O. Howe\nSchool\n\nS. E. Ragsdale,\n\n659\n\nNorth\n\nManassas\n\nStreet .\n\nJean E. Soules, South 109 Wall Street .\nWillis A. Sutton, Superintendent of Schools .\n\nE. H.\n\nWhitney,\n\nAssistant\n\nSuperintendent\n\nof Schools .\n\nBoard of Directors\nE.\n\nRuth\n\nUe,l\n\nW.\n\nPyrtle .\n\nPresident,\n\nEamkin...\n\nYicepresident,\n\n.\n\nPrincipal,\n\nBancroft\n\nPresident,\n\nState\n\nSchool .\nTeachers\n\nEincoln,\nMaryville,\n\nHenry\n\nElster\n\nWalter\n\nR.\n\nJ. W.\n\nSmith .\n\nSiDERS .\n\nCrabtree .\n\nTreasurer,\n\nDean,\n\nChairman,\n\nBoard\n\nof Trustees,\n\nSecretary,\n\n1201\n\nSixteenth\n\nLife\n\nSchool\n\nof Education,\n\nNebraska\n\nCollege\nIndiana\n\n1201\n\nSixteenth\n\nStreet N.\n\nW .\n\nMissouri\n\nUniversity\n\nBloomington, Indiana\nStreet N. W.\nWashington, D. C.\nWashington,\n\nD.\n\nC.\n\nDirectors\n\nCornelia S. Adair .\nRichmond, Va.\nRobert J. Aley, President, Butler University .\nIndianapolis, Ind.\nFrancis G. Blair, State Superintendent of Public Instruction .\nSpringfield, Ill.\nBoard op Education .\nNashville, Tenn.\nMary C. C. Bradford, 1481 So. Grant Street .\nDenver, Colo.\nElmer Ellsworth Brown, Chancellor, New York University .\nNew York City\nNicholas Murray Butler, President, Columbia University .\nNew York City\nP. P. Claxton, Superintendent of Schools .\nTulsa, Okla.\nIE A. Graham, East Broadway .\nMt. Pleasant, Mish.\nFrederick M. Hunter, Chancellor, University of Denver .\nDenver, Colo.\nOlive M. Jones, Director, Calvary House, 61 Grammercy Park .\nNew York City\nDavid Starr Jordan, Chancellor Emeritus, Stanford University .\nStanford, Calif.\nJames Y. Joyner, Assistant Manager, Prudential Insurance Co. of America, 304 E.\nJones St .\n. .\nRaleigh, N. C.\nUel W. Eamkin, President, Northwest Missouri State Teachers College .\nMaryville, Mo.\nMary McSkimmon, Principal, Pierce School .\nBrookline, Mass.\nJESSE H. Newlon, Director, Eincoln School, Teachers College, Columbia University\nNew York City\nCarroll G. Pearse, Representative of F. E. Compton Co., 4315 Lisbon Ave. . .Milwaukee, Wis.\nJosephine C. Preston, Burton, Vashon Island, King County .\nWashington\nState Teachers Association of Illinois, Robert C. Moore, Secretary .\nCanlinville, Ill.\nGeorge D. Strayer, Teachers College, Columbia University .\nNew York City\nA. R. Taylor, 225 N. Fairview St .\nDecatur, Ill.\nJohn J. Tigert, President, University of Florida .\nGainesville, Fla.\nCharles G. White, President, Isbell Missionary College .\nMartin, Tenn.\nCharl O. Williams, Director, Field and Legislative Division, National Education As¬\nsociation .\nWashington, D. C.\n\nState Directors\nAlabama\n.\nAlaska • . • . .\nArizona . . .\nArkansas\n.\n\nZebulon Judd, Alabama Polytechnic Institute .\nAuburn\nWilliam K. Keller, Superintendent of Schools .\nJuneau\nE. W. Montgomery, President, Junior College .\nPhoenix\nJ. P. Womack, State Superintendent of Public\nInstruction .\nLittle Rock\nCalifornia\n.\nW. E. Givens, Superintendent of Schools .\nOakland\n. .\nW. B. Mooney, Secretary, Colorado Education Association,\nColorado\n530 Commonwealth Building .\nDenver\nConnecticut\n.\nGordon C. Swift, Superintendent of Schools .\nWatertown\nDelaware\n.\nHarry V. Holloway, State Superintendent of Public\nInstruction .\nDover\nDistrict of Columbia. ... Harry English, Secretary, Board of Examiners, Franklin\nSchool .\nWashington\nFlorida\n.\nJames S. Rickards, Secretary, Florida Education\nAssociation .\nTallahassee\nM. E. Duggan, State Superintendent of Schools .\nAtlanta\nGeorgia . . .\nHawaii\n.\nFrank E. Howard, Principal, High School .\nHilo\nIdaho . . . . .\nC. F. Dienst, Superintendent of Schools .\nBoise\nIllinois\n.\nA. E. Whittenberg, Secretary, State Examining Board for\nTeachers Certificates .\nSpringfield\n\n"}
{"page": 1020, "printed_page": null, "text": "1016\nIndiana .\nIowa .\nKansas .\nKentucky .\nLouisiana .\nMaine .\nMaryland .\nMassachusetts\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\nMontana .\n\nNebraska .\nNevada .\n.Vew Hampshire .\nNew Jersey .\nNew Mexico . . . .\n\nNew York .\nNorth Carolina .\nNorth Dakota . . .\nOhio .\nOklahoma .\nOregon .\n.\nPennsylvania ....\nPhilippine Islands\nPorto Rico .\nRhode Island . . .\nSouth Carolina . .\nSouth Dakota . . .\n\nTennessee .\nTexas .\nUtah .\n\nVermont .\nVirgin Islands\nVirginia .\n\nWashington\n\n.\n. .\n\n.\n\nWest Virginia . . .\nWisconsin .\n\nWyoming\n\nEducation\n\nNational\n\n.\n\nAssociation\n\nIndianapolis\n....Charles F. Miller, Superintendent of Schools .\n.^Sioux City\n...\nSchool\nHigh\nJunior\nWilson\nWoodrow\nLord,\nA.\n....Mary\nKansas City\n. . . . M. E. Pearson, Superintendent of Schools... .\n. . . . R. E. Williams, Secretary, Kentucky Education Association,\nLouisville\n.\n1317 Heyburn Building .\nBaton Rouge\n....Annie T. Bell, Louisiana State University .\n..Portland\n....William B. Jack, Superintendent of Schools.. .\n....William Burdick, State Supervisor of Physical Education,\nBaltimore\n7 East Mulberry Street .\n....Somerville\nAnnie C. Woodward, 144 School Street.. .\n_\n....Webster H. Pearce, State Director of Public Instruction. . .Lansing\n^.Duluth\n....Alice Sullivan, 208 East 6th Street .\nKosciusko\n.\n•\n.\nSchools\nof\nnt\nSuperintende\n. . . . H. V. Cooper,\n. Columbia\n.... Thomas J. Walker, Editor, School and Community .\n. . . . R. J. Cunningham, Executive Secretary, Montana Education\nHelena\nAssociation, 7 Kohrs Block .\n.Lincoln\n.\nSchools\nof\ndent\nSuperinten\nLefler,\nM. C.\n.\nTonopah\nJennie A. Curieux .\n.\nDerry\n. . . . Perley L. Horne, Principal, Pinkerton Academy .\n.... Alexander J. Glennie, Principal, Miller Street School. .. .Newark\n.... Mrs. H. F. Brock, Superintendent, McKinley County\nSchools .\nGallup\n.....Harry W. Lang worthy. Superintendent of Schools. .. . Gloversville\n. . . . T. Wingate Andrews, Superintendent of Schools .\nHigh Point\n.\nMinnie J. Nielson, 901 Fifth Avenue .\n.\nValley City\n.\nA. C. Eldredge, Assistant Superintendent of Schools. .. .Cleveland\n....John G. Mitchell, President, Central Teachers College. . Edmond\n.\nF. C. Fitzpatrick, Superintendent of Schools .\nEcho\n— . J. Herbert Kelley, Executive Secretary, Pennsylvania State\nEducation Association, 400 North Third Street .\nHarrisburg\n.\nAbdon Javier, Academic Supervisor, Pasig .\nRizal\n.\nFrancisco Vizcarrondo, Assistant Commissioner of\nEducation .\nProvidence\nAgnes M. Bacon, 121 State House .\nProvidence\n.... George W. Wannamaker, Superintendent of Schools.. St. Matthews\n.\nN. E. Steele, Secretary, South Dakota Education Association,\nRoom 3, Perry Building .\nSioux Falls\n. . . . P. L. Harned, Commissioner of Education .\nNashville\n.\nL. W. Rogers, First Assistant State Superintendent of\nSchools .\nAustin\n.\nArch M\nThurman, President, Utah Education Association,\n1042 Ramona Avenue .\nSalt Lake City\n.\nClarence H. Dempsey, State Commissioner of Education, Montpelier\n.\nArthur E. Lindborg, Director of Education .\nSt. Thomas\n.\nRobert W. House, President, Virginia State Education\nAssociation .\nProspect\n.\nArthur L. Marsh. Executive Secretary Washington Education\nAssociation, 707 Lowman\nBuilding .\nSeattle\n.....Joseph Rosier, President, State Normal School .\nFairmont\n.... Edgar G. Doudna, Secretary, Board of Normal School\nRegents .\nMadison\n.\nF. J. Early, Superintendent of Schools .\nSheridan\n\nNational Council of Education\nPresident\n\n.\n\nHenry Lester Smith, Dean, School of Education, Indiana\nUniversity .\nBloomington, Ind.\n1 t ceprestdent .\nMrs. Susan M. Dorsey, 1506 Arapahoe St .\nLos Angeles, Calif.\nSecretary .\nAdelaide Steele Baylor, Chief, Home Economics Education\nService, Federal Board for Vocational Edu.\n.\ncation .\nWashington, D. C.\nExecutive Committee ...Anna Laura Force, Principal, Lake Junior High School (Term\nexpires 1910) .\nDenver, Colo.\nM. G. Clark, Superintendent of Schools (Term expires 1931)\nDavid\n\nA.\n\nWard.\n\nOFFICERS\n\nSuperintendent\n\nOF\n\nof\n\nSchools\n\n(Term\n\nSioux\nexpires City,'\n1932) Iowa\nChester, Pa.\n\nDEPARTMENTS\n\n1929-1930\nDepartment\nPresident\n\n.\n\nSecretary\n\n.\n\nof Adult\n\nEducation\n\nL. R. Alderman, Specialist in Adult Education, U. S. Bureau of\nEducation .\nWashington, D. C.\nAlonzo G. Grace, Director, Division of Adult Education, Public\nSchools .\nCleveland, Ohio\n\n"}
{"page": 1021, "printed_page": null, "text": "Associational\n\nRecords\n\nDepartment\nPresident\n\n.\n\nVicepresident\nSecretary\n\nof Business\n\nJ. E. Harman,\n\n.\n\n.\n\nPresident .\nVicepresident .\nSecretary .\nRegional Directors .\n\nPresident,\n\n.\n\nBowling\n\nGreen\n\nTeachers\n\nEula F. Hunter, 1324 E. Morphy St .\nFort Worth, Texas\nJames P. Barron, 973 Eos Angeles Ave. N. E .\nAtlanta, Ga\nFaye Read, 1425 Vernon Ave .\nPueblo, Colo.\nWestern Section, Miriam D. Eisner, 3098 California St. (Term\nexpires 1930) .\nSan Francisco, Calif.\nEastern Section, Sara FI. Fahey, 191 Eincoln Place, (Term\nexpires 1931) .\nBrooklyn, N. Y.\nMiddle Section, Frances E. Harden, 1543 Sherwin Ave. (Term\nexpires 1932) .\nChicago, Ill.\n\nThyrsa\n\nVicepresidcnt\n\nEducation\n\nof Classroom\n\nDepartment\n\nFirst\n\n1017\n\nInformation\n\nBusiness University\nBowling Green, Ky:\nE. A. Rice, Assistant in Secondary Education, State Department\nof Public Instruction .\nTrenton, N. J.\nPattie L. Sinclair, Commercial High School .\nAtlanta, Ga.\n\nDepartment\n\nPresident\n\nand\n\nW.\n\nof Deans\n\nAmos,\n\nDean\n\nof Women\n\nof Women,\n\nUniversity\n\nof Pittsburgh\nPittsburgh,\n\nPa.\n\n.\n\nFJklen M. Smith, Dean, College for Women, Western Reserve\nUniversity .\nCleveland, Ohio\nSecond Vicepresident ...Dorothy Stimson, Dean, Goucher College .\nBaltimore, Md.\nSecretary .\nMary W. Sawyer, Dean of Girls, High School .\nBrookline, Mass.\nTreasurer .\nEydia I. Jones, Dean of Women, Michigan State Normal College\nYpsilanti, Mich.\nHeadquarters Secretary . . Gwladys W. Jones, 1634 Eye St .\nWashington, D. C.\n\nDepartment\nPresident\n\nof Elementary\n\nSchool\n\nPrincipals\n\n.\n\nHerbert C. Hansen (Principal, Talcott School), 315 Plymouth\nCourt .\nChicago, Ill.\nFirst Vicepresident .\nEva G. Pinkston, 5652 Belmont Ave .\nDallas, Texas\nSecond Vicepresident ...James R. Floyd, 717 Garden St .\nPlainfield, N. J.\nThird Vicepresident ....Mrs. Genevieve E. Stone, Principal, Whittier School,\nMinneapolis, Minn.\nFourth Vicepresident ...N. H. Price, Principal, Hemphill School .\nBirmingham, Ala.\nFifth Vicepresident ....Mrs. Margaret M. Smith, Principal, Mitchell School. . .Denver, Colo.\nSecretary .\nMiss Cassie F. Roys, 2609 Bristol St .\nOmaha, Nebr.\nExecutive Committee . . . M. E. Peterson, Principal, Twentieth Street School (Term\nexpires 1930) .\nEos Angeles, Calif.\nElizabeth\n\n1931)\nJohn\n\nM.\n\nDepartment\nPresident\n\n. , .\n\nVicepresident\n\nMerrill,\n\nPrincipal,\n\n.\n\nPresident .\nVicepresident .\nSecretary-Treasurer .\n\nVicepresidcnt\n\n.\n\nSchool\n\n(Term\n\nexpires\n\nSuperior,\n\nWis.\n\nSchool\n\n(Term\n\n1932) .\nEmma\nBrookes, Principal, Miles\n1933) .\n\nSchool\n\nDetroit, Mich.\n(Term expires\nCleveland, Ohio\n\nof Kindergarten-Primary\n\nEducation\n\nexpires\n\nGrade\nYork City\n\nClara Wilson, Chairman, Department of KindergartenPrimary Education, School of Education, University\nof Nebraska .\n. .\n. .\n..Eincoln, Nebr.\nEleanor Bogan. Director, New Orleans Nursery School, 1308\nAudubon St .\nNew Orleans, Ea.\n\nof Lip Reading\n\nCaroline F. Kimball, 39 Jackson St .\nCoralie N. Kenfield, 617 Shreve Building .\nAlice I. Putnam, 3610 Milam St .\n\nDepartment\n.\n\nHowe\n\nEingemann\n\nDepartment\n\nPresident\n\nPrincipal,\n\nMary Reed, Assistant Professor of Kindergarten-First\nEducation, Teachers College, Columbia University, New\n\n.\n\nSecretary -Treasurer\n\nMcCormick,\n\n.\n\nof Rural\n\nEast Eynn, Mass.\nSan Francisco, Calif.\nHouston, Texas\n\nEducation\n\nMabel Carney, Professor of Education, Teachers College, Colum¬\nNew York City\nbia University .\nE. N. Ferriss, Professor of Rural Education, Cornell University\nTtliaca. N. Y.\n\n"}
{"page": 1022, "printed_page": null, "text": "1018\n\nNational\n\nSecretary\n\n.\n\nExecutive\n\nCommittee\n\nEducation\n\nAssociation\n\nMrs.\n\nKatherine M. Cook, Chief, Division of Rural Education,\nU. S. Bureau of Education .\nWashington, D. C.\n...Fannie W. Dunn, Teachers College, Columbia University (Term\nexpires 1930) .\nNew York City\nAgnes\n\nSamuelson,\n\n(Term\nJ. C.\n\nState\n\nexpires\n\nMuerman,\n\nSuperintendent\n\nof\n\nPublic\n\n1931) .\nSoutheastern\n\nState\n\nInstruction\n\nDes\nTeachers\n\nMoines,\n\nCollege\n\nIowa\n\n(Term\n\n(expires 1932) .\nDurant, Okla.\nC. H. Barnes, County Superintendent of Schools (Term expires\n1933) .\nDuluth, Minn.\nM. S. Pittman, Director of Rural Education, State Normal Col¬\nlege (Term expires 1934) .\nYpsilanti, Midi.\n\nDepartment\nPresident\n\nof School\n\nHealth\n\nand Physical\n\nEducation\n\n.\n\nJames E. Rogers, Director, National Physical Education Service,\n315 Fourth Ave .\nNew York City\nVicepresidcnt .\nJay B. Nash, Professor of Physical Education, School of Educa¬\ntion, New York University .\nNew York City\nSecretary-Treasurer .\nMary E. Murphy, Director, Elizabeth McCormick Memorial\nFund, 848 N. Dearborn St .\nChicago, Ill.\nExecutive Committee ... X. P. Neilson. State Supervisor of Physical Education (Term\nexpires 1930) .\nSacramento, Calif.\nWilliam\n\nE. Burdick,\n\nMulberry\nEthel\n\nF.\n\nPresident\n\nPerrin,\n\nDirector\n\nof Physical\n\nAmerican\n\nChild\n\nDepartment\n\nof Science\n\n. E. Lawrence\n\nPalmer,\n\n.Ralph\n\nK.\n\nHealth\n\nProfessor\n\nAssociate\n\nAssociation,\n\nPresident\n\n.\n\nExecutive\n\nCommittee\n\nMilo\n\nof Secondary\n\nH.\n\nStuart,\n\nof Natural\n\nProfessor\n\nSchool\n\nMd.\n\nSeventh\n\nScience,\n\nCornell\n\n. .\n\nUni¬\n\nIthaca,\n\nof Education,\n\nN.\n\nY.\n\nUniversity\n\nColumbia,\n\nMo.\n\nPrincipals\n\nHigh School\nIndianapolis, Ind.\nFirst Vicepresident .\nM. Channing Wagner, Principal, Wilmington High School\nWilmington, Del.\nSecond Vicepresident ...W. F. Warren, Principal, High School .\nDurham, N. C.\nSecretary-Treasurer .\nH. V. Church, Superintendent of Morton Secondary Schools,\nCicero, Ill.\n\nW.\n\nman\n\nHarbeson.\n\nof Junior\n\nDepartment\n.\n\nArsenal\n\nTechnical\n\n...Arthur M. Seybold, Principal, Thomas Jefferson Junior High\nSchool, Chairman of Junior High School Section. .Cleveland,\nJohn\n\nPresident\n\nPrincipal,\n\n370\n\nNew York City\nHealth Education\nAtlantic City, N. J.\n\nof Missouri .\n\nDepartment\n\n7 E-\n\nBaltimore,\n\nInstruction\n\n.\n\nWatkins,\n\nEducation,\n\nexpires 1931) .\n\nAve. (Term expires 1932) .\nW. Maroney, Director, Department of\n(Term expires 1933) .\n\nversity\n\nSecretary\n\nState\n\nSt. (Term\n\n\\. C.\n\nKrey,\n\nPrincipal,\n\nCollege\n\nPasadena\n\nJunior\n\nSection .\n\nCollege,\n\nOhio\n\nChair¬\n\nPasadena,\n\nCalif.\n\nof Social Studies\n\nProfessor\n\nof Minnesota\nMinneapolis, Minn.\nFirst Vicepresident .\nEdgar Dawson, Professor of Political Science and History, Hun¬\nter College .\nNew York City\nSecond Vicepresident . . . K. M. Tryon, Professor of Teaching of History, University of\nChicago .\nChicago, Ill.\nSecretary-Treasurer .\nBessie L. Pierce, Associate Professor of History, University of\nChicago .\nChicago, Ill.\nBoard of Directors .\nA. E. McKinley, Professor of History, University of Pennsyl¬\nvania, .\nPhiladelphia, Pa.\nJ. M. Gambrill, Professor of History, Teachers College, Colum¬\nbia University .\nNew York City\n\nDepartment\n\nof History,\n\nUniversity\n\nof Superintendence\n\nPresident .\nFrank Cody. Superintendent of Schools, .\nDetroit, Mich.\nFirst Vicepresident .\nFrank D. Boynton, Superintendent of Schools .\nIthaca, N. Y.\nSecond Vicepresident ...Norman R. Crozier, Superintendent of Schools .\nDallas, Texas\nExecutive Secretary ...Sherwood D. Shankland, 1201 Sixteenth St. X. W.,\nWashington, D. C.\nExecutive\n\nCommittee\n\n. . . E. F. Lewis. Professor of School Administration,\nUniversity (Term expires 1930) .\n\nOhio State\nColumbus,\n\nOhio\n\n"}
{"page": 1023, "printed_page": null, "text": "Associatioxal\n\nFrank\n\nM.\n\nRecords\n\nUnderwood,\n\nexpires\nPaul\n\nC.\nE.\n\nPresident\nFirst\n\n.\n\nVicepresident\n\nSecond\n\n.\n\nVicepresident\n\nSecretory-Treasurer\nExecutive\n\nof\n\n(Term\n\nSt,\n\nLouis,\n\nSchools\n\n(Term\n\nof\n\nSchools\n\nHall,\n\n(Term\n\nMcLean,\n\nDistrict\n\nTeacher,\n\nOhio\n\nexpires\n\nBaltimore,\n\nand Directors\n\nAssistant\n\nMo.\n\nexpires\n\nDayton,\n\nSuperintendent\n\nUnderwood,\n\nMd.\n\nof Instruction\n\nSuperintendent\n\nof\n\nSchools,\nSt. Louis,\n\nMo.\nof Schools\nMinneapolis, Minn.\nTeachers College\nMt. Pleasant, Mich.\n\nSuperintendent\nCentral\n\nState\n\n.\n\nCommittee\n\nTames F. Hosic, Professor of Education. Teachers College, Colum¬\nbia University .\nNew York City\n...William H. Burton, Associate Professor of Education, University\nof Chicago .\nChicago, Ill.\nWorth\n\nMcClure,\n\nProfessor\n\nof\n\nMabel\n\nE. Simpson,\n\nDirector\n\nof Elementary\n\nistration, State\n\ngartens\n\n.\n\nHarry\n\nTeachers\n\nElementary\n\nCollege .\n\nW.\n\nof Teachers\n\nRockwell,\n\nSchool\n\nGrades\n\n.\n\nDepartment\nPresident\n\nof Schools\n\n.\n\nM.\n\nElizabeth\n\n...Tessie\n\n1019\n\n.\n\nof Supervisors\nFrank\n\nSuperintendent\n\nSuperintendent\n\nWeglein,\n\n1933)\n\nDepartment\n\nDistrict\n\nInformation\n\n1931) .\n\nStetson,\n\n1932)\nDavid\n\nand\n\nAdmin¬\n\nBuffalo,\n\nand\n\nKinder¬\n\nRochester,\n\nN.\n\nY.\n\nN.\n\nY.\n\nColleges\n\nCollege,\nBuffalo, N. Y.\nFirst Vicepresident .\nEdward L. Hardy, President, State Teachers College. San Diego, Calif.\nSecond Vicepresident . . . V. L. Roy. President, State Normal College .\nNatchitoches. La.\nThird Vicepresident ....Robert I. Elliott, President. State Normal College. . Chadron, Xebr.\nSecretary-Treasurer .\nCharles W. Hunt, Dean, School of Education, Western Reserve\nUniversity .\nCleveland. Ohio\n\nDepartment\nPresident\n\n.\n\nVicepresident\n\nExecutive\n\nCommittee\n\nof Visual\n\nState\n\nTeachers\n\nInstruction\n\nJohn\n\nA. Hollinger, Director of Nature Study and Visualization,\nPublic Schools .\nPittsburgh, Pa.\nF. Dean McClusey, Assistant Director, Scarborough School\nScarborough, N. Y.\n\n.\n\nSecretary-Treasurer\n\nPresident,\n\n.\n\nW.\n\n...B.\n\nW. Whittinghill. Director of Visual Instruction. Public\nSchools .\nDetroit, Mich\nA. Auginbavgh, State Director of Visual Instruction\nColumbus, Ohio\n\nDudley\n\nGrant\n\nSchools\nMrs.\n\nAnna\n\nV.\n\nTeachers\n\nDepartment\n\nHays,\n\nDirector\n\nof\n\nVisual\n\nInstruction,\n\n.\nDorris,\n\nDirector\n\nof Visual\n\nInstruction,\n\nCollege .\n\nof Vocational\n\nPublic\n\nChicago,\nSan\n\nIll.\n\nState\n\nFrancisco,\n\nCalif.\n\nEducation\n\n•\n\nPresident\n\n.\n\ni'icepresident\nSecretary\n\n.\n\n.\n\nPaul\n\nW.\n\nChapman,\n\nState Director\n\nMrs. Trade\nAnna and\nL. Industrial\nBurdick.\n\nof Vocational\n\nEducation.\nAthens,\n\nGa\n\nSpecial Agent\nfor Girls\nandBoard\nWomen,\nEducation\nService.\nFederal\nfor\nVocational Education .\nWashington, D. C.\nRay Fife. State Supervisor of Vocational Agriculture, Columbus, Ohio\n\n"}
{"page": 1024, "printed_page": null, "text": "1020\n\nNational\n\nCOMMITTEES\n\nEducation\n\nOF THE\n\nNATIONAL\n\nASSOCIATION,\nCOMMITTEE\n\nON\n\nAssociation\n\nEDUCATION\n\n1928-29\n\nAPPOINTMENT\nOF DELEGATES\nKINDRED\nQUESTIONS\n\n(Authorized\n\nby\n\nRepresentative\n\nA.\n\nL. Threlkeld, Chairman, Superintendent\nof Schools, Denver, Colo.\nP. P. Claxton, Superintendent of Schools,\nTulsa, Okla.\nAlbert S. Cook, State Superintendent of\nSchools, Baltimore, Md.\nFlorence Deneen, 457 West 61st Place, Chi¬\ncago, Ill.\nAnna Graeme Fraser, Woodrow\nWilson\nJunior High School, Oakland, Calif.\nEthel M. Gardner, 356 16th Avenue, Mil¬\nwaukee, Wis.\nHerbert C. Hansen, 1045 Lockwood Avenue,\nChicago, Ill.\nEula F. Hunter, 1324 East Morphy Street,\nFort Worth, Texas.\n\nTHE\n\nBUDGET\n(A\n\nConvention\n\nL. W. Rogers, Chairman, State Department\nof Education, Austin, Texas.\nW. B. Mooney, Secretary, Colorado Educa¬\ntion Association, 530 Commonwealth\nBuilding, Denver, Colo.\nJoseph Rosier, President, State Normal\nSchool, Fairmont, W. Va.\n\nAND\n\nAssembly)\n\nMrs. Edith B. Joynes,\nNorfolk, Va.\n\n410 West\n\nM. C. Lefler, Superintendent\nLincoln, Nebr.\n\n14th Street,\nof\n\nSchools,\n\nJesse H. Newlon, 21 Claremont Avenue,\nApt. 71, New York City.\nJoseph F. Noonan, Superintendent of\nSchools, Mahanoy City, Pa.\nHelen B. Shove, 3116\nneapolis, Minn.\n\nClifton\n\nThomas J. Walker, Editor,\nCommunity, Columbia, Mo.\nAnnie C. Woodward,\nSomerville, Mass.\n\n144\n\nAvenue,\n\nMin¬\n\nSchool\n\nand\n\nSchool\n\nStreet,\n\nCOMMITTEE\nCommittee)\nGeorge W. Wannamaker,\nSchools, St. Matthews,\n\nSuperintendent\nS. C.\n\nof\n\nA. L. Whittenberg, Secretary, State Exam¬\nining Board for Teachers Certificates,\nSpringfield, Ill.\n\nCOMMITTEE\nTO COOPERATE\nWITH THE NATIONAL\nASSOCIATION\nOF TEACHERS\nIN\nCOLORED\nSCHOOLS\n(Authorized\n\nby\n\nRepresentative\n\nN. C. Newbold, Chairman, State Director of\nNegro Education, State Department of\nEducation, Raleigh, N. C.\nFrancis G. Blair, Superintendent of Public\nInstruction, Springfield, Ill.\nMabel Carney, Teachers College, Columbia\nUniversity, New York City.\nJackson Davis, General Field Agent, Gen¬\neral Education Board, 804 Grace-American\nBuilding, Richmond, Va.\nLeo M. Favrot, Field Agent, General Edu¬\ncation Board, 910 Louisiana Bank Build¬\ning, Baton Rouge, La.\nR. S. Grossley, President, State College,\nDover, Del.\nW. J. Hale, President, Agricultural and\nIndustrial State Normal School, Nash¬\nville, Tenn.\n\nCOMMITTEE\n\nON\n\nECONOMIC\n\n(Authorized\n\nFlorence Barnard,\nBrookline, Mass.\n\n1651\n\nBeacon\n\nJames H. Hope, State Superintendent of\nEducation, Columbia, S. C.\nArthur J. Klein, Chief, Division of Higher\nEducation, U. S. Bureau of Education,\nDepartment of Interior, Washington, D. C.\nW. W. Sanders, State Supervisor of Negro\nSchools, State Department of Education,\nCharleston. W. Va.\nFannie\nNew\n\nStreet,\n\nW. W. Coxe, Chief, Education Measure¬\nments Bureau, State Department of Edu¬\ncation, Albany, N. Y.\n\nC. Williams,\nOrleans, La.\n\n1922 Louisiana\n\nAvenue,\n\nW. T. B. Williams, Tuskegee Normal and\nIndustrial Institute, Tuskegee Institute,\nAla.\nJ.\n\nP. Womack,\nState Superintendent\nPublic Instruction, Little Rock, Ark.\n\nArthur Wright,\nover, N. H.\n\nSTATUS\n\nby Representative\n\nB. R. Buckingham, Chairman, Ginn and\nCompany, 15 Ashburton Place, Boston,\nMass.\n\nAssembly)\n\nOF\n\nDartmouth\n\nTHE\n\nCollege,\n\nof\n\nHan¬\n\nTEACHER\n\nAssembly)\n\nMrs. Susan M. Dorsey, 1506 Arapahoe\nStreet. Los Angeles, Calif.\nE. C. Hartwell, Superintendent of Schools,\nBuffalo, N. Y.\nJ. R. McGaughy, Professor of Education,\nTeachers College, Columbia University,\nNew York City.\nFrederick L. Whitney, Director, Depart¬\nment of Educational Research, Colorado\nState Teachers College, Greeley, Colo.\n\n"}
{"page": 1025, "printed_page": null, "text": "Associational\n\n.\n\nMEMBERS\n\nOF\n\nTHE\n\nRecords\n\nCOMMITTEE\nPROFESSION\n\nETHICS\n\nOF\n\nTHE\n\nI.\n\n.\n\nJ. Doyne, Superintendent of Schools,\nLonoke, Ark.\nW. I. Early, Principal, Washington High\nSchool, Sioux Falls, S. Dak.\nMary H. Eckels, Hurley Public Schools,\nHurley, N. M.\nJohn M. Eddv. 1004 Eighth Avenue North,\nColumbus, Miss.\nJ. B. Edmonson, University of Michigan,\nAnn Arbor, Mich.\nE. G. Elcan, Superintendent of Schools.\nBainbridge, Ga.\n\nCatherine L. Baird. 958 Ridgewood Drive,\nHighland Park, Chicago, Ill.\nHarry M. Barrett, University of Colorado,\nBoulder, Colo.\nGeorge A. Bassford, Principal, High School,\nAshland, Wisconsin.\nFrank A. Bauman, Principal, Orosi Union\nHigh School, Orosi, Calif.\nL. P. Benezet, 5 Victoria Street, Man¬\nchester, N. H.\n. T. G. Bennett, County Superintendent of\nG. A Schools, Centerville, Md.\nlex n\nder, Durant Bixby, Fairbanks, Alaska.\nMrs. aAlma\nLou\niana\nMary S. Black,isPrincipal,\nBattle Mountain\nSt e\nPublic Schools, Battle atMountain,\nNev.\nNorma\nl\nGrace Bridges, 360 E. 23rd Street, Port¬\nland, Ore.\nA. B. Bristow, Sweetbrier Apartment, Nor¬\nfolk, Va.\nM. L. Brittain, President, Georgia School\nof Technology, Atlanta, Ga.\nFowler D. Brooks, Johns Hopkins Univer¬\nsity, Baltimore, Md.\nDollie B. Burgess, Public Schools, Council\nBluffs, Iowa.\nA. S. Burroughs, Superintendent of King\nCounty Schools, Court House, Seattle,\nWash.\nMiles E. Carey, Principal, McKinley School,\nHonolulu, Hawaii.\nEthel Case, 403 S. Jay Street, Aberdeen, S.\nDak.\n\nC. E. Fair, Box 352, Sulphur, Okla.\nMrs. Margaret C. Fairlie, 1035 E. Bay\nStreet, Jacksonville, Fla.\nKatherine R. Farrell, 347 S. Winooshi\nAvenue, Burlington, Vt.\nL. W. Fast, Superintendent of Schools, Mt.\nClemens. Mich.\nC. A. Fetterly, Supervising Principal,\nRutherford, N. J.\nElizabeth Fitzgerald, Assistant\nSalt Lake City, Utah.\nE. E. Franklin, Deputy\nent, Elko, Nev.\nMattie\nFry, 1316 Ohio\nInd.\n\nState\n\nPrincipal,\n\nSuperintend¬\n\nAvenue,\n\nAnderson.\n\nLucy Gage, George Peabody College for\nTeachers, Nashville, Tenn.\nC. Ray Gates. Superintendent of Schools.\nGrand Island, Nebr.\nMrs. Edith Geek, Flathead County High\nSchool, Kalispell, Mont.\nArthur S. Gist. State Teachers College, San\nFrancisco, Calif.\nRoy Good. Superintendent of Schools, Fort\nB.\n\nBragg, Calif.\nClifford Goode, Superintendent,\nCounty Schools, Martinsville, Va.\n\nHenry\n\nMe\nan\nRe\nLi\nnc\nse\nd\nNe as\nol\nar\nbr ur\nn.\nch Force-Adams\n. e\nM. Florence\nGore,\nPrincipal,\nme\n,\nSchool, Washington,\nD. C.\nnt\ns\nJames W.\nGowans, Superintendent of\nSchools, Hutchinson, Kans.\nC. W. Grandy, Superintendent of Schools,\nTerry, Mont.\nErna Grassmuck, 5618 Ellis Avenue, Chi¬\ncago, Ill.\nLillian ‘M. Green, Public School No. 5,\nElizabeth, N. J.\n\nof Ed\nDe\nSt\nBu\nSc\nuc\npt\nat\ntiohoo St. Pialdi Mi\na¬\ne\n,\nul n\nnn\nn, l\ng\n,\n.\nChambers, University of\nGeorge Gailey s,\nPennsylvania, Philadelphia, Pa.\nW. O. Chase, Superintendent of Schools,\nOld Town, Maine.\nRuth L. Cheney, 403 North James Street,\nRome, N. Y.\nNatalie K. Clark, 1 Winding Way, Bing¬\nhamton, N. Y.\nEdward Clarke, Superintendent of Schools,\nWinthrop, Mass.\nJ. R. Coniff, 811 Cherokee Street, New Or¬\nleans, La.\nArthur G. Crane, President, University of\nWyoming, Laramie, Wyo.\nAnna Crook, 1819 Irving\nStreet, N. W.,\nV.\nWashington, D. C.\nG\nMrs. Mildred Starrett Daly,oodSprague River,\nri\nOre.\nch\n,D\nPima\nMrs. Annie Daniels, Superintendent,\nir\ne\nAriz.\nTucson,\nCounty Schools,\nct\nor\nCourtland V. Davis, Principal, Franklin\n,D\nep\nSchool, Plainfield, N. J.\na\nMrs. Isabel V. Davis, West Hopkinton, rt\nH.\nSuperintendent,\n\nON\n\nJ.\n\nColle\nNatch\nLa.\nge,\nitoch\nT. W. Andrews,\nSuperintendent\nof Schools,\ns,\nHigh Point, N. C.\nAgnes M. Bacon, State Supervisor of Ameri¬\ncanization, 119 State House, Providence,\n\nState\n\n1021\n\nInformation\n\nElizabeth Dice, North Dallas High School.\nDallas, Texas.\nAnna M. Dobbin, Superintendent, Laramie\nCounty Schools, Cheyenne, Wyo.\nElla Victoria Dobbs, University of Missouri,\nColumbia, Mo.\n\nSarah T. Muir, Chairman, Lincoln High\nSchool, Lincoln, Nebraska.\nWard R. Reeder, Secretary, Ohio State Uni¬\nversity, Columbus, Ohio.\nMinnie B. Addleman, 2140 E. 14th Avenue.\nDenver, Colo.\nDenton M. Albright. Superintendent of\nSchools, Rochester, Pa.\n\nPearle Davis, Deputy\nLittle Rock, Ark.\n\nand\n\nC.\n\nA. Greene. Superintendent of Schools,\nSt. Joseph, Mo.\nMarie Gugle. Assistant Superintendent of\nSchools, Columbus, Ohio.\nFlorence Hale, State Agent for Rural Edu¬\ncation, State House, Augusta, Maine.\nG. S. Hansen, Superintendent of Schools,\nSafford, Ariz.\nAgnes F. Hatch, Supervisor of Elementary\nGrades, Chisholm, Minn.\nMay S. Hawkins, County Superintendent of\nSchools, Mound City, Ill.\nC. C. Haworth, Superintendent of Schools,\nme\nBurlington, N. C.\nnt\nof\nE. K. Hillhrand, University of Wichita,\n\nWichita,\n\nKans.\n\n"}
{"page": 1026, "printed_page": null, "text": "1\n\n1022\n\nNational\n\nEducation\n\nAssociation\n\n.\n\nLouis B. Hobson.\nEdgewood. R. I.\n\nH\n\n.\n\n.\n\n116 Wentworth\n\nAvenue,\n\nPublic Instruct\nDover. Del.\nion.\nLucy Mason Holt. Principal. 121-23th Street.\nNorfolk. Va.\nWalter D. Hood. Principal. Gilbert High\nSchool. Winsted. Conn.\nC. M. Howe. Principal. High School, Nor¬\nwood. Ohio.\nBeth E. Johnson. 4366 Maryland Street,\nSan Diego. Calif.\nV. Hol K. Johnson, 232 Broadway. Eau\nMarcia\nloway.\nState S\nClaire. Wis.\nuperint\nen\ndenSchools.\nR. L. Jones. Superintendent\nof\nt of\nMemphis. Tenn.\nMrs. Viola S. Kelly. President. San Fran¬\ncisco Grade Teachers Association. 465\nPost Street. San Francisco, Calif.\nMargaret V. Kielv. Principal, City Normal\nSchool. Bridgeport, Conn.\nEdna Kincaid. 1534 West Euclid Street.\nTopeka. Kans.\nCharles A. Kittrell. Superintendent of\nSchools. Waterloo. Iowa.\nOren E. Long. Deputy Superintendent of\nSchools. Honolulu. Hawaii.\nW.\nW.\nMcConnell. Superintendent of\nSchools. Winfield. Kans.\nLillian F. McCormick. Eastern High School,\nSuperior. Wis.\nEmma McCoy. 230 Livingston Avenue. New\nBrunswick. N. J.\n\nJohn R. McClure. Uni%’ersity of Alabama.\nUniversity. Ala.\nAgnes R. McMaster. 1429 Laurel Street,\nColumbia. S. C.\nMary McSkimmon. Principal. Pierce School,\nBrookline. Mass.\nW. G. Mallett. Principal. Normal School.\nFarmington. Maine.\nJoseph G. Masters. Principal. Central High\nSchool. Omaha. Nebr.\n\nPearl Richards. 736 Murray Avenue. Mil¬\nwaukee, Wis.\nM. Moss Richardson, West Texas State\nTeachers College. Canyon. Tex.\nH. D. Rinsland. University of Oklahoma.\nNorman, Okla.\nJ. H. Risley.\n\nSuperintendent\n\nof District\n\nNo.\n\nE. PE.\nueb Roderick, Superintendent of Schools,\nlo\nBelfast.\nMaine.\nEdwin L. CoRouse,\n211 Bordeaux, Chadron,\nlo.\nNebr.\nAnnie Scollard, 11 Bowditch Street, East\nBraintree. Mass.\nElizabeth K. Shannon, 13 Chapman Street,\nBinghamton, N. Y.\nMary M. Sheppard, Principal, High School,\nOcala. Fla.\nOliver Shurtliff. Fairmont State Teachers\nCollege, Fairmont, W. Va.\nCatherine Sproull. Principal, 1545 Hubbard\nStreet. Jacksonville, Fla.\nJames A. Starkweather, 226 North First\nAve.. E.. Duluth. Minn.\nZack Stephenson, Principal, Travis School,\nHouston, Tex.\nBessie Stevenson, 1726 Gaines Street, Little\nRock. Ark.\nMamie Stoecker. 3900 E. Pine Street, Seattle,\nWash.\nIow\nDes Moi\na.\nnes\nCarl Frederick\nTaeusch.\nGraduate School.\n,\nBusiness Administration, Harvard Univ.,\nCambridge. Mass.\nAnnie Kate Taylor, 914 Martinique, Dallas,\nTexas.\n\nFlorence Teagarden. University\nburgh. Pittsburgh, Pa.\nR. P. Thiel, Lawrence College,\nWis.\n\nof\n\nPitts¬\n\nAppleton,\n\nMrs. Bessie K. Thomas. Supervising Princi¬\npal, Public Schools. Woodstock, Vt.\nL. C. Tidball, State Commissioner of Edu¬\nA. O. Mathias. Withrow High School. Cin¬\ncinnati, Ohio.\ncation, Cheyenne, Wyo.\nGrace Toomey, 2242 East 70th Street, Kansas\nMaude Mattley. Roosevelt High School.\nPortland. Ore.\nCity, Mo.\nW.\nLucy H. Meacham. 400 North Walnut Street.\nStu\nLois Troumbley, 701 Second Ave., N., Great\ndeb\nFalls, Mont.\nOklahoma City. Okla.\nake\nr.L. W. Turnbull. Superintendent of Schools,\nJ. T. Miracle. Superintendent of Schools,\nSup\nNorth\nBend, Ore.\nCatlettsburg. Ky.\ne i\nC. B. ntTurner,\n2000 Oliver Street, Baton\nend\nOscar D. Moore, County Superintendent of\nent\nSchools. Raton, N. M.\nRouge. La.\nof\nEdwin C. Wade. SchSuperintendent of Schools,\nPaul M. Munro, 18}/2 Broad Street. Selma.\no\nAlabama.\nBluefield, W. Va. ols.\nElsie C. Murray. 84 Bowman\nStreet.\nArland D. Weeks, Dean, School of Educa¬\nLaconia. N. H.\ntion, North Dakota Agricultural College,\nAgricultural College, N. Dak.\nCaptola Neal, Terrace Court, Birmingham.\nAla.\nFlorence Wilkinson. 148 East Bluemont\nStreet. Grafton, W, Va.\nNicholas Orem. County Superintendent of\nSchools. Upper Marlboro. Md.\nD. S. Williams, Superintendent of Schools,\nBozeman, Mont.\nWinifred O'Rourke. 126 North Oak Street,\nBurley. Idaho.\nEva M. Wilson, The Carl Curtis School,\n8008 Beverly Boulevard, Los Angeles,\nWellington Pegg, Canyon No. 2. Wenatchee.\nWash.\nCalif.\nNathan Peyser, Principal, Public School\nMay\nMary Wyman.\nLouisville Normal\nSchool. Louisville, Ky.\nNo. 181. Brooklyn. N. Y.\nA. M. Waller, Superintendent of Ward\nLillian Pierce. Model School. West Chester.\nPa.\nCounty Schools, Minot, N. Dak.\nP. D. Pointer, Principal, Central Junior\nW. H. Ward. Superintendent of Schools,\nWaterboro, S. C.\nHigh School, South Bend, Ind.\nMary L. Quigley, 628 South Montana Street.\nPatterson Wardlow, Chairman, Teachers Re¬\nButte, Mont.\ntirement Committee of the South Carolina\nTeachers Association, Columbia, S. C.\nPaul R. RatclifFe. Superintendent of Schools,\nNutley, N. J.\nElizabeth Warning, Rural School Super¬\nvisor, State Department of Education,\nP. Byron Reid. Principal. Cohannet School.\nTaunton. Mass.\nTopeka, Kans.\nD. M. Webb, 2909 East 28th St., Kansas\nL. C. Rhoads. High School Supervisor.\nMount Vernon, N. Y.\nCity, Mo.\n\n"}
{"page": 1027, "printed_page": null, "text": "Associational\n\nMEMBERS\n\nOF\n\nRecords\n\nand\n\nCOMMITTEE\n\nWilliam J. Sanders, Chairman, 80 Chestnut\nStreet, Haverhill, Mass.\nM. F. Abbett, Superintendent of Schools,\nBedford, Ind.\nO. D. Ballard, Jordan High School, Sandy,\nUtah.\nE. E. Bass, Superintendent of Schools,\nGreenville, Miss.\nMamie Bastian, 812 Bell Avenue, Houston,\nTex.\nMartha Boyer, Principal, Ferguson School,\nPhiladelphia, Pa.\nKate B. Brown, Superintendent, Henry\nCounty Public Schools, McDonough, Ga.\nJ. M. Burnett, Superintendent of Schools,\nTuscaloosa, Ala.\nMarguerite H. Burnett, Director of Adult\nEducation, Wilmington, Del.\nJohn H. Manning Butler, Division Super¬\nintendent of Schools, Ilagan, Isabela, ,P. I.\nMrs. R. B. Butts, West High School, Musko¬\ngee, Okla.\nAlice Carter, Principal, Waipahu School,\nOahu, T. H.\nH. E. Chittenden, Superintendent of Schools,\nNaugatuck, Conn.\nBeulah Coward, 607 Mound\nAvenue, S.,\nPasadena, Calif.\nMinnie F. Dean, Business High School,\nWashington, D. C.\nN. A. Early, Principal, High School, Sioux\nFalls, S. D.\nMarie Falb, 672 E. 60th Street, Portland,\nOre.\nElizabeth H. Geneau, 3514 N. 45th Street,\nOmaha, Nebr.\nMiriam Grau, County Superintendent of\nSchools, Phoenix, Ariz.\nCaroline M. Griswold, Vice-Principal, High\nSchool, Montpelier, Vt.\nFrances E. Harden, 1543 Sherwin Avenue,\nChicago, Ill.\nElizabeth Harris, 1476 Montclair Avenue,\nDetroit, Mich.\nLester D. Henderson, Commissioner of Edu¬\ncation, Juneau, Alaska.\nAmy H. Hinrich, 7336 Hurst Street, New\nOrleans, La.\nMyrtle Hooper, 4038 Linden Hills Boule¬\nvard, Minneapolis, Minn.\nH. N. Hunt, Superintendent of Schools,\nSedalia, Mo.\nH. R. Huston, Superintendent of Schools,\nBrewer, Maine.\n\nON\n\n1023\n\nInformation\n\nCREDENTIALS\n\nDana S. Jordan, Superintendent of Schools,\nLisbon, N. H.\nRae Kemp, 3621 Virginia Avenue, Kansas\nU.\n\nCity, Kans.\nL. Light, Superintendent\nBarberton, Ohio.\n\nof\n\nSchools,\n\nClaude O. Markoe, 19 Kings Street, Frederiksted, St. Crois, Virgin Islands.\nL. E. McFadden, Principal, Humboldt\nCounty High School, Winnemucca, Nev.\nOscar D. Moore, Superintendent Colfax\nCounty Schools, Raton, N. M.\nElsie Norelius, Cultra Apartments, Sheridan,\nWyo.\nM. C. Palmer, Principal, County Rural\nNormal School, Columbus, Wis.\nAnne V. Parker, 2215 Oak Avenue, Newport\nNews, Va.\nJ. C. Peel, 518 Main Street, Sarasota, Fla.\nJ. W. Ramsey, Superintendent of Schools,\nFort Smith, Ark.\nFaye Read, 1425 Vernon Street, Pueblo, Colo.\nC. E. Rogers, Superintendent of Schools,\nJohnson City, Tenn.\nE. F. Rothrock, Principal, Junior High\nSchool, Deer Lodge, Mont.\nEda M. Round, 139 Superior Street, Provi¬\ndence, R. I.\nArthur O. Smith, Superintendent of Schools,\nUnion City, N. J.\nCharles Sylvester,\nBaltimore, Md.\n\n2811\n\nMt.\n\nHolly\n\nStreet,\n\nMargaret J. Thomas, 2036 23rd Street, N.,\nSeattle, Wash.\nBurr D. Vail, Principal, Public School No.\n20, Yonkers, N. Y.\nH. L. Van Camp, Superintendent, Fayette¬\nville District Schools, Glen Jean, W. Va.\nFrancisco Vizcarrondo, Assistant Commis¬\nsioner of Education, San Juan, P. R.\nMarjorie Walters, 1557 C Avenue E., Cedar\nRapids, Iowa.\nPatterson Wardlow, Dean, School of Educa¬\ntion, University of South Carolina, Co¬\nlumbia, S. C.\nJule B. Warren, Secretary, North Carolina\nEducation Association, Raleigh, N. C.\nMinta Witteman, Caldwell High School,\nCaldwell, Idaho.\nL. A. White, Superintendent of Schools,\nMinot, N. D.\nArkley Wright, Superintendent of Schools,\nHopkinsville, Ky.\n\n"}
{"page": 1028, "printed_page": null, "text": "1024\n\nNational\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nEducation\n\nINTERNATIONAL\nby\n\nRepresentative\n\nWilliam F. Russell. Chairman, Dean, Teach¬\ners College, Columbia University, New\nYork City.\nT. A. Abbot, Main Avenue High School,\nSan Antonio, Tex,\nJohn W.\nAbercrombie, Assistant State\nSuperintendent of Public Instruction,\nMontgomery, Ala.\nKatie Belle Abney. 1422 Kanawha Street,\nCharleston, W. Va.\nCornelia S. Adair, 2121 Park Avenue, Rich¬\nmond, Va.\nJennie B. Adams, 1407 O Street, Lincoln,\nNebr.\nGeorgia W. Aiken, 3000 Reading Road, Cin¬\ncinnati, Ohio.\nEdward A. Alderman, President. University\nof Virginia, Charlottesville, Va.\nLewis R. Alderman, Service Division,\nBureau of Education, Washington, D. C.\nThomas Alexander, Teachers College, Co¬\nlumbia University. New York City.\nJ. Edward Allen, Superintendent of Schools,\nWarrenton, N. C.\nFannie Fern Andrews, 405 Marlborough\nStreet, Boston. Mass.\nMyra Angus, Pohukaina School, Honolulu,\nHawaii.\nBertha S. Armbruster, 214 Gale Avenue,\nRiver Forest, Ill.\nWalter S. Athearn, School of Religious\nEducation, Boston University, 675 Boylston Street, Boston, Mass.\nWilliam Chandler Bagley, Teachers Col¬\nlege, Columbia University, New\nYork\nCity.\nMrs. Marv G. Barnum, 21 Rue Washington,\nParis. France.\nJ. R. Barton. Superintendent of Schools,\nOklahoma City. Okla.\nMillicent Baum. 12 East 86th Street, New\nYork City.\nAnna J. Beiswenger. Washington State\nNormal School, Bellingham, Wash.\nJ. H. Binford. Assistant Superintendent of\nSchools. Richmond, Va.\nFrancis G. Blair. State Superintendent of\nPublic Instruction, Springfield, Ill.\nKatherine D. Blake, 101 West 85th Street.\nNew York City.\nDorothy M. Blatter, Principal, Kensington\nSchool. Grand Rapids, Mich.\nCharles H. Boehm, Supervising Principal,\nNorthampton Township School, Richboro,\nPa.\nA\n\nAssociation\n\nO. Bowden. State Teachers College. Sil¬\nver City, N. M.\nFrank D.\nBoynton. Superintendent of\nSchools. Ithaca. N. Y.\nMrs. Frank E. Boynton, 819 Oakland Street\nN. E., Grand Rapids, Mich.\nMrs. Mary C. C. Bradford, 1735 Bellaire\nStreet, Denver, Colo.\nH. D. Brasefield. Fremont High School,\nOakland, Calif.\nEdwin\nC. Broome, Superintendent of\nSchools, Philadelphia, Pa.\nEmma M. Brown. Principal. Skinner Junior\nHigh School. Denver, Colo.\nElizabeth Buchanan, District Superintend¬\nent of Schools, Kansas City, Mo.\nWilliam Burdick, State Supervisor of Phys¬\nical Education, 7 East Mulberry Street,\nBaltimore, Md.\n\nRELATIONS\n\nAssembly)\n\nNicholas Murray Butler, President, Colum¬\nbia University, New York City.\nWilliam V. Casey, 820 Pine Street, Boulder,\nColo.\nArthur H. Chamberlain, Chairman. Cali¬\nfornia Association for Education on\nThrift and Conservation, 354 Pacific\nBuilding, San Francisco, Calif.\nJ. A. C. Chandler, President, College of\nWilliam and Mary, Williamsburg, Va.\nMrs. Frances E. Clark, Educational Direc¬\ntor, Victor Talking Machine Company,\nCamden, N. J.\nM. G. Clark, Superintendent of Schools,\nSioux City, Iowa.\nP. P. Claxton, former Superintendent of\nSchools, Tulsa, Okla.\nJ. P. Coates, Secretary South Carolina\nTeachers Association, Columbia, S. C.\nFrank Cody. Superintendent of City Schools,\nDetroit, Mich.\nJessie B. Colburn, 61 Gramercy Park, North,\nNew York City.\nHelen W. Cole, Rollins College, Winter\nPark. Fla.\nRandall J. Condon. Friendship, Maine.\nAlbert S. Cook, State Superintendent of\nPublic Instruction, 2014 Lexington Build¬\ning. Baltimore, Md.\nH. V. Cooper, Superintendent of City\nSchools. Kosciusko. Miss.\nWilliam J. Cooper, U. S. Commissioner of\nEducation, Bureau of Education, Wash¬\nington,, D. C.\nJ. W. Crabtree, 1201 Sixteenth Street N. W.,\nWashington, D. C.\nClara E. Craig, Rhode Island College of\nEducation, Providence, R. I.\nWinifred G. Crowell, Georgia State College\nfor Women, Milledgeville, Ga.\nR. B. Daniel, Superintendent of Schools,\nColumbus, Ga.\nHelen M. Davidson. 6814 Thomas Boule¬\nvard, Pittsburgh, Pa.\nWilliam M. Davidson. Superintendent of\nSchools, Pittsburgh, Pa.\nJessie B. Davis, Boston University, Bos¬\nton, Mass.\nElizabeth R. Dessez, Education Department,\nPathe Exchange, 35 West 45th Street,\nNew York City.\nMary Dever, The Women’s\nClub, 3535\nEuclid Avenue, Cleveland, Ohio.\nW. G. Dillon. Department of Public Schools,\nJefferson City, Mo.\nZoe Dobbs. Dean of Women, Alabama Poly\ntechnic Institute, Auburn, Ala.\nMrs. Susan M. Dorsey. 1506 Arapahoe\nStreet, Los Angeles, Calif.\nE. Wis.\nG. Doudna, 2017 Monroe Street, Madison,\nE. Estelle Downing, State Normal College,\nYpsilanti, Mich.\nMrs. Evaline Dowling, 224 South Alex¬\nandria, Los Angeles, Calif.\nWilliam J. Drew, Principal, Mission High\nSchool, San Francisco. Calif.\nMildred A. F. Dunn, Washington Irving\nHigh School, Clarksburg. W. Va.\nI. Newton Earle. Principal, Roosevelt Jun¬\nior High School, New Brunswick. N. J.\nMrs. Anna Egan. Principal, Franklin School.\nKansas City, Mo.\n\n"}
{"page": 1029, "printed_page": null, "text": "Association al\n\nRecords\n\nMiriam D. Eisner, 3098 California Street.\nSan Francisco, Calif.\nJ. D. Elliff, University of Missouri, Co¬\nlumbia, Mo.\nE. W.\nEmery, President, University of\nOmaha. Omaha, Nebr.\nEva L. Erickson, 1423 G Street, Lincoln,\nNebr,\nSara H. Fahey, 191 Lincoln Place, Brook¬\nlyn, N. Y.\nJessie F. Fair, Board of Education, Dayton, Ohio.\nMariana Farseth, 4024 Eliot Avenue, Min¬\nneapolis, Minn.\nPauline Farseth, 4024 Eliot Avenue, Minne¬\napolis, Minn.\nRalph E. Files, Principal, East Orange High\nSchool, East Orange, N. J.\nMrs. Jessie M. Fink, Principal, Buchanan\nSchool, Grand Rapids, Mich.\nJohn H. Finley, Editor, New York Times,\nNew York City.\nClara B. Fishbaugh, West Virginia Wes¬\nleyan College, Buchannon, W. Va.\nCharles M. Fisher, Superintendent, Dade\nCounty Schools. Miami, Fla.\nE. C. Folsom, Teachers Casualty Under¬\nwriters, Lincoln, Nebr.\nL. S. Fowler. Georgia State College for\nWomen. Milledgeville, Ga.\nAnna G. Fraser, 822 Alma Avenue, Oakland,\nCalif.\nGeorge D. Full, President, Dudley Lock\nCorporation, 26 North Franklin Street,\nChicago, Ill.\nEthel M. Gardner, 356 16th Avenue, Mil¬\nwaukee, Wis.\nClay F. Gaumer, Superintendent of Schools,\nHoward, Ohio.\nMrs. Sarah R. Gill, 2030 East 115, Suite 32,\nCleveland, Ohio.\nC. B. Glenn. Superintendent of Schools,\nBirmingham, Ala.\nBessie Bacon Goodrich, 2410 Terrace Road,\nDes Moines, Iowa.\nHarry R. Gorrell, Superintendent of Schools,\nMassillon. Ohio.\nThomas\nW.\nGosling, Superintendent of\nSchools, Akron, Ohio.\nErna Grassmuck, 5618 Ellis Ave, Chicago.\n\nIH.\n\nClifton D. Grav, President, Bates College,\nLewistown, Me.\nCora Gray, Catawba College, Salisbury,\nN. C.\nJ. M. Gwinn, Superintendent of Schools,\nSan Francisco, Calif.\nJohn. T. Gyger, R. F. D. 4, Portland, Me.\nNellie G. Hanlon, 728 West Main Street,\nMonongahela, Pa.\nFrances Harden, 1543 Sherwin Avenue.\nChicago, Ill.\nC. J. Heatwole, Room\n1, State Capital,\nRichmond, Va.\nJ. L. Henderson, University of Texas, Aus¬\ntin, Texas.\nIda M. Higley, Towers School, Clarksburg.\nW. Va.\nMary L. Hinsdale, Grand Rapids Junior\nCollege, Grand Rapids. Mich.\nLouise B. Hobson, 116 Wenworth Avenue,\nEdgewood Station, Providence, R. I.\nGeorge E. Hoffman, University of Alabama,\nUniversity, Alabama.\nMrs. Florence Holbrook. Phillips Junior\nHigh School, Chicago, Ill.\nEdna E. Hood, Administration Building,\nKenosha. Wis.\nElizabeth Hood, 1715 Park Avenue, Racine.\nWis.\n\nand\n\nInformation\n\n1025\n\nDaniel Howard, Superintendent of Schools,\nWindsor, Conn.\nAdele Humphrey, Principal, Polytechnic\nHigh\nSchool, 400 West\nWashington\nStreet, Los Angeles, Calif.\nFred M. Hunter, Chancellor, University of\nDenver, Denver, Colo.\nMargarette E. Howard. Principal, Lincoln\nSchool, Summit, N. J.\nChristine A. Jacobsen, 1320 West\nPlace, Los Angeles, Calif.\nWilliam Alonzo James, Principal,\nHigh School, Galveston, Texas.\nSally\nYork Lucas\nCity. Jean, 200 Fifth Avenue,\n\n41st\nBall\nrJew\n\nM. Irene Johnson, School of Education.\nManchester College. Manchester, Ind.\nOlive M. Jones, 61 Gramercy Park, North,\nNew York City.\nR. G. Jones, Superintendent\nCleveland, Ohio.\n\nof City Schools.\n\nDavid Starr Jordon, President Emeritus.\nLeland Stanford University, Stanford\nUniversity, Calif.\nEdith B. Joynes, 410 West 14th Street,\nNorfolk, Va.\nAlice Keith, Radio\nNew York City.\n\nCorporation\nThird\n\nof America.\n\nJ. risburg.\nH. Kelley,\nPa. 400\n\nNorth\n\nStreet, Har¬\n\nW. F. Kennedy,\nPittsburgh, Pa.\n\nAdministration\n\nBuilding,\n\nBertha C. Knemeyer, Principal, Elko County\nHigh School. Elko, Nev.\nAlbert Kuhn, University of Omaha, Omaha,\nNebr.\nEarl R. Laing,\ntroit, Mich.\nUel W.\nsouri\nMo.\n\nPrincipal,\n\nBurt\n\nSchool,\n\nDe¬\n\nLamkin, President, Northwest Mis¬\nState Teachers College, Maryville,\n\nC. H. Lane, 200 New Jersey Avenue, Wash¬\nington, D. C.\nElizabeth Lee, 400 Shady Avenue, Pitts¬\nburgh. Pa.\nMrs. Inez Johnson Lewis, Superintendent.\nEl\nPaso\nCounty\nSchools, Colorado\nSprings, Colo.\nW. A. Lewis, Kansas State Teachers Col¬\nlege, Hays, Kan.\nMrs. Ueal Stevents Lewis, Jamestown Col¬\nlege, Jamestown, N. D.\nGeorgina Lommen,\nDirector, Training\nSchool. State Teachers College, Moor¬\nhead, Minn.\nW. T. Longshore, Greenwood School, Kan¬\nsas City, Mo.\n\nSecretary\nd Losh.City,\nRosamon\nreau, Kansas\nMo. , Children's Bu¬\nE. G. Lvle, 709 West 32nd Street, Kansas\nCity, Mo.\nEffie MacGregor, Principal, John Burroughs\nSchool. Minneapolis. Minn.\nGeorge E. MacLean, 1721 P Street N. W\nWashington, D. C.\nElizabeth McCormick, Principal, Timothy\nO. Howe School, Superior, Wis.\n\nMrs. J. H. McCoy, President,\nlege. Athens, Ala.\nH. McCracken, 15 East\nJohn\nNew V^rk Oit^.\n\nAthens\n83rd\n\nCol¬\n\nStreet.\n\nMiss Wylee B. McNeal, University of Min¬\nnesota, St. Paul, Minn.\nW. G. Mallett. Principal, State Normal\nSchool, Farmington. Me.\nKathryn Mansfield, Principal, Cedar School,\nCanton, Ohio.\nDaniel L. Marsh. President, Boston Univer¬\nsity, 675 Boylston Street, Boston. Mass.\nA. J. Matthews, President, State Teachers\nCollege. Tempe, Ariz.\n\n"}
{"page": 1030, "printed_page": null, "text": "1026\n\nNational\n\nEducation\n\nAlbert B. Meredith, State Commissioner of\nEducation, Hartford, Conn.\nSophia C. Meyer, Lewis and Clark High\nSchool, Spokane, Wash.\nCharles F. Miller, Superintendent of Schools,\nIndianapolis, Ind.\nR. B. Miller. Ohio Wesleyan University,\nDelaware, Ohio.\nJohn G. Mitchell, President, State Teachers\nCollege, Edmond, Okla.\nPaul Monroe, Teachers College, Columbia\nUniversity, New York City.\nE. W.\nMontgomery, Principal, Phoenix\nUnion High School and Junior College,\nPhoenix, Ariz.\nH. A. Morgan, President, University of\nTennessee, Knoxville, Tenn.\nCora E. Mull, 4151 Berkeley Avenue, Chi¬\ncago, Ill.\nMrs. Jessie Ward\nNance, Westmoreland\nCollege, San Antonio, Texas.\nMary Leila Nisbett, 821 Melba Street, Dal¬\nlas, Texas.\nMary E. O’Connor, Supervisor of Elemen¬\ntary Schools, Natick, Mass.\nEmma\nB. Page, Central High School,\nEvansville, Ind.\nMrs. Edith McClure Patterson, Saw Mill\nRoad, Dayton, Ohio.\nJohn Barton Payne. American Red Cross,\n1601 Eye Street, Washington, D. C.\nE. M. Phillips, 2172 Juliet Street, St. Paul,\nMinn.\nJ. Ashbury Pitman, Principal, Salem Nor¬\nmal School. Salem, Mass.\nCaroline J. Porter, % Brown, Shiplev &\nCo., 123 Pall Mall, London, S. W., Eng¬\nland.\nBirde Posthuma, 116 South Spring Avenue,\nSioux Falls, S. D.\nSue M. Powers, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nJ. E. Purks, Superintendent of Schools,\nCedartown, Ga.\nE. Ruth Pyrtle, Principal, Bancroft School,\nLincoln, Nebr.\nMary Ralls, President, Teachers Club, Kan¬\nsas City, Mo.\nHelen Reed. Manual Training High School,\nDenver, Colo.\nFannie Reeder, 2340 West Monroe Street,\nChicago, Ill.\nMrs. A. H. Reeve, 5517 Germantown Ave¬\nnue, Philadelphia, Pa.\nAurelia Henry Reinhardt, President, Mills\nCollege, Mills College, Calif.\nMrs. Charles H. Remington, East Provi¬\ndence, R. I.\nMcHenry Rhoads, State University, Lex¬\nington, Ky.\nAnna E. Richardson, 617 Mills Building,\nWashington, D. C.\nLeila Richter, Breckenridge High School,\nSan Antonio. Texas.\nAnna Riddle, 219% North 12th Street, St.\nJoseph. Mo.\nWilliam McKinley Robinson, Western State\nTeachers College, Kalamazoo, Mich.\nIda O. Rudy, Primary Supervisor of Pub¬\nlic Schools, 517 Adams Street, Dayton,\nOhio.\nW.\nCarson Ryan, Swarthmore College,\nSwarthmore. Pa.\nJoseph H. Saunders, Superintendent of\nSchools, Newport News, Va.\nJoseph A. Serena, President, State Teach¬\ners College, Cape Girardeau, Mo.\nJ. W. Sexton, Superintendent of Schools*\nLansing. Mich.\nAlbert Shaw, President, High\nSchool\nTeachers Association, 304 Trinity Build¬\ning, Los Angeles, Calif.\n\nAssociation\n\nGrace M. Shepherd, State Teachers Col¬\nlege, Maryville, Mo.\nHelen B. Shove, 3116 Clifton Avenue, Min¬\nneapolis, Minn.\nWalter R. Siders, 1201 Sixteenth Street\nN. W., Washington, D. C.\nHenry Lester Smith, Dean, School of Edu¬\ncation,\nIndiana University, Bloomington,\nInd.\nPayson Smith, State Commissioner of Edu¬\ncation, Boston, Mass.\nF. H. Spaulding, Millsboro High School,\nTampa, Fla.\nB. F. Stanton, Superintendent of Schools,\nAlliance, Ohio.\nN. E. Steele, Secretary, South Dakota Edu¬\ncation Association, Room 3, Perry Build¬\ning, Sioux Falls, S. D.\nE. L. Stephen, President, Southwestern\nLouisiana Institute, Lafayette, La.\nM Texas,\niss Willie Stephens, City Schools, Austin,\nMrs. Rene E. Hamilton Stevens, Univer¬\nsity of Omaha, Omaha, Nebr.\nMrs. Cora Wilson Stewart, American Red\nCross Building, Washington, D. C.\nGeorge D. Strayer, Teachers College,\nlumbia University, New York, N. Y.\n\nCo¬\n\nAugustus O. Thomas, President, World Fed¬\neration of Education Associations, Au¬\ngusta,M. Me.\nAnna\nThompson, Berkshire\nLinwood, Kansas City, Mo.\nEdna E. Thompson, 1038 South\nLincoln, Nebr.\n\nArms,\n\n1017\n\n14th Street,\n\nJohn J. Tigert, President, University of\nFlorida, Gainesville, Fla.\nCaroline E. Toner, 1814 Ingleside Terrace,\nWashington, D. C.\nAdelaide R. Trent, Ferrum Training School,\nFerrum, Va.\nGenevieve Turk, Scarritt School, Kansas\nCity, Mo.\nE. Turner, Massachusetts Institute\nTechnology, Cambridge, Mass.\nChester C. Tuttle, Superintendent\nSchools, Kennebunk, Me.\nC.\n\nM.\n\nB.\n\nVaughn,\n\nSarah Vickery,\nville, Ind.\n\nMontgomery\nCentral High\n\nof\nof\n\nCity, Mo.\nSchool, Evans¬\n\nFrancisco Vizcarrondo, Assistant Commis¬\nsioner of Education, San Juan, Porto\nRico.\nRufus\n\nB. von\n\nSmid, President, Uni¬\nSouthern California, Los An¬\nKlein\n\nversity of\ngeles, Calif.\nThomas J. Walker, Editor, School and\nCommunity, Columbia, Mo.\nGeorge A. Walton. George School, George\nSchool, Pa.\nDavid A. Ward, Superintendent of City\nSchools, Wilmington, Del.\nGeorge Harris Webber, Georgia State Col¬\nlege for Women. Milledgeville, Ga.\nC. C. Weideman. Teachers College, Univer¬\nsity of Nebraska, Nebr.\nJ. F. Wellemeyer, Principal, Wyandotte\nHigh School, Kansas City, Kan.\nAnna M. Willnitz. 90 Elwood Place, West\nNew Brighton, Staten Island, N. Y.\nE. B. Wetherow, Superintendent of City\nSchools, Laporte. Ind.\nZada White, Principal, Lake Harriet School,\n170 West 52nd Street, Minneapolis, Minn.\nLucy\nWhitney,\nPrincipal, Gladstone\nSchool, Kansas City, Mo.\nIrma C. Wieand, Chatham Court, Sec. 1,\n241 South 49th Street, Philadelphia. Pa.\nGeorge Wiley, State Department\ntion, Albany, N. Y.\n\nof Educa¬\n\n"}
{"page": 1031, "printed_page": null, "text": "Associational\n\nRecords\n\nCharles H. Williams. University of Mis¬\nsouri, Columbia, Mo.\nCharles O. Williams, Secretary, State\nTeachers Association, Room 205, Hotel\nLincoln, Indianapolis, Ind.\nJane Williams, 178 Elmwood Avenue, Oak\nPark, Ill..\nMrs. Alice Wilson, Room\n529, Phelan\nBuilding, San Francisco, Calif..\nH. B. Wilson, American Red Cross, Wash¬\nington, D. C.\nAgnes Winn, 1201 Sixteenth Street N. W.,\nWashington, D. C.\nA. E. Winship, 6 Beacon Street, Boston,\nMass.\nLula Wirt, State Teachers College, Kear¬\nney, Nebr.\nJohn W. Withers, Dean, School of Educa¬\ntion, New York University, New York\nCity.\n\nJOINT\n\nCOMMITTEE\nD. Wood,\nColumbia\n\nPROBLEMS\n\nby Representative\n\nChairman, Teachers Col¬\nUniversity, New\nYork\n\nA.\n\nK. Aldinger, Director of Health Educa¬\ntion, Board of Education, New\nYork\nCity,\nEdna W. Bailey. University of California,\nBerkeley, Calif.\nMabel C. Bragg, Assistant Superintendent\nof Schools, Newton, Mass.\nWilliam D. Burdick, State Supervisor of\nPhysical Education, 7 East Mulberry\nStreet, Baltimore, Md.\nWilliam H. Burnham, Clark University,\nWorcester, Mass.\nL.\n\nW. Childs, Supervisor of Health Serv¬\nice, Board of Education, Cleveland, 'Ohio.\nRandall J. Condon, Friendship, Me.\nF. B. Dresslar, George Peabody College for\nTeachers, Nashville, Tenn.\nJohn F. Keating, 1627 Carteret Avenue,\nPueblo, Colo.\n\n1027\n\nInformation\n\nKate V. Wofford, Superintendent of Laurens\nCounty Schools, Laurens, S. C.\nStella Wood, Principal, Minnesota Kinder¬\ngarten Training School, Hampshire Ave¬\nnue, Minneapolis, Minn.\nCaroline S. Woodruff, President, State Nor¬\nmal Training School, Castleton, Vt.\nAnnie Carlton Woodward, 144 School Street,\nSomerville, Mass.\nOlive Woodward, Shaw High School, East\nCleveland, Ohio (now at 6 Haymarket\nSquare, American Express Company, Lon¬\ndon, England).\nRobert H. Wright. President, East Caro¬\nlina Teachers College, Greenville, N. C.\nW. T. Wynn, Georgia State College for\nWomen, Milledgeville, Ga.\n\nHEALTH\n\nON\n\n(Authorized\nThomas\nlege,\nCity.\n\nand\n\nIN\n\nEDUCATION\n\nAssembly)\n\nMarion O. Lerrigo, 17 Addison, Avenue,\nApartment 5F, Larchmont, N. Y.\nMrs. S. M. N. Marrs, President, National\nCongress Parents and Teachers, Austin,\nTexas.\nA. B. Meredith, State Commissioner\nEducation, Hartford, Conn.\n\nof\n\nMary E. Murphy, Director, Elizabeth Mc¬\nCormick Memorial Fund, 848 North Dear¬\nborn Street, Chicago, Ill.\nFrederick Rand Rogers, University of the\nState of New York, Albany, N. Y.\nJohn R. Sharman, State Director of Health\nand Physical. Education, Montgomery,\nAla.\nLida Lee Tall, Principal,\nSchool, Towson, Md.\n\nState\n\nNormal\n\nAnne Whitney, American Child Health As¬\nCity.\nsociation,\n370 Seventh Avenue, New York\nAlbert E. Winship, Editor, Journal of\nEducation, 6 Beacon Street, Boston,\nMass.\n\nJOINT COMMITTEE\nON RELATIONS BETWWEN\nSTATE\nASSOCIATIONS AND THE NATIONAL\nEDUCATION\nASSOCIATION\n(A Special\nRobert C. Moore, Chairman, Secretary,\nIllinois State Teachers Association, Carlinville, Ill.\nCornelia S. Adair,\nmond, Va.\n\n2121\n\nPark\n\nAvenue,\n\nRich¬\n\nE. M. Carter, Secretary. Missouri State\nTeachers Association, Columbia, Mo.\n\nLEGISLATIVE\n(Authorized\n\nby\n\nCommittee)\nP. H. Griffith, Secretary, Louisiana\ners\nLa. Association, Box 541, Baton\n\nWalter R. Siders, 1201 Sixteenth St. N.\nW., Washington, D. C.\nHenry Lester Smith. Treasurer, National\nEducation Association, Indiana Univer¬\nsity, Bloomington, Ind.\n\nCOMMISSION\n\nRepresentative\n\nWilliam M. Davidson, Chairman, Superin¬\ntendent of Schools, Pittsburgh. Pa.\nA. T. Allen, State Superintendent of Pub¬\nlic Instruction, Raleigh, N. C.\nGeorge A. Allen, Jr.. State Superintendent\nof Public Instruction, Topeka, Kan.\nH. B. Allman, Superintendent of Schools,\nRushville, Ind.\nMrs. Bertha Armbruster, 214 Gale Avenue,\nRiver Forest, Ill,\n\nTeach¬\nRouge,\n\nAssembly)\n\nWalter S. Athearn, Dean, School of Re¬\nligious Education and Social Service,\nBoston University. Boston, Mass.\nCaroline Barbour, President, International\nKindergarten Union, Superior State\nTeachers College, Superior, Wis.\nR. W. Bardwell, Superintendent of Schools,\nMadison, Wis.\nC. H. Barnes, Superintendent, St. Louis\nCounty Schools, Duluth, Minn.\n\n"}
{"page": 1032, "printed_page": null, "text": "1028\n\nNational\n\nEducation\n\nCarrye Barnhart, Shanghai, W. Va.\nNora M. Barron, 847 Plymouth Building,\nMinneapolis, Minn.\nW. F. Bond, State Superintendent of Edu¬\ncation, Jackson, Miss.\nF. D. Boynton, Superintendent of Schools,\nIthaca, N. Y.\nMrs. Mary C. C. Bradford, 1735 Bellaire\nStreet, Denver, Colo.\nJ. W. Brister, President, West Tennessee\nState Teachers College, Memphis, Tenn.\nL. W.\nBrooks, Principal, High School,\nWichita, Kan.\nD. S. Burleson, Dean, State Teachers Col¬\nlege. Johnson City, Tenn.\nJohn C. Callahan, State Superintendent of\nPublic Instruction, Madison, Wis.\nSamuel P. Capen, Chancellor, University of\nBuffalo, N. Y.\nJ. A. C. Chandler, President, College of\nWilliam and Mary, Williamsburg, Va.\nM. G. Clark, Superintendent of Schools,\nSioux City, Iowa.\nMaude\nCompton, 204 S. 25th Avenue,\nOmaha, Nebr.\nRandall J. Condon. Friendship, Me.\nWm.\nL. Connor, Chief. Bureau of Educa¬\ntional Research, Public Schools, Cleve¬\nland, Ohio.\nJ. H. Cook, Dean, School of Education,\nNorth Carolina College for Women,\nGreensboro, N. S.\nFred D. Cram. Iowa State Teachers Col¬\nlege, Cedar Falls, Iowa.\nC. W. Crandall, Superintendent of Schools,\nMonroe, Mich.\nH. D. Crowell, Assistant Superintendent of\nSchools, Stamford, Conn.\nCora\nDarling, Superintendent. Powers\nCounty Schools, American Falls. Idaho.\nCharles S. Davis. Superintendent of\nSchools, Steelton, Pa.\nPearle Davis, Deputy State Superintendent.\nLittle Rock, Ark.\nClarence H. Dempsey. State Commissioner of\nEducation, Montpelier, Vt.\nFlorence Deneen, 457 West 61st Place, Chi¬\ncago, Ill.\nL. H. Dennis, Deputv Superintendent of\nPublic Instruction, State Department of\nEducation, Harrisburg, Pa.\nCharles F.\nDienst. Superintendent of\nSchools, Boise. Idaho.\nJ. T. Doster, Dean, School of Education,\nUniversity of Alabama, University. Ala.\nIsabel L. Eckles. Superintendent of Schools,\nSante Fe. N. M.\nHarriett W. Elliott. North Carolina Colleee for Women. Greensboro, N. C.\nSelden M. Ely. Supervising Principal, Gales\nSchool, Washington, D. C.\nLawton\nB.\nEvans. Superintendent of\nSchools. Augusta, Ga.\nH. G. Faust. Superintendent of Schools,\nShawnee. Okla.\nThomas E. Finegan, President, Eastman\nTeaching Films. Inc., 343 State Street,\nRochester, N. Y.\nCharles M. Fisher, Superintendent of Dade\nCounty Schools, Miami, Fla.\nAnna La”ra Force. Principal, Lake Junior\nHigh Schools, Denver, Colo.\nAnna G. Fraser, 822 Alma Avenue, Oak¬\nland, Calif.\nJ. D. Fulp, Superintendent, Bailey Mili¬\ntary Institute, Greenwood, S. C.\nLloyd Galpin, 2354 Addison Way, Los An¬\ngeles, Calif.\nA. D. S. Gillett, President, State Normal\nSchool, Superior, Wis.\n\nAssociation\n\nJudith Greguson, 4720 6th Avenue N. E.,\nSeattle, Wash.\nAnnie\nArk. G. Griffey, 2110 Battery, Little Rock,\nJ.\n\nJ. Hagan,\nRock Island,\n\nSuperintendent\nIll.\n\nof\n\nSchools,\n\nJohn B. Heffelfinger, Superintendent of\nSchools, Newton, Kan.\nA. B. Hill. President, Ouachita College,\nArkadelphia, Ark.\nCarl A. Hoffman, 5830 North Artesian Av¬\nenue, Chicago, Ill.\nC. M. Howell, Secretary, Oklahoma Educa¬\ntion Association, Oklahoma City, Okla.\nGeorge W. Hugg, Superintendent of Schools,\nSalem, Ore.\nH. M. Ivy, Superintendent of Schools,\nMeridian, Miss.\nClara !L. Jahnke, 1930 8th Street, Spokane,\nWash.\nD.\n\nC. Jensen, Superintendent, Jordan Dis¬\ntrict Schools, R. F. D. 2, Sandy, Utah.\nOlive M. Jones, 61 Gramercy Park, North,\nNew York City.\n\nR. G. Jones, Superintendent\nCleveland, Ohio.\n\nof\n\nSchools.\n\nMrs. Edith B. loynes, President, Depart¬\nment of Classroom Teachers of the N. E.\nA., 410 West 14th Street, Norfolk, Va.\nCharles H. Judd, Director, School of Edu¬\ncation,\nUniversity of Chicago, Chicago,\nIll.\nJ. F. Keating, Superintendent, School Dis¬\ntrict Number 20, Pueblo, Colo.\nJohn A. H. Keith, State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nM. R. Keyworth. Superintendent of Schools,\nHamtramck. Mich.\nP. H. Kimball, Principal, Washington State\nNormal School, Machias, Me.\nLee\nKirkpatrick,\nSuperintendent of Schools,\nParis,\nKy.\nUelMo.W.\nsouri\n\nLamkin, President, Northwest Mis¬\nState Teachers College, Maryville,\n\nJohn C. Lindsey, Superintendent of Schools,\nMitchell, S. D.\nW.\nT. Longshore. Principal, Greenwood\nSchool, Kansas City, Mo.\nJohn D. Loper, Superintendent of Schools,\nPhoenix, Ariz.\nA. E. MacArthur, Director Vocational Edu¬\ncation. Carson City. Nev.\nEffie MacGregor, Principal, John Bur¬\nroughs School. Minneapolis, Minn.\nHugh S. Magill, General Secretarv, Inter¬\nnational Council of Religious Education,\n5 South Wabash Avenue, Chicago, Ill.\nC. R. Mann, Director, American Council on\nEducation, 26 Jackson Place, Washing¬\nton, D. C.\nA. A. McDonald, Superintendent of Schools,\nSioux Falls, S. D.\nJ. M. McDonald. Superintendent of Schools,\nPocatello. Idaho.\nB. H. McIntosh, Secretary, Wyoming State\nTeachers’ Association, Cheyenne. Wyo.\nUry McKenzie, Superintendent of Schools,\nHot Springs, Ark.\nJohn Milne, Secretary, New Mexico Edu¬\ncational Association, Albuquercme N. M.\nJ. G. Moore, Superintendent of Schools.\nFargo, N. D.\nFrank F. Nalder, State College of Washing¬\nton, Pullman. Wash.\nM. A. Nash, President, Oklahoma College\nfor Women, Chickasha. Okla.\nHarlan B. Peabody, 7 Villa Avenue, Provi¬\ndence, R. I.\nWebster H. Pearce, State Superintendent\nof Public Instruction, Lansing, Mich.\n\n"}
{"page": 1033, "printed_page": null, "text": "N\n\nAssociation al\n\nRecords\n\nand\n\nInformation\n\n1029\n\n.\n\nH. E. Stahl. Superintendent of Schools,\nMrs. B. C. Peixotto, Principal. Public\nClaymont, Del.\nSchool Number 108, Queens, New York\nCity.\nB. F. Stanton. Superintendent of Schools.\nAlliance, Ohio.\nRose Pesta, Windemere\nHotel, Chicago,\nIll.\nGeorge D. Strayer, Teachers College, Co¬\nlumbia University, New York City.\nCaroline S. Pfaff, District Superintendent\nof Schools, 4868 Constance Street, New\nW. A. Sutton, Superintendent of Schools,\nAtlanta, Ga.\nOrleans, La.\nAnnie Kate Taylor, 914 Martinique Street,\nD. Walter Potts, Superintendent of Schools,\nDallas, Texas.\nEast St. Louis, Ill.\nSue Powers, Superintendent, Shelby County\nW. S. Taylor, University of Kentucky, Lex¬\nington, Ky.\nSchools, Memphis, Tenn.\nCharles H.\nPriest, Superintendent of\nMay Trumper, 523 W. 121st Street, New\nYork City.\nSchools, Carson City, Nev.\nMerle Prnnty, Superintendent of Schools,\nL. A. Tuggle, Superintendent, Vermilion\nTulsa, Okla.\nCounty Schools, Danville, Ill.\nJohn J. Rae, Superintendent of Schools,\nM. M.\nVan\nPatten, Superintendent of\nSchools, Buhl, Idaho.\nCouer D’Alene. Idaho.\nLois Randolph, Santa Fe, N. M.\nWilbur D. Vincent, State Commissioner of\nHelen M. Rathbun, Rowan Trees Hotel, 500\nEducation, Boise, Idaho.\nEnglewood Avenue, Chicago, Ill.\nD. B. Waldo, President, Western State\nAnne E. Riddle, 219)4 North 12th Street,\nNormal School. Kalamazoo, Mich.\nSt. Joseph, Mo.\nDavid A. Ward. Superintendent of Schools,\nE. E. Roderick, Superintendent of Schools,\nWilmington, Del.\nBelfast, Me.\nFrank Weld, 1126 Q Street, Lincoln, Neb.\nJoseph Rosier, President, Fairmont State\nNormal School, Fairmont, W. Va.\nUta\nLo\nE. L. Rouse, Nebraska State Normal\nga\nh.\nn. White,\nSuperintendent of Schools,\nL. A.\nSchool, Chadron, Neb.\n.\nMinot,\nN.\nD.\nJoseph H. Saunders, Superintendent of\nSuperintendent of\nWilliamson,\nPearl\nSchools, Newport News, Va.\nSchools, DeQueen, Ark.\nJohn F. Scully, Superintendent of Schools,\nBrockton, Mass.\nS. C. Wilson, Sam Houston State Teach¬\ners College, Huntsville, Texas.\nW. E. Sealock, Dean, School of Education,\nUniversity of Nebraska, Lincoln, Nebr.\nBenjamin Wist, President, Normal School,\nHonolulu, T. H.\nGeorge E. Shattuck, Vice-principal, High\nSchool, Darien, Conn.\nJohn\nCity.W. Withers, Dean, School of Educa¬\nW. P. Shawkey, President, Marshall Col¬\ntion, New York University, New York\nlege, Huntington, W. Va.\nFred Sickles, Superintendent of Schools,\nKate Wofford. Superintendent. Laurens\nNew Brunswick, N. J.\nCounty Schools, Laurens, S. C.\nL.\nJessie Skinner, 984 Thurman St., Portland,\nWe\nC. Woodward, 144 School Street,\nAnnie\nst\nOre.\nSomerville, Mass.\n,\nUt\nHarry P. Smith, Professor of Education,\nah\nH. Wright, President, East Carolina\nRobert\nSyracuse University, Syracuse, N. Y.\nAg\nC.\nrrs\nTeache\nic College, Greenville, N.\nJ. W. Smith, T. C. Station, Denton, Texas.\nul\nYork,tur County Superintendent of\nAda\nal\nJean L. Soules, Women’s Athletic Club,\nSchools, Room\nCol 2, Court House, San\nSpokane, Wash.\nleg\nDiego, Calif.\ne,\n\nCOMMITTEE\n\n(Authorized\n\nby\n\nBylaws)\n\nV. C. Coulter, Head of English Depart¬\nment, University of Wyoming, Laramie,\nWyo.\nErnest L. Crandall, Department of Visual\nCity.\nInstruction, 500 Park Avenue, New York\nJennie Crawford, Principal, East Side\nSchool, Maryville, Tenn.\nMattie Dalton. Superintendent, Fayette\nCounty Schools, Lexington, Ky.\nMadelaine Drovbay, Longfellow School,\nSalt Lake City, Utah.\nEarle, Principal, Roosevelt\nI. Newton\nBrunswick,\nJunior High School, New\nJ.\n\nFrancis G. Blair, Chairman, State Superin¬\ntendent of Public Instruction, Springfield,\nIll.\nC. A. Arganbright, County Superintendent\nof Schools, Lima, Ohio.\nBeatrice Arnold, Rural School Supervisor,\nSpartanburg, S. C.\nJessie L. Baker, Principal, Garfield School,\nBox 2237, Bisbee, Ariz.\nOlive Bennison, Buena Vista Apartment,\nSpokane, Wash.\nGeorge E. Berry, Principal, High School,\nBiggs, Calif.\nMarion F. Breck, State Supervisor of Home\nEconomics, Dover, Del.\nMrs. P. S. Burkholder, Elementary Teacher,\nOak Hill, W. Va.\nL. A. Butler, Superintendent of City\nSchools, Grand Rapids, Mich.\nPhillip Carlson, Principal, Roosevelt Senior\nHigh School, 5157 17th Avenue, South\nMinneapolis, Minn.\nMaude M. Chaffee, Principal, High School,\nMorrisville, Vt.\nJo Anna Connell, Central High School,\nErie, Pa.\n\nNECROLOGY\n\nON\n\nFlorence Earles. Principal, Grade Schools,\nWewoka, Okla.\nSelden M. Ely, Supervising Principal, Gales\nSchool, Washington, D. C.\nClara J. Emerson, Principal. Dawson\nCounty High School, Glendive. Mont.\nEdna\nGibbs, Superintendent of County\nSchools, Greenfield, Iowa.\nL. R. Goodrich, Superintendent of City\nPublic Schools, Fond du Lac, Wis.\nW. T. Harrison, Superintendent of Schools,\nShawmut, Ala.\n\n"}
{"page": 1034, "printed_page": null, "text": "1030\n\nNational\n\nEducation\n\nSam R. Hill. Principal, Smiley Junior High\nSchool, 1450 Humboldt Street. Denver.\nColo.\nPerley L. Horne. Principal. Pinkerton\nAcademy. Derry Village, N. H.\nW. A. James. Principal. Ball High School.\n2327 Avenue N., Galveston, Texas.\nFred Keller. Superintendent City Public\nSchools, Jonesboro. Ark.\nFrancisco Redriquez Lopez. General Super¬\nintendent of Schools, San Juan. Porto\nRico.\nDaisy Lord. 1027 West Main Street, Waterbury. Conn.\nM iss Maeanos, Primary Teacher. Vicks¬\nburg, Miss.\nAimee E. Moake, Departmental Teacher of\nHistory, 1119 Delachaise Street, New Or¬\nleans, La.\nR. C. Moore. Secretary. Illinois State\nTeachers Association, Carlinville. Ill.\nW. E. Morgan. Superintendent, City Pub¬\nlic Schools, Montpelier, Idaho.\nS. B. Nissen, Editor, S. D. Education As¬\nsociation Journal. Room 3. Perry Block,\nSioux Falls, S. D.\nLloyd Palmer, County Superintendent of\nSchools. Frederick, Md.\n\nCOMMITTEE\n\nON\n\nHelen Robinson, Assistant Superintendent\nof Schools, Portland. Me.\nIda Salter, 3315 West Franklin Street.\nRichmond, Va.\nAnnie G. Scollard. 11 Bowditch, East\nBraintree, Mass.\nCharles M. Snelling, Chancellor, Univer¬\nsity of Georgia. Athens, Ga.\nC. C. Swain. President, Mayville Teachers\nCollege. Mayville. N. D.\nCharles W. Taylor. State Superintendent\nof Public Instruction, State Capitol, Lin¬\ncoln, Nebr.\nA. M. Thoroman, Superintendent of City\nSchools, Iola, Kan.\nGenevieve M. Turk. Principal, Scarritt\nSchool, Lexington Street, N. W., corner\nAskew. Kansas City, Mo.\nArta Verity, 216 Fir Apartment 6, Lagrande, Ore.\nBettie F. West, Primary Teacher, Mt.\nDora, Fla.\nCharles O. Williams, Secretary, Ind. State\nTeachers Association, Indianapolis, Ind.\nM. L. Wright, Professor of Education, East\nCarolina Teachers College, Greenville,\nN. C.\nJ. Young. Principal, Salvation\nfor Boys, Honolulu, T. H.\n\nPROPAGANDA\n\n(Authorized\n\nAssociation\n\nIN THE\n\nArmy\n\nSchool\n\nSCHOOLS\n\nby\n\nRepresentative Assembly)\nC. E. Partch. Dean, School of Education.\nRutgers College. New Brunswick, N. J.\nEva Pinkston. President, Department of\nCornelia Adair, 2121 Park Avenue. Rich¬\nElementary School Principals, Sam Hous¬\nmond, Va.\nton School, Dallas, Texas.\nA. T. Allen. State Superintendent of Pub¬\nL. A. Pittenger. President, Ball Teachers\nlic Instruction, Raleigh, N. C.\nCollege, Muncie, Ind.\nFrank\nW.\nBallou, Superintendent of\nPaul Stetson. Superintendent of Schools,\nSchools. Washington, D. C.\nDayton, Ohio.\nDavid A. Ward. Superintendent of Schools,\nJ. Stevens Kadesch. Head Master, Senior\nWilmington, Del.\nHigh School, Medford, Mass.\nE. C. Broome. Chairman, Superintendent\nof Schools, Philadelphia, Pa.\n\nCOMMITTEE\n\nON\n\n(Authorized\nElizabeth McCormick. Chairman, Principal,\nTimothy O. Howe School. Superior, Wis.\nJohn W. Abercrombie, Assistant State Su¬\nperintendent of Education, Montgomery,\nAla.\nA.\n\nT. Allen. State Superintendent of Pub¬\nlic Instruction, Raleigh. N. C.\nGeorge A. Allen, State Superintendent of\nInstruction, Topeka, Kan.\nMrs. L. O. Anderson. Superintendent of\nCity Schools, Waterville. Wash.\nW. W. Anderson. State Superintendent of\nPublic Instruction, Carson City, Nev.\nM. S. Bentz, Superintendent. Cambria\nCounty Schools. Ebensburg, Pa.\nS. J. A. Boyd, County Superintendent of\nSchools. Langdon, N. D.\nR. M. Caldwell. 2527 Ross Avenue, Dallas,\nTexas.\nKathryn E. C. Carrigan. Instructor High\nSchool, Atlantic City. N. J.\nM.\nG. Clark, Superintendent of City\nSchools. Sioux City, Iowa.\n,\nP. P. Claxton, Superintendent of City\nSchools, Tulsa. Okla.\nJames P. Coates, Secretary, South Caro¬\nlina Teachers Association, State Office\nBuilding. Columbia, S. C.\nFrank\nCody. Superintendent of\nCity\nSchools, Detroit. Mich.\nJohn W.\nCondon, Pinkerton Academy,\nDerry Village, N. H.\n\nRESOLUTIONS\nby Bylaws)\nDesiree Delcroix, High School, Teacher of\nScience, 1231 South Carrollton Avenue,\nNew Orleans, La.\nC. E. Dudley. Superintendent of City\nSchools. Henderson, Ky.\nU. S. Earls. Superintendent of City Schools,\nDell Rapids. S. D.\nHenry J. Gerling, Assistant Superintendent,\nBoard\nof Education Building, St. Louis,\nMo.\nEdith Louise Grosvenor, Apt. 73, The Iowa,\nWashington. D. C.\nD. T. Henderson, County Superintendent\nof Schools, Little Rock, Ark.\nR. S. Hicks, Superintendent of Schools,\nCasper. Wyo.\nC. E. Hinshaw, Principal, High School,\nKokomo, Ind.\nHarry V. Holloway. State Superintendent\nof Public Instruction, Dover, Del.\nLucy Mason Holt, Principal. Ocean View\nSchool, First Street, Norfolk, Va.\nRichard J. Ilse, Superintendent of Schools.\nYuma, Colo.\nChristine Jacobsen, 202 Trinity Auditorium\nBuilding, Los Angeles, Calif.\nJohn Lund. Superintendent of Schools, 21\nNewtown Terrace, Norwalk, Conn.\nMargaret B. Martin, 212 State House,\nPhoenix, Ariz.\nFrank N.\nMitchell, Superintendent of\nSchools, Poplar, Mont.\n\n"}
{"page": 1035, "printed_page": null, "text": "Associational\n\nRecords\n\nKristin Nilsson, Supervisor of Elementary\nGraded Schools, Rockville, Md.\nMatilda Peterson, State Supervisor of Pri¬\nmary Grade Instruction, The Capital, Salt\nLake City, Utah.\nSue M. Powers, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nMrs. F. Blanche Preble, 10855 Vernon Ave¬\nnue, Chicago, Ill.\nPalmyra Reis, Elementary Teacher, Kaahumanu School, Honolulu, T. H.\nIrene Rippey, 101 East 22nd Street, North,\nPortland, Ore.\nJoseph Rosier, President, Fairmont Teach¬\ners College, Fairmont, W. Va.\n\nFla.\nsonvi\nll ,\nCharles eL.\nSmith, Principal, High School,\nBelfast, Me.\nGeorge M. Strong, 75 Glenmont Avenue,\nColumbus, Ohio.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nby\n\nwe\n\n,\n\n15\n\n12\n\nN\n\n1031\n\nGeorge Taylor, Principal, Public School\nNumber 27, Rochester, N. Y.\nW. N. Taylor, Executive Secretary. Mis¬\nsissippi Education Association, 425 Ed¬\nwards Hotel Building, Jackson, Miss.\nW. D. Vincent, State Commissioner of Edu¬\ncation, Boise, Idaho.\nFrancisco Vizcarrondo, Assistant Commis¬\nsioner\nof Education, San Juan, Porto\nRico.\nJ.\n\nB. Voorhees, Superintendent of City\nSchools. Eveleth, Minn.\nGeorge Harris Webber, Dean of Students,\n• Georgia State College for Women, Milledgeville. Ga.\nAlbert E. Winship, Editor, Journal of Edu¬\ncation, 6 Beacon Street, Boston, Mass.\nCaroline S. Woodruff, Principal, State Nor¬\nmal School, Castleton, Vt.\nW. A. Yoder, Technical High School, 8724\nNorth 31st Street, Omaha, Neb.\n\nRepresentative\n\nCharles Carroll. Deputy Director. Rhode\nIsland State Board for Vocational Educa¬\nyrtl\ntion, 119 State House, Providence, R. I.\ne.\nCE.\nhai M. Carter, Secretary, Missouri State\nrma\nn,\nTeachers\nAssociation, Columbia, Mo.\nPri\nnci\npal\n, B T\nme\nCa\nAs\nan¬ea\ns\nl\nnt\ni\nfo St\n21 , Ce\nBeche\nCaol cia\nrn re\n63\nr\nnt\nif. ti\nke rs\niaet,\nCharles H.\nSuDerintendent\ner Cheney.\non of\nle\n,\nSchools. White Plains, N. y,Y.\nHarold E. Chittenden, Superintendent of\nSchools, Naugatuck, Conn.\nH.\nV. Church, Superintendent, Morton\nSecondary Schools, Cicero, Ill.\nR. O. Clarida, Secretary. Teachers Pension\nand Retirement Fund, 405 Centennial\nBuilding, Springfield, Ill.\nF. E. Converse, Superintendent of Schools,\nBeloit, Wis.\nOliver P. Cornman. Associate Superintend¬\nent of Schools, Philadelphia, Pa.\nOra V. Cowan, 204 Dexter Avenue, Mo¬\nbile, Ala.\n\nHo\n\nInformation\n\nRETIREMENT\n\ncrof\nScho\nLin\nNebr\ncol\nt\n.\nol,\nn,\nMary M. Abbe,\n6619\nLafayette Avenue,\nChicago, Ill.\nFred M. Alexander, Principal, High School,\nNewport News. Va.\nMabel Lee Alvarez, 15 North Reed Ave¬\nnue, Mobile, Ala.\nH. H. Baish, Secretary, School Employees\n.\nRetirement Board, South Office Building,\nB. R\nWest 2nd Street, Harrisburg, Pa.\nuth711\nerfor\nMary\nR.\nd, 7Barnette, Hughes High School,\nLaur\nCincinnati,17 Ohio.\na St\nreet, Crockett School,\nMamie Bastian, Principal,\nJack¬\nHouston, Texas.\nW. J. Bickett, Superintendent of Schools,\nTrenton, N. J.\nC. Louise Boehringer, Editor, Arizona\nTeacher, Phoenix, Ariz.\nIra J. Bright, Superintendent of Schools,\nLeavenworth, Kan.\nPauline E. Brooker, 1429 Laurel Street, Co¬\nlumbia, S. C.\nE. W. Butterfield, State Commissioner of\nEducation, Concord, N. H.\nPhilip E. Carlson, Minnesota Teachers Re¬\ntirement Fund Association. 742 Metro¬\npolitan Bank\nBuilding, Minneapolis,\nMinn.\n\nC.\n\nand\n\nALLOWANCES\nAssembly)\n\nA. G. Crane, University of Wyoming, Lara¬\nmie, Wyo.\nClarence H. Dempsey, State Commissioner of\nEducation, Montpelier, Vt.\nA.\n\nH. . Dixon, Superintendent, Centralized\nPublic Schools, District Number 3, Torrington. Wyo.\n\nDonald DuShane, 1741 North Washington\nStreet, Columbus, Ind.\nIsabel L. Eckels. Superintendent of Schools,\nSanta Fe, N. M.\nJ. B. Edmonson, University of Michigan,\nAnn Arbor, Mich.\nArmand J. Gerson, Associate Superintend¬\nent of Schools. Philadelphia. Pa.\nBessie Evans, 1005 McGowan\nStreet, Little\nRock, Ark.\nCarrie B. Gilmore, Keokuk. Iowa.\nWilson Greer, Superintendent of Schools,\nWethersfield, Conn.\nP. H. Griffith, Secretary, Louisiana Teach¬\ners Association, Baton Rouge, La.\nEdith L. Grosvenor. The Iowa, Apartment\n73, Washington, D. C.\nHarvey\nS. Gruver, Superintendent of\nSchools. Lynn, Mass.\nMrs. C. H. Hamill, 104 Henry Avenue, El¬\nkins, W. Va.\nMerle K Henry, Deputy Superintendent,\nDepartment of Education, Carson City,\nNev.\nLucy Hobbs, Central High School,\nCity, Iowa.\nIda E. Housman, A. J. Demarest\nSchool. Hoboken, N. J.\n\nSioux\nHigh\n\nIn\n\nIn\nd.\ndi\nReid\nHunter,\nSuperintendent in Charge\nan\na\nof High\npo Schools, Atlanta, Ga.\nH. M. liIvy. Superintendent of Schools.\ns, Miss.\nMeridian,\n\nH.\n\nWilliam\nSchools.\n\nB.\nJack, Superintendent\nPortland, Me.\n\nof\n\nSc\nIn\nof Pu\npa\nhe\nst\nbl\nN. Y.\nta rtm\nne\nru\nic\nd\ne\nJohny C.\nCollege,\nc¬\nct\nnt Johnson. State Teachers\n,\ni\nWest Chester, Pa.\non\nD. J. Kelly, Superintendent , of Schools,\nBinghamton, N. Y.\nMarion H. Ketcham, Box 615, Sacramento,\nCalif.\n\n"}
{"page": 1036, "printed_page": null, "text": "1032\n\nNational\n\nK\n\nMrs. Irene Kirkpatrick,\nRapid City, S. D.\n\n.\n\n217\n\nK.\n\nEducation\n\nC.\n\nStreet.\n\nSeattle\nWash.\n,\nFlora Krueger, College of Education, Uni¬\nversity of Wyoming, Laramie, Wyo.\nAlma Krusen, 1345 South Lafayette Street,\nDenver, Colo.\nEdgar G. Lantman, Secretary, Teachers\nRetirement Board, Home\nSavings Bank\nBuilding, Albany, N. Y.\nJosephine D. Lockard, 635 Rio Grande Ave¬\nnue.\nRaton, N. M.\nJ\n. Kn\nutson,\n84\nR. J. Longstreet,\nFlorida\n3 Ce Education Associ-*\nation, Tallahassee, Fla.ntral Buil\nding.\nHomer Lucas, Principal, High School, Claypool. Ind.\nEffie MacGregor, Principal, John Burroughs\nSchool, Minneapolis, Minn.\nMary McAndrew, 6 Wayne Street, Carbondale, Pa.\nElizabeth McCormick, Principal, Timothy\nO. Howe School, Superior, Wis.\nA. A. McDonald, Superintendent of Schools,\nSioux Falls, S. D.\nGeorge A. McFarland, President, State\nTeachers College, Minot, N. D.\nJennie McGown, Principal, Union School,\nWheeling. W. Va.\nA. C. Matheson, Assistant Superintendent\nof Public Instruction, Salt Lake City,\nUtah.\nZillah May Meighan, 324 North Eye Street,\nTacoma. Wash.\nCaroline E. Miller, 106 Oglethorpe Avenue,\nWest Savanah, Ga.\nMary F. Mooney, Director, Texts and\nLibraries, City Hall, San Francisco, Calif.\nGertrude E. Morgan, Centerville, Md.\nMary O’Rourke, 421 East Main Street,\nWeiser, Idaho.\nM.\nMarian Park, 1805 Spruce Street,\nBoulder, Colo.\nMabel G. Peirce, 301 Fourth Street, Fairbault, Minn.\nGeorge M. Pogue, Superintendent, Belmont\nCounty Schools, St. Clairsville. Ohio.\nMargaret I. Poore, Principal, McChesney\nSchool. Oakland, Calif.\nEdith Post, 1548 15th Avenue. North.\nSeattle, Wash.\nSue M. Powers, County Superintendent of\nSchools, Memphis, Tenn.\n\nOk\nEn\nla\nid\n.\n, Price,\nN. H.\nPrincipal, Hemphill School,\nBirmingham, Ala.\nGeorge T. Ragsdale, 200 Third Street,\nLouisville, Ky.\nJoseph J. Rappel, 928 South 22nd Street.\nManitowoc, Wis.\nA, A. Reed, University of Nebraska, Lin¬\ncoln, Neb.\nMrs. Harriett Reiter. 524 Franklin Street.\nPiqua, Ohio.\nJennie Roch. Secretary-Treasurer, Board of\nTrustees, Teachers Retirement Fund, Mu¬\nnicipal Bldg., New Orleans, La.\n\nCOMMITTEE\n(Authorized\n\nJr., Principal,\n\nA. Senter, Dean of the Faculty, Central\nHigh School, Omaha, Neb.\nDorothy M.\nShanley, Secretary. State\nTeachers Retirement Board, Hartford.\nConn.\nJohn S. Shilling, Assistant Superintendent\nof Public Instruction, Dover, Del.\nHarry Smalley, Principal, John H. McDon¬\nough School, 611 June Street, Fall River.\nMass.\nLeon O. Smith, Assistant Superintendent\nof Schools, Omaha. Neb.\nMelville Stewart. State Department of\nEducation, Charleston, W. Va.\nOrmond\nB. Strong, Superintendent of\nSchools, Savannah, Ga.\nGrace G. Swan, Director, Primary Instruc¬\ntion and Elementary Practice Teaching.\nAdministration Building, Bellefield at\nForbes, Pittsburgh, Pa.\nPayne\nTempleton, Principal. Flathead\nCounty High School, Kalispell. Mont.\nJohn A. Thackston, Dean, School of Edu¬\ncation. University of Tennessee, Knox¬\nville, Tenn.\nMiss Burke Thompson, 915 West Grace\nStreet, Richmond. Va.\nR. E. Tidwell, State Superintendent of\nEducation, Montgomery, Ala.\nClifton A.\nTowle, Superintendent of\nSchools, Exeter, N. H.\nGenevieve Turk, Scarritt School, Kansas\nCity, Mo.\nNeva Kinnon\nOkla.\n\nVance,\n\nMary\nA.\nington,\n\nWalby.\nKy.\n\n119\n\nRuby Bacon. 380\nSheridan, Wyo.\n\nWest\n\nWorks\n\nStreet,\n\nPublic\n\nSchool,\n\n568. Ponca\n\nEast\n\nCity.\n\nWilming¬\nDel.\n\nMaxwell.\n\nLex¬\n\nWilliam R. Ward, Director, Industrial Fine\nand Home Arts, Administration Building.\n9 South Stockton Street, Trenton, N. J.\nG. H. Webling. 541 South Hotel Street.\nHonolulu, T. H.\nJ. D.\nWilliams, Principal, Avondale\nSchool, Birmingham, Ala.\nL. A. Williams, Principal. High School.\nCaldwell, Idaho.\nM.\nE. Williams, Principal. Chambers\nSchool, East Cleveland, Ohio.\nH. D. Wolff, Principal, Petersburg High\nSchool, Petersburg, Va.\nBlanche Young, Bryant Junior High School.\nSalt Lake City, Utah.\nF. M. Young, Principal, Benson School.\nLogan,\n\nUtah.\n\nAssembly)\n\nJ.\n\nBox\n\nM. Channing Wagner. Principal.\nton High School, Wilmington.\n\nRepresentative\n\nN.\n\nof\n\nH.\n\nby\n\nPlains,\n\nSchool.\n\nC. G. Schulz, Secretary, Minnesota Educa¬\ntion Association, 162 N. College Ave., St.\nPaul, Minn.\nWilliam E. Sealock, Dean, Teachers Col¬\nlege,\nUniversity of Nebraska, Lincoln.\nNeb.\n\nOF\n\nMorris\n\nHigh\n\nF. L. Schlagle, Assistant Superintendent\nSchools, Kansas City, Kan.\n\nPROBLEM\n\nF. Anderson,\n\nMary H. Bailey, Principal,\nNorth Craftsbury, Vt.\n\nP. C. Rogers,\nHomer, La.\n\nON\n\nAlbert Lindsay Rowland, Chairman, Super¬\nintendent of Schools, Elkins Park, Pa.\nAlice\n\nAssociation\n\nTENURE\n\nCaroline W. Barbour, State Teachers Col¬\nlege, Superior, Wis.\nMinnie D. Bean. Director, Elementary\nGrades, Central School, Tacoma, Wash.\nJ. M. Bennett, Superintendent of County\nSchools. Salisbury, Md.\nW.\nD. Blaine, Superintendent of City\nSchools, Glenwood Springs, Colo.\n\n"}
{"page": 1037, "printed_page": null, "text": "Associational\n\nRecords\n\nNettie Rankin Bolland, High School of\nCommerce, Portland, Ore.\nA. O. Bowden, President, State Teachers\nCollege, Silver City, N. M.\nJohn E. Bryan, City Superintendent of\nSchools, Bessemer, Ala.\nSallie Burns, Grant High School, Portland.\nOre.\nE.\nT.\nCameron, Secretary, Michigan\nTeachers Association, 935 No. Washing¬\nton Avenue, Lansing, Mich.\nNorman W.\nCameron, Superintendent of\nSchools, Chester, Pa.\nA. T. Carr, Principal, Wilson Junior High\nSchool, Cleveland, Ohio.\nSusanne H. Carter, Superintendent, Jackson\nCounty School^, Medford, Ore.\nFrank\nCody, Superintendent of\nCity\nSchools, Detroit, Mich.\nHelen Louise Cohen, Head, English Depart¬\nment, Washington Irving High School,\nNew York City.\nH. R. Cornish, School Number 4, Paterson,\nN. J.\nJohn Dieterich, Helena, Mont.\nMrs. George Dixon, Principal, Truchas\nSchool, Truchas, N. M.\nIda Doff, 508 South Third Street, Missoula,\nMont.\nFlora Drake, Assistant Superintendent of\nCity Schools, Indianapolis, Ind.\nDonald DuShane, 1741 North Washington\nStreet, Columbus, Ind.\nStephen Dwan, Broadway High School,\nSeattle, Wash.\nJ. J. Early, Sheridan, Wyo.\nR. E. Eckert, Superintendent of County\nSchools, Jasper. Ind.\nO. D. Enfield, Principal, Eastman Ltreet\nSchool, Los Angeles. Calif.\nC. Ray Evans, Principal. North Summit\nHigh School, Coalville, Utah.\nA. L. Eyler, 4311 Franklin Avenue, Nor¬\nwood, Ohio.\nH. H. J. Fling, East Texas State Normal\nCollege, Box 405, Commerce, Texas.\nH. W.\nFoght, President, University of\nWichita. Wichita, Kan.\nMaude\nFrazier, Superintendent, District\nNumber 5, Las Vegas, Nev.\nJessie Gray, 1301 Spring Garden Street,\nPhiladelphia, Pa.\nFrancis B. Haas, President, State Teachers\nCollege, Bloomsburg. Pa.\nFrances E. Harden, 1543 Sherwin Avenue.\nChicago, Ill.\nMildred M. Hartwell, 50 Union Street,\nGreenfield, Mass.\nDora Herron, Montlake School, 22nd Ave¬\nnue, N.. and East McGrant\nStreet,\nSeattle, Wash.\nJ. H. Hickman, Secretary, West Virginia\nState Education Association. Charleston,\nW. Va.\nHarriett L. Hinman, Board of Education,\nToledo, Ohio.\nHemena Hoffman, 524 West Gould Street,\nPocatello, Idaho.\nMyrtle U. Hooper, Nicollet Hotel, Min¬\nneapolis, Minn.\nBernice E. L. Hundley, Kapoa School,\nKealia, Kauai, T. H.\nFred M. Hunter, Chancellor, University of\nDenver, Denver, Colo.\nH. T. Hunter, President, State Normal\nSchool, Cullowhee. N. C.\nClara Jacobs, 129 West 9th Street, Pueblo,\nColo.\n\nand\n\nInformation\n\n1033\n\nW. L. Jayne, Head, Rural Department.\nMorehead Normal School, Morehead. Ky.\nA. S. Jessup, Superintendent of Schools.\nCheyenne, Wyo.\nNell E. Lain, 4518 Montgall Street, Kansas\nCity, Mo.\nF. M.\nLonganecker. Superintendent of\nSchools, Racine, Wis.\nMary A. Lord, Woodrow\nWilson Junior\nHigh School, Sioux City, Iowa.\nA. J. Lovett, Superintendent of Schools,\nBlackwell. Okla.\nHerbert W.\nLull, Superintendent of\nSchools, Newport, R. I.\nM. E. McCurdy, Secretary, North Dakota\nEducation Association, Fargo, N. D.\nC.\nW.\nMaddocks,\nSuperintendent of\nSchools, Milford, Conn.\nC. J. Manning. Superintendent of Schools.\nLewistown, Mont.\nH. G. Masters, Principal, Allen School,\n1420 Beachview Avenue, Pittsburgh, Pa.\nCaroline E. Miller, 106 Oglethorpe Ave¬\nnue, W. Savannah, Ga.\nGladys Moorehead. 202 Trinity Building,\nLos Angeles, Calif.\nMargaret Murphy, Principal. High School.\n823 South Locust Street, Carlinville. Ill.\nE. Moore Neave, Park Street School, Hood\nRiver, Ore.\nMrs. Alice R. Norton, Hampton\nCourt.\nApartment 378. Golden Gate Avenue, San\nFrancisco, Calif.\nAnna L. Peterson, 49 Haddon Hall, Cincin¬\nnati, Ohio.\nShelton Phelps, Professor School Admini¬\nstration, Peabody College, Nashville,\nTenn.\nEva\nPinkston. Principal, 5652 Belmont\nAvenue, Dallas, Texas.\nGertrude Pitts, 915 Cumberland Street,\nLittle Rock, Ark.\nJ. V. Pogue, Principal, Gibson School,\nBirmingham, Ala.\nMary Postell, 41 Walker Street, Atlanta,\nGa.\nSue M. Powers, Superintendent. Shelby\nCounty Schools, Court House, Memphis,\nTenn.\nO. W. Robinson, Kahului, Maui, T. H.\nWarren A. Roe, Principal, Belmont Ave¬\nnue School. Newark. N. J.\nGeorge St. Thomas,\ncational Guidance\nHackensack, N. J.\n\nDirector, Junior Vo¬\nContinuation School,\n\nEdward\nB.\nSellew, Superintendent of\nSchools, Middletown, Conn.\nSallie Reid Shaw. 812 West 9th Street,\nWilmington, Del.\nC. O. Smith, Superintendent of Schools,\nBeloit, Kan.\nA. H. Staley. Superintendent of Schools.\nHastings, Nebr.\nFred G. Stevenson. Dubuaue, Iowa.\nGeorge D.\nTaylor. Principal, Public\nSchool, Number 27, Rochester, N. Y.\nJoseph Thalman. 227 Keystone Avenue,\nRiver Forest, Ill.\nMrs. Julia M. White, Principal, Steele\nSchool, Denver, Colo.\nFlorence Wolaver, 1734 Orrington Avenue.\nEvanston, Ill.\nR. B. Woodworth, Principal, Roosevelt\nJunior High School, Fond du Lac, Wis.\nArthur D. Wright, Dartmouth College,\nHanover, N. H.\nO. R. Zoll. Superintendent of District\nSchools, Matoaka, W. Va.\n\n"}
{"page": 1038, "printed_page": null, "text": "1034\n\nNational\n\nMINUTES\n\nOF THE\n\nEducation\n\nNINTH\n\nAssociation\n\nREPRESENTATIVE\n\nASSEMBLY\n\nAtlanta, Georgia, July 1-4, 1929\nFirst Business\nThe\n\nassembly\n\ngathered\n\nSession, Monday,\n\nat 9 a. m.\n\nJuly 1, 1929\n\nA half hour of music was\n\ngiven by the Boys\n\nHigh School Concert Orchestra of Atlanta, led by Director R. J. Martin. The meet¬\ning was called to order by President Uel W. Lamkin at 9:30 a. m. following the\nmusical program.\nThe President: There is a feud of long standing between Missouri and Kansas\nand the Jayhawk and the Tiger meet in many battles on the football field, in the\nforum and elsewhere, but in a National Education Association meeting there is\nalways harmony and it gives me great pleasure to announce the first state song for\nthe Convention by the Jayhawks of Kansas.\n[Thereupon a group of teachers from Kansas, with gay paper sunflowers for hats,\nand one of their number garbed like a brightly colored Jayhawk, gave the Kansas\nState Song.]\nThe President : I will ask all the persons who are going to take part in the pro¬\ngram to come up on the platform. It will do you good to look into the faces of this\naudience made up of the best people from all parts of the United States. I see\nMiss McSkimmon and Miss Adair. They are to come to the platform.\nThe Sixty-Seventh Representative Assembly of the National Education Associa¬\ntion is in session. It will be opened by an invocation, delivered by Rabbi David\nMarx, of the Jewish Temple, Atlanta. Rabbi Marx.\nAfter the invocation the President spoke as follows: Before proceeding with the\nbusiness of the Association, I would like to announce the appointment of the Com¬\nmittee on Elections: The Chairman, Mr. Donald DuShane of Indiana; the other\nmembers, Miss Jean Soules, of the State of Washington, and Dr. J. F. Noonan,\nof the State of Pennsylvania. If they will come to the platform, they will find Mr.\nAllan here at the right who is at their service in preparing for the election, which\nwill be held Wednesday. We will ask them to make an announcement before the\nadjournment of the Representative Assembly this morning.\nI am very glad to present to you at this time to bring greetings to the N. E. A.\nRepresentative Assembly, a man who does not know and will not know for many,\nmany days how hard he has worked to make our welcome here the warm, fine\nwelcome that it has been. I am glad to present to you Willis A. Sutton, Superin¬\ntendent of Schools of Atlanta. Dr. Sutton.\nDr. Willis A. Sutton: I am sure if I had anything to say, I couldn’t say it now.\nWe are delighted to have you here. I want to express this feeling not only for\nAtlanta, but for Georgia, and all the states of this eastern and southern territory.\nIt may be that we are poor in some things, but we are rich in loving you and in\nbeing glad to have you here this morning.\nThis is the first time, I believe, in forty-one years that either the Department of\nSuperintendence or the National Education Association has met within our gates.\nWe promised you last year if you would come we would do our best to give you the\nbest we had. We have tried to make an educational experiment or project out of\nthe N. E. A. and tried to bring to you the very best of the south.\nWe are glad you are here and what I say for myself I say for Atlanta, for\nGeorgia, and the entire southeast. Everybody has done practically everything we\nhave asked them to do for you. We don’t know much to do. We haven’t much\nto give. But all that we know and all that we have is yours.\nThe President : The first order of business is the report of the Committee on\nCredentials by the Chairman, Mr. Sanders, of Massachusetts.\nMr. Sanders: Mr. President, the Credentials Committee of the National Educa¬\ntion Association of the United States held a meeting at the Atlanta Chamber of\n\n"}
{"page": 1039, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1035\n\nCommerce at 9 a. m. Sunday, June 30, 1929. A chairman and secretary were\nelected. Roll call showed 29 states represented. It was reported from headquarters\nthat 871 delegates had registered. At 9:30 the headquarters staff were so busy with\nthe registrations they could not make a further count. It was voted that a subcom¬\nmittee consisting of the chairman and five others appointed by him be constituted\nwith full power to consider any contest that may arise. The subcommittee held a\nmeeting at 8 p. m. June 30.\nIt is recommended that the 870 delegates who had already registered, together\nwith any who may register later, be seated in their Representative Assembly.\nMr. President, I move the adoption of the report.\nThe President: You have heard the motion. Is there a second?\nVoice (Alabama): Second the motion. There being no discussion, the motion was voted upon and carried.\nThe President: The next order of business is the adoption of rules for governing\nthe meetings of the Representative Assembly. Heretofore you have adopted the\nrules as they are printed on page two of the Official Manual. If you care to do that\nagain we will entertain a motion to that effect.\nMr. Richie (Georgia) : Mr. Chairman, I move the adoption of the rules as\nprinted.\nMr. E. M. Carter (Missouri) : Second the motion.\nThere being no discussion, the motion was put and carried.\nThe President: The question comes on the adoption of the order of business. I\nwill ask the Secretary to make a statement.\nSecretary Crabtree: The plan of procedure has been for the Association to adopt\nas the order of business the program which has been prepared by the President.\nI suggest that we follow that same plan this year and suggest that someone make a\nmotion to that effect.\nMr. Saunders (Virginia) : Mr. Chairman, I move you that the order of business\nbe that as shown in the printed program.\nMiss Samuelson (Iowa) : Second the motion.\nThere being no discussion, the motion was put and carried.\nThe President: The next order of business is the reading of the minutes of the\nMinneapolis meeting. You have them in printed form in your Delegates’ Manual.\nThey are also printed in the Volume. I will recognize anyone who wishes to make\nsuggestions as to the correction of the minutes. If there are none, I will recognize\nsomeone who will move to approve the minutes without being read. Do I hear\nsuch a motion? If not, we will order the Secretary to read the minutes. Every¬\nbody moves to adopt the minutes as read ; everybody seconds it. All in favor of\nthat signify by saying “aye,” those opposed “no” — they are adopted.\nBefore beginning to hear the reports of any other committees, I think we should\npause a moment to hear the report of the Committee on Necrology, and instead of\nputting it last we are putting it first on this program of the Representative Assem¬\nbly. I am calling on the Chairman of that Committee, an ex-president of this\nAssociation, the present State Superintendent of Public Instruction of the State of\nIllinois, the Hon. Francis G. Blair, to present the report of the Committee on\nNecrology.\nMr.\n\nBlair: Mr.\n\nPresident, Fellow\n\nTeachers:\n\nYou\n\nhave\n\noften heard\n\nthe state¬\n\nment, “Work is for the worker.” I presume that that statement in the last analysis\nmeans that the true worth of every job, of every vocation, calling, or profession\nmust be measured in the terms of the gift that it makes to the worker, in a sense of\nincreased power, in increased enthusiasm, in enlarged vision, and in a sounder\nand broader sense of comfort and happiness. 1 take it that that is the meaning of\nthe great saying, “Work is for the worker.”\nI think the old classification of mental and menial work into the respectable and\ndisrespectable has broken down. The faith of the worker in the worthwhileness\n\n"}
{"page": 1040, "printed_page": null, "text": "1036\n\nNational\n\nEducation\n\nAssociation\n\nof what he is doing, the artistic, creative temperament\n\nwhich\n\nhe brings to it, refines,\n\nexalts, and makes responsible any work that may be done. The only true classifica¬\ntion of work is the artistic temperament of the worker towards his work and the\naction of that work upon him. In our old physical laboratories we speak of action\nand reaction as being equal and in opposite directions but in things spiritual, in\nthings social, action and reaction may be very unequal, and they may be both in\nthe same direction. I believe that the best classification of work is on the basis of\nthe quality of the subjectmatter on which we work.\nWe say that what a boy does to his arithmetic, what he does to his Latin does\nnot count. It is what the arithmetic and Latin do to him that determine the value\nof these great subjects. It is not w'hat the girl does to the piano in her long and\nlabored practising that really counts; it is not what she does in mastering the\ninstrument, but what it and the lessons do in giving her a new mastery of herself,\nan enlargement and enrichment of her emotions and appreciations, and their co¬\nordination with nerves and muscles for a more perfect expression that measures\nwhat has really been done.\nIn our physical laboratories we learn that action and reaction are equal and in\nopposite directions, but wfith the true artist the action of the worker upon his work\nand its reaction upon him may be very unequal and both in the same direction.\nBut both the quantity and the quality of the gift made by the work to the worker\ndepends upon the materials involved. Since I was a boy every florist that I have\nlooked upon has appeared to me as a most favored and fortunate workman. As he\nworked with sun and air and earth and water to bring a seed or a bulb into new\nlife, into bud and blossom, it has seemed to me that I could see something of that\nfreshness of growth, of that newness of life, of that eternal springtime of these\ngrowing things present in the strength and gentleness of his body and the beauty\nand the fragrance of the flowers in his face and manners. Much of his annual\nincome is not measured in dollars and cents.\nBut I am\n\npersuaded\n\nthat the teacher of children has a great advantage\n\nover the\n\nflorist in the character of the living materials with which he works. I am con¬\nvinced that his returns outside of his pay envelope are greater than come to any\nother worker in the world. The best teacher receives more than she gives in her\ncontacts with the children. Her children are in a sense her fountain of youth;\neach morning brings its new enthusiasm, its new life. The Bible says, “In the\nbeginning God Created the Heaven and the Earth,” but with our children a new\nheaven and a new earth are being recreated each day. Our enthusiasm, our\nappreciations, our backward and forward vision, our real sense of satisfaction,\nare deepened and broadened and lengthened by each\ncaught the spirit of this contact with youth in his lines —\n\n•\n\nday’s contact.\n\nBrowning\n\nThe year’s at the spring,\nThe day’s at the morn,\nThe morning’s at seven,\nThe hill is dew-pearled ;\nThe bird’s on the wing,\nThe snail’s on the thorn,\nGod’s in His heaven,\nAll’s well with the world.\n\nOh, I know there are gray dawns and disappointing moments. I know there are\npassing shadows and clouds, but these do not measure the real essence, the real\nmerit, the real joy of our work. Parents sometimes complain of how much sacrifice\nthey make for their children; how much of their energy and time and thought they\ngive to their children, but they know, if they consider it in any true light, that they\nreceive more from their children than they give. There is no material measure\never conceived that can estimate the gHt that a child makes to a parent. There will\n\n"}
{"page": 1041, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1037\n\nbe disappointments, to be sure, but it is the mountain top of real joy and soul\nexaltation which comes to those whose lives have been touched by the gentle hands\ntheir own children, by their daily and yearly enthusiasms and developments.\nNext to the parent the real teacher has the best opportunity in her intimate rela¬\ntions with her pupils to receive this spiritual uplift which emanates from the lives,\nthe activities, the enthusiasms of children. I have never found this thought better\nexpressed than in some lines which I recently read in the American Poetry Maga¬\nzine written by Helen Frazee-Bower. I do not know for a certainty that she was a\nteacher. I do not know that she was a mother, but I do know that her lines\nbreathe the spirit of that rare composite, the heart, the imagination of mother and\nteacher. In looking upon her children she says:\nThese are the windows where my soul looks out\nOn larger fields of ripe experience.\nThere is drudgery men talk about,\nBut I have found it of small consequence ;\nThe many tasks that bind the eager feet\nNo more oppress me with their weight of care,\nFor I have learned a secret that is sweet —\nThese are my wings to try the morning air.\nAll that I might have been may be in these ;\nThis one may launch the song I did not sing.\nAnd that one hold the dream I could not seize.\nThrough all the twilight of remembering\nThese are my windows that let in the light,\nAt every dawn, these are my wings for flight.\nAs we think of those, our fellow workers, throughout the states and territories,\nwho during this year, after this long and glorious day of labor have lain down to\nsleep and have opened their eyes upon that last great dawning, I can see in my\nimagination the host of children whose hearts they have touched with the upward\nimpulse gathered around them to be their wings as they mount the shining slopes\nof the eternal morning. In my faith I can believe that through the everlasting\ntwilight of their absence, their pupils will be the windows through which will\nstream the golden light of a never ending noonday, I can also believe that through¬\nout the eternity their children will be the portals through which they will con¬\ntinually look out upon larger and broader elysian fields of riper and richer\nexperience.\nIt is this view which takes out of the report of this Necrology Committee the\nfuneral note. As I think of these, our comrades, who have fallen from our ranks, I\ncannot associate my thought with the sound of the funeral dirge. Rather would I\nthink of them in the glorious notes of a triumphal march. As I think of these sol¬\ndiers of peace, not only those whose names are here recorded, but that vast number\nof teachers unnamed and unknown who have fought the good fight and have finished\nthe course, I look upon them as a great procession of victors accompanied by a vast\nhost of children’s voices, singing hosannas, as this army of our comrades trium¬\nphantly enter the gates of the Eternal City.\nMr. Chairman, on behalf of the Necrology Committee I present these names for\nrecord in the proceedings of this meeting. .(The list is printed on p. 1142-47.)\nThe President: Superintendent Blair moves the adoption of this report. Do\nhear a second ?\nVoice: Second the motion.\nThe motion was thereupon put and carried.\nThe President: As a further tribute to these persons, whose\n\nnames\n\nI\n\nare recorded,\n\nI am going to ask the Representative Assembly to stand silently for ol|e moment.\n(The Assembly arose to its feet and stood for a moment with bowed heads.)\n\n"}
{"page": 1042, "printed_page": null, "text": "1038\n\nNational\n\nEducation\n\nAssociation\n\nThe President: I am going to confer upon you an unusual pleasure. Mr. Crabtree\nwrote me when I asked a person to preside at the General Sessions, stating that\nI had not listed the first Vicepresident of this Association to preside at any meet¬\ning. I told him I did so purposely because when I was absent from the platform\nof the National Association, or rather the Representative Assembly, I was sure\nit would give you a great deal of pleasure to have me call to the chair the First\nVicepresident of the Association, Miss Cornelia Adair, to whom I relinquish at this\ntime the gavel of the Association. Miss Adair.\nMiss Cornelia Adair — The Chair: Ladies and Gentlemen: It gives me great\npleasure to be able to stand before you again while Mr. Lamkin leaves to welcome\nour guests from South America.\nThe first report is to be that of the Committee on Ethics. Miss Muir, the Chair¬\nman for many years, was unable to come so she has asked the secretary of the\nCommittee, Mr. Ward G. Reeder, of the Ohio State University, to present the report.\nMr. Reeder.\nMr.\n\nWard\n\nG. Reeder:\n\nMiss Vicepresident, Ladies and Gentlemen:\n\nFive years ago\n\nthe Representative Assembly of this Association authorized and instructed the Presi¬\ndent of the Association to appoint a Committee on Ethics of the Profession whose\nduty it would be to “formulate and adopt an official body of ethical principles.”\nThat Committee has now finished its task and is hereby making its final report. In¬\nasmuch as the complete report of the Committee has been published and a copy\ngiven to each member of the Representative Assembly, I shall make my remarks\nbrief.\nYou may be interested in knowing that more than three hundred professions and\ntrades in the United States now have a national code of ethics and that teachers are\nthe only large group without a national code. A national code of ethics for the\nteaching profession would have the following large advantages:\nFirst, it would serve as a guide for the ignorant, that is, those who desire to do,\nand will do, the professional thing when they know it. Many teachers engage in\nunprofessional practises because they do not know any better; that is particularly\ntrue of those who are entering the profession.\nSecond, it would deter those who know the difference between right and wrong\nfrom doing the wrong, because they would be reminded in definite terms\nprofessional practise was discountenanced by the whole profession.\n\nthat un¬\n\nThird, it would beget dignity for the profession, since it would have the endorse¬\nment of the whole body of teachers, numbering now almost one million members.\nHaving such endorsement, it would more likely be respected both by the public and\nby the members of the profession.\nSince many of you have not yet had the opportunity of reading the recommended\ncode, I beg your indulgence while I read it to you. I think I can do it in about\nsix minutes. The Preamble of the Code reads as follows: (He then read the\narticles, section by section, explaining the purpose\n\nof each.)\n\n(The report is printed\n\non p. 179-190.)\nThe first recommendation of the Committee is, therefore, that the code just read\nbe adopted as the Code of Ethics of the National Education Association.\nThe second recommendation is that the national, the state, and the local education\nassociations take steps to make all members of the profession acquainted with the\ncode and to secure their cooperation in its enforcement.\nThe third and final recommendation is that the Committee on Ethics of the Pro¬\nfession be discharged and that this report be accepted as its final report.\nMadam President, I move the adoption of this report.\nThe Chair: You have heard the report of the Committee on Ethics of the Pro¬\nfession. Mr. Reeder has moved its adoption. Do I hear a second?\nNebraskq:\n\nThere\n\nSecond\n\nthe motion.\n\nbeing no discussion, the motion was\n4\n\nvoted upon and carried.\n\n"}
{"page": 1043, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1039\n\nInformation\n\nThe Chair: There is nothing more important to the life of an Association than\nthe charter and bylaws under which it lives. Last year we had a most interesting\nreport from the Committee on the Election of Delegates and Kindred Questions.\nBecause of the importance of that report you are going to have two opportunities\nof hearing from its chairman. Mr. Threlkeld will now give you a preliminary\nreport of the Committee on Appointment of Delegates and Kindred Questions.\nMr. T hrelkeld of Colorado.\nMr.\n\nA. L. Threlkeld:\n\nthis report was\ncomments\n\nMembers\n\nof the Representative\n\nprinted in this manual\n\nconcerning\n\nAssembly:\n\nInasmuch\n\nI shall not read it but merely make\n\nas\n\ncertain\n\nit. (The Report is printed on p. 195-204 of this Volume.)\n\nAfter explaining the essential points in the report Mr. Threlkeld said: “That, in\nbrief, Madam President, is the comment I have to make about the report this morn¬\ning. This matter is to come before the Assembly again in a later program.\nMr. JF. H. Holmes (New York) : Madam President, I should like to ask the\nChairman of the Committee to read the last two paragraphs in Part I of his report\nand then explain to us why the Committee made the recommendations of the changes\nin paragraph 2. That is the most complete change in the entire report and we\nought to know about it.\nThe Chair: You have heard the request of Mr. Holmes of New York. Mr.\nThrelkeld will reply.\nMr. Holmes:\n\nI refer to the last two paragraphs\n\nhas to do with the powers\n\nof the first part of your report that\n\ngiven state associations and methods\n\nof choosing\n\ndele¬\n\ngates, beginning, “All delegates” — on page 96 and read those last two paragraphs\nand then explain why the Committee recommended the provision for the second\nparagraph. Please read it so we can understand.\nAir. Threlkeld (after reading the part requested): That is practically as it was\nsubmitted in the previous report with the exception that it guarantees a minimum of\nthree delegates to a state association. Lender any and all circumstances those three\nare guaranteed. The remainder of that paragraph is just as it was submitted in\nthe previous reports. It means that after the Secretary of the National Education\nAssociation certifies to a State the number of active members of the N. E. A. which\nthat State has, and after the Secretary of the state association has assigned those\nmembers to the local associations within that state, the remaining members of the\nN. E. A., if any, should be used as a basis for computing the apportionment to the\nN. E. A. Representative\n\nAssembly' to which\n\nthe state association is entitled.\n\nMr. Holmes: It says here: “Provided, that any State upon a vote of the active\nmembers of the National Education Association” — I want that explained.\nMr. Threlkeld: I haven’t come to that paragraph. I am still talking about the\npreceding paragraph. I thought that was the one yrou were asking about.\nAir. Holmes: Yes, yes.\nAir. Threlkeld (after reading last paragraph): That, too, if I am not in error,\nis a repetition of the recommendation of the previous Committee and was taken bv\nthe present Committee as simply providing for certain situations in which the mech¬\nanism of carrying out the spirit of these bylaws might need some changing. I am\nnot familiar enough with the various conditions throughout the forty-eight States\nof this Union to offer any7 concrete illustrations of how that might work out, but I\nknow conditions vary greatly over the country7 and to allow for any' departure in\nprocedure for selecting these delegates, provided such departure is approved by the\nBoard of Directors as it is stated, this paragraph was put in. That is about all the\ninterpretation that I can give to it.\nMiss Frances Harden (Chicago, Illinois) : Madam President.\n\nThe Chair: Miss Harden will y7ou not come to the platform, please?\nMiss Harden: Madam Chairman, I think the Committee is to be commended\n\nfor\n\nsome most excellent work in this report — the elimination of all duplicate representa¬\ntion which has so confused our Representative Assembly up to the present time.\n\n"}
{"page": 1044, "printed_page": null, "text": "1040\n\nNational\n\nEducation\n\nAssociation\n\nThe provision by which each delegate may designate the organization through\nwhich he or she wishes to be represented is certainly most commendable. There\nare other features that are also very commendable but there is one paragraph that\nI wish to refer to.\nIt is Section 9 in the proposed\n\namendments,\n\nthe first sentence\n\nof which\n\nreads:\n\n“The officers of the National Education Association as named in the charter, and\nthe United States Commissioner of Education shall be ex-officio delegates to the\nRepresentative Assembly.”\nIn studying the provisions of the charter I find that there are named\nof the National Education\nthese individuals so named\n\nas officers\n\nAssociation ninety-eight individuals. Twenty-five of\nare life directors. This provision then would retain\n\nin our Representative Assembly ninety-eight ex-officio members, and twTenty-five\nof those ex-officio members so retained would be life delegates.\nIn another place in this report the estimate is made that if this plan is adopted, the\nmembership of the Representative Assembly will be reduced approximately twentyfive percent. Using the figures of our present membership, reducing it twenty-five\npercent and taking the ninety-eight ex-officios, I find that twelve percent of the\nproposed Representative Assembly will be ex-officio representatives. Now while\nnumerically they will represent twelve percent in honor and in influence, in the\nformulation of policies of the N. E. A. they will represent many times twelve per¬\ncent. The Representative Assembly, it seems to me, should be what its name im¬\nplies — a representative assembly. One, to represent a group of people, should be\nselected by that group of people for the express purpose of representing the group.\nPeople who occupy a position in this body in an ex-officio way do not represent\nthat group. They are not responsible to any group. They are absolutely inde¬\npendent of any group of people. Now do we want to retain in this Representative\nAssembly a group of ninety-eight ex-officio representatives? I put that to you to\nthink about. Thank you.\nThe Chair: The Chairman of the Committee will make a statement.\nMr. Threlkeld: As far as I am personally concerned I fully appreciate the theory\njust expressed as the basis of electing delegates to any representative assembly,\nyet there are other points of view to be considered, such as having in this body\nthose who are vitally interested in the welfare of the N. E. A., and experienced in\nit, a great background of experience, having some continuity of experience in this\nbody. That, I suppose, makes the main argument for having certain ex-officio\nrepresentation. The Article submitted by the present committee, however, reduces\nthe number of ex-officio members. If you will read Section 9 of the present bylaws\nand compare it with Section 9 of the proposed bylaws you will find that one group\nof forty-eight has been left out of the ex-officio membership, on the theory that the\nspeaker has just expressed, namely, that state superintendents of schools as a rule\ncan be elected delegates by the state association or by some local association and\nthere is no necessity for including such state superintendents in the ex-officio mem¬\nbership of this body. In the case of the United States Commissioner of Education,\nhe doesn’t belong to the District of Columbia nor to any local district in the United\nStates but to the entire United States. He never, so far as the committee could see,\nwould ever be a member of this Representative Assembly unless he was given an\nex-officio membership. As far as the committee is concerned\nauthorship in that Section or in any of the others.\n\nwe\n\nhave\n\nno pride in\n\nThe Chair: The next report that you find on the program is that of the Com¬\nmittee on Retirement Allowances, of which Miss E. Ruth Pyrtle, of Lincoln, Ne¬\nbraska, is chairman.\nMiss Pyrtle: Madam President, Fellow Workers: I bring to you this morning the\nreport of the Committee on Retirement Allowances. I have listened as you have\nwith great interest to these reports that have to do with the welfare of the schools,\nthe training of the children of our nation.\n\nI think one of the very most encouraging\n\n"}
{"page": 1045, "printed_page": null, "text": "Association\n\na l Records\n\nand\n\n1041\n\nInformation\n\noutlooks for education is the very fact that the teachers themselves are here this\nhot morning studying their problems, trying to find the solution, trying to move\nforward. I bring to you one of the most important of all, it seems to me, because\nit has to do with the efficiency of the teachers, and the schools. That is our biggest\nargument for Teacher Retirement Allowances. ( She explained each item in the\nreport. This report is printed on p. 217-227 of this Volume.)\nTwo years ago this Delegate Assembly authorized the committee, as you recall,\nto see to it that a plan of retirement was put in operation for our headquarters\nstaff at Washington, D. C. That, as you know, has been done. I am told by people\non the staff it has been very satisfactorily done. At the last meeting of the Repre¬\nsentative Assembly, or at any rate the question has been discussed of extending\nthat plan, to further putting our own house in order by extending it to every state\nassociation.\nWe offer this report for your consideration. I thank you.\nThe Chair: Miss Pyrtle moves the adoption of the report of the Committee\nRetirement Allowances.\n\non\n\nVoice (Virginia) : Second the motion.\nThere being no discussion, the motion was put, carried, and the report of the\nCommittee on Teacher Retirement Allowances declared accepted as filed.\nThe Chair: As you know the official work of the Association -is carried on by\nthree divisions — the headquarters staff in Washington, the committees, and the\ndepartments. It is not possible for us to hear from every department every year.\nThis year we are going to have the pleasure of hearing from one of our newest\ndepartments. We are going to listen to the report from the Department of Super¬\nvisors and Directors of Instruction. Miss Mary A. S. Mugan, Assistant Superin¬\ntendent of Schools, Fall River, Massachusetts represents the Department.\nMiss Mugan:\n\nMadam\n\nChairman:\n\nEight years ago when\n\nthe National\n\nConference\n\non Educational Method was organized at the meeting of the Department of Super¬\nintendence at Atlantic City, Dr. James F. Hosic, the inspired founder of this organi¬\nzation, called attention of that group of charter members there assembled, to the\ndearth of literature on the subject of supervision.\nof professional books and magazine\n\nOne\n\nmight search the catalogs\n\narticles, and find many\n\ntreatises on administra¬\n\ntion, but at that time writh the exception of Dr. Burton’s pioneer volume on\nSupervision and the Improvement of Instruction, and a few other noteworthy\ntreatises, there were very few printed studies on the fundamental principles of\nsupervision and the practical working out of these principles in the improvement\nof teaching and of teachers. You will recall, of course, that in the last six years\nseveral important studies on phases of supervision have been published.\n(After explaining\nas follows:)\n\nthe character\n\nof the organization\n\nand\n\nits work\n\nshe continued\n\nAs the organization grew it developed the following aims and purposes: (1) The\ndevelopment of a cooperative association of educators actively interested in all\nphases of supervision and the improvement of instruction. (2) The study of the\nproblems of supervisors with the purposes of finding the solution of these problems.\n(3) The development for the benefit of teachers and supervisors, of worthy standards\nof classroom procedures as well as the discussion of practical methods of attaining\nthese standards,\n\nby means\n\nof the Journal\n\nof Educational\n\nMethod.\n\n(4) The\n\nwork\n\nof committees for scientific .research in various phases of supervision and the publi¬\ncation of the results of such research in the Yearbooks of the organization. (5) The\nlisting of notable books and articles on subjects of interest to members. (6) The\nintensive study of the problems of supervisors of special subjects, such as Music,\nPenmanship,\n\nand in other fields. (7)\nIn general, this Department aims to be a source of genuine inspiration and of vital,\nactive helpfulness to the large and important body of supervisors throughout the\n\ncountry\n\nFine and Practical Arts, Physical Education\n\nand through\n\nthem\n\nto the children of the land, whose\n\ngrowth\n\nand develop-\n\n"}
{"page": 1046, "printed_page": null, "text": "1042\n\nNational\n\nEducation\n\nAssociation\n\nment are both the joy and the responsibility of all who\nreaching work of constructive supervision.\n\nare engaged\n\nin this far\n\nThe Chair: You have heard the report of this department. I don’t know whether\nit is in order to move its adoption but just to be cordial, I will say I hear a motion\nto accept the report of the department. Do 1 hear a second?\nVoice: Second the motion.\nThere being no discussion, the motion was put and carried.\nThe Chair: You have a very amusing President this year, one who\n\nhas his own\n\nway of doing things. I am enjoying taking his place. I don’t know just when I\nam going to stop. We have another committee in which you are very much in¬\nterested, the Committee on International Relations. We are very fortunate in having\nDean William F. Russell of Teachers College, for its chairman. Dean Russell will\nnow present his report.\nDean Russell (New York City) : I have no formal report to submit for the Com¬\nmittee on International Relations at this time. As you know, of course, this com¬\nmittee deals largely with the World Federation of Education Associations, which\nhad its meeting at San Francisco, another meeting at Edinburgh, a meeting two years\nago at Toronto, and another meeting coming this summer at Geneva. The work\nof this committee, which has formed the delegation of this Association to this World\nFederation, was rather strenuous at Edinburgh. At that time we had the important\nduty of framing the constitution, in which we could all work, and our committee was\nobstreperous in the extreme. At that time also we went more to tell the rest of\nthe world how to do it rather than to learn from the rest of the world how to do it\nourselves and many\n\nof us met with considerable\n\nconfusion\n\nas the result of that.\n\nThe work of our committee between the Edinburgh and Toronto meetings was\nto learn humility. We went to the meeting at Toronto desirous of learning rather\nthan teaching and great was our success. You would indeed have been proud of\nyour delegation at Toronto. We think now that we have learned how to represent\nthis Association politically and effectively and that our group will cause you no\nconcern whatever in the meeting at Geneva. We have made many contacts; we\nhave many friends; we understand a good deal of the work that has gone on in the\nvarious committees and sections of the World Federation, and we feel it only fair\nif we go over there to learn, at least you ought to let us come back here and teach.\nWe feel after all that the chief weakness now in the International Relations\nof the National Education Association is not in its Committee on International Re¬\nlations but is in the National Education Association itself and in the state associa¬\ntions. This great international enterprise, this great meeting of the teachers of\nthe world will fill a place, in my judgment, if it be merely a place where we\ntalk about peace and goodwill, a place where we merely orate, a place where\nwe put up our prize exhibitions for the view of all the rest. If this Association\nbe not a working organization in which the teachers of the world meet to exchange\ntheir ideas and teach each other, then I consider it a failure. I feel that the\nCommittee on International Relations of the National Education Association\nshould be your messengers. We should go to Geneva, and to the next meeting,\ncurious to learn the way in which the rest of the world is meeting its problems. We\nshould come back from that meeting full of information, full of guidance to give\nto the members of our own profession in this country.\nI should like to announce that there will be no meeting of the Committee on\nInternational Relations at this meeting.\nSwitzerland, on July 27.\nThe Chair: Mr. Russell moves\nVoice: Second the motion.\n\nOur\n\nmeeting* will be held in Geneva,\n\nthe adoption of the report. Do I hear a second?\n\nThere being no discussion, the motion was put and carried and the report of the\nCommittee on International Relations declared adopted as presented.\nThe Chair: Your President is back. He will now take the chair.\nUel\n\nW.\n\nLamkin,\n\npresiding.\n\n"}
{"page": 1047, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1043\n\nInformation\n\nMr. Francis G. Blair (Illinois) : Mr. President, I asked the President of this\nAssociation the other day for an opportunity to speak at the conclusion of this\nreport of the Committee on International Relations and I wish to offer a motion.\n\nIn 1933 in the United States of America is to be given, I believe, the greatest\ninternational exposition that the world has ever seen, really covering one hundred\nyears of industrial and social development, and it is the expectation to invite to\nAmerica all nations of the earth to attend that exposition. Therefore, it seems\nmeet and right and proper to make a motion instructing our delegates to the inter¬\nnational conference at Geneva to extend an invitation, not for the next meeting of\nWorld Federation of Education Associations which will be in 1931 — let that go where\nit will, that is very fine — but to extend to that organization an invitation to meet in\nAmerica in 1933 ; and, Mr. Chairman, I move that this Representative Assembly\ninstruct our delegates to Geneva to invite that great organization to meet in the\nUnited States of America in the year 1933.\nVoice: Second the motion.\nThe\n\nPresident:\n\nThe\n\nmotion\n\nhas been made\n\nand\n\ninstructed to invite the World Federation to meet\nThe Secretary : No, not Chicago. America.\n\nseconded\n\nthat the delegates be\n\nat — Chicago?\n\nThe President: Well, is not Chicago America? You know from Mr. Blair’s\nspeech I couldn’t tell whether he was talking about Chicago or Los Angeles. Were\nyou talking about Chicago or Los Angeles in America? The greatest city?\nMr. Blair: With all apologies to Los Angeles, I did not assume even our Presi¬\ndent could have any doubt as to what city was alluded to.\nMr. A. R. Clifton (California) : Mr. President, California, too, would like to\nsecond that motion. We believe we would rather leave “Chicago” out of the\nmotion, as much as we love it, but we do want that great organization which has\nconstantly grown in the regard of the teachers of the world, to come to the United\nStates in 1933. We are with Dr. Blair and Illinois.\nThe\n\nPresident : Any\n\nfurther discussion?\n\nIf not, we\n\nare ready for the question.\n\nBefore putting the question I want to say as one of the delegates — you know the\nPresident of the Association has the right to appoint delegates and he appointed\nhimself as one of them — we\nand then come back in 1933.\n\nare going to vote to go to Honolulu,\n\nHawaii,\n\nin 1931\n\nThereupon the motion was put and carried and the delegates to the World\nFederation of Education Associations instructed to invite that organization to the\nUnited States of America in 1933.\nThe\n\nPresident:\n\nWell\n\nthat motion\n\nhas prevailed but that does not bind us not to\n\nvote for Honolulu, Hawaii, in 1931, and all of us are going. There will be the\ngreatest delegation of Americans to go to Hawaii that has gone anywhere in the\nworld, I suppose.\nI am going to recognize at this time the man who spoke to us last Saturday\nmorning\n\nin order to allow him\n\nCommittee\nMcComb,\n\non Resolutions,\n\nto present a resolution which\n\nWalter\n\nP. Morgan,\n\nPresident\n\nwe\n\nwill refer to the\n\nof Teachers\n\nCollege,\n\nIllinois.\n\nMr. Walter P. Morgan (Illinois) : Mr. President, teachers of the Delegate As¬\nsembly: I tried to outline to you last Saturday morning some of the problems that\nconfront teacher training in the United States and I urged that this Association\nshould approve\n\nthe work\n\nof the American\n\nAssociation\n\nof Teachers\n\nColleges, which\n\nis a department of this Association, in sponsoring a request for an appropriation\nto be made to the Bureau of Education to make a thorough investigation of teacher\ntraining in the United States as the basis for further action. I prepared this reso¬\nlution: (He read the resolution. It was afterwards incorporated in the report of\nthe Committee\n\non Resolutions, which\n\nappears\n\nin this volume\n\non page 1135.)\n\n"}
{"page": 1048, "printed_page": null, "text": "1044\n\nThe\n\nNational\n\nPresident:\n\nWe\n\non Election, to make\n\nEducation\n\nwill call on Mr.\nan announcement\n\nAssociation\n\nDonald\nconcerning\n\nDuShane,\n\nChairman\n\nthe arrangements\n\nof Committee\nfor voting.\n\nMr. DuShane: Mr. President and Delegates of this Convention: The bylaws pro¬\nvide that an election shall be held on the fourth day of this convention and that\nthe balloting shall be on printed ballots. The committee has had a meeting this\nmorning and has arranged to hold the election at the registration headquarters in\nthe Exposition Hall — the place where you secured your delegate supplies. A ballot\nbox will be placed there and the polls will be open from eight a. m. until six p. m.\nThe procedure of voting has been made as simple as possible. Each of your dele¬\ngate certificates has upon it a coupon. You will present yourself to the headquarters\ndesk, sign the coupon, and exchange it for a ballot. The ballot will be filled out\nsimply by marking an “X” opposite the candidates you desire. Then you will place\nthe ballot in the box. Some member of the committee will be present throughout\nthe day and the committee will meet at that place at six p. m. to begin the counting\nof ballots. The committee desires that all or as many of you as are interested be\npresent when the ballots are counted and that particularly the friends of the\ncandidates, if there are several candidates for each position, be present. The\nimportance of casting your ballot need not be urged upon you and the committee\nis going to take every precaution that the election may be convenient for you and\nthat your will in the matter may be absolutely carried out.\nThe President : You have heard that announcement. I had intended to make the\nannouncement after the report of the Committee on International Relations. I un¬\nderstand the first vicepresident has been talking about the chairman in his absence.\nThose men that can see this — and I am sure all the ladies can — will notice the red\nbadge on my coat. It is the badge of the Inter-American Conference that is being\nheld today. I have invited the representatives of that Inter-American Conference,\napproximately twenty men and women, to sit on the platform of this Association\nat the meeting tomorrow morning before their Conference begins at ten oclock.\nThey are to come at nine and will be here until ten. I shall ask Dr. Swiggett, the\norganizing secretary, to present them to you.\nWe have come to the point in the prqgram where nominations for president are\nin order. Nominations will be for president, alphabetically, vicepresidents, and\ntreasurer; then nominations for state directors. I assume that is the plan that has\nbeen followed in previous years and should be followed at the present. Namely,\nthe roll of states will be called for nominations for president; then the roll of\nstates called for nominations for vicepresidents; then the roll of states called for\nnominations for treasurer; then the roll of states called for nominations for state\ndirector. Is that jour wish? If not, what do you want to do?\nFoice (Georgia) : Mr. President, I move you the usual procedure\n\nbe followed.\n\nVoice (Tennessee) : Second the motion.\nThere being no discussion, the motion was put and carried.\nThe President : The Secretary will call the roll of the states for nominations for\npresident. I think it would be well for persons making nominations for president,\nvicepresident, and treasurer to come to the stage and make their nominations. You\ncan be heard better from here. Do you want to put any limit on the time or shall\nthey have all the time they want?\nVoices: Yes! Yes!\nThe President: If there is no objection the nominations\nmany minutes? Three?\nVoices: One! One!\n\nwill be limited to — how\n\nThe President: All in favor of two minutes stand up. (No response.) All in\nfavor of having nomination speeches for president stand up. The nominations will\nbe limited to two minutes. I ask you to come to the platform as the states present\nthe candidates.\n\n"}
{"page": 1049, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1045\n\nInformation\n\nThereupon the Secretary proceeded to call the roll of states as follows:\nMr. J. D. Williams (Birmingham, Ala.) : Mr. President, last year Alabama\nfit to yield to Missouri.\nThe President: That was a good thing to do.\n\nsaw\n\nMr. Williams (continuing) : Thus far we have seen no reason to repent. T his\nyear Alabama wishes to yield to Nebraska.\nThe President : Alabama yields to Nebraska.\nMr. Elliott (Chadron, Nebraska) : Mr. President, Ladies and Gentlemen of the\nDelegate Assembly: I wish to acknowledge on behalf of the Nebraska delegation\nour appreciation of the splendid and magnanimous attitude on the part of Alabama\nin yielding to a Nebraska delegate for the presidency of this Association. I wish\nto place in nomination for president of this Association a member who has the\nkeen intellect, the sterling character, the broad vision, and the efficient leadership\nso necessary in the one who is to lead this great Association during the coming year.\nFor over twenty years this member has attended each session of the Association\nat her own expense. During that time she has actively supported every great con¬\nstructive project which the Association has advocated. For several years she has\ndevoted most of the time during her vacation periods to the business of this Asso¬\nciation. Her activities on behalf of our organization have brought her into contact\nwith many thinkers of our country, prominent in the educational, cultural, social,\nand Christian organizations. Her support of, and sympathy with the splendid work\nand efforts of our beloved secretary, the Honorable James W. Crabtree, especially\nqualify her as an executive for a growing and greater Association.\nIn addition to this devotion to the cause of education in our own country she has\nseveral times been our delegate to the International Conference, thus having an\ninternational grasp of world affairs which is invaluable in one who is to lead the\neducation association of our nation. She is a delegate to that Conference again\nthis year\n\nand\n\nwill leave soon\n\nbeautiful Southern\n\nafter the adjournment\n\ncity of Atlanta\n\nof this convention\n\nto take part in the deliberations of that body.\n\nHer father and mother came from homes broken by the War, young\ncustomed to comforts and luxuries, but youth and indomitable courage\nthem, so when\nhouse.\n\nthey were\n\nJust when\n\nmarried\n\nin this\n\nthey went\n\nthe prairie was\n\ngiving\n\nwest.\nway\n\nTheir\n\nfirst home\n\npeople ac¬\nwere with\n\nwas\n\nin a sod\n\nto the cultivation of crops, the\n\nfather lost his life in an accident. With kindly intent the neighbors said, “It will be\nnecessary to separate the children and divide them among those who can and will\nprovide them\nmotherhood\n\nwith homes.”\n\nBut the mother\n\nof all the ages said, “No.\n\nGod\n\ngathering\n\nto herself all the strength of\n\nalone knows\n\nhow\n\nI shall provide\n\nfor\n\nthem but my children shall never be separated.” And they never were. In some\nway these Pyrtle children were fed, in some way clothed, in some way educated.\nThe mother lived to see all her children well established in life.\nMiss Pyrtle favors the plan and policies adopted for education in this country.\nHer service as chairman of the national committee on Retirement of Teachers and\nTeachers\n\nAllowances\n\nhas been outstanding.\n\nbold a conception of that movement\n\nor know\n\nFew\n\npersons in this country have\n\nso\n\nso intimately the plans as does Miss\n\nPyrtle.\nComing from Virginia where she renews acquaintances every summer, she was\nreared in Nebraska on a homestead during the pioneer period, when she developed\nsuch sympathy for her fellowman as characterizes the west. Nurtured by that\nsouthern state, the great mother of Presidents, she matured under the turquoise skies\nof the middle west.\nMiss Pyrtle has strength and decided\nhave\n\nnow\n\nthe opportunity\n\nability. She is both east and west, and we\n\nto give recognition of her marked\n\nleadership\n\nin educa-\n\n"}
{"page": 1050, "printed_page": null, "text": "1046\n\nNational\n\ntion by electing her President\n\nEducation\n\nAssociation\n\nof this Association.\n\nShe is a practical idealist, not\n\nvisionary. In matters of administration she is always dignified, unselfish, and con¬\nsiderate. She is an untiring worker and devoted to duty. She has proven loyal to\nevery trust in the educational world.\nMr. President, I propose the name of E. Ruth Pyrtle of Nebraska as a candidate\nfor the office of President of the National Education Association of our country.\nThank you.\nThe President : Mr. Carter of Missouri moves, Mr. Elliott of Virginia seconds the\nmotion, that all seconding speeches shall be limited to as many minutes as the\nnomination speeches.\nThe motion was thereupon put and carried.\nThe President: The Secretary will continue to call the roll.\nT hereupon, the Secretary continued\nThe Secretary : Arizona.\n\nwith the roll call as follows:\n\nMr. W. T. Mac han (Arizona) : Arizona yields only to recognized talent and de¬\nvoted service. The culture of America is reflected in this Virginian by birth; the\nrefinement of the east by acquirement; the ruggedness of the west by the demands\nof the pioneer and the recognized devotion to the god of service in the National\nEducation Association. Arizona rejoices with quickened pride in the honor granted\nher to second the nomination of Miss Ruth Pyrtle of Nebraska.\nThe President : May I ask everyone who expects to make\nseconding speech to come up on the platform.\nThe Secretary : Arkansas.\nArkansas : Mr. Chairman, Arkansas yields to Minnesota.\nThe Secretary : Minnesota.\n\na nominating\n\nor a\n\nMiss Murphy (Minneapolis) : Mr. President, Fellow Members of the Representa¬\ntive Assembly: As one who has worked with the candidate for a number of years,\nas a teacher in the building in which she is now principal, and predicating her\ncandidacy upon professional ability, experience, and interest in the essential ele¬\nments that concern teachers, teaching, and education; believing that this expanding\nnational body wishes to recognize the ability to interpret and apply the highest\nstandards that should govern an organized profession, inviting your consideration\nof a service given freely and sincerely to expand and strengthen this Association\nand to place its policies and principles on a permanent basis; because her heart\nand mind and aim yield ready service to the best ideals of child training, I ask\nthe official representatives of the American Public School Teachers to recognize\nand accept the candidacy of a native of my state, born within its borders, trained\nin its public schools and institutions, with a service of fifteen years as a teacher\nand now a principal in Minneapolis,\nand creative aptness.\n\nMinnesota,\n\na woman\n\nof inspiration, sympathy\n\nI place in nomination for the Presidency of the National Education Association\nthe principal of the John Burroughs School of Minneapolis, Miss Effie MacGregor.\nThe President: You have heard the nomination. The Secretary will continue to\nca 11 the roll.\nAs the Secretary called the roll the following states seconded\nColorado : Mr.\nNebraska.\n\nPresident, Colorado\n\nseconds\n\nthe nomination\n\nnominations:\nof Miss\n\nPyrtle of\n\nMiss Murphy (Minnesota) : Mr. President.\nThe President : Miss Murphy of Minnesota.\nMiss Murphy\n\n(Minnesota)\n\n: Mr. President, my\n\nardent desire to put before you my\n\ncandidate caused me to forget to thank Arkansas and to express Minnesota’s\nciation of the favor in yielding to Minnesota. I thank you.\nThe President: The Secretary will continue to call the roll.\n\nappre¬\n\n"}
{"page": 1051, "printed_page": null, "text": "Associational\n\nThe\n\nPresident:\n\nof Wilmington,\n\nMr.\n\nThe\n\nRecords\n\nand\n\n1047\n\nInformation\n\nchair recognizes the gentleman\n\nfrom\n\nDelaware,\n\nMr.\n\nJVard\n\nDelaware.\n\nfV ard: The\n\nfirst state to recognize the Constitution, and, therefore, the estab¬\n\nlishment\n\nof this country,\n\ngreatest\n\nbusiness\n\nseconds\n\nthe nomination\n\nis always\n\nof this country,\nof Miss\n\nproud\n\nto recognize\n\nin sustaining\n\nE. Ruth\n\noutstanding\n\nthe Republic.\n\nservice\n\nDelaware,\n\nin the\n\ntherefore,\n\nPyrtle.\n\nThe President : The Chair recognizes Superintendent M. L. Duggan of Georgia.\nMr. Duggan: Our inimitable Sam Jones in one of his revivals had a hard sinner\nand\n\nhe went\n\nto him\n\nand\n\nasked\n\nhim\n\nif he wanted\n\nto be born\n\nagain.\n\nThe\n\nold man\n\nreplied, “I was\nJennings Bryan\n\nborn in Virginia ; I don’t have to be born again.” Mr. William\ntells of a man who inquired if a certain prominent lady was born\n\nin Virginia\n\nthe man\n\nand\n\nwas\n\nreproved\n\nfor the question\n\nand\n\ntold that if she was\n\nit\n\nwasn’t necessary to ask it, if he would be in her company awhile he would know it;\nif she was not, why embarrass her by the question? In the name of all Georgia I\nhave\n\nthe honor\n\nof seconding\n\nthe nomination\n\nof one\n\nwho\n\nis a native\n\nSoutherner,\n\nand\n\nyou can’t mistake it if you are with her long. She was born in a state in the south,\nand you will know what state it is if you associate with E. Ruth Pyrtle. I take honor\nin seconding\nteachers.\n\nthe nomination\n\nThe President:\nInstruction\n\nThe\n\nChair\n\nof Miss\n\nPyrtle\n\nin the name\n\nof all of the Georgia\n\nrecognizes Miss Davis, State Superintendent\n\nof Public\n\nof Idaho.\n\nMiss Davis (Idaho) : Idaho is very happy\nPyrtle for President of this Association.\n\nto second\n\nthe nomination\n\nof Miss\n\nThe President: The Chair recognizes Miss Mary Lord, State Director of Iowa.\nMiss Mary Lord (Iowa) : On behalf of Iowa I wish to second the nomination of\nMiss E. Ruth Pyrtle.\nThe President: The Chair recognizes Mr. Turner, State Director of Louisiana.\nMr. C. B. Turner: Mr. Chairman, Louisiana takes peculiar pleasure in seconding\nthe nomination\n\nof Miss\n\nPyrtle of Nebraska.\n\nThe President : The\nB. Jack.\nMr. Jack: Maine\nThe\n\nChair\n\nseconds the nomination\n\nPresident : The\n\nsetts Superintendents’\n\nMr.\n\nGraves:\n\nrecognizes the State Director\n\nChair\n\nThe\n\nPresident:\n\nGraves,\n\nPresident\n\nThe\n\nhas great faith in the west and middle\n\nand\n\nChair\n\ntakes great\n\nrecognizes\n\nIVilliam\n\nof the Massachu¬\n\nAssociation.\n\nas other parts of the country,\nPyrtle.\n\nMr.\n\nof Miss Pyrtle of Nebraska.\n\nrecognizes Mr.\n\nMassachusetts\n\nof Miss\n\nof Maine,\n\npleasure\n\nMr.\n\nH.\n\nin seconding\n\nV. Cooper,\n\nwest as well\n\nthe nomination\n\nState Director\n\nof\n\nMississippi.\n\nMr. Cooper: Mississippi seconds the nomination of Miss Pyrtle.\nThe President : The Chair recognizes Mr. Holmes, Director from\nMr.\n\nHolmes\n\nof Miss\n\nYork) : New\n\nPyrtle, a great\n\nwill prove\ngreat\n\n(New\n\nto you\n\nwoman,\n\nYork\n\na great\n\nto be a great leader\n\nNew\n\nYork.\n\nState unanimously\n\nseconds the nomination\n\nclassroom\n\na great\n\nand\n\na great\n\nteacher,\n\npresiding\n\nprincipal,\n\nofficer, and\n\nwho\n\nwithal\n\na\n\nPresident.\n\nThe President : The\n\nChair\n\nrecognizes Mr. Eldredg e , State Director of Ohio.\n\nMr. Eldredge:\n\nOhio wishes to second the nomination\n\nof Miss Pyrtle of Nebraska.\n\nThe President:\n\nThe\n\nVizcarrondo,\n\nmissioner\n\nMr.\n\nChair\n\nof Education\n\nFrancisco\n\nconventions,\n\nRico\n\nhas\n\nAssistant Com¬\n\nRico.\n\nVizcarrondo : Mr.\n\nPorto\n\nfine educational\n\nrecognizes Mr. Francisco\n\nof Porto\n\nenjoyed\n\nChairman,\n\nthrough\n\nthe privilege\n\nspirit of the state of Nebraska.\n\nnational\n\nof becoming\nPersonally\n\nand\n\ninternational\n\nfamiliar\n\nI have\n\nwith\n\nthe\n\nenjoyed\n\nthe\n\nprivilege of being acquainted with Miss Pyrtle for the last ten years. Porto Rico\nis honored in seconding the nomination of Miss Pyrtle for the office of President.\n\n"}
{"page": 1052, "printed_page": null, "text": "1048\n\nNational\n\nEducation\n\nAssociation\n\nMr. H. P. Shepard (Tennessee): In recognition of outstanding services of Miss\nPyrtlc it is a pleasure for Tennessee to second the nomination of this candidate.\nThe President: The Chair recognizes Miss Griswold, a delegate from Vermont.\nMiss Griswold : Vermont wishes to second the nomination of Miss E. Ruth Pyrtlc\nfor President.\nThe President : The Chair recognizes Mr. J. Rosier, State Director of West\nVirginia.\nMr. Rosier: West Virginia, having provided the birthplace of E. Ruth Pyrtle, has\na sentimental as well as an official pleasure in seconding her nomination for\nPresident.\nThe President:\nWisconsin.\n\nThe\n\nChair\n\nrecognizes\n\nMr.\n\nE. G. Doudna,\n\nState Director\n\nof\n\nMr. Doudna: Wisconsin is very glad to second the nomination of Miss E. Ruth\nPyrtle of Nebraska.\nThe President: That completes the call of the roll for candidates for President.\nMiss Pyrtle of Nebraska and Miss MacGregor of Minnesota are the nominees.\nThe next order of business is the calling of the roll for candidates for Vicepresi¬\ndent. Shall we make any limitation as to nominating speeches or seconding\nspeeches ?\nMr. L. JV. Rogers (Texas) : Mr., Chairman,\nminute.\nVoice: Second the motion.\nThe President: What\n\nabout seconding\n\nI move\n\nthey be limited to one\n\nspeeches?\n\nMr. Rogers: They be limited to one-half minute.\nThe motion was thereupon put and carried.\nThe President: The Chair again invites to the platform all persons to make\nnominating speeches for Vicepresident, and also seconding speeches. Like to have\nyou come so we can transact the business rapidly and the delegates can hear you.\nThe Secretary will call the roll for nominations for Vicepresident. As the Secretary\ncalled the roll the following states either made or seconded nominations:\nThe President : The Chair recognizes the State Director of Alabama.\nMr. J. D. Williams: Alabama wishes to nominate as Vicepresident of the National\nEducation Association Mr. John E. Bryan, Superintendent of Bessemer School.\nArkansas : Arkansas yields to Mississippi.\nThe President: Arkansas yields to Mississippi, Mr. Bass.\nMr. Bass: I wish to nominate to this position our splendid Superintendent of\nEducation of the State, Mr. JV. F. Bond. Mr. Bond is not here at this meeting but\nhe is nearly always present at one of the meetings. He is a great man and has\ndone a great thing for Mississippi and for the entire United States as far as that is\nconcerned. I will appreciate it if you will vote for Mr. Bond.\nThe President: The Chair recognize.s Mrs. Florence Hampton of Los Angeles\nKindergarten Organization.\nMiss Hampton:\n\nI wish to place before this organization,\n\na Californian\n\nby adop¬\n\ntion, an Atlantan by birth, and both extremely glad to claim her — Mrs. Jones, a\nkindergarten teacher with a vision of education of all groups. She is the most out¬\nstanding classroom teacher of the state of California. I wish to place before this\nAssembly the name for Vicepresident of Mrs. Eugenia JVest Jones.\nColorado:\n\nColorado\n\nThe President: The\nMr.\n\nBrassford:\n\ndesires to yield to Wisconsin.\nChair\n\nWisconsin\n\nrecognizes Mr. Brassford\nthanks\n\nColorado\n\nof Wisconsin.\n\nfor so kindly yielding to it. It is\n\nWisconsin’s pleasure to place in nomination one who has been very active in\nNational Association affairs for years. She has been a Vicepresident of the Wis¬\nconsin State Teachers\n\nAssociation.\n\nAt present she is a very efficient chairman\n\nof\n\n"}
{"page": 1053, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1049\n\nInformation\n\nthe Committee on Resolutions of the National Association. It is a great pleasure to\nplace in nomination Miss Elizabeth McCormick of Wisconsin.\nThe\n\nPresident:\n\nThe\n\nChair\n\nrecognizes\n\nMr.\n\nHalloway,\n\nState\n\nSuperintendent\n\nof\n\nSchools of Delaware.\nMr.\n\nHalloway : Delaware\n\nAssociation\nThe\n\nthe name\n\nPresident:\n\ndesires to place in nomination\n\nof David\n\nI want\n\nto call your\n\nattention\n\nto the fact that twice\n\nColumbia has stated they have no candidate. The\nSuperintendent of Schools, St. Petersburg, Florida.\nMr.\n\nLynch:\n\nI wish\n\ncation Association\n\nto place in nomination\n\none who\n\nhas made\n\nPresident:\n\nGeorgia\nMr.\n\nThe\n\nChair\n\nState Teachers\n\nRichie:\n\nGeorgia\n\nChair\n\nof this\n\nthe District of\n\nrecognizes Mr.\n\nfor Vicepresident\n\nLynch,\n\nof the National\n\nEdu¬\n\na very definite and constructive contribution\n\nto education in the Southland, the Honorable\ntendent of Public Instruction of Florida.\nThe\n\nfor Vicepresident\n\nA. Ward.\n\nrecognizes\n\nW.\n\nAir. H.\n\nS. Cawthon,\n\nthe State Superin¬\n\nB. Richie, Past\n\nPresident\n\nof the\n\nAssociation.\nwishes\n\nto do two\n\nthings: First, we\n\nwish\n\nas a unit to second\n\nthe nomination of Airs. Jones of California. Second, we wish as a unit to present\nthe name of a gentleman for Vicepresident who has contributed possibly as no\nother Georgian to the success of this convention. I wish to nominate Superintendent\nWillis A. Sutton\nThe\n\nof Atlanta\n\nPresident:\n\nThe\n\nas one\n\nChair\n\nof the Vicepresidents.\n\nrecognizes\n\nAir. Dienst,\n\nSuperintendent\n\nof Schools\n\nof\n\nBoise, Idaho.\nMr.\n\nCharles\n\nF. Dienst:\n\nVeteran Teacher\nAssociation.\nLouisiana:\n\nIdaho\n\nof Trainor,\n\nLouisiana\n\nplaces in nomination\n\nthe name\n\nIdaho, for Vicepresident\n\nof John\n\nC. Warner,\n\nof the National\n\nseconds\n\nthe nomination\n\nof Air. Bond\n\nChair\n\nrecognizes\n\nWilliam\n\nEducation\n\nof Mississippi\n\nfor Vice-\n\npresident.\nThe\n\nPresident:\n\nThe\n\nMr.\n\nB. Jack,\n\nState\n\nDirector\n\nof\n\nMaine.\nMr.\n\nJack:\n\nMaine\n\nplaces in nomination\n\nthe name\n\nof Florence\n\nM.\n\nrecognizes\n\nAir.\n\nAI. Hosman,\n\nChairman,\n\nLadies\n\nand\n\nGentlemen\n\nwishes to second the nmination\n\nof Mr.\n\nJohn E. Bryan\n\nHale\n\nfor Vice-\n\npresident.\nThe\n\nPresident : The\n\nNebraska\nMr.\n\nTeachers\n\nHosman:\n\nChair\n\nE.\n\nSecretary\n\nof the\n\nAssociation.\n\nMr.\n\nThe\n\nPresident : The\n\nNew\n\nJersey:\n\nMr.\n\nChair\n\nrecognizes\n\nPresident\n\nsentative Assembly:\n\nNew\n\nand\n\nthe Chairman\n\nLadies\n\nJersey wishes\n\nand\n\nof the Convention,\n\nfrom\n\nAlabama.\n\nof the New\n\nGentlemen,\n\nNebraska\n\nJersey Delegation.\n\nMembers\n\nto place in nomination\n\nof the Repre¬\n\nfor Vicepresident\n\nDr. Ira T. Chapman, Superintendent of Schools, the city of Elizabeth. Dr. Chap¬\nman has served as a Vicepresident and understands what is to be required of him\n\nand has served in several states of the union as an efficient educator.\nThe\n\nPresident:\n\nThe\n\nMr.\n\nMoore:\n\nChairman,\n\nMr.\n\nChair\n\nrecognizes\nLadies\n\nMr.\n\nand\n\nAloore\n\nof Raton,\n\nNew\n\nGentlemen,\n\non behalf\n\nof the New\n\nDelegation it gives me great pleasure to second the nomination\ntion from Georgia.\nThe\n\nPresident:\n\nMr.\n\nLewis:\n\nThe\n\nLadies\n\nChair\nand\n\nrecognizes\n\nGentlemen,\n\nMr.\n\nE. E. Lewis\n\nthe New\n\nYork\n\nmade\n\nof New\n\nDelegation\n\nYork\n\nMexico.\nMexico\n\nby the Delega¬\nCity.\n\nwishes\n\nme\n\nto pre¬\n\nsent for your consideration for the vicepresidency a favorite son, an able superin¬\ntendent of schools, a man who has served this organization successfully as state\ndirector and whose interest in this organization has been continuous and enthusi¬\nastic. The name of the candidate for Vicepresident whom I Avish to present is\nWilliam\n\nH. Holmes,\n\nThe\n\nPresident : The\n\nsuperintendent\n\nSuperintendent\nChair\n\nof Schools, Mount\n\nrecognizes\n\nof schools of North\n\nAirs. Minnie\n\nDakota.\n\nVernon,\n\nNew\n\nJ. Nielson,\n\nYork.\nformerly\n\nstate\n\n"}
{"page": 1054, "printed_page": null, "text": "1050\n\nNational\n\nMrs.\n\nMinnie\n\nJ. Nielson:\n\nthe nomination\ncome\n\nover\n\nof Mrs.\n\ninto North\n\nof an aggressive\nand\n\nof Schools\n\nof Minot,\n\nPresident:\n\nSchools\n\nof Oregon.\n\nand\n\nHoward:\n\nas a personal\n\nseconding\n\nPresident:\n\nMr.\n\nNoonan:\n\nrecognizes\n\nof Eugenia\nfor one\n\nto nominate,\nChair\n\nVizcarrondo : Porto\nof Schools\n\nThe\n\nPresident:\n\nMiss\n\nEllingsworth:\n\nmember\n\nThe\n\nE. H.\nMr.\n\nthe name\n\nthe cause\n\nof\n\nSuperintendent\n\nSuperintendent\n\nof\n\nstate of California,\n\nto represent\nWe\n\nplaces, and\n\nWhitney,\n\nChair\n\nOregon\n\nwish\n\nwe\n\nAssistant\n\nin\n\nto put in\n\nhave\n\nselected\n\nSuperintendent,\n\nactive\n\nin membership\n\nthe Memphis\nTennessee.\n\nEducational\n\nof Ira T. Chapman.\nVizcarrondo , Assistant\n\nSuperin¬\n\nthe nomination\n\nof the\n\nWillis H. Sutton.\n\nEllingsworth,\n\nMemphis,\n\nI wish\n\nto nominate\n\nfor Vicepresident\n\nenough\n\nto bring\n\nsince it was\n\nAssociation.\n\nin two\n\none of the most\n\nof the state of Tennessee,\nI nominate\n\nan\n\na man\nMr.\n\nlife members\n\nwhose\none\n\nschool\n\nat this\n\nwho\n\nhas\n\nbeen\n\nis President\n\nof\n\nof Memphis,\n\nto the platform.\n\nto vote\n\na life\n\nalive members\n\nS. L. Ragsdale\n\nRogers\n\nopportunity\n\nTennessee.\n\nenthusiastic,\n\norganized,\n\nChair has finally got Mr.\nof Texas.\nwill offer you\n\nof Pennsylvania.\n\nMiss\n\nChairman,\n\npercent\n\nF. Noonan\n\nto second\n\nGeorgia,\n\nrecognizes\n\none hundred\n\nJames\n\nFrancisco\n\nof long standing,\n\nTexas\n\nState\n\nof this Association.\n\nthe honor\n\nof Atlanta,\n\nand\n\nRogers:\n\nL. A. White,\n\nhappy\n\nthe nomination\n\nhas\n\nof the Association,\n\nMr.\n\nI am\n\nof these eleven\n\nMr.\n\nseconds\n\nof the N. E. A., one\n\nThe President: The\nnize Mr. L. W. Rogers\n\nMr.\n\nto advance\n\nstate, the great\n\nJones,\n\nrecognizes\n\nRico\n\nMr.\n\ntime, an administrator\n\npeople\n\nof this organization.\n\nPennsylvania\n\nSuperintendent\n\nmuch\n\nHoward,\n\nneighboring\n\nThe President: The Chair recognizes\ntendent of Schools of Porto Rico.\nMr.\n\nMr.\n\nas Vicepresident\n\ncandidate\n\nThe\n\nCalifornia\n\nDakota.\n\nas Vicepresident\n\nThe\n\nhas done\n\nAssociation,\n\nadmirer\n\nOregonian\n\nPortland,\n\nstate who\n\nEducation\n\nChair\n\nher nomination\n\neminent\n\nsecond\n\nalso to place in nomination\n\nof our\n\nof our\n\nTo\n\nto live; and\n\nof our\n\nan\n\nthings:\n\nDakota\n\nfriends\n\nanother\n\nalso to do two\n\nfor so many\n\nNorth\n\nnomination\n\nwishes\n\nof California,\n\nThe\n\nAs\n\nDakota\n\nAssociation\n\nJones\n\nthe National\n\nThe\nMr.\n\nNorth\n\neducator\n\neducation\n\nEducation\n\nI recog¬\n\nfor a real educator,\n\na\n\nman who has rendered valuable service in the ranks and who is worthy of pro¬\nmotion to the place of Vicepresident of this organization. I present Mr. W. A.\nJames,\n\nPrincipal\n\nof Ball High\n\nSchool, Galveston,\n\nThe\n\nPresident:\n\nThe\n\nrecognizes\n\nMiss Griswold:\nmont takes great\nhas served\nin many\n\nour\n\nChair\n\nstate and\n\nalso the National\nloyalty and\n\nof the National\n\nPrincipal\n\nof the State Normal\n\nThe\n\nThe\n\nPresident:\n\nChair\n\nMiss Holt: Virginia\nSutton of Atlanta.\nThe\n\nGriswold,\n\na delegate\n\nfrom\n\nVermont.\n\nMr. President, Members of the Representative Assembly: Ver¬\npleasure in placing in nomination for Vicepresident one who\n\ncapacities, with\n\nVicepresident\n\nMiss\n\nTexas.\n\nPresident:\n\nThe\n\nefficiency.\n\nEducation\nSchool\n\nEducation\n\nVermont\n\nAssociation\n\nat Castleton,\n\nrecognizes\n\nMiss\n\ntakes\n\ngreat\n\nChair\n\nrecognizes\n\nAssociation\n\nMr.\n\nyears,\n\nplaces in nomination\n\nMiss\n\nCaroline\n\nfor\n\nS. Woodruff ,\n\nVermont.\n\nLucy Mason\n\npleasure\n\nfor many\n\nHolt\n\nin seconding\nBeach,\n\nof Norfolk,\n\nVirginia.\n\nthe nomination\n\nof Dr\n\nDirector\n\nfrom\n\nthe State\n\nof\n\nWashington\n\ntakes\n\npleasure\n\nin\n\nWashington.\nMr.\nplacing\n\nBeach:\n\nMr.\n\nbefore you\n\nPresident,\nthe name\n\nFellow\n\nof Miss\n\nDelegates:\n\nJean\n\na junior past President\n\nof the Department\n\nEducation\n\nfor Vicepresident.\n\nThe\n\nAssociation,\n\nPresident:\n\nThe\n\nSecretary\n\nH. Saunders\n\nof Virginia.\n\nof Classroom\n\nwill list these names\n\ncall the roll of states for nominations\nJoseph\n\nSoules, a classroom\n\nfor treasurer.\n\nteacher\n\nTeachers\n\nof the National\n\nfor the ballot.\nThe\n\nChair\n\nof Spokane,\n\nHe\n\nwill now\n\nrecognizes\n\nMr.\n\n"}
{"page": 1055, "printed_page": null, "text": "Associational\n\nMr.\n\nSaunders:\n\nRecords\n\nIf it be in order\n\nmay\n\nand\n\nI suggest\n\nroll call for the office of Treasurer that those\nvited to the platform and save this roll call.\n\n1051\n\nInformation\n\ninstead\n\nhaving\n\nof going\n\nthrough\n\nnominations\n\nthe long\n\nto make\n\nbe in¬\n\nThe President: You hear Mr. Saunders’ suggestion. Unless there is some ob¬\njection to it, the Chair will act upon it, inviting those who have nominations for\nTreasurer to make to come to the platform and\nrecognition and you can make your nominations.\nThe\n\nChair\n\nrecognizes\n\nMr.\n\nGeorge\n\nwe\n\nwill recognize\n\nIV. W annamaker\n\nof South\n\nMr. W annamaker : South Carolina would like to nominate\nof the National Education Association for reelection.\nThe\n\nPresident : The\n\nChair\n\nMr.\n\nL. A. Pittenger:\n\nMr.\n\npulled out to speak\nof the Education\nThe\n\nafter I have\n\nCollege\n\nPresident:\n\nDiogenes\n\nrecognizes\n\nChairman,\ncome\n\nof Indiana\n\nAny\n\nother\n\nMr.\n\nup here\n\nUniversity,\n\nnominations?\n\nto the fact that the National\n\nIf not, I might\nAssociation\n\nman who can handle its money. I don’t know how\nat least have one. (Dean Smith is renominated.)\nThe\n\nChair\n\nnomination\n\nannounces\n\nthe following\n\nfor state director\n\nthe names\ntion these\n\nZebulon\n\nCrabtree\n\nJudd,\n\nthereupon\n\nmany\n\nbeen\n\nW.\n\nE. Givens,\n\nW.\n\nB. Mooney,\n\nGordon\n\nread\n\ncall the attention\n\nhanded\n\nthe list of states and\n\nMrs.\n\nColo.\n\nC. Swift, Conn.\n\nare but we\n\nto the Secretary\n\nDel.\n\nthe states and\n\nunless\n\nthere\n\ndirectors\n\nH. F. Brock,\n\nMinnie\n\nJ. Nielson,\n\nA. C. Eldredge,\nJohn\n\nM. L. Duggan, Ga.\nFrank E. Howard , Hawaii\n\nis objec¬\n\nnominated\n\nNev.\n\nN. M.\n\nN. D.\n\nOhio\n\nG. Mitchell,\n\nA. L. W hittenhcrg , Ill.\n\nFrancisco\n\nCharles\n\nMrs.\n\nOkla.\n\nF. Miller, Ind.\n\nVizcarrondo , P. R.\n\nAgnes\n\nM.\n\nBacon,\n\nR. I.\n\nMary A. Lord, Iowa\nM. E. Pearson, Kans.\n\nGeorge W. W annamaker , S. C.\nN. E. Steele, S. D.\n\nR. E. Williams,\n\nP. L. Harned,\n\nKy.\n\nT. Bell, La.\n\nWilliam\n\nB. Jack, Maine\n\nL. W.\nA. N.\n\nWilliam\n\nBurdick,\n\nCaroline\n\nAnnie\nAlice\nH.\n\nMd.\n\nH.\n\nPearce,\n\nSullivan,\n\nV. Cooper,\n\nThomas\n\nported\n\nArthur\nArthur\n\nE. Lindborg, Virgin\nL. Marsh, Wash.\n\nThe\n\nChair\n\nmay\n\nnominations\n\nV a.\nIslands\n\nJoseph Rosier, W. Va.\nE. G. Doudna, Wis.\nJ. J. Early, Wyo.\n\nMo.\n\nPresident:\n\nHouse,\n\nV t.\n\nMich.\n\nMiss.\n\nreport\n\nS. Woodruff,\n\nW.\n\nR. J. Cunningham , Mont.\nThe\n\nRogers, Texas\nThurman, Utah\n\nRobert\n\nMinn.\n\nJ. Walker,\n\nTenn.\n\nMass.\n\nC. Woodward,\n\nWebster\n\nas\n\nF. J. Fitzpatrick , Ore.\nJ. Herbert Kelley, Pa.\n\nF. Dienst, Idaho\n\nAnnie\n\nfor\n\nHarry W. Langworthy , N. Y.\nT W. Andrews , N. C.\n\nEnglish, D. C.\nS. Rickards, Fla.\n\nCharles\n\nof\n\nPerley J. Horne, N. H.\nAlexander J. Glennie, N. J.\n\nCalif.\n\nV. Holloway,\n\nthere\n\nto read\n\nM. C. Lefler, Nebr.\nJennie A. Curieux,\n\nAriz.\n\nof this Association.\n\nmore\n\nI will ask the Secretary\n\nAla.\n\nE. IV. Montgomery,\nJ. P. Womack, Ark.\n\nHarry\nJames\n\nhave\n\nDean\n\nhas at least one honest\n\nof the persons nominated for state directors, and\nnames will go on the ballots.\n\nSecretary\nfollows :\n\nH.\n\nand\n\nnames\n\nIndiana.\n\nI dislike to be\n\nto present H. L. Smith,\n\nas the Treasurer\n\nEducation\n\nask\n\nTreasurer\n\nof Muncie,\n\nof this Association:\nI wish\n\nas you\n\nCarolina.\n\nthe present\n\nL. A. Pittenger\n\nMembers\n\nyou\n\nwill ask\n\nunanimous\n\nof State Directors\n\nconsent\n\nthat the states\n\nto the Secretary\n\nand\n\nnot\n\nre¬\n\nthose names\n\n"}
{"page": 1056, "printed_page": null, "text": "1052\n\nNational\n\nEducation\n\nAssociation\n\nmay be included upon the list of Directors to be voted upon Wednesday. If there\nis no objection the Chair will entertain a motion to adjourn. The motion is so made\nand seconded and the Chair declares it carried.\n\nSecond Business Session, Tuesday, July 2, 1929\nThe second business session of the Representative Assembly opened with a musi¬\ncal program by the Samuel M. Inman Orchestra of Atlanta, Georgia, on Tuesday,\nJuly 2, 1929, at 9 a. m., directed by Mrs. W. W. Woolf oik.\nThe session was called to order by the President at 9:30 oclock a. m.\nThe\n\nPresident:\n\nMay\n\nI have\n\nyour\n\nattention, please.\n\nBefore\n\nthe Invocation\n\nthe regular session this morning,\n\nI have the pleasure to present to you Mr.\n\nW.\n\nof South\n\nW annamaker , State Director\n\nCarolina,\n\nwho\n\nhas\n\nan\n\nfor\n\nGeorge\n\nannouncement\n\nto\n\nmake.\nMr.\n\nW annamaker\n\n(South\n\nCarolina):\n\nMr.\n\nChairman,\n\nLadies,\n\nand\n\nGentlemen:\n\nRepresenting the Palmetto State I come forward as Director for the purpose of\npresenting to our distinguished President a gift that is somewhat symbolic of the\nlove that we have for him and for the National Education Association. Those of\nyou who have had the opportunity of coming through our state and those who have\nhad the opportunity of studying something of the history of our state know that\ncotton is one of our main industries. Within the last few years time we have much\nimproved our cotton industry, and now we are proud to be numbered among the\nstates producing the bonniest quality of long staple cotton, and we have decided,\neven though the President of the National Education Association is a long distance\nfrom home, he has a good many friends to assist him, with what might otherwise\nbe a bulky present to him, back to the state of Missouri. I am going to ask you,\nMr. President, if you will step forward, please, and accept at my hands this gift\nwThich South Carolina has for you.\n(And with that three truck loads of baled cotton were\nthe other.)\n\nwheeled\n\nin, one behind\n\nWe realize that we are in the presence of Georgia, and Georgia boasts of its\ncotton, but we say that we have the finest quality of cotton here that can be found\nanywhere.\nPresident\n\nLarnkin:\n\nI am\n\nsure\n\nthat anyone\n\nwould\n\nthese three bales of the finest cotton ever raised.\n\nbe overwhelmed\n\nat receiving\n\nIs it not the finest, Mr.\n\nIV anna¬\n\nmaker?\nMr. W annamaker : Yes, the very finest.\nThe President: Three fine bales of cotton\n\nfrom\n\nthe state of South\n\nCarolina!\n\n(And with that, the three bales mounted on the trucks were turned\nfound to consist of one side only and filled with young women.)\nSouth Carolina thereupon rendered a State Song.\n\naround\n\nand\n\nThe President invited all members of the Inter-American\non the platform, also all persons having reports to present.\n\nto come\n\nup\n\nThe\n\nPresident:\n\nStauffer, Pastor\n\nThe\n\ninvocation\n\nthis morning\n\nof the First Christian\n\nChurch\n\nConference\n\nwill be offered\n\nof Atlanta.\n\nThe\n\nby the Rev.\nRev.\n\nC. R.\n\nC. R. Stauffer.\n\nAfter the invocation the President proceeded: I am sure you all want to know\nwho these distinguished people seated on the platform are. I am asking Dr. Glen\nLevin\n\nSveiggett to introduce\n\nfew words\nDr.\n\nthem\n\nto us and\n\nin greeting to us this morning.\n\nSwiggett:\n\nMr.\n\nPresident,\n\nasking\n\nif one\n\nof them\n\nwill not speak\n\na\n\nDr. Svuiggett.\n\nOfficers, Members,\n\nand\n\nFriends\n\nof our\n\ngreat\n\nNa¬\n\ntional Education Association: It is my personal pleasure to present to you by name\nthe delegates, some of whom have come from a great distance to attend this First\nInter-American Conference on Education. While our conference is small, our de¬\nliberations are of great importance, and we are making history in these three days\nat Atlanta. The delegates will stand as I present them.\n\n"}
{"page": 1057, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\nHe then presented each one with ^ statement\nA few made short addresses.\n\nInformation\n\nconcerning\n\n1053\n\nhis country and position.\n\nThe President: I am sure I speak for the entire Association when I express out\ngratitude to these persons who have come here this morning representing these\nCentral and South American countries. The mutual understandings which we may\nform will, I am sure, bind the Americas together more firmly than they could be\nbound together by bands of steel. Dr. Swiggett did not introduce one gentleman\nwho is on the platform. He did not introduce him because he belongs to the Inter¬\nnational Education Association, but he is sitting with us in our deliberations and\nsitting with them in theirs, the Hon. Francisco\nCommissioner of Education of Porto Rico.\n\nVizcarrondo,\n\nwho\n\nis the Assistant\n\nI am glad to have had you here, Dr. Swiggett, and we wish you could stay the\nrest of the morning, but we understand you want to get to your work. Thank you\nvery much.\nNow may I ask again the past Presidents of the Association to come upon the\nplatform, and the Presidents of State Teachers Associations also to come to the\nplatform so that they will be here when they are called upon and so other members\nof the Association can see you and so that you can see them.\nIf there is no unfinished business to come before the Assembly, I will call for the\nfirst order of business, the report of the Legislative Commission. I introduce the\nChairman of the Commission, Dr. William M. Davidson, Superintendent of Schools,\nPittsburgh, Pennsylvania. Dr. Davidson.\nDr. Davidson (Chairman) : Mr. Chairman and Members of the Representative\nAssembly: Inquiries have come to the Chairman and other members of the Asso¬\nciation, particularly since the meeting of the Legislative Committee on Sunday\nevening, as to whether a report of the Legislative Commission had been committed\nto print for distribution to the delegates. May I call your attention to the fact\nthat such a report has been committed to print and one is included in your official\nenvelope. I am assuming that many of you since coming to the convention have\nfound yourselves so full of many interests that you have been unable to read this\nreport, but you will find in it a resume of events that have occurred since one year\nago in Minneapolis. I commend the report to you for your careful consideration\nin order that you may be fully advised and informed of the progress of the cause\nwhich this Association has stood for so many years and to which it is committed.\nWe meet upon this platform this morning and greet a group of distinguished\neducators from the sister republics of the Southern Continent. Soon the President\nof this Association and a large delegation from America will convene in the City\nof Geneva, Switzerland, in an education convention in which the interests of the\nworld will be discussed and at which the children will sit at the center, in the\nmidst of the entire group of some five or ten thousand people to be gathered\ngether there. It is a significant fact that not a single country represented bv\ndelegates that have just left this platform, and not a single country except\nUnited States of America, will have to speak through a subordinate office at\n\nto¬\nthe\nthe\nthe\n\nWorld Conference at Geneva, if it desires to be represented by its highest office,\neducationally speaking. In other words, every great country, except the United\nStates of America, now has its Secretary or its Minister of Education. What this\nAssociation has been pleading for is that the educational interests of the Republic\nshall be represented by an office of first importance, to which shall be accorded the\nprestige and dignity deserved by the eminent and distinguished men who have held\nthe office of Commissioner of Education or by any man or woman who is likely to\nsucceed to that position.\nSome progress was made in the last Congress, and I am convinced we are now\non the eve of a great forward step in the Federal Government’s participation in\neducation. Perhaps during all the lifetime of this movement there has never been\n\n"}
{"page": 1058, "printed_page": null, "text": "1054\n\nNational\n\nsuch an opportunity\n\ngiven to a group\n\nEducation\n\nAssociation\n\nof educators\n\nas that which\n\nnow\n\nchallenges\n\nSecretary Wilbur’s confereace, in whose deliberations your Chairman eounts it a\nprivilege to participate.\nDr. Lamkin has accorded me but a very few minutes on this program. It is\nhardly necessary to “Carry coals to Newcastle.’’ This delegate body has committed\nitself, year after year, by resolution, to the endorsement of this outstanding pur¬\npose and objective in the program of this great Association, and therefore, it is not\nnecessary to elaborate to any extent upon the needs of the situation. There are just\none or two fundamental things I should like to point to, however; and they grow\nout of the fact that those in high places and those here, there, and everywhere who\nhave a shade of view differing from ours are constantly giving expression to a\nthought which indicates that they misconstrue, or perhaps, to put it more tenderly,\nmisunderstand our situation.\nI ask the question in your presence\ncontroling their own educational\nsystems ?\nVoices: Yes! Yes! Yes!\nDr. Davidson\n\n(Continuing)\n\nthis morning:\n\nAre\n\nwe in favor of the states\n\naffairs, and\n\nfree, tax-supported\n\nthe answer\n\ncomes\n\n: And\n\npublic school\n\nwith one voice, speaking\n\nyou all, “Yes.”\nIt is the business of this Nation, this Republic, to encourage\n\nfor\n\nthe states to develop\n\ntheir state-organized, state-developed, free-tax type of supported public school sys¬\ntems. That is fundamental in America. That means there is no such prospect in\nour minds, or words in our vocabulary, as the national centralization of the con¬\ntrol of state school systems at Washington. The bitterest foe of that principle\nwould be this National Education Association of the United States of America, and\nyet there are those who fear a bureaucracy, who fear we are advancing and pro¬\nmoting that idea, who even fear that we may go so far as to reach back for a\nword from a vocabulary\nthe American schools.\nThese\n\nfundamental\n\nthat is now\n\ndead\n\nand gone\n\nprinciples of state control and\n\nand attempt to “Prussianize”\nnational\n\nencouragement\n\nare\n\nthe things for which we plead. We believe the only way big-hearted Uncle Sam\ncan do his job properly is to give the teaching public of America a voice at the\nCabinet table, at which it will be possible for a representative of the schools to\nwork out the destiny of the school children of America, just as the Department of\nCommerce, the Department of Labor, and the Department\ntioned in a big way in their respective fields of endeavor.\n\nof Agriculture\n\nhave func¬\n\nAnd so, Ladies and Gentlemen, without occupying more of your time this morn¬\ning, I commend to you the reading of this report. I commend to you the attitude\nwhich your Legislative Commission has taken in saying to Secretary Wilbur,\n“We are back of you in everything which looks to the expansion of the Bureau of\nEducation.” You have a right to say to him: “You have raised the position of\nCommissioner of Education to the level, in terms of salary, of an Assistant Secre¬\ntary now holding office within the Department of the Interior. You have also\ncreated the office of Assistant Commissioner of Education, to which it is your\nintention to appoint a woman representative from the teaching force of America.\nIn every further way that you propose to expand the Bureau of Education, in every\nway you mean to increase its research and its survey powers, and to lift it into a\nlarger usefulness in America, this National Education Association stands back of\nyou one hundred percent. One thing, too, upon which we agree with you is your\nopposition to the interference with local selfgovernment; we likewise are opposed\nto such interference.”\nThere is no difference, then, between\n\nthe Department\n\nof the Interior, as headed\n\nby\n\none of the gre-at college presidents of America, and this Association at the present\ntime, so far as our faith and belief in fundamentals are concerned. The only thing\n\n"}
{"page": 1059, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1055\n\nwe are hoping is that the Secretary of the Interior may be able, through his own\nadvisory committee, to study out the relationship of the Nation to education in such\na way that there will come a time, we hope now, but if not now, eventually, when\nthis Government of the United States, through the Congress assembled at Wash¬\nington, will dignify education by lifting it to as high a position as any actually\nconnected with the Federal Government at this time.\nWith these remarks, I leave the report with you in the hope that the resolution,\nwhich we have asked the Resolutions Committee to present to you, will receive\nyour hearty endorsement, because outlined therein are what we feel should be, at\nthis time, the words spoken on the relation of the Federal Government to education\nin America.\nThe President: The next report on this program is the report of the Committee\nheaded by Dr. Edwin C. Broome, of Philadelphia, qn the matter of Propaganda in\nthe Public Schools. You have a very wise regulation and that is no speech may\nbe read except by the author and*no report delivered except by the author unless\nthe President of the Association gives definite permission. Dr. Broome, who has been\nin an automobile accident, writes that he hoped to come to Atlanta, but that his\nphysician told him he should not do so and that he has asked Mr. Crabtree to read\npart of his report. The report in full is printed and in your hands. I am going to\nask Mr. Crabtree to use five minutes in giving us the high spots of the report.\nJ. IV. Crabtree, Secretary of the Association.\nMr. Crabtree: Mr. Chairman, I shall do it in four minutes.\nThe organized public utilities, by their efforts to control the public mind, aroused\napprehension. Immediately following the first revelations of the Federal Trade\nCommission concerning propaganda in the schools, the National Education Associa¬\ntion wisely took action at the Minneapolis meeting to aid the schools in protecting\nthemselves from exploitation. The appointment of a committee was authorized to\ninvestigate and to work out corrective measures. The Committee has made a care¬\nful investigation of the whole question and has prepared a valuable report. The\nreport suggests principles and procedures to guide the state and local school officials\nin handling this problem. Its adoption will put the control of propaganda in the\nhands of the teacher and school authorities. Permit me, therefore, to urge the\nadoption of the report and that the Association express appreciation to Dr. Broome\nand the entire committee for this outstanding report.\n(This report is printed on p. 204.)\nThe President: You have heard the report of the Committee.\nMr. E. M. Carter (Missouri) : I move\nVoice (Missouri) : Second the motion.\n\nits adoption.\n\nThe motion was thereupon put and carried.\nThe President: I recognize Mr. Long of the Hawaiian Delegation.\nMr. Long (Hawaii): In behalf of the Hawaiian Delegation I wish to thank\nPresident Lamkin for this opportunity to make an announcement and read a\n\nvery brief resolution.\nThe announcement is this: For three years Hawaii\n\nhas been looking forward\n\nto\n\nhaving\n\nthe Conference of World Federation of Education Associations in the City\nof Honolulu. We are extending an official invitation to the members and officers\nof the World Federation at the Geneva Conference. Hawaii is united in this\ninvitation. It has the backing of the Government, the recent Territorial Legislature\nhaving passed a resolution pledging its support; likewise the Governor of the\nTerritory, the various Chambers of Commerce, and all the education associations\nof the Territory. We are extending this invitation in confidence because of three\nreasons: First, is the accessibility of Honolulu,\n\nlying as it does at the crossways\n\nthe Pacific Ocean; steamship lines from Australia, New\ntries of the Orient, liners going through the Panama\nwestern\n\nports stop there.\n\nof\n\nZealand, and all the coun¬\nCanal and from our own\n\n"}
{"page": 1060, "printed_page": null, "text": "1056\n\nNational\n\nEducation\n\nAssociation\n\nIn the next place, Hawaii is extending the invitation because it believes in educa¬\ntional gatherings. It has demonstrated this time and again by the size of the\ndelegations which it has sent to the various N. E. A. conventions. And finally,\nwe are extending this invitation in confidence because we believe that the teachers\nof North America, both of Canada and the United States, and particularly the\nUnited States, whose representatives you are, want a conference in Honolulu. We\nhave every reason to think that is true.\nMay\nif I am\n\nI, therefore, read this brief resolution, after which\nnot out of order:\n\n“Whereas,\na conference\n\n“Whereas,\n\nThe\n\nWorld\n\nFederation of Education\n\nAssociations has not yet held\n\nthe nations and provinces of the Pacific basin would profit greatly\n\nthat large delegations from\n\nway\n\nfrom a conference\n\nboth the Ea’st and the West\n\nthe territory of Hawaii\n\nof Honolulu\n\ncity so located\n\ncould attend; and\n\nas the next conference\n\n“Resolved that the Representative Assembly\napproves\n\nin some\n\nis inviting'the President and Directors of the\n\nWorld Federation to select Honolulu\ntion ; now therefore be it\ntion hereby\n\na motion\n\nin a place easily accessible to the nations of the Pacific area; and\n\nin a social, political, and educational\n\n“Whereas,\n\nI will make\n\ncity for that organiza¬\n\nof the National Education\n\nas a conference\n\ncity of the World\n\nAssocia¬\n\nFederation,\n\nthat it believes the best interests of progressive education, of interracial under¬\nstanding, and of international goodwill would be furthered by a conference there,\nand that it commends the invitation of Hawaii to the President and Directors of\nthe World Federation of Education Associations with the recommendation that\nit be favorably acted upon.”\nNow if it is not out of order, I wish\n\nsome\n\nexpression\n\nfrom\n\nthe Representative\n\nAssembly to the effect that this resolution, as re-worded by our regular Committee\non Resolutions, be accepted as representing the sentiment of this group, and that\nthe American delegation to the Geneva Conference be instructed to work, so far as\nit is consistent with the best interest and objectives of the World Federation, in\nsupport of this invitation which Honolulu and the Territory of Hawaii is extending.\nThe President: The Chair will rule that as they passed a similar motion to meet\nin America yesterday, he could not rule this motion out of order at this time if I\nhear a second.\nVoice: Second the motion.\nThe\n\nPresident:\n\nThe\n\nFederation to come\nwhichever it was.\nThereupon\nThe\n\nmotion\n\nto America,\n\nthe motion\n\nPresident:\n\nwas\n\nmade\n\nand\n\nthat we\n\nleaving it free to come\n\non the resolution was\n\nIt gives me\n\nseconded\n\nask the World\n\nto America\n\nor Chicago,\n\nput and carried.\n\npleasure to introduce\n\na gentleman\n\nwho\n\nwill speak\n\non “America’s Historical Opportunity,” Mr. Howard R. Driggs, of the School of\nEducation, New York University, New York City. Mr. Driggs.\n(See p. 102.)\nThe President:\n\nI now\n\nintroduce to you Mr. Robert\n\nR. Moton,\n\nof Tuskegee,\n\nwho\n\nwill speak on “Progress in Negro Education in the South.” (See p. 106.)\nThe President: The last speaker of the morning is Hon. John M. Robsion , member\nof Congress from\n(See p. 111.)\n\nKentucky,\n\nAfter announcements\n\nwho\n\nthe meeting\n\nThird\n\nwill speak on “The\n\nBusiness\n\nSession, July 3, 1929\n\nstate of Illinois put on a stunt song.\n\nThe\n\nThird\n\nby President\n\nLamkin\n\nof Tommorrow.”\n\nadjourned.\n\nThe\n\nBusiness\n\nRepublic\n\nSession of the Representative\nat 9 a. m., at the Atlanta\n\nAssembly\n\nauditorium.\n\nwas\n\ncalled to order\n\n"}
{"page": 1061, "printed_page": null, "text": "Association al\n\nRecords\n\nThe President : On behalf of the Oregon\nMr. Whitney from Oregon.\nMr.\n\nWhitney\n\n(Oregon):\n\nOregon\n\nand\n\nInformation\n\nDelegation\n\n1057\n\nthe Chair wishes to recognize\n\nat this time wishes\n\nto remind\n\nyou that in the\n\nnear future we hope you may come to Oregon, and to Portland, “the City of Roses,”\nas our guests. We feel we have learned something of the manner in which guests\nshould be treated while we have been sojourning in Atlanta.\nThis has been an outstanding meeting in the history of the National Education\nAssociation, both for the reasons that I have\ntime” quality of our President, who\nthe business of this convention.\n\nmentioned\n\nand because\n\nof the “short\n\nwith such efficiency and fairness has expedited\n\nI wish at this time on behalf of the delegates from Oregon to present President\nLarnkin with a testimonial of our regards; it is not only a testimonial but in a sense\nit is emblematic of the state of Oregon. In our country we have what is known as\nthe “gentle mist” that comes down from the heavens and eventually might dampen\nyour clothing; in other states, such as Missouri and Georgia, it is interpreted as\nrain. And because of that we wish to present to President Larnkin this morning\none of the emblems of our great state, and if properly raised and carried at the\nright angle, it is sure to guarantee protection.\n(Mr. Whitney thereupon presented to President\nsilver handle.)\nam\n\nLarnkin\n\nan\n\numbrella\n\nwith\n\na\n\nThe President: I really didn't know the purpose of the Oregon demand, but I\nso used to doing things a lady tells me to do at home that when Mrs. Bowlin\n\ntold me\n\nshe wanted\n\nrecognition for Mr.\n\nWhitney\n\nthis morning,\n\nI had\n\nto consent.\n\nI have heard a good deal about “mountain dew” — Mr. Blair said he didn’t think\nit was necessary to keep me dry. I appreciate, more than I can say, these testi¬\nmonials. I have just tried to do what I thought you wanted me to do. If in my\nadministration I have had a measure of success, it is because of the hearty, unselfish\ncooperation of the approximately 200,000 teachers of America who are members of\nthe N. E. A.\n\nI hope next year we\n\nplete degree that wish which\n\nwas\n\nmay\n\ngo further and carry out to a more\n\nexpressed\n\nyesterday\n\nby the United\n\ncom¬\n\nStates Com¬\n\nmissioner of Education “leadership in education must remain with the National\nEducation Association.” We must assume and maintain the responsibility for\nthis leadership.\nAgain I thank the Oregon delegation.\nThe California delegation then put on a song stunt and distributed oranges among\nthe delegates.\nThe\n\nChairman\n\nnext recognized\n\nthe Hawaiian\n\ndelegation.\n\nSeveral\n\nnative songs\n\nwere sung in a most pleasing manner. Mr. Long, in charge of the group, stated\nthat on behalf of the teachers of Hawaii he wished to express appreciation and\nthanks for the very efficient manner in which the work of the Association is being\nhandled, and that he was bringing tokens of esteem and confidence to three whose\nwork at the convention had been outstanding. He then asked Miss Chase to step\nforward\n\nand presented her with a beautiful silk lei, emblematic\n\nof the good wishes\n\nof the people he represented. Miss Chase bowed in appreciation and stated that\nshe would wear it with much pride. Mr. Crabtree was then presented with a cane\nmade of the finest timber from the forests of Hawaii. In response Mr. Crabtree\nsaid, “If I could sing, I would sing now and keep time with this beautiful cane. I\nwould sing ‘Columbia, the Gem of the Ocean, Hawaii its most precious jewel.’ ”\nMr. Long then presented the President, Mr. Larnkin , with a very unique desk set,\nmade entirely of material from those far-away islands. In his remarks Mr. Larnkin\nsaid that Mrs. Larnkin usually tells him where, in the house, things will be placed,\nbut that the desk set will not go in the home but wfill occupy a place on his office\ndesk.\n\n"}
{"page": 1062, "printed_page": null, "text": "1058\n\nNational\n\nEducation\n\nAssociation\n\nThe Third Business Session will come to order. I am going to call on a gentle¬\nman to offer the Invocation that can do it, a layman, a former President of a State\nUniversity, a former moderator of the Presbyterian Church of the United States\nof America. I am going to ask Dr. Thompson of Ohio if he will lead this audience\nin prayer. (Dr. Thompson thereupon led in prayer.)\nThe President: May I announce at the beginning of this business session that\nthe polls for the election of officers are open. The ballot boxes are at the registra¬\ntion booth. Delegates, who are not acquainted with the system of voting, will find\na delegate card or slip which when signed, will secure a ballot. We hope every\none of the one thousand and twenty-five delegates who\nthe first duties of a citizen of this body, which is to vote.\n\nregistered will discharge\n\nI think probably I should make one other statement about the election at this\ntime. Yesterday, Miss Soules came to me and stated that she was embarrassed.\nWe had appointed her on the Committee on Elections. We did not know, of course,\nthat her name would be on the ballot. She asked to be relieved of the duties of\nthat Committee.\n\nIt was\n\nproper for her to do that, but I declined to relieve her.\n\nSurely it hasn’t come to the point when the members of this Association would not\nbe willing to leave the candidates themselves to conduct an election in the counting\nof votes. I hope that time will never come. And just because she is a candidate\nfor vicepresident, I saw no reason to relieve her from the duty to which she had\nbeen assigned earlier.\nI want to make one other announcement as to a ruling which I shall make later\nin the morning. 1 think you should have it now so that you can use your own\njudgment about it. Later in the morning, after you have a complete report of\nthe Committee on the Appointment of Delegates and Kindred Questions, it will be\nsubmitted as a Committee Report, the Chair will rule that under the Constitution\nand Bylaws there is only one way by which that report can be adopted today and\nthat is by unanimous consent. My guess is that we will not have unanimous con¬\nsent for the adoption of the report. I will rule that the report can be amended\nand accepted but it must lay over for one year. But no matter what this Commission\nhas made of that report, we have the rule that any member of this Association\nhas the right to submit in writing at this session this morning any amendment\nwhich he wishes to submit to the bylaws of the National Education Association\nand that that amendment can lay over for one year and be voted upon next year\njust as the report of this Committee lays over and will be voted upon next year.\nMy\n\nonly suggestion is this, if you want\n\nto present amendments,\n\nwhich\n\nare not in\n\nconformity with what this Committee has reported, that you present them this morn¬\ning and submit them in writing so that they can lay over for next year.\nLet me again invite to the platform all who are to read reports, the presidents\nof state associations, the past presidents of this association, and persons whom I\ndidn’t forget but whom I have not invited here before — the past vicepresidents of\nthis Association — we may get you all up here before we are through. I hope all\nthe vicepresidents will come. Come at once.\n1 now want to introduce to you the fraternal delegate from the National Asso¬\nciation of Teachers in Colored Schools, Mr. Leo M. Favrot, of Louisiana.\nMr. Favrot: Mr. Chairman and Members of the National Education Association:\n1 have the honor to have been selected by the National Association of Teachers\nin Colored Schools to come before this body and bear its greetings to the National\nEducation Association.\n«\nThe scope of the National Association of Teachers in Colored Schools is national,\nas its name implies. Membership consists of members of both races, all of those\nwho are interested in the education of negro children. The organization\nmarily devoted to the interests of negro education in this country.\n\nis pri¬\n\n"}
{"page": 1063, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1059\n\nInformation\n\nUnder its auspices several studies have been made during the past few years.\nThe organization is interested, too, in the problem of school attendance as it is\nrelated to the negro school, the problem of training teachers adequately for these\nschools, the problem of teaching tenure, and many others.\nThe organization through its appointments and its committees has interested\nitself in trying to promote the welfare of its high schools and colleges, in seeking\nrecognition from the Southern Association of Colleges and Secondary Schools for\nthose colleges and high schools that measure up to an acceptable standard. A\nCommittee of the Southern Association of Colleges and Secondary Schools has\nbeen appointed to assist the high schools and colleges of the negro race in becoming\ngraded properly and in meeting these standards.\nThe National Association of Teachers in Colored Schools publishes a bulletin\nwhich comes out monthly eight months of the year, and it is founded at Tuskegee\nInstitute in Alabama. Those who may be interested in its proceedings and in the\narticles by the colored teachers may secure this bulletin for the small price of one\ndollar a year.\nThe National Education Association has appointed a Committee on affiliation\nwith the National Association of Teachers in Colored Schools. Under the leader¬\nship of Mr. N. C. Newbold, of North Carolina, this Committee has rendered valu¬\nable service in helping to get for the National Association of Teachers in Colored\nSchools the aid and help of this larger organization. We feel deeply grateful to\nPresident Lamkin for having placed on the program of this meeting Dr. Robert R.\nMoton, of Tuskegee Institute, and giving him the opportunity of presenting the\nprogress of negro schools. We feel grateful also for this opportunity to bring to\nyou the greetings of the National Association of Teachers in Colored Schools, which\nrepresents as you know\nin this country.\n\nthe children of about one-tenth the total number\n\nof children\n\nThe President: I am very sure the incoming President will be glad to appoint\na fraternal delegate from this organization to visit the Convention of the Teachers\nof the National Association of Teachers in Colored Schools at its meeting next\nmonth.\nNow\n\nit gives me\n\na great deal of pleasure, a peculiar pleasure, to present to you\n\nthe President of the only other organization which the National Education Asso¬\nciation endorsed at its meeting in Minneapolis, Mrs. S. M. N. Marrs, of Texas,\nPresident of the National Congress of Parents and Teachers.\nMrs. Marrs: Mr. President and members of this great convention: It is a very\ngreat honor to have the privilege of bringing greetings from the National Congress\nof Parents and Teachers, an organization composed of a million and a half inter¬\nested parents and teachers of America, to this Convention, and at this time as\nspokesman of this organization, I should like to express our appreciation for the\nvote of confidence which the National Education Association has for the past several\nyears\n\ngiven\n\nour\n\norganization.\n\nI wish\n\nalso to express\n\nthe appreciation\n\nof the\n\nparent side of our organization to the teachers of America, for the splendid co¬\noperation that is being given us on every hand in our efforts to prepare ourselves\nto meet the challenge that you are continually throwing out to us. You have said,\nin no uncertain terms, that the home is responsible for a large part of the educa¬\ntion of the child. You have told us that the parents have a great responsibility\nin meeting the complex problems of the day. We have accepted that challenge;\nand we, with your assistance, are attempting to prepare ourselves, the parents of\nAmerica and the homes of America, to meet the responsibilities that we realize\nare ours. We would like to have you know that as an organization we have no\nintention of interfering with school programs, school systems. We are here, a\ngreat organization, as a complement, if you please, to your ideas and your ideals\nas to what education is. We want you to know that we are standing back of you\n\n"}
{"page": 1064, "printed_page": null, "text": "1060\n\nNational\n\nEducation\n\nAssociation\n\nand your efforts to build the sort of educational system that the boys and girls\nof today lack. We Avant your continued cooperation and we want to pledge you\nour continued\nsolve.\n\ncooperation\n\nin this great common\n\nproblem\n\nthat we\n\nare attempting\n\nto\n\nThe President : 1 don’t know what they want but Superintendent Collicott, of\nColumbus, said he wanted a minute or two on this program this morning. Of\ncourse, when\nnot, Mr.\n\nOhio\n\nsays so — I think Ohio\n\nCrabtree, in this Association?\n\nhas a rather large membership,\n\nPennsylvania\n\ndoes it\n\nsays Ohio has a large mem¬\n\nbership, Mr. Crabtree also says “yes,” so it is probably true.\nSuperintendent Collicott: Mr. Lamkin and members of the National\n\nEducation\n\nAssociation: Ohio, the eldest daughter of the great historic Northwest, wishes to\nextend to you a most cordial invitation to hold your next meeting in her capital\ncity. We do this because we appreciate what it would mean to our state, to our\ncity, to have such a meeting as we are having here in Atlanta. I have the honor\nof presenting to you the one who will extend the invitation for Ohio, the first\ncitizen of the state, a man who is known not only to his state but to his nation as\none of the great outstanding educational and religious leaders. I have great\npleasure in presenting to you Dr. William Oxley Thompson of Ohio.\nDr. Thompson: Mr. President and fellow members of the Association: I could\nnot be insensible to the very fine and\ntendency to rise when I am here.\n\ndelicate compliment\n\nyou\n\npay\n\nme\n\nin your\n\nThirty-five years ago I had the honor to become a member of this Association.\nSince that time I have appeared, of course, on the programs, but now for the first\ntime I am here with a request, a request that the next meeting of this Association\nshall be held in Columbus, Ohio. I am supported in this invitation by the Ohio\nState Teachers Association. We have 43,000 teachers. We cannot be exact, so\nmany of our ladies marry, and it is so difficult to check up as to whether they are\ngoing to wash dishes or teach school that we never attempt to have exact statistics\nin Ohio. However that may be, there are about 43,000 teachers in Ohio, and\n40,000 or more of them belong to the Ohio State Teachers Association. This\nAssociation supports this invitation with high enthusiasm.\nI have the honor to present an invitation of the Governor of Ohio, the Hon.\nJames\n\nY. Cooper, the Mayor\n\nof the City of Columbus,\n\nthe Hon.\n\nJames\n\nA. Thomas,\n\nthe privilege of presenting the names of the Chamber of Commerce and the Con¬\nvention Bureau, and the honor to represent a great many public citizens, all of\nwhom will cordially welcome this Association within the City of Columbus.\nI beg to say to you now — some of you may not be as well informed on this matter\nas we think you are — that Columbus is a very well located city. Some people have\ninquired where it was. Let me say it is in the geographical center of the state\nof Ohio and that being in the center of things, it has naturally been a great market,\na great place for buying and selling.\nWe approach this city from every direction and in every possible way. We are\ndedicating an airport a week from now — I also have the privilege of speaking\nthere — and this is to bring people by the air route. The fly-by-nights, however,\nare not especially urged for this Convention next year. However that may be,\nthis is one of the great methods of transportation in these days.\nAll roads, railroads, and every other kind of road in Ohio, lead into Columbus,\nand I am\n\nhappy\n\nto say just as many\n\nColumbus\nsible.\n\nunless he wants\n\nroads lead out so that nobody\n\nto. But everybody\n\nalways wants\n\nneed stay in\n\nto stay as long as pos¬\n\nYou will be interested in knowing we have about 48,000 pupils in our public\nschools, and our Superintendent just appeared to present me to make this invitation.\nHe\n\nhas been there a number\n\nas fifteen million-dollar\n\nof years and during that time he has built as many\n\nhigh schools.\n\nWe\n\nhave nine junior high schools.\n\n"}
{"page": 1065, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1061\n\nInformation\n\nThe Ohio State University happens to be located in Columbus now — originally\nlocated on a farm outside the town. Now the town has grown beyond the Uni¬\nversity. We have a College of Education there, and for the second year we have\nbeen experimenting and demonstrating the Dalton Plan and that wrill be in opera¬\ntion in another year. It is a very active experiment going on in the summer\nschools. There are a little over five thousand just now in attendance at the sum¬\nmer school in the Ohio State University.\nNow, my friends, it is to this city we invite you. We are modest enough to say\nno citizen of Columbus would assert we could equal Atlanta in hospitality. We\nwould take nothing of the glory of Atlanta by boasting we would equal or exceed\nits hospitality, but we will say we are a city of 300,000 inhabitants, centrally located,\nwith hotel facilities which will accommodate seven thousand, and three or four\nof them are within the center of the city, an invitation for convenience. We have\ntwo long streets, High Street and Broad Street, I judge about ten miles long,\nspread at right angles. At the center, where the State Capitol is, we have hotel\nfacilities, within two blocks of that place, for something like five thousand people.\nWe are a convention city and because of that fact we have to have our streets\nstraight. So many people come to Columbus for reasons that are not educational\nthat we have to study their convenience. I may say this was done in the olden\ndays before the Constitution became a matter subject to change.\nThe President: I now recognize Mr. Clifton of California.\nMr. Clifton: Mr. President and Ladies and Gentlemen: I have asked the floor\nfor two reasons. In the first place, California is very happy to second the invita¬\ntion to Columbus for next year. We are very humble when we tell the truth, since\nthat great state of Ohio beat us out in the membership contest by the measley number\nof four. But they did it. The glory is theirs. But I want to say — look out. There\nis another year coming. We want to extend to you people an invitation that you\nhave been asking for. Perhaps it isn’t necessary to extend it because you have\nsaid you are coming. We want you to come to California in 1931.\nThe President: I have a challenge to read. Dade County, Miami, Florida, has\nseventy-nine teachers enroled in this Convention. Florida would like to know if\nthere is any other county in the nation outside of Atlanta has that many teachers\nenroled.\nHere is also a call for help. Three carloads of peaches, and an entire carload\nof watermelons are in the tent between here and the exhibition hall. They want\nto serve you\nthem out.\n\nand\n\nare calling for help to eat them.\n\nI wonder\n\nif you\n\ncan’t help\n\nMonday morning there was to have been presented to this Association a plaque\nof the Near East Relief. It is here. It was not here at that time. I am turning\nit over to Mr. Crabtree for the National Education Association. It is a plaque\nmade of cassia wood, the same wood out of which the Ark of the Covenant was\nmade. We are glad to accept it.\nThe next thing on the program\n\nis the report of the Committee\n\non Tenure\n\nby\n\nDr. Albert L. Rowland. He is not here. I am referring his report to the Com¬\nmittee. Mr. Rowland wrote definitely stating that the Committee had no final\nreport to make, and if there is no objection, the Committee will be continued and\nthe new President will appoint a new Committee. If the Chair hears no objection\nthe Committee will be continued.\nWe shall next have a report of the Committee on the Economic Status of the\nTeacher. Dr. B. R. Buckingham, of Boston, Massachusetts, is chairman.\nDr. Buckingham: If I were building a university I should first get a faculty and\nI should be quite sure all other things would be added unto me. If I were build¬\ning a public school — I mean building it not in the material sense of bricks and\nmortar\n\nbut building it in the hearts of the people and in the service for the com-\n\n"}
{"page": 1066, "printed_page": null, "text": "1062\n\nNational\n\nEducation\n\nAssociation\n\nmunity — I should first get a highgrade teaching body. It is the things of this\nsort, if you will permit me, that the economic status of the teacher is adhering to,\nand in the brief moment I have this morning I should like to convey one idea.\nSometimes a speaker advances the fact that he has two ideas. One is sufficient\nto justify a speech. I have heard a lot of speakers that didn’t have that many.\nI have one. I have this proposal to make, that in the study of the question of the\nstatus, economic or otherwise, of the teacher, the law of supply and demand is\nfundamental. We may exercise our ingenuity in the expression of our aspirations,\nwe may formulate these in pious wishes, but, after all, it is the law of supply and\ndemand that will ultimately determine what the general level of action of the\nteachers is, both as to salary and social significance.\nIt is the purpose of this Committee, to look into the question of supply and de¬\nmand for trained teachers throughout the country and it advances the hypothesis\nthat the healthiest condition of the teaching body and therefore of the schools\nthemselves, will be affected when there is substantial parity between supply and\ndemand. If the supply, as is now true in many localities, materially exceeds the\ndemand, salaries go down, tenure is insecure, and service is debauched. If, on the\nother hand, the demand greatly exceeds the supply of teachers then there is a\ntendency for salaries to go up, which if it were alone the result would give us no\nanxiety, but accompanied by that artificial inflation is the added fact that so mahy\ncommunities, as in the crisis in 1920, secure largely inferior teachers because they\ncan get them for lower salaries. We do not have competent teachers in every\nclassroom. In many classrooms persons merely go through the motions of teaching.\nOne of the important things in the study of supply in relation to demand is the\nquestion of distribution. It is entirely possible that in given types of teaching\nservice there may be an oversupply in one locality and an undersupply in another.\nThis is true even within the same state. For example, graduates of the University\nof Michigan in the College of Education were said in a recent year to exceed the\nsupply in respect to teachers of English in the high schools. That would exceed\nthe supply so far as the region in and about Detroit was concerned, but the Upper\nPeninsula of Michigan was suffering for high-school teachers of English at the\nvery moment. The question, therefore, of wise distribution of the supply of trained\nteachers in each and every type of teaching service is one of the supplementary\nquestions gathering about the big problem of supply and demand. The exportation\nof teachers from one state to another is in itself an indication of the strength of\nteacher-training establishments in that state. If, in a given state, any graduates\nof normal schools and teachers colleges are being drawn off into other states, it is\na sure indication that the teacher training establishment in that state is doing well.\nBut you will notice that it is doing well at the cost to the state, for the state does\nnot realize upon it in its own schools. And so the paradox comes upon us that if\na state maintains a strong teacher-training\ngraduates of that establishment.\n\nestablishment,\n\nit is likely to lose many\n\nAnd as I have looked at the matter from that point of view, it seems to me this\nquestion of supply and demand in teacher training, and the subordinate question\nof the distribution of the supply of teachers is one of the biggest reasons for enter¬\ntaining a larger than a mere state view of education. Education looked at from\nthis point of view becomes national in scope and should receive the benefit of\nnational thinking. And that is why to my mind it is so important that this great\nnational body of teachers should be busy about this whole question of the economic\nstatus of the teacher, and in particular, of the bearing upon it of the fundamental\naspects of supply and demand in teacher personnel.\nThe President: If there is no objection, the Committee will be continued under\nthe orders of the Representative Assembly. I merely suggest to you that Dr. Buck¬\ningham is a good man to be on this Committee. I came out of the hotel the other\n\n"}
{"page": 1067, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1063\n\nInformation\n\nnight, didn't have a dime in my pocket, so I borrowed a dollar from him, because\nhe knew the economic status of the teacher. I have got enough money from my\nwife to pay it back.\nNext\n\nis the report of the Committee\n\nQuestions.\nof Denver,\n\nThe Chair\nColorado.\n\nrecognizes Mr.\n\non Appointment\n\nof Delegates\n\nand Kindred\n\nA. L. T hrelkeld, Superintendent\n\nof Schools\n\nMr. Threlkeld (Colorado): Mr. President, Members of the Representative As¬\nsembly: I feel I have nothing to report in addition to what was referred to Monday\nmorning. It is understood, as the President has explained, no revision of the\nbylaws can be made at this meeting except by unanimous consent, and that is not\nto be expected. I don’t know any of these issues involved in this report that can\nbe settled to the satisfaction of everyone.\nI want to state briefly what seems to the Committee to be issues involved in this\nreport. I shall do that after presenting certain questions.\nIn. the first place, is it desirable to abolish district representation in this body?\nIf not, is it desirable to reduce the extent of duplicate representation in this body?\nIf the answer to the first question is “yes,” then there seem to be three alternatives\nfrom wrhich to choose. Representation in this body can be based altogether upon\nlocal associations with the state associations left out of it altogether; it can be\nbased upon state associations and local representation be left out altogether; or,\nthere can be, for the third alternative, a combination\n\nof the two\n\nsuch as was\n\npre¬\n\nsented at Minneapolis, the principle of wrhich is embodied in the present report, —\nthe allocation of representation to the local associations to the extent that they\nhave memberships measuring up to the figures mentioned in the apportionment\nand leaving to the state association all members of the N. E. A. enroled into the\nstate association not allocated to local association or, if allocated to it they have\nfailed to elect a representative; with that combination of the two, however, it\nseems to me, that in some cases there will be no members of the N. E. A. left over\nfrom the local association for any state association to use as a basis for electing\ndelegates to this body, and, therefore, there would be some state associations not\nprivileged to elect representatives to this body. Taking that into account the\nCommittee has suggested that a way out might be guaranteed to each state asso¬\nciation under the conditions printed in this report so that each would be assured\na minimum of three delegates.\n\nAnother question that this Committee and the previous one have been concerned\nwith is: Should the size of the Representative Assembly be reduced, should it be\nleft about as it is, or should it be enlarged? Coupled with that question is this\none: What should be the minimum size of the local association entitled to a dele¬\ngate in this body? Those questions, it seems to me, have to be settled more or\nless arbitrarily. We will always find a point beyond which we don't feel it is\npracticable to go. This Committee has made a proposition by which any local\norganization that has as many as fifty-one members would be entitled to a delegate\nin this body, and it' has so graduated the apportionment to delegates that the total\nsize of the Assembly would be reduced. The arguments that came before the\nCommittee on that were these, that perhaps it was desirable to make revision at\nthis time which would reduce the size of the Representative Assembly; but inasmuch\nas the Association is continually growing, in the course of time the Representative\nAssembly would probably grow again to its present size or even larger. In con¬\nsideration of that, this thought was presented to the Committee by members of it\nthat represented various types of organizations, that there is no great injustice in\ncutting down the apportionment of delegates to large bodies, that is, any organi¬\nzation having six delegates reporting to it from this body perhaps derived as much\nbenefit as if eight or ten were to report. Therefore, the problem of keeping down\n\n"}
{"page": 1068, "printed_page": null, "text": "1064\n\nNational\n\nEducation\n\nAssociation\n\nthe size of the Assembly could be met by reducing the representation that comes\nfrom the larger organizations rather than by eliminating the smaller organizations.\nIs it desirable to abolish all ex-officio membership in this body? I shall not enter\ninto the argument of that any further than to state that is simply a matter of\nopinion. Everybody is entitled to his own opinion. I know of no absolute rule\nto go by in answering that question. I have, as a rule, as far as I am personally\nconcerned, rather agreed with the point of view presented by Miss Harden of\nChicago here the other morning, and in the reorganization of one or two state\nassociations with which\nsary to admit some\nThis Committee\n\nI have\n\nbeen connected, but it always\n\nseemed\n\nto be neces¬\n\nex-officio membership at some point for practical reasons.\nis submitting the revision of Section 9 of the present bylaws,\n\nwhich provides for considerable ex-officio representation in this body, but it does\nreduce it some by leaving off state superintendents of schools. There was no desire\non the part of the Committee to slight this group, but it was felt that they had\nabundant opportunity to be elected to this body by state associations or by local\nassociations to which they might belong.\nThat, I believe, summarizes the questions that were uppermost in the minds of\nthe Committee as it dealt with the revision of the bylaws.\nNow, with regard to Part II, while you probably won’t mind — I am not saying\nas much about that as about Part I— yet I believe the Committee feels that is a\nmore fundamental type of reorganization than is involved in Part I of this report.\nIt has to do with organic changes in the structure of the N. E. A. ; it is a type of\nreorganization that ought not to be made hastily, that should be studied for a pe¬\nriod of years, and any changes that are made, made very deliberately. Mr.\nPresident, I move the acceptance of this report, the revision of the bylaws to\nproceed in the regular order.\nThe President: If my understanding is correct, there are two parts to this report,\nfirst, Part I. The Chairman of the Committee moves its adoption. Do I hear a\nsecond ?\nVoice: Second the motion.\nThe President : Motion is made and seconded that Part I be accepted. I under¬\nstand that the acceptance of this report will merely lay the report upon the table\nfor a year at which time it can be voted upon. It will not prevent any individual\ndelegates from submitting an amendment to the bylaws, which can be voted upon\nat the same time. The Chair recognizes Mr. JV. H. Holmes of New York.\nMr.\n\nHolmes\n\n(New\n\nYork) : Mr. President.\n\nThe President: Before Mr. Holmes speaks may I suggest to you for your own\nprotection and your information, that those of you who wish to make motions or\npresent anything to this Delegate Assembly shall come to the platform. We will\ngive you ample opportunity to be heard and you can be heard better from here\nthan from there. Mr. Holmes, State Director of New York.\nMr. Holmes (New York) : Fellow Delegates, I am sure we all recognize the\nexcellent work our Committee has done, and we all recognize that the report this\nyear is of great importance over the report of last year, but I feel there is still\nroom for further improvement and further study. I feel also that they should give\nfurther consideration to very fundamental factors in this particular plan and that\nis having the units of representation still smaller, and I would like to have them\ngive consideration to having the unit of primary representation fifty instead of one\nhundred. That would make it possible for a great many little cities and towns\nof four or five thousand\n\ninhabitants to be directly represented in this great assembly\n\nof delegates. I don’t know of anything that would add to the prestige of the Asso¬\nciation, anything that would better help to add renown to professional education\nthan to have several hundred teacher delegates from these small cities and towns\nhere every year;\n\nthey would\n\nget a great thrill out of these meetings\n\nand\n\nwould\n\n"}
{"page": 1069, "printed_page": null, "text": "Association: al\n\nRecords\n\nand\n\n1065\n\nInformation\n\ncarry many fine things back to their homes. Therefore, I suggest we have them\nstudy that particular phase of the matter. Furthermore, the N. E. A., as I see it,\nshould never be — and I hope and fervently pray it may never be — just an asso¬\nciation of associations. It ought to be kept primarily an Association of individual\nteachers and individual educators. Unless it is kept an Association of individual\nteachers and educators, I believe that it will finally cease to be a useful organization.\nTherefore, Mr. President, I am suggesting this motion, that the Report on\nAppointment of Delegates and Kindred Questions, be referred again to the Com¬\nmittee for further study, and this is the vital part, and that the Committee be in¬\nstructed to write each state and local affiliated association for suggestions, as to\nmodification and amendment. I think that will accomplish a great deal if they\nwill give these local affiliated associations and state associations a chance to suggest\nsomething that ought to be written into the bylaws.\nThe President: The motion of Mr. Holmes is to recommit Part I to the Com¬\nmittee for further study, in view\ngentleman from New Jersey.\nMr. Alexander J. Glennie\nseconding the motion of New\nthe points that he has made.\n\nof this resolution.\n\n(New\nYork\n\nThe\n\nChair\n\nrecognizes\n\nthe\n\nJersey ) : Mr. Chairman, New Jersey in\nthrough Mr. Holmes, wishes to emphasize\n\nSo far as the present conditions are concerned there is nothing apparently inimical\nto the interests of the Association in leaving the Representative Assembly of the\nsize that it is now until this can be determined very carefully. There are many\nexcellent features of this report; but New Jersey feels with New York that there\nis enough interest in it to challenge further consideration of the question, and\nespecially do we emphasize the point made by Mr. Holmes that the Committee\ncommunicate with the several states, the state associations and local associations,\nin order that they may be guided by the findings that such a survey will develop.\nI, therefore, second the motion of Mr. Holmes.\nThe President: The motion is made on the amendment of the Report of the\nCommittee. The effect will be the Committee will present its report in 1930 to be\nvoted on finally in 1931. The debate of this motion must be limited to the question\nof recommitting the report to the Committee. Are you ready for the question?\nMr. Threlkcld: Mr. President, I just want to call your attention to the fact that\nthe apportionment presented in this report — I supose you have observed that —\nis just the same as the apportionment upon which this Delegate Assembly is now\nbased as far as the Representative Assembly is concerned. The Bylaws provide a\ndelegate may be elected upon one-hundred members or major fraction thereof.\nThere is no change in the present bylaws on that. The question is whether we\nshall step back\n\ndown\n\nto a membership\n\nof fifty as Mr.\n\nmembership, yes I believe he said fifty — and\nfraction thereof.”\nThe President: Yes.\n\nMr.\n\nThrelkeld:\n\nIf he does, that means\n\nan\n\nHolmes\n\nI wonder\n\nhas suggested — a\n“or major\n\nif he means\n\nassociation of twenty-six\n\nwould\n\nbe\n\nentitled to a delegate to this Assembly and if he doesn’t mean the major fraction\nthereof, it means there would be a difference of only one member between the\ncondition in this report and that which he suggests. I think that ought to be\ncleared up.\nMr.\n\nHolmes\n\n(New\n\nYork) : I mean\n\nfifty or the major\n\nfraction thereof.\n\nThat\n\nwould be twenty-six. And that means a city of four or five thousand could be\nrepresented here where now under the present arrangement a city of ten thousand\nis the smallest that can be represented directly.\nThe President: I do not want to debate on this matter at all, but I must insist\nagain the debate must be on whether\n\nor not this is to be recommitted\n\nto the Com-\n\n"}
{"page": 1070, "printed_page": null, "text": "1066\n\nNational\n\nEducation\n\nAssociation\n\nmittee for further study and not go into the merits further than expressed\nmotion. Are you ready for the question?\nVoices: Question. Question. Question.\n\nin the\n\nThereupon the motion to accept Part I as amended was put and carried.\nThe President : Section I of the report is recommitted to the Committee. While\nthis is not to adopt Section II it would seem it is almost necessary to adopt Section II\nwhich required further study. The Chair recognizes Chairman\nman of the Committee, to make a motion to adopt Section II.\nMr. Threlkeld : I move to adopt Section II.\nMr. Moore: Second the motion.\n\nThrelkeld, Chair¬\n\nThe President : The motion is made and seconded that further study of Part II\nof the report by the Committee be made and adopted.\nThe motion was thereupon put and carried.\nThe President: The Chair recognizes Miss Frances Harden of Chicago.\nMiss Harden (Illinois) : I wish to present two amendments to the report as\npresented by the Committee on Revision of Bylaws. The first would strike out\nthe first sentence of Section 9 in Article II. That sentence reads: “The officers of\nthe National Education Association as named in the Charter, and the United\nStates Commissioner\nAssembly.”\nThe second\n\nof Education\n\namendment\n\nshall be ex-officio delegates to the Representative\n\nis to Section II and my\n\namendment\n\nis to substitute the\n\nwords “the President and the twelve Vicepresidents” for the words “Officers of the\nNational Education Association as named in the charter.” The first part of Section\nII would then read: “The Representative Assembly shall be composed of the\nPresident, the twelve Vicepresidents, the United States Commissioner of Education,\nand Delegates from the affiliated state and local associations, provided they are\nactive members of this Association,” the remainder of the Section remaining as it is.\nNow in addition to these amendments I would like to suggest that the Committee\nwork out some plan by which these people named in the Charter could be per¬\nmitted to sit in the Representative Assembly, could be given the privilege of the\nfloor, and the Representative Assembly could have the benefit of any knowledge\nand experience that they might have, would have it in an advisory capacity rather\nthan that they should be an integral part of the Representative Assembly. That\nphase of it I would like the Committee to work out in some representative way.\nI have not had time to think it out myself, but I would like to recommend that that\nbe done by the Committee as it works over these bylaws during the coming year.\nThe President : The Chair holds there is no debate upon the proposed amend¬\nments submitted by an individual member of the Association. It will lay on the\ntable; the officers will give notice of it, for voting next year. Are there any\nfurther amendments to be offered at this time? If not, I will introduce to this\nAssociation, not for the purposes of making a speech but just that you shall see\nhim, one of the most distinguished friends of education that this country has had\nwithin a generation. As far back as 1892 this man was Secretary of the Interior\nin the Cabinet of the President of the United States, a former governor of this\nState, a former United States Senator, his name appears upon the great pieces of\neducational legislation such as the Smith-Hughes, the Smith-Lever, the SmithTowner Bills. When this Association came to Atlanta he was appointed on the\nCommittee to welcome you. He has been one of the most faithful attendants and\none of the most interested persons in Atlanta. As I say, I regret we cannot ask\nhim to speak to you, but I want him to rise at this time and let us see him — the\nHon. Hoke Smith, former United States Senator from Georgia.\nWe will have the Annual Report of the Secretary.\nSecretary Crabtree: The Annual Report of the Secretary was enclosed with\nother reports in the envelope which you received when you registered. I am not\n\n"}
{"page": 1071, "printed_page": null, "text": "Associational\n\nRecords\n\nsure that all have read the report.\nbe accepted and placed on file.\n\nThe\n\nPresident : \\ ou have\n\nseconds\n\nit. All in favor\n\nTherefore,\n\nheard\n\nsignify by saying\n\nSmith.\nreport.\n\nMr.\n\nWe\n\nI call upon\n\nSmith:\n\nMr.\n\nhave\nHenry\n\nI feel safe in moving\n\nAnybody\n\n“aye.”\n\nit?\n\nin the Volume\n\nanother man\n\nwhom\n\nLester\n\nthe Treasurer\n\nChairman,\n\nsecond\n\nthat the report\n\nEverybody\n\nIs there any discussion?\n\nis printed\n\nSmith,\n\n1067\n\nInformation\n\nthe motion.\n\nopposed, “no.” The motion prevails.\n(The full report of Secretary Crabtree\non p. 1152.)\n\nThe President:\n\nand\n\nThose\n\nof Proceedings\n\nfate tried to conceal by naming\n\nthe Treasurer’s\n\nof the Association,\n\nhim\n\nfor his\n\nreport is a part of the Auditor’s\n\nreport. ^ ou have it in printed form. I think it is not necessary for me to call\nyour attention to the various items therein contained. The funds of this Associa¬\ntion are of two\n\nkinds, the permanent fund\nthat the Treasurer is responsible for.\n\nI move\n\nthe acceptance\n\nof this report\n\nThe President: You have heard\nVirginia: Second the motion.\nThe\n\nPresident:\n\nTreasurer\n\nThe\n\nmotion\nand\n\nbe received\n\nand\n\nand\n\nPresident : Is Mr.\noclock.\n\ntime.\n\nIt looks like we\n\nthe Report\n\nhas been made\n\nMr. Rogers\nThe\n\nReport\n\nand\n\nfor itself, and\n\nmake\n\nYou\n\nmy\n\nand seconded\nput\n\nMr.\n\nfrom\n\nin printed\n\nand\n\nwe\n\nIt interpreted\n\nto take\n\nof all legitimate\n\nform\n\nto you\n\nas shown\n\nby the first page\n\nI move\n\na budget\n\nuntil that\n\nWe\n\nwill have\n\nthe Chairman.\n\nhands.\n\nAssembly:\n\nI think\n\nit will\n\nof it. I hope\n\nthe report\n\nof these other committee\n\nchairmen\n\nunder\n\nwhich\n\nthis Committee\n\nneeds\n\nwhich\n\nof the Association,\n\nis well\n\nwithin\n\nnot\n\nit should\n\nand\n\nwhich\n\nabove\n\nexpenditures\n\nmake\n\nto recommend\nnecessary.\n\nthe revenues\n\nof the report,\nactual\n\nin the prepara¬\n\nManual. Carrying out that\nof the financial needs of the\n\nas meaning\n\nthey were\n\nwrnrked\n\nan\n\neffort\n\ncurtailment\n\nIt is therefore,\n\nof the current\n\nprovides\n\nfor an\n\nyear\n\nincrease\n\nin\n\nof last year.\n\nof the report.\n\nCommittee\n\nbe adopted.\n\ntors must\n\nmake\n\nordered\n\nis\n\nof Trustees\n\nMr. E. M. Carter (Missouri) : Second the motion.\nThe President: The motion has been made and seconded\n\nmoney\n\nreport\n\nbe ready for him by\n\nof the Representative\n\nexplanation\n\nthat commission\n\nof only $10,000\n\nthe adoption\n\n(The\n\nof Texas,\n\nis in your\n\nthe example\n\nas possible, where\n\npresenting\n\nexpenditures\n\nof the\n\nas brief as theirs.\n\nAssociation.\n\nso far\n\nwould\n\nL. JV. Rogers\n\ntion of this budget on page 67 of your Delegate’s\nprovision the Committee made a very careful study\n\nof expenses\n\ncarried.\n\nby 12 oclock today.\n\nMembers\n\nto go into detailed\n\nwill find the provision\n\ncare\n\non file.\n\nthat the Report\n\nof the Board\n\nto get through\n\nI will follow\n\nremarks\n\nfund\n\nI hear a second?\n\nI told him\n\nChairman,\n\nof the Committee\nfor me\n\nDo\n\nwas\n\nthe Report\n\nCommittee\n\n(Texas) : Mr.\n\nbe unnecessary\nspeaks\n\nSiders here?\n\nare going\n\nof the Budget\n\nIt is the current\n\nfiled.\n\nwill postpone\n\nWe\n\n11:30\n\nfund.\n\nthat it be placed\n\nthe motion.\n\nThere being no discussion, the motion\nprinted on p. 1121 of this volume.)\n\nThe\n\ncurrent\n\nDo\n\nyou\n\nunderstand\n\nthe appropriations\n\nfrom\n\nby the Representative\n\nthe procedure?\n\ncurrent\n\nAssembly\n\nfunds\n\nthat the Report of the\nThe\n\nof the year\n\nat the Annual\n\nof the same. Are you ready for the question?\nThere being no further discussion, the motion\n\nwas\n\nReport\n\nas printed.\n\nof the Budget\n\nCommittee\n\n(The\n\ncomplete\n\nreport is printed\n\nThe\n\nPresident:\n\nI now\n\ndeclared\n\naccepted\n\nBoard\n\nput\n\nthe amount\n\nBusiness\n\nand\n\nof Direc¬\n\ncarried\n\nof\n\nMeetings\nand\n\nthe\n\nin this volume — p. 1125.)\n\ncall on the Secretary of the Board\n\nof Directors\n\nto make\n\na report to the Association.\n\nSecretary /. IV. Crabtree:\nSpecial\n\nEducation\n\nand\n\nPermit\n\na Department\n\nme\n\nto present requests for a Department\n\nof Home\n\nEconomics.\n\nThese\n\ntwro\n\nof\n\nrequests\n\n"}
{"page": 1072, "printed_page": null, "text": "1068\n\nNational\n\ncome\n\nfrom\n\nactive\n\nEducation\n\norganizations\n\nthat desire\n\nAssociation\n\nto work\n\nhereafter\n\nas Departments\n\nthis Association. Each one has presented petitions containing\nquired 250 names, and each has held the required number\nExecutive\n\nCommittee\n\nrequests to the\nConvention.\nThere\n\nand\n\nthe Board\n\nRepresentative\n\nof Directors\n\nAssembly\n\nis a third request for a Department\n\norganization, the American Education\nhave been met in this case also.\nI, therefore,\n\npresent\n\nthem\n\nand\n\nno action being necessary'at\n\nThe\n\nfor\n\nPresident:\n\nThis\n\nof Research.\n\nResearch\n\nCrabtree\n\nmore than the re¬\nof meetings. The\n\napproved\n\nconsideration\n\ngive this notice which\n\nsubmitting\n\nat the\n\nIt comes\n\nAssociation.\n\nthese\n\nnext\n\nAnnual\n\nfrom\n\na strong\n\nAll the requirements\n\nis required\n\nby the bylaws,\n\nthis time.\n\nrequest will be laid on the table, the notice be given, and\n\nthe matter will come before the Annual Meeting\nwill be required of the Representative Assembly.\n\nSecretary\n\nhave\n\nof\n\n(continuing) : The\n\nnext year, when\n\nExecutive\n\nCommittee\n\na two-thirds\n\nand Board\n\nvote\n\nof Direc¬\n\ntors, after giving a year’s careful consideration of designs for a life membership\nkey, have decided to accept the same design as that used for the membership\npin and\n\nhave\n\naccepted\n\na bid of L. G. Balfour\n\nthe keys, so that they can\nfor $3.50 and\nThe\n\n$4.\n\nThe\n\nlife membership\n\nmember\n\nwho\n\nhimself.\n\nAfter\n\nin the October\nto save\n\nThe\n\nto do\n\nJournal,\n\ntime, permit\n\nand\n\nme\n\nof Directors\n\nso may\n\nin two\n\nreports\n\nto each\n\npurchase\n\napproves\n\nmotion\n\nto make\n\nsizes, already\n\nengraved\n\nlife member\n\nthrough\n\nfor confirmation.\n\nas before\n\nthe Association\n\nthe plan, the announcement\n\nthe approval\n\nand\n\nyou\n\nready\n\nbeing no discussion, the motion\n\nwas\n\nput and\n\nCrabtree\n\n(Continuing)\n\n: I am\n\nthe National\n\nCongress\n\nof Parents\n\nand\n\neach\n\na key\n\nfor\n\nwill be made\n\nafter October\n\nseconded\n\nAre\n\nSecretary\n\nand\n\n15.\n\nIn order\n\nof this action.\n\nhas been made\n\nbe approved.\n\nMassachusetts,\n\nthis action\n\nthe keys will be available\n\nto move\n\nThe\n\nof Directors\n\nThere\n\nBoard\n\nthe Association\n\nPresident:\n\nBoard\n\nbe sold to life members\n\npin will be given\n\ndesires\n\nof Attleboro,\n\nthat the action of the\n\nfor the question?\ncarried.\n\nrequested to read this motion\n\nTeachers\n\npassed by\n\nAssociation.\n\nSince the National Congress of Parents and Teachers and the National Educa¬\ntion Association are the two outstanding organizations primarily interested in the\nwelfare\nhave\n\nof the children,\n\nmany\n\nwelfare\n\npurposes\n\nmore\n\nIt is hereby\n\nin the home\n\nand\n\nobjects\n\nFirst, to consider\n\nin such\n\nthat the President\n\nTeachers be authorized\nsociation :\n\nschool\n\nin common\n\neffectively by sharing\nmoved\n\nand\n\nto approach\n\nand\n\ncommunity,\n\ncan\n\nundoubtedly\n\nand\n\nefforts as are common\n\nof the National\n\nthe President\n\nthe possibility and\n\nand\n\nsince they\n\nachieve\n\nchild\n\nto both;\n\nCongress\n\nof Parents\n\nand\n\nof the National\n\nEducation\n\nAs¬\n\ncooperative\n\ncom¬\n\nfeasibility of an\n\nadvisory\n\nmittee, made up of representatives of both organizations, for the purpose of study¬\ning both organizations to determine what are common objectives and purposes and\nareas of action; and\nSecond,\nupon\n\nrecommend\n\nto their respective\n\nthese studies, it being\n\nterminated\nwholly\n\nunderstood\n\nat the\n\nwish\n\nof\n\nindependent\n\nand\n\nthat no\n\nout the cooperative\non them\nThe\n\nof\n\nto arrange\n\nTeachers\n\nthrough\n\nSecond\n\nThereupon\n\nagreed\n\nrecommends\n\nfor cooperation\n\na joint committee.\nwas\n\nthat\n\nrests upon\n\nthe\n\nactivities based\n\nrelationships\n\nmay\n\nbe\n\nactivities\n\neach\n\nbe\n\nof\n\neither organization\n\nby said committee\n\nwith\n\nthat\n\nput and\n\nthe\n\nExecutive\n\nthe National\n\nI move\n\nthe motion.\n\nthe motion\n\ncooperative\n\norganization;\n\nobligation\n\nappropriate\n\nto carry\n\nunless definite action\n\nupon.\n\nDirectors\n\nthorized\n\nHawaii:\n\nthat such\n\nactivities recommended\n\nbe mutually\nBoard\n\neither\n\nAssociations\n\ncarried.\n\nCommittee\n\nCongress\n\nthe adoption\n\nbe\n\nau¬\n\nof Parents\n\nand\n\nof this recommendation.\n\n"}
{"page": 1073, "printed_page": null, "text": "Associational\n\nThe President: What\nBoard of Directors?\nSecretary Crabtree:\n\nRecords\n\nand\n\nis there further, Mr.\n\nThat\n\n1069\n\nInformation\n\nSecretary, from\n\nthe Report\n\nof the\n\nis all.\n\nThe President: Under the head of “New Business” the Chair recognizes Superin¬\ntendent J. M. Guinn, of the City of San Francisco, who desires to make a motion\nunder the head of “New Business.”\nMr. Guinn (California) : Mr. Chairman, Members of the Delegate Assembly:\nDuring this year on the 20th of October occurs the seventieth birthday of Professor\nJohn Dewey , the man\n\nwho\n\nhas interpreted for us as no other one has the aims, pur¬\n\nposes, and methods of education. He is America’s, if not the world’s, greatest\nphilosopher in the field of education. He has had a large part in the achieve¬\nments of this Association, and this Association will honor itself in honoring him\nby presenting to him a life membership.\nI, therefore, move that the Association present to Dr. John Dewey a life member¬\nship, and that the President appoint a Committee of five, with full power, to draft\nsuitable expression of the indebtedness of this Association to him and to present\nthis statement to him on his seventieth birthday, on October 20.\nFlorida: Second the motion.\nThere being no discussion, the motion was put and unanimously carried.\nThe President: Is there any other new business to be presented to the Assembly?\nLet me remind you again before you go you ought to vote. It was reported a few\nminutes ago that over 400 delegates had already voted. That is fine; let us make\nit one hundred percent. Is there any further new business? If not, the Chair\nwill recognize Miss Elizabeth McCormick of Wisconsin, Chairman of the Com¬\nmittee on Resolutions, to present the Report of the Resolutions Committee.\nMiss McCormick (Chairman) : Mr. President and members of the Delegate\nAssembly: I wish to express my personal appreciation of the untiring service and\nsplendid cooperation of the members of the Resolutions Committee. We are grate¬\nful to the Headquarters Staff of the N. E. A. for many courtesies they have shown\nus in the process of developing our report.\nThe President (Interrupting) : The question has been raised as to whether or\nnot you want these resolutions read as they are in your hands.\nVoices: No. We have them here.\nThe\n\nPresident:\n\nread them\n\nYou\n\nhave\n\nif you wish.\n\nthem\n\nprinted in your hands.\n\nMiss\n\nMcCormick\n\ncan\n\nIf there is no objection the resolutions will be submitted\n\nas read with the exception of the one about Atlanta.\nMiss McCormick: I am very grateful to the Delegate Assembly. I move the\nadoption of the report.\nThe President: Miss McCormick moves the adoption of the resolutions and\nSuperintendent\n\nBlair seconds the motion.\n\nI am going to ask you to vote on this last\n\nresolution, (expressing appreciation to Atlanta), then we will consider amend¬\nments to the other resolutions, but so far as the Atlanta resolution is concerned\nall in favor\n\nof adopting\n\nthat resolution\n\nwill signify by standing.\n\narose instantly with prolonged applause.)\n(The full report of the Resolutions Committee\nvolume.)\nThe\n\nPresident:\n\nThe\n\nChair\n\nwill recognize Mr.\n\nis printed on\n\n(Everbody\n\np. 1135\n\nof this\n\nGeorge\n\nN. Taylor of New York,\nwho proposes an amendment to the resolution on illiteracy. Before he moves the\namendment I shall ask Miss McCormick to read the resolution on illiteracy.\n(Miss McCormick read to the Assembly the resolution on illiteracy.)\nThe President: The Chair recognizes Mr. Taylor of New York, who\namendment he wishes to offer.\n\nhas an\n\nMr. Taylor: Mr. President, as a member of the Resolutions Committee, I realize\nthat an explanation of this is in order. The amendment of the resolution which I\n\n"}
{"page": 1074, "printed_page": null, "text": "1070\n\nNational\n\nam\n\nwas\n\nabout to move\n\npresented\n\nEducation\n\nAssociation\n\nby the Section on Adult\n\nEducation.\n\nThe\n\nfirst\n\nmeeting of that section was on Monday afternoon, at the same time that the Com¬\nmittee on Resolutions were holding their last meeting. Consequently their resolu¬\ntion was not presented in time to be considered by the Committee. I think that is\nample reason for considering it at this time.\nLet me say that this resolution has the approval of the Director of the United\nStates Census and has the approval of the Secretary and Chairman as well as\nmany of the members of the Resolutions Committee. That resolution, adopted by\nthe Adult Education Section of the X. E. A. as submitted to the Resolutions Com¬\nmittee, is as follows:\n“We urge upon the Census authorities the adoption of a schedule in the 1930\ncensus that will reveal the number of persons 10 years of age and over, that\ncannot read English understandingly, meaning the number that have not com¬\npleted four years in an English speaking school or are unable to read the news¬\npapers.\n“We pledge our support\n\nto the request of the Director\n\nof the Census\n\nto enlist\n\nthe teaching force throughout the country to act as Enumerators for said purpose.”\nThis to be effective must be done now. If not adopted now, nothing can be done\nfor another ten years. I move, Mr. President, that this report of our Committee\nbe amended by the insertion of this resolution at the end of the first sentence of the\nsecond paragraph of the resolution on illiteracy, which our Chairman, Miss\nMcCormick, has just read.\nMiss McCormick: I second the motion to adopt the resolution offered by Mr.\nTaylor of New York.\nThe President: Before putting that motion I am going to ask whether or not we\nmay have the unanimous consent for the Chairman of the Resolutions Committee\nor the Resolutions\ntinuous whole?\n\nCommittee\n\nto arrange\n\nMr. IV. H. Holmes (New York) : I make\nSouth Carolina: Second the motion.\n\nthe wording\n\nso that it will make\n\na con¬\n\nthat motion.\n\nThereupon the motion was put and carried that the rearranging\nof the resolution be left to the Resolutions Committee.\n\nof the wording\n\nThe President: The motion recurs then on the motion of the gentleman from\nNew York to amend the section on illiteracy by the insertion of this additional\nprovision.\nThere being no discussion, the motion was put and carried on the resolution as\namended. (The amended resolution is printed on p. 1139.)\nMr. George IV. IV annamaker (South Carolina) : Mr. Chairman, I would like\nto move that there be a special vote and that the resolutions be adopted with the\nexception that a special vote be taken on that particular resolution.\nThe President: What Section is that?\nMr. IV annamaker : The Education Section.\n\nThe President : The Chair will hold that if any delegate wishes a separate vote\non any of these resolutions it will be granted. If there is no objection we will\nconsider the report on Education in the Federal Government and recognize Mr.\nIV annamaker for such motion as he cares to make.\n\nMr.\n\nIV annamaker: Mr. Chairman, Ladies and Gentlemen: It is with a great deal\nof timidity that I appear upon this program to voice my sentiments in regard to\nthis particular Section. I have been a member of the National Education Associa¬\ntion for quite a number of years and am tremendously interested in it, and I am a\nlife member and I realize that one of the greatest, probably the greatest, thing about\nthis organization is its willingness to give ear to one who voices the sentiments\nof a very, very small minority. I recall that in 1926 when I appeared on the floor\nof the Convention in Florida and cast the sole vote of opposition to the National\n\n"}
{"page": 1075, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1071\n\nInformation'\n\nEducation Association's endorsing this bill, that the very gracious President of the\norganization extended to me the same courtesy that might have been extended to me\nif I had been the chairman of the ninety and nine others who voted in its favor.\nI believe that our organization will go forward just to such extent as we continue\nto recognize the right of any official delegate who wishes a sound of opposition to\nthe majority.\nI say with all the power\n\nI have in me, representing\n\na state that I am\n\nvery proud\n\nto represent, that my state in its meeting on Saturday by a majorin’ vote endorsed\nthis proposition, but in that meeting, following the same plan which you in the\nNational Education Association follow, gave to us of the minority an opportunity\nto cast our votes as we saw fit to cast them. I have read very carefully the reso¬\nlution and I commend very sincerely the members of the Resolutions Committee,\nbut I have not, after very careful study, been able to convince myself that I. as a\nlife member of this organization, as one who is working for the interests of the\nAssociation, can stand here and cast a vote to say that I believe that the Congress\nof the United States should establish a separate Department of Education. And\nI wish, Mr. Chairman, as an official delegate from the State of South Carolina,\nsimply to say that when we cast our votes we shall cast three votes in opposition\nto that particular section. It is with timidity that I offer that vote of opposition\nbut I believe, my friends, that I will yield no place to any man\n\nor woman\n\nin this\n\ngreat organization when it comes to the point of loyalty’, when it comes to the\nstandpoint of devotion to this Government. I might say, Mr. Chairman, without\nany attempted boasting at all, but simply the recitation of a record, that I donned\nthe khaki uniform and went with those who went into a different country — I love\nthe United States but I believe that we are a great nation, one of the greatest in\nthe history of the world because we have left the matter of public education to the\nindividual states and to the individual counties, and have the interests of the\nindividual citizens in this great matter. I have never yet attended a national\nmeeting of any kind, either of this organization, the American Legion, or any\nother national organization, when I have been able to hear anybody say that the\nUnited States Government, in any council had to yield first place to any nation.\nWe get up and brag about what a wonderful nation we are, what a wonderful\npeople we are, and then make a condemnation of our school system. I believe, Mr.\nChairman, with all my soul that we are a great nation because we have seen fit to\nleave the matter of public education in the hands of the states and of the local com¬\nmunities, largely within those states, and I simply, Mr. Chairman, stand before you.\nvery grateful of the courtesy of these people coming from different states and dif¬\nferent territories of our great nation, the courtesy that you are willing to extend to\nme to voice my opposition to that particular section of the resolution that calls upon\nthe Congress of the United States for the establishment of a Secretary of Education.\nI do no violence to my delegation but I represent them as their Chairman when\n1 say to you, sir, that of our nine votes, six of them are in favor of the proposition\nand three against. Thank you very much.\nThe President: The Chair would entertain a motion by Mr. JT annamaker to\nstrike out the resolution that asks for a Department of Education, but he says he\ndoes not care to make it.\n\nMr. W annamaker: Mr. Chairman, I simply call, in order that this great delega¬\ntion may go on record and voice its approval of this proposition or disapproval of\nit, as my friend here on my right has said, for a vote on that particular Section\nseparate from the resolutions as offered by the Resolutions Committee.\nThe President: You don’t want to strike it out?\nMr. kV annamaker : I have no amendment. I move\nticular Section separate from the other resolutions.\nThe\n\nPresident:\n\nIs there any’ further discussion?\n\nwe have\n\nOn\n\ndemand\n\na vote on that par¬\nfrom\n\nthe delegates\n\n"}
{"page": 1076, "printed_page": null, "text": "1072\n\nNational\n\nof the state of South\n\nCarolina\n\nto the Federal\n\nDepartment\n\nmade\n\nHolmes\n\nby Mr.\n\nauthority\n\nto reword,\n\nThe\n\nPresident:\nChair\n\nwas\n\ntaken\n\nupon\n\nwill recognize\n\nthe motion\n\nago,\n\ngiving\n\nCommittee\n\ndelegate\n\nthe resolution\nand\n\nbeing\n\nno further\n\ndiscussion,\n\nthe Resolutions\n\nCommittee,\n\nas amended,\n\nThe\n\nPresident:\n\nCommittee,\nMiss\n\nMiss\n\nThe\n\nin question\n\ndeclared\n\nto\n\nthe report\n\nso far as the Federal\n\nDe¬\n\nadopted.\nyou\n\nwant\n\nin the Assembly.\n\nthe motion\nwas\n\nrecognizes\n\nreferring\n\nput and\n\nagain\n\nvote?\n\nIf not, I will then put\n\nMiss\n\nto adopt\n\na separate\n\nMcCormick,\n\nthe resolutions\n\nfor the\n\noffered\n\nby\n\ncarried.\n\nthe\n\nChairman\n\nof the\n\nResolutions\n\nMcCormick.\n\nMcCormick:\n\nAfter\n\nprinter, a resolution\nX. E. A.\n\nChair\n\n5 of\n\nof Education.\n\nthe Chair\n\nthe motion made by the Chairman of the Committee,\nadoption of the Resolutions as amended.\nThere\n\nthe\n\nit will strike out Section\n\nother sections on which\n\nany\n\nreferring\n\nwill involve\n\nof the Committee\nwas\n\nthe Section\n\nDepartment\n\nof Education\n\nconcerned,\n\nthere any\n\nShall\n\nThis\n\nminutes\n\nrefers to the Federal\n\nwas\n\nAre\n\na few\n\nvote is negative\n\nor the Resolution\n\nof Education\n\nbe adopted?\n\nYork\n\nof a Department\n\nof the Committee,\nThe\n\nof New\n\na rising vote\n\nthe establishment\npartment\n\nof Education\n\nwhich\n\nAssociation\n\nI will put this question:\n\nso that if your\n\nthe First Resolution,\nThereupon\n\nEducation\n\nwas\n\nI shall read\n\nthe report\n\nof the Resolutions\n\nCommittee\n\noffered, or sent to me, by the Board\n\nthat now.\n\nIt was\n\ntoo late to have\n\nwent\n\nto the\n\nof Directors\n\nof the\n\na copy in your\n\nhands.\n\nThe Board of Directors believes that the entire country, members of the pro¬\nfession and laymen alike, would take pride in honoring Horace Mann, a founder\nof the common\n\nschool\n\nsystem\n\nas it has\n\nin honoring\n\nothers\n\nwho\n\nhave\n\nmade\n\nout¬\n\nstanding contributions to the welfare of the nation. The Board of Directors there¬\nfore proposes the following resolutions and recommends that they be passed by the\nRepresentative\nResolved\n\nAssembly\n\nat this session:\n\nthat the National\n\na centennial\n\nHorace\n\nand\n\nnational\n\neducational\n\nsuch\n\na celebration,\n\nPresident\n\nand\n\nMann\nand\n\nCongress\n\nEducation\n\nCelebration\n\nAssociation\n\napproves\n\nin 1937, that it call the attention\n\nand\n\nwelfare\n\nassociations\n\nthat\n\nit join with\n\nof the United\n\nthese\n\nto the importance\norganizations\n\nStates to appoint\n\nlook ahead and arrange to build their programs\nEducational Achievements of a Century.”\nResolved that the executive committee is hereby\nembodied in these resolutions.\n\nThe\n\nand\n\nin 1937\n\nvalue\n\nof\n\nin petitioning\n\nthe\n\nwhich\n\nnational\n\naround\n\nauthorized\n\nof all state\n\nand\n\na commission\n\nbegin at once the arrangements for a fitting celebration.\nResolved that the Association recommends that state\n\n1 move\nVoice:\n\nof the plan to hold\n\nwould\n\nassociations\n\nthe theme'\n\nto carry\n\n“The\n\nout the plans\n\nthe adoption of these resolutions.\nSecond the motion.\n\nPresident:\n\nThe\n\nmotion\n\nwas\n\nmade\n\nand\n\nseconded\n\nthat, looking\n\nforward\n\nto the\n\ncelebration of Horace Mann’s one hundredth anniversary in 1937, it be adopted.\nThere being no discussion, the motion was put and carried, and the resolutions\nas offered\n\ndeclared\n\nadopted.\n\nThe President: The Chair will recognize\nMr. Walter R. Siders, for his report.\nMr.\nyears\n\nSiders:\nago\n\nYou\n\nI made\n\nhave\n\na suggestion\n\nReport\n\nin one\n\npamphlet,\n\nwhich\n\nwould\n\ngive you\n\nfirst page\nconnected\nThe\n\nbeing\n\nto comment\n\nthe Report\n\nwhich\n\nyou\n\nthe report\nfrom\n\nI am\n\nsure\n\nadopted,\n\nthat you\n\nof the Treasurer\ndata.\n\nseems\nany\n\nand\n\nThis\n\nwith\n\nhave\n\nof Trustees,\n\nThree\n\nor four\n\nyour\n\nFinance\n\nAuditor\n\nReport\n\nsome\n\nto indicate\n\nit is the privilege\n\nbut not incorporate\n\nof the Board\n\nof the Auditors.\n\nthe Secretary\n\non that first page\n\non their report.\n\nAssociation\n\nyou\n\na history of all financial\n\na letter of transmittal\ntherewith.\n\nreport, however,\n\nbe made\n\nbefore\n\nthe Chairman\n\ncombined,\n\nshows\n\npertinent\n\nsuch statements\n\nthe\n\ncomments\n\nthat no comment\n\nof the National\n\non\n\nshould\n\nEducation\n\nin the body\n\nof their\n\n"}
{"page": 1077, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\n1073\n\nInformation\n\nreport and as you are fully aware any information has always been offered as an\nappendix. I am not reciting those appendices that were in the last report because\nthey were completely stated- in this report. I can say all I have to sav about this\nin three minutes or less.\n\nAs heretofore, you w'ill find three main sets of figures. You will find the state¬\nment of income and expenses, meaning the amount of money you have taken in\nduring the year and the amount of money spent during the year. You will next\nrind a statement of the receipts and disbursements, which statement differs from the\nother in that it takes an account of moneys that were in our possession or due us\nfrom past transactions and accounts for all moneys spent during the vear and\nobligations that are outstanding, thus differing from the other which is merely cash\ntaken in and paid out during the year. The other formal part of the report is\ndevoted to assets and liabilities, showing all we owe and all who owe us. We have\napproached very close to the $500,000 mark in our transactions and we have also\nincreased our permanent fund close to a half-million dollars.\nThe other feature of the report that is worthy of your note is the statement of\nthe permanent fund on page 8, and should there be any who do not know what\nwe mean by that, I might say that all moneys that are invested for the purpose of\nmaking interest or income are known as our Permanent Fund and the other as\nCurrent\n\nFund.\n\nThis Permanent\n\nbeing very largely due\nmemberships.\n\nFund\n\nnow\n\nto the sagacity\n\namounts\n\nto over $+90,000, the increase\n\nof Secretary\n\nCrabtree\n\nin pushing\n\nlife\n\nThe other thing in the report is the statement of income and expenditures, fully\nexhibited on page 10.\nThere is another matter that I wish to report about the building but inasmuch\nas that is a separate matter, I want to defer that to the call of the President if he\nwants it presented here.\nMr. Chairman, I move the adoption of this report.\nPorto Rico: Second the motion.\nThere being no discussion, the motion was put and carried and the Report of\nthe Treasurer declared accepted as printed. (The report is printed on p. 1121 of\nthis Volume.)\nThe President: I shall ask the Chairman of the Board of Trustees to make an\nannouncement\n\nabout the building.\n\nHe said it would\n\ntake just a minute.\n\nThe\n\nBoard\n\nof Directors have authorized this, and I think an announcement of it should be\nmade to the Representative Assembly.\nMr. Siders: You should know what is going on at all times. It is now proposed\nby the Trustees and endorsed by your Board of Directors that there shall be a\nseven-story addition to the main building that stands at the corner of Sixteenth\nand M Streets, Washington, D. C. For purposes of this building we are buying\nthirty feet more ground. The two small buildings in the rear of the main building\nwill be taken down. Our 194,000 memberships (and soon to exceed that) demand\nmore working space. This has been very carefully planned out. Frank Irving\nCooper, the school architect of Boston, has the work in charge. Every Depart¬\nment is planned for with room enough for future growth. The Journal will carry\nin an early issue the foundation and floor plans so that you may have complete data.\nThe President: The Chair recognizes at this time Mr. E. M. Carter of Missouri.\nMr. Carter is the best secretary of a state association that we have in Missouri.\nAir. Carter (Missouri): Mr. Chairman, Ladies and Gentlemen: On behalf of the\nMissouri Delegation I want to express to the people of Atlanta, the state of Georgia,\nand to the delegates from all over the United States, our great appreciation for\nthe many courtesies that have been extended to the distinguished President and to\nthe members of our Delegation. It has been a wonderful opportunity for us. We\nhave had a great time and we know\n\nthat the people of Atlanta have done a wonder-\n\n"}
{"page": 1078, "printed_page": null, "text": "1074\n\nNational\n\nEducation\n\nAssociation\n\nfill thing for us. We greatly appreciate it and we extend our thanks. Right now\nI want to introduce to the members of the Delegate Assembly Miss Ralls , a member\nof the delegation from Kansas City, who will give a Plantation Scene for the\ndelegates assembled. Thank you very much. Miss Ralls.\nMiss Marie Ralls: Mr. Chairman: You know they .said it was a bad thing for any\nother than a Southerner, that is, “a down-South Southerner,” to try to give any¬\nthing connected with the darky, but that is what I am going to attempt. (There¬\nupon Miss Ralls gave a reading of a Southern mammy talking to her baby.)\nThe Chair: I know of no more fitting person to have been Chairman of the\nAuditing Committee than Arthur Chamberlain, who has long been identified with\nthe Thrift Commission in the United States.\nMr. Chamberlain: Mr. President and Members of the Delegate Assembly: You\n\nwill note that you have in your hands, or have had, the Report of the Auditing\nCommittee carried on by Peat, Marwick, Mitchell & Co. of New \\ork City.\nThe Convention Committee is composed of three people, Miss Tall as Chairman,\nDr. Matthews of Arizona, and the speaker. Unfortunately the Chairman is not\nhere. I am reporting to you that immediately after arriving in this city I secured\na copy of the report, thereby giving ample time to go over it. I commend to you\nthe splendid way in which the Auditors have set forth their material, and I am\nreporting to you for the Committee, that insofar as we can ascertain, and we\nbelieve that we have ascertained, that the report is true and accurate in every\nparticular and I move its acceptance.\nGeorgia: Second the motion.\nThere being no discussion, the Report of the Auditors as printed and submitted\nwas voted upon and carried and the Report declared accepted. (The report may\nbe found on p. 1107 of this Volume.)\nThe President: I am sure if I got to talking about the ladies in Atlanta and the\nteachers in Atlanta I could keep talking all day; but I am sure none of us can\nfully appreciate the work Superintendent Sutton has done in making this visit so\nsplendid and this Convention such a success. I want to express to him my gratitude.\nAnd\n\nthen in the handling\n\nof a group\n\nof teachers, or any other group\n\nof Ameri¬\n\ncans — and in passing, may I say no one could have asked for finer cooperation than\nthere has been here; I noticed that night before last, and noticed it magnificently\nlast night and I am sure all of the speakers appreciate it— but in handling this\ncrowd, in handling you and in helping you, out in the city and helping me on the\nplatform, I want to pay my particular respects to the Boy Scouts. I have never\nbeen with a finer group of boys than this group that has been helping us so\nefficiently, so well, so courteously in this city of Atlanta. Any section of the country\nthat can produce that type of boys for its citizenship will be in safe hands.\nIf there is nothing further, I will entertain a motion to adjourn.\nA motion to adjourn was thereupon put and carried, and the session closed.\n\nFourth\n\nBusiness\n\nSession, Thursday,\n\nJuly 4, 1929\n\nThe meeting opened at 9:15 a. m. with a musical program rendered by the\nTechnological High School Band of Atlanta, directed by P. S. Woodward.\nThe business session of the meeting was formally opened at 9:30 a. m. at the\nAtlanta Auditorium by President Lamkin.\nThe President: The meeting will please come to order. May I ask former presi¬\ndents of state associations and former presidents of the National Association, and\npast vicepresidents to come to the platform.\nThe invocation this morning is by the Reverend Warren A. Candler, Bishop of\nthe Methodist Episcopal\nvotional exercises.)\n\nChurch\n\nSouth of Atlanta.\n\n(Bishop Candler\n\nled in the de¬\n\n"}
{"page": 1079, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1075\n\nInformation\n\nThe President : There is a gentleman on the platform this morning whom I want\nto stand so that you may see him. He will probably have to stand in order that you\nmay see him. We have had representatives from various parts of the United\nStates. I discovered this morning one part of the United States from which no\ndelegate seemed to have reported. I introduce Air. Lorado from the Philippine\nIslands.\nWe are going to have to run this program rather arbitrarily this morning be¬\ncause the nationwide hookup of the radio is between ten and eleven oclock, and we\nmust give Secretary Hyde that hour.\n\nI am asking Alajor Cohen of the Atlanta\nmost notable men in America.\nAlajor Cohen:\n\nAir. Lamkin,\n\nhonored\n\nJournal\n\nto introduce\n\nVisitors, Ladies\n\nto you one of the\n\nand Gentlemen : The young\n\nman I am about to introduce is Georgia’s most famous Ambassador of Goodwill\nthroughout the world, and Atlanta’s best beloved son. Nine major golf cham¬\npionships have been his portion in a brief span of years, to say nothing of in¬\nnumerable minor ones. I know he will not like it, but there is something I would\nlike to say about this superb young citizen.\nAt the age of twenty-seven he is the proud possessor of three degrees from three\ngreat universities, Mechanical Engineering at the Georgia School of Technology;\nEnglish Literature at Harvard; and Law at Emory University. He is the husband\nof a charming girl, the father of two wonderful children. He is a member of the\nGeorgia Bar, a member of the Bar of the United States, a member of a great law\nfirm. Those of us who love him most and know him best know that by the appli¬\ncation of selfdiscipline and concentration he has mastered the great game of golf\nand proved\n\nthe proverb\n\nthat “he who\n\nruleth his own\n\nspirit is greater than he that\n\ntaketh a city.”\nLadies and gentlemen, here he is — Bobby Jones, himself.\nBobby Jones: Ladies and Gentlemen: I have only one or two\n\nwords\n\nto say.\n\nI\n\nam very happy to be here to add my part to Atlanta’s welcome to the members of\nthis great Association. I was a little bit flabbergasted to come here and see so\nmany people. I knew you had quite a large attendance but I didn’t know it was\nthis large. Alajor Cohen promised he was not going to tell everything he knew\nabout me this morning. He did pretty well because he even conferred upon me\none degree which I was never able to add myself. I thank you.\nThe President: There is another interesting citizen of the United States on the\nplatform\nCharles\n\nhere whom\n\nI w’ant to present to you just for a word,\n\nthe Honorable\n\nT. Barrett, President\n\nof the Farmers’ Union.\nAir. Barrett: Your President said for me to say “How-do-you-do.”\nThe President: Just for a minute Hawaii wants to say something to Bobby\nI wonder if they want to come up.\nRepresentative\n\nfrom Hawaii:\n\nI have\n\nlonged for a chance\n\nto see this young\n\nJones.\nman.\n\nI have read of his doings and I wanted to have a handshake with him this morn¬\ning. I brought my instrument here and asked Air. Lamkin to give me a chance to\nsing “Aloha”\n\nto Bobby\n\nJones\n\nand\n\nto all of you here.\n\n(The\n\nrepresentative\n\nfrom\n\nHawaii thereupon sang “Aloha” to the pleasure of all present.)\nThe President: We have about three or four minutes before the radio hookup.\nI am going to ask Superintendent Sutton if he won’t introduce — not to say anything\nbut just to let you see them — two or three men who have been very active in making\nthe arrangements for the entertainment of this convention. Superintendent Sutton\nof Atlanta.\nSuperintendent Sutton: You people have been so wonderful in expressions of\nappreciation for the very, very little that we have done, I do want to express our\nappreciation for the cordiality with which you have received it. While I wish 1\ncould introduce all of the 1200 and more white teachers of this city who have con-\n\n"}
{"page": 1080, "printed_page": null, "text": "1076\n\nNational\n\nEducation\n\nAssociation\n\ntributed as well as the 600 or 800 negroes who have made a wonderful contribu¬\ntion to your success, I do want to say to you all that I am very glad to say that if\nyou have not yet seen the exhibit that we have of the work of the negro schools in\nAtlanta, I hope you will see it. However, I have just one minute and I want to\nintroduce to you Air. Jerry IV ells of the county school systems, who has been a\nwonderful contribution in himself to the success of this meeting.\nAir. Jerry Wells: We\nback again.\n\nare delighted to have you with us and hope you will come\n\nSuperintendent Sutton: I know you will be delighted when I tell you he served\nthat magnificent barbecue.\nHorace Thompson of the Coca Cola Company, with his Chief, Harrison Jones,\nhave certainly done a great deal to make this convention a success.\nMr. Horace Thompson: We thank all of you good people for accepting our\nhospitality.\nSuperintendent Sutton: I am very sorry Colonel Paxton, who is Chairman of our\nFinancial Committee, could not be wTith us. This little group I am introducing to\nyou is just a little group of five or six of us who met almost daily for a long time.\nWe\n\nhad a committee, you will be interested to know,\n\nof over 600 and representing\n\nover 550 organizations of Atlanta and I wish I could present them all. I haven’t\nseen Alayor Ragsdale, who also made up a part of that group. The next man is\nMr. George IV. Powell, president of the Board of Education.\nMr . George IV. Powell: We are delighted to have you with us. We are loath\nto see you go. But we wish you a happy and safe return home.\nSuperintendent Sutton: And Dr. Af. L. Duggan, wThom all of you, or practically\nall of you know, who did so much to help us secure this convention, and who is\nstate superintendent.\nDr. AI. L. Duggan: We have received from you far more than we have given.\nWe will benefit through\nfor having come to us.\n\nthe years to come,\n\nand future generations\n\nwill bless you\n\nThe President: I am going to have to ask that the report of the Elections Com¬\nmittee and the introduction of the President be deferred until after the address of\nthe morning. Please remember the meeting of the Board of Directors in the Cham¬\nber of Commerce immediately after the adjournment of this session.\nI expect everybody who knows me understands my regard and admiration for\nthe speaker of the morning. I recognize his ability for companionship, the qualities\nof a genial gentleman, and his outstanding service to our state in which he was\nborn, and of which he was elected governor. As a friend of schools and of roads ;\nas a clear thinker, as a handler of eleemosynary institutions, as to reorganization\nand reform in the state government, the present Secretary of Agriculture has an\nenviable reputation as a state executive. He is another one of these men who doesn't\nknow the right thing in politics, but outside of that he is all right.\nIt gives me personal pleasure to introduce to you to speak upon one of the great\nissues of today the present Secretary of Agriculture, in the Cabinet of President\nHoover, the Honorable Arthur M. Hyde of Missouri.\nAir. Hyde then delivered\n(See p. 167.)\n\nhis address\n\non “Equal\n\nOpportunity\n\nand\n\nAgriculture.”\n\nThe President: I am wondering if we have the report of the Elections Committee.\nWe want to introduce the new President at this time. Will you wait until we get\nthrough with the -business before you go home? Will you or will you not? If I\ncan’t get a better response than that, we will take care of the other business first.\nWill all of you wait? Let us see your hands. Will you wait? (Apparently every\nhand went up.) I will call then for the report of the Committee on Elections by\nAir. Donald DuShane of Indiana.\nMr.\n\nDuShane\n\n(Chairman):\n\nMr. President, your Committee\n\non Elections has can-\n\n"}
{"page": 1081, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1077\n\nInformation\n\nvassed the vote last night, sealed the ballots, and turned the tabulation of votes\nover to the Chairman. So this is the first official or unofficial presentation of the\nvotes cast in yesterday’s election.\nWe hereby certify that the following is a correct statement\nthe nominees\ntion:\n\nof the 1929 Delegate\n\nAssembly\n\nof the votes cast for\n\nof the National\n\nEducation\n\nAssocia¬\n\nPresident:\nE. Ruth Pyrtle, Nebraska .\nEffie MacGregor, Minnesota .\n\n•.\n\n674 .\n211\n\nVicepresident:\nW . F. Bond, Mississippi .\nJohn E. Bryan, Alabama .\nIV. S. Cavjthon, Florida .\nIra T. Chapman, New Jersey .\nFlorence M. Hale, Maine .\n\n438\n455\n329\n430\n677\n\n.\n\nIV. H. Holmes, New York .\nIV. A. James, Texas .\nElizabeth McCormick, Wisconsin .\n\n464\n470\n506\n\nEugenia West Jones, California .\nS. L. Ragsdale, Tennessee .\n. .\nJean L. Soules, Washington .\nWillis A. Sutton, Georgia .\nDavid A. Ward, Pennsylvania .\n\n724\n522\n544\n813\n405\n\n'. .\nJohn C. Werner, Idaho .\nL. A. White, North Dakota .\n\n387\n380\n\nE. H.\n\n595\n\nWhitney,\n\nOregon .\n\n.' 436\n\nCaroline S. Woodruff, Vermont .\nIn the election for the Treasurer, there was but one candidate.\n\nTreasurer\nHenry\n\n:\n\nLester Smith, Indiana .\n\n623\n\nWe further certify that the fifty-one candidates for membership\nDirectors as printed on the official ballot were duly elected.\n\nCommittee\n\non the Board\n\nof\n\non Elections\n\nDonald\n\nDuSkane,\n\nChairman\n\nJoseph F. Noonan\nJean L. Soules\nThe President:\n\nAt her request, the Chair recognizes Miss MacGregor.\n\nMiss Effie MacGregor (Minnesota) : There are many reasons why such a large\nnumber of educators in the land become members of the National Education Asso¬\nciation. There are three outstanding reasons why I have always been an en¬\nthusiastic supporter of the National Education Association. I have thoroughly\nappreciated its splendid spirit of cooperation. I have been greatly benefited by\nthe splendid spirit of fellowship that is maintained among its membership. I have\nbenefited more greatly by the high standard of professionalship which it furthers.\nThese are three outstanding reasons which I am sure every member of the organiza¬\ntion will join with me in wishing to further.\nIt has been a great honor to have had the opportunity to have entered the race\nas a possible president for the National Education Association. It will be a great\nprivilege to help further every ideal, every activity, every interest of the National\nEducation Association through the leadership of its newly elected President. In\nour country we have the right of choice, as far as leadership is concerned. We\nbelieve that the majority vote shall decide our choice of leadership. When the\n\n"}
{"page": 1082, "printed_page": null, "text": "1078\n\nNational\n\nEducation\n\nAssociation\n\nmajority has once been decided, the choice made, we believe in extending one\nhundred percent loyalty and support to the winning leader.\nI, therefore, knowing that every member of the National Education Association\njoins with me in this belief, move, Mr. Chairman, that the election of Miss Ruth\nPyrtle be made unanimous. I shall be glad to include the Vicepresidents.\nThe President: Miss MacGregor, of course, means to move that the election of\nthe President and eleven successful candidates for Vicepresidents be made\nunanimous.\nKansas: Second the motion.'\nThere being do discussion the motion was put and carried.\nThe President: The Chair then declares that by your ballot you have elected\nMiss E. Ruth Pyrtle of Nebraska as President of the Association for the ensuing\nyear, and the following Vicepresidents:\nElizabeth McCormick .\nWisconsin\nWillis A. Sutton .\nGeorgia\nW. A. James .\nTexas\nEugenia West Jones .\nCalifornia\nFlorence M. Hale .\nMaine\nW. H. Holmes .\nNew York\nE. H. Whitney .\nOregon\nJohn E. Bryan .\nW. F. Bond .\nJean L. Soules .\nWashington\nS. L. Ragsdale .\nTennessee\nAnd\n\nto the office of Treasurer\n\nHenry\n\nLester Smith\n\nAlabama\nMississippi\n\nof Indiana.\n\nIt now gives me great pleasure to introduce to you the new President, the Presi¬\ndent-elect of this Association, Miss E. Ruth Pyrtle of Nebraska.\n(Miss Pyrtle came forward, and a very beautiful corsage bouquet was handed\nher by the Nebraska Delegation.)\nI have no gavel to turn over to Miss Pyrtle. The Georgia Delegation were kind\nenough to give me a gavel. I am taking that home.\nThe Auditorium furnished a gavel ; somebody else took that home. We haven’t\nneeded any gavel ; in fact, I believe that if every deliberative legislative body in\nthe world was as unselfish as is this group of delegates to the National Education\nAssociation, you could throw all the gavels used in legislative halls into the Atlantic\nocean and the business would be well transacted.\nI am very glad to turn this Assembly\nfor an inaugural address.\n\nover to Miss E. Ruth\n\nPyrtle of Nebraska\n\nMiss Pyrtle: Mr. President and Friends: I have noted that these southern people\nthis morning being recognized and thanked for their hospitality were very much\nappreciated. I noticed that the remarks were exceedingly brief that they made\nin response. Let me follow that same practise.\nI scarcely find words to express my appreciation and I am voicing the feeling\nof the middle west where I live, particularly my own state. I do not command\nwords to express the honor which you have conferred on me this morning. I thank\nall of you. I appreciate the fact that Miss MacGregor moved to make the vote\nunanimous.\nThis morning\n\nI had the great happiness\n\nof being present at the Iowa\n\nBreakfast —\n\n“Iowa, where the tall corn grows.” I said to those fine people in their enthusiastic\nmeeting this morning that out in Nebraska we have an expression about “taking to\nthe tall grass,” if things are difficult, and I said to them that after this I am going\nto take “to the tall corn” instead for help. But the “tall corn” will be just a part\nof the emblem of the help which I know I am going to have — you said so this\nmorning — in attempting to take the leadership as it is expressed in the president\nof this great national organization; I believe the greatest in the world. Your\nconfidence I hope I shall not betray. I shall use every endeavor with your help, to\ndo the things which you know and feel should be done to carry forward the torch,\nthis torch which this able man from Missouri is throwing in my direction this\nmorning. I know with the help that is promised from all of you, it will not be\n\n"}
{"page": 1083, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nsuch a difficult task for me to achieve the ideals, the standards\nmind of progress for this great Association.\n\n1079\n\nwhich you have\n\nin\n\nMay I express my personal appreciation to the teachers of Georgia for your\nwonderful hospitality. You have heard it over and over again. We are limited\nin words to say what we feel. I shall always be grateful that this great conven¬\ntion came into the Southland. I shall always be grateful that it was in this South¬\nland, at the time of the convention, that you allowed me to assume leadership. I\nam overwhelmed with this bride’s bouquet from the Nebraska delegation. I want to\nthank them, through you, for this beautiful tribute. Mr. Lamkin, I thank you\nFriends, I thank you.\nPresident Lamkin: Hawaii wants the platform again.\nduce Miss McGregor from Hawaii.\n\nWe\n\nare very glad to intro¬\n\nMiss McGregor (Hawaii) : I want to take this opportunity to thank the good\npeople of Atlanta and a gain to extend to you an invitation to come to Hawaii. You\nhave received us royally. We are taking our departure this afternoon, and before\nwe leave I want to show you how we show our gratitude and love to the people\nof your land.\nI feel we cannot depart with joy unless we give you a lei. This is a fresh lei,\nmade from your flowers, and this is to show you how you can learn to make leis\ntoo. These can’t be duplicated anywhere else.\nI take pleasure on behalf of the Hawaii Delegation and of the people of Hawaii\nin presenting Mr. Willis A. Sutton, who represents the teachers and parents and\nthe city of Atlanta, this lei that I made this morning of the flowers from the garden\nof Miss Paxton, a school teacher. (Miss McGregor put the fresh lei around Mr.\nSutton’s neck.)\nMr. Sutton: I want to express to the Hawaii Delegation our very, very great\npleasure at having them in Atlanta. Everywhere we look for them, it is just\nthese sweet, beautiful things that they know how to do. This morning I felt embarassed when I was asked by Miss McGregor if I would come to the stage, and\nI said, “No.”\n\n“Well,”\n\nshe said, “We\n\nwant\n\nyou because you represent all the chil¬\n\ndren, schools, people, and parents.” I don’t feel that I do that; I am accepting this\nhonor this morning, not in my own name, but in the name of those loyal teachers,\nof that splendid band of wonderful men and women who have given to us the\nfinest support that we have ever had in trying to do any one thing.\nAnd I want to say to you all, you have done so much more for us than we have\nbeen able to do for you, that we feel under everlasting obligation. And I am going\nto take the floor just for one moment and ask you to join with me in expressing to\nDr. Lamkin and his associates in making this program, and in those who have\nhelped us with the program, and giving to them all — whether you were on it or not;\nI was on it and I am going to be standing up — so I want you to voice our thanks,\nespecially to Dr. Lamkin, for this wonderful wreath from Hawaii, and to every\ndelegation present, and to say we are so glad on this Fourth Day of July, 1929,\nthat the heart of the American teachers, and the heart of the American parents,\nand the heart of Americans generally have one great aim and ideal, and that is\nthe uplift of the coming generations.\nI want to move a vote of thanks, want\n\nto second\n\nit myself, and ask you to join\nwith me, to Dr. Lamkin, and those who made this program a wonderful success.\nStand up. (The Assembly arose with loud applause.)\nI want to say one other word. I have been presented with a beautiful radiola,\n\nor radio, made by one of the finest companies in the country, they tell me, and I\nhave been privileged to give that radio to anybody to whom I pleased to give it, and\nI am going to give it to the better half of U el W. Lamkin. So I am going to present\nher, and have this Company present that radio because they have given it to me, to\npresent to Mrs. U el W. Lamkin.\n\n"}
{"page": 1084, "printed_page": null, "text": "Nation\n\n1080\n\n\\l Education\n\nAssociation\n\nThe President: I haven’t a chance in the world. I went to the Iowa Breakfast,\ntoo, this morning. They had roses for the ladies, flags for the men. My wife sat\nnext to me. When she went out she had both the flag and the rose. They saw it.\nAnd then the president of the Iowa Teachers Association seeing the situation, pre¬\nsented me with another very beautiful rose. As I walked out of the dining room,\nmy wife said, “I will take that rose.” She did. Last night when I was in the\nwings of the auditorium here, Mr. Erlandson said they were going to give me a\nradio in the interest of the commercial exhibits here. Now I find out they gave it\nto Mr. Sutton , and he has given that to my wife.\nI don't know when I am going to get anything. She told me today that this\nbeautiful desk set the Hawaiians gave me yesterday was to go in the house at home,\nnot at the office. 1 expect she will want to go under my umbrella and wash the\n“mountain\n\ndew”\n\noff me.\n\nI don’t know of any further business. I wish I could say half I feel about the\npeople of Atlanta, about the people of Georgia, about the people of the South.\nThey are the people that made this convention go over with a bang. I think you\nbrought some good programs here. I think we had some fine addresses. I think\nwe\n\nhad\n\nsome\n\nconstructive\n\naddresses.\n\nBut the whole-hearted\n\nfellowship\n\nand\n\nhos¬\n\npitality’ and good humor and joy with which the Georgia and the southeast United\nStates people have greeted us have made this convention what it is. My heart is\nfull of gratitude to every one of them.\nAnd then for you members of the National Education Association who have\nstood loyally’ by the organization in the past year, I want to thank every one of you.\nIf there is no further business appearing, I am going to say that after I have\noffered a pray er for forgiveness for everything which I should have done and which\nI have not done, and for everything which I should not have done and which I\nhave done, that we will stand, and led byr Mrs. Lefler, the wife of the superin¬\ntendent of schools of Lincoln, Nebraska, we will sing the Star Spangled Banner,\nafter which the Sixty-seventh\nwill stand adjourned.\n\nMINUTES\n\nConvention\n\nOF THE\n\nof the National\n\nMEETINGS. OF THE\nCOMMITTEE\n\nCleveland,\n\nOhio, February\n\nSaturday\n\nMorning.\n\nFebruary\n\nA meeting of the Executive\n\nCommittee\n\nwas\n\nEducation\n\nAssociation\n\nEXECUTIVE\n\n23-26, 1929\n23, 1929\n\ncalled to order at 10 a. m., Saturday,\n\nFebruary 23, 1929, in the President’s suite, Hollenden Hotel, Cleveland, Ohio, Mr.\nUel W. Lamkin, President, in the chair. The following were present: Cornelia S.\nAdair, Walter R. Siders, Henry L. Smith, Frank E. Reynolds, the President, Uel W.\nLamkin, and the Secretary’, J. W. Crabtree. The following members of the Board\nof Trustees were present on invitation: Kate V. JCofford and Joseph H. Saunders.\n(Later J. M. G^'inn entered.)\nThe first item of business was\n\nthat of considering bids on the publication of The\n\nJournal , the contract with Judd and Detweiler having expired recently’. Mr. Allan ,\nbusiness manager, presented bids from several companies pointing out that Judd and\nDetweiler of Washington, D. C., was the lowest bidder, and that the Lord Baltimore\nPress of Baltimore was the next lowest. After explanation and discussion a motion\nwas made by’ Mr. Smith and seconded byr Miss Adair, authorizing the Secretary’ to\naccept the bid of Judd and Detweiler and, after securing the advice and approval\nof an attorney, to enter into a contract with this firm. Motion carried.\nMr. Allan next presented bids on the Volume of Proceedings, for a three y’ears’\ncontract, from the National Capital Press, Washington, D. C. ; Judd and Detweiler,\n\n"}
{"page": 1085, "printed_page": null, "text": "Associational\n\nWashington,\n\nD. C. ; and\n\nRecords\n\nthe Lord\n\nand\n\nBaltimore\n\n1081\n\nInformation\n\nPress, Baltimore.\n\nThe\n\nJudd\n\nand\n\nDetweiler bid being considered the best, Mr. Reynolds moved and Miss Adair sec¬\nonded the motion to award the contract to Judd and Detweiler. Carried. It was\nthe understanding that the Volume would not be increased in size.\nA motion was made by Mr. Siders and seconded by Mr. Smith, to adopt the\nminutes of the Minneapolis meetings of the Executive Committee as printed in the\n1928 Volume of Proceedings . Motion carried.\nThe report on salaries and the salary schedule for the headquarters’ staff was next\nconsidered. It included a list of names on the permanent roll, showing present\nsalaries, the scheduled increases due June 1, and a list of the names on the temporary\nroll showing the salaries for the year. It included a list of names on the temporary\nroll recommended for the permanent roll, and another list of those who were recom¬\nmended for increases beyond schedule allowances. After explanation and discussion,\nit was decided to first take up the question of schedule increases, then the matter\nof transferring from the temporary roll to the permanent roll, and last the matter\nof special increases in salary. Miss Adair moved to authorize the Secretary to\ngrant the increases in salary as provided by the schedule adopted by the Board of\nDirectors, the increases to begin June 1. Seconded by Mr. Smith. Carried.\nA motion was made by Mr. Siders to the effect that all schedule increases should\nbegin on June 1, that those elected any time during the first six months of the\nassociational year shall be entitled to the schedule increases on June 1 of the same\nyear and those elected at any time during the second half of the year should receive\ntheir first schedule increase on June 1 of the following year. Seconded by Mr.\nReynolds. Carried. A motion was made by Mr. Siders to adjust the salaries of\nMiss Beck and Miss Bliss to the new plan. Seconded by Miss Adair. Carried. It\nwas decided that this plan would\nappointment was ratified.\n\nput Mr. Ashby’s salary at $2040 on June 1. His\n\nThe Committee then took up the recommendations for transferring from the tem¬\nporary roll to the permanent roll. It was agreed to accept the recommendation\nexcept in the case of those who were recommended for an extra increase and in\nthese cases to leave their pay on the schedule basis — the additional increases to be\nconsidered at the Atlanta meeting. It was also decided that all requests for greater\nthan schedule increases should be held over for the summer meeting. Miss Alltuckcr\nwas\n\nallowed\n\nthe increase for 1-A but the question of her classification was\n\npost¬\n\nponed for later consideration. fV. G. Carr’s election at a salary of $4000 was rati¬\nfied. Ethel Blake was transferred to the permanent roll at her present salary $1932.\nThe others were transferred to the permanent roll each at a salary of $1200. The\nappointment of Elsie Lindsay at a salary of $1500 was ratified.\nThe following were transferred from the temporary to the permanent roll: Betty\nParker, Rachel Baker, Emily Trivett, Ethel Blake, Mattie Ferguson, Ethel Bonde,\nHelen Hodge, Jessie Eldredge, Mabel H oilman, and Anna Schauck. All of these\nare to be in class 3-B, salary $1200, except Ethel Blake class 3-A salary $1932, and\nHelen Hodge 3-B salary $1260. It was decided that the matter of additional in¬\ncreases for Miss Hodge, Miss Baker, Miss Alltucker, Miss Splawn, Miss Ogden,\nand Miss MacFatc would be considered at the next meeting. The Secretary was\nrequested to have complete\n\ninformation\n\non hand\n\nat that time.\n\nThe President stated that he would request the Secretary to prepare a report*\ngiving complete information concerning the work and status of the members of the\nstaff on the temporary roll including the names of those to be retained for another\nyear, and of those whose services end with the present year together with whatever\nrecommendations he desires to make. He also stated that he would request that a\nreport be made on the way in which the salary schedule works, together with sug¬\ngestions as to necessary modifications. The Secretary thought the changes in classi¬\nfication which should be made would settle the difficulties encountered at this\nmeeting.\n\n"}
{"page": 1086, "printed_page": null, "text": "1082\n\nNational\n\nEducation\n\nAssociation\n\nA motion was made by Mr. Reynolds to ratify by mail, the vote to appropriate\n$1000 out of the contingent fund for the use of the Joint Committee on Health.\nSeconded by Miss Adair. Carried. A motion was made by Miss Adair to ratify the\naction taken to pay the expenses of the State Secretaries, $3225.05, at the December\nmeeting in Washington. Seconded by Mr. Smith. Carried. The mail vote taken\nlater carried. Mr. Smith moved to instruct the Secretary to pay the bills incurred\nin printing and sending all material for the World Federation of Education Asso¬\nciations. Seconded by Mr. Reynolds. Carried. Mr. Siders moved that $200 be\nappropriated out of the contingent fund for the use of the Committee on Colored\nSchools. Seconded. Carried. A motion was then made by Mr. Siders to adjourn\nfor lunch. Seconded. Carried.\n\nSaturday\nThe\n\nExecutive\n\nCommittee\n\nAfternoon,\nreturned\n\nFebruary\n\n23, 1929\n\nafter lunch to the room\n\nto attend the meeting\n\nof the board of trustees which wras called for 2 oclock. At four oclock in the after¬\nnoon, February 28, President Lamkin called the meeting of the Executive Committee\nto order stating that since the members of the board of trustees were present this\nwould be considered a joint meeting of the Executive Committee and the Board of\nTrustees to listen to a matter to be presented by the officers of the Associated Exhibilurs. All members of both the Executive Committee and Board of Trustees were\npresent. The officers of the Association of Exhibitors being present, the President,\nMr. R. S. Erlandson, was first called upon.\nMr. Erlandson explained the purpose of the Association of Exhibitors and pointed\nout the mutual advantages which would result from the National Education\nAssociation giving recognition to the association wrhich he represented. Recognition\nwould aid in building up and strengthening his association and it would mean\ngreater support from all business interests represented in the exhibits to the asso¬\nciation, in promoting its program, and in furthering the interests of education in the\nstates and in the nation. Other members of the committee spoke on the question.\nThe discussions covered a period of two hours. It was on a cordial plane and\ngood natured throughout. The N. E. A. officials asked a number of questions and\ncalled attention to difficulties that might arise from the formal connection which\nwras advocated but showed that they were openminded in the whole matter. The\npresident, Mr. Lamkin, thanked the officers of the Associated Exhibitors, promising\nthat careful attention would be given to their proposals. He referred to the ad¬\nvantages of sitting dowm and talking over matters of this kind frankly. Mr. Siders\nthen moved to adjourn to meet Tuesday morning at 9 oclock in the same room.\nSeconded by Miss Adair. Carried. Later in the session the Secretary was instructed\nto wrrite a cordial letter to the Associated\n\nTuesday\n\nForenoon,\n\nExhibitors, expressing\n\nFebruary\n\nappreciation.\n\n26, 1929\n\nThe meeting was a continuation of meetings on Saturday. All members of the\nLxecutive Committee were present. All members of the Board of Trustees were\npresent on invitation.\nOn the explanation that the Institute of International Education of Columbia\nUniversity, New York, had invited the Association to appoint a member on their\nadvisory committee Mr. Smith moved that the matter be referred to the Board of\nDirectors for a by-mail-vote recommending that the appointment be made. Seconded\nby Mr. Siders. Carried. A petition of 250 members for a department of special\neducation was read. Members of the committee felt that the department should be\ncreated. The Secretary was authorized to present the petition to the Representative\nAssembly at the Atlanta Convention. Attention was called to the fact that a petition\nhad also been made for a department of home economics.\n\n"}
{"page": 1087, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1083\n\nInformation\n\nThe question of designs for a membership key was presented. The children in\nart classes in the public schools had been requested to submit designs. A number\nhad presented designs. These were passed around. While many showed remark¬\nable skill for children none seemed to be satisfactory for the key. A motion was\nmade by Mr. Siders and seconded by Mr. Reynolds to leave the matter of selecting\na design for the life membership key for the first meeting\nmittee at the Atlanta convention. Carried.\n\nof the Executive\n\nCom¬\n\nA motion was made by Mr. Smith and seconded by Mr. Siders to hold as a\nspecial fund at present the increments returned from the Insurance Company as\nmembers resign from the staff and that later if advisable it can be cared for in\nsome other way. Carried.\nMr. Siders moved that the Secretary be authorized to take whatever steps neces¬\nsary to determine the motive for putting out Sanctified Squander and to do what¬\never possible to counteract its influence. Seconded by Mr. Smith. Carried. A\nrequest had come from other meetings for the Association to provide material to\nsuperintendents and others for offsetting its influence.\nMr. Allan asked the privilege of making a statement concerning the report made\nby a committee of exhibitors. After hearing his explanations the committee ex¬\npressed confidence in him and pride in the success of his exhibits.\nThe salary matter was again discussed and again the question of extra increases\nwas postponed for consideration at the Atlanta meeting. A motion was passed to\nallow Miss Alltucker an increase of $250 on June 1 but to leave the question of\ndeciding on her classification in the schedule for the summer meeting.\nSuperintendent Sutton explained preparations at Atlanta for the annual conven¬\ntion. Mr. Gwinn then brought up the matter of a jewel for the retiring president.\nIt wras agreed that the matter should be presented to the Board of Directors by\nMr. Saunders. Later this was done. Favorable action was taken. On the request\nof Mr. Siders the question of how foreign education associations honor their dis¬\ntinguished educators was postponed to the next meeting of the committee.\nA motion was then made by Mr. Siders to adjourn. Seconded by Mr. Reynolds.\nCarried.\nJ. IF. Crabtree, Secretary,\n.\n\nWashington,\nThe\n\nExecutive\n\nCommittee\n\nmet\n\n'\n\nU el IF. Lamkin,\n\nPresident.\n\nD. C., April 8, 1929\n\non the call of the chairman\n\nat 1 oclock, April 8,\n\n1929, at the Association headquarters, Washington, D. C. A meeting of the Board\nof Trustees was held during the forenoon, the members of the Executive Committee\nbeing present on invitation. There were present when the committee was called to\norder: IF. R. Siders, H. L. Smith and U el W. Lamkin. Miss Adair was absent on\naccount of a recent operation. Mr. Reynolds was detained at home on account of\nimportant business of the state association Mr. Saunders of the board of trustees\nwas present on invitation. A letter was read from Miss Adair in which she recom¬\nmended approval of the action taken by the department of classroom teachers to use\n$500 of the appropriation towards the expenses of Mrs. Joynes, the President, to\nattend the Geneva meeting of the World Federation of Education Associations. On\nthe suggestion of Mr. Siders it was decided to see whether the local classroom\nteacher associations would not wish to raise the fund.\n\nA motion was\n\nmade\n\nby Mr. Siders to call the attention of the Executive\n\nCommittee\n\nof each of the departments having membership fees — the Department of Elementary\nSchool Principals, the Department of Secondary School Principals, and the Depart¬\nment of Superintendence — to the wisdom of sending their president and secretary\nto the Geneva meeting and paying part of the expense if necessary.\n\n"}
{"page": 1088, "printed_page": null, "text": "1084\n\nNational\n\nEducation\n\nAssociation\n\nAfter discussion it was decided to elect an additional assistant in the Division of\nPublications. Mr. Belmont Farley , of the Western State Teachers College at Kala¬\nmazoo, Michigan, was elected at an annual salary of $4250, to begin work June 1,\nor at such other time as arranged by the Secretary. The committee then took up\nthe question of a press release on radio in the schools given to the Columbia Broad¬\ncasting System by Mr. Morgan. Protests had been made by Superintendent Randall\nCondon\n\nand others.\n\nThe\n\nSecretary had written to the Columbia\n\nBroadcasting\n\nCom¬\n\npany protesting against the use made of Mr. Morgan’s statement. Mr. Morgan’s\nproposal to write the company withdrawing his cooperation with them for the\npresent was approved.\nThe question of the budget was taken up. There was a general discussion of the\nbudget and budget plans. A motion was made to appropriate $+37.92 out of the\ncontingent fund for the use of the Department of Adult Education. Carried.\nMeeting\n\nadjourned.\nJ. W.\n\nCrabtree,\n\nSecretary,\n\nU el JV. Lam kin, President.\n\nAtlanta, Georgia, June 28-July 4, 1929\nFriday\nThis\n\nmeeting\n\nof the Executive\n\nMorning,\nCommittee\n\nJune 28, 1929\nwas\n\ncalled to order at 8:30 a. m. in\n\nthe President’s Suite, Hotel Ansley, Atlanta, Georgia, with the following members\npresent: Henry L. Smith, Frank E. Reynolds, and LJ el W. Lamkin. The other mem¬\nbers of the committee had not yet arrived.\nThe minutes of the meetings of February 23 and 26 at Cleveland, Ohio, and of\nApril 8, 1929, at Washington, D. C., were read by the Secretary. Moved\nSmith and seconded by Mr. Reynolds that the minutes be approved as read.\ncarried.\n\nby Mr.'\nMotion\n\nThe second item of business presented for the consideration of the Executive\nCommittee was the following report of a committee on the matter of honoring Dr.\nJohn Dewey consisting of the following: Jesse H. Newlon, William H. Kilpatrick,\nand Harold O. Rugg. The report was presented by the Chairman, Mr. Newlon:\nf\n\n•\nDr. J. W.\n\nCrabtree,\n\nNational\n\nEducation\n\nMay\n\n22, 1929\n\nAssociation,\n\nWashington, D. C.\nDear Dr. Crabtree:\nThe committee which Mr. Lamkin appointed to report on a plan for commemora¬\ntion by the N. E. A. of the seventieth birthday of Dr. John Dewey has conferred, and\nI have been asked to report its action. The\nmendations :\n\ncommittee\n\nmakes\n\nthe following recom¬\n\n1. That an appropriate resolution noting the seventieth birthday of John Dewey,\nand expressing appreciation for his great service to American education, be adopted\nby the Convention. The drafting of this resolution should be entrusted to a person\nespecially qualified for the duty. Without consulting with Dr. Kilpatrick on this\npoint, Dr. Rugg and I suggest that he would be the best person in the country to do it.\n2. That Dr. Dewey be made a life member of the N. E. A. by action of the\nRepresentative Assembly.\n3. That one issue of the N. E. A. Journal, preferably the November issue, be given\nover to a discussion of the contribution of Dr. Dewey to education and to the epochmaking movement in American education with which he has been identified. The\ncommittee suggests that the persons to prepare the articles for the Journal should\n\n"}
{"page": 1089, "printed_page": null, "text": "Associational\n\nbe very\nmatter.\n\nRecords\n\nand\n\n1085\n\nInformation\n\ncarefullly chosen, and the committee offers to assist Mr. Morgan in the\nDr. Rugg has signified to me his willingness to contribute to this number.\n\n4. That in the form of an N. E. A. bulletin a selected bibliography\nwritings be made available to the profession.\n\nof Dr. Dowry's\n\nThe committee realizes the seriousness of the proposal that one number of the\nJournal be devoted to the movement in education with which Dr. Dewey has been\nidentified and of which he has been so largely the leader, but we believe the great¬\nness of his service not only warrants such a measure but would make it seem to the\nmembership of the Association a peculiarly appropriate thing to do.\nIn the opinion of the most critical minds among his contemporaries Dewey will\nbe ranked with the great thinkers of all time in his fields. There is no gainsaying\nthe tremendous influence that he has exerted on educational theory and practise.\nThe progressive education movement, socalled, must be attributed largely to him.\nIn view of the recommendations which we are making it is of course necessary\nfor the committee to report now, and to save time I am sending a copy of the report\nto President Lamkin.\nPresident Lamkin' s name will be included on the committee which is preparing\nthe Dewey celebration to be held in New York in the autumn, and in other ways\nit is hoped that the N. E. A. may be brought into cooperation with this movement.\nSincerely yours,\n(Signed)\n\nJesse IL. Newlon.\n\nAfter discussion a motion was made by Mr. Smith that the report of the special\ncommittee be presented to the Representative Assembly with the recommendation of\nthe Executive Committee that the report be adopted and the committee continued in\ncharge of the celebration.\nThe\n\nSeconded\n\nnext question taken up was\n\nby Mr.\n\nrecommend\n\nNational\nwith :\n\nEducation\n\nthat the schedule\nAssociation\n\nCarried.\n\nthat of increasing the advertising\n\nJournal. The following recommendations\nthe Secretary of the Association:\nWe\n\nReynolds.\n\nw’ere made\n\nof advertising\n\nbe increased\n\n1. That the increases be approximately\nper insertion as follows:\n\nrates for the\n\nby the Business Manager\nrates for the Journal\n\naccording\n\nof the\n\nto the plan outlined here¬\n\ntwenty-five percent, providing\n\nAmount of Space\nPer Column inch .\n\nfor rates\n\nCurrent rate\nRecommended rate\n$ 15.60\n$ 19.50\n\nFourth page .\nThird page .\nHalf page .\n\n97.50\n125.00\n190.00\n\n120.00\n155.00\n235.00\n\nTwo-thirds page .\n2nd & 3rd cover .\n\n245.00\n450.00\n\n305.00\n540.00\n\ncover .\n\n500.00\n\n620.00\n\n4th\n\nand\n\n445.00\n355.00\nFull page .\nAgency Commission: 15 percent; cash discount: 2 percent; cash discount\ndate: 10th of month of issue.\n2. That\n\nthe announcement\n\nof new\n\nrates be released on or about September\n\n16,\n\n1929, and that the new rates be effective November 12, 1929; providing, however,\nthat as a protection to advertisers and agencies whose schedules are already planned\nand as an incentive for new business, orders be accepted for advertising in issues\nto and including that of June, 1930, at the old rate. Such orders, however, must be\nfor specific space in specific issues and must\n\nreach us before the close of business\n\n"}
{"page": 1090, "printed_page": null, "text": "1086\n\nNational\n\nEducation\n\nAssociation\n\non November 11. No orders for space beyond that of June, 1930, will be accepted\nexcept at the new rate. No orders bled after November 11, 1929, for any issue,\nwill be accepted except at the new rate.\n3. That the plan of the socalled ‘‘flat rate” be continued: This provides that\nthe rate shall be the same per issue regardless of whether the advertiser has one\ninsertion or several during the year and does not permit differentials or discounts\nfor term advertising contracts.\n4. That we adhere to our present policy of restriction of advertising to that which\nhas definite value to school workers as such, and that we continue our efforts to\nimprove all our advertising standards.\n(While the question was\ncommittee.)\n\nunder\n\nconsideration, Miss\n\nCornelia S. Adair\n\njoined the\n\nAfter a prolonged discussion it was moved by Mr. Reynolds and seconded by Mis *\nAdair that the recommendations of the Business Manager and Secretary be adopted\nexcept that the rate per column inch be made $20 instead of $19.50. Motion carried.\nThe committee next considered a recommendation made by Mr. Joy E. Morgan\nto erect a tablet for the N. E. A. in Mammoth Cave in honor of Horace Mann.\nIt was moved by Miss Adair and seconded by Mr. Smith\non the table until further information was available.\n\nthat the matter\n\nbe laid\n\nThe committee next took up a recommendation in the Secretary’ s report that steps\nbe taken at the present time to hold a centennial celebration in 1937 commemorating\nthe coming of Horace Mann to the secretaryship of the Massachusetts State Board\nof Education. Miss Adair moved that the Secretary be authorized to go ahead and\nmake arrangements for calling the attention of the President and Congress of the\nUnited States to the wisdom of making this a national celebration. The motion was\nseconded by Mr. Reynolds. Carried.\nThe President then instructed the Secretary to prepare a suitable resolution to be\npresented to the Representative Assembly at its business meeting on Wednesday.\n{IV alter R. Siders came in during the discussion.)\nThe Secretary stated that he had been requested to get designs and bids for a life\nmembership key. He called attention to the designs and read bids from three lead¬\ning companies. Miss Adair moved that the key with the design the same as the\nmembership pin be recommended to the Board of Directors for adoption; that the\ntwo sizes presented be adopted; and the contract for making the key be awarded to\nthe L. G. Balfour Company, Attleboro, Massachusetts, at the price stated in the bid,\nand further that these keys be available for sale to life members at $3.50 and $4\neach. Seconded by Mr. Reynolds. Carried. It was understood that the Association\nwould deliver them already engraved as purchased.\nThe question of life membership for departments was discussed at length and\ndifferent plans were considered. It was moved by Mr. Siders that the matter be\npostponed until a later meeting of the Executive Committee. Seconded by Mr.\nReynolds. Carried.\nMeeting adjourned.\n\nFriday\nThe\n\nExecutive\n\nCommittee\n\nwas\n\nMorning,\n\nJune 28, 1929\n\ncalled in session by the President\n\nat 11 a. m. with\n\nall members present: JV alter R. Siders, Frank E. Reynolds, Cornelia S. Adair, Henry\nLester Smith, and Uel JV. Lamkin, Chairman.\nChairman Lamkin announced the appointment of delegates to the Inter-American\nConference to consist of the following: JV alter R. Siders, Cornelia S. Adair, J. M.\nGwinn, Frank E. Reynolds, Kate V. JVojford, Henry Lester Smith, Joseph H. Saun¬\nders, Francisco Vizcarrondo , United States Commissioner of Education JVilliam J.\nCooper, John J. Tigert, P. P. Claxton,\ntree, and Uel JV, Lamkin, Chairman.\n\nS, Rowe,\n\nGlenn\n\nL. Swiggett, J. JV. Crab¬\n\n"}
{"page": 1091, "printed_page": null, "text": "Associational\n\nA motion\n\nwas\n\nmade\n\nby Mr.\n\nRecords\n\nSmith\n\nas delegates to the Inter-American\n\nand\n\nto confirm\n\nConference.\n\n1087\n\nInformation\n\nthe appointment\n\nof these members\n\nSeconded\n\nSiders.\n\nby Mr.\n\nCarried.\n\nAfter discussion of the Auditors’ Report a motion was made by Mr. Smith that\nthe printing of the Auditors’ Report be left in the hands of Mr. Siders and Mr.\nReynolds. Seconded by Miss Adair. Carried.\nPresident Larnkin called attention to a communication from Miss Baylor , Secretary\nof the National Council, concerning the appointment of members to fill vacancies.\nHe referred the communication to Mr. Smith asking him to bring it before the\nBoard of Directors at the next session.\nThe Secretary, having been authorized to recommend changes for the personnel\nclassification for the members of the headquarters staff, presented the following\nreport and recommendation:\nL Let 1A become 1AA.\n2. Add the number 1A for Associate Directors in Major Division; salary — basic,\n$4500; maximum — $7250; increase — $250.\n3. Let 3A become 3AA. Change basic salary to $1400, and salary increase to $75.\n4. Add a new number, 3A, for skilled clerks, stenographers, and technical assist¬\nants. Salary — basic, $1310; maximum — $1800; and annual increase — $70.\n5. In 3B change salary maximum to $1720 and annual increase to $65.\n6. If the proposed changes are adopted, all members of the staff shall retain their\npresent classification except:\n\nDorothy\n\nCragg\nFlorence Miller\nEthel Blake\n\nElizabeth Hand\nIlse Smith\nLouise Sease\nFrank\n\nBradley\n\nChari\nO. Williams\n«\n\nS. D. Shankland\nT. D. Martin\nH. A. Allan\n\nJoy E. Morgan\nJohn K. Norton\nc. The\n\nclass lA is to meet the case of Margaret\n\nd. The\n\nfollowing now in 3B are recommended for 3A:\nRachel Baker\nMary Splavsn\nHelen MacFate\nHelen Hodge\nFrances Ogden\n\nmembers\n\nof the staff June\n\nAlltucker\n\n1. 1930, except in the following\n\ncases to begin as of\n\nJune 1, 1929:\n\n.\n\nRachel Baker\nHelen MacFate\n\nThe\n\ning\n\nin\n\nfoll\n\nowin\n\n1A\n\nwil\n\ng in\n3A\n\nl b\n\nelo\n\nng\n\nin\n\n1 year 3A\n3 year 3 A\n\nMary Splaun 4 years 3A\nwill\nbelo\ng in\nHelen nHodge\nclas 1 year 3A\ns 3A\nA:\n\n1AA\n\n:\n\n$1310. Basic Salary\n1450. Basic Salary plus\n1380.\n\ntwo ($70) increases\nBasic Salary plus\n\n1380.\n\none ($70) increase\nBasic Salary plus\none ($70) increase\n\n"}
{"page": 1092, "printed_page": null, "text": "1088\n\nNational\n\nEducation\n\nPersonnel\n(With\n\nthe above\n\nAssociation\n\nClassification\nsuggested\n\nA A. Directors of business, administrative,\n\namendments)\n\nand creative divisions\n\nBasic .\nMaximum .\nAnnual Increase .\n\n.\n\nPer year $5000\n\nPer year $7500\n250\n\nDir\n\nAssociate Directors in major divisions\nect A.\nors\nof\nDivBasic .\nisi\nMaximum\n.\nons\nAnnual Increase .\nB.\n\nPer year $+500\nPer year $7250\n250\n\nDirectors of other divisions\nBasic .\nMaximum .\nAnnual Increase .\n\n2. Head\nA.\n\nB.\n\nDivision\n\nAssistants\n\nand\n\nPer year $2500\nPer year $4500\n200\n\nSection Chiefs\n\nAssistants to Directors in 1AA and chiefs of major\ntive responsibilities\nBasic .\nMaximum .\nAnnual Increase .\nChief clerks and section heads with groups\nBasic .\nMaximum .\nAnnual Increase .\n\n3. Clerks, stenographers,\n\nsections with adminisPer year $1800\nPer year $3000\n120\n\nresponsibility\nPer year $1250\nPer year $2250\n100\n\ntechnical assistants\n\nAA.\n\nClerks, stenographers, technical assistants expert in their work\nBasic .\nPer year $1400\nMaximum .\nPer year $2000\nAnnual Increase .\n75\n\nA.\n\nClerks, stenographers, and technical assistants\nBasic .\nMaximum .\nAnnual Increase .\n\nPer year $1310\nPer year $1800\n70\n\nClerks, stenographers, and other assistants\nBasic .\n:.\nMaximum .\nAnnual Increase .\n\nPer year $1200\nPer year $1720\n65\n\nB.\n\nA.\n\nClerks, stenographers,\nSalary\n\ntypists, and other temporary\n\n.\n\nhelp.\nPer week $15 and up.\n\nAfter explanations by the Secretary and after prolonged discussion, a motion was\nmade by Mr. Siders that a vote on salary schedules and classification be taken at\nthe next meeting of the Executive Committee. .Seconded by Mr. Reynolds. Carried.\n\n"}
{"page": 1093, "printed_page": null, "text": "Associatioxal\n\nRecords,\n\nand\n\nInformation\n\n1089\n\nA motion was made by Miss Adair which referred the following plan for ad¬\nministrating educational research to the Board of Directors recommending its\nadoption :\n“The following plan for administering the Educational Research fund of the\nDepartment of Superintendence is submitted herewith by the department for the\napproval of the National Education Association: The Educational Research Fund\nof the Department of Superintendence shall be placed in charge of the Board\nTrustees of the National Education Association to be invested and conserved\n\nof\nin\n\nsecurities that are legal. The Board of Trustees of the National Education Asso¬\nciation shall be the Trustees of said Educational Research Fund. At each annual\nmeeting of the Department the Trustees shall report in detail the condition of said\nFund. The income annually shall be credited to the Department of Superintendence,\nto be expended for such educational research as the Department of Superintendence\nmay direct. No part of the principal of said Fund shall be spent except after the\nunanimous written recommendation of the Executive Committee of the Department\nof Superintendence duly ratified by a two thirds vote of the members present at a\nstated annual\n\nmeeting\n\nof the Department.”\n\nMotion seconded by Mr. Smith. Carried.\nMeeting adjourned to meet again on call of the Chairman.\n\nFriday\n\nEvening,\n\nJune 28, 1929\n\nThe Executive Committee was called in session by the President at 10:30 p. in.,\nwith all members present: Walter R. Siders, Cornelia S. Adair , Henry L. Sm\\th,\nFrank E. Reynolds and U el W. Lamkin, Chairman. Also J. M. G^inn and Kate\nV. Wofford of the Board of Trustees.\nPresident Lamkin called attention to a resolution of the National Congress of\nParents and Teachers which provided for the appointment of an advisory cooperat¬\ning committee to be made up of representatives of the National Congress of Parents\nand Teachers and the National Education Association, the purpose being to de¬\ntermine the common objectives and purposes and to arrange for close cooperation.\nA motion was made by Miss Adair that the committee be appointed and that the\nRepresentative Assembly be requested to ratify the appointment. Seconded by Mr.\nSiders. Carried.\nThe\n\nSecretary called attention to the petitions for new departments as follows:\na Department of Special Education, a Department of Home Economics and a\nDepartment of Research. It was explained that while the vote could not be taken\nuntil next year it would be well to have the question presented to the Board of\nA motion was made by Mr. Smith to recom¬\nRepresentative Assembly that the petitions\nfor these departments be accepted and that the question be voted upon at the next\nmeeting as provided in the bylaws. Seconded by Mr. Siders. Carried.\nIt was decided by the committee to postpone consideration of the question of life\nmembership for departments until at the time of the meeting of the Department\nDirectors for its approval beforehand.\nmend to the Board of Directors and\n\nof Superintendence. A motion was made by Misf Adair that the newly elected\nPresident appoint a committee formed of members of the Executive Committee to\nmake a study of life membership in the departments. Seconded by Mr. Siders.\nCarried.\n\nThe\n\nmatter\n\nof personnel classification of the headquarters\n\nstaff was\n\nagain taken\n\nup. A motion was made by Mr. Siders to change the wording in the Secretary's\nreport to read “Associate Director in Division of Research at a maximum salary\nof $7000.” Seconded by Miss Adair. Carried.\n\n"}
{"page": 1094, "printed_page": null, "text": "1090\n\nNational\n\nEducation\n\nAssociation\n\nA motion was made by Air. Smith that Nos. 1 and 2 of the proposed changes\nin personnel classification and salary be approved as submitted by the Secretary\nand as amended by the Executive Committee. Seconded by Mr. Siders. Carried.\nAfter considerable discussion of proposed changes a motion was made by Mr.\nSiders providing that in 3AA the basic salary be $1400, maximum $2000 and the\nannual increase $60. That in 3A the basic salary be $1300, maximum $1800, and\nthe annual increase $50. In 3B the basic salary be $1200, maximum $1700, and\nthe annual increase $50. The motion was seconded by Mr. Reynolds. Carried.\nMr. Siders then moved that Section 3 be adopted as amended. Seconded by Mr.\nReynolds. Carried.\nThe Secretary again explained that Miss Frances Ogden’s name had been omitted\nfrom the printed list and that under the action of the committee her salary would\nbe $1300.\nAfter further discussion a motion was made by Air. Siders to the effect that Sec¬\ntion 7 be adopted as recommended by the Secretary and in conformity with Section\n3 as amended and adopted. Seconded by Mr. Smith. Carried.\nMotion was made by Mr. Smith, seconded by Mr. Siders that the meeting adjourn\nsubject to the call of Chairman.\nMeeting adjourned.\nU el IV . Lamkin, President,\nJ. JV. Crabtree, Secretary.\n\nThursday\n\nAfternoon,\n\nJuly 4, 1929\n\nThe meeting of the new Executive Committee was held in Air. Larrikin’s suite\nHotel Ansley, at 3 p. m., with the following members present: Henry Lester Smith ,\nFrank E. Reynolds, IValter R. Siders, E. Ruth Pyrtle, newly elected President and\nChairman.\nMr. Lamkin,\nlater.\n\nVicepresident, was\n\nabsent at the opening\n\nof the meeting\n\nbut entered\n\nIt was moved by Mr. Siders that the Secretary be authorized to proceed along\nthe line outlined in the Horace Mann resolution and passed by the Representative\nAssembly. Seconded by Air. Smith. Carried.\nThe Secretary explained the new plan of sending out formal notices to those who\nhad been elected to office or wrho had been elected to places on committees. The\ncommittee approved of the plan.\nAir. Reynolds moved that the Secretary arrange at his earliest convenience to\ndetermine whether arrangements at Columbus were satisfactory for the meeting\nin 1930 and that the usual procedure of the Secretary’ s office be followed in\nhandling the matter. Seconded by Mr. Smith. Carried.\nMr. Smith explained that the National Council would likely need at least $500\nmore than had been appropriated and wanted to know whether in case the emer¬\ngency need should arise the Executive Committee would allow this additional\namount. It was moved by Air. Siders that the work outlined by Mr. Smith, who\nis President of the National Council, be authorized and this expenditure be con¬\nsidered as an emergency expenditure. Seconded by Air. Reynolds. Carried.\nA motion was made by Air. Siders that the Secretary and his staff, when they see\nfit to do so, be authorized to provide a Dupligraph machine for the office as soon\nas they think proper.\n\nSeconded\n\nby Air. Smith.\n\nCarried.\n\nIt is moved by Air. Siders that the Secretary be instructed to take a by-mail vote\non the action of the Executive Committee on the question of classification salary\nschedule of employees at headquarters. Seconded by Mr. Smith. Carried.\nA motion was made by Mr. Lamkin that the classification approved by the direc¬\ntors on the recommendations made by the Secretary, as amended by the Executive\n\n"}
{"page": 1095, "printed_page": null, "text": "Associational\n\nCommittee,\nCarried.\n\nA\n\nhe approved\n\nmotion\n\nwas\n\nmade\n\nRecords\n\nstarting with\n\nby Mr.\n\nReynolds\n\nand\n\nthe new\n\nInformation\n\nyear.\n\nSeconded\n\n1091\nby Mr.\n\nSmith.\n\nto approve\n\nof the bill of $180 from the\nMinneapolis Chamber of Commerce for two microphones destroyed by the Asso¬\nciation at the Minneapolis meeting. Seconded by Mr. Lamkin. Carried.\nThe Secretary called attention to the question of an increase in salary for Miss\nStiffler but it was decided not to grant special increases at this time. It was moved\nby Mr. Lamkin that the increase be not allowed at this time. Seconded by Mr.\nReynolds. Carried.\n\nThe committee spent some time in discussing the plans of work for the Legislative\nDivision of the Association for next year in view of the work undertaken by a\ncommission appointed by the President and Secretary of the Department of the\nInterior. The matter was left in the hands of the Secretary without passing any.\nmotion on the subject.\nThere being no further business, the meeting adjourned.\nE. Ruth Pyrtle, President,\nJ. IV. Crabtree, Secretarv.\nJ\n\nMINUTES\n\nOF THE\nCleveland,\n\nMEETINGS\n\nOF BOARD\n\nOhio, Saturday,\n\nFebruary\n\nOF\n\nJ\n\nTRUSTEES\n\n23, 1929\n\nThe meeting convened at 2:35 p. m. in the President’s suite, Hollenden Hotel,\nMr. fValter R. Siders, Chairman of the Board of Trustees, presiding.\nThe members of the Board in attendance were: W alter R. Siders, Chairman,\nUel IV. Lamkin,\nMiss\n\nCornelia\n\nof the National\n\nPresident, J. M. Gwinn,\n\nKate\n\nV. Wofford,\n\nand Joseph H. Saunders.\n\nS. Adair, Vicepresident, and Mr. Henry\nEducation Association were present.\n\nLester Smith, Treasurer\n\nThe question of the expiration of the Secretary’s term of office was discussed, and\na motion was made by Mr. Saunders (seconded by Mr. Gwinn), that Mr. J. W.\nCrabtree be reappointed for the term of four years beginning September 1, 1929,\nand that his salary be increased to $12,000 per annum beginning June 1, 1929.\nUnanimously carried.\nSecretary\naction.\n\nCrabtree\n\nwas\n\nsummoned\n\nto the meeting\n\nand\n\ninformed\n\nof the Board’s\n\nThe next subject discussed was the erection of a new Association building in\nWashington. A motion was made by Mr. Gwinn (seconded by Miss Wofford) that\nthe Chairman of the Board of Trustees, the President, and the Secretary of the Na¬\ntional Education Association be authorized to secure the services of an architect\nfor the purpose of drawing sketch plans and making an estimate of the cost of a\nnew building to be erected on the land already available, and a second set of\nsketch plans and estimate of cost of a new building on the land available plus the\nadditional thirty feet, and that the Secretary be requested to supply the architect\nwith a program of accommodations required in these buildings. Unanimously\ncarried.\nThe\n\nmeeting\n\nadjourned,\n\nto meet\n\nMonday,\n\nat 4 oclock Monday.\n\nFebruary\n\n25, 1929\n\nThe Board of Trustees of the N. E. A. convened at four o’clock, February 25, in\nthe President’s suite, Hollenden Hotel, Cleveland, Ohio. Present were Walter R.\nSiders, Chairman, Uel W. Lamkin, President, J. M, Gwinn, Kate V. Wofford,\nJoseph H, Saunders.\n\n.\n\n"}
{"page": 1096, "printed_page": null, "text": "1092\n\nNational\n\nMiss Cornelia\n\nEducation\n\nS. Adair , Vicepresident, Mr.\n\nAssociation\n\nHenry\n\nLester Smith, Treasurer,\n\nJ. W. Crabtree, Secretary, and Mr. H. A. Allan, Business\nwere present.\nThe\n\nquestion of the purchase\n\nof the additional\n\nManager\n\nMr.\n\nof the N. E. A.'\n\nfootage adjoining\n\nthe Associa¬\n\ntion’s property was taken up and discussed, after which Mr. Gnvinn moved and Mr.\nLamkin seconded the motion that the Secretary and Mr. Allan be authorized to open\nup negotiations for the purchase or lease of all or a part of lot 1602 and lot 1603.\nThe motion was unanimously carried. Mr. Saunders then moved and the motion\nwas seconded by Mr. Lamkin that the Board of Trustees ask the Executive Com¬\nmittee of the N. E. A. to investigate the Association for Retrenchment in Public Ex¬\npenditures, 110 Engineers Building, Cleveland, Ohio. After a full discussion the\nmotion was unanimously carried.\n. Mr. Saunders\n\nfurther moved,\n\nthe motion\n\nbeing seconded\n\nby Miss\n\nIV off or d, that\n\nthe Board of Trustees ask the Executive Committee to consider sending out educa¬\ntional news in the form of letters to be released to the newspapers. The motion\nwas carried.\nMr. Palmer representing Dr. S. P. Duggan of the Institute of International Edu¬\ncation appeared in person to invite the National Education Association to re¬\nnominate one of its members to representation on the Board of the Institute. After\ndiscussion it was decided because the invitation read to the Governing Board to\npresent it to the Board of Directors at its meeting on February 25.\nThere being no further business the Board of Trustees adjourned.\nKate V. Wofford, Secretary.\nW. R. Siders, Chairman.\n\nAtlanta, Georgia, Friday Morning,\n\nJune 28, 1929\n\nA meeting of the Board of Trustees was held in the President’s suite, the Ansley\nHotel at 10:45. The following members were present: Ucl W. Lamkin, President,\nWalter R. Siders, Chairman, J. H. Saunders, Kate V. Wofford, and J. M. Gwinn.\nBy invitation the following members of the Executive Committee were also present:\nHenry L. Smith, Miss Cornelia S. Adair, and Frank E. Reynolds.\nDr. Siders stated the business to be disposed of at the meeting to be threefold,\nnamely,\n\nfunds, investments,\n\nand the report of the Trust\n\nofficers. Correspondence\n\nbetween the Association’s attorney and Air. Crabtree on questions relative to the\nduties of the Board of Trustees and other Boards of the Association was distributed,\nread, and discussed.\n\nThe\n\ncorrespondence\n\nwas\n\nreceived as information.\n\nThe\n\nchair¬\n\nman\n\nthen called the attention of the Board of Trustees to the Auditor’s report cover¬\ning the records of the Secretary and the Board of Trustees calling particular atten¬\ntion to the cash balance of $28,544.04 which the chair reported had been invested in\nstate of Arkansas 5 percent bonds due serially 1931-1945. Dr. Siders also gave as a\nmatter of information that the principal fund was $490,470.96.\nIt was moved by Air. Saunders, seconded by Miss W offord, that the action of the\nchair in investing the money in the state of Arkansas bonds be approved. Motion\ncarried. The question of the purchase of two lots adjoining the property of the\nAssociation under option of purchase was discussed. It was moved by Mr. Saunders ,\nseconded by Miss Wofford that the Board of Trustees purchase the two lots under\noption of purchase and which adjoin the present building, on the basis of the offer\nmade, or $40,000 or as much thereunder as the Committee could buy them for.\nMotion carried.\n\nIt was moved by Mr. Lamkin, seconded by Mr. Saunders , that Mr. Cooper, the\narchitect, be instructed to proceed with plans for a seven story building, each floor\nto be on the same floor level with the present building. Motion carried.\n\n"}
{"page": 1097, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\n1003\n\nInformation\n\nThe question of the report of the committee to buy a suitable jewel for the retir¬\ning President of the N. E. A. was discussed and Mr. Saunders, the chairman, was\ninstructed to make his report to the Board of Directors.\n\nOn motion of Mr. Lamkin, seconded by Mr. Saunders, the meeting adjourned to\nmeet at the same place at the conclusion of the meeting of the Board of Directors.\nW. R. Siders, Chairman.\nKate V. Wofford, Secretary.\nAn\n\nadjourned\n\nmeeting of the Board\n\nof Trustees\n\nwas\n\ncalled to order by Chairman\n\nSiders at the President’s suite, Ansley Hotel at 5:30 p. in. following the conclusion\nof the meeting of the Board of Directors. Present were: U el W. Lamkin, J. W.\nCrabtree, Jfralter R. Siders, and Kate V. Wofford.\nThe chair stated that the proposed building plans had been approved by the\nBoard of Directors and the Board of Trustees could take final action and enter\ninto a contract with the architect. It was moved by Mr. Lamkin, seconded by Miss\nW offord, that the Board of Trustees proceed with arriving at a contract with Mr.\nCooper as architect for the new building. Motion was carried.\nAfter a discussion of the contract submitted clause by clause, it was moved by\nMr. Lamkin, seconded by Miss Wofford, that the chairman of the Board of Trus¬\ntees enter into a contract in conformity with the points raised and decided upon in\nthe discussion, with Frank Irving Cooper Corporation for the erection of the new\nbuilding. Motion carried.\nIt was moved by Mr. Lamkin, seconded by Miss Wofford that the minutes of the\nMinneapolis and Cleveland meetings be approved. Motion carried. The meeting\nadjourned to meet following the conclusion of the last meeting of the Board of\nDirectors.\nW . R. Siders, Chairman.\nKate\n\nV. Wofford,\n\nSecretarv.\n\nAn adjourned meeting of the Board of Trustees was held immediately after the\nmeeting of the Board of Directors in the hall of the Chamber of Commerce, Atlanta,\nGeorgia. Present were: Mr. Gnvinn, Mr. Saunders, Miss Jf offord, Mr. Crabtree\nand Miss Pyrtle. In the absence of the Chairman, Mr. Siders, Mr. Gnvinn pre¬\nsided. Upon motion duly made and seconded Dr. Walter R. Siders was reelected\nchairman of the Board of Trustees and Miss Kate V. Wolford was reelected secre¬\ntary.\n\nThere\n\nbeing no further business the Board\n\nof Trustees of the N. E. A. adjourned.\nJ. M. Gvsinn, Presiding.\nKate\n\nWashington,\n\nD. C., September\n\nV. Wofford,\n\nSecretary.\n\n7, 1929\n\nof the N. E. A. met at the Association Headquarters, 1201\nSixteenth Street, N .W., at nine oclock with the following present: Jf . R. Siders,\nMr. Saunders, Miss Wofford, and Mr. Crabtree. Mr. Cooper, architect for pro¬\nposed new building, was also present and presented the blue prints, prepared to date.\nThe following decisions were reached in regard to the blue prints and Mr.\nCooper was asked to abide by them:\nThe\n\nBoard\n\nof Trustees\n\nBasement floor— All ground area to be utilized by extending\nward to the limit allowed in the building code. Two toilets.\n\nthe rear wall west¬\n\nFirst floor — Remove all partitions possible on all floors. Clear hall of stairway,\nmove elevators, making freight and passenger elevators near each other.\nSecond floor — Move elevators as on first floor.\nThird floor — Remove partitions in Division of Publications.\n\n"}
{"page": 1098, "printed_page": null, "text": "1094\n\nNational\n\nEducation\n\nAssociation\n\nUse linoleum on all floors throughout, including auditorium except the first floor\ncorridor. Steel sash to be used in the rear. Materials to be used in the new build¬\ning to be similar to those in the present building. Conduits for telephone system.\nAutomatic sprinkler in basement where there is a fire hazard. One Western\nUnion clock for use in the main hall and system of gongs to be used on each floor.\nFurther business included the following:\nMr. Crabtree was asked to investigate possibility of broadcasting from the top\nfloor of the proposed building and if arrangements can be made to instruct the\narchitect to build a proper room. The Board authorized Mr. Allan to unite present\nlots of the Association into one lot for a plat.\nThe following resolution was introduced by Mr. Saunders, seconded by Miss\nWofford and unanimously adopted:\nThat all resolutions for borrowing money be rescinded and that Walter R.\nSiders, Chairman Board of Trustees, and J. W. Crabtree, Secretary of the N. E. A.,\nbe authorized to borrow for uses and purposes of the said Association from the\nContinental Trust Company, Washington, D. C., the sum of $20,000 or as much\nthereof as may be needed, and execute and deliver to the Trust Company the note\nor notes of said National Education Association of the United States, and pledge\nas collateral security for the payment of aforementioned loans, all the income arising\nfrom the securities now held by said Continental Trust Company as part of the per¬\nmanent fund of the N. E. A. of the United States, this resolution to remain in full\nforce and effect until revoked by proper order of this Board.\nIt is further unanimously “Resolved,” that for value received the N. E. A.\nof the United States of America does hereby assign and set over unto the Conti¬\nnental Trust Company of the District of Columbia, all its right, title, and interest\nin, and to the income arising from, the permanent fund now held by said Continental\nTrust Company as trustee, said income to be applied on account of the payment of\nprincipal and interest of such note or notes as may be given by said Association to\nsaid Trust Company in evidence of loans now owing or hereafter to be made, this\nresolution to remain in full force and effect until revoked by proper order of this\nBoard.”\nA bill for professional services of Mr. White, Washington attorney for drawing\nup all papers and tracing the newly purchased lots of the Association was approved\nand ordered paid.\nKate\nW.\n\nMINUTES\n\nOF THE\n\nCleveland,\n\nOhio,\n\nV. Wofford,\n\nSecretary.\n\nR. Siders, Chairman.\n\nBOARD\n\nOF DIRECTORS\n\nTuesday\n\nEvening,\n\nFebruary\n\nMEETING\n26, 1929\n\nThe informal meeting of the Board of Directors convened at 8 p. m. The Presi¬\ndent, Mr. Lamkin, being absent, the Secretary called the meeting to order. He\ncalled first on Mr. Allan to explain the work of the Business Division and then on\nMr. Norton to explain the work of the Research Division. Each one answered\nquestions.\nference.\n\nAt this point President\n\nLamkin\n\nentered\n\nand\n\ntook charge\n\nof the con¬\n\nHe called attention to the meeting to be held the next morning at which the\nofficers of state associations and of the national association would meet jointly.\nHe explained the action taken on Sanctified Squander. He called attention to the\nplans adopted\n\nby the Executive\n\nCommittee\n\nto increase the staff in the Division of\n\n"}
{"page": 1099, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1095\n\nInformation\n\nPublications in order to aid in giving greater publicity throughout the nation to\nthe work of the public schools and to offset the unjust attacks being made by\nenemies of the schools on the costs of public school education. No business was\ntransacted at this meeting. All wTere urged to attend the conference\nWednesday morning. The meeting adjourned.\n\nCleveland,\n\nOhio,\n\nWednesday\n\nMorning,\n\nFebruary\n\narranged\n\nfor\n\n27, 1929\n\nImmediately following the conference of the officers of the state associations and\nthe national association, President Lamkin called the Board of Directors to order\nat an informal session. Mr. Norton was called on to explain the Research activities\nand what had been done for the various states. Following this he answered ques¬\ntions. Chairman Lamkin, after explaining further the relationships between the\nstate associations and the national association, called Mr. Allan to outline the\npolicies of the Business Division with reference to the work of state associations.\nMr. Morgan was also called upon and spoke on the relation of the Division of\nPublications to the work of the state associations and answered questions that came\nfrom the audience. The proceedings were informational. Matters were explained\nand topics were discussed but no motions were passed on these particular questions.\nDirector Thurston of Los Angeles moved that there be a committee to plan a\nprogram of work for integrating the state and national membership campaigns.\nCarried.\nDirector Miller of Indianapolis\nthis committee. Carried.\n\nmoved\n\nthat the President\n\nappoint the members\n\nof\n\nMr. Siders explained the work going forward for a new headquarters building.\nMr. Saunders of Virginia, after explaining the recommendation of the Executive\nCommittee for the appointment of a committee to report on the question of present¬\ning a jewel to each retiring President of the National Education Association, asked\nto have charge of the meeting for a few moments and taking the chair he stated\nthat he was ready to entertain a motion on the question which he presented. The\nsentiment was strongly in favor of the suggestion.\nDirector Rosier of West Virginia made a motion to that effect which\nonded by Director Slade of Wyoming. Carried.\nPresident Lamkin again took the chair and after making announcements,\nwas made to adjourn. Carried.\n\nThe\n\nAtlanta.\n\nGeorgia,\n\nfirst meeting\n\nof the Board\n\nbuilding, Atlanta, Georgia,\n\nFriday\n\nsec¬\n\na motion\n\nJ. JV. Crabtree,\n\nSecretary,\n\nU el JV. Lamkin,\n\nPresident.\n\nAfternoon,\n\nof Directors\n\nwas\n\nJune\n\n28, 1929\n\nheld in the Chamber\n\nof Commerce\n\nFriday afternoon, June 28, 1929, at 2 oclock was\n\ncalled\n\nto order by the Secretary, J. Jfr. Crabtree, President Lamkin haying been detained\na few minutes elsewhere. He called for nomination for temporary president, and\nMr. R. E. JVilliams, Secretary of the Kentucky State Teachers Association, was\nnominated and elected and took charge of the meeting with the following directors\nin attendance :\nJ. D. JVilliams, Ala.\nHerman E. Hendrix,\nJ. P. JVomack, Ark.\n\nGordon C. Swift, Conn.\nDavid A. JVard, Del.\n\nAriz.\n\nMrs. Mary C. C. Bradford,\nJV. B. Mooney, Colo.\n\nColo.\n\nHarry English, D. C.\nA. L. JVhittenberg, Ill.\nMary\n\nA. Lord, Iowa.\n\n"}
{"page": 1100, "printed_page": null, "text": "1096\n\nM.\n\nNational\n\nE. Pearson,\n\nEducation\n\nMinnie J. Nielson, N. D.\nJohn G. Mitchell, Okla.\nNettie Rankin Bolland, Ore.\nJ. Herbert Kelley, Pa.\nFrancisco Vizcarrondo, P. R.\n\nKans.\n\nR. E. Williams, Ky.\nC. B. Turner, La.\nWilliam B. Jack, Maine.\nWilliam Burdick, Md.\nWebster\n\nAssociation\n\nMrs. Agnes M. Bacon, R. I.\nGeorge W. W annamakcr, S. C.\nP. L. Harned, Tenn.\n\nH. Pearce, Mich.\n\nEffie MacGregor, Minn.\nU cl W. Lam kin, Mo.\nR. J. Cunningham, Mont.\nM. C. Lefler, Nebr.\nAlexander J. Glennie, N. J.\nJesse II. Newton, N. Y.\nT. W. Andrews, N. C.\n\nL. W. Rogers, Texas\nCornelia S. Adair, Va.\nJoseph Rosier, W. Va.\nCarroll G. Pearse, Wis.\n\nThe first question taken up was that of increasing the advertising rates in the\nJournal. A recommendation of the Secretary and Business Division had been\nplaced before the Executive Committee and with a few changes recommended to the\nBoard of Directors for action. A motion was made by Mr. Holmes of New York\nand seconded by Mr. Rogers of Texas, that the advertising rates be increased as\nrecommended by the Executive Committee. Carried.\nThe Executive Committee recommended that the Association adopt the same\ndesign for a life membership\n\nkey that is now\n\nused on the life membership\n\npin. It\n\nalso recommended that two sizes of membership key be made — one the size of the\nmembership pin and the other slightly larger, the first to sell at $3.50 and the\nsecond at $4 with the name of the member engraved thereon. The Executive Com¬\nmittee further recommended that the bid of the L. G. Balfour and Company, Attle¬\nboro, Massachusetts, be accepted. Samples of different forms of keys were passed\naround and explanations were made. After discussion it was moved by Mr. Pearse\nthat the recommendation of the Executive Committee be accepted. Seconded.\nCarried.\nIt was explained that plans were underway for the new headquarters building\nand that Mr. Frank Irving Cooper had been chosen as the architect and that he had\nbeen requested to present tentative plans to the Board of Directors. Mr. Cooper\nthen took the floor and gave a description of the proposed building using lantern\nslides showing the different floors and a picture of the seven story building. Many\nquestions were asked by directors.\nMr. W hitefoot, Mr. Ward, Mr. Beach, Mr. Williams , Mr. W annamakcr, Mr.\nW hittenberg, Mr. Pearse, and others participated in the discussion. At this point\nPresident Lamkin entered and took charge of the meeting. He indicated that while\nthe Board of Trustees had taken action in favor of constructing the building, the\nboard would not be willing to go ahead without favorable action taken by the Board\nof Directors.\nA motion was made by Mr. IT annamakcr that the Board of Directors express its\nappreciation to the Board of Trustees for presenting the plan, that it approve the\nidea of having the' new building and the tentative plans which had been presented,\nand that the Board of Trustees be instructed to go ahead and carry out these plans.\nSeconded by Mrs. Bradford. Mr. Saunders and other members took part in the\ndiscussion. All members were\ntion was put and carried.\n\nfavorable\n\nto the erection of the building.\n\nMr. Pearse of Wisconsin moved the adoption\nVolume of Proceedings. Seconded. Carried.\n\nof the minutes\n\nThe\n\nques¬\n\nas printed in the\n\nThe Secretary was called upon to make announcements concerning the life mein'\nbership dinner, the meeting of delegates by states, etc. He explained the plans\nfor these meetings and also made suggestions concerning the meeting of the Com¬\nmittee on Credentials, the Committee on Necrology, arid the Committee on Reso¬\nlutions. He passed blanks to directors to be filled out after the meeting of delegates\nby states.\n\n"}
{"page": 1101, "printed_page": null, "text": "Associational\n\nMr.\n\nSaunders , chairman\n\nRecords\n\nof a committee\n\nand\n\nInformation\n\nappointed\n\nby the Board\n\n1097\n\nof Directors\n\nat\nits Cleveland meeting on the question of the President’s jewel, was called upon for\na report. He explained that the committee had given careful attention to the\nmatter and after investigation had decided upon a jewel which he exhibited, con¬\ntaining four diamonds, the cost being $125. After further explanation and dis¬\ncussion Mr. Holmes of New \\ ork moved that the Board of Directors approve the\nplan of giving past presidents a suitable jewel as recommended by the committee.\nMrs . Bacon of Rhode Island seconded the motion. A member suggested that it be\ngiven to succeeding presidents also. Mr. Holmes accepted the amendment. The\nquestion was called for, put bv Mr. Saunders , and unanimously carried.\nf he chairman then called attention to the recommendation made by the Executive\nC ommittee to adopt a plan submitted by the Department of Superintendence for\nestablishing a Research Fund as a part of the present permanent fund. The plan\nprovided that this fund, raised by the Department of Superintendence, be accepted\nand made a part of the permanent fund of the Association, the income from which\nto be used by the Department for research work. Mrs. Bradford moved that the\nrecommendation be adopted. Mr. Turner seconded the motion. Carried.\nA motion was made by Mr. Carter of Missouri to approve of a plan recom¬\nmended by the Executive Committee for honoring Dr. John Dewey on his next\nbirthday. (See complete report in minutes of Executive Committee, p. 1080.) The\nmotion wras duly seconded. Carried.\nThe chairman called attention to page 29 of the Secretary’s report recommending\nthat the President and Congress of the United States be requested to appoint a com¬\nmission on a centennial celebration for the year 1937 in honor of Horace Mann\nand his decade of achievements so fundamental to the continued advancement of\nthe nation. It was explained that the Executive Committee had gone over the\nmatter carefully and that it recommended favorable action on the part of the\nBoard of Directors. A motion was made by Mr. Pearsc to approve of the recom¬\nmendation of the Executive Committee and to present the matter to the Representa¬\ntive Assembly with a recommendation from the Board of Directors. Seconded by\nMr. Beach. Carried.\nAt this point the chairman called attention to the vacancies to be filled in the\nNational Council of Education. Henry L. Smith, president of the Council, was\ncalled upon to make the necessary explanations. A motion was then made by Miss\nNielson of North Dakota, that the chairman appoint a committee of three of whom\nMr. Smith should be chairman to nominate members to fill all vacancies in the\nNational Council of Education. The motion wras seconded.\nAfter further explanation and discussion the suggestion was made that there\nbe five members on this committee and Miss Nielson accepted the amendment. The\nmotion\nThe\n\nwas then put and carried.\nroll call was made at this time, the result being as given in the first part\n\nof the report.\n\nto accept the resignation of Director Dempsey of Vermont\nand to appoint Miss Woodruff in his place. Seconded and carried.\nA motion was made that the resignation of Mr. Marsh of Washington be accepted\nand that Mr. Beach be appointed in his place, also that the resignation of Mr.\nWalker of Missouri be accepted and Mr. Carter be appointed in his place. These\nA motion\n\nwas\n\nmade\n\nmotions were put and carried.\nThe chairman then announced the following committee to nominate candidates\nfor vacancies in the National Council of Education. Dean Smith, chairman, Mrs.\nBacon of Rhode Island, Mr. Mitchell of Oklahoma, Miss Nielson of North Dakota\nand Mr. Beach of Washington.\nMr. Rogers, chairman of the Budget Committee, was called upon for a report of\nthe committee. After giving a general idea of the report and explaining how it had\nbeen worked out, he stated that he would like to be able to bring the report in\nprinted form before them asking for its adoption. It was thereupon moved by\n\n"}
{"page": 1102, "printed_page": null, "text": "1098\n\nNational\n\nEducation\n\nAssociation\n\nMr. Kelley that the matter be postponed until the next meeting of the Board of\nDirectors. Seconded by Mr. Carter. Carried.\nA motion was made by Mr. W annamaker that when the Board of Directors\nadjourned, the adjournment be to meet the next afternoon at 3 oclock. Motion\nseconded by Mr. Pearse.\nAfter discussion Mr. W annamaker changed his motion to read from 3 oclock to\n4 oclock. The question was put. Carried.\nAfter the chairman had made announcements, a motion was made by Mr. Mitchell\nto adjourn to the hour set in the previous motion. Seconded by Mr. Carter. Carried.\n\nAtlanta, Georgia, Saturday\n\nAfternoon,\n\nJune 29, 1929\n\nThe second meeting of the Board of Directors at the Atlanta convention was\nheld in the Hall of the Chamber of Commerce Building, Atlanta, Georgia, Saturday,\nafternoon at 4 oclock, June 29, 1929. It was called to order by the chairman with\nthe following members in attendance (some of these entered after the meeting\nbegan) :\n./. D. Williams,\n\nAla.\n\nMrs. Mary C. C. Bradford,\nIV. B. Mooney, Colo.\nDavid A. Ward, Del.\n\nColo.\n\nHarry English, D. C.\nCharles F. Dienst, Idaho.\nCharles F. Miller, Ind.\nMary A. Lord, Iowa.\nM. E. Pearson, Kans.\nWilliam B. Jack, Maine.\nWilliam Burdick, Md.\nMary McSkimmon, Mass.\nW ebster H. Pearce, Mich.\nH. V. Cooper, Miss.\nE. M. Carter, Mo.\nR. J. Cunningham, Mont.\nM. C. Lefler, Nebr.\nAlexander J. Glennie, N. J.\n\nWilliam H. Holmes, N. Y.\nWalter R. Siders, N. Y.\nT. W. Andrews, N. C.\nJohn C. Mitchell, Okla.\nP. P. Claxton, Okla.\nNettie Rankin Bolland, Ore.\nMrs. Agnes M. Bacon, R. I.\nGeorge W. W annamaker , S. C.\nP. L. Harned, Tenn.\nL. W. Rogers, Texas.\nCaroline W oodruff, Vt.\nR. W. House, Va.\nCornelia S. Adair, Va.\nJoseph Rosier, W. Va.\nE. G. Doudna, Wis.\nCarroll G. Pearse, Wis.\nA. A. Slade, Wyo.\n\n%\n\nSince the meeting had been called for considering the Budget, Mr. Pearse moved\nthat the special order of business be deferred and that some other item be taken up\nfirst. Seconded by Mrs. Bradford. Carried.\nThe Secretary stated that $10,000 should be made available at this time for the\npayment of expenses of delegates. It was moved by Mr. Holmes of New York\nand seconded by Mr. Doudna of Wisconsin that $10,000 be made available for the\nexpenses\n\nof delegates.\n\nThere\n\nbeing no discussion a motion was\n\nput and carried.\n\nMr. Mooney of Colorado moved that $8500 be made available at once for the pay¬\nment of the expenses of members of the Board of Directors at this convention.\nSeconded by Mrs. Bradford. Carried.\nAttention was then called to the new departments for which petitions had been\nsubmitted. It was explained that the Executive Committee had recommended that\nthe applications be put on file to be voted upon at the next annual convention.\nMoved by Mr. Ward of Delaware, seconded by Mr. Pearse of Wisconsin that the\npetitions for a Department of Special Education and for a Department of Home\nEconomics and another for a Department of Research, be accepted and placed on\nfile, be presented through the Representative Assembly with the rcommendation to\nthe Board of Directors\nvention. Carried.\n\nthat the petitions be voted\n\nupon\n\nat the next annual\n\ncon¬\n\n"}
{"page": 1103, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1099\n\nInformation\n\nThe report of the Budget Committee was then taken up. The following state¬\nment was read by Mr. Rogers, chairman:\nYou will notice the report is made out in two sections. You will notice also\nthat the signatures are on the first section, due to the fact that the copy of the\nsecond section went to the mimeographing department first, and the signatures\nwere not available at the time it was sent; and so we signed the first section, which\nwas mimeographed last, and I will ask you to consider those signatures as being\nattached to the entire report, for they certainly are.\nI shall read the report:\nAtlanta, Georgia,\n\nTo the Board of Directors of\nThe National Education Association:\nWe, your\nreport:\n\nFinance\n\nand\n\nBudget\n\nCommittee,\nSection\n\nIn compliance\n\nwith your\n\nJune 28\nbeg leave to submit\n\n1929\n\nthe following\n\nOne\n\ninstructions the committee\n\nmet\n\nat Association\n\nhead¬\n\nquarters in Washington on April 10 of the current year, and within the limits of\nthe time available made a thorough investigation into the financial needs of the\nAssociation as the basis of the budget for the ensuing fiscal year. The Secretary\nof the Association and each of the heads of the various headquarters divisions\nwere invited to appear before the committee and present their budget needs. The\nresponse to this request on the part of the Headquarters staff was frank, cooperative,\nand informative. Each member of the staff cheerfully and frankly supplied the\ncommittee with detailed information as to the work in his or her division; and in\nthis connection the committee wishes to express to you its appreciation of the\nsplendid spirit of cooperation manifested by Secretary Crabtree and his entire\nstaff.\nI will say, in that connection, Mr. Crabtree has been with us in practically all of\nour meetings, has known all that was being done, has recognized the necessity of\nthe action of the Committee in reducing the requests for expenditures, and in no\nsingle instance has a more severe cut been made in the requests than was made in\nthe item for the General Secretary’s office, and on Mr. Crabtree’s own motion. So\nwhen the cutting had to be done, Mr. Crabtree first submitted himself to the knife.\nAt a subsequent meeting of the committee in Atlanta, on the 27th of this month,\nheads of the various departments and the chairmen of the special committees of the\nAssociation appeared before the committee for the purpose of presenting the financial\nneeds of their respective departments and committees. In this, as in the other\ninstance, your committee received a cordial and cooperative response to its efforts\nto ascertain the facts necessary to the preparation of the budget. Heads of the\nvarious divisions have also been given a hearing at this meeting. When told what\nwas necessary to be done to bring the budget within the revenues they were again\ngiven an opportunity to appear before us, and did appear, and told us what was\nbest to be done for their various divisions. The same was true of the department\nheads and the chairmen of committees.\nPreliminary\n\nto the budget for the ensuing fiscal year June 1, 1929, to May 31,\n1930, we submit the following observations and recommendations which we would\nhave you consider as the unanimous opinion of the committee, based on as thorough\nand comprehensive a study of the subject as it was possible for us to make within\nthe limits of our time and opportunity.\nFirst , at the first meeting of the committee, requests for appropriations for the\nensuing year aggregating $499,524.77 were presented to it; and at the same time\nthe receipts for the current year were estimated at $491,562.26.\nIn line with the settled policy of the Board of Directors, the committee decided\nthat the total of the budget recommendations should not exceed the total revenues\n\n"}
{"page": 1104, "printed_page": null, "text": "1100\n\nNational\n\nEducation\n\nAssociation\n\nof the preceding year, and began at once to study the problem of bringing the ex¬\npenditures within the limit indicated. When, however, the report of the auditors\nwas completed, it was found that the total receipts of the current year were only\n$477,495.96. That amount, $477,495.96, was therefore adopted by the committee\nas the maximum for the budget for the ensuing year, including whatever amounts\nshould be decided upon as a contingent, or emergency fund.\nSecond, information gathered from secretaries of state associations indicated\nthat there is a general feeling that the services of the president of the National\nEducation Association should be available to the states, particularly in connection\nwith the meetings of state associations, free of charge, so far as expenses are\nconcerned. The committee recommends, therefore, that the president’s contingent\nfund be placed at $1500 — at least $1000 of which shall be devoted to the payment\nof the expenses incurred by the president attending educational meetings held in\nthe several states under the auspices of State Education Associations.\nRepresentatives\n\nof state associations are also of the opinion that the expenses\n\nof\n\nmembers of the headquarters’ staff, when attending state education meetings should\nbe borne by the National Education Association. We recommend therefore that the\nExecutive Secretary be authorized to permit such free educational service to state\norganizations as his staff can consistently give without injury to the work of their\nrespective divisions.\n\nIn the event the foregoing recommendation as to the president’s service is not\nadopted, we recommend that Section 4 of the Budget report be so amended as to\nmake the president’s contingent fund $500, which is practically the amount expended\nthis year.\nThird, based on our study of the finances of the Association we recommend that it\nbe the policy of the Board of Directors to set aside each year 50 percent of the\nannual surplus as a special Revenue Fund until this fund, plus the income for\nadvertising in The Journal approximates the budget for an entire fiscal year. It is\nthe opinion of your committee that it is not safe policy for the National Education\nAssociation, a voluntary Association, to budget and expend funds in advance of\ntheir receipt, as it is now doing.\n\nF ourth, it is the opinion of this committee\n\nthat efficiency and economy\n\nin expendi¬\n\ntures can be effected in the headquarters’ staff by a persistent effort to reduce ad¬\nministrative costs and by the elimination of duplications in the divisions. For\nexample, we believe that the Division of Accounts could be merged with the Busi¬\nness Division without any loss of efficiency and with considerable saving in ex¬\npenditures, and we recommend that such a change in the organization be made\nwhen practicable.\n\nI will say in explanation of that point, the reason ihe committee said that such a\nchange be made in the organization when practicable was that there are some\nspecial reasons due to personnel of long service, that the committee was not will¬\ning to make the recommendation that that be done outright, at once, but leave\nthat to the good judgment of the Secretary and the Executive Committee to make\nthat change at the earliest practicable moment.\nFifth, the committee recommends that no further appropriations be made to special\ncommittees for the purpose of carrying on projects in the field of research. We\nbelieve that such work\n\ncan be done more\n\nefficiently and economically\n\nby the Asso¬\nciation’s Division of Research. Special committees should, in our opinion,\nbe ap¬\npointed to formulate plans for research and to supervise and direct the work\nto\nbe done by the Division which has been set up by the Association for this specific\npurpose. Appropriations for committees should be limited to amounts required for\nmeetings and conferences with the division staff.\nSixth, we\n\nrecommend\n\nthat the respective total amounts\n\ndivisions of the headquarters’\n\nstaff and the departments\n\nbudgeted\n\nfor the several\n\nand special committees\n\nof\n\n"}
{"page": 1105, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1101\n\nthe Association be, in each case, the maximum amount to be expended, except as\notherwise provided in this report, and that all contracts and commitments be held\nstrictly within the limits of this budget.\nSeventh, we recommend that the budget include an Emergency Fund of $10,000\nto provide for unforseen and emergency needs of the Association — a fund to be\ndrawn upon only in a real emergency and to provide for a service which could not\nbe postponed without serious loss to the Association. And it is further recom¬\nmended that the Executive Secretary be instructed to make an itemized report to this\nbody, at the next annual meeting of the Association, of all expenditures made out of\nthe Emergency Fund.\nRespectfully submitted,\n(Signed)\n\nL. IV. Royers, Texas, Chairman\nIV. B. Mooney, Colorado\nJoseph Rosier, West Virginia\nGeo. JV. W annamaker , South\nA. L. W hittenberg , Illinois\n\nCarolina\n\nAt this point the President asked the Secretary to check up on attendance, which\nwas done. Then Mr. Rosier took the floor to make a motion that we accept the\nresignation of Mr. Heatwole of Virginia and appoint in his place Mr. R. fV. House,\nPresident of the Virginia Education Association as director for Virginia. Motion\nwas seconded by Mr. JVannamaker. Carried.\nMr. Rogers was then requested to continue his report. He then took it up item\nby item as printed in this Volume, page 1125.\nSection\n\nBudget\nHaving\n\nconcluded\n\nTwo\n\nRecommendations\n\nhis explanation\n\nfor 1929-1930\n\nof the report Mr. Rogers stated that it was\n\nthe\n\nrecommendation of the committee that the amount which was recommended for ap¬\npropriation yesterday and any other items that come up of that kind be added to\nthis as separate sections, Section 28, 29, and so on, instead of being put back into\nthe original budget, because that will disturb the balance and so on. Although we\nhad notice yesterday afternoon of the recommendation, we did not have the oppor¬\ntunity to go back and put it into this budget, so we will ask that that be simply\nadded to it as an extra item.\nMr. Rogers then made\n\nthe motion to adopt the report with the understanding\n\nthat\n\nthe committee will prepare the budget section in proper form for presentation to\nthe Representative Assembly. Seconded by Mr. Carter.\nMr. Pearse raised the question as to whether the idea of the committee was\nto appropriate for each special item under a division and it was carefully ex¬\nplained by Mr. Rogers that in specifying items the committee did not refer to the\nsub-items under each heading. It was explained that in the field division where\nsalaries and clerical services were $14,335, traveling expense, $1800, and so on,\nmaking a total of $16,985, that the appropriation would be made for that total and\nnot for each of the parts.\nPresident\n\nLamkin\n\nthen raised the question as to the requirement\n\nthat the Presi¬\n\ndent's expenses should be paid by the Association for addresses before state and\nother associations. He raised questions concerning some other items but explained\nthat he was not objecting to those provisions; he simply wanted the members to see\nboth sides of the question. He called particular attention to the need of making\nlarger appropriations for research. He called attention to the fact that the item of\n$385 would not pay the expenses of speakers for the present meeting. It was voted\nat the Minneapolis meeting, he said, to appropriate for this purpose not to exceed\n$5000.\n\n"}
{"page": 1106, "printed_page": null, "text": "1102\n\nNational\n\nEducation\n\nAssociation\n\nMr. Rogers and Mr. Rosier made further explanations. Among those who par¬\nticipated in the discussions on various items were: Mr. Holmes, New York, Mr.\nCunningham , Montana, Mr. Mooney, Colorado, Mr. Wannamaker, South Carolina,\nMr. Mitchell, Oklahoma, Mr. Saunders,\nler, Indiana, and Mr. Dienst, Idaho.\nA motion was\n\nmade\n\nto amend\n\nVirginia., Mr. Doudna,\n\nthe report by Mr. Holmes\n\nof New\n\nthat we recommend that the President accept no honorariums\nation. The President explained that he thought that was\nitself. The motion was not seconded.\nAfter discussion Mr.\n\nRogers\n\nthen moved\n\nWisconsin,\nYork\n\nMr. Mil¬\nby adding\n\nfrom any state associ¬\nimplied in the report\n\nthat in the second\n\nrecommendation\n\nin\n\nSection 1 after “are concerned” these words “and time will permit,” be added, and\nthat after the figure “$1500” a period be placed and the rest of the paragraph be\nstricken out. The motion was seconded.\nMr. Holmes of New York moved to add to Mr. Rogers’ motion the words “with¬\nout honorarium of any kind.” Mr. Doudna of Wisconsin seconded the motion.\nDiscussion followed. Mr. Rogers then moved to table the amendment to the amend¬\nment but when informed by the chair that that motion would carry with it the\nwhole question he withdrew his motion. Mr. W annamaker of South Carolina asked\nto present a substitute motion but was informed that the motion would be out of\norder.\nThe\n\nchairman\n\nthen asked for a vote on Mr.\n\nfacilitate matters he withdrew his motion.\nwas then voted upon and passed.\n\nHolmes’\n\nMr.\n\namendment\n\nbut in order to\n\nRogers’ amendment\n\nto the report\n\nMr. Holmes moved to substitute $3000 to cover the expense of speakers in place\nof $375 in budget item 16, and that the contingent fund be reduced by that amount\nSeconded by Mr. Ward of Delaware. Mr. Rogers moved to table the amendment\noffered by Air. Holmes. Seconded by Mr. Harned of Tennessee. The motion to\ntaoie was lost. The suggestion was then made that it would be well to leave the\nmatter with the budget committee to take the $3000 from any source it sees fit. The\nsuggestion was accepted by Mr. Holmes. The motion made by Mr. Holmes was\nthen passed.\nA motion was made by Mr. Andrews of North Carolina to reconsider the action\ntaken yesterday in adopting a plan for presenting each past President with a jewel.\nThe motion carried.\nMr. Lefter of Nebraska moved to rescind the action to adopt the jewel and to re¬\nfer the matter back to the original committee for further study and for a report on\nthe question at the next annual convention. Seconded by Mr. Mooney. Mr. W an¬\nnamaker moved to table the motion. Seconded by Mrs. Bacon of Rhode Island.\nThe motion to table was lost. Then the vote was taken on the main motion to re¬\ncommit and carried.\nThe motion was then put to adopt the report of the Budget Committee as amended.\nCarried. The President declared that the action taken covered both sections 1 and 2.\nMr. Pearse\nSeconded\n\nof Wisconsin\n\nby Airs. Bradford.\n\nmoved\n\nto adjourn\n\nto meet\n\non call of the President.\n\nCarried.\nJ. W.\n\nCrabtree,\n\nU el W. Lamkin,\n\nAtlanta, Georgia, Thursday\nA\n\nmeeting\n\nCommerce,\n\nof the new\n\nThursday\n\nBoard\n\nof Directors\n\nForenoon,\n\nSecretary\nPresident.\n\nJuly 4, 1929\n\nheld in the hall at the Chamber\n\nforenoon, July 4, 1929, was\n\nPresident-elect E. Ruth Pyrtle with the following\n\nof\n\ncalled to order at 11.30 oclock by\ndirectors in attendance:\n\n"}
{"page": 1107, "printed_page": null, "text": "Associational\n\nZebulon\n\nRecords\n\nand\n\nThomas\n\nJudd, Ala.\n\nW. K. Keller, Alaska\nE. IV. Montgomery, Ariz.\nWillard E. Givens , Calif.\nW. R. Mooney, Colo.\nMrs. Mary C. C. Bradford,\nH. V. Holloway, Del.\nHarry English, D. C.\nM. L. Duggan, Ga.\nC. F. Dienst, Idaho\nA. L. W hittenherg , Ill.\nFrancis G. Blair, Ill.\nC. F. Miller, Ind.\n\nColo.\n\nMary A. Lord, Iowa\nM. E. Pearson, Kans.\nR. E. Williams, Ky.\nAnnie T. Bell, La.\nWilliam B. Jack, Maine.\nAnnie C. Woodward, Mass.\nMary McSkimmon, Mass.\nWebster H. Pearce, Mich.\nAlice F. Sullivan, Minn.\n\nInformation\n\nJ. Walker,\n\n1103\n\nMo.\n\nL' el W. Lam kin, Mo.\nR. J. Cunningham, Mont.\nM. C. Lefler, Nebr.\nMrs. Jennie A. Cuneux, Nev.\nAlexander J. Glennie, N. J.\nMrs. H. F. Brock, N. M.\nT. W. Andrews, N. C.\nMinnie J. Nielson, N. D.\nA. C. Eldredge, Ohio.\nF. C. Fitzpatrick . Ore.\nJ. Herbert Kelley, Pa.\nFrancisco Vizcarrondo , P. R.\nMrs. Agnes M. Bacon, R. I.\nGeorge W. W annamaker , S. C.\nL. W. Rogers, Texas\nA. M. Thurman, Utah\nCornelia S. Adair, Va.\nC. E. Beach, Wash.\nMrs. Josephine Corliss Preston. Wash.\nJoseph Rosier, W. Va.\nE. G. Doudna, Wis.\n\nH. V. Cooper, Miss.\n\nMiss Pyrtle spoke in complimentary terms of the work of Mr. Lamkin and ex¬\npressed pride in the fact that she could profit from his help during the coming year.\nShe then called upon Mr. Lamkin for a few words. Taking the floor Mr. Lamkin\ncalled attention to the need of knowledge\n\nand experience\n\non the part of the Presi¬\n\ndent of the Association. He firmly believed in the president’s first serving as vicepresident. He expressed the feeling that state directors should show a more active\ninterest in the affairs of the Association. He called attention to the absences of\nmembers\n\nat that session.\n\nHe expressed the hope for a much\n\ncloser relationship and\n\ncooperation with the state associations. If the states could look after the member¬\nship of the National Association, the N. E. A. could double its research and other\nservice to. the states. As part of the plan of cooperation he favored calling the\nsecretaries together at the expense of the Association sometime in December in\nWashington.\n\nIn order to finance the meeting\n\nhe suggested\n\nthat the costs for the\n\nmeeting might come out of the amount proposed by the Budget Committee for mem¬\nbership drives- or out of the amount proposed for the Legislative Commission. He\nexpressed the opinion that our Association would not need to press its program so\nhard while the commission appointed by the Government is making its investigation.\nHe declared that he stands staunchly for the education bill but urged the best pos¬\nsible cooperation with the Government in its investigation of the problem. He\nstated that the success of the Bureau in securing appropriations was due to the help\nof the Association and that we should not hesitate to claim a share of credit.\nThe\n\nnext order of business being to receive invitations from places desiring the\n\n1930 meeting of the Association, a motion was made\ntions to three minutes each. Seconded. Carried.\n\nDr. Thompson,\n\nby Mr. Rogers to limit invita¬\n\nPresident\n\nEmeritus, Ohio University, extended the invitation for\nColumbus, Ohio; Miss McSkimmon extended the invitation for Boston, Massa¬\nchusetts; Mr. Ewald of the Baltimore Chamber of Commerce extended the invita¬\ntion for Baltimore. Mr. Rogers of Boston also spoke in favor of Boston.\nMr. Dienst of Idaho moved to proceed to vote by ballot. Seconded by Mr. Rogers\nof Texas. Carried. Blanks were distributed and members asked to give on the\nblank first choice, second\n\nchoice, and third choice.\n\nMr.\n\nLefler of Nebraska,\n\nchair-\n\n"}
{"page": 1108, "printed_page": null, "text": "1 104\n\nman\n\nNational\n\nof the Board\n\nEducation\n\nof Tellers, was\n\ncalled upon\n\nAssociation\n\nto report a few minutes\n\nlater and\n\nstated that: Your committee begs leave to report on the vote on the meeting place\nin 1930 as follows:\n13\nColumbus\nFirst choice :\n30\nBoston\nBaltimore\n1\nSecond choice :\nBoston\nBaltimore\n\n17\n15\n\nColumbus\n\n3\n\nBaltimore\nColumbus\nBoston\n\n11\n8\n7\n\nThird choice :\n\nThe chairman stated that the preferential vote was therefore for Columbus, Ohio,\nand if satisfactory arrangements are made the Executive Committee will select\nColumbus as the meeting place for 1930.\nMr. Doudna of Wisconsin moved that the present Budget Committee be continued\nfor the coming year. Seconded by Miss Woodward of Massachusetts. Carried.\nThe following, therefore, are members for next year: L. W. Rogers, Chairman,\nW. B. Mooney, Joseph Rosier, George IV. W annamaker and A. L. Whittenbcrg.\nThe next business being that of electing a member of the Excutive Committee,\nMiss McSkimmon of Massachusetts nominated Miss Caroline Woodruff of Vermont.\nMrs. Bradford of Colorado seconded the nomination. A member nominated\nEdith B. Joynes of Virginia. There was a second for this nomination also.\nMr. Kelley of Pennsylvania nominated Mr. Reynolds of Ohio the present incumbent.\nMr. Elliott seconded this nomination. A ballot was taken which resulted in a tie\nvote between Miss Woodruff and Mr. Reynolds. After discussion and after several\nmotions concerning the method of taking a vote had been made and withdrawn, the\nchairman announced that another vote would be taken. Later when the vote was\nannounced\n\nMiss\n\nWoodruff\n\n15, Mr. Reynolds\n\n20 and Mrs. Joynes 9, it was\n\ndeclared\n\nthat no one had a majority of the votes cast. After the withdrawal of Mrs. Joynes'\nname Miss Adair moved that the vote be taken on the two highest. Seconded.\nCarried. The vote was taken, Mr. Reynolds 24, and Miss W oodruff 19. .On motion\nmade by Miss Woodruff, Mr. Reynolds was declared elected by a unanimous vote.\nThe following report was made by the Committee on Vacancies in the National\nCouncil of Education:\nMadam\n\nPresident, Members\n\nof the Board\n\nof Directors of the National\n\nEducation\n\nAssociation: — Your committee on nominations for membership in the National\nCouncil of Education begs leave to make the following recommendations:\n1. Terms expiring in 1929 and recommended for reelection:\n(a) Emma A. Colbert, Dean of Teachers College, Indianapolis, Ind.\n(b) Emily Griffith, Opportunity School, Denver, Colo.\n(c) U el W. Lamkin,\nville, Mo.\n\nPres., Northwest\n\nMissouri\n\nTeachers\n\nCollege, Mary¬\n\n(d) Mary McSkimmon, Prin., Pierce School, Brookline, Mass.\n(e) S. M. N. Marrs, Supt. of Public Instruction, Austin, Texas.\n(f) A. J. Matthews, Pres., State Normal School, Tempe, Ariz.\n(g) M. E. Pearson, Supt. of Schools, Kansas City, Kansas\n2. Terms\n\nexpiring in 1929:\n\n(a) L. A. White , City Supt. of Schools, Minot, N. D.\n(b) Florence M. Hale, State Department, Augusta, Maine\n(c) R. L. Jones, State Supt. of Schools, Cleveland, Ohio.\n\n"}
{"page": 1109, "printed_page": null, "text": "Associatiokal\n\n3. Terms\n(a)\n(b)\n(c)\n(d)\n1. Terms\n\nRecords\n\nand\n\n1105\n\nInformation\n\nexpiring in 1930 :\nC. E. Beach, Supt. of Schools, Auburn, Wash.\nCharles A. Rice, Supt. of Schools, Portland, Ore.\nR. E. Tidwell, State Superintendent, Montgomery, Ala.\nJohn Dewey, Columbia University, New York City\nexpiring in 1931:\n\n5. Terms expiring in 1933:\n(a) Jf \\ C. Bagley, Teachers College, Columbia University, New York\n(b) W. A. Jessup , Pres., Iowa State University, Iowa City, Iowa\n6. Terms\n\nexpiring\n\nin 1934- :\n\n(a) R. E. Gregory, Supt. of Schools, Louisville, Ky.\n(b) E. G. Doudna, State Dept, of Public Instruction, Madison,\n7. Membership\nlege, Rock\n\nCity\n\nlapsed through\n\ndeath\n\nof David\n\nB. Johnson,\n\nWis.\n\nPres. Winthrop\n\nCol¬\n\nHill, S. C.\n\n(a' C. M. Snelling, Chancellor State University, Athens, Ga.\nS. Positions to be filled because of duplications:\n(a\n)\nPays\non SmitCarroll,\n(a)\nCharles\nVocational Education, R. I.\nh, State Director,\nCommissiDept.\ner of Educat\n(b) E. L. Thorndike, Columbia on\nUniversity, Newion,\nYorkBost\nCity\non, Mass.\n(c) M. G. Seale, Dean, School of Education. University* of Missouri.\nbia, Mo.\n\nColum¬\n\nThe report was signed by the Committee, Agnes M. Bacon, Minnie J. Nielson. C.\nE. Beach, and H. L. Smith, chairman. Mr. Smith moved that the report be adopted\nand the persons named be elected. Seconded. Carried.\nThe next order of business being the election of a member of the Board of Trus¬\ntees, Mr. Dienst of Idaho nominated Dr. Joseph Marr Gwinn, Superintendent of\nSchools in San Francisco, the present incumbent. Mr. W annamdker seconded the\nnomination. Mr. Mooney of Colorado then moved that the nominations be closed\nand that the Secretary cast the vote of the Board of Directors for Dr. Gwinn.\nSeconded, carried, and the vote was cast as directed.\nMr. Blair of Illinois then asked the privilege of speaking concerning the place\nof the meeting of the Association in 1933. He stated that Superintendent Hogan\nplanned to extend an invitation to the National Education Association to hold its\nmeeting in Chicago in 1933 at the time when Chicago will celebrate the one hun¬\ndredth anniversary of its founding. Superintendent Blair explained what this\ncelebration would be to the state of Illinois and to the entire country. He also\ncalled attention to the fact that the World Federation of Education Associations\nwould be invited to hold its meeting in Chicago in the same year. He stated that\nhe was presenting the question now so that they would be the more\ncide in 1932 when a location would be selected for the year 1933.\n\nMr.\n\nRogers, chairman\n\nof the Budget\n\nCommittee\n\nexplained\n\nready to de¬\n\nthe provision of the\n\nbudget, the action which had been taken by the Board of Directors and the adop¬\ntion of the report by the Representative Assembly. He moved that the total amount\nadopted by the Representative Assembly and as shown in the printed budget, which\nis $475,344.48, be appropriated as provided in the report. The motion was sec¬\nonded.\n\nIn answer\n\nto a question bv ^Miss If oodruff, Mr.\n\nRogers\n\nexplained that $j000 had\n\nbeen appropriated for convention speakers. On the advice of the President, Chair¬\nman Rogers restated his motion as follows: I move we appropriate out of the\navailable funds of the Association not otherwise appropriated the sum of $475,344.48\nas approved in accordance with the report of the Budget Committee, approved by\n\n"}
{"page": 1110, "printed_page": null, "text": "1106\n\nNational\n\nthe Board\n\nEducation\n\nof Directors July 3, and approved\n\nAssociation\n\nby the Representative\n\nAssembly\n\non the\n\nsame date for the fiscal year 1929-30.\nSuperintendent Blair asked whether the motion should not contain a statement\nlike the following: to meet the items as budgeted by the committee.\nMr. Rogers accepted the addition to his motion, stating that by item he meant\nthe total item in each division. There being no further discussion, the motion was\nput and carried, and the chairman declared appropriations for the ensuing year\nduly made.\nA motion was made by Mr. Rogers that the Executive Committee be authorized\nto transfer from the appropriation for the Legislative Commission, the amount\nneeded to take care of a meeting of the secretaries in case such a meeting is called.\nMr. Rogers then stated that he had another resolution to introduce on the recom¬\nmendation of the Budget Committee which he stated as follows: Therefore, be\nit resolved, that no expense money be paid to any Board member or to any delegate\nunless he attend all of the meetings of the Board or all official meetings of the\nRepresentative Assembly. The Board of Directors by majority vote may for\ncause excuse any member from attendance and allow payment of expenses. Any\nstate delegation by majority vote may for cause excuse any delegate from attend¬\nance and allow said delegate to receive the allowance provided by the National\nEducation Association. The motion was seconded by Mr. JVannamaker. Carried.\nA motion was made by Mr. JV annamaker instructing the Secretary of the Associ¬\nation to send to each member of the Board of Directors a copy of the resolutions\npertaining to the payment of expenses immediately on reaching Washington. The\nmotion was seconded.\nOn learning that it is customary to send each member of the Board of Directors\na complete set of the minutes, the motion was not put but it was understood that\nthe Secretary would see that all members of the Board of Directors would receive\nthe information.\nMr.\n\nClifton of California\n\ntook the floor and\n\nasked\n\nmembers\n\nof the Board\n\nof\n\nDirectors to keep in mind that Los Angeles, backed by all California’s cordiality, is\ngoing to invite the Association to meet in the city of Los Angeles in 1931.\nMr. JVilliam A. Evans, Madisonville, Ohio, asked the privilege of the floor to\npresent a subject which he considered of great importance. After speaking for a\nfew minutes, the suggestion was made by Mr. Dienst of Idaho, that since the hour\nwas growing late he recommended that the report be printed and sent each member\nof the Board of Directors. Mr. Evans approved of the plan. Mr. Dienst then\nmoved that it be printed and sent to members. The motion was seconded and\ncarried. Mr. Evans, however, suggested that he would be willing to send them at\nhis own expense.\nMiss Caroline IV oodruff asked the privilege of tending her resignation as a\nmember of the Board of Directors, electing State Superintendent Clarence H.\nDempsey to the position.\nIt was moved by Mr. Clifton of California, seconded by Mr. Blair that the resig¬\nnation be accepted and Mr. Dempsey elected. The motion was carried.\nIt was then moved by Mr. Clifton, seconded by Mr. Blair that the meeting\nadjourn. Motion carried.\nJ. JV. Crabtree, Secretary.\nE. Ruth\n\nPyrtle, President.\n\n"}
{"page": 1111, "printed_page": null, "text": "Associational\n\nREPORT\n\nRecords\n\nOF\n\nTHE\n\nand\n\nInformation\n\n1107\n\nAUDITORS\n\nSecretary1 s Letter of T ransmittal :\nWe are printing the auditor’s report in full because : ( 1 ) It sets forth\nthe transactions of the Association in complete form; and (2) the audit¬\ning company requires that any changes in the wording of reports, or any\nrearrangement of tables, or any explanations thrown into the text be\nsubmitted to it for approval.\nTo put the report in a more simple form would require time. It might\nnot even be possible to prepare a plan much better than that of the auditors.\nWill it not mean more to members to see the report exactly as prepared by\nexperts ?\nIn this letter of transmittal, let us, however, make these few comments:\n1. The statement on income and expenses, page 1108-9, takes into ac¬\ncount unpaid bills, etc., as well as cash transactions. The $20,703.44,\npage 1109 in the surplus for the year, is the excess in income over expenses.\n2. The statement of the Assets and Liabilities, page 1111, shows that\nthe Association is doing more than a half million dollar business.\n3. On page 1113 it will be observed that the permanent fund has in¬\ncreased during the year from $367,828.60 to $490,270.96.\n4. Note that the treasurer’s report covers only cash transactions and that\nthe cash balance of $75,053.47, page 1124, does not take into account\nunpaid vouchers. It must be remembered also that $71,436.69 was turned\ninto the permanent fund, decreasing the cash balance to that extent.\nThe auditors, while making suggestions for improvement in handling ac¬\ncounts, express satisfaction with the way in which the Association handles\nits business. The report presented herewith shows another year’s prosperity\nand growth in which members of the Association may well take honest pride.\nVery truly yours,\nJ. W. Crabtree , Secretary.\nPEAT,\n\nMARWICK,\n\nMITCHELL\n\nAccountants\n\nand Auditors\n\n& CO.\n\n40 Exchange Place\nNew York, N. Y.\nJune 15, 1929.\nL'el W. Lamkin, Esq., President,\nNational Education Association of the United States,\nWashington, D. C.\nDear Sir :\nIn accordance with your instructions, we have made an examination of\nthe accounts of the National Education Association of the United States\nfor the year ended May 31, 1929, and now submit our report thereon.\nOur examination embraced the verification, as hereinafter described, of\n\n"}
{"page": 1112, "printed_page": null, "text": "1108\n\nNational\n\nEducation\n\nAssociation\n\n.the assets and liabilities of the Association as at May 31, 1929, and a\nreview of the income and expenses for the year then ended. In that con¬\nnection and in order to satisfy ourselves regarding the general accuracy of\nthe accounts, we made a series of tests relating to cash receipts and dis¬\nbursements, and other matters of detail.\n\nIncome\n\nand Expenses\n\nThere was an excess of income over expenses of $20,703.44 for the year\nended May 31, 1929. The following is a condensed comparative state¬\nment of the income and expenses for the two years ended May 31, 1929\nand 1928:\n\nCondensed\n\nComparative\n\nStatement\n\nof Income\n\nand Expenses\n\nYear ended May 31\n1929\n1928\n\nIncrease\nDecrease\n\nIncome:\nMembership from Secretary's Office .\nN. E. A. Journal — Subscriptions and\nAdvertising, etc .\nSales of Proceedings .\nSales of Special Reports .\nCommercial Exhibits .\nResearch Bulletin .\nHonorariums .\nRentals .\nInterest and Discount Earned .\n\n$175,898.83 $164,676.00\n245,182.21\n591.03\n3,004.77\n23,468.89\n8,700.59\n2,327.32\n2,070.00\n1,555.95\n820.20\n\nGeneral Secretary’s Office .\nGeneral Headquarters Expenses .\nInstitutional Expenses:\nAnnual Conventions .\nPromotion and Maintenance of\nMemberships .\nN. E. A. Journal (Printing and\nDistribution) .\nVolume of Proceedings (Printing and\nDistribution) .\nPublications and Reports (Printing\nand Distribution) .\nResearch Bulletins (Printing and Dis¬\ntribution) .\n\n3,713.86\n26,810.53\n7.095 26\n3,108.27\n2,272.50\n396.58\n\n369.79\n9,607.42\n709.09\n3,341.64\n1,605.33\n780.95\n202.50\n\n892.32\n\n1,159.37\n72.12\n\n13,308.81\n563.14\n4.22\n\n15,641.37\n345.32\n64.73\n36.73\n\n217.82\n2,332.56\n60.51\n36.73\n\n$477,495.96\n\n$461,589.08\n\n$15,906.88\n\nCash Sales — Reports, Pamphlets, etc —\nNet Income from Permanent Fund\nInvestments .\nSundry Income .\nSales of Dr. Harris’ Book .\nSales of Pageant Leaflets .\n\nExpenses:\nBoard of Trustees .\nBoard of Directors .\nExecutive Committee .\n\n235,574\n79\n960.82\n\n$11,222.83\n\n419.83 $\n;\n\n613.69 S\n\n193.86\n7.59\n\n7,821.49\n3,753.08\n26,361.71\n34,002.06\n\n7,829.08\n5,874.75\n23,227.83\n34,183.08\n\n5,917.34\n\n5,761.26\n\n35,003.46\n\n38,691.16\n\n105,055.54\n\n101,374.69\n\n3,680.85\n\n9,850.67\n864.50\n\n1,464.19\n\n11,314.86\n1,388.63\n10,002.28\n\n7.432.20\n\n2,121.67\n3,133.88\n181.02\n156.08\n\n3,687.70\n\n524.13\n2,570.08\n\n"}
{"page": 1113, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\n1109\n\nInformation\n\nYear ended May 31\n1928\n1929\nSpecial Appropriations .\nDivision of Accounts .\nDivision of Field (Legislation) .\nDivision of Business .\nDivision of Publications .\nDivision of Research .\n\n42,533.82\n8,108.76\n18,138.66\n16,606.35\n31,660.20\n48,533.30\n7,523.75\n8,124.42\n33,492.67\n836.45\n\nDivision of Elementary' School Service. .\nDivision of Administrative Service .\nDivision of Records and Membership. . .\nBad Debts Written Off .\n\n39,264.66\n7,822.72\n17.823.82\n14,805.73\n27.386.40\n38,073.80\n7,155.10\n6,760.35\n31,388.43\n226.76\n\nIncrease\nDecrease\n\n3,269.16\n286.04\n314.84\n1,800.62\n4,273.80\n10,459.50\n368.65\n1,364.07\n2,104.24\n609.69\n\n$456,792 .52 $426,216.8 2 $30,575.70\n$ 20,703.44 $ 35,372.26 S14,668.82\n\nSurplus for Year .\n\nAs in former years, prepaid subscriptions, memberships, etc., have been\ntreated as income of the current year.\nFurther particulars of the income and expenses for the year ended May\n31, 1929, are submitted in Exhibit “A\" appended hereto.\nThe following is a transcript of the Surplus Account for the year ended\nMay\n\n31, 1929:\n\nSurplus as at May 31, 1928 .\nAdd:\nSurplus for Year ended May 31, 1929 as per income and expense\nStatement .\n\n$117,617.88\n\n20,703.44\n$138,321.32\n\nDeduct:\nAmount\n\ntransferred to the Permanent Fund .\n\n71,436.69\n\n$ 66,884.63\n\nSurplus as at May 31, 1929 .\n\nIt will be noted that during the year under review, while there was an\nincrease in the income of $15,906.88, the expenses increased by $30,5 75. ;0.\nThe expenses for the year just ended were approximately 96 percent of the\nincome as compared with 92 percent for the preceding year.\n\nReceipts\n\nand Disbursements\n\nThe following is a summary of the cash receipts and disbursements as per\nTreasurers Report for the year:\n$96,754.23\n\nCash Balance as at May 31, 1928 .\n\nAdd Receipts .\nDeduct Disbursements .\nCash Balance as at May 31, 1929 .\n\n* -•\n\n491,118.1/\n587,872.40\n512,818.93\n\n$75,053.4/\n\n"}
{"page": 1114, "printed_page": null, "text": "1110\n\nNational\n\nAccounted\n\nEducation\n\nAssociation\n\nfor as follows:\n\nRevolving Fund .\nLess Expenditures not reimbursed .\n\n$30,000.00\n21,360.65\n8,639.35\n16,414.12\n50,000.00\n\nRegular Account — Continental Trust Co .\nCertificate of Deposit — Continental Trust Co .\nTotal .\n\n$75,053.47\n\nContinental Trust Co. — Special Account .\nPetty Cash .\n\n$8,626.06\n13.29\n\n$8,639.35\n\nThe total income for the year may be reconciled with the cash receipts\nas follows:\n\nIncome\n\nas per Income\n\nand Expense\n\nStatement .\n\nAdd:\nExcess of Receipts over Disbursements of Departments\nSuperintendence .\nElementary School Principals .\nRural Education (Decrease) .\nLip Reading .\nAdult Education .\nSecondary\n\nSchool Principals (Decrease) .\n\n$477,495.96\n\nas follows:\n$7,430.14\n6,244.26\n108.85\n22.64\n7.56\n284.00\n:■ -- ■ :\n\n13,311.75\n\nNet\n\ndecrease in Accounts Receivable, after taking\ninto account Bad Debts Written Off .\nDecrease in Notes Receivable .\n\n628.66\n46.80\n491,483.17\n\nduct: * in Time\nDeIncrease\n\nCash\n\nChecks\n\nReceivable .\n\n365.00\n\nReceipts for Year .\n\n$491,118.17\n\nT he total expenses for the year may be reconciled with the cash disburse¬\nments as follows :\n\nExpenses\n\nas per Income\n\nand Expense\n\nStatement .\n\n$456,792.52\n\nDeduct:\nBad Debts Written Off .\nBills unpaid as at May 31, 1929 .\nDepreciation — Office Furniture\n\nand Fixtures .\n\n$836.45\n22,407.67\n\n■\n\n4,975.90\n■■\n■■■:\n\n28,220.02\n\n428,572.50\n\n"}
{"page": 1115, "printed_page": null, "text": "Associational\n\nRecords\n\naxd\n\nInformation\n\n1111\n\nAdd:\n\nBills of Previous Year paid during Current Year .\n7,554.90\nExpenditures for Furniture and Fixtures .\n4,932.97\nIncrease in Inventory of Stationery and Office Supplies.\n321.87\nTransferred to the Permanent Fund .\n71,436.69\n^ ■- ■\nCash\n\nDisbursements\n\nfor Year .\n\nIn verification of the cash receipts we\n\nmade\n\n.\n\nS4, 246.43\n$512,818.93\n\nan investigation of the\n\nmethods of accounting for the income derived from memberships, subscrip¬\ntions to the N. E. A. Journal, advertising and other income, and a series\nof tests to satisfy ourselves that all the income was properly accounted for.\nAll vouchers supporting cash disbursements were examined and found in\norder with the exception of two recent vouchers aggregating $133.00,\nwhich have not yet been returned to the Secretary’s office. These\ninspected during the course of the next audit.\n\ncan be\n\nAssets and Liabilities\nThe following is a statement of the assets and liabilities as at May\n1929, as shown by the books:\n\n31,\n\nAssets\nCash *\nSecretary’s Fund .\nLess Expenditures not reimbused .\n\nBalance in Bank .\nOn Hand .\n\n$30,000.00\n21,360.65\n$8,626.06\n13.29\n=--^\n\nRegular Account .\nCertificate of Deposit .\nPermanent Fund — In Bank .\n\n$8,639.35\n16,414.12\n50,000.00\n28,544.04\n103,597.51\n\nAccounts Receivable .\nLess Reserve for Doubtful Accounts .\n\n13,579.88\n1,000.00\n=====\n\nTime Checks Receivable .\nNotes Receivable .\nNotes Receivable, Life Members .\n\n1,280.25\n100.00\n\n116,162.00\n\nStationery’, Supplies, Stamped Envelopes, etc .\nOld Volumes of Proceedings and Other Publications .\nSecurities at Book\nReal Estate:\n\nPurchase\n\nValue (Schedule\n\nImprovements\n\nand Alterations .\n\nOffice Furniture, Fixtures and Equipment .\nLess Reserve for Depreciation .\n\n1,39/. 98\n500.00\n168,552.35\n\n“l”) .\n\nPrice .\n\n12,579.88\n\n153,000.00\n; ■■ ■■■=\n24,012.5/\n\n177,012.57\n\n54,692.01\n■ ^ 25,872.36\n--\n\n28,819.65\n\n$6 10,002. 19\n\n"}
{"page": 1116, "printed_page": null, "text": "1112\n\nNational\n\nEducation\n\nAssociation\n\nLiabilities\nAccounts Payable .\nDepartment of Superintendence .\nDepartment of Elementary School Principals .\nDepartment of Adult Education .\nDepartment of Rural Education .\nDepartment of Lip Reading .\nDepartment of Secondary School Principals .\nPermanent Fund .\nSurplus .\n\n$22,407.67\n21,916.91\n7,540.07\n475.00\n361.82\n25.13\n120.00\n490,270.96\n66,884.63\n$610,002.19\n\nWe verified the Secretary’s Fund by obtaining a certificate from the\nContinental Trust Company and by counting the cash on hand. The Regu¬\nlar Account and the Certificate of Deposit were verified by certificate from\nthe same source. We also verified the cash balance in the Permanent\nFund\n\nby a certified report of the Continental Trust Company,\n\nas Trustee.\n\nWe examined the accounts receivable and found the same to be in agree¬\nment with the General Ledger control account. We analyzed the ac¬\ncounts as to age and condition, and from our discussion with the business\nmanager, w^e are of the opinion that the reserve of $1,000.00, previously\nset up, is adequate.\nThe notes receivable were examined by us and found in order. The life\nmembers’ notes are payable in installments, and at the date of our examina¬\ntion, payments aggregating $3,194.00 were in arrear.\nStationery, supplies, stamped envelopes, etc., on hand, are book figures\nsupported by physical inventories which we inspected. The values are\nstated at cost and we obtained a certificate from the business manager as to\nthe quantities and values.\nAs in previous years, the old volumes of proceedings and other publica¬\ntions are carried at a value of $500.00, which we believe is conservative.\nThis asset now includes the following:\nVolumes of Proceedings .\nHealth Education .\nSchool House Planning .\nHarris’ Book .\nMiscellaneous Pamphlets .\n\nCopies\n6,614\n3,074\n3,920\n567\nUncounted\n\nWe inspected vouchers for the major portion of the additions to the\nfurniture, fixtures and equipment during the year, which amounted to\n$4,932.97, and found the same to be proper capital charges.\nIn connection with our examination of the vouchers we found that bills\npertaining to the month of May, 1929, aggregating approximately\n$1,800.00, were not entered until June 1, 1929, but that on the other hand\nthere were cash receipts pertaining to May, aggregating approximately\n$3,400.00, which were not deposited and entered until June 1. We ob¬\ntained a certificate from the -business manager that all known liabilities\nare shown on the books, except as noted above.\n\n"}
{"page": 1117, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1113\n\nInformation\n\nThe\n\naccounts of the Department of Elementary School Principals were\nexamined by us and found to be correct. The balance of $21,916.91 stand¬\ning to the credit of the Department of Superintendence was compared with\nthe books of the Department and found to be in agreement therewith.\n\nPermanent\n\nFund\n\nThe following is a comparative summary\nat May 31, 1929 and May 31, 1928:\nMay\n\nof the assets of the Fund\n31,\n\n1929\nCash .\nAccrued Interest on Securities Purchased.\n\nMay\n\n31,\n\n1928\n\nas\n\nIncrease\nDecrease\n\n$28,544.04\n\n126.25\n$246.42\n\n126.25\n$28,297.62\n\nNotes Receivable — Life Members .\nReal Estate 6% Notes .\n\n116,162.00\n\n21,201.00\n\nBonds — Municipal .\nBonds — Other .\nReal Estate — Net .\nImprovements .\n\n97,333.60\n71,218.75\n153,000.00\n24,012.57\n\n94,961.00\n67,000.00\n26,266.30\n74,662.50\n87,000.00\n\n.\n\n$490,270.96\n\nWe\n\n67,000.00\n71,067.30\n3,443.75\n66,000.00\n\n17,566.13\n$367,828.60\n\n6,446.44\n$122,442.36\n\nhave audited the receipts and disbursements of the Permanent\n\nFund\n\nand have inspected the securities in the custody of the Trustee, The Con¬\ntinental Trust Company, Washington, D. C. A detailed list is attached\nhereto as Schedule “1”, showing their par and book values. Approximately\n56 percent of the par value of the securities consists of tax-exempt municipal\nbonds and 44 percent consists of railroad bonds. During the year the Real\nEstate Notes amounting to $67,000.00 were sold. The mortgages pay¬\nable, aggregating $66,000.00 on real estate located at 1201 16th Street and\nM Street were paid off. The expenditures for improvements during the\nyear amounted to $6,446.44. Securities of the par value of $3,750.00 were\nredeemed during the year, and securities of the par value of $70,000.00\nwere purchased for a total consideration of $71,067.30, as shown in the\nfollowing statement :\n4p2\nInterest\nRate\n\nCounty of Aiken, S. C. Highway\n1939 .\n\nBonds due\n. .\n\nCounty of Columbus, S. C. Highway\ndue 1954 .\n\nBonds\n\nBorough of N. Arlington,\n1932 .\n\nN. J. Bonds\n\nCity of Monessen,\n\ndue 1951 .\n\nPa. Bonds\n\n5\ndue\n\nNewport News Library Bonds due 1929-48. . . .\nState of Arkansas Bonds due 1950 .\n\n5\n\n53^\n4^\n43^\n\nPar\nValue\n\nCost\n\n$5,000.00\n\n$5,064.38\n\n5,000.00\n\n5,470.75\n\n5,000.00\n5,000.00\n45,000.00\n\n5,159.27\n5,206.39\n45,000.00\n\n5,000.00\n\n5,166.51\n\n$70,000.00\n\n$71,067.30\n\n"}
{"page": 1118, "printed_page": null, "text": "1114\n\nThe\n\nNational\n\nfollowing statement\n\nEducation\n\nshows\n\nAssociation\n\nthe changes in the Permanent\n\nFund\n\nduring the year :\nBalance\n\nas at May\n\nAdded\n\nduring year:\n\n31, 1928 as per last report .\n\n$367,828.60\n\nCash received from Life Members’ Fees .\nNotes for Life Members’ Fees .\nAmount transferred from Department of Elementary\nSchool Principals .\nAmount transferred from Surplus Account .\nProfit on securities called .\n\nLess accrued interest on securities purchased .\n\nBalance\n\nas at May\n\n$29,085.20\n21,201.00\n453.50\n71,436.69\n306.25\n122,482.64\n40.28\n,\n\n31, 1929 .\n\nThe following is a summary\nnent Fund for the year:\n\n122,442.36\n$490,270.96\n\nof the income and expenses of the Perma¬\n\nIncome:\nIncome from Securities owned (Schedule “ 1 ”) .\nIncome from Securities called during year .\nRent Charged to General Headquarters .\nInterest from Real Estate notes sold during year .\n\n$4,409.58\n142.50\n15,000.00\n1,034.22\n$20,586.30\n\nExpenses:\nInterest on mortgages paid off during year\nRepairs to Property, Etc .\nInsurance .\n\n$1,680.00\n4,495.57\n265.69\n836.23\n\nTrustee’s Commission .\n\nNet Income\n\n.\n\n7,277.49\n$13,308.81\n\ntransferred to the Association .\n\nThe income was properly accounted for and vouchers were produced in\nsupport of all expenses.\nYours truly,\nPeat,\n\nMarwick,\n\nMitchell\n\n&\n\nCo.\n\n"}
{"page": 1119, "printed_page": null, "text": "Associational\n\nRecords\n\nbit\nINCOME Exhi\nAND\n\nFor\n\nthe Year\n\nand\n\nInformation\n\n1115\n\n“A”\n\nEXPENSES\n\nended\n\nMay\n\n31, 1929\n\nIncome:\n\nMemberships from Secretary’s Office .\nN. E. A. Journal:\nSubscriptions (Part of Membership Dues) .\nAdvertising .\nSales .\n\n$175,898.83\n$160,802.00\n84,227.37\n152.84\n^\nr =-= 3\n\nSales of Proceedings .\nSales of Special Reports .\nCommercial Exhibits .\nResearch Bulletin:\n\n245,182.21\n591.03\n3,004.77\n23.468.89\n\nSubscriptions .\nSales .\nSpecial Investigations .\n\n4,675.00\n3,939.53\n:■ 86.06\n^\n=\n\nHonorariums .\nRentals .\nInterest and Discount Earned .\nCash Sales, Reports, Pamphlets, Etc .\nNet Income from Permanent Fund Investments .\nSundry Income .\nSales of Harris Book .\n\n8,700.59\n2,327.32\n2,070.00\n1,555.95\n820.20\n13,308.81\n563.14\n4.22\n$477,495.96\n\nExpenses:\nBoard of Trustees. .\n.\nBoard of Directors .\nExecutive Committee:\n\n$ 613.69\n7,821.49\n\nPresident (Miss Adair) 1927-8 .\nPresident (Mr. Lamkin) 1928-9 .\nPresident’s Traveling\nServices .\n\nand\n\n$868.09\n1,288.08\n\nClerical\n\n440.07\n\nFirst Vice-President (Dr. Blair) 1927-8.\nFirst Vice-President (Miss Adair) 1928-9\nTreasurer (Dr. Smith) .\nChairman, Board of Trustees (Mr.\n\n77.09\n178.58\n268.41\n\nSiders) .\nMember by Election (Mr. Reynolds) .\n\n429.26\n203.50\n3,753.08\n\nGeneral Secretary’s Office:\n.\nSalary of Secretary .\nClerical Services .\n\nTraveling Expenses .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nGeneral Expenses .\n\n$10,000.00\n13,296.82\n\n994.94\n423.84\n1,297.79\n191.66\n156.66\n26,361.71\n\nCarried Forward\n\n$38,549.97\n\n$477,495.96\n\n"}
{"page": 1120, "printed_page": null, "text": "1116\n\nNational\n\nEducation\n\nTotal Income, Brought Forward.\nExpenses, Continued:\nBrought Forward .\nGeneral Headquarters Expenses:\nGeneral Expenses .\nPurchase of Books (General Use) .\nRefunds — Miscellaneous .\nSubscriptions to Journals .\nExpress and Freight .\nPostage, Miscellaneous Reports and\nPamphlets .\nTelephone and Telegrams .\nRepairs — Office Furniture and Fixtures. .\nDepreciation — Office Furniture and\nFixtures .\nInterest and Discounts Allowed .\nSurety Bonds .\nInsurance .\n\nAssociation\n\n$477,495.96\n$38,549.97\n18.00\n$325.40\n26.37\n\n6.00\n1,008.30\n347.91\n2,183.23\n341.30\n\n4,975.90\n1,345.89\n226.12\n169.48\n816.32\n\nAudit Fee, Etc .\nPhysical Plant Expenses:\nRent .\nLight and Power .\nHeat .\n\n$15,000.00\n1,285.32\n607.67\n\nJanitor Service .\nMaintenance .\n\n2,688.32\n2,630.53\n\n$22,211.84\n\n$34,002.06\n\nInstitutional Expenses:\nAnnual Conventions:\nDepartmental Expenses .\nRegistration Bureau .\nStenographers and Typing .\nPublicity .\n\n$192.04\n480.43\n533.23\n244.52\n\nPrinting — Programs .\nPrinting — Miscellaneous .\nExpenses and Freight .\nTelephone and Telegrams .\nGeneral Expense .\nBadges .\nRepresentative Assembly Expense. .\n\n1,477.76\n435.72\n570.26\n104.48\n407.21\n100.00\n1,371.69\n\nPromotion and Maintenance\nbership .\n\nof Mem¬\n\nN. E. A. Journal (Printing, Distribu¬\ntion) .\nVolume of Proceedings (Printing,\nDistribution) .\nPublications and Reports (Printing,\nDistribution) .\nResearch Bulletin (Printing,\nbution) .\nCarried Forward\n\n$5,917.34\n$35,003.46\n\n105,055.54\n1 1,314.86\n1,388.63\n\nDistri¬\n10,002.28\n\n168,682.11\n$241,234.14\n\n$477,495.96\n\n"}
{"page": 1121, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nTotal Income, Brought Forward .\nContinued:\nBrought Forward .\n. .\nSpecial Appropriations for the Year:\nCommittee on Health Education .\n$642.76\nLife Annuities and Insurance .\n7,519.01\nLegislative Commission .\n3,938.73\nNational Council of Education .\n119.62\nCommittee on Tenure .\n214.94\n\n$477,495.96\n\nExpenses,\n\nDepartment of Classroom Teachers. . .\nFinancing of Delegates .\nKindergarten Education .\nAmerican Education Week .\nDepartment of Elementary School\nPrincipals .\nMembership, World Conference in\nEducation .\nCommittee\n\non\n\nDelegate\n\n1117\n\n$241,234.14\n\n7,162.21\n7,862.50\n13.05\n197.11\n1,500.00\n0\n\n1,000.00\n\nRepresenta¬\n\ntion and Kindred Questions .\n* 4,956.32\nMembership, American Council in\nEducation .\n100.00\nCommittee on Retirement Allowances.\n276.58\nCommittee on Behavior Problems\nof Children .\n44.50\nCommittee on Professional Ethics. . . .\n291.88\nCommittee on Visual Education .\n91.66\nDepartment of Adult Education .\nCommittee on Foreign Relations .\nCommittee on Illiteracy Crusade .\nCommittee on World Federation .\n\n1,000.00\n2.99\n8.96\n706.56\n\nCommittee on Investigation of Pro¬\npaganda in Schools .\nConference of State Secretaries .\nEconomic Status of the Teacher .\n\n977.94\n3,238.45\n668.05\n42,533.82\n\nDivision of Accounts:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nDivision of Field: (Legislation)\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nGeneral Expense .\n\n$7,333.65\n264.14\n325.50\n180.00\n5.47\n8,108.76\n$14,625.69\n2,363.76\n183.81\n643.28\n226.41\n95.71\n18,138.66\n\nCarried Forward\n\n$310,015.38\n\n$477,495.96\n\n"}
{"page": 1122, "printed_page": null, "text": "1118\n\nNational\n\nEducation\n\nTotal Income, Brought Forward\nExpenses, Continued:\nBrought Forward .\nDivision of Business:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes . . . .\nAdvertising .\nTelegrams .\nTyping Section .\nMailing Section .\nMultigraph Section .\nDivision of Publications:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes\nTelegrams .\nGeneral Expense .\nReprints .\nPhotographs and Prints .\nDivision of Research:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes ....\nTelegrams .\nGeneral Expense .\nBooks and Pamphlets .\n\nAssociation\n\n$477,495.96\n$310,015.38\n$13,687.61\n1,202.33\n222.44\n420.97\n553.55\n69.35\n4.11\n444.91\n1.08\n.\n\n16,606.35\n\n$26,829.62\n1,602.09\n510.86\n1,274.68\n143.78\n260.13\n584.28\n454.76\n\n■\n\n31,660.20\n\n1,148.57\n199.24\n910.12\n956.78\n^\n^\n-\n\n48,533.30\n\n$42,841.53\n1,631.83\n845.23\n\nDivision of Elementary School Service:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes ....\nTelegrams .\nGeneral Expense .\nDivision of Administrative Service:\nSalaries and Clerical Services .\n\n361.67\n$6,930.86\n85.31\n129.52\n\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nGeneral Expense .\n\n$7,821.47\n144.41\n\nCarried Forward\n\n7.98\n8.41\n\n7,523.75\n\n123.22\n24.82\n10.50\n\n8,124.42\n\n$422,463.40\n\n$477,495.96\n\n"}
{"page": 1123, "printed_page": null, "text": "Associational\n\nRecords\n\nTotal Income, Brought Forward\nExpenses, Continued:\nBrought Forward .\nDivision of Records and Membership:\nSalaries and Clerical Services .\nTraveling Expense .\nPostage and Stamped Envelopes .\nStationery and Office Supplies .\nTelegrams .\nAddressograph Section .\nBad Debts Written Off .\nTotal Expenses.\n\n. . .\n\nand\n\nInformation\n\n1119\n\n$477,495.96\n$422,463.40\n$31,136.72\n600,53\n269.05\n239.03\n5.19\n1,242.15\n\n33,492.67\n836.45\n\n$456,792.52\n\nSurplus for the Year\n$20,703.44\n\n"}
{"page": 1124, "printed_page": null, "text": "1120\n\nNational\n\nEducation\n\nAssociation\n\nScheduleON ‘1”HAND\nSECURITIES\nMunicipal Bonds:\nAs at May\nClearwater, Kansas, Water Works 5\nBonds due:\n\n3\n0\n—\n\n1\n—\n\n2\n\n—\n\nSalt Lake\n\n\\y2%\nNo\n\nCity, Utah,\n\nWater\n\nBonds,\n\ndue 1934— Nos. 310 to 319 .\n\n.\nSeattle,\n18 Washington, School Bonds,\n.\nN4oy2% due 1931— Nos. 586 to 595 .\ns.\nCounty1 of Aiken, S. C. Highway Bonds\n90\nNo\\y2% 2due\n1939— Nos. 346 to 350 .\n.\ns.\nCounty\nof\nColumbus,\nS. C. Highway\n21\nto\nBonds 23534% due 1954 — Nos. 216\n.\nto 220 .\n\nBorough of N. Arlington, N. J. 534%\nBonds due 1930 — Nos. 461 to 465 ....\nCity of Monessen, Pa. 434% Bonds due\n1951 — Nos. 66 to 70 .\nNewport News Library Bonds 4 34%\ndue 1929-48 — Nos. 1 to 90 .\nState of Arkansas 5% Bonds due 1950 —\nNos. 3714 to 3718 .\nRailroad Bonds:\nAtlantic Coast Line R. R. Co. 1st Cons.\nMtge. Bonds 4% due 1952 — Nos.\n5130, 6494, 11638, 11639, 14339,\n14335, 17579, 24601, 37565 and 50251.\nBaltimore and Ohio R. R. Co. (Pitts¬\nburgh, Lake Erie & West Virginia\nSystem) Ref. Gold Bonds 4% due\n1941— Nos. 13496 to 13500 and 21236\nto 21250 .\nChicago, Indiana & Southern Ry. Co.\n4% due 1956— Nos. 11386 to 11394\nand 13786. .\n.\nManhattan\n\nRailway\n\nCo., Cons.\n\n31, 1929\n\nValue\n\nPar\n\nBook\n\n$1,000.00\n2,000.00\n3,000.00\n\n$1,000.00\n2,000.00\n3,000.00\n\n10,000.00\n\n10,000.00\n\n10,000.00\n\n10,266.30\n\nBonds, 4% due 1929 — Nos. 4013 to\n4017, inch, 4025 to 4027, inch, 4976\nand 13810. . .\nSt. Louis & San Francisco R. R. Co.,\nPrior Lien Mtge. Bonds, 4% due 1950,\nNos. M 56051 to M 56055, inch, and\nY 1527.... .\nTerminal R. R. Association of St. Louis\nGen. Ref. S. F. Gold Bonds 4% due\n1953, Nos. 16311 to 16325, incl .\n\n100.00\n$50.00\n150.00\n450.00\n450.00\n89.37\n\n5,000.00\n\n5,064.38\n\n5,000.00\n\n5,470.75\n\n5,000.00\n\n5,159.27\n\n5,000.00\n\n5,206.39\n\n45,000.00\n\n45,000.00\n\n5,000.00\n\n5,166.51\n\n$96,000.00\n\n$97,333.60\n\n$1,439.58\n\n$9,600.00\n\n$400.00\n\n19,942.50\n\n800.00\n\n$10,000.00\n\n20,000.00\n\n10,000.00\n\nMtge.\n\n4%\nGold Bonds, due 1990 — Nos.\n2843, 6522, 16083 and 16087. . .......\nOregon Short Line R. R. Co., Ref. Gold\n\nIncome\nReceived\n\n78.47\n109.24\n75.00\n112.50\n\n400,00\n9,500.00\n\n•\n\n160,00\n4,000=00\n\n3,900=00\n\n400.00\n\n10,000.00\n\n8,895.00\n\n5,250.00\n\n4,331.25\n\n15,000.00\n\n15,050.00\n\n$74,250.00\n\n$71,218.75\n\n$1 70,250.00\n\n$168,552,35\n\n210.00\n\n600.00\n\n$2,970.00\n$4,409.58\n\n"}
{"page": 1125, "printed_page": null, "text": "Associational\n\nRecords\n\nTREASURER’S\nFrom\n\nand\n\nInformation\n\n1121\n\nREPORT\n\nJune 1, 1928 to May\n\n31, 1929\n\nBalance brought forward from Treasurer’s Report for the Year ended\nMay 31, 1928 .\n\n$96,754.23\n\nReceipts:\nFor Account:\nYear Ended\nMay 31, 1928 May 31, 1929\nDepartment of Superintendence (Net) . $14,486.77 $21,916.91\nDepartment of Elementary School\nPrincipals (Net) .\n1,295.81 7,540.07\nDepartment of Adult Education (Net).\n467.44\n475.00\nDepartment of Rural Education (Net).\n470.67\n361.82\nDepartment of Lip Reading (Net). . .\n2.49\n25.13\nDepartment of Secondary School Prin¬\n120.00\n404.00\ncipals (Net) .\n$17,127.18 $30,438.93\nFrom Secretary’s Office during Year:\nMembership Fees .\nSubscriptions to N. E. A. Journal .\nSubscriptions to Research Bulletin .\nSale of Volumes of Proceedings .\nSale of Special Reports .\nSale of Research Bulletins .\nSpecial Investigations (Research) .\nSale of N. E. A. Journals .\nSale of Dr. Harris’ Book .\nSale of Pageant Leaflets .\nSale of Educational Posters .\nCash Sales of Reports and Pamphlets .\n\n$13,311.75\n\n$175,898.83\n160,802.00\n4,675.00\n591.03\n3,004.77\n3,939.53\n86.06\n152.84\n\\ ...\n4.22\n18.72\n46.25\n755.23\n$349,974.48\n\nFrom\nFrom\nFrom\nFrom\nFrom\nFrom\nFrom\n\n-Income on Permanent Fund. .\nCommercial Exhibits (Net) ...\nAdvertising — N. E. A. Journal\nInterest and Discounts Earned\n.\nRentals Received\nHonorariums (Field Work)\nSundry Income — Exchange, Etc .\n\n$13,308.81\n23,468.89\n84,227.3/\n1,555.95\n2,070.00\n2,327.32\n563.14\n\n477,495.96\n$490,807.71\n\n"}
{"page": 1126, "printed_page": null, "text": "1122\n\nNational\n\nEducation\n\nAssociation\n\nDisbursements:\nBoard of Trustees — Expenses .\nBoard of Directors — Expenses .\nExecutive Committee:\n\n$613.69\n7,821.49\n\nPresident (Miss Adair) .\n(Dr. Lamkin) .\n\nS868.09\n1,288.08\n\nPresident’s Traveling and Clerical Expenses .\nFirst Vice-President (Miss Adair) .\n(Dr. Blair) .\nTreasurer (Dr. Smith) .\nChairman, Board of Trustees (Mr. Siders) .\nMember by Election (Mr. Reynolds) .\n\n440.07\n178.58\n77.09\n268.41\n429.26\n203.50\n\nOffice of General Secretary:\nGeneral Expense (Salaries, Stationery, Etc.)\n\n26,361.71\n\nGeneral Expense — Headquarters:\nGeneral Expense .\nExpress, Freight and Parcel Post .\nTelephone Service and Telegrams .\n\n$375.77\n1,356.21\n2,183.23\n\nRepairs — Office Furniture and Fixtures .\nInterest and Discounts Allowed .\nSurety Bonds .\nInsurance .\nAuditing Accounts\n\n341.30\n1,345.89\n226.12\n169.48\n\nof Association .\n\nPhysical Plant — Rents, Light,\nJanitor .\n\nHeat,\n\nPower\n\n3,753.08\n\n816.32\nand\n22,211.84\n\n29,026.16\n\nInstitutional Expense:\nAnnual Conventions:\nDepartment\n\nExpenses .\n\n$192.04\n\nRegistration Bureau .....' .\nStenograohic Service .\nPublicity .\nPrinting:\nPrograms .\nMiscellaneous .\n\n480.43\n533.23\n244.52\n$1,477.76\n435.72\n=\n■ : :\n\nExpress and Freight .\nTelephones and Telegrams .\nMiscellaneous Expense (Speakers, Etc.) .\nRepresentative Assembly Expense .\nBadges .\n\nPromotion\n\nand Maintenance\n\nof Membership .\n\nMembership — World Conference in Education .\nMembership — American Council on Education .\nN. E. A. Journal (Printing and Distribution) .\nCarried Forward\n\n1,913.48\n570.26\n104.48\n407.21\n1 ,37 1 .6^\n100.00\n\n$5,917.34\n35,003.4t>\n1,000.00\n100.00\n105,055.54\n$147,076.34\n\n$67,576.13\n\n"}
{"page": 1127, "printed_page": null, "text": "Associational\n\n1123\nRecords\n\nand\n\nInformation\n\nDisbursements, Continued :\nBrought Forward .\nInstitutional Expense, Continued:\nBrought Forward .\nVolume of Proceedings (1928) .\nResearch Bulletin (Printing and Distribution) .\nPublications and Reports for General Sale .\n\n$67,576.13\n\n$147,076.34\n11,314.86\n10,002.28\n1,388.63\n\nSpecial Appropriations for the Year 1928-29:\nIlliteracy Crusade .\nWorld Federation .\n:.\nCommittee on Health Education .\nLife Annuities and Insurance .\nLegislative Commission .\nNational Council of Education .\nCommittee on Economic Status of Teacher .\n\n7,519.01\n3,938.73\n119.62\n668.05\n\nCommittee on Tenure .\n’.\nDepartment of Classroom Teachers .\nFinancing of Delegates .\nKindergarten Education .\nAmerican Education Week .\n\n214.94\n7,162.21\n7,862.50\n13.05\n197.11\n\nDepartment of Elementary School Principals .\nDepartment of Adult Education .\nCommittee on Delegate Representation and Kindred\nQuestions .\nCommittee on Retirement Allowances .\n\n1,500.00\n1,000.00\n\nCommittee\nCommittee\n\n$8.96\n706.56\n642.76\n\non Behavior Problems — Child .\non Professional Ethics .\n\nCommittee on Investigation\nSchools .\n\nof\n\nPropaganda\n\n4,956.32\n276.58\n44.50\n291.88\n\nin\n977.94\n\nConference\nCommittee\n\nof State Secretaries .\non Visual Education .\n\n3,238.45\n91.66\n\nCommittee\n\non Foreign Relations .\n\n2.99\n41,433.82\n\nDivision of Accounts:\n(Salaries, Stationery, Etc.) .\nDivision of Field (Legislative):\n(Salaries, Stationery, Etc.) .\nDivision of Business:\n(Salaries, Stationery, Etc.) .\nDivision of Publications:\n\n169,782.11\n\n8,108.76\n18.138.66\n. .\n\n16,606.35\n\n(Salaries, Stationery, Etc.) .\nDivision of Research:\n\n31,660.20\n\n(Salaries, Stationery, Etc.) .\nDivision of Classroom Service:\n\n48,533.30\n\n(Salaries, Stationery, Etc.) .\nDivision of Administrative Service:\n\n7,523.75\n\n(Salaries, Stationery, Etc.) .\nDivision of Records and Membership:\n\n8,124.42\n\n'.\n(Salaries, Stationery, etc.) .\nPurchase of Office Stationery, Postage and Supplies\nPurchase of Office Furniture and Fixtures .\n\n33.492.67\n321.87\n4,932.97\n$456,235.01\n\n"}
{"page": 1128, "printed_page": null, "text": "1124\n\nNational\n\nEducation\n\nAssociation\n\nCash Summary\nBalance as per Treasurer’s Report, May 31, 1928 .\nReceipts for the Year ended May 31, 1929:\nTotal as per page 1 .\n$490,807.71\nDeduct:\nBad Debts Written Off .\n$836.45\nIncrease in Time Checks .\n365.00\n1,201.45\n\n$96,754.23\n\n$489,606.26\n\nAdd:\nDecrease\nDecrease\n\nin Accounts Receivable .\nin Notes Receivable .\n\n46.80\n$1,465.11\n1,511.91\n\nTotal Receipts .\n\nDisbursements\n\n$491,118.17\n\n$587,872.40\n\nfor the Year:\n\nTotal as per page 3 .\nTransfer to Permanent Fund .\n\n$456,235.01\n71,436.69\n527,671.70\n\nDeduct:\nUnpaid\n\nVouchers\n\nat May\n\n31, 1929 .\n\n22,407.67\n505,264.03\n\nAdd:\nUnpaid\n\nVouchers\n\nat May\n\n31. 1928 .\n\n7,554.90\n\nTotal Disbursements .\nCash Balance\n\nas at May\n\n512,818.93\n\n31, 1929 .\n\n$75,053.47\n\nCertificate of Auditors\nTo\n\nthe President\nWe\n\nhave\n\nof the National\n\naudited the accounts\n\nEducation\n\nAssociation:\n\nof the National\n\nEducation\n\nAssociation, and of the\n\nSecretary, for the year ended May 31, 1929, and certify that the foregoing state¬\nment of Receipts and Disbursements is correct and is in accordance with the books\nof the Association.\nPEAT,\n\nWashington,\n\nD. C., June\n\n15, 1929.\n\nMARWICK,\n\nMITCHELL\n\n&\n\nCO.\n\n"}
{"page": 1129, "printed_page": null, "text": "Associational\n\nREPORT\n\nRecords\n\nOF BUDGET\n\nand\n\nInformation\n\n1125\n\nCOMMITTEE\n\nAppropriations\nThe following is an excerpt from a resolution adopted by the Board of\nDirectors in 1927 :\nBefore making any appropriations for any fiscal year, the Board of Di¬\nrectors shall have in hand and shall have considered all requests for appro¬\npriations for the year, and shall also have in hand an estimate from the Sec¬\nretary and the Board of Trustees of the probable income for the year.\nAppropriations shall not be made in excess of this estimate.\nThe\n\nLimit\n\nof Appropriations\n\nIn line with the policy stated above, the Budget Committee adopted the\namount of the income of the last fiscal year as the maximum amount to be\nbudgeted for the year, 1929-1930. This amount, as shown by the report of\nthe Auditors, is $477,495.96.\nThe amount recommended for the budget is $475,344.48, including an\nitem of $7,500.00, to provide an Emergency Fund — a fund to be used only\nin a real emergency and to provide a service which could not be postponed\nwithout serious loss to the Association.\n\n"}
{"page": 1130, "printed_page": null, "text": "1126\n\nNational\n\n4\n5\n\nAssociation\n\nBUDGET\n\nRECOMMENDATIONS\n\nApproved\n\nby the Board\n\nFOR\n\n1929-1930\n\nof Directors, June 29, 1929\n\n1. Board of Trustees:\n\n-\n\n6\n7\n\n-\n\nEducation\n\nActual expenses for last five years:\n\n2\n2\n\nS602.64\n768.79\n412.53\n419.83\n\n.\n.\nAmount recommended\n\n613.69\n.\n\nfor 1929-30\n\n$750.00\n\n.\n.\n.\n\n2. Executive Committee:\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n5\n6\n7\n8\n9\n\n2\n2\n2\n2\n2\n\n7\n8\n9\n2\n2\n2\n\n-\n\n5\n6\n\nAmount\n\n$3,276.82\n3,904.91\n4,635.81\n4,356.78\nrecommended\n\nfor 1929-30\n\n3,313.01\n.\n\n$3,250.00\n\n3. Board of Directors:\nActual expenses for last five years:\n\n6\n.\n.\n.\n5\n6\n8\n7\n9\n\n6\n7\n\n2\n2\n2\n2\n2\n\nAmount\n\n4.\n\nrecommended\n\nfor 1929-30\n\n$8,500.00\n\nContingent fund for President:\nActual expenses for last five years:\n\n5\n.\n\nAmount\n\n5.\n\nrecommended\n\nfor 1929-30 .\n\n$1,500.00\n\nGeneral Secretary’s Office:\n\nActual expenses for last five years:\n\nS\n\n.\n\n$21,349.63\n19,845.15\n\n.\n.\n.\n.\n.\n\n23,513.29\n23,227.83\n26,361.71\n\n2\n.\nAmount recommended for 1929-30:\nSalaries and Clerical Services .\n2\n.7\nTraveling Expense .\n2\n.8 Stationery and Office Supplies .\n9 Postage and Stamped Envelopes .\nTelegrams6,.\n117\n.93\n7\n,\nS\n829\nTOTAL\n.\n.08\n7,8\n21.\n49\n\n$25,024.00\n\n1,000.00\n400.00\n1,200.00\n220.00\n$27,844.00\n\n"}
{"page": 1131, "printed_page": null, "text": "Associational\n\n2\n\n6.\n\n4\n5 6\n7 -\n\nRecords\n\nand\n\nInformation\n\n1127\n\nDivision of Accounts:\nActual expenses for last five years:\n\n2\n2 5\n2 6\n2 7\n.\n2\n8\n.\nAmount\nrecommended for 1929-30:\n9\n.\nSalaries and Clerical Services\n.\nTraveling Expense .\n.\nStationery and Office Supplies . . .\n\nPostage and Stamped\n\nEnvelopes .\n\n$15,348.90\n5,643.87\n7,434.53\n7,822.72\n8,108.76\n\n.\n\n$8,000.00\n\n.\n.\n\n325.00\n180.00\n\n.\n\n200.00\n\n$8,705.00\n7.\n\nField Division (Legislative):\nActual expenses for last five years:\n\n5\n6\n7\n8\n9\n\n2\n\n.\n.\n.\n.\n.\n\n5\n6\n7\n8\n9\n\n2\n2\n2\n2\n2\n\nTOTAL .\n\n8.\n\n$15,417.57\n16,532.55\n15,393.50\n17,823.82\n18,138.66\nAmount recommended for 1929-30:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n$14,335.00\n1,800.00\n200.00\n500.00\n150.00\n\nTOTAL\n$16,985.00\n\nDivision of Business:\nActual expenses for last five years:\n\n6\n5\n7\n8\n9\n\n.\n.\n.\n.\n.\n\n$18,720.92\n20,058.64\n14,231.97\n14,805.73\n16,606.35\nAmount recommended for 1929-30:\n.Salaries and Clerical Services\n$14,544.00\n\nTraveling Expense .\nStationery and Office Supplies. . .\nPostage and Stamped Envelopes.\nTelegrams .\n\n1,200.00\n300.00\n425.00\n75.00\n\n20.00\n\nTyping Section .\nMailing Section .\nMultigraph Section .\nAdvertising Service .\n\n700.00\n75.00\n500.00\n\nTOTAL\n$17,839.00\n\n9. Division of Publications:\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n$15,040.18\n17,170.45\n23,366.27\n27,386.40\n31,660.20\n\n"}
{"page": 1132, "printed_page": null, "text": "1128\n\nNational\n\nEducation\n\nAssociation\n\n-\n\nAmount recommended for 1929-30:\nSalaries and Clerical Service .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nReprints .\nPhotographs, Prints, Mats and Electros .\n\n$34,448.00\n2,000.00\n500.00\n900.00\n100.00\n500.00\n500.00\n\nTOTAL .\n\n5\n6\n7\n8\n9\n2\n2\n2\n2\n2\n\n10. Division of Classroom\n\n$38,948.00\n\nService:\n\nActual expenses for last five years:\n$6,168.73\n6,088.77\n6,495.36\n\n$7,150.00\n375.00\n85.00\n150.00\n\nTraveling Expense .\n.\nStationery and Office Supplies . .\nPostage and Stamped Envelopes\nTelegrams .\n\n10.00\n\nTOTAL .\n$7,770.00\n\n11. Division of Research:\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n5\n6\n7\n8\n9\n\n2\n2\n2\n2\n2\n\n5\n6\n7\n8\n9\n\n2\n2\n2\n2\n2\n\n.\n.\n.\n.\n.\n\nAmount recommended for 1929-30:\nSalaries and Clerical Services . . .\n\n7,155.10\n7,523.75\n\n$15,900.43\n22,454.53\n29,476.60\n38,073.80\n48,533.30\nAmount recommended for 1929-30:\nSalaries and Clerical Services\nTraveling Expense .\nStationery and Office Supplies. . .\nPostage and Stamped Envelopes .\nTelegrams .\nSpecial Charts, Tables, etc .\nBooks and Pamphlets (Library)\n\n.\n.\n.\n\n$49,400.00\n1,350.00\n750.00\n\n.\n\n1,150.00\n\n.\n\n200.00\n900.00\n750.00\n\nTOTAL .\n$54,500.00\n\n12. Division of Administrative Service;\nActual expenses for last five years;\n$1,874.01\n2,994.55\n.\n.\n.\n.\n.\n\n4,555.89\n6,760.35\nAmount recommended for 1929-30:\nSalaries and Clerical Service .\nTraveling Expense .\nStationery and Office Supplies. . .\nPostage and Stamped Envelopes .\n\n8,124.42\n.\n.\n\n$8,025.00\n250.00\n\n100.00\n25.00\n\nTOTAL\n$8,400.00\n\n"}
{"page": 1133, "printed_page": null, "text": "Associational\n\n13.\n\n5\n2\n6\n84\n-\n\nRecords\n\nand\n\nInformation\n\n1129\n\nDivision of Records and Membership\nActual expenses for last five years:\n20,519.06\n31,311.87\n\n2\n2\n2 6\n5\n7\n2\n\n31,388.43\n33,492.67\n\n.\n.\nAmount\nfor 1929-30:\n.recommended\n9\n.\n.\nSalaries\nand Clerical Services\n\n7\n-\n\n$31,560.00\n600.00\n250.00\n\nTraveling Expense .\n.\n2\nStationery and Office Supplies .\n8 Postage and Stamped Envelopes .\n. .\nTelegrams\n(Ad-\n\n1,250.00\n$33,955.00\n\n14.\n\nPhysical Plant:\nActual expenses for last five years:\n$19,475.87\n20,736.02\n20,837.69\n\n5\n6\n7\n8\n9\n\n2\n2\n2\n2\n2\n\n.\n.\n.\n.\n.\n\n5\n6\n7\n8\n9\n\n2\n2\n2\n2\n2\n\nStock, Supplies and Machine Up-keep\ndressograph Section) .\n. .\nTOTAL\n\n270.00\n25.00\n\n21,204.94\n22,211.84\nAmount recommended for 1929-30:\nRent .\n\n$15,000.00\n\nLights and Power .\nHeat .\n\n1,200.00\n650.00\n\nJanitor Service .\nMaintenance .\n\n2,311.00\n2,125.00\n\nTOTAL\n$21,286.00\n\n15.\n\nGeneral Office Expenses:\nActual expenses\n\nfor the last five years:\n\n.\n.\n.\n.\n.\n\n$6,556.98\n6.496.32\n7,421.35\n8,002.24\n6.814.32\n\nAmount recommended for 1929-30:\nTelephone Service .\nRepairs — Office Furniture and Equipment\nInsurance .\nGeneral Expense .\nRefunds of Overpayments .\nPurchase of Back Volumes .\nExpress and Freight .\nInterest and Discount Allowed .\nSurety Bonds .\nAuditing Accounts of Association .\nMailing — Reports and Pamphlets .\n\n$2,175.00\n300.00\n482.88\n\n200.00\n50.00\n\n20.00\n\n900.00\n1,075.00\n230.00\n800.00\n350.00\n\nTOTAL\n$6,582.88\n\n"}
{"page": 1134, "printed_page": null, "text": "9\n\n1130\n\nEducation\n\nAssociation\n\n16. Annual Conventions:\nActual expenses for the last five years:\n2\n$6,889.11\n2 5\n8,502.45\n2 6\n7,475.97\n2\n7\n.\n2\n5,761.26\n8\n.\n5,917.34\n9 Amount recommended for 1929-30:\n.\nDepartment Expenses .\n.\nRegistration .\n.\nStenographers and Typing .\nPublicity .\nt .\nPrinting .\nExpress and Freight .\nGeneral Expense (Program) .\nBadges .\nRepresentative Assembly Expense .\n\n17.\n\n18.\n\n$200.00\n500.00\n\n400.00\n\n200.00\n1,900.00\n500.00\n3,000.00\n85.00\n1,310.00\n\nTOTAL\n$8,095.00\n\nPromotion\n\nand Maintenance\n\nof Membership:\n\nActual expenses for the last five years:\n$28,185.04\n25,921.42\n37,832.95\n38,691.16\n35,003.46\nAmount\n\nrecommended\n\nfor 1929-30\n$36,500.00\n\nJournal of the National Education Association:\nActual expenses for the last five years:\n$86,719.67\n92,687.66\n96,769.44\n101,374.69\n105,055.54\nAmount\n\n19.\n\nrecommended\n\nfor 1929-30\n\n$103,965.00\n\nResearch Bulletin:\nActual expenses for the last five years:\n\n.\n.\n.\n.\n..\n.\n.\n.\n.\n\n5\n6\n7\n8\n9\n5\n6\n7\n8\n9\n\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n\n5\n6\n7\n8\n95\n7\n6\n8\n9\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n\n-\n\n4\n5\n6\n7\n8\n4\n7\n6\n5\n8\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n\n2\n2\n2\n4\n5\n6 7 8 -\n\nNational\n\n20.\n\n$6,554.57\n6,867.12\n7,493.03\n7,432.20\n10,002.28\nAmount\n\nrecommended\n\nfor 1929-30.\n\n. .\n$7,145.00\n\nVolume\n\nof Proceedings:\n\nActual expenses for the last five years:\n$7,792.14\n8,458.22\n9,191.81\n9,850.57\n11,314.86\nAmount\n\nrecommended\n\nfor 1929-30.\n\n. .\n$10,500.00\n\n"}
{"page": 1135, "printed_page": null, "text": "Associational\n\n21.\n\nRecords\n\nand\n\nInformation\n\n1131\n\nPublications and Reports for General Sale:\n\n6\n7\n8 5\n-\n\nActual expenses for the last five years:\n\n2\n2 7\n2\n2\n9\n8\n6\n2\n4\nrecommended\n-9 Amount\n.\n.\n2\n5.\n.\n.\n22.\n\n2,637.31\n864.50\n1,388.63\nfor 1929-30\n\n.\n\n$100.00\n\n5\n6\n7\n8\n9\n2\n2\n2\n2\n2\n\nFinancing Delegates:\n\n.\nActual expenses for the last five $years:\n\n$9,531.00\n9,379.00\n12,977.50\n.\n.\n.\n.\n.\n\n23.\n\nAmount\n\nrecommended\n\nfor 1929-30.\n\n7,862.50 '\n17,178.83\n\n. .\n\n$10,000.00\n\nSpecial Committee Appropriations:\nActual expenses for the last five years:\n\nAmount recommended for 1929-30:\nForeign Relations (Publicity) .\nHealth Education .\nLegislative Commission .\nTenure .\n\n4.000.00\n\n200.00\n\n5\n7\n6\n8\n9\n\n2\n2\n2\n2\n\nDept. Classroom Teachers .\nAmerican Education Week .\n\n8,150.00\n200.00\n\nDept. Elementary School Principals .\nOne Hundred on Retirement Allowances .\nProfessional Ethics .\nVisual Education Dept .\nDept. Adult Education .\nDelegate Representation and Kindred Questions\nNational Council of Education .\nEconomic Status of Teachers .\nStudy of Use of Propaganda in Schools .\nJoint Committee on Colored Schools .\n.\n2 5\n\n.\n2\n\n.\n.\n.\n.\n.\n\n6TOTAL\n.\n2\n$17\n.\n,60\n2 7\n7.9\n2\n1\n.\n5,2 Fixtures:\n24. 8\nOffice Furniture and\n2\n79.\n7\nActual expenses for last5 five years:\n16,\n9\n946\n.24\n17,\n358\n.59\n26,\n052\n.31\n\nAmount\n\nrecommended\n\nfor 1929-30\n\n$300.00\n\n1,000.00\n\n1,000.00\n100.00\n50.00\n50.00\n\n1,000.00\n500.00\n500.00\n\n1,700.00\n250.00\n250.00\n\n$19,250.00\n\n$1,083.72\n3,614.07\n9,465.82\n5,568.26\n4,932.97\n.\n\n$4,500.00\n\n"}
{"page": 1136, "printed_page": null, "text": "1132\n\nNational\n\nEducation\n\n2\n2\n4\n2\n25.\nAssociation Membership Fees:\n6 7\nActual expenses for the last five years:\n8 2\n5\n2\n2\n5\n- 2 7\n.\n2\n8\n2\n96\nAmount\nrecommended for 1929-30. . .\n.\n.\n.\n26. Retirement\nAnnuities and Insurance :\n.\nActual expenses for\nthe last five years:\n. .\n\n6\n7\n\n2\n2\n\n27.\n\n2\n\n.\n.\n\n-\n\nAmount recommended\nEmergency Fund:\nAmount\n\nGRAND\n\n5\n.\n\n7\n-\n\n8\n-\n\nrecommended\n\nAssociation\n\n$1,250.00\n\n1,100.00\n\n1,100.00\n1,100.00\n\n1,100.00\n\nfor 1929-30 .\n\n$1,100.00\n\n.\n\n$9,874.60\n\nfor 1929-30 .\n\n$7,500.00\n\nTOTAL .\nRespectfully submitted,\n\n$475,344.48\nBudget\n\nTHE\n\nBUDGET\n\nCommittee.\n\nCOMMITTEE\n\n$ .\nL. W. Rogers, Chairman, First\nAssistant State Superintendent, Austin, Texas.\nW. B. Mooney, Secretary, Colorado Education Association, Denver, Colorado.\nJoseph\nRosier, President, State Normal School, Fairmont, West Virginia.\n2\n.\nGeorge W.8\nWannamaker, Superintendent of Schools, St. Matthews, South Carolina.\nA. 2\nL. Whittenberg, Secretary, State Examining Board, Springfield, Illinois.\n.\n9\n.\n3,62\n7.25\n\n7,51\n\n9.01\n\n"}
{"page": 1137, "printed_page": null, "text": "■cf\n\nCO\n\n00\n\nAssociational\n\nRecords\n\n•0-3\n\nand\n\nNO\n\nInformation\n\n1133\n\n■<*\n\n■u\n\no\no\n\n(S>\n\n<a\nio\nVO\n\nco\n\ncd\n\nr■1\n\nC O\noo o o o o o o\ngoqqqqqq\n<y>\nio »o Os oo © ©\no\noOh 00 co rt-\n\no\nH\n\nooi^cmsoo'nio\n\n©\no\n\no\no\n\nCS\n\nO 00 o\noooo\n00 CO o\nc/>\n\nOv\n\n©\n\no\n\nT-I T* co\n\ncs\nTfl\n\no\nH\n\nt-* oo* d cd oo* id d\nCS\n\n°0\no\n\nHO’vf\ncs\ndCS^ 1/3\ncs’ 1/3\nd\n\ni/o\n\nr^.\n>o\n\n.5\nw o\no <u-3\nevr >\n\n’-H 1— (\n\n<UCOo.”\n\nol\n\na\n\nCO\nbo\n\no o o o o\no 60=\no o o o\nduiddo\n\no\no\nCS\no\noo\ncs\n\nll\n^ 431 <\n\nH\n0)\ntuO\ncd\n\niflNOHO\nt-H y-i\n\no o o o o o o\no o o o o o o\ndcoioddd\nO 00 O CS O IO IO\nCN io ^ On *-h\n4^\n\n0)\nCO\no\np<\n>> 4^\na\n\nt-4\n\no\no\no\nrH\n\no o o o © o\n\no o o o o o\n\nco\no>\n!■§\n\no io d d d uo d\ns© NOOOOOIO\no o CO CS CO 1/5 t'.\n\noO rt<\n\nw©\n\n«o\n\n»o\n\no\no\ncs\nto\no\n\no\n<s>\no\n\noo\nOn\n<s>\n©\no\no\n\ncs\n\n00\no\no\no\ncs\n\no\nt—\no\no\n\no o o o o o o\nqqqqoqq\nd d\no’ l-~\nio io\nd\noocs\no ooo oOcs Oqco\nco\no*>\nH\nCS *— »\n\nu\nr.\n\no\no\no\ncs\n\n• *H\nC\n<u\nnJ\nO\n\no o o o o o\n\nU)\n\n43\n\no\na\n\nCO\n\n'\ncs CS\no oooooo\n\nd d d oo d d\nv> O CO rt< irj o\n▼H CO\n2\n\n*\n\n00* d d ■cf id Ov\n\n&>\n00\n+J\n\n'S\n°\n\no\no\n\nVO »o\n\ncs\n\nS 2% 0>3 &\n3m a -g a S\n\n29\nO\nin Co O\n\nC\nD\no\n(J\no>\n\nco\n\no\no\no\n\nCS VO\noo*\n—ior\nO\n\n\"o|\n1/3 IO\n\noT\n\nffl -<-*\n8 °0)\nH<D\n3 u.\n•Sd S\n«-< q\nc -—\n\nc\n\no\n\n00\no\no\n\n00\n\n60\n\n4->\n\nc/>\no\no\no\n\n40-\n\n_ o<\n\no\no\nVO\n\n•o o''t wwv>\n! w\n\nO\n\n►> Q,\n\n43 g\n<D\n—H\n\n^\n\no\no\nio\n\no\n\no\n-Hqo IO\n\nOn\n\nNO\n\nco\ni-H\n\n_ <n rj\n\n4->\n\nio\n\nto\n\n£**£ «\nu\n\no\no\n\no\nq\n\nfl\nto p” .2\n^\ncd —\ntJ •- -2\n\nIO\n\n00\n\n«o\n\n00\n°0\n\n•'=><+-.\nC O *0 W\n\ni-i\n\n• f-4\n\n'C’O •r\n\n\"rH\n\no.\n\nes\n\no\no\no\no\n\nto\n\nT3\naJ\n\no\no\no\no\n\ncs\n\ncd\n>\n\n*\noo\nco*\n\nCfl\nu\ncu\nrt\n3\n\nI/O\n\no\no\nd\no\nIO\n\n°q.\n\nIh\n\nXcr\n\nCN\n\nO\no\n\n<U\nCN\n\no\no\n\nDivisio\nof n\n\n<o o\noo\noo\nOv O\ncs_o\n\nSection\nI —\n\nDISTRI\nOF BUTIONBUDGET—\n1929-1930\n\nVO\n\nHeadquarters\n\nVO\n\nIO\n\nrt ^\n\n2° H\n«;\n\nco\no\no\n40\n\no o\n*■»\noo\nCO co\nCS\nCO\n\ncd\n\na>\n\n«>©\n\n0)\n\nON\n\n~\n\n— ®C\n\nOs\n\nP-l ’o«3 .\nco S3\nS to • S <US3 0*\n_0\nC K\n\noO\na;\nVCO •\n\nCJ\nW\nS2 O) -rt\n.w O J1 3 3«\n4)3\n\nT3\n\n>.<.^05\n0,0^^\nCD\nm\n\nafc 3\n\n0>\n\ncs*\n\nb3\n> m > > >oo\n>'o\n>\n»*H fll •«-«o •—oi\n•<-* «»-4\n\n>. CS\n\nc^Ofepc:\nHrtCSCI\n\n(^QjQQQQQ\n\nlOONOOQ'O’HCS\n\nco\n\ncd -\n\nTt IO rJH \\d\n\n1<\n\ncw’r\n\ncd w\n\nH\nO\nH\n\no'\n\n"}
{"page": 1138, "printed_page": null, "text": "vo\n\n1134\n\nNational\n\nVO\n\nEducation\n\nAssociation\n\n•O\nW)\n\no\n\no\n\n©\n\no\n\n40\n\n4/5\n\ncd\n©\n©\n\n©\n©\n\n©\n©\n\n©\n©\n\n©\n©\n\n© o\n© ©\n©VO\n\nodd\n© vo\nVO\nVO\n© ©\ncs vo\nvo O'\n©\n\nO\nH\n\n©\n\n© o\n© ©\nVO©\n\ndo©\n\nVO -nf ©\n\nvo O' v— ' >0\nvo* to* f~* d\n^\n\n©\n\nco* 00* *H* 00*\nto ©\n\n2* c\nv-15 o\n\nAssociation\n\nsr\n§ ous\nSgO\n0) j-\n\ng.g£03 N\no\n<&\no\n\noo\n\nCN\n\n5\nu o j-j\n\nN\n\n©o\n\no\n«»\no\noo\n\n40\n\n©'O'*\n\nQ\n\n©\n©\n4/>\n\nv\"\"V\n\na■—\no c/3 v* as\n\n°\n\no\n©\n\nH\n\n© >o\ntH vrH\n\nhe\n\n4)\n\ncs\n\n©\n©\n©\n©\ntH\n\n© © ©\nTH\n© CS_\no©o\n\nd\n\no\n\nOO\noo\nU5\n\no\no\nd\n\no\nU5\n\nU5\n\nto\n\nU1\n\n£\n\no.\n<u\n\n1 6\n\nt-H\n\na;\n\no\n\no 3\n2 o s\n1/5\n\nto\n©\n©\n©\n40\n©\n\n’-3\n\n3 ■-*->\nn-i J-u\n—\n\n.2oE^\nOJ)g i\n«>®\"3\n£3-3flo45\nec\n\nSi\n\ni 3\n\n©\n\n©\n\nt'©\n\n©\n\n40\n\nVO\n\n<D\n\n©\n\nto\n\n£\n\n• •—o I\n\nSect\nIIio\nI—n\n\nbD\n.s\n\n©\n©\n\n© © ©\nvo vo o\nooo\n\n©\ntH\nif}\n©\n\nv© ^* ©\n\nLO\n\no\nc/5\n\n©\nVO\n<f>\n©\n\n©\n©\nd\n©\n\n45 o\n*\n\n00\n\nv©* t*H\nq\n\n©\nOv_rtio\n\nes\n\n•wO'\n•40<u\n\nto* t\"* ©*\n\n>\n\n40\n©\n\nc\n\n~*»o'\n\nV\n\nto\n\n© O'\n\no 3 0) 3\nc c Sf\nOS *’0+3\n\naS\n\n6\nIh\n\nT*\n°i\n\n*C\n\n© »©\n1/5\nO'\n4/5\n\nTJbJD\no\nc O'\n>5\n\nd\n\n© ©\n► .rt 3-> 45\n\nto\n\nto\n\n© ©\n\n45*^\n3\nS c\no 3 co\nfin.\n-t->\n\nC\n3<u\n\nif}\n\n©\nco\n©\n©VO©\n\nGeneral\n\n& a\n\n00\n©©\n\nActiof\nvities\n\nQ.\n\n© © ©\n©©©\n\n©\n©\n©\n©\n\n«©\nVO ©\nodd\n\n©©\n\n©\n\ncs v©\n\ncs\ncs\n\n:<\n\n4-o> O\n\n©\n\n©\n\nkc\n\n'OT\n\no\no\n\ndo\n\n<5\n\n'o\n\ns®\n\n• jCJ-t\n\n• ’33\n\n• s ••\n. 05 .\n\n■rs:'■•*•%\n\n^ •<ouCU£ (0\n• Vh\n• 05\n\nC0 3\n\n•\n\nE i IM§„ •s <d o y c\n32^.5\n\n05■o 3\n\n05 •\n\nco O\n\nhes<u3 — CO\n\n_\n\n3 05 2^ o Sjy\n05\n3\nQ a\n15C-.\n\nfif©\n\n. CO\n\n05 q, E\ns.2«\n\ncd\n\nTJ\nC o3\n\n£\n\n£\nvJ\n\n<\nH\no\no>» H\ns\nw\n0/)\n\nO\n£\nPhV\n\nO 3\n* 45 CO (i,\nIS3» 05 5\n0.3\nH\n_ 45*034\n§1 )05U I Sllile\n7,(3 Oco O\nH\n3\n33 45 03 o o\ncvj O\n45\n05 O\n*\n*-*—\nU<\nJ\n>«w\n,l\nS\nr\\\n£c/3<\nO X\n3 ®2xi(3\no 02„ s 05\no 3^\n„\nO C Ph - 45 >&,\nuoo,1'\n*-H CN CN\nC C\ns.E’u\nrH M\n\nf<)\n\n>0 N\n\n00 On O\n\n^\n\nCN rr>ir>\nCN CN CN\n\n3 45 -\n\nO\n5 V\n\n3-°\n\ncs\n\n"}
{"page": 1139, "printed_page": null, "text": "Associational\n\nREPORT\nELIZABETH\n\nRecords\n\nand\n\nOF RESOLUTIONS\n\nMCCORMICK,\nSUPERIOR,\n\nPRINCIPAL,\nWISCONSIN,\n\n1135\n\nInformation\n\nCOMMITTEE\n\nTIMOTHY\n\nO. HOWE\n\nSCHOOL,\n\nCHAIRMAN\n\nIdeals and Purposes\nThe National Education Association reaffirms its abiding faith in the\nschools and pledges its continued efforts on behalf of a fair start in life\nfor every boy and girl. It adopts the following platform of ideals and\npurposes which have been established by repeated action of the Association :\n1. A competent, well-trained teacher in every classroom.\n2. Improved facilities for the education of teachers and such induce¬\nments to enter the teaching profession as will attract men and women of\nthe highest character and ability.\n3. Such an interpretation of education as will awaken the people to a\nrealization of the importance of the schools, elevate the profession of teach¬\ning to a higher plane in public esteem, and insure just compensation, secure\ntenure, and provision for retirement on the basis of efficient service.\n4. Continued and thorough research on educational problems as the\nbasis for revised standards and procedures.\n5. The establishment of a Department of Education with a Secretary\nin the President’s cabinet and the efficient integration of the educational\nactivities of the federal government in this department.\n6. The unification of the educational forces of the country in one allinclusive organization devoted to the advance of the teaching profession,\nwith every teacher an informed and participating member of local, state,\nand national associations.\n7. Active assistance to state and local affiliated associations in promoting\nthe interests of such associations.\n8. Equal salaries for all teachers, both men and women, of equivalent\ntraining and experience.\n9. Such participation by teachers in the determination of policy as will\nutilize the best fruits of classroom experience.\n10. Cooperation with other organizations and with men and women\nof vision who recognize that only through education can be solved the\nmajor problems of our changing civilization.\n11. The National Education Association is committed to a program\nof service — service to the teacher, service to the profession, and service\nto the nation. Its supreme purpose is the welfare of the childhood of\nAmerica.\n\nThe\n\n1929 Resolutions\n\nIn conformity with its platform of ideals and purposes and in addition\nthereto, the representative assembly of the National Education Association\nassembled in its 67th annual convention at Atlanta, Ga., in July, 1929,\nadopts the following statements of policy:\n\n"}
{"page": 1140, "printed_page": null, "text": "1136\n\nNational\n\nEducation\n\nAssociation\n\nWe have come together to pledge again our service in carrying out the\nhigh ideals set by the founders of our organization. We recognize and\naccept our responsibility for the adaptation of education to the challenge\nof the rapidly changing economic\ndent Uel\n\nLamkin\n\nand social order.\n\nfor developing a program\n\nWe\n\ncommend\n\nof “Education\n\nPresi¬\n\nfor a new\n\nworld.”\nAppreciation\n\nWe\n\nof Public\n\nSupport\n\nrecord with pleasure our appreciation of the fine attitude of the\n\npublic generally toward the schools, particularly as shown in the con¬\nfidence placed in the educational leadership of the teaching profession,\nand in the readiness of the people to provide funds for the continued\nimprovement\n\nof educational opportunities for the nation’s children.\nEducational\n\nInterpretation\n\nThe National Education Association appreciates the cooperation of\nnewspapers, magazines, press associations, radio, and other agencies in the\ninterpretation of education ; and urges that further provision be made for\nthe extension of cooperation with these agencies to the end that the public\nmay fully understand the achievements, ideals, work, and needs of the\nschools.\nState Responsibility\n\nfor Universal\n\nEducation\n\nThe American conception of education is founded on this fundamental\nprinciple: Equal opportunity for every child regardless of residence, ability,\nhandicap, or disability; a high-school education within the reach of every\nboy and girl; well trained and adequately paid teachers for all schools;\nlarger units of school administration; equalization of educational oppor¬\ntunity.\nThe cost of education in the future will necessarily increase as a result\nof the greater demands of the public upon our schools. The resources\nfor education, from direct taxes, in many sections of the country, seem\nto be decreasing from year to year, due to increased demands from other\ntax-supported institutions and from the inefficiency of our tax systems.\nThis condition suggests that research should be made to find the best\nsources of additional financial support for our schools before the condition\nbecomes more acute. To this end we recommend that this subject be\nsystematically studied by our national and state education associations, and\nthat recommendations be made for suitable legislation.\nCentennial\n\nof Horace\n\nMann’s\n\nSecretaryship\n\nResolved that the National Education Association approves the plan\nto hold a centennial Horace Mann celebration in 1937; that it call the\nattention of all state and national educational and welfare associations to\nthe importance and value of such a celebration and that it join with these\norganizations in petitioning the President and the Congress of the United\n\n"}
{"page": 1141, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1137\n\nStates to appoint a commission which would begin at once the arrange¬\nments for a fitting celebration.\nResolved that the Association recommends that state and national asso¬\nciations look ahead and arrange to build their programs in 1937 around\nthe theme “The\n\nEducational\nRebuilding\n\nBecause of the new\n\nAchievements\n\nthe Public\n\nof a Century.”\n\nSchool\n\nCurriculum\n\nconception as to the proper function of the public\n\nschool, we recommend continuous study of the curriculum which deter¬\nmines what boys and girls are taught in school. We recomrnend further\nthat the curriculum can best be rebuilt by pooling the contributions of\nsuperintendents of schools, directors of research, curriculum specialists,\nsupervisors, principals, classroom teachers, and interested laymen.\nStudies\n\nThe\n\nAssociation commends\n\nof Preschool\n\nChildren\n\nthe studies of early childhood for their con¬\n\ntribution to our understanding of child growTth and development. It urges\nthat the wddest use be made of these findings in the improvement of home\ntraining and the establishment of child study classes.\nChild\n\nGuidance\n\nand\n\nStudent\n\nCounseling\n\nThat each pupil may have a well-rounded development, wTe recommend\nthat in junior and senior high schools there be trained counselors respon¬\nsible for the study of the abilities, needs, and interests of individual pupils,\nand for the handling of student personnel problems to the end that all\nagencies in school may focus on the best development of each pupil.\nProblems\n\nof Articulation\n\nRecognizing that the increasing complexity of the educational process\nand organization intensifies the problems of articulation among the units\nand subject divisions of the schools, we approve heartily of the work of\nthe Commission on the Articulation of the Units of American Education\nas it appears in the Seventh Yearbook of the Department of Superintend¬\nence. We wish to stress the importance of the problem involved in im¬\nproving articulation in the educational system, and to urge its general\nconsideration.\nRural\n\nEducation\n\nIn view of the serious inequalities wThich exist in the educational oppor¬\ntunities offered the children in rural areas and in view of the pressing need\nfor the revision of the rural school curriculum to meet the needs of rural\nlife as it exists today, the Association urges that the Congress of the\nUnited States provide a suitable appropriation for a thorough study of\nrural education throughout the nation, as it has already provided for a\nstudy of secondary education.\n\n"}
{"page": 1142, "printed_page": null, "text": "1138\n\nNational\n\nCharacter\n\nEducation\n\nEducation\n\nand\n\nAssociation\n\nLaw\n\nObservance\n\nThe Association reaffirms its belief in the public school as a constructive\nagency in character development. It reemphasizes that conduct arises\nfrom what the child really loves and desires to be. Since training in right\nconduct is one of the chief objectives of the public school, it is recom¬\nmended that extended investigations be made in the held of character\ndevelopment.\nThe Association believes that the greatest force for law observance is\ncharacter education within the home and the school and urges all teachers\nand parents to renew their efforts to inculcate a regard for law as the\nfoundation of democratic liberty.\nRecruiting\n\nthe Best\n\nTalent\n\nfor Teaching\n\nWe recommend that essential facts about teaching personnel be ob¬\ntained ; that facts be gathered as to the supply and demand for teachers\nin each of the several states; and that these facts be made the basis of a\nbroadly conceived, coordinated plan for recruiting the best talent for\nteaching. To this end the Association requests Congress to appropriate\nsufficient funds for the Bureau of Education to use in making a survey of\nall phases of teacher training in the United States. Careful predictions\nshould be made five and ten years ahead as to the number of new teachers\nthat may be needed.\nThe Association recommends that requirements for beginning teachers\nbe immediately increased in all states. Trained teachers are now available\nin sufficient numbers\n\nto offer an unusual opportunity for raising the stand¬\n\nards so as more nearly to approach the minimum goal of four years train¬\ning beyond the four year high school which the Association has repeatedly\nset as the ideal standard for all teachers.\nTeacher\n\nParticipation\n\nThe Association appreciates the growing practise of school authorities\nin making provision for organizations, officially recognized, through which\nthe special knowledge of the classroom teacher may be utilized for the\nimprovement of the schools.\nThe Association believes that the best fruits of teacher participation are\nobtained and the sense of responsibility among teachers is best developed\nwhen this participation is provided for in groups small enough for delibera¬\ntive discussion and composed entirely of classroom teachers.\nSummer\n\nThe\n\nSchool\n\nand Extension\n\nCourses\n\nfor Teachers\n\nAssociation appreciates the efforts of teachers to increase their\n\ntraining through extension and summer study. It urges the responsible\nauthorities to make special provision for the needs of experienced teachers\nin order that they may have courses which will lead to degrees and which\nwill directly enrich their lives and contribute to their effectiveness in the\nclassroom.\n\n"}
{"page": 1143, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1139\n\nInformation\n\nRetirement\n\nThe National Education Association again endorses legislation providing\nfor a fair and just retirement of teachers and believes that a sound plan\nfor this purpose will contribute greatly to the growth and the stability\nof the teaching profession.\nAdult\n\nThe\n\nNational\n\nEducation\n\nEducation\n\nAssociation commends\n\nthe agencies which\n\nworking in behalf of adult education and urges the generous\nthese movements, especially the work of free public libraries.\nAmerican\n\nThe National Education\nAmerican Education Week\n\nEducation\n\nare\n\nsupport of\n\nWeek\n\nAssociation urges the continued observance of\nin the belief that every citizen should be kept\n\ninformed upon the work and needs of the schools. The Association ap¬\npreciates the cooperation of the American Legion and other organizations\nin the development of this permanent worldwide movement.\nInternational\n\nUnderstanding\n\nThe National Education Association rejoices that, by solemn agreement\namong the nations of the world, war has been renounced as an instrument\nof policy in the settlement of international disputes, and that the more\namicable methods of solving problems have been indorsed. Knowing that\nonly through education can the requisite international understanding be\nbrought about, we commend the activities of the World Federation of\nEducation Associations in bringing together for an exchange of views the\nteachers and other educational workers of the various countries of the\n0\n\nworld. We urge that teachers be encouraged to travel in foreign lands\nand that International Goodwill Day, May 18, the anniversary of the\nopening of The\n\nHague\n\nTribunal, be appropriately observed in all schools.\nIlliteracy\n\nThe\n\nremoval\n\nof adult illiteracy is an educational effort that has gone\n\nbeyond the experimental\nmunities.\n\nstage and has become\n\na reality in many\n\ncom¬\n\nThe momentous year of 1930 is almost upon us and if the work of the\nnew census is to show a rapid advance in the reduction of illiteracy with\nthe corresponding\n\nimprovement\n\nof the language\n\nof the United\n\nStates,\n\nit can only be done as a result of the combined efforts and enthusiastic\ninterest of all educational and patriotic organizations. While the time\nis short the issue is too clearcut and the importance of its solution too\nsignificant for us to do anything but concentrate our best efforts in the\ntime remaining so that a marked advance in the reduction of illiteracy\nshall be made.\nWe urge upon the Census authorities the adoption of a schedule in the\n1930 census that will reveal the number of persons ten years of age and\nover, that cannot read English understanding!}', meaning\n\nthe number\n\nthat\n\n"}
{"page": 1144, "printed_page": null, "text": "1140\n\nNational\n\nEducation\n\nAssociation\n\nhave not completed four years in an English speaking school or are unable\nto read the newspapers.\nWe pledge our support to the request of the Director of the Census to\nenlist the teaching force throughout the country to act as enumerators for\nsaid purpose.\nWe furthermore urge upon Congress and the President the adoption\nof a program involving adequate financial aid in carrying out a minimum\nfive year campaign, in reducing illiteracy as revealed by the 1930 census.\nNational\n\nCongress\n\nof Parents\n\nand Teachers\n\nThe National Education Association extends greetings to the members\nof the National Congress of Parents and Teachers. We wish them to\nknow that we appreciate the great assistance they are rendering in the\nsolution of the educational problems of the country. We pledge to them\nour whole-hearted cooperation in their efforts to improve\nand community life.\nEducation\n\nand the Federal\n\nhome, school,\n\nGovernment\n\nAt this first convention since one great educational leader has completed\nhis service as United States Commissioner of Education and a new leader\nhas taken up the challenge, we record our appreciation of these two men.\nDr. John J. Tigert occupied the office of United States Commissioner\nof Education for a period of seven years. He enlarged the scope and\nstrengthened the effectiveness of the Bureau of Education. In all his\nofficial relations to the educational interests of the nation he demonstrated\na capacity for professional service. The nation and its teachers profited\nby his educational leadership. We wish to accord him our appreciation\nand esteem and to express our gratitude for his accomplishments.\nDr. William John Cooper, a practical and experienced administrator\nin public school service, has been called to the office of United States\nCommissioner of Education. His training and experience eminently\nqualify him for the responsibilities which are entrusted to his hands. We\nwelcome him to this service and pledge our hearty support and full co¬\noperation.\nWe extend our appreciation to President Hoover for having placed at\nthe head of the Federal Department of the Interior, in which the Bureau\nof Education\n\nis administered, one of America’s\n\ndistinguished university\n\npresidents, Dr. Ray Lyman Wilbur. We commend Secretary Wilbur’s\naction in endeavoring to give the Bureau of Education more prestige by\nraising the classification of the office of the Commissioner of Education\nand in making additional provision for extending and improving the service\nof the Bureau. We likewise approve his action in seeking to obtain full\nknowledge in order to coordinate properly the existing educational ac¬\ntivities of the Federal Government in one department and to improve and\nclarify the relationship of the Federal Government to the field of public\neducation. We pledge him full cooperation in these undertakings.\n\n"}
{"page": 1145, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1141\n\nWe reaffirm the declaration, repeatedly expressed in the platform\nadopted by the National Education Association at its annual sessions,\nthat education is primarily a function of the several states of the Union\nwith delegated powers to every locality in the state in furtherance of. the\nidea of local self government. To this fundamental principle of state\ncontrol and direction of education we accord a strict adherence.\nWe further reaffirm our conviction of the imperative need of the as¬\nsistance in education which the Federal Government alone is able to\nprovide, without the slightest invasion of the rights and duties of the states\nor of local school administrative units and without in any way\n\ncontraven¬\n\ning the wise and well settled policy of state control in education. We be¬\nlieve that since education is recognized as a subject of paramount interest\nto every social and economic activity and problem of the nation, and that\nsince, through state and local initiative and taxation, the American people\nare annually expending $2,500,000,000 for the support and maintenance\nof public education, provisions for scientific research should be made ade¬\nquate to the needs of systems of education for the training of 30,000,000\nchildren with all the problems involved in our modern, complex civiliza¬\ntion. We further believe the needs of education are so vital and so press¬\ning that they cannot effectively be met if education is subordinated to any\nother interests. We record emphatically our conviction that a Depart¬\nment of Education is necessary in order that the Federal Government\nmay conduct the research needed as a basis for developing an effective sys¬\ntem of education.\nWe therefore urge upon the Congress and the President the necessity\nof establishing a Federal Department of Education, with a Secretary in\nthe Cabinet. The functions of this department shall be the administra¬\ntion of existing educational activities of the Federal Government that\nmight properly be transferred to such a department; the development of\nsuch research agencies as educational interests of the nation require; and\nperformance of such other duties as the Congress may from time to time\ndetermine.\nTo Atlanta\n\nAtlanta, you have taught us the real meaning of southern hospitality.\nAs we leave you to return to our homes in many widely separated places\nwe wish to assure you of our deep appreciation of your many courtesies.\nFrom the land of cotton we are carrying pleasant memories that will re¬\nmain with us always. In Dixie Land we have gathered ideas that will\nbroaden our comprehension of the educational problems of our country.\nAtlanta, we are grateful to your citizens, to your civic organizations, to\nyour school officials, to your teachers, to your children, and to the press\nof your city for the services they have so generously rendered in making\nsuccessful the sixty-seventh annual convention of the N. E. A.\n\n"}
{"page": 1146, "printed_page": null, "text": "1142\n\nNational\n\nREPORT\nFRANCIS\n\nG. BLAIR,\n\nEducation\n\nOF COMMITTEE\nSTATE\n\nSUPERINTENDENT\n\nAssociation\n\nON NECROLOGY\nOF SCHOOLS,\n\nThe following list is composed of names of members\nreported by the committee member from each state, who\nduring the year:\n\n1\n\nSPRINGFIELD,\n\nILL.\n\nof the profession,\nhave passed away\n\nArizona\nBlack, Mrs. Sarah\nChesney, Laura\nHenderson, Hazel\nHoliday, Mrs.\nLathrop, Catherine\nMalinin, Mrs. Lena\n\nMcHenry, Stella\nNixon, Mary\nPurvine, Lawrence\nSummers, Sue\nWilson,\n\nEvan\n\nHartsfield\nFlorida\nSumner, Glenn\nWilbur, Prof. G. Elmer\n\nHelseth, Emma O.\nHughes, Edna O.\n\nIowa\nBennett, Lewis G.\nBerg, Ida\nBuechele, J. L.\nCaughlin, Meda P.\nClay, Alma\nCrandell, Helen Cornelia\nCrocker, Elizabeth\nCrusinberry, W. A.\nDawson, W. P.\nDeCamp, Lester O.\nDingus, Dwight L.\nEllingson, Prof. Daniel J.\nFrench, Mrs. A. N.\nGeorge, Mary A.\nHartson, Clarissa\nHearst, Mary\nHenely, Eugene\nHewitt, Daniel J. Ellington\nHinitt, Dr. Frederick W.\nHummell, William\nKing, Ida N.\nKing, J. C.\n\nMac Kay, Dr. G. L.\nMartin, Bertha\nMesser, Mrs. Godfrey\nMcAfee, Dr. Lowell Mason\nNeff, Dr. C. D.\nPacker, Annie E.\nPals, Hajo\nPettibone, Mrs. Jennie\nSamson, William J.\nSanford, Bernice\nSolomon, Mrs. Nate\nSnyder, T. B.\nSpeaks, Stella M.\nStanton, Julia W.\nStarbuck, Mrs. Edwin\nSuesens, Mayme\n\nD.\n\nSunderlin, Frank Howard\nTerrall, Ada Knight\nTiffany, Albert Ray\nTownsley, Samuel S.\nWilson, Dr. J. Rogers\n\nKansas\nErb, F. M.\nGaines, H. N.\nLoevenguth, J. C.\nMallory, S. V.\n\nParry, W. T.\nRoop,\nStanley,C. E.Y.\nTodd,\n\nH. W.\n\nLouisiana\nGuardia,\n\nMrs. Penelope\n\nA.\n\nRoehm,\n\nPerry\n\nD.\n\n1 The brief address delivered by Mr. Blair in connection with the presentation of this lepoit\nmay be found in the Minutes of the Representative Assembly, p. 1035 to 1037.\n\n"}
{"page": 1147, "printed_page": null, "text": "Associational\n\n1143\nRecords\n\nand\n\nInformation\n\nMichigan\nAllen, Albert\nAnderson, Mrs. Mattie\nArnold, William W.\nBabbitt, Mary A.\nBalch, Dr. E. A.\nBarkley, M. Orinda\nBates, Frederick O.\nBeach, Margaret\nBenson, Arthur F.\nBetts, Mrs. Floyd E.\nBetts, Mrs. Hazel B.\nBetwee, Helen E.\nBick, Mary\nBirdsall, Florence\nBishop, Newbold\nBlake, Mrs. Flora R.\nBowen, Wilber P.\nBraidwood, Christine\nBreyfogle, J. Warren\nBristah, Etta\nBroemel, Agnes\nBrown, Frances Pelham\nBrown, Helen C.\nBurt, Frances\nCansfield, Helen\nCochran, Mrs. Vera Vinton\nCollins, Beatrice\nCollins, Nelle E.\nCook, Albert Perry\nCoughlan, Emma\nCrispin, Elizabeth\nCross, Arthur E.\nDeBoer, Christine\nDeYoung, Marian\nDillon, Elizabeth F.\nDrum, Eotha Hoag\nDuCheney, Ethel M.\nDunlop, Jeanette\nEggert, Benjamin\nFisher, Pearl\nFoster, Elizabeth B.\nFrye, Wealthy\nGeorge, Ida K.\nGibbs, Cora B.\nGodfrey, Mrs. Minnie M.\nGriffith, Prof. E. L.\nGriswold, Abbie M.\nHackwell, Mrs. Jean B.\nHannula, John\nHarlan, Ralph J.\nHartung, Bessie LeMarle\nHascall, Ruby\nHasty, Isabelle\nHathaway, Frederick R.\nHicks, Herbert W.\n\nHill, Vera M.\nHopper, Kate\nHouseman, Helen\n\nA.\n\nHoyt, Charles O.\nJames, Edith P.\nJohnson, Oliver P.\nJudson, Daniel P.\nKay, Olive M.\nKelley, Magda\nKingsford, Jean\nLandon,\n\nMildred\n\nB.\n\nLathrop, Antoinette\nLathrop, Helen A.\nMasselink, Gerrit\nMather, Edwin J.\nMattoon, Cecil D.\nMay, Ernest R.\nMaycock, Elizabeth\nMechem, Floyd\n\nP.\n\nMcDonald, Mrs. Viola\nMcKone, William J.\nMcTavish, Jennie B.\nMiller, Emma A.\nMilliman, Mrs. Hazel\nNiz, J. Henry\nNutten, A. M.\nNye, Leone\nOlds, William E.\nOxner, Dorothy R.\nPalmerlee, Charles E.\nPlympton, Mrs. Clara G.\nPorter, Mrs. Merle B.\nPost, Loren M.\nPostles, Mary Frances\nRansom, Clara B.\nRoberts, Prof. Dimon H.\nRubens, Joseph\nSchneider, Francis L.\nScriver, Lillian\nShea, Julia A.\nSheehan, Sarah\nSherwood, William\n\nE.\n\nSimpson, Carrie\nSmith, Burton E.\nSmith, Elsie E.\nSmith, Nellie\nTanner, Russell J.\nTrempe, Anne\nVanOstran, Helen C.\nWarner, Esther Mabel\nWenley, Prof. R. M.\nWilson, Lois\nWimple, Alice\nYuill, Marjorie\nZiwet, Dr. Alexander\n\n"}
{"page": 1148, "printed_page": null, "text": "1144\n\nNational\n\nEducation\n\nAssociation\n\nMississippi\nCathey, Mrs. Elmer\nCowan, D. D.\nFrench, Eunice\nGay, J. C.\nMcCleskey,\n\nMcLarty,\n\nG.\n\nC. A.\n\nOats, Mrs. A. C.\nWaller, C. S.\nWhite, Mrs. Carrie S.\n\nH. L.\nMontana\n\nAbbott, Mrs. Ralph\nBatterton, Sally\nBell, Margaret\nBrainerd, Bessie Lee\nBrown, Virginia\nClancy, Nellie B.\nDeshler, Mrs. Maude E.\nEggenberger, Dorothy\nGray, Mary B.\nBranstrand, Mrs. Mabel\nHazard, Ann\n\nLund, Mrs. Alice Moody\nMalone, B. Elizabeth\nMerialdo, Isabel\nMurphy, Ida\nPack, Eva\nRailsback, Mrs. Lucy\nReid, Dorothy\n\nHowey, Robert\nIrvine, Mrs. Lottie T.\nKelley, Elizabeth\nKirkwood, J. E.\n\nSupple, James H.\nWright, Annie L.\nVanHorn, C. W.\n\nRose, Henriette\nSikes, Erie B.\nSmith, Beth\nSmith, Spencer\n\nNew\n\nJersey\nRichards,\n\nDutcher, Edward H.\nHamblin, William O.\nMackey, Dr. James T.\nMcClelland, Thomas K.\nMorris, George\n\nEdwin\n\nSmith\n\nSecor, Wandell B.\nWeintrob, Joseph\nWalker,\n\nJoseph\n\nF\n\nWalton,\n\nEdward\n\nVoorhees\n\nNew\n\nYork\n\nNorth\n\nDakota\n\nMills, Harriett Melissa\n\nMay,\n\nSamuel\n\nT.\n\nStebbins, W.\n\nC.\n\nOhio\nHuston,\n\nNettie\nOklahoma\n\nBrewington, Mattie Jane\nBrown, Aileen\nCameron, William\nCarruth, Elizabeth Hale\nDoke, Elsie\nEstes, E. L.\nFoster, H. L.\nGordon, Seth R.\nHaley, Fredabelle\nHenderson, Edward\n\nMasters,\n\nG. Troy\n\nMcAnally, Eunice\nModrall, Mrs. J. R.\nMorris, Theodore\nPinkerton, Mrs. Ira Boyd\nRoberts, Naomi\nSwofford, Charles J.\nVance, A. W.\nWagnon,\n\nOllie\n\n"}
{"page": 1149, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nOregon\nAlderson,\n\nW.\n\nC.\n\nPorter, Lillian\nRedding, Caroline\nTownsend, Mary L.\n\nConnolly, George H.\nFletcher, W. T.\nGrout, Daniel A.\nMcCabe, Carrie\n\nVan\n\nSouth\n\nCarolina\nJohnson,\n\nAvcock, W. T.\nCarpenter, Jane\nClarke, Sarah\nCollins, Mr.\nEllerbe, Omega\nFant, Prof. A. T.\nFox, Alberta\nHand, W. H.\nHastings, Mrs. A. M.\nHuckabee, Mrs. J. G.\nJacobs, Miss\n\nDr. D. B.\n\nKing, Mrs. Faye\nKnox, W. D.\nLove, Mary\nLyon, Major F. J.\nMoore, Dr. A. C.\nSteele, Mrs. Janie Mae\nSteward, Mrs.\nWalker, Mrs. J. T.\nWatkins, J. B.\n\nSouth\nBloom, Julia\nBrewster, Zoe Norma\nBrown, Mrs. Jennie C.\nCorcoran, Mrs. Lydia A.\nCurran, Mrs. Olive Emerson\nDavie, Mrs. Olive\nKlinefelter, Mrs. Grace\nLeder, Mrs. Clara E.\n\nTyne, Daniel T.\n\nDakota\nMartin,\n\nE. Marjorie\n\nMay, S. T.\nPaddock, Mrs. Nellie\nSchmidt, Mrs. Clayton\nSimpson, Harold W.\nSlocum, Hon. R. M.\nStefenson, Anna\nTutle, George\n\nF.\n\nTennessee\nMcMurray,\n\nDr. Charles\nVermont\n\nLance,\n\nWalter\n\nByron\nVirginia\n\nAdams,\n\nW.\n\nM.\n\nHall, Dr. John\nHite, H. D.\nLee, Mary B.\nLeighton, Fay\n\nW'alker\n, Mrs.\nBonddler\n, A. B.\nChan\nCox, Ida Sharp\nDickinson, M. B.\nDougherty, Robert\nFentress, J. T.\nHagan,\n\nM.\n\nLeslie\n\nLewis, Dr. Frank W.\nLinganfelter, Flora M.\nNeale, Eliza P.\n\nE. S.\nWashington\n\nAndrews, Ethel\nDickson, J. F.\nKellv, .lane\n\nMartin. Mrs. L.eotu\nSunquist, Ida\n\n1145\n\n"}
{"page": 1150, "printed_page": null, "text": "1146\n\nNational\n\nEducation\n\nWest\nAkers, Mrs. Earl\nBall, W. T.\nBanks, Abbie\nBarrier, Edgar W.\nBelcher, Mrs. Amanda\nBethel, Mrs. Georgia S.\nBlack, Lee\nBrady, Lena\nBurge, Emma Gertrude\nChapman, Andrew\nChapman, Maria\nChase, John E.\nChase, Vernie\nClater, Mrs. Florence Myrtle\nCochran, W. T.\nCore, Mattie Ramsay\nCorker, Alice\nDeitz, J. W.\nDemastes, Otto\nDolan, Nellie\nEppling. W. E.\nFaulconer, Alice\nGarrett, C. E.\nGatti, Frank Delli\nGordon, Elizabeth\nGrogan, Frances\nHager, Beulah\nHuff, Mrs. Ara B.\nIrvin, Winifred O.\nJennings, M. R.\nKilroy, Anna Fleming\nLacy, Mrs. Mary Halpin\n\nAssociation\n\nVirginia\nLillard, Nellie\nLilly, George W.\nLoudin, N. W.\nMaddox, Earnest\nMcCutcheon, W. S.\nMcGranahan,\n\nArabella\n\nMick, Worth\nMorriston, Alonzo\nMusseter, R. B.\nO’Dell,' Major S.\n\nT.\n\nOwnby, R. W.\nPinson, Maude Clay\nPotts, A. F.\nRenolds, Mrs. Gertrude\nReynolds, Mrs. Gertrude\nReynolds, Snowden\nRine, J. M.\nRoberts, Lakin\nRobinson, Mavme\nRollins, Faye\nRollyson,\n\nErsel\n\nRose, C. D.\nSkinner, G. E.\nSimmons, J. M.\nSimpson, Ella J.\nSlater, Myrtle\nStrahn, Morgan B.\nTaylor, Vera\n\nM.\n\nTuggle, Elias\nYandevort, Virginia\nYoung, Sylva\n\nWisconsin\nAnderson, Nellie\nBellamy, Margaret F.\nBelovsky, Elizabeth Mary\nBovee, Myrtle\nBreckey, Erick T.\nCarey, Nora\nCarroll, Sarah J.\nChapman, Mrs. Bernice\nCompton, L. M.\nCoogan, Helen\nCunningham, Ruth\nDarling, Margaret J.\nDesmond, Teresa O.\nDierchsmeier, Mae L.\nDroster, Mrs. Mildred\nDunham, Carrie A.\nEnockson, Mrs. Rachel C.\nFeatherston, Katherine\nFaughender, Prof. M. H.\n\nFossberg, Emma\nGere, Mary\nGillette, Ada\n\nM.\n\nGreene, Frank L.\nGriffith, George K.\nHerfurth, Elizabeth\nHickey, D. Edward\nHoran, Phyllis\nJacobson, Hannah\nJones, Mabel\nJorden, Mrs. Susie\nKatze-Miller, A. C.\nKemmerer, Dr. G. I.\nKuehne, Anna\nLake, Hazel B.\nLangan, Mary\nLarkin, Irene\nLawrence, Rose\nLogan, Dr. J. D.\n\nE.\n\nM.\n\n"}
{"page": 1151, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1147\n\nInformation\n\nMacNair, Sarah\nMalone, Nellie A.\nMetcalf, Dr. F. W.\nMiller, Harry L.\n\nVonbrasek,\n\nAgnes\n\nO’Connor, Alaida H.\nO’Hara, Margaret R.\nTarbell, Ada Munson\n\nWright, Helen\nZick, Lillie\n\nWaters, Nora C.\nWelch, Isabella\nWolske, Elizabeth\nLouise\n\nHawaii\nKapohakimohew,\nNakao, Ernest\n\nAyau, Harriet K.\nBell, Mrs. Emma K. R.\nHee, Mrs. Mary Lee\n\nFIRST\n\nLIFE\n\nMEMBERSHIP\n\nDavid\n\nDINNER\n\nOn Saturday, June 29, in the Ballroom of the Ansley Hotel, the first\nlife membership dinner of the National Education Association was held.\nThere was no formal program, but President Lamkin called the roll of\nstates, and brief extemporaneous reports were made by the delegates from\neach.\nSeveral persons were presented with life certificates and gold pins at this\ntime by their friends. Twenty new life members were enroled during the\nconvention week.\nDuring the course of the dinner Mr. Siders was called upon to tell of the\nplans for the new headquarters building, which is being made possible\nthrough receipts from life memberships. The architect’s drawing of this\nbuilding appears on page four.\nThe impetus furnished by the dinner is seen in the fact that two hundred\nnew life memberships have been received since the Atlanta Convention up\nto September 10.\nBetween courses the delegates from Hawaii furnished several musical\nnumbers.\nThe following life members were in attendance at this dinner P\nAlabama\nJohn\n\nCalifornia\nW.\n\nAbercrombie\n\nArthur\n\nH. Chamberlain\n\nJ. E. Bryan\nOra V. Cowan\nHarriett E. Dobbins\nLaura McGehee\n\nA. R. Clifton\n\nMerrie\n\nMrs. Percy F. Glover\n\nLois MacKenzie\n\nMrs. J. Alexander Moore\nJ. Alexander Moore\nLula B. Stubblefield\nR. E. Tidwell\n\nWillard\n\nE. Givens\n\nDaisy E. Kearne\nMary Etta Keegan\nHortense A. MacKeever\nMrs. Alice R. Norton\n\nJ. D. Williams\n\nGeorgia B. Parsons\nAlbert M. Shaw\n\nArkansas\n\nF. L. Thurston\n\nMrs. J. W. Ramsey\nJ. W. Ramsey\n\nEdwin\n\nB. Tilton\n\nIda M. Waite\n\nJ. P. Womack\nlist is incomplete because\n\nD. Eisner\n\nJ. M. Gwinn\nChristine Jacobsen\n\nMrs. N. B. Van Wagenen\nN. B. Van Wagenen\n\n1 The\n\nMiriam\n\na number\n\nfailed to leave their names\n\nand addresses.\n\n"}
{"page": 1152, "printed_page": null, "text": "J\n\n.\n\n1148\n\nNational\n\nColorado\n\nAssociation\n\nL. M. Lester\nMrs. D. B. McCoy\n\nMary C. C. Bradford\nAnna Laura Force\n\nW.\n\nLucy Hunsaker\nMae A. Plumb\nMargaret Mendenhall\nMrs. D. B. Steele\n\nEducation\n\nSmith\n\nDelaware\nHarry V. Holloway\nM. Channing Wagner\nDistrict of Columbia\n\nS. Nicholson\n\nW.\nW. Pos\nMa Pha\ngAa.n Rhtell\nMary\node\nud\nMrs e H. B. Rit s\nchi\n.\ne\nMrs.\nRit D. ' Robb\nH. B. Ellis\nchi\nGordon G. e Singleton\nWillis A. Sutton\nGeo. Harris Webber\nMrs. Jere A. Wells\n\nll\n\nd\nor\nan\ner\nen\nkl\nop\nv\nn\nCeo\nd\nos\nha\nS\nas\nGr\nar\nk\ns\nCh\nnbb\noc\nll der\nl\na\ni\ny\nsou\nee\ney xH\nn\nonnd. S\nhb\ni\nD\na\nh\nl\nn\nt\nH\nW\nr\ne\ns\nAs M. Joh\noraR\nn Ng\nrFeaish\nr\non iam\ne\ni\nt\n.\ns\nR\n.\ni\nab gl\nrtMo B.\n. yWsill\nu\nCr En\nnEn\nLo T. W Ma\nTe\nW.\nK.\nE.\nd\nD.\noAo.r\netWt.iam ry onth n nk\nel ri\nn ra rw te\nr m t e a\nle rri ll\nLy Ha Wi J. Ha BelEdi HelFr T. JoyJohLauSheWal J. MabCha\nan\n\nA.A\n\nH. B. Wilson\n\nAgnes\n\nWinn\n\nFlorida\nC. C. Carson\nRuby Barrett Carson\nKenneth B. Hait\nR. J. Longstreet\nJennings Rehwinkel\nHarold Rinalden Saunders\nB. O. Smith\n\nJere A. Wells\nHawaii\nLily K. Auld\nLouise V. Boyum\nMrs. Flora Beecher\nAlice A. Carter\nMaude\n\nK. Farden\n\nMary Ruth Ferreira\nCharles N. P. Henry\nErnest L. Hood\nMrs. V. H. Johnson\nV. H. Johnson\nLeinani Kamai\nDoris M. Keppeler\nMrs. O. E. Long\nOren E. Long\nEdwin\n\nK. Lindsey\n\nMrs. D. P. McGregor\nDorothea Morita\nEdith S. Patrick\nH. Alton Rogers\nMrs. Emma K. Sharpe\nErnest de Silya\nSamuel K. Toomey\nMrs. Thomas B. Vance\nThomas B. Vance\nMrs. Sarah B. West\nMrs. C. C. Wise\nC. C. Wise\n\nGeorgia\nBeulah\n\nAdamson\n\nKyle T. Alfriend\nJ. I. Allman\nMrs. Pearl Moss Allman\nM. L. Brittain\nC. K. Curry\nMrs. W. P. Davis\n\nBrown\n\nJames\n\nHeen\n\nWong\n\nIdaho\nMyrtle Ramey Davis\nCharles F. Dienst\nIllinois\n\nJ. C. Dixon\nKatharine Dozier\n\nJ. C. Gamback\nCharles J. Lunak\nN. M. Mason\nCharlotte Russell\n\nI. S. Ingram\nWalter P. Jone9\n\nJohn W. Thalman\nDavid E. Walker\n\n"}
{"page": 1153, "printed_page": null, "text": "Associational\n\nand\n\nInformation\n\nNebraska\n\nIndiana\nJ. C. Black\nO. H. Greist\nCharles F. Miller\nH. L. Smith\nIowa\nEdna\n\nRecords\n\nNew\n\nGibbs\n\nMay A. Hills\nRegina Hurley\nMary A. Lord\nLucile March\nAgnes Samuelson\nLoretta Van Ness\nG. Willis\n\nKansas\nMayme\n\nE. McCoy\n\nLouisiana\nAnnie T. Bell\nAmy H. Hinrichs\nAlice Louise Smith\nMaine\nAugustus\n\nO. Thomas\n\nMassachusetts\nFlorence Barnard\nElizabeth Bosworth\nMrs. B. R. Buckingham\nB. R. Buckingham\nAnnie Drew Dunham\nS. Monroe Graves\nMabel A. Rhoades\nJulia A. Sheehan\nAnnie C. Woodward\nMichigan\n\nJessie M. Fink\nWebster H. Pearce\n\nEffie MacGregor\nHelen B. Shove\nGenevive\n\nNew Mexico\nMrs. H. F. Brock\nNew\n\nYork\n\nThomas E. Finegan\nCharles Holzmarth\nJames F. Hosic\nGeorge D. Taylor\nNorth\n\nCarolina\n\nT. Wingate Andrews\nH. A. Carroll\nMrs. H. T. Hunter\nH. T. Hunter\nElizabeth\n\nC. Morriss\n\nN. C. Newbold\nMrs. John S. Seymour\nJohn\nNorth\n\nS. Seymour\nDakota\n\nMinnie Jean Nielson\nL. A. White\nOhio\nGeorgia W. Aiken\nClara Danman\nL. C. Dick\n\nKate M. Offerman\nStone\n\nF. E. Reynolds\nJ. W. Whitmer\nC. E. Wigton\n\nMississippi\nE. E. Bass\n•\n\nOklahoma\n\nMissouri\nUel W. Lamkin\nW. H. Martin\nM. G. Neale\nMinnie A. Shaffer\nKathryn\n\nMary E. Evaul\nMary A. Fenimore\nHenry P. Miller\nElizabeth C. Saunders\n\nJ. O. Engleman\nBlanche E. K. Evans\nHelen Frisbie\n\nMinnesota\n\nMrs.\n\nJersey\n\nFlorence M. Dickinson\nMrs. I. Newton Earle\nI. N. Earle\n\nAgnes Helbig\nEsther Helbig\n\nMyra\n\nJennie B. Adams\nAnnie M. T. Cogil\nArnott L. Folsom\nE. Ruth Pyrtle\nClara M. Slade\n\nE. Spangler\n\nP. P. Claxton\nJohn G. Mitchell\nOregon\n\nMrs. Nettie Rankin Bolland\nFrank C. Fitzpatrick\n\n1149\n\n"}
{"page": 1154, "printed_page": null, "text": "L\n\n1150\n.\n\nNational\n\nEducation\n\nGertrude Fitzpatrick\nAda C. McLaughlin\nMrs. E. D. Towler\nE. D. Towler\n\nAssociation\n\nMrs. George R. Felter\nMrs. Edna James\nWilliam Alonzo James\nEva G. Pinkston\n\nPorto Rico\n\nW.\nRog\nUtah\ners\nDeta P. Neeley\n\nNistor I. Vincenty\nFrancisco Vizcarrondo\n\nN. Glen Neeley\nMatilda Peterson\n\nPennsylvania\nWilliam M. Davidson\nC. R. Foster\nRay L. Huff\n\ny\n\nle\n\nl\nKte\ner\n\nrb\n\nHe\n\ne\nh\nid\nuagn\nes\nnoon\nerrd hit\nlka\nW\nDoo\nN\nWasW\nMc\nma\n.r\nF. ho J. A.\nbCe\nS.\nT\nWe\nD.ph\nEd.\nld\nudvi\nry se\nro\nMa Jo A. Ma Da S. Ha\n\nV ermont\nCaroline\n\nS. Woodruff\n\nVirginia\nCornelia\n\nS. Adair\n\nLucy Mason Holt\nFlossie Jackson\nEdith B. Joynes\nAntoinette Pool\nMary Price\nJoseph H. Saunders\n\nSouth Carolina\n\nJVashington\n\nJ. P. Coates\nMyrtle C. Venable\nGeorge W. Wannamaker\nKate V. Wofford\n\nJosephine\n\nCorliss Preston\n\nJean L. Soules\nWest Virginia\nMrs. W. H. S. White\nW. H. S. White\n\nT ennessee\nSamuel L. Ragsdale\nK. W. Warden\n\nWisconsin\n\nT exas\nMamie\n\nS. Bastian\n\nMary\n\nDibrell Carlisle\n\nEdgar G. Doudna\nB. E. McCormick\nCarroll G. Pearse\n\nWho’s\n\nWho\n\nIn The\n\nProfession\n\nThe list of life members includes the names of many of the most outstand¬\ning teachers and leaders in education in the nation. It does not include all\nwhose names merit a place in “Who’s Who in the Profession\" but it in¬\ncludes 2700 names, and within a few years it will be still more representa¬\ntive of the leaders in all teaching groups: the classroom teachers, professors,\nsupervisors, principals, superintendents, and college presidents. A list of\nlife members will be published in pamphlet form each year for the annual\nconvention. The list of new life members is printed each month in The\nJournal.\n\nThose\n\nlisted\n\nin this “Who’s\n\nWho\"\n\nhave\n\nbeen\n\nchosen\n\nwith\n\ngreat\n\ncare. They have been recommended by the officers of state organizations,\nby superintendents, and by life members. No commercial agency, in the\npreparation of its “Who’s Who,’’ has a basis of selection comparable to this\nplan.\nThere is an increasing number who are presented life memberships by\nfaculties, associations, and communities\n\nas a mark\n\nof appreciation for out-\n\n"}
{"page": 1155, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\n1151\n\nInformation\n\nstanding service in the schools and in education. A history of the educa¬\ntion, the experience, and the achievements of each life member is on file in\nthe headquarters office. A few of the states have started the practise of\nhaving life membership dinners and programs at meetings of the state as¬\nsociations and at other times. President Lamkin arranged for the first dinner\nfor life members at the Atlanta convention. These dinners will doubtless be\nfeatured hereafter in the plans for annual meetings of state and national\nassociations. They will bring together on important occasions the builders\nof our profession.\n\nMembership\n\nof the National Education\nOFFICIAL\n\nMade\n\n1908\nAlabama .\n55\nArizona .\n20\nArkansas .\n17\nCalifornia .\n249\nColorado .\n75\nConnecticut. .- .\n58\nDelaware .\n9\nDistrict of Columbia. 47\nFlorida .\n16\nGeorgia .\n. .\n50\nIdaho .\n21\nIllinois .\n420\nIndiana .\n128\nIowa .\n93\nKansas .\n84\nKentucky .\n60\nLouisiana .\n42\nMaine .\n32\nMaryland .\n55\nMassachusetts .\n332\nMichigan .\n139\nMinnesota .\n145\nMississippi .\n16\nMissouri .\n216\nMontana .\n21\nNebraska .\n71\nNevada .\n4\nNew Hampshire .\n30\nNew Jersey .\n198\nNew Mexico .\n13\nNew York .\n948\nNorth Carolina .\n23\nNorth Dakota .\n42\nOhio .\n349\nOklahoma .\n23\nOregon .\n19\nPennsylvania ...... 325\nRhode Island .\n32\nSouth Carolina .\n22\nSouth Dakota .\n40\nTennessee .\n31\nTexas .\n48\nUtah .\nJO\nVermont .\n30\nVirginia .\n40\nWashington .\n68\nWest Virginia .\n24\nWisconsin .\n160\nWyoming .\n12\nAlaska .\nCanal Zone .\nHawaii . .\nPorto Rico .\nPhilippine Islands .\nVirgin Islands .\nForeign .\n.\n4,982\n\nJanuary\n\n1918\n64\n37\n33\n432\n140\n102\n13\n%\n33\n48\n74\n783\n207\n185\n195\n85\n51\n64\n94\n366\n251\n103\n38\n512\n60\n114\n19\n38\n280\n33\n1,230\n83\n62\n584\n154\n95\n535\n\n1 of Each Year for the Year Preceding\n\n1922\n562\n922\n128\n7,429\n665\n3,173\n\n1,107\n327\n\n380\n1,477\n14,490\n\n1,016\n1,669\n442\n15,213\n\n9,592\n3,820\n1,319\n343\n\n7,475\n3,137\n5,944\n1,399\n431\n\n447\n1,504\n\n2,105\n529\n10,656\n\n2,049\n5,599\n135\n1,759\n3,029\n389\n2,278\n347\n321\n340\n2,944\n3,575\n286\n418\n7,193\n793\n605\n4,213\n99\n\n2,761\n\n862\n\n8,557\n\n1925\n\n8,333\n2,517\n5,552\n363\n1,047\n835\n\n66\n40\n88\n\n205\n\n1924\n824\n\n595\n320\n231\n497\n\n63\n508\n563\n\n144\n\n1923\n708\n\n476\n342\n169\n193\n438\n\n31\n51\n47\n60\n138\n\n114\n277\n22\n\nAssociation\n\nCOUNT\n\n932\n\n7,466\n156\n2,281\n3,234\n337\n2,651\n310\n625\n3,407\n384\n10,031\n323\n497\n8,383\n1.252\n1,041\n6,279\n785\n215\n89\n615\n1,089\n\n942\n224\n\n2,879\n398\n1,082\n\n473\n2,857\n\n736\n3,413\n\n4,227\n814\n892\n\n3,316\n\n664\n187\n487\n1\n123\n\n1,168\n27\n519\n10\n140\n\n87,414\n\n118,032\n\n1,271\n923\n\n4,222\n1,527\n511\n745\n440\n362\n564\n\n4,284\n752\n1,770\n1,949\n459\n1,051\n621\n\n9,332\n3,393\n\n8,961\n4,437\n\n5,501\n487\n1,646\n989\n\n3,536\n1,890\n543\n1,026\n\n858\n2,087\n10,540\n8,234\n2,802\n167\n258\n3,403\n485\n2,877\n619\n293\n3,715\n11,194\n337\n620\n9,271\n1,611\n7.259\n254\n1.589\n120\n874\n746\n1,593\n1,651\n\n1,867\n1,567\n6,197\n273\n8,977\n2,704\n3,176\n333\n2,721\n562\n557\n4,269\n319\n430\n9,973\n584\n9,881\n2.288\n1,477\n10,423\n322\n\n1926\n1,052\n641\n2,015\n15,006\n838\n4,430\n1,798\n1,702\n545\n1,410\n973\n9,166\n8,553\n3,625\n2,478\n1,138\n926\n2,059\n1,714\n5,855\n9,890\n3,267\n407\n369\n3,213\n2,735\n638\n522\n313\n5,150\n566\n8,930\n531\n\n17,924\n\n810\n1,150\n2,196\n18,497\n\n4,450\n802\n1,986\n\n4,582\n756\n1,997\n\n1,331\n857\n2,262\n19,486\n4,663\n721\n2,051\n\n1,449\n\n1,432\n645\n2,819\n\n765\n1,142\n2,095\n\n2,225\n950\n671\n\n11,253\n1,049\n\n9,303\n6,439\n3,313\n2,696\n906\n1,244\n\n5,315\nt 1,321\n770\n3,342\n2,789\n\n1,782\n1,371\n10,311\n5,415\n\n1,643\n952\n11,256\n5,646\n\n3,800\n312\n3,186\n313\n2,602\n684\n460\n286\n6,488\n\n274\n5,773\n612\n2,975\n778\n2,376\n431\n354\n7,173\n716\n8,666\n\n12,790\n1,568\n\n14,587\n1,565\n\n16.785\n1,801\n517\n\n351\n14,033\n2,962\n\n17,650\n2,877\n614\n474\n\n2,316\n18,459\n633\n319\n\n1,206\n1,161\n2,943\n364\n1,784\n1,557\n\n1,678\n432\n1,480\n3,334\n1,810\n3,428\n105\n1,1982\n\n3,878\n2,840\n3,832\n1,126\n1072\n\n156\n\n1,827\n221\n67\n123\n164\n\n205\n1,927\n137\n62\n171\n\n133,565\n\n138,856\n\n158,103\n\n374\n1,286\n3,297\n1,129\n3,442\n1,363\n3\n112\n54\n1,461\n432\n108\n\n1929\n\n9,278\n508\n634\n\n639\n484\n1 .066\n869\n2,049\n\n1928\n\n1927\n\n1,188\n1.126\n3,726\n\n1,370\n2,651\n1,909\n11,197\n1,050\n5,902\n3,342\n3,020\n636\n1,362\n882\n1,769\n6,340\n12,230\n361\n7,518\n886\n753\n3,219\n2,313\n454\n430\n7,678\n10,315\n588\n854\n19,490\n2,794\n- 635\n1,781\n19,316\n371\n\n1,198\n1,115\n4.997\n2,562\n417\n1,794\n6,899\n2,603\n4,062\n1,206\n107\n161\n\n1,457\n3,469\n450\n1,288\n2.842\n\n2,506\n95\n\n79\n2,593\n105\n83\n\n108\n64\n168\n59\n\n2,624\n65\n110\n223\n56\n\n203\n\n170,053\n\n181,350\n\n2,093\n330\n1,717\n5,465\n2,729\n3,826\n163\n1,133\n\n2,015\n5,625\n2,513\n4,228\n161\n86\n1,146\n\n193,145\n\nThe next official count will be made January 1, 1930. Will it be 210,000? We can reach that goal by a little\nextra effort. Let every school, every city, every county and state see that it maintains its enrolment of last year.\nLet everv school and college not already 100 percent show as large gains as possible.\n\n"}
{"page": 1156, "printed_page": null, "text": "1152\n\nNational\n\nTHE\n\nEducation\n\nSECRETARY’S\n\nI. Education\n\nAssociation\n\nREPORT\n\nfor a New\n\nWorld\n\nThe theme, education for a new world, brings one face to face\nwith the place of education in civilization itself. There\n\nis need for\n\ndefinition of civilization. In the minds of too many\n\na new\n\nA NEW DEFINITION\nOF CIVILIZATION\n\nthinkers\n\nit is static and material. They are inclined to measure it in terms of parthenons, coliseums, cathedrals,\n0r great factories. Other students of civilization\nthink of it in terms of governments or empires and\n\nconsider that age greatest when empires have been vast, powerful, and domi¬\nnating. Yet others think of civilization in terms of great literatures or\nbeautiful art or noble music.\nBut deeper than these things lies the force that makes them possible and\nthat force is in the skill, the health, the intelligence, and the purpose of the\nmasses of the people. These factors are more abiding than government.\nThey accumulate bit by bit through the long sweep\nHUMAN VALUES ARE of time. They move ahead now slowly, now fast,\nTHE REAL VALUES but throughout the centuries whatever may have\nhappened to the material things or to the govern¬\nments of the world, the human race has pushed steadily forward and up¬\nward. The real gains of civilization are found in the improvement of man\nhimself. The\nthe human\n\nreal makers of history are the teachers. The\n\nvalues.\n\nThe\n\nreal values are\n\neternal resources are right ideals. Leaders like\n\nHorace Mann and Henry Barnard have a significance far beyond the recog¬\nnition that has been given them. Their quickening influence is imperish¬\nable. Who can measure the value to America and to the world of\nHorace\n\nMann’s\n\nabiding and eloquent faith in the unprovability of the\n\nrace ? Who\n\ncan estimate the fruits of that faith as it has reached out in\n\nthe growth\n\nof a public school system with\n\nfree opportunity\n\nfrom\n\nthe\n\nelementary school to the college — with a mighty army of four million fine\nyoung people in the high schools alone?\nNo one who understands the force of education need be pessimistic about\nthe days that are ahead. The\n\nrapid changes now\n\ntaking place in education\n\nand industry have created a situation like that which faced the pioneers\nwho conquered the wilderness. As we ride on the\nA NEW PERIOD OF\nPIONEERING\n\ncurrent ourselves we cannot realize the speed of important lines of progress. Neither can we realize\nthe challenge which this progress brings to the new\n\nrace of young people that is coming on. If the pressure of early day needs\nand opportunities developed the initiative and vision which gave us the\nfirst leaders who outlined broad policies on which to build our system of\neducation for democracy, are we not justified in forecasting that present\n\n"}
{"page": 1157, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1153\n\nopportunities are developing an even larger number of educational thinkers\nand doers? Everywhere among us leadership of the first quality is rising\nto meet the challenge for pioneer work. All about us in education we have\nmen and women with the ideals of Horace Mann and Henry Barnard —\nwith vision, with earnest purpose, and with effective habits of work. These\nare the men and women who will multiply our great reservoir of human\nwealth. This human wealth with its skill, its intelligence, its health, and\nits purpose is the field of education. And what may education not accom¬\nplish during the century that lies ahead? Looking back to the year 1829\nwe find the United States a small nation with a population of less than\n12,000,000 — an infant in the family of nations, an agricultural people liv¬\ning in isolated communities, Boston and Albany not yet connected by rail¬\nroads, most of our labor saving devices still in the future. Today air\ntravel is further developed than the railroads were in 1829, radio is further\ndeveloped than the distribution of books and newspapers was in 1829, and\nthere looms on the eastern horizon the dawn of a new day which will\nsee such a widening of outlook and opportunity for the average man and\nwoman as lies beyond our utmost dreams.\nHumanity faces its battles against ignorance, poverty, prejudice, and\nvice with a powerful accumulation of forces. It is the task of education\nto lay hold of these forces and to use them in the betterment of human\nlife. A century ago men\n\nthought of education as a\n\nmeans of preserving the past — they now think of EDUCATION TO IMeducation as a means of improving the future. Our PROVE THE FUTURE\nschools arouse among an increasing number of peo¬\nple the desire for excellence and for happiness. In proportion as we are\nable to multiply the number of people who really desire excellence and hap¬\npiness to the point where they are willing to sacrifice, and to work and think\nand plan for these ends, we are truly a civilized people.\nSuch rapid changes as civilization now\n\nfaces constitute a challenge to\n\neducation. The very existence of a family, or a community, or a nation,\nor a race depends on the soundness of its educational ideas. America needs\nas it faces the new world a philosophy of education.\nIt needs understanding of the values of human life. PHILOSOPHY OF\nIt needs dedication to the higher values. It needs EDUCATION NEEDED\ndetermination to build its life around these higher\nvalues. It needs to emphasize the constructive phase of life rather than\nthe pathological phase. The fundamental values are not new. They are\nas old as the race itself. Whatever form our governments may take, what¬\never form the material aspects of our civilization may assume, the under¬\nlying challenge of civilization is for conquest of self, for beauty, for\npower, for freedom from the things that keep man down — for excellence\nand happiness of life.\nPerhaps during the century ahead we may see the resources that have\nhitherto been squandered\n\nin countless wars turned into constructive chan-\n\n"}
{"page": 1158, "printed_page": null, "text": "1154\n\nNational\n\nEducation\n\nAssociation\n\nnels. Perhaps we shall come to realize that it pays in the end to spend\nmoney, huge sums of money, in the education of nations to work together\nbefore the disaster of war comes. Perhaps we shall\nEDUCATION FOR\nWORLD COOPERA¬\nTION\n\nbe able to encourage travel among teachers, to de¬\nvelop appreciation of the gifts of the various races,\nto create commissions to study the major problems\nof the race which know no national boundaries and\n\nwhich will be with us until they are solved in the spirit of sympathetic\ncooperation.\nIf education is to serve the new world, if the schools and the school\npeople are to rise to the challenge to take their place as the makers of\nhistory, the profession itself must build upon the foundations that have\nbeen laid. The second section of this report analyses certain lines of\neducational advance and forecasts progress during the next ten years.\n\nII. Forecasting\nThe\n\nEducational\n\nincreasing importance\n\ndemands\n\nProgress for the Next Ten Years\n\nof the school as a social institution — Society’s\n\non the school are greater than ever before.\n\nOne\n\nproblem\n\nafter\n\nanother of modern\n\ncivilization is laid on the doorsteps of the schools —\n\nSCHOOLS MUST\nMEET INCREASING\nDEMANDS\n\ncharacter development, right civic ideals, law ob¬\nservance, reverence, health, worthy home life, vo¬\ncational efficiency, thrift, fire prevention, interna¬\ntional understanding, and temperance. What is the\nmeaning of this fact? There are many conjectures,\n\nbut this is a certainty — the schools must progress in certain definite direc¬\ntions if they are to keep up with, to say nothing of guiding future develop¬\nment. What are the lines in which progress will be made by the schools in\nthe next decade? The following are among those that stand out: Profes¬\nsional spirit, qualifications of teachers, removal of illiteracy, changes in\ncourses of study and methods of instruction, training for the use of leisure,\npublic school finance, adult education, growth of the National Education\nAssociation, greater efficiency in professional organization, school enrolment\nand extensions of the principle of equality of educational opportunity.\nI. 7 'he next ten years and improved professional spirit — Professional\nspirit is an attitude of mind which places social wellbeing ahead of per¬\nsonal profit. The professional, in contrast to the tradesman, asks himself\nfirst how his energy is going to result in the largest social contribution — in\na contribution to the upbuilding of the good life.\nThe professional spirit of teachers will grow for two reasons. The\nscience of education has developed rapidly in the last two decades. In the\nnext ten years, it will continue to develop, with the result that the amount\nof exact knowledge that can be brought to bear on the problem of educat¬\ning children will be greatly increased. As knowledge increases, teachers\nwill work more intelligently.\nTo illustrate: From the application of the knowledge of individual\ndifferences will come\n\na more\n\nalert and professional teacher — one\n\nwho\n\n"}
{"page": 1159, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1155\n\nrealizes that each pupil is an individual, whose abilities, interests, and\nneeds must be discovered, and that the teacher must become an expert ed¬\nucational diagnostician. From the study of the im¬\nportance of the early primary years, and the more\nBROADER UNDER¬\nSTANDING\nFOSTERS\nintensive study of pupils at all levels, will come the\nPROFESSIONAL\nrealization of education as a unit process and the\nSPIRIT\nnecessity for close articulation of the work of one\nschool year with another, and the work of the\nschool with life. As a corollary to this better articulation will come the\nteacher who will see the importance of the particular administrative school\nunit in which he is working, but who will see it as a part of the whole\neducational process. As he sees the relation of his particular subject, grade,\nor unit to the whole, he will have greater respect for his own work and\nthe important relation which other phases of educational work have to\nhis. In other words, teachers will have a greater professional spirit as\neach one sees that his work is a part of a complete educational system, i. e.,\nas he. takes a vertical view of education rather than a view of a single\ngrade or administrative unit.\nThe next ten years will bring teachers to the place where, along with\ntheir present enthusiasm and social purpose, they will have the necessary\nknowledge and skill, which will go much further in realizing individual\nand social values. Their good intentions will be\nPROFESSIONAL\nmore scientifically and wisely directed. They will\nSPIRIT\nRESULTS\nnot be less enthusiastic, but more intelligent, for\nIN PUBLIC\ntheir understanding of how children learn and of the\nAPPRECIATION\nplace of education in modern life will be broadened\nand deepened. Let us always remember that true\nprofessional spirit can be created only in a profession that thinks primarily\nof the service which it should render to society. One of the outcomes of\nteachers’ increased professional spirit will be the public’s greater respect\nfor the teaching profession. Respect is the outgrowth of the realization,\non the part of the public in general, that a group of workers is making\nan important and skilled contribution to progress.\nII. What the next ten years will bring in the qualifications of teachers —\nThe growth of the science of education inevitably calls for its counter¬\npart — people in possession of this knowledge who understand its signifi¬\ncance for social progress. This has been true of\nHIGHER TRAINING\neverv profession. To illustrate from the field of\nREQUIREMENTS\nmedicine — along with the rapid increase of exact\nNECESSARY\ncorresponding\na\nknowledge in this field has gone\n\nlifting of the standards and length of training re¬\nquired of those entering the medical profession. Likewise in nursing,\nwhich formerly was one of the lowliest of occupations, along with the\nincrease in the amount of exact knowledge which can be used effectively\nin this field have come much higher training requirements. The principle\nthat growth of exact knowledge in an important field implies carefully\n\n"}
{"page": 1160, "printed_page": null, "text": "1156\n\nNational\n\nEducation\n\nAssociation\n\nprepared, professional people to apply this knowledge\n\nis applicable to\n\neducation. Its implications for teacher-training institutions are clear. In\nthe future, they must do a better job. What are some of the directions\nin which teacher-training institutions will improve their work?\n1. Teacher-training institutions wall select with greater care those\nwho are candidates for the important work of teaching the nation’s chil¬\ndren. Back-door admission to teaching through examination is still possible\nin some communities; within the next decade, it\nwill be completely closed. Within ten years, none\nCANDIDATES FOR\nTEACHER TRAINING\nbut high-school graduates will be admitted to any\nTO BE CAREFULLY\nteacher-training institution. This standard has\nSELECTED\nalready been reached in the better established in¬\nstitutions. More careful consideration will be given\nto each candidate’s innate qualifications for teaching. Such matters as\nintelligence, cultural background, personal appearance, health, and social\nacceptability will be considered. Progress will be made\nure the qualities which promise success in teaching.\n\nin ability to meas¬\n\n2. Teacher-training institutions will give much more attention to the\nguidance of those admitted. Ten years from now professional schools\nfor teachers will be in possession of the facts as to the total number of\nEVENING UP SUPPLY\nAND DEMAND\n\nteachers required, and the number needed for particular lines of work, such as elementary, secondary,\nand collegiate, and the number needed in special\nsubject fields. The result will be that the sharpness\n\nof the periods of oversupply and undersupply of teachers will be decreased.\nWhat will be gained ? Such a procedure will be far more economical.\nStudents will not spend years preparing for teaching and then be forced\nto enter other lines of work, or be obliged to accept teaching positions\nfor which they have not been trained and in which they will not function\neffectively. A reasonable balance between teacher supply and demand\nwill be worked out. To train many more teachers than there are avail¬\nable positions is waste.\n3. Better courses and better coordination of courses will be worked out\n\nby teacher-training institutions. A proper balance of general and profes¬\nsional education will be worked out in our teacher-training institutions.\nEmphasis on methods will not outweigh the em¬\nCOORDINATION\nphasis on subjectmatter, and vice versa. Teachers\nAND BALANCE\nIN TRAINING\nneed a thorough grounding in the subjects which\nthey are to teach as well as professional training\nin educational theory and methods.\nfundamental for every teacher.\n4. The\n\nBoth of these types of training are\n\nlength of preservice training will increase.\n\nteacher-training institutions may\n\ndo their work\n\nHowever\n\nwell\n\nin the future, it cannot\n\nbe done in one, two, or three years beyond high-school graduation.\n\nWe\n\n"}
{"page": 1161, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1157\n\nInformation\n\nshould soon reach the time when the equivalent of four years of\ntraining\nabove the high school will be required of all elementary teachers, and five\nyears for junior and senior high-school teachers.\nWithin the next ten years, the state will take over\nCERTIFICATION BY\nexclusive authority in the certification of teachers.\nTHE STATE\nCertification will be on the basis of training and\npersonal qualification, rather than on the basis of examinations. Within\neach of the forty-eight state departments of education there will be an\noffice which centralizes and coordinates all information concerning certifica¬\ntion and placement within that state.\nIII. What\neracy — During\n\nthe next ten years will accomplish in the removal\nthe next ten years, a new\n\nveloped and accepted. The\n\nof illit¬\n\ndefinition of literacy will be de¬\n\nCensus Bureau\n\nin 1920 classified as illiterate\n\nany person ten years of age or over who was unable to write in any lan¬\nguage, not necessarily English, regardless of ability to read. According\nto the 1920 census reports the illiterate population should be understood\nas representing only those persons who had had no schooling whatever.\nThe figures for illiteracy from 1870 to 1920, according to the Bureau\nof the Census, were as follows:\n\nYear\n\nTotal number\nilliterates\n\n1870\n1880\n1890\n1900\n1910\n1920\n\n5,658,144\n6,239,958\n6,324,702\n6,180,069\n5,516,163\n4,931,905\n\nIn 1920 illiteracy was\n\nof\n\nPercent of population\nilliterate\n\n20.0\n17.0\n13.3\n6.0\n7.7\n10.7\n\nnearly four times as prevalent in rural as in\n\nurban communities; in the cities, 1.82 per cent of the native-born were\nilliterate, while the percentage in the rural districts was 7.01.\nOnly a small responsibility for illiteracy can be placed upon immigra¬\ntion. Of the five million illiterates enumerated at the last census, over\nthree million, or sixty-two per cent, were native-born. Of these 1,109,875\nwere native white of native white parentage.\nIf we accept the literacy definition of the 1920 census, but a small\nfraction of our illiterate population have been lifted into the literate class.\nA large part of the first job of giving our entire citizenry enough educa¬\ntion to enable it to read is done, or will be completed ten years from now.\nWithin the next decade, however, a new definition of illiteracy will be\ndeveloped. In place of the minimum definition of 1920, one more suited to\nthe present demands of our country will be employed.\nA person will not be considered literate until he can HIGHER STANDARDS\n0F LITERACY\nread a newspaper or magazine with reasonable speed\nand comprehension and is able to write letters with\nmoderate speed and legibility. The need for a new definition of literacy\nwas strikingly brought out during the war. Illiteracy in the draft meant\n\n"}
{"page": 1162, "printed_page": null, "text": "1158\n\nNational\n\nEducation\n\nAssociation\n\na lack of the “ability to read and understand newspapers and write letters\nhome. Applying this test, 24.9 percent of the men examined in the draft\nwere illiterate.\nThe. EE S. Bureau of the Census has already wisely recognized the\nneed for a redefinition of literacy. A new test of literacy is being planned\nwhich proposes that a literate person be able “to read English understand¬\ning^,” with the interpretation that “understandWILL CREATE NEW\ninglv” means the completion of at least the fourth\ngrade. If this definition can be applied in the 1930\nTASK OF ERADICA¬\nTION\ncensus — certainly it will be in 1940 — the result\nwill be a new objective as far as literacy is con¬\ncerned. It is not too much to hope that in the near future a citizen will\nnot be considered literate until he possesses reading and writing ability\nequal to that ordinarily possessed by a sixth-grade pupil. When the new,\ntwentieth century definition of literacy has been accepted, a whole new\ntask of eradicating illiteracy will be created. At the present time, accord¬\ning to the new definition, it is probable that twenty-five to thirty per¬\ncent of our population is illiterate.\nWhile, for the immediate\n\nfuture, the eradication of illiteracy may be\n\nregarded as one aspect of the program\n\nof adult education, ultimately the\n\neradication of illiteracy— particularly according to the new\nposed here — will come\nSCHOOL\nADEQUATE\nOPPORTUNITY\nWILL\n\ndefinition pro¬\n\nthrough the development\n\nof\n\nour reSu^ar schools. The effort to make the nation\nliterate by teaching its illiterate adults to read and\n\nwrite is commendable,\n\nbut the ultimate solution of\n\nthis problem will depend on the extension ot ade¬\nquate educational opportunities to all boys and\ngirls. This will involve the improvement of our rural schools. As rural\nschools are more adequately financed, as school attendance laws become\nmore comprehensive, as child labor laws become more effective, and as\nschools better meet the needs of individual children, illiteracy will be con¬\nfined more and more to that unfortunate group of mental defectives who\nare incapable of learning to read.\nIV. The next ten years and better courses of study and methods\nstruction — The\n\nbuilding of better courses\n\nmental movements\n\nin American\n\neducation.\n\nbe little more\nINCREASING EMPHASIS ON GROWTH\nTHROUGH\nPRACTISE\n\nof study is one\n\nThe\n\nof the funda¬\n\narchaic curriculum\n\nshould\n\nthan vestigial in ten years. The\n\nwill give place to adaptations necessary\nthe school to changing social needs. The\nrjculurn now\n\nof in¬\n\ndeveloping\n\nold\n\nto adjust\nnew\n\ncur-\n\nwill not be a static product,\n\nbut a changing, flexible instrument.\nEducation moves toward the attempt to equip a man with that as¬\nsortment of abilities, habits, skills, and powers of judgment involved in\nactual daily living. It no longer aims to make\n\na walking\n\nencyclopedia.\n\n"}
{"page": 1163, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1159\n\nThe\n\nend is to make a man competent in his affairs, not to stuff his mem¬\nory, whether by good methods or bad, with things little related to those\naffairs. The end is power to live — not cold-storage information and non¬\nfunctioning skills. The way to acquire power is to live. There is no\nother formula. Pupils acquire abilities, habits, attitudes, and powers of\njudgment involved in living the community life of today and tomorrow\nby so living today that they are called upon to exercise these abilities and\npowers of judgment. Knowledge is involved — much of it; but as some¬\nthing to be used, not a decoration.\nCourses of study will deal more with the student’s present need and\nless with problems of the past which have little connection with life\ntoday; and they will also look to the futuie and attempt to train youth\nfor a changing civilization.\nTen years from now, courses of study will be “liberal” in the original\nsense. Greek education trained for life of that day. Because it was suc¬\ncessful, we have taken it over and applied it to the twentieth century.\nWhat we should have adopted was the Greek prin¬\nciple of training, application to life, rather than its\n“LIBERAL”\n\nEDUCA¬\n\ncontent. The best wTay to train pupils for life ten\nTION KEEPS PACE\nyears from now is to have them participate in the\nWITH LIFE\nhighest form of presentday living, adapted to their\nlevel of growth and individual capacities.\nThe fact that the curriculum ten years from now will be a changing\ncurriculum means that it will be less efficient, and at the same time more\nefficient. It will be less efficient than a traditional, formalized curriculum\nin that a considerable part of the subjectmatter content, pupil activities,\nand methods of instruction will be experimental and tentative, and will\nlack the refinement which a more static curriculum possesses as a result\nof having been reworked and refined many times.\nOne of the inevitable accompaniments of a developing organization is a\nmeasure of chaos. A business concern, such as the Ford factory, does not\nhesitate to scrap its organization and machinery and remake itself. Dur¬\ning this reorganization period, there is more or less chaos; and the old\nfactory with its old machinery would have functioned more effectively\nduring this interim. However, the new organization, if properly de¬\nveloped, is eventually proficient in its procedure, and the new product excels\nthat produced in the past.\nThe school of 1880 did excellent work\n\nin training a small and select\npercent of our population, using a traditional curriculum. The rank and\nfile of the population picked up outside of the school\n\nmost of the training essential for more or less success- CHANGE DIFFICULT\nful living in the relatively simple life of that day. BUT NECESSARY TO\nIMPROVEMENT\nSuch a conception of education will not do for 1929,\nWe\n1939.\nin\nand it will be even less acceptable\nmust boldly scrap many of our former conceptions of education and\nmuch of the material with which it was carried on. We must think of\n\n"}
{"page": 1164, "printed_page": null, "text": "1160\n\nNational\n\nEducation\n\nAssociation\n\neducation in universal terms, as training 100 percent of our young people,\nand helping each individual to find the niche in our complex civilization\ninto which he can fit with the greatest efficiency and happiness. We\nnot be dismayed if a measure\nment.\n\nof chaos accompanies\n\nmust\n\nthe process of develop¬\n\nOur curriculum and courses of study of the future: (1) Will be con¬\nstantly changing; (2) will train for life; (3) will taken account of: (a)\nthe facts of child growth, (b) psychological arrangement, (c) adapta¬\ntions, to individual differences, (d) the vocations, and (e) the larger\nobjectives.\nWe are going to be less concerned with the sanctity of subjects, the logic\nand order of their arrangement — we will have less reverence for subjectmatter simply because it has been used a long time. We will be less con¬\ncerned with knowledge as an end in itself, and more concerned with\nknowledge in action.\nLet us now focus the above principles on a particular field, health edu¬\ncation, and illustrate the changes which their application will bring about\nin that field.\n1. What\nTHE NEW\nHOW\nCURRICULUM\nWILL\n\nhealth\ntaught\n\nIMPROVE\n\nbut\n\nHEALTH\n\ndoes a changing\n\ncurriculum\n\nimply in\n\neducation? It means that pupils must be\nnot merely to apply presentday knowledge;\n\nthey\n\nmust\n\nalso\n\nunderstand\n\nthe\n\nevolution\n\nof\n\nfacts and theories, and the truth that each year\nbrings us new knowledge, wffiich must be applied in daily living, if man\nis going to have as complete a control over his physical life as possible.\n2. What does a curriculum which trains for life imply in health educa¬\ntion? The lengthening of the span of human life is one of the expected\noutcomes of such teaching. Health education, along with sanitary meas¬\nures, has already undoubtedly had a large share in lengthening the average\nspan of human life which in 1900 was 49 years, in 1910, 51 years, in\n1920, 55 years, and in 1921, 58 years. After passing the first few years\nwhen\n\nthe hazards are great, the child who\n\nhas reached his fifth birthdav\n\nhas an average chance of living to be sixty-two years old.\nThe application of health knowledge to life is also rapidly reducing\ninfant mortality. According\nin urban communities\n\nto the U. S. Bureau\n\nthere were\n\nof the Census, in 1915\n\n103 deaths of infants under one year\n\nof age per 1000 live births; for rural communities, the number was 94.\nIn 1927 this number had been reduced to 65 for urban communities and\nto 64 for rural. Infant mortality has been reduced approximately one-third\nin the past twelve years.\nThe\n\nvalue of parent education in the scientific care of children cannot\n\nbe entirely measured\n\nby lower death rates. Children\n\nare not only kept\n\nalive hut are in better physical condition as a result of better care: but\n\n"}
{"page": 1165, "printed_page": null, "text": "Associatioxal\n\nno statistical comparison\n\nRecords\n\nand\n\nInformation\n\nof these gains is possible. What\n\n1161\n\ndoes a curriculum\n\nless concerned \"with logical arrangement of subjectmatter mean in terms of\nhealth education ? It means that instead of having a\nchild learn the names of all the hones in the bodv HEALTH HABIT\nS _\nand chart the nervous system, he will be encouraged THE PRIMARY AIM\nto practise health habits twenty-four hours each day.\nV. The school and wiser use of leisure during the next ten years — Leis¬\nure is defined as that part of the day not closely tied up with vocational\npursuits. It is obvious that the proportion of one’s life which is neces¬\nsary to devote to vocational activities is decreasing. It is not new to say\nthat the school must take some account of this fact.\nAll indications at present suggest that the proportion of life available for\navocational pursuits will still further increase in the next decade. By the\nsame sign, we may expect the responsibility of the school in training for\nthe nonvocational side of life to increase rather than decrease.\nAlong what lines will the school come to a better\nfulfilment of its responsibility in training for leis- a BROADER SCHOOL\nure time?\nPROGRAM\nFirst, the “extra” in extracurriculum activities\nwill tend to vanish. These activities will become an integral part of the\nschool system.\nSecond, the school will seek to develop in every child a range of inter¬\nests and certain initial avocational skills rather than try to complete the\nindividual’s education. Both by material and method used, the school will\nrecognize, in practise as well as in theory, that the period of formal\nschool attendance\neducation.\n\nis a beginning rather than an ending of the pupil’s\n\nThe results of recent research in adult education have effectively dis¬\npelled any illusions that may have existed that the period of formal school\nattendance is the only, or even the most effective period of learning. We\nknow with reasonable certainty that most individuals do not reach the\nmost effective age for learning until after they have left school ; and that\nthe loss in ability to learn is insignificant until one reaches a relatively ad¬\nvanced age.\n\nIn the past our attitude often has been that all a child was going to get\nin the way of an education had to be secured while in fulltime school\nattendance; now we are beginning to look upon schooling as a taste which\nwill create a lifelong appetite for learning.\nThis changed viewpoint will radically modify methods of teaching. In\nour classes in literature in the future, we will be far less interested in\n\nguiding the pupil to dissect passages and to make\nlogical analyses of the world’s literary masterpieces, READING WILL BE\nand far more interested in offering him an oppor- MADE A PLEASURE\ntunitv to read under conditions relatively undisturbed\n\nby adult viewpoints. Instead of dissecting a few poems and essays, large\nnumbers of acceptable pieces of literature will be read, in which the\n\n"}
{"page": 1166, "printed_page": null, "text": "1162\n\nNational\n\nEducation\n\nAssociation\n\nelement of interest to the particular pupil is high.\n\nChildren\n\nvoluntary\n\nrepeat those activities which give them pleasure and, as a result, habits\nare formed. The habit of reading for sheer enjoyment as well as for\nthe purpose of securing information should he developed during the formal\nschool period.\nIn the field of music during the next decade, we will be far less interested\n\nin forcing the technics of a professional musician upon the unwilling child,\nand far more interested in offering children the opportunity to hear good\nmusic under conditions which increase appreciation.\nMUSIC APPRECIATION EMPHASIZED\n\nToo often the memory of wonderfully fine concerts\n[s made distasteful to pupils, because after each\n\nconcert they are forced to write about it or discuss it\nfrom an adult, rather than from their own, point of view.\nThose school systems which provide instruction on musical instruments\nare catering largely to avocational rather than vocational interests, and\nrightly so. The amount of such instruction should greatly increase during\nthe next ten years, as should also the number of courses offered in music\nappreciation. Depending upon the tastes cultivated in the schools, the\nradio will bring into the home symphony orchestra or jazz.\nMore attention will be given to developing an appreciation of art. A\ntrip abroad is no longer the only means by which one can become ac¬\nquainted first-hand with the finest interpretations of life through line and\nmass and color. Within the next ten years there\nON ART\nEMPHASIS\nAPPRECIATION\n\nwill not\n\nonly be more\n\nwill be used more.\n\npublic art galleries but they\n\nSome\n\ndevoted to “drawing”\n\nof the school time formerly\n\nwill be spent in art galleries.\n\nIn the fields of literature, of music, and of art, the school’s function is\nnot to turn out writers, musicians, and artists. It may offer a prevocational training for some, but for the great majority, the thought should\nbe future avocational pursuits. Indelibly and securely, public education\nshould weave permanent and desirable recreational interests into the\nfabric of American\n\nyouth by the end of the secondary school period.\n\nEnrichment of life will come through the right use of leisure. Edu¬\ncation, both in the lower schools and in adult education, will more and\nmore endeavor to equip for the wise use of leisure, the pursuit of activi¬\nties which energize rather than enervate the people.\nVI. TVhat the next ten years will bring in adult education — Both labor\nand capital predict a five-day working week within ten years. Along with\nthis will come the clearer realization that the period\nLIFELONG LEARNING THE AIM\n\nof school attendance is the beginning, not the completion, of an education. The fallacy that there can¬\n\nnot be education save within four walls, over the\ndoor of which is the word “school,” will disappear. The work done\nin the schools will be the focal center, where skills in the tool subjects,\n\n"}
{"page": 1167, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1163\n\nInformation\n\nhabits of study, a wide variety of interests, a spirit of inquiry, and powers\nof analysis and judgment will be sufficiently developed so that learning\nwill continue throughout life.\nWe\n\nare only at the beginning of the adult education\n\nmovement\n\nin\n\nAmerica. The “schools of the air,” made possible by radio, will in time\nreach every man, woman, and child. The service of public libraries will\ncontinue to multiply. Lyceums, lectures, instructional films, periodical\nliterature, and the public press will all play important roles in the adult\neducation movement.\nThis movement means a new concept of education, and through it we\nshall find the solution of many of our difficult social problems. Parent\neducation as a phase of adult education is an undeveloped field, rich in\npossibility for better born and better nurtured children. It will bring\nchildren to our schools who can be taught to better advantage. It will\nmean greatly increased satisfaction for parents in their family life.\nAdults will attend classes where the subjects of discussion will be as\nvaried as the interests of society; their attendance will be voluntary be¬\ncause of the happiness they get from living a bigger life.\nA heavy responsibility is placed upon the educators of America to so\nplan adult education that the needs and interests of America will be\nserved — that the “thirst for knowledge” will become more and more\nacute — that finer living may be the heritage of each generation.\nVII. The next ten years in school finance — Progress in the field of\nschool finance between 1929 and 1939 will be along roads already welldefined. In one direction we will progress in rebuilding the foundation\nfor the financial support of schools. The local\nproperty tax will continue to be one basis of school\n\nLARGER\n\nUNITS OF\nTAXATION\n\nsupport, but it will be supplemented, and in some\nstates largely replaced, by taxes collected by larger\nunits of government, county, state, and national, which rest with the\ngreatest possible equity upon all, rather than upon that portion of wealth\nrepresented by tangible property. In another direction, we will continue\nthe notable advance of the last ten years toward discovering and putting\n\ninto effect methods of distributing state school funds to local communities\nwhich make it financially practical for every local community to provide\nreasonable educational facilities for its children and at the same time to\npreserve its educational autonomy, individuality, and initiative.\nI am not unaware of the blatant and illfounded criticisms which are\nbeing made concerning school costs. During the last decade we have\nperiodically been warned that school costs cannot\nbe further increased without bringing the nation to NATIONAL INCOME\nbankruptcy' The fact is that the nation in 1928 INCREASING FASTER\nand ended THAN SCHOOL COST\npaid the largest school bill in its history,\nthe year in a stronger economic position than in any\nsed\nprevious year. We have also been told that school costs have increa\nt\nout of all proportion and beyond all justification. Actually the amoun\n\n"}
{"page": 1168, "printed_page": null, "text": "1164\n\nNational\n\nof money\n\nexpended\n\nEducation\n\nAssociation\n\nper child in school has increased less rapidly than\n\nthe nation’s per capita income. Between 1922 and 1926, to select years\nrepresentative of the postwar period, the cost of providing a child a\nyear’s schooling increased twelve percent. During the same period real\nincome per capita increased seventeen per cent. In 1922 the percent\nof the nation’s income expended for public elementary and secondary schools\nwas 2.49, while the corresponding percent was 2.41 in 1926. Preliminary\nfigures for 1928 indicate that the corresponding figure for that year was\nstill lower. It has also been said that the school is not getting results.\nThe fact is that they are getting results, not only in spiritual returns but\nin increased economic efficiency as well. Herbert Hoover in recently\nlisting the five factors which are responsible for the nation’s paramount\neconomic position, named education first, and concluded that “instruction\nhas become much better in quality and especially more practical and more\nconducive to thinking power and to productive capacity.”\nIt is true that the total amount expended for education has increased.\nBut this fact in itself does not mean that expenditures have been extrava¬\ngant or that larger sums may not be needed. The amount which the\nnation expended for passenger automobile transportaPEOPLE CAN AFFORD\nWHAT THEY BELIEVE\n\n^on increased from about a billion and a half a\nyear before the war to twelve billions at the present\n\nVALUABLE\n\ntime.\n\nBefore\n\nthe war\n\nwe\n\nexpended\n\napproximately\n\none billion dollars a year for building construc¬\ntion ; now we spend seven billions annually. The value of electrical equip¬\nment and material produced before the war was about $350,000,000 a\nyear; now it is more than a billion and a half. Life insurance policies in\nforce before the war amounted to twenty billions, and now amount to\neighty billions. Why have we increased since 1914 our expenditures for\nautomobiles eightfold, building construction sevenfold, electrical equipment\nfivefold, life insurance fourfold? We have done this because we believe\nmoney expended for these things constitutes wise spending. The automo¬\nbile, the building or home, electrical labor saving devices, and life insurance\nare considered important to our happiness and general wellbeing.\n\nIs the\n\ndevelopment of the automobile industry, the building industry, the elec¬\ntrical appliance business, or the life insurance business any more important\nthan the development of better schools? Yet we have increased expendi¬\ntures for all of these industries more rapidly than for education.\nThe next ten years will see further increases in school expenditures.\nThis will be necessary for a number of reasons. First, because attendance\nwill continue to increase even though not as rapHOW\nWILL\n\nEXPENDITURES\nINCREASE\n\nidly as in the last decade.\nsary\n\nto increase\n\nSecond,\n\nthe quality\n\nbecause\n\nit is neces-\n\nof educational\n\nwork.\n\nThis can partly be brought about by increasing the\nefficiency of the school, but it will also involve some increase in the amount\nexpended per child in attendance. Rather than alarm us, this prediction\n\n"}
{"page": 1169, "printed_page": null, "text": "1\n1\n1\n1\n1\n9\n9\n9\n9\n9\n\nAssociational\n\n2\n2\n2\n2\n2\n\nRecords\n\nand\n\n1165\n\nInformation\n\n5\n6\n7\n8\n9\nshould —\nassure us. Education is civilization's most vital investment\n—\n—\n—of insurance. The greater the percent of income that we\nbest form\n—\n\nand\ncan\n\n—\n\nspend for good schools, the greater will be the returns, both in present\n1\n1for the future.\nwelfare and security\n1\n1 3\n1 5\n\\ III. The growth\nof the National Education Association in the next\n8\n3\n1\n3\n1\n1\n\n7\n8\n8\n1918,\nthe\nmembership of the Association was less than\n9\n8\n0\nwas 193,145. The gain by years has been\nit ,\n10,000; on January 1, 1929,\n1\n3 ,\nas follows:\n,8\n,1\n,\n05\n30\n156\n1908— 4,982\n53\n1918— 8,557\n43\n1922— 87,414\n0\n5\n\nten years — Until\n\n2\n5\n\n3\n6\n0\n5\n,\n,\n\nRemarkable progress has been made in 100 percent enrolments. In 1922\nthere were 500 schools with a 100 percent enrolment of their teachers in\nthe National\nmately 6000.\n\nEducation\n\nAssociation; in May,\n\n1929, there were\n\napproxi¬\n\nDuring the past five years permanency of inter¬ RAPID GROWTH IN\nENROLMENT,\nLIFE\nest and effort has been given to the Association\nMEMBERS,\nAND\nthrough growth in life memberships. The fee of\nHUNDRED\nPERCENT\n$100 for this membership goes directly into the\nSCHOOLS\npermanent fund. There are now approximately\n2500 life members. When payments for these mem¬\nberships have been made in full, the permanent fund will have been in¬\ncreased by a quarter of a million dollars.\nNo less remarkable has been the growth in state education associations.\nOn January 1, 1929, the total membership of all the state associations was\n664,779, or 72 percent of the estimated total number of teachers in the\nUnited States.\nProfessional organizations, such as the state and national education\nassociations, occupy an important position in our national life, and have\nan invaluable contribution to make to the development of good schools.\nEach state association should enrol 100 percent of the teachers in the\nstate. The\n\nNational\n\nEducation\n\nAssociation should\n\nenrol in its mem¬\n\nbership practically every teacher in America, including teachers in colleges\nand universities. To do this, it must maintain the highest ideals of service,\nand should choose for its leadership men and women who are outstanding\nleaders. The\n\nNational\n\nEducation\n\nAssociation will become\n\nso representa¬\n\ntive of all interests that its program will attract in large numbers mem¬\nbers of the profession on all levels, from the kindergarten through the\nuniversity.\nTrue\n\nprofessional spirit can be created only in a profession that thinks\n\n"}
{"page": 1170, "printed_page": null, "text": "1166\n\nNational\n\nEducation\n\nAssociation\n\nprimarily of the service it renders society. I have already pointed out that\nduring the next ten years, the professional spirit of our teaching body will\nbe deepened and broadened. My faith in the\nteachers of America leads me to believe that out of\nSERVICE COMES\nFIRST\ntheir own ranks will come such high leadership and\nservice that within the next ten years the National\nEducation Association will have an active membership of 500,000 and a\nlife membership of 10,000.\nIX. The\n\nnext ten years and the effect of increased efficiency in profes¬\n\nsional organization\n\nand service — The\n\nservices which\n\na teachers’ association\n\nrenders the profession are of two types — indirect and direct. Under' the\nfirst head may be listed such essential work as the\nsoliciting of membership, the keeping of records and\nDIRECT AND\nINDIRECT SERVICES accounts, and the management of business affairs\nand physical plant. Under the second head may\nbe included such professional activities as the editing of educational jour¬\nnals and other publications, the conduct of research and investigations, the\nsupport of sound school legislation and other types of professional leader¬\nship.\nBoth indirect and direct services must be maintained if an education\nassociation is to achieve its purposes. You cannot run a machine until it\nis built, nor run it after it is built unless it is kept oiled and in good repair.\nNeither is there any point to constructing a machine\n\nunless it is to be put\n\nto work. The analogy is apt in considering the growth\nfessional associations.\nA decade ago the National Education\n\nof teachers’ pro¬\n\nAssociation and most of the state\n\nassociations had ahead of them\n\nthe task of building their organizations.\nThe profession realized the need of strong state and national associations.\nIt went to work with a will. Both the state and national associations have\ngrown by leaps and bounds.\n\nThey are now being put to work.\n\nThese associations are not all at the same\n\nstage of development.\n\nSome\n\nare only just now coming into existence, and are necessarily devoting a\nlarge percent of income to the support of indirect service. Others are\nwell established and are rendering direct service of incalculable value to\nthe held of education.\n\nAs\n\nteachers\n\nassociations develop, they will increase the percent of\ntheir resources which goes into direct service and decrease the percent ex¬\npended for indirect service. The ultimate purpose of a teachers’ organiza¬\ntion is to render direct service to the teachers. The other activities are\nmeans to this end.\nThis does not mean\n\nthat our associations should make\n\nthe mistake of\n\npractising false economy\n\nin supporting the indirect service activities. It\n\nis always poor economy\n\nin operating a machine\n\nto try to save money\n\nby\n\n"}
{"page": 1171, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1167\n\nfailing to make proper replacements or by neglecting proper lubrication.\nPenuriousness in providing funds for the solicitation of membership, and in¬\nadequate facilities for keeping records and accounts\nare shortsighted policies. Neither should the prinHIGHEST EFFIciple of efficiency be applied with any less rigor to\nthe direct than to the indirect service activities.\n\nCIENCY\n\nTHE\n\nAIM\n\nIt should be the purpose of a teacher’s association to set an example\nof efficiency in all of its work. No more money should be expended for\nany service, direct or indirect, than is essential for its effective operation,\nand the aim should be to secure the maximum return to the profession\nfor every dollar expended, no matter what the activity may be.\nOnce a teachers’ organization is on its feet, rich opportunities for\ndirect service to education open on all sides. Then the organization really\ncomes into its own and achieves the purposes for which it is created.\nIt is such a philosophy which has guided the development of the Na¬\ntional Education Association. Ten years ago practically the only direct\nservice which the Association rendered was the organization of annual\nconventions, and the issuance of a Volume of Pro¬\nceedings and a general bulletin. During the past THE JOURNAL GOES\ndecade the Association has been rebuilt and put to TO\nwork. The Journal of the National Education\nAssociation\n\nhas been established and\n\ntaken its place among\n\ndeveloped\n\nEVERY-\n\nMEMBER\n\nto the point where\n\nit has\n\nthe leading educational periodicals of the nation.\n\nIts service to the profession is increasing each year. The inspiration fur¬\nnished by this publication is the one direct and tangible contact which is\nfelt by every individual member of the Association. In the continued\nimprovement of this publication lies one of the important means of direct\nservice to the profession.\nThe Research Division has been established and a carefully planned\nprogram\n\nof work\n\ndeveloped.\n\nThe\n\nResearch Bulletin has a circulation of\n\napproximately 20,000 copies per issue, or nearly 100,000 annually. The in¬\nvestigations on a wide range of topics which have\nappeared in this publication are distinguished by a VITAL RESEARCH\nPROGRAM\ntheir scientific and practical value.\n\nA number of important committees and commis¬\nsions of the National Education Association and\nissued reports of an epoch-making\n\ncharacter.\n\nThe\n\nits departments\n\nhave\n\neffectiveness with which\n\nthe National Education Association’s committees and commissions have\nworked has been greatly increased by the assistance rendered them by the\nResearch Division. The staff and organization of this division are such\nthat it can offer both competent professional and\nskilled clerical assistance to the Association’s re- AID TO COMMITTEE\nWORK\nsearch committees. Under the leadership of the\nCommission on the Curriculum of the Department\n\nof Superintendence, school systems throughout the country have given con¬\nsideration to many phases of the curriculum problem. Here is a truly\n\n"}
{"page": 1172, "printed_page": null, "text": "1168\n\nNational\n\nEducation\n\nprofessional activity — one which\n\nAssociation\n\nis inspired primarily by the desire to do\n\na better job of educating the nation’s children. No less significant is the\nwork of the Articulation Commission. While only one report has been\nissued, this commission has already taken its place among the great com¬\nmissions which have significantly influenced the evolution of American\neducation.\n\nThe National Education Association’s influence in school finance de¬\nserves special mention. Its work in this field has constituted one of the\nprincipal forces toward modernizing the obsolete machinery of school\nsupport which existed in most states until recently,\nFINANCE\nPERSONNEL, AND\nOTHER PROBLEMS\n\nst^ exists in many.\nand\nPerhaps no line of investigation sponsored by the\nNational Education Association is of greater sig¬\n\nnificance than that bearing upon the personnel of\nthe profession. Modern curriculums and all the other essentials of a\nprogressive school are of little use without firstrate teachers, principals,\nand school executives. The Association has, therefore, given attention\nto such problems as: (1) The development of salary schedules suitable\nfor professional workers, (2) the inauguration of financially sound re¬\ntirement systems, similar to those found in progressive private and public\norganizations, and (3) the development of proper standards for tenure\nof teachers during efficient service.\nThe new Committee of the National Education Association on the\nEconomic\n\nStatus of Teachers\n\nhas just drafted a program\n\nof investigation\n\nwhich promises to be of great significance. These investigations will not\nonly deal with the problem of securing proper\nA BROAD\nNIFICANT\n\nAND\n\nSIG-\n\nPROGRAM\n\nprofessional\nprovide\n\nincomes\n\ninformation\n\nfor all teachers, but will also\nneeded\n\nby\n\nteachers\n\nin wisely\n\nbudgeting their incomes.\nThe breadth of the National Education Association’s professional pro¬\ngram is of particular significance. It is neither narrow nor selfish. During\nthe next ten years our objective should be to increase both in quality and\nquantity the professional activities sponsored and supported by the Asso¬\nciation. The greatest opportunity for service which a voluntary and\nnational professional organization has lies in such\nTHE ASSOCIATION\nMUST SERVE ALL\n\nactivities. A national education association, all inelusive in membership, representing all fields of\n\neducational endeavor, occupies a peculiarly strategic\nposition. Its funds come from the members of the teaching profession\nand, therefore, it is answerable to no other group. The profession stands\non no political platform ; it favors no economic class ; it sponsors no par¬\nticular creed ; nor does it offer special treatment for any particular race.\nIts major purpose is to discover the means whereby the children of all\neconomic\nmum\n\nclasses, political parties, creeds, and races may\n\nbenefit from school attendance.\n\nreceive the maxi¬\n\nAt the Association’s call the leaders\n\n"}
{"page": 1173, "printed_page": null, "text": "Associational\n\nRecords\n\nin all lines of educational work\n\nand\n\nInformation\n\n1169\n\nrespond and give their time and best\n\nthought to committee discussion and study of important professional prob¬\nlems. This backing provides opportunity for the National Education\nAssociation to lead in the professional study of major educational issues.\nDue\nUnited\n\nto our highly decentralized form of school organization in the\nStates, the development of this function is of peculiar significance.\n\nIn most countries this work is done by a central agency under government\nauspices, the decisions of which are final. In this\ncountry educational leadership is exercised through\nVOLUNTARY\nAGENCIES LEAD\nvoluntary agencies, whose decisions are not manda¬\nTHE WAY\ntor}\", but which rest upon the persuasive influence\nresulting from a recognition of their innate value.\nThrough the work of its committees and commissions of the last decade,\nit may\n\ntruly be said that the National Education\n\nAssociation has come\n\nto\n\nhold a high position of professional leadership. Its headquarters’ staff now\noffers the facilities whereby committees can accomplish significant pieces\nof work at relatively small expenditures. In carrying forward this work\nthe Association is realizing its ultimate purpose. The next decade will see\nthis type of work more than doubled.\nX. School enrolment and equality of educational opportunity — School\nenrolment\n\nin the United States has increased continuously and at a rela¬\ntively rapid rate from as far back as we have reliable figures. During\nthe last two or three years the growth has not been\nso rapid. If present tendencies continue we will rapid INCREASE IN\nshortly reach a plateau in school enrolment.\nSCHOOL ENROL¬\nMENT\ny\nelementar\nThis is particularly true of public\nschool enrolment. Between 1924 and 1926 the\n\nnumber of pupils in elementary schools increased less than 100,000. This\nincrease was considerably less than half that typical for two-year periods\npreceding 1924. Complete figures are not yet available for 1928, but\nthose already assembled seem to indicate that elementary school enrolment\nin that year was little if any larger than in 1926.\nEnrolment in the first grade has been decreasing for ten years. It was\n\nto the\n358,000 less in 1926 than in 1918. Part of this decrease is due\nual differ¬\nincreasing efficiency of the schools in taking account of individ\nconsidered ac¬\nences. The old lock step has been broken. It is no longer\nceptable educational procedure to fail from a fouith to a half of the\nchildren in the first grade. We now recognize that it is the school which\nfails when such a condition exists. However, this factor does not wholly\naccount for the smaller first grade enrolment.\n\nOf prepotent significance is\n\nthe decreasing birth-rate. The birth-rate of the United States in the area\nfor which we have figures dropped from 25.1 to 20.4 per thousand persons\nbetween 1915 and 1927 and is approaching the 19.0 rate which results in\na static population in France. Restriction of immigration has also probablv tended to reduce the number of children. These influences are\n\n"}
{"page": 1174, "printed_page": null, "text": "1170\n\nNational\n\nEducation\n\nsomewhat offset by the encouraging\nelsewhere in this report.\n\nAssociation\n\ndecrease in infant mortality cited\n\nThe figures for high-school enrolment continue to increase. The ex¬\ntension of secondary school opportunities which has taken place in recent\ndecades in the United States is not equaled by any similar development in\nthe whole history of education.\nOF\nGREAT GROWTH\nHIGH SCHOOLS\n\nenrolment\n\ndoubled\n\nexcept between\n\nPublic high-school\n\nin each\n\ndecade\n\nand\n\nand\n\n1900\n\n1910\n\n1890\n\non,\n\nthe increase\n\nwas\n\nfrom\n\n76.23 percent in this period. If the rate of increase\nshown between 1920 and 1926 continues, high-school enrolment will again\ndouble in the 1920-30 decade. There are unmistakable indications, how¬\never, that there was a deceleration in the rate of increase between 1926-28.\nIt is probable that the lower rate of increase in the elementary school is\nbeing felt in the high school.\nThere are factors affecting high-school enrolment which probably main¬\ntain growth in this school for some time, even though the number of\nchildren to be educated increases but little. High-school enrolment is still\nmuch farther below the saturation point than is\nSATURATION POINT\nNOT YET REACHED\n\nthat of the lower school. The further modernization of the secondary-school curriculum and the in¬\n\ncreasing educational demands\n\nof modern\n\nlife should\n\ncontinue to increase the percent of children who\n\nseek secondary schooling.\nUnder the most favorable circumstances, and assuming the traditional 8-4\norganization, high-school enrolment would approach 33.3 per cent of ele¬\nmentary-school enrolment. It is still less than half that figure.\nThe period 1920 to 1926 also saw a continuance of the rapid growTth\nin collegiate registration. The increases in college registration in the\nsix-year period 1920 to 1926, both in numbers\n\nand percent, were greatei\n\nthan for any previous ten-year period. Again, however, there are definite\nindications that the increase in enrolment is slowing up in the colleges.\nWalters’1 recent survey of registrations in 216 colleges and universities\nshows but a two percent increase from 1927 to 1928, a much lower rate\nthan was typical of the years just preceding 1927. This indication needs\nto be discounted somewhat, because of increased junior college enrolment,\nbut since the enrolment in these institutions is but 36,510 as compared with\na total collegiate enrolment\nof major significance.\n\nof approximately\n\na million, this factor is not\n\nThe portion of collegiate enrolment represented by students in teacher¬\ntraining institutions is of particular interest to members of the teaching\nprofession. Enrolment increase in normal schools\nOF\nRAPID GROWTH\nTEACHER TRAINING\n\nand\nan<^ teacher-training institutions between 1920\nof\nthat\nthan\nrate\nrapid\nmore\neven\nan\nat\nwas\n1926\n\nSCHOOLS\n\nhigh schools.\n\nin 1926 as in 1920.\n\nmany students in professional schools for teachers\nThis increase has remedied the serious shortage of\n\nThere\n\nwere\n\nalmost\n\n1 Walters, Raymond W.\n“Statistics of Registration in American\n1928. School and Society, December 15, 1928, p. 737.\n\nexactly\n\nUniversities\n\nand\n\ntwice\n\nas\n\nColleges,’’\n\n"}
{"page": 1175, "printed_page": null, "text": "Association al Records\n\nand\n\n1171\n\nInformation\n\nrecruits for teaching which\n\nobtained during, and just after the war, and\nhas also brought new problems to teacher-training institutions. It appears\nfrom incomplete 1928 enrolment figures for teacher-training institutions,\nthat the increase in enrolment in these institutions between 1926 and 1928\nwas at a lower rate than between 1920 and 1926.\n\nTHE\n\nTREND\n\nDecade\n\nOF INCREASES\nIncrease in\npublic elementary\nschool enrolment\n\nIN SCHOOL\nIncrease in\npublic high\nschool enrolment\n\nENROLMENT,\nIncrease in\ncollege and\nuniversity en¬\nrolment (public\n\n1890 TO\n\n1926\n\nIncrease in\nnormal schools\nand teachers\ncolleges\n\nand private)1\n\n1\n1890\n1900\n1910\n1920\n\nto 1900\nto 1910\nto 1920\nto 1926\n\nNumber\n\nPercent\n\nNumber\n\nPercent\n\nNumber\n\nPercent\n\nNumber\n\nPercent\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\n8\n\n9\n\n2,464,241\n1,914,932\n2,480,136\n1,605,075\n\n19.68\n12.78\n14.68\n8.28\n\n316,288\n395,810\n1,284,328\n1,558,077\n\n155.84\n76.23\n140.32\n70.84\n\n50,593\n108,412\n189,058\n301,141\n\n19,000\n3,667\n46,857\n134,788\n\n5.57\n27.32\n52.91\n99.54\n\n29.13\n48.34\n56.83\n57.72\n\nRead table as follows: In the decade from 1890 to 1900 there was an increase in the num¬\nber of children enroled in elementary schools of 2,464,241. This was a 19.68 percent increase. Sim¬\nilarly read figures for other decades and schools.\n1 Includes students enroled in preparatory departments in colleges and universities. In 1926\nthe total number enroled in colleges and universities was 822,895. Of this number 55,632\nare enroled in preparatory departments.\n\nThe\n\nfigures for the next few years and of the 1930 census are necessary\n\nbefore we can predict with any assurance of accuracy the trend of enrol¬\nment during the next decade. From present indications, however, it ap¬\npears that the increase in enrolment in practically\nall types of schools will be less rapid than has\nNEW BASIS IN\n1930 CENSUS\nbeen true in recent years. This does not mean that\nwe may expect a recession, or that there will\nnot be some growth.\n\nWe may take satisfaction from the fact that school enrolment is ap¬\nproaching the saturation point in many states. The next decade should\nbring us to the point when all children of school age will be in school.\nThe battle to extend the democratic principle of equality of educational\nopportunity will continue during the next decade and with further victories\nfor those who support this principle. These victories will not be easily\nwon. There are not only those outside the teaching\nprofession, but also some within the ranks, who are\nDEMOCRATIC\nPRINCIPLES\nMUST\ndemanding that we substitute an aristocratic for the\nPREVAIL\ndemocratic conception of education which is at once\nthe peculiar characteristic and greatest virtue of our\nsystem of education. They are proposing a system of education which\nwould be even more aristocratic than that found in Germany before the\nwar.\n\n"}
{"page": 1176, "printed_page": null, "text": "1172\n\nNational\n\nEducation\n\nAssociation\n\nPrewar Europe divided the school population into two groups and edu¬\ncated them in schools of distinctly different types. Under this dual sys¬\ntem one school was for the classes and the other for the masses. One\nschool was attended by those of social, economic, or intellectual position,\nthose who were to be the leaders, the other by the remainder, those who\nwere to be followers.\nSuch a dual or class system of education is abhorrent to believers in the\ndemocratic system of schools developed in this nation.\n\nRut at least the\n\nEuropean class system of education had one merit — it provided an edu¬\ncational opportunity for every child and one which, in the light of the\nprevailing social philosophy, was suited to his needs. The classes were\ngiven a schooling to fit them for leadership, and the masses were trained\nfor followership. If one accepted the ends in view, this dual system of\neducation was\n\nadmirable.\n\nEach\n\nchild, whether\n\nof the classes or of the\n\noffered a carefully thought out, carefully administered, and\ncomplete system of training designed to fit him for the future which\nsociety decreed for him.\nmasses, was\n\nBut even this virtue of the artistocratic school system of prewar Europe\nwould\n\nbe lacking under the plan which\n\nsome\n\neducational aristocrats are\n\nproposing for the United States. They would not set up two systems of\neducation — one for the elite and the other for the\nARISTOCRATS\nHOW\nWOULD\nLIMIT\nOPPORTUNITY\n\nherd. Rather they would provide only the former — that is, a single system of schools fashioned\n\nto\n\nneecfs 0f those who\n\npossess\n\nwhich\n\nit is assumed\n\nthem potential leaders.\n\nmakes\n\ncertain\n\naptitudes\n\nTo the others for whom this particular type of education may not be\nsuited, they would offer no alternative, but would ruthlessly drive them\nfrom the schools at an early age and offer them\n\nno further opportunity\n\nfor an education other than that picked up incidentally on the street or in\nthe shop.\nThat the foregoing does not exaggerate the viewpoint of certain edu¬\ncational aristocrats will not be denied by those who have read their writ¬\nings. A typical quotation is given below, selected from an article which\npoints out that our schools are everywhere taxed to capacity, that certain\nevils grow out of this situation, and then states:\nOne solution is, of course, the creation of many more schools and colleges. An¬\nother solution is a careful selection of those who are fitted by natural talents to\nreceive an education in high school and college, which is growing yearly more\nexpensive. This selective process is already in progress in most of our private\nschools and colleges and will, I believe, be carried much further in the future,\nas fair tests are devised for determining the aptitude of children. Our democracy\nis pledged to equal opportunity for all who are fitted for education, but it cannot\nbe pledged to bestow equal natural endowments upon all candidates. We shall\neventually\n\nhave to do what\n\nbusiness does, and what\n\neducation\n\ndoes in other coun-\n\n"}
{"page": 1177, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1173\n\nInformation\n\ntries; drive out the lame ducks from classrooms and throw them back in the pool\nwhere they belong and where they will be happy, reserving the greater privileges\nfor those who are deserving and who will profit by them. If this process could\nbe carried out fairly and justly at the present time, there would be plenty of\nschools and colleges to educate those who remain.\n\nThe\n\nNational\n\nEducation\n\nAssociation should always stand foursquare\n\nagainst such a conception of education.\n\nThe\n\ndemocratic\n\nsystem of edu¬\n\ncation peculiar to this country should be developed to its complete fulfil¬\nment on all school levels. The American conception\nof education is founded on this fundamental prin¬\nciple : Every child shall be offered an opportunity\nto have whatever talents he may possess brought\n\nTHE AMERICAN\nPRINCIPLE OF\nEDUCATION\n\nto the fullest possible development using the par¬\nticular educational methods best suited to his particular endowment.\nprinciple is based on the fundamental human fact that we\nprovable through the right kind of education no matter how\n\nThis\n\nare all im¬\nmeager our\n\ntalents may be, and that the best means of bringing about that improve¬\nment is to provide for each child an educational opportunity shaped to his\nneeds. We should never accept the doctrine that a child shall have an\nopportunity to obtain an education only to the extent that he possesses\ntalents which can be developed by the type of education considered proper\nfor an aristocratic class.\nUp to the present the school system of the United\nupon the democratic principle. The\n\nStates has been built\n\nbattle has been clearly won\n\nin our\n\nelementary schools. To be sure these schools are still working to perfect\nthe means whereby this principle may be put into\nmost effective practise. But we now seldom hear DEMOCRATIC PRIN¬\nCIPLE MUST BE\nit suggested that only one type of schooling should\nAPPLIED TO ALL\nbe offered in the elementary school, and that only\nthose who can profit from it should be allowed\nto attend.\n\nEverybody\n\nis guaranteed\n\nelementary schooling, the lame, the\n\nhalt, and the blind. Our elementary schools recognize that however little\na child may start with, he will be worth more both to himself and to\nsociety if he is offered the particular type of education which is best for\nhim. The elementary school no longer accepts the proposal that we\n“drive out the lame ducks from the classroom and throw\n\nthem back into\n\nthe pool.” During the next ten years, the elementary school will make\nfurther progress in the practical development of the democratic principle\nof education. The elementary school in 1939, to an even greater extent\nthan today, will offer to every child no matter what\nphysical, moral, or emotional\n\ntalents may\n\nhis innate, mental,\n\nbe, the particular educational\n\nopportunity which promises most in developing those talents.\nWe\n\nhave also won\n\nthe battle for democracy\n\nondary school level. The\n\nin education on the sec¬\n\nhigh school has not gone as far as the ele-\n\n"}
{"page": 1178, "printed_page": null, "text": "1174\n\nNational\n\nEducation\n\nAssociation\n\nmentary, but notable progress has already been made. The high school\nwhich now offers only the single, traditional curriculum of a generation\nago is no longer acceptable. This narrow, classical\ncurriculum was well suited to the small and highly\nTHE DEVELOPMENT\nOF DEMOCRATIC\nselected portion of the population which formerly\nHIGH SCHOOLS\nattended the high school. Today, however, the\nmodern high school is in the midst of discovering\nthe variety of courses which\n\nare suited to the different needs of chil¬\n\ndren of varying types. This is an extremely difficult task. It re¬\nquires much experimentation and some trial and error procedure, but\nthose in touch with trends of secondary school development cannot doubt\nthat the next ten years will see further progress in developing a truly\ndemocratic school for children of the adolescent period, one in which every\nyouth may find an opportunity to realize upon whatever\n\ncapacity he may\n\npossess.\nIt is upon the college level, however, that we may expect the greatest\nprogress between 1929 and 1939 in realizing the democratic principle of\neducation. We may expect such progress for two reasons. First, the\nGREATEST\nPROGRESS\nON\nCOLLEGE LEVEL\n\ncollege has the farthest to go to become demo¬\ncratic and, second, an increasing percent of col¬\nlege executives and faculties are becoming alert to\nthe problem. There is growing evidence that we\nare becoming increasingly dissatisfied with the\n\nsituation whereby education on the post-adolescent level is largely a class\nproposition. We are unwilling to admit that only certain preferred intel¬\nlectual, social, or economic classes are educable on the post-adolescent level,\nand are demanding that appropriate educational facilities for all shall be\navailable on this level. One break after another is being made with tra¬\nditional practise by the more progressive institutions. Less and less are\nthey willing to accept the aristocratic solution of the problem\n\nof in¬\n\ncreased enrolment, namely, “drive out the lame ducks from the classrooms\nand throw them back into the pool where they belong.” Administrative\nprocedures are being adopted and differentiated curriculums are being de¬\nveloped on the collegiate level which offer opportunity to all, both those of\ngreat and meager talent. The decade 1929 to 1939 will witness acceler¬\nated progress in this direction. The task is a difficult one, but it can be\naccomplished on the collegiate as well as upon the elementary and sec¬\nondary school level.\nThere are some who assume that the democratizing of education on the\ncollegiate level will inevitably result in the lowering of the standards of\nthoroughness which should characterize education\nOF\nNO LOWERING\nSTANDARDS\n\non this level. This false assumption is due to the\ninability of many to think of college education in\n\nother than traditional terms. College education\nin the past has been thought of in terms of a curriculum suitable to a\nhighly selected class of students. Therefore, college education in the\n\n"}
{"page": 1179, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nfuture must be thought of in terms of a similar, narrow\nis the reasoning.\n\nWhat\n\ncurriculum.\n\nSuch\n\nwill happen to the beloved subjectmatter which\n\nthe patient college specialists have worked\naway\n\n1175\n\nInformation\n\ninto neatly tagged compartments,\n\nout, formalized, and packed\n\nif it is opened to the ^discrimi¬\n\nnating and poorly endowed hordes which make up the lower three-fourths\nof the population? It is pointed out that none but the intellectually elite\ncan profit from the courses based on this material and therefore such\ncourses should be open only to those who\nThese\n\ncan profit from them.\n\nalarms are based upon a totally false idea as to what\n\neducation\n\ninvolves.\n\nDemocracy\n\nin education\n\ndemocratic\n\ndoes not mean\n\nthat we\n\nshould attempt to whip students of widely differing backgrounds and ca¬\npacities through the traditional college curriculum.\nRather it means that a great variety of courses GREATER VARIETY\n\nOF OPPORTUNITY\n\nshould be developed suited to the needs of students\nof varying backgrounds, capacities, and interests. It\n\nmeans the development of adequate student personnel, or guidance facili¬\nties, so that each learner may find, with the least amount of waste effort,\nthe courses which are best suited to his capacity and future needs.\n\nDiffer¬\n\nentiation of curriculum, student guidance — these are the keystones of a\ndemocratic school system on any level, elementary, secondary, or collegiate.\nIn such a situation the curriculum now found in most colleges, which\nis suited to the needs of a highly selected class, would\n\ncontinue.\n\nIt would\n\nbe applied, however, only to those whose background, capacity, and future\nneeds are such that they might profit from this curriculum. Standards of\nwork would\nwould\n\nnot be lowered, rather they would\n\nbe dealing with\n\nrelatively homogeneous\n\nbe raised since instructors\ngroups\n\nof students.\n\nIn\n\nshort, the acceptance of the democratic principle of education on the post\nhigh-school level should not mean\n\nthe abolition or adulteration of the care¬\n\nfully formulated collegiate courses of the past; rather it should mean de¬\nvelopment with equal care of parallel courses suited to the needs of all types\nof students.\nJust what the working out of these principles on the collegiate level\nwill involve as to details no one can predict with certainty at the present\ntime.\n\nIt may\n\nrequire the creation of a variety of institutions radically\n\ndiffering from the traditional colleges. The junior college movement may\nbe the first step in this direction. It may involve the creation of a number\nof instruments\n\nof education differing radically from the school or college\n\nas it ordinarily exists today. But whatever the means, the signs of the\ntime indicate that the decade 1929 to 1939 will see great progress toward\nthe democratization of education intended for those of post-adolescent age.\nThe colleges can hinder or can greatly aid this development. If they\ntake the attitude that the only kind of education which\n\nis possible beyond\n\nthe secondary school is that which has existed in the past, and attempt to\n\n"}
{"page": 1180, "printed_page": null, "text": "1176\n\nNational\n\nEducation\n\nAssociation\n\nform all post high-school educational facilities in the mold of past practise,\ntheir influence will be negative. If on the other hand they will offer a\nsympathetic hand, they may\nCOLLEGES\nLEAD THE\n\nMAY\nWAY\n\nlead the way\n\ntoward\n\nthe democratization of that great field of education which begins at the end of the secondary\n\nschool.\n\nIII. General\n\nInformation\n\nThe Association continues to grow in membership and service. The\nofficial count of January 1, 1929, showed a gain of over 11,000 for the year\n1928. It showed a total enrolment of 193,145. Due largely to the normal\nturnover in the profession, about 35,000 drop out\nthe\n\nAssociation\n\nA SATISFACTORY\n\nof\n\nYEAR\n\n35,000 new\n\nmembers\n\neach\n\nyear.\n\nThis\n\nmeans\n\nthat\n\nmust be secured before a mem¬\n\nbership gain is made for the year. The Associa¬\ntion added several thousand dollars to its budget in 1928 and 1929 for\nresearch and educational interpretation. It recently turned the accumu¬\nlated balances for a few years, about $71,000, into the permanent fund.\nAbout $80,000 in cash and notes has been turned into the permanent\nfund from the enlistment of 800 new life members during the year. This\nhas been another good year for the Association. Nearly every department\nhas gained in membership and improved in efficiency of organization. The\nstate associations have made gains in membership and in service. The\nrelationship between the national and state associations has been improved.\nThe foundations have been laid for great progress in 1929-30.\nThe growth in life membership continues. There were 1700 life mem¬\nbers last year. There are now about 2500. The list includes many out¬\nstanding teachers and leaders in education in the nation. Life members\nhave been chosen with care. They\nLIFE\n\nMEMBERSHIP\n\nommended\n\nby\n\nofficers of state\n\nand\n\nhave been reclocal\n\nassocia¬\n\ntions, by superintendents and by life members.\n\nThe\n\nlist stands as a reliable Who’s Who in the profession. No commercial\nagency in the preparation of its Who’s Who, has a basis of selection\ncomparable with this plan. Life membership gives prestige in the profes¬\nsion as the higher college degree gives standing in the field of scholarship.\nIt is considered as a mark of distinction by teachers and by the public.\nA history of each life member together with his achievements is on file\nat the headquarters office.\nA few of the departments have considered the question of making their\nmembers who are life members of the association, also life members of the\ndepartment. But to do that they would decrease\nLIFE\nDEPARTMENT\nMEMBERS\n\ntheir own income in proportion to the number of\nsuch life members. On the other hand these life\n\nmembers would add to the permanency of member¬\nship in the department. It would also mean much to the Association as a\nwhole for each department to have a large membership on a permanent basis.\n\n"}
{"page": 1181, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1177\n\nInformation\n\nt would provide a trained body of permanent workers in the\ndepartment and\nassociation. In order to encourage the department in makin\ng provision for\nlife membeiship, it is recommended that the Association arran\nge to appro¬\npriate $2 annually to each department for each of its members\nwho is a\nlife member of the Association and who has paid $ 50 or more\non life\nmembership dues, or $1 annually for each one who has paid $10 or more.\nThe income from the full fee would bear the expenses of the publicatio\nns\nand department allowance. ^1 he income from the lesser amount would\nnot fully cover costs for the first few years. It is recommended that the\nAssociation make the appropriation whether the department adopts a life\nmembership plan or not. This action on the part of the Association would\nbe appreciated by the departments. It is estimated that it would mean\n1000 more life members for 1929-30 than for 1928-29.\nThe following plan for administering the Educational Research fund\nof the Department of Superintendence is submitted herewith by the depart¬\nment for the approval of the National Education Association: The Edu¬\ncational Research Fund of the Department of Su¬\nperintendence shall be placed in charge of the Board\nDEPARTMENT\nof Trustees of the National Education Association RESEARCH FUND\nto be invested and conserved in securities that are\nlegal. The Board of Trustees of the National Education Association\nshall be the Trustees of said Educational Research Fund. At each annual\nmeeting of the Department\n\nthe Trustees shall report in detail the condi¬\n\ntion of said Fund. The income annually shall be credited to the Depart¬\nment of Superintendence, to be expended for such educational research\nas the Department of Superintendence may direct. No part of the princi¬\npal of said Fund shall be spent except after the unanimous written recom¬\nmendation of the Executive Committee of the Department of Superin¬\ntendence duly ratified by a two-thirds vote of the members\nstated annual meeting of the Department.\nThe\n\npresent at a\n\norganized public utilities, by their efforts to control the public\n\nmind, aroused apprehension.\nof the Federal Trade\n\nImmediately\n\nCommission\n\nfollowing the first revelations\n\nconcerning propaganda\n\nin the schools,\n\nthe National Education Association wisely took ac¬\ntion at the Minneapolis meeting to aid the schools\n\nCOMMITTEE ON\nPROPAGANDA\nin protecting themselves from exploitation. The appointment of a committee was authorized to investi¬\ngate the whole problem of propaganda\n\nin the schools and to suggest cor¬\n\nrective measures. The Association’s committee has made a careful investi¬\ngation of this whole question and has prepared a valuable report. The\nreport suggests principles and procedures to guide state and local school\nofficials in handling this problem.\nUnder the American system responsibility for education rests with the\n\nstates. The\n\nstate superintendents are the leaders of the American\n\neduca-\n\n"}
{"page": 1182, "printed_page": null, "text": "1178\n\nNational\n\nEducation\n\nAssociation\n\ntional advance. This office is less than a century old. It has the inspiration\nof a great beginning in Horace Mann who became the first state school\nofficer, when he became secretary of the Massachusetts State Board of Education in 1837. Our state\nTHE STATE\nSUPERINTENDENT\nsuperintendents are doing a great work. They have\nlarge responsibility. Over and over again they\nhave risen to the defense of the schools. They have led in movements for\nimprovement. They have inspired communities to a higher appreciation\nof education. Under the conditions of the new day they have an even\nheavier responsibility. The equalization of education demands that the\nstate shall assume\n\na larger and larger share of the load.\n\neasily from\n\nto town\n\ntown\n\nPeople move\n\nand extensive changes take place over night.\n\nThis throws back upon the state itself the responsibility that every child\nshall have a fair start whether the community in which he happens to be\nborn is rich or poor.\n\nThis places an added responsibility upon the chief\n\nstate school officer. There\n\nis no greater service the organized profession\n\ncan render than to aid in holding up the arms of the state superintendent\nand in following his leadership. Let us magnify our own\nfying his position of leadership.\n\nwork by magni¬\n\nIt is most encouraging to note the fact that the new Secretary of the\nDepartment of the Interior advocates the enlargement of the Bureau of\nEducation.\n\nIt is high time that the government opens its eyes to its re¬\nsponsibility in the matter of education. That is\n\nENLARGED BUREAU\nOF EDUCATION\n\nan advanced step for the Department of the Interior\nto take. Other secretaries have allowed the Bureau\n\nto run along for a half century with its duties lim¬\nited and its opportunities restricted. The work for a Department of Edu¬\ncation has undoubtedly helped to awaken this new interest. As long as\nthe friends of education were satisfied with a Bureau and as long as they\nlimited their efforts to its improvement, very little gain was made. But\nwhen they decided on the Department of Education as an ideal and united\n\nto reach that goal, the Bureau\nA DEPARTMENT THE\nULTIMATE GOAL\n\nbegan to take on\nthe new Secretary gets\n\nnew importance. Whatever\nfor the Bureau will be due to the feeling developed\nthroughout the Uffited States that the government\n\nowes as much attention to Education as to Commerce, Labor, or Agricul¬\nture. Were we to let up in our efforts for a Department, that soon would\nthe desire ease up for enlarging the Bureau. The most effective help, there¬\nfore, that can be given for the enlarged Bureau is to increase the efforts\nfor a Department of Education. Let us aid in every way possible the\nenlargement of the Bureau of Education, but at the same time increase\nour efforts for a department.\n\nNinety-two years ago today Horace Mann was serving his first month\nas secretary of the IMassachusetts State Board of Education and was giving\n\n"}
{"page": 1183, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1179\n\nattention as we are today to the thought of “Education for a New World.”\nTo appreciate the contribution which Horace Mann made to American life\nit is necessary merely to recall the part which edu¬\ncation has played in the development of the nation.\n\nHORACE MANN’S\nCONTRIBUTION\nAmerica has gone farther in the provision for free\neducation opportunity than any other nation in\nhistory. Our schools have been opened to the masses ; the school term has\nbeen steadily lengthened ; the period for schooling has been gradually ex¬\ntended upward ; required attendance has made schooling universal.\nHorace Mann was the first American statesman to see clearly and to\ninterpret to the people in a large way the importance of education in the\nformation of individual and national character. As secretary of the Mas¬\nsachusetts State Board of Education from 1837 to\n\n1848 he dedicated his life to the interpretation of\neducation as the primary need of a democratic country. He laid the foundation for the devotion of\n\nHORACE MANN\nTHE FOUNDER\n\nour people to the free public school, America’s greatest contribution to\ncivilization. Why not, therefore, honor this founder of the common school\nsystem as we honor others who\n\nhave contributed to the welfare of the na¬\n\ntion. Why not as a fitting celebration of a century of educational achieve¬\nments let the centennial of his coming to the secretaryship of the Massachu¬\nsetts State Board of Education be observed as a national event in the year\n1937?\nIf arrangements were to be made for a centennial celebration in 1937\nwhen should the movement be started? Who should formulate plans?\nHere is a suggestion: Let the National Education Association at the At¬\nlanta meeting authorize the secretary to call the\nattention of all state and national educational and\nHORACE MANN\nCENTENNIAL\nwelfare organizations to the value of beginning at\nCELEBRATION\nonce the arrangements for the celebration, and to\npropose that all these organizations join in petition¬\ning the President and the Congress of the United States to appoint a com¬\nmission on the Centennial Celebration for the year 1937 in honor of Horace\nMann and in recognition of his decade of achievements so fundamental to\nthe continued advancement of the nation. This commission could function\nappropriately through the Department of the Interior and Bureau of Edu¬\ncation. We recommend that the Association itself and all state associations\nbuild their programs in 1937 around the theme, “The Educational Achieve¬\nments of a Century,” and in order to make the results of the greatest public\nvalue, appoint committees in advance for investigation and study. We be¬\nlieve that both the President and Congress will welcome the suggestion.\n\n"}
{"page": 1184, "printed_page": null, "text": "1180\n\nNational\n\nTHE\n\nNINTH\n\nEducation\n\nAssociation\n\nREPRESENTATIVE\n\nASSEMBLY\n\nDelegates who attended the Sixty-seventh annual meeting of the National Education\nAssociation in Atlanta, Georgia, June 26-July 4, 1929. The classification of positions in¬\ncludes (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.\nALABAMA\nAbercrombie, John W. (Assistant State Su¬\nperintendent), Department of Education,\nMontgomery; Alabama Education Asso¬\nciation.\nBurnett, J. M. (Superintendent of Schools),\nTuscaloosa; Alabama Education Associa¬\ntion.\n\nDuvall, Rufus (Principal), North Birming¬\nSchool, Birmingham; Birmingham\nham\nTeachers Association.\nErwin, Eugene Brown (County Superintend¬\nent), Imperial Hotel, Birmingham; Ala¬\nbama Education Association.\nFarris, J. J. (Teacher), Sidney Lanier High\nSchool, Montgomery; Alabama Education\nAssociation.\n\nReiterman,\nCarl\n(Superintendent of\nSchools), Superior; Arizona Education\nAssociation.\nARKANSAS\nBurns, A. L. (Teacher), Magnolia; Arkansas\nEducation Association.\nEvans, Bessie (Supervisor), 1005 McGowan\nStreet, Little Rock; The Woman\nTeach¬\ners Association.\nFaucette, Margaret (Teacher), 2100 Broad¬\nway, Little Rock; The Woman\nTeachers\nAssociation.\nGriffey, Annie G. (Supervisor), Little Rock;\nArkansas Education Association.\nHaley, Harvey H. (Teacher), Hot Springs;\nArkansas Education Association.\n\nGoing. C. J. (Principal), 1117 Montgomery\nStreet, Birmingham; Birmingham Teach¬\ners Association.\nHarrison, W.\nT.\n(Superintendent of\nSchools), Shawmut; Alabama Education\nAssociation.\nJones, Grace (Teacher), 1210 Tuscaloosa\nAvenue, W. E.. Birmingham; Birmingham\nTeachers Association.\n\nLambert, H. L. (Secretary), Arkansas Edu¬\ncation Association, Little Rock; Arkansas\nEducation Association.\nRamsey, J. W. (Superintendent of Schools),\nFort Smith; Arkansas Education Associa¬\ntion.\n\nKnapp, Bradford (President), Alabama Poly¬\ntechnic Institute, Auburn; Alabama Edu¬\ncation Association.\nNorton, H. B. (Principal), Robinson School,\nBirmingham; Birmingham Teachers Asso¬\nciation.\nPrice, N. H. (Principal), Hemphill School,\nBirmingham; Birmingham Teachers Asso¬\nciation.\nShapard, Anne (County Supervisor), Department of Education, Wetumpka; Alabama\nEducation Association.\nSmith, E. E. (Principal), Ensley High\nSchool. Birmingham; Birmingham Teach¬\ners Association.\nSturdivant, J. O. (Principal), 1730 Arlington\nAvenue, Bessemer; Bessemer Education\nAssociation.\n\nWomack,\ntendent\n\nTidwell, R. E. (Ex-officio), State Superin¬\ntendent of Education, Montgomery.\nWilliams, J. D. (Ex-officio), Principal,\nAvondale School, Birmingham.\nARIZONA\nCase, C. O. (Ex-officio), State Superintend¬\nent of Public Instruction, Phoenix.\nGoodin, Frances (Teacher), 947 East First\nStreet, Tucson; Tucson Teachers Associa¬\ntion.\nG.rau, Miriam S. (County Superintendent),\nPhoenix; Arizona Education Association.\nHendrix, Herman E. (Ex-officio), Super¬\nintendent of Schools, Mesa.\nJantzen, Dan (Superintendent of Schools),\nPeoria; Arizona Education Association.\nLoper, J. D. (Superintendent of Schools),\nPhoenix; Arizona Education Association.\nMachan, W.\nT. (Principal), Creighton\nSchool, Phoenix; Arizona Education As¬\nsociation.\nMontgomery, E. W. (Principal), 537 East\nMoreland Street, Phoenix; Arizona Educa¬\ntion Association.\nPournelle, Mrs. Sue J. (Teacher), 331 North\nFirst Avenue, Phoenix; Phoenix Teachers\nAssociation.\n\nRoot, Frank S. (Superintendent of Schools),\nFayetteville; Arkansas Education Asso¬\nciation.\nJ. P. (Ex-officio), State Superin¬\nof Public Instruction, Little Rock.\nCALIFORNIA\nAdams,\nLewis\nE.\n(Superintendent of\nSchools), Burlingame; California Teach¬\ners Association.\nArmes, Edith (Teacher), 2737 Garber Street,\nBerkeley; Oakland Teachers Association.\nAshfield, Nora (Assistant Superintendent),\nRichmond; California Teachers Associa¬\ntion.\nAuten, Mrs. Frances M. (Teacher), 5951\nStafford Avenue, Huntington Park; Cali¬\nfornia Teachers Association.\nBanta, Edythe (Teacher), 935 Sutter Street,\nSan Francisco; Oakland Teachers Asso¬\nciation.\nBaxter, Bernice (Principal), 2558 Pleasant\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nBell, Jessica (Teacher), 402 Grand Avenue,\nOakland; Oakland Teachers Association.\nBent, Genevieve (Teacher), 524 25th Street,\nOakland; Oakland Teachers Association.\nBond, Chester L. (Teacher), Belvedere\nJunior High School, Los Angeles; High\nSchool Teachers Association of Los An¬\ngeles City.\nBonham, Aurelia A. (Teacher), 1127 Wel¬\nlington Street, Oakland; California Teach¬\ners Association.\nBorneman, Katherine (Teacher), Route 1,\n244 A, Hayward; California Teachers As¬\nsociation.\nBowman, R. C. (Director), Beulah Place,\nOakland; Oakland Teachers Association.\nBrewer, Alice (Teacher), 101 H Street. San\nRafael; California Teachers Association.\nBrown, Guy E. (Principal), Livermore;\nAlameda County Educational Association.\nBrownfield, Rosemarie (Teacher), 1417\nNorth San Joaquin Street, Stockton;\nStockton Elementary Teachers Associa¬\ntion.\n\n"}
{"page": 1185, "printed_page": null, "text": "Associational\n\nRecords\n\nBurgis, Florence (Vice-Principal), 87 Do¬\nlores Street, San Francisco; San Fran¬\ncisco Classroom Teachers Association.\nCauch, F. R. (Principal), 2316 Valdez Street,\nOakland; Oakland Teachers Association.\nCave, Elmer (Superintendent of Schools),\nVallejo; California Teachers Association.\nChamberlain, A. H., 1024 Phelan Building.\nSan Francisco; California Teachers Asso¬\nciation.\n\nGlenn, I. Maude (Teacher),\ndith, Pasadena; Pasadena\nciation.\n\nDuggan, Janie Prichard (Supervisor), 720\nSouth Westlake Avenue. Los Angeles;\nCouncil of Directors and Supervisors of\nthe Los Angeles City Schools.\nEisner, Miriam D. (Teacher), 3098 Cali¬\nfornia Street. San Francisco; San Fran¬\ncisco Classroom Teachers Association.\nEllis. Mabel (Vice-Principal), 404 12th Ave¬\nnue, San Francisco; California Teachers\nAssociation.\nEricsson, Olga (Teacher), 347 Fifth Ave¬\nnue, San Francisco; San Francisco Class¬\nroom Teachers Association.\nFarr, Jessie V. (Teacher), 405 West Adams\nStreet, Los Angeles; California Teachers\nAssociation.\nFarrell, Mildred I. (Teacher), Petaluma:\nCalifornia Teachers Association,\nFerrell. Sarah C. (Teacher), 470 Chetwood\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nFoote. Stanley S. (Department Head), 1240\nValley Boulevard. Rosemead;\nHigh\nSchool Teachers Association of Los An¬\ngeles City.\nForbes, Grace M. (Teacher), Mt. Vernon\nJunior High School, Los Angeles; High\nSchool Teachers Association of Los An¬\ngeles City.\nFraser, J. E. (Teacher), Box 1544, Stanford\nUniversity; California Teachers Associa¬\ntion.\nGauer, M. A. (Superintendent), District\nSuperintendent of Schools, Anaheim; Prin¬\ncipals and Teachers Association of Orange\nCounty.\n\n55 North\nTeachers\n\nMere¬\nAsso¬\n\nGloyd, Mabel (Teacher). 4481 North Ave¬\nnue, San Diego; San Diego Teachers As¬\nsociation.\nGreer, Vallie Margaret (Teacher), 2641 Pros¬\npect Avenue, Wilma; Los Angeles City\nTeachers Club.\nGridley, Earl G. (Department Head), 95\nFederal Telegraph Building. Oakland; Bay\nSection, California Teachers Association.\nGrowney. Kathleene (Teacher). 530 San¬\nchez Street, San Francisco; California\nTeachers Association.\nGustafson, Paul E. (Department Head),\nNorth Hollywood High School, North\n\nClifton, A. R. (Ex-officio), Superintendent\nof Schools, Monrovia.\nCloud, Roy W.\n(Secretary), California\nTeachers Association, 508 Sheldon Build¬\ning, San Francisco; California Teachers\nAssociation.\nCormick, H. H. (Superintendent of Schools),\nDavis; California Teachers Association.\nCotrel. Lucy (Principal), 3240 Clay Street.\nSan Francisco; San Francisco Principals\nAssociation.\nCoward. Beulah B. (Assistant Supervisor).\n607 Mound\nAvenue, South Pasadena;\nPasadena Teachers Association.\nCraig, Ethel (Teacher), McKinley Junior\nHigh School, Los Angeles; High School\nTeachers Association of Los Angeles City.\nCunningham, Arlie M. (Teacher), 2619 N.\n\nDerr, Lucile E. (Teacher), 820 North Ave¬\nnue 54, Los Angeles; High School Teach¬\ners Association of Los Angeles City.\nDickey, Mary Ruth (Teacher), James A.\nGarfield High School, Los Angeles; High\nSchool Teachers Association of Los An¬\ngeles City.\nDittemore. Mrs. Kathrina (Teacher), Oak¬\ndale; Stanislaus County Teachers Asso¬\nciation.\n\n1181\n\nInformation\n\nGeer, C. L. (Superintendent), District Su¬\nperintendent of Schools, Coalinga; Cali¬\nfornia Teachers Association.\nGivens, Willard E. (Superintendent of\nSchools). Oakland; Alameda County Edu¬\ncation Association.\n\nChase, Robert (Principal), 2426 26th Ave¬\nnue, San Francisco; California Teachers\nAssociation.\n\nStreet, Sacramento; Women’s\nTeachers\nAssociation.\nDahringer, Celia (Teacher), Fremont School.\nSacramento; California Teachers Associa¬\ntion.\n\nand\n\nHollywood; High School Teachers\nciation of Los Angeles City.\n\nAsso¬\n\nGwinn, J. M. (Ex-officio), Superintendent of\nSchools, San Francisco.\nHampton, Mrs. Florence K. (Director), 1210\nGranada Avenue, San Marino; Los An¬\ngeles Kindergarten Club.\nHart, Adelaide (Teacher), Fairfax High\n\n.\n\nSchool, Los Angeles; High School Teach¬\ners Association of Los Angeles City.\nHart, Marion (Teacher), Jefferson High\nSchool, Los Angeles; High School Teach¬\ners Association of Los Angeles City.\nHaskins, Ruth (Teacher), 135 West Portal\nAvenue, San Francisco; San Francisco\nClassroom Teachers Association.\nHaubrich, Lucille (Teacher), 235 South El\nMolino Street, Pasadena; Pasadena Teach¬\ners Association.\nHawkins, Vera (Teacher), 4134 Stephens\nStreet. San Diego; San Diego Teachers\nAssociation.\nHeacock. Arnol B. (Principal). 709 East\nWindsor Road. Glendale; Elementary\nPrincipals Club of Los Angeles.\nHeisser. Della B.\n(Superintendent of\nSchools), Turlock; Stanislaus County\nTeachers Association.\nHill. Earl W. (Teacher). Sentons Evening\nHigh School, Los Angeles: Los Angeles\nEvening High School Teachers Associa¬\ntion.\nHood, Lola (Teacher), 2027 20th Street.\nBakersfield; Bakersfield Teachers Asso¬\nciation.\nHunn, Dorothy (Principal), 2213 Roosevelt\nAvenue, Richmond; Richmond Teachers\nAssociation.\nHurley, Morris E.\nStreet. Berkeley;\nsociation.\n\n(Principal-!, 1729 Blake\nOakland Teachers Aso-\n\n), 1246 12th Ave¬\nJ- (Teacher\nM. Francisco\nJacobs,\n; San\nnue, San\nFrancisco High\nSchool Teachers Association.\nJacobsen, Christine A. (Teacher). 1320 West\n41st Place, Los Angeles; Los Angeles\nCity Teachers Club.\nJohnson, Mrs. Lolis (Teacher), 415 East\n16th Street, Pacific Grove; California\nTeachers Association.\nJones, Mrs. Eugenia West (Teacher), 318\nSouth Benton Way, Los Angeles; Cali¬\nfornia Teachers Association.\nJudy, Gilbert (Principal), Grossmont Union\nHigh School. La Mesa: Southern Section.\nCalifornia Teachers Association.\nKearne, Daisy E. (Teacher). 1010 East\nWilson Street. Glendale; Glendale City\nTeachers Club.\n\n"}
{"page": 1186, "printed_page": null, "text": "1182\n\nNational\n\nEducation\n\nKeegan, Mary E. (Teacher), 512 Van Ness\nAvenue, San Francisco; San Francisco\nClassroom Teachers Association.\nKetcham, Marion (Assistant Secretary), Re¬\ntirement Board, Box 615, Sacramento;\nCalifornia Teachers Association.\nKnight, Agnes M. (Director), 2892 West\nSeventh Street, Los Angeles; Los An¬\ngeles Kindergarten Club.\nLinn, Louis P. (Principal). Route 6, Box\n100, Fresno; California Teachers Asso¬\nciation.\nMacKeever, Hortense (Teacher), 530 South\nKenmore Street, Los Angeles; Los An¬\ngeles City Teachers Club.\nMcCausland, Robert J.. (Principal), Holly¬\nwood High School, Hollywood; Los An¬\ngeles Evening High School Teachers As¬\nsociation.\nMcConnell, Sam W. (Teacher), Box 461,\nNewman; Stanislaus County Teachers As¬\nsociation.\nMcMillan, Elizabeth (Teacher), 454 Fair¬\nmont Avenue, Oakland; Oakland Teach¬\ners Association.\nMassenge. Victor (Vice-Principal), 2337\nLamona\nAvenue, Fresno; Fresno City\nCouncil of Education.\nMitchell, Robert C. (Department Head),\nSanta Monica; Santa Monica Classroom\nTeachers Association.\nMoore, Margaret (Teacher), Sacramento\nHigh\nSchool, Sacramento; California\nTeachers Association.\nMoorhead, Mrs. Lulu (Teacher), 906 15th\nStreet, Modesto; California Teachers As¬\nsociation.\nMueller, Alex J. (Teacher), 262 17th Street,\nSan Pedro; Los Angeles City Teachers\nClub.\nMuller, Edgar E. (Principal), 3909 Linwood\nAvenue, Oakland; California Teachers\nAssociation.\nNicholson, Genevieve (Teacher), 1141 Fil¬\nbert Street. San Francisco; California\nTeachers Association.\nNorton, Mrs. Alice R. (Principal), 378\nGolden Gate Avenue, San Francisco; Cali¬\nfornia Kindergarten Primary Association.\nO’Bannon, Anna (Teacher), 137 Ardmore\nRoad, Berkeley; Berkeley Teachers Asso¬\nciation.^\nO’Bannon, Mary B. (Principal),\nmore Road, Berkeley; Berkeley\nAssociation.\n\n137 Ard¬\nTeachers\n\nOlsson, Ella (Nurse), 3671 Derby Street,\nBerkeley; Oakland Teachers Association.\nOnyon, Anna\n(Teacher), 2536 Franklin\nStreet, San Francisco; San Francisco\nClassroom Teachers Association.\nOnyon, Emma\n(Teacher), 2536 Franklin\nStreet, San Francisco; San Francisco\nClassroom Teachers Association.\nPainter, Margaret (Teacher), 130 Eye\nStreet, Modesto;\nStanislaus County\nTeachers Association.\nParsons, Georgia B. (Teacher), 1832 North\nVan Ness Avenue, Los Angeles; Los An¬\ngeles City Teachers Club.\nPaul, Linda (Teacher), 2015 North Main\nStreet, Santa Ana; California Teachers\nAssociation.\nPollard, Genia (Teacher), John Muir Junior\nHigh School, Los Angeles; High School\nTeachers Association of Los Angeles City.\nPowell, Annette M. (Teacher), 2510 25th\nAvenue, Oakland, California Teachers As¬\nsociation.\n\nAssociation\n\nReed, Burt Warren (Principal), Hollen¬\nbeck Junior High School, Los Angeles;\nLos Angeles High School Principals Asso¬\nciation.\nRichardson, N. D. (Teacher), 2811 Pied¬\nmont Avenue, Berkeley; Oakland Teach¬\ners Association.\nRomer, A. R. (Principal), 4386 Montgomery\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nRowe. Maud\nM. (Teacher), 655 Powell\nStreet, San Francisco; Oakland Teachers\nAssociation.\nSanderson, Perle (County Superintendent),\nColusa; California Teachers Association.\nSanford, Russell M. (Teacher), 355 63rd\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nSettles, Irma R. (Teacher), R. F. D. No. 3,\nBox 1259, Oakland; Oakland Teachers\nAssociation.\nShattuck, Mrs. Ethel L. (Teacher), 1054\nSanta Ynez Way, Sacramento; Sacra¬\nmento City Teachers Association.\nShaw, Albert M. (Teacher), 2833 Estara\nAvenue, Los Angeles; High School Teach¬\ners Association of Los Angeles City.\nSmith, J. Roberta (Teacher), 2525 Durant\nAvenue, Berkeley; Berkeley Teachers As¬\nsociation.\nStevens, Kathleen (Teacher), 145 Loma\nDrive, Los Angeles; Los Angeles City\nTeachers Club.\nThompson, Mrs. Helen Grant (Teacher),\n814 Brent Avenue, South Pasadena; Cali¬\nfornia Teachers Association.\nThompson, Robert A. (Principal), 814 Brent\nAvenue, South\nPasadena; California\nTeachers Association.\nThurston. F. L. (Secretary), 732 Van Nuys\nBuilding, Los Angeles; California Teach¬\ners Association.\nTilton, Edwin B. (Assistant Superintendent),\ntion.\nSan Diego;\n\nCalifornia\n\nTeachers\n\nAssocia¬\n\nVan Patten, Seth (Principal). Van Nuys\nHigh School, Van Nuys; High School\nTeachers Association of Los Angeles City.\nVineyard, Marguerite (Teacher), 2721 Park\nBoulevard, Oakland; Alameda\nCounty\nEducation Association.\nWaite, Ida M. (Teacher), 1003 East Orange\nGrove, Glendale; Glendale City Teachers\nClub.\nWalker, Mary M. (Teacher), 122 Vince\nStreet. Ventura; California Teachers As¬\nsociation.\nWalter, Arthur (Superintendent), 209 Cali¬\nfornia Street, Salinas; California Teach¬\ners Association.\nWalton, T. A. (Principal), 2526 Pamo Ave¬\nnue, San Diego; San Diego Teachers As¬\nsociation.\nWard, Stanley A. (Principal).\nSchool, Oakland; California\nsociation.\n\nCentral High\nTeachers As¬\n\nWard, Violet Richardson (Supervisor), Cor¬\nner Stratford and Beverly Road. Berkeley;\nBerkeley Teachers Association.\nWasson, Clara E. (Principal), Turlock;\nCalifornia Teachers Association.\nWelday. Samuel\nO.\n(Principal), 2117\nChapala Street, Santa Barbara; Santa\nBarbara City Teachers Club.\nWhite, Robert J. (Assistant Superintend¬\nent), Martinez; California Teachers Asso¬\nciation.\nWilhelmy, George M. (Principal), Law¬\nrence; Santa Clara County Teachers As¬\nsociation.\n\n"}
{"page": 1187, "printed_page": null, "text": "Associational\n\nRecords\n\nWoodruff, J. A. (Teacher), 725 South In¬\ndiana Street, Los Angeles; High School\nTeachers Association of Los Angeles City.\nWoods, Margaret L. (Teacher), 3909 Linwood Avenue, Oakland: Oakland Teach¬\ners Association.\nCOLORADO\nBradford, Mrs. Mary C. C. (Ex-officio), 1481\nSouth Grant Street, Denver.\nBush, Norris F. (Superintendent of Schools),\nMancos; Colorado Education Association.\nCordova, Ysabell (Teacher), Trinidad; Col¬\norado Education Association.\nCraig. Katherine L. (Ex-officio), State Su¬\nperintendent of Public Instruction, Den¬\nver.\nDetmayer, Mary S. (Teacher), 1425 East\n13th Avenue, Denver; Denver Classroom\nTeachers Association.\nErb, Edith M. (Teacher), 2870 Raleigh\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nFeldwisch, Bertha (Teacher), 1055 Lincoln\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nFerguson, Elizabeth (Teacher), 1383 South\nUniversity Boulevard, Denver; Denver\nClassroom Teachers Association.\nFisher, Mrs. Zoe (Teacher), 320 Madison\nStreet, Pueblo; Colorado Education As¬\nsociation.\nForce, Anna Laura (Principal), 2254 Lowel\nBoulevard, Denver; Denver Principals and\nDirectors Association.\nGoodier, Florence (Teacher), 2341 Bellaire\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nHedbloom, E. E. (Teacher), 108 West\nCheyenne Road, Colorado Springs; Colo¬\nrado Education Association.\nHellesen, Ellen (Teacher), 45 Bannock\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nHobson, Ralph S. (Principal), 2080 Holly\nStreet, Denver; Denver Teachers Club.\nHolm, Peter C. (Principal), 1167 Logan\nStreet, Denver; Denver Teachers Club.\nHolmes, G. A. (Teacher), 2226 South Grant\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nHunsaker, Lucy (Teacher), Fort Morgan;\nColorado Education Association.\nKenehan, Katherine (Teacher), 5700 Montview Boulevard. Denver; Denver Class¬\nroom Teachers Association.\nLewis, Wilma (Teacher), 127 West Pitkin,\nPueblo; Pueblo Educational Association.\nDistrict Number One.\nLort, Martha (Teacher), 1165 South Wil¬\nliams Street, Denver; Denver Classroom\nTeachers Association.\nLoughran, Loretto (Teacher), 3450 Decatur\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nMcBreen, Barbara (Teacher), 3915 King\nStreet, Denver;\nColorado Classroom\nTeachers Association.\nMcFarland, A. J. (County Superintendent),\nRocky Ford; Colorado Education Asso¬\nciation.\nMcFarland, Blanche B. (Principal), Rocky\nFord; Rocky Ford Community Education\nAssociation.\nMitchell, Nellie (Teacher), Denver; Denver\nClassroom Teachers Association.\nMooney, W. B. (Ex-officio), Secretary, Colo¬\nrado Education Association, 530 Common¬\nwealth Building, Denver.\n\nand\n\nInformation\n\n1183\n\nO’Brien, Mary Rose (Teacher), 1465 Steele\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nPlumb, Mae Antoinette (Principal), 909\nThird Avenue, Longmont; Longmont Com¬\nmunity Association.\nRead, Faye (Teacher), 1425 Vernon Avenue,\nPueblo Classroom Teachers Association.\nRyals, Mrs. Wilma\n(Teacher), 819 Mil¬\nwaukee Street, Denver; Colorado Educa¬\ntion Association.\nSmith. Margaret Mendenhall (Principal),\n1522 Lafayette Street, Denver; National\nCouncil of Administrative Women in Ed¬\nucation.\nThrelkeld, A. L. (Superintendent of Schools),\nDenver; Colorado Education Association.\nTuggy, Harriet E. (Teacher), Toovey Hotel,\n30 East 20th Avenue, Denver; Denver\nClassroom Teachers Association.\nVance, Mrs. Una Hardin (Teacher), 2223\nEast Routt Street, Pueblo; Pueblo Class¬\nroom Teachers Association.\nWhite, Mrs. Edna (Teacher), Sterling;\nSterling Federated Teachers Club.\nWhitman, Bertha H. (Teacher), 1626 11th\nAvenue, Greeley; Greeley Classroom\nTeachers Association.\nYoungquist, Mrs. Anne (Teacher), Sterling;\nColorado Education Association.\nCONNECTICUT\nCarberry, Thomas (Vice-Principal), Brown\nSchool, Hartford; Connecticut State\nTeachers Association.\nChittenden, H.\nE. (Superintendent of\nSchools), Naugatuck; Connecticut State\nTeachers Association.\nClancy, Nora (Teacher), Thompsonville ;\nConnecticut State Teachers Association.\nClark. Viola E. (Teacher), Federal Hill\nSchool, Bristol; Hartford County Teach¬\ners Association.\nCollins, Helen (Teacher), 41 Fifth Street,\nNew\nHaven;\nNew\nHaven\nTeachers\nLeague.\nCurran, Minnie R. (Teacher), South Glas¬\ntonbury; Connecticut State Teachers As¬\nsociation.\nDonning, Ruth K. (Teacher), 1601 West\nBroad Street, Stratford; Connecticut State\nTeachers Association.\nEsten, R.\nStewart (Superintendent of\nSchools), Litchfield; Connecticut State\nTeachers Association.\nHughes, Margaret L. (Teacher), 100 Wash¬\nington Terrace, Bridgeport; Bridgeport\nTeachers Association.\nKeigwin, Ida M. (Teacher), 175 Lincoln\nStreet, Middletown; The\nMiddletown\nTeachers Club.\nLittlehales, Loila M. (Teacher), 66 Lenox\nPlace, New\nBritain; Connecticut State\nTeachers Association.\nLord. Daisy (Teacher), 1027 West Main\nStreet, Waterbury; Waterbury Teachers\nAssociation.\nMcLoughlin, Margaret (Teacher), 240 Clin¬\nton Avenue, New\nHaven; Connecticut\nState Teachers Association.\nMendel, Augusta (Teacher), 1208 Park Ave¬\nnue, Bridgeport; Bridgeport Teachers As¬\nsociation.\nSeeley, Lila (Teacher), 14 Morse Avenue.\nGroton; Connecticut State Teachers Asso¬\nciation.\nSternchuss, Ella (Teacher), 723 Elm Street,\nNew Haven; New Haven Teachers League.\nSwift, Gordon C. (Ex-officio), Superintend¬\nent of Schools, Watertown.\n\n"}
{"page": 1188, "printed_page": null, "text": "1184\n\nNational\n\nEducation\n\nTryon, Mrs. Lucy (Teacher), 57 Magnolia\nStreet, Hartford; Hartford Grade Teach¬\ners Club.\nWyrtzen, Henrietta (Teacher), 21 Miller\nStreet, Bridgeport; Connecticut State\nTeachers Association.\nDELAWARE\nBrinser, Ira S. (Superintendent of Schools),\nNewark; Delaware State Education Asso¬\nciation.\nBurnett, Marguerite H. (Director), Adult\nEducation, 2 East 9th Street, Wilming¬\nton; Wilmington Teachers Association.\nHolloway, H. V. (Ex-officio), State Super¬\nintendent of Public Instruction, Dover.\nRobinson, Winifred J. (Dean), Women’s\nCollege, University of Delaware, Newark;\nDelaware Education Association.\nWagner, M. Channing (Principal), Wil¬\nmington High School, Wilmington; Dela¬\nware State Education Association.\nWard, David A. (Ex-officio), Superintendent\nof Schools, Chester, Pennsylvania.\nWilson, Etta J. (Secretary), Parent Teach¬\ners Association, M-207 Delaware Trust\nBuilding, Wilmington; Delaware Educa¬\ntion Association.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nBaylor, Adelaide Steele (Director), 200 New\nJersey Avenue, N. W., Washington; Na¬\ntional Council of Administrative Women\nin Education.\nCrabtree, J. W. (Ex-officio), Secretary, Na¬\ntional Education Association, 1201 16th\nStreet, N. W., Washington.\nDean, Minnie F. (Teacher) 2900 Connecticut\nAvenue, Washington; High School Teach¬\ners Association.\nEnglish, Harry (Ex-officio), State Director,\nFranklin School Building, Washington.\nGrosvenor, Edith Louise (Teacher), The\nIowa Apartments, Washington; Education\nAssociation of the District of Columbia.\nSams, Moyhin M. (Teacher), 3300 Ross\nPlace, N. W., Washington; High School\nTeachers Association.\nSiders, Walter R. (Ex-officio), 1201 16th\nStreet N. W., Washington.\nTennyson, J. Anna (Teacher), 1938 Biltmore\nStreet, N. W., Washington; Education\nAssociation of the District of Columbia.\nWilliams, Chari O. (Ex-officio), 1201 16th\nStreet N. W., Washington.\nWinn, Agnes (Director), 1201 16th Street\nN. W., Washington; National Council of\nAdministrative Women in Education.\nFLORIDA\nCawthon, W. S. (Ex-officio), State\nintendent of Public Instruction,\nhassee.\n\nSuper¬\nTalla¬\n\nGoette, W. L. (Supervising Principal), Co¬\nlumbia High School, Lake City, Florida\nEducation Association.\nHartsfield, F. S. (County Superintendent),\nLeon County Schools, Tallahassee; Florida\nEducation Association.\nIsaac, Albert L. (Supervising Principal),\n3793 Irvington Avenue, Coconut Grove;\nFlorida Education Association.\nKing, Mrs. Dabney (Teacher), 7009 Central\nAvenue, Tampa; Tampa Teachers Club.\nKing, Mrs. Ethel A. (Teacher), Box 1793,\nWest Palm Beach; Florida Education As¬\nsociation.\n\nAssociation\n\nLynch, George M. (County Superintendent),\n235 21st Avenue, S. E., St. Petersburg;\nFlorida Education Association.\nPosey, Mrs. Florine D. (Teacher), 207 South\nPackwood Avenue, Tampa; Florida Edu¬\ncation Association.\nRutherford, R. B. (County Superintendent),\n717 Laura Street, Jacksonville; Florida\nEducation Association.\nStanley, Cora (Teacher), Panama\nCity;\nFlorida Education Association.\nTigert, John J. (Ex-officio), President, Uni¬\nversity of Florida; Gainesville.\nWatkins, Mrs. H. L. (Teacher), Fort Myers;\nFlorida Education Association.\nGEORGIA\nBarron, J. P. (Supervisor), 973 Los Angeles\nAvenue, Atlanta; Atlanta-Fulton County\nUnit, Georgia Education Association.\nBrown, Mrs. Kate (County Superintendent),\nMcDonough; Georgia Education Associa¬\ntion.\nClift, T. W. (Principal), 372 Ninth Street,\nN. E., Atlanta; Atlanta-Fulton County\nUnit, Georgia Education Association.\nCoker, Mrs. Guy (Teacher), 1121 Briarcliff\nPlace, Atlanta; Atlanta-Fulton County\nUnit, Georgia Education Association.\nDavis, Mrs. W. P. (Principal), 185 West¬\nminister Drive, Atlanta; Atlanta-Fulton\nCounty Unit, Georgia Education Associa¬\ntion.\nDuggan, M. L. (Ex-officio), State Super¬\nintendent of Schools, Atlanta.\nGarrett, T. Harry (Principal), 815 Russell\nStreet, Augusta; Richmond\ncation Association.\n\nCounty\n\nEdu¬\n\nLowe, Jessie (Teacher), 1095 Briarcliff\nPlace, Atlanta; Atlanta-Fulton County\nUnit, Georgia Education Association.\nJeter, Carolyn (Assistant Principal), 1568\nBrine Street, S. W., Atlanta; AtlantaFulton County Unit, Georgia Education\nAssociation.\nMoore,\n\nMrs.\n\nArthur\n\n(Principal),\n\nImperial\n\nHotel, Atlanta; Atlanta-Fulton Unit,\nGeorgia Education Association.\nMuse, Jessie (Principal), Ponce de Leon\nApartments, Atlanta; Atlanta-Fulton\nCounty Unit, Georgia Education Associa¬\ntion.\nPurks, J. E.\nCedartown;\ntion.\n\n(Superintendent of Schools),\nGeorgia Education Associa¬\n\nRamsey, R. L. (County Supervisor), 521\nCourt House Building, Atlanta; AtlantaFulton County Unit, Georgia Education\nAssociation.\nReid, C. W. (Principal), 122 Cambridge\nAvenue, College Park; Atlanta-Fulton\nCounty Unit, Georgia Education Associa¬\ntion.\nRhodes, Maude\n(Principal), 185 West¬\nminster Drive, Atlanta; Atlanta-Fulton\nCounty Unit, Georgia Education Associa¬\ntion.\nRitchie, H. B. (Dean), 226\nAthens; Georgia Education\n\nKing Avenue,\nAssociation.\n\nSnelling, Charles M. (Chancellor), Univer¬\nsity of Georgia, Athens; Georgia Educa¬\ntion Association.\nSutton, Willis A.\n(Superintendent of\nSchools), Atlanta; Georgia Education As¬\nsociation.\nWells, Jere A. (County Superintendent), 521\nCourthouse, Atlanta; Georgia Education\nAssociation.\n\n"}
{"page": 1189, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1185\n\nInformation\n\nHAWAII\n\nIDAHO\n\nAuld, Lily K. (Principal), Naalehu; KonaKau Teachers Association.\nBoyum, Mrs. Louise V. (Principal), Puunene School, Maui; Hawaii Education\nAssociation.\n\nBird, Annie Laurie (Teacher), R. F. D. £1,\nNampa; Idaho Education Association.\nDavis, Mrs. Myrtle R. (Ex-officio), State\nSuperintendent of Public Instruction,\nBoise.\n\nBrown, Mrs. Flora B. (Teacher), McKinley\nHigh School, Honolulu; Oahu Teachers\nAssociation.\nCarter, Mrs. Alice (Principal), Waipahu\nSchool, Waipahu, Oahu; Oahu Teachers\nAssociation.\nde\n\nSilva, Ernest (Supervisor), Hilo; Hilo\nTeachers Union.\nFarden, Maude\nK. (Teacher), Box 14,\nLahaina, Maui; Hawaii Education Asso¬\nciation.\nFerreira, Mary Ruth (Teacher), Aliiolani\nSchool, Honolulu; Oahu Teachers Asso¬\nciation.\nHenry, Charles (Principal), Pepeekeo; Hilo\nTeachers Union.\nHood, Earnest (Teacher), McKinley High\nSchool, Honolulu; Oahu Teachers Asso¬\nciation Association.\nJohnson, Mrs. V. H. (Teacher), Kekaha,\nKauai; Kauai Educational Association.\nJohnson, V. H. (Principal), Kekaha, Kauai;\nKauai Educational Association.\nKamai, Leinani (Teacher), Box 33, Kaunakakai, Molokai; Hawaii Education Asso¬\nciation.\nKeppler, Mrs. Dorris M. (Teacher), McKin¬\nley High School, Honolulu; Oahu Teach¬\ners Association.\nLawson, Mrs. Edna B. (Teacher), Terri¬\ntorial Normal School, Honolulu; Oahu\nTeachers Association.\nLemmon,\nFrances A. (Teacher), Kamehameha Girls School, Honolulu; Teachers\nCouncil of the Territory of Hawaii.\nLindsey, Edwin (Principal), Kohala; Kohala\nTeachers Association.\nLong, Mrs. O. E. (Teacher), 2054 Makiki\nStreet, Honolulu; Hawaii Education As¬\nsociation.\nLong, O. E. (Deputy Superintendent), De¬\npartment of Public Instruction, Honolulu;\nOahu Teachers Association.\nMcGregor, Mrs. Louise Aoe (Teacher),\nKauluwela\nSchool, Honolulu; Oahu\nTeachers Association.\nMorita, Dorothea (Teacher), Kalakaua Jun¬\nior High School, Honolulu; Oahu Teach¬\ners Association.\nPatrick, Edith (Principal), Hamakuapoko,\nMaui; Maui Teachers Association.\nRogers, H. Alton (Principal), Lahaina,\nMaui; Maui Teachers Association.\nSharpe, Mrs. Emma K. (Teacher), Lahaina,\nMaui; Hawaii Education Association.\nToomey, Samuel (Principal), Honolulu;\nOahu Teachers Association.\nVance, Mrs. Thomas B. (Teacher), 1063\nD Lunalilo Street, Honolulu; Hawaii Ed¬\nucation Association.\n\nVance, Thomas B. (Principal), 1063 D Lu¬\nnalilo Street, Honolulu; Hawaii Educa¬\ntion Association.\n\nWest, Mrs. Sarah B. (Supervising Princi¬\npal), Hilo; Hilo Teachers Union.\nWise, Mrs. C. C. (Teacher), Wahiawa\nSchool. Honolulu; Oahu Teachers Asso¬\nciation.\nWise, C. C. (Principal), Wahiawa School,\nHonolulu; Oahu Teachers Association.\nWong, James Heen (Principal), Kukuihoele ;\nHilo Teachers Union.\n\nYoung, G. A. (Principal),\nEducation Association.\n\nHonolulu;\n\nHawaii\n\n.\n\nDienst, Charles F. (Ex-officio), Superin¬\ntendent of Schools, Boise.\nWerner, John C. (President), State Normal\nSchool, Albion; Idaho Education Associa¬\ntion.\nWitteman, Minta (Teacher), R. F. D. £4,\nCaldwell; Idaho Education Association.\nILLINOIS\nAbbe, Mary M. (Teacher), 6619 LaFayette\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nAnderson, O. C. (Superintendent of Schools),\nClay City; Southeastern Division, Illinois\nState Teachers Association.\nArmbruster, Bertha S. (Principal), 214 Gale\nAvenue, River Forest; Illinois State\nTeachers Association.\nBaird, Catherine L. (Teacher), 3206 Ainslee\nStreet, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nBalter, Clara (Teacher), 5000 West End\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nBenson, Agnes (Teacher), 3819 Pine Grove\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nBlack, H. B. (Superintendent of Schools),\nMattoon; Illinois State Teachers Asso¬\nciation.\nBlair, Francis G. (Ex-officio), State Super¬\nintendent of Public Instruction, Abraham\nLincoln Hotel, Springfield.\nBogan, William J. (Superintendent), 460\nSouth State Street, Chicago; Chicago Di¬\nvision,\nIllinois State Teachers Associa¬\ntion.\n\nBowyer, Emma (Professor), Carbondale; Il¬\nlinois State Teachers Association.\nBrass, Agnes A. (Principal), 313 South\nCapitol\nStreet, Pekin; Pekin Teachers\nClub.\nBrothers,\n\nC. A. (Superintendent of Schools),\nDwight; Livingston County Teachers As¬\nsociation.\n\nBuxton, Edith J. (Teacher), 5717 Race Aveenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nByrne, C. J. (Superintendent of Schools),\nOttawa; Illinois State Teachers Associa¬\ntion.\nChandler, Robert (Teacher), 544 West Tay¬\nlor Avenue, Oak Park; Lake Shore Divi¬\nsion, Illinois State Teachers Association.\nClinton, Catherine M. (Teacher), 6111 Eberhart Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\n\nClinton, Etta (Teacher), 6111 Eberhart Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nCooke, John D. (County Superintendent),\nDivision, Illinois\nAledo; Black Hawk\nState Teachers Association.\nCoolidge, W. F. (Principal), Granite\nIllinois State Teachers Association.\n\nCity;\n\nCoombs, Cecile C. (Assistant Superintend¬\nent), 545 Washington Place, East St.\nLouis; East St. Louis Teachers Asso¬\nciation.\nDeaver,\n\nArthur\n\nG.\n\n(Teacher),\n\n7355\n\nSouth\n\nJeffrey Avenue, Chicago; Chicago Divi¬\nsion, Illinois State Teachers Association.\n\n"}
{"page": 1190, "printed_page": null, "text": "1186\n\nNational\n\nEducation\n\nDeneen, Florence (Assistant Principal), 457\nWest 61st Place, Chicago; Chicago Teach¬\ners League.\nDowney, Lucinda W. (Teacher), 5360 Wash¬\nington Boulevard, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntionDuncan, Fanny (Teacher), 1520 East 67th\nPlace, Chicago; Chicago Division, Illinois\nState Teachers Association,\nEdward, C. L. (Superintendent of Schools),\nSalem; Illinois State Teachers Associa¬\ntion.\nFelts, W. T. (Professor), Carbondale; Illi¬\nnois State Teachers Association.\nFenton, F. C. (Superintendent of Schools),\nBensenville; Illinois State Teachers Asso¬\nciation.\nFinnegan, Margaret L. (Teacher) 4829 Lipps\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nGilligan, L. Belle (Teacher), 5311 North\nSt. Louis Avenue, Chicago; Chicago Divi¬\nsion, Illinois State Teachers Association.\nGran, Amelia (Teacher), 412 North East\nStreet, Cambridge; Black Hawk Division,\nIllinois State Teachers Association.\nGrose, H. D. (Teacher), 104 Hillsdale Road,\nJoliet; Joliet Township High School\nTeachers Association.\nGrove, Alice (Teacher), 4519 North Ash¬\nland Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nGrove, Grace (Teacher), 4519 North Ash¬\nland Avenue. Chicago; Chicago Division,\nIllinois State Teachers Association.\nGrove, P. F. (County Superintendent), 603\nEast Ridge Street, Mt. Carroll; Illinois\nState Teachers Association.\nHagarty, Louise (Teacher), 2027 North 21st\nStreet, East St. Louis; Grade Teachers\nFellowship Society.\nHansen, Herbert C. (Principal), 1045 North\nLockwood Avenue, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nHarden, Frances E. (Teacher), 1543 Sherwin Avenue, Chicago; Illinois State\nTeachers Association.\nHayes, John A. (County Superintendent),\nPeoria; Illinois State Teachers Associa¬\ntion.\nHayes, M. C. (Professor), Northern Illinois\nState Teachers College, De Kalb; Illinois\nState Teachers Association.\nHellyer, P. H. (County Superintendent), 377\nWest Euclid Avenue, Lewiston; Illinois\nState Teachers Association.\nHickman, Gertrude (Supervisor), 1407 17th\nStreet, Rock Island; Black Hawk Divi¬\nsion, Illinois State Teachers Association.\nHodgson, Mrs. Florence (Teacher), 705 West\nWaggoner Street, Decatur; Decatur Pub¬\nlic School Teachers Association.\nHughes, Belle (Teacher), 707 County Street,\nWaukegan; Lake Shore Division, Illi¬\nnois State Teachers Association.\nHughes, Jennie (Teacher), 11536 Eggles¬\nton Avenue, Chicago; Chicago Teachers\nLeague,\nKalar, Anne (Teacher), 4933 West Adams\nStreet, Chicago; Illinois State Teachers\nAssociation.\nLawson, Edith W. (Teacher), 727 South\nThird Street, Rockford; Rockford Teach¬\ners Club.\nLukenbill, E. H. (County Superintendent),\nLincoln; Illinois State Teachers Associa¬\ntion.\nLyons, Anna I. (Teacher), 6823 Lafayette\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\n\nAssociation\n\nMcCasland, Grace (Teacher), 3244 Audubon\nStreet, East St. Louis; Grade Teachers\nFellowship Society.\nMcEnerny, Geraldine D. (Teacher), 137\nNorth Mason Avenue, Chicago; Chicago\nPublic School Kindergarten Primary As¬\nsociation.\n.McVey, W. E. (Principal), 108 155th Street,\nHarvey; Lake Shore Division, Illinois\nState Teachers Association.\nMahin, Helen (Teacher), 110 South Kenil¬\nworth Avenue, Oak Park; Chicago Divi¬\nsion, Illinois State Teachers Association.\nMartin, Amy\nM. (Teacher), 308 North\nHumphrey Avenue, Oak Park; Chicago\nDivision, Illinois State Teachers Associa¬\ntion.\nMason,\n\nN.\n\nM.\n\n(Superintendent\n\nof Schools),\n\nOglesby; Illinois State Teachers Asso¬\nciation.\nMatheny, A. R. (Superintendent of Schools),\nBismarck; Illinois State Teachers Asso¬\nciation.\nMerrill, Louise (Assistant Principal), 10123\nSouth Wood\nStreet, Chicago; Chicago\nAssociation of Assistant Principals.\nMiddleton, Anthony (Principal), 221 Arthur\nAvenue, Peoria; Illinois State Teachers\nAssociation.\nMiller, L. W. (Superintendent), 1510 3rd\nStreet, Dixon; Rock River Division, Illi¬\nnois State Teachers Association.\nMoore, Robert\nIllinois State\nlinville.\n\nC. (Ex-officio), Secretary,\nTeachers Association, Car-\n\nNelson, J. B. (Teacher), 69 South Jackson\nStreet, Batavia; Northeastern Division.\nIllinois State Teachers Association.\nNelson, W. E. (Principal), 341 South 12th\nStreet, Quincy; Western Division, Illinois\nState Teachers Association.\nNickols, D. F. (Superintendent of Schools),\nLincoln; Central Division, Illinois State\nTeachers Association.\nNowlan, Eleanor L. (Teacher), 4713 North\nHermitage Avenue, Chicago; Illinois State\nTeachers Association.\nObye, Katharine H. (Teacher), 619 Lafayette\nAvenue, Rockford; Rockford Teachers\nClub.\nO’Leary, D. J. (Teacher), 1818 South 58th\nCourt, Cicero; Chicago Division, Illinois\nState Teachers Association.\nO’Rourke, Catherine (Teacher), 3057 Jackson Boulevard, Chicago; Chicago Division,\nIllinois State Teachers Association.\nPage, William J. (Teacher), 4345 Adams\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nPhelan, Catherine M. (Teacher), 748 Belden\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nPierce, Mrs. Theresa (Teacher), 8137 Mary¬\nland Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\n\nPlapp, F. W. (Teacher), 4140 North Keeler\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nPowell, Margaret (Teacher), 941 Galt Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nPreble, F. Blanche (Teacher), 10855 Vernon\nAvenue, Chicago; Illinois State Teachers\nAssociation.\nRitow, Herman (Principal), Fort Sheridan;\nChicago Division, Illinois State Teachers\nAssociation.\nRoach, Mary Margaret (Principal), 439 West\nWood\nStreet, Decatur; Illinois State\nTeachers Association.\n\n"}
{"page": 1191, "printed_page": null, "text": "Associational\n\nRecords\n\nRohm.\nHarley W.\n(Superintendent of\nSchools), Cambridge: Illinois State Teach¬\ners Association.\nRoot. C. H. (County Superintendent). 733\nFremont Avenue, Morris: Illinois Valley\nDivision, Illinois State Teachers Associa¬\ntion.\nRussell, Charlotte (Teacher), 448 West 62nd\nStreet. Chicago; Chicago Teachers League.\nSchwebel, George A. (Superintendent of\nSchools). Cicero; Lake Shore Division.\nIllinois State Teachers Association.\nScully, Susan (Teacher), 7159 University\nAvenue. Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nShiel, Katie A. (Teacher). 2010 Raymond\nStreet. Chicago; Chicago Division, Illinois\nState Teachers Association.\nShinn. Anna\nLois (Superintendent of\nSchools). River Forest; Lake Shore Di¬\nvision. Illinois State Teachers Associa¬\ntion.\nSimon, Maurice H. (Teacher). 4356 Gladys\nAvenue, Chicago; Chicago Division. Illi¬\nnois State Teachers Association.\nSimpson. T. Arthur (County Superintend¬\nent). Waukegan; Illinois State Teachers\nAssociation.\nSlattery, Anise (Teacher), 1325 Arthur Ave¬\nnue. Chicago; Chicago Division, Illinois\nState Teachers Association.\n\nand\n\n1187\n\nInformation\n\nZmrhal, J. J. (Teacher), 2819 West 21st\nPlace. Chicago; Chicago Division. Illinois\nState Teachers Association.\nINDIANA\nAbbett, Merle J. (Superintendent of Schools).\nBedford; Indiana State Teachers Associa¬\ntion.\nArchibald. W. W. (Teacher),\nStreet, Terre Haute; Terre\ners Federation.\n\n614 South 5th\nHaute Teach¬\n\nBishop. Maude E. (Teacher), 1707 South\n9th Street. Terre Haute; Terre Haute\nTeachers Federation.\nBrier, Adelia M. (Teacher), 3621 Salem\nStreet. Indianapolis; Grade Teachers As¬\nsociation.\nCampbell. Wilbur E. (Teacher), 1222 South\nRush Street, South Bend; South Bend\nTeachers Association.\nClements, Flora E. (Teacher), 6 Cambridge\nStreet, Evansville; Evansville Teachers\nFederation.\nDuShane,\nDonald\nSchools), Columbus;\ners Association.\n\n(Superintendent of\nIndiana State Teach¬\n\nForeman. J. W. (Superintendent of Schools).\nGoshen; Indiana State Teachers Associa¬\ntion.\n\nTucker. William W. (County Superintend¬\nent), Cambridge; Illinois State Teachers\nAssociation.\n\nGladden. Fred (Assistant Superintendent).\n131 South Emerson Avenue, Indianapolis;\nIndiana State Teachers Association.\nHayward, O. B. (Principal), 216 Standard\nAvenue. Hammond; Hammond City Teach¬\ners Association.\nHeck. Harriet E. (Teacher), 606 West La\nSalle Avenue, South Bend; South Bend\nCity Teachers Association.\nKuhn, C. L. (Principal), 217 East Ewing\nAvenue, South Bend; South Bend City\nTeachers Association.\nLewallen. Harry (County Superintendent).\nWarsaw; Indiana State Teachers Associa¬\ntion.\nLlewelyn. Edgar Julius (Superintendent of\nSchools), Newcastle; Newcastle City\nSchools.\nLloyd, Anna H. (Principal), 2840 North\nDelaware Street. Indianapolis; The Fed¬\neration of Indianapolis Public School\nTeachers.\n\nWaggoner. E, C. (Department Head). 140\nSouth Pater Street, Elgin; Elgin Council\nof Education.\n\nMiesel. Sophia (Teacher), 610 South First\nStreet, Evansville; Evansville Teachers\nFederation.\n\nWaldo. K. D. (Superintendent of Schools).\nAurora: Illinois State Teachers Associa¬\ntion.\n\nMiller. Charles F. (Ex-officio),\nent of Schools. Indianapolis.\n\nSmedley. Eva A. (Teacher), 3730 Ellis Ave¬\nnue. Chicago: Evanston Teachers Club.\nSmith. R. R. (Teacher), 5719 S. Francisco\n• Avenue. Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nStevens. C. A. (Teacher), 715 Woodland\nAvenue. Springfield; South Central Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nThalman, John W.\n(Superintendent of\nSchools), Waukegan; Waukegan Town¬\nship, Secondary Schools.\nTodd. M. N. (Superintendent of Schools).\nLawrenceville ; Illinois State Teachers As¬\nsociation.\nToole. Helen (Teacher), 4901 Jackson Boule¬\nvard. Chicago: Chicago Division, Illinois\nState Teachers Association.\n\nWalker. D. E. (Assistant Superintendent).\n1030 Oakton Street. Evanston: Lake Shore\nDivision. Illinois State Teachers Associa¬\ntion.\n\nWalsh. Julia ('reacher),\nSalle; Illinois State\ntion.\n\n841 2nd Street. La\nTeachers Associa¬\n\nWelin, Hilma L. (Teacher). 8010 Blackstone\nAvenue. Chicago; Chicago Division. Illi¬\nnois State Teachers Association.\n\nWham. George D. (Dean). Normal Univer¬\nsity. Carbondale; Illinois State Teachers\nAssociation.\nWhittenberg. A. L. (Ex-officio). State Examing Board for Teachers Certificates.\nSpringfield.\nWilkins. Bessie G. (Teacher). 2300 South\nMichigan Avenue. Chicago: Chicago Di¬\nvision. Illinois State Teachers Association.\nWolaver. Florence E. (Principal), 1734 Orn: Evanston Teach¬\nrington\nClub.Street, Evansto\ners\n\nSuperintend¬\n\nMontgomery, A. D. (Teacher), 310 South\nWashington Street. Crawfordsville ; Indi¬\nana State Teachers Association.\nNessler. Augusta (Teacher), 1034\nTacoma\nAvenue. Indianapolis;\nTeachers Association.\n\nNorth\nGrade\n\nPace. Ona A. (Teacher), 1704 West Pennsyl¬\nvania Street. Evansville; Evansville\nTeachers Federation.\nPeters. Frieda (Teacher). 409 Adams Ave¬\nnue. Evansville; Evansville Teachers\nFederation.\nPittinger, Lemuel A. (President), Ball State\nTeachers College. Muncie; Association of\nBall State Teachers College.\n\nPlumley. Lola (Teacher). 737 Warren Street.\nHuntington; Huntington City Teachers\nAssociation.\nReid, Henry J. (County Superintendent).\nMonticello; Indiana State Teachers Asso¬\nciation.\nRoss. Mrs. Dorvall (Teacher), South Whit¬\nley; Indiana State Teachers Association.\n\n"}
{"page": 1192, "printed_page": null, "text": "1188\n\nNational\n\nEducation\n\nRoudebush, Roy R. (Assistant State Super¬\nintendent), Indianapolis; Indiana State\nTeachers Association.\nRoyster, Sallibelle (Teacher), 726 Blackford\nAvenue, Evansville; Evansville Teachers\nFederation.\nSanders, Della M. (Supervisor), 907 East\nBoone Street, Frankfort; Indiana State\nTeachers Association.\nSanders, Laura (Supervisor), 1704 West\nPennsylvania Street, Evansville; Evans¬\nville Teachers Federation.\nSmith, Henry Lester (Ex-officio), Dean,\nSchool of Education, Indiana University,\nBloomington.\nTirey, Ralph N. (Superintendent of Schools),\nBloomington; Indiana State Teachers As¬\nsociation.\n\nUnger, Wood (Supervisor), 150 North\ndian Street, Indianapolis; Indiana\nTeachers Association.\n\nMeri¬\nState\n\nWhite, Nellie L. (Teacher), Trafalgar; In¬\ndiana State Teachers Association.\nWilliams, A. R. (Principal). Winchester\nHigh School, Winchester; Indiana State\nTeachers Association.\nWilliams, Charles O. (Executive Secretary),\nIndiana State Teachers Association, In¬\ndianapolis; Indiana State Teachers Asso¬\nciation.\nWisehart, Roy P. (Ex-officio), State Super¬\nintendent of Public Instruction, Indian¬\napolis.\nIOWA\nBracewell, Ray H. (Principal), 150 Clay\nStreet, Burlington; Iowa State Teachers\nAssociation.\nBrainard, Grace E. (Teacher), 3 16th Street,\nSioux City; Sioux City Teachers Club.\nDeamer, Arthur (Superintendent of Schools),\nCedar Rapids; Iowa State Teachers As¬\nsociation.\nEells, H. L. (Professor), 414 West 24th\nStreet, Cedar Falls; Faculty of Iowa State\nTeachers College.\nFoley, Vera Jean (Teacher). 3334 Dearborn\nStreet, Sioux City; Sioux City Teachers\nClub.\nGibbs, Edna\n(County Superintendent),\nGreenfield; Iowa State Teachers Associa¬\ntion.\nHelbig, Ester (Teacher), 1033 Melrose Ter¬\nrace, Dubuque; Iowa State Teachers As¬\nsociation.\nHills, May (County Superintendent), Adel:\nIowa State Teachers Association.\nHoughton, Jane (Teacher), 319 North 33rd\nStreet, Cedar Rapids; Cedar Rapids Teach¬\ners Association.\nHurley, Regina (Teacher), 1312 Douglas\nStreet, Sioux City; Sioux City Teachers\nClub.\nJones, Chester (Teacher), East High School.\nDes Moines; Iowa State Teachers Asso¬\nciation.\nLord, Mary A. (Ex-officio). Woodrow Wil¬\nson Junior High School, Sioux City.\nMarch, Lucile (Teacher), Noltze Apartment\nJ, Sioux City; Iowa State Teachers As¬\nsociation.\nMoyers, Edison (Superintendent\nSidney; Iowa State Teachers\n\nof Schools),\nAssociation.\n\nO’Donnell, Maye (Principal), 528\nStreet, Boone; Iowa State Teachers\nciation.\n\nTama\nAsso¬\n\nOlson, Ruth (Teacher), 920 Virginia Street,\nSioux City; Sioux City Teachers Club.\nRae, James J. (Principal), Box 719, Mason\nCity; Iowa State Teachers Association.\n\nAssociation\n\nSamuelson, Agnes (Ex-officio), State Su¬\nperintendent of Public Instruction, Des\nMoines.\n\nSmith, Calla (Teacher), 1125 Paxton Street,\nSioux City; Sioux City Teachers Club.\nTaylor, L. R. (Superintendent of Schools),\nCorning; Iowa State Teachers Associa¬\ntion.\nVan Ness, Loretta (Teacher), 4515 4th\nAvenue,\nSioux City; Iowa State Teacher's\nAssociation.\nWilliams, R. C. (Superintendent of Schools),\nJesup; Iowa State Teachers Association.\nWillis, Myra G. (Teacher), 1540 D Avenue\nEast, Cedar Rapids; Cedar Rapids Teach¬\ners Association.\nWills, Mrs. Jennie W.\n(Teacher), 1111\nBrody Street, Davenport; Scott County\nTeachers Association.\nWood, Mrs, Emma\n(Teacher), 312 Fulton\nStreet, Keokuk; Elementary Teachers Club\nof Keokuk.\nKANSAS\nAllen, George* A., Jr. (Ex-officio), State Su¬\nperintendent of Public Instruction, To¬\nBertsch, Wilhelmina F. (Teacher), 628 Lindenwood Avenue, Topeka; Topeka Class¬\npeka.\nroom Teachers Association.\nBrown,\nVirginia (Teacher), 516 Osage\nA ecnpi\nStreet, Augusta; Kansas State Teachers\nClark,\nRuth A. City;\n(Teacher),\n“A”Kansas\nBen¬\nton, Kansas\nKansas1507\nCity,\nGrade Teachers Club.\nCodding, George T. (Principal), Silver Lake;\nKansas State Teachers Association.\nGregory, Abagail (Teacher), Pratt; Kansas\nCity, Kansas Grade Teachers Club.\nHeartburg, Ellen M. (Teacher), Apartment\n3, The Devon, Topeka; Kansas State\nTeachers Association.\nHemphill, John G. (Teacher), 315 North\nGrant Street, Chanute; Kansas State\nTeachers Association.\nKemp, Rae (Teacher), 3621 Virginia Street.\nKansas City; Kansas City, Kansas Grade\nTeachers Club.\nKenton, Margaret (Teacher), Roosevelt\nSchool, Kansas City; Kansas State Teach¬\ners Association.\nKittell, Mrs. Martha (Supervisor), 1902\nWest Street, Topeka; Kansas State Teach¬\ners Association.\nMcRill, Hazel (Teacher), Chanute; Chanute\nTeachers Association.\nPearson, M. E. (Ex-officio), Superintendent\nof Schools, Kansas City.\nSchlagle, F. L, (Assistant Superintendent),\n1931 Elizabeth Street, Kansas City; Kan¬\nsas State Teachers Association.\nStout, A. J. (Superintendent of Schools),\nTopeka; Kansas State Teachers Associa¬\ntion.\nYoder, J, J. (Superintendent of Schools),\nMarysville; Kansas State Teachers Asso¬\nciation.\nKENTUCKY\nBarret, Mary S, (Teacher), 404 West Ninth\nStreet, Owensboro; Owensboro Teachers\nAssociation.\nDudley, C. E. (Superintendent of Schools),\nHenderson;\nKentucky Education Associa¬\ntion.\nHarvey, Elizabeth (Teacher), 501 North\nMain Street, Somerset; Kentucky Educa¬\ntion Association.\nJetton, Walter C. (Principal), Paducah;\nKentucky Education Association.\n\n"}
{"page": 1193, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nKnighton, Hadley B. (Teacher), 1335 South\nFloyd Street, Louisville; Louisville Class¬\nroom Teachers.\nMackey, E. T. (Superintendent of Schools),\nWilliamsburg; Kentucky Education Asso¬\nciation.\nRuth, Leona (Teacher), 650 South 39th\nStreet, Louisville; Louisville Classroom\nTeachers.\nTaylor, L. N. (Supervisor), 1111 Slashes\nRoad, Lexington; Kentucky Education As¬\nsociation.\nWilliams, R. E. (Ex-officio), Secretary,\nKentucky Education Association, Louis¬\nville.\nWright, Arkley (Superintendent of Schools),\nHopkinsville; Kentucky Education Asso¬\nciation.\nLOUISIANA\nBell, Annie T. (Professor), University Sta¬\ntion, Baton Rouge; Louisiana Teachers\nAssociation.\nBritsch, Anna A. (Teacher), 4123 General\nPershing Street, New Orleans; New Or¬\nleans Public School Teachers Associa¬\ntion.\nFick, Iona (Teacher), 1033 Montegut Street.\nNew Orleans; New Orleans Public School\nTeachers Association.\nHamner, B. S. (Principal), High School.\nBastrop; Louisiana Teachers Association.\nHinrichs, Amy\nH. (Teacher), 7336 Hurst\nStreet, New Orleans; Louisiana Teachers\nAssociation.\nMarkey, Ruth (Teacher), 119 South Murst\nStreet, New Orleans; New Orleans Pub¬\nlic School Teachers Association.\nMiller, W. H. (County Supervisor), Thibodaux; Louisiana Teachers Association.\nMoake, Aimee (Teacher), 1119 Delachaise\nStreet, New Orleans; Louisiana Teachers\nAssociation.\nMorse, Mildred (Teacher), 329 Vallette\nStreet, New Orleans; New Orleans Public\nSchool Teachers Association.\nTurner, C. B. (Ex-officio),\nof Schools, Baton Rouge.\n\nSuperintendent\n\nMAINE\nBussell, Mrs. Mallian (Teacher), 100 School\nStreet, Gardiner; Kennebec\nCounty\nTeachers Association.\nCorson, D. H. (Superintendent of Schools),\nHodgdon; Maine Teachers Association.\nDeBeck, Leona . (Teacher), Guilford; Pis¬\ncataquis County Teachers Association.\nHale, Florence M. (Ex-officio), State Agent\nfor Rural Education, 15 Melville Street,\nAugusta.\nHooper, John L. (Principal), 11 Hillcrest\nStreet, Auburn;\nAndroscoggin County\nTeachers Association.\nHouston. H. R. (Superintendent of Schools),\nBrewer; Penobscot Teachers Association.\nJack, William B. (Ex-officio), Superinten¬\ndent of Schools, Portland.\nLord, Norris S. (Principal), Bridge Acad¬\nemy, Dresden Mills; Maine Teachers As¬\nsociation.\nMushroe, Lea (Principal), Calais Academy,\nCalais; Washington County Teachers As¬\nsociation.\nMcKenney, Marjorie E. (Teacher), 2 Cliff\nAvenue, South Portland; Cumberland\nCounty Teachers Association.\nOuellette. Catherine (Superintendent of\nSchools), Fort Kent; Aroostook County\nTeachers Association.\n\nand\n\n1189\n\nInformation\n\nSmith, Charlotte T. (Teacher), 216 Vaughn\nStreet, Portland; Cumberland County\nTeachers Association.\nStevens, Carl T. (President), Portland\nTeachers Association, 76 Main Street,\nGorham; Portland Teachers Association.\nTaylor, Fay M. (Teacher), Dead River;\nSomerset County Teachers Association.\nThomas, Augustus O. (Ex-officio), State\nSuperintendent of Public Instruction,\nAugusta.\nWaltz, Maynard\nC. (Principal), South\ntion.\nParis; Oxford County Teachers Associa¬\nWilson,\n\nClinton\n\nD.\n\nBath;\n\nMaine\n\ntion.\nSchools),\n\n(Superintendent\nTeachers\n\nof\n\nAssocia¬\n\nWilson, Ruth B. (Teacher), 785 High\nStreet, Bath; Sagadahoc-Lincoln County\nTeachers Association.\nWoodward, Louis B. (Principal). State\nNormal School, Gorham; Maine Teachers\nAssociation.\nWoodworth, A. A. (Superintendent of\nSchools), Washburn; Aroostook County\nTeachers Association.\nMARYLAND\nBurdick, William (Ex-officio), State Di¬\nrector, 7 East Mulberry Street, Baltimore.\nMASSACHUSETTS\nAbbott, Ardelle (President), Somerville\nTeachers Club, 71 Craigie Street, Somer¬\nville; Somerville Teachers Club.\nAllen, Grace (Teacher), 11 Linden Place.\nBrookline; Brookline Teachers Club.\nBarnard, Florence (Teacher), 1674 Beacon\nStreet, Brookline; Massachusetts Teach¬\ners Federation.\nBatson, Bertha R. (Teacher), 11 Wales\nAvenue. Brockton;\ners Federation.\n\nMassachusetts\n\nTeach¬\n\nBosworth. Elizabeth B. (Teacher), 39 Har¬\nvard Street, Whitman;\nMassachusetts\nTeachers Federation.\nClark, Marion (Teacher), 75 Monroe Street.\nSomerville; Cambridge Teachers Club.\nClarke. Edward\nR. (Superintendent of\nSchools), Winthrop; Massachusetts Teach¬\ners Federation.\nDunham, Annie (Teacher), 20 Saunders\nTerrace, Wellesley Hills; Massachusetts\nTeachers Federation.\nFellows. Mary Stuart (Principal), Everett;\nMiddlesex County Teachers Association.\nGould, Susan B. (Teacher), 42 Norwood\nStreet, Everett; Everett Teachers Club.\nGraves, S. Monroe\n(Superintendent of\nSchools). Wellesley;\nMassachusetts\nSchool Superintendents Association.\nHowes, L, Gertrude (Teacher), 96 Winthrop\nStreet. Boston; Boston Teachers Club.\nMcSkimmon, Mary (Ex-officio), Principal.\nPierce School, Brookline.\nMugan. Mary A. S. (Assistant Superin¬\ntendent). School Department, Fall River;\nMassachusetts Teachers Federation.\nNichols, Adelle F. (Teacher), 11 Wales\nAvenue.\nBrockton; Brockton\nGrade\nTeachers Association.\nPrario, Henry T. (Master), Quincy Point\nJunior High School, Quincy; Norfolk\nCounty Teachers Association.\nPutnam. Walter (Principal), 28 Atis Street,\nWatertown; Watertown Teachers Asso¬\nciation.\n\n"}
{"page": 1194, "printed_page": null, "text": "1190\n\nNational\n\nEducation\n\nAssociation\n\nRhoades, Mabel A. (Teacher), 201 Wash¬\nington Street, Wellesley Hills; Massa¬\nchusetts Teachers Federation.\n\nRiggs, Cora (Principal), 25 Rochester\nCourts, S. E., Grand Rapids; Michigan\nEducation Association.\n\nRobinson, John F. (Professor), Burdett Col¬\nlege, Stuart Street, Boston; Eastern Com¬\nmercial Teachers Association.\nSanders, William J. (Teacher), 80 Chestnut\nStreet, Haverhill; Massachusetts Teach¬\ners Federation.\nSheehan. Julia A. (Principal), Hunnewell\nSchool, Wellesley; Massachusetts Ele¬\nmentary Principals Association.\nSherburne, Alice E. (Teacher), 3 Cedar\nStreet, Haverhill; Massachusetts Teach¬\ners Federation.\nStuart, Flora (Teacher), Normal School,\nBridgewater; Massachusetts Teachers\nFederation.\nSullivan, Julia (Teacher), 9 Marion Street,\nCharlestown; Massachusetts Teachers\nFederation.\n\nRoss, Meta M. (Principal), 5440 Cass Ave¬\nnue, Detroit; Michigan Education Associ¬\nation.\n\nWoodward,\nAnnie C. (Ex-officio),\nSchool Street, Somerville.\n\n144\n\nMICHIGAN\nBoer, Helen (Teacher), Jefferson School,\nGrand Rapids; Michigan Education As¬\nsociation.\nBrazier, Marion (Teacher), 1093 Clark\nAvenue, Detroit; Detroit Teachers Asso¬\nciation. .\nCameron, E. T. (Executive Secretary),\nMichigan Education Association, 935\nNorth Washington\nAvenue, Lansing,\nMichigan Education Association.\nCampbell, Charlotte (Teacher), 6465 Ster¬\nling Street, Detroit; Detroit Teachers As¬\nsociation.\nCody, Frank (Superintendent of Schools),\nDetroit; Michigan Education Association.\nDow, Ethel (Teacher), The Elks, 520 Bing¬\nham Avenue, Sault Ste. Marie; Michi¬\ngan Education Association.\nDow, Vera (Teacher), Bad Axe; Michigan\nEducation Association.\nFink, Mrs. Jessie M. (Principal), 161 Pros¬\npect Avenue, North, Grand Rapids; Na¬\ntional Council of Administrative Women\nin Education.\nHarris, Elisabeth (Teacher), 1476 Montclair\nAvenue, Detroit; Detroit Teachers Asso¬\nciation.\nHartgerink, Bert G. (Teacher), 64 Greenbush Street, Manistee; Michigan Educa¬\ntion Association.\nHaviland, Edith M. (Teacher),\nAdrian Teachers Club.\n\nHolloway;\n\nMann, Blanche (Teacher), 1217 Calvin Ave¬\nnue, S. E., Grand Rapids; Grand Rapids\nTeachers Club.\nMather, Mabel (Teacher). 518 Division\nStreet, Sault Ste. Marie; Sault Ste. Marie\nChapter of the N. E. A.\nMetz, Maud (Teacher), 25 Rochester Court,\nGrand Rapids; Michigan Education Asso¬\nciation.\nMiller, Eunice (Teacher), 756 Lewerenz\nStreet, Detroit; Detroit Teachers Asso¬\nciation.\nNoble, Ruth (Teacher), Jefferson School,\nGrand Rapids; Michigan Education As¬\nsociation.\nPearce, Webster H. (Ex-officio), State Sup¬\nerintendent\nof Public Instruction, Lans¬\ning.\nRice, Arthur (Managing Editor), Michigan\nEducation Association, Lansing; Michi¬\ngan Education Association.\n\nSlaght, Mrs. Elizabeth (Teacher), 514\nEthel Avenue, S. E., Grand Rapids;\nGrand Rapids Teachers Club.\nSmallidge, Olive E. (Supervisor), Oak\nGrove Club, Flint; Flint Teachers Club.\nSmith, Anna F. (Principal), 814 Washing¬\nton Avenue, Monroe; Michigan Education\nAssociation.\nSmith, May K. (Teacher), 814 Washing¬\nton Avenue, Monroe; Michigan Educa¬\ntion Association.\nStrahan, Margaret (Principal), Lexington\nSchool, Grand Rapids; Michigan Educa¬\ntion Association.\nStrong, Homer (Teacher), Western High\nSchool, Detroit; Michigan Education As¬\nsociation.\nYost, E. W. (County School commissioner),\n1715 Barium Tower, Detroit; Michigan\nEducation Association.\nMINNESOTA\nAdams, Margaret (Teacher), Denfeld High\nSchool, Duluth; Duluth Teachers Asso¬\nciation.\nAnderson, Elsie M. (Teacher), 2326 Fill¬\nmore Street, N. E., Minneapolis; Grade\nTeachers Section of the Minneapolis\nTeachers League.\nBarrett, Laura (Teacher), 4825 Lyndale\nAvenue, S., Minneapolis; Junior High\nSchool Section of the Minneapolis Teach¬\ners League.\nBretthauer, Mathilde (Teacher), 506^4 East\n4th Street, Apartment F, Duluth; Duluth\nTeachers Association.\nCarroll, Catherine A. (Teacher), 413-20th\nAvenue, S. Minneapolis; Minneapolis\nClassroom Teachers Association.\nCarroll, Teresa R. (Teacher), 413-20th Ave¬\nnue, S., Minneapolis; Minneapolis Class¬\nroom Teachers Association.\nCurran, Mrs. Clarice H. (Teacher), 4134\nNicollet Avenue, Minneapolis; Grade\nTeachers Section of the Minneapolis\nTeachers League.\nDavenport, Florence (Teacher), Marshall\nJunior High School, St. Paul; Minnesota\nEducation Association.\nGlaser, Lydia (Teacher), 211 Eighth Avenue,\nN. W., Rochester; Rochester Education\nAssociation.\nGloor, Arnold (Superintendent of Schools),\nCrookston ; Minnesota Education Associa¬\ntion.\nHarris, Mary (Teacher), 3242 Girard Ave¬\nnue, S., Minneapolis; Minneapolis Divi¬\nsion\ntion. of the Minnesota Education Associa¬\nHatch, Agnes F. (Supervisor), O’Neil\ntel, Chisholm; Minnesota Education\nsociation.\n\nHo¬\nAs¬\n\nHerr, O. W. (Superintendent of Schools),\nNorthfield; Minnesota Education Associa¬\ntion.\nHooper, Myrtle (Teacher), 4038\nHills Boulevard, Minneapolis;\napolis Division of the Minnesota\ntion Association.\n\nLinden\nMinne¬\nEduca¬\n\nKeating, Anna (Teacher), 2020 Fremont Ave¬\nnue, N., Minneapolis; Minneapolis Divi¬\nsion of the Minnesota Education Asso¬\nciation.\n\n"}
{"page": 1195, "printed_page": null, "text": "Associational\n\nRecords\n\nKilgore, Mrs. Harry (Board Member),\nBoard of Education, Minneapolis; Min¬\nnesota Education Association.\nKohler, Katherine (Supervisor), Board of\nEducation, Minneapolis; Minneapolis Di¬\nvision of the Minnesota Education Asso¬\nciation.\nLarkin, Anne (Teacher), Franklin Junior\nHigh School, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nMacGregor, Effie (Ex-officio), Principal,\nJohn Burroughs School, Minneapolis.\nMaxson, Francis E. (Principal), 200 West\n58th Street, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nMontank, Mrs. Laura J. (Teacher), 500\nDelaware Street, S. E., Minneapolis;\nMinneapolis Classroom Teachers Associa¬\ntion.\nMorrison, Mrs. Katherine (Teacher), 2801\nPark Avenue, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nMurphy, Edna\n(Supervisor), Box\n597,\nGrand Rapids; Minnesota Education As¬\nsociation.\nMurphy, Mary V. (Teacher), 4440 Upton\nAvenue, S., Minneapolis; Grade Teachers\nSection of the Minneapolis Teachers\nLeague.\nNewell, Esther (Teacher), 3341 Portland\nAvenue, Minneapolis; Grade Teachers\nSection of the Minneapolis Teachers\nLeague.\nOlund, Anna (Teacher), 308^4 North 3rd\nAvenue, Virginia; Virginia Teachers As¬\nsociation.\nO’Neil, Evelyn (Teacher), 308^4 North 3rd\nAvenue, Virginia; Virginia Education As¬\nsociation.\nPainter, J. E. (Supervisor), 3416 Pillsbury\nAvenue, Minneapolis; Minnesota Educa¬\ntion Association.\nPribble, Evaline (Teacher), State Teachers\nCollege, St. Cloud; Minnesota Education\nAssociation.\nSchulz, C. G. (Secretary), 162 West Col¬\nlege Avenue, St. Paul; Minnesota Educa¬\ntion Association.\nScoffield, Harriet (Teacher), Whittier High\nSchool, Minneapolis; Minneapolis Divi¬\nsion of the Minnesota Education Asso¬\nciation.\nShove, Helen (Principal), 3116 Clinton Ave¬\nnue, Minneapolis; Minneapolis Principals\nForum.\nSorenson\nR.\nR.\n(Superintendent of\nSchools), Tracy; Minnesota Education\nAssociation.\nStone, Mrs. Genevieve L. (Principal),\nWhittier School, Minneapolis; Minne¬\napolis Division of the Minnesota Educa¬\ntion Association.\nSullivan, Alice F. (Teacher), Washington\nJunior High School, Duluth; Minnesota\nEducation Association.\nTosseland, N. T.\n(Superintendent of\nSchools), Milaca; Minnesota Education\nAssociation.\nWestcott, Blanche A. (Teacher), 4725 Aidrich Avenue, S., Minneapolis; Minne¬\napolis Classroom Teachers Association.\nWhiting, Jennie F. (Teacher) 1210 West\n32nd Street, Minneapolis; Grade Teachers\nSection of the Minneapolis Teachers\nLeague.\nWiberg, Louise (Assistant County Superin¬\ntendent), Mankato; Minnesota Education\nAssociation.\n\nand\n\n1191\n\nInformation\n\nWilson, John (Principal), Jordan Junior\nHigh School, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nYoung,\n\nKathrine\n\nG.\n\nSchool,\nMinneapolis;\ntion\nAssociation.\n\n(Principal),\n\nMarcy\n\nMinnesota\n\nEduca¬\n\nMISSISSIPPI\nBass, E. E. (Superintendent of Schools),\nGreenville; Mississippi Education Asso¬\nciation.\nCooper, H. V. (Ex-officio), Superintendent\nof Schools, Kosciusko.\nNeill, M. L. (Superintendent of Schools),\nLouisville; Mississippi Education Asso¬\nciation.\nNeill, Mrs. M. L. (Teacher), Woodward\nHotel, Louisville; Mississippi Education\nAssociation.\nPatterson, D.\nR.\n(Superintendent of\nSchools), Ruleville; Mississippi Educa¬\ntion Association.\nMISSOURI\nBanks, Charles (Superintendent of Schools),\nUniversity City; Southeast Missouri\nTeachers Association.\nBell, Leslie H.\n(Superintendent of\nSchools), Lexington; Central Missouri\nTeachers Association.\nBruce, Lena (Teacher), 716 Linwood Street\nKansas City; Missouri State Teachers\nAssociation.\nCarter, E. M. (Secretary), Missouri State\nTeachers Association, Columbia; St.\nLouis District of the Missouri State\nTeachers Association.\nDillon, W. G. (Supervisor), Box 310, Jef¬\nferson City; Missouri State Teachers\nAssociation.\nDouglas, T. G. (County Superintendent),\nKennett; Southeast Missouri Teachers As¬\nsociation.\nElsea, A. F. (Secretary-Treasurer), North¬\neast Missouri Teachers Association,\nKirksville; Northeast Missouri Teachers\nAssociation.\nEmberson, R. H. (Supervisor), Columbia;\nMissouri State Teachers Association.\nFinnell, Maud (Principal), 1419 East 7th\nStreet, Sedalia; Sedalia Community\nTeachers Association.\nGallagher, Edith (Teacher), 124 Massachu¬\nsetts Avenue, St. Joseph; St. Joseph Di¬\nvision of the Missouri State Teachers\nAssociation.\nGreen, G. H. (Principal), 6198 Kingsbury\nStreet, St. Louis; St. Louis District of\nthe Missouri State Teachers Association.\nHendricks, E. L. (President), Central Mis¬\nsouri State Teachers College, Warrensburg; Missouri State Teachers Associa¬\ntion.\nHulett, Vertie (Teacher), 2761 East 27th\nStreet, Kansas City; Kansas City Teach¬\ners Club.\nLain, Nell E. (Teacher), 4518 Montgall\nStreet, Kansas City; Kansas City Teach¬\ners Club.\nLamkin, Uel W.\n(Ex-officio), President.\nNorthwest Missouri State Teachers Col¬\nlege. Maryville.\nLee,\nCity.Charles A. (Ex-officio), State Super¬\nintendent of Public Schools, Jefferson\nMcDonald,\nD.\nR.\n(Superintendent of\nSchools), Webb\nCity; Southwest Mis¬\nsouri Teachers Association.\n\n"}
{"page": 1196, "printed_page": null, "text": "1192\n\nNational\n\nEducation\n\nMartin, W. H. (Assistant Superintendent),\nKansas City; Missouri State Teachers\nAssociation.\nMoore, W. E. (Superintendent of Schools),\nShelbina; Northeast Missouri Teachers\nAssociation.\nMorris, Cora E. (Supervisor) R. F. D. No.\n1, Bois D’Arc; Missouri State Teachers\nAssociation.\nNeale, M. G. (Dean), School of Education,\nUniversity of Missouri, Columbia; Mis¬\nsouri State Teachers Association.\nO’Brien, Irene (Supervisor), Gallatin;\nNorthwest Missouri Teachers Associa¬\ntion.\nPinckney, L. A. (Teacher), 340 South Lawn\nStreet, Kansas City; Missouri State\nTeachers Association.\nRalls, Mary C. (Teacher) 6529 Jefferson\nStreet, Kansas City; Kansas City Teach¬\ners Club.\nReid, Angie (Teacher), 2802 Independence\nAvenue, Kansas City; Kansas City Teach¬\ners Club.\nRiddle, Anne E. (Teacher), 219)4 North\n12th Street, St. Joseph; St. Joseph Divi¬\nsion of the Missouri State Teachers As¬\nsociation.\nScarborough, J. R. (Supervisor), 415 East\nCapitol Street, Jefferson City; Central\nMissouri Teachers Association.\nSherman. Ruth (Teacher), 600 East Jeffer¬\nson Street, Clinton; Missouri State\nTeachers Association.\nSmith, C. A. (Teacher), 703 Atlanta Street,\nWebster Groves; St. Louis District of\nthe Missouri State Teachers Association.\nSpangler, Kathryn E. (County Superinten¬\ndent), 221 North Washington Street, Clin¬\nton; Missouri State Teachers Association.\nTaylor, J. F. (Superintendent of Schools),\nKennett; Southeast Missouri Teachers\nAssociation.\nWeyer, Aimee H. (Teacher), 1615 East\n33rd Street Kansas City; Kansas City\nTeachers Club.\nWeyer, Leonora A. (Teacher), 1615 East\n33rd Street, Kansas City; Kansas City\nTeachers Club.\nMONTANA\nCunningham, R. T. (Ex-officio), Secretary,\nMontana Education Association, Box 217,\nHelena.\n\nAssociation\n\nCogil, Annie M. T. (Principal), 1642 M\nStreet, Apartment 3, Lincoln; Lincoln\nTeachers Association.\nCox, Visla (Teacher), Central Grade School,\nOmaha;\nNebraska State Teachers Asso¬\nciation.\nDickey, O. J. (Teacher), 5110 Lafayette\nStreet, Omaha; Omaha School Forum.\nElliott, Robert I. (President), Chadron;\nNebraska State Teachers Association.\nElson, S. R. (Teacher), 305 City Hall,\nOmaha; Nebraska State Teachers Asso¬\nciation.\nGenau, Elizabeth H. (Teacher), 3514 North\n45th Street, Omaha;\nOmaha\nSchool\nForum.\nHosman, Everett M. (Secretary), Nebraska\nState Teachers Association, Lincoln; Ne¬\nbraska State Teachers Association. .\nLefler, M. C. (Ex-officio), Superintendent of\nSchools, Lincoln.\nLong, Elizabeth (Teacher), 2302 South 33rd\nStreet Omaha; Omaha School Forum.\nMann, Anna P. (Teacher), Flatiron Hotel,\nOmaha; Omaha School Forum.\nMiller, Louise (Teacher), 658 South 17th\nStreet, Lincoln; Lincoln Teachers Associ¬\nation.\nMoore, Eugenia M.\n(Teacher), Benson\nCentral School, Omaha; Nebraska State\nTeachers Association.\nPorter, D. E. (Principal), 2715 North 47th\nAvenue, Omaha; Omaha School Forum.\nPyrtle, E. Ruth\n(Principal) Bancroft\nSchool, Lincoln; Lincoln Teachers Asso¬\nciation.\nRokahr, Elsie (Teacher), 1743 South 24th\nStreet, Lincoln;\ntion.\n\nLincoln\n\nTeachers\n\nAssoci-\n\nSlade, Clara (Teacher), 1208 S Street, Lin¬\ncoln; Nebraska State Teachers Associa¬\ntion\nWard, Evelyn (Teacher), Benson Central\nSchool, Omaha; Nebraska State Teach¬\ners Association.\nNEVADA\nGleason, Mrs. Martha F. (Principal), Carson City; Nevada State Educational As¬\nsociation.\nLuke, Mrs. C. H. (Ex-officio), Deputy State\nSuperintendent of Schools, Carson City.\nNEW\n\nHAMPSHIRE\n\nFogler, Fannie T. (Teacher), Browning;\nMontana Education Association.\nMitchell, Frank N. (Superintendent of\nSchools), Poplar; Montana Education As¬\nsociation.\n\nJordan, Dana S. (President), New Hamp¬\nshire State Teachers Association, Lisbon;\n\nRothrock Mrs. Eva (Associate Principal),\nDeer Lodge; Montana Education Associa¬\ntion.\n\nMay, Walter M. (Deputy State Commis¬\nsioner), Concord; New Hampshire State\nTeachers Association.\n\nRothrock, Earl\nSchool, Deer\nAssociation.\n\nF. (Principal), Junior High\nLodge; Montana Education\n\nSquire, Cora M. (Teacher), Bryant Build¬\ning, Helena; Montana Education Associa¬\ntion.\nNEBRASKA\nAdams, Jennie B. (Secretary), 1407 O\nStreet, Lincoln; Nebraska Womans\nEdu¬\ncational Club.\nBaumgardner, Erdice (Teacher), 3218 Web¬\nster Street; Omaha;\nOmaha\nSchool\nForum.\nBracken, Angeline (Principal), 4913 Chi¬\ncago Street, Omaha;\nOmaha\nSchool\nForum.\n\nNew\ntion.\n\nHampshire\n\nNEW\n\nState\n\nTeachers\n\nAssocia¬\n\nJERSEY\n\nBooz, Mary C. (General Supervisor), 128\nWest State Street, Trenton; New Jersey\nState Teachers Association.\nChapman,\nIra T.\n(Superintendent of\nSchools), Elizabeth; New Jersey State\nTeachers Association.\nCosad, Lillian E. (Teacher), High School,\nAtlantic City; New Jersey State Teach¬\ners Association.\nCox, Adele (Teacher), 15 Virginia Avenue,\nJersey\nCity; New Jersey State Teach¬\ners Association.\nCummins, Addie , M. L. (Teacher), 27\nMonmouth Avenue, Dover; New Jersey\nState Teachers Association.\n\n"}
{"page": 1197, "printed_page": null, "text": "Associational\n\nRecords\n\nDerr, B. Franklin (Teacher), 124 Hadley\nAvenue, Clifton; New\nJersey State\nTeachers Association.\nDickinson, Florence M.\n(Teacher), 249\nWindsor\nAvenue, Haddonfield; New\nJersey State Teachers Association.\nDriscoll, Mary L. (Vice-Principal), 400\nBroadway, Paterson; Paterson Teachers\nAssociation.\nDyke, Charles B. (Secretary), New Jersey\nState Teachers Association, Trenton;\nNew Jersey State Teachers Association.\nEarle, I. Newton (Principal), Cranbury;\nNew Brunswick Teachers Association.\nGerard, G. R. (Superintendent of Schools),\nBelleville; New Jersey State Teachers\nAssociation.\nGlennie. Alexander J. (Ex-officio), Princi¬\npal. Miller Street School, Newark.\nGoodfellow, Raymond\nC. (Director), 115\nSouth Kingman\nRoad, South Orange;\nNewark Teachers Association.\nGreen, Mary A. (Principal), Dayton; New\nJersey State Teachers Association.\nGurley, Raymond B. (Principal). Cleveland\nJunior High School, Newark; New Jersey\nState Teachers Association.\nHill, Mattie S. (Teacher), 507 State Street,\nCamden; Camden Teachers Association.\nHoagland, Ada May\n(Teacher), Milling¬\nton; Morris County Teachers Association.\nHorgan, Elizabeth N. (Supervisor), 317\nCentral Avenue, Orange; New\nJersey\nState Teachers Association.\nHulse, Henry S., Jr. (Principal), 650 Parker\nStreet, Newark; New Jersey State Teach¬\ners Association.\nJackson, Beatrix P. (Teacher), 220 Arling¬\nton Avenue, Jersey City; New Jersey\nState Teachers Association.\nLeiter, Nora C. (Teacher) 173 Euclid Ave¬\nnue, Hackensack; New\nJersey State\nTeachers Association.\nMiles, Anna L. (Teacher), 606 West Maple\nAvenue, Merchantville ; Camden Teachers\nMiller, Henry P. (Principal), High School,\nAtlantic City; New Jersey State Teach¬\ners Association.\nNelson, Mabel (Teacher), 2227 North 19th\nStreet, Philadelphia; Camden Teachers\nAssociation.\nQuinn, Katharine E. (Teacher), 33 Silver\nStreet, Newark; High School Women\nTeachers Association.\nRoberts, Mary E. (Principal), 6103 Cedar\nAvenue, Merchantville; New Jersey State\nTeachers Association.\nRoe, Warren S. (Principal), Belmont Ave¬\nnue School, Newark; Newark Teachers\nAssociation.\nSmith. Arthur O.\n(Superintendent of\nSchools), Union City; New Jersey State\nTeachers Association.\nSturdevant. Grace (Teacher), State Street\nSchool, Hackensack; Hackensack Teach¬\ners Association.\nThomas, Ruth H. (Teacher), 357 Lake\nStreet, Newark; Passaic Teachers Asso¬\nciation.\nWagner,\nElmer\n(Supervising-Principal),\nPennington; New Jersey State Teachers\nA. ssociation\nWard. William R. (Director), 97 Hillcrest\nAvenue, Trenton; Trenton Teachers Club.\nNEW\n\nMEXICO\n\nBrook. Mrs. H. F.\ntendent, McKinley\nlup.\n\n(Ex-officio), Superin¬\nCounty Schools, Gal¬\n\nand\n\nInformation\n\n1193\n\nMilne, John (Superintendent, of Schools),\nAlbuquerque; New\nMexico Educational\nAssociation.\nMoore, Oscar\nRaton; New\ntion.\n\nD. (County Superintendent),\nMexico Educational Associa¬\n\nThomas, Mrs. A. E. (County Superinten¬\ndent), Alamogordo; New\nMexico State\nTeachers Association.\nNEW\n\nYORK\n\nAlexander, Jessie F. (Teacher), 234 West¬\nminster Avenue, Syracuse; New\nYork\nState Teachers Association.\nArmitage Edith E. (Teacher), 28 Howard\nStreet, Auburn; New York State Teach¬\ners Association.\nBarnum, Helen C. (Teacher), 17 Bigelow\nStreet, Binghamton; Binghamton Teach¬\ners Association.\nBarrett, Ruth C. (Teacher), 517 9th Street.\nCollege Point; Teachers Association of\nthe Borough of Queens.\nBates', Delphine C. (Teacher), 263 Furman\nStreet, Syracuse; New York State Teach¬\ners Association.\nBurks, Gertrude (Teacher), 400 Graves\nStreet. Syracuse; Syracuse Teachers\nAssociation.\nButts, Edna M. (Teacher), 163 Radford\nStreet, Yonkers; Yonkers Teachers Asso¬\nciation.\nCarruthers, Charles B. (Principal), High\nSchool, Katonah; Westchester County\nTeachers Association.\nDavis, Grace M. (Teacher), 42 Park Ave¬\nnue, Mt. Vernon; Mt. Vernon Teachers\nAssociation.\nDavison, George Millard (Principal), 1429\nUnion Street, Brooklyn; Teachers of\nJunior High School, Number 109.\nFahey, Sara H. (Teacher), 191 Lincoln\nPlace, Brooklyn; New York City High\nSchool Teachers Association.\nGilbert, Mrs. Georgia (Teacher), 60 South\nThird Avenue, Mt. Vernon; Mt. Vernon\nTeachers Association.\nHendrie, William E. (Principal), P. O. Box\n26, Greenlawn; Teachers Association of\nthe Borough of Queens.\nHolmes, William H. (Ex-officio),\ntendent of Schools, Mt. Vernon.\n\nSuperin¬\n\nHolzworth, Charles (Principal), 43 Elmdorf Avenue, Rochester; Rochester Teach¬\ners Association.\nHosic James F. (Professor), Teachers Col¬\nlege, Columbia University, New York;\nNew York State Teachers Association.\nKilpatrick, Van Evrie (Director), 121 East\n51st Street, New York; School Garden\nAssociation of New York City.\nLewis, Ernest D.\n(Teacher), Evander\nChilds High School, New\nYork; New\nHigh School Teachers As¬\nCity\nYork\nsociation.\nMendelsohn, Henry\n(Principal), Public\nSchool Number 167, Brooklyn; Brooklyn\nTeachers Association.\n(Ex-officio), Lincoln\nNewlon, Jesse H.\nSchool, Teachers College, Columbia Uni¬\nversity, New York.\nRockwell, Rena (Teacher), 364 West Clin¬\nton Street, Elmira; The Teachers Wel¬\nfare League of the State of New York.\nRoss, Burgess B. (Teacher), 37 Otsego Ave¬\nnue, New\nRochelle; New\nRochelle\nTeachers Club.\nSchroder, Edna L. (Teacher), 1 Garden\nWalk\nNew\nRochelle; New\nRochelle\nTeachers Club.\n\n"}
{"page": 1198, "printed_page": null, "text": "1194\n\nNational\n\nEducation\n\nTaylor, George D. (Principal), 392 Augus¬\ntine Street, Rochester; Rochester Teach¬\ners Association.\nVail, Burr D. (Principal), 367 Belle Vue\nAvenue, Yonkers; Yonkers Teachers As¬\nsociation.\nVan Ingen, Bessie (Teacher), 9 Werner\nParkway, Rochester; .Rochester Teachers\nAssociation.\nVan Ingen, Fanny L. (Teacher), 9 Werner\nParkway, Rochester; Rochester Kinder¬\ngarten Association.\nWiggins\nR. O. (Department Head), 6\nSmith Street, Gloversville ; Gloversville\nTeachers Association.\nNORTH\n\nCAROLINA\n\nAllen, A. T. (Ex-officio), State Superintend¬\nent of Public Instruction, Raleigh.\nAndrews, T. W. (Ex-officio), Superintend¬\nent of Schools, High Point.\nBoyington, Gladys (Teacher), Greensboro;\nNorth Carolina Education Association.\nCarroll, H. A. (Superintendent of Schools).\nKernersville ; North Carolina Education\nAssociation.\nHasty, S. G. (County Superintendent), Lex¬\nington; North Carolina Education Asso¬\nciation.\nHenkel, Celeste (County Superintendent),\nStatesville; North Carolina Education As¬\nsociation.\nRankin, Jennie (Supervisor), Charlotte;\nNorth Carolina Education Association.\nYoung, W. A. (Superintendent of Schools).\nGraham; North Carolina Education Asso¬\nciation.\nNORTH\n\nDAKOTA\n\nCrain, E. P. (Supervisor), State Depart¬\nment of Education, Bismarck; North Da¬\nkota Education Association.\nDakin, Dorothy (Teacher) University of\nNorth Dakota, Grand Forks; North Da¬\nkota Education Association.\nNielson, Minnie J. (Ex-officio), 901 5th\nAvenue, Valley City.\nWhite, L. A. (Superintendent of Schools),\nMinot; North Dakota Education Associa¬\ntion.\nOHIO\nAiken, Georgia (Teacher), 3000 Reading\nRoad, Cincinnati; Cincinnati Teachers\nAssociation.\nAmmon, Lucy P. (Teacher), 1265 Parkwood\nDrive Cleveland; Ohio Education Asso¬\nciation.\nAndrews, Bess (Teacher), 824 Norwood\nAvenue, Toledo; Toledo Teachers Asso¬\nciation.\nArganbright, C.\nent), Kenton;\ntion.\n\nA. (County Superintend¬\nOhio Education Associa¬\n\nBarhyte, Mary E. (Teacher), 3710 Palmers¬\nton Road, Cleveland; Ohio Education As¬\nsociation.\nBricker, D. A. (Teacher), 748 West High\nStreet, Lima; Lima Teachers Associa¬\ntion.\nBridgman, Bertha (Principal), Box 208,\nAthens; Ohio Education Association.\nBruning, Otto (Teacher), Pemberville;\nWood\nCounty Teachers Association.\nCalhoun, Marguerite (Teacher), 827 High\nAvenue, N. W., Canton; Ohio Education\nAssociation.\nCantrell, John D. (Teacher), 1301 West\n108th Street, Cleveland; Lakewood Teach¬\ners Association.\n\nAssociation\n\nCarr, Mary (Teacher), 1304 Palmwood Ave¬\nnue, Toledo; Toledo Teachers Associa¬\ntion.\nCollicott, J. G. (Superintendent of Schools),\nColumbus; Ohio Education Association.\nConnell, Laura J. (Teacher) 365 South\nParkview Avenue, Bexley, Columbus; Co¬\nlumbus Teachers Federation.\nCrafts, Neal (Superintendent of Schools),\nPemberville; Wood County Teachers As¬\nsociation.\nCreager, Harriet (Teacher), 2344 East High\nStreet, Springfield; Springfield Teachers\nAssociation.\nCrow, R. E. (Superintendent of Schools),\nStrongsville; Cuyahoga County Teachers\nInstitute.\nDauman, Clara (Teacher), 3532 Edwards\nRoad, Cincinnati; Ohio Education Asso¬\nciation.\nDavis, George H. (Principal), 4627 Glenshade Avenue, Cincinnati; Cincinnati\nSchoolmasters Club.\nDehner, Angela (Teacher), 861 Lincoln\nAvenue, Cincinnati; Cincinnati Teachers.\nAssociation.\nDeputy, Mary L. (Teacher), 123^4 South\nElizabeth Street, Lima; Lima Teachers\nAssociation.\nDever, Mary (Teacher), 3535 Euclid\nnue, Cleveland; Cleveland Teachers\neration.\n\nAve¬\nFed¬\n\nDick, L. C. (County Superintendent), Lon¬\ndon; Ohio Education Association.\nDieterich, H. C. (Superintendent), Bexley\nHigh School, Columbus; Ohio Education\nAssociation.\nDrummond, Glenn (County Superintendent)\nBellefontaine ; Logan County Teachers\nAssociation.\nDuvall,\n\nEstella\n\nSpringfield;\ntion.\n\n(Teacher),\n\nSpringfield\n\nArcade\n\nTeachers\n\nHotel,\n\nAssocia¬\n\nEldredge, A. C. (Ex-officio), Assistant Sup¬\nerintendent of Schools, Cleveland.\nEngleman, J. O. (President), State Normal\nCollege, Kent; Ohio Education Associa¬\ntion.\nEvans, William A. (Assistant Principal),\nWalnut Hills High School, Cincinnati;\nOhio Education Association.\nFelt, Edna El (Assistant County Superin¬\ntendent) 200 Old Court House, Cleve¬\nland; Ohio Education Association.\nFlinchpaugh, Anderson\nE.\n(Assistant\nPrincipal), 303 Junietta Avenue, Cincin¬\nnati; Cincinnati Teachers Association.\nFreeborn, Della E. (Principal), 2025 East\n100th Street, East Cleveland; Ohio Edu¬\ncation Association.\nFrisbie, Helen (Teacher), Wayne; Wood\nCounty Teachers Association.\nGardner, Marie S. (Teacher), 458 Park\nPlace, Springfield;\nsociation.\n\nOhio\n\nEducation\n\nAs¬\n\nGibbs, H. W. (Principal), 408 North Madriver Street, Bellefontaine; Bellefon¬\ntaine Teachers Association.\nGilbert Alice (Teacher), 116 North Cedar\nAvenue, Niles; Niles Teachers Associa¬\ntion.\nGraf, Amelia (Teacher), 1512 East 118th\nStreet, Cleveland; Cleveland Teachers\nFederation.\nGregg, Erma (Teacher), 125 East Brooklyn\nStreet, Youngstown; Youngstown Educa¬\ntion Association.\nHanselman, C. F. (Principal), 37 Tudor\nCourt, Clifton, Cincinnati;. Ohio Educa¬\ntion Association.\n\n"}
{"page": 1199, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1195\n\nInformation\n\nHazel, Harry R. (Teacher), 319 Bonniewood\nDrive, Cleveland; Cleveland Teachers\nFederation.\nHier, Ruth (Teacher), 949 Paxton Road.\nCleveland; Ohio Education Association.\nHirst, Alice H. (Teacher), 2640 Kemper\nLane, Cincinnati; Cincinnati Teachers\nAssociation.\n\nPhillips, H. W. (Principal), 115 South Port¬\nland Street, Youngstown; Youngstown\nEducation Association.\nPierce, C. C. (Superintendent of Schools),\nPainesville; Ohio Education Association.\nPinckney, Mary (Teacher), The Hattersly\nNumber 9, Toledo; Toledo Teachers As¬\nsociation.\n\nHodson, H. W. (Superintendent of Schools),\nWilmington; Ohio Education Associa¬\ntion.\n\nReynolds, Frank E. (Secretary-Treasurer),\nOhio Education Association, Columbus;\nOhio Education Association.\n\nHowser, Elma (Principal), 325 Franklin\nStreet, Marion; Marion City Teachers\nAssociation.\n\nRiggle, C. B. (Superintendent of Schools),\nPerrysburg; Wood County Teachers As¬\nsociation.\nRoot, Alex (Principal), 63 Stimson Avenue.\nAthens; Ohio Education Association.\n\nInsley, J. W.\n(County Superintendent),\nFindlay; Ohio Education Association.\nJennings, Bessie (Teacher), 209 Homewood\nAvenue, Warren; Warren City Teachers\nAssociation.\nKanagy, Celia (Teacher). 571 Patterson\nAvenue, Akron; Akron Teachers Associa¬\ntion.\nKean, Lura B. (Principal), 507 North Buck¬\neye Street, Wooster; Ohio Education As¬\nsociation.\nKehm. Charlotte E. (Teacher) Norwood\nHigh School, Norwood; Ohio Education\nAssociation.\nKlag, Dora (Teacher), 551 Palmwood Ave¬\nnue, Toledo; Toledo Teachers Associa¬\ntion.\nLeeper, Maude (Principal), Mingo Junc¬\ntion; Ohio Education Association.\nLemert, Helen O. (Teacher), 33 Wilson\nAvenue, Columbus; Ohio Education As¬\nsociation.\nLewis, Ethel (Teacher), 296 Jefferson Ave¬\nnue, Sharon; Youngstown Education As¬\nsociation.\nLight, U. L. (Superintendent of Schools),\nBarberton; Ohio Education Association.\nMcCreery, Susie (Principal), Thoreau Park\nSchool. Parma; Cuyahoga County Teach¬\ners Institute.\nMcKelvey, Augusta (Teacher), 571 Patter¬\nson Avenue, Akron; Akron Teachers As¬\nsociation.\nMadley. Violet E. (Principal), 36 Wash¬\nington Avenue, Niles; Ohio Education\nAssociation.\nMatlehner, Edith (Principal) 419 West\nHigh Street, Lima; Lima Teachers As¬\nsociation.\nMarble, Margaret M. (Teacher), 2209 Ful¬\nton Avenue, Cincinnati; Cincinnati Teach¬\ners Association.\nM ase. S. O. (Superintendent of Schools),\nDover; Ohio Education Association.\nMatteson, I. F. (Superintendent of Schools),\nFindlay; Ohio Education Association.\nMears, Florence (Teacher), 1328 Detroit\nAvenue. Toledo; Toledo Teachers Associ¬\nation.\nMelvin, Edna (Teacher), 803 Thurman\nnue. Columbus; Columbus Teachers\neration.\n\nAve¬\nFed¬\n\nMills, Glendora (Teacher), 919 Maole Ave¬\nnue, Findlay; Findlay City Teachers\nAssociation.\nMorningstar Charlotte. (Teacher), 1275\nFranklin Avenue, Columbus; Columbus\nTeachers Federation.\nMorris, Hattie (Teacher), 25 Garfield Place,\nToledo; Toledo Teachers Association.\nOffenhauer, R.\nE. (Superintendent of\nSchools), Lima; Ohio Education Associa¬\ntion.\nOfferman. Kate M. (Assistant County Su¬\nperintendent). Pemberville; Ohio Educa¬\ntion Association.\n\nRoudebush, G. E. (Assistant Superintend¬\nent), Columbus; Ohio Education Associa¬\ntion.\nRyder, H. E. (County Superintendent), Fre¬\nmont; Ohio Education Association.\nScheig Carl F. (Supervisor), 201 Homewood\nAvenue, Warren; Warren\nCity\nTeachers Association.\nSchwertzler, Anna (Teacher), 1304 Palmwood Avenue, Toledo; Toledo Teachers\nAssociation.\nSebert, Marvel (Teacher), Bay Village;\nCuyahoga County Teachers Institute.\nShelton, F. M. (Superintendent of Schools).\nSpringfield; Ohio Education Association.\nSprague, Ralph M. (Teacher), 1240 Gordon\ntion.\nStreet, Toledo; Toledo Teachers Associa¬\nStanton, B. F. (Superintendent of Schools),\nAlliance; Ohio Education Association.\nStewart, Fern M. (Teacher), 707 Hamilton\nAvenue, Lorain; Ohio Education Associa¬\ntion.\n\nStopher, Emmet C. (Professor), State Nor¬\nmal College, Kent; Ohio Education Asso¬\nciation.\nStrong, George M. (Teacher), 75 Glenmont\nAvenue, Columbus; Columbus Teachers\nFederation.\nTurnbull, Lilian (Principal), 1609 3rd\nStreet, N. W., Canton; Ohio Education\nAssociation.\nVan Gorder, R. C. (Principal), 504 Arden\ntion.\nPlace, Toledo; Toledo Teachers Associa¬\n\nVickerman, John W. (Teacher), 3295 Daleford Road, Shaker Heights; Cleveland\nTeachers Federation.\nWager, W. W. (Principal), Worthington;\nColumbus Teachers Federation.\nWalton, Annabel (Teacher), 1470 West\n116th Street, Cleveland; Lakewood Teach¬\ners Association.\nWheeler, Ruth (Teacher), 418 Palmyra\n\nRoad,\ntion.\n\nWarren;\n\nOhio\n\nEducation\n\nAssocia-\n\nWhitmer, J. W. (County Superintendent),\nToledo; Ohio Education Association.\npal), 136 Wood¬\nWigton, Charles E. (Princi\nland Avenue, Oberlin; Ohio Education\nAssociation.\nWitthoeft, Dorothy (Teacher), 92 East York\ntion.\nStreet, Akron; Akron Teachers Associa¬\nOKLAHOMA\nBaldwin, Ona Belle (Teacher), Muskogee;\nMuskogee Teachers Association.\nButts, Mrs. R. B. (Teacher), Muskogee;\nMuskogee Teachers Association.\nClaxton, P. P. (Ex-officio), Superintendent\nof Schools, Tulsa.\nClay, J. D. (Principal), 325 North F Street,\nMuskogee; Oklahoma Education Associa¬\ntion.\n\n"}
{"page": 1200, "printed_page": null, "text": "1196\n\nNational\n\nEducation\n\nEvatts, Hassie (Teacher), Muskogee; Ok¬\nlahoma Education Association.\nHomberger, E. H.\n(Superintendent of\nSchools), Woodward;\nOklahoma Educa¬\ntion Association.\nHowell, C. M. (Secretary), Oklahoma Edu¬\ncation Association, Oklahoma City; Okla¬\nhoma Education Association.\nKerr, Clay W. (Assistant State Superin¬\ntendent), Oklahoma City; Oklahoma Edu¬\ncation Association.\nMitchell, John G. (Ex-officio), President.\nCentral Teachers College, Edmond.\nRay, L. B. (Professor), Edmond; Oklahoma\nEducation Association.\nRobinett, Celestia (County Superintendent),\nTecumseh; Oklahoma Education Associa¬\ntion.\nSeymour, F. O. (Professor), Box 451. Ed¬\nmond; Oklahoma Education Association.\nWantland, C. W. (Professor), 230 East Sec¬\nond Street, Oklahoma City; Oklahoma\nEducation Association.\nOREGON\nAthey, O. W. (Teacher), 336 East Lombard\nStreet, Portland; Portland High School\nTeachers Association.\nBexell, J. A. (Dean), Department of Com¬\nmerce, Oregon State College, Corvallis;\nOregon State Teachers Association.\nBolland, Nettie Rankin (Ex-officio), 374 East\n39th Street, N., Portland.\nCarleton, E.\nF.\n(Secretary-Treasurer),\nOregon State Teachers Association, Port¬\nland; Oregon State Teachers Association.\nChurchill, Alma (Teacher), 1072 East Sal¬\nmon Street, Portland; Portland Grade\nTeachers Association.\nCorrucinni, Mrs. Katherine (Teacher). Ardenwalk, Milwaukee Branch, Portland;\nPortland Grade Teachers Association.\nDarnall, Mrs. Maud K. (Teacher), 5309 92nd\nStreet, S. E., Portland; Portland Grade\nTeachers Association.\nDoughton, Lois Cheadle (Teacher), Dallas;\nOregon State Teachers Association.\nDoughton, Preston (Principal), Dallas; Ore¬\ngon State Teachers Association.\nFalb, Marie (Teacher), 672 East 60th Street.\nN., Portland; Portland Grade Teachers\nAssociation.\nFitzpatrick, Mrs. F. C. (Teacher), Echo;\nOregon State Teachers Association.\nFitzpatrick, F. C. (Superintendent of\nSchools), Echo; Oregon State Teachers\nAssociation.\nHoward, C. A. (Ex-officio), State Superin¬\ntendent of Public Instruction, Salem.\nLanders, J. S. (President), Oregon Normal\nSchool, Monmouth; Oregon State Teach¬\ners Association.\nMcCabe, Margaret (Teacher), 645 Corona\nAvenue, Portland; Portland Grade Teach¬\ners Association.\nMcLaughlin, Ada (Teacher), Box 176, Route\n12, Milwaukee Branch, Portland; Portland\nGrade Teachers Association.\nRead, Mrs. Anna (Teacher), Portland Hotel,\nPortland; Portland Grade Teachers Asso¬\nciation.\nTowler, Mrs. E. D. (Teacher), Box 913,\nLa Grande; La Grande Department of\nClassroom Teachers.\nTowler, E. D. (Principal), Box 913, La\nGrande; Oregon State Teachers Associa¬\ntion.\nWalker, Mrs. Mary G. (Teacher), Rieth;\nOregon State Teachers Association.\n\nAssociation\n\nWhitney, E. H. (Assistant Superintendent),\nPortland; Oregon State Teachers Associa¬\ntion.\nPENNSYLVANIA\nAkeley, A. P. (County Superintendent),\nCoudersport; Pennsylvania State Educa¬\ntion Association.\nAndes, P. B. (Assistant Superintendent),\nMedia; Delaware County Teachers Insti¬\ntute.\n\nApp, I. D. (County Superintendent), Tele¬\ngraph Building, Harrisburg; Pennsylvania\nState Education Association.\nBaird, Arthur C. (Vice-Principal), 920 East\nEnd Avenue, Pittsburgh; Pennsylvania\nState Education Association.\nBecker, Harvey J. (Principal), 542 West\nBroadway, Red Lion; Pennsylvania State\nEducation Association.\nBentz, M. S. (County Superintendent),\nEbensburg; Pennsylvania State Education\nAssociation.\nBlewitt, Angela G. (Director of Art), 316\nPhelps Street, Scranton; Pennsylvania\nState Education Association.\nBoyer, Martha E. (Teacher), 6420 North\n12th Street, Philadelphia; Pennsylvania\nState Education Association.\nBryan, George A. (Director of Music), 317\nEast Main Street, Carnegie; Pennsylvania\nState Education Association.\n\nDavis, T. S. (County Superintendent), Holli; Pennsylvania State Education\ndaysburgon.\nAssociati\nDerby, Charles H. (Teacher), 209 East 28th\nStreet, Erie; Pennsylvania State Educa¬\ntion Association.\nDouthett, Walter R. (Superintendent of\nSchools), Darby; Pennsylvania State Edu¬\ncation Association.\nEmrey, Miles L. (Supervising Principal),\n6131 Columbia Avenue, Philadelphia; Penn¬\nsylvania State Education Association.\nErnst, Ursula A. (Teacher), 1417 Monroe\nStreet, York; York City Teachers Associa¬\ntion.\nFoster, Charles R. (Ex-officio), President,\nState Teachers College, Indiana.\nFoust, Clement E. (Professor), 7741 Union\nAvenue, Elkins Park; Philadelphia Teach¬\ners Association.\nGarwood, C. H. (Superintendent of Schools),\nte.\ntu\n„ rs„ Insti¬\nHarrisburg; Harrisburg Teache\n\nGoodenough, Martha (Teacher). 806 North\n11th Street, Reading; Pennsylvania State\nEducation Association.\n,\nGray, Jessie (Teacher), 1210 Fillmore Street\ndelphia; Philadelphia Teachers Asso¬\nPhilan.\nciatio\nGreen, C. C. (Superintendent of School?),\nCastle; Pennsylvania State Educa¬\nNew Associa\ntion.\ntion\nHart, John S. (Supervising Principal), 310\n5th Street, Glassport; Pennsylvania State\nEducation Association.\nHeiges, A. Katharine (Teacher), 246 East\nPhiladelphia Street, York; York City\nTeachers Association.\nHoover, C. W. (Supervising Principal), 315\nMarket Street, Lemoyne; Pennsylvania\nState Education Association.\nHorner, M. B. (Principal), 35 Penn Street,\nn; Pennsylvania State Educa¬\nWashingto\ntion\nAssociation.\nKeith, John A. H. (Ex-officio), State Su¬\nburg.\nperintendent of Public Instruction, Harris¬\n\n"}
{"page": 1201, "printed_page": null, "text": "Associations.\n\nRecords\n\nKelley, J. Herbert (Ex-officio), Executive\nSecretary, Pennsylvania State Education\nAssociation, Harrisburg.\nLewis, Victor E. (Supervising Principal),\n185 Green Street, Edwardsville ; Pennsyl¬\nvania State Education Association,\nMcDonough, Mary S. (Teacher),\nStreet, Scranton; Pennsylvania\ncation Association.\n\n439 Phelps\nState Edu¬\n\nMacLaren, Roland T. (Teacher), 685 Fourth\nAvenue, Williamsport; Pennsylvania State\nEducation Association.\nMallory, Elmer G. (Supervising Principal),\nMasontown; Pennsylvania State Educa¬\ntion Association.\nManwiller, Evan H. (Teacher), Stony Creek\nMills, Reading; Berks County Teachers\nAssociation.\nMiller, Helen L. (Teacher), 115 South Queen\nStreet, York; York City Teachers Asso¬\nciation.\nNoonan, Joseph F. (Superintendent of\nSchools), Mahanoy City; Pennsylvania\nState Education Association.\nNorthrup, Robert M. (Assistant Superin¬\ntendent), Court House, Scranton; Penn¬\nsylvania State Education Association.\nOlsen, Anne C. (Teacher), 310 East 27th\nStreet, Erie; Erie Teachers Association.\nPalmer, U. G. (Supervising Principal), 701\nCenter Avenue, Verona; Pennsylvania\nState Education Association.\nParkinson, H. G. (Professor), Pennsylvania\nState College, State College; Pennsyl¬\nvania State Education Association.\nPassmore, Emma\nL. (Teacher), 314 West\nUnion Street, West Chester; Delaware\nCounty Teachers Institute.\nPuderbaugh, J. F. (District Superintendent),\n40 West Main Street, Lock Haven; Penn¬\nsylvania State Education Association.\nRiffle, Ira N. (Superintendent of Schools),\nMcClellandtown ; Pennsylvania State Edu¬\ncation Association.\nSheetz, Kate A. (Teacher), 435 Franklin\nStreet, Palmerton; Palmerton Educational\nAssociation.\nSchillinger, Florence (Teacher), 360 West\n21st Street, Erie; Erie Teachers Associa¬\ntion.\nStudebaker, Mabel (Teacher), 426 East\n10th Street, Erie; Erie Teachers Associa¬\ntion.\nTaylor, F. H. (County Superintendent),\nMontrose; Pennsylvania State Education\nAssociation.\nThomas, A. D. (Superintendent of Schools),\nHazleton; Pennsylvania State Education\nAssociation.\n\nWalker, Maud J. (Teacher), 610 A Forbes\nStreet, Pittsburgh; Pennsylvania State\nEducation Association.\nWallace, S. C. (Assistant Superintendent),\n428 Oakland Avenue, Greensburg; Penn¬\nsylvania State Education Association.\nWebb, E. J. (Supervising Principal), Pinegrove; Pennsylvania State Education As¬\nsociation.\n\nPORTO\n\nRICO\n\nSelles-Sola, G. (President), Porto Rico\nTeachers Association, Box 1166, San Juan;\nPorto Rico Teachers Association.\nVincenty, Nestor I. (Director), Division of\nResearch of Porto Rico, San Juan; Society\nfor the Study of Education.\nVizcarrondo, Francisco (Ex-officio), Assist¬\nant Commissioner of Education, San Juan.\n\nand\n\n1197\n\nInformation\n\nRHODE\n\nISLAND\n\nBacon, Mrs. Agnes M. (Ex-officio), Super¬\nvisor of Americanization, State House,\nProvidence.\nRound, Eda M. (President), High School\nWomens\nAssociation, Providence; Rhode\nIsland Institute of Instruction.\nSOUTH\n\nCAROLINA\n\nCoates, J. P. (Ex-officio), Secretary, South\nCarolina Teachers Association, Columbia.\nCopeland, Mrs. H. A. (Teacher), Clinton;\nLaurens County Teachers Association.\nHope, James H. (Ex-officio), State Superin¬\ntendent of Public Instruction, Columbia.\nMcMaster, Agnes (Teacher), 1429 Laurel\nAvenue, Columbia; South Carolina Teach¬\ners Association.\nSumerel, Mrs. Belle (Teacher), Laurens;\nSouth Carolina Teachers Association.\nThomson, J. W. (Professor), Winthrop Col¬\nlege, Rock Hill; South Carolina Teachers\nAssociation.\nWannamaker, George W. (Ex-officio), Su¬\nperintendent of Schools, St. Matthews.\nWardlow, Patterson (Dean), School of Edu¬\ncation, University of South Carolina, Co¬\nlumbia; South Carolina Teachers Associa¬\ntion.\nWofford, Kate (Ex-officio), County Superin¬\ntendent of Schools, Laurens.\nWright, C. K. (Superintendent of Schools),\nLaurens; Laurens County Teachers Asso¬\nciation.\nSOUTH\n\nDAKOTA\n\nBain, Mary (County Superintendent), Hot\nSprings; South Dakota Education Asso¬\nciation.\nBeard, Mrs. W. P. (Teacher), Pierre; South\nDakota Education Association.\nDavidson, Ruby (Teacher), Pringle; South\nDakota Education Association.\nGiffen, E. C. (Ex-officio), State Superintend¬\nent of Public Instruction, Pierre.\nMills, D. C. (Secretary), Young Citizens\nLeague, Pierre; South Dakota Education\nAssociation.\nMills, Mrs. D. C. (Teacher), Pierre; South\nDakota Education Association.\nTitmarsh, Mrs. Bertha (Teacher), 516 West\n12th Street, Sioux Falls; Sioux Falls Pub¬\nlic School Teachers Association.\nTENNESSEE\nAllensworth, Jennie\nAvenue, Memphis;\nsociation.\n\n(Teacher), 1102 Linden\nMemphis Education As¬\n\nBrowning, L. B. (Teacher), 11 Lindsey Ave¬\nnue, Nashville; Davidson County Teach¬\ners Association.\nCash, Laurie (Principal), 1678 Forrest Ave¬\nA cc Afi Memphis;\npfi on\nnue,\nShelby County Teachers\nConyers, Mrs. K. B. (Teacher), 1005 Pea¬\nbody Street, Memphis; Tennessee State\nTeachers Association.\nGillentine, Mrs. Flora (Teacher), 2117 High¬\nland Avenue, Nashville; Tennessee State\nTeachers Association.\nHarned, P. L. (Ex-officio), State Commis¬\nsioner of Education, Nashville.\nJones, R. L. (Superintendent of Schools),\nMemphis; Tennessee State Teachers Asso¬\nciation.\nMaybry, W. L. (Principal),\nkins Street, Memphis;\nTeachers Association.\n\n375 North Wat¬\nShelby County\n\n"}
{"page": 1202, "printed_page": null, "text": "1 108\n\nNational\n\nEducation\n\nPowers, Sue (County Superintendent), Mem¬\nphis; Shelby County Teachers Association.\nRagsdale, S. L. (Principal), Homes High\nSchool, Memphis; Memphis\nEducation\nAssociation.\nRogers, C. E. (Superintendent of Schools).\nJohnson City; Tennessee State Teachers\nAssociation.\nShepherd, H. P. (Superintendent of Schools),\nKnoxville; Tennessee State Teachers As¬\nsociation.\nSmith, S, L. (Director), Commercial Club\nBuilding, Nashville; Tennessee State\nTeachers Association.\nSpence, Mrs. Eleanor B. (Teacher), Humes\nHigh School, Memphis; Memphis Educa¬\ntion Association.\nWillis, Ida (Teacher), R. F. D. No. 5, Box\n311, Memphis; Memphis Education Asso¬\nciation.\nWoods, Alice (Teacher), Central High\nSchool, Memphis; Memphis\nEducation\nAssociation.\n\nAssociation\n\nMaetze, Pauline (Teacher), 515 Drexel Ave¬\nnue. San Antonio; San Antonio Teachers\nCouncil.\n\nMartin, Mrs. Cora (Professor), University\nof Texas, Austin; Texas State Teachers\nAssociation.\nMiller, B. H. (Superintendent of Schools),\nEagle Pass; Texas State Teachers Asso¬\nciation.\nMock, Lula (Teacher), 1921 Park Avenue,\nDallas ; Dallas Grade Teachers Council.\nRiggs, Charlotte (Teacher), 2107 North\nHaskeH Street, Dallas; Dallas\nGrade\nTeachers Council.\n\nRogers L. W. (Ex-officio), State\nment of Education, Austin.\n\nDepart¬\n\nTaylor, Annie Kate (Teacher), 914\nMar¬\ntinique Street, Dallas; Dallas\nGrade\nteachers Council.\nWilson, Josephine S. (Teacher), 3321 Bev¬\nerly Drive, Dallas; Dallas Grade Teach¬\ners Council.\n\nWinkleman, Alice (Teacher), 5203 Worth\nStreet, Dallas; Dallas Grade Teachers\nCouncil.\n\nTEXAS\nUTAH\nAndrews, Roy\nM.\n(Superintendent of\nSchools), Mexia; Texas State Teachers\nAssociation.\nBastian, Mamie\nnue, Houston;\ntion.\n\n(Principal), 812 Bell Ave¬\nHouston Teachers Associa¬\n\nBryan, Hazel V. (Teacher), 2011 Mac¬\nGregor Street, Houston; Houston Teach¬\ners Association.\nBuck, J. P. (Superintendent of Schools),\nSourlake; Texas State Teachers Associa¬\ntion.\nCaldwell, Rush M. (Teacher), 2527 Ross\nAvenue, Dallas; Dallas High School\nTeachers Association.\nCarlisle, Mary (Teacher), 1906 San Antonio\nStreet, Austin; Texas State Teachers\nAssociation.\nCrisman, Julia (Teacher), 2801 Vickery\nBoulevard, Fort Worth; Texas State\nTeachers Association.\nDawson, Sadie L. (Teacher), 706 East Bluff\nStreet, Fort Worth; Fort Worth Grade\nTeachers Council.\nDulaney, Ollie (Teacher), 802 Pacific\nStreet, Houston; Houston Teachers As¬\nsociation.\nDunlavy, Lena (Teacher), 3432 Meadowbrook Drive, Fort Worth; Texas State\nTeachers Association.\nEllis, R. T. (Executive Secretary), Texas\nState Teachers Association, Fort Worth;\nTexas State Teachers Association.\nFinch, Helen (Teacher), 1010 North Lake\nStreet, Fort Worth; Texas State Teachers\nAssociation.\nFrank, Cynthia (Teacher), 3610 Reiger Ave¬\nnue, Dallas; Dallas High School Teachers\nAssociation.\nGrigsley, Sarah (Teacher), 2508 McKinney\nAvenue, Dallas; Dallas Grade Teachers\nCouncil.\nHoward, Gussie (Teacher),\nAvenue, Houston; Houston\nsociation.\nJames, Mrs. Edna\nStreet, Houston;\nciation.\n\n609 Webster\nTeachers As¬\n\n(Teacher), 1527 Ashland\nHouston Teachers Asso¬\n\nJames, W. A. (Principal), 2327 Avenue M.,\nGalveston; Texas State Teachers Associa¬\ntion.\n\nLaa.s- O. J. (Principal), High School, Plainvine, Texas State Teachers Association.\n\nAllred, Miss Clay (Teacher), 514 Richmond\nApartments, Salt Lake City; Utah Edu¬\ncation Association.\nBallard, O. D. (Principal), Sandy; Utah\nEducation Association.\nBracken, Ida (Teacher), 87 Kimball Apart¬\nments, Salt Lake City; Utah Education\nAssociation.\nBrown, Belva (Teacher), Farr West; Weber\nCounty Teachers Association.\nEvans, C. Ray (Principal), Coalville; Utah\nEducation Association.\nEvatt, Estella (Teacher), Hotel Roberts,\nSalt Lake City; Salt Lake City Teachers\nAssociation.\nFowler, B. A. (Ex-officio), Superintendent,\nWeber County Schools, Ogden.\nFowler, George E. (Principal), Hooper;\nUtah Education Association.\nGarrett, A. O. (Teacher), 791 Ninth Avenue,\nSalt Lake City; Salt Lake City Teachers\nAssociation.\nHinckley, Ellen R. (Teacher), Box Elder\nHigh School, Brigham City; Box Elder\nTeachers Association.\nHinckley, F. A. (Principal), Box Elder\nHigh School, Brigham City; Utah Educa¬\ntion Association.\nNeeley, Mrs. Deta P. (Supervisor), Delta;\nUtah Education Association.\nPatterson, A. C. (Teacher), Grammar School,\nHooper; Davis County Teachers Associa¬\ntion.\nPeterson, Matilda (Supervisor), 223 State\nCapitol, Salt Lake City; Utah Education\nAssociation.\nSmith, C. C. (Principal), Garland; Box\nElder Teachers Association.\nStewart, Mrs. Jennie (Teacher), R. F. D.,\nFarmington; Utah Education Association.\nThurman, Arch M. (Teacher), 1042 Ramona\nAvenue, Salt Lake City; Utah Education\nAssociation.\nVERMONT\nGriswold, Caroline (Vice-Principal), 2\nMather Terrace, Montpelier; Vermont\nState Teachers Association.\nWoodruff, Caroline S. (Ex-officio), Princi¬\npal, State Normal\nTraining School,\nCastleton.\n\n"}
{"page": 1203, "printed_page": null, "text": "Educational\n\nRecords\n\nVIRGINIA\nAdair, Cornelia S. (Ex-officio), 2121 Park\nAvenue, Richmond.\nAnthony, Kate V. (Teacher), 1903 Hanover\nAvenue, Richmond; Virginia Education\nAssociation.\nBarron, Mrs. Ted (Teacher), Amelia; Vir¬\nginia Education Association.\nBurgess, Louise (Teacher), 2412 Grove Ave¬\nnue, Richmond; League of Richmond\nTeachers.\nForbes, Mrs. A. P. (Teacher), 1726 Hanover\nAvenue, Richmond; League of Richmond\nTeachers.\nFox, Leslie (Teacher), Front Royal; Vir¬\nginia Education Association.\nGoode, Isabel P. (Teacher), Aldie; Virginia\nEducation Association.\nHolt, Lucy Mason (Principal), Willoughby;\nNorfolk Teachers Association.\nHouse, Robert W.\n(Superintendent of\nSchools), Prospect; Virginia Education\nAssociation.\nJackson, Flossie (Teacher), Thornton Apart¬\nment, Norfolk; Norfolk Teachers Associa¬\ntion.\nJoynes, Mrs. Edith (Department Head),\n410 West 14th Street, Norfolk; Eastern\nCommercial Teachers Association.\nMeredith, Kate (Teacher), 903 North 35th\nStreet, Richmond; League of Richmond\nTeachers.\nNewton, Robert M. (County Superintend¬\nent), Hampton; Virginia Education Asso¬\nciation.\nParker, Anne V. (Teacher), 2215 Oak Ave¬\nnue, Newport News;\nNewport News\nTeachers Association.\nPoole, Antoinette (Teacher), Thornton\nApartment, Norfolk; Norfolk Teachers\nAssociation.\nPrice, Mary E. (Teacher), 430 Virginia\nAvenue, Norfolk; Norfolk Teachers Asso¬\nciation.\n\nReese, Matylda (Teacher), 118 North Boule¬\nvard, Richmond; Virginia Education As¬\nsociation.\nSaunders, Joseph H. (Ex-officio), Superin¬\ntendent of Schools, Newport News.\nSaunders, Lois (Teacher), Box 165, Bed¬\nford; Virginia Education Association.\nWaddell, Mrs. Elma Meredith (Teacher),\n901 North 35th Street, Richmond; League\nof Richmond Teachers.\nWASHINGTON\nBeach, C. E. (Ex-officio), Superintendent\nof Schools, Auburn.\nBennett, Elizabeth (Teacher), Snoqualmie;\nWashington Education Education Asso¬\nciation.\nBenthien,\n\nEmma\nA. (Teacher), 2514 Grant\nStreet, Bellingham; Bellingham Class¬\nroom Teachers League.\n\nBouser, A. T. (Teacher), High School,\nSpokane High School Teachers\nane;\nciation.\n\nSpok¬\nAsso¬\n\nBrewer, Minnie A. (Teacher), 1736 Belmont\nAvenue, Seattle; Seattle Grade Teachers\nClub.\n\nCampbell, J. M. (Principal), Sedro:Wooley ;\nWashington Education Association.\nDonough, Helen (Teacher), 1736 Belmont\nStreet, Seattle; Seattle Grade Teachers\nClub.\nDriskell, Charlotte (Teacher), South Bend;\nWashington Education Association.\nEkorn, Ida (Teacher), 1514 Bellevue Street,\nSeattle; Seattle Grade Teachers Club.\n\nand\n\nInformation\n\n1199\n\nForsythe, Mell (Teacher), Sands Hotel,\nTacoma; Tacoma Grade Teachers Asso¬\nciation.\nLindaas, Anna (Teacher), 1624\nStreet, Tacoma; Intermediate\nAssociation of Tacoma.\n\nSouth L\nTeachers\n\nMcKenzie, Belle (Teacher), 3706 34th Ave¬\nnue, S. W., Seattle; Seattle High School\nTeachers League.\nMason, Binna (Teacher), South 1309 Ber¬\nnard Street, Spokane; Spokane Grade\nTeachers Association.\nOgden, Mary E. (Teacher), 284 North\nYakima Avenue, Tacoma; Tacoma Grade\nTeachers Association.\nPinkham, Elsa (Teacher), North Central\nHigh School, Spokane; Spokane High\nSchool Teachers Association.\nPrentice, Florence (Teacher), Wintonia\nHotel, Seattle; Seattle Grade Teachers\nAssociation.\nPreston, Mrs. Josephine C. (Ex-officio), Bur¬\nton, Vashon Island, King County.\nRandall, May (Teacher), 804 Summit Ave¬\nnue, Seattle; Washington Education Asso¬\nciation.\nReed, Emily S. (Teacher), 1502 North 41st\nStreet, Seattle; Seattle Grade Teachers\nAssociation.\nShannon, M. Louise (Teacher),\nHotel, Seattle; Seattle Grade\nAssociation.\n\nWintonia\nTeachers\n\nSmith, Martha (Teacher), Kelso; Washing¬\nton Education Association.\nSoules, Jean L. (Teacher), South 109 Wall\nStreet, Spokane; Spokane Grade Teachers\nAssociation.\nStainbrook, Jessie Lou (Teacher), 1606\nBiglow Street, Seattle; Seattle Grade\nTeachers Club.\nThomas, Margaret J. (Teacher), 2036 23rd\nStreet, North, Seattle; Seattle Grade\nTeachers Club.\nVaughn, Nannie (Teacher), West 508 Cleve¬\nland Avenue, Spokane; Spokane Grade\nTeachers Association.\nWarren, G. Martin (Superintendent of\nSchools), Wenatchee; Washington Edu¬\ncation Association.\nZubli, Mrs. May\n(Teacher), Bremerton;\nWashington Education Association.\nWEST\n\nVIRGINIA\n\nBurns, L. W. (Superintendent of Schools),\nMartinsburg; West Virginia State Edu¬\ncation Association.\nCrump,\nWest\ntion.\n\nJames M. (Teacher), Beech Hill;\nVirginia State Education Associa¬\n\nDavis, Mrs. Myrtle (Teacher), Pax; West\nVirginia State Education Association.\nFerguson, Mrs. Roy (Teacher), Oak Hill;\nNew River Valley Round Table.\nGwinn, A. C. (Teacher), Hill Top; West\nVirginia State Education Association.\nHickman, J. H. (Secretary), West Virginia\nState Education Association, Charleston;\nWest Virginia State Education Associa¬\ntion.\nKincaid, Sythia (Teacher), Page; West Vir¬\nginia State Education Association.\nMartin, Lillian (Teacher), Fayetteville;\nNew River Valley Round Table.\nRosier, Joseph (Ex-officio), President, State\nNormal School, Fairmont.\nRust, Mattie A. (Teacher). 308 Lowell\nStreet, Charleston; West Virginia State\nEducation Association.\nShrout, Roy B. (District Superintendent),\nWelch; West Virginia State Education\n> Association.\n\n"}
{"page": 1204, "printed_page": null, "text": "1200\n\nNational\n\nEducation\n\nVan Camp, Mrs. H. L. (Teacher), Glen\nJean; New River Valley Round Table.\nVan Camp, H. L. (District Superintendent),\nGlen Jean; West Virginia State Educa¬\ntion Association.\nWatkeys, Elizabeth (Teacher), Minden;\nWest Virginia State Education Associa¬\ntion.\nWatkeys, Grace (Teacher), Minden; New\nRiver Valley Round Table.\nWilliamson. Mary Ann (Teacher), Twin\nBranch; West Virginia State Education\nAssociation.\n\nAssociation\n\nMcCormick, Elizabeth R. (Ex-officio), T. O.\nHowe School, Superior.\nPalmer, Merle C. (President), Wisconsin\nTeachers Association, Columbus; Wis¬\nconsin Teachers Association.\nPearse, Carroll G. (Ex-officio), 4315 Lisbon\nAvenue, Milwaukee.\nPeasley, Florence (Teacher), 1628 31st\nStreet, Kenosha; Kenosha Teachers Club.\nPotter, Frances (Teacher), 344 Lincoln\nAvenue, Eau Claire; Wisconsin Teachers\nAssociation.\n\n(Teacher), Dodgeville;\nPile,\nsin Alona\nTeachers Association.\n\nWiscon¬\n\nWISCONSIN\n\nSemrau, Agnes (Teacher), 209 West 4th\nA ccnr i atinti\nStreet,\nMarshfield; Wisconsin Teachers\n\nBassford. George (Principal), 723 8th Ave¬\nnue, West, Ashland; Wisconsin Teachers\nAssociation.\nChristiansen, Louise (Teacher), Vocational\nSchool, Sheboygan; Wisconsin Teachers\nAssociation.\nCollar, Arthur L. (Supervisor), Hortonville;\nWisconsin Supervising Teachers Associa¬\ntion.\n\nSimmons, William F. (Principal), 583\nStowell Avenue, Milwaukee; Milwaukee\nPrincipals Association.\nStebbins, Vella (County Superintendent),\nBlack River Falls; Wisconsin Teachers\nAssociation.\n\nDoudna, E. G. (Ex-officio), 2017 Monroe\nStreet, Madison.\nFowler, Lotta B. (Teacher), 733 47th Street,\nMilwaukee; Milwaukee Teachers Associa¬\ntion.\nGardner, Ethel (Vice-Principal), 356 16th\nAvenue, Milwaukee; Wisconsin Teachers\nAssociation.\nGnatzig, Helen (Teacher), Whitewater;\nWisconsin Teachers Association.\nKilburn, H. C. (Principal), 1914 Prospect\nStreet, Racine: Racine Teachers Council.\nLoomis, G. F. (Superintendent of Schools),\nKenosha; Wisconsin Teachers Associa¬\ntion.\nMcCormick, B. E. (Secretary), Wisconsin\nTeachers Association, Madison; Wiscon¬\nsin Teachers Association.\n\nWiechers, Alma\nFayette Avenue,\nCouncil.\n\nM. (Teacher), 612 La\nRacine; Racine Teachers\n\nWYOMING\n\nBrehmer, Louise (Teacher), Sheridan; Wy¬\noming State Teachers Association.\nGordon, Jane (Teacher), Sheridan; Wyo¬\nming State Teachers Association.\nHuffman, Helen (Teacher), Sheridan, Wy¬\noming State Teachers Association.\nMinnie (Teacher), Sheridan;\nMcAdams,\nWyoming State Teachers Association.\nRebecca (Teacher), Sheridan;\nMegown,\nWyoming State Teachers Association.\nNorelius, Elsie (Teacher), Sheridan;\nWyoming State Teachers Association.\n\n"}
{"page": 1205, "printed_page": null, "text": "Associational\n\nTABLE\n\nRecords\n\nand\n\n1201\n\nInformation\n\nOF PUBLICATIONS OF THE NATIONAL\nTION ASSOCIATION 1928-1929\nNumber\nof copies\n\nWhen\npublished\nJOURNAL\nof the National Education Associa¬\n1928\ntion .\nOct.,\nJOURNAL\nof the National Education Associa¬\n1928\ntion .\nNov.,\nJOURNAL\nof the National Education Associa¬\n1928\ntion .\nDec.,\nJOURNAL\nof the National Education Associa¬\ntion .\n1929\nJan.,\nJOURNAL\nof the National Education Associa¬\n1929\ntion .\nFeb.,\nJOURNAL\nof the National Education Associa¬\n1929\ntion .\nMar.,\nJOURNAL\nof the National Education Associa¬\ntion .\n1929\nApr.,\nJOURNAL\nof the National Education Associa¬\n1929\ntion .\nMay,\nJOURNAL\nof the National Education Associa¬\n1929\ntion .\nJune,\nClipsheet of JOURNAL .\nMonthly\nPreprints and Reprints of JOURNAL .\n1929\nVolume of Proceedings .\nSept.,\n1929\nReprint, Proceedings .\nApr.,\n1928\nReprint, Proceedings, Charters and Bylaws .\nNov.,\nFourth Yearbook, Department of Classroom\n1929\nTeachers .\nMay,\nReprint, Department of Classroom Teachers\n1929\nYearbook .\nJune,\nInformation Leaflet, Department of Classroom\n1928\nTeachers .\nSept.,\n1928\nClassroom Teacher Folder .\nOct.,\nSept.,\nNews\nBulletin, Department of Classroom\n1928\nTeachers .\nNews\nBulletin, Department of Classroom\nTeachers .\n1929\nJan.,\nApr.,\nNews\nBulletin, Department of Classroom\nTeachers .\n1929\nEighth Yearbook, Department of Elementary\n1929\nSchool Principals .\nApr.,\nOctober Bulletin, Department of Elementary\n1928\nSchool Principals .\nOct.,\nJanuary Bulletin, Department of Elementary\nSchool Principals .\nJan.,\n1929\nJuly Bulletin, Department of Elementary School\nPrincipals .\nMay,\n1929\nReprint, January Bulletin Department of Ele¬\n1928\nmentary School Principals .\nDec.,\nDepartment of Elementary School Principals\n1928\nLeaflet .\nNov.,\n1928\nResearch Bulletin, Vol. 6, No. 4 .\nSept.,\nResearch Bulletin, Vol. 6, No. 5 .\nNov.,\n1928\n1929\nResearch Bulletin, Vol. 7, No. 1 .\nJan.,\n1929\nResearch Bulletin, Vol. 7, No. 2 .\nFeb.,\nResearch Bulletin, Vol. 7, No. 3 .\nApr.,\n1929\nReprint, Research Bulletin, Vol. 6, No. 3, “Funda¬\nmental Principles of a Teacher Retirement\nSystem” .\nReprint, Research Bulletin, Vol. 6, No. 3, “Why\nA Sound Teacher Retirement System Increases\nSchool Efficiency” .\nLeaflet, “Conference of Secretaries of State\nEducational Associations Concerning State\n\nNov.,\n\nEDUCA¬\n\nNumber\nof pages\nin each\n\nprinted\n190,000\n\n64\n\n12,160,000\npages\n\n190,000\n\n64\n\n12,160,000\n\n190,000\n\n64\n\n12,160,000\n\n200,000\n\n64\n\n12,800,000\n\n165,000\n\n64\n\n10,560,000\n\n165,000\n.\n7\n165,000,250\n\n64\n\n10,560,000\n\n165,000\n\n64\n\n10,560,000\n\n175,000\n5,800\n21,000\n500\n\n10,560,000\n\n9\n64\n18\n2\n\n1,500\n50\n\nOct.,\nNov.,\nEducational Legislation” .\n. . .\nFeb.,\nEducational Research Service Circular No. 8.\nDec.,\nEducational Research Service Circular No. 9. . . . Dec.,\nEducational Research Service Circular No. 10. . .\nEducational Research Service Circular No. 11...\nDec.\nEducational Research Service Circular No. 12. . . Feb.,\nEducational Research Service Circular No. 1 _\nMar.,\nMay,\nEducational Research Service Circular No. 2. . . . Jan.,\nEducational Research Service Circular No. 3.. . . Apr.,\nEducational Research Service Circular No. 4 Educational Research Service Circular, No. 5. . . Feb.,\nEducational Research Service Circular No. 6. . . .\nJune,\nProgram, Cleveland Convention . . .\nPreprint, Department of Superintendence Pro¬\ngram .\nFeb.,\n\n5,000\n5,000\n1.500\n\n20,000\n\n4\n\n6,000\n12,000\n\n4\n\n20,000\n\n400\n\n30,000,000\n448,000\n\n7,000\n65,000\n5.500\n500\n1.500\n20,000\n17,000\n20,000\n20,000\n18,000\n\n64\n\n416,000\n\n64\n\n352,000\n\n18\n8\n50\n36\n44\n58\n68\n\n1,000\n\n1928\n1928\n1928\n\n500\n800\n350\n\n3\n16\n13\n9\n\n400\n1,000\n700\n500\n400\n800\n400\n15,000\n5,000\n\n9,000\n120,000\n1,000,000\n612,000\n880,000\n1,160,000\n1,224,000\n\n4,000\n\n8\n\n1929\n\n20,000\n\n4 i205 '\n\n3,000\n5,000\n75,000\n\n100\n\n4\n4\n\n500\n400\n\n1929\n1929\n1929\n1929\n1929\n\n8,736,250\n42,000\n\n2\n\n1929\n\n1928\n1928\n1929\n1929\n\n52 , 200\n201,600\n\n340,500\n9,000\n\n1928\n1928\n\n11,200,000\n\n227\n\n1,000\nNov.,\n\nnumber of\nTotal 1\n\n4,000\n4,000\n6,400\n1,500\n12,800\n4,550\n9,000\n18,200\n6,000\n2,000\n5,600\n12,800\n\n264\n15\n14\n16\n14\n64\n\n960,000\n5,600\n\n32\n\n160,000\n\n"}
{"page": 1206, "printed_page": null, "text": "1202\n\nNational\n\nTABLE\n\nEducation\n\nOF PUBLICATIONS — Continued\n\nOfficial Report, Department of Superintendence .\nSeventh Yearbook, Department of Superin¬\ntendence .\nDepartment of Superintendence Leaflet .\n\nWhen\nMar.,\npublished\n1929\nDec.,\nSept.,\nSept.,\n\nLeaflet, “Two Notable Yearbooks” .\nPreprint of Presidential Address of F. D. Boynton.\nReprint, Cleveland Address of Edward C. Elliott.\nReprint, Yearbook of Educational Press Asso¬\nciation of America .\n\nMar.,\n\nReprint, Secretary’s Report, Minneapolis .\nProgram, Atlanta Convention .\nSecretary’s Report, Atlanta .\nReprint, Secretary’s Report, Atlanta .\nReprint, Report of Legislative Commission .\nReport of Legislative Commission .\nReport of Committee on Ethics .\nReport of Committee on Propaganda .\nReport of Committee on Retirement Allowances.\nFunction of National Council of Education .\n\nJuly,\n\nAuditors’ Report .\nReport of Budget Committee .\nOfficial Manual .\nList of Life Members .\nReprint, Life Members .\nYearbook, American Association Teachers\nleges .\n\nApr.,\nOct.,\n\nMay,\nJune,\nJuly,\nSept.,\n\nJune,\nJune,\nApr.,\nJune,\nJuly,\nJune,\n\nCol¬\n\nJuly,\nJune,\nJuly,\nApr.,\nOct.,\n\nReprint, “The Need for a Department of Educa¬ Oct.,\ntion as seen by a Business Man” .\nReprint, “A Department of Education Should Be\nOct.,\nCreated” .\nReprint, “Why You Should Support The Educa¬ Sept.,\ntion BUI” .\nDec.,\nEducation Bill Clippings .\nReprint, “Education Has Claim to the Next\nFeb.,\nCabinet Seat” .\nReprint, “How Shall We Secure a Department\nMar.,\nof Education?” .\nReprint, “The Bill to Create a Department of\nEducation” .\nReprint, “How Shall We Secure a Department\nof Education?” .\nJune,\nReprint, “Catechism on New Education Bill”. . .\nReprint, List of Publications .\nOct.,\nReprint, Life Enlistments .\nBooklet of Information .\n.\nOct.,\nReprint, “Teamwork” .\nOct.,\nReprint, “A Study of the Problems of the Pro¬\nfession”..! .\n“Department Enlistment” .\nAug.,\nApr.,\nReprint, “Building a Temple” .\nJan.,\nReprint, “Health Education” .\nApr.,\nReprint, “Are Schools Costing Too Much?” .\nReprint, “A Decade of Achievement” .\nApr.,\nBooklet, “New Styles in Epitaphs” .\nFeb.,\nLeaflet on Salary Tabulations .\nJuly,\nMembership Leaflet .\nBulletin, Department of Rural Education .\nTotal\n\nAssociation\n\n1928\n1928\n1928\n1929\n1929\n1928\n1929\n1929\n1929\n1928\n1929\n1929\n1929\n1929\n1929\n1929\n1929\n1929\n1929\n1929\n1929\n1928\n1928\n1928\n1928\n1928\n1929\n1929\n1929\n\n1928\n1928\n1928\n1929\n1929\n1929\n1929\n1929\n1929\n1929\n\nNumber\nof copies\nprinted\n4,700\n11,000\n10,000\n15,000\n10,000\n200\n\n5,000\n10,000\n7,000\n\nNumber\nof pages\nin each\n300\n\n6,776,000\n80,000\n60,000\n80,000\n\n24\n48\n48\n64\n\n1,600\n120,000\n336,000\n640,000\n240 , 000\n\n28\n16\n48\n16\n\n3,000\n500\n2,500\n1,600\n\n8\n24\n26\n16\n\n1,600\n2,000\n2,700\n\n36\n104\n\n10,000\n\n4\n\n40,000\n\n2\n1\n12\n8\n\n4,000\n125,000\n4,300\n10,000\n3,000\n2,500\n1,000\n\n20,000\n120,000\n4,000\n80,000\n20,000\n120,000\n\n10,000\n\n50,000\n65,000\n145,000\n\n38,400\n4,000\n25,600\n208,000\n\n127,500\n\n4\n\n50,000\n\n65,000\n\n150\n36\n\n5,000\n10,000\n\n72,000\n80,000\n32,000\n98,000\n144,000\n\n97,200\n90,000\n\n2,500\n850\n\n10,000\n4,000\n\nof\n\n6168\n4\n8\n8\n\n1,500\n5,000\n2,000\n3,500\n\n10,000\n\nnumber\n\n1,410,000\npages\n\n5,000\n\n10,000\n\nTotal\n\n124\n\n1\n2\n2\n1\n1\n1721\n4\n12\n16\n16\n\n200\n, 000\n40,000\n241,000\n480,000\n120,000\n50,000\n100,00 0\n130,000\n145,000\n688,000\n125,000\n4,300\n120,000\n12,000\n40,000\n16,000\n163,357,700\n\n"}
{"page": 1207, "printed_page": null, "text": "1203\n\nIndex\n\nINDEX\nAbercrombie, John W.\nA state education\nprogram, 264\nActivities, best conducted in community cen¬\n511. 305; teacher growth through creative,\nters,\nActivity curriculum,\nprocedures which\ncal development,\n437;\n\nsetting\n\nfor,\n\nsupervisors and directors of instruction\n(Mary A. S. Mugan), 805\nAlabama, education program, 267\nAmerican Association of Teachers Colleges,\nlist of institutions accredited by, 836; mem¬\nbership list, 934; department of, 827\nAmerica’s historical opportunity (Howard R.\nDriggs), 102; part in bringing about world\npeace (Josephus Daniels), 36\nAmount and type of differentiation desirable\nin the preparation of rural teachers, The\n(Mabel Carney), 530\nAnderson, John A. College entrance credits\nin commercial subjects — abstract, 332\nAnderson, Logan M.\nThe apprentice school\nof the Lakeside Press — abstract, 595\nApportionment of school funds, suggestions\nfor improving the support of rural schools,\n502; with regard to rural schools, 466\nApprentice school of the Lakeside Press,\nThe — abstract (Logan M. Anderson), 959\nAristocratic ideal of education, 52\nArticulation, colleges and universities, 683 ;\ngeneral principles of educational, 674; grad¬\nuate schools as cause of poor, 681; leader¬\nship and vision essential to, 685; of schools\nwith business, 690; problem of concerned\ngeneral philosophy of education, 61; work\nof the commission on, 667\nArt, appreciation and interpretation of, 386;\nbeauty in American life, 159\nArt of interviewing. The (Mabel C. Lytton),\n371\n\nat work, 428; classroom\npromote desirable physi¬\nknowledge, habits, etc.,\n434;\n\nunity\n\nand\n\ncontinuity\n\nof educational experience, 442; See also,\nCurriculums,# Activity\nActivity curriculum at work, An\n(H. F.\nSrygley), 428\nAddress (Martha M. Berry), 337\nAddress of welcome on behalf of the state of\nGeorgia (L. G. Hardman), 17; on behalf\nof the southeast (M. L. Duggan), 19; on\nbehalf of the city of Atlanta (I. N. Rags¬\ndale), 20; on behalf of the board of edu¬\ncation (George W. Powell), 21; (Clara\nTagg Brewer), 645\nAddress on being introduced to the Depart¬\nment of Superintendence (Uel W. Damkin), 775; (William John Cooper), 776;\n(Frank Cody), 779\nAdjustment, of education to the needs of\nfarm-dwelling people — abstract (Norman\nFrost), 481; to rural industrial change with\nspecial reference to mountain areas — ab¬\nstract (Olive D. Campbell), 484\nAdministration, public school, adult education,\norganization and publicity for, 296; a\ncounty wide plan of supervision, 517; con¬\nflicting ideals of, 62; how provide training\nin service, 621; of activities in a rural com¬\nmunity, 309; relation of in teachers colleges\nto other units of public education in 1950,\n922; research, value of university, to, 728;\nsuggestions for improvement in rural schools,\n501; teacher participation, 350; county, see,\nCounty administration.\nAdministrative activities in a rural Com¬\nmunity School program — abstract. Some\n(Mrs. J. M. Day), 309\nAdventurous America — abstract (L. S. Rugg),\n419\n\nArts\n\nAughinbaugh,\nabstract, 939B. A.\n\nin\n\nthis\n\nvolume\n\nby subject headings,\n\nare\n\nwhich,\n\nlisted\n\nby\n\ncommunication —\n\nBailey, Henry Turner. God’s country for\nall our children — -abstract, 386\nBain, Winifred E.\nClassroom, procedures\nwhich promote desirable physical develop¬\nment, knowledge, habits, attitudes, and\nskills, 437\nBaker, W. B. How the university may help\nin training the nature teacher — abstract, 573\nBalanced program in supervision, A (James\nF. Hosic), 815\nBaldwin, Robert Dodge. Future needs in the\npreparation of rural teachers — abstract, 539\nBall, C. C. Social studies in the San Antonio\njunior high schools — abstract, 638\nBatman, Nancy Miles. Modern tendencies in\nrelation to the social studies — abstract, 636\nBaylor, Adelaide S. New problems in home¬\nmaking education, 947 ; how can home\neconomics education in the United States\nserve democracy ?— abstract, 964\nBeauty in American life (Lorado Taft). 159\nBeck, Cameron. The necessity of coordinating\neducational activities with public affairs,\n690\n\nAggressive program in itinerant teacher train¬\ning, An — abstract (H. G. Kenestrick), 956\nAgricultural education, a view of the program\nof vocational education in, 965; adjustment\nof education to needs of people, 481; in¬\nfluence of upon standards and methods of\ngeneral education, 955; new aspects of\nfarmer training, 949; place of Future\nFarmers of America in training farmers\nof tomorrow, 952; program of itinerant\nteacher training for, 956; supervision in\nas compared to supervision in other sub¬\njects, 954\nAgriculture, equal opportunity and, 167\nAiken, Georgia W.\nTeacher participation\nthrough curriculum revision — abstract, 345\nAims and purposes of the department of\naddresses\n\nVisual\n\nBacon, Agnes M. How are we “getting” the\nadult immigrant? — abstract, 311\nBagley, William C.\nSome\nhandicaps of\ncharacter education in the United States, 763\n\n“getting” the adult immigrant, 311; “hold¬\ning” the immigrant in school, 310; prob¬\nlems for study and research in rural, 304;\nsecondary in the southern states — abstract\n(R. E. Tidwell), 281; success of, 31 ;. sup¬\nport of community activities, 307; training\nfor citizenship, 313\n\n1 All\n\ninstitutions,\n\nAthletics,\nin the teachers college in 1950, 887;\n54\nand forensics — their type, scope, purpose,\nvalue, and administration in 1950 (R. B.\nCousins), 887\nAttendance, adult education, 296, 312\n\nAdvisory control of schools — abstract (Frank\nD. Boynton), 581\nAdult education, activities in community cen¬\nters, 305; as a means of vitalizing and\nenriching American rural life — abstract\n(Olive D. Campbell), 301; Department of,\n277; elementary in the southern states —\nabstract (Elizabeth C. Morriss), 279;\n\nindexed\n\ncolleges, as teacher-training\n\nBelser, Danylu. Problems in supervision —\nabstract, 807\nBennett, O. H.\nFewer and larger village\nand rural high schools — abstract, 523\nBernd, Florence, Training for citizenship\nthrough early European history — abstract,\n640\nBerry, Martha M.\nAddress, 337.\nBerry Schools, 337\ntitles\n\ntogether with\n\nand\n\nby\n\nauthors’\n\nauthors’\n\nnames,\n\nnames.\n\nThe\n\nbook\n\nare set in bold face.\n\nis also\n\n"}
{"page": 1208, "printed_page": null, "text": "1204\nBerry\n399\n\nNational\n\nSchools, a graduate\n\nof.\n\nMy\n\nEducation\n\nlife story,\n\nBest type of governing body for a teachers\ncollege in 1950: official, faculty and stu¬\ndent, or alumni, The (Ralph Noyer), 914\nBirmingham, plan of teaching character edu¬\ncation, 413; character education in school\nof, 628\nBixler, Harold H. Problems of supervisors\nfrom the point of view of the director of\nresearch — abstract, 806\nBlanchard, Ora A. The Girls’ Trades and\nTechnical High School of Milwaukee —\nabstract, 961\nBolland, Nettie Rankin, Teacher participation\nthrough social contacts — abstract, 352\nBogan, William J. Public cooperation in\nschool policies, 148\nBook lists, of science books for youth, 561\nBooks that meet instincts (Hanor A. Webb)\n561\nBoyington, Gladys. The newspaper as a force\nin the changing world — abstract, 639\nBoynton, Frank D.\nAdvisory control of\nschools — abstract, 481; Education: what\nprogram? what price?, 647.\nBrewer, Clara Tagg. Address of welcome, 645\nBrim, Orville G. Teacher growth through\ncreative activity — abstract, 511\nBrogdon, Nettie E. A countywide plan of\nsupervision — abstract, 517\nBryant, Alice G. Lip reading shall not fail —\nabstract, 456\nBroome, Edwin C. Report of the committee\non propaganda — abstract, 204\nBrown, Charles A. Character education, 628\nBrowne, T. E. A state program in vocational\neducation — abstract, 953\nBrueckner, Leo J. Descriptions of instruc¬\ntional practises in the earlier surveys of\nschools and presentation of the second year¬\nbook — abstract, 820\nBuildings, public school, chief concerns with\nfuture building program, 654; three ways\nof paying for school buildings, 659\nBuilding surveys, building mistakes of the\npast, 658\nBurdick, Anna Lalor. The future of partime\neducation — abstract, 950\nBureau of Education, U. S., projects of in\n1928, 256\nBurnett, Marguerite H.\nProblems for study\nand research in adult rural education —\n1929-30, 304\nBurke, Gertrude. Teacher participation in\nadministration — abstract, 350\nBurton, A. C. The professional county super¬\nintendent — abstract, 513\nBurton, W. H. The type, the kind, the amount\nof supervision which elementary principals\nshould know and be able to give, 400\nBusiness education, Department of, 317; See\nalso. Commercial education\nButterworth, Julian E. What the rural school\nhas a right to expect of an institution train¬\ning teachers for rural schools, 746\nBy laws, 996\nCalendar of meetings' of the Association, 1007\nCampbell, Olive D. Adult education as a\nmeans of vitalizing and enriching American\nrural life — abstract, 301; adjustment to\nrural industrial change with special ref¬\nerence to mountain areas — abstract, 484\nCarney, Mabel. The amount and type of\ndifferentiation desirable in the preparation\nof rural teachers, 530\nCass Technical High School of Detroit, The —\nabstract (Benjamin F. Comfort), 958\nCastellani, Maria. What Mussolini has done\nfor modern Italy, 88\n\nAssociation\n\nCastle, Drew W.\nThe manual arts program\nin the Joliet Township High School and\nJunior College — abstract, 968\nCertification, teacher participation through de¬\ntermination of standards, 348\nChallenge, The (Augustus O. Thomas), 96\nChapman, Luella. The problems of the super¬\nvisor of handwriting — abstract, 810\nCharacter education, from standpoint of\nphilosophy of education — abstract (John J.\nTigert), 769; hints from scientific investi¬\n757; in Birmingham schools — ab¬\ngation, (Charles\nstract\nA. Brown f, 628; modern\ntendencies in teaching of, 413; some handi¬\ncaps of, 763\nCharacteristics, of present civilization, 55,\n56; of present generation, 25, 26, 27\nCharters, W. W.\nFunctions of the junior\ncollege, 603\nChase, Harry W. Larger contacts and world\noutlook — abstract, 488\nCherry, Annie M. The supervision of rural\nelementary468.\nschools in the southern states —\nabstract,\nChildren, training of teachers for, 127\nChristensen, Etta O. Modifications in prac¬\ntise teaching in typical teachers college curriculums for meeting the needs of pros¬\npective rural teachers — abstract, 536\nCitizenship education, “getting” the adult\nimmigrant, 311; “holding” the immigrant\nin school, 310; relation of education to\ncitizenship, 783; through early European\nhistory, 640 ; training of adult immigrants\nfor, 313\nCivilization, characteristics of present, 55, 56\nClark, Robert. The professional phase of\nthe teachers college curriculum in 1950,\n861\nClass-size, effect of on college instruction,\n70\nClassroom teachers, Department of, 335; re¬\nport of the president, 354; report of the\nvicepresident, 357; report of the secretary,\n358; report of western section executive\ncommittee member, 360; report of middle\nsection executive committee member, 361 ;\nreport of eastern section executive com¬\nmittee member, 362\nClassroom settings for an activity curric¬\nulum: equipment, its selection, construc¬\ntion, and arrangement (Anne' Holdford),\n434\nClassroom procedures which promote desir¬\nable physical development, knowledge,\nhabits, attitudes, and skills (Winifred E.\nBain), 437\nClark, Marion S. Lip reading in our public\nschool — abstract, 454\nClement, Bess. The library as an integral\npart of elementary school— abstract, 410\nClements, D. M.\nThe place of the Future\nFarmers —\nof abstract.\nAmerica\ntomorrow\n\nin training' farmers\n952\n\nof\n\nClifton, John L.\nOhio’s educational pro¬\ngram, 780\nCooking, Walter D.\nThe necessity of the\nsecondary school curriculum giving added\nemphasis to the Pacific world — abstract,\n609\nCody, Frank. Address on being introduced\nto the department of superintendence, 779\nCollege entrance credits in commercial sub¬\njects — abstract (John A. Anderson), 332\nCollege teaching, effect of class-size on, 70;\nfunction of junior college in improving,\n698; improvement of, 68; teachers college\nefforts to improve, 71; technic of improyement of, 72-76; university efforts to im¬\nprove, 69\nColleges and universities, articulation, 683;\nlast to readjust curriculums, 60\n\n"}
{"page": 1209, "printed_page": null, "text": "1205\n\nIndex\n\nCollege faculty in 1950 — its type, prepara¬\ntion, background, relations, and duties,\nThe (Sheldon E. Davis), 838\nColeman, Mary Channing. Health and Phys¬\nical education needs in the south — ab¬\nstract, 555\nf\nComfort, Benjamin F. The Cass Technical\nHigh School of Detroit — abstract, 958\nCommercial education, college entrance credits\nin commercial subjects, 332; functions of\nthe junior college in, 319; junior college,\n319; new technics in bookkeeping and ac¬\ncounting, 328; new technics in shorthand,\n330; place in secondary education, 319;\nrelative newness in junior colleges, 319;\nsecretary in modern business, 322; tech¬\nnic of junior business training, 327;\nwhither business education?, 324\nCommittees of the N. E. A., list of members\nof, 1928-29, 1020-33\nCommittees, Reports of: appointment of dele¬\ngates and kindred questions, 195; auditing\n(.Dept, of superintendence), 800; budget,\n1122; economic status of the teacher, 1061;\nEthics, 179; executive committee, minutes\nof the meetings of, 1080; international re¬\nlations, 1042; necrology, 1035; lay rela¬\ntions (Dept, of superintendence), 798; Leg¬\nislative, 190; million dollar research fund\n(Dept, of superintendence), 800; propa¬\nganda, 204; Resolutions, 1135; retirement\nallowances, 217; standards and surveys\n(Dept, of teachers colleges), 901; tenure,\nCommunity activities, support of, 307\n^ 1061\nCommunity\nand school, education of child\nand community through health education,\n547\nCommunity centers, activities best conducted\nin, 305\nConsolidation of schools, advantages of, 528;\ncountywide plan of consolidation and or¬\nganization, 520; fewer and larger rural\nhigh schools, 523; in the south, 478;\nNorth Carolina state law for countywide\nplan of, 521; reference to Ohio school\nlaws, 524-25; Wayne county, N. C., plan\nof, 522\nControl, advisory control of schools, 581\nConvincing the public — abstract (Willie\nLawson), 297\nCooley, Robert L. The Milwaukee Voca¬\ntional School — abstract, 963\nCooper, William John. Education for a new\nAmerica, 24; Who shall say what the na¬\ntion may expect of American schools?, 250:\nSome\nsuggestions for improving rural\nschool administration and support, 501;\nAddress on being introduced to the de¬\npartment of superintendence, 776\nCooperation of a teachers college with its\ngraduates and its responsibility for their\nsuccess in 1950, The (L. O. McAfee), 882\nContributions of a conservative province to\na\nprogressive nation — abstract (Edwin\nMims), 480\nContribution of the south to rural education,\nThe — abstract (Chari Ormond Williams),\n477\nCorrelation of school subjects, integrated\nidea of education, 443 ; demonstrated _ in\nschool organization and teacher training,\n444\nCost and expenditures, education, what price?\n647 ; how finance education in view of in¬\ncreasing costs, 661; how secure an ade¬\nquate budget for teachers colleges in 1950,\n928; increasing, 652; in school building\nprograms, 659; junior colleges cheapest\nform of higher education, 605; various\nplans for financing building programs, 659\nCounts, George S. Selection as a function\n\nof American secondary education, 596\nCounty administration, a countywide plan of\nsupervision, 517; countywide plan of con¬\nsolidation and organization of schools, 520;\ncounty survey, 525\nCounty superintendent, a county survey, 525;\nrequirements of a professional county su¬\nperintendent, 513\nCounty survey, The (Kate Wofford), 525\nCounty unit plan, 478\nCountywide plan of consolidation and or¬\nganization of schools — abstract (J. T.\nJerome), 520; of supervision, A — abstract\n(Nettie E. Brogdon), 517\nCousins, R. B.\nAthletics and forensics:\ntheir type, scope, purpose, value, and ad¬\nministration in 1950, 887\nCraigo, R. T. The William Hood Dunwoodv\nIndustrial\nstract,\n960 Institute of Minneapolis— ab¬\nCreative activities, criteria of teacher guid¬\nance in creative use of play materials, 441\nCreative education, 59\nCritic teachers, state university, who nomi¬\nnates them, 627; who hires them, 627; who\npays them, 627\nCulture and cultural values, poverty in cul¬\ntural resortrces of North Carolina moun¬\ntaineers, 485\nCurriculums, activity, 427; an activity cur¬\nriculum at work, 428; classroom setting\nfor activity, 434; criticisms, 650; demand\nfor new subjectmatter, 59; five stages of\ndevelopment of public school, 60; growth\nof since 1775, 649; how high schools may\ndetermine college entrance requirements,\n613; in high-school science, The— abstract\n(Francis D. Curtis), 561; making in the\nfield, 623; necessity of secondary school\ngiving added emphasis to the Pacific\nworld, 609; of teachers colleges in the\nfuture, 859; place of safety education in,\n557; predicted changes in teachers college\nby 1950, 867; professional phase of teach¬\ners college in 1950, 861; project, 59; re¬\nvision of through teacher participation,\n345; teacher participation in construction\nof, 824; thought to be settled, 58; world\npeace, 236\nCurtis, Francis D. The curriculum in highschool science — abstract, 561\nCutright, Prudence. Teacher participation in\ncurriculum construction— abstract, 824\nDaniels, Josephus. America’s part in bring¬\ning about world peace, 36\nDavidson, William M.\nReport of legislative\ncommission — abstract, 190\nDavis, Sheldon E. The college faculty in\n1950 — its type, preparation, background,\nrelations, and duties, 838\nDay, Mrs. J. M.\nSome administrative ac¬\ntivities in a rural community school pro¬\ngram — abstract, 309\nDeafness. See. Hard of hearing, lip reading\nDeans of women, art of interviewing, 371;\na study of backgrounds of students in\nstate teachers colleges, 379; a study of\npersonal backgrounds of students, 379;\nDepartment of, 369; what the dean lives\nby, 378in educational system, 31-35\nDefects\nDeGalen, Frederick S. The philosophy of\nfees — abstract, 287\nDeming, Robert C. Federal aspects of and\nresponsibilities in the reduction of illiter¬\nacy and training for citizenship — abstract,\n284; How are we “training” adult immi¬\ngrants for intelligent citizenship? — abstract,\n313\nDemocracy in education — abstract\nMorris), 528\nDemocratic ideal of education, 52\n\n(George\n\n"}
{"page": 1210, "printed_page": null, "text": "1206\n\nNational\n\nEducation\n\nDepartmental plan, zero hour of head of de¬\npartment, 616; opportunity for head of de¬\npartment to supervise, 618\nDepartment of education, federal, address on,\n111; necessity for, 117; objections to, 118\nDepartments of education, state, progress in\nsupervision of rural schools, 504; research\nfunctions of, 723\nDepartment of supervisors and directors of\ninstruction, aims and purposes, 805\nDepartments, Reports of meetings of: adult\neducation, 314; classroom teachers, 364;\ndeans of women, 388; elementary school\nprincipals, 422; lip reading, 461; rural edu¬\ncation, 540; school health and physical\neducation, 558; science instruction, 577;\nsocial studies, 641; superintendence, 791;\nsupervisors and directors of instruction,\n825\nDescriptions of instructional practises in the\nearlier surveys of schools and presenta¬\ntion of the second yearbook — abstract (Leo\nJ. Brueckner), 820\nDewey, John. General principles of educa¬\ntional articulation, 674\nDiscipline, school, old idea of, 57\nDowling, Thomas I. Special experience in\nteaching nature — abstract, 568\nDozier, Katherine. The esthetic value of\nphysical education — abstract, 550; Support\nof community activities — abstract, 307\nDriggs, Howard R. America’s historical op¬\nportunity, 102\nDuggan, M. L. Address of welcome on be¬\nhalf of the southeast, 19\nDunkle, John L. Standards in 1950 for selec¬\ntion and graduation of students in the\nteachers colleges and for the success and\nprofessional growth of the graduates who\nare to continue teaching, 892\nDunn, Fannie W. Retardation and promotion\n— abstract, 528\nEdmonson, J. B. The principal’s program\nfor training pupils in habits of study —\nabstract, 585\nEducation, American, major objectives of,\n253; creative, 59; in Italy, 91-93 ; pro¬\nfessional, of educators, 244; progress of\nnegro education in the south, 107; the\naristocratic and democratic ideals of, 52\nEducational experiments, measuring outcomes\nof, 30\nEducational interpretation, and the printed\nword — abstract (Joy Elmer Morgan), 259\nEducational program, formulation of, 29\nEducational progress in 1928 — abstract (John\nJ. Tigert), 254\nEducational system, defects in, 31-35\nEducation, and the higher human values\n(Francis J. McConnell), 154; as an invest¬\nment (George A. Selke), 504; Bill, The,\naddress on, 111, question of and how to\nsettle, 65, 66, 67; for a new America\n(William John Cooper), 24; for a new\nworld: the best beginning with young chil¬\ndren, 427; for leisure — abstract (James E.\nRogers), 545; for world friendship and\nunderstanding — abstract (Henry\nLester\nSmith), 231; of the child and community\nthrough health education — abstract (Willis\nA. Sutton), 547; what program? what\nprice? (Frank D. Boynton), 647\nEisner, Miriam D. Report of western sec¬\ntion committee member (Dept, of classroom\nteachers), 360\nEldredge, A. C. The improvement of prac¬\ntise in the junior high schools — abstract,\n619\nElementary education, difficulties faced by,\n30; see also elementary school\nElementary school, first problem of principal\nof, 400; first to readjust curriculum, 60;\nlibrary as an integral part of, 410; looks\n\nAssociation\n\nforward,\n\nThe\n\n(Effie\n\nMacGregor),\n\n140;\n\nmuseum, 403; opportunities of the prin¬\ncipal of, 407; part principal must play in\nrealizing purpose of, 405; place of garden\nin nature education of, 566; principal as a\nperson, 397; principal of as supervisor,\n415, 420; supervision of fural, 468\nElementary school principals, Department of,\n391; as a supervisor, The — abstract (Lois\nCoffey Mossman), 415\nElliott, Edward C. The problems of articula¬\ntion as seen by the colleges and professional\nschools, 683\nElson, S. R. Organization\nabstract, 295\n\nand\n\nattendance —\n\nEntrance requirements, credits in commercial\nsubjects, 332; how high schools may de¬\ntermine college, 613\nEqualization, educational, 663-6;\nfederal appropriation, 253\n\nbasis\n\nfor\n\nEqual opportunity and agriculture (Arthur\nM. Hyde), 167\nEsperanto, used at Geneva, 977\nEsthetic value of physical education, The — abstract (Katherine Dozier), 550\nEuropean schools, “externa” and “interna”\nof, 66\nEvenden, E. S. Predicted changes in the\ncurriculums of teachers colleges by 1950\nas shown by the experiences of the com¬\nmittee on standards and surveys, 867\nExamples of scientific procedure in super¬\nvision — abstract (Charles H. Judd), 583\nExperimental schools, teachers colleges as\ncenters of, 875\nExperimentation in rural schools under uni¬\nversity supervision (C. C. McCracken),\n498\n“Externa” of European schools, 66\nFacts and fancies in secondary education.\nSome (M. R. Trabue), 612\nFahey, Sarah H. Report of eastern section\nexecutive committee member\n(Dept, of\nclassroom teachers), 362\nFair, Eugene. Student and alumni participa¬\ntion in the organization and administration\nof teachers colleges in 1950, 898\nFavrot, Leo M.\nNegro education in the\nsouth — abstract, 472\nFederal aspects of and responsibilities in the\nreduction of illiteracy and training for\ncitizenship — abstract (Robert C. Deming),\n284\nFederal government,\n111, 252\n\nrelation\n\nof to education,\n\nFetterolf, H. C. The supervision in agricul¬\ntural education as compared to the super¬\nvision in general education — abstract, 954\nFewer and larger village and rural high\nschools — abstract (O. H. Bennett), 523\nFinance, public school, of rural schools, 465;\nthree plans for financing building pro¬\ngrams, 659; see also, costs and expendi¬\ntures\nFinancial\n\nsupport\n\nof public\n\neducation,\n\nwith\n\nspecial reference to rural areas, The- — ab¬\nstract (R. E. Tidwell), 465\nFinding the hard of hearing child — abstract\n(Knibloe P. Royce), 459\nFinney, Ross L. The professional education\nof educators — abstract, 244\nFolk school, John C. Campbell, 484\nForeign education, progress of in 1928, 254\nForensics, in the teachers college in 1950, 887\nFrost, Norman. Adjustment of education to\nthe\nof farm-dwelling people — ab¬\nstract,needs\n481\nFunction, of the junior college, 320, and\n(W. W. Charters) 603; and value of a\npublic school research bureau (W. W.\nTheisen), 716; of the National Council of\nEducation, 237\n\n"}
{"page": 1211, "printed_page": null, "text": "1207\n\nIndex\n\nFunctional organization and research (M. R.\nKeyworth), 696\nFuture need in the preparation of rural\nteachers — abstract (Robert Dodge Bald¬\nwin), 539\nFuture of partime education, The — abstract\n(Anna Lalor Burdick), 950\nFuture vocational education for preparing\nchildren for the duties and obligations of\nthe world ahead of them (J. C. Wright),\n77\nGage, Lucy. The south’s interest in kinder¬\ngarten-primary education, 121\nGeneral Education Board, 473; and negro\neducation, 108\nGeneral principles of educational articula¬\ntion (John Dewey), 674\nGeneva conference of the World Federation\nof Education Associations,\nson Ryan, Jr.), 977\n\nThe\n\n(W.\n\nCar-\n\nGirls’ Trades and Technical High School of\nMilwaukee, The — abstract (Ora A. Blan¬\nchard), 961\nGist, Arthur S. Next steps in supervision —\nfrom the standpoint of the elementary\nschool principal — abstract, 814\nGod’s country for all our children — abstract\n(Henry Turner Bailey), 386\nGoodrich, Bessie Bacon. The principal as a\nperson — abstract, 397\nGrades, scholarship, no definite meaning, 615\nGraduate schools, as a cause of bad articula¬\ntion, 681\nGraves, Frank Pierrepont. What a teacher\nshould expect from the school engaging\nhis services, 753\nGregory, George. The manual arts program\nin Duluth — abstract, 969\nGroup versus grade class organization (Helen\nHeffeman), 491\nGuidance function, and commercial education\nin the junior college, 321\nGuiding the deafened child vocationally — ab¬\nstract (Estelle E. Samuelson), 452\nGwinn, Joseph Marr. Our chief concern with\nthe future school building program, 654\nHaggerty, M. E. Whither the teachers col¬\nleges in the academic world?, 849\nHahn, Julia Letheld. Next steps in super¬\nvision — from the standpoint of the elemen¬\ntary supervisor — abstract, 813\nHale, Florence. The participation of the\nrural school teacher in determining the\nrural school curriculum — abstract, 353\nHamack, Frank H. The secretary in modern\nbusiness, 322\nHandicaps of character education in the\nUnited States, Some (William C. Bagley), 763\nHandwriting, problems of supervisor of, 810\nHardman, L. G. Address of welcome on be¬\nhalf of the state of Georgia, 17\nHard of hearing, finding the hard of hearing\nchild, 459; guiding the deafened child vo¬\ncationally, 452; lip reading in our public\nschools, 454; lip reading opens a new\nworld to, 457; lip reading shall not fail\n456; needs of, 451\nHarman, J. L. Whither business education? —\nabstract, 324\nHarris, Ben E. New problems in trade and\nindustrial education programs — abstract,\n948\nHartwell, Ernest C. What a superintendent\nhas a right to expect of an institution\ntraining teachers for the elementary\nschools, 735\nHealth education, advantages of health stand¬\nards, 554; and physical education needs in\nthe south— abstract (Mary Channing Cole¬\nman), 555; problems in school, 553\nHealth trends — abstract (Ethel Perrin), 552\n\nHeffernan, Helen. Group\norganizations, 491\n\nversus\n\ngrade\n\nclass\n\nHeyl, Helen Hay.\nInitiating projects in\nrural supervision from standpoint of state\nsupervisor of rural schools — abstract, 508\nHigbie, E. C. Post-graduation responsibilities\nof a teachers college — abstract, 496\nHigh schools, fewer and larger rural, 523;\nprogress of in 1928, 255; science in cur¬\nriculum of, 561; see also. Secondary edu¬\ncation\nHigher education, spread by junior college,\n604\nHints from scientific investigations as to\ncharacter training, Some (William F. Rus¬\nsell), 757\nHistory, America’s historical opportunity,\n102; new interest in teaching of Hispanic\nAmerican, 635; see also. Social studies.\nHoldford, Anne. Classroom setting for an\nactivity curriculum; equipment, its selec¬\ntion, construction, and arrangement, 434\nHollinger, John A. The use of stereographs\nand stereopticon slides in classroom teach¬\ning — abstract, 940\nHome economics education, how can it serve\ndemocracy?, 964; new problems in home¬\nmaking education, 947\nHoover, Herbert. Quoted, 26, 28, 120, 174\nHorton, Sarah M.\nOre part the principal\nmust play in any realization of the pur¬\npose of the school — abstract, 405\nHosic, James F. A balanced program in su¬\npervision, 815; The technic of democratic\nleadership — abstract, 393\nHow an educational museum will help the\nprincipal and his school — abstract (Amelia\nMeissner), 403\nHow are we “getting” the adult immigrant? —\nabstract (Agnes M. Bacon), 311\nHow are we “holding” the adult immigrant? —\n— abstract (Caroline A. Whipple), 310\nHow are we “training” adult immigrants for\nintelligent citizenship? — abstract (Robert\nC. Deming), 313\nHow can home economics education in the\nUnited States serve democracy? — abstract\n(Adelaide S. Baylor), 964\nHow is education to be financed in view of\nthe increasing cost? (George D. Strayer),\n661\nHow much money is a board of education\njustified in spending on adult education?\n— And what types of work may a board\nof education justifiably undertake ?— ^ab¬\nstract (George E. Smith), 289\nHow provide creative teachers? — abstract (A.\nG. Yawberg), 516\nHow shall a scientific and adequate budget\nfor a teachers college be determined and\nsecured in 1950? (Rainey T. Wells), 928\nHow the university may help in training the\nnature teacher — abstract (W. B. Baker),\n573\nHubert, Maude Douglas. Lip reading opens\na new world to the hard of hearing adult\n— abstract, 457\n\nHunter, Eula F. Report of middle section\n(Dept, of\nexecutive committee member\non be¬\nResponse\n361;\n,\nteachers)\nclassroom\nhalf of the teachers of America, 22\nEqual opportunity and\nHyde, Arthur M.\nagriculture, 167\nIlliteracy, in the south, 479; of negroes in\nthe south, 476\nImmigrants, “getting” the adult, 311; “hold¬\ning” the adult immigrant in school, 310;\ntraining for citizenship, 313\nImportant elements in training teachers of\nyoung children, Some (M. R. Trabue), 127\nent of 68college teaching. The (Shel¬\nImprovem\nton Phelps),\n\n"}
{"page": 1212, "printed_page": null, "text": "1208\n\nNational\n\nEducation\n\nImprovement of practise in the junior high\nschools — abstract (A. C. Eldredge), 619\nIncome and receipts, public schools, Alabama,\n268\nIndividual instruction, in secondary education.\n< 594; individual instruction (Mary D.\nPierce), 494\nIndustrial education, apprentice school of\nLakeside Press, 959; Cass Technical High\nSchool of Detroit, 958; new features in\nprograms of, 948; William Hood Dunwoody Industrial Institute of Minneapolis,\n960\nIndustry and education, parallel growth of,\n598-601\nInfluence of agricultural education upon\nstandards and methods of general educa¬\ntion — abstract (W. H. Lancelot), 955\nInitiating projects in rural supervision from\nstandpoint of state supervisor of rural\nschools — abstract (Helen Hay Heyl), 508\nIntegration of studies. See, correlation of\nschool subjects.\nInter-American Conference on Education, 973\n“Interna” of European schools, 66\nInterpretation, educational, and the printed\nword, 259; qualifications of specialist in,\n261-2; social significance of, 261\nInterpretative study of the personal back¬\nground of students in state teachers colleges\nas\n379 a basis for determining factors for in¬\n#\nstitutional\nlife, An (M. Ledge Moffett),\nInterviewing, the art of, 371\nItalian education, 91-93\nJeanes fund, 473\nJerome, J. T. Countywide plan of consolida¬\ntion and organization of schools — abstract,\n520\nJones, Lloyd L. The technic of junior busi¬\nness training — abstract, 327\nJoynes, Edith B. Annual report of the presi¬\ndent (Dept, of classroom teachers), 354\nJudd, Charles H. Examples of scientific pro¬\ncedure in supervision — abstract, 583; teach¬\ners colleges as centers of progressive edu¬\ncation, 875\nJunior High Schools, improvement of practise\nin, 619\nJunior college, as means of spreading col¬\nlegiate education, 604; business education —\nabstract (Harold G. Shields), 319; cheapest\nform of higher education, 605; commercial\neducation in, 319; cultural function, 607;\ncurriculum research function of, 608; func¬\ntion in improving college teaching, 608;\nfunction of in improving scholarship of\nprivate women’s colleges, 604; function\nin providing terminal education, 606; func¬\ntions of, 603; functions of, 320; guidance\nfunction for business education, 321;\nmunicipal, 605; popularizing function of,\n320; preparatory function for business edu¬\ncation, 321; preparatory function of, 603\nKenestrick, H. G. An aggressive program in\nitinerant teacher training — abstract, 956\nKeyworth, M. R. Functional organization and\nresearch, 696\nKillius, James. Some selected manual arts\nprograms — the Johnstown program — abstract,\nKindergarten-primary education. Department\n.966 425; in Mississippi, 125; the south’s\n,interest\nof,\nin, 121\nLamkin, Uel W.\nAddress on being intro¬\nduced to the department of superintendence,\n775\nLancelot, W. H.\nInfluence of agricultural\neducation upon standards and methods of\ngeneral education — abstract, 955\nLanguage, as an instrument of selection, 593\nLarger contacts and world outlook — abstract\n(Harry W. Chase), 488\n\nAssociation\n\nLatham, O. R. The training school faculty\nin 1950 — its type, preparation, background,\nrelations, and duties, 841\nLawson,\nConvincing the public — ab¬\nstract, Willie.\n297\nLegislation, teacher retirement, affecting cities,\n226; in certain states, 222; in certain\nterritories, 227\nLegislatures, state, function of in dealing with\npropaganda, 212\nLeisure, physical education for, 545\nLibrary, as an integral part of elementary\nschool (Bess Clement), 410; facilities for\nteacher-training institutions (George W.\nRosenlof), 908; list of science books for\nj^outh, 561; service and adult education in\nthe south — abstract (Charlotte Templeton),\n282; traveling, 404.\nLip reading, Department of, 448; in our public\nschools — abstract (Marion S. Clark), 454;\nopens a new world to the hard of hearing\nadult — abstract (Maude Douglas Hubert),\n457; shall not fail — abstract (Alice G.\nBryant), 456. See also, Hard of hearing\n348 Daisy. Teacher participation — abstract,\nLord,\nLunak, C. J. Publicity\nice — abstract, 293\nLytton, Mabel C. The\n\nfor community\n\nserv¬\n\nart of interviewing,\n\n371\nMacGregor, Effie. The elementary school\nlooks forward, 140\nMacVay, Anna P. Vergil, prophet of a new\nworld, 78\nManual arts program in Cleveland, The — ab¬\nstract (William E. Roberts), 971; in Duluth,\nThe — abstract (George Gregory), 969; in\nIndianapolis— abstract (Harry E. Wood),\n970; in . Johnstown, Pa., 966; in the Joliet\nTownship High School and Junior College\n— abstract (Drew W. Castle), 968\nMcAfee, L. O. The cooperation of a teachers\ncollege with its graduates and its responsi¬\nbility for their success in 1950, 882\nMcConnell, Francis J. Education and the\nhigher human values, 154\nMcCracken, C. C. Experimentation in rural\nschools under university supervision, 498\nMcKenny, Charles. Predicted changes in\nfaculty standards by 1950 as shown by the\nexperience of the committee on accrediting\nand classification, 844\nMcNutt, Paul V. The relation of education\nto citizenship, 783\nMeek, Charles S. What a superintendent\nhas a right to expect of an institution\ntraining teachers for secondary schools,\n740\nMeissner, Amelia.\nHow\nan educational\nmuseum will help the principal and his\nschool — abstract, 403\nMembership of the N. E. A., 1151\nMilwaukee Vocational School, The — abstract\n(Robert L. Cooley), 973\nMeredith, Albert Barrett. The relation which\nthe administration of the teachers college\nshall have to the administration of other\nunits of public education and to the whole\nadministration of public education in 1950,\n922\nMiller, Henry P. The zero hour of the head\nof department, 616\nMims, Edwin. Contributions of a conservative\n480\nprovince to a progressive nation — abstract,\nMission boards, and negro education, 107\nMississippi, kindergarten education in, 125\nMock, Lulu. Teacher participation through\ncontacts — abstract, 346\nModern tendencies in relation to the social\nstudies — abstract (Nancy Miles Batman),\n646; in the teaching of character education.\nSome — abstract (N. H. Price), 413\n\n"}
{"page": 1213, "printed_page": null, "text": "1209\n\nIndex\n\nModifications in practise teaching in typical\nteachers college curriculums for meeting the\nneeds, of prospective rural teachers — ab¬\nstract (Etta O. Christensen), 536; of pro¬\nspective rural teachers in the courses offered\n— abstract (Thomas J. Smart), 533\nMoffett. M. Ledge. An interpretative study\nof the personal background of students in\nstate teachers colleges as a basis for de¬\ntermining factors for institutional life, 379\nMontgomery, J. H. What activities are best\nconducted in community centers? — abstract,\n305\nMorgan, Joy Elmer. Educational interpreta¬\ntion and the printed word — abstract, 259\nMorgan, W. P. Teacher training for a new\nworld, 42\nMorris, George. Democracy in education —\nabstract, 528\nMorrison, J. Cayce. The research function\nof state education departments, 723\nMorriss, Elizabeth C. Adult elementary edu¬\ncation in the southern states — abstract, 279\nMossman, Lois Coffey. The elementary princi¬\npal as a supervisor — abstract, 405; Teacher\nparticination — abstract, 343\nMoton, Robert R. Progress in negro educa¬\ntion in the south, 107\nMountain schools, adjustment to rural in¬\ndustrial changes, 484; economic poverty of,\n484\nMugan, Mary A. S. Aims and purposes of\nthe department of supervisors and directors\nof instruction, 805\nMuir, Sarah T. Final report of the com¬\nmittee on ethics of the profession — ab¬\nstract, 179\nMuseums, educational, 403\nMusic supervisors, problems of, 812\nMussolini, what he has done for modern\nItaly, 88\nMy\nlife story (Graduate of the Rerry\nschools), 339\nNational Council of Education, The, 229; func¬\ntion of, 237\nNature education in Kentucky — abstract\n(Emilie Yunker), 572\nNature study, How the university may help\nin training the teacher of, 573; in Ken¬\ntucky, 572; in Parker, S. C., school district,\n568; place of school garden in, 566;\n“Reasonover” camp for teachers of, 569;\nrequirements of the successful teacher of,\n573; special experience in teaching, 568\nNecessity of coordinating educational activities\nwith public affairs, The (Cameron Beck),\n690; of the secondary school curriculum\ngiving added emphasis to the Pacific world\n— abstract (Walter D. Cocking), 609\nNeed of improving integration of certain basic\nideals and practises in American life and\neducation, The (John W. Withers), 52\nNeeds of the hard of hearing, The — abstract\n(Hugh Grant Rowell), 451\nNegro education, assisted by Rosenwald fund,\n109; assistance rendered by General Edu¬\ncation Board in, 108, 473; in the south —\nabstract (Leo M. Favrot), 472; Jeanes\nfund, 473; part of mission boards in, 107;\nprogress of the south in, 107; Rosenwald\nfund, 474; Slater fund, 473\nNew\naspects of farmer training — abstract\n(John T. Wheeler), 949\nNew features in trade and industrial edu¬\ncation programs — abstract (B. E. Harris),\n948\nNew interest in the teaching and study of\nHispanic-American history — abstract (A.\nCurtis Wilgus), 635\nNew problems in homemaking education — ab¬\nstract (Adelaide S. Baylor), 949\n\nNew technics in bookkeeping and accounting —\nabstract (C. M. Yoder), 328\nNew technics in shorthand — abstract (Addie\nSteinheimer), 330\nNew world for the hard of hearing, A (Hugh\nGrant Rowell), 135\nNewspaper as a force in the changing world,\nThe — abstract (Gladys Boyington), 639\nNext steps in supervision — from the stand¬\npoint of the elementary school principal —\nabstract (Arthur S. Gist), 814; from the\nstandpoint of the elementary supervisor —\nabstract (Julia Letheld Hahn), 813; from\nthe standpoint of the supervisor of rural\nschools — abstract (I. Jewell Simpson), 814\nNormal schools and teachers colleges. See\nTeachers colleges\nNorton,\nJohn K. The function of the Na¬\n237\ntional Council of Education of the N. E. A.,\nNoyer, Ralph. The best type of governing\nbody for a teachers college in 1950: official,\nfaculty and student, or alumni, 914\nOfficers, 1928-29. 1009; 1929-30, 1014\nOhio’s educational program (JohnL- Clifton),\n780\nOne part the principal must play in any\nrealization of the purpose of the school —\nabstract (Sarah M. Horton), 405\nOpportunities of the elementary principal as\nsupervisor in forwarding education today\nfrom— -abstract,\nthe superintendent’s\nThe\n407\n\npoint\n\nof\n\nview,\n\nOrganization and attendance — abstract (S. R.\nElson), 295\nOrganization of schools. See, Administration;\ncounty administration\nOur chief concerns with the future school\nbuilding program (Joseph Marr Gwinn),\n654\nOrganizing a rural community school based\non nine years’ experience in Buncombe\ncounty, North Carolina — abstract (Maud\nWorley), 298\nOutline, of Parker District nature study\ncourse, 570\nPar nt-Teacher Association as a medium of\nadult education in the rural community,\nThe abstract (Etta J. Wilson), 299\nParker, Beryl. Unity and continuity of edu¬\ncational experience— home, nursery school,\nkindergarten, and elementary grades, 442.\nParkinson, B. L. The preparation of junior\nand senior high-school teachers of history\nand the other social studies in Alabama — ab¬\nstract, 636\nParrott, Hattie S. Problems of supervisors\nas seen by the county supervisor of rural\nschools — abstract, 809\nParticipation of the rural school teacher in\ndetermining the rural school curriculum,\nThe — abstract (Florence Hale), 353\nPartime education, the future of, 950\nPeace, America’s part in bringing about world\npeace, 36;and\nteachers’\npart See,\nin, 101-2;\ninter¬\nnational,\neducation,\nworld peace\nand education\nPensions and retirement systems, now in effect,\n\n220\n\nPerrin, Ethel. Health trends — abstract, 552\nPersonality, individual, to need better develop¬\nment of in school of tomorrow, 34; of the\nelementary school principal, 397\nPhelps,\nShelton.\nThe improvement of college\nteaching,\n68\nPhilosophy, of character education, 769; of\nfees, in adult education — abstract (Frederick\nS. DeGalan), 287\nPhysical education, education for leisure, 545;\neducation of child and community through,\n547; esthetic value of, 550; health trends,\n552; needs in the south, 555; place of\n\n"}
{"page": 1214, "printed_page": null, "text": "• 1210\n\nsafety education\neducation\n\nNational\n\nin, 557;\n\nSee\n\nEducation\n\nalso, Health\n\nPierce, Mary D. Individual instruction, 494\nPlace of safety education in the program of\nphysical education in the schools, The —\nabstract (Herbert J. Stack), 557; of the\nFuture Farmers of America in training\nfarmers of tomorrow, The — abstract (D. M.\nClements) 952; of the garden in nature\neducation, The— abstract (David A. Ward),\n566\nPlay, supervised, criteria of teacher guidance\nin creative use of play materials, 441\nPost-graduation responsibilities of a teach¬\ners college — abstract (E. C. Higbie), 496\nPotter, Mary Ross. What the dean lives by,\n378\nPowell, George W. Address of welcome on be¬\nhalf of the board of education, 21\nPractise schools, faculty of in 1950, 841; who\ncontrols them in state universities, 626\nPractise teaching, modifications in teachers\ncollege curriculums for rural teachers, 536;\nstate universities, number of hours in uni¬\nversity courses, 625; where it is done in\n42 universities, 625; to whom is the di¬\nrector of practise teaching responsible?\n626; who directs it, 626\nPreble, F. Blanche. Teacher participation\nthrough determination of standards of certifi¬\ncation — abstract, 348\nPredicted changes in the curriculums of teach¬\ners colleges by 1950 as shown by the ex¬\nperiences of the committee on standards and\nsurveys (E. S. Evenden), 867; in faculty\nstandards by 1950 as shown by the ex¬\nperiences of the committee on accrediting\nand classification (Charles McKenny), 844\nPreparation of rural teachers, The — abstract\n(O. G. Sanford), 506\nPrice, N. H.\nSome modern tendencies in\nthe teaching of character education — ab¬\nstract, 413\nPrimary education, interest of the south in,\n\n121\n\nPrincipal, elementary, as a person, The — ab¬\nstract (Bessie Bacon Goodrich), 397; of\nelementary school as supervisor, 415, 420;\nopportunities of elementary school princi¬\npal as a supervisor, 407; part principal\nmust play in realizing purpose of elemen¬\ntary school, 405\nPrincipals, high school, most important func¬\ntion, 617; program for training pupils in\nhabits of study — abstract (J. B. Edmonson),\n585\nPrinting, apprentice school of Lakeside Press,\n959\nProblems in supervision — abstract (Danylu\nBelser), 807; in school health education —\nabstract (Elma Rood), 552; for study and\nresearch in adult rural education (Mar¬\nguerite H. Burnett), 304; of articulation\nas seen by the colleges and professional\nschools, The (Edward C. Elliott), 683; of\nthe music supervisor, The — abstract (W. P.\nTwaddell), 812; of supervisors as seen by\nthe county supervisor of rural schools —\nabstract (Hattie S. Parrott), 809; of super¬\nvisors from the point of view of the di¬\nrector of research — abstract (Harold H.\nBixler), 806; of the supervisor of hand¬\nwriting, The — abstract (Luella Chapman),\n810\nProcedures for formulating an educational\nprogram, 29\nProfessional county superintendent, The —\nabstract (A. C. Burton), 513\nProfessional education of educators, The —\nabstract (Ross L. Finney), 244\nProfessional growth, the professional county\nsuperintendent, 513\n\nAssociation\n\nProfessional phase of the\n861\ncurriculum in 1950, The\n\nteachers college\n(Robert Clark),\n\nProfessional preparation of junior and senior\nhigh-school teachers of history and the\nother social studies in Alabama, The- abstract (B. L. Parkinson), 636\nF rofessional training, differentiated phase\ns of\nfor rural teachers, 530\nPrograms of studies, education,\nwhat pro-\n\nProgress in negro educatio\nn in the sout\n(Robert R. Moton), 107\np h\n?, _ 64\n( gram\nProj\nect curriculums, 59 7\nPublic schools. _ See, other head\nings relating\nto. as Administration, etc.\n\nS°h001 P°'icies (Wil'\nBogtS\"29T1%\nj.°\ni“m\nni'y\nPU(c!C ^ LuLk)“\n\nPyJ^’ E- R“th\\ The teacher’s responsibility\nand eeopportun^y, 144. report of the\nmitt\ncom'_\non retirement allowances,\n217\nhalf of the\nRahalfa nf\n\ncity of Atlanta, 20\n..Add^ess. °f welcome\n\non\n\nbe-\n\nRankin, Paul T. The technic of\nthe\nd large\nw°rl\nherS, and\nscal\nexperime\no'— Teac\n\"\"mnt\nabstract\n-Sterac\n823\non,\neati\nRecr\nschool garden as a form of, 568\nKe'?tl°” of education to citizenship. The\n(Paul\nV teachers\n'the\non\not\nh shall\n783;colle\nwhic\nnistrati\nthe admi\nges\nhave\nto the\nadministration of other units of publi\nc education and to the whole administration\nof\npublic education in 1950, The\n(Albert\nBarrett Meredith), 922\nReports of committees. See, Committees\n, re¬\nports of\nRepresentative Assembly, Minutes of the\nNinth, 1034\nRepublic of tomorrow,\nRobsion), 111\n\nThe\n\n(John\n\nM\n\nResearch, educational, costs and expenditures,\n727; function and value of a public school\nresearch bureau, 716; function of state\neducation departments, The\n(J. Cayce\nMorrison), 723; public schools, how re¬\nsearch bureaus may be improved, 721; in\nindustry, 708; problems for study and re¬\nsearch in adult rural education, 304; re¬\ncency of organized, 727 ; supervision in,\n726; technic of the large scale experiment,\n823; types of service bureau should render,\n718; value to public school administration,\n728\nResolutions of the department of superin¬\ntendence, 794; of the N. E. A., 1135; of\nthe W. F. E. A., 985\nResponse on behalf of the teachers of Amer¬\nica (Eula F. Hunter), 22\nRetardation and promotion — abstract (Fannie\nW. Dunn), 528\nRetirement systems. See Pensions and re¬\ntirement systems\nRoberts, William E. The manual arts pro¬\ngram in Cleveland — abstract, 971\nRobsion, John M. The republic of tomorrow,\n\n111\n\nRogers,\nJames\nabstract,\n545\n\nE.\n\nEducation\n\nRood, Elma. Problems\ncation — abstract, 553\n\nfor\n\nleisure —\n\nin school health\n\nedu¬\n\nRosenlof, George W.\nLibrary facilities for\nteacher-training institutions, 908\nRosenwald\nfund, 474; and negro education,\n109\nRowell, Hugh Grant. A new world for the\nhard of hearing, 135; the needs of the\nhard of hearing, 451\n\nRoyce, Knibloe P. Finding\ning child — abstract, 459\n\nthe hard\n\nof hear¬\n\n"}
{"page": 1215, "printed_page": null, "text": "Index\n1211\n\nKugg,\n419\n\nL. S.\n\nAdventurous\n\nAmerica — abstract,\n\nRural education, adjustment to industrial\nchanges with reference to mountain areas,\n484; adjustment of to needs of farmer.\n481; Berry Schools, 337; Department of,\n463; financial support of, 465; group versus\ngrade class organization, 491; problems\nlor study and research in adult, 304\nRural schools, a county survey of, 525; ad¬\nministration of activities in, 309; advantages\nof consolidation, 528; county-wide plan of\nsupervision for, 517; differentiation in the\npreparation of teachers for, 530; experimen¬\ntation in university supervision of, 498;\nfewer and larger rural high schools, 523;\nfour imperative reforms for, 752; future\nneed in preparation of teachers for, 539;\nhow provide creative teachers for, 516;\nindividual instruction in, 494; initiating\nprojects in supervision of from standpoint\nof state supervisor, 508; lack of child\naccounting in, 492; modification of teachers\ncollege curriculum for teachers of, 533;\nmodification in practise teaching for teachers\nof, 536; need for improved supervision,\n503; participation of teachers of in de¬\ntermining curriculum, 353; preparation of\nteachers for, 506; retardation and promo¬\ntion in, 528; suggestions for improving\nadministration and support of, 501; super¬\nvision of, 468; teacher training, 746;\nteacher training for, 502\nSchool administration\nRussell, William F.\nand conflicting American ideals, _ 62; Some\nhints from scientific investigations as to\ncharacter training, 757\nRyan, W. Carson, Jr. Selection as a function\nof American secondary education — abstract,\n592; The Geneva conference of the World\nFederation of Education Associations, 977\nSafety education, place of in physical educa¬\ntion program, 557\nSamuelson, Estelle E. Guiding the deafened\nchild vocationally — abstract, 452\nThe preparation of rural\nSanford, O. G.\nteachers — abstract, 506\nSchool administration and conflicting American\nideals (William F. Russell), 62\nSchool health and physical education, Depart¬\nment of, 543\nScience, books on for youth, 561; how the\nuniversity may help in training the _ nature\nteacher, 573; in high-school curriculum,\n561; nature education in Kentucky, 572;\nplace of garden in nature education, 566;\nspecial experience in teaching nature, 568;\nwhat teachers should know, 565\nScience instruction, Department of, 559\nScott, Charles E. Report of the secretary\n(Dept, of classroom teachers), 358\nSecondary school principals, Department of,\n579\n.\n,\nSecondary education, examples of scientific\nsupervision in, 583; individualizing, 594;\njunior college as terminus of, 606; necessity\nof curriculum of giving added emphasis to\nPacific world, 609; principal’s program for\ntraining pupils in habits of study, 585;\nselection as a function of, 592, 596; some\nfacts and fancies in, 612; unsatisfactory to\ncollege officials, 30; value compared with\nelementary education, 612\nSecretary in modern business, The (Frank PI.\nHamack), 322\nSelection, as a function of American secondary\neducation — abstract (George S. Counts),\n586; — abstract (W. Carson Ryan), 592;\nlanguage as an instrument of, 593; of\nteachers, 622\nSelected\n\nmanual\n\narts\n\nprograms,\n\nSome — the\n\nJ?.lY?s*°wn program —\nabstract (James\n, Kilhus),\n966\nSelke,\nA. Education as an invest¬\n504\nment, George\n\nSeven cardinal principles, high school teachers\nnot obtaining results in harmony with, 614\nSeventeen departments of the Association,\nThe, 275\nShields, Harold G. Junior\neducation — abstract, 319\n\nbusiness\n\ncollege\n\nSimpson, I. Jewell. Next steps in supervision\n— from the standpoint of the supervisor of\nrural schools — abstract, 814\nSlater fund, 473\nSmart, Thomas J. Modifications in typical\nteachers college curriculums for meeting\nthe needs of prospective rural teachers in\nthe courses offered— abstract, 533\nSmith, George E. How much money is a\nboard of education justified in spending\non adult education? — And what types of\nwork may a board of education justifiably\nundertake? — abstract, 289\nSmith, Henry Lester. Education for world\nfriendship and understanding — abstract, 231\nSmith, R. Ross. Report of the vice-president\n(Dept, of classroom teachers), 357\nSocial sciences. America’s historical oppor¬\ntunity, 102; citizenship training through\nearly European history, 640; in the San\nAntonio junior high schools — abstract (C.\nC. Ball), 638; modern tendencies in relation\nto, 636; new interest in teaching Hispanic\nAmerican history, 635; preparation of\nteachers for in Alabama, 636\nSocial studies, Department of, 633; See, Social\nsciences\nSouth, the, contributions of to a progressive\nnation, 480; contribution of to rural edu¬\ncation, 477; health needs in, 555; interest\nof in kindergarten-primary education (Lucy\nGage), 121; negro education in, 472; what\nit must do to take a larger place in the\nworld, 488\nSpecial experience in teaching nature — abstract\n(Thomas I. Dowling), 568\nSrygley, H. F. An activity curriculum at\nwork, 428\nStack, Herbert J. Place of safety education\nin the program of physical education in the\nschools — abstract, 557\nStandards for accrediting teachers colleges,\n829; in 1950 for selection and graduation\nof students in the teachers colleges and for\nsuccess and professional growth of the\ngraduates who are to continue teaching\n(John L. Dunkle), 892\nState department of education, ways to help\nin propaganda problem, 212\nState\neducation\ncrombie),\n264\n\nprogram,\n\nA\n\n(John\n\nW.\n\nAber¬\n\nState program in vocational education, A —\nabstract (T. E. Browne), 953\nState, the, and education, progress of in 1928,\n256\nSteinheimer, Addie. New technics in short¬\nhand — abstract, 330\nStewart, W. F. A view of the program of\nvocational education in agriculture — ab¬\nstract, 965\nStrayer, George D.\nfinanced in view\n\nHow is education to be\nof the increasing cost?\n\n661\nStudent and alumni participation in the\norganization and administration of teachers\ncolleges in 1950 (Eugene Fair), 898\nStudy, Michigan study helps quoted from,\n587; of administrative procedures for im¬\nprincipal’s\nteaching,\ncollege\nproving\nprogram for\ntraining\npupils 68;\nin habits\nof, 585\nSubjectmatter, demand for new, 59\n\n"}
{"page": 1216, "printed_page": null, "text": "1212\n\nNational\n\nEducation\n\nad¬\nSuggestions for improving rural school\nministration and support, Some (William\nJohn Cooper), 501\nSuperintendence, Department of, 643\nSupervision, a balanced program in, 815; aims\nof department of supervisors and directors\nof instruction, 805; countywide plan of\nfor rural schools, 517; examples of scientific\nprocedure in in secondary schools, 583; in\nagricultural education as compared to the\nsupervision in general education, The —\nabstract (H. C. Fetterolf), 954; in Mary¬\nland, Alabama, and North Carolina, 470;\nin research, 726; initiating projects in rural\nsupervision from standpoint of state super¬\nvisor, 508; need for improvement in rural\nschools, 503; next steps in from standpoint\n— of elementary principal, 814; of ele¬\nmentary supervisor, 813; of rural school\nsupervisor, 814; of rural elementary schools\nin the southern states, The — abstract\n(Annie M. Cherry), 468; of rural schools\nin the south, 469; problems in, 807;\nstrategic position for of head of depart¬\nment, 618; type, kind, and amount ele¬\nmentary school principal should be able to\ngive, 400; teachers’ difficulties as a basis\nfor, 821; technic of the large scale experi¬\nment, 823; university experimentation in\nrural schools, 498\nSupervisors, elementary school principal as,\n415, 420; problems of from point of view\nof research director, 806; problems of music,\n812; problems of in handwriting, 810; op¬\nportunities of elementary school principal as\nsupervisor, 407; problems of as seen by the\ncounty supervisor of schools, 809\nSupervisors and directors\npartment of, 803\nSupport of\n(Katherine\n\nof instruction,\n\nDe¬\n\ncommunity activities — abstract\nDozier), 307\n\nSupport of education, suggestions for im¬\nproving support of rural schools, 501; local\nsupport insufficient, 663; see also, Equaliza¬\ntion, educational; finance\nSutton, Willis A.\nEducation of the child\nand community through health education —\nabstract, 547 ; The opportunities of the ele¬\nmentary principal as supervisor in forward¬\ning education today from the superintend¬\nent’s point of view — abstract, 407\nTaft, Lorado. Beauty in American life, 159\nTaxation for education, with reference to\nrural areas, 467. See also, Income and re¬\nceipts\nTeacher participation — abstract (Daisy Lord),\n348; — abtract (Lois Coffey Mossman), 343;\nin administration — abstract (G e r trude\nBurke), 350; in curriculum constructionabstract (Prudence Cutright), 824; in\nlegislative problems — abstract (John W.\nVickerman), 351; through determination\nof standards of certification — abstract (F.\nBlanche Preble), 348; through civic con¬\ntacts — abstract (Lulu Mock), 346; through\ncurriculum revision — abstract (Georgia W.\nAiken), 345; through social contacts — ab¬\nstract (Nettie Rankin Bolland), 352\nTeacher training, of junior and senior high\nschool teachers of social studies in Ala¬\nbama, 636; as related to classroom pro¬\ncedure (Gladstone H. Yeuell), 624; at¬\ntendance at college does not qualify for\nteaching, 615; by arts colleges, 54; curriculums, 48; differentiation in the prepa¬\nration of rural teachers, 530; faculties, 45;\nstandards for faculty, 45 ; federal ap¬\npropriation for investigation of, 51; for\na new\nworld (W. P. Morgan), 42;\nfor rural schools, 502; future need of\n\nAssociation\n\npreparation of rural teachers, 539; how\nprovide creative teachers, 516; how provide\nin service training, 621; how the university\nmay help in training the nature teacher,\n573; in service, 753; library facilities for,\n44; modifications in practise teaching for\nrural teachers, 536; modification of curriculums for rural teachers, 533; post¬\ngraduation responsibilities of the teachers\ncollege — a questionnaire study of what is\nbeing done, 496; preparation of rural teach¬\ners, 506; program in itinerant, 956; stu¬\ndent selection for, 49; the growth of, 42;\nthe physical plant, 43 ; what a superin¬\ntendent expects of institutions training ele¬\nmentary school teachers, 735; what a super¬\nintendent expects of institutions training\nteachers for secondary schools, 740; what\na teacher may expect from school engaging\nhis services, 753; what science teachers\nshould know, 565; what the rural school\nexpects of institutions training its teachers,\n746\nTeachers and world peace — abstract (Jean¬\nnette Rankin), 340; difficulties as a basis\nfor supervision — abstract (Douglas Waples),\n821; experiences necessary for complete\nexamination of question of articulation,\n677; growth through creative activity — ab¬\nstract (Orville G. Brim), 511; how pro¬\nvide creative, 516; suggested plan for se¬\ncuring comprehensive list of teacher traits,\n50; selection, 50; responsibility and oppor¬\ntunity, The (E. Ruth Pyrtle), 144; what\nscience teachers should know, 565\nTeachers, selection and appointment, changing\nconditions of teacher employment, 850\nTeachers colleges, Department of, 827; and\nthe new world, 855; as centers of pro¬\ngressive education (Charles H. Judd), 875;\nchanges in faculty standards by 1950, 844;\ncooperation with graduates and responsi¬\nbility for their success, 882; efforts to im¬\nprove teaching in, 71; governing body of\nin 1950, 914; how secure a budget for in\n1950, 928; library facilities for, 908; pre¬\ndicted changes in curriculum of by 1950,\n867 ; professional phase of curriculum in\n1950, 861; relation of administration of to\nother units of education in 1950, 922;\nscope, purpose, and administration of\nathletics and forensics in 1950, 887; stand¬\nards in 1950 for selection and graduation\nof students of, 892; standards for ac¬\ncrediting, 829; student and almuni par¬\nticipation in organization of in 1950, 898;\ntype, preparation, and background in 1950,\n838; whither in the academic world?, 849\nTeaching, improvement of college, 68; influ¬\nence of agricultural education on methods\nof general, 955; of character education,\n413; of geography for a new world, 407\nTechnic, in bookkeeping and accounting, 328;\nin shorthand, 330; of democratic leadership,\nThe — abstract (James F. Hosic), 393; of\nimproving college teaching, see College\nteaching; of junior business training, The\n— abstract (Lloyd L. Jones), 327; of the\nlarge scale experiment, The — abstract (Paul\nT. Rankin), 823\nTempleton, Charlotte. Library service and\nadult education in the south-abstract, 282\nTerminal education, function of junior college\nto provide, 606-7\nTheisen, W. W. The function and value of\na public school research bureau, 716\nThomas, Augustus O. The challenge, 96\nThrelkeld, A. L. Report of committee on\nappointment of delegates and kindred\nquestions, 195\nThrift education, school garden as an aid to,\n\n568\n\n"}
{"page": 1217, "printed_page": null, "text": "1213\n\nIndex\n\nTidwell, R. E. Adult secondary education in\nthe southern states — abstract, 281; The\nfinancial support of public education, with\nspecial reference to rural areas — abstract,\n465\nTigert, John J. Character education from\nthe standpoint of the philosophy of educa¬\ntion, 769; Educational progress in 1928 —\nabstract, 254\nTomorrow, schools of, 36\nTrabue, M. R. Some facts and fancies in\nsecondary education, 612; Some important\nelements in training teachers of young chil¬\ndren, 127; University research and its\nvalue to public school administration, 728\nTraining for citizenship through early Euro¬\npean\n640\n\nhistory — abstract\n\nTraining\n\nschool\n\nfaculty\n\n(Florence\nin\n\n*Bernd),\n\n1950 — its type,\n\n'and\npreparati\non,(O.backgroun\nd, relations,\n841\nR, Latham),\nthe\nduties,\nTraining schools. See , Practise schools\nTwaddell, W. P. The problems of the music\nsupervisor — abtract, 812\nType, the kind, the amount of supervision\nwhich elementary principals should know\nand be able to give, The (W. H. Burton),\nUnity\n. 4°0 and continuity of education experi¬\nence — home, nursery school, kindergarten,\nand elementary grades (Beryl Parker), 442\nUniversity research and its value to public\nschool administration (M. R. Trabue), 728\nUse of stereographs and stereopticon slides\nin classroom teaching, The — abstract (John\nA. Hollinger), 940\nValue of an education, 504\nVergil, prophet of a new world (Anna P.\nMacVay), 78\nVickerman, John W.\nTeacher participation\nin legislative problems — abstract, 351\nView of the program of vocational education\nin\nagriculture, A — abstract (W.\nF.\nStewart), 965\nVisual communication — abstract (B. A.\nAughinbaugh), 939\nVisual instruction, Department of, 937\nVisual education, use of stereopticon slides\nin classroom teaching, 940; visual com¬\nmunication, 939\nVocational education, Department of, 945; ap¬\nprentice school of Lakeside Press, 959; a\nstate program in, 953; a view of program\nof in agriculture, 965; Cass Technical\nHigh School of Detroit, 958; Girls’ Trades\nand Technical High School of Milwaukee,\n961 ; guiding the deafened child voca¬\ntionally, 452; how can home economics\nserve democracy?, 964; influence of agri¬\nculture education upon standards and\nmethods of general education, 955; in\nNorth Carolina, 953; itinerant teacher\ntraining in vocational agriculture, 956;\nMilwaukee Vocational School, 963; new\naspects of farmer training, 949; new fea¬\ntures in trade and industrial education pro¬\ngrams, 948; new problems in homemaking\neducation, 947; of the future, 77-78; place\nof Future Farmers of America in training\nfarmers of tomorrow, 952; supervision in\nagricultural education as compared to super¬\nvision in other subjects, 954; the future\nof partime education, 950; the Johnstown,\nPa., program in manual arts, 966. See also.\nManual arts, industrial education\nWaples, Douglas. Teachers’ difficulties as a\nbasis for supervision — abstract, 821\nWard, David A. The place of the garden in\nnature education, 566 ^\nWatkins, Ralph K.\nWhat should teachers\nknow in order to teach science in a\nmodern\n\ndemocracy? — abstract, 565\n\nWebb,\n561\n\nHanor\n\nA.\n\nBooks\n\nthat meet\n\ninstincts,\n\nWeet, Herbert S. The work of the articula¬\ntion commission, 667\nWells, Rainey T. How shall a scientific and\nadequate budget for a teachers college be\ndetermined and secured in 1950?. 928\nWhat activities are best conducted in com¬\nmunity centers? — abstract (J. H. Mont¬\ngomery), 305\nWhat a superintendent has a right to expect\nof an institution training teachers for the\n735\nelement\nary schools (Ernest C. Hartwell),\nWhat a superintendent has a right to expect\nof an institution training teachers for sec¬\nondary schools (Charles S. Meek), 740\nWhat a teacher should expect from the school\nengaging his services (Frank Pierrepont\nGraves), 753\n\nWhat Mussolini has done\n(Maria Castellani), 88\n\nfor modern\n\nItaly\n\nWrhat should teachers know in order to teach\nscience in a modern democracy? — abstract\n(Ralph K. Watkins), 565\nWhat\n378 the dean lives by (Mary Ross Pdtter),\nWhat the rural school has a right to expect\nof an institution training teachers for rural\nschools (Julian E. Butterworth), 746\nWheeler, John T. New aspects of farmer\ntraining — abstract, 949\nWhipple, Caroline A. How are we “holding”\nthe adult immigrant? — abstract, 310\nWhither business education? — abstract (J. L.\nHarman), 324\nWhither the teachers colleges in the academic\nworld? (M. E. Haggerty), 849\nWho shall say what the nation may expect\nof American schools (William John\nCooper), 250\nWilgus, A. Curtis. New interest in the teach¬\ning and study of Hispanic American his¬\ntory — abstract, 635\nW’illiam Hood Dunwoody Industrial Institute\nof Minneapolis, The — abstract (R. T.\nCraigo), 960\nWilliams, Chari Ormond. The contribution\nof\n477 the south to rural education — abstract,\nWilson, Etta J. The\nciation as a medium\nthe rural\n\nParent-Teacher Asso¬\nof adult education in\n\ncommunity — abstract, 299\n\nWithers. John W. The need of improved in¬\ntegration of certain basic ideals and prac¬\ntises in American life and education, 52\nWofford, Kate. The county survey, 525\nWood, Harry E. Manual arts in Minneap¬\nolis — abstract, 970\nWork of the articulation commission, The\n(Herbert S. Weet), 667\nWorld Federation of Education Associations,\n96-102; 231; 975; section meetings, 979;\nresolutions of, 985\nWorld peace and education, 340\nWorley, Maud.\nOrganizing a rural com¬\nmunity school based on nine years’ experi¬\nence in Buncombe county, North Caro¬\nlina — abstract, 298\nWright, J. C. Future vocational education\nfor preparing children for the duties and\nobligations of the world ahead of them, 77\nYawberg, A. G. How provide creative teach¬\ners? — abstract, 516\nYeuell, Gladstone H.\nTeacher training as\nrelated to classroom procedure, 624\nYoder, C. M.\nNew technics in bookkeeping\nand accounting — abstract, 328\nYunker, Emilie. Nature education in Ken¬\ntucky — abstract, 572\nZero hour of the head of department. The\n(Henry P. Miller), 616\n\n"}
{"page": 1218, "printed_page": null, "text": "Do You\nhat\n\nprocedure\n\nthe\n\nKnow\nCommissioner\n\nStates\n\nUnited\n\nof\n\nEduca¬\n\ntion suggests for making the schools a more vital force ?\n\nTeachers\n\nWhat the last year’s President of the Department of\nColleges thinks are the chief problems in teacher training?\n\nWhat Josephus Daniels considers the teachers’ part in bringing\nabout world peace ?\nWhat\n\nstudies are being made\n\nlooking toward\n\nthe improvement\n\nof\n\ncollege teaching?\nWhat significant and pioneering work is being done by the World\nFederation of Education Associations?\nWhat\nWhat\nSouth?\nWhat\n\nis being done in negro education in the South?\nis being done\n\nin kindergarten-primary\n\neducation\n\nin the\n\nthe two candidates for the Presidency of the National Edu¬\n\ncation Association for 1929-30, both of whom\n\nare elementary school\n\nprincipals, say about the elementary school?\nWhat\n\nthe N. E. A. Committee\n\non Propaganda\n\nreported at Atlanta\n\nconcerning the use of outside materials in the schools?\nThat\n\nthe N. E. A. has adopted the Code of Ethics of the Profes¬\n\nsion as reported at the Atlanta meeting?\nWhat\n\nprogress is being made\n\nthroughout\nment ?\n\nThese\n\nin teacher retirement legislation\n\nthe country as reported by the Committee\n\nare a few of the questions\n\non Retire¬\n\nthat are answered\n\nau¬\n\nthoritatively in this Volume of Proceedings. Every progres¬\nsive, professionally minded teacher in the United States will\nwish to know the answers to them.\n\n[1214]\n\n"}
{"page": 1219, "printed_page": null, "text": "Suggestions\n\nFor Using\n\nThis Book\n\nFor Individual and Group\nFirst, note how\nSecond, every\nin the addresses\n\nthe book is planned\nperson\n\nengaged\n\nStudy\n\nas explained\n\non page five.\n\nin the field of education\n\nwill be interested\n\nbefore the general ssesions, pp. 17 to 164.\n\nThird, for those who wish to study more thoroughly in their own par¬\nticular field of work, the sections devoted to the seventeen departments of\nthe Association\n\nare rich in practical, uptodate information\n\nfrom\n\nthe leaders\n\nin their respective fields of endeavor.\nFourth, reference to earlier volumes\n\nof Proceedings\n\ntorical note, which appears at the beginning\nable to the research worker.\nPresidents\n\nand Deans\n\nas printed in the his¬\n\nof each section, will be valu¬\n\nof teachers colleges —\n\nWill wish to discuss this book in faculty meetings.\nMake\n\nassignments\n\nIf a member\ninterest.\n\nfrom\n\nit for class reports.\n\nof the faculty has an address\n\nin the volume,\n\nthat will add\n\nUrge departments of the college to use especially the departmental\nterial in which they are interested.\nThere\nrooms.\n\nshould be copies not only in the library but in many\n\nSuperintendents\nUse\n\nthis book\n\nin your faculty meetings\n\na committee\n\nschools to make\naddresses\nHave\nhave\n\nfrom\n\na survey\n\nas set forth in the general\nthe elementary,\n\nof the volume\n\nthe junior, and\nto determine\n\nthe senior high\n\nwhich\n\nsections and\n\nof these groups.\n\nuse of the departmental\n\ntraining classes will find excellent material\n\nto the Department\nLet this book\n\nsession addresses.\n\ncopies available so that teachers of the various\n\neasy access to one in making\n\nNormal\n\nas a basis for discussion of the\n\nshould be studied in the faculty meetings\n\nenough\n\nof the class¬\n\nand Principals —\n\ngeneral trends of education\nAppoint\n\nma¬\n\nof Kindergarten-Primary\n\nbe the professional\n\nin the section devoted\n\nguide for your\n\nto use it. If they do not get it through\n\norder\n\na few\n\nthe book\n\nlarge.\n\n[1215]\n\nmaterial.\n\nEducation.\n\nthem\n\nextra copies through\n\ndepartments\n\nteachers.\n\nmembership\n\nfund.\n\nThe\n\nEncourage\n\nof their own,\n\ndividends\n\nwill be\n\n"}
{"page": 1220, "printed_page": null, "text": "v\n\n*\n\n.\n-•\n\n-\n\ni\"\n\n■\n\n1\n\n:\n\n.\n\n*\n\n"}
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{"page": 1222, "printed_page": null, "text": "b\n\n"}
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